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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)
Andrew.payne@indstate.edu
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.
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.
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.
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.
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
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.
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/
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
safe
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
Reinforced 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
Reinforced Practiced
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 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 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 1 – Identify, describe, and classify common hazards (workplace and general)
Outcome 5 – Select the proper collection, reporting, and summarization methods for incident reporting
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
PEO 3. Resource accessibility – graduates locate
pertinent current information concerning safety
standards and hazard control methods.
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
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.
Outcome 3 – Prepare safety and health education and training materials
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
PEO 5. Responsibility competency – graduates exercise
professional, ethical practices in their respective
locations throughout the world.
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 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
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.
Students fail to identify
any route of exposures,
target organs and health
effects of common
hazards.
Number of Students
Score 1: 0 of 47
Students identify less
than half of the route
of exposures, target
organs and health
effects of common
hazards.
Number of Students
Score 2: 1 of 47
Students identify more
than half of the route
of exposures, target
organs and health
effects of common
hazards.
Number of Students
Score 3: 9 of 47
Students successfully
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).
Students fail to identify
any possible
engineering,
administrative control
methods and PPE.
Number of Students
Score 1: 1 of 47
Students identify less
than half of the
possible engineering,
administrative control
methods and PPE.
Number of Students
Score 2: 1 of 47
Students identify more
than half of the
possible engineering,
administrative control
methods and PPE.
Number of Students
Score 3: 14 of 47
Students successfully
identify all the
possible engineering,
administrative control
methods and PPE.
Number of Students
Score 4: 31 of 47
20
Assessment Rating Scale 25% 50% 75% 100%
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
Students successfully
describe all common
hazards using
quantitative methods.
Number of Students
Score 4: 8 of 47
Describing effectiveness of possible
control methods (engineering,
administrative and PPE) by using
quantitative methods.
Students fail to describe
the effectiveness of any
control method using
quantitative methods.
Number of Students
Score 1: 3 of 47
Students describe the
effectiveness of less
than half of the control
methods using
quantitative methods.
Number of Students
Score 2: 14 of 47
Students describe the
effectiveness of more
than half of the control
methods using
quantitative methods.
Number of Students
Score 3: 22 of 47
Students successfully
describe the
effectiveness of all
the control methods
using quantitative
methods.
Number of Students
Score 4: 8 of 47
21
Assessment Rating Scale 25% 50% 75% 100%
SLO 1.3 Classify common hazards (workplace and general)
Classifying common chemical
hazards in workplace.
SFTY 315
Students fail to classify
any common chemical
hazards in workplace.
Number of Students
Score 1: 0 of 19
Students classify less
than half of the
common chemical
hazards in workplace.
Number of Students
Score 2: 3 of 19
Students classify more
than half of the
common chemical
hazards in workplace.
Number of Students
Score 3: 13 of 19
Students successfully
classify all common
chemical hazards in
workplace.
Number of Students
Score 4: 3 of 19
Classifying common physical hazards
in workplace.
SFTY 335
Students fail to classify
any common Physical
hazards in workplace.
Number of Students
Score 1: 0 of 28
Students classify less
than half of the
common physical
hazards in workplace.
Number of Students
Score 2: 3 of 28
Students classify more
than half of the
common physical
hazards in workplace.
Number of Students
Score 3: 23 of 28
Students successfully
classify all common
physical hazards in
workplace.
Number of Students
Score 4: 2 of 28
Classifying common biological
hazards in workplace.
SFTY 315
Students fail to classify
any common biological
hazards in workplace.
Number of Students
Score 1: 0 of 19
Students classify less
than half of the
common biological
hazards in workplace.
Number of Students
Score 2: 3 of 19
Students classify more
than half of the
common biological
hazards in workplace.
Number of Students
Score 3: 13 of 19
Students successfully
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
hazards in workplace.
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
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 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.
Key/Responsible Person: multiple individuals and offices need to cooperate and coordinate
with one another in order to implement the recommended plan:
- Dean or Associate Dean of College of Art and Sciences
- Chair of Department of Mathematics
- Instructors for MATH 115 classes
- 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 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.
