Criteria for Accrediting Applied and Natural Science Programs, 2019 – 2020

Lead Society: Construction Management Association of America

I. Program Criteria for Baccalaureate Level Programs

Curriculum
Graduates of Construction Management programs will have the knowledge, as well as the technical, administrative and communication skills, necessary to succeed in the construction industry. Students must demonstrate the knowledge and skills to deliver construction projects with respect to scope, schedule, budget, quality, safety, and the environment. The professional component must include these topics:

1. Construction project management from pre-design through commissioning;

2. project life-cycle and sustainability;

3. health and safety, accident prevention, and regulatory compliance;

4. law, contract documents administration, and dispute prevention and resolution;

5. materials, labor and methods of construction;

6. finance and accounting principles;

7. planning and scheduling;

8. cost management including plan reading, quantity take offs and estimating;

9. project delivery methods;

10.leadership and managing people;

11.business and communication skills Construction Management programs are expected to provide breadth across the range of topics. Other topic areas may be added as dictated by the Mission and Program Educational Objectives. Additionally, the extent to which each content area is developed and emphasized in a given program must be consistent with the program’s mission and objectives.

Faculty
A full-time faculty member must be identified as administratively in charge of the program and preferably be full-time with the program.

II. Program Criteria for Master’s Level Programs

Master’s Level Admission Requirements
Admitted students must hold an earned baccalaureate degree that prepares them to apply the basic principles of college-level mathematics, or business and legal principles. Exceptions may be admitted with an individually documented plan of study to compensate for any deficiencies.

Master’s Level Curriculum Criteria for Master’s Level
CM programs are inclusive of those for baccalaureate level CM programs with the following additions:

(a) A minimum of 30 credit hours or equivalent of study beyond the baccalaureate level CM programs, or CM-related programs, consisting of courses with increased depth and rigor;

(b) Included as part of the 30 credit hours, is an applied construction management project or research activity resulting in a final deliverable that demonstrates both mastery of the subject matter and a proficiency in oral and written communication skills;

(c) Advanced qualitative and quantitative problem-solving skills; and

(d) Other academic areas or specialties considered necessary by the program.

Master’s Level Faculty
In addition to the general qualifications specified above for the baccalaureate level faculty, masters level faculty are expected to have construction industry experience and be engaged in research, publications, or conducting training activities appropriate to their institution’s mission. A full-time faculty member must be identified as being administratively in charge of the program.

Co-Lead Societies: American Industrial Hygiene Association or American Society of Safety Engineers

These program criteria apply to applied science programs having environmental, health, and safety in their program titles. Each program evaluated under these Program Criteria must designate which society is to serve as Lead Society for that program.

I. Program Criteria for Baccalaureate Level Programs

Program Criteria presented herein provide the specificity needed to interpret the General Criteria with respect to the discipline of Environmental, Health, and Safety and furnish a framework upon which a given program must develop the more general Outcomes and Assessment requirements of Criteria 3, (a) through (k). In all cases, the program must demonstrate that graduates possess the knowledge, skills, and attitudes necessary to competently and ethically practice the applicable scientific, technical, and regulatory aspects of this discipline.

The basic level criteria as applied to the field of Environmental, Health, and Safety will be interpreted with respect to the following curricular content areas:

(a) environmental, health, and safety fundamentals;

(b) physiological and/or toxicological interactions of physical, chemical, biological, and ergonomic agents, factors, and/or stressors with the human body;

(c) anticipation, identification, and evaluation of potentially hazardous agents, conditions and practices;

(d) fundamental exposure assessment techniques (both qualitative and quantitative);

(e) environmental, health, and safety data interpretation including statistical and epidemiological principles;

(f) development of hazard control designs, methods, procedures and programs;

(g) accident/incident investigation and analysis;

(h) industrial and construction safety;

(i) legal aspects of environmental, health, and safety practices;

(j) environmental, health and safety program management;

(k) hazardous materials/waste recognition, control, and remediation;

(l) air pollution fundamentals and control technologies;

(m) water pollution fundamentals and control technologies;

(n) environmental regulations and permitting processes;

(o) environmental sampling and measurement methodologies.

