Establishing an EM Program

Brenda D. Phillips

Oklahoma State University

Fire and Emergency Management Program

519 Math Sciences Building

Stillwater OK 74078

Brendaphillips@prodigy.net

405-612-4741 cell

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

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.

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.

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

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.

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.

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.

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

Delivery mode

Traditional Distance

Internet Video, Satellite, Polycom Correspondence/Independent

Mixed

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.

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.

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.

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.

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.