abet self-study reportabet self-study report for the safety management program at indiana state...

ABET

Self-Study Report

for the

Safety Management Program

at

Indiana State University

Terre Haute, Indiana

July 1, 2015

CONFIDENTIAL

The information supplied in this Self-Study Report is for the confidential use of ABET and its

authorized agents, and will not be disclosed without authorization of the institution concerned,

except for summary data not identifiable to a specific institution.

1

Program Self-Study Report

for

ASAC of ABET

Accreditation or Reaccreditation

BACKGROUND INFORMATION

A. Contact Information

Dr. Andrew Phillip Payne

101 North Sixth Street

Terre Haute, Indiana 47809

812-237-3267 (o) – 812-237-9676 (f)

[email protected]

B. Program History

The Safety Management program at Indiana State University was approved in 1966 and

underwent extensive revisions in 1970-71 to satisfy ASSE guidelines on professional

preparation. The program was housed within the Department of Health and Safety in the School

of Health, Physical Education, and Recreation. In 1988, the program became only the third to be

granted accreditation through the American Society of Safety Engineers (ASSE), and that

accreditation was maintained through 1997 after ABET assumed the ASSE accreditation

program. The accreditation was allowed to lapse after 1997. In 2004, the program applied for

and was granted accreditation by the National Association of Industrial Technology (NAIT). At

this time the department name had been changed to Health, Safety, and Environmental Health

Sciences, and the College was named Health and Human Performance. In 2010, the program

was reaccredited by the Association of Technology Management and Applied Engineering (the

restructured NAIT) as part of the College of Nursing, Health, and Human Services. We were

then invited to join the College of Technology and moved during Summer 2010 into the new

Department of Built Environment. The program is still accredited with ATMAE, but we decided

to reach out to ABET because of the reputation associated with ABET-accredited programs and

the benefits graduates of those programs enjoy.

C. Options

The BS in Safety Management does not offer any alternative tracks. However, the program does

offer a minor in Occupational Health and Safety for other majors.

2

D. Program Delivery Modes The BS in Safety Management program offers traditional lecture/laboratory courses, distance

education courses, and internship. On-campus courses are offered during the week days with

very few evening courses.

E. Program Locations

The BS in Safety Management program is only offered as an on-campus degree program.

3

F. Public Disclosure

http://technology.indstate.edu/smgt/curriculum.htm. http://cms.indstate.edu/academics#accordion-undergrad_programs_accordion=0

G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and

the Actions Taken to Address Them

This is an initial ABET accreditation review.

http://technology.indstate.edu/smgt/curriculum.htm

http://cms.indstate.edu/academics#accordion-undergrad_programs_accordion=0

4

GENERAL CRITERIA

CRITERION 1. STUDENTS

1. A: Student Admission

Students admitted into Indiana State University and the Safety Management program must have

completed the Indiana Core 40 high school curriculum (or equivalent) with a grade point average

of 2.5 on a 4.0 scale. Indiana high school graduates must have passed both the mathematics and

English sections of ISTEP or receive an official waiver from their high school. In addition,

students must submit their ACT or SAT scores. For additional information on admission

requirements go to: http://cms.indstate.edu/admissions/applications-us/freshman.

1. B: Evaluating Student Performance

Student performance is based upon a 4.0 scale. Progress is monitored in a variety of ways,

including interim grades evaluated and given to students at the six-week point of each semester.

In addition, all College of Technology students earning two or more deficient interim grades (C-

and below) are contacted by a college-level representative. Students who have a GPA of 2.0 and

above are considered to be in good standing with the university. The university grading system

can be found at:

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#gr

ad_syst

1. C: Transfer Student and Transfer Courses

Indiana has recently (effective, Fall 2015) adopted Singular Articulation Pathways to assist

students who are transferring from a two-year college to a four-year university. Transfer

students must have been in good academic standing at the last accredited institution they

attended. In addition, high school records must also meet entrance requirements of freshmen

admitted to the university. Transferable hours with a “C” or higher and at or above the 100-level

will transfer. Safety Management faculty members evaluate all potential transfer credit for

students entering the Safety Management program.

The Statewide Transfer General Education Core (STGEC) was developed by the public

institutions of higher education in Indiana in response to Senate Enrolled Act 182 (2012). It

enables a student who satisfactorily completes an approved program of general education in any

one of the approved institutions to transfer that course work to any other state educational

institution as a block of 30 credit hours towards the general education core requirements. The

STGEC applies to all students matriculating at a public institution of higher education in Indiana

in the fall of 2013 and after. Requirements for completion of the STGEC vary by campus and

institution. A student must fulfill the STGEC requirements of the school at which a student is

enrolled, with a minimum of 30 credit hours, and with an STGEC GPA no lower than 2.0.

http://cms.indstate.edu/admissions/applications-us/freshman

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#grad_syst

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#grad_syst

5

For additional information on transfers go to: http://cms.indstate.edu/admissions/applications-

us/transfer and

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#tr

an_cred

1. D: Advising and Career Guidance

Students in the Safety Management major are advised during their Freshman year by University

College advisors. Students who have successfully completed 30 hours of course work and

transfer students are then advised by faculty members in the department. They are advised at

least one time per semester, and all advising records for students are housed in “MySam,” a

degree auditing tool that gives a semester-by semester plan of study, advising notes, etc. The

majority of career guidance is also given by the faculty advisor; however, the university also

houses a career center on campus that assists with resume development, interviewing skills, job

fairs, etc. For additional information on advising and the career center go to:

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#ac

ad_advi and

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#C

areer_Center

1. E: Work in Lieu of Courses

The university offers multiple modes of assessment of prior learning including Advanced

Placement (AP), College-Level Examination Program (CLEP), Dante’s Standardized Subject

Tests (DSST), Excelsior College, International Baccalaureate (IB), and Departmental

Examinations. Assessment of prior learning is coordinated by the testing center on campus.

Additional information regarding advanced and prior learning credit can be found at:

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#ad

va_cred_stan

1. F: Graduation Requirements

Applicants for graduation must complete all university graduation requirements (all coursework

completed in addition to 120 credit hours), and, in addition, file an application for graduation for

review by the College of Technology. Graduates of the program are awarded a Bachelor of

Science in Safety Management. In addition to general graduation requirements set forth by the

university, safety management students must satisfy the following:

1. Present a minimal ISU cumulative GPA of 2.25.

2. Present a minimum Indiana State University GPA of 2.5 in all SFTY courses. At least

24 semester hours of the major must be completed at Indiana State University.

3. Receive no less than a grade of “C-” in each SFTY course.

http://cms.indstate.edu/admissions/applications-us/transfer

http://cms.indstate.edu/admissions/applications-us/transfer

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#tran_cred

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#tran_cred

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#acad_advi

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#acad_advi

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#Career_Center

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#Career_Center

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#adva_cred_stan

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#adva_cred_stan

6

Additional information on graduating requirements can be found at:

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#gr

ad

1. G: Transcripts of Recent Graduates

Transcripts for some of the most recent graduates, along with any needed explanation of how the

transcripts are to be interpreted, will be provided in the site visit workroom and/or will be given

directly to the team chair. Transcripts will be selected based on the criteria specified by the team

chair.

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#grad

http://catalog.indstate.edu/content.php?catoid=24&navoid=608&hl=grading&returnto=search#grad

7

CRITERION 2: PROGRAM EDUCATIONAL OBJECTIVES

2. A. Mission Statement

ISU Mission Statement. Indiana State University combines a tradition of strong undergraduate

and graduate education with a focus on community and public service. We integrate teaching,

research, and creative activity in an engaging, challenging, and supportive learning environment

to prepare productive citizens for Indiana and the world.

ISU Vision Statement. Inspired by a shared commitment to improving our communities,

Indiana State University will be known nationally for academic, cultural, and research

opportunities designed to ensure the success of its people and their work.

Values statement.

Indiana Integrity

We demonstrate integrity through honesty, civility, and fairness.

State Scholarship

We value high standards for learning, teaching and inquiry.

T Transforming

We foster personal growth within an environment in which every individual matters.

R Responsibility

We uphold the responsibility of university citizenship.

E Education

We provide a well-rounded education that integrates professional preparation and

study in the arts and sciences with co-curricular involvement.

E Embrace Diversity

We embrace the diversity of individuals, ideas, and expressions.

S Stewardship

We exercise stewardship of our global community.

The mission and values statement are published at the following URL:

http://www.indstate.edu/whyisu/

College of Technology Mission

The College of Technology will provide exemplary undergraduate and graduate programs,

generate solutions and knowledge through research, and serve the technology needs of the State,

the nation, and the international community.

The COT mission statement is also published in the +university catalog and on-line at

http://technology.indstate.edu/about/values.htm

http://www.indstate.edu/whyisu/

http://technology.indstate.edu/about/values.htm

8

2. B. Program Educational Objectives

Graduates of the Safety Management program are expected to demonstrate a broad variety of

competencies as they enter the workforce and advance their professional careers.

PEO 1. Communication competency—graduates demonstrate effective interpersonal

communication skills, both oral and written, at all levels of their respective organizations.

PEO 2. Technical competency—graduates have a broad understanding of safety

regulations and the application of engineering, administrative, and personal protective equipment

controls for reducing or eliminating hazard exposures.

PEO 3. Resource accessibility—graduates locate pertinent current information

concerning safety standards and hazard control methods.

PEO 4. Lifelong learning competency—graduates continue to learn and improve in their

field through pursuit of advanced degrees and recognized professional certifications and

participation in professional organizations.

PEO 5. Responsibility competency—graduates exercise professional, ethical practices in

their respective locations throughout the world.

These educational objectives are published on the Safety Management homepage:

http://technology.indstate.edu/smgt/.

2. C. Consistency of the Program Educational Objectives with the Mission of

the Institution

The program’s educational objectives correlate closely with the missions of the university and

College of Technology. These statements share the common educational values: graduating

professionally competent students who can serve both as a leader and team member under

different circumstances, and understand the impact of their work both to themselves and society

as a whole.

We believe our educational objectives incorporate these values:

PEO’s 1 and 2 reflect the program’s commitment to providing quality undergraduate

education in both technical and liberal studies.

PEO 3 focuses on the ability of program graduates to network with peers throughout

various industries to search out workable solutions to complex issues dealing with safety

and health in the workplace.

PEO 4 represents the program’s commitment to graduates’ long-term productivity and

professional advancement.

PEO 5 fulfills the program’s contribution to society, and Indiana in particular, by

advancing students’ awareness on social and environmental implications of their careers.

http://technology.indstate.edu/smgt/

9

2. D. Program Constituencies

We identify the following stakeholders to be the constituencies with respect to program

educational objectives and student outcomes. Each group has special interests in these

stated goals:

• Students of Safety Management program. The students expect to become technically

competent, professionally and socially responsible individuals after earning a bachelor’s degree

from the program.

• Alumni. The alumni expect a continued high quality educational program as their career and

reputation are associated with the quality of their alma mater.

• Faculty. The faculty are expected to fulfill their educational responsibility in leading the

students in the learning process, and periodically evaluating and adjusting if necessary the

teaching pedagogy pertinent to achieving the educational objectives.

• Industrial Advisory Board (IAB). This selective and highly-involved group of individuals

expect to see the program yield quality graduates that meet industry needs.

• Student employers. This group expects to hire fresh employees who are technically competent,

productive, self-motivated learners, team members, and have excellent communication skills.

2. E. Process for Review of Program Educational Objectives

The program educational objectives have evolved over several years as the program constituency

has changed. For nearly 40 years the program was housed within the applied health-based

college of the university, first as the School of HPER (Health, Physical Education, and

Recreation), then as the School of Health and Human Performance (later the College of HHP),

and finally in the College of Nursing, Health, and Human Services. In 2010, the program

requested and was granted permission to explore possibilities for growth by moving to the

College of Technology (COT). A new department was formed within the COT—the Department

of Built Environment—and Safety Management joined the Construction Management and

Interior Architecture Design programs within that department. Since moving to the COT,

undergraduate enrollment in the program has increased from 72 full- and part-time students to

112 during the Fall 2014 semester (see Appendix D, Table D-1).

An effort has been made to strengthen the industrial advisory board by bringing in safety

professionals from across the country with a wide range of experience in various industries. Our

program was originally focused only on general industry safety, but recent curricular changes to

several courses have incorporated many aspects of construction safety, mining and quarrying,

and agricultural safety. Internships were at one time almost exclusively within general industry

(primarily manufacturing), but now include employers from construction, power utilities, and

petroleum industries as well.

10

The makeup of our student population has changed dramatically over the last five years. What

was originally heavily dominated by Indiana residents has now become a major international

program with more than 50% of the students from overseas. We currently have students

representing the Kingdom of Saudi Arabia (KSA), United Arab Emirates (UAE), Qatar, and

South Korea. This shift in student body makeup led us to add an advisory board member who

has recently returned from a three-year assignment working in Saudi Arabia on the construction

of a huge aluminum production facility. His experience working with the Saudis and an

international team brings insight to the program by helping faculty understand the needs of the

government of KSA and the companies of that region of the world.

The program educational objectives are intended to be broad and flexible. These objectives have

been developed recently to comply with ABET accreditation criteria. They will be reviewed by

the faculty and industry advisory board during our Fall 2015 meeting. Any modifications to

these objectives will be available for the visiting team in the fall.

11

CRITERION 3. STUDENT OUTCOMES

3. A. Process for the Establishment and Revision of the Student Outcomes

The process of developing and assessing student outcomes for the Safety Management program

began in 2007 when the program faculty and industry advisory board created a list of seven

student outcomes. The current student outcomes for the undergraduate program were established

in 2009 when the Safety Management program was preparing a self-study report for 2010

ATMAE accreditation. The outcomes were defined by the faculty members and approved by the

Industrial Advisory Board of the safety management program in order to comply with ATMAE’s

new outcome-based evaluation procedure.

The Safety Management program has used the same student outcomes criteria for ISU

assessment and has made minor revisions to the assessment tool in order to provide high quality

and measurable evidence for assessment since 2010.

3. B. Student Outcomes

The faculty of Safety Management has established seven student outcomes which are listed

below and table 3-1 shows how these outcomes are mapped out into the curriculum:

Outcome 1 – Identify, describe, and classify common hazards (workplace and general)

Outcome 2 – Assess and explain risk and the different perceptions of risk by individuals and

segments of the population

Outcome 3 – Prepare safety and health education and training materials

Outcome 4 – Determine the proper method of managing workforce acceptance of safety

procedures, training and engineering

Outcome 5 – Select the proper collection, reporting, and summarization methods for incident

reporting

Outcome 6 – Prioritize and recommend the proper action level (design, safety device, warning

device, training or PPE) and control techniques for loss exposure (engineering

controls, administrative control, or PPE) to prevent injuries and property losses

Outcome 7 – Gain the necessary quantitative and analytical skills to manage a safety department

regarding the economic, financial, and decision making aspects of safety

management

12

Table 3-1. Relationship Between Program Student Outcomes

and Criterion 3 Student Outcomes/Program Criteria

Relationship of Program Student Outcomes to General Criteria Student

Outcomes and Program Specific Criteria Student Outcomes

Safety Management Program Student Learning

Objectives (SLO)

ABET Student Outcomes ASSE Outcomes

A B C D E F G H I J K 1 2 3 4 5 6 7 8 SLO 1.1 Identify common hazards

(workplace and general) * * * *

SLO 1.2 Describe common hazards

(workplace and general) * * * *

SLO 1.3 Classify common hazards

(workplace and general) * *

SLO 2.1 Assess risk as it pertains to

occupational safety management * *

SLO 2.2 Diagram fault trees and identify cut

sets and single point failures in systems * *

SLO 2.3 Explains risk for different

segments of the population * *

SLO 3.1 Develop content-specific safety

training programs * * * *

SLO 3.2 Demonstrate proficiency in small

group presentations * * *

SLO 3.3 Develop effective written and oral

presentation skills * * *

SLO 4.1 Apply principles of engineering to

workplace hazard resolution * * * *

SLO 4.2 Develop administrative controls

for workplace hazard resolution * *

SLO 4.3 Select appropriate personal

protective equipment when engineering or

administrative controls are inadequate * *

SLO 4.4 Develop written training programs

to educate workers in the use of engineering,

administrative and PPE controls * * * *

SLO 5.1 Select proper data collection

method for recordable incident reporting * *

SLO 5.2 Select proper paper and electronic

incident reporting forms * *

SLO 5.3 Select proper incident data

summarization procedures and forms as per

29CFR1904 * * * *

SLO 6.1 Prioritize hazard control and

management techniques for economic,

property, and personnel loss exposures * * * * *

SLO 6.2 Recommend action levels

including design, safety devices, warning

devices, training, or PPE to prevent injuries

and property losses

* * * * *

SLO 7.1 Apply probability theory to assess

risk levels * * * *

SLO 7.2 Apply principles of engineering

economics to management decision making * * * *

ASP/CSP Test Scores *

Accident Investigation and Analyses *

Internship Experience *

13

ASAC of ABET Student Outcomes1

a. An ability to apply knowledge of mathematics, science, and applied sciences

b. An ability to design and conduct experiments, as well as to analyze and interpret data

c. An ability to formulate or design a system, process, or program to meet desired needs

d. An ability to function in multidisciplinary teams

e. An ability to identify and solve applied science problems

f. An understanding of professional and ethical responsibility

g. An ability to communicate effectively

h. The broad education necessary to understand the impact of solutions in a global and

societal context

i. A recognition of the need for and an ability to engage in life-long learning

j. A knowledge of contemporary issues

k. An ability to use the techniques, skill, and modern scientific and technical tools necessary

for professional practice

ASSE Student Outcomes2

1. Anticipate, recognize, evaluate, and develop control strategies for hazardous conditions

and work practices

2. Demonstrate the application of business and risk management concepts

3. Demonstrate an understanding of the fundamental aspects to safety, industrial hygiene,

environmental science, fire science, hazardous materials, emergency management,

ergonomics and/or human factors

4. Design and evaluate safety, health, and/or environmental programs

5. Apply adult learning theory to safety training methodology

6. Identify and apply applicable standards, regulations, and codes

7. Conduct accident investigation and analyses

8. Apply principles of safety and health in a non-academic setting through an intern,

cooperative, or supervised experience

1 http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-applied-science-

programs-2015-2016/

2 http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-applied-science-

programs-2015-2016/

http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-applied-science-programs-2015-2016/




14

Table 3-2 – Student Outcomes Map in Safety Management

Outcome #1 Outcome #2 Outcome #3 Outcome #4 Outcome #5 Outcome #6 Outcome #7

Saf

ety

Co

urs

es

Iden

tify

, d

escr

ibe,

an

d c

lass

ify

co

mm

on

haz

ard

s (w

ork

pla

ce a

nd

gen

eral

)

Ass

ess

and

ex

pla

in r

isk

and

the

dif

fere

nt

per

cep

tio

ns

of

risk

by

in

div

idual

s an

d

seg

men

ts o

f th

e po

pu

lati

on

Pre

par

e sa

fety

and

hea

lth

ed

uca

tio

n a

nd

trai

nin

g m

ater

ials

Det

erm

ine

the

pro

per

met

ho

d o

f m

anag

ing

wo

rkfo

rce

acce

pta

nce

of

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ty p

roce

du

res,

trai

nin

g a

nd

en

gin

eeri

ng

Sel

ect

the

pro

per

co

llect

ion

, re

po

rtin

g, an

d

sum

mar

izat

ion

met

ho

ds

for

inci

den

t

rep

ort

ing

Pri

ori

tize

an

d r

ecom

men

d t

he

pro

per

act

ion

lev

el (

des

ign

, sa

fety

dev

ice,

war

nin

g

dev

ice,

tra

inin

g o

r P

PE

) an

d c

on

tro

l

tech

niq

ues

for

loss

ex

po

sure

(en

gin

eeri

ng

con

tro

ls,

adm

inis

trat

ive

con

trol,

or

PP

E)

to

pre

ven

t in

juri

es a

nd

pro

per

ty l

oss

es

Gai

n t

he

nec

essa

ry q

uan

tita

tiv

e an

d

anal

yti

cal

skil

ls t

o m

anag

e a

safe

ty

dep

artm

ent

reg

ard

ing

th

e ec

ono

mic

,

fin

anci

al,

and d

ecis

ion

mak

ing a

spec

ts o

f

safe

ty m

anag

emen

t

SFTY 212 Introduced Introduced Introduced Introduced Introduced Introduced Introduced

SFTY 314

Introduced Introduced Practiced Introduced

SFTY 315 Assessed Practiced Introduced Introduced

Practiced Introduced

SFTY 315L Practiced Practiced Introduced Practiced

Reinforced Practiced

SFTY 318 Practiced

Practiced Assessed Practiced

SFTY 319 Practiced

Practiced Practiced

Practiced

SFTY 328 Practiced

Introduced Practiced

Practiced Introduced

SFTY 335 Assessed Practiced Introduced Practiced

Practiced Practiced

SFTY 335L Practiced Practiced Introduced Practiced


SFTY 341 Practiced

SFTY 411 Reinforced Assessed

Assessed

SFTY 416

Reinforced Practiced Assessed Reinforced Assessed Reinforced

SFTY 423 Reinforced Reinforced Assessed Practiced Reinforced Reinforced

SFTY 446 Practiced Practiced

SFTY 460 Practiced Practiced

Reinforced


SFTY 492 Practiced Practiced Practiced Practiced Practiced Practiced Practiced

15

3. C. Relationship of Student Outcomes to Program Educational Objectives

The relationship between Student Outcomes as described on previous page and Program Educational Objectives as described in

Criterion 2 are presented in table 3-3 below.

Table 3-3- Relationship of Student Outcomes to Program Educational Objectives Program Educational Objectives Student Outcomes

PEO 1. Communication competency – graduates

demonstrate effective interpersonal

communication skills, both oral and written,

at all levels of their respective organizations.

Outcome 2 – Assess and explain risk and the different perceptions of risk by individuals and segments

of the population


Outcome 4 – Determine the proper method of managing workforce acceptance of safety procedures,

training and engineering

Outcome 6 – Prioritize and recommend the proper action level (design, safety device, warning device,

training or PPE) and control techniques for loss exposure (engineering controls,

administrative control, or PPE) to prevent injuries and property losses

PEO 2. Technical competency – graduates have a broad

understanding of safety regulations and the

application of engineering, administrative, and

personal protective equipment controls for

reducing or eliminating hazard exposures.


Outcome 5 – Select the proper collection, reporting, and summarization methods for incident reporting


regarding the economic, financial, and decision making aspects of safety management

PEO 3. Resource accessibility – graduates locate

pertinent current information concerning safety

standards and hazard control methods.


of the population



PEO 4. Lifelong Learning competency – graduates

continue to learn and improve in their field

through pursuit of advanced degrees and

recognized professional certifications and

participation in professional organizations.



regarding the economic, financial, and decision making aspects of safety management

PEO 5. Responsibility competency – graduates exercise

professional, ethical practices in their respective

locations throughout the world.



of the population



Outcome 5 – Select the proper collection, reporting, and summarization methods for incident reporting

16

CRITERION 4. CONTINUOUS IMPROVEMENT

4. A. Student Outcomes

The process of developing and assessing student outcomes for the Safety Management program

began in 2007 when the program faculty and industry advisory board created a list of seven

student outcomes. Those outcomes were used to formulate long- and short-term goals for the

program as part of the accreditation requirements for NAIT (now ATMAE). Beginning in 2011,

objectives were written for each of the seven student outcomes. A three-year assessment rotation

was started in 2012 and rubrics were developed to score program success for each of the

objectives. Each semester, one of the student outcomes is assessed in one or more of the classes

identified as strategic for that outcome. All seven outcomes have now been assessed at least

once. Following the scoring of each objective’s rubric, an action plan is developed to target

specific strategies for continuous improvement. Comments will be inserted in this section where

appropriate to analyze the effectiveness of the action plans. The program assessment model is

still in its early stages and it is anticipated that student outcomes and objectives will be tweaked

or added to as the assessment is now entering its second cycle.

