PUAD/CRJU 5655 Sec. E01Principles of Emergency Management

School of Public AffairsUniversity of Colorado Denver

COURSE SYLLABUS

Instructor Name: Jim KrugmanWork Location: Denver Fire DepartmentInstructor Phone: 720.925.9620E-Mail James.Krugman@ucdenver.edu or James.Krugman@denvergov.orgOffice Hours: 0700 – 1500 Monday-Fridays by AppointmentTerm: 2018 Summer SemesterClass Meeting Dates: On-Line: June 3 to July 28, 2018

University Course Catalog Description:

This course introduces the discipline and practice of emergency management. Topics include administrative practice and processes by which public policy shapes governmental responses to hazards, emergencies, and disasters.

Note: This course is cross listed as PUAD 5655 and CRJU 5655; and is a concentration core for the Emergency Management and Homeland Security concentrations in both the MPA and MCJ degree programs.

Course Overview

Progression through this course will provide students with a thorough introduction to the fundamental substance, processes and challenges associated with the multiple and sometimes conflicting components of emergency management in the United States. By the conclusion of the course, students should have sufficient knowledge and critical analysis skills so that they will be prepared to contribute effectively to organizations tasked with emergency management and/or disaster-related services and responsibilities. Students should be aware that this is not a course on technical issues or skills in emergency first response per se. Instead, the course is designed to provide the student with a substantive grounding in relevant public management issues and the current and applicable overarching guidance/doctrine.

Course Goals and Learning Objectives

The overall goal of this course is to develop knowledge and expertise in how emergency management is practiced in the United States at present. The course will achieve this goal by developing students’ knowledge and skill in identifying core substantive issues of public management around emergencies and disasters, by developing knowledge, skill and ability in

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performing assessments of important operational and management documents in the field, and in the development of skill and ability in appropriately presenting findings from evaluation projects.

The content of this course is motivated by several key questions, including the following:

What are the key concepts and issues that define emergency management as a profession in the United States today?

What constitutes an evidence-based approach to the key challenges of managing emergencies and disasters?

How do public policies, along with the values and preferences of key stakeholders, shape emergency management practices at a community level?

What is the core substantive challenges, both from a hazards standpoint and a public management standpoint, facing emergency managers in the United State at present – and how might those challenges change in the future?

In terms of specific learning objectives, by the conclusion of this course, students should have developed knowledge and skills such that they are able to:

Identify and understand core substantive features of emergency management as a professional field in the U.S. today.

Recognize and understand key concepts associated with policy and management surrounding emergencies and disasters.

Analyze empirical claims about current state of knowledge and effective performance in this domain.

Develop analytic skills sufficient to permit original research and evaluation work in this policy domain.

Assignments, discussions and a final project in this course are used to test whether these learning objectives have been met. If a student performs well in completing assigned readings, written assignments, discussion opportunities and in the course’s final project, then she or he is likely to have accomplished the learning objective listed above and has met the fundamental purpose of this course.

That is, our ultimate purpose in this course is to help students develop knowledge, skills and abilities related to emergency management, and should they do any related career work in this domain, they will be able to contribute to continuous improvement of public management practices in this area.

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Program Competencies

This course is cross listed for both the MJC and MPA Programs. Specific competencies are:

1. In the SPA MPA Program students become innovative thinkers and skilled professionals in the field of emergency management with a focus on the role, responsibilities, and public expectations of public officials and governments at all levels.

a. To gain the essential knowledge of relevant resources available to lead and manage in public governance.

b. To effectively participate in and contribute to the public policy process.c. To analyze, synthesize and apply critical thinking to making public process

decisions and problem solving.d. To articulate, apply and in some cases, strive for consensus when presenting the

public service prospective of decisions.e. To communicate and interact productively with a diverse and changing workforce

and citizenry.

