Darren A. Linker, BS, Center for Ecogenetics and Environmental Health, University of Washington, 4225 Roosevelt Way NE #100, Seattle, WA 98105-6099, (206)616-7566, dlinker@u.washington.edu, Deborah Feldman, Research and Analysis Services, 5732 - 17th Ave. N.E., Seattle, WA 98105, Davis Patterson, Research and Analysis, 5732 17th Ave NE, Seattle, WA 98105, Kris S. Freeman, MS, Center for Ecogenetics and Environmental Health, Department of Environmental Health, University of Washington, 4225 Roosevelt Way NE, suite 100, Seattle, WA 98105-6099, and Thomas Burbacher, PhD, Department of Environmental Health, School of Public Health and Community Medicine, University of Washington, 4225 Roosevelt Way NE, Suite 100, Seattle, WA 98105.

This paper describes the results of an evaluation to determine use of a teen health and safety curriculum with their students. The evaluation was conducted three years after the curriculum’s initial distribution. The key factors evaluated included: whether teachers actually used the curriculum, reasons for not using the curriculum, which parts of the curriculum were most/least useful and why, and ways the curriculum could be improved. The evaluation used a web-based survey, because of the lower costs in personnel time required by this method. However, this method did not reach the teachers who did not have functional emails (n = 197). A link to the survey was sent to all educators who had received the curriculum and had a functioning e-mail address (n=334). The response rate of usable surveys was 41 percent (n=136). Results of the evaluation suggested a very positive response to curriculum materials, with 70% reporting that they had used the materials and one third of the non-users reporting that they planned to use it in the future. Scheduling difficulties were cited as the primary reason for lack of use of the curriculum. Qualitative comments from participants, such as feedback that students enjoy competitive, interactive activities such as games, but did not enjoy role-playing activities, were used to improve the next version of the curriculum. In addition, participant comments asking for activities specific to agriculture were used to generate support for the development of a new agriculture curriculum.

Learning Objectives:

• List three factors to consider when implementing a health and safety curriculum in a classroom.
• List three factors to consider when designing a web-based survey to conduct an evaluation with educators.

Keywords: Youth at Work, Safety Training Materials

Related Web page: depts.washington.edu/worksafe/

Presenting author's disclosure statement:
I have a significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.
Relationship: Employment