Assessment Plan:		Who: Trusty
Assessment Plan Year:	2004-2005
Upon graduation, the TSJC Occupational Safety and Health technician will be able to demonstrate: • proficiency in the application of mathematics, chemistry and life sciences by solving safety-related problems and conducting experiments. • proficiency in written and oral communications. • knowledge of modern safety practices and fundamentals. • knowledge of industrial hygiene, fundamental exposure measurement techniques, and toxicology. • knowledge of the legal aspects of safety and health practice. • proficiency in the development of site-specific safety and health programs. • knowledge of safety and health program administration and management. • knowledge of ergonomics. • knowledge of fire prevention and protection. • knowledge of general industry and construction safety. • knowledge of the importance of multi-disciplinary teamwork. • knowledge of accident/incident investigation and analysis. • proficiency in measurement of safety performance indices. • an ability to anticipate, identify, and evaluate hazardous conditions and practices in the workplace. • an ability to implement hazard control designs, methods, procedures and programs. • an appreciation for the importance of lifelong learning, as it relates to contemporary issues and professional and ethical responsibilities in the practice of occupational safety and health.

TSJC Mission Linkage	Program Goal/Objective	Assessment Instrument, Rubric	Data Collection: Population and Timing	Goals for this assessment	Mechanics
We are committed to offering traditional and alternative approaches to education, providing quality instruction, and promoting lifelong learning.	Primary student base is on-line. Students receive alternative approaches to traditional education. Faculty are selected from active working professionals in the safety and health arena who work along side with academic instructors in the class.	Faculty assessment is accomplished via the quality assurance department of CCCO.	Quality assurance analysis by term.	Each faculty to receive satisfactory or greater rating from student and QA evals >95%	Supplied analysis from CCCO
To provide guidance to enable each student to discover his/her aptitudes; to assist him/her in the choice of a vocation; to advise him/her in the use of leisure time; and to assist him/her in necessary personal adjustment.	Since majority of students are on-line non-traditional adults, leisure and personal issues will be self managed. Provide an analysis of current work involvement, assess purpose of degree and career choice and help determine course of action once completing degree.	Majority >95% of the students are currently working in OSH career functions and are seeking to improve promotional opportunities. Alumni and student surveys of career issues.	Annual Alumni and currently enrolled students. Review of BCSP data of TSJC graduates. It would be less work for you to use the existing (state mandated) VE-135 survey (Paul Montera) – see new row next	Determine that 85% of alumni accomplished degree for promotion or certification. Determine that 85% of enrolled students are actively where they desire to be upon completion of degree/certificate.	Develop survey. Assess data from BCSP regarding ASP/CSP completion.
acquire the occupational/technical knowledge and skills which will permit them to enter the work force as well-prepared employees	Graduates will get jobs in CNG or related area	VE-135 survey	Every Spring the previous year's graduates are contacted	70% get jobs in CNG or related field within 1 year – OR WHATEVER MAKES MOST SENSE FOR OSHA PROGRAM	Each instructor develops VE-135 data from students. This data is also sent to the state, available online.
To provide liberal education opportunities for students who have not made a decision concerning their career choice.	Develop working alliances with academic institutions, safety organizations, and businesses that will provide opportunities for the student to evaluate options in safety and health.	A list of identified institutions, organizations, and businesses	Periodically but no less than monthly; networking These are great ideas, but don’t belong in this document. We’re looking at assessing student performance and using that to improve programs. Same comment for next two rows	Attend alliance meetings, ASSE meetings, and other meetings and distribute material on the program offered.	Develop a list of members and associates that will be routinely contacted.
To provide vocational-technical education for specific trades and industries.	Continue to provide the specialized education	Continued offerings of on-line courses that meet student needs via survey	Quarterly Currently enrolled	97% satisfaction of course offerings	Develop survey
To provide continuing education for members of the community through special programs, offerings and courses in academic vocational, cultural, and recreational activities.	Provide non-credit courses and certificates of completion.	Survey area businesses and operations for possible course suggestions.	Periodic survey; face to face or mail Area businesses and organizations	See an increase of 5 seminars or courses over an 18 month period. Develop 2 new courses a year for two years.	Develop survey model
· perform specific tasks for specific jobs or for clusters of related jobs · understand the theory in an area of technical specialty · demonstrate the practical applications of theory in the technical specialty	Program goal(s) SEE BELOW				Report to online form. Results

On your website, you say (and I’ve numbered them):

Upon graduation the TSJC Occupational Safety and Health technician will be able to demonstrate:

1. proficiency in the application of mathematics, chemistry and life sciences by solving safety-related problems and conducting experiments.

2. proficiency in written and oral communications.

3. knowledge of modern safety practices and fundamentals.

4. knowledge of industrial hygiene, fundamental exposure measurement techniques, and toxicology.

5. knowledge of the legal aspects of safety and health practice.

6. proficiency in the development of site-specific safety and health programs.

7. knowledge of safety and health program administration and management.

8. knowledge of ergonomics.

9. knowledge of fire prevention and protection.

10. knowledge of general industry and construction safety.

11. knowledge of the importance of multi-disciplinary teamwork.

12. knowledge of accident/incident investigation and analysis.

13. proficiency in measurement of safety performance indices.

14. an ability to anticipate, identify, and evaluate hazardous conditions and practices in the workplace.

15. an ability to implement hazard control designs, methods, procedures and programs.

16. an appreciation for the importance of life-long learning, as it relates to contemporary issues and professional and ethical responsibilities in the practice of occupational safety and health.

A complete program assessment plan would include explicit assessments for all 16, but we’re looking for an assessment plan that is actually do-able and use-full. Since #1,2 are included elsewhere (GenEd assessments), you’ll probably want ot pick one or two of the following and specify how you will collect data demonstrating the extent to which graduates of the program have succeeded in reaching that objective. I would tend toward #6, 13, 14, or 15 as they seem more overarching goals. If you chose just one for getting the OSHA Assessment Plan started, add more next year(s), that would be great!

For example, if you chose #15, the most obvious way to have a student demonstrate this is through actually doing it and having a specific grading scale from the outset (the rubric). Mechanics would be something like “Program director collects scores on Hazard Control Design project from instructor for each student in OSH 299.”