2. In the SPA MCJ Program, students become innovative thinkers and skilled professional in the field of criminology and criminal justice by developing five (5) primary competencies, including:

a. Substantive knowledge of resources and professional expectations for and within the emergency management profession with the integration of criminal justice roles and responsibilities.

b. The research skills essential to interpreting and applying policy, directives and law.c. The application of critical thinking in decision making and assessing consequences.d. The ability to communicate effectively outcomes of research and critical thought.e. Diversity and cultural literacy essential to understanding the outcomes and impacts

of emergency management decisions at the local, regional and national levels.

Course Prerequisites: No prerequisites

Course Credits: Max hours: 3 Credits. Semester Hours: 3 to 3

Required Texts and Materials: This course will not require the purchase of textbooks or supplemental reading materials. Rather all relevant required and supplemental reading sources will be uploaded to Canvas by the instructor and published weekly for reading and/or download. Specific reading materials are identified for each weekly unit in this syllabus.

Course Schedule: The course addresses the essential material in eight (8) specific topic areas assigned on a weekly basis over the course of the summer semester. For student clarity a synopsis of the weekly topic plus assigned and supplemental reading are stated in individual week by week schedules included in this syllabus. Detailed information regarding each course component and material availability in Canvas is included in Appendix A of this syllabus.

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EVALUATION:

Performance Assessment

As the enrolled students are aware, this course is delivered in an online format. Assessment of student performance in this course is based on indications that the course learning objectives stated above have been achieved. There are several different areas of measurement that will be used to produce a final student performance rating. These areas of performance assessment include the following:

Completed written assignments are measured and assessed based on the quality of analytic content, evaluative efficacy, and overall written communication skill demonstrated.

Knowledge of key concepts associated with the field of emergency management and ability to communicate that knowledge is assessed through performance on written work, in online discussions, and the completion of a final project.

Course Instructional Approach and Expectations of Students:

Focus and Format:

The course is geared toward providing insights into emergency management as a profession and how that field functions in practice. This course is delivered in an online format, which requires enrolled students to closely follow weekly instructions and maintain a rigorous pace during a compressed summer term.

Lecture PowerPoint and/or Readings: A traditional PowerPoint of lecture slides will be provided in some weeks to help the students negotiate and absorb the assigned reading materials. But given the online course delivery, an important emphasis is also placed on regular student engagement with peers via scheduled online discussions.

On-Line Discussions: The purpose of these discussion sessions is threefold: (1) The online discussion sessions allow students to interact with their peers and share ideas and interpretations of the assigned material, (2) Such peer-to-peer discussion online helps build professional relationships with potential future colleagues in the field, and(3) The discussions permit the instructor to assess student engagement with the assigned material.

The online discussions are explicitly intended to meet the objectives stated above. They are not intended as another form of “lecture” where the instructor provides commentary and students simply react to that. At times, however the instructor may insert a relevant current event into the discussion for student comment. These discussions are a chance for peer-to-peer interaction and proactive engagement by each individual student.

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Student Performance: Expectations for Student Success

Students enrolled in this course will be assessed on their demonstrated competency in understanding, producing and communicating results of any analyses or assessment in their assigned work. To receive and outstanding course grade (using the grading scheme described below and the performance assessment approach noted above) this means all assigned work should completed on time with careful attention to meeting all assignment details.

Students should take stated expectations regarding preparation, conduct and academic honesty seriously to receive a grade reflective of outstanding performance. Students should be aware that merely completing assigned work in no way guarantees an outstanding grade in the course. Assigned work, including the course’s final project, and the quality of active participation in the regular online discussion sessions that are a critical part of the course learning strategy are the tools the instructor will use to measure comprehension and skill; the student’s course grade is a direct reflection of demonstrated performance.

Course Grading System:

Individual grades will be based on performance in the following areas:

1. Weekly Written Assignments: 25%2. Weekly Discussion Participation: 25%3. Final Project: 50%

Detailed grading guidelines will be provided to students via Canvas on Saturday, June 2, 2018.

Graded written assignments and discussion participation will be returned via the Canvas course shell. Students can access their scores at any time with the Canvas gradebook.