Resource Allocations: none
SLO 1.3 - Classifying 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)
25
Measures: the recommendation should be added to the Safety Management program catalog and
followed by all parties.
Resource Allocations: none
26
Student Outcome #2—Assess and explain risk and the different perception of risk by individuals and segments of the
population
Objectives Course # Assessment Methods
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
Spring 2014 SM Program
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
Spring 2014 SM Program
Coordinator
SM Program
Team
27
Assessment Rating Scale 25% 50% 75% 100%
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
Assessment Rating Scale 25% 50% 75% 100%
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
The following action is associated with the evidence collected for this assessment outcome from
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)
- Instructor (currently Farman A. Moayed)
Measures: Course enrollment limit of 25 will be posted and enforced.
Resource Allocations: none
SLO 2.2-- Diagram Fault Trees and identify cut sets and single point failures in systems
The following action is associated with the evidence collected for this assessment outcome from
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.
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)
- Instructor (currently Farman A. Moayed)
Measures: Course enrollment limit of 25 will be posted and enforced.
Resource Allocations: none
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.
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)
- Instructor (currently Farman A. Moayed)
Measures: Course enrollment limit of 25 will be posted and enforced.
Resource Allocations: none
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
Fall 2012 SM Program
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
Fall 2012 SM Program
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
outcome according to the rubric scale:
Assessment Rating Scale 25% 50% 75% 100%
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
Assessment Rating Scale 25% 50% 75% 100%
SLO 3.2 – Demonstrate proficiency in small group presentations
Professional small group training
presentation delivered to class on
specific assigned OSHA-required
topics
It is not possible to
understand what the
scope of the project
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
Assessment Rating Scale 25% 50% 75% 100%
SLO 3.3 – Develop effective written and oral presentation skills
Provide class presentation on
training program
It is not possible to
understand what the
scope of the project
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.
Goal: The goal of this assessment is to determine if the students gain the right skills and
knowledge to deliver effective training programs suitable for presentation in a variety of
workplaces.
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 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.
Action Plan for program outcome 3 (SFTY 423)
Program Outcome 3 – Prepare Safety and Health Training Materials
SLO 3.1 – Develop content-specific safety training programs
The following action is associated with the evidence collected for this assessment outcome from
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
Resource Allocations: none
SLO 3.2 – Demonstrate proficiency in small group presentations
The following action is associated with the evidence collected for this assessment outcome from
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. Students who struggle with
oral presentations will be required to seek assistance from university student services.
Implementation Plan: this action can be implemented as early as Fall semester of 2013.
Key/Responsible Person: Instructor (currently Mike Williamson)
Measures: within five years the recommendation will be added to the course catalog and
followed by all students
Resource Allocations: none
SLO 3.3 – Develop effective written and oral presentation skills
The following action is associated with the evidence collected for this assessment outcome from
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. 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
Implementation Plan: this action can be implemented as early as Fall semester of 2013.
Key/Responsible Person: Instructor (currently Mike Williamson)
Measures: within five years the recommendation will be added to the course catalog and
followed by all students
Resource Allocations: none
37
Student Outcome #4—Determine the proper method of managing workforce acceptance of safety procedures, training, and
engineering
Objectives Course # Assessment
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
Spring 2013 SM Program
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
Rubric on industrial
partnership project
SFTY
416
Assignments
Spring 2013 SM Program
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
Rubric on industrial
partnership project
SFTY
416
Assignments
Spring 2013 SM Program
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
Rubric on industrial
partnership project
SFTY
416
Assignments
Spring 2013 SM Program
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
outcome according to the rubric scale:
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)
It is not possible to
understand what the
scope of the project
is.
Number of Students
Score 1: N/A
The report is not
very specific and 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
Assessment Rating Scale 25% 50% 75% 100%
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.
It is not possible to
understand what the
scope of the project
is.
Number of Students
Score 1: 0 of 32
The report is not
very specific and 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
Assessment Rating Scale 25% 50% 75% 100%
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)
It is not possible to
understand what the
scope of the project
is.