Note: In this context, the terms hazard and hazardous incorporate issues related to the broad context of occupational environmental, health, and safety. Environmental, Health, and Safety programs are expected to provide breadth across the range of topics implied by the title. Thus, these curricular content areas are considered to be minimum requirements. Other areas may be added as dictated by the Mission and Program Educational Objectives of the specific program. Additionally, the extent to which each content area is developed and emphasized in a given program must also be consistent with the program’s mission and objectives. Depending on the program, a given area may be addressed in a devoted course, a portion of a course, or in an appropriate extracurricular experience. Based upon this content, program faculty are free to develop unique outcomes at appropriate functional levels that embrace Criterion 3 (a) through (k) of the General Criteria.

Baccalaureate-level Faculty
The majority of core Environmental, Health, and Safety and other supporting faculty must hold an earned doctorate. (“Core faculty” pertains to those who are teaching Environmental, Health, and Safety courses and does not include faculty members teaching courses such as epidemiology, statistics, etc.). The majority of core faculty should hold certifications issued by nationally accredited credentialing bodies such as Certified Industrial Hygienist or Certified Safety Professional. Faculty must also demonstrate external professional activity, including, but not limited to, participation on national, regional, state, and/or local committees and advisory boards, professional practice, and/or editorial reviews of professional publications.

A full-time faculty member must be identified as administratively in charge of the program.

II. Program Criteria for Master’s Level Programs

Master’s Level Admission Requirements
Admitted students must hold an earned baccalaureate that prepares them to apply the basic principles of college-level mathematics, chemistry, physics, and biology. Exceptions may be admitted with an individually documented plan of study to compensate for any deficiencies.

Master’s Level Curriculum
Criteria for master’s-level programs require the following additions beyond the baccalaureate level: (i) minimum of one year of study beyond the basic-level, consisting of courses with increased depth and rigor; (ii) an applied science project or research activity resulting in a report that demonstrates both mastery of the subject matter and a high level of professional and public communication skills; (iii) an adequate foundation in statistics, applied sciences, and/or related professional practice; and, (iv) advanced qualitative and quantitative problem-solving skills.

Master’s Level Faculty
In addition to the general qualifications specified above for baccalaureate-level faculty, master-level faculty are expected to have demonstrated research activity appropriate to their institution’s mission.

A full-time faculty member must be identified as administratively in charge of the program.

Lead Society: American Academy of Environmental Engineers and Scientists

These program criteria apply to environmental science or similarly named applied [and natural] science programs.

I. Program Criteria for Baccalaureate Level Programs

Curriculum

The program must prepare graduates to apply knowledge of chemistry, physics, biology, earth sciences, calculus, and statistics to understand the natural world and evaluate human impacts on the environment. Program graduates must understand the basic principles of sustainability, environmental ethics, economics, and the application of environmental science in policy formulation and environmental resources management.

Faculty

A faculty member must be identified as being administratively in charge of the program.

Lead Society: American Industrial Hygiene Association Cooperating Society: American Nuclear Society

These criteria apply to health physics or similarly named applied science programs.

I. Program Criteria for Baccalaureate Level Programs

Curriculum
The program must demonstrate that graduates possess the necessary knowledge, skills, and attitudes to competently and ethically implement and practice applicable scientific, technical, and regulatory aspects of Health Physics. More specifically, graduates must produce a culminating senior project and demonstrate competency in the following curricular areas:
(a) radiation physics
(b) radiation biology
(c) radiation detection and measurements with laboratory experience
(d) internal and external radiation dosimetry
(e) principles of radiation safety and health physics
(f) contemporary issues in health physics

Faculty
The faculty must have sufficient qualifications and must ensure proper guidance of the program and its evaluation and development. The faculty primarily committed to the program must demonstrate current knowledge of health physics through education and experience. The overall competence of the faculty may be judged by such factors as education, teaching experience, diversity of backgrounds, professional experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and certification by the American Board of Health Physics.

