asac-abet criterion 2 program educational objectives

ASAC-ABET CRITERION 2 PROGRAM EDUCATIONAL OBJECTIVES

MSOH –Industrial Hygiene Emphasis

University of Utah

The RMCOEH MSOH-IH program has detailed program educational objectives. The IH program is an emphasis within the Master of Science in Occupational Hygiene (MSOH) degree program. A copy of the MSOH and MOH degree program Policies and Procedures, which provides further detail on the educational objectives for the MSOH degree, can be found in online. This degree program is overseen by the RMCOEH (Dr. Hegmann is the MSOH/MOH Degree Program Director and works closely with Dr. Handy, IH Director), within the Department of Family and Preventive Medicine (DFPM) in the School of Medicine at the University of Utah. This hierarchy introduces many levels of educational objectives. It also translates into a constant, multi-faceted evaluation of the program’s success and its ability to attain the desired outcomes. Below are the related educational goals and objectives for each level of the educational hierarchy discussed above. The process for establishing and updating these goals and objectives is also presented here. Throughout the following discussion the ways in which the MSOH-IH program curriculum meets these objectives will be identified. MSOH-IH Program Goals and Objectives Program Goal 1: Provide quality academic programs Objective 1a: Maintain ASAC-ABET

accreditation Objective 1b: Enhance MSOH academic classes

Objective 1c: Annually evaluate, replace as needed, purchase, and calibrate IH equipment and instrumentation

Objective 1d: Involve students in the AIHA-Student Section meetings and engage in professional organizational activities

Objective 1e: Increase recruiting to maximize student quality and diversity, including women and other underrepresented groups

Objective 1f: Train and graduate a minimum of three MSOH-IH students each year who are academically qualified to take the ABIH Board Examination

Objective 1g: Increase the rate at which the MSOH-IH program graduates obtain CIH certification

Program Goal 2: Accomplish NORA research and translate it into practice

Objective 2a: Emphasize NORA related areas Objective 2b: Develop and implement multidisciplinary research efforts Objective 2c: Implement a research plan to develop IH students’ research capabilities

Program Goal 3: Provide superior continuing education, service, and outreach

Objective 3a: Increase the MSOH-IH program's electronic resources Objective 3b: Continue to present high quality and timely Continuing Education (CE)

courses in IH Objective 3c: Develop outreach partnerships with regional universities; local, state,

tribal and federal governmental agencies; and private organizations Program Goal 4: Accomplish strong interdisciplinary collaboration

Objective 4a: Continue to develop interdisciplinary research and teaching activities with other OSH disciplines

Process for Establishing Educational Objectives The Rocky Mountain Center for Occupational and Environmental Health (RMCOEH), the primary location for the MSOH-IH program, is an extramurally funded NIOSH Education and Research Center (ERC). It must therefore, maintain and respond to changes in the requirements for such programs. A major part of this is the annual submittal of renewal grants, both competing and non-competing. Thus, since 1977, the Center has developed and submitted ongoing updates on the program, a process that has enabled and encouraged continuous improvement of the educational objectives. The process through which the program develops and modifies its goals and objectives involves not only primary IH faculty, but also faculty from other disciplines and members of the various advisory groups. This review takes place, at minimum, annually during the ERC grant submittal process. The goals and objectives of the MSOH-IH program are therefore working documents that have successfully aided in the identification, measurement and achievement of the desired outcomes, as indicated by the continued approval and funding of the RMCOEH as an ERC. Within the last 10 years, the RMCOEH has redeveloped its own broad goals, as outlined above. Those goals provide the basis for the MSOH-IH program objectives, which have been further developed by the IH Program Director to be specific to the program. The relationship between the program educational objectives and the ABET accreditation criteria is provided below, with an emphasis on outcome based assessment. The educational objectives, as defined by ABET, are what all program graduates will be qualified to practice at the time of graduation and what most graduates will be able to achieve a few years after graduation. In that way, the following are specific educational objectives that translate into graduates’ competencies:

- Have well developed written and oral communication skills - Have computer skills including word processing, professional presentations,

spreadsheets, internet resources, etc. - Can support how occupational and environmental health fits into a larger framework - Have skills in data management and be able to critically evaluate data - Can recognize potential chemical, physical and biological hazards - Can assess risk posed by potential chemical, physical and biological hazards - Can design, use and evaluate various control options for chemical, physical and biological

hazards - Can effectively communicate to workers, peers and management using verbal, visual

and written skills - Can research and apply regulations and be able to develop regulatory required programs - Can process knowledge and possess the skills to successfully pass the ABIH-CIH exam - Will assume increasing independence in effectively managing OEHS programs

Outcomes The above set of skills are assigned, developed and critiqued throughout the curriculum. The Practicum experience and thesis research are ways in which these skills are further developed. Furthermore, graduates have been continually successful at passing the CIH examination and most graduates go on to perform well professionally and assume increasingly higher professional positions. A further discussion of the specific MSOH-IH program objectives outlined above as well as identifying the extent that such educational objectives are being achieved follows.

Objective 1a: Maintain ASAC-ABET Accreditation The MSOH-IH program has continually worked towards the ABET criteria, which serve as an important benchmark against which educational quality can be assessed. These criteria suggest a level of excellence, one that the program aims to maintain, and guarantees students a high-quality education. The findings of the review committee are taken very seriously and any concerns are dealt with accordingly. Outcomes The RMCOEH IH program was among the first three to be accredited by ABET in 1989. The last full accreditation was approved in 2011. The curriculum and program requirements are continuously compared to ABET criteria to ensure the best possible educational experience for our students. Specific course content covers all of the materials expected in an ABET accredited program, as discussed in more detail later. Objective 1b: Enhance IH Academic Classes The MSOH-IH program utilizes a continuous quality improvement/total quality management model for enhancing the academic curriculum. At least twice a year, the curriculum is comprehensively reviewed in the different venues noted below, and modifications are drafted. IH faculty discusses proposed changes in the Center Executive Committee to ensure there are not unintended consequences on another program. Key among the steps is review by the MSOH (emphasis in IH) Advisory Committee, particularly for external validity and assurance of meeting regional needs. All of the following sources are utilized for improvements:

(1) Student course evaluations (2) Faculty experiences (e.g., conference attendance, PDCs, etc.) (3) Graduate surveys (every 3-5 years) (4) MSOH Advisory Committee meetings (5) Accreditation requirements (6) NIOSH-ERC requirements (7) RMCOEH Advisory Board meetings (every 6 months) (8) NIOSH IH Program Director meetings every other year (9) NORA research agenda

Outcomes Changes to the curriculum are made at least annually, with the goal to be as proactive as possible. For example, accreditation changes are carefully weighed. Over the past 5 years, a major focus of curriculum updates has been the conversion of core courses to include hybrid and/or online-only options. For example, Fundamentals of Industrial Hygiene, Occupational Epidemiology, and Occupational and Environmental Toxicology and Physiology now have sections available for online-only students to participate. Additionally, many of the courses that have instituted hybrid models, in which lectures are available for viewing before class, have allowed for more hands-on and problem-based learning. Objective 1c: Annually Evaluate, Replace as Needed, Purchase, and Calibrate IH Equipment and Instrumentation Understanding common measurement techniques for exposure assessment—in theory, practice and analysis—is an important aspect to any industrial hygiene education. Therefore, the MSOH-IH program aims to maintain equipment and instrumentation that is up-to-date and available for use by the students, in coursework and for field exercises. Outcomes NIOSH funds for ERCs were effectively used to update the various types of standard analytical and field monitoring equipment common in the field of IH, but that funding has been eliminated. However, successful research grants have added to the instrument and equipment inventories and it is anticipated future grant funding will continue. Equipment includes octave band analyzers for noise surveys and programmable noise dosimeters, aerosol spectrometers for particulate monitoring and analysis, and programmable precision sampling pumps and calibration instruments. Drs. Sleeth and Handy were also able to bring a significant amount of laboratory equipment from previous research work. This includes a low-speed wind tunnel and mannequin system for aerosol research and controlled exposure assessment, as well as high- quality aerosol generation equipment and several portable direct-reading instruments. Dr. Handy brought a portable XRF, thermal imager, heat stress monitor, velocity meter, and a particle monitor. Objective 1d: Involve Students in the AIHA-Student Section Meetings and Engage in Professional Organizational Activities As part of a well-rounded graduate education, this objective’s purpose is to begin the integration of the students into their future professional organizations. Not only does this increase the networking and professional exposure of the students, especially in terms of future employment, but it encourages them to keep current on emerging IH issues and further develops interpersonal skills. Outcomes We encourage the IH students to attend at least 3 of the 4 quarterly meetings per year (Student Section of the American Industrial Hygiene Association - Utah Chapter), as well as to become members of at least one professional organization. The MSOH-IH program fosters a relationship with AIHA by paying for the student memberships in the Student Section with non-NIOSH funds. Students also volunteer to assist at and attend the Annual Utah Conference on Safety and Industrial Hygiene. Travel costs for students who have presentations accepted at meetings, such as at the American Industrial Hygiene Conference & Exposition (AIHC&E), are also provided as additional incentive. As a result of these efforts, we have succeeded in having

students awarded Best Conference at AIHC&E. Objective 1e: Increase Recruiting to Maximize Student Quality and Diversity, Including Women and Minorities The continued success of the MSOH-IH program is dependent on attracting an increased number of quality students through significant recruitment and outreach activities. Ultimately, a larger applicant pool allows for a more selective admittance policy to ensure we maintain a quality program. Promoting diversity is also a significant goal of the University of Utah, as well as the RMCOEH and the MSOH-IH program. This objective recognizes that an outstanding and diverse student body is conducive to learning and social responsibility.