Number of Students
Score 1: N/A
The report is not
very specific and 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
Assessment Rating Scale 25% 50% 75% 100%
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
It is not possible to
understand what the
scope of the project
is.
Number of Students
Score 1: 2 of 34
The report is not
very specific and not
well organized.
Number of Students
Score 2: 0 of 34
The report is specific
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
Assessment Findings for Outcome #4 (SFTY 416)
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 to determine if the students gain the right skills and
knowledge to develop comprehensive plans for administration of corporate safety policies and
procedures.
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 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.
Action Plan for program outcome 4 (SFTY 416)
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
The following action is associated with the evidence collected for this assessment outcome from
SFTY 416 class during Spring semester 2013.
Action Details: The students will be required to complete SFTY 212, 314, 315, 318, 319, 328,
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.
Key/Responsible Person: Instructor (currently Mike Williamson)
41
Measures: within five years the recommendation will be added to the course catalog and
followed by all students
Resource Allocations: none
SLO 4.2 – Develop administrative controls for workplace hazard resolution
The following action is associated with the evidence collected for this assessment outcome from
SFTY 416 class during Spring semester 2013.
Action Details: The students will be required to complete SFTY 212, 314, 315, 318, 319, 328,
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.
Key/Responsible Person: Instructor (currently Mike Williamson)
Measures: within five years the recommendation will be added to the course catalog and
followed by all students
Resource Allocations: none
SLO 4.3 – Select appropriate personal protective equipment when engineering or
administrative controls are inadequate
The following action is associated with the evidence collected for this assessment outcome from
SFTY 416 class during Spring semester 2013.
Action Details: The students will be required to complete SFTY 212, 314, 315, 318, 319, 328,
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.
Key/Responsible Person: Instructor (currently Mike Williamson)
Measures: within five years the recommendation will be added to the course catalog and
followed by all students
Resource Allocations: none
SLO 4.4 – Develop written training programs to educate workers in the use of engineering,
administrative and PPE controls
The following action is associated with the evidence collected for this assessment outcome from
SFTY 416 class during Spring semester 2013.
42
Action Details: The students will be required to complete SFTY 212, 314, 315, 318, 319, 328,
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.
Key/Responsible Person: Instructor (currently Mike Williamson)
Measures: within five years the recommendation will be added to the course catalog and
followed by all students
Resource Allocations: none
43
Student Outcome #5—Select the proper collection, reporting, and summarization methods for incident reporting
Objectives Course # Assessment Methods
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
Fall 2013 SM Program
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
Fall 2013 SM Program
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
Fall 2013 SM Program
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
Assessment Rating Scale 25% 50% 75% 100%
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
Assessment Rating Scale 25% 50% 75% 100%
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
missing or incorrect
Number of Students
Score 2: 0 of 44
Form is nearly
complete and
information is clear
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
Assessment Rating Scale 25% 50% 75% 100%
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
missing or incorrect
Number of Students
Score 2: 2 of 44
Form is nearly
complete and
information is clear
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
Calculations correct
except for arithmetic
errors
Number of Students
Score 3: 16 of 44
Correctly calculated
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
Calculations correct
except for arithmetic
errors
Number of Students
Score 3: 21 of 44
Correctly calculated
Number of Students
Score 4: 12 of 44
47
Assessment Findings for Outcome #5 (SFTY 318)
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.
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 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.
Action Plan for program outcome 5 (SFTY 318)
SLO 5.1 – Proper data collection method for recordable incident reporting
The following action is associated with the evidence collected for this assessment outcome from
SFTY 318 class during Fall semester 2013.
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.
Implementation Plan: this action can be implemented as early as Fall semester of 2014.
Key/Responsible Person: Instructors for SFTY 212, 314, and 318 (currently Greg Dewey, Doug
Timmons, and Joe Eckerle)
Measures: within five years the recommendation will be added to the course catalog and
followed by all students
Resource Allocations: none
SLO 5.2 – Select proper paper and electronic incident reporting forms
The following action is associated with the evidence collected for this assessment outcome from
SFTY 318 class during Fall semester 2013.