II. Program Criteria for Master’s Level Programs

Master’s Level Admission Requirements
Admitted students must hold an earned baccalaureate that prepares them to apply the basic principles of college-level mathematics, physics and biology. Exceptions may be admitted with an individually documented plan of study to compensate for any deficiencies.

Master’s Level Curriculum
Criteria for master’s-level programs require the following additions beyond the baccalaureate level:
(a) A minimum of one year of study beyond the basic-level, consisting of courses with increased depth and rigor;
(b) An applied science project or research activity resulting in a report that demonstrates both mastery of the subject matter and a high level of professional and public communication skills;
(c) An adequate foundation in statistics, applied sciences, and/or related professional practice; and,
(d) Advanced qualitative and quantitative problem-solving skills.
(e) Other academic areas or specialties considered important to the program.

Master’s Level Faculty
In addition to the general qualifications specified above for baccalaureate-level faculty, master’s-level faculty are expected to have demonstrated research activity appropriate to their institution’s mission.
A full-time faculty member must be identified as administratively in charge of the program.

Lead Society: American Industrial Hygiene Association
Cooperating Society: American Academy of Environmental Engineers and Scientists

These criteria apply to industrial hygiene or similarly named applied science programs.

I. Program Criteria for Baccalaureate Level Programs

Curriculum
The program must demonstrate that graduates have necessary knowledge, skills, and attitudes to competently and ethically implement and practice applicable scientific, technical, and regulatory aspects of Industrial Hygiene. To this end, graduates will be prepared to anticipate, recognize, evaluate, and control exposures of workers and others to physical, chemical, biological, ergonomic, and psychosocial factors, agents, and/or stressors that can potentially cause related diseases and/or dysfunctions. More specifically, graduates must be able to:
(a) identify agents, factors, and stressors generated by and/or associated with defined sources, unit operations, and/or processes;
(b) describe qualitative and quantitative aspects of generation of agents, factors, and stressors;
(c) understand physiological and/or toxicological interactions of physical, chemical, biological, and ergonomic agents, factors, and/or stressors with the human body;
(d) assess qualitative and quantitative aspects of exposure assessment, dose-response, and risk characterization based on applicable pathways and modes of entry;
(e) calculate, interpret, and apply statistical and epidemiological data;
(f) recommend and evaluate engineering, administrative, and personal protective equipment controls and/or other interventions to reduce or eliminate hazards;
(g) demonstrate an understanding of applicable business and managerial practices;
(h) interpret and apply applicable occupational and environmental regulations;
(i) understand fundamental aspects of safety and environmental health
(j) attain recognized professional certification

Baccalaureate Level Faculty
The majority of core Industrial Hygiene and other supporting faculty must hold an earned doctorate. (“Core Industrial Hygiene faculty” pertains to those who are teaching industrial hygiene courses and does not include faculty members teaching courses such as 15
epidemiology, statistics, etc.). The majority of core Industrial Hygiene faculty should be Certified Industrial Hygienists; however, a minimum of one core Industrial Hygiene faculty member must be a Certified Industrial Hygienist. Faculty must also demonstrate external professional activity, including, but not limited to, participation on national, regional, state, and/or local committees and advisory boards, professional practice, and/or editorial reviews of professional publications.

A full-time faculty member must be identified as administratively in charge of the program.

II. Program Criteria for Master’s Level Programs

Master’s Level Admission Requirements
Admitted students must hold an earned baccalaureate that prepares them to apply the basic principles of college-level mathematics, inorganic and organic chemistry, physics, and biology. Exceptions may be admitted with an individually documented plan of study to compensate for any deficiencies.

Master’s Level Curriculum
Criteria for master’s-level programs require the following additions beyond the baccalaureate level: (i) minimum of one year of study beyond the basic-level, consisting of courses with increased depth and rigor; (ii) an applied science project or research activity resulting in a report that demonstrates both mastery of the subject matter and a high level of professional and public communication skills; (iii) an adequate foundation in statistics, applied sciences, and/or related professional practice; and, (iv) advanced qualitative and quantitative problem-solving skills.