For the purpose of this report, assessment materials for each of the seven student outcomes will

be presented as follows:

Table of Student Learning Objectives (SLO), strategies, and methods

Evidence of student learning

Assessment rubrics for SLOs

Summary of assessment findings

Action plan for continuous improvement

At the end of this section is a status report of the first outcomes that were assessed. This section

will be expanded to include updates from additional outcome assessments prior to the team visit

next fall.

17

Student Outcome #1—Identify, describe, and classify common hazards (workplace and general)

Objectives Course # Assessment Methods

Source and

Type of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

SLO 1.1 Identify

common hazards

in the workplace

and general

212, 315, 315L,

318, 319, 328,

335, 335L, 411,

423, 460, 492

Rubric on Hazard ID

and classification

SFTY

315/335

Homework

Spring 2014

Fall 2014

SM Program

Coordinator

SM Program

Team

SLO 1.2

Describe common

hazards in the

workplace and

general

212, 315, 315L,

318, 319, 328,

335, 335L, 411,

423, 460, 492

Rubric on Hazard ID

and classification

SFTY

315/335

Homework

Spring 2014

Fall 2014

SM Program

Coordinator

SM Program

Team

SLO 1.3 Classify

common hazards

in the workplace

and general

212, 315, 315L,

318, 319, 328,

335, 335L, 411,

423, 460, 492

Rubric on Hazard ID

and classification

SFTY

315/335

Homework

Spring 2014

Fall 2014

SM Program

Coordinator

SM Program

Team

18

In-class, Out-of-class Assignments and Tests for SFTY 315 and 335 (Evidence)

Based on the topics and lectures presented to students throughout the semesters, students should

be able to identify common hazards in workplace, their health effects, route of exposure, as well

as describing the level and severity of hazards qualitatively and quantitatively by using different

methods. The students’ learning is assessed based on their performance in in-class activities,

assignments and discussions, and out-of-class assignments. The midterm and final exams

evaluates students learning in both theoretical and problem solving aspects.

The goal of this assessment is to determine if the students gain the right skills and knowledge in

order to be considered competent in understanding, implementing, following the safety standards

and requirements by identifying, classifying, quantitatively and qualitatively describing the

common hazards in general workplaces.

Multiple homework assignments, quizzes and exams are evaluated based on a rubric described

below:

In Fall 2014 and Spring 2014, 19 and 28 Students were enrolled in SFTY 315 and 335 classes

(2 sections of SFTY 335) and here is the evaluation result of their performance and learning

outcome according to the rubric scale:

19

Assessment Rating Scale 25% 50% 75% 100%

SLO 1.1 Identify common hazards (workplace and general)

Identifying common chemical,

physical and biological hazards in

workplace.

Students fail to identify

any common hazards in

workplace.

Number of Students

Score 1: 0 of 47

Students identify less

than half of the

common hazards in

workplace.

Number of Students

Score 2: 0 of 47

Students identify more

than half of the

common hazards in

workplace.

Number of Students

Score 3: 15 of 47

Students successfully

identify all common

hazards in workplace.

Number of Students

Score 4: 32 of 47

Identifying the route of exposure,

target organs and health effects of

common hazards.


any route of exposures,

target organs and health

effects of common

hazards.

Number of Students

Score 1: 0 of 47


than half of the route

of exposures, target

organs and health

effects of common

hazards.

Number of Students

Score 2: 1 of 47


than half of the route

of exposures, target

organs and health

effects of common

hazards.

Number of Students

Score 3: 9 of 47


identify all routes of

exposures, target

organs and health

effects of common

hazards.

Number of Students

Score 4: 37 of 47

Identifying possible engineering,

administrative control methods as

well as personal protective

equipment (PPE).


any possible

engineering,

administrative control

methods and PPE.

Number of Students

Score 1: 1 of 47


than half of the

possible engineering,


methods and PPE.

Number of Students

Score 2: 1 of 47


than half of the



methods and PPE.

Number of Students

Score 3: 14 of 47


identify all the



methods and PPE.

Number of Students

Score 4: 31 of 47

20


SLO 1.2 Describe common hazards (workplace and general)

Describing hazards by using

quantitative assessment methods.

Students fail to describe

any common hazards

using quantitative

methods.

Number of Students

Score 1: 3 of 47

Students describe less

than half of the

common hazards

using quantitative

methods.

Number of Students

Score 2: 14 of 47

Students describe

more than half of the

common hazards using

quantitative methods.

Number of Students

Score 3: 22 of 47


describe all common

hazards using


Number of Students

Score 4: 8 of 47

Describing effectiveness of possible

control methods (engineering,

administrative and PPE) by using


Students fail to describe

the effectiveness of any

control method using


Number of Students

Score 1: 3 of 47

Students describe the

effectiveness of less

than half of the control

methods using


Number of Students

Score 2: 14 of 47

Students describe the

effectiveness of more

than half of the control

methods using


Number of Students

Score 3: 22 of 47


describe the

effectiveness of all

the control methods

using quantitative

methods.

Number of Students

Score 4: 8 of 47

21


SLO 1.3 Classify common hazards (workplace and general)

Classifying common chemical


SFTY 315

Students fail to classify

any common chemical


Number of Students

Score 1: 0 of 19

Students classify less

than half of the

common chemical


Number of Students

Score 2: 3 of 19

Students classify more

than half of the

common chemical


Number of Students

Score 3: 13 of 19


classify all common

chemical hazards in

workplace.

Number of Students

Score 4: 3 of 19

Classifying common physical hazards

in workplace.

SFTY 335


any common Physical


Number of Students

Score 1: 0 of 28


than half of the

common physical


Number of Students

Score 2: 3 of 28


than half of the

common physical


Number of Students

Score 3: 23 of 28


classify all common

physical hazards in

workplace.

Number of Students

Score 4: 2 of 28

Classifying common biological


SFTY 315


any common biological


Number of Students

Score 1: 0 of 19


than half of the

common biological


Number of Students

Score 2: 3 of 19


than half of the

common biological


Number of Students

Score 3: 13 of 19


classify all common

biological hazards in

workplace.

Number of Students

Score 4: 3 of 19

22

Assessment Findings for SFTY 315 and 335

Description: Based on the lectures and quantitative methods which have been discussed and

practiced during the semester, students are supposed to be able to identify, describe and classify

common hazards in workplace.

Goal: The goal of this assessment is to determine if the students gain the right skills and

knowledge to identify, describe and classify different hazards (quantitatively and qualitatively)

based on the material taught during the semester.

Target: The Target for this assessment was to determine if 75% of the students enrolled in this

class have received a score of 75% or higher.

Findings: according to the assessment rubric and evidence collected during the Fall and Spring

semesters of 2014, 19 students were enrolled in SFTY 315 and 28 students were enrolled in two

sections of SFTY 335 and overall all students except one were able to successfully complete

these courses.

At the end of the year, 15 students out of 47 (32%) scored between 50% and 75% and 32

students out of 47 (68%) scored 75% or more for criterion one under the Student Learning

Objective (SLO) 1.1. The evidence on the second criterion of SLO 1.2. also shows that during

the same period, one student (2%) received a score between 25% and 50% and nine students

(19%) received scores between 50% and 75%, and 37 students (79%) scored 75% or more; and

finally, on the third criterion of SLO 1.1., one student out of 47 (2%) scored below 25%, one

student (2%) scored between 25% and 50%, 14 students (30%) had scores between 50% and

75%, and 31 of the students (66%) had scores more than 75%.

In regard to both criteria of SLO 1.2, three students (6%), 14 students (30%), 22 students (47%)

out of 47 students had scores below 25%, between 25% and 50%, and between 50% and 75%,

and only eight students (17%) out of 47 were able to get scores more than 75%.

By the end of the year, three students out of 19 (16%) were able to get a score between 25% and

50%; 13 students out of 19 (68%) were able to score between 50% and 75%, and only 3 students

out of 19 (16%) were able to score above 75% in the first and third criteria of SLO 1.3.; while

three students out of 28 (11%) scored between 25% and 50%, 23 students out of 28 scored

between 50% and 75% and only 2 students out of 28 (7%) scored more than 75% in the second

criterion of SLO 1.3.

Overall, only 71%, 17% and 13% of students were able to receive scores of 75% or higher in

SLO 1.1, SLO 1.2. and SLO 1.3. respectively. In conclusion, the course was unsuccessful to

achieve its target as described above.

Recommendations for Improvement: According to the instructor’s experience and closed

observation of data, there are two potential reasons for the failure to reach the target:

23

- Twenty students out of 47 (52.5%) in both SFTY 315 and SFTY 335 classes were

international students with significantly limited English language skills, which is

affecting their academic performance at a disturbing level.

- Assignments, quizzes and tests used to assess SLO 1.2. and SLO 1.3 were mainly based

on quantitative methods and weak mathematical skills and background of students

(domestic and international) had a significant effect on their academic performance.

Based on the comments above, it is strongly recommended to enhance and enforce the admission

requirements (English Language Skills in reading, writing, listening and speaking) for

international students, as well as enhance and enforce the quality of mathematics courses.

Obviously both recommendations involve offices and departments outside of the Safety

Management program and the Department of Built Environment.

Action Plan for program outcome 1 (SFTY 315 and 335)

Program Outcome 1 - Identify, describe, and classify common hazards (workplace and

general): understanding the concept of different types of hazards, identifying hazards, and

showing competency in describing (qualitatively and quantitatively) and classifying common


SLO 1.1 - Identify common hazards (workplace and general)

The following action is associated with the evidence collected for this assessment outcome from

SFTY 315 and SFTY 335 classes during Fall and Spring semesters of 2014.

Action Details: The admission requirements regarding English language skills (reading, writing,

listening and speaking) need to be enhanced and enforced for international students.

Implementation Plan: this action can be implemented as early as possible preferably Fall

semester of 2017.

Key/Responsible Person: multiple individuals and offices need to cooperate and coordinate

with one another in order to implement the recommended plan:

- Office of the Admissions

- Office of International Programs (Center for Global Engagement)

- Associate Dean of College of Technology (currently Kara Harris)

- Chair of Department of Built Environment (currently Andrew Payne)

- Instructor (currently Farman A. Moayed)

Measures: the recommendation should be added to the Safety Management program catalog and

followed by all parties.

Resource Allocations: none

SLO 1.2 - Describing common hazards (workplace and general)

24



Action Details: the quality of mathematics courses (MATH 115) taught in the department of

Mathematics in ISU needs to be enhanced. Another practical option is to change the math pre-

requisite of SFTY 315 and SFTY 335 courses from college algebra to calculus level.

Implementation Plan: This action can be implemented as early as possible, preferably Fall

semester of 2017.



- Dean or Associate Dean of College of Art and Sciences

- Chair of Department of Mathematics

- Instructors for MATH 115 classes




Measures: the minimum required MAPLE score can be raised or the math pre-requisite of SFTY

315 and SFTY 335 courses can be changed from college algebra to calculus and included in the

Safety Management program as well as course description in the catalog.


SLO 1.3 - Classifying common hazards (workplace and general)



Action Details: The admission requirements regarding English language skills (reading, writing,

listening and speaking) need to be enhanced and enforced for international students.

Implementation Plan: this action can be implemented as early as possible preferably Fall

semester of 2017.



- Office of the Admissions

- Office of International Programs (Center for Global Engagement)




25

Measures: the recommendation should be added to the Safety Management program catalog and

followed by all parties.


26

Student Outcome #2—Assess and explain risk and the different perception of risk by individuals and segments of the

population


Source and

Type of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

SLO 2.1 Assess

risk as it pertains to

occupational safety

management

212, 315, 315L,

335, 335L, 411,

416, 423, 460,

492

Rubric on risk

decision

SFTY

411

Assignment

Spring 2014 SM Program

Coordinator

SM Program

Team

SLO 2.2 Diagram

fault trees and

identify cut sets and

single point failures

in systems

212, 315, 315L,

335, 335L, 411,

416, 423, 460,

492

Rubric on risk

decision

SFTY

411

Assignment


Coordinator

SM Program

Team

SLO 2.3 Explains

risk for different

segments of the

population

212, 315, 315L,

335, 335L, 411,

416, 423, 460,

492

Rubric on risk

decision

SFTY

411

Assignment


Coordinator

SM Program

Team

27


SLO 2.1 Assess risk as it pertains to occupational safety management

Identify potential workplace

hazards during the design phase of

a project

Student fails to

identify any potential

hazards

Number of students

score 1: 3 of 47

Incomplete listing of

potential hazards

Number of students

score 2: 5 of 47

Most hazards

identified, but missing

some items

Number of students

score 3: 10 of 47

Hazard list complete

Number of students

score 4: 29 of 47

Develop a Risk Assessment Matrix

to prioritize identified hazards

No risk Assessment

Matrix is developed

Number of students

score 1: 0 of 47

Matrix created, but

with substantial

deficiencies

Number of students

score 2: 0 of 47

Matrix generally

complete, but with

minor deficiencies

Number of students

score 3: 0 of 47

Matrix satisfactory

Number of students

score 4: 47 of 47

Create Preliminary Hazard

Analysis to recommend

countermeasures

No PHA submitted,

or incorrect format

Number of students

score 1: 0 of 47

PHA completed with

major deficiencies

Number of students

score 2: 0 of 47

PHA completed with

only minor

deficiencies

Number of students

score 3: 5 of 47

PHA satisfactory

Number of students

score 4: 42 of 47

Reassess hazards based on

assumption that countermeasures

are administered

No reassessment

completed

Number of students

score 1: 0 of 47

Reassessment

completed, but with

major deficiencies

Number of students

score 2: 6 of 47

Reassessment

completed with only

minor deficiencies

Number of students

score 3: 13 of 47

Hazard reassessment

satisfactory

Number of students

score 4: 28 of 47

28


SLO 2.2 Diagram Fault Trees and identify cut sets and single point failures in systems

Design logical fault tree with

appropriate use of symbols

No attempt to

complete fault tree

Number of students

score 1: 0 of 47

Fault tree created,

but with major flaws

Number of students

score 2: 6 of 47

Fault tree created with

only minor flaws

Number of students

score 3: 12 of 47

Fault tree

satisfactory

Number of students

score 4: 29 of 47

Use cut set algorithm to identify cut

sets and single point failures in

fault tree

No cut sets or single

point failures

identified

Number of students

score 1: 0 of 47

Algorithm

attempted, but with

major errors

Number of students

score 2: 0 of 47

Algorithm completed

with minor errors

Number of students

score 3: 0 of 47

Algorithm

satisfactory

Number of students

score 4: 47 of 47

29

SLO 2.3 Explain risk for different segments of the population

This learning objective was not assessed during the Spring 2014 semester, although a classroom

presentation on risk perception and how people respond differently to similar situations was

done. Students were presented with a variety of stimuli and their different reactions were

discussed. An effective means for assessing this objective needs to be developed prior to the

next assessment cycle for Outcome #2.

Assessment findings for SFTY 411

Description: Students are taught various System Safety models to use for identifying the root

causes of workplace incidents. Specifically, students learn to use Preliminary Hazard Analysis,

Failure Modes and Effect Analysis, Job Safety Analysis, Hazard Risk Assessment Matrix, and

Fault Tree Analysis with small group assignments for each model. This class had an unusually

high percentage (29 of 47) of international students with limited English writing skills, so an

attempt was made to mix domestic and international students in each group. The format the

course followed made it difficult to evaluate individual students, leading to the decision to limit

enrollment to no more than 25 students in future semesters.

Goal: The goal of this assessment is to determine if the students gain the right skills to utilize

system safety models to evaluate hazards in the workplace.

Target: The Target for this assessment was a minimum comprehension level of 75% by at least

75% of the students in the course.

Findings: During the Spring 2014 semester there were 47 students enrolled in SFTY 411, and

ultimately all but one student achieved a passing grade for the class. Reviewing the results of the

assessment rubrics for SLO 2.1 and 2.2, each of the listed objectives met the goal of 75% of

students scoring 75% or higher. There is still room for improvement in several of those

objectives. For instance, under SLO 2.1 the first objective that states “Identify potential

workplace hazards during the design phase of a project”, had 8 students (17%) who failed to

meet the target of 75% and 2 other objectives had 6 students failing to meet the target. Even

though group assignments are encouraged for the class, smaller groups (of 2 or 3 students) would

give a better reflection of individual student’s mastery of the course material. The instructor

believes that without the guidance and work of the domestic students in some of the groups,

many of the international students would not have attained passing grades on some of the

assignments. There were a few sophomores who were allowed into the class, and it was clear

that those students were not ready for a course that relies heavily on knowledge from previous

courses.

Recommendations: Prerequisite requirements need to be changed and enforced for future terms

in SFTY 411. Class size must be restricted to promote more individual work with the various

system safety models. Many students, both domestic and international, have severe mathematics

deficiency. Even though MATH 115 (College Algebra) is a prerequisite for this course, students

still struggled with basic math concepts (algebra and statistics). The math requirement for the

program needs to be enhanced, possibly to include an introductory calculus course.

30

Action Plan for program outcome 2 (SFTY 411)

Program Outcome 2 - Assess and explain risk and the different perception of risk by

individuals and segments of the population: use of common system safety models to assess

risk and root cause analysis of loss events.

SLO 2.1 – Assess risk as it pertains to Occupational Safety Management


SFTY 411 classes during Spring semester of 2014.

Action Details: Smaller class size and smaller groups for model assignments need to be

implemented to insure individual student’s mastery of course material.

Implementation Plan: This action was implemented for the Fall 2014 and Spring 2015

semesters and will be continued in future terms.

Key/Responsible Person: Chair of Department of Built Environment (currently Andrew Payne)


Measures: Course enrollment limit of 25 will be posted and enforced.


SLO 2.2-- Diagram Fault Trees and identify cut sets and single point failures in systems


SFTY 411 classes during Spring semester of 2014.

Action Details: Much smaller groups would lead to better individual mastery of the concepts of

fault trees and similar models.







SLO 2.3-- Explain risk for different segments of the population

31

This SLO was not assessed during the Spring 2014 semester in large part due to a lack of time to

complete all of the course goals.

Action Details: Smaller class size would reduce the time required for group presentations on

application specific models, allowing for additional class time to cover this topic.







32

Student Outcome #3—Prepare safety and health education and training materials

Objectives Course # Assessment

Methods

Source and

Type of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

SLO 3.1 Develop

content-specific

safety training

programs

212, 314, 315,

315L, 328, 335,

335L, 416, 423,

492

Rubric on training

program

SFTY

423

Homework,

Quizzes,

Assignments

&

Presentations

Fall 2012 SM Program

Coordinator

SM Program

Team

SLO 3.2

Demonstrate

proficiency in small

group presentations

212, 314, 315,

315L, 328, 335,

335L, 416, 423,

492

Rubric on training

program

SFTY

423

Homework

&

Presentations


Coordinator

ST Program

Team

SLO 3.3 Develop

effective written

and oral

presentation skills

212, 314, 315,

315L, 328, 335,

335L, 416, 423,

492

Rubric on training

program

SFTY

423

Assignments

&

Presentations


Coordinator

SM Program

Team

33

Program Outcome #3: Prepare safety and health education and training materials

The term project assignment for SFTY 423 fall 2012 (evidence)

SFTY 423 covers the fundamental principles and concepts of the theory and application of various methods and techniques of training

and communications in industrial safety. The course has been designed to improve the participants’ knowledge, skills, and

understanding of the development and use of training to improve the safety performance of an organization.

In Fall 2012, 23 students were enrolled in the SFTY 423 class and here are the evaluation results of their performance and learning



SLO 3.1 – Develop content-specific safety training programs

Using concepts presented in this

course, students develop a complete

written training plan addressing all

of the steps in ADDIE training model

to solve a safety problem in an

organization. Document all of the

steps of ADDIE in the training

program design as well as to provide

the training program itself

It is not possible to

understand what the

scope of the project

is.

Number of Students

Score 1: 7 of 23

The report is not

very specific and not

well organized.

Number of Students

Score 2: 3 of 23

The report is

specific but not

organized.

Number of Students

Score 3: 3 of 23

The report is very

specific and well

organized.

Number of Students

Score 4: 10 of 23

34


SLO 3.2 – Demonstrate proficiency in small group presentations

Professional small group training

presentation delivered to class on

specific assigned OSHA-required

topics


understand what the


is.

Number of Students

Score 1: 7 of 23

The presentation is

not very specific and

not well organized.

Number of Students

Score 2: 4 of 23

The presentation is

specific but not

organized.

Number of Students

Score 3: 3 of 23

The presentation is

very specific and

well organized.

Number of Students

Score 4: 9 of 23


SLO 3.3 – Develop effective written and oral presentation skills

Provide class presentation on

training program


understand what the


is.

Number of Students

Score 1: 7 of 23

The presentation is

not very specific and

not well organized.

Number of Students

Score 2: 3 of 23

The presentation is

specific but not

organized.

Number of Students

Score 3: 3 of 23

The presentation is

very specific and

well organized.

Number of Students

Score 4: 10 of 23

35

Assessment Findings for Outcome #3 (SFTY 423)

Description: Students are assigned to small groups of 3-4 and tasked with developing, writing,

and presenting a comprehensive training program for some aspect of safety.


knowledge to deliver effective training programs suitable for presentation in a variety of

workplaces.



Findings: according to the assessment rubric and evidence collected during the Fall semester of

2012, 23 students completed this course. Serious deficiencies exist with each of the SLO’s.

Seven students (30.4%) were scored at the bottom rating (25%) of the rubric in all 3 SLO’s.

There were 3 additional students (13.0%) scored 50% on SLO’s #3.1 and 3.3 and 4 students

(17.4%) scored 50% on SLO #3.2. Thus, a total of 47.8% of the class failed to achieve the target

of 75% on all SLO’s.

The average grade for all SLO’s was 66.7%. Hence, in conclusion, this course was not

successful in achieving its target as mentioned above.

Recommendations for Improvement: It was noted by the instructor that all of the individuals

with substandard scores were international students. With the high percentage of international

students enrolled in the Safety Management program, focus needs to be on communication skills.

Students need more exposure to public speaking and presentation delivery in several classes

prior to entering their senior year. Opportunities for student presentations will be incorporated

into lower level SFTY classes beginning immediately.


Program Outcome 3 – Prepare Safety and Health Training Materials

SLO 3.1 – Develop content-specific safety training programs


SFTY 423 class during Fall semester 2012.

Action Details: The students will be required to complete SFTY 212, 314, 315, 318, 319, 328,

and 335 prior to registering in SFTY 423 class or concurrent with it. Opportunities for student

oral presentations will be incorporated into many of these listed courses.

Implementation Plan: this action can be implemented as early as Fall semester of 2013.

Key/Responsible Person: Instructor (currently Mike Williamson)

36

Measures: within five years the recommendation will be added to the course catalog and

followed by all students


SLO 3.2 – Demonstrate proficiency in small group presentations




and 335 prior to registering in SFTY 423 class or concurrent with it. Students who struggle with

oral presentations will be required to seek assistance from university student services.






