Summary Preconference Course on Catastrophic Disaster Course Development

1. SummaryPreconference Course on Catastrophic Disaster Course Development Rick Bissell, PhD, UMBC with John Heller, PhD, LCCC

2. Challenges • Identify the methodology for developing a new course for teaching preparedness and response to catastrophic disasters at the collegiate level. • Identify and reach some consensus on the definitions and content of such a course.

3. Why Is This Important? • Eyes opened by Katrina/Rita experience. • Local and state resources were insufficient. • Federal, state and local resources were poorly coordinated. • Numerous response spokespersons demonstrated lack of understanding of the situation and the downstream consequences of their decisions.

4. Why Is This Important? - 2 • We’re entering a new era: • Increased storms and more powerful storms • Increased drought/food security issues • Insufficient fresh water where it’s needed • Microbial mutation and drug resistance • Growth of multi-weapon terrorism • Potential collapse of petroleum-based economy

5. Why Is This Important? - 3 • Each of these hazards could lead to catastrophic results alone…but we will likely face many at once. • It will take INTELLIGENT and WELL-EDUCATED government and private sector personnel to help us navigate these unknown waters.

6. Course Development Methodology • Use of Instructional System Design (ISD) methodology, now used widely in academia, military, government and business applications.

7. Methodology - 2 • Basic Approach: 5-Step System (ADDIE) • Analyze • Design • Develop • Implement • Evaluate

8. Methodology - 3 • Basic Components/Activities: • Definitions • Task analysis • Identified by subject matter experts • Learning objectives • Each task is analyzed for its component parts and activities. • Learning objectives are identified based on this analysis

9. Methodology - 4 • Course syllabus is designed around identified learning objectives. • Find a logical way to order the learning objectives within the course. • Content and tests are both based on the same learning objectives. • Course is piloted and evaluated before being validated for release

10. What We Did • 55 people attended, representing 38 universities in the US, Canada, New Zealand and Japan • We struggled to define catastrophic disaster and how it differs from more common disasters. • We debated in work groups what tasks need to be emphasized in preparing for and responding to catastrophic disasters.

11. What We Did - 2 • We narrowed our tasks down to 12 for preparedness and 12 for response. • We analyzed the tasks for components and actions, and developed learning objectives for each. • We suggested a logical order in which the tasks and learning objectives should be taught.

12. What We Did - 3 • We started the compilation of reading materials, websites, audio-visual materials and exercises for these classes. • Yesterday’s work normally takes 3 days to accomplish. • Good solid footing to move forward. • L-T Goal: Have a course any collegiate EM instructor can use to base his/her own upper-division or graduate course on.

13. Definitions • Working definition: A catastrophic disaster is one that so overwhelms response agencies that local, state, and federal resources combined are insufficient to meet the needs of the affected public. • Other definitions included aspects of social breakdown, leadership paralysis, life-supporting infrastructure destruction, etc

14. Preparedness Tasks - Survey • Know partner agencies/personnel before event strikes • Public advice on how to survive • Plan for law enforcement needs • Plan for needs of response personnel in prolonged response • Plan for recovery early on • Set up team to coordinate volunteers • Integrate medium- and long-term needs in plans • Develop plans for/monitor evacuation • Prepare for slow-onset catastrophe (i.e. pandemic) • Plan system of victim assistance centers

15. Preparedness Tasks - Course • Management/organization/ICS/NIMS • Mitigation • Resource Management • Communications • Training/Exercises and Assessments • Risk and Vulnerability Analysis • COG/COOP • Public Communication/Information • Extended Response Planning • L-T Resource Monitoring and Accounting Tools

16. Response Tasks - Survey • Needs assessment • Get big picture/situational awareness • Prioritize basics (food, water, shelter) • Re-establish communications • Form immediate and long-term IM teams • Scene safety/risk assessment • Develop incident action plans/q12,q24hrs • Inform the public • Damage assessment/infrastructure loss • Prioritize S&R and health care

17. Response Tasks - Course • Leadership • Size-up/Initial Assessment • On-going Damage & Needs Assessments • Resource Matching and Deployment • Communications • Communicate Plan to Responders & Pub. • Transition to Recovery • Public Health Issues • Public Safety • Logistics Management

18. Response Tasks-Course - 2 • Mass Evacuation/Sheltering • Ensure Critical Infrastructure • Support to Responders/Extended Responses

19. Next Steps • For EMI: Assure funding to fully develop a downloadable course. • For instructors: Use these materials to start developing course proposals within your own institutions, and customize to meet the needs of your own students.

20. Let’s Go!