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Emergency Management Education: A Snapshot of the Community 2009 FEMA Emergency Management Higher Education Program Report Carol L. Cwiak North Dakota.

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Presentation on theme: "Emergency Management Education: A Snapshot of the Community 2009 FEMA Emergency Management Higher Education Program Report Carol L. Cwiak North Dakota."— Presentation transcript:

1 Emergency Management Education: A Snapshot of the Community 2009 FEMA Emergency Management Higher Education Program Report Carol L. Cwiak North Dakota State University

2 Many thanks to Dr. Blanchard and Barbara Johnson for all they do for our community on a day-to-day basis! Thank you! Thank you! Thank you high ed community for your participation!

3 Methodology Methodology  Nine-page survey instrument sent via to all institutions on the FEMA High Ed webpage offering emergency management programs  One survey per institution  Up to four requests for participation  Initial solicitation March 30…accepted surveys through May 19 surveys through May 19

4 Methodology Methodology Institutions solicited129 Responses received 67 Response rate 52% Non-responsive institutions: POC changed, not able to find POC on program website, addresses wrong or simply did not respond after four contacts POC changed, not able to find POC on program website, addresses wrong or simply did not respond after four contacts

5 Methodology - Limitations Methodology - Limitations  Hindsight is  This presentation is merely a brief is merely a brief summary of this summary of this year’s data collection year’s data collection  The full report will be posted on the High Ed website in the Surveys section: High Ed website in the Surveys section:

6 Graduates 7,730 Number of students that graduated this year (extrapolated from response of 3,414/44%) (extrapolated from response of 3,414/44%) 9,290 Number of students that have graduated to-date from EM programs 9,290 Number of students that have graduated to-date from EM programs (current year added to 2008 figure of 7,730 which was extrapolated from a response of 3,414/44%) 1,560 Number of students that graduated this year (extrapolated from response of 810/52%) (extrapolated from response of 810/52%)

7 Students Students 16,668Number of students enrolled in EM programs (extrapolated from response of 8,657/52%)  Compare to: 9,360 in 2008 (approx. 80% increase) 59,832Number of students reached by EM program courses (includes enrolled students) (extrapolated from response of 8,223/52% + 44,000*) *One program offered courses to 44,000 students as part of a partnership with EMI as part of a partnership with EMI

8 Students Within specific programs and institutions segmentation was more evident (41% F, 59% M- 2008) n = 64

9 Programs Reported 127 programs reported n = 67

10 Programs –Years in Existence  Range = 0-25 years (Happy Anniversary UNT!)  48% of all programs in existence for 5 years or less (65% in 2008) (65% in 2008)

11 New Programs 28% of respondent institutions (19) plan on developing plan on developing new programs new programs over the next year Types of new programs: Ph.D., M.S., B.S., A.S., Certificates Focus/Concentration/Emphasis  Security Policy & Leadership  Continuity of Operations  TSA  Fire/Medic  Military  Crime Scene Technician  Emergency Management  Security Management  Homeland Security  Bio-security & Disaster Preparedness  Disaster Management & Humanitarian Relief  Student Watch Officer & Intelligence Analyst Statewide curriculum adoption Going online with curriculum

12 Program Changes - Next 3 Years  New programs  Increased enrollment  Hiring additional faculty  Hiring full-time program representative  Moving to distance education  Move program to different department  Greater course flexibility within program  More course offerings  Increased program growth  Increase topical offerings with in-house IS courses

13 Program Changes - Next 3 Years  Greater competition for students  Decreases related to economic downturn  Greater involvement in the LEPC  Refine/fine-tune course offerings/program  More digital video streaming  Offer program internationally via partnerships  More technical courses  Greater focus on grants and research with students  More support resources expected – financial & course material

14 Program Changes - Next 3 Years  Changing demographic at two year technical colleges  Integrating both HS and EM student markets  Restructuring to include FEMA High Ed courses  Dealing with employment perceptions in the field  Increase practical exercises and hands-on experiences

15 Program Focus  Non-profit  Health  Military  Government  Training faculty to do research n = 67

16 Program Purpose “Both” - average across programs: 48% Pre-employment (range 5%-90%) 52% Advancement (range 10%-95%) n = 67  Increase qualifications  Leadership-Mennonites

