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Emergency Management Education:
A Snapshot of the Community
2009 FEMA Emergency Management
Higher Education Program Report
Carol L. Cwiak
North Dakota State University
Thank you!
Thank you high ed community
for your participation!
Many thanks to
Dr. Blanchard
and
Barbara Johnson
for all they do for
our community on
a day-to-day basis!
Methodology
Nine-page survey instrument sent via email to
all institutions on the FEMA High Ed
webpage offering emergency management
programs
One survey per institution
Up to four requests for participation
Initial solicitation March 30…accepted
surveys through May 19
Methodology
Institutions solicited 129
Responses received 67
Response rate 52%
Non-responsive institutions:
POC changed, not able to find POC on program website,
email addresses wrong or simply did not respond after four
contacts
Methodology - Limitations
Hindsight is 20-20
This presentation
is merely a brief
summary of this
year’s data collection
The full report will be posted on the
High Ed website in the Surveys section:
http://www.training.fema.gov/EMIWeb/edu/surveys.asp
Graduates
7,730
1,560 Number students that
Number ofof students that
graduated this year
graduated this year
(extrapolated from response of 3,414/44%)
(extrapolated from response of 810/52%)
9,290 Number of students that have
graduated to-date from EM
programs
(current year added to 2008 figure of 7,730 which was
extrapolated from a response of 3,414/44%)
Students
16,668 Number of students enrolled
in EM programs
(extrapolated from response of 8,657/52%)
Compare to: 9,360 in 2008 (approx. 80% increase)
59,832 Number of students reached by
EM program courses (includes
enrolled students)
(extrapolated from response of 8,223/52% + 44,000*)
*One program offered courses to 44,000 students
as part of a partnership with EMI
Students
Within specific
programs and
38% Males institutions
62% Females segmentation
was more evident
(41% F, 59% M- 2008)
n = 64
Employment tracking
Number of
programs that track
what percentage of
31% No their graduates
Yes have moved into
69% emergency
management
oriented positions
n = 65
in the workplace in
either the public
or private sector
Number of Graduates Who Move
Into EM Oriented Positions
Do not track employment Do track employment
(estimated)
0-25%
17% 20%
30% 26-50%
40%
51-75%
27%
44%
9%
13%
More
than
n = 23 75% n = 15
Programs Reported
Doctoral
127 programs reported
Concentration, 4
Masters
Other, 2 Undergrad Certificate,
Concentration, 10
25
Doctoral, 5
Masters, 18
Grad Certificate, 18
Bachelor, 11
Undergrad
Concentration, 11
Associate, 20
Minor, 3
N = 67
Programs –Years in Existence
1 year or less
15%
33% 2-5 years
11% 6 years
7-10 years
22% 19%
More than 10 years
Range = 0-25 years (Happy Anniversary UNT!)
48% of all programs in existence for 5 years or less
(65% in 2008)
New Programs
Types of new programs:
Ph.D., M.S., B.S., A.S., Certificates
Focus/Concentration/Emphasis
Security Policy & Leadership
Continuity of Operations
TSA
28% of respondent
Fire/Medic
Military
institutions (19) Crime Scene Technician
Emergency Management
plan on developing Security Management
Homeland Security
new programs Bio-security & Disaster Preparedness
over the next year
Disaster Management & Humanitarian Relief
Student Watch Officer & Intelligence Analyst
Statewide curriculum adoption
Going online with curriculum
Program Changes - Next 3 Years
New programs
Increased enrollment
Hiring additional faculty
Hiring full-time program representative
Moving to distance education
Move program to different department
Greater course flexibility within program
More course offerings
Increased program growth
Increase topical offerings with in-house IS courses
Program Changes - Next 3 Years
Greater competition for students
Decreases related to economic downturn
Greater involvement in the LEPC
Refine/fine-tune course offerings/program
More digital video streaming
Offer program internationally via partnerships
More technical courses
Greater focus on grants and research with students
More support resources expected – financial &
course material
Program Changes - Next 3 Years
Changing demographic at two year technical colleges
Integrating both HS and EM student markets
Restructuring to include FEMA High Ed courses
Dealing with employment perceptions in the field
Increase practical exercises and hands-on
experiences
Program Focus
6%
30% 3% Public
Private
Other
61% Both
Non-profit
Health
N = 67 Military
Government
Training faculty to do research
Program Purpose
3% 19% 16% Pre-employ
Advance
Both
62% Other
Increase qualifications
N = 67 Leadership-Mennonites
“Both” - average across programs:
48% Pre-employment (range 5%-90%)
52% Advancement (range 10%-95%)
Faculty Representation
Full-time Faculty
None 31%
1 31%
2 17%
3-7 21%
N = 67
Faculty Representation
Part-time Faculty Associated Faculty
None 21% None 67%
1 18% 1 15%
2-5 34% 2-4 14%
6-10 16% 5-8 21%
11-90 11%
N = 67
Faculty Representation
Full-time Faculty Devoted to Program
None 35%
1 39%
2 11%
3 8%
4-7 7%
N = 67
New Hires?
