EMERGENCY MGT/HOMELAND SECURITY GRADUATE

EDUCATIONNASPAA OCTOBER 2, 2010

Dr. Christine G. Springer

UNLV Program Background Information

Offered through UNLV Department of Public Administration - First Graduate Class 2004

Supported by the UNLV Institute for Security Studies

36-Hours of Graduate Programming Completed in 24 months

6 Weekends On-Campus – Remainder On-Line Affordable Tuition with Financial Aid Possible Online Community of Practice and Discussions NPS Certificate Program Leads into Degree

– Foundations of Homeland Defense and Security– Multi-Disciplinary Approaches to Homeland Defense

and Security– Strategic Planning and Organizational Imperatives– Special Topics in Homeland Defense and Secuirty

UNLV Program Background Information ECEM 711 Crisis and Emergency Mgt ECEM 712 Science of Catastrophes ECEM 713 Evolution of Terrorism ECEM 714 Intergovernmental Context ECEM 721 Organizational Leadership ECEM 722 Community Preparedness ECEM 723 Human Conditions ECEM 724 Exercise Design and Resp Plan ECEM 731 Risk and Mitigation ECEM 732 Prevention and Planning ECEM 733 Response and Recovery ECEM 734 Capstone Experience

WHO IS CHRISTINE GIBBS SPRINGER?

DIRECTOR OF MASTER OF SCIENCE IN EMERGENCY AND CRISIS MANAGEMENT

CEO – RED TAPE LIMITED – 1992 (WWW.REDTAPELIMITED.COM)

MPA, PH.d, PROFESSOR AT UNLV IN URBAN STUDIES AND PUBLIC ADMINISTRATION

FORMER PRESIDENT OF ASPA FORMER DIRECTOR OF INTERGOVT AND

COMMUNITY RELATIONS – SALT RIVER PROJECT WHO’S WHO INTERNATIONAL NATIONAL ACADEMY OF PUBLIC

ADMINISTRATION

NASPAA PANEL MEMBERS

DR. STAN SUPINSKI– HOMELAND SECURITY CURRICULUM

KAY C. GOSS– EMERGENCY MGT CURRICULUM

EMILY BENTLEY– HSEM INTEGRATION AND UNDERGRADUATE

CORE COMPETENCIES KEITH CLEMENT

– FRAMEWORK FOR PA IN NATL HSEM ACCREDITATION

EVOLVING EDUCATION AS THE FIELD DEFINES ITSELF

CURRICULAR, CULTURAL, STRUCTURAL CHALLENGES

TRADITIONAL AND NON-TRADITIONAL ACADEMICS

DIVERSE STUDENTS, FACULTY, INSTITUTIONS

WHAT NEXT?

Purpose of The Research:Preliminary Findings

Determine How Graduate Education Courses in Emergency Mgt/Homeland Security are Structured

Instructional Approach and Instructor Background

Program Management Within University and Security Community

Challenges Faced Opportunities Ahead

EXPLORATORY STUDY

Sources of Data Homeland Security

Programs Posted on EMI Website (2008)

Survey Responses from CHDS and EMI Program Mgrs (2008)

Job Advertisements by Universities for Faculty (2006-2007)

Survey Responses vs.

Listed Courses/Degree Programs 14 H.S./25 E.M. Undergraduate 42 H.S./56 E.M. Graduate

Programs 3 H.S./8 E.M. Doctoral 8 Certificates

96 Certificates 39 International Security

45 Global Security 36 M.B.A.

36 M.S 36 M.A.

56 M.P.A. 36 Engineering

81 D.B.A.

Questions Asked. . . What Kind of Program? How and When Created? Target Students and Organizations? University Partnership? Housed in Dept,Center or Institute? On-Line or Face-to-Face? Homeland Security Courses or Related? Instructors – How Many and When Hired? Background of Instructors? Key Skills Targeted? What Do Employers Want? Multi-Disciplinary? Accredited? Biggest Challenge?

CURRICULAR DIFFERENCES BETWEEN HOMELAND SECURITY

AND EMERGENCY MGT

“The next terrorist disaster could take many forms – from a dam collapse to a biological attack to a

nuclear attack. . .the range of possibilities is so great that a broad approach is necessary.”

-William L. Waugh Terrorism as Disaster - 2006

“Orientations of hard scientists may differ greatly from humanities or social sciences however, one is not better than the other.”

-C. P. Snow The Two Cultures - 1959

CURRICULAR DIFFERENCES BETWEEN HOMELAND SECURITY

AND EMERGENCY MGT

Intergovernmental Context

Course Content

Program Placement Within University

Defining Disaster

Management Paradigm

Specialized Degrees and Certificates

CONCENTRATIONS IN. . .

HOMELAND SECURITY

HAZARD POLICY

CRIMINAL JUSTICE

SECURITY MANAGEMENT

EMERGENCY MGT

AEROSPACE SECURITY

CRITICAL

INFRASTRUCTURE

CRISIS MANAGEMENT

BUSINESS CONTINUITY

WHAT CORE COMPETENCIES?

