Evaluation Cont’d Tonight’s Agenda: Evaluation cont’d & Recent dissertation Volunteers: Whitlock (interviews), Bice (Advisory Boards & Outcomes), Guillory & Butler (Transcripts) Straub – Presenter #1 Thygerson – Presenter #2

Approaches to Evaluation Formative Summative The difference?

Various Approaches Objectives –Based Review Systems Evaluation Case Study Method Professional or Expert Review Kirkpatrick What are the prominent events/activities respondents would highlight about this class …about the program?

Collecting Data Observations (Does anyone observe you while your train) Interviews Written Questionnaires Tests etc

Making Judgments About the Program Participants Learning: Did the participants in the program on supervisory skills gain sufficient knowledge in the content area? Participants will score 85 or better on a knowledge test of supervisory skills. 38% of the 40 participants scored 85 or better on a knowledge test of supervisory skills. The majority of students mastered the material; thus the program was termed highly successful. Organizational Issues: Was there a reduction in the turnover rate for new employees that could be attributed to the orientation program? There will be a reduction of 20 percent in the turnover rate of new employees over a six-month period. The turnover rate was reduced by 10 percent during a specified six-month period. The orientation program did not produce the desired effect. Therefore, the problem of high turnover needs to be examined for alternative interventions (for example, changes in supervisory behavior or working conditions). Carrafella

Recent Dissertation, Wayne Hartz, January 2014 21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals

Main Question 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?

Hartz, 2014, p. 120 Job demand > safety graduates “At the same time, as a new professor in a baccalaureate safety program, I experienced first-hand the wide range of baccalaureate safety graduates (incompetent to highly competent) hired into all types of industries with numerous job titles and levels of responsibilities, yet consistently charge to protect people, property, and the environment.”

Results This research has established 10 core requirements with corresponding learning outcomes, creating the possibility to reframe what the ASSE expects of institutions preparing students for employment as emerging safety professionals.

10 Core Requirements

Hartz, 2014, p.135-136 “The present practice of graduating students as emerging safety professionals without a means to establish graduate competency is irresponsible. In my own college where 94% of the budget is derived from tuition (Kahn, 2013), there is tremendous pressure to accept and graduate students, while trying to uphold quality standards; for example, while there are many factors at play, for the last seven years my college’s safety studies program has graduated an average of 85 students per year, of whom only 7-10% successfully passed an occupational health and safety technician exam, which has been demonstrated to align with domain knowledge areas of employed safety technicians. (The exam requires a high school education and one year of experience.)”

Recommendations Revise ABET criteria to incorporate the identified additional core competencies, over a phased-in time period. Consider alternatives to full ABET accreditation. This could include ideas discussed in the past whereby programs could voluntarily report their degree of agreement with the core competencies, and perhaps establish a process of verification (trust and verify), but hold ABET accreditation as the ultimate or highest measure of quality Study the requirements of both the BCSP (Board of Certified Safety Professionals) and ABIH (American Board of Industrial Hygienist) certification continuance specifically for SH&E faculty members, and require evidence of service or scholarship for advancement.

Please take a moment and answer this question in the given format: Name, Company Name, Amount of Financial Support from company, Amount of ‘Time’ work allows.

$5250 /yr, books are also paid for Name $ Contribution Time Contribution Al Condello $0 Support for Chat Sessons, late start to class Mon & Tues Dave Ayers $6500/yr No time allowed or work resources to complete class work Sharita Green Depends on work load Justin Thygerson They give me class time to go to class and come out for summer classes Sheriff Amusa I have to come to work early to create time for Monday and Tuesday James Calvert $5250 /yr, books are also paid for Summer classes are paid, because they are termed 'workshops' Peter VanDerLyke $5200/yr the company gives me 2 weeks leave over the summer (not having to take my vacation) for the summer classes