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
Resource Allocations: none
SLO 5.3 – Select proper incident data summarization procedures and forms as per
29CFR1904.
The following action is associated with the evidence collected for this assessment outcome from
SFTY 318 class during Fall semester 2013.
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.
Implementation Plan: this action can be implemented as early as Fall semester of 2014.
Key/Responsible Person: Instructor (currently Joe Eckerle)
Measures: within five years the recommendation will be added to the course syllabus and
followed by all students
Resource Allocations: none
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
Objectives Course # Assessment
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
Rubric on industrial
partnership project
SFTY
416
Assignments
Spring 2012 SM Program
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
Rubric on industrial
partnership project
SFTY
416
Assignments
Spring 2012 SM Program
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
outcome according to the rubric scale:
Assessment Rating Scale 25% 50% 75% 100%
SLO 6.1 – Prioritize management techniques for economic, property, and personnel loss exposure
Provide written team proposal for
developing an exemplary safety
management system that would
qualify for certification as a VPP
Star Worksite.
It is not possible to
understand what the
scope of the project
is.
Number of Students
Score 1: 0 of 32
The report is not
very specific and 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
52
Assessment Rating Scale 25% 50% 75% 100%
SLO 6.2 – Recommend action levels including design, safety devices, warning devices, training, or PPE to prevent injuries
and property losses
Provide written team proposal for
developing an exemplary safety
management system including
recommendations for design, safety
devices, warning devices, training, or
PPE
It is not possible to
understand what the
scope of the project
is.
Number of Students
Score 1: 0 of 32
The report is not
very specific and 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
Assessment Findings for Outcome #6 (SFTY 416)
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.
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 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.
Action Plan for program outcome 6 (SFTY 416)
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
The following action is associated with the evidence collected for this assessment outcome from
SFTY 416 class during Spring semester 2013.
Action Details: The students will be required to complete SFTY 212, 314, 315, 318, 319, 328,
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.
Key/Responsible Person: Instructor (currently Mike Williamson)
54
Measures: within five years the recommendation will be added to the course catalog and
followed by all students
Resource Allocations: none
SLO 6.2 – recommend action levels including design, safety devices, warning devices,
training, or PPE to prevent injuries and property losses
The following action is associated with the evidence collected for this assessment outcome from
SFTY 416 class during Spring semester 2013.
Action Details: The students will be required to complete SFTY 212, 314, 315, 318, 319, 328,
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.
Key/Responsible Person: Instructor (currently Farman A. Moayed)
Measures: within five years the recommendation will be added to the course catalog and
followed by all students
Resource Allocations: none
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
Objectives Course # Assessment
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
Spring 2015 SM Program
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
Spring 2015 SM Program
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
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. 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.
This action can be implemented as early as Fall semester of 2013. Instructor (currently Mike
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
The students will be required to complete SFTY 212, 314, 315, 318, 319, 328, and 335 prior to
registering in SFTY 416 class or concurrent with it.
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 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).
Results: Within five years the recommendation will be added to the course catalog and followed
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).
Results: Within five years the recommendation will be added to the course catalog and followed
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
60
3. Prepare safety and health education and training materials
4. Determine the proper method of managing workforce acceptance of safety procedures,
training and engineering
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
Minor/Elective E 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
Minor/Elective E 3 F14, S15 N/A
Minor/Elective E 1 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
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
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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.
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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,
SFTY212/3 Sp2015, SFTY446/3 Sp2015, SFTY610/3 Sp2015,
SFTY627/3 Sp2015 80% 0% 20% 100%
Dr. Farman Moayed FT
SFTY315/3 Fa2014, SFTY315L/1 Fa2014, SFTY411/3 Fa2014,
SFTY460/3 Fa2014, SFTY492/3 Fa2014, SFTY628/3 Fa2014,
SFTY335/3 Sp2015, SFTY335L/1 Sp2015, SFTY460/3
Sp2015, SFTY606/3 Sp2015 70% 10% 20% 100%
Dr. Ernest Sheldon FT
SFTY341/3 Fa2014, SFTY590/3 Fa2014, SFTY629/3 Fa2014,
SFTY341/3 Sp2015, SFTY492/3 Sp2015, SFTY590/3 Sp2015,
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.
