Evolution of an experiential learning partnership in emergency management higher education

2016 ◽  
Vol 14 (3) ◽  
pp. 201 ◽  
Author(s):  
Claire Connolly Knox, PhD ◽  
Alan S. Harris, CEM, FPEM
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Emergency Management ◽  
Homeland Security ◽  
Community Setting ◽  
Lessons Learned ◽  
Successful Implementation ◽  
Community Partner ◽  
Higher Education Curriculum ◽  
Functional Exercise

Experiential learning allows students to step outside the classroom and into a community setting to integrate theory with practice, while allowing the community partner to reach goals or address needs within their organization. Emergency Management and Homeland Security scholars recognize the importance, and support the increased implementation, of this pedagogical method in the higher education curriculum. Yet challenges to successful implementation exist including limited resources and time. This longitudinal study extends the literature by detailing the evolution of a partnership between a university and office of emergency management in which a functional exercise is strategically integrated into an undergraduate course. The manuscript concludes with a discussion of lessons learned from throughout the multiyear process.

Student Perceptions in Homeland Security and Emergency Management Education: Experiential Learning Survey

2019 ◽  
Vol 42 (4) ◽  
pp. 417-427
Author(s):  
Tiffany Danko
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Emergency Management ◽  
Student Perceptions ◽  
Homeland Security ◽  
Sampling Strategy ◽  
Global Scale ◽  
Good Reliability ◽  
Capstone Course ◽  
High Level

Background: Experiential learning is a common instructional method for Homeland Security and Emergency Management (HSEM) education. Purpose: The purpose of this research was to pilot the use of the experiential learning survey (ELS) tool in determining student perceptions of the value and contribution of experiential learning methods in HSEM higher education. Methodology/Approach: The descriptive quantitative study used a census sampling strategy, administering the ELS to students in a graduate HSEM capstone course incorporating experiential opportunities. Findings/Conclusions: Students reported a high level of satisfaction and engagement with the course’s experiential education in part due to its applicability to real-world professional concerns. This included high scores for measures of effectiveness within the ELS subscales. Building on the development and application of the ELS to other fields, the subscales and global scale had good reliability for this study. Implications: This first application of ELS in HSEM education provides insight into student perceptions toward experiential learning practices, and as a tool for evaluating these approaches to HSEM higher education. This pilot supports the ELS as a potential tool in developing research-based practices for instructional development and curriculum evaluations in disciplines incorporating experiential learning.

The future of emergency management

2004 ◽  
Vol 2 (1) ◽  
pp. 19 ◽  
Author(s):  
Jane A. Bullock ◽  
George D. Haddow
Keyword(s):  
Emergency Management ◽  
Homeland Security ◽  
Lessons Learned ◽  
Organizational Changes ◽  
Department Of Homeland Security ◽  
The Past ◽  
Emergency Managers ◽  
The Us ◽  
The Future ◽  
Us Federal Government

The discipline of emergency management (EM) is at a critical crossroads. Emergency managers around the world are faced with new threats, new responsibilities, and new opportunities. This paper examines the organizational changes made by the US federal government in shaping the new Department of Homeland Security (DHS) and presents three key lessons learned during the past decade that could guide emergency planners as they design and manage EM organizations of the future.

Case Study 1

2017 ◽  
Vol 7 (3) ◽  
pp. 83-86 ◽  
Author(s):  
Tobias Seidl
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
21St Century ◽  
Learning Cycle ◽  
Project Work ◽  
Education Curriculum ◽  
Cycle Model ◽  
Higher Education Curriculum ◽  
University Course

Teamwork and cooperation are important 21st century skills and therefore important parts of the higher education curriculum. Following Kolb's ‘experiential learning cycle' model a combination of project work and moderated reflection can help students to acquire these skills. This article elaborates how LEGO® Serious Play® (LSP) an be used to stimulate and moderate student's reflection on their teamwork skills in the setting of a university course. A focus is placed on the process and goals of the LSP method, the implementation in the workshop and the benefits of using LSP for this reason.

