Development of an Undergraduate Course in Chemical Laboratory Safety through an Academic/Industrial Collaboration

Huston, Ericka M.; Milligan, John A.; Powell, Jaclyn R.; Smith, Ashley M.; Neal, David T.; Duval, Keith; DiNardo, Mark A.; Stoddard, Charles; Bell, Peter A.; Berning, Aric W.; Wipf, Peter; Bandik, George C.

doi:10.1021/acs.jchemed.7b00599

Cited by 37 publications

(29 citation statements)

References 33 publications

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“…For postgraduates, based on the interdisciplinary characteristics of the different laboratories, internal education and testing should be carried out for the risks of each laboratory. A safety team could be set up to carry out safety education according to the characteristics of each experiment. , This approach reinforces basic laboratory safety education while allowing students to develop a more detailed understanding of the specific safety situation of each laboratory and scientific research experiment. Differences among student subgroups (e.g., by sex, grade, and major subject) should also be noted and subgroup-specific issues addressed.…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Determining University Students’ Familiarity and Understanding of Laboratory Safety Knowledge—A Case Study

Jin

Wang

2020

J. Chem. Educ.

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This work investigates students' familiarity and understanding of laboratory safety knowledge among students in the College of Environmental Science and Safety Engineering at Tianjin University of Technology. A total of 1301 undergraduates and graduates participated in a survey of students' safety knowledge. The questionnaire covered the GHS pictograms, common hazardous chemicals, and basic laboratory safety practices and emergency responses. The results showed that students confused the oxidizer pictogram with the flammable pictogram and that they had lower correct response rates for the typical properties of chemicals as well as deficiencies in emergency response knowledge. In addition, postgraduates and students with higher expected safety knowledge also demonstrated deficiencies in laboratory safety knowledge. Strategies for improving students' laboratory safety learning outcomes include testing of safety knowledge and popularization of GHS classification and pictograms at all levels of safety education. Furthermore, safety education should be integrated into university courses to make safety a priority.

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Section: Conclusion and Suggestionsmentioning

confidence: 99%

Determining University Students’ Familiarity and Understanding of Laboratory Safety Knowledge—A Case Study

Jin

Wang

2020

J. Chem. Educ.

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“…Hill has presented arguments for the importance of safety education for undergraduate education . Huston et al had described an innovative approach that is taught collaboratively with academic and industrial experts . A sample syllabus and other information about the course are provided in the Supporting Information to the paper by Hill.…”

Section: Articles From the Recent Literature That Describe Chemical S...mentioning

confidence: 99%

Course Outline for Teaching Undergraduates about Toxicology and the Safe Handling of Chemicals

Pence

2020

J. Chem. Educ.

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This paper describes the course outline for a three credit hour nonlaboratory course in Environmental Health Chemistry which was taught from 1981 until 2008 at the State University of New York College at Oneonta. The purpose of this paper is to share the lecture outline in the hopes that it might be useful to others who are preparing to teach about chemical health and safety. This course outline might serve as a check list of the chemical safety topics that are important for undergraduate science students to encounter during their careers.

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“…Chemical safety is an important pillar of practicing chemistry and should be a critical part of chemistry education. , In recent years, chemical safety education has transformed from rule-based training to knowledge-based risk management instruction, and the safety curriculum is increasingly integrated into the chemistry curriculum. − To support this important transition, there is a need to further develop new approaches to teaching chemical safety that are grounded in learning theories and best practices. − For example, employing a constructivist approach to teach safety is preferred over a traditional behaviorist rule–reward system.…”

Section: Introductionmentioning

confidence: 99%

Framework for Teaching Safety Case Studies Using a Risk Management Approach

2021

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Real-world safety case studies provide concrete examples of episodes that can be both instructive and memorable for students. We describe here a framework for teaching safety case studies using the RAMP risk management approach. Structured templates guide students to Recognize the hazards present, Assess the associated risks, and consider what risk Minimization and Preparation for emergencies steps were appropriate. The student is then guided to consider what RAMP steps were, or might have been, inadequately addressed. The process culminates with a root cause analysis that examines probable causes of the incident. This guided inquiry framework allows students to gain an understanding of risk management and reiforces the importance of the decision-making process for safety. The Supporting Information for this paper includes the templates, student instruction for the four parts of the process, an instructor’s guide, three examples of the process, and other resource material.

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Development of an Undergraduate Course in Chemical Laboratory Safety through an Academic/Industrial Collaboration

Cited by 37 publications

References 33 publications

Determining University Students’ Familiarity and Understanding of Laboratory Safety Knowledge—A Case Study

Determining University Students’ Familiarity and Understanding of Laboratory Safety Knowledge—A Case Study

Course Outline for Teaching Undergraduates about Toxicology and the Safe Handling of Chemicals

Framework for Teaching Safety Case Studies Using a Risk Management Approach

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