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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.
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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)
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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.
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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.
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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.
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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.
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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
Indiana State University
Terre Haute, IN 47809
812) 237-2527
gregory.dewey@indstate.edu
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
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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
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Safety 314 - Industrial Health and Safety Legislation
1.) Course number: SFTY 314
Section 001 CRN 51868
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
Indiana State University
Terre Haute, IN 47809
Douglas.Timmons@indstate.edu
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
6.) Specific goals for the 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
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• 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
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Safety 315 - Industrial Hygiene I
1.) Course number: SFTY 315
Section 002 CRN 53032
2.) Credits and contact hours
3 credits
12:00 p.m. – 12:50 p.m. Monday, Wednesday, Friday
Technology Annex, Room TA213
101 N. 6th Street
Indiana State University
Terre Haute, IN 47809
812) 237-2371
fmoayed@indstate.edu
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
6.) Specific goals for the course:
A.) Students will be able to:
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
7.) Brief list of topics to be covered:
• 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
Indiana State University
Terre Haute, IN 47809
812) 237-2371
fmoayed@indstate.edu; qingqing.ye@sycamores.indstate.edu
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.
5.) Specific course information:
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.
7.) Brief list of topics to be covered:
• Exposure evaluation for gases, vapors, solvents, and particulates
• Evaluation of ventilation/exhaust systems
• Use of laboratory instruments and equipment
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Safety 318 - Industrial Accident Prevention I
1.) Course number: SFTY 318
Section 002 CRN 53303
2.) Credit and contact hours:
3 Credits
2:00 p.m. – 2:50 p.m. Monday, Wednesday, Friday
Technology Annex, Room TA204
101 N. 6th Street
Indiana State University
Terre Haute, IN 47809
(812) 237-3953
Joe.Eckerle@indstate.edu
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
C.) Required major course
6.) Specific goals for the course:
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
7.) Brief list of topics to be covered:
• Course Introduction
• Review of Accident Classification & Recording
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• Safety Through Design
• Buildings & Facilities Layout
• Safeguarding
• Woodworking Machinery
• Metalworking Machinery
• Hand & Portable Power Tools
• Personal Protective Equipment
• Confined Space Entry
• Electrical Safety
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Safety 319 - Industrial Accident Prevention II
1.) Course number: SFTY 319
Section 001 CRN 12813
2.) Credits and contact hours:
3 credits
1:00 p.m. – 1:50 p.m. Monday, Wednesday, Friday
Technology Annex, Room TA204
101 N. 6th
Street
Indiana State University
Terre Haute, IN 47809
(812) 237-3953
Joe.Eckerle@indstate.edu
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.
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: math 115, safety 212, safety 314
C.) Required for Safety Management Major
6.) Specific goals for the course:
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
7.) Brief list of topics to be covered:
• Electrical Safety
• Fire Protection
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• 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
1.) Course number: SFTY 328
Section 001 CRN 51868
2.) Credits and Contact Hours:
3 Credits
2:00 p.m. – 3:15 p.m. Tuesday and Thursday
No Office on Campus
101 N. 6th
Street
Indiana State University
Terre Haute, IN 47809
Douglas.Timmons@indstate.edu
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
5.) Specific course information:
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
6.) Specific goals for the course:
A.) Students will be able to:
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
7.) Brief list of topics to be covered:
• Need for Fire
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
1.) Course number: SFTY 335
Section 001 CRN 11918
2.) Credits and Contact Hours:
3 credits
11:00 a.m. – 11:50 a.m. Monday, Wednesday, Friday
Technology Annex, Room TA213
101 N. 6th
Street
Indiana State University
Terre Haute, IN 47809
(812) 237-2371
fmoayed@indstate.edu
3.) Instructor: Farman Moayed
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
Students who have not passed these courses should not register in this class
C.) Required major course
6.) Specific goals for the course:
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
7.) Brief list of topics to be covered:
• 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
Technology Annex, Room TA209
101 N. 6th
Street
Indiana State University
Terre Haute, IN 47809
fmoayed@indstate.edu; qye@indstate.sycamores.edu
3.) Instructor: Farman Moayed (GA Qingqing Ye)
4.) Textbook-required: None required
5.) Specific course information:
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
Students who have not passed these courses should not register in this class
C.) required course for major
6.) Specific goals for the course:
A.) Exposure evaluation for thermal exposure, ionizing and non-ionizing radiation
exposure and industrial noise exposure by using instruments and equipment
7.) Brief list of topics to be covered:
• 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
1.) Course number: SFTY 341
Section:001 CRN 13706
2.) Credits and contact hours
3 credits
11:00 a.m. – 11:50 a.m. Monday, Wednesday, Friday
Technology Annex, Room TA210
101 N. 6th
Street
Indiana State University
Terre Haute, IN 47809
(812) 237-2734
esheldon@indstate.edu
3.) Instructor: Ernest Sheldon
4.) Textbook-required
Triola, Mario. Elementary Statistics 12th
ed. Pearson Pub. ISBN 978-0-321-83696-0
5.) Specific course information:
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.