Using a simulation cell for exercise realism

2013 ◽  
Vol 11 (5) ◽  
pp. 338 ◽  
Author(s):  
Ken Lerner, JD
Keyword(s):  
Emergency Management ◽  
Homeland Security ◽  
Emergency Preparedness ◽  
Current Practice ◽  
Lessons Learned ◽  
Flexible Tool ◽  
Evaluation Program ◽  
Military Application ◽  
Reporting Process ◽  
Simulation Cell

A simulation cell or SimCell is an effective and flexible tool for control of emergency management exercises. It allows exercise participants to interact, via simulation, with a wide variety of nonplaying organizations and officials. Adapted from military application, the Chemical Stockpile Emergency Preparedness Program (CSEPP) applied, developed, and refined the SimCell concept for emergency management exercises. It has now been incorporated into national exercise guidance through the Homeland Security Exercise and Evaluation Program, and has been used in a wide variety of national, regional, and local exercises. This article reviews development of the SimCell concept in CSEPP, briefly surveys current practice incorporating SimCells in exercise control, and offers practical lessons-learned and tips on using a SimCell to best advantage. Lessons learned include using a SimCell as an exercise-control hub; preparing inject material for exercise controllers as part of the Master Scenario Event List; laying the groundwork for success through exercise player and controller training; developing protocol for SimCell communications; and capturing feedback from SimCell controllers for inclusion in the exercise evaluation reporting process. The SimCell concept is flexible and can be applied to a variety of exercise types and through a variety of methods.

Critical curriculum for emergency management leaders: Three essential themes

2005 ◽  
Vol 3 (2) ◽  
pp. 27 ◽  
Author(s):  
Glen L. Woodbury, MA
Keyword(s):  
Higher Education ◽  
Emergency Management ◽  
Educational Opportunities ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
The Past ◽  
Management Professionals

The discipline of emergency management has been evolving in scope and priority at an accelerating rate over the past decade. But the educational opportunities and focus areas have not necessarily kept pace with this change. While the volume of higher education curriculum has increased, three key thematic areas must be addressed as the baseline of knowledge for emergency management professionals: 1) hazard and threat science, 2) sociological and psychological considerations, and 3) prevention/mitigation principles.

scholarly journals Adopting an Advanced Community Pharmacy Practice Experiential Educational Model Across Colleges of Pharmacy

2011 ◽  
Vol 2 (4) ◽  
Author(s):  
Jennifer L. Rodis ◽  
Brandon T. Jennings
Keyword(s):  
Community Pharmacy ◽  
Pharmacy Practice ◽  
Community Setting ◽  
Lessons Learned ◽  
Service Development ◽  
Successful Implementation ◽  
Educational Models ◽  
University Of Utah ◽  
The Ohio State University

Objective: To discuss the experience of sharing an experiential model of education and practice development between two colleges of pharmacy and to provide a framework to guide faculty in this type of collaboration. Case Study: The Ohio State University College of Pharmacy (OSU COP) Partner for Promotion (PFP) program was developed in response to the need for advancing practice in the community pharmacy setting. After successful implementation of this program, the PFP program design and materials were shared, adapted, and implemented at the University of Utah College of Pharmacy (Utah COP). Collaborating faculty developed a framework based on lessons learned through this experience which proposes key guiding strategies as considerations to address prior to embarking on sharing any aspect of an educational program or model between institutions. Each step of the framework is described and applied to the process followed by The OSU COP and Utah COP in sharing the PFP program. Additional considerations related to transfer of educational models are discussed. Results/Conclusion: Sharing the education model and materials associated with the PFP program between institutions has enhanced experiential opportunities for students and helped develop residency training sites in the community setting. In addition, the relationship between the two colleges has contributed to faculty development, as well as an increase in community pharmacy service development with community pharmacy partners at each institution. It is hoped this experience will help guide collaborations between other colleges of pharmacy to enhance education of future pharmacists while positively impacting pharmacy practice, teaching, and research by faculty.   Type: Case Study

Sign in / Sign up

Export Citation Format

Share Document