Introduction Partnership perspective Social capital Relationship - - PDF document

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Introduction Partnership perspective Social capital Relationship - - PDF document

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Emergency Management and Homeland Security Programs at UCF Partnership Perspective Dr. Naim Kapucu Department of Public Administration, University of Central Florida Programs Coordinator E mail: nkapucu@mail.ucf.edu Phone: (407) 823-6096

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Emergency Management and Homeland Security Programs at UCF Partnership Perspective

  • Dr. Naim Kapucu

Department of Public Administration, University of Central Florida Programs Coordinator E –mail: nkapucu@mail.ucf.edu Phone: (407) 823-6096 Office: HPA II 238M

FEMA EMI Emergency Management Higher Education Conference , June 3, 2008

Introduction

  • Partnership perspective

– Social capital – Relationship building

  • Program development
  • Recruitment
  • Curriculum

– Collaborative teaching & learning – Service learning – Guest speakers – Research projects

Dynamic Context of Disaster Requires

  • Multi-sector collaboration
  • Rapid comprehension of danger
  • Rapid search, exchange, and absorption of

information across many agencies (boundary spanners)

  • Capacity to anticipate spread of risk and devise

strategy for action

  • Require integration of multiple agencies,

jurisdictions into a functioning response system

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FRP/ NRP/ NRF & Partnerships

  • A comprehensive, all-hazards approach
  • Strong emphasis on coordination and

integration at all levels of government

  • Nonprofit organizations (NVOAD) in NRF
  • Partnerships between private
  • rganizations, nonprofits, and individual

citizens

Networks in Federal Response Plan

USDA DOC DOD DOED DOE HHS HUD DOI DOJ DOL DOS DOT TREAS VA AID ARC EPA FCC FEMA GSA NASA NCS NRC OPM SBA TVA USPS

Organizational Network, FEMA

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Organizational Network, Interviews

Networks in NRP

USDA DOC DOD DOeD DOE HHS DHS HUD DOI DOJ DOL DOS DOT TREAS VA AID ARC EPA FCC GSA NASA NRC OPM SBA TVA USPS

EMAC Louisiana Response Network

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EMAC Mississippi Response Network Minor in EM HSL

Credit Hour Requirem ents 18 hrs Core Cour ses (15 hrs) PAD 4110 Intergovernmental Administration PAD 4392 Emergency Management and Homeland Security PAD 4712 Information Systems for Public Managers and Planners PAD 4395 Disaster Response and Recovery PAD 4390 Hazard Mitigation and Preparedness Restricted Electiv es (select one) (3 hrs) CCJ 4661 Conflict &Terrorism HSA 4938 Health Issues in Disasters

Graduate Certificate in EMHS

Required Courses ( 12 credit hours)

PAD 6399 Foundations of EMHS * PAD 6397 Managing Emergencies and Crises* PAD 6716 Information Systems PAD 6825 Cross-Sectoral Governance*

Restricted Electives (6 credit hours)

1 course from Group 1- Planning Emphasis 1 course from Group 2- Management & Policy Emphasis

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Graduate Certificate in EMHS

Group 1 – Planning Em phasis

PAD 5336 Urban Design PAD 5338 Land Use and Planning Law PAD 5356 Managing Community and Economic Development PAD 6353 Environmental Program Management Research CGN 6655 Regional Planning, Design, and Development

Graduate Certificate in EMHS

Group 2 – Managem ent & Policy Em phasis

PAD 5142 Nonprofit Organization PAD 6037 Public Organizations Management PAD 6387 Transportation Policy CCJ 6021 Criminal Justice Responses to Terrorism HSA 5198 Health Care Decision Sciences & Knowledge Mgmt . INR 6136 Seminar in American Security Policy INR 6071 Seminar in Weapons of Mass Destruction

Collaborative Learning

  • Collaborative learning refers to an instruction

method in which learners at various performance levels work together in small groups toward a common goal

– Active class contribution – Work with other students on projects during class – Work with classmates outside of class – Participate in a community-based projects – Discuss ideas from readings/ classes with others – Involvement and experience – Ability to learn from peers

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Collaborative Learning

  • Collaborative learning supports modern

paradigms on learning:

– Deeper level learning (Biggs 1987) – Shared understanding/ knowledge (Mulder, Swaak, & Kessels 2002) – Critical thinking (Bullen 1998)

  • Combined with an authentic context:

– Social construction of knowledge (Jonassen 1992, 1994) – Competence-based learning (Keen 1992)

Hierarchical vs. Collaborative Model

Hierarchical Model

  • Teachers detain

knowledge while students consume knowledge

  • Instructional

methods based on memorization of information and individual study Collaborative Model Students and teachers are, at the same time, producers and consumers of knowledge Instructional methods based on teams of students working together toward a common goal

Collaborative Learning Activities

  • Discussions
  • Games/ Simulations
  • Case studies
  • Discussion groups

– Response papers

  • Brainstorming
  • Group projects

– Service-learning projects

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Basics of Network Measures

  • Centrality

– Degree – Closeness – Betweenness – Flow Betweenness

  • Cliques & Sub-groups

– N-cliques – N-Clans

Friendship Analysis (Before)

Work Network (Before)

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Friendship Network (After) Work Network (After) Conclusion

  • In the network model the entire community

becomes engaged in an informed process of risk reduction and response

  • Advanced technologies can be used to build

“intelligent communities” that will recognize and response to extreme events quickly and interorganizational efforts coordinated

  • Students may learn more from interacting with
  • ther students than listening to instructors
  • One of the best methods of gaining clearer, long-

lasting understanding is explaining to someone else

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Thank you …