SLO 3.3 – Develop effective written and oral presentation skills




and 335 prior to registering in SFTY 423 class or concurrent with it. Any student with a grade

below “C” in any of the following classes will be required to show evidence of additional

tutoring or instruction in written English and public speaking: ENG 101, ENG 105, ESL 103A,

ESL 103B, ENG 305, ENG 305T, COMM 101






37

Student Outcome #4—Determine the proper method of managing workforce acceptance of safety procedures, training, and

engineering


Methods

Source and

Type of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

SLO 4.1 Apply

principles of

engineering to

workplace hazard

resolution

212, 314, 315,

315L, 318, 319,

328, 335, 335L,

416, 423, 460,

492

Rubric on industrial

partnership project

SFTY

416

Assignments


Coordinator

SM Program

Team

SLO 4.2 Develop

administrative

controls for

workplace hazard

resolution

212, 314, 315,

315L, 318, 319,

328, 335, 335L,

416, 423, 460,

492


partnership project

SFTY

416

Assignments


Coordinator

SM Program

Team

SLO 4.3 Select

appropriate personal

protective equipment

when engineering or

administrative

controls are

inadequate

212, 314, 315,

315L, 318, 319,

328, 335, 335L,

416, 423, 460,

492


partnership project

SFTY

416

Assignments


Coordinator

SM Program

Team

SLO 4.4 Develop

written training

programs to educate

workers in the use of

engineering,

administrative and

PPE controls

212, 314, 315,

315L, 318, 319,

328, 335, 335L,

416, 423, 460,

492


partnership project

SFTY

416

Assignments


Coordinator

SM Program

Team

38

Program Outcome #4: Determine the proper method of managing workforce acceptance of safety procedures, training, and

engineering

The term project assignment for SFTY 416 spring 2013 (evidence)

SFTY 416 is a course aimed at developing individual leadership and organizational processes that will help prepare students for a

career in Safety Management. Experiential learning has proven to be effective in education and this course will be based totally on

concepts utilizing experiential processes. Students must be seniors who have completed a majority of their major courses. The final

project for each student will be to evaluate and/or develop a model Safety Management program for an employer.

In Spring 2013, 32 students were enrolled in the SFTY 416 class and here are the evaluation results of their performance and learning


Assessment Rating Scale

25% 50% 75% 100%

SLO 4.1 – Apply principles of engineering to workplace hazard resolution

No learning activity or assessment

provided in this learning objective

(Yet to be assessed)


understand what the


is.

Number of Students

Score 1: N/A

The report is not


well organized.

Number of Students

Score 2: N/A

The report is specific

but not organized.

Number of Students

Score 3: N/A

The report is very

specific and well

organized.

Number of Students

Score 4: N/A

39


SLO 4.2 – Develop administrative controls for workplace hazard resolution

Provide written team proposal for

developing an exemplary safety

management system that would

qualify for certification as a VPP

Star Worksite.


understand what the


is.

Number of Students

Score 1: 0 of 32

The report is not


well organized.

Number of Students

Score 2: 0 of 32


but not organized.

Number of Students

Score 3: 4 of 32

The report is very

specific and well

organized.

Number of Students

Score 4: 28 of 32


SLO 4.3 – Select appropriate personal protective equipment when engineering or administrative controls are inadequate

No learning activity or assessment

provided in this learning objective

(Yet to be assessed)


understand what the


is.

Number of Students

Score 1: N/A

The report is not


well organized.

Number of Students

Score 2: N/A


but not organized.

Number of Students

Score 3: N/a

The report is very

specific and well

organized.

Number of Students

Score 4: N/A


SLO 4.4 – Develop written training programs to educate workers in the use of engineering administrative and PPE controls

Develop and deliver a training

program in class presentation on

process for creating a safety

management system that produces

excellent results


understand what the


is.

Number of Students

Score 1: 2 of 34

The report is not


well organized.

Number of Students

Score 2: 0 of 34


but not organized.

Number of Students

Score 3: 6 of 34

The report is very

specific and well

organized.

Number of Students

Score 4: 24 of 32

40


Description: Students work in small groups with assigned industry partners to develop

administrative plans for implementing an effective safety and health program within that

particular business. The project requires knowledge of OSHA standards, monitoring techniques,

corporate mission and goals, and teamwork.


knowledge to develop comprehensive plans for administration of corporate safety policies and

procedures.



Findings: according to the assessment rubric and evidence collected during the Spring semester

of 2013, 32 students completed this course. At the end of the semester all but 2 of the students

scored 75% or more in Student Learning Objective (SLO) 4.2 and SLO 4.4. It was determined

that the current course format does not include activities suitable for assessment for SLO 4.1 and

4.3.

The average grade for all criteria under SLO 4.2 and 4.4 were 93%. Hence, in conclusion, this

course was successful to achieve its target as mentioned above.

Recommendations for Improvement: the instructor will incorporate course materials designed

to build competence under SLO 4.1 and 4.3. These are skills that students should have acquired

prior to enrolling in SFTY 416, but since the course is used as a senior capstone for the program,

it is essential that mastery of these skills is demonstrated.


Program Outcome 4 – Determine the proper method of managing workplace acceptance of

safety procedures, training, and engineering

SLO 4.1 – Apply principles of engineering to workplace hazard resolution


SFTY 416 class during Spring semester 2013.


and 335 prior to registering in SFTY 416 class or concurrent with it.

Implementation Plan: This action can be implemented as early as Fall semester of 2013.


41




SLO 4.2 – Develop administrative controls for workplace hazard resolution










SLO 4.3 – Select appropriate personal protective equipment when engineering or

administrative controls are inadequate










SLO 4.4 – Develop written training programs to educate workers in the use of engineering,

administrative and PPE controls



42








43

Student Outcome #5—Select the proper collection, reporting, and summarization methods for incident reporting


Source and

Type of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

SLO 5.1 Select

proper data

collection

method for

recordable

incident

reporting

212, 314,

318,416,

423, 492

Evaluation of

completed OSHA 300

and 301 forms

SFTY

318

Assignment

& Exam


Coordinator

SM Program

Team

SLO 5.2 Select

proper paper and

electronic

incident

reporting forms

212, 314,

318,416,

423, 492

Evaluation of

completed OSHA 300,

300A, and 301 forms

SFTY

318

Assignment

& Exam


Coordinator

SM Program

Team

SLO 5.3 Select

proper incident

data

summarization

procedures and

forms as per

29CFR1904

212, 314,

318,416,

423, 492

Evaluation of

completed OSHA 300

and 300A forms

SFTY

318

Assignment

& Exam


Coordinator

SM Program

Team

The goal of this outcome is for students to demonstrate their ability to accurately record and report injury/illness data using OSHA-

required forms. Students are presented with a list of hypothetical incidents including brief descriptions of the workers’ activities and

locations at the time of the incident. Students must determine which of the incidents meet the criteria for including on the OSHA 300

log, correctly classify the injury or illness, complete the OSHA 300 log for all recordable injuries and illnesses, complete the OSHA

300A Summary form, and fill out an OSHA 301 Incident Report form. They also must accurately calculate an OSHA Recordable

Incidence rate and a Severity rate. Students must demonstrate successful use of both paper and electronic forms. A total of 44

students were enrolled in SFTY 318 during the Fall 2013 semester when this assessment was completed.

44


SLO 5.1 – Select proper data collection method for recordable incident reporting

Students completely and accurately

complete OSHA 301 Supplemental

Incident Report

Form is not

completed at all

Number of Students

Score 1: 2 of 44

Most of form is

completed, but

information is

missing or incorrect

Number of Students

Score 2: 26 of 44

Form is nearly

complete and

information is clear

and accurate

Number of Students

Score 3: 9 of 44

Form is accurately

completed

Number of Students

Score 4: 7 of 44

Students correctly identify

recordable incidents and complete

OSHA 300 Log

No incidents are

entered correctly on

the form

Number of Students

Score 1: 2 of 44

Incidents are

entered, but some

recordable cases are

missing or non-

recordable cases

included

Number of Students

Score 2: 5 of 44

No more than one

case missing or

improperly included

Number of Students

Score 3: 22 of 44

All recordable cases

are included with no

non-recordable

cases

Number of Students

Score 4: 15 of 44

Students assign recordable cases to

correct classification (fatality, lost

workday cases, cases not involving

death or last workday) (injury or

type of illness)

No attempt to

classify recorded

cases

Number of Students

Score 1: 2 of 44

Numerous

Incomplete or

incorrect

classifications

Number of Students

Score 2: 4 of 44

Not more than 1

incorrectly classified

case

Number of Students

Score 3: 25 of 44

All cases classified

correctly

Number of Students

Score 4: 13 of 44

Students correctly report lost

or restricted workdays on OSHA

300 Log

No attempt to record

lost/restricted

workdays

Number of Students

Score 1: 2 of 44

Incorrect counting of

lost/restricted

workdays on

multiple cases

Number of Students

Score 2: 8 of 44

Not more than 1

case with incorrectly

counted lost/

restricted workdays

Number of Students

Score 3: 15 of 44

All lost/restricted

workdays correctly

counted

Number of Students

Score 4: 19 of 44

45


SLO 5.2 – Select proper paper and electronic incident reporting forms

Students demonstrate ability to

accurately enter data on electronic

reporting forms OSHA 300, OSHA

300A, OSHA 301

Form is not

completed at all

Number of Students

Score 1: 2 of 44

Most of form is

completed, but

information is


Number of Students

Score 2: 0 of 44

Form is nearly

complete and


and accurate

Number of Students

Score 3: 0 of 44

Form is accurately

completed

Number of Students

Score 4: 42 of 44

Students demonstrate ability to

accurately enter data on paper

reporting forms OSHA 300, OSHA

300A, OSHA 301

No incidents are

entered correctly on

the form

Number of Students

Score 1: 2 of 44

Incidents are

entered, but some

recordable cases are

missing or non-

recordable cases

included

Number of Students

Score 2: 0 of 44

No more than one

case missing or

improperly included

Number of Students

Score 3: 12 of 44

All recordable cases

are included with no

non-recordable cases

Number of Students

Score 4: 30 of 44

46


SLO 5.3 – Select proper incident data summarization procedures and forms as per 29CFR1904

OSHA Form 300A Summary

is completely and accurately

completed

Form is not

completed at all

Number of Students

Score 1: 2 of 44

Most of form is

completed, but

information is


Number of Students

Score 2: 2 of 44

Form is nearly

complete and


and accurate

Number of Students

Score 3: 3 of 44

Form is accurately

completed

Number of Students

Score 4: 37 of 44

Man-hours worked are correctly

calculated

No attempt to

calculate man-hours

worked

Number of Students

Score 1: 2 of 44

Calculation

attempted but

incorrect use of

formula

Number of Students

Score 2: 6 of 44

Calculations correct

except for arithmetic

errors

Number of Students

Score 3: 14 of 44

Correctly calculated

Number of Students

Score 4: 22 of 44

Incident rate is correctly calculated No attempt to

calculated incident

rate

Number of Students

Score 1: 2 of 44

Calculation

attempted but

incorrect use of

formula

Number of Students

Score 2: 9 of 44



errors

Number of Students

Score 3: 16 of 44


Number of Students

Score 4: 17 of 44

Severity rate is correctly calculated No attempt to

calculate severity

rate

Number of Students

Score 1: 2 of 44

Calculation

attempted but

incorrect use of

formula

Number of Students

Score 2: 9 of 44



errors

Number of Students

Score 3: 21 of 44


Number of Students

Score 4: 12 of 44

47


Description: Students are expected to demonstrate their ability to collect, record, and analyze

injury data using both paper and electronic OSHA recordkeeping forms. This includes correctly

identifying incidents that should be recorded, calculating lost workdays, total man-hours worked,

OSHA incidence rates, and severity rates as well as accurately entering information on 3 separate

forms: the OSHA 300 Log of Recordable Incidents, the OSHA 300A Annual Summary Form,

and the OSHA 301 Supplemental Record of Individual Incidents.

Goal: The goal of this assessment is to determine if students have secured the skills to

completely and accurately identify and classify work-related injuries and fatalities and to

properly record incidents on required OSHA forms.



Findings: According to the assessment rubric and evidence collected during the Fall 2013

semester, a total of 44 students from two course sections were enrolled in SFTY 318. Of those,

two students did not receive final passing grades in the class. The assessment rubric was

developed to evaluate students’ performance in three Student Learning Objectives (SLO).

Following summarizes those findings:

SLO 5.1-Proper data collection method for recordable incident reporting. This SLO was further

divided into four sub-objectives. The first of those was “Students completely and accurately

complete OSHA 301 Supplemental Incident Report” . Only 16 students (36.4%) scored 75% or

higher on this criterion. Clearly, most students did not meet our expectations for correctly

completing these incident reports. The second sub-objective was “students correctly identify

recordable incidents and complete OSHA 300 Log”. 37 students (84.1%) scored 75% or higher,

although 50% of the class scored just 75%. While this did meet our target, there is clearly room

for substantial improvement. The third sub-objective was “students assign recordable cases to

correct classification”. Here 38 students (86.4%) scored 75% or higher, but more than one-half

of the class scored just 75%, again leaving room for much improvement. The fourth and final

sub-objective was “students correctly report lost or restricted workdays on OSHA 300 Log”.

Within SLO 5.1, this sub-objective showed the best student performance as far as those scoring

100% (19 students or 43.2%), but the total scoring 75% or above was 34 (77.3%). This meets

the target, but just barely. Once again, there is room for improvement.

Overall, for SLO 5.1 averaging across the sub-objectives, only 71.0% of the students scored 75%

or better. We must consider this objective unsatisfactory.

SLO 5.2—Select proper paper and electronic incident reporting forms. This SLO was divided

into two sub-objectives. The first of those was “students demonstrate the ability to accurately

enter data on electronic reporting forms OSHA 300, 300A, and 301”. Here 42 students (95.5%)

scored 100%. The second was “students demonstrate ability to accurately enter data on paper

reporting forms OSHA 300, 300A, and 301”. Here those same 42 students scored 75% or better,

with 30 of them scoring 100%. We are satisfied with the performance on SLO 5.2.

48

SLO 5.3—Select proper incident data summarization procedures and forms as per 29CFR1904.

This SLO was divided into four sub-objectives. The first of these was “OSHA Form 300A

Summary is completely and accurately completed”. 40 students (90.9%) scored 75% or higher

with 37 of them scoring 100%. The second sub-objective was “man-hours worked are correctly

calculated”. 36 students (81.8%) scored 75% or better and one-half of the class scored 100% on

this criterion. This met our target, but improvement is possible. The third sub-objective was

“incident rate is correctly calculated”. This rate is calculated from a simple formula, but requires

accurate incident classification and man-hour calculation first. 33 students (75.0%) scored at or

above 75%, just meeting the target. The last sub-objective was “severity rate is correctly

calculated”. This involves a similar formula to the incident rate and again 75% of the students

scored 75% or above, but this time there were fewer students scoring 100%.

Overall, 80.3% of the scores were 75% or higher for the sub-objectives under SLO 5.3. This

does meet our target of 75%, but leaves room for improvement.

It should be noted that a majority of the students in these sections (27 students or 61.4%) were

international students for whom English is a second language. However, the recordkeeping topic

had been introduced in two courses that most of the students had already completed. In general,

we are not pleased with the assessment of this program outcome.


SLO 5.1 – Proper data collection method for recordable incident reporting



Action Details: Additional teaching efforts will be made in SFTY 212 and SFTY 314 classes

regarding OSHA recordkeeping to better prepare students for this course.


Key/Responsible Person: Instructors for SFTY 212, 314, and 318 (currently Greg Dewey, Doug

Timmons, and Joe Eckerle)




SLO 5.2 – Select proper paper and electronic incident reporting forms



49

Action Details: Current instruction appears to be effective. No changes proposed at this time.

Implementation Plan: N/A

Key/Responsible Person: Instructor (currently Joe Eckerle)

Measures: N/A


SLO 5.3 – Select proper incident data summarization procedures and forms as per

29CFR1904.



Action Details: Additional class time and another assignment need to be added to this portion of

the course to ensure students have a clear understanding of the use of OSHA forms and rate

calculations.


Key/Responsible Person: Instructor (currently Joe Eckerle)

Measures: within five years the recommendation will be added to the course syllabus and



50

Student Outcome #6—Prioritize and recommend the proper action level (design, safety device, warning device, training, or

PPE) and control technique for loss exposure (engineering control, administrative control, or PPE) to prevent injuries and

property losses


Methods

Source and

Type of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

SLO 6.1

Prioritize hazard

control and

management

techniques for

economic,

property, and

personnel loss

exposures

212, 314, 315,

315L, 318, 319,

328, 335, 335L,

416, 423, 460,

492


partnership project

SFTY

416

Assignments


Coordinator

SM Program

Team

SLO 6.2

Recommend

action levels

including design,

safety devices,

warning devices,

training, or PPE

to prevent injuries

and property

losses

212, 314, 315,

315L, 318, 319,

328, 335, 335L,

416, 423, 460,

492


partnership project

SFTY

416

Assignments


Coordinator

SM Program

Team

51

Program Outcome #6: Prioritize and recommend the proper action level (design, warning device, training or PPE) and control

techniques for loss exposures (engineering controls, administrative control, or PPE) to prevent injuries and property losses

The term project assignment for SFTY 416 spring 2013 (evidence)

SFTY 416 is a course aimed at developing individual leadership and organizational processes that will help prepare students for a

career in Safety Management. Experiential learning has proven to be effective in education and this course will be based totally on

concepts utilizing experiential processes. Students must be seniors who have completed a majority of their major courses. The final

project for each student will be to evaluate and/or develop a model Safety Management program for an employer.

In Spring 2013, 33 students were enrolled in the SFTY 416 class and here are the evaluation results of their performance and learning



SLO 6.1 – Prioritize management techniques for economic, property, and personnel loss exposure



management system that would

qualify for certification as a VPP

Star Worksite.


understand what the


is.

Number of Students

Score 1: 0 of 32

The report is not


well organized.

Number of Students

Score 2: 0 of 32


but not organized.

Number of Students

Score 3: 4 of 32

The report is very

specific and well

organized.

Number of Students

Score 4: 28 of 32

52


SLO 6.2 – Recommend action levels including design, safety devices, warning devices, training, or PPE to prevent injuries

and property losses



management system including

recommendations for design, safety

devices, warning devices, training, or

PPE


understand what the


is.

Number of Students

Score 1: 0 of 32

The report is not


well organized.

Number of Students

Score 2: 0 of 32

The report is

specific but not

organized.

Number of Students

Score 3: 4 of 32

The report is very

specific and well

organized.

Number of Students

Score 4: 28 of 32

53


Description: Students work in small groups with assigned industry partners to develop

administrative plans for implementing an effective safety and health program within that

particular business. The project requires knowledge of OSHA standards, monitoring techniques,

corporate mission and goals, and teamwork.

Goal: The goal of this assessment is determine if the students gain the right skills and knowledge

to develop comprehensive plans for administration of corporate safety policies and procedures.



Findings: according to the assessment rubric and evidence collected during the Spring semester

of 2013, 32 students completed this course. At the end of the semester all of the students scored

75% or more for every criterion under the Student Learning Objective (SLO) 6.1 and SLO 6.2.

The average grade for all criteria under SLO 6.1 and 6.2 were 97%. Hence, in conclusion, this

course was successful to achieve its target as mentioned above.

Recommendations for Improvement: the instructor can prepare a short lecture/presentation

about methods of hazard control and put more emphasize on engineering controls in order to

help students with non-engineering/technical backgrounds achieve better results.


Program Outcome 6 - Prioritize and recommend the proper action level (design, safety

device, warning device, training and PPE) and control techniques for loss exposure

(engineering controls, administrative controls, or PPE) to prevent injuries and property

losses: understanding the concept of different types of hazards, identifying hazards, and showing

competency in prioritizing and recommending control methods in order to prevent injuries and

property losses.

SLO 6.1 – Prioritize hazard control and management techniques for economic, property,

and personnel loss exposure







54




SLO 6.2 – recommend action levels including design, safety devices, warning devices,

training, or PPE to prevent injuries and property losses






Key/Responsible Person: Instructor (currently Farman A. Moayed)




55

Student Outcome #7—Gain the necessary quantitative and analytical skills to manage a safety department regarding the

economical, financial and decision making aspects of safety management


Methods

Source and

Type of

Assessment

Time of Data

Collection

Assessment

Coordinator

Evaluation of

Results

SLO 7.1 Apply

probability theory

to assess risk

levels

212, 315, 315L,

328, 335, 335L,

411, 416, 460,

492

Systems assessment

rubric

SFTY

411

Assignment


Coordinator

SM Program

Team

SLO 7.2 Apply

principles of

engineering

economics to

management

decision making

212, 315, 315L,

328, 335, 335L,

411, 416, 460,

492

Systems assessment

rubric

SFTY

411

Assignment


Coordinator

SM Program

Team

Assessment of Outcome #7 will be completed by Fall 2015.

56

4. B. Continuous Improvement

2014 Status Report for Safety Management BS Assessment Action Plan

Based on findings from 2012-13 Outcomes Assessments

3.1: Develop content-specific safety training programs

3.2: Demonstrate proficiency in small group presentations

The students will be required to complete SFTY 212, 314, 315, 318, 319, 328, and 335 prior to

registering in SFTY 423 class or concurrent with it. Opportunities for student oral presentations

will be incorporated into many of these listed courses.

This action can be implemented as early as Fall semester of 2013. Instructor (currently Mike

Williamson).

Results: Prerequisite requirement changes were approved during the Spring 2014 semester for

the SFTY 423 class. Those requirements now are: 1. Senior status and 2. Safety Management

major.

By requiring senior status rather than a long list of prerequisite courses we have effectively

eliminated unprepared students from enrolling in this course. The class is one of two that we

restrict to seniors in the program. They are required to develop and present training programs for

relevant topics.

3.3: Develop effective written and oral presentation skills


registering in SFTY 423 class or concurrent with it. Any student with a grade below “C” in any

of the following classes will be required to show evidence of additional tutoring or instruction in

written English and public speaking: ENG 101, ENG 105, ESL 103A, ESL 103B, ENG 305,

ENG 305T, COMM 101.


Williamson).

Results: As of Fall 2014 semester, we have not attempted to implement this action. However,

restricting the course to seniors has resulted in improved overall writing and speaking skills.

4.1: Apply principles of engineering to workplace hazard resolution

4.2: Develop administrative controls for workplace hazard resolution

4.3: Select appropriate personal protective equipment when engineering or administrative

controls are inadequate.

57

4.4: Develop written training programs to educate workers in the use of engineering,

administrative and PPE controls


registering in SFTY 416 class or concurrent with it.


Williamson).

Results: Prerequisite requirement changes were approved during the Spring 2014 semester for

the SFTY 416 class. Those requirements now are: 1. Senior status 2. Safety Management

major.

By requiring senior status rather than a long list of prerequisite courses we have effectively

eliminated unprepared students from enrolling in this course. The class is one of two that we

restrict to seniors in the program. Students are required to develop safety administration

programs working directly with area businesses.

6.1: Prioritize hazard control and management techniques for economic, property, and

personnel loss exposures.

Students will incorporate hazard control and management techniques into cooperative industry

partnership projects.

6.2: Recommend action levels including design, safety devices, warning devices, training, or

PPE to prevent injuries and property losses.

Industry partnership projects will include student recommendations for reducing or eliminating

hazards that lead to injuries and property losses.

This action can be implemented as early as Fall semester of 2013. Course instructor (currently

Mike Williamson).

Results: Implementation of some of the corporate partnership initiatives were delayed due to

instructor’s illness at the end of Fall 2013 and through the Spring 2014 semesters. Beginning

with this Fall 2014 semester these partnership project reports will be graded based in part on the

inclusion of hazard control and management techniques and recommendations for reducing or

eliminating hazards that lead to injuries and property losses.

58

2015 Status Report for Safety Management BS Assessment Action Plan

Based on findings from 2013-14 Outcomes Assessments

5: Select the proper methods for incident reporting

Select the proper collection, reporting, and summarization methods for incident reporting.

5.1: Select proper data collection method

Select proper data collection method for recordable incident reporting. Additional teaching

efforts will be made in SFTY 212 and SFTY 314 classes regarding OSHA recordkeeping to

better prepare students for this course.

This action can be implemented as early as Fall semester of 2014. Instructors for SFTY 212, 314,

and 318 (currently Greg Dewey, Doug Timmons, and Joe Eckerle).

Results: Within five years the recommendation will be added to the course catalog and followed

by all students.

5.2: Select proper incident reporting forms

Select proper paper and electronic incident reporting forms.

