Take a moment to complete the QAP Faculty Questionnaire.
I don’t know everything that you know … And you don’t know everything that I know!
With over 100 Qualified Academic Programs (QAPs) and many more faculty involved with those programs, the methodologies for teaching the basic core of knowledge that makes a QAP curriculum varies. That is evident when talking with faculty from different institutions or evaluating safety, health, and environmental (SH&E) programs going through an accreditation process.
There are many classroom and laboratory “gems,” “secrets,” and unique approaches to teaching SH&E programs worth sharing. Safety has never been a proprietary profession. SH&E professionals, both in industry and in academia, have been willing to share policies, programs, and methodologies with fellow practitioners. The goal has always been promoting ways to protect workers and the environment. In the case of faculty, the goal is to better prepare our students for the challenges they will face in industry. One way to contribute to this, at least to a limited extent, would be through contributing to this Collegiate eNewsletter.
For example, we might share useful case studies. There is an excellent case study involving chemical hazards, ethics, and the Resource Conservation and Recovery Act (RCRA), called the “Aberdeen Three.” It is an old case but still applicable to future SH&E professionals. The case study, along with an instructor’s guide, case details, and questions for students was developed by the Department of Philosophy and Department of Mechanical Engineering at Texas A&M University. It is available on the university’s website.
Another excellent source of case studies is the National Transportation Safety Board’s website, NTSB.gov. The details provided in investigating accidents are thorough and interesting, and they help evaluate students’ problem-solving skills. The only challenge is that NTSB does provide answers to the accident causes in the end of its reports. It would be up to each instructor to summarize the accident and let students identify their own causal factors and conclusions.
Perhaps you have a case study to share?
Or, perhaps, you would like to share your knowledge of one of the topics suggested below?
- A summary of current research in SH&E
- Identification of effective methodologies for online courses
- An explanation of teaching ethics in the SH&E curriculum – How should this subject be approached?
- A list and discussion of unique topics covered in your introductory class
- A discussion of what is adequate coverage of environmental topics in a safety curriculum
- Information regarding the enhancement of topics with laboratory activities
- Insights into faculty leadership for student American Society of Safety Professionals (ASSP) sections
- An explanation of what the ASP Exam Blueprint means to QAPs
- Information on how transportation safety has a place in an SH&E curriculum
- A textbook review
We can all benefit from sharing these and other ideas.
Article ideas for the Collegiate eNewsletter can be submitted by contacting BCSP. There is a set of guidelines for the format, and review time is necessary. Lengthy manuscripts are not what would fit into this type of publication. Communication short and to-the-point works best.
Should you have original research, the BCSP Foundation offers the opportunity to publish that in SHIFT, BCSP’s own peer-reviewed journal. Further details on the SHIFT Journal can be found elsewhere in this eNewsletter.
Discussion Groups and Meetings
There are other ways to share our expertise. We could develop a seminar or webinar for faculty, addressing critical issues. In addition to expanding our own expertise, for those holding BCSP certifications, we may earn recertification points. We could meet online or in person. BCSP looks forward to facilitating our collaboration and asks that you complete the questionnaire below to meet our needs as QAP faculty.