17 Faculty Representation Full-time Faculty None 31% 1 31% 217% 3-721% n = 67

18 Part-time Faculty None 21% 1 18% 2-534% % % Faculty Representation n = 67 Associated Faculty None 67% 1 15% 2-414% 5-821% n = 67

19 Faculty Representation Full-time Faculty Devoted to Program None 35% 139% 211% 3 8% 4-7 7% n = 67

20 New Hires? Did not attempt to hire 62% Attempted to hire, but did not hire 6% Hired new faculty 32% 21 institutions - 89 new hires  Full-time 16  Part-time73  Distance only66 New Hires n = 67

21 Programs Offering Distance Education n = 67

22 Percentage of Offerings Available - Distance Education n= 47

23 Percentage of Offerings Available – Only via Distance Education (n= 30) 25% of respondents reported that all coursework was delivered only via distance education

24 Technology-based Instruction n= 66 Technology Number of Institutions TeachingGIS26 Hazus13 Web EOC/ Other web-based EOC system 28 Social networking 18 Media software 14 Other (CAMEO, SLOSH, Second Life, Aloha, etc.) 14 None16

25 Enrollment and Graduation Trends n = 60 n = 55n = 58 70% 23% 7% 77% 20% 3% 65% 31% 4% 76% 21% 3%

26 Table 2- Representation Across Program Level Access/Supportn*n*Mean Std. Deviation Access to external funding opportunities to support your program (e.g., grants, contracts, etc.) Access to institutional funding (e.g., stipends to develop courses/materials) Access to library resources (e.g., ability to obtain new holdings) Institutional administrative support (e.g., support attempts to develop & implement new program ideas) Local emergency management community support (e.g., county and regional) State emergency management community support (e.g., state-level agency & state professional organization) National emergency management professional community support (e.g., IAEM, NEMA, EMPOWER, etc.) FEMA-specific support (e.g., Higher Education Program, EMI, etc.) DHS-specific support (e.g., overarching DHS programs & agencies within DHS other than FEMA-specific support) *n less than 67 represents respondent indicated that they felt the source was not applicable to their program.

27 Principles of Emergency Management n = 67 n = 63

28 Resource Utilization n = 67 61% 11% 48% Provisos:  Prototype use among associate level programs- 35%  High Ed & Prototype used to help develop coursework and programs coursework and programs

29 EMI IS Courses n = 40

30 Disaster Response Operations and Management (16)  Disaster Response Operations and Management (16)  Social Dimensions of Disaster (14)  Terrorism and Emergency Management (14)  Building Disaster Resilient Communities (12)  Public Administration & Emergency Management (12)  Sociology of Disaster (11)  Technology and Emergency Management (11)  Business & Industry Crisis Management (10) Political & Policy Basis /Emergency Management (10)  Political & Policy Basis /Emergency Management (10) Principles and Practice of Hazard Mitigation (10)  Principles and Practice of Hazard Mitigation (10) High Ed Courses

31 EMI/High Ed Courses - Accolades  Well-constructed, well-organized & excellent content  Free of charge  Excellent source of reference  Good foundation in basic subject matter areas  Syllabi are easy to read and follow & include exams  Contain relevant research & provide class activities  Present standardized knowledge base  Help create a consistent body of knowledge

32 EMI/High Ed Courses - More Accolades  No copyright issues  Online flexibility-readily available  Easy to incorporate into class material  Provides additional material for student access  Can use pieces of high ed courses as needed  User-friendly  Current information  Clear and concise  Availability of certificate from EMI

33 EMI/High Ed Courses - Requests  More advertising and awareness for programs  Online forums/discussion boards  Crossover between EMI courses and high ed courses  Structured curriculum recommendations  Open courses for additional input  Short books on EM topics  More collaborative opportunities for high ed community  Regional high ed meetings  More advertising for honor society – Epsilon Pi Phi  Textbook reviews  Downloadable instructional modules and multimedia files for Blackboard/LMS

34 EMI/High Ed Courses - Requests  More courses  Continued course updates  Recommended readings by topic area  More interactive cases and simulations online  Actual photos that relate to the material being discussed (EMI courses)  Instructor PowerPoint presentations for EMI courses  Improve timing in testing/grading area (EMI courses)  Public/private partnering course  Increase depth of materials  Course development by faculty with real world experience  More research-focused courses

