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Emergency Management Education: A Status Report Body of Knowledge & Higher Education Program Report

Emergency Management Education: A Status Report Body of Knowledge & Higher Education Program Report . Carol L. Cwiak North Dakota State University. Many thanks to Dr. Blanchard and Barbara Johnson for all they do for our community on a day-to-day basis!. Thank You!. Thank you members of

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Emergency Management Education: A Status Report Body of Knowledge & Higher Education Program Report

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  1. Emergency Management Education: A Status ReportBody of Knowledge & Higher Education Program Report Carol L. Cwiak North Dakota State University

  2. Many thanks to Dr. Blanchard and Barbara Johnson for all they do for our community on a day-to-day basis! Thank You! Thank you members of the Hi Ed Community for your participation!

  3. Methodology • Invitation to participate in the online survey sent via email to all institutions on the FEMA Hi Ed webpage offering emergency management programs • One survey per institution • Up to four requests for participation • Initial solicitation April 19…accepted surveys through May 28

  4. Methodology Institutions solicited 140 Responses received 58 Response rate 41% • Institution increase from 2009: + 11 • Still issues with repetitively non-responsive institutions – contacts need updating

  5. Methodology • 58 surveys completed, but response n varies • This presentation is merely a brief summary of this year’s data collection • The full report will be posted on the Hi Ed website in the Surveys section: http://www.training.fema.gov/EMIWeb/edu/surveys.asp

  6. Students and Graduates 13,400Number of students reached by EM program courses - includes enrolled students (extrapolated from response of 5,494/41%) 2,029 Number of students that graduated this year (extrapolated from response of 832/41%) 11, 319Number of students that have graduated to-date from EM programs to date (current extrapolation added to 2009 figure of 9,290) 7,730 Number of students that graduated this year (extrapolated from response of 3,414/44%)

  7. Students n = 52

  8. Employment Tracking Number of programs that track what percentage of their graduates have moved into emergency management oriented positions in the workplace in either the public or private sector n = 57

  9. Number of Graduates Who Move Into EM-Oriented Positions Do not track employment Do track employment (estimated) n = 32 n = 21

  10. Programs Reported 106 programs reported n=58

  11. Programs –Years in Existence • 51% of all reporting programs in existence for 5 years or less

  12. 15 institutions reported plans to develop a new program over the next year Types of new programs: M.S., A.S., Minor, Certificate Focus/Concentration/Emphasis GIS, Meteorology, Search and Rescue Disaster Mental Health Homeland Security & Defense/Terrorism Business Continuity Public Policy Emergency Service Going online with curriculum New Programs

  13. Program Focus • Global • Business Continuity • Public Health • School Crisis Management • Critical Infrastructure • All EM markets – public/private n = 53

  14. Program Purpose n = 54 • Existing EM practitioners seeking degree • Military wanting to segue into field • Non-profit sector/humanitarian assistance • Undergrad focus - pre-employment/grad focus - advancement • Advancement for fire and police chiefs

  15. Faculty Representation Full-time Faculty None 5% * 1 41% 2 22% 3-10 32% n = 37*

  16. Faculty Representation Part-time Faculty None 8% 1 6% 2-5 46% 6-10 29% 11-80 11% Associated Faculty None 27% 1 15% 2-5 46% 6-10 8% 11-50 4% n = 48 n = 26

  17. Faculty Representation Full-time Faculty Devoted to Program None 37% 1 37% 2 13% 3 7% 4-7 6% n = 52

  18. New Hires? New Hires Did not attempt to hire 59% Attempted to hire, but did not hire 9% Hired new faculty 32% 17 institutions - 55 new hires • Full-time 6 • Part-time 49 • Offering courses via distance ed 43 n = 54

  19. Programs Offering Distance Education n = 54

  20. Percentage of Offerings Available -Distance Education n= 40

  21. Percentage of Offerings Available – Only via Distance Education 29% of overall respondents reported all coursework was delivered only via distance education n= 41

  22. Technology-based Instruction n= 52

  23. Enrollment and Graduation Trends 77% 76% 70% 65% 31% 23% 21% 20% 7% 4% 3% 3% n = 53 n = 52 n = 50 n = 51

  24. Principles of Emergency Management n = 52 n = 52 • Principles are used in varying degrees across a wide variety of courses, both as course content and to structure courses