C.) Required major course
6.) Specific goals for the course:
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
7.) Brief list of topics to be covered:
• 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
1.) Course number: SFTY 411
Section 101 CRN 11922
2.) Credits and contact hours
3 credits
2:00 p.m. - 3:15 p.m. Tuesday and Thursday
Technology Annex, Room TA 211
101 N. 6th
Street
Indiana State University
Terre Haute, IN 47809
812) 237-3938
bblyukher@indstate.edu
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
5.) Specific course information:
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
C.) Required major course
6.) Specific goals for the course:
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.
7.) Brief list of topics to be covered:
• 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
1.) Course number: SFTY 416
Section 001 CRN 53036
2.) Credits and Contact Hours:
3 credits
11:00 p.m. – 12:15 p.m. Tuesday and Thursday
Technology Annex, Room TA206
101 N. 6th
Street
Indiana State University
Terre Haute, IN 47809
(812) 237-2803
(217) 264-2783
Mike.Williamson@indstate.edu
3.) Instructor: Mike Williamson
4.) Textbook- Leading with Safety
By: Thomas R. Krause
John Wiley & Sons © 2005 ISBN: 9780471494256 ID: 20394 Book: 304 pages
5.) Specific course information:
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
6.) Specific goals for the 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.
7.) Brief list of topics to be covered:
• 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
1.) Course number: SFTY 423
Section: 001 CRN 12815
2.) Credits and Contact Hours:
3 credits
3:30 p.m. – 4:45 p.m. Tuesday and Thursday
Technology Annex, Room TA205
101 N. 6th
Street
Indiana State University
Terre Haute, IN 47809
Phone: (812) 237-2803
Cell: (217) 264-2783
Mike.Williamson@indstate.edu
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
5.) Specific course information:
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
6.) Specific goals for the course:
After successfully completing this course students will be able to develop the training
component of a safety management program.
7.) Brief list of topics to be covered:
• 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
1.) Course number: SFTY 446
Section 001 CRN 13707
2.) Credits and contact hours:
3 credits
1:00 p.m. – 1:50 p.m. Monday, Wednesday, Friday
Technology Annex, Room TA209
101 N. 6th
Street
Indiana State University
Terre Haute, IN 47809
(812) 237-2527
gregory.dewey@indstate.edu
3.) Instructor: Gregory Dewey
4.) Textbook: Leonard, Jack E. (2009) Managing Hazardous Materials., Rockville, MD:
Institute of Hazardous Materials Management
5.) Specific course information:
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.
7.) Brief list of topics to be covered:
• 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
1.) Course number: SFTY 460
Section 002 CRN 53363
2.) Credits and contact hours:
3 Credits
10:00 a.m. – 10:50 a.m. Monday, Wednesday, Friday
Technology Annex, Room TA213
101 N. 6th Street
Indiana State University
Terre Haute, IN 47809
(812) 237-2371
fmoayed@indstate.edu
3.) Instructor: Farman Moayed
4.) Textbook- required: Salvendy, G. and Karwowrski, W. (1998). Ergonomics in
Manufacturing, Dearborn: MI, Society of Manufacturing Engineers.