Outcomes This topic has traditionally been a topic for discussion during our semi-annual MSOH-IH Advisory Committee meetings each year and the committee has provided insight and suggestions for future improvement. Recruitment and outreach to potential students has been very active lately. In the past few years, we have routinely contacted the undergraduate science and engineering programs at the University of Utah, undergraduate IH program at Utah State University, undergraduate public health programs at BYU-Provo and the science programs at Weber State College, Boise State University, BYU-Idaho and Idaho State University. Since the last accreditation cycle, Drs. Larson, Pahler, Sleeth, and Handy have made 3-5 visits per year to various regional institutions for recruitment purposes. Keeping in mind the desire for increased diversity of students, Dr. Sleeth has been designated the RMCOEH Diversity Recruitment Coordinator. As part of this role, she has become involved with the University of Utah Health Sciences Office of Health Equity and Inclusion Collaborative Group. Through this relationship, the MSOH-IH program faculty and students have been able to participate in additional outreach to local undergraduate and high school students. Dr. Sleeth also participates in the Department of Family and Preventive Medicine Diversity and Inclusion Committee to exchange ideas within the department for increased diversity recruiting. A substantial number of inquiries about the MSOH-IH program have resulted from our website as well, which is continually maintained and improved. In addition, the MSOH-IH program, in cooperation with the Continuing Education program, has staffed a booth annually at the American Industrial Hygiene Conference and Exposition (AIHce) to recruit and provide information to potential students. There are plans for this activity to be continued. An informational brochure has been created for use in recruiting. All of these efforts have resulted in a steady increase in the total enrollment for the program, plateauing at around 17 MSOH-IH students per year during this cycle. Further suggestions from the MSOH-IH Advisory Committee, which will be followed up by Dr. Handy, include identifying additional engineering and life science students and providing potential students with information about career opportunities in OSH. An e-mail based letter was sent to undergraduate career counselors across the nation to make them aware of IH as a career path and provide them with an internet address for the RMCOEH for further information.

Objective 1f: Train and Graduate a Minimum of Three IH Students Each Year Who are Qualified to Take the ABIH Board Examination Professional certification (CIH/CAIH) is often a significant goal for most practicing industrial hygienists. Therefore, the MSOH-IH program aims to maintain a curriculum that prepares its graduates to take the certification examination. The ABIH acknowledges the ABET criteria for IH graduate programs as providing this preparation. Outcomes The MSOH-IH program graduates an average of eight trainees per year, all of which will be qualified to sit for the examination after fulfilling the practice requirement.

Objective 1g: Increase the Rate at which the MSOH-IH Program Graduates Obtain CIH Certification While there is no mandate for IHs to obtain certification in industrial hygiene, it is widely considered to be a good marker of quality IH professional abilities. In addition, it may be one of the best outcome indicators for the quality of an MSOH-IH program, due to the national nature and standardization of the examination. Therefore, IH faculty strongly encourage all IH students to seek certification as soon as they are eligible to take the exam. Outcomes The periodic survey of graduates now enables us to track these numbers and thereby identify the rate at which MSOH-IH program graduates achieve this benchmark; our performance expectations will be improved upon as necessary. These data are currently being evaluated as results of the latest survey are assessed. Objective 2a: Emphasize NORA Related Areas The National Occupational Research Agenda (NORA) is a program to stimulate innovative research and improved workplace practices and has become a research framework for NIOSH. NORA represents collaboration from diverse groups that work to identify critical issues in workplace health and safety. Emphasizing NORA related areas not only increases the funding opportunities for faculty and student research projects, but it ensures that the MSOH-IH program is focused on the most important current issues. Outcomes The MSOH-IH program continues to markedly expand its NORA related research activities, with emphasis on specific sectors identified in NORA. There are 10 Sector Programs and 24 Cross-Sector Programs specifically identified in NORA. The sectors generally focused on by the RMCOEH include mining; construction; health care and social assistance; transportation, warehousing and utilities; and manufacturing, as well as the cross-sector programs of Exposure Assessment and Respiratory Diseases. Examples of NORA related research includes projects specifically conducted in mines looking at a variety of IH hazards, including airborne gases and particles, metals, silica, and heat stress. RMCOEH undertakes significant research on the truck driving population as well. Regarding exposure assessment, there are multiple projects looking at developing new air samplers. For example, a disposable, inhalable sampler designed and tested by Dr. Sleeth with her colleagues at Colorado State University and University of Iowa is central to various research projects. Dr.

Sleeth is also involved in developing a sampler to assess exposure to extra-thoracic hazards such as wood dust. Dr. Pahler had conducted extensive research in the mining and oil and gas industries, including the use of direct-reading instruments as a more immediate and cost-effective means of exposure assessment, specifically in estimating concentrations of diesel particulate material in hard rock mines. Students are also involved in research-to-practice efforts through the Occupational Health and Safety Solutions course. The final student projects in that class are intended to develop specific, real-world solutions for local companies who have identified health and safety problems they want to address. Students are generally required to present those results at the annual Regional NORA Young/New Investigators Symposium typically held each spring.

Objective 2b: Develop and Implement Multidisciplinary Research Efforts Successful research activities increasingly require an interdisciplinary effort. Multidisciplinary research extends the breadth of education and inevitably improves the experience of the students. Outcomes A major example of multidisciplinary research currently ongoing at the RMCOEH is the National Children’s Study (NCS), which involves faculty from pediatrics, psychology, obstetrics, nursing, and genetics. Another important study is the Urban Systems Research Center (USRC) project, where exposure data will be collected on men and women relative to both their residence and their work environments as applicable. The USRC project is composed of university faculty from environmental engineering, geology, urban planning, environmental psychology, family medicine, and architecture. Objective 2c: Implement a Research Plan to Develop IH Students’ Research Capabilities A major aspect of the MSOH-IH program curriculum is student research, leading to a master’s thesis. The thesis increases student research capabilities, but also provides a greater depth of knowledge than what is learned from lectures. In addition, a thesis helps the students develop their skills in written communication. A technical writer is available to help the students with any writing issues. Ultimately, it is mutually beneficial for faculty and students to develop and implement research projects together. Outcomes All IH students are required to complete a research project for graduation. MSOH research frequently includes field observations, typically involves laboratory analysis of samples collected in the field, statistical analyses of data collected or existing data collected by another researcher (e.g., data mining), and development of a report indicating both results, conclusions and recommendations as applicable. To further assist the students, IH faculty work closely with the students to help develop the research plan, assist in arranging resources needed to conduct the study (e.g., sampling media, chemical reagents, monitoring and/or analytical equipment, miscellaneous supplies, etc.), provide guidance on interpretation of data (e.g., application of statistics), and assist in preparing the study report for thesis or publication purposes. Currently, IH students have an array of opportunities to participate in research projects underway at the RMCOEH. Many students also perform industry externships in the summer, which

frequently afford access to data or data collection for a research project in select circumstances. Research projects may also be funded by sources such as the DFPM Health Studies Fund (HSF), which provides up to $5,000 for 1 year for 5 to 10 accepted studies (projects). Funding is also available through the F. Marian Bishop fund, which provides up to $25,000 for a single accepted project. These sources of funding are available for all faculty in DFPM, but most of the funding for the accepted studies is used for support of graduate student research time and materials. Many of the other student research projects are directly or indirectly supported with NIOSH funds, as they are part of the formal MSOH degree requirements and are an integral part of student training. Students consistently present their research design in Center seminars with appropriate critiquing of methods or results and also present in departmental seminars, regional meetings, and national conferences. Students are required to present their research findings at the annual Regional NORA Young/New Investigators Symposium, which includes the development of a peer reviewed conference proceeding. Objective 3.a: Increase the MSOH-IH Program's Electronic Resources As evidenced by the fact that most inquiries about the program now come through the RMCOEH’s website, an increase in electronic resources is an important consideration. Outcomes The University of Utah is increasingly utilizing the internet for key resources for faculty and students, including handbooks, graduate school forms, registration, course materials, records, etc. Faculty has quick access to student records and course information via a secure system, which enables increased evaluation of the program and its students. In addition, the MSOH-IH program works closely with the RMCOEH Continuing Education program in developing courses containing information pertinent to IH that can be presented via distant learning technology (e.g., computer linking). Objective 3b: Continue to Present High Quality and Timely CE Courses in IH The MSOH-IH program works closely with the CE program to develop and present high quality IH related courses, and at a frequency determined appropriate for NIOSH Region VIII (UT, CO, WY, MT, ND, SD), the region our ERC serves. Outcomes Based on input from students that have recently completed CE courses on subjects related to IH, the MSOH-IH program’s current/traditional CE courses are continually being enhanced with the most current information. The effort to maintain high quality courses has been met with a high demand. Examples of some of the CE courses with IH emphasis presented include:

• Industrial Toxicology • Comprehensive IH Review (for those wanting to take the CIH exam) • Health Effects from Hydraulic Fracturing • Quantitative Risk Assessment • Hazardous Substances Training • Industrial Hygiene Sampling