CRISIS MANAGEMENT AND PREPAREDNESS

INTRODUCTION TO HOMELAND SECURITY

TERRORISM AND VIOLENCE

POLITICS/ECONOMICS

THEORY

HISTORY/PSYCHOLOGY

RESEARCH

CRITICAL INFRASTRUCTURE

PROTECTION ASSESSMENT

LEGAL AND CONSTITUTIONAL ISSUES

INFORMATION MANAGEMENT

COMPETENCIES AND SKILLS TAUGHT BY COURSES

SURVEYED SUBJECT MATTER KNOWLEDGE, SKILLS

ADMINISTRATIVE, MGT AND PUBLIC POLICY

TECHNICAL SKILLS, STANDARDS, TOOLS

PERSONAL, INTERPERSONAL,

POLITICAL

EMPLOYER PREFERENCES

CORE KNOWLEDGE– BASIC TECHNOLOGY– BIOLOGICAL SCIENCE– COMMUNICATIONS– CRITICAL THINKING– RESOURCE MGT– REAL WORLD

EXPERIENCE

EMPLOYER PREFERENCES

DISCIPLINE SPECIFIC SKILLS– FUNDAMENTALS OF

HOMELAND SECURITY– FUNDAMENTALS OF GOVT– BUSINESS PRINCIPLES– CRIMINAL JUSTICE– LAW ENFORCEMENT– EMERGENCY MGT– NATL DEF AND INTELLIGENCE– RISK MGT– INTERNATIONAL

CONSIDERATIONS

Questions Asked of 300MANAGERS IN EACH FIELDWhat Core Competency?

Leadership and Team Building Experience

Operate Within Socio-Political Framework Mastery of Emergency Mgt. Functions

Characteristics of Successful Emergency Managers?

Inspire Confidence Aware and Knowledgeable

Build Teams Work Within the Bureaucracy

MANAGEMENT STRATEGIES

COMMUNICATION SUPERVISION COMPLIANCE WITH

REGULATORY AND FIDUCIARY OBLIGATIONS STRUCTURE MORE

IMPORTANT TO FEDERAL

SHARED LEADERSHIP MORE

IMPORTANT TO STATE AND LOCAL

HOW DO STATE AND LOCAL LEADERS DIFFER FROM

FEDERAL? STATE/LOCAL

COMPETENCE LEADING WITHIN

BUREAUCRACY TRUSTWORTHINESS DYNAMISM

FEDERAL

PROFESSIONALISM TECHNICAL ACUMEN FRAMING A VISION CHALLENGING STATUS

QUO

SIX CHALLENGES NOTED IN GRADUATE EDUCATION

Courses

Core

Electives

Methods

Students

Target Market

Partner Orgs

Course Offerings

Traditional University Community

Emergency Management

Structure

Location

Technology

Teaching Method

Homeland Security

TWO CONTRASTING IMAGESCarol Cwiak - 2007

DEFINITION (2007)– MANAGERIAL FUNCTION CHARGED

WITH CREATING THE FRAMEWORK WITHIN WHICH COMMUNIITIES REDUCE VULNERABILITY TO HAZARDS AND COPE WITH DISASTER

COMMENT (2007)– THE IDEA OF GUIDING PRINCIPLES

SUGGESTS A PROFESSIONAL CONSISTENCY THAT DOES NOT EXIST.

SIX CHALLENGES NOTED IN GRADUATE EDUCATION

Funding

Consistent

Institutional Support

Grant

Credibility

Non-Traditional

Multi-Disciplinary

Traditional University Community

Emergency Management

Teachers

Adjunct

Diverse

Flexible

Homeland Security

Defining Program Status

Most students choose to focus on emergency management not homeland security. I can’t expand our offering because I can’t get the department to hire another faculty member with expertise or interest. We are trying to hire a new professor with GIS expertise but they are expected to focus on economic development not homeland security. Most of our students are in a certificate, MPA, Policy, Public Health, Geography, Criminal Justice or Ph.D. students from political science and public policy.

Program Manager’s Response - 2008

On-Line vs Face-to-Face Instruction

“More work than a classroom class…”

“You don’t have to worry about cheating-I couldn’t pay anyone enough to do this…More and better instructor involvement than in a classroom…With my shift schedule this way the only way I could do the class. . .This course forced me to be involved and to interact”

-Walter Green - 2000

“Student learning appears to be highest when a course is neither all face-to-face nor all virtual but

is instead a mixture of both”

-Churkovich and Oughtred - 2002

Opportunities Noted. . . . .PROGRAMS ARE GROWING

1-2 YEARS OLD (56%) DESIRED COURSES OFFERED

POLICIES, PLANNING, RESPONSE, COORDINATION

FACULTY HIRES INCREASINGMOST HAVE RECENTLY HIRED JOB

POSTINGS INCREASINGMORE ADS IN 2007 THAN 2006

DEMAND FOR COURSES INCREASING ON-LINE INSTRUCTION WORKS FOR

STUDENTSPROGRAMS ACCREDITED

Analysis and Conclusions

Program Diversity Maturation

Continues Graduate Degree in

Homeland Security Could Mean Many Things

Desire for Policy, Planning, Response Coordination Courses

Analysis and Conclusions Emerging as an

Academic Field Instructional

Techniques Favor On-Line

Professionals Need to become More Active in Standard Setting + Accreditation Process

Programs are Responding to Student and Employer Requirements

Directions for Future Research… How To Integrate Emergency Management and

Homeland Security Curricula? How To Refine Core Competencies? How To Maintain Relationship with Funding

Entities and Also Academic Autonomy? How To Develop Program Credibility Within the

University? How To Develop Coherent Courses in a

Multidisciplinary Environment? What Core Knowledge and Skills Gained? How To Grow Curriculum in the Future as

Disaster Events Deflect Long-Term Consistency?

Homeland Security and Emergency Management Graduate Education:What Next?

QUESTIONS