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Establishing an EM Program Brenda D. Phillips Oklahoma State University Fire and Emergency Management Program 519 Math Sciences Building Stillwater OK.

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Presentation on theme: "Establishing an EM Program Brenda D. Phillips Oklahoma State University Fire and Emergency Management Program 519 Math Sciences Building Stillwater OK."— Presentation transcript:

1 Establishing an EM Program Brenda D. Phillips Oklahoma State University Fire and Emergency Management Program 519 Math Sciences Building Stillwater OK cell

2 Overview of this presentation Considerations Writing a proposal to the state Issues for the curriculum Challenges The academic-practitioner link Understanding the faculty role The “Academy” Professionalization Views from within higher education Views from the field

3 Writing a proposal to the State Take 6-12 months minimum. What are the needs of the state? Follow the application carefully. Craft the proposal. Establish a relationship with key person. Obtain external review. Obtain external consultant(s). Revenue streams versus costs. Obtain data. Competitive programs. Student market. Job market projections.

4 What must we have? For most accrediting bodies, degrees must have: A body of “disciplinary” knowledge. Theory and methodology of the discipline. For practice-oriented degrees, a link to experiential components. Accountability Student outcomes assessment procedures.

5 What do we call “it”? Program titles, undergraduate level Emergency Program titles, graduate level Emergency = 13 Disaster = 6 International perspectives In Canada, hazard (6), risk (5), disaster (3) Australia, emergency UK, disaster, risk, crisis Istanbul, emergency

6 Defining emergency management the management of risk in order to protect life and property through a comprehensive effort that involves non- linear activities tied to mitigation, preparedness, response and recovery.

7 The implicit core curriculum Data sources: Most commonly occurring chapter titles in available introductory texts. Undergraduate course titles among institutions with highest enrollments. Findings : Emphasis on the public EM. The core is activity-based rather than conceptually or theoretically based. An Americanized view of emergency management. Assumes an all-hazards approach. Impact of the National Governor’s Report.

8 The debate over core competencies This is a dynamic field. The work varies by sector. Many competencies can be addressed by the general education curriculum (basic science, communication et al.) What are the needs of the state? What is your niche? Faculty-student advising is key.

9 Student outcomes assessment Mission based Basic data (from the start): Demographics Recruitment Retention/Attrition Graduation Employers Data (from start to alumni/job status) Papers, projects, portfolios, exams Interviews, surveys, focus groups

10 Delivery mode Traditional Distance Internet Video, Satellite, Polycom Correspondence/Independent Mixed

11 Challenges: linking academics and practitioners Well done Indiana! Get to know each other’s organizational “cultures.” Respect for the practitioner and their knowledge, valuing their experience. Grasping the faculty role Teaching, research, service, practice.

12 Challenges: the “academy” Understand that resources are scarce and institutions of higher education are pressed financially. EM is fairly new, be prepared to explain, justify, convince universities of the academic integrity of the degree. Turf battles are common, especially over curricula, establishing new programs, interdisciplinary programs. Where do you put emergency management? Strong social science influence on knowledge base. Money will change things.

13 Professionalization: the bad news An ongoing battle since 1980s. No accreditation bodies for academic programs. Models: public admin, social work Image problem: From air raid wardens to ambulance chasers. Rodney Dangerfield was right.

14 Professionalization: the good news Degree increasingly cited in job announcements. Students are in good jobs, being promoted, in all sectors. New respect for the field. Good questions are being raised. Degree programs are sound and varied.

15 What we can all do Follow academic accreditation standards rigorously. Work with the state (EMA, Commission for Higher Education) Work together to develop professional organizations, especially with/for higher education. Share what we know and learn. Advocate for increasing professionalization including higher education programs.


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