Model Education Curricula and Toolkit for the Transportation of Hazardous Materials (2013) / Chapter Skim
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Pages 40-45
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CHAPTER 3 ELEMENTS OF THE MODEL CURRICULA RESEARCH PROCESS The focus of this stage of the research was to identify and describe the elements that should be included in model curricula for the transportation of hazardous materials for the post-secondary education community. The word "curricula" associated with this task suggests that hazmat education is needed in more than one discipline area.
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3. Hazmat Legal and Regulatory Environment a.
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HAZMAT STAKEHOLDERS It is important to consider the various constituencies, or prospective students, who could benefit from exposure to the curricula topics. Hence a companion research activity was to identify these groups.
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Table 7. List of Hazmat Transportation Stakeholders Private Sector (Executives & Operations Managers)
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• Emergency managers – Develop and implement strategic plans and processes to prepare for, mitigate, respond to, and recover from hazardous materials transport incidents. • Educators – Impart the knowledge, skills and experience to help students learn about the various aspects of hazardous materials transportation that will better prepare them for career development in a related field.
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Development of post-secondary education curricula that address the knowledge, skills, and abilities needed for transportation of hazardous materials must take into consideration existing knowledge of students, multiple types of learners, the level of knowledge sought for each key concept, and use of assessment techniques to evaluate learner understanding. The team's goal was to develop an active learning platform for the hazardous materials transportation curricula which includes various educational content levels and uses multiple formats to engage different learner types.
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