5.) Specific course information:
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
Students who have not passed these courses should not register in this class
C.) Required major course
6.) Specific goals for the course:
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
7.) Brief list of topics to be covered:
• 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
1.) Course number: SFTY 492
Section 001 CRN 53042
2.) Credits and contact hours
3 credits
Meet on Individual Basis
Technology Annex, Room TA213
101 N. 6th Street
Indiana State University
Terre Haute, IN 47809
(812) 237-2371
fmoayed@indstate.edu
3.) Instructor: Farman Moayed
4.) Textbook- none
5.) Specific course information:
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
6.) Specific goals for the course:
7.)
A.) Depends on the type of project planned by the supervisor at the site of internship.
7.) Brief list of topics to be covered:
• 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
Academic Experience:
Indiana State University (ISU), Instructor, Department of Built Environment, 2013-Current, Full-
time
Non-Academic Experience:
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
Certifications/Registrations:
Certified Safety Professional (CSP), 2006-Current
Certified Hazardous Materials Manager (CHMM), in Progress (CHMM Certification Exam)
Professional Memberships:
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)
2002 Letter of Appreciation for Service on Emergency Response Team during 9/11/01 from the
U. S. Secretary of Labor (Elaine L. Chao)
2003 Letter of Appreciation for Service on Emergency Response Team during 9/11/01 from the
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
Indiana State University
Terre Haute, IN 47809
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
Academic Experience:
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
Non-Academic Experience:
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
Certifications/Registrations:
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
Professional Memberships:
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
Selected Publications and Presentations:
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.
Recent Professional Development Activities
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.
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
Academic Experience:
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.
Non-Academic Experience:
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
Certifications/Registrations:
Certified Senior Technology Manager, 2009-current
Certified Industrial Technologist, 2004-2009
Professional Memberships:
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
Selected Publications and Presentations:
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.
Recent Professional Development Activities
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
Academic Experience:
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
Non-Academic Experience:
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
Certifications/Registrations:
Senior Human Resource Professional (SPHR)
Master Career Development Professional (MCDP)
Certified Online Instructor - Indiana State University
Professional Memberships:
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
Selected Publications and Presentations:
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?
Recent Professional Development Activities
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
Indiana State University
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.
Academic Experience:
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
Non-Academic Experience:
Human Resource Management Consultant, 1985 - 2010
Certifications/Registrations:
Senior Professional in Human Resources (SPHR), Human Resource Certification Institute,
Lifetime certification granted in 1995.
Professional Memberships:
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
Selected Publications and Presentations:
Recent Professional Development Activities
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
Academic Experience:
Indiana State University (ISU), Advisory Committee 2013-Present
Non-Academic Experience:
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
Certifications/Registrations:
Certified Safety Professional
Executive Program in Safety Management-ASSE
Professional Memberships:
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
Recent Professional Development Activities
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
Academic Experience:
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
Non-Academic Experience:
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
Certifications/Registrations:
ARE 4.0 in Progress (Architecture Licensing Exam)
Professional Memberships:
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
Selected Publications and Presentations:
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.
Recent Professional Development Activities
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.
Academic Experience:
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.
Non-Academic Experience:
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.
Certifications/Registrations:
149
Certified Manufacturing Technologist, Society of Manufacturing Engineers, 1989.
Re-Certified in 1992, 1995, 1998, 2001, 2004, 2007, 2010 and 2013.
Professional Memberships:
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.
Selected Publications and Presentations:
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.
Recent Professional Development Activities
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
12 Dräger 0.3-5 ppm 4 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
No. Item Description Qty.
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
26 Dräger 0.5-5 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
No. Item Description Qty.
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
No. Item Description Qty.
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
No. Item Description Qty.
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
No. Item Description Qty.
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
No. Item Description Qty.
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
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
164
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166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
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
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