NIOSH support of IH faculty and the CE program make these courses possible. RMCOEH

students also benefit, as we arrange for students to take courses at cost (about 30 to 50% of normal enrollment fees). IH faculty and students’ participation is significantly aided by NIOSH grant monies. For the coming grant period, OSH-related CE seminars have been proposed to the Utah Area Health Education Centers, and they, in turn, are evaluating regional demand for these courses. Objective 3c: Develop Outreach Partnerships with: Regional Universities; Local, State, Tribal and Federal Governmental Agencies; and Private Organizations Good working relationships with a variety of external organizations are vital to maintaining the high status of the RMCOEH as an institution of superior education and research, aiding both the faculty and the students. Outcomes The MSOH-IH program has been increasing its outreach over the past few years. This has involved a large array of different types of governmental and private industries. During the most recently completed budget period, the RMCOEH collaborated with the following institutions: Utah State University, Colorado State University, Montana Technical University, Weber State University, Salt Lake County Community College, Utah Division of Labor, Utah Division of Environmental Quality, US Department of Labor (OSHA), NIOSH, and the US Environmental Protection Agency. These activities are expected to continue in the future. Objective 4a: Continue to Develop Interdisciplinary Research and Teaching Activities with Other OSH Disciplines As mentioned previously, interdisciplinary activities are increasingly required for a successful program, in both research and teaching. Outcomes The MSOH-IH program actively supports strong interdisciplinary interaction in all aspects of our program. Five years ago there was little extramurally funded research in IH at the RMCOEH. Today, that is completely turned around, in no small part to hiring faculty who believed in interdisciplinary efforts. One prime example is our involvement with the State of Washington Nanotechnology Research Center in evaluating new methods for monitoring nanoparticles in work environments. Our MSOH-IH program’s academics, while previously very good, have improved due to increased interdisciplinary efforts; the program collaborates extensively with other disciplines in teaching courses. Currently, several courses are team-taught with faculty from different OSH disciplines. For example, FPMD 6752, Introduction to Occupational and Environmental Toxicology and Physiology has been co-taught by Drs. Larson (IH) and Wood (OM). Faculty representing the three core programs (Drs. Pahler (IH), Merryweather (Ergonomics & Safety (E&S)/Occupational Injury Prevention Research and Training (OIPRT), and Wood are involved in teaching Occupational Safety and Health Solutions, MEEN 6960, a required capstone course. This course takes real-world problems from businesses interested in having multidisciplinary teams of students under close faculty supervision work to solve those problems. This typically involves several class field trips to various occupational settings (e.g., manufacturing plants, printing facilities, etc.). These interdisciplinary activities provide both students and faculty with the opportunity to interact with other researchers and professionals and even to learn about new technologies.

List of Program Constituencies Following are the program’s constituents

RMCOEH Advisory Board Members Craig Allen, MPH, CSP, ARM Director of Safety, Security, and Env. Health Intermountain Healthcare 36 South State St., 24th Floor Salt Lake City, UT 84111 Office: (801) 442-3424 Fax: (801) 442-3981 [email protected]

Taz Biesinger Executive Vice President Home Builders Association of Utah 9060 South 1300 West West Jordan, UT 84088 Phone: (801) 352-8266 Fax: (801) 326-1 544 [email protected]

Thomas E. Bingham President Utah Manufacturers Association 136 East South Temple, Suite 1740 Salt Lake City, Utah 84111 Office: (801) 363-3885 Mobile: (801) 573-0715 [email protected]

Curtis Bramble Utah State Senator 190 West 800 North #100 Provo, UT 84601 Office: (801) 377-5300 Cell: (801) 361-5802 [email protected] Richard Clasby, President Utah Trucking Association 3600 W. California Ave., Suite A Salt Lake City, UT 84104 Office: (801) 973-9370 Cell: (801) 973-8515 [email protected]

Dale Cox, President Utah State AFL/CIO 2261 S. Redwood Rd., Suite M Salt Lake City, UT 84119 Office: (801) 971-5568 Fax: (801 972-9344 [email protected]

Rob Gardner, ARM Liberty Mutual Insurance Group 764 E. Winchester St. Suite 100 Salt Lake City, UT 84107-7565 Phone: (801) 685-0515 ext 231 Cell: (801) 450-51 21 Fax: (801) 685-0052 [email protected]

Paul Harris Medical Director- Rio Tinto 8362 West 10200 South Copperton, UT 4700 Daybreak Parkway South Jordan, UT 84095 Phone: (801) 5697401 Fax: (801) 569-7868 [email protected]

Roger Jensen, J.D., PhD Professor Montana Tech of the University of Montana 1300 W. Park St. Butte, MT 59701 Phone: (406) 496-4111 [email protected]

Dean Lillquist, PhD, CIH Director OSHA Technical Center 8660 S. Sandy Parkway Sandy, UT 84070-6424 Office: (801) 233-4900 ext. 4901 [email protected]

Dennis V. Lloyd, J.D. (Chair) Senior V.P./General Counsel Workers Compensation Fund P.O. Box 57929 Salt Lake City, UT 84157-0929 Office: (801) 288-8060 Fax: (801) 288-8038 [email protected]

mailto:[email protected]









Don Marano, CIH, PE (Vice-Chair) President IHI Environmental 640 Wilmington Avenue Salt Lake City, Utah 84106 Office: (801) 466-2223 Fax: (801) 466-9616 [email protected]

Karen Mayne Utah State Senator 5044 West Bannock Circle West Valley City, Utah 84120 Home: (801) 968-7756 [email protected]

Gordon Murdock, CIH, CSP Gen. Manager, Env Health & Safety Questar Gas P.O. Box 45360 Salt Lake City, UT 84145 Office: (801) 324-3411 Cell: (801) 558-5362 [email protected] Steve Packham Air Quality Toxicologist Dept. of Environmental Quality 195 North 1950 West Salt Lake City, UT Office: (801) 536-0061 [email protected]

C. David Richards, MD, FACS President/Chairman Richards Memorial Med. Foundation 1391 Farm Hill Drive Salt Lake City, UT 84117 Fax: (801) 272-6859 Home: (801) 272-6859 Cell: (801) 718-3764 Answering Service: (801) 233-1330 [email protected]

J. Michael Taylor, CIH Global Manager Safety, Health & Environmental Risk Management Division LDS Church 50 E. North Temple, RM 1606 Salt Lake City, UT 84150-0016 Office: (801) 240-1576 Fax: (801) 240-1728 Cell: (801) 718-1877 [email protected]

Michael Magill, M.D. (Ex-officio) Chair Dept. Family and Preventive Medicine 375 Chipeta Way, Suite A Salt Lake City, UT 84108 Office: (801) 581-4074 Fax: (801) 581-2759 Michael.Magill@,hsc.utah.edu

Tim Ameel, PhD (Ex-officio) Chair Dept. of Mechanical Engineering 50 S. Central Campus Dr. 2110 C MEB Salt Lake City, UT 84112-9208 Phone: (801) 585-0369 Fax: (801) 585-9826 [email protected]

Thomas Maloney, PhD (Ex-officio) Chair Department of Economics 260 S Central Campus Dr., Rm 343 Salt Lake City, UT 84112-9300 Phone: (801) 581-7740 Fax: (801) 585-5649 [email protected]









MSOH-IH Advisory Committee Members J. Michael Taylor, CIH (Committee Chair) Global Manager Safety, Health & Environmental Risk Management Div. LDS Church 50 E. North Temple, RM 1606 Salt Lake City, UT 84150-0016 Office: (801) 240-1576 Fax: (801) 240-1728 Cell: (801) 718-1877 [email protected]

Dean Lillquist, PhD, CIH Director OSHA Technical Center 8660 S. Sandy Parkway Sandy, UT 84070-6424 Office: (801) 233-4900 ext. 4901 [email protected]

Craig Allen, MPH, CSP, ARM Director of Safety, Security, and Env. Health Intermountain Healthcare 36 South State St., 24th Floor Salt Lake City, UT 84111 Office: (801) 442-3424 Fax: (801) 442-3981 [email protected]

Frank DeRosso, MSPH, CIH Senior Scientist RMEC 2188 S. Highland Drive, Suite 201 Salt Lake City, UT 84106 Office: 801-467-3661 Fax: 801-583-1463 Cell: 801-979-7632 [email protected]

D. Jeff Burton, MS, PE, CIH Jeff Burton Consulting 2974 S. Oakwood Drive Bountiful, UT 84010 Phone: 801-298-8996 [email protected]

Jeff Throkmorton, CIH, CE Senior Industrial Hygienist University of Utah, Environmental Health & Safety 125 S. Fort Douglas Blvd, Room 111 Salt Lake City, UT 84113 Office: 801-581-8805

Tori Burns, MSPH, CIH Questar Regulated Service PO Box 45360 Salt Lake City, UT 84145 Office: 801-324-3303 Cell: 801-831-5877 [email protected] Dave Roskelley, CIH, CSP Partner R&R Environmental, Inc. 47 W 9000 S, Suite #2 Sandy, Utah 84070 Office: 801-541-1035 [email protected]







Specific Process and Timeline for Ongoing Evaluation of Educational Objectives The educational objectives are re-evaluated at least twice a year. This occurs in conjunction with the student course evaluations and semester calendar. This process incorporates graduate surveys and faculty feedback. The MSOH-IH Advisory Committee meets twice a year and these processes are addressed at that time, as well as gathering proposed changes for feedback from external advisors. Additionally, annual updates are provided to NIOSH. These reviews involve evaluation of the types of courses and course content in order to ensure qualified graduates. The objectives are drafted and revised by the faculty and ultimately finalized at the MSOH-IH Advisory Committee meetings, enabling all constituencies to be involved in the process. The following sources of information are typically used:

(1) Student course evaluations (2) Faculty feedback (3) Graduate surveys (4) MSOH–IH Advisory Committee meetings (5) Accreditation requirements (6) NIOSH-ERC requirements (7) Institutional vision/mission/goals (8) RMCOEH vision/mission/goals (9) NIOSH MSOH–IH program meetings

ASAC-ABET CRITERION 3 STUDENT OUTCOMES

MSOH –Industrial Hygiene Emphasis University of Utah

The University of Utah MSOH-IH program continually evaluates outcomes related to the success of the students. It does this by utilizing detailed information in a variety of forms and from a variety of sources to evaluate the outcomes from the training and education that are or have been provided to the students. ABET defines outcomes as what a given curriculum will prepare graduates to know and do (i.e., competencies). Competencies must reflect an action (e.g., conduct, prepare, etc.) and be measurable. Below is a list of both the General Program Outcomes and the MSOH-IH-Specific Program Outcomes assessed by the MSOH-IH program faculty and others. General Program Outcomes (Relative to ASAC-ABET Criteria)

