1. Radford University Radford, Virginia Academic Continuity Dr. Dennie Templeton Executive Director of Emergency Preparedness Dr. Gary Ellerman Professor Emeritus, Radford University

2. Four Phases of Emergency Management IHE

3. Higher Education Challenges NYU NYU UCLA UCLA University of Oregon University of Oregon University of Hawaii University of Hawaii Virginia Institutions Virginia Institutions

4. HE Chronology of Incidents 1970 University of Wisconsin - Madison bombing 1972 Hurricane Agnes 1983 Hurricane Alice 1989 Loma Prieta earthquake 1994 Cal State Northridge earthquake 1999 Texas A&M bonfire collapse 2000 Seton Hall University fire 2001 University of Washington arson 2001 Tropical Storm Allison 2003 James Madison University fire 2005 Hurricane Katrina 2005 Hurricane Rita 2007 Virginia Tech massacre 2007 Pepperdine University fire 2008 Union University tornado 2008 Northern Illinois University shooting 2008 Louisiana Tech shooting 2008 Louisiana Tech shooting 2008 Indiana earthquake 2008 Indiana earthquake 2008 Southern Arkansas train derailment 2008 Southern Arkansas train derailment 2008 Lady of the Lake University fire 2008 Lady of the Lake University fire

5. Instructional Disruption Violence on campus Violence on campus Weather Weather Technology Technology Pandemic Pandemic Tulane University

6. Preparedness Business Continuity Campus Safety and Security Operational Continuity Academic Continuity Continuity Institutional Resilience Research Athletics IT data backup Administrative Services Emergency Operations Threat review Emergency Notification Disaster planning Response Disaster Recovery Aftermath Mode of instruction Student readiness Faculty readiness Learning Mgmt System Scalable courses Advising IT Systems Special needs populations Library Sloan-C International Symposium

7. Strategic Strategies Sloan-C International Symposium 2008 Develop academic emergency plans as facility/IT plans are being formulated Develop academic emergency plans as facility/IT plans are being formulated Develop a plan for re-establishing institutional Web sites…fast Develop a plan for re-establishing institutional Web sites…fast Develop student continuation plans—online learning should be a key component Develop student continuation plans—online learning should be a key component It is difficult to develop online courses or to undertake faculty training in a crisis It is difficult to develop online courses or to undertake faculty training in a crisis

8. Develop a set of guiding policies and obtain policy commitments. Include… Develop a set of guiding policies and obtain policy commitments. Include… – “Admission” to another institution – Tuition and fees – Financial Aid – Credit transfer/recognition – Course completion/extension of terms

9. Approaches Assessment of resources Faculty skills and expertise Communication What do you already do well ? Learn from the past – Alternative delivery – Emergency management Partnerships

10. Distance Education “Out of the box” teaching Multiple instructional tools Instructional challenge Faculty choice Training Plan Practice

11. Distance Education Distance Education Relevance to Institution Current users Level of practice Required ? Minimum standards Survey Emergency and Non emergency benefits Avoid all or nothing approach

12. Faculty/Staff Concerns Out of the box teaching Technology competency Increased work load Student knowledge Evaluations Choices……..

13. Student Concerns Knowledge of technology Comfortable with alternative instruction Grades

14. Academic Continuity …“the continuity of teaching and learning, in particular, is not usually on the emergency management radar screen, despite the fact that this is the ‘core business’ of higher education.” (Schweber, 2007)

15. continued academic continuity is a process that serves to sustain and maintain teaching and learning during a crisis situation, whether a natural disaster, a man-made disaster, or some precipitating factor.” (The Sloan Consortium, 2008) “… academic continuity is a process that serves to sustain and maintain teaching and learning during a crisis situation, whether a natural disaster, a man-made disaster, or some precipitating factor.” (The Sloan Consortium, 2008)

16. The Radford University Model Derived from a model created by Farleigh Dickinson University Derived from a model created by Farleigh Dickinson University A web-based resource that is accessible to faculty as a means of providing access to instructional, tools, regardless of the level or understanding and skills they posses with regard to the use of technology. A web-based resource that is accessible to faculty as a means of providing access to instructional, tools, regardless of the level or understanding and skills they posses with regard to the use of technology.

17. The model is designed in a manner which facilitates customization as appropriate to the unique academic mission of any university. Continuing in the spirit of the work completed by FDU, anyone who adheres to the guidelines established by the Creative Commons Attribution Share-Alike Non- Commercial License version 3.0 is free to use, edit, and redistribute the content on the Radford University site consistent with specific provisions.Creative Commons Attribution Share-Alike Non- Commercial License version 3.0 The Radford University Model

18. We will now look at the live Wiki Academic Continuity web site