  25. Resource Utilization 56% 46% 12% n = 52

  26. EMI IS Courses n = 29

  27. Hi Ed Courses • Disaster Response Operations & Management (15) • Principles & Practice of Hazard Mitigation (10) • Social Dimensions of Disaster (9) • Terrorism & Emergency Management (9) • Hazard Mapping & Modeling (9) • Principles & Practice of Emergency Management (8) • NIMS (working draft) (8) • Building Disaster Resilient Communities (7) • Business & Industry Crisis Management (7) • Public Administration & Emergency Management (7) • Homeland Security & Emergency Management (7)

  28. Availability Free of charge Assignment ideas Concise, focused, useful, complete Good starting point & background information Helpful for course design Can be used in parts - don’t need to use entire course Contain relevant research & provide class activities Hi Ed Courses - Accolades

  29. Access & Support Indicators: External Funding n = 51 Access to external funding opportunities to support your program (e.g., grants, contracts, etc.)

  30. Access & Support Indicators: Institutional Funding n = 51 Access to institutional funding (e.g., stipends to develop courses/materials)

  31. Access & Support Indicators: Library Resources n = 51 Access to library resources (e.g., ability to obtain new holdings)

  32. Access & Support Indicators: Institutional Administrative Support n = 51 Institutional administrative support (e.g., support attempts to develop and implement new program ideas)

  33. Access & Support Indicators: Local EM Community Support n = 51 Local emergency management community support (e.g., county and regional)

  34. Access & Support Indicators: State EM Community Support n = 50 State emergency management community support (e.g., state level agency and state professional organization)

  35. Access & Support Indicators: National EM Community Support n = 51 National emergency management professional community support (e.g., IAEM, NEMA, EMPOWER, etc.)

  36. Access & Support Indicators: FEMA-specific Support n = 51 FEMA-specific support (e.g., Hi Ed Program, EMI, etc.)

  37. Access & Support Indicators: DHS-specific Support n = 49 DHS-specific support (e.g., overarching DHS programs & agencies within DHS other than FEMA-specific support)

  38. Table 2- Representation Across Program Level

  39. The Top Challenges Facing Emergency Management Programs 1. Funding Programs, faculty, research, students, travel 2. Faculty Ph.D., qualified, higher quality, research ability

  40. The Top Challenges Facing Emergency Management Programs 3. Jobs Limited number of jobs, build and maintain good job market, stronger job placement 4. Enrollment/recruitment Higher quality students, better marketing, increased competition

  41. Qualifications and Characteristics for Director of FEMA Hi Ed Program • Clone Dr. Blanchard • Holds a Ph.D. • Experience- academic: classroom & administrative • Experience- practitioner and ties to the field • Knowledge of the literature • Dedication to EM • Appreciation of the value of Hi Ed • Fully committed to FEMA ideals • Collaborative approach with partners • Stakeholder awareness

  42. Qualifications and Characteristics for Director of FEMA Hi Ed Program • Understanding of the private sector • Understands FEMA & FEMA/DHS disconnect • Leadership skills • Advocacy for EM as a profession • Big picture viewpoint • Ability to do and understand research • Evidence of scholarship • Strong communication skills • Change agent – progressive thinker • Strong advisory relationship

  43. Qualifications and Characteristics for Director of FEMA Hi Ed Program • Politically astute, but not a politician • Charismatic, outgoing, enthusiastic, energetic • Ability to move bureaucracies • Ability to work with ambiguity

  44. Body of Knowledge Methodology • Following up on Body of Knowledge from prior years • This year program POCs were surveyed as part of the Hi Ed survey • The survey instrument asked for the top ten EM “must reads” • Very limited responses

  45. Body of Knowledge Methodology • 20 responses received that actually listed books • Of these 20, only 1 respondent listed 10 items • Most respondents provided one to four selections • POC frame problematic – defer to faculty • List of top seven provides all readings that were mentioned more than three times

  46. Calls, letters, emails, visits, gifts… Carol L. Cwiak, J.D., Ph.D. Department of Sociology, Anthropology, and Emergency Management North Dakota State University NDSU Dept. 2350 P.O. Box 6050 Fargo, ND 58108-6050 (701) 231-5847 carol.cwiak@ndsu.edu www.ndsu.edu/ndsu/em

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