The following are high-priority topics reflecting the current needs of attendees, both topically and in overall conference programming:

Human Capital/Environmental Social Governance (ESG): This priority relates to human capital, and environmental, social, and governance (HC/ESG) organizational and public policy topics. It focuses on the integration of HC/ESG with management systems, auditing, Total Worker Health®, and training, HC/ESG disclosures and metrics, and rating agency criteria. It also includes integrated reporting, leadership training, public policy relating to consensus standards-development, regulatory agency activities, legal rulings, and European Union activities. Includes the development of integrated thinking skills that include insights from many fields of practice (e.g., engineering, public health, material science, economics, cognitive science, nursing, medicine, product stewardship).

Big Data, AI, and Sensor Technology: This priority focuses on helping OEHS professionals leverage cutting-edge technologies to collect and integrate data to inform risk assessment and management decisions and stay relevant in the face of transformative change and to implement monitoring and control strategies for unacceptable exposures. Also includes recognizing situations where real-time monitoring might contribute to improved assessment and control of hazards, exposures and resulting risks and evaluating options for the selection of methods, taking into account considerations for deploying monitors and collecting data.

Total Worker Health®: This priority focuses on ensuring OEHS professionals are positioned to be leaders and valued participants in preventing harm and protecting and promoting worker well-being (including mental health using tools such as Total Worker Health®, Exposomics, Total Exposure Health). They are recognized as the preeminent experts in the anticipation, recognition, evaluation, and control of exposures to environmental and physical agents and psychological stressors in the workplace, home, and community. Also includes describing how workplace stressors and stress impact worker health, safety, and well-being, identifying, collecting, analyzing, and protecting data and information on worker health, safety, and well-being to support Total Worker Health® approaches, and describing and demonstrating how IH/OEHS professionals are exposure scientists that anticipate, recognize, evaluate and control all potentially hazardous exposures, including exposures beyond the workplace.

Enhancing OEHS Communication Skills: This priority focuses on developing the interpersonal skills of OEHS professionals to listen, relate, communicate, educate, and collaborate effectively with a diverse range of stakeholders to enhance the influence and value of the OEHS profession in a dynamic social-technological landscape.

Changing Work Dynamics: This priority focuses on educating OEHS professionals on the implications of the changing work dynamics (i.e., worker, workplace, working relationships, new technologies or new work processes) and how the OEHS community can respond to protect human health in the workplace and community. Identifying new health hazards introduced into the workplace and appropriate control strategies, keeping current with new technology being introduced into the workplace (nanotechnology, 3D printers, robotics, biological engineering, synthetic biology) and describing the potential hazards presented by new technologies and what exposure pathways exist.

Other highly desired topics include:

Air Sampling/Instrumentation Analysis: Select appropriate air sampling/analytical methods, and explain how the parameters of those methods affect the sampling and analysis; determine appropriate sampling strategy in consultation with your IH laboratory; select laboratory analytical procedures and apply appropriate methods of detection for sample analyses; describe the types of chemicals that can be analyzed by different instruments.

Chemical Hazards: Implement measures to prevent or control exposures to hazardous materials or agents; recognize different types of chemical hazards by characteristics (toxic, reactive, ignitable/flammable and corrosive); conduct risk assessments associated with exposures to hazardous materials; identify mitigation strategies for exposure to welding fumes, volatile organic compounds, and crystalline silica; apply knowledge of effects of exposure, dose-response relationships and disease potential, as well as the effect of particle size and shape; design controls to reduce or prevent exposures to hazardous materials and agents.

Communicating IH Concepts: Communicate exposure risks to employees and management; translate technical information into language easily understood by those without IH/OHES backgrounds; clearly communicate how IH/OEHS skills contribute to the well-being of the organization; explain the value of IH/OEHS risk assessment and risk management in terms of financial and nonfinancial benefits.

Engineering Controls/Ventilation: Review design drawings and verify equipment complies with applicable codes and standards.

Ergonomics: Recognize potential ergonomic risks factors of the job; recognize worker symptoms, which may be caused by ergonomic risk factors of the job.

Exposure Assessment: Choose appropriate sampling and analysis methods to determine exposures; identify and document critical information about agents, processes, activities and workforce; make accurate qualitative exposure judgments; define the goals and purpose of an exposure assessment; determine criteria for exposure acceptability.

Hazard Communication: Ensure Safety Data Sheets (SDS) for each hazardous chemical are readily available and accessible to employees, contractors, and third parties working on-site; develop and conduct training programs to educate employees about the hazards of chemicals they may encounter, as well as how to read SDSs and labels; review an organization's existing programs and procedures to verify alignment with regulatory requirements of the Hazard Communication Standard (HCS); create a written program that outlines how OSHA's HCS will be implemented in a workplace; work closely with other departments, such as purchasing, operations, human resources/industrial relations, medical, and risk management to ensure a coordinated approach to hazard communication; apply knowledge about possible action thresholds and factors that would influence the hazard communication program.

Health Risk Analysis: Participate in overall risk analysis and management of a health hazard, process, or workplace; evaluate potential risks of previously unrecognized hazards; identify potential risks of complex/complicated exposure scenarios.

