ISBN 978-0-8412-2817-7

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Recommendations Concerning Teaching Laboratory Safety4. Ensure graduating chemistry undergraduate students have strong skills in laboratory safetyand strong safety ethics by teaching safety lessons in each laboratory session, and byevaluating and testing these skills throughout the educational process (Table 1).5. Ensure all faculty, staff, and graduate and undergraduate students involved in teaching,managing, or overseeing students in laboratory courses and sessions have successfullycompleted a course in lab safety.6. Implement hazards analysis procedures in all new lab work, especially laboratoryresearch.27
Safety Attitudes, Safety AwareneSS, Safety EthiCSSolid safety awareness and attitudes are as important to chemistry as are following experimentalprocedures and keeping good recordkeeping of conducted experiments. Building safetyawareness requires a long-term effort—safety is highlighted repeatedly. Faculty and staff membershave an ethical obligation to teach students and new employees about the need for a positive,proactive attitude toward safety while conducting an experiment in chemistry.When teaching someone how to drive a car these days, we would be remiss in our role asinstructor if no one mentioned the need to wear seatbelts and avoid the use of alcohol or otherdrugs, and refrain from using cell phones, especially sending text messages, while driving. Tocarry the driving analogy one step further, demonstrating by personal example is as important tothe student as what their instructor says.Following safety policies and procedures in a lab is just as important as the information thestudents receive in a presentation or the knowledge a student gains from an experiment. Thus,everyone who teaches or trains others in chemistry has to know and follow the appropriate safetypractices in the laboratory.Safety should be a focus for all students—chemistry majors as well as nonchemistry majors—and all chemistry-based science courses. It will benefit the chemical enterprise, if all studentsgrow to understand and appreciate that working safely without injuring themselves or the largerenvironment is an essential career goal. Every member of the organization must share in thesafety vision and demonstrate a high level of safety awareness, especially toward laboratorysafety.Everyone involved in the teaching or learning process must be convinced of the necessity of goodsafety practices and a strong safety culture. Members include faculty, instructors, academic staff,teaching assistants, and stockroom personnel. In addition, maintenance, shipping and receiving,and facility management personnel must contribute to the safety culture. Professional training,education, and development of these individuals will require varying approaches and taskappropriatecontent.A driving force for safety in the research environment can be found in the requirements ofthe National Science Foundation’s (NSF), The Responsible Conduct of Research. 38a Under theAmerica Creating Opportunities to Meaningfully Promote Excellence in Technology, Education,and Science (COMPETES) Act (42 U.S.C. 18620-1), the responsible and ethical conduct ofresearch (RCR) is essential for excellence and for the public’s trust in science and engineering.Our future scientists and engineers should be able to conduct research responsibly and ethically.The NSF requires a plan to provide appropriate training and oversight in the responsible andethical conduct of research to undergraduate students, graduate students, and postdoctoralscholars who participate in proposed research. Safety should play a significant and substantialrole in this plan. Faculty and staff applying for financial assistance from NSF (and otherorganizations, such as the National Institutes of Health (NIH)) should include safety educationand training, and oversight of research for safety, as a basic and integral part of their plan toconduct responsible and ethical research.28
Page 2 and 3: Copyright © 2012AmeriCAn ChemiCAl
Page 5 and 6: Collaborative Interactions Help Bui
Page 8 and 9: DedicationCreating Safety Cultures
Page 10 and 11: The elements of a strong safety cul
Page 12 and 13: an outstanding job in safety is an
Page 14 and 15: Looking for the Bright Spots: Insti
Page 16 and 17: Defining a Strong Safety CultureOne
Page 18 and 19: “Laboratory Standard” to regula
Page 20 and 21: Leadership and Management of Safety
Page 22 and 23: No matter whichsafety managementsys
Page 24 and 25: a long period of time builds the kn
Page 26 and 27: Table 1. Suggested Laboratory Safet
Page 28 and 29: Journal of Chemical Education, Amer
Page 30 and 31: Individuals who are part of an orga
Page 34 and 35: The proper attitude for safety is r
Page 36 and 37: educated in fire safety because it
Page 38 and 39: database analysis is particularly i
Page 40 and 41: • Reduce risk of laboratory expos
Page 42 and 43: Promoting and Communicating SafetyP
Page 44 and 45: Looking for the Bright Spots: Insti
Page 46: Appendix A: Brief Summary of the Di
Page 49 and 50: • Establish lines of responsibili
Page 51 and 52: • As members of the safety commit
Page 53 and 54: • Describe procedures used to res
Page 55 and 56: • Participate in an evacuation pr
Page 57 and 58: GloSSary of AcronymsACGIH American
Page 59 and 60: Endnotes1Laboratory Safety Institut
Page 61 and 62: 30—. Safety in Academic Chemistry
Page 63: AmeriCAn ChemiCAl Society1155 Sixte

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