21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals

Bibliographic Details
Main Author:	Hartz, Wayne Edward
Language:	English
Published:	Antioch University / OhioLINK 2014
Subjects:	Higher Education Occupational Safety Occupational Health Occupational Health and Safety Education Standards American Society of Safety Engineers ASSE Safety Professional Undergraduate Learning Outcomes Modified Nominal Group Technique 21st Century Pedagogy Student Centered Engaged
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=antioch1387378108

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-antioch13873781082021-08-03T06:21:06Z 21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals Hartz, Wayne Edward Higher Education Occupational Safety Occupational Health Occupational Health and Safety Education Standards American Society of Safety Engineers ASSE Safety Professional Higher Education Undergraduate Learning Outcomes Modified Nominal Group Technique 21st Century Pedagogy Student Centered Engaged How can the public be assured of competency in those professing to protect its occupational health and safety (OSH)? Currently, in the U.S. there are 193 higher education OSH programs, 186 with baccalaureate degrees with over 55 different degree titles. This research seeks to define minimum OSH baccalaureate graduate core competencies across all programs by asking: What would employers look for in a portfolio to demonstrate competence in a new OSH graduate? Professional members of the American Society of Safety Engineers (ASSE) participated as subject matter experts in an anonymous online survey to provide framing data. The ASSE Educational Standards Committee and Framing the Profession Task Force engaged in an action research method of facilitated discussion and consensus building, (Modified Nominal Group Technique), distilling 741 portfolio examples to 22 competency themes, and 11 learning outcomes. Recommendations include: establish a standardized set of core competencies of evidence based learning outcomes across all OSH and related programs; look to the Nursing and Education professions' processes of shifting from prescribed courses to a learning outcomes model; shift pedagogy to student-centered, highly engaged, outcomes-based approach; enhance educational content for 21st-century knowledge and skills, including: teamwork, internship experience, organizational skills, ethics, critical thinking, scientific method, continuous improvement, systems thinking, sustainable applications, and strategic planning; enhance partnerships between professional safety associations and higher education for collaboration and consensus building; and collaborate with global OSH associations. The electronic version of this Dissertation is at the Ohio Link ETD Center at http://ohiolink.edu/etd. 2014 English text Antioch University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=antioch1387378108 http://rave.ohiolink.edu/etdc/view?acc_num=antioch1387378108 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Higher Education Occupational Safety Occupational Health Occupational Health and Safety Education Standards American Society of Safety Engineers ASSE Safety Professional Higher Education Undergraduate Learning Outcomes Modified Nominal Group Technique 21st Century Pedagogy Student Centered Engaged
spellingShingle	Higher Education Occupational Safety Occupational Health Occupational Health and Safety Education Standards American Society of Safety Engineers ASSE Safety Professional Higher Education Undergraduate Learning Outcomes Modified Nominal Group Technique 21st Century Pedagogy Student Centered Engaged Hartz, Wayne Edward 21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals
author	Hartz, Wayne Edward
author_facet	Hartz, Wayne Edward
author_sort	Hartz, Wayne Edward
title	21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals
title_short	21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals
title_full	21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals
title_fullStr	21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals
title_full_unstemmed	21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals
title_sort	21st-century u.s. safety professional educational standards: establishing minimum baccalaureate graduate learning outcomes for emerging occupational health and safety professionals
publisher	Antioch University / OhioLINK
publishDate	2014
url	http://rave.ohiolink.edu/etdc/view?acc_num=antioch1387378108
work_keys_str_mv	AT hartzwayneedward 21stcenturyussafetyprofessionaleducationalstandardsestablishingminimumbaccalaureategraduatelearningoutcomesforemergingoccupationalhealthandsafetyprofessionals
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21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals

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