Current instruction appears to be effective. No changes proposed at this time. Instructor

(currently Joe Eckerle).


by all students

5.3: Incident data summarization

Select proper incident data summarization procedures and forms as per 29CFR1904. Additional

class time and another assignment need to be added to this portion of the course to ensure

students have a clear understanding of the use of OSHA forms and rate calculations.

This action can be implemented as early as Fall semester of 2014. Instructor (currently Joe

Eckerle).


by all students

4. C. Additional Information

Assessment instruments and materials listed in the previous sections will be made available in

the workroom during the site visit.

59

CRITERION 5. CURRICULUM

5. A. 1. Program Curriculum

DEPARTMENT OF BUILT ENVIRONMENT

SAFETY MANAGEMENT

CURRICULUM

The Safety Management Program at Indiana State University is one of the first to offer a

bachelor's degree in the United States. The Association of Technology, Management, and

Applied Engineering currently accredits the program.

Baccalaureate

Course Catalog

Course Curriculum Guide

DESCRIPTION

The University offers a bachelor of science (B.S.) in Safety Management. The Safety

Management program provides the classroom knowledge and experience needed to be a

safety specialist who is qualified to design, develop, and implement safety programs in

business, industry, and government. Coursework in the major includes studies in the

management, evaluation, and control of safety and health hazards associated with the

workplace environment, including courses in the following areas:

Accident prevention

Administration of industrial health and safety programs

Fire protection

Hazardous substances and waste disposal

Industrial health and safety legislation

Industrial hygiene

ACCREDITATION

The University is accredited by the Higher Learning Commission of the North Central

Association. In addition, the Safety Management Program is currently accredited by the

Association of Technology, Management, and Applied Engineering (ATMAE).

OUTCOMES - B.S.

Upon successful completion of the undergraduate program in Safety Management, graduates

will be able to:

1. Identify, describe, and classify common hazards (workplace and general)

2. Assess and explain risk and the different perceptions of risk by individuals and segments

of the population

http://technology.indstate.edu/BE/

http://catalog.indstate.edu/preview_program.php?catoid=17&poid=2867&hl=Safety+Management&returnto=search

http://technology.indstate.edu/curriculum_guides/Current/smgt_bs.pdf

http://www.ncacihe.org/

http://www.ncacihe.org/

60

3. Prepare safety and health education and training materials

4. Determine the proper method of managing workforce acceptance of safety procedures,


5. Select the proper collection, reporting, and summarization methods for incident reporting

6. Prioritize and recommend the proper action level (design, safety device, warning device,

training or PPE) and control techniques for loss exposure (engineering controls,

administrative control, or PPE) to prevent injuries and property losses.

7. Gain the necessary quantitative and analytical skills to manage a safety department

regarding the economic, financial, and decision-making aspects of safety management

61

Table 5-1 Curriculum

Bachelor of Science in Safety Management

Course

(Department, Number, Title)

List all courses in the program by term starting with the first term of the first

year and ending with the last term of the final year.

Indicate

Whether

Course is

Required,

Elective, or a

Selective

Elective by

an R, an E or

an SE1

Curricular Area (Credit Hours)

Last Two

Terms the

Course was

Offered:

Year and,

Semester,

or Quarter

Average

Section

Enrollment

for the Last

Two Terms

the Course

was Offered2

Math &

Basic

Sciences

Discipline

Specific

Topics

General

Education Other

First Year Fall Term

SFTY 212 Industrial Health and Safety Management R 3 F14, S15 28

CHEM 103/103L Elementary Chemistry and lab R 4 F14, S15 53 lec, 19 lab

MATH 115 College Algebra R 3 F14, S15 33

ENG 101 Freshman Writing I SE 3 F14, S15 N/A

Health and Wellness SE 3 F14, S15 N/A

First Year Spring Term

SFTY 314 Industrial Health and Safety Legislation R 3 F14. S15 22

CHEM 104/104L Elementary Organic and Biochemistry and lab R 4 S14, S15 49 lec, 23 lab

ENG 105 Freshman Writing II SE 3 F14, S15 N/A

Communication SE 3 F14, S15 N/A

Social & Behavioral Studies SE 3 F14, S15 N/A

Second Year Fall Term

SFTY 318 Industrial Accident Prevention I R 3 F13, F14 23

PHYS 105/105L General Physics I and lab R 4 F14, S15 63 lec, 25 lab

Non-native Language SE 3 F14, S15 N/A

Historical Studies SE 3 F14, S15 N/A

Literary Studies SE 3 F14, S15 N/A

Second Year Spring Term

SFTY 319 Industrial Accident Prevention II R 3 S14, S15 23

Non-native Language SE 3 F14, S15 N/A

Fine & Performing Arts SE 3 F14, S15 N/A

62

Global Perspectives & Cultural Diversity SE 3 F14, S15 N/A

Minor/Elective E 3 F14, S15 N/A

Third Year Fall Term

SFTY 315/315L Industrial Hygiene I and lab R 4 F13, F14 18 lec, 12 lab

SFTY 341 Applied Probability and Statistics for Engineering & Technology R 3 F14, S15 27

MGT 301 Survey of Management R 3 F14, S15 48

Junior Composition SE 3 F14, S15 N/A


Third Year Spring Term

SFTY 328 Fire Protection Systems/Technology R 3 S14, S15 25

SFTY 335/335L Industrial Hygiene II and lab R 4 S14, S15 18 lec,14 lab

Ethics & Social Responsibility SE 3 F14, S15 N/A

Upper Division Integrative Elective SE 3 F14, S15 N/A

Fourth Year Fall Term

SFTY 423 Current Issues and Training Concepts in Industrial Health & Safety R 3 F14, S15 20

SFTY 446 Hazardous Materials Operations R 3 F14, S15 25

SFTY 460 Human Factors/Ergonomics R 3 F14, S15 17

SFTY 492 Safety Management Internship R 3 Sum15,S15 17

TMGT 492 Industrial Supervision OR SE 3 F14, S15 23

HRD 480 Industrial Organization Psychology OR SE 3 F13, F14 23

HRD 495 Contemporary Issues in Human Resource Development SE 3 S14, S15 24

Fourth Year Spring Term

SFTY 411 Analysis Techniques for Industrial Health and Safety R 3 F14, S15 24

SFTY 416 Administration of Industrial Health and Safety Programs R 3 F14, S15 19

Upper Division Integrative Elective SE 3 F14, S15 N/A



Add rows as needed to show all courses in the curriculum.

OVERALL TOTAL CREDIT HOURS FOR THE DEGREE 120 18 47 45 10

PERCENT OF TOTAL 100% 15% 39% 38% 8%

63

5. A. 2. Curriculum Alignment with the Program Educational Objectives

The Safety Management program aims to provide graduates with the skill set to succeed in a

vast array of industries by teaching technical knowledge, verbal and written communications,

resource acquisition, responsibility, and all the while promoting lifelong learning. Examples of

these competencies include:

PEO #1—Communication competency. ISU’s general education curriculum includes one course

in speech communications (Comm 101) and two courses in composition (Eng 105, and 305). In

addition, the Safety Management program includes courses which require students to prepare

written reports (212, 314, 416, 460 492), oral presentations (411, 423, 492), and group

presentations (212, 411, 416, 423). Every student who successfully completes the Safety

Management program will have classroom experience teaching training programs, writing

incident reports, and presenting their ideas to superiors.

PEO #2—Technical competency. The primary strength of our undergraduate program in Safety

Management lies in the technical education component. Students begin by learning a history of

occupational safety and health efforts (212), then learn to classify recordable incidents (212, 314,

318). Standards are taught early on in the program (314), followed by hazard recognition and

classification (315, 318, 319, 328, 335, 411). Students learn to use instruments to monitor and

assess contaminant exposures (315L, 335L). From the basis of this knowledge, students progress

into the upper level courses (411, 416, 423, 446, 460, 492) where they are expected to apply the

principles learned in earlier courses to solving theoretical and actual workplace safety issues.

The culmination of the education is a required supervised internship (492) where students are

actually placed into a work environment and learn to apply the skills they have acquired in the

classroom and laboratory.

PEO #3—Resource accessibility. We do not expect our graduates to know everything they will

need to have a successful career in the safety industry, but a concerted attempt is made to teach

them to access and utilize resources that are available. Students learn early in the program how

to access and understand standards within the Code of Federal Regulations (CFR), the National

Fire Code (NFC), the American National Standards Institute (ANSI), and other sources (212,

314, 315, 318, 328). The aim is that graduates know where and how to locate critical

information to succeed in their careers.

PEO #4—Lifelong Learning competency. Students are encouraged to pursue professional

certifications (CSP, CIH, CHMM, OHST, CHST, etc.) as they progress through their careers.

Questions and problems similar to those they might encounter on certification exams are

incorporated into every course in the curriculum. Our graduates have good success in passing

certification exams. Furthermore, students are encouraged to join the American Society of

Safety Engineers (ASSE) and maintain professional membership after graduation.

PEO #5—Responsibility competency. Upper level courses in the program provide experience in

promoting responsibility and ethical practices. The goal of any safety professional is to see that

every employee returns home after their shift at least as healthy as they arrived to work.

64

Students are trained to be observant of employee behaviors and to counsel individual employees

when necessary (416, 423, 492).

5. A. 3. Curriculum Structure and Outcomes

Table 5-2 is the Program Map which shows the prerequisite structure for the Safety Management

program. The program is designed to provide a sequence of laboratory, design, group project,

and computational experiences. This provides multiple experiences which, along with the

capstone experience, directly ensure the attainment of each and every one of the Student

Outcomes.

All students in the Safety Management undergraduate program must complete 18 semester credit

hours of college level of mathematics and sciences, which are listed in curriculum as College

Algebra (MATH 115), Applied Probability and Statistics (SFTY 341) Elementary and Organic

Chemistry with Labs (CHEM 103, 103L, 104, 104L) and General Physics (PHYS 105, 105L).

There is a minimum of 41 credit hours of required courses in Safety Management, in which 36

credits are lecture courses, 2 credits are laboratories, and 3 credits are Internship. The lecture

courses cover different areas of safety management in general industry, which are introductory

courses in industrial safety and safety legislation (6 credit hours, SFTY 212, 314), accident

prevention (6 credit hours, SFTY 318, 319), industrial hygiene (6 credit hours, SFTY 315, 335),

fire protection (3 credit hours, SFTY 328), human factors and ergonomics (3 credits, SFTY 460),

hazardous material (3 credit hours, SFTY 446), safety training and administration (6 credit hours,

SFTY 423, 416) and system safety analysis (3 credit hours, SFTY 411). Both credits of

laboratories (SFTY 315L, 335L) are in the industrial hygiene area. Minimum of 3 credit hours of

internship (SFTY 492) is required for the Safety Management program during which

junior/senior students should be employed as an intern and work on a safety-related project or

activity for minimum of 300 hours.

In addition, students majoring in Safety Management are required to take 6 credit hours of

management course (MGT 301 and TMGT 492) and 9 credit hours of lower and upper division

of writing and communication courses (COMM 101, ENG 105, 305T).

Besides the required courses listed above for the Safety Management undergraduate program,

Indiana State University requires all students (regardless of their major) to take Foundational

Studies courses (formerly known as General Education). The Foundational Studies courses are

categorizes in thirteen criteria (i.e. Composition, Communication, Quantitative

Literacy/Mathematics, Non-Native Language, Health and Wellness, Science and Laboratory,

Social and Behavioral Sciences, Literary Studies, Fine and Performing Arts, Historical Studies,

Global Perspective and Cultural Diversity, Ethics and Social Responsibility, and Upper Division

Integrative Electives). Courses are approved by University College as Foundational Studies from

which students can pick and enroll in during their studies. Some of the required courses for

Safety Management program will satisfy some of the Foundational Studies requirement

(COMM 101, ENG 105, 305, MATH 115, CHEM 103/L, CHEM 104/L and PHYS 105/L).

65

Students in the Safety Management major can enroll in a minimum of 9 credit hours of elective

courses during their studies. Some students who are seeking a minor usually enroll in other

courses required for their minors, while others enroll in courses that strengthen their skills and

knowledge in the field of Safety Management.

66

5. A. 4. Prerequisite Structure of the Program Required Courses

Table 5-1 Course Prerequisites

67

5. A. 5. Curricular Areas Hours and Depth of Study

Table 5.3 below depicts how the program provides graduates with the knowledge and ability to

apply college algebra, statistics, chemistry, physics, and human physiology/biology as it pertains

to the practice of the safety, health, and environmental discipline. This is done through the

structured SFTY courses as well as the flexibility in elective courses to allow for additional focus

in other areas.

Table 5.3 – Curricular Areas Hours and Depth of Study

Subject/Topic Credit

Hours

Course

Number Depth

Mathematics/Statistics 3

3

MATH112

SFTY341

College Algebra

Applied Probability and Statistics

Lab Science 4

4

4

CHEM103/L

CHEM104/L

PHYS 105/L

Elementary Chemistry and Lab

Elementary Organic and

Biochemistry and Lab

General Physics I and Lab

Management 6 Varies depending on student

preference

Safety Mgt. Major

Courses

42 SFTY416 &

SFTY 423

Culminates with Capstone Projects

Foundational Studies 45* Varies depending on student

preference

Electives 9 Varies depending on student

preference

Total 120

* Foundational Studies require 6 CR of Non-native Language. This is often met in high-school

and if met allows for 6 CR of additional electives.

5. A. 6. Capstone Two capstone courses provide seniors in the Safety Management major with course content

designed to help them achieve career-readiness. The courses provide students opportunities to

hone their presentation skills, career planning, designing and delivering safety training that

achieves training objectives, and the ability to develop safety and health management systems

that assures safety excellence in organizations. The following is greater detail from course

syllabus content. These classroom experiences are bolstered with multiple visits to industrial

facilities and special guest lecturers from industry and Indiana OSHA. In addition, all students

must complete an internship as a degree requirement.

68

SFTY 416

Administration of Industrial Health & Safety Programs

Course Description

Catalog Description

Industrial health and safety program organization and operation; safety performance

measurement; cost-benefit and economic feasibility analysis; employee selection, placement, and

training; public relations; computer utilization.

Goal

The primary goal of the class is to provide an experiential personal growth environment for students

near graduation in the Safety Management program.

Learning Objectives

• Develop strong practical skills in applying classroom learning to actual work environments.

• Work with industry representatives to establish or revise a comprehensive company safety

program.

• Hone professional writing and presentation skills through actual development of a corporate

safety program.

• Instill a sense of confidence, pride and accomplishment in each individual student through the

successful development and implementation of a professional safety management program.

SFTY 423

Current Issues & Training Concepts In Industrial Health & Safety

Course Description

Catalog Description

A seminar approach is used to discuss current issues in industrial health and safety such as

medical surveillance, product liability, cumulative trauma, occupational stress, and safety

training procedures. Using a current issue, students will develop training and present a topic to

the class. Prerequisites: 319, 335, senior status, or consent of instructor.

Learning Objectives

After successfully completing this course students will be able to:

• Develop the training component of a safety management program

• Understand the adult learner

• Select & use outside resources

• Conduct preliminary analysis for training program development

• Design training objectives

• Select and use training media and methods

• Apply individually oriented approaches

• Evaluate training and measure results

• Apply strategies and tactics for managing training

• Create, plan and conduct safety training in engineering and administrative control in areas

containing chemical, mechanical, and fire hazards

• Describe and use OSHA requirements for safety training

• Differentiate between the various methods of communications

69

• Identify and describe major safety requirements for use and implementation of OSHA

Hazard Communication Standard

• Identify the major occupational hazards safety management program elements:

○ safety management at different levels of organization

○ general requirements for safe operations and maintenance

○ good operating practices and emergency procedures

○ methods of fire protection

○ safeguarding and hazardous release control

○ inspection and testing

○ environmental and personal monitoring and control

○ major safety requirements for training of personnel required to handle hazardous

materials, medical screening, and emergency procedures

• Identify and describe major requirements for proper safety equipment and use of personal

protective equipment

• Identify and describe major safety requirements for records and documentation, OSHA

Forms for log of work-related injuries and illnesses and injury and illness incident report;

There are many parallels between your role as a student and that of a practicing safety

professional in the workplace. You have a mission with goals, problems to

solve, and work to do. The quality of your work is evaluated by your

instructor or your supervisor.

Students taking this course are preparing to compete for placement in the

safety career of their choice. Safety professionals are expected to be leaders

and role models in in their organizations. Therefore, I strongly believe in the value of using our

class to learn and practice the art of being a professional. To the extent that is possible in this

course, I will teach what it takes to compete well for jobs and to succeed in your career. In the

learning objectives I have listed many of the core professional skills most highly sought by

employers when they are screening candidates for professional positions in their organizations.

In this section of the syllabus I want to explain how closely your work as a college student

correlates to success factors in the workplace.

Professional Conduct Classroom Learning and Performance

Assessment Criteria

Professional communications skills – written,

oral, presentation, and listening skills.

• Class participation, contributions to class

discussion

• Quality of written assignments

• Attentiveness and engagement in class

Dependability – class attendance, punctuality,

turning assignments in on time, being prepared

for class.

• Coming to class on time

• Good attendance/active presence on

Blackboard

• Assignments turned in on time

Participation – engagement in class activities

and making a meaningful contribution to the

mission of the class.

• Is in sync with what is going on in class, on

top of details, meaningful engagement in

class through advance preparation

• Takes initiative to gain the most benefit

http://catalog.indstate.edu/content.php?catoid=19&navoid=447&hl=Attendance&returnto=search#clas_atte

70

from the course and to contribute helpful

ideas

Positive

Attitude/Motivation/Energy/Passion –

demonstrates enthusiasm through their words

and actions.

• Positivity is key to success in anything

you do. It clearly stands out in a group

and creates incredible energy to achieve

important goals. It has a powerful

influence on achieving the team’s

mission. This is expressed through words,

body language and action

Interpersonal Abilities – ability to relate to

your co-workers, inspire others to participate,

and mitigate conflict with co-workers is

essential given the amount of time spent at

work each day.

• Employers nearly always list this ability

as number one in importance when

screening students for employment. It is

intentional behavior that builds rapport

and trust in others. It is based on respect,

compassion, caring, and helpfulness.

Professional Conduct Classroom Learning and Performance

Assessment Criteria

Analytical/Research Skills – ability to assess

a situation, seek multiple perspectives, gather

more information if necessary, and identify

key issues that need to be addressed.

• Employers seek college graduates who are

excellent problem-solvers. Professional

jobs are complex and require a high level

of education, intelligence, creativity,

analytical thinking and problem solving

skills.

Professional Etiquette – HR professionals

are expected to set the standard for

professional etiquette in the workplace.

Courteous and respectful conduct in the

classroom and workplace includes turning

cell phones off, not texting, or checking

Facebook during class or business meetings.

• Good manners are the foundation for

demonstrating respect for others. In the

classroom it means being sensitive to the

needs and opinions of others. That would

include attentiveness in class and learning

how to focus, listening carefully and

removing distractions such as cell phones,

Facebook, etc.

5. A. 7. Cooperative Education to Satisfy Curricular Requirements

Students complete an internship. The internship offers paid experiences at manufacturing, health

care, power and energy, or refinery facilities, with insurance (loss control) companies, or with

the government.

Companies where students have interned include: Eli Lilly and Company; Cargill; Alcoa;

General Electric; Marathon Petroleum; and Toyota Motor Corporation, USA.

5. A. 8. Correlation of Display Materials to Student Outcomes

For each of the defined a-k student outcomes, and the Program Criteria (additional outcomes

specified by ASSE), a binder will be created and subdivided by individual courses that have

components related to that outcome. Examples of graded assignments, quizzes, and exams that

71

apply to the specific outcome will be included. Most courses will have materials in several

binders. For example, Student outcome (a) states “An ability to apply knowledge of

mathematics, science, and applied sciences”. The binder for this outcome will contain materials

from the following courses: MATH 115 (College Algebra), CHEM 103/103L (General

Chemistry), CHEM 104/104L (Organic and Biochemistry), PHYS 105/105L (General Physics I),

SFTY 315/315L (Industrial Hygiene I), SFTY 335/335L (Industrial Hygiene II), and SFTY 341

(Applied Statistics for Engineering and Technology). Specific questions that apply to this

outcome within each assignment, exam, etc. will be highlighted to assist the team. All course

syllabi will also be available in a single binder and arranged in order of the 4 year graduation

plan. An attempt will be made to eliminate duplication as much as feasible.

The following images demonstrate the anticipated method for displaying the evidence and

outcomes to the visiting team. Binders will be provided for each ABET Student Outcome (a-k)

and each ASSE Outcome (1-8).

72

5. B. Course Syllabi

Please see Appendix A.

73

CRITERION 6. FACULTY

In this section, we review the qualifications of SFTY faculty. SFTY faculty shares diversity

in background, race, and ethnicity. The teaching by the faculty as a whole is well received

by our students, as evidenced by the students evaluations each semester. Please see Appendix E

for student and peer evaluations of faculty.

6. A. Faculty Qualifications

The regular full-time workload includes teaching, scholarly activities, and service. Faculty

members have advanced or terminal degrees in safety management or closely related areas. In

addition to formal education the faculty hold a variety of safety certifications, professional

development credits, licenses and/or specialized training experience. In total the program has

five (5) full-time employed faculty and one adjunct professor.

6. B. Faculty Workload

The faculty workload and teaching assignments are designed to accommodate individual faculty

interests and skills, while maintaining accountability and a reasonable level of balance.

Flexibility in the teaching load distribution is possible since our faculty can teach a wide variety

of courses in the curriculum. Besides teaching undergraduate face-to-face courses, all five SFTY

faculty have experience teaching online graduate courses and have obtained graduate faculty

status from the College of Graduate and Professional Studies. Table 6.2 shows workload

summary for SFTY faculty in 2014-2015 academic year. For tenured/tenure track faculty 12

credit hours (four courses) per semester is considered a full load. For instructors and adjunct

faculty 15 credit hours (five courses) per semester is considered a full load. However, the load

can be reduced if additional department or university service is assigned. In addition, program

coordinators and faculty with research agenda can request a teaching load reduction with

consideration and final approval by the department chair.

6. C. Faculty Size

The department of built environment has a total of 13 faculty including tenured/tenure track,

instructors, and adjunct for a total of 12.2 FTE. Of these, the SFTY program has 1 tenured

professor, 2 tenured associate professors, 2 3-year instructors, and 1 recurring adjunct. Beginning

in Fall 2015, Dr. Farman Moayed will assume the role of undergraduate coordinator and Dr.

Ernest Sheldon will serve as graduate coordinator for the SFTY programs. These positions

coordinate faculty teaching loads, course offerings, scheduling of classes and classrooms, student

advising, and curriculum. Although these positions carry a lot of responsibility all SFTY faculty

members share the responsibility of teaching, advising and service pertinent to the program. The

number of full-time faculty is sufficient to accommodate the current level of teaching, student-

faculty interaction, service activities, professional development, and communication with

industrial partners. Table 6.1 shows the rank and educational background of SFTY program

faculty, where full CV’s are included in Appendix B.

74

TABLE 6-1. FACULTY QUALIFICATIONS

Safety Management

Faculty Name Highest Degree Earned-Field and Year

Ran

k1

Type

of

Aca

dem

ic

Appoin

tmen

t2

T, T

T,

NT

T

FT

or

PT

3

Years of Experience

Pro

fess

ional

Reg

istr

atio

n/

Cer

tifi

cati

on

Level of Activity4

H, M, or L

Govt.

/Ind.