(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 on 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, skills, and modern scientific and technical

tools necessary for professional practice MSOH-IH Program Outcomes (Relative to ASAC-ABET Program-Specific Criteria) The program must demonstrate that graduates have the necessary knowledge, skills, and attitudes to competently and ethically implement and practice applicable scientific, technical, and regulatory aspects of industrial hygiene. To this end, graduates will be prepared to anticipate, recognize, evaluate, and control exposures of workers and others to physical, chemical, biological, ergonomic, and psychosocial factors, agents, and/or stressors that can potentially cause related diseases and/or dysfunctions. More specifically, graduates must be able to:

(a) Identify agents, factors, and stressors generated by and/or associated with defined sources, unit operations, and/or processes

(b) Describe qualitative and quantitative aspects of generation of agents, factors, and stressors

(c) Understand physiological and/or toxicological interactions of physical, chemical, biological, and ergonomic agents, factors, and/or stressors with the human body

(d) Assess qualitative and quantitative aspects of exposure assessment, dose-response, and risk characterization based on applicable pathways and modes of entry

(e) Calculate, interpret, and apply statistical and epidemiological data (f) Recommend and evaluate engineering, administrative, and personal

protective equipment controls and/or other interventions to reduce or eliminate hazards

(g) Demonstrate an understanding of applicable business and managerial practices (h) Interpret and apply applicable occupational and environmental regulations (i) Understand fundamental aspects of safety and environmental health (j) Attain recognized professional certification

(Please see the matrix below to assist in ascertaining how the RMCOEH’s MSOH-IH program meets these outcome competencies.)

Process for Establishing and Revising Outcomes Establishment of the expected outcomes for our students begins with the orientation process. The formal orientation of new students begins the week before classes start and provides an overview of the program and opportunity for students to ask additional questions. The orientation also provides a brief history of IH, examples of the types of roles an IH may achieve, examples of research to consider for the thesis project, and the interface between IH and several other professions. Ongoing instruction and discussion of the IH role or potential role in various events is also held by faculty teaching occupational health courses. Examples are also provided to demonstrate the “art” of industrial hygiene as well as the science in order to assist in developing a sense for the occasional need to be innovative as a practicing industrial hygienist. The capability to be innovative is also encouraged when the students are developing plans for their research project; students are also provided critiques on areas where they should have thought more broadly in design or in regards to the conclusions for their project; and, finally, students are given positive feedback when they do incorporate new ideas into their research efforts. Summary and Description of Process to Ensure Student Outcome-Competencies Both the MSOH-IH program faculty and the students themselves understand how critical it is that graduate studies properly prepare them to perform as industrial hygienists in any field they choose post-graduation. Therefore, it is important that student competencies are measured during and at

the end of most occupational health or related courses. These measures of competency typically include a written exam, but may also include acceptable completion of a project, as is the case for students taking the Occupational Safety and Health Solutions capstone course. The students must also conduct a research project and acceptably defend their results and recommendations. Students are also required to pass the final comprehensive examination before being able to graduate. Materials Available for Review at Site Visit Below is a list of the examples of the materials used in educating and evaluating our students during their study in the MSOH-IH program. These materials are complementary of other examples provided as achievement of the general and specific program outcomes.

- Student Portfolios - Course textbooks - Core faculty full CVs - NORA Young/New Investigator proceedings - Professional Continuing Education (CE) materials - NIOSH renewal grants

Description of Process and Timeline for Ongoing Assessment of Outcomes Including Timeline (Schedule) of Assessments Assessment of the success of adequately educating and training our graduate IH students is an ongoing effort. Student Practicum Performance and Assessment In addition to the ongoing assessment of students and the MSOH-IH program as indicated in this report, assessments of outcomes are also obtained from course reviews and occasionally discussion with mentors (e.g., supervisors) of organizations or companies where students undertake the practicum experience (usually during summer periods). These mentors provide information on both their perception and actual examples of the student’s performance while working as an IH during the practicum. In addition, faculty are frequently in contact with the management of companies or other organizations where our graduates are hired. For example, we have management contacts for each of the companies or organizations where this year’s graduating students were hired, and will likely speak with management in these organizations during the next year to see how these new IH hires are perceived to be doing in their respective jobs. As a final deliverable, students are required to write a 5-page report of their experiences during their specific practicum. The IH faculty are involved in direct follow up with employers of both IH summer interns prior to the student graduating, and with the management of companies and organizations that hire IH graduates as full-time employees. This feedback from supervisors and managers regarding our students, whether based on short-term observation (internship) or long-term (hired students as full-time employee) provides the IH Program Director and faculty with information they can and do use to improve course content. Such information is documented by the IH Program Director or the course director where applicable and improvements in the form of expansion or change in course content are made accordingly. Success stories are documented by the IH Program Director for further emphasis in the teaching process as applicable.

Action Plans to Address Shortcomings If a student is found to have a weakness in a key area, they are counseled on the weakness that has been identified. Based on the type of weakness, there are several possible methods for addressing the deficiency. These include but are not limited to:

• For a weakness in not understanding a particular portion of an assignment or class lecture the student may be paired with a student who does understand that assignment or technical area.

• For an overall weakness in a particular course, the student may be recommended to drop the course prior to grading and take a remedial course as may be applicable, and then to re-take the course.

• In some cases, where the student indicates a weakness prior to a specific course, it may be recommended that they take a remedial course in addition to the required course work for the graduate degree. For example, a weakness in chemistry usually results in the student being required to take at least one course in chemistry.

Enrollment trends and program graduates for the MSOH-IH program over the last 6 years are provided in the table below

MSOH-IH Enrollment and Graduates (2010-2016)

Academic Year 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Full-time Students 13 15 19 16 11 15 Part-time Students 3 4 5 4 2 1 Student FTE1

14.5 17 22.5 18.0 12.0 15.5 Graduates 4 12 7 12 4 4 1 FTE = Full-time Equivalent

Appendix A

Comparison of Course Learning Objectives to General and

Specific Program Outcomes

Appendix A contains both the general program outcomes and the program-specific outcomes for the following courses. Courses are listed in alphabetical order

Advanced Ergonomics – General Program Outcomes (MEEN 7100)

Advanced Ergonomics – Program-Specific Outcomes (MEEN 7100)

Advanced Industrial Hygiene – General Program Outcomes (FPMD 6751)

Advanced Industrial Hygiene – Program-Specific Outcomes (FPMD 6751)

Biostatistics I – General Program Outcomes (FPMD 6100)

Biostatistics I – Program-Specific Outcomes (FPMD 6100)

Ergonomics – General Program Outcomes (MEEN 6100)

Ergonomics – Program-Specific Outcomes (MEEN 6100)

Fundamentals of Industrial Hygiene – General Program Outcomes (FPMD 6750)

Fundamentals of Industrial Hygiene – Program-Specific Outcomes (FPMD 6750)

Hazardous Substance Management – General Program Outcomes (FPMD 6756)

Hazardous Substance Management – Program-Specific Outcomes (FPMD 6756)

Industrial Safety – General Program Outcomes (MEEN 6110)

Industrial Safety – Program- Specific Outcomes (MEEN 6110)

Industrial Ventilation – General Program Outcomes (FPMD 6753)

Industrial Ventilation – Program-Specific Outcomes (FPMD 6753)

Introduction to Industrial and Environmental Toxicology & Physiology – General Program Outcomes (FPMD 6752)

Introduction to Industrial and Environmental Toxicology & Physiology – Program-Specific Outcomes (FPMD 6752)

Management of Health and Safety Programs – General Program Outcomes (FPMD 6760)

Management of Health and Safety Programs – Program-Specific Outcomes (FPMD 6760)

Noise & Other Physical Agents – General Program Outcomes (FPMD 6754)

Noise & Other Physical Agents – Program-Specific Outcomes (FPMD 6754)

Introduction to Occupational Epidemiology – General Program Outcomes (FPMD 6370)

Introduction to Occupational Epidemiology – Program-Specific Outcomes (FPMD 6370)

Occupational Safety and Health Solutions (Capstone Course) – General Program Outcomes (FPMD 6715)

Occupational Safety and Health Solutions (Capstone Course) – Program-Specific Outcomes (FPMD 6715)

Quantitative Risk Assessment – General Program Outcomes (FPMD 6730)

Advanced Ergonomics - General Program Outcomes MEEN 7100

Credits: 3 Semester Hours Instructor: Andrew Merryweather, PhD

Course Learning Objectives General Program Criteria a b C d e f g h i j k

Have a basic understanding of the human musculoskeletal system and how the body performs work.

X X X

Be able to estimate resultant moments and muscle forces given external loads and body posture. X X X X X X

Understand the implications of muscle forces and the corresponding joint compressive forces on the body, particularly to the low back.

X

X

X

X

X

X

X

Understand the relationship between EMG electrical activity and muscle force and how this relationship changes with posture and fatigue.

X

X

X

Understand the limitations associated with EMG and other methods for estimating muscle force.

X X X X X

Understand the significance of dynamic motions and the inherent limitations of static biomechanical models by studying slow and fast lifts in various postures.

X

X

X

X

Calculate the energy expenditure rate for a subject performing a manual handling task using empirical methods and using estimation methods based on the tasks performed.

X

X

X

X

X

X

X

Understand the significance of working at or above one's theoretical maximum energy expenditure and how to calculate appropriate work-rest cycles for an individual working under such conditions.

X

X

X

X

Understand the basic principles of upper extremity neuropathy testing. Be aware of the advantages and disadvantages of vibrotactile (VT) sensitivity testing and nerve conduction velocity (NCV) testing.

X

X

X

X

(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 on 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, skills, and modem scientific and technical tools necessary for professional

practice.