Indoor Air Quality (IAQ/IEQ): Thoroughly conduct walkthrough inspections to identify potential sources of IAQ/IEQ concerns; identify the possible sources of odors, irritants, contaminants, and other stressors that contribute to indoor environmental quality; demonstrate an understanding of the definition of acceptable IAQ/IEQ.

Management Leadership: Guide and inspire others toward achieving a common objective or vision; develop and implement health and safety strategies that align with organizational goals and objectives.

Noise/Hearing Loss Prevention: Identify and select the correct criteria for assessing noise exposure; select the most appropriate equipment for sampling.

Toxicology: communicate to workers the occupational risks based on the interpretation of toxicological data and OSHA Permissible Exposure Limits (PEL) and ACGIH Threshold Limit Values (TLV)®; interpret the GHS product labels and safety data sheets (SDS) to communicate hazards to workers; reviewing workplace exposure data to evaluate; characterize adverse health effects and recognize occupational diseases and attribute them to a hazardous workplace chemical.

For a full topic list, click here.

AIHA will offer the following tracks for programming:

Academic Track

The Academic Track showcases the research initiatives of students across the country and provides targeted content offerings to students and early career professionals as they navigate their entry and professional growth within the occupational health and safety field. Submitters self-select their presentations for this track with a final review and approval by the Conference Program Committee.

Laboratory Sampling and Testing Track

The Laboratory Sampling and Testing Track offers specific content for members working in laboratory settings, as well as those interested in laboratory testing and standards. If you feel your content is specifically targeted to this topic area, indicate so using the checkbox question listed.

1. Education Sessions (60 minutes) take place Monday through Wednesday. These sessions address topics in OEHS and are delivered in any format (traditional lecture to interactive problem-solving). We encourage sessions that involve the participants and create an engaging educational experience. Education Sessions can involve a single presenter or up to a maximum of three presenters. The deadline for Education Session submissions is September 11, 2024. Download a worksheet to help prepare your online submission.
2. Research Roundups take place Monday through Wednesday and combine case studies or scientific research presentations (each 30 minutes in length with a single presenter) addressing a similar, general topic to create a single 60-minute "Research Roundup."
   1. Case Study (30 minutes) – A case study focuses on a problem-solving approach in a specific situation. These presentations should describe applications of knowledge to real-world problems or an actual situation that was investigated or tested. Instructional-type abstracts (e.g., describing a new methodology or equipment) should be submitted under this format. Abstracts and presentations based on professional practice must clearly present the situation or problem at issue, the resolution for fixing the problem, and the results and lessons learned. Case studies may include up to one presenter. The deadline for Case Study submissions is September 11, 2024. Download a worksheet to help prepare your online submission.
   2. Scientific Research (30 minutes) – These presentations focus on generating new knowledge and understanding of basic mechanisms of a physical, chemical, or biological agent. Abstracts and presentations based on this type of research must have a research objective, detailed methods, results, and data-driven conclusions. Scientific research may be conducted in the laboratory, on a sample of study subjects, or in a sample of facilities or situations. Scientific research may also include data review and analysis. Scientific research may include up to one presenter. The deadline for Scientific Research proposals is September 11, 2024. Download a worksheet to help prepare your online submission.
3. Professional Development Courses (PDCs) are held before and after the conference, on Saturday, Sunday, and Thursday. These courses are in-depth, concentrated, formal learning experiences designed to broaden knowledge and enhance technical competence. A PDC can be a half-day (4 hours), full-day (8 hours), or two days (16 hours) in length. The deadline for PDC submissions is September 11, 2024. Download a worksheet to help prepare your online submission.
4. Professional Posters – OEHS professional posters summarize your research and generate discussion and feedback. The deadline for Professional Poster submissions is September 11, 2024. Download a worksheet to help prepare your online submission.
5. Education Pop-Ups (25 minutes) are short, interactive sessions designed to deliver bite-sized, timely, targeted learning. Pop-ups can involve a single presenter or up to a maximum of three presenters. The deadline for Education Pop-Up submissions is January 15, 2025. Download a worksheet to help prepare your online submission.
6. Student Posters are student-driven research presentations presented in a poster format. An exclusive "Student Poster Author Attend Time" enables students and attendees to interact, creating professional connections with professionals in the field and providing recognition for the student's educational institution. Student poster submissions follow a separate review timeline reflecting university schedules. The deadline for Student Poster submissions is March 12, 2025. Download a worksheet to help prepare your online submission.
7. Student Presentations (60-minutes) showcase student research efforts as part of the Academic Track. Each session within the track is with a maximum of three presenters (20 minutes each). This research should not be duplicative of a student poster being presented at the conference. The deadline for Student Presentation submissions is March 12, 2025. Download a worksheet to help prepare your online submission.