Pra

ctic

e

Tea

chin

g

This

Inst

ituti

on

Pro

fess

ional

Org

aniz

atio

ns

Pro

fess

ional

Dev

elopm

ent

Consu

ltin

g/s

um

mer

work

in i

ndust

ry

Dr. Boris Blyukher PhD, Technical Sciences, 1979 P T FT 20+ 30+ 20 CSP, PE, OSHA 501 H H H

Mr. Gregory Dewey MS, Occupational Safety Management, 1997 I NTT FT 22 2 2 CSP, OSHA 500/501,

CHMM L H H

Dr. Farman Moayed PhD, Occupational Safety and Health

Engineering, 2008 ASC T FT 8 13 7 PE, OSHA 501 M H L

Dr. Ernest Sheldon PhD, Agricultural Safety and Health, 1995 ASC T FT - 20 20 ASSE, ATMAE

CSTM, OSHA 501 M H L

Dr. Douglas Timmons EdD, Safety Management; Curriculum and

Instruction, 1979 A NTT PT 33 33 28 ASSE, NFPA M M M

Mr. Mike Williamson MS, Human Resource Development, 2003 I NTT FT 45 12 12 SPHR, SHRM-SCP,

MCDP H H H

1. Code: P=Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other

2. Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track

3. At the institution

4. The level of activity, high, medium or low, should reflect an average over the year prior to the visit plus the two previous years.

Notes:

CSP = Certified Safety Professional (Board of Certified Safety Professionals)

75

PE = Professional Engineer

OSHA 500/501 = OSHA Authorized Trainer

CHMM = Certified Hazardous Materials Manager

ASSE = American Society of Safety Engineers

ATMAE = Association of Technology Management and Applied Engineering

CSTM = Certified Senior Technology Manager

NFPA = National Fire Protection Agency

SPHR = Senior Professional in Human Resources (Human Resource Certification Institute)

SHRM-SCP = Society for Human Resource Management – Senior Certified Professional (Society for Human Resource Management)

MCDP = Master Career Development Professional (National Career Development Association)

76

The BE department and SFTY program believe that it is in the best interest of students and

teaching effectiveness to have small class sizes. SFTY classes are usually capped between

24-35 seats, with an average class size of 18 students. This allows a high level of student-faculty

interaction and individual student attention. In addition to classroom instruction SFTY faculty

interact with students on regular basis and through various channels. 1.) Student advisement: The

faculty size is adequate for advising all SFTY students. Faculty help students select courses that

will ensure progress towards graduation; help students understand the core curriculum and

requirements; assess students’ ability to complete the required academic load and offer

alternatives when appropriate; and refer students toward support services available to help with

academic progress. 2.) Office hours: it has been a tradition of the faculty to keep an open door

policy throughout the semester for additional advising and counseling. Office hours are

published in course syllabi and on the office doors. Appointments can also be made. 3.) Faculty

involvement in professional societies as student chapter adviser: Dr. Sheldon currently serves as

faculty advisor for the ASSE student organization.

6. D. Professional Development

SFTY faculty provide significant service to the administrative, research, and educational

objectives of the university, as well as the community.

New faculty are given a startup account of $1500 to support teaching effectiveness and can be

used for anything related to teaching and professional development. Likewise, new faculty and

faculty renewing multi-year contracts are required to participate in the New Faculty Orientation

fall semester workshops. This program lasts one semester and provides faculty with updated

university policies and information. At the conclusion of this program faculty are given a stipend

of $3000, distributed over 3 years. These funds are often used for conference travel and

professional development.

The department budget provides a lump sum for faculty travel. Although the amount is limited,

the funds may be requested by faculty members to attend conferences and professional meetings

or workshops. Faculty travel grants are also available through the Center for Global Engagement.

Sabbatical leave is offered per the university guidelines. Most recently, Dr. Boris Blyukher

received a sabbatical in Fall 2014 to conduct his third Fulbright scholarship.

6. E. Authority and Responsibility of Faculty

In this section faculty responsibility related to peer-evaluation, program assessment, and

curriculum modification is discussed. Once a year faculty members request peers within the

program to observe lectures/labs and provide feedback to improve instruction. Likewise, the

department chair conducts performance evaluations as part of the university evaluation

procedures.

Faculty and the SFTY Industrial Advisory Board participate in formulating and modifying the

program’s learning objectives. The syllabus for each course lists the learning objectives and

student outcomes which are to be measured by the course instructors. The program coordinator

has mapped program outcomes to individual courses and developed performance criteria for each

77

outcome. These learning objectives are included throughout the curriculum, in courses that

introduce the relevant concepts, others that reinforce the concepts, and summative courses that

measure student outcomes on each of the performance criteria. Program performance is assessed

each semester based on the assessment plans held by the university’s coordinator of accreditation

and assessment. The program coordinator and faculty evaluate outcomes for possible course

content revisions and faculty members are then responsible for modifying course material.

The process for revising curriculum has recently changed. As of November 2014 the curriculum

process is completely digital and the process is open to the public for viewing. A faculty member

can propose changes to the curriculum which then are voted on by department members. If

approved, the proposal moves to the department faculty for a vote before being advanced to the

college and university levels for final approval by Provost. College level and university level

reviews include the college curricular committee and academic affairs committee. The process

for course/lab fees is similar but also requires the Board of Trustees approval.

Concluding Remarks

The SFTY faculty is of satisfactory size and is well qualified to cover the curricular areas of

the program by virtue of their education and professional experience. The faculty members

are enthusiastic about improving the quality and effectiveness of the program. The

faculty keep close contact with industry through advisory board meetings and professional

activities, and are involved with professional societies, publications, and conferences.

Workload is as evenly distributed as possible. Student responses to the end-of-semester

course evaluations indicate that the faculty communicate well with students both inside and

outside the classroom.

78

TABLE 6-2. FACULTY WORKLOAD SUMMARY

Safety Management

Faculty Member (name)

PT

or

FT1 Classes Taught (Course No./Credit Hrs.) Term and Year

2

Program Activity Distribution3 % of Time

Devoted

to the

Program5 Teaching

Research or

Scholarship Other4

Dr. Boris Blyukher FT

SFTY411/3 Sp2015, SFTY590/3 Sp2015, SFTY605/3 Sp2015,

SFTY616/3 Sp2015 (On sabbatical Fall of 2014*) 40% 20% 40%* 100%

Mr. Gregory Dewey FT

SFTY212/3 Fa2014, SFTY446/3 Fa2014, SFTY627/3 Fa2014,


SFTY627/3 Sp2015 80% 0% 20% 100%

Dr. Farman Moayed FT

SFTY315/3 Fa2014, SFTY315L/1 Fa2014, SFTY411/3 Fa2014,


SFTY335/3 Sp2015, SFTY335L/1 Sp2015, SFTY460/3

Sp2015, SFTY606/3 Sp2015 70% 10% 20% 100%

Dr. Ernest Sheldon FT



SFTY629/3 Sp2015 70% 10% 20% 100%

Dr. Douglas Timmons PT SFTY314/3 Fa2014, SFTY328/3 Sp2015 100% 0% 0% 100%

Mr. Mike Williamson FT

SFTY416/3 Fa2014, SFTY423/3 Fa2014, SFTY314/3 Sp2015,

SFTY416/3 Sp2015, SFTY423/3 Sp2015 80% 0% 20% 100%

1. FT=Full Time Faculty or PT = Part Time Faculty, at the institution.

2. For the academic year for which the Self-Study Report is being prepared.

3. Program activity distribution should be in percent of effort in the program and should total 100%.

4. Indicate sabbatical leave, etc. under “Other”.

5. Out of the total time employed at the institution.

79

CRITERION 7. FACILITIES

In this section we will review and demonstrate the adequacy of classrooms, laboratories, and

office space to accommodate the program educational needs and to provide an atmosphere

conducive to learning.

The SFTY program together with newly formed Department of Built Environment (BE) is

housed in the Technology Annex (TA, building 64) which is part of the Collage of Technology.

The building was erected in 1988 and recently renovated specifically for the department

beginning in 2011 and completed in 2013. The space has received regular hardware upgrades to

incorporate state-of-the-art instructional facilities as well as student work spaces and lounge. The

industrial hygiene lab and equipment room also occupies space on the same floor.

7. A. 1. a BE Office Space

The Department of Built Environment office suite is located on the second floor of the

Technology Annex. The central location of these facilities offers students the convenience to

further enhance encounters with faculty, fellow students and graduate assistants. Faculty offices

are approximately 110 square feet. All SFTY faculty have their own offices in Suite 200, close to

the classrooms, labs, and meeting rooms. The suite also has office space for graduate assistants,

undergraduate student workers, and adjunct faculty.

7. A. 1. b Auditorium and Meeting Rooms

The John T. Myers Technology Center, home of the College of Technology, has an auditorium

(or stadium classroom) that seats 100 students. There is also an adjacent central atrium space to

hold large social gatherings. The John T. Myers Technology Center also has three meeting rooms

and two breakout rooms. The Department of Built Environment has one classroom which holds

65 students and the office suite has a conference room. In addition to dedicated meeting spaces,

the second floor of the Tech Annex has a student lounge which can accommodate individual,

small group, and large group settings.

7. A. 2. Classrooms

All classrooms are equipped with wi-fi access for students, and new sympodium teaching

workstations which incorporate all digital teaching hardware with master control, VCR/DVD

player, audio amplifier and software including Tegrity audio/video recording. All of the rooms

have installed overheard projectors, and projector screens. The BE classroom physical

dimensions are usually large enough to accommodate up to 32 seats, (the normal cap for class

size is 24). The layout is designed to facilitate student interaction and collaboration as well as

lecture style instruction. BE classrooms have several different desk types including movable

tables and chairs, tablet arm desks, and lab tables and stools.

Rooms 220 and 225 are the primary teaching rooms for core SFTY courses as well as 221 is the

Industrial Hygiene lab. Table 7-1 shows the room number and main functions.

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Table 7-1 Room Usage

Room Specialization SFTY Major Courses Taught

TA 124 BE Construction Lab Hands-on Exercises and

Demonstrations

TA 220 Lecture Classroom SFTY 314, 416, 423, 460

TA 221 Industrial Hygiene Lab SFTY 315L & 335L

TA 222 Industrial Hygiene Equipment Storage Faculty Support for SFTY315L &

335L

TA 225 Large Capacity Lecture Classroom SFTY 212, 318, 328, 341

TA 227 Distance Learning Classroom Graduate Courses Only

7. A. 3. Laboratories, Equipment and Tools

The SFTY program maintains an Industrial Hygiene lab which is fully equipped with all

necessary tools for the lab portion of the program. A complete and updated inventory can be

found in Appendix C. Various other pieces of equipment, specific to narrow course content, are

maintained and accounted for by individual professors.

7. B. Computing Resources

ISU contains 85 technology enhanced classrooms, 1 public lab, 48 discipline-specific

computer labs, and 7 distance-learning classrooms. Campus infrastructure currently

supports over 100 servers and high performance computing facilities. The campus is

a notebook institution beginning with freshmen in Fall of 2007. The campus is served

by an extensive fiber optic cable system, and uses a gigabit backbone to deliver data and

interactive video connections to every building. Wireless network access is available in

all buildings and some outdoor spaces as well. High-speed connection to both the commercial

Internet and Internet2 is provided for faculty and student use. Student computing needs are

served by 173 microcomputers in general use computer clusters, and 679 microcomputers in

special use clusters. Computer usage in SFTY varies between professors and course content.

Examples of software used for research and classroom instruction includes SAS, SPSS MVTA,

and ErgoMaster.

7. C. Guidance

The SFTY program utilizes the Industrial Hygiene laboratory space during scheduled lab time

under the supervision and guidance of the professor and graduate assistant. Exercises are

demonstrated to the students and then performed by the students. Specific instructions, safety

procedures, and purpose of necessary tools, equipment and specimens are explained for each

exercise. As for specific software used within the program (i.e. Ergo-Master), demonstrations are

led by the faculty for that course. General use computing and student account management is

provided to all students, across the university, during orientation and through general advising.

81

7. D. Maintenance and Upgrading of Facilities

The department moved into our new classroom facilities in 2010 and office suites in 2013. These

facilities are some of the freshest on campus and well meet the needs of the program. However,

the department routinely discusses issues and needs of the individual programs and requests are

frequently submitted to the university facility management division. Also, during the summer

months the department chair dedicates time to oversee annual cleaning, repairs and replacement

of equipment and furniture.

7. E. Library Services

The university library has a liaison, Mr. Rolland McGiverin, for the College of Technology who

works with the College library representatives. The College is well informed of the library

budget and funding allocation procedures. For 2014-2015 the College of Technology library

budget was $46,878.78. Current resources can be accessed through the Safety Management

Library Subject Guide at http://libguides.indstate.edu/safetymanagement?hs=a. Current resources

housed in the Cunningham Memorial library include the following:

Technology Databases

Applied Science & Technology Source

The database covers the research and development spectrum of the applied

sciences and computing disciplines... focuses on traditional engineering

challenges & research, as well as research concerning the business and social

implications of new technology... provides comprehensive coverage for a wide

variety of applied science specialties—from acoustics to aeronautics, and neural

networks to nuclear engineering."

CCOHS

Canada's National Occupational Health & Safety Resource. Databases and

collections

MSDS - Material Safety Data Sheets from manufacturers and suppliers

CHEMINFO - Comprehensive health and safety information on pure

chemicals

FTSS - Fiche techniques sur la sécurité des substances

RTECS - Registry of Toxic Effects of Chemical Substances

OSH References - OSHLINE, NIOSHTIC, NIOSHTIC-2, HSELINE,

CISILO, Canadiana

Health & Safety Science Abstracts

This database is published in association with the University of Southern

California's Institute of Safety and Systems Management and provides a

comprehensive, timely survey of recent work relating to public health, safety and

industrial hygiene.

http://libguides.indstate.edu/safetymanagement?hs=a

82

National Institute for Occupational Safety and Health

Database indexing NIOSHTIC-2 publications.

OSHA

Database indexing Occupational Safety & Health Administration publications

General Databases that index technology publications

Academic Search Complete

Contains indexing and abstracts for more than 8,300 journals, with full text for

more than 4,500 of those titles. PDF back files to 1975 or further are available for

well over 100 journals

Business Source Complete

Indexes over 10,000 scholarly business journals, including full-text for more than

9,000 business and industrial/technological publications. Additional full text, non-

journal content includes financial data, books, monographs, major reference

works, book digests, conference proceedings, case studies, investment research

reports, industry reports, market research reports, country reports, company

profiles, and SWOT analyses.

Web of Science

This resource provides cited reference searching. With this resource you uncover

the research that influenced an author's work or discover the impact the paper has

had on other research

E-resources available through Indiana State University

(Engineering & Applied Sciences)

(Books, journals and media)

Applied Mathematics (404)

Applied Physics (416)

Chemical & Materials Engineering

o Chemical Engineering (1047)

o Materials Science (983)

Civil & Environmental Engineering

o Civil Engineering (1119)

o Environmental Engineering (1169)

o Ocean Engineering (12)

o Operations Research (397)

o Transportation Engineering (174)

Computer Science (4156)

Electrical & Computer Engineering

o Electrical Engineering (1864)

http://www2.cdc.gov/nioshtic-2/BuildQyr.asp?s1=Accident-analysis&f1=*&Startyear=&Adv=0&terms=1&EndYear=&Limit=10000&sort=&D1=10&PageNo=2&RecNo=19&View=f&

http://tg5zw4at7r.search.serialssolutions.com/?V=1.0&L=TG5ZW4AT7R&N=100&SS_searchTypeAll=yes&S=SC&C=TE0033











83

o Information Technology (237)

o Telecommunications (1810)

Engineering - General (373)

Mechanical Engineering

o Aeronautics Engineering & Astronautics (675)

o Automotive Engineering (161)

o Bioengineering (230)

o Hydraulic Engineering (174)

o Industrial & Management Engineering (939)

o Mechanical Engineering - General (898)

o Metallurgy & Mineralogy (379)

o Mining Engineering (169)

o Nuclear Engineering (101)

Technology - General (1072)

Table 7-2 Statistics of Materials available through ISU Library Catalog

Subject Industrial Safety Safety Measures

Books 827 4,212

E-Government Documents 144 1,077

E-Books 76 328

E-Journals 31 56

E-Video 25 88

Total 1,117 5,843

7. F. Overall Comments on Facilities

Overall, the quantity and quality of space available to the program, for both teaching and

administrative needs, is adequate.














84

CRITERION 8. INSTITUTIONAL SUPPORT

In this section, we elaborate on the administrative support and financial resources of the SFTY

program provided by various university units.

8. A. Leadership

The administration, from ISU president, to the College of Technology and the department, has

been very supportive of the direction the SFTY program. President Bradley, who is very familiar

with ABET, has frequently inquired about the program’s growth and success. SFTY is one of the

five academic programs within the BE Department. The department chair works closely with

SFTY faculty to balance workload, and to provide administrative support for program

development in recruiting and articulation. The program is headed by an undergraduate

coordinator. The coordinator’s duties include, but are not limited to, structuring curriculum

revisions, course scheduling, and leading program meetings.

In preparation for ABET accreditation the Associate Dean for the COT, who is the coordinator

for all accreditation efforts, has furnished data on faculty, enrollment, and transfer students etc.

The BE department provided assistance through personnel to assist with self-study preparation

(office assistant and graduate assistant). The COT Dean paid for expenses related to an ABET

accreditation consultant for review of the self-study report.

8. B. Program Budget and Financial Support

ISU is a public university and its main resources are state funds and tuition revenues. The

university allocates its funds to each college following a formula that considers the number

of faculty, staff, graduate assistants, and student workers with their salaries and benefits, number

of students, student credit hours generated, equipment and supplies including labs, travel funds

for professional development, etc. The College of Technology dean then allocates funds to each

department. The department money is used for programs and faculty based on identified needs.

Categories of budgeted items and corresponding amounts have been shown in Table 8-1 for the

2012-13, 2013-14 and 2014-15 fiscal years.

85

Table 8-1 Budget Distribution

86

The department has been very accommodating with equipment acquisition and update requests.

An on-going departmental process allows the programs to prioritize requested funds to purchase,

or upgrade equipment, supplemental teaching materials and lab supplies. In addition to monies

distributed by the department chair, student lab fees are also available for specified needs

unique to each course. Outside of the annual department and program budgets the university

occasionally offers one-time funds for equipment needs. In November 2014, the COT Dean

distributed $24,000 to the BE department to fulfill equipment requests.

Table 8-2 Lab Fees

Course Allowable Purchases Fee Per Student

SFTY 315L

Batteries, replacement of broken lab equipment, update

and calibration of instruments and software, gas

detection tubs, plastic tubs, distilled water, commercially

available chemicals for experiments, personal protective

equipment, and miscellaneous consumable items

$25

SFTY 335L

Batteries, replacement of broken lab equipment, update

and calibration of instruments and software, air sampling

filters and cassettes, personal protective equipment, and

miscellaneous consumable items

$25

8. C. Staffing

The BE Department has one administrative assistant who has been a staff member at ISU for

3.5 years. The administrative assistant is shared between all programs within the department and

is directed by the department chair. The administrative assistant’s duties include being the initial

contact person for students and persons needing to meet with faculty, managing the department

budget, placing orders for approved purchases including equipment and supplies, documenting

department meeting minutes and curriculum revisions, and much more.

Over the past 5 years the department has received funds and tuition waivers equal to 2.5 graduate

assistants or 50 hours of work per week, total. Graduate assistant duties vary per student but may

include assisting faculty with grading, teaching lecture courses, leading lab courses, and general

program administrative tasks.

8. D. Faculty Hiring and Retention

The dean of the college recommends to the provost the hiring of tenure-track faculty and

authorizes hiring of adjunct instructors based on demonstrated need for maintaining adequate

size of faculty and quality of the program. The department chair makes requests and

recommendations to the dean on personnel issues. In the most recent request, the dean showed

full support of renewing a 3-year contract instructor position and changing his appointment to

full time in the Department of Built Environment from a shared position between two

departments. This change added a .5 FTE to the SFTY program.

Each tenured/tenure-track faculty member is evaluated in terms of teaching, scholarship, and

service. The dean often meets with faculty individually after their annual review to offer his

87

advice on how to prepare tenure & promotion portfolios. The administration also supports

program faculty to apply for both internal and external funding.

8. E. Support for Faculty Professional Development

Support for faculty professional development predominately comes in the form of travel

funds. The faculty members are encouraged to make presentations at the professional meetings

and/or attend professional workshops. The travel funds included in budget categories shown in

Table 8-1, though limited, are used to support faculty travels related to research and professional

development. The university’s Office of Information Technology also organizes various types of

workshops for faculty development. Grants are available through the Center for Community

Engagement, the Center for Global Engagement, the Fulbright Program and others.

88

PROGRAM CRITERIA

The Safety Management program has incorporated ASAC of ABET student outcomes (a-k) and

ASSE student outcomes (1-8) as presented in Table 3-1.

89

APPENDICES

Appendix A - Course Syllabi

Safety 212 - Intro to Occupational Health &Safety

1.) Course number: SFTY 212

Section 002 CRN 13541

2.) Credits and Contact Hours:

3 Credits

Contact Hours: 10:00 a.m. – 10:50 a.m. Monday, Wednesday, Friday

Technology Annex, Room TA209

101 N. 6th

Street


Terre Haute, IN 47809

812) 237-2527

[email protected]

3.) Instructor: Gregory Dewey

4.) Text Book- Required: Fundamentals of Occupational Safety and Health, 5th ed. by Mark

Friend and James P. Kohn. Every student MUST have their own textbook for this course.

Occasionally handout materials may be distributed to accompany the textbook

5.) Specified course information:

A.) A study of the changing role of the industrial health and safety manager in the

occupational environment.

B.) No pre or co-requisites

C.) Required major course

6.) Specific goals for the course:

A.) There are many parallels between your role as a student and that of a practicing

professional in the workplace. You have a mission with goals, problems to solve, and

work to do. Students taking this course are preparing to compete for placement as

professionals in the career of their choice. Professionals are expected to be leaders

and role models in their organizations. This course will teach skills and knowledge to

compete well for jobs and to succeed in your career. In the learning objectives are

many of the core professional skills most highly sought by employers when they are

screening candidates for professional positions in their organizations. In this section

mailto:[email protected]

90

of the syllabus it is demonstrated how closely your work as a college student

correlates to success factors in the workplace.

7.) Brief List of topics to be covered:

• Course introduction/Introduction to OSHA

• Safety Legislation

• Worker's Compensation and Recordkeeping

• Safety Related Business Laws

• Fire Protection Systems

• Accident Causation and Investigation

• Introduction to Industrial Hygiene

• Ergonomics and Safety Management

• System Safety

• Managing the Safety Function

• Psychology and Safety: The Human Element

• Material Handling

• Electrical Safety (OSHA topic)

• Construction Safety

• Required Written Programs

91

Safety 314 - Industrial Health and Safety Legislation



2.) Credits and contact hours:

3 credits

11:00 a.m. – 12:15 p.m. Tuesday and Thursday

No Campus Office

101 N. 6th Street



[email protected]

3.) Instructor: Douglas Timmons

4.) Textbook-none required

5.) Specific Course Information:

A.) A study of the current legislation affecting the field of industrial health and safety,

with primary emphasis upon the occupational safety and health administration.

B.) Prerequisites: must be safety major and senior status

C.) required major course


A.) Students will be able to:

a. Identify various regulatory agencies of the federal government

b. Distinguish between a federal agency and an executive department

c. Understand the OSHA Act and its implications

d. Identify the OSHA Regional Offices

e. Complete the required OSHA Occupational Safety and Health record Forms

based on “real world” accidents

f. Solve/answer “real world” safety and health problems or issues utilizing the

OSHA Standards.

7.) Brief list of topics to be covered:

• Executive Departments and Agencies/Commissions

• What is OSHA?

• Numbering System

• Standards Development


92

• Enforceable Standards

• Recordkeeping Requirements

• Inspections, Citations/Penalties, Contesting Processing

• Standards Exercises

• Recordkeeping Exercises

• How to Keep up to date on OSHA Standards

• OSHA as seen by an Attorney

93

Safety 315 - Industrial Hygiene I



2.) Credits and contact hours

3 credits

12:00 p.m. – 12:50 p.m. Monday, Wednesday, Friday


101 N. 6th Street



812) 237-2371

[email protected]

3.) Instructor: Farman Moayed

4.) Textbook- required: Plog, B. A., 2012. Fundamentals of Industrial Hygiene, 6th ed.