Advanced Ergonomics - Program-Specific Outcomes MEEN 7100

Credits: 3 Semester Hours Instructor: Andrew Merryweather, PhD

Course Learning Objectives Program-Specific Criteria a b C d e f g h i j

Have a basic understanding of the human musculoskeletal system and how the body performs work. X X

Be able to estimate resultant moments and muscle forces given external loads and body posture. X X X

Understand the implications of muscle forces and the corresponding joint compressive forces on the body, particularly to the low back. X X X

Understand the relationship between EMG electrical activity and muscle force and how this relationship changes with posture and fatigue.

X

X

Understand the limitations associated with EMG and other methods for estimating muscle force.

X X

Understand the significance of dynamic motions and the inherent limitations of static biomechanical models by studying slow and fast lifts in various postures.

X

X

X

Calculate the energy expenditure rate for a subject performing a manual handling task using empirical methods and using estimation methods based on the tasks performed.

X

X

X

Understand the significance of working at or above one's theoretical maximum energy expenditure and how to calculate appropriate work- rest cycles for an individual working under such conditions.

X

X

X

X

Understand the basic principles of upper extremity neuropathy testing. Be aware of the advantages and disadvantages of vibrotactile (VT) sensitivity testing and nerve conduction velocity (NCV) testing.

X

X


(b) Describe qualitative and quantitative aspects of generation of agents, factors, and stressors (c) Understand physiological and/or toxicological interactions of physical, chemical, biological, and ergonomic

agents, factors, and/or stressors with the human body (d) Assess qualitative and quantitative aspects of exposure assessment, dose-response, and risk characterization

based on applicable pathways and modes of entry (e) Calculate, interpret, and apply statistical and epidemiological data (f) Recommend and evaluate engineering, administrative, and personal protective equipment controls and/or other

interventions to reduce or eliminate hazards (g) Demonstrate an understanding of applicable business and managerial practices (h) Interpret and apply applicable occupational and environmental regulations (i) Understand fundamental aspects of safety and environmental health (j) Attain recognized professional certification

Advanced Industrial Hygiene - General Program Outcomes FPMD 6751

Credits: 3 Semester Hours Instructor: Leon F. Pahler, PhD, MPH, CIH


Through discussion, demonstrations, student presentations and hands-on laboratory assignments, develop a working knowledge of the operation of field sampling equipment used in the practice of industrial hygiene.

X

X

X

X

X

X

X

X

X

Through discussions and demonstrations, applied principles of occupational and environmental health, and principles of analytical chemistry the industrial hygiene student will develop good communication skills needed to communicate with analytical laboratory chemists.

X

X

X

X

X

X

X

X

Utilize computer software and web-based programs to analyze and present laboratory and field data. X X X X X X X X X

Provided students an opportunity to conduct Industrial Hygiene field studies, which includes identifying potential hazards through evaluation tools, assessing potential hazards that may have significant risk, and the recommendation and design of controls.

X

X

X

X

X

X

X

X

X

X

X

Provide an opportunity for students to present and defend study plans, results, and recommendations as a team member and as a team.

X

X

X

X

X

X

X

X

X

Provide students an opportunity to conduct appropriate literature reviews and co-author a field study technical report.

X X X X X

Provide training in the areas of current concerns including new regulations and standard regulations. X X X X X X X X X

Develop an appreciation for legal and ethical issues expected of industrial hygienists.

X X X X X X

Demonstrate communication skills by providing the student opportunities to write reports, present selected topics, and submit written assignments throughout the course.

X

X

X

X

X

X

X

X

X

Laboratory reports for pump calibration and gravimetric particulate sampling, gasses and vapors, respiratory protection and fit testing, heat stress and ventilation.

X

X

X

X

X

X

X

X

X


practice

Advanced Industrial Hygiene - Program-Specific Outcomes FPMD 6751


Course Learning Objectives





interventions to reduce or eliminate hazards (g) Demonstrate an understanding of applicable business and managerial practices (h) Interpret and apply applicable occupational and environmental r egulations (i) Understand the fundamental aspects of safety and environmental health (j) Attain recognized professional certification

Program-Specific Criteria a b C d e f g h i j Through discussion, demonstrations, student presentations and hands- on laboratory assignments, develop a working knowledge of the operation of field sampling equipment used in the practice of industrial hygiene.

X

X

X

X

X

X

Through discussions and demonstrations, applied principles of occupational and environmental health, and principles of analytical chemistry the industrial hygiene student will develop good communication skills needed to communicate with analytical laboratory chemists.

X

X

X

X

Utilize computer software and web-based programs to analyze and present laboratory and field data.

X X X X

Provided students an opportunity to conduct Industrial Hygiene field studies, which includes identifying potential hazards through evaluation tools, assessing potential hazards that may have significant risk, and the recommendation and design of controls.

X

X

X X

X

X

X

X

Provide an opportunity for students to present and defend study plans, results, and recommendations as a team member and as a team. X X X X X

Provide students an opportunity to conduct appropriate literature reviews and co-author a field study technical report. X X X X X X

Provide training in the areas of current concerns including new regulations and standard regulations. X X X X X X X X

Develop an appreciation for legal and ethical issues expected of industrial hygienists.

X X

Demonstrate communication skills by providing the student opportunities to write reports, present selected topics, and submit written assignments throughout the course

X

X

X

X

Laboratory reports for pump calibration and gravimetric particulate sampling, gasses and vapors, respiratory protection and fit testing, heat stress and ventilation.

X

X

X

X

Through discussion, demonstrations, student presentations and hands- on laboratory assignments, develop a working knowledge of the operation of field sampling equipment used in the practice of industrial hygiene.

X

X

X

X

X

X

Biostatistics I - General Program Outcomes FPMD 6100

Credits: 3 Semester Hours Instructor: Lisa Gren, PhD


Comprehend the theoretical basis of biostatistics including data organization and graphic representation, use of probability distributions, basic understanding of probability theory, generation of statistical hypothesis, the nature of statistical error, and the general principles of inferential links between populations and samples.

X

X

X

X

X

X

X

X

Execute the calculations or statistical tests appropriate to basic biostatistics. X X X X X

Interpret the findings and draw appropriate conclusions for each statistical test covered during the semester. X X X X X X

Identify the assumptions for each statistical test. X X X X X Select an appropriate test for a given data analysis problem from the materials covered during the semester. X X X X X X

Apply the best biostatistical analysis for common situations (e.g., Student t-test, chi-square, ANOVA, logistic regression, linear regression, and survival analysis).

X

X

X

X

X

X

Biostatistics laboratory X X X X X X X X

(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 on 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, skills, and modern scientific and technical tools necessary for professional

practice

Biostatistics I - Program-Specific Outcomes FPMD 6100

Credits: 3 Semester Hours Instructor: Lisa Gren, PhD


Comprehend the theoretical basis of biostatistics including data organization and graphic representation, use of probability distributions, basic understanding of probability theory, generation of statistical hypothesis, the nature of statistical error, and the general principles of inferential links between populations and samples.

X

Execute the calculations or statistical tests appropriate to basic biostatistics.

X

Interpret the findings and draw appropriate conclusions for each statistical test covered during the semester.

X

Identify the assumptions for each statistical test. X Select an appropriate test for a given data analysis problem from the materials covered during the semester.

X

Apply the best biostatistical analysis for common situations (e.g., Student t-test, chi-square, ANOVA, logistic regression, linear regression, and survival analysis).

X

Biostatistics laboratory X





· interventions to reduce or eliminate hazards (g) Demonstrate an understanding of applicable business and managerial practices (h) Interpret and apply applicable occupational and environmental regulations (i) Understand fundamental aspects of safety and environmental health

Ergonomics - General Program Outcomes MEEN 6100

Credits: 3 Semester Hours Instructor: Donald S. Bloswick, PhD, PE, CPE


Have an understanding of basic human capabilities and limitations. X X X X X Be able to identify and suggest abatements for various ergonomic risk factors.

X X X X X X X

Be able to design a work place layout for a specific worker anthropometry or worker population.

X X X X X X X X

Be able to design or redesign a manual manipulation task to minimize the trauma potential for upper extremity cumulative trauma disorders.

X

X

X

X

X

X

X

X

Be able to apply, interpret, and make task redesign recommendations based on the output from UEDTD analysis tools such as the Rodgers model, Strain Index, RULA, ACGIH Hand Activity Level, and checklists.

X

X

X

X

X

X

X

X

Be able to compute moments and muscle forces resulting from external loads to the body. X X X X X X X X

Understand the implications of muscle forces and the corresponding joint compressive forces on the body, particularly to the low back.

X

X

X

X

X

X

X

X

Be able to quantify the low-back compressive force, shoulder moment, and energy expenditure rate for a manual material handling task.

X

X

X

X

X

X

X

X

Be able to use the multi-task NIOSH Revised Lifting Equation to quantify the stresses in a manual material handling task, propose cost effective task redesign and determine the most appropriate secondary analysis tool(s).

X

X

X

X

X

X

X

Be able to modify existing ergonomic tools for application to disabled and elderly populations. X X X X X X X

Be able to propose an effective overall plant ergonomics program. X X X X X Develop communication skills by submitting a professionally written project report with a topic pertinent to ergonomic issues. X X X X


practice

Ergonomics - Program-Specific Outcomes MEEN 6100

Credits: 3 Semester Hours Instructor: Donald S. Bloswick, PhD, PE, CPE


Have an understanding of basic human capabilities and limitations. X X Be able to identify and suggest abatements for various ergonomic risk factors. X X X X X

Be able to design a workplace layout for a specific worker anthropometry or worker population.

X X

Be able to design or redesign a manual manipulation task to minimize the trauma potential for upper extremity cumulative trauma disorders.

