Pandemic Influenza and Planning at MIT

1. Pandemic Influenza and Planning at MIT Karima Nigmatulina Margaret (Peggy) Enders September 26th, 2008

2. MIT’s Priorities in an Emergency Safety and Well-being of Students, Faculty, Staff and Community Affiliates Campus Facilities and Intellectual Property Maintenance Continue Educational and Research Objectives to the extent possible Communicate Quickly the Actions of the University to the Community

3. HHS/CDC Univ. Pandemic Checklist • Planning and Coordination • Coordinators, response team identification & responsibilities • Plan for various scenarios: campus closure, class cancellation • Coordination with public health officials and other colleges • Run drills, Prepare recovery plan, etc. • Continuity of Student Learning and Operations • Continuity of instruction (web-based, distance, phone tree) • Maintaining operations (payroll, HR, housekeeping, food services) • Infection Control Policies and Procedures • Hygiene promotion, vaccine distribution and supplies • Sick leave, travel restrictions, healthcare facilities, etc. • Communications Planning • Pre-pandemic information dissemination • Pandemic communications (redundant & consistent) plan for sick and concerned

4. Pandemic Unknown Variables • How virulent and contagious the virus? • Attack rate? • Hospitalizations? • Mortality? • What will be the duration of the pandemic in Boston/Cambridge area and globally? • How much warning will MIT have before the pandemic comes to campus? • How likely and how soon can this pandemic hit?

5. Overall Issues • Suspending normal campus activities • MIT is not likely to completely shut down • Evacuation of students vs. Shelter in place • Establishing decision-making trigger points • Communicating the message to the community without causing panic • Importance of pre-pandemic education and information • Hygiene promotion and social distancing • Obligations toward the Boston-Cambridge community • Continuity of vital operations with a limited employee base

6. MIT must prepare internally … Academic Dept. IS & T Facilities Academic Council: Emergency Executive Council Emergency Planners Campus Police Medical Student Life Admin. Offices Employees

7. Issues common to most colleges and universities… • The implications of canceling classes for a protracted period • Continuity of educational mission of the university • Course credit: special grading provisions and “forgiveness” • Summer courses to make up for loss of term: availability of students, faculty and graduate student teaching staff • Orientation Programs, Campus Preview Weekend, Exam Weeks – postpone or cancel? • Refunding tuition • Resuming the educational program • The implication of closing labs/suspending research • Obligations of (externally) funded projects • Stipends of RAs and TAs if research/teaching discontinued • Who prioritizes research continuation? • Loss of legacy research

8. Student Life Issues Common to Most Schools… • Dining • Contracts with suppliers are not guaranteed during an emergency • Storage of significant amount of food • Distribution system of food • Housing • Quarantine/Isolation • Accommodation of students from off campus • Attention for sick, but not hospitalized students • Promotion of mitigating measures • Hygiene practices (supplies) • Social isolation • Mental health and emotional support • Using students as volunteers during emergencies

9. Health Issues… • Medical facilities serve the whole university community: the students, faculty, staff and their respective families • Capacity limitations (cots, staff, supplies) • Functioning with a limited staff • Continued first aid treatment • Maintaining medical supplies • Providing assistance and triage • Mental health and emotional support

10. Administrative issues… • Payroll • Sick leave: Paid? Job security? • Union negotiations • Cross training • Staff paid by grants and contracts (if research is suspended) • Student payroll • Financing • Tuition and financial aid reimbursement • Registrar, Graduate and Undergraduate offices • Keeping track of students as they leave campus • Study Abroad office • What do we tell students who are studying abroad: Stay there? Come home? • Legal concerns • Liability concerns regarding adequate preparation for emergency

11. Interaction of MIT with local, state and federal departments US MA Cambridge

12. MIT must plan internally realizing it depends on external factors Local, State and Federal Public Health Offices Utilities: Power, Water Supplies Food Suppliers and Contractors Medical Suppliers: Vaccines, IVs, etc Lab Equipment and Research Supplies

13. All hazards vs. Pandemic Focus • All hazards brings more willing people to the table: flu fatigue • A pandemic is very different from other emergencies: • Long duration • Contagious • Universal impact • If we are prepared for the worst case, we should be ready for everything else.

14. What can WE contribute? • Help provide clarity regarding the general unknown variables about the pandemic • Focus on the issues that we know pose significant problems. • For example: What makes better sense – evacuating as many students as possible or having them remain on campus? • Case studies of past emergencies in universities and other institutions to identify best practices.

15. Thank you!