35 EMI/High Ed Courses - Requests  Posters, fact sheets, visual aids  Database of syllabi  Activities and classroom exercises that emphasize material/theory  More videos, DVDs and online clips  Webinars and videoconferences  International Disasters course  Incorporate content/media options to support distance ed  More courses at entry-level  Update videos and training materials

36 EMI/High Ed Courses - Improvements  Live exercise for students  E-books  More challenging associate degree level courses  More sophisticated technology to keep younger students’ attention

37 High Ed Program - aka Dr. Blanchard & Barbara “We have been exceptionally pleased with the support and networking offered by the Higher Education Program.” “Doing a great job!” “Thank you for all you do for the higher education community!” “Running the Higher Education Program is a Herculean task…when is someone from FEMA going to snap out of it and get Wayne and Barbara some help?!”

38 Competencies  Most important areas of competency in emergency management  surveyed KSAs  Are competencies and KSAs different?

39 Competencies Competencies (2009)Knowledge, Skills and Abilities (2008) 1 Communication -verbal & written (43%)Comprehensive EM, overall knowledge of field, 4 phases, all-hazards (36%) 2 Comprehensive EM, knowledge of best practices in the field (40%) Communication - verbal & written (30%) 3 Government role, interaction, political and bureaucratic context (33 %) Relationships, partnering, teambuilding (28%) 4 Critical thinking & problem-solving (31%)Critical thinking, analytical skills, problem-solving (26%) 5 Leadership (28%)Management skills (19%) 6 Management (24%)Leadership (15%) 7 Risk assessment, analysis & management (23%)Risk assessment, analysis & management (15%) 8 Collaboration, teambuilding, teamwork (21%)Technology Skills (13%) 9 Planning (19%)Planning Skills (13%) 10 Operational frameworks – NIMS/ICS/EOC operations (19%) Knowledge of the social science research and ability to apply it in practice (13%) 11 Technology (13%)Mitigation (11%) 12 Financial operations, contract administration, grant writing (13%) Coordination (9%) 13 Ethics, professionalism (12%)Professionalism, ethics, evolution as discipline and career (9%) 14 Vulnerability approach (10%)Public policy (9%) 15 Legal matters (9%)Political context (9%)

40 The Top Challenges Facing Emergency Management Programs 1.Funding (31%) Programs, faculty, research, students 2. Faculty (20%) Ph.D., experience, research ability, quality Ph.D., experience, research ability, quality candidates candidates 3.Student recruitment (16%) Higher quality students, better marketing, increased competition

41 The Top Challenges Facing Emergency Management Programs 4.Lack of political understanding/support (15%) Political appointees who do not understand Political appointees who do not understand the importance of EM or EM high ed the importance of EM or EM high ed 5.DHS/FEMA (15%) DHS influence disruptive, oversight over FEMA causes problems, no balance DHS influence disruptive, oversight over FEMA causes problems, no balance 6.Academic legitimacy (15%) Fighting for recognition within the larger academic community

42 The Top Challenges Facing Emergency Management Programs 7.Jobs/careers (12%) Lack of jobs, career path options not apparent Lack of jobs, career path options not apparent 8.Books/journal articles (10%) Quality material needed, should be written by qualified folks Quality material needed, should be written by qualified folks 9.Connection between the field and academia (9%)

43 An invitation… Board Members and Executive Director Kay Goss, CEM John McKay, M.A. Ellis Stanley, CEM Practitioner Community Greg Shaw, D.Sc., CBCP Doctoral Programs Jane Kushma, Ph.D., ACSW Master Programs David McEntire, Ph.D. Bachelor Programs J.D. Richardson, MA.Ed Associate Programs Rick Bissell, Ph.D. Certificate Programs Carol Cwiak, J.D. Executive Director Created to represent the interests  Created to represent the interests and concerns of the EM high ed and concerns of the EM high ed community community All EM high ed programs are invited  All EM high ed programs are invited to join the Consortium to join the Consortium  Each member institution has a vote  There is no cost to join  All member institutions will be listed on the Consortium’s web page and can on the Consortium’s web page and can display the logo on their program page display the logo on their program page

44 Calls, letters, s, visits, gifts… Carol L. Cwiak Department of Sociology, Anthropology, and Emergency Management North Dakota State University Dept P.O. Box 6050 Fargo, ND (701)


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