X X X X X

Be able to apply, interpret, and make task redesign recommendations based on the output from UEDTD analysis tools such as the Rodgers model, Strain Index, RULA, ACGIH Hand Activity Level, and checklists.

X

X

X

X

X

Be able to compute moments and muscle forces resulting from external loads to the body. X X X X X X

Understand the implications of muscle forces and the corresponding joint compressive forces on the body, particularly to the low back. X X X X X X

Be able to quantify the low-back compressive force, shoulder moment, and energy expenditure rate for a manual material handling task. X X X X X X

Be able to use the multi-task NIOSH Revised Lifting Equation to quantify the stresses in a manual material handling task, propose cost effective task redesign and determine the most appropriate secondary analysis tool(s).

X

X

X

X

X

Be able to modify existing ergonomic tools for application to disabled and elderly populations. X X X X

Be able to propose an effective overall plant ergonomics program. .x X X X Develop communication skills by submitting a professionally written project report with a topic pertinent to ergonomic issues.

X






Fundamentals of Industrial Hygiene - General Program Outcomes FPMD 6750

Credits: 2 Semester Hours Instructor: Darrah Sleeth, PhD, CIH, MPH


Be able to discuss the general principles of anticipation, recognition, evaluation and control, and apply specifics of these principles to common occupational issues.

X

X

X

X

X

Be able to identify and discuss both classic and emerging occupational health issues: referencing both program management strategies and regulatory requirements.

X

X

X

X

X

Demonstrate the ability to discuss OH&S in the context of historical and social significance as well as the current impact on the day-to-day responsibilities of the occupational health and safety professional.

X

X

X

X

X

X

X

Be able to discuss the role of the occupational hygienists in the management of occupational and environmental health and safety programs, and how their role complements the comprehensive allied health team (physicians, nurses, toxicologists, engineers, etc.).

X

X

X

X

X

Based on the classroom discussion and demonstrations be able to diagram and describe common occupational and environmental hygiene equipment and instrumentation, be able to interpret raw data generated from these instruments, and be ready to discuss their application and limitations.

X

X

X

X

X

X


practice

Fundamentals of Industrial Hygiene - Program-Specific Outcomes FPMD 6750

Credits: 2 Semester Hours Instructor: Darrah Sleeth, PhD, CIH


Be able to discuss the general principles of anticipation, recognition, evaluation and control, and apply specifics of these principles to common occupational issues.

X X X X X X

X

Be able to identify and discuss both classic and emerging occupational health issues: referencing both program management strategies and regulatory requirements.

X

X X X

Demonstrate the ability to discuss OH&S in the context of historical and social significance as well as the current impact on the day-to-day responsibilities of the occupational health and safety professional.

X

X X X

Be able to discuss the role of the occupational hygienist in the management of occupational and environmental health and safety programs, and how their role complements the comprehensive allied health team (physicians, nurses, toxicologists, engineers, etc.).

X

X

X

X

Based on the classroom discussion and demonstrations be able to diagram and describe common occupational and environmental hygiene equipment and instrumentation, be able to interpret raw data generated from these instruments, and be ready to discuss their application and limitations.

X

X

X

X

X

X





interventions to reduce or eliminate hazards (g) Demonstrate an understanding of applicable business and managerial practices (h) Interpret and apply applicable occupational and environmental regulations · (i) Understand fundamental aspects of safety and environmental health (j) Attain recognized professional certification

Hazardous Substance Management - General Program Outcomes FPMD 6756



Present and discuss hazardous substance regulations in relation to environmental and health issues. Integrate class discussions to include current occupational, health, and environmental topics and issues.

X

X

X

X

X

X

X

X

X

Introduce students to Occupational Safety and Health Act (OSHA), Environmental Protection Act (EPA), Department of Transportation (DOT), Mine Safety and Health Act, Nuclear Regulatory Commission (NRC) and other acts, agencies and regulations pertaining to hazardous substance, material, chemical, and waste management.

X

X

X

X

X

X

X

Provide the student with insights into the business and social aspects of managing hazardous substances, materials, chemicals, and wastes.

X

X

X

X

X

X

X

X

Provide information about basic investigations, remedial activities, and facility procedures for handling hazardous substances, materials, chemicals, and wastes.

X

X

X

X

Discuss worker and community health and safety issues specific to hazardous substances, materials, chemicals, and wastes.

X X X X X X X

Provide an opportunity for the student to demonstrate their understanding of course materials by presenting a hazardous substance, material, chemical or waste related topic.

X

X

X

X

Demonstrate student communication skills by requiring written homework, formal reports, written exams and assignments, and class presentations.

X

X

Provide the student with a 40-hour HAZWOPER certificate upon completion of the class and passing the final exam.

X X X X X X


practice

Hazardous Substance Management - Program-Specific Criteria FPMD 6756



Present and discuss hazardous substance regulations in relation to environmental and health issues. Integrate class discussions to include current occupational, health, and environmental topics and issues.

X

X

X

X

X

X

X

Introduce students to Occupational Safety and Health Act (OSHA), Environmental Protection Act (EPA), Department of Transportation (DOT), Mine Safety and Health Act, Nuclear Regulatory Commission (NRC) and other acts, agencies and regulations pertaining to hazardous substance, material, chemical, and waste management.

X

X

X

X

X

X

X

Provide the student with insights into the business and social aspects of managing hazardous substances, materials, chemicals, and wastes. X X X X

Provide information about basic investigations, remedial activities, and facility procedures for handling hazardous substances, materials, chemicals, and wastes.

X

X

X

X

X

X

Discuss worker and community health and safety issues specific to hazardous substances, materials, chemicals, and wastes.

X X X X X X

Provide an opportunity for the student to demonstrate their understanding of course materials by presenting a hazardous substance, material, chemical or waste related topic.

X

X

X

X

X

X

Demonstrate student communication skills by requiring written homework, formal reports, written exams and assignments, and class presentations.

X

X

X

Provide the student with a 40-hour HAZWOPER certificate upon completion of the class and passing the final exam.

X






Industrial Safety - General Program Outcomes MEEN 6110

Credits: 3 Semester Hours Instructor: Donald Bloswick, PhD, CPE, PE


Have an understanding of OSHA standards, particularly 29 CFR 1910: General Industry Standards.

X X X X X X X

Be familiar with major OSHA required safety and health programs, particularly requirements relating to Confined Space Entry and Lockout/Tagout.

X

X

X

X

X

X

X

Recognize and evaluate sources of illnesses and injuries through analysis of incidence and severity measures.

X X X X

Understand the effect of physical hazards on workers in adverse environments.

X X

Have a basic understanding of the workers compensation process. X X X Understand the responsibility of engineers and other professionals in product and process design with regard to professional liability and ethics.

X

X

X

X

X

X

X

Be able to perform a basic accident investigation and recommend corrective actions.

X X X X

Be able to specify appropriate machine guarding measures or evaluate the effectiveness of existing machine safe guarding measures.

X

X

Be able to perform a basic safety audit of workplace and suggest corrective measures for electrical, fire, mechanical, noise, and other workplace hazards.

X

X

X

X


practice

Industrial Safety - Program-Specific Outcomes MEEN 6110

Credits: 3 Semester Hours Instructor: Donald Bloswick, PhD, CPE, PE


Have an understanding of OSHA standards, particularly 29 CFR 1910: General Industry Standards.

X X X X

Be familiar with major OSHA required safety and health programs, particularly requirements relating to Confined Space Entry and Lockout/Tagout.

X

X

X

X

Recognize and evaluate sources of illnesses and injuries through analysis of incidence and severity measures. X X X X X X X

Understand the effect of physical hazards on workers in adverse environments. X X X X X X

Have a basic understanding of the workers compensation process. Understand the responsibility of engineers and other professionals in product and process design with regard to professional liability and ethics.

X

Be able to perform a basic accident investigation and recommend corrective actions. X X X X X X

Be able to specify appropriate machine guarding measures or evaluate the effectiveness of existing machine safe guarding measures. X X X X X X

Be able to perform a basic safety audit of the workplace and suggest corrective measures for electrical, fire, mechanical, noise, and other workplace hazards.

X

X

X

X

X

X

X






Industrial Ventilation - General Program Outcomes FPMD 6753

Credits: 2 Semester Hours Instructor: D. Jeff Burton, MS, PE, CIH


Understand practical applications of fluid mechanics to industrial ventilation and HVAC systems. X X X X X X X X

Understand the role of the IH in characterizing emission sources, employee behavior, and air movement. X X X X X X X X X

Select, operate, manage and maintain appropriate IV and HVAC systems for diverse IH needs and to meet appropriate standards and codes.

X

X

X

X

X

X

X

X

X

X

Design, select, and operate exhaust hoods, ducts, stacks and fans. X X X X X X X X X X Test and measure the performance of ventilation systems; use testing equipment. X X X X X X X X X

Review the plans, specifications and designs of others to assure they meet appropriate standards and codes. X X X X X X X X X X

Model, troubleshoot, and correct deficiencies in existing IV systems. X X X X X X X X

Design simple industrial duct systems. X X X X X X X X Determine emission rates and appropriate dilution ventilation flowrates. X X X X X X X X

Determine the amount of outside air being delivered to a space for IAQ. X X X X X X X X X


practice

Industrial Ventilation - Program-Specific Outcomes FPMD 6753

Credits: 2 Semester Hours Instructor: D. Jeff Burton, MS, PE, CIH


Understand practical applications of fluid mechanics to industrial ventilation and HVAC systems. X X X X X X X X X X

Understand the role of the IH in characterizing emission sources, employee behavior, and air movement. X X X X X X X X X X

Select, operate, manage and maintain appropriate IV and HVAC systems for diverse IH needs and to meet appropriate standards and codes.