Master’s Level Faculty
In addition to the general qualifications specified above for baccalaureate-level faculty, master-level faculty are expected to have demonstrated research activity appropriate to their institution’s mission.

A full-time faculty member must be identified as administratively in charge of the program.

Lead Society: American Society of Safety Engineers

These program criteria apply to safety, occupational safety, industrial safety, or similarly named applied science programs.

I. Program Criteria for Baccalaureate Level Programs

Curriculum
Program graduates must possess the necessary knowledge and skills to competently and ethically implement and practice applicable scientific, technical and regulatory aspects of the safety, health, and environmental profession. In addition, the program must demonstrate that graduates can apply college algebra, statistics, chemistry, physics, and human physiology/biology as it pertains to the practice of the safety, health, and environmental discipline. More specifically, graduates must be able to:
1. anticipate, recognize, evaluate, and develop control strategies for hazardous conditions and work practices;
2. demonstrate the application of business and risk management concepts;
3. demonstrate an understanding of the fundamental aspects of safety, industrial hygiene, environmental science, fire science, hazardous materials, emergency management, ergonomics and/or human factors;
4. design and evaluate safety, health, and/or environmental programs;
5. apply adult learning theory to safety training methodology;
6. identify and apply applicable standards, regulations, and codes;
7. conduct accident investigations and analyses;
8. apply principles of safety and health in a non-academic setting through an intern, cooperative, or supervised experience.

Faculty
This competence is evidenced by participation in professional societies, applicable certifications issued by nationally-accredited credentialing bodies, and/or extensive experience in the safety and health field. A faculty member must be identified as administratively in charge of the program.

II. Program Criteria for Master’s Level Programs

Curriculum
Criteria for master’s level safety and similarly named applied science programs are inclusive of those for baccalaureate level applied science programs with the following additions: one year of study beyond the baccalaureate level and a project or research activity resulting in a report that demonstrates both mastery of the subject matter and a high level of oral and written communication skills. Graduates of a master’s level safety program must also have demonstrated knowledge and competencies in the same subject areas defined in the baccalaureate program requirements.

Faculty
This competence is evidenced by participation in professional societies, applicable certifications issued by nationally-accredited credentialing bodies, and/or extensive experience in the safety and health field. A faculty member must be identified as administratively in charge of the program.

III. Program Criteria for Technician Level Associate Degree Programs

Curriculum
Associate Safety Programs must demonstrate that graduates are able at the technician level to:
1. anticipate, recognize, and evaluate hazardous conditions and practices affecting people, property and the environment;
2. apply appropriate strategies designed to mitigate risk;
3. apply principles of safety and health in a non-academic setting through an intern, cooperative, or supervised experience.

Faculty
This competence is evidenced by participation in professional societies and applicable certifications issued by nationally-accredited credentialing bodies. A faculty member must be identified as administratively in charge of the program.

Lead Society: National Society of Professional Surveyors
Cooperating Society: American Society of Civil Engineers

These program criteria apply to surveying, surveying and mapping, geomatics, or similarly named applied science programs.

I. Program Criteria for Baccalaureate Level Programs

Curriculum
Programs at the baccalaureate level must demonstrate that graduates have proficiency in one or more of the following areas: boundary and/or land surveying, geographic and/or land information systems, photogrammetry, mapping and geodesy, remote sensing, and other related areas.

Faculty
The program faculty must have responsibility and sufficient authority to define, revise, implement, and achieve program objectives. The program must demonstrate that faculty members are qualified to teach the subject matter by virtue of professional licensure or by education and/or professional experience.

II. Program Criteria for Associate Level Programs

Curriculum
Programs at the associate level must demonstrate that graduates have competency in one or more of the following areas: boundary and/or land surveying, geographic and/or land information systems, photogrammetry, mapping and geodesy, remote sensing, and other related areas.

Faculty
The program faculty must have responsibility and sufficient authority to define, revise, implement, and achieve program objectives. The program must demonstrate that faculty members are qualified to teach the subject matter by virtue of professional licensure or by education and/or professional experience.