Login To Your Account


Topic: Academics - Benchmarking and Performance Criteria

Resources File Type

A5 Methods for Continuous Improvement of Course Design, Delivery, and Student Learning, Todd William Loushine

There are many similarities between the methodology and performance evaluation in organizational safety programs and university safety courses. Specifically, failures are detrimental to the individual and require comprehensive investigation to identify root causes for corrective action and prevention. In a broader perspective, t he manager of the safety program must act as a role model for workers; similarly , a course instructor should demonstrate the behavior and ethics desired in classroom students.


A1 21st-century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety, Wayne Hartz

How can the public be assured of competency in those professing to protect its occupational health and safety (OSH)? Currently, in the U.S. there are 193 higher education OSH programs, 186 with baccalaureate degrees with over 55 different degree titles. This research seeks to define minimum OSH baccalaureate graduate core competencies across all programs by asking: What would employers look for in a portfolio to demonstrate competence in a new OSH graduate?


A2 Student Learning Outcomes: Classroom vs. Online Delivery (Literature Review), Darryl C. Hill and Amanda Akroush

A quality learning experience can be measured by student learning outcomes. Methodologies for assessing student learning outcomes are dependent on the domain of the learning goals being assessed. Effective learning outcomes involve the development of students’ attitudes, beliefs, and values. Examples of intended outcomes for the effective dimension include “becoming aware of one’s own talents and abilities and developing an appreciation for lifelong learning. Demonstrating ethical behavior, exhibiting personal discipline, and providing leadership are other examples of intended outcomes that address attitudes and values”


A1 Construction Site Modeling for Construction Safety Education, Nick Nichols

This modeling project involves not only the construction of a three dimensional model, but would also entail the analysis of Occupational Safety and Health Administration (OSHA) Construction Safety Standards and accident case study research applicable to the work undertaken. This model approach to teaching about “construction safety concepts” has been effectively utilized in the Construction Safety course (SFTY 3553) offered in the Department of Occupational Safety and Health at Southeastern Oklahoma State University (SE) .


A3 Engaging OSH&E Students in Research through a Research and Development Course, Lu Yuan

This paper presented a commonly used process to engage students in research through a Research and Development course. Illustrated by two examples of student research projects, the pros and cons of this unique way to recruit undergraduate students for research were discussed. Compared to the industrial internship, the Research and Development seemed to have an equally valuable influence on student outcome attainment as well as job placement, although more analysis is warranted to test if there is any statistical difference.


A4 The Use of a Hybrid Delivery Methodology to Promote Active Learning in Safety Courses, David Freiwald and Michael O’Toole

The transition of Introduction to Aerospace Safety, from a conventional to a hybrid delivery methodology can be considered to be successful. Based upon the qualitative data obtained from learning outcomes, weekly reading comprehension assessments, and the perceptions of the students themselves a marked improvement was seen across groups in both scholarship and satisfaction. Student reviews of the hybrid methodology display a high degree of satisfaction with the revised course – despite the fact that many were unaware of a difference in delivery methodology.


541 Occupation Injuries in Schools, Katie Schofield

The educational services industry a large sector U.S. industry with approximately 12.6 million workers (Bureau of Labor Statistics (BLS), 2013), with about 5.5 million employed in primary and secondary schools (BLS, 2013). Educational workers spend a significant amount of time in school buildings and in direct contact with students. Nationally, those employed in elementary and secondary schools within local government incurred 251,100 recordable workplace injuries and amassed a 5.2 per 100 full-time equivalent (FTE) incident rate (BLS 2013).


Key Competencies Preparing Graduates for the Global Workplace, Joseph M. Losko and Tracey L. Cekada

•Classroom curriculum for OSH students continues to evolve. The profession is more dynamic than ever and the global workplace presents emerging challenges. •This article examines the competencies that educators and OSH professionals deem necessary for global safety practice. •These competencies include hard (technical) and soft (nontechnical) categories. The ability to utilize and acquire communication skills, and to understand culture and customs specific to the area of practice were identified as key. Soft competencies were identified as vital to implementing and facilitating the technical aspects of OSH as well.


SH&E Industry 2015 Salary Survey, Board of Certified Safety Professionals (BCSP)

The purpose of this research project was to better understand compensation trends among Safety, Health, and Environmental (SH&E) professionals. Since 2008, the Board of Certified Safety Professionals (BCSP) has measured and reported salary and employment trend data as a service to its certificants and SH&E professionals. In 2015, BCSP hoped to develop a more complete SH&E employment trend and salary picture by inviting five partners to participate in the data collection process. Partners: ASSE - American Society of Safety Engineers; ABIH - American Board of Industrial Hygiene; AHMP - Alliance of Hazardous Materials Professionals; AIHA - American Industrial Hygiene Association; and IHMM - Institute of Hazardous Materials Management.


ASSE Safety Salary Survey - 2015, American Society of Safety Engineers (ASSE)

A 2015 American Society of Safety Engineers survey of more than 9,000 occupational safety and health professionals reveals they earn an annual base salary on average of $98,000, an increase of $8,000 since the survey was taken two years ago. The ASSE survey results are part of an expansive collaboration with the American Board of Industrial Hygiene (ABIH), Alliance of Hazardous Materials Professionals (AHMP), American Industrial Hygiene Association (AIHA), Board of Certified Safety Professionals (BCSP) and Institute of Hazardous Materials Management (IHMM). A summary is provided and includes a link to download the full report.


What is the BOK?

The Body of Knowledge project is dedicated to creating a living reference that represents the collective knowledge of the Safety, Health and Environmental profession. While the preliminary work has begun, there is still more to do. The purpose of this website is to introduce subject areas that will eventually be part of the Body of Knowledge, and to gather feedback on the future direction, and ongoing assessment of what needs to be completed.

No news articles found.


It's OK to get Social with the BOK folks:

twitter facebook linkedn

Now is the time.

Contribute your knowledge and be a part of something big.

© 2018 Safety, Health and Environmental Body of Knowledge. All Rights Reserved.