X

X

X

X

X

X

X

X

X

X

Design, select, and operate exhaust hoods, ducts, stacks and fans. X X X X X X X X Test and measure the performance of ventilation systems; use testing equipment.

X X X X X X X X

Review the plans, specifications and designs of others to assure they meet appropriate standards and codes.

X X X X X X X X

Model, troubleshoot, and correct deficiencies in existing IV systems. X X X X X X X X Design simple industrial duct systems. X X X X X X X X Determine emission rates and appropriate dilution ventilation flowrates.

X X X X X X X X

Determine the amount of outside air being delivered to a space for IAQ. X X X X X X X X X X






Introduction to Industrial and Environmental Toxicology & Physiology – General Program Outcomes

FPMD 6752 Credits: 2 Semester Hours

Instructors: Eric Wood, MD, MPH, Rod Larson, PhD, CIH


Be able to describe the various relationships between the dose of chemicals and the effects that are exerted on various physiologic and environmental systems.

X

X

X

X

X

X

X

Be able to identify and describe concepts (kinetics) of routes of entry (absorption), distribution, metabolism and excretion of toxic chemicals.

X

X

X

X

X

X

Be able to describe the carcinogenic, genetic, behavioral, reproductive, acute and chronic effects of select solvents, metals and other chemical groups.

X

X

X

X

X

X

Be able to discuss the process of establishing Occupational Exposure Limits (OELs), as well as their strengths and weaknesses. This includes their appropriate application in evaluating and controlling workplace exposures to toxic chemicals.

X

X

X

X

X

X

X

X

X

Demonstrate communication skills by submitting a written "TLV" paper on an assigned topic and an oral presentation of the topic.

X X X X X X X X


practice

Introduction to Industrial and Environmental Toxicology & Physiology – Program-Specific Outcomes

FPMD 6752 Credits: 2 Semester Hours

Instructors: Eric Wood, MD, MPH, Rod Larson, PhD, CIH


Be able to describe the various relationships between the dose of chemicals and the effects that are exerted on various physiologic and environmental systems.

X

X

X

X

X

X

Be able to identify and describe concepts (kinetics) of routes of entry (absorption), distribution, metabolism and excretion of toxic chemicals.

X

X

X

X

X

X

Be able to describe the carcinogenic, genetic, behavioral, reproductive, acute and chronic effects of select solvents, metals and other chemical groups.

X

X

X

X

X

Be able to discuss the process of establishing Occupational Exposure Limits (OELs), as well as their strengths and weaknesses. This includes their appropriate application in evaluating and controlling workplace exposures to toxic chemicals.

X

X

X

X

X

X

X

Demonstrate communication skills by submitting a written "TLV" paper on an assigned topic and an oral presentation of the topic. X X X X X X X






Management of Health and Safety Programs - General Program Outcomes FPMD 6760

Credits: 3 Semester Hours Instructor: Matthew Hughes, MD, MPH


Describe the function, structures, and financing of health care in the U.S., including government agencies, managed care organizations, and other health care delivery systems.

X

X

X

X

Delineate the scope of responsibilities of managers (physicians, nurses, industrial hygienists, ergonomics and safety professionals) of health care and health provision organizations.

X

X

X

X

X

X

Discuss and apply pertinent management theories in organizing, implementing and evaluating disease and injury prevention and health care delivery programs.

X

X

X

X

X

Plan, develop, organize, implement and evaluate comprehensive OEHS programs.

X X X X X

Obtain senior management support. X X Establish appropriate evaluation systems to assure programs and projects are accomplished as desired with respect to both outcomes and time specifications.

X

X

X

X

Develop, defend and obtain approval of budgets for OEHS programs. X X X X X X

Communicate effectively with senior managers, workers, and others who do not have OEHS expertise or orientation.

X X X

Develop methods to contain health care costs in corporate settings while also improving overall health, safety, and productivity of workers.

X

X

X

Manage professional and personal time effectively. X X Delineate significant regulatory, legal, ethical and quality issues pertinent to OEHS programs.

X X X X X

Summarize pertinent aspects of establishing a consultation practice. X X X X


practice

Management of Health and Safety Programs - Program-Specific Outcomes FPMD 6760

Credits: 3 Semester Hours Instructor: Matthew Hughes, MD, MPH


Describe the function, structures, and financing of health care in the U.S., including government agencies, managed care organizations, and other health care delivery systems.

X

Delineate the scope of responsibilities of managers (physicians, nurses, industrial hygienists, ergonomics and safety professionals) of health care and health provision organizations.

X

X

Discuss and apply pertinent management theories in organizing, implementing and evaluating disease and injury prevention and health care delivery programs.

X

Plan, develop, organize, implement and evaluate comprehensive OEHS programs.

X

Obtain senior management support. X Establish appropriate evaluation systems to assure programs and projects are accomplished as desired with respect to both outcomes and time specifications.

X

Develop, defend and obtain approval of budgets for OEHS programs. X Communicate effectively with senior managers, workers, and others who do not have OEHS expertise or orientation.

X

Develop methods to contain health care costs in corporate settings while also improving overall health, safety, and productivity of workers.

Manage professional and personal time effectively. Delineate significant regulatory, legal, ethical and quality issues pertinent to OEHS programs.

X X

Summarize pertinent aspects of establishing a consultation practice.


(b) Describe qualitative and quantitative aspects of generation of agents, factors, and stressors (c) Understand physiological and/or toxicological interactions of physical, chemical, biological, and

ergonomic agents, factors, and/or stressors with the human body (d) Assess qualitative and quantitative aspects of exposure assessment, dose-response, and risk characterization

based on applicable pathways and modes of entry (e) Calculate, interpret, and apply statistical and epidemiological data (f) Recommend and evaluate engineering, administrative, and personal protective equipment controls and/or

other interventions to reduce or eliminate hazards (g) Demonstrate an understanding of applicable business and managerial practices (h) Interpret and apply applicable occupational and environmental regulations (i) Understand fundamental aspects of safety and environmental health

Noise & Other Physical Agents - General Program Outcomes FPMD 6754

Credits: 2 Semester Hours Instructor: Rod Handy, PhD, CIH


Learn and understand the principles of sound physics. X X X X X X X Correlate the fundamental principles with an understanding of noise monitoring instrumentation, hearing damage risk evaluations, and sound control methods.

X

X

X

X

X

X

X

X

X

Provide noise engineering control principles. X X X X X X X X X X Understand the sources and potential effects from vibration. X X X X X X X X X X Understand regulations for occupational noise and hearing programs and potential compensation mechanisms. X X X X X X X X X X

Review the basics of ionizing and non-ionizing radiation in terms of fundamental principles, health risks, and control methods. X X X X X X X X X

Review exposure concerns and controls associated with thermal stresses. X X X X X X X X X X

Review the types of monitoring devices available for physical stresses.

X X X X X X X X X


practice

Noise & Other Physical Agents - Program-Specific Outcomes FPMD 6754

Credits: 2 Semester Hours Instructor: Rod Handy, PhD, CIH


Learn and understand the principles of sound physics. X X X X X Correlate the fundamental principles with an understanding of noise monitoring instrumentation, hearing damage risk evaluations, and sound control methods.

X

X

X

X

X

X

X

X

X

Provide noise engineering control principles. X X X X X X X X Understand the sources and potential effects from vibration. X X X X X X X X Understand regulations for occupational noise and hearing programs and potential compensation mechanisms. X X X X X X X

Review the basics of ionizing and non-ionizing radiation in terms of fundamental principles, health risks, and control methods. X X X X X X X

Review exposure concerns and controls associated with thermal stresses.

X X X X X X X

Review the types of monitoring devices available for physical stresses. X X X X X





interventions to reduce or eliminate hazards (g) Demonstrate an understanding of applicable business and managerial practices (h) Interpret and apply applicable occupational and environmental regulations (i) Understand fundamental aspects of safety and environmental health

Introduction to Occupational Epidemiology - General Program Outcomes FPMD 6370

Credits: 3 Semester Hours Instructor: Matt Thiese, PhD, MSPH


Understand the science of epidemiology and occupational epidemiology. X X

Understand the differences and overlap between occupational diseases and injuries. X X X

Think critically using epidemiological methods to address health problems.

X X X

Compare and contrast different sources of data. X X Rank the studies in the hierarchy for epidemiological studies. X Identify the proper use of the terms "risk factor" and "associated factor." X X

Compare and contrast association and causation. X X List the steps in forming a causal assessment. X X X X Perform a causal assessment on a series of abstracts. X X X Identify examples of internal and external validation. X Grasp each of the AB. Hill Criteria and the utilization of the causal pie. X

Categorize the General Classification of Study Design. X Compare and contrast observational and interventional studies. X X List hypotheses addressed by case-control studies. X X List hypotheses addressed by cross sectional studies. X X Compare and contrast strengths and weaknesses between cross- sectional, case-control, and cohort study types. X

Calculate and interpret incidence rates. X X Calculate and interpret prevalence. X X Calculate and interpret mortality rates. X X Describe and delineate the relationship between incidence rate and prevalence. X X

Define a study population and sample. X X X X List characteristics of outcome measures. X X Define and differentiate between validity, reliability, bias and confounding. X X X

Recognize examples of selection and information bias. X X X Implement methodological methods to reduce or eliminate bias. X X X X X Know when a bias results in potential nullification of reported results. X

Describe the impacts of random error and systematic error. X X Distinguish between binomial, Poisson, normal, and non- parametric distributions. X X

Explain a sampling distribution. X X Describe skewing and differentiate between positive and negative skewing. X X

Interpret confidence intervals around a mean. X X Understand, differentiate, and describe the strengths and weaknesses of multiple sources of data. X X

Be able to identify measurement methods for quantification of occupational exposures. X X

Course Learning Objectives Cont. General Program Criteria a b C d e f g h i j k

Compare and contrast quantitative and qualitative measures of exposure. X X X

Define and calculate probabilities using both the additive rule and multiplicative rule for independent, mutually exclusive and conditional probability situations.