New Hires
Did not attempt to hire 62%
Attempted to hire, but did not hire 6%
Hired new faculty 32%
N = 67
21 institutions - 89 new hires
Full-time 16
Part-time 73
Distance only 66
Programs Offering Distance Education
30%
No
70%
Yes
N = 67
Percentage of Offerings Available -
Distance Education
15%
100%
13% 50-99%
72% 1-49%
n= 47
Percentage of Offerings Available –
Only via Distance Education
20%
100%
50-99%
13% 57% 1-49%
0
10% 25% of respondents
reported that all
n= 30 coursework was
delivered only via
distance education
Technology-based Instruction
Technology Number of
Institutions
Teaching
GIS 26
Hazus 13
Web EOC/ Other web-based EOC system 28
Social networking 18
Media software 14
Other (CAMEO, SLOSH, Second Life, Aloha, etc.) 14
None 16
n= 66
Enrollment and Graduation Trends
Increase No Change Decrease
100
77% 76%
80 70% 65%
60
40 31%
23% 20% 21%
20 7% 3% 4% 3%
0
Enrollment - Enrollment - Graduations - Graduations -
Past 3 years Next 3 Years Past 3 Years Next 3 Years
n = 60 n = 60 n = 55 n = 58
Std.
Access/Support N/n* Mean Deviation
Access to external funding opportunities to support your program 66 4.62 2.944
(e.g., grants, contracts, etc.)
Access to institutional funding 67 4.31 2.960
(e.g., stipends to develop courses/materials)
Table 2- Representation Across Program Level
Access to library resources 67 7.43 2.457
(e.g., ability to obtain new holdings)
Institutional administrative support 67 6.66 2.831
(e.g., support attempts to develop & implement new program ideas)
Local emergency management community support 66 6.95 2.691
(e.g., county and regional)
State emergency management community support 65 6.00 3.005
(e.g., state-level agency & state professional organization)
National emergency management professional community support 65 5.15 2.949
(e.g., IAEM, NEMA, EMPOWER, etc.)
FEMA-specific support 66 6.94 2.806
(e.g., Higher Education Program, EMI, etc.)
DHS-specific support 59 3.86 2.488
(e.g., overarching DHS programs & agencies within DHS other
than FEMA-specific support)
*n less than 67 represents respondent indicated that they felt the source was not applicable to their program.
Principles of Emergency Management
Awareness 4% Utilization
No
17%
No
96% 83%
Yes Yes
N = 67 n = 63
Resource Utilization
100
80 EMI IS
60 Prototype
61%
40 48%
High Ed
20
11%
0 n = 66
Utilization
Provisos:
Prototype use among associate level programs- 35%
High Ed & Prototype used to help develop
coursework and programs
EMI IS Courses
10%
Use as a supplement
Use alone
90%
n = 40
High Ed Courses
Disaster Response Operations and Management (16)
Social Dimensions of Disaster (14)
Terrorism and Emergency Management (14)
Building Disaster Resilient Communities (12)
Public Administration & Emergency Management (12)
Sociology of Disaster (11)
Technology and Emergency Management (11)
Business & Industry Crisis Management (10)
Political & Policy Basis /Emergency Management (10)
Principles and Practice of Hazard Mitigation (10)
EMI/High Ed Courses - Accolades
Well-constructed, well-organized & excellent content
Free of charge
Excellent source of reference
Good foundation in basic subject matter areas
Syllabi are easy to read and follow & include exams
Contain relevant research & provide class activities
Present standardized knowledge base
Help create a consistent body of knowledge
EMI/High Ed Courses - More Accolades
No copyright issues
Online flexibility-readily available
Easy to incorporate into class material
Provides additional material for student access
Can use pieces of high ed courses as needed
User-friendly
Current information
Clear and concise
Availability of certificate from EMI
EMI/High Ed Courses - Requests
More advertising and awareness for programs
Online forums/discussion boards
Crossover between EMI courses and high ed courses
Structured curriculum recommendations
Open courses for additional input
Short books on EM topics
More collaborative opportunities for high ed community
Regional high ed meetings
More advertising for honor society – Epsilon Pi Phi
Textbook reviews
Downloadable instructional modules and multimedia files
for Blackboard/LMS
EMI/High Ed Courses - Requests
More courses
Continued course updates
Recommended readings by topic area
More interactive cases and simulations online
Actual photos that relate to the material being discussed
(EMI courses)
Instructor PowerPoint presentations for EMI courses
Improve timing in testing/grading area (EMI courses)
Public/private partnering course
Increase depth of materials
Course development by faculty with real world experience
More research-focused courses
EMI/High Ed Courses - Requests
Posters, fact sheets, visual aids
Database of syllabi
Activities and classroom exercises that emphasize
material/theory
More videos, DVDs and online clips
Webinars and videoconferences
International Disasters course
Incorporate content/media options to support distance ed
More courses at entry-level
Update videos and training materials
EMI/High Ed Courses - Requests
Live exercise for students
E-books
More challenging associate degree level courses
More sophisticated technology to keep younger students’
attention
High Ed Program - aka Dr. Blanchard & Barbara
“We have been exceptionally pleased
with the support and networking
offered by the Higher Education
Program.”
