From: "Gates, Kim" <kgates**At_Symbol_Here**ESTEE.COM>
Subject: [DCHAS-L] Reporting indicators for a lab safety dashboard
Date: Mon, 9 Nov 2015 13:09:45 +0000
Reply-To: DCHAS-L <DCHAS-L**At_Symbol_Here**MED.CORNELL.EDU>
Message-ID: C5452DB37971ED4B8D0A45063B2856C53C97EF4B**At_Symbol_Here**US-NWK-MBX05.am.elcompanies.net


These indicators are similar to a project/report I need to develop for senior management on lab safety. We’re very good at reporting incident/injury/accident data on the dashboard, but that doesn’t reflect a lab safety culture. Some of the things I was thinking of including for the senior management dashboard on lab safety:

# people trained, # training classes, haz waste collected, high hazard chemical SOPs reviewed, # policies approved, # people observed wearing PPE/not wearing PPE

What would you add? What “lab safety dashboard” are you using?

Thanks as always,

Kim

 

ACTIVELY CARING

Kim Gates | Director, Global Chemical Hygiene Officer | Global Environmental Affairs and Safety  | ESTEE LAUDER COMPANIES  | 125 Pinelawn Rd., Melville, NY 11747 | Tel: 631-531-1034 | Cell: 631- 327-7318 | Fax: 631-752-5693 | kgates**At_Symbol_Here**estee.com

PSave a tree. Don't print this e-mail unless it's necessary

 

From: DCHAS-L Discussion List [mailto:dchas-l**At_Symbol_Here**med.cornell.edu] On Behalf Of NEAL LANGERMAN
Sent: Sunday, November 08, 2015 5:06 PM
To: DCHAS-L**At_Symbol_Here**MED.CORNELL.EDU
Subject: Re: [DCHAS-L] NSTA Urges Science Educators to Halt the Use of Methanol-Based Flame Tests on Open Laboratory Desks

 

Per John Nail’s question about assessments ….

 

Leading indicators of bad things to happen:

            Frequency of “small” (non-Hazwoper) spills

            Frequency of cuts, slips, trips, falls, dropped glassware, etc

Leading indicators of good things

            Frequency that a safety moment is included in department seminars, research group meetings, etc

            Frequency that a “safety note” is included in lab notebooks (teaching or research)

            Frequency that lab level instruction (on a technique or piece of equipment) is noted by the mentor in the mentee’s lab notebook

I could go one, but you get the idea.  We have lots of metrics we can look at and over time, we will identify the one’s which are most predictive.  A study done in the semi-conductor industry showed that tracking small spills reduced the occurrence of large spills.

Neal

From: DCHAS-L Discussion List [mailto:dchas-l**At_Symbol_Here**med.cornell.edu] On Behalf Of Nail, John
Sent: Sunday, November 8, 2015 8:31 AM
To: DCHAS-L**At_Symbol_Here**MED.CORNELL.EDU
Subject: Re: [DCHAS-L] NSTA Urges Science Educators to Halt the Use of Methanol-Based Flame Tests on Open Laboratory Desks

 

Given today's obsession with academic assessment (thanks Congress!), if laboratory safety is mandated, as either a stand alone course or as an aspect of our current laboratory courses, we would be required to assess it. 

 

 Assessment requires numerical measurements. Other than reported injuries, what is measurable in regards to laboratory safety? 

 

The fact that students pass a mandatory safety quiz demonstrates that they have 'learned' (often short term memory) the rules, we all know that they frequently don't follow the rules. As we've seen, science teachers don't always follow the rules of 'common sense' regarding 'don't pour flammable solvents on a fire'.  Assessing behavior and attitudes are much more difficult than assessing information.

 

A question for those of us who teach undergraduates: how do we assess laboratory safety, particularly for our teaching laboratories?

 

From: DCHAS-L Discussion List <dchas-l**At_Symbol_Here**med.cornell.edu> on behalf of "Samuella B. Sigmann" <sigmannsb**At_Symbol_Here**APPSTATE.EDU>
Reply-To: DCHAS-L <dchas-l**At_Symbol_Here**med.cornell.edu>
Date: Saturday, November 7, 2015 2:13 PM
To: "DCHAS-L**At_Symbol_Here**MED.CORNELL.EDU" <dchas-l**At_Symbol_Here**med.cornell.edu>
Subject: Re: [DCHAS-L] NSTA Urges Science Educators to Halt the Use of Methanol-Based Flame Tests on Open Laboratory Desks

 

What amount of safety do ACS accredited programs actually require?


There is still no course requirement.  It is assumed that the appropriate level of knowledge, skill, and attitude about chemical hygiene that is needed to pursue a career in chemical industry or academia will be acquired piecemeal in their laboratory work throughout the course of their undergraduate studies. 

What about requiring more safety education and training in order for a chemistry program/degree to be ACS accredited?


Good luck.  Chemical hygiene is not regarded as a curriculum item on the level of organic, inorganic, pchem, etc.  by the CPT.  Additionally, there is currently very little flexibility in the course work for the undergraduate degree - I think ours has 1 or 2 elective hours.  That would be a start, but often for the various concentrations the electives have to be outside the major.  I have been teaching a chemical safety course for for about 8 years, but is very hard to populate because of the tight curriculum.  That being said - I have 10 students registered for this course next spring - an all time record! 