National Safety Council

Industrial Hygiene I Workbook – (available in Bookstore)

5.) Specific course information:

A.) An introduction to the qualitative and quantitative study of occupational safety.

Emphasis is placed upon the basic concepts of recognition, evaluation, and control of

physical, chemical, and biological health hazards arising in or from the occupational

environment.

B.) Pre-requisites: MATH115 – CHEM103 – CHEM104 – PHYS105

Students who have not passed these courses should not register in this class

C.) Required major class



a. Understanding the terminology

b. Assessment methods for exposure to substances and particulates

c. Understanding the health effects of physical, chemical and environmental agents

d. Methods of hazard control, i.e. ventilation, exhaust systems and duct design

e. Understanding fundamentals of standards and regulation


• Introduction

• Unit Conversions


94

• Exposure Evaluation – Methods 1 and 2

• Exposure Evaluation – Methods 3 and 4

• Exposure Evaluation for Dust

• General Ventilation

• Local Exhaust System

• Duct Design

95

Safety 315L - Industrial Hygiene Lab

1.) Course Number: SFTY 315L

Sections 001 & 002 CRN 51870/51871, respectively

2. Credit and contact hours:

1 Credit

2:00 p.m. – 3:50 p.m. Wednesday or Friday

Technology Annex, TA213

101 N. 6th Street



812) 237-2371

[email protected]; [email protected]

3.) Instructor: Farman Moayed (GA Qingqing Ye)

4.) Textbook- required:

- Bisesi, M. S., 2004. Industrial Hygiene Evaluation Methods, 2nd ed. CRC Press (Not

Required)

- All announcements and other documents will be posted on blackboard.

- Students are responsible to keep their email addresses current.

- Students are responsible to check their accounts frequently for any announcement and

other postings.


A.) This is a laboratory course in which students get hands-on experience about the basic

concepts of recognition, evaluation, and control of physical, chemical, and biological

health hazards arising in or from the occupational environment.

B.) Pre-requisites: none

C.) Required major class

6.) Students should be able to:

Identify, select, and use proper tools and equipment for measuring and evaluating

exposure to gases, vapors, solvents, particulates, and ventilation/exhaust systems.


• Exposure evaluation for gases, vapors, solvents, and particulates

• Evaluation of ventilation/exhaust systems

• Use of laboratory instruments and equipment

96

Safety 318 - Industrial Accident Prevention I



2.) Credit and contact hours:

3 Credits



101 N. 6th Street



(812) 237-3953

[email protected]

3.) Instructor: Joe Eckerle

4.) Textbook- required: Accident Prevention Manual For Business and Industry, Engineering

and Technology, 13th ed. National Safety Council. Every student MUST have a textbook.

NO EXCEPTIONS. The text book will be used next semester for SFTY 319.

5.) Specified Course Information:

A.) The study of accident prevention with regard to: machine guarding, the use of power

tools, plant layout, appraising sources of hazards, and personal protective equipment.

B.) Prerequisites: none



A.) Upon successful completion of SFTY 318, students will:

a. Demonstrate ability to accurately classify and record occupational injuries and

illnesses

b. Design effective plant layout plan

c. Be familiar with machine guarding technologies for woodworking, metal working,

and robotics

d. Identify and classify confined spaces

e. Demonstrate lockout/tagout procedures

f. Calculate safe current loads for electrical circuits


• Course Introduction

• Review of Accident Classification & Recording


97

• Safety Through Design

• Buildings & Facilities Layout

• Safeguarding

• Woodworking Machinery

• Metalworking Machinery

• Hand & Portable Power Tools

• Personal Protective Equipment

• Confined Space Entry

• Electrical Safety

98

Safety 319 - Industrial Accident Prevention II




3 credits



101 N. 6th

Street



(812) 237-3953

[email protected]

3.) Instructor: Joe Eckerle

4.) Test Book- Required: Accident Prevention Manual For Business and Industry,

Engineering and Technology, 13th ed.** National Safety Council. Every student MUST

have a textbook. NO EXCEPTIONS.


A.) A study of the current legislation affecting the field of industrial health and safety,

with primary emphasis upon the occupational safety and health administration.

B.) Prerequisites: math 115, safety 212, safety 314

C.) Required for Safety Management Major


A.) Upon successful completion of SFTY 319, students will:

a. Demonstrate knowledge of Electrical Safety

b. Demonstrate knowledge of Flammable and Combustible Liquids

c. Demonstrate knowledge of Material Handling and Storage

d. Demonstrate knowledge of Hoisting and Conveying Equipment

e. Demonstrate knowledge of Ropes, Chains and Slings

f. Demonstrate knowledge of Powered Industrial Trucks

g. Demonstrate knowledge of Haulage and Off Road Equipment

h. Demonstrate knowledge of Cold Forming and Hot Working of Metals


• Electrical Safety

• Fire Protection

99

• Flammable & Combustible Liquids

• Materials Handling & Storage

• Hoisting & Conveying Equipment

• Ropes, Chains & Slings

• Powered Industrial Trucks

• Haulage & Off Road Equipment

• Welding & Cutting

• Cold Forming of Metals

• Hot Working of Metals

100

Safety 328 - Fire Protection Systems/Techniques




3 Credits

2:00 p.m. – 3:15 p.m. Tuesday and Thursday

No Office on Campus

101 N. 6th

Street



[email protected]

812-448-3090 (Emergency Only)

3.) Instructor: Douglas Timmons

4.) Textbook- required: Fire Safety Management Handbook, 3rd Edition Daniel E.

Della-Giustina, Ph.D., CRC Press, Taylor and Francis Group

(http://www.taylorandfrancis.com) ISBN 13:978-1-4822-2122-0


A.) Emphasis is placed on the methods and techniques related to an effective fire

prevention and control program.

B.) chem 103, sfty 212, sfty 314

C.) required major course



a. Identify Various Organizations in the Field of Fire Safety

b. Explain and Demonstrate Fire Safety Chemistry

c. Recognize the OSHA requirements Industrial Facilities

d. Demonstrate Building Construction Principles

e. Recognize Fire Suppression System, Fire Detection System, How to: Maintain and

Inspect Various Systems

f. Understand the Emergency Response and Planning necessary for the Respective

Business

g. Ignite and extinguish a Small Fire with an Portable Fire Extinguisher


• Need for Fire


http://www.taylorandfrancis.com/

101

• Fire dynamics and Classroom Demonstrations

• Building Construction

• Fire Detection, Suppression, and Control

• Fire Protection Systems and Agents

• Emergency Response and Planning

102

Safety 335 - Industrial Hygiene II




3 credits

11:00 a.m. – 11:50 a.m. Monday, Wednesday, Friday


101 N. 6th

Street



(812) 237-2371

[email protected]


4.) Textbook- required:

Plog, B. A., 2012. Fundamentals of Industrial Hygiene, 6th

ed. National Safety Council

Industrial Hygiene II Workbook – (available in Bookstore

5.) Specified course information:

A.) An advanced continuation of Industrial Hygiene I concentrating in depth on specific

areas of occupational health. Topics will include thermal (heat and cold) stress,

ionizing and non-ionizing radiation, noise and control methods.

B.) Pre-requisites: MATH 115 – CHEM 103 – CHEM 104 – PHYS 105




A.) The student should be able to explain the significance of:

a. Gas Laws

b. Thermal stress

c. Metabolic heat

d. Methods of hazard control

e. Ionizing radiation exposure

f. Non-ionizing radiation exposure

g. Industrial Noise


• Gas Laws


103

• Thermal stress

• Metabolic heat

• Methods of hazard control

• Ionizing radiation exposure

• Non-ionizing radiation exposure

• Industrial Noise

104

Safety 335L - Industrial Hygiene II- Lab

1.) Course number: SFTY 335L

Section: 001 & 002 CRN:11919/11921, respectively

2.) Credits and Contact Hours

1 credit

2:00 p.m. – 3:50 p.m. Wednesday or Friday


101 N. 6th

Street



[email protected]; [email protected]

3.) Instructor: Farman Moayed (GA Qingqing Ye)

4.) Textbook-required: None required


A.) This is laboratory course for Industrial Hygiene II (SFTY 315), in which students get

hands on experience about the basic concepts of recognition, evaluation, and control

of physical, chemical, and biological health hazards arising in or from the

occupational environment.

B.) Pre-requisites: MATH 115 – CHEM 103 – CHEM 104 – PHYS 105


C.) required course for major


A.) Exposure evaluation for thermal exposure, ionizing and non-ionizing radiation

exposure and industrial noise exposure by using instruments and equipment


• Lab Safety Orientation and Lab Reporting Requirement

• Thermal Exposure Evaluation

• Ionizing Radiation Exposure Evaluation

• Non-Ionizing Radiation Exposure Evaluation

• Hearing Assessment

105

Safety 341 - Applied Probability and Statistics for Engineering and Technology


Section:001 CRN 13706


3 credits



101 N. 6th

Street



(812) 237-2734

[email protected]

3.) Instructor: Ernest Sheldon

4.) Textbook-required

Triola, Mario. Elementary Statistics 12th

ed. Pearson Pub. ISBN 978-0-321-83696-0


A.) This course covers topics in probability theory and statistics applied in engineering

and technology. The course starts with random variable, continuous/discrete

probability distributions, followed by variety of statistical analysis methods for

decision making in safety, engineering and technology such as different Hypothesis

Tests, ANOVA, Categorical Data Analysis, and Design of Experiments.

B.) Math 115 or MET 215 or equivalent.



A.) Upon successful completion of SFTY 341, students will be able to:

• Calculate descriptive statistics including means, medians, variances, and

percentages.

• Use computer spreadsheets to generate various types of graphs.

• Identify appropriate inferential statistical procedures for specific situations.

• Plot normal distributions.

• Plot t distributions.

• Explain significance, probability, inferential statistics, descriptive statistics,

ANOVA, t-tests, normal distributions, populations, sample size, power of the test,

statistical error, hypotheses, correlation, and other common terms of statistics.


106


• Descriptive Statistics; Counting rules

• Excel graphs

• Parametric/Nonparametric data; Probability

• Binomials/Multinomials

• Random Variables

• Normal Distribution

• Student’s T-test

• Confidence Intervals

• Poisson Distribution

• ANOVA and Linear Regression

• Hypothesis Testing

107

Safety 411 - Analysis and Techniques in Industrial Health and Safety




3 credits

2:00 p.m. - 3:15 p.m. Tuesday and Thursday

Technology Annex, Room TA 211

101 N. 6th

Street



812) 237-3938

[email protected]

3.) Instructor: Boris Blyukher

4.) Textbook- required: Required textbook

Bahr, Nicholas, System Safety Engineering and Risk Assessment: A Practical Approach,

Taylor & Francis, 1997. ISBN 1-56032-416-3

Required chapter (reading)

Brauer, R. L., Safety and Health for Engineers, John Wiley and Sons, New York, NY,

2003. Print ISBN: 9780471291893; Online ISBN: 9780471750932

Chapter 3, Fundamental concepts and terms, pp 21-33

32 handouts and 10 video lectures


A.) The theory and application of various analysis techniques such as accident

investigation and analysis, job safety analysis, systems safety analysis, and hazard

analysis.

B.) Pre-requisites: AHS 340 (or SFTY 341) and SFTY 318/319



A.) By the end of this course, the students will learn about:

a. Fundamental safety concepts and terms.

b. Accident Theories and Preventive Strategies.

c. Job Safety Analysis (JSA).

d. Engineering Economics methods in Industrial Safety.


108

e. Methods of economical evaluation of Safety Program.

f. Discrimination between "risk" and "losses," "risk identification" and "risk

analysis."

g. Methods of risk reduction.

h. Risk Assessment and Risk Analysis.

i. Key elements in System Safety.

j. Implementing tasks in System Safety Program.

k. Major provisions and methods in MIL-STD-882B.

l. Safety requirements and criteria analysis.

m. Subsystem Hazard Analysis.

n. Key facts of an accident investigation.

o. Effective interviewing procedures used in an accident investigation.

p. Procedure for Failure Mode and Effect Analysis (FMEA) and Fault Tree Analysis

(FTA).

q. Application of probabilistic statistical methods (Poisson distribution, correlation)

to System Safety Analysis.

r. Major terms associated with Process Safety Management (PSM) and the key

elements of PSM.


• System Safety Engineering and Safety Management Fundamental Concepts and

Techniques

• Application of engineering economy and cost benefit analysis to Occupational System

Analysis

• Calculations of safety program values and planning budget

• Application of probabilistic and reliability theory and techniques to system safety

analysis

109

Safety 416- Administration of Industrial Health & Safety Programs




3 credits



101 N. 6th

Street



(812) 237-2803

(217) 264-2783

[email protected]

3.) Instructor: Mike Williamson

4.) Textbook- Leading with Safety

By: Thomas R. Krause

John Wiley & Sons © 2005 ISBN: 9780471494256 ID: 20394 Book: 304 pages


A. Industrial health and safety program organization and operation; safety performance

measurement; cost-benefit and economic feasibility analysis; employee selection,

placement, and training; public relations; computer utilization

B. Prerequisites: senior status and safety major

C. Required major course


A. The primary goal of the class is to provide an experiential personal growth environment

for students near graduation in the Safety Management program.


• Plan for Your Career Success

• What is the Safety Profession

• Career Planning

• MyPlan Career Assessment

• Career Discovery

• Job Search Strategy

• The Organizational Safety Model


110

• Understanding the Big Picture

• The Safety Leadership Model

• Best Practices in Safety Leadership

• Understanding Organizational Culture and Safety Climate

• The Leader's Role—Understanding Two Crucial Aspects of Human Performance

• Changing Behavior Using Applied Behavior Analysis

• The Effect of Cognitive Bias on Safety Decisions

• Engaging Employees

• The Role of Executive Coaching in Leadership Development

• A Systematic Process for Reducing Exposure to Hazards—What the Safety

Improvement Process Looks Like at the Worker Level

• Planning for Change—Designing Intervention Strategies for Safety Improvement

• Case Histories in Leading with Safety

• NASA's Approach to Transforming its Organizational Culture & Safety Climate

• Major Project

111

Safety 423 - Current Issues & Training Concepts in Industrial Health & Safety


Section: 001 CRN 12815


3 credits



101 N. 6th

Street



Phone: (812) 237-2803

Cell: (217) 264-2783

[email protected]

3.) Instructor: Mike Williamson

4.) Textbooks:

The Definitive Reference for Training & Development, 2nd Edition

Elaine Biech (ed) ASTD © 2014 ISBN: 9781562869137 ID: 66697 985 pages

Training Requirements in OSHA Standards and Training Guidelines, Revised 1998

Occupational Safety and Health Administration

OSHA 2254 ISBN-10: 1497377382 ISBN-13: 978-1497377387 116 Pages


A. A seminar approach is used to discuss current issues in industrial health and safety

such as medical surveillance, product liability, cumulative trauma, occupational

stress, and safety training procedures. Using a current issue, students will develop

training and present a topic to the class.

B. Prerequisites: SFTY 319, SFTY 335, senior status, and safety major

C. Required major course


After successfully completing this course students will be able to develop the training

component of a safety management program.


• Understand the adult learner

• Select & use outside resources


112

• Conduct preliminary analysis for training program development

• Design training objectives

• Select and use training media and methods

• Apply individually oriented approaches

• Evaluate training and measure results

• Apply strategies and tactics for managing training

• Create, plan and conduct safety training in engineering and administrative control in

areas containing chemical, mechanical, and fire hazards

• Describe and use OSHA requirements for safety training

• Differentiate between the various methods of communications

• Identify and describe major safety requirements for use and implementation of OSHA

Hazard Communication Standard

• Identify the major occupational hazards safety management program elements:

o safety management at different levels of organization

o general requirements for safe operations and maintenance

o good operating practices and emergency procedures

o methods of fire protection

o safeguarding and hazardous release control

o inspection and testing

o environmental and personal monitoring and control

o major safety requirements for training of personnel required to handle hazardous

materials, medical screening, and emergency procedures

• Identify and describe major requirements for proper safety equipment and use of

personal protective equipment

• Identify and describe major safety requirements for records and documentation, OSHA

Forms for log of work-related injuries and illnesses and injury and illness incident

report

113

Safety 446 - Hazardous Materials Management




3 credits



101 N. 6th

Street



(812) 237-2527

[email protected]

3.) Instructor: Gregory Dewey

4.) Textbook: Leonard, Jack E. (2009) Managing Hazardous Materials., Rockville, MD:

Institute of Hazardous Materials Management


A.) The course presents guidelines of organizational and legislative aspects of managing

hazardous waste and materials in the workplace.

B.) chem 103/L, math 115, sfty 212, sfty 314, sfty 319

C.) Required course for major

6.) Specific goals for the course

A.) Students learn effective operations procedures for handling, usage, storage,

transportation, and disposal of hazardous substances.

B.) Students will learn the basic concepts, principles, and practices of recognition,

evaluation, and control of hazardous materials.

C.) Upon completion of the course the students will receive their HAZWOPER 40-HR

certificate for a nominal fee.


• Hazards of Materials

• Impacts of Hazardous Materials

• Management Fundamentals

• Hazardous Materials On-Site


114

• Hazardous Materials Disposal and Releases

• Remediation of Contaminated Sites

• Substances with Special Standards

• Managing the Whole System

115

Safety 460 - Human Factors and Ergonomics




3 Credits



101 N. 6th Street



(812) 237-2371

[email protected]


4.) Textbook- required: Salvendy, G. and Karwowrski, W. (1998). Ergonomics in

Manufacturing, Dearborn: MI, Society of Manufacturing Engineers.


A.) Introduction to most common ergonomic and human factor issues in manufacturing

environmental; assessment tools and methods, control methods.

B.) Pre-requisites: SFTY 318 – SFTY 319 – PHYS 105




A.) Students will understand:

a. Ergonomics in Plants

b. Workstation Design

c. Hand Held Tools Design

d. Work Load Assessment

e. Manual Lifting Assessment

f. Upper Extremity Disorders

g. CTDs & Vibration-Induced CTDs


• Ergonomics in Plants

• Workstation Design

• Hand Held Tools Design


116

• Work Load Assessment

• Manual Lifting Assessment

• Upper Extremity Disorders

• CTDs & Vibration-Induced CTDs

117

Safety 492 - Internship in Safety Management




3 credits

Meet on Individual Basis


101 N. 6th Street



(812) 237-2371

[email protected]


4.) Textbook- none


A.) To provide practical field experience with an organized safety program of either a

commercial, industrial, or governmental organization.

B.) Pre-requisites: Junior or Senior Status.

C.) Required course for major


7.)

A.) Depends on the type of project planned by the supervisor at the site of internship.


• Application form

• Short Report 1

• Short Report 2

• Final Report

• Log Sheets


118

Appendix B - Faculty Vitae

Safety Management Faculty Vitae

119

Name: Boris Blyukher, PhD.

Education:

PhD in Technical Sciences, National Institute of Standards, Moscow, USSR, 1979

Master of Mechanical Engineering, Polytechnic Institute, Odessa, USSR, 1967.

Academic Experience:

Indiana State University (ISU), Professor, Safety Management, Department of Built

Environment, 1994-current, Full-time.

Polytechnic Institute, Odessa, USSR, Engineering Department, Adjunct Professor, 1979-1989.

Polytechnic University, Nova Gorica, Slovenia, Visiting Professor, (2004, 2006, 2008).

University of Tirana, Albania, Visiting Professor, Nov 2014.

University of Pristina, Kosovo, Visiting Professor, (2012, 2011).

Vocational Management College, Shanghai, China, Visiting Professor, May 2014.

Non-Academic Experience:

Superconducting Super Collider, Dallas, Texas, Safety Engineer, 1991-1994

Quantum Corporation, Milpitas, CA, QA/Reliability Engineer (Contractor), 1991

Research Institute at Cryogenic and Chemical Equipment Co., Odessa, USSR.

Safety & Reliability Group Leader, 1974-1989

Certifications/Registrations:

Certificate of OSHA Authorized General Industry Trainer, National Safety Center, 2012.

Certificate of OTI 511 Occupational Safety and Health Standards for General Industry, National

Safety Education Center, Eastern Michigan University, 2012.

Certified Safety Professional, Serial #12642, Board of Certified Safety Professionals, USA

Certified Quality Professional, Serial #B-4430, National Quality Control, USSR, 1978

120

Professional Engineer, Serial # 89343, USSR, by examination, Registry. # 1124, 1976

Professional Memberships:

American Society of Mechanical Engineers (ASME), Technical Committee Member.

American Society of Safety Engineers (ASSE), Professional Member (elected).

Honors and Awards

Fulbright Scholar Program Award, United States Department of State. Lecturing and developing

new curriculum: 2014 University of Tirana, Albania; 2011 Polytechnic University, Kharkov,

Ukraine; 2001 Polytechnic University, Nova Gorica, Slovenia.

2013, Developing Occupational Safety Program for Foodbank Facility at Catholic Charities in

Terre Haute. ISU Community Engagement Center, Ryves Neighborhood Partnership.

2011-12, Lecturing at International Summer University, Pristina, Kosovo

2008 Development Methods for Improvement of Oil and Gas Pipeline Security and Defense

against Terrorism. Funded by ISU (UNR 280-2008).

2006-08 NATO grant (Ref. # CBP.MD.CLG 981946) “Security through science”

2005, Lecturing at Hassan II University, Casablanca, Morocco. Funded by ISU.

2004, Lecturing at Hassan II University, Mohammedia, Morocco. Funded by ISU

2002, Lecturing at Alexandria University, Alexandria, Egypt. Funded by ISU

2001, Research and Development of Pipeline Deformation Testing. Funded by National

Research Council, U.S.

Service Activities

ISU-Faculty Affairs Committee, Member, 2011-current; 2002-2008

2013 MICCS Excellence in Safety Awards, Judge, Indianapolis, USA, 2013-14.

International Conferences, Chair, Developer, Presenter: 2013, Odessa, Ukraine; 2009, Pisz,

Poland; ASME Pressure Vessels and Piping, (1996-2006).

121

ASME, Operations, Applications, and Components (OAC) Technical Committee (1996-2004).

Technology Interface International Journal (TIIJ), International Journal of Engineering Research

and Innovation (IJERI), International Journal of Modern Engineering (IJME)

Associate Editor (2009 -present).

International Journal of Engineering (IJE). Editorial Board (2008 -present).

International Journal of Injury Control and Safety Promotion. Editorial Board (2014 -present).

Bulletin of Environmental Contamination and Toxicology

Selected Publications and Presentations (96 total, published in US and Europe)

Encyclopedia of Aviation Safety and Security. Book. B. Blyukher, Co-Author and Co-Editor.

Publisher: CRC Press / Balkema Publishing (Accepted for publication, Aug 2014).

Zaporozhets A., Blyukher B. Human security as the background of education for sustainable

development (With A.). Theory and practice of project management (Editors Massimo Bianchi,

et al). Società Editrice «Il Ponte Vecchio», Cesena, Italy, Dec 2014, pp. 375-379.

Zaporozhets A., Blyukher B. Analysis of indicators and assessments of safety of civil aviation.

“Beyond the horizon of tempus projects: theory and practice of project management”, Università

In Romagna, Bucharest, 2014.

Blyukher B. Safety management program elements for industrial settings with cryogenic

facilities. Proceedings of International Conference “Safety of Human Life and Activity –

Education, Science, Practice”, March 17-19, 2011, Kiev, Ukraine, pp 46-50.