Course Organization, Requirements and Operations:

Organization:

This course is organized into eight (8) weekly units. Each unit and assigned materials are described in the weekly schedule outline presented in the next section of this syllabus. The course is structured so that the student is engaged with a sequence of material each week of the term; it is not structured or arranged so that all assigned work can be completed at the end of the term. That is, this is a structured course – not simply an online self-paced course.

Each unit or course module runs from Monday to Sunday of the next week. As such for each course week, the required and supplemental reading materials will be “Published” in Canvas the evening of the Sunday beginning each course week. Weekly materials will “close” on the

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following Sunday.

Exams:

The course will not utilize quizzes, tests, or a final exam. In lieu of a final exam each student is required to undertake and complete an individual final project over the duration of the summer semester. Specific details for this project will be posted to Canvas the evening ofSaturday, June 2, 2018.

Assignments: Content and Grading

A series of weekly written assignments will be distributed during the summer term; every assignment will be given a specific completion date. The weekly assignments come in two forms: written work and graded online discussions. An outline of the assignment schedule and the substantive focus of those assignments are provided.

Course Delivery and Communications: Canvas

The online course is supported on the university’s Canvas platform; as such, all course matter will be supported through that course site. Lecture files, reading materials, assignments, and any other course communications will be transmitted via Canvas and its announcements feature.

COURSE PROCEDURES

SPA Academic Policies:

It is your responsibility to understand and abide by the SPA academic policies found in the Handbook for the Master in Public Administration Program (available at the below link).http://www.ucdenver.edu/academics/colleges/SPA/Academics/programs/PublicAffairsAdmin/Master/Documents/MPA%20Handbook.pdf

Course Policies:

Attendance: Participation in each of the eight (8) weekly on-line discussion sessions is mandatory. Exceptions will be handled on a case-by-case basis between the student and instructor. As a graduate-level course, a basic expectation is that students approach each weekly module fully prepared; this means that all assigned materials are read in conjunction with the planned course schedule and that any assigned course work is delivered to the instructor by the assigned deadline. Likewise, student engagement with the material through online discussions represents a key element of preparation and participation.

Late Work: All assignments must be turned in to the instructor by the assigned time and date. Late

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work will only be accepted if the student has requested the explicit consent of the instructor before the assignment’s completion date; grade reduction for late work will be applied at the discretion of the instructor.

Illness, Emergencies, and Other Difficulties: If short term, non-emergency illnesses or other contingencies create problems with completing assignments, you must notify the instructor by email before the assignment due date and provide documentation thereafter of your situation. The instructor will only consider an extension in cases of a documented emergency notification is received prior to deadlines. Routine personal or business travel or other foreseeable responsibilities will not excuse late work. Please plan accordingly. Note that if a serious difficulty arises, the best solution may be to withdraw from the course.

Grades of “Incomplete”: The current university policy concerning incomplete grades will be followed in this course. Incomplete grades are given only in situations where unexpected emergencies prevent a student from completing the course; students have up to one-year (three semesters) to complete course requirements. Per university policy, incompletes can only be awarded when students have completed at least 75% of coursework. The instructor is the final authority on whether a student qualifies for an incomplete. Incomplete work must be finished within the time allowed or the “I” will automatically be recorded as an “F” on your transcript.

UNIVERSITY POLICIES:

Disability Access:

The University of Colorado Denver is committed to providing reasonable accommodation and access to programs and services to persons with disabilities. Students with disabilities who want academic accommodations must register with Disability Resources and Services (DRS) in Academic Building 1, #2116, Phone: 303- 315-3510, Fax: 303-315-3515. I will be happy to provide approved accommodations, once you provide me with a copy of DRS’s letter. Note: DRS require students to provide current and adequate documentation of their disabilities. Once a student has registered with DRS, DRS will review the documentation and assess the student’s request for academic accommodations in light of the documentation. DRS will then provide the student with a letter indicating which academic accommodations have been approved.

Academic Honesty and Student Code of Conduct:

Students are expected to know, understand, and comply with the ethical standards of the university, including rules against plagiarism