The better option for now is to incorporate higher level information and risk assessment it into some of our other existing courses (much as the CPT envisions I guess).  We use Intro to research (junior course) and Senior research (capstone course).  Of course all the lab courses do the normal safety activities.

Sammye

On 11/6/2015 9:55 PM, Baker, Sheila wrote:

What amount of safety do ACS accredited programs actually require? I don't recall much if any when I went through school. Even as a TA in grad school our safety training consisted of only watching a video.  I know ABET is trying to increase safety training in chemical engineering. What about requiring more safety education and training in order for a chemistry program/degree to be ACS accredited? 



Sent from my iPhone


On Nov 6, 2015, at 8:24 PM, Monona Rossol <actsnyc**At_Symbol_Here**CS.COM> wrote:

That's consistent with my feeling.  All these little fixes, such as explaining to chemists they shouldn't pour solvent on a flame, are going nowhere. This fixes one demo at a time.  What is missing is the basic safety training which should be taught over a number of years of school and development of a deep general knowledge of how chemicals behave. That knowledge can't be cerebral.  It needs to be visceral due to a lot of hands on experience.

 

All that is just plain missing in most graduates today.  Maybe it's that they use computers instead of hands on.  But whatever the cause, the demos have to go.

 

We have the same issues in Art and Theater.  College age kids are coming into programs who have never used a screw driver or a hammer and they want to work on table saws and try to weld.  You can't do that with your thumbs--which are the only coordinated appendages they have.

 

We are assuming these young chemistry grads have skills they just don't have.  Their minds and verbal skills are quick so we assume they also have knowledge, safety savvy and common sense.  They don't.  

 

Take their toys away.  Leave the "entertainment through chemistry" to people specially experienced in doing this in rooms equipped for it.  How many more times do we have to see this same thing to "get it?"

 

 

Monona Rossol, M.S., M.F.A., Industrial Hygienist

President:  Arts, Crafts & Theater Safety, Inc.

Safety Officer: Local USA829, IATSE

181 Thompson St., #23

New York, NY 10012     212-777-0062


 

 

-----Original Message-----
From: roberth_hill <roberth_hill**At_Symbol_Here**MINDSPRING.COM>
To: DCHAS-L <DCHAS-L**At_Symbol_Here**MED.CORNELL.EDU>
Sent: Fri, Nov 6, 2015 6:42 pm
Subject: Re: [DCHAS-L] NSTA Urges Science Educators to Halt the Use of Methanol-Based Flame Tests on Open Laboratory Desks

I guess I think this happened because the teacher did not recognize or understand the hazard. I think this is because their safety education was missing or inadequate and/or a safety ethic was missing or inadequate. Most of you have heard my thoughts on this before.  Until we start educating our undergraduates in lab safety,  we will continue to have teachers, graduate students, and chemists with poor knowledge of safety and poor safety ethics. 

 

Robert H. Hill, Jr.

Co-author of Laboratory Safety for Chemistry Students 

 

 

 

Sent from my Verizon Wireless 4G LTE smartphone



-------- Original message --------
From: Rita Kay Calhoun <r..calhoun**At_Symbol_Here**MOREHEADSTATE.EDU>
Date: 11/06/2015 3:55 PM (GMT-05:00)
To: DCHAS-L**At_Symbol_Here**MED.CORNELL.EDU
Subject: Re: [DCHAS-L] NSTA Urges Science Educators to Halt the Use of Methanol-Based Flame Tests on Open Laboratory Desks

I disagree that the question is why did the teacher do the demo.  The question was why was the teacher so stupid as to pour a flammable liquid onto a flame.  Anyone over the age of 6 should know that this is dangerous.  I sometimes wonder if the recent increase in the apparent lack of "common sense" (yes, I said common sense because it is common sense to be wary of flames) is an unexpected result of the fear of even minor dangers that has resulted in many schools only doing experiments that a kindergartener could do.  In order to be able to cross a street safely, you actually have to practice crossing a street safely.   Rather than throwing the baby out with the bathwater, perhaps we should learn/teach how to bathe the baby without drowning it.

Kay


-----Original Message-----
From: DCHAS-L Discussion List [mailto:dchas-l**At_Symbol_Here**med.cornell.edu] On Behalf Of Frankie Wood-Black
Sent: Friday, November 06, 2015 3:07 PM
To: DCHAS-L**At_Symbol_Here**MED.CORNELL.EDU
Subject: Re: [DCHAS-L] NSTA Urges Science Educators to Halt the Use of Methanol-Based Flame Tests on Open Laboratory Desks

A question for the group and maybe to a wider audience.  After the last set of announcements and the CSB alert, my question is related to why this teacher chose to do it.  One reason may have been that they felt they could do it because they had numerous times.  The other is that they were unaware of the recommendations NOT to do this particular demonstration anymore.  SO - my question is - is there an avenue that we should be using to inform teachers about the hazards of this experiment that have not been utilized previously - and if so - what would it be????

 

--

--
******************************************************************************

We, the willing, led by the unknowing, are doing the impossible for the ungrateful. We have done so much, for so long, with so little, we are now qualified to do everything with nothing. Teresa Arnold

 

Samuella B. Sigmann, NRCC-CHO

Senior Lecturer/Safety Committee Chair/Director of Stockroom

A. R. Smith Department of Chemistry

Appalachian State University

525 Rivers Street

Boone, NC 28608

Phone: 828 262 2755

Fax: 828 262 6558

Email: sigmannsb**At_Symbol_Here**appstate.edu

 

 

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