“Doing a great job!”
“Thank you for all you do for
the higher education community!”
“Running the Higher Education
Program is a Herculean task…when
is someone from FEMA going to snap
out of it and get Wayne and Barbara
some help?!”
Competencies
Most important areas of
competency in emergency
management
2008- surveyed KSAs
Are competencies and
KSAs different?
Competencies (2009) Knowledge, Skills and Abilities (2008)
1 Communication -verbal & written (43%) Comprehensive EM, overall knowledge of field, 4
phases, all-hazards (36%)
2 Comprehensive EM, knowledge of best practices in Communication - verbal & written (30%)
3
Competencies
the field (40%)
Government role, interaction, political and Relationships, partnering, teambuilding (28%)
bureaucratic context (33 %)
4 Critical thinking & problem-solving (31%) Critical thinking, analytical skills, problem-solving
(26%)
5 Leadership (28%) Management skills (19%)
6 Management (24%) Leadership (15%)
7 Risk assessment, analysis & management (23%) Risk assessment, analysis & management (15%)
8 Collaboration, teambuilding, teamwork (21%) Technology Skills (13%)
9 Planning (19%) Planning Skills (13%)
10 Operational frameworks – NIMS/ICS/EOC Knowledge of the social science research and ability to
operations (19%) apply it in practice (13%)
11 Technology (13%) Mitigation (11%)
12 Financial operations, contract administration, grant Coordination (9%)
writing (13%)
13 Ethics, professionalism (12%) Professionalism, ethics, evolution as discipline and
career (9%)
14 Vulnerability approach (10%) Public policy (9%)
15 Legal matters (9%) Political context (9%)
The Top Challenges Facing
Emergency Management Programs
1. Funding (31%)
Programs, faculty, research, students
2. Faculty (20%)
Ph.D., experience, research ability, quality
candidates
3. Student recruitment (16%)
Higher quality students, better marketing,
increased competition
The Top Challenges Facing
Emergency Management Programs
4. Lack of political
understanding/support (15%)
Political appointees who do not understand
the importance of EM or EM high ed
5. DHS/FEMA (15%)
DHS influence disruptive, oversight over FEMA
causes problems, no balance
6. Academic legitimacy (15%)
Fighting for recognition within the larger academic
community
The Top Challenges Facing
Emergency Management Programs
7. Jobs/careers (12%)
Lack of jobs, career path options not apparent
8. Books/journal articles (10%)
Quality material needed, should be written by
qualified folks
9. Connection between the
field and academia (9%)
Greater collaboration is needed
An invitation…
Board Members
Created to represent the interests and
Executive Director
and concerns of the EM high ed Kay Goss, CEM
community John McKay, M.A.
Ellis Stanley, CEM
Practitioner Community
All EM high ed programs are invited
Greg Shaw, D.Sc., CBCP
to join the Consortium Doctoral Programs
Jane Kushma, Ph.D., ACSW
Each member institution has a vote Master Programs
David McEntire, Ph.D.
There is no cost to join Bachelor Programs
J.D. Richardson, MA.Ed
All member institutions will be listed Associate Programs
on the Consortium’s web page and can Rick Bissell, Ph.D.
Certificate Programs
display the logo on their program page
Carol Cwiak, J.D.
Executive Director
Calls, letters, emails, visits, gifts…
Carol L. Cwiak
Department of Sociology, Anthropology,
and Emergency Management
North Dakota State University
Dept. 2350
P.O. Box 6050
Fargo, ND 58108-6050
(701) 231-5847
carol.cwiak@ndsu.edu
www.ndsu.edu/ndsu/em