Blyukher B. Protection from Oxygen Deficiency Hazard (ODH) at Industrial Settings Containing

Compressed and Liquefied Gases. Proceedings of International Conference “Security and Safety:

Education, Science, and Practice”, May 20-21, 2010, Lviv, Ukraine, pp 222-223.

Blyukher B. Systematic Approach to Identify Potential Hazards and Risks Associated with

Systems, Facilities, and Equipment. Proceedings of International Conference “Security and

Safety: Education, Science, and Practice”, May 20-21, 2010, Lviv, Ukraine, pp 224-226.

Blyukher B. Incorporating of Total Quality Management into Safety Program: General

Approach. Selected Topics on Aging Management, Reliability, Safety, and License Renewal,

PVP-Vol.444, The American Society of Mechanical Engineers, United Engineering Center, New

York, N.Y., 2002, pp. 135- 141.

122

Blyukher B. Safety Analysis and Risk Assessment for Pressure Systems. Computer Technology

and Applications, PVP-Vol. 458, The American Society of Mechanical Engineers, United

Engineering Center, New York, N.Y., 2003, pp. 343-347.

Blyukher B. System Safety and Reliability Optimization, Book, Academy of Sciences,

Sverdlovsk, U.S.S.R., 1987.

123

Name: Gregory Allen Dewey, MS, CSP

Education:

Master of Science in Occupational Safety Management, 1997

Bachelor of Science in Automotive Technology, 1988


Indiana State University (ISU), Instructor, Department of Built Environment, 2013-Current, Full-

time


Safety First of Indiana, LLC, Owner, Independent Contract Construction Safety Consultant,

2009-Current, Part-time

State of Indiana Department of Labor, INSAFE Safety Consultant, 2008, Full-time

Safety Management Group (SMG), Safety Advisor, 2003-2007, Full-time

State of Indiana Department of Labor, General Industry/Industrial Hygiene Compliance

Officer/Industrial Hygienist, 1997-2003, Full-time

Alt & Witzig Engineering, Geotechnical Field Technician/Soil Analyst, 1993-1997, Full-time


Certified Safety Professional (CSP), 2006-Current

Certified Hazardous Materials Manager (CHMM), in Progress (CHMM Certification Exam)


American Society of Safety Engineers (ASSE), 2005-Current

124

Honors and Awards

2001 Letter of Appreciation for Service on Emergency Response Team during 9/11/01 from the

Governor of Indiana (Frank O’Bannon)


U. S. Secretary of Labor (Elaine L. Chao)


U. S. Assistant Secretary of Labor (John L. Henshaw) and Patricia K. Clark (Regional

Administrator, Region 2)

Service Activities

2014 Academic Advisory Committee Member for New Advisor Policy Adoption

2001 OSHA World Trade Center (WTC) Emergency Response Team

Selected Publications and Presentations:

Recent Professional Development Activities

OSHA 501 General Industry Safety Outreach Trainer

OSHA 500 Construction Safety Outreach Trainer

40 Hour HAZWOPER Certification

125

Name: Farman A. Moayed, Ph.D., PE

Department of the Built Environment

College of Technology



Education:

University of Cincinnati, Industrial Engineering (with concentration in Occupational Safety and

Health) - Ph.D., 2008

University of Cincinnati, Industrial Engineering - M.S., 2002

Sharif University of Technology, Industrial Engineering - B.S., 1994


Indiana State University, Department of Built Environment, Associate Professor, 2015 - present

Indiana State University, Department of Built Environment, Assistant Professor, 2008 - 2015.

Rose-Hulman Institute of Technology, Department of Engineering Management, Visiting

Faculty, 2013 - 201.4

University of Cincinnati, Department of Mathematics and Industrial Engineering, Adjunct

Instructor, 1/2004 - 7/2008


Statistical Analysis on Patients’ Perception about Electronic Medical Records and the Quality of

Services (Lead Analyst), Client: Erik A. Southard RN, MS, CFNP, Spring 2013

IOSHA VPP Audit (Observer), Client: Covanta Energy, Spring 2013

IOSHA VPP Audit (Observer), Client: Hendrickson Manufacturing, Winter 2013

Survival Analysis of the Effects of Telemedicine on Rural Mental Healthcare Access in a Critical

Access Hospital Emergency Room in Rural Indiana (Lead Analyst), Client: Erik A. Southard

RN, MS, CFNP, Winter 2010

Ergonomic Analysis at the Indiana Rural Health Association (Lead Analyst), Client: Indiana

Rural Health Association, Summer 2009

Schwan’s Food Company, Inc., KY, USA - Safety Intern, 7/2007 - 11/2007

126

Ergonomic Analysis of Injuries Associated with Lifting and Moving Sick and Injured Patients

for Patient Transportation Services Inc. (Consultant), Client: Sharon Spitz, RN, BSN, Fall 2004

Safety Evaluation at Formica Inc. (Team Member), Client: Formica Inc., 9/2003 - 7/2004

Gamma Irradiation Center, Tehran, IRAN - Project Manager, 6/1999 - 7/2000

Container Corporation of Iran, Tehran, IRAN - Production Engineer, 6/1997 - 6/1999

Military, Tehran, IRAN - 2nd. Lieutenant, 5/1995 – 5/1997

Tosan Co., Tehran, IRAN - Industrial Engineer, 2/1992 - 5/1995


OSHA Trainer – Authorized OSHA 10 and 30-hr trainer, Heartland OSHA Outreach Training

Center, IN, 2011

P.E. – The Ohio State Board of Registration for Professional Engineers and Surveyors, 2003


Association for Technology Management and Applied Engineering (ATMAE), 2009 - present

Institute of Industrial Engineers (IIE), 2004 - 2014

American Society for Safety Engineering (ASSE), 2004 - 2014

Honors and Awards

Conference Best Paper in Safety Track - ATMAE Annual Conference, Louisville, KY, 2009

Rindsberg Fellowship - College of Engineering, University of Cincinnati, 2008

Outstanding International Graduate Student of the Year – University of Cincinnati, 2007

Rindsberg Fellowship - College of Engineering, University of Cincinnati, 2007

ASSE SWOC Scholarship - Southwest Ohio Chapter, American Society of Safety Engineers,

2006-07

Service Activities

Member of Academic Affair Committee, College of Technology, Indiana State University,

9/2013 - Present

Secretary of Faculty Council, College of Technology, Indiana State University, 9/2012 - 9/2014

127

Secretary of Student Affair Committee, College of Technology, Indiana State University, 9/2010

- 9/2013

Committee Chair of Department Chair Search Committee, Department of Built Environment,

College of Technology, Indiana State University, 10/2010 - 7/2011

Member of University Research Committee, Indiana State University, 9/2009 - 9/2011

Secretary of Academic Affairs Committee, Department of Health, Safety and Environmental

Health Sciences, Indiana State University, 9/2008 - 5/2010

President of American Society of Safety Engineers (ASSE) Student Section, University of

Cincinnati, 7/2005 - 7/2007

Vice-President of American Society of Safety Engineers (ASSE) Student Section, University of

Cincinnati, 7/2004 - 7/2005

Member of Search Committee for the Mechanical, Industrial and Nuclear Engineering

Department Headship, University of Cincinnati, 6/2004 - 11/2004

Member of Executive Board and Chair of International Committee at the 6th Industrial

Engineering Students Conference, Sharif University of Technology, 5/1998 – 3/1999


Moayed, F. A. (2015). Human Factors Measurements for Work System Analysis. In A. Badiru

(Ed), Handbook of Measurements: Benchmarks for Systems Accuracy and Precision. (pp ??).

Taylor and Francis/CRC Press (Accepted)

Moayed, F. A., and Cheng, Y. H. (2015). Evaluation of Fuzzy Linguistic Modeling Performance

to Predict Health Effects of Occupational Vibration Exposure. Journal of Safety Health and

Environmental Research (accepted)

Moayed, F. A. (2014) Overview of Human Factors’ methods in work systems analysis to reduce

risk of injury/accidents. 9th International Physical Asset Management Conference, Physical

Asset Management Company (PAMCo). Tehran, Iran. September 6-7.

Moayed, F.A., Blyukher B., Sheldon E., and Cheng Y.H. (2014). Developing Fuzzy Linguistic

Model to Predict Health Effects of Occupational Vibration Exposure. International Conference

of Safety of Human Life and Activity – Education, Science, Practice, Kiev, Ukraine, May 15-16.

Sheldon, E. and Moayed, F. A. (2013). Developing a Program Outcomes Assessment Model for

ATMAE Accreditation. ATMAE Conference, New Orleans, LA., November 20-23.

128

Moayed, F. A. and Cheng, Y. (2012). An Assessment of Occupational Vibration Exposure

Among Stone Workers in Taiwan and China. IIE Annual Conference and Expo 2012, Orlando,

FL., May 19-23.

Moayed, F. A., and Shell, R. L. (2011). Constructing the Function of “Magnitude-of-Effect”

(MoF) and Its Application in Artificial Neural Network Models, Annals of Occupational

Hygiene. 55(2), 143-151.

Moayed, F. A., and Shell, R. L. (2011). Application of Artificial Neural Network Models in

Occupational Safety and Health Utilizing Ordinal Variables, Annals of Occupational Hygiene.

55(2), 132-142.

Moayed, F. A. and Campbell, W. P. (2009) Potential Application of Artificial Neural Network

Modeling for Enhancing the revised NIOSH Lifting Equation. ATMAE Emerging and Green

Technology Conference, Louisville, KY. November 10-14.

Moayed, F. A., and Shell, R. L. (2009). Comparison and Evaluation of the Maintenance

Operation in Lean vs. Non-Lean Production Systems. Journal of Quality in Maintenance

Engineering, 15(3), 285-296.

Moayed, F. A., Daraiseh, N., Shell, R., & Salem, S., (2006). Workplace Bullying: A systematic

review for risk factors and outcomes. Theoretical Issues in Ergonomics Science, 7(3), 311-327.


Social/Behavioral Research Investigator and Key Personnel (Refresher Course). CITI

Collaborative Institutional Training Initiative, Indiana State University, August 4, 2014.

NSF Grants Conference. NSF and Howard University, Arlington, VA. March 11-22, 2013.

IOSHA Special Government Employee Training Program (VPP). IOSHA, Goshen, IN. July 31-

August 2, 2012.

OSHA Train the Trainer for General Industry, OSHA 501. OSHA Heartland Education Center,

Indiana University, September 20-23, 2011.

http://www.x-cd.com/iie2009/View_Ab.cfm?ID=30

129

Name: Ernest J. Sheldon, Ph.D.

Education:

Ph.D. in Agricultural Systems Management, Purdue University, 1995

M.S. in Agricultural Systems Management, Purdue University, 1992

B.S. in Agricultural Economics, Purdue University, 1982


Indiana State University, Associate Professor, Safety Management programs coordinator,

Department of Built Environment 2010-current, full time

Indiana State University, Associate Professor, Department of Health, Safety, and Environmental

Health Science (previously Department of Health and Safety) 2002-2010, Safety Management

Programs coordinator 2002-2005, Interim chair 2006-2008 full time

Indiana State University, Assistant Professor, Department of Health and Safety, 1995-2002,

Safety Management programs coordinator 1998-2002, full time

Purdue University, Graduate Research Assistant, 4-H/Youth Department, 1992-1995, part time.

Purdue University, Graduate Research Assistant, Agricultural and Biological Engineering

Department, 1990-1992, part time.


Ernie Sheldon Farms, owner/operator, 1993-current, part time

Indiana Department of Corrections, correctional officer, March-July 1990, full time

Modern Hog Concepts, Inc., store manager, 1988-1989, full time

Grower’s Cooperative, Inc., salesman, 1987-1988, full time

Sheldon Swine Farm, assistant manager, 1982-1987, full time

130


Certified Senior Technology Manager, 2009-current

Certified Industrial Technologist, 2004-2009


American Society of Safety Engineers, 2002-present

Association for Technology Management and Applied Engineering (formerly National

Association of Industrial Technology), 2003-present (Safety Division president 2009-2011)

Indiana Rural Safety and Health Council, treasurer 1995-current

Epsilon Pi Tau honorary for Industrial Technology, 2004-2013

Honors and Awards

2014 Indiana State University Focus Indiana grant for student field trip ($1100)

2013 Indiana State University Community Engagement grant ($2600)

2009 ATMAE Service Recognition award

Service Activities

College of Technology Faculty Council, chair 2013-2014, vice chair 2012-2013

College of Technology Graduate Affairs Committee, 2010-2014, chair 2012-2013

ISU Leaves Oversight committee, 2012-current

ISU Student Safety Club faculty sponsor, 1995-current

ISU University Student Success Council, 2014-2015

ISU Summer Session Steering Committee, 2015

Numerous faculty and chair search committees

131

Putnam County Fair and 4-H Club Association Board of directors, 1977-2013, president 2004-

2005, vice president 2002-2003, secretary 1998-2001


Sheldon, E.J. Summary and statistical analysis of farm work-related fatalities for 1994-2012.

2013 ATMAE conference. New Orleans, LA

Sheldon, E.J. and F. Moayed. Developing a program outcomes assessment model for ATMAE

accreditation. 2013 ATMAE Conference, New Orleans

Sheldon, E.J. and B. Blyukher. “Agricultural Safety Research on Farms in USA”. 2012

International Industrial Safety Conference. Kiev, Ukraine.

Sheldon, E.J., and W.P. Campbell. “Feasibility of a Study to Modify the NIOSH Lifting

Equation.” 2008 NAIT Convention, Nashville, TN.

Sheldon, E.J. “Farm Injury Factors Among Senior Farmers”. Indiana Young Farmers

Conference. 2014. Columbus, IN.


Georgia-Pacific, Inc. Safety Conference, 2014 (invited guest)

OSHA 501 General Industry Authorized trainer course, 2012

132

Name: Michael G. Williamson, MS, SPHR, MCDP

Education:

Master of Science in Human Resource Development at Indiana State University, 2003

Bachelor of Arts in Sociology Southern Illinois University Carbondale, 1970

Associate of Arts in Liberal Arts at Lincoln College, 1968


Indiana State University (ISU), Instructor, Department of Built Environment and Department of

Human Resource Development & Performance Technologies, 2011 to Present, Full-time

Indiana State University (ISU), Assistant Director, Career Center, 2008 to 2011, Full-time

Indiana State University (ISU), Lecturer, Department of Human Resource Development &

Performance Technologies, 2004 to 2008, Part-time

Eastern Illinois University (EIU), Adjunct Instructor, Department of Career and Organizational

Studies, Spring 2008


ZF Boge Elastmetall, Human Resources Manager, 1998 to 2008

International Paper, Senior Human Resources Consultant for 12 manufacturing plants, 1993 to

1998

Trailmobile, Inc., Manager of Human Resources, 1992 to 1993

Schrock/WCI Cabinet Group, Human Resources Manager, 1988 to 1991

Joy Manufacturing Company, Employee Relations Manager-Field Operations 1978-1988

Bohn Heat Transfer, Division of Gulf & Western, Labor Relations Supervisor, 1973-1978

Lehn & Fink Products Company, Division of Sterling Drug, Inc., Personnel Assistant, 1970-

1973

133


Senior Human Resource Professional (SPHR)

Master Career Development Professional (MCDP)

Certified Online Instructor - Indiana State University


Society for Human Resources Management

Wabash Valley Human Resources Association

American Society for Training and Development

Professional Association of Resume Writers & Career Coaches

Career Development Professionals of Indiana

National Career Development Association

Midwest Association of Colleges and Employers

Honors and Awards

2009 Omicron Delta Kappa National Leadership Honor Society

2003 Phi Kappa Phi Honor Society

2003 Epsilon Pi Tau International Honorary for Professionals in Technology

Service Activities

Career counseling for students and members of the community on a volunteer basis

Mentor students in the


134

Williamson, M.G. (Presenter at breakout session). (2009). The Validity of Employment Selection

Methods. Annual conference of the Career Development Professionals of Indiana:

Williamson, M.G. (Presenter at the Servant Leadership in Action Conference). (2013).

Williamson, M.G. (Discussion Facilitator). (2013). Indiana State University’s Alliance for

Servant Leadership Meetings: Topics: The World's Most Powerful Leadership Principle -- author

James Hunter and How do you become a servant leader and how do you maintain the

inspiration?


Online Instructor Certification Course – Indiana State University

Deep Blue Learning Workshop – Faculty Center for Teaching Excellence at Indiana State

University

Instructional Designer Consultations Offered in the Faculty Center for Teaching Excellence at


Teaching Triangles – Faculty Center for Teaching Excellence at Indiana State University

Writing in the College Classroom – Faculty Center for Teaching Excellence at Indiana State

University

135

Supporting Faculty Vitae

136

Name: Herschel N. Chait, PhD SPHR

Education:

Ph.D. Psychology, Indiana University, 1974

B.A. Psychology, Brooklyn College of CUNY, 1968.


Indiana State University, Associate Professor of Management, 1981 – present

Sangamon State University, Assistant Professor, Business Administration Program,1977-1981

St. Francis College (Loretto, PA), Graduate School of Industrial Relations, Assistant Professor of

Industrial Psychology, 1975-1977

Marshall University, Assistant Professor of Psychology, 1973-1975


Human Resource Management Consultant, 1985 - 2010


Senior Professional in Human Resources (SPHR), Human Resource Certification Institute,

Lifetime certification granted in 1995.


Academy of Management

Society for Human Resource Management

Honors and Awards

137

Service Activities

Interim department chair, Management, Information Systems and Business Education 2010-

2014

Promotion and Tenure Oversight Committee, 2010- present, Chair of committee 2011-present

ISU representative to business panel of statewide Course Transfer Library



138

Name: Bassou El Mansour

Education – degree, discipline, institution, year

2006 Master of Science in Human Resource Development. Indiana State University,

Terre Haute, Indiana. USA.

1987 Ph.D. in Educational Administration. College of Education, Indiana State

University, Terre Haute, Indiana. USA.

1985 Master of Arts in Education Administration. College of Education, Indiana State

University, Terre Haute, Indiana. USA.

1981 Doctorate: First Certificate of Political Science. University Mohammed V, Rabat,

Morocco.

1982 Doctorate: Second Certificate of Administrative Sciences. University

Mohammed V Rabat, Morocco.

1980 Bachelor's Degree in Law. University Mohammed V, Rabat, Morocco.

1977 Bachelor of Physical Education and Sports. International Center for sports and

education , Algiers, Algeria.

1973 Diploma of Baccalaureate of Secondary Education (Philosophy and literature)

Bordeaux, France.

Academic experience

2013- Present Professor of HRD, Department of HRD and Performance Technologies

College of Technology. Indiana State University, Terre Haute , Indiana, USA.

2009- 2013 Associate Professor of HRD, Department of Technology Management. College

of Technology. Indiana State University, Terre Haute , Indiana, USA.

2003-2009 Assistant Professor of HRD, Department of Technology Management. College

139

of Technology. Indiana State University, Terre Haute , Indiana, USA.

Non-academic experience

2002 - 2006 Assistant Director of the Technology Services Center. College of Technology.

Indiana State University, Terre Haute, Indiana, USA

Certifications or professional registrations

2004 OSHA Compliance & Workplace Safety. Rockhurst University Continuing

Education Center. (6 contact hours).

2000 Temporary Florida Administrative Certificate, all levels, Florida

Department of Education. Expired in 2002.

1998 Clinical educator certificate, University of South Florida, Tampa.

Current membership in professional organizations

Honors and awards

Service activities (within and outside of the institution)

2012 : Invited, as one of the best sabbatical applications, to participate in “Tips on how to create

successful sabbatical application”. Panel discussion. ISU, (October 21)

2012: Keynote Speaker on “Skills and Skill Gaps in the Workplace”. Conference: “HR Training

and Performance: Practices Challenges and Perspectives”. Casablanca, November 20,

2012 . Organized by Al Akhawayn University in Ifrane in collaboration with the

Executive Education Center (AUI) and the American Chamber of Commerce in

Casablanca.

2012: Invited to present “Cross-Cultural Training” by AL Akhawayn University in Ifrane.

September 26,

2012. htpp://www.aui.ma/en/media-and-news/news/1162-al-akhawayn-students-introduced-to-

cross-cultural- training.

Publications and presentations

140

Book Chapter

El Mansour. B (2011). Book chapter titled “ Institutional Challenges Facing Online Education”,

Book title for publication: “Education in a technological world: communicating current and

emerging research and technological efforts”. Publisher, Formatex Research Center, Spain.

Book Review

March 2012. Title “The Handbook of Human Resource Development”. Academy of HRD

Sponsored Handbook (42 Chapters). Will be published by SAGE.

Peer Reviewed Journal Publications

El Mansour .B.& Wood. E. (2010). “Improving Cross-Cultural Training: The case of Expatriate

Managers in Morocco. Journal of European Industrial Training 4 (34), 381-392

Wood. E. & El Mansour. B. (2010). Performance interventions that assist Chinese expatriates’

adjustment and performance. Human Resource Development Review. June 2010, (9) 2, 194-218

Professional Development

2013 (January 17) Panel discussion Deans on promotion to full professor

2013 (January 15): Faculty Search Committee Workshop, Indiana State University

2011 (October 5) National labor and Employment Law Development, The law firm of

Ogletree Deakins,

Indianapolis. October 5.

POST-DOCTORAL WORK (Ph.D. in Technology Management )

SOT 702, " Advanced Technological Research Methods", Indiana State University, Terre Haute,

Indiana, 3 credit hours of post-graduate work.

141

SOT 709, “Residency - "Dissertation Proposal Prospectus". Indiana State University, Terre

Haute, Indiana, 3 credit hours of post-graduate work.

SOT 799, "Strategic Orientation, Training, and Development”, Indiana State University, Terre

Haute, Indiana, 3 credit hours of post-graduate work.

TECH 688, "Technological Systems Assessment and Innovation". Bowling Green State

University, Ohio, 3 credit hours of post-graduate work.

TECH 733, “Impacts of Technology”., University of Wisconsin-Stout, College of Technology,

Engineering and Management, Menomonie, Wisconsin . 3 credit hours of post-graduate work.

ITE 830, “ Seminar in Current Problems” ",Indiana State University, Terre Haute, Indiana, 3

credit hours of post-graduate work.

DTEC 6800, "Internet Research Methods", East Carolina University Graduate Program,

College of Technology Greenville, South Carolina, 3 credit hours of post-graduate work.

ITE 679, "Strategic Planning of Technological Processes". Indiana State University, College of

Technology, Terre Haute, Indiana, 3 credit hours of post-graduate work.

142

Arlene D. Jones

Education:

Master of Science- Occupational Health and Safety, Indiana State University, 1996

Bachelor of Science- Safety Management, Indiana State University, 1994

Academic experience:

EMBRY-RIDDLE AERONAUTICAL UNIVERSITY, 2005-present

Indianapolis Director of Academics/ Adjunct Professor, part time

INDIANA STATE UNIVERSITY, 1996-2000 and 2014, Adjunct professor, part-time

Non-academic experience:

Zempleo, 2014-Present, Safety Consultant, part-time

OSEA Consulting, 2010-Present, OSHA/Safety Consultant, part-time

GREEN VALLEY SAFETY CONSULTING, 2004-2010, OSHA/Safety Consultant, full-time

SAIC, 2001-2005, Health and Safety Compliance Representative, full-time

HERITAGE GROUP, 1998-2001, Manager of Environmental Health and Safety, full-time

143

Name: Dennis E. Mendenhall, MS, CSP

Education:

Master of Occupational Safety and Health, Indiana State University

Bachelor of Safety Management, Indiana State University


Indiana State University (ISU), Advisory Committee 2013-Present


Marathon Oil Company, Compliance Coordinator, 2014-current, Full-time

Bay Industrial Safety Services, Director of Operations, 2014, Full-time

Genesis Energy LP, Manager of Health and Safety, 2012-2014, Full-time

Marathon Petroleum Company, HES Professional, 2005-2012, Full-time

United States Navy, Aviation Electronics Technician, 1997-2001, Full-time


Certified Safety Professional

Executive Program in Safety Management-ASSE


American Society of Safety Engineers (ASSE)

Board of Certified Safety Professionals (BCSP)

Society of Petroleum Engineers (SPE)

American Society of Governmental Industrial Hygienists (ACGIH)

144

Honors and Awards

2005 Warren K Brown Scholarship-ASSE


ASSE Spring Conference CEU Sessions – Las Vegas, NV

145

Name: Andrew Phillip Payne, PhD.