Attendees want interactivity in presentations to help reinforce learning. Posing questions and including activities in your session can make an enormous difference. Involving your audience helps the ideas and thoughts you present be more memorable and make attendees feel like they are part of the conversation. We encourage you to include one (or more) of these suggestions into your presentation:

• Incorporate a live poll into your slide deck to get audience feedback, help guide your presentation, or as a quiz tool
• Use a couple of your slides as quick quizzes and ask the audience to answer or fill in the blanks within your slide
• Perform a demo and have an audience member participate in it
• Divide your audience into small groups to discuss the topic among themselves and share their discussion with the larger group afterward
• Ask your audience to share their experience about the topic
• Place Q&A opportunities in the middle of the presentation to keep the audience engaged and participatory. Even if you don't answer the questions right away, the unexpected invitation to ask a question can act as a trigger to encourage audience members to speak up.

Each PDC submission receives a bi-level review. First, a technical reviewer serves as the subject matter expert and reviews submissions to ensure they are scientifically sound, innovative, and relevant to the profession. The technical review process occurs prior to the Continuing Education Committee (CEC) review and assists the committee in selecting the final content to be presented as the education program. For a flowchart of this process, click here.

Technical Review questions include:

• Is the topic is relevant to OEHS (Yes/No)
• Is the topic: New/Emerging, Core/Foundational, Waning (Rated on a 1-5 scale)
• The proposal has a sound technical basis (Rated on a 1-5 scale)
• The course description is clear and concise (Rated on a 1-5 scale)
• Learning Outcomes are appropriate for level (Rated on a 1-5 scale)
• The outline describes the content appropriate for selected course level (introductory, intermediate, advanced) (Rated on a 1-5 scale)
• Recommendation by the CEC (Accept or reject)
• Comments (Open text box)

How does the CEC review PDCs?

• Each proposal is evaluated by at least two members of the CEC to assure that it is relevant to the profession, titled properly, and meets its stated objectives. Course outline and teaching methods are critiqued, and presenter credentials/biographies are reviewed.
• The Committee then considers all proposals and their ratings to ensure topical balance within the program, educational needs expressed by member surveys, and AIHA’s strategic goals.
• For courses previously conducted, student evaluations are the major factor in the review.

How are PDCs selected?

• Wide range of topics representing the field of IH
• 40% introductory, 50% intermediate, and 10% advanced
• 75% full-day, 15% half-day, 10% two-day
• One PDC addressing each of the CPAG content priorities
• At least 40% of new courses each year
• Top 5 courses from the previous year (based on ratings and attendance) automatically accepted
• Final selections are limited by the number of rooms available to us at the convention center

Why would the committee not accept a PDC proposal?

Many more proposals are submitted than can be accommodated at AIHA Connect. Reasons for not selecting a particular course include:

• relevance to the members
• accuracy of technical information presented
• previous student evaluations
• an overabundance of course offerings in one area
• content similar to another course
• need for course rotation
• lack of interest by the members at large

Each proposal receives bi-level review. First, technical reviewers (selected from an open call for volunteers within the AIHA membership) serve as the subject matter experts, ensuring the submissions are scientifically sound, innovative, and relevant to the profession. There is no cap on the number of reviewers, but each proposal will have at least two technical reviewers evaluating content. The technical review process occurs prior to the Conference Program Committee (CPC) review and assists the CPC in selecting the final content to be presented on the education program.

In addition to scores and feedback from technical reviewers, the CPC utilizes ratings from previous conferences to inform the selection process. Finally, data from AIHA surveys help to identify content priorities and needs for the current year’s conference. The review process is blind and speaker information is not shared.

The reviewers review all proposals to ensure a balance of topics. Tracks are identified based on accepted proposals. If there are content gaps, the CPC may choose to reach out to specific members or committees for curated presentations. Where there are major shifts in current events, sessions may be added outside of the official review process. The merit of these sessions will be determined by the CPC on a case-by-case basis.

Technical Review questions include:

• This presentation will be of interest to the AIHA Connect audience (Rated on a 1-5 scale)
• The content of this session is current and relevant to OHS professionals (Rated on a 1-5 scale)
• This proposal is clear, well-organized, and well-written (Rated on a 1-5 scale)

Why would the committee not accept a proposal?

Many more proposals are submitted than can be accommodated at the AIHA Connect in any given year; therefore, the Conference Program Committee (CPC) must be selective when choosing content to offer, given limited space at the convention center. Reasons proposals are not accepted include:

• Poor writing, inaccurate technical information, or a lack of significant data findings. To be eligible for presentation, there should be data findings that attendees would find relevant and useful in their daily work.
• Lack of audience appeal and relevance to the profession. While worthwhile, some topics may be better suited to a webinar or magazine article than to a session at the conference.
• Too many proposals in any given topic area. The CPC selects proposals that touch on different aspects of the same issue assuring there is a good balance of information and viewpoints represented at the conference. Furthermore, the CPC also reviews content to ensure that it aligns with the educational needs expressed by AIHA members as well as with AIHA’s strategic goals.

3 Tips to a Successful Proposal Submission:

Tips for Submitting Your PDC Proposal:

Craft Your Proposal With Confidence:

The "Five Cs" for Great Education Session Proposals:

Be Aware of These Common Submission Stumbling Blocks: