www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Injury Prevention and Safety
- Template 2019
- Section TMPL
- 3 Credits
- 02/20/2019 to 07/29/2100
- Modified 09/27/2019
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Designed to provide the candidate with the knowledge of and the ability to critically analyze safety and injury prevention that is associated with such topics as motor vehicles, home, personal protection, recreation, school, natural/man-made disasters, and occupational hazards. The causes, public health approaches, and prevention efforts will be identified. Best practices for developing and delivering a Safety Education curriculum will be explored.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will develop an understanding of safety and injury prevention in a variety of life situations that may impact students.
SERVING THE COMMUNITY
Candidates will have the knowledge to provide awareness of safety issues within their school and community.
FINDING OUR PROFESSIONAL SELVES
Candidates will recognize the importance of safety education and injury prevention as component of maintaining good health.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Analyze the principles of safety and injury prevention in a variety of settings. InTasc 3, 4, 5
- Analyze influences on public policy that have impacted change in school, home and workplace safety policies. InTasc 4,5
- Describe the roles of related public health agencies such as OSHA, Red Cross, National Safety Council, and the Health and Safety Authority and the influence they have on public/school safety. InTasc 4,5
- Identify protective strategies associated with personal/school safety (Vehicle, Home, Bicycle, Facility, Chemical Disposal and/or Business) and teach students how to apply these to their everyday life. InTasc 4,5, 7
- Evaluate and revise a school safety plan for the well-being of students and staff. InTasc 3, 4,5, 7, 10
- Identify procedures and protocol for recreational/sport/personal injury. InTasc 4,5,7,10
- Develop teaching tools for safety education to implement into their classroom. InTasc 4,5,7,8
RECOMMENDED: Alli, B. Fundamental Principles of Occupational Health and Safety. Second Edition
Content and Text Related Discussions
Candidates will be assigned discussion topics to complete each week/module. The discussion assignments relate to topics pertaining to safety issues and injury prevention.
- Course outcomes: 1,2,3,4,5,6,7
- Standards: InTasc 3,4,5,6,8,10
Safe Environment Interview
Candidates interview a building/district level administrator and discuss policy, guidelines and regulations that are needed to ensure a safe environment for employees, students and/or customers.
- Course Outcomes: 1,2
- Standards: InTasc 3,4,5
Research Organizations and Role in Public Health
Candidates will research a variety of health and safety organizations and discuss the role and impact in public health/safety.
- Course Outcomes: 1,2,3
- Standards: InTASC 3,4,5
School Safety Plan
Candidates will demonstrate an understanding of the Illinois School Safety Drill Act and the role this policy as well as local district policies have in the development of a school safety plan.
- Course Outcomes: 1,5
- Standards: InTASC 3,4,5,7,10
Candidates will create safety checklists to be used by students to evaluate home, work, or recreational safety.
- Course outcomes: 4
- Standards: InTASC 4,5,7
Candidates will develop interactive images to address inspection/safety checks.
- Course Outcomes: 4,7
- Standards: InTASC 4,5,7,8
Injury Treatment Protocol Video Discussion
Candidates will research proper recreational and sports-related injury treatment protocol for a variety of injuries and illustrate/demonstrate proper protocol procedures through a media/video presentation.
- Course outcomes: 6
- Standards: InTASC 4,5,7,10
Prevention Strategies Infographic
Candidates will create infographics to explain a variety of heart-related health situations.
- Course Outcomes: 1,6
- Standards: InTASC 3,4,5,7,10
Injury Prevention Unit Plan
Candidates will design activities and/or lessons related to multiple aspects of environmental health that can be implemented into the classroom setting.
- Course Outcomes: 7
- Standards; InTASC 4,5,7,8
Policies for the College of Education at University of St. Francis
CLICK HERE for policies, including but not limited to:
- Method of Instruction
- Expectations of Candidates
- Online Courses
- Attendance Policies for Site-Based and Online Courses
- Minimum Standards for Writing
Course Evaluations | IDEA Surveys
USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.
Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.
A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
Notice of Copyright
This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.
- The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
- 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
- select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.
NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.
2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu
3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.
For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:
Alli, B. O. (2008). Fundamental Principles of Occupational Health and Safety (2nd Edition). International Labour Office - ILO.
American Red Cross. (n.d.). Retrieved from https://www.redcross.org/
Educational Safety and Security. (n.d.). Retrieved from https://www.isbe.net/Pages/School-Safety-and-Emergency-Reponse.aspx
History of Workplace Safety in the United States, 1880-1970. (n.d.). Retrieved from http://eh.net/encyclopedia/history-of-workplace-safety-in-the-united-states-1880-1970
IDPH | Protecting health, improving lives. (1970, February 15). Retrieved from http://www.dph.illinois.gov/
Indian Leadership for Indian Health. (n.d.). Hadden's Matrix. Retrieved from www.ihs.gov/MedicalPrograms/PortlandInjury
Institute of Medicine (US) Committee to Assess Training Needs for Occupational Safety and Health Personnel in the United States. (1970, January 01). Significant Events in the History of Occupational Safety and Health. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK225533/
MGH Guides: Safety and Injury Prevention: Safety & Injury Prevention. (n.d.). Retrieved from https://libguides.massgeneral.org/c.php?g=808691
National Conference of State Legislators. (n.d.). National Conference for State Legislatures. Retrieved from http://www.ncsl.org/GoogleResults.aspx?q=injury prevention legislation
National Safety Council. (2018). Retrieved from https://www.nsc.org/
Runyan, & W., C. (2003, August 01). Introduction: Back to the Future-Revisiting Haddon's Conceptualization of Injury Epidemiology and Prevention. Retrieved from https://academic.oup.com/epirev/article/25/1/60/718691
School Health Policy | Adolescent and School Health | CDC. (n.d.). Retrieved from https://www.cdc.gov/healthyyouth/about/policy.htm
School Safety Drill Act. (n.d.). Retrieved from http://www.ilga.gov/legislation/ilcs/ilcs3.asp?ActID=2735&ChapterID=17
The Health and Safety Authority. (n.d.). Retrieved from https://www.hsa.ie/eng/
United States Department of Labor. (n.d.). Retrieved from https://www.osha.gov/