Education:

PhD in Design, NC State, 2009

Master of Architecture, NC State, 2003

Bachelor of Environmental Design in Architecture, NC State, 2001


Indiana State University (ISU), Associate Professor, Chair, Department of Built Environment,

2013-current, Full-time

Savannah College of Art and Design (SCAD), Professor of Architecture, 2008 – 2013

Savannah College of Art and Design (SCAD), Graduate Coordinator, SCAD, 2011-2013

Savannah College of Art and Design (SCAD), Undergraduate Coordinator, SCAD, 2010-2011

NC State University, College of Design, Doctoral Assistant Researcher, Center for Universal

Design, 2006-2008

NC State University, College of Design, Graduate Research/Teaching Assistant, College of

Design, 2003-2005


Studio GAP, Owner, Design Consultant, 2001-current, Part-time

Ron Cox Architecture PA, Project Manager, 2003-2008, Full-time

O’Brien – Atkins Associates, Design Consultant, 2000-2001

BOBBITT & Associates, Architect Intern, 1999-2000

Designed to Build, Project Manager, 1995-1998

Goetz-Privette Architects PA, Design Intern, 1993-1995

146


ARE 4.0 in Progress (Architecture Licensing Exam)


American Institute of Architects (AIA) – Associate Member, Indiana

Association of Technology Management and Applied Engineering (ATMAE)

Interior Design Educator’s Council (IDEC)

Association of Collegiate Schools of Architecture (ACSA)

Honors and Awards

2014 ISU Academic Affairs ($2500 Student Success Grant Recipient)

2014 ISU Center for Community Engagement ($1500 Travel Grant Recipient)

2014 Studio Faculty – 2014 NKBA National Student Bath Design Competition (4th Place, 1st

Honorable Mention) Wade Everhart

2012 SCAD Presidential Research Fellowship ($5000 Grant Recipient)

2012 DesignPhiladelphia. Exhibition of student designs incorporating corian© solid surface as

an exterior cladding material in collaboration with CH Briggs and DuPont©. ($35,000 Sponsored

Studio Research Project, Studio Professor)

2010 National Educator of the Year – American Institute of Architecture Students

Service Activities

2015 Indiana State University, Dreiser Distinguished Research/Creativity Award Committee

member (Faculty Senate Recommendation & Presidential Appointee)

‘14-’15 Indiana State University, University Curriculum and Academic Affairs Council (CAAC)

2014 Indiana State University, University Summer School Task Force member

2010 Savannah College of Art and Design, Interdisciplinary Initiatives College Council

2009 Savannah College of Art and Design, Diversity Council

147

2008 Savannah College of Art and Design, College Athletics Council


Payne, A. P. (anticipated spring 2015). Improving Way-finding Through Changes in Footpath

Materials. international journal of interior architecture + spatial design, Vol. 4 (Material

Vocabularies). pp. TBD.

Payne, A. P. (Contributing Author). (2015). Bloomsbury Encyclopedia of Design. (Editing in

process – Due for production in Fall 215).

Payne, A. P. (Paper Presentation). (2014). Proceedings of the ATMAE Annual Conference:

Tomorrow’s Gateway. St. Louis, Mo.

Payne, A. P. (Paper Presentation). (2014). Proceedings of the ACSA Fall Conference: Working

Out - Thinking While Building. Dalhousie University, Halifax, Nova Scotia.

Payne, A. P. (Paper Presentation). (2014). Proceedings of the ACSA Fall Conference: Working

Out - Thinking While Building. Dalhousie University, Halifax, Nova Scotia.

Joines, S. & Payne, A. P. (in-progress). Toward Universal Design. In M. Curtin, M. Molineux, &

J. Supyk-Mellson (Eds.), Occupational Therapy and Physical Dysfunction, 7th Edition. London:

Elsevier.

Payne, A. P. (Poster Presentation). (2012). Proceedings of the Design Research Society 2012

International Conference: Re: Search - Uncertainty, Contradiction and Value. Chulalongkorn

University, Bangkok, Thailand.

Payne, A. P. (Workshop Presentation). (2012). Proceedings of the Design Research Society 2012

International Conference: Re: Search - Uncertainty, Contradiction and Value. Chulalongkorn

University, Bangkok, Thailand.


ACSA National Conference CEU Sessions – Nova Scotia

IDEC National Conference CEU Sessions – New Orleans, La.

ATMAE National Conference CEU Workshop – St Louis, Mo. & New Orleans, La.

Master of Historic Preservation Core Courses (SCAD), Savannah Ga.

148

Name: James E. Smallwood, Ph.D.

Education:

Indiana State University, Terre Haute, Indiana, Ph.D. Curriculum and

Instruction/Industrial Technology Education, August, 1988.

University of Evansville, Evansville, Indiana, B.S. Law Enforcement, U.S.

History minor, May, 1975.

Harlaxton Study Center, Grantham, England, University of Evansville Overseas

Extension, Spring, 1974.


Indiana State University, Professor of Applied Engineering and Technology

Management, August, 2010 – Present.

Professor and Chair, Department of Technology Management, 2002 – 2010, formerly

Department of Manufacturing and Construction Technology.

also, Interim Chair, Department of Industrial Technology Education, 2006-07.

Morehead State University, Professor, Dept. of Industrial Education and Technology:

Teaching Area - Robotics, Manufacturing (CAM, CNC), 1988 - 2002.


Ball State University, Muncie, Indiana: Workplace Specialist Instructor, 2011-2015.

California State University, Los Angeles: technology program review, December, 2006.

Bluegrass Furniture Company, Inc., Fordsville, Kentucky, Kenneth R. Dietel-

President, Manufacturing of entertainment centers, wall units, etc., 1995 - 2000.


149

Certified Manufacturing Technologist, Society of Manufacturing Engineers, 1989.

Re-Certified in 1992, 1995, 1998, 2001, 2004, 2007, 2010 and 2013.


Association of Technology, Management and Applied Engineering

Society of Manufacturing Engineers

Epsilon Pi Tau (Mu Chapter-honorary), Indiana State University

Sigma Lambda Chi (honorary), Indiana State University

Honors and Awards

Caleb Mills Distinguished Teaching Award, Indiana State University, Spring, 2013

Kentucky Technology Student Association "Distinguished Service Award", April,2002.

MSU Foundation/Alumni Relations, "Outstanding Faculty Fund Raiser", April, 1995.

Indiana Association of Career and Technical Education Directors, September, 2014 to

June, 2015, Title: Indiana STEM Teacher Recruitment Fund Grant Program, $2,000.

Indiana’s Education Roundtable, November, 2013 to June, 2015, Title: Indiana STEM

Teacher Recruitment, Total Award - $290,915; ISU’s sub-contract was $57,259.

Partnership grant with Ball State, IUPUI and ISU, 2010-11, $99,922 Title: 2010-

2011 Professional Development for Career and Technical Teachers with

Workplace Specialist I Certification; ISU’s sub-contract was $17,928.

Service Activities

Served as Dissertation Chair for Ph.D. student, Rudy Ottway, 2013-2015.

Served on numerous Ph.D. student Program of Study Planning Committees and Prelim

Exams, 2003-Present, and Ph.D. student Dissertation Committees, 2005-Present.

150

Served as editor of The CTE Journal, Spring, 2013-Present.

Appointed to the Caleb Mills Distinguished Teaching Award Committee, 2013-2015.

Served as lead faculty member for the B.S. Technology Management program, Fall,

2010-Summer, 2014.

Served on COT Dean’s Search Committee, 2013-2014.

Served as Major Project Chair for two M.S. Technology Management students,

Brandon Isles and Josh Meinika, 2013-2014.


McLeod, A. and Smallwood, J., Robotic Cell Usage in Industry: The Rebirth of a

Frontier for Manufacturing Engineering Education, American Society for

Engineering Education, Selected Papers, AC 2012-4777, June, 2012.

Al-Odeh, M. and Smallwood, J., Sustainable Supply Chain Management: Literature

Review, Trends, and Framework, International Journal of Computational

Engineering & Management (IJCEM), Vol. 15 Issue 1, January 2012

Smallwood, J., & Kuruppalil, Z., Partnering to Achieve Manufacturing Excellence.

Engaged Teaching and Learning, Volume 1, Spring, 2007.

Smallwood, J., Accreditation for an Industrial Technology Program. Cheng Shiu

University, (Taiwan) National Conference, Selected Papers, November, 2005.

Smallwood, J., & Seaman, V., Student Professional Certification and How It Can

Benefit Your Program. National Association of Industrial Technology, Selected

Papers, 36th

Annual Convention, November, 2003.

Indiana Association of Career and Technical Education Directors, Indianapolis, In.,

“The status of the Indiana Education Roundtable STEM Grant,” Co-Presenter: Dr.

Charles Feldhaus, October, 2014.

151

Indiana Association of Career and Technical Education, Indianapolis, In., “Revising

the Indiana Workplace Specialist I Teacher Training Program,” Co-Presenters: Dr.

Charles Feldhaus, Dr. Sam Cotton, Dr. Ed Lazaros, Mr. Bill Kovach, September,

2014.

Association of Technology, Management and Applied Engineering, New Orleans, La.

“Various techniques for incorporating audio/video lectures into your online and

hybrid courses,” Co-Presenter: Dr. Alister McLeod, November, 2013.


Attended Indiana Assoc. for Career and Technical Educ. Directors Conference,

Nashville, In.; June, 2009; June, 2010; June 2014.

Attended Assoc. for Technology, Management and Applied Engineering (ATMAE)

conference, New Orleans, LA-November, 2013.

Attended COT Outcomes Assessment Retreat, ISU, November, 2013.

Attended Indiana Assoc. for Career and Technical Education/Technology Educators

of Indiana conference, Indianapolis, In.; September, 2009; September, 2010;

September, 2011; October, 2012; September, 2013; September, 2014.

152

Appendix C- Equipment Equipment

Industrial Hygiene

No. Item Description Qty.

Gas Detection Tubes

1 Hydrogen Sulfide Kitagawa 1-60 ppm 1 Pack of 10

2 Sensidyne 1-60 ppm 39 Pack of 10

3 Dräger 0.5-15 ppm 3 Pack of 10

4 Dräger 0.2-7% Vol. 2 Pack of 10

5 Tetrachloroethylene Sensidyne 0.2-10 ppm 14 Pack of 10

6 General Hydrocarbons Kitagawa - 7 Pack of 10

7 Dräger 1% / b 1 Pack of 10

8 Sensidyne - 9 Pack of 10

9 Hydrogen Chloride Kitagawa 0.4-40 ppm 6 Pack of 5 (5 pre-treat tube and 5 detector tube)

10 Sensidyne 0.4-40 ppm 4 Pack of 5 (5 pre-treat tube and 5 detector tube)

11 Chlorine Sensidyne 1-40 ppm 5 Pack of 10


13 Hydrogen Floride Kitagawa 0.17-30 ppm 6 Pack of 10

14 Kitagawa 0.25-30 ppm 5 Pack of 10

15 Sensidyne 0.17-30 ppm 6 Pack of 10

16 Ventilation Smoke Tubes MSA - 5 Pack of 10

17 Air Current Tubes Dräger - 9 Pack of 10

18 Benzene Kitagawa 1-100 ppm 23 Pack of 10

19 Sensidyne 1-100 ppm 6 Pack of 10

20 Dräger 5-50 ppm 1 Pack of 10

21 RAE - 38 Pack of 10

22 RAE - 23 Pack of 10


153

Gas Detection Tubes (cont.)

23 Sulfuric Dioxide Sensidyne 0.25-10 ppm 32 Pack of 10

24 Mercaptans Sensidyne 0.5-10 ppm 28 Pack of 10

25 Dräger 2-100 ppm 1 Pack of 10


27 Ammonia Kitagawa 5-60 ppm 10 Pack of 10

28 Sensidyne 0.2-20 ppm 11 Pack of 10

29 Sulfuric Acid Sensidyne 0.5-5 mg/m3 33 Pack of 10

30 Dräger 1-5 mg/m3 2 Pack of 10

31 Phenol Dräger 5 ppm 1 Pack of 10

32 Arsine Kitagawa 5-100 ppm 2 Pack of 10

33 Hydrocyanic Acid Dräger 2-30 ppm 1 Pack of 10

34 1,2 Dichloromethane Sensidyne 5-50 ppm 1 Pack of 10

35 Carbon Pre-Tube Dräger - 1 Pack of 10

36 Methyl Alcohol Kitagawa 20-1000 ppm 1 Pack of 10

37 Mercury Vapor Dräger 0.05-2 mg/m3 2 Pack of 10

38 Methyl Acetate Kitagawa 0.01-3.0% 1 Pack of 10

39 n-Hexane Dräger 100-3000 ppm 1 Pack of 10

40 Acetic Acid Kitagawa 1-50 ppm 1 Pack of 10

41 Petroleum Hydrocarbons Dräger 100-2500 ppm 2 Pack of 10

42 Sensidyne 5-200 ppm 1 Pack of 5 (5 pre-treat tube and 5 detector tube)

43 Methanol Dräger 50-3000 ppm 1 Pack of 10

44 Natural Gas Dräger 0.5% Vol. 1 Pack of 10

45 Hexane Dräger 100-3000 ppm 1 Pack of 10

46 Nitric Acid Dräger 1-50 ppm 1 Pack of 10

47 Toluene Dräger 50-400 1 Pack of 10

154


Equipment and Instruments

48 Tube Tip Breaker Dräger 3

49 Manual Air Sampling Pump Sensidyne 1

50 Kitagawa 1

51 Dräger 2

52 Electric Air Sampling Pump Dräger Accuro 2000 2 Sets

53 Extension Air Sampling Rubber Tubes Dräger 2 Sets

54 Tube Caps 2 Boxes

55 Filter Cassettes 8 Boxes (different sizes)

56 Cataloging Kit 1 Box

57 Air Sampling Cyclone 1 Set

58 Noise Dosimeter Casella CEL-6681 4 Sets

59 Quest Technology NoisePro 1 Set

60 Quest Technology Micro 15 1 Set with Calibrator

61 Quest Technology Micro 15 1 Set without Calibrator

62 Sound Level Meter Norsonic Nor-132 2 Sets

63 Audiometer Belton Model 9D 1 Set

64 Model 12D 2 Sets

65 Geiger-Müller Counter 1

66 Gauss meter F.W. Bell Tri-Axis 4180 1

67 EMF Broadband Meter Trifield 1

68 Light meter ExTech 40 KFC 400 KLUX 1

69 Infrared Thermometer Mastercool 1

70 Airflow Meter Davis Instrument 1

71 WBGT meter (Digital) Quest Technology - 3M

Quest Temp 32 1 Set

72 WBGT meter (Analog) 1 (Home made with 3 thermometers)

155


Equipment and Instruments (cont.)

73 Sling Psychrometer 1

74 Hydrometer set Sargent Welch 1 Set

75 H2S Detectors MSA 1 Case of 15

76 Multigas Detector BW Technology 1 Set

77 Air Pumps Gilian Gilian 3500 1 Case of 6

78 Gilian 1 Case of 5

79 Air Pump Calibration Kit 2 Set (Home made with burette + stands + clamps)

80 Rubber Tubes 7 mm / 15 meter 1 box

81 Barometer Testo 1

82 Tuning Fork 1

HAZMAT

Item Description Qty.

Hazmat Suits DuPont 3

Hazmat Training Kit 1 Set

Hazmat Gloves 1 Suitcase

156

PPE and Accident Prevention


1 Fall Protection Harness Lifeline 18

2 Qualitative Fit Test 1 Set

3 SCBA 3M 1 Set with O2 Cylinder

4 Racal 1 Set with O2 Cylinder

5 Norton 1 Set with O2 Cylinder

6 SCBA 3M 2 Set without O2 Cylinder

7 ISI 3 Set without O2 Cylinder

8 Hard Hats 31

9 Safety Glasses

50

10 Full Face Mask with or without Filters 21 Different models and manufacturers

11 Half Face Mask with or without Filters 9 Different models and manufacturers

12 Filters 3M 21 Pairs

13 CPT 2 Boxes

14 SCOTT 1 Box

15 Misc. 1 Box

16 Lockout/Tagout Training Material 3 Pieces

17 Electric Safety Training Material 2 Pieces

157

Physics Lab


1 Laser Pointer Liner 1 1

2 Data Logger Data Harvest 1 Set

3 Power Analyzer and Data Logger 1 Set

4 Motion Detector 1 Set

5 Photo Sensor Timers 2 Sets

6 Weight Sets 1 Set

7 Stand 1 Set

8 Gyroscop Wheel 1 Wheel

9 Mini Launcher 2 Set

10 Gravity Kit 2 Bags

11 Force Apparatus 1 Set

12 Newton Second Law 1 Set

13 Elasticity Kit 1 Set

14 Archemedean Apparatus 1 Set

15 Ring and Ball set 1 Set

16 Photo Tachometer 2 Sets

17 Antifreez and Coolant Tester 1 Set

18 Mechanical Quality Battery Tester 1 Set

19 Steam Generator 1

20 Galileao's Experiment Kit 1 Set

21 Pascal Experiment Kit 1 Set

22 Liquid Accelerometer 1 Set

23 1 Dimenssion Collision kit 1 Set

24 Misc. Physics Lab Equipment 1 Bin

158

Miscellaneous


1 Caliper Analog 1

2 Caliper Digita 1

3 Screwdrivers Small 1 Set

4 Space Heater 1 Set

5 Disposable Thermometer Tubes 1 Box

6 Petri Dishes 1 Box

7 Burette and Clamps 1 Box

8 Multimeter Fluke 80 Series V 1 Set

9 Omegaette 1 Set

10 Power Supply 1 Set

11 Volt Meter 1 Set

12 Amper Meter Ammeter 1 Set

13 AC/DC Current Clamp 1

14 Stopwatch 1

15 Wiring

16 Unknown Equipment & Devices Several Boxes

159

Appendix D – Institutional Summary

1. The Institution

a. Indiana State University

200 North Seventh Street

Terre Haute, Indiana, USA 47809-1902

b. Dr. Daniel J. Bradley, President

c. Dr. Andrew Phillip Payne, Chair and Associate Professor, Department of Built

Environment

d. Indiana State University has been accredited by the Higher Learning Commission

(HLC) of the North Central Association of Colleges and Schools (NCA) since 1915.

The accreditation process has two primary goals: to ensure the quality of institutions

of higher education and to promote continuous improvement. ISU was last reviewed

in 2010. The next comprehensive evaluation will occur in 2020-2021. The Safety

Management Program is currently accredited by the Association of Technology,

Management, and Applied Engineering (ATMAE). SFTY was last reviewed in

2010. The next comprehensive evaluation will occur in 2016-2017.

2. Type of Control

Public Coeducational University

3. Educational Unit

a. Dr. Farman A. Moayed, Associate Professor and Safety Management Program

Coordinator

b. Dr. Andrew Phillip Payne, Chair and Associate Professor, Department of Built

Environment

c. Dr. Robert E. English, Dean, College of Technology

d. Dr. Michael Licari, Provost/VP for Academic Affairs

e. Dr. Daniel J. Bradley, President

4. Academic Support Units

a. Physics

Dr. Eric Glendening, Chair and Professor, Department of Chemistry and Physics

b. Chemistry

Dr. Eric Glendening, Chair and Professor, Department of Chemistry and Physics

c. Mathematics

Dr. Elizabeth M. Brown, Chairperson and Professor, Department of Mathematics and

Computer Science

d. English

Dr. Robert Perrin, Chair and Professor, Department of English

http://www.ncahlc.org/

http://www.ncahlc.org/

160

e. Management

Dr. Herschel N. Chait, Interim Chair and Associate Professor, Department of

Management, Information Systems, and Business Education

f. Technology Management

Dr. Randell W. Peters, Chair and Associate Professor, Department of Applied

Engineering and Technology Management

g. Human Resource Development

Dr. Cindy Crowder, Chair and Associate Professor, Department of Human Resource

Development and Performance Technologies

h. Foundational Studies (General Education courses)

Dr. Linda Maule, Dean, University College

5. Non-academic Support Units

a. Dr. Kara Harris, Associate Dean for Student Success, College of Technology

b. Dr. R. Troy Allen, Associate Dean for Curriculum, Accreditation, and Outreach,

College of Technology

c. Dr. Joshua B. Powers, III, Associate Vice President of Academic Affairs, Center for

Student Success

d. Mr. Rolland McGiverin, Librarian, Liaison to College of Technology

e. Mrs. Robin Crumrin, Dean, Cunningham Memorial Library

f. Dr. Lisa Spence, Associate Vice President of Academic Affairs and Chief

Information Officer

g. Mrs. Nicole Bailey, Director, Math and Writing Center

h. Mrs. Melissa Hughes, Director, Office of Admissions

6. Credit Unit

ISU follows the ABET definition of credit unit and academic year

7. Tables

161

TABLE D-1. PROGRAM ENROLLMENT AND DEGREE DATA

Safety Management

Academic

Year

Enrollment Year Tota

l

Under

gra

d

Tota

l

Gra

d

Degrees Awarded

1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates

Current

Year

Fall

2014

FT 19 29 44 20 1 103 10

(Fall Only)

9

(Fall Only)

3 PT 16 17 12 14 2 10 51

1 2013

FT 17 56 39 3 99 16

19 13 PT 14 23 17 7 8 53

2 2012

FT 19 58 15 85 7

22 8 PT 11 19 12 6 36

3 2011

FT 40 34 68 6

23 2 PT 22 16 10 28

4 2010

FT NA* NA* NA* NA* NA* 63 6

18 10 PT NA* NA* NA* NA* NA* 9 22

Give official fall term enrollment figures (headcount) for the current and preceding four academic years and

undergraduate and graduate degrees conferred during each of those years. The “current” year means the academic year

preceding the on-site visit.

FT – full time

PT – part time

* = not available

162

Table D-2. Personnel

Safety Management

Year1: Fall 2014

HEADCOUNT

FTE2

FT PT

Administrative2 1 0 0.5

Faculty (tenure-track)3 3 0 3.0

Other Faculty (excluding student assistants) 1 2 1.7

Student Teaching Assistants4 1 0 0.25

Technicians/Specialists 0 0 0

Office/Clerical Employees 1 0 0

Others5 0 0 0

Report data for the program being evaluated. 1 Data on this table should be for the fall term immediately preceding the visit. Updated tables for the fall term when the ABET

team is visiting are to be prepared and presented to the team when they arrive. 2 Persons holding joint administrative/faculty positions or other combined assignments should be allocated to each category

according to the fraction of the appointment assigned to that category. 3 For faculty members, 1 FTE equals what your institution defines as a full-time load.

4 For student teaching assistants, 1 FTE equals 20 hours per week or work (or service). For undergraduate and graduate

students, 1 FTE equals 15 semester credit hours (or 24 quarter credit-hours) per term of institutional course work, meaning all

course—science, humanities, and social services, etc. 5 Specify any other category considered appropriate or leave blank.

163

Appendix E – Student and Peer Review of Faculty

183

Signature Attesting to Compliance

By signing below, I attest to the following:

That the _Safety Management program__ has conducted an honest assessment of compliance

and has provided a complete and accurate disclosure of timely information regarding compliance

with ABET’s Criteria for Accrediting Applied Science Programs to include the General Criteria

and any applicable Program Criteria, and the ABET Accreditation Policy and Procedure

Manual.

________________________________

Dean’s Name (As indicated on the RFE)

________________________________ _______________________

Signature Date