X

X

X

X

Calculate a t-test. X X Calculate a chi-square test. X X Interpret the meaning of a p-value. X X Determine statistical significance from p-value or confidence interval. X X

Identify potential confounders from a study description. X X X X X Discuss how a confounder might lead to an erroneous conclusion about disease association. X X X

List and describe the four main methods to reduce confounding. X X X X Compare and contrast the strengths and weaknesses of the various methods for controlling confounding. X X

Apply two or more concomitant confounding control methods on actual data in class and interpret the results. X X

Recognize the importance of interactive relationships. X Classify interactive relationships in epidemiological case studies. X X X X Appropriately quantify and interpret interaction. X X Distinguish between different types of regression modeling, including linear, logistic, and proportional hazard regression. X X

Identify the strengths and shortcomings of each type of regression. X Appropriately apply regression modeling based on the type of study and interpret the results. X X X

Assess for confounding and interaction within regression models. X X X Identify inclusion and exclusion criteria that would have significant impacts on the case studies being discussed. X X X

Rhetorically discuss alternative ways for addressing the hypothesis of the case studies presented. X X X X

Identify and distinguish biases addressed and not addressed in the case studies presented. X X X X

(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 on 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, skills, and modem scientific and technical tools necessary for professional practice

Introduction to Occupational Epidemiology - Program-Specific Outcomes FPMD 6370

Credits: 3 Semester Hours Instructor: Matt Thiese, PhD, MSPH


Understand the science of epidemiology and occupational epidemiology.

X X X X

Understand the differences and overlap between occupational diseases and injuries.

X X

Think critically using epidemiological methods to address health problems.

X X X

Compare and contrast different sources of data. X X X X Rank the studies in the hierarchy for epidemiological studies. X X Identify the proper use of the terms "risk factor" and "associated factor."

X X

Compare and contrast association and causation. X X List the steps in forming a causal assessment. X X Perform a causal assessment on a series of abstracts. X X X X Identify examples of internal and external validation. X Grasp each of the A.B. Hill Criteria and the utilization of the causal pie.

X

Categorize the General Classification of Study Design. X Compare and contrast observational and interventional studies. X X List hypotheses addressed by case-control studies. X List hypotheses addressed by cross sectional studies. X Compare and contrast strengths and weaknesses between cross- sectional, case-control, and cohort study types.

X X X

Calculate and interpret incidence rates. X X Calculate and interpret prevalence. X X Calculate and interpret mortality rates. X X Describe and delineate the relationship between incidence rate and prevalence.

X X X

Define a study population and sample. X List characteristics of outcome measures. X X X Define and differentiate between validity, reliability, bias and confounding.

X

Recognize examples of selection and information bias. X Implement methodological methods to reduce or eliminate bias. X Know when a bias results in potential nullification of reported results.

X

Describe the impacts of random error and systematic error. X Distinguish between binomial, Poisson, normal, and non- parametric distributions.

X

Explain a sampling distribution. X Describe skewing and differentiate between positive and negative skewing.

X

Interpret confidence intervals around a mean. X Understand, differentiate, and describe the strengths and weaknesses of multiple sources of data.

X X

Be able to identify measurement method for quantification of occupational exposures.

X X X X

Course Learning Objectives Cont. Program -Specific Criteria a b C d e f g h i j

Compare and contrast quantitative and qualitative measures of exposure.

X X X X

Define and calculate probabilities using both the additive rule and multiplicative rule for independent, mutually exclusive and conditional probability situations.

X

Calculate a t-test. X X Calculate a chi-square test. X X Interpret the meaning of a p-value. X X Determine statistical significance from p-value or confidence interval.

X X

Identify potential confounders from a study description. X X Discuss how a confounder might lead to an erroneous conclusion about disease association.

X

List and describe the four main methods to reduce confounding. X Compare and contrast the strengths and weaknesses of the various methods for controlling confounding.

X

Apply two or more concomitant confounding control methods on actual data in class and interpret the results.

X

Recognize the importance of interactive relationships. X X X Classify interactive relationships in epidemiological case studies. X Appropriately quantify and interpret interaction. X X Distinguish between different types of regression modeling, including linear, logistic, and proportional hazard regression.

X

Identify the strengths and shortcomings of each type of regression. X Appropriately apply regression modeling based on the type of study and interpret the results.

X

Assess for confounding and interaction within regression models. X Identify inclusion and exclusion criteria that would have significant impacts on the case studies being discussed.

X X

Rhetorically discuss alternative ways for addressing the hypothesis of the case studies presented.

X X X

Identify and distinguish biases addressed and not addressed in the case studies presented.

X


(b) Describe qualitative and quantitative aspects of generation of agents, factors, and stressors (c) Understand physiological and/or toxicological interactions of physical, chemical, biological, and ergonomic agents, factors, and/or stressors with the human body (d) Assess qualitative and quantitative aspects of exposure assessment, dose-response, and risk characterization based on applicable pathways and modes of entry (e) Calculate, interpret, and apply statistical and epidemiological data (f) Recommend and evaluate engineering, administrative, and personal protective equipment controls and/or other interventions to reduce or eliminate hazards (g) Demonstrate an understanding of applicable business and managerial practices (h) Interpret and apply applicable occupational and environmental regulations (i) Understand fundamental aspects of safety and environmental health (j) Attain recognized professional certification

Occupational Safety and Health Solutions (Capstone Course) –

General Program Outcomes FPMD 6715

Credits: 3 Semester Hours Instructors: Eric Wood, MD, MPH; Rod Larson, PhD, MS, CIH;

Andrew Merryweather, PhD, MS


The primary objective of this course is to contribute as a member of a high-functioning multi-disciplinary team that characterizes and offers a solution(s) to an occupational health/safety concern at a local industry. The projects shall draw upon the Industrial Hygiene paradigm of Anticipation, Recognition, Evaluation and Control in characterizing and offering recommendations to real-world concerns in industry.

X

X

X

X

X

X

X

X

X

X

X

Understand the hierarchy of hazard control and the importance of sound engineering controls. X X X X X X X

Become familiar with occupational safety and health regulations, particularly OSHA standards.

X X X X X X

Be able to assess the level of occupational safety and health compliance at various facilities with an emphasis on physical hazard control.

X

X

X

X

X

X

X

X

Be able to assess the "safety culture" present at various facilities and discuss the impact that this culture has on safety and health performance.

X

X

X

X

X

X

X

X

Learn how to properly select, use, and maintain various forms of PPE and be able to assess whether particular applications of PPE meet applicable standards.

X

X

X

X

X

X

X

Be able to assist a company in improving the safety and health of its employees. X X X X X X X X X

Learn the benefits, challenges, and limitations of medical screening evaluations of workers.

X X X X X X


practice

Occupational Safety and Health Solutions (Capstone Course) - Program-Specific Outcomes FPMD 6715

Credits: 3 Semester Hours Instructors: Eric Wood, MD, MPH; Rod Larson, PhD, MS, CIH;

Andrew Merryweather, PhD, MS

r




based on applicable pathways and modes of entry (e) Calculate, interpret, and apply statistical and epidemiological data (f) Recommend and evaluate engineering, administrative, and personal protective equipment controls and/or

other interventions to reduce or eliminate hazards (g) Demonstrate an understanding of applicable business and managerial practices (h) Interpret and apply applicable occupational and environmental regulations (i) Understand fundamental aspects of safety and environmental health (j) Attain recognized professional certification


The primary objective of this course is to contribute as a member of a high-functioning multidisciplinary team that characterizes and offers a solution(s) to an occupational health/safety concern at a local industry. The projects shall draw upon the Industrial Hygiene paradigm of Anticipation, Recognition, Evaluation and Control in characterizing and offering recommendations to real-world concerns in industry.

X

X

X

X

X

X

X

X

X

Understand the hierarchy of hazard control and the importance of sound engineering controls. X X X X X X

Become familiar with occupational safety and health regulations, particularly OSHA standards.

X X X X X X

Be able to assess the level of occupational safety and health compliance at various facilities with an emphasis on physical hazard control.

X

X

X

X

X

X

X

X

X

Be able to assess the "safety culture" present at various facilities and discuss the impact that this culture has on safety and health performance.

X

X

X

X

X

Learn how to properly select, use, and maintain various forms of PPE and be able to assess whether particular applications of PPE meet applicable standards.

X

X

X

X

X

X

Be able to assist a company in improving the safety and health of its employees. X X X X X X X X X

Learn the benefits, challenges, and limitations of medical screening evaluations of workers. X X X X X

Quantitative Risk Assessment - General Program Outcomes FPMD 6730

Credits: 3 Semester Hours Instructor: Rod R. Larson, PhD, CIH


Be able to discuss the general principles of risk assessment; the factors that contribute to risk and the methods for reducing or controlling risk.

X

X

X

X

X

X

X

X

X

X

X

Be able to understand the association between results from epidemiological studies and how these results can be used to identify acceptable risk levels for workplace exposures and for lifetime exposures.

X

X

X

X

X

X

X

X

Be able to understand the association between results from animal toxicological studies and how these results can be used to identify acceptable risk levels for workplace exposures and for lifetime exposures.

X

X

X

X

X

X

X

Be able to use models and generally accepted values for human vs animal respiration rates, food ingestion volumes and even dermal exposures to determine an acceptable exposure limit for the public and for workers.

X

X

X

X

X

X

X

X

X

X

Utilize the knowledge obtained during the course to calculate the exposure limit for a child in the public and a worker in a manufacturing plant for a specific chemical agent (each student given a different chemical agent to work from).

X

X

X

X

X

X

X

X

X

X

X


practice.

asac-abet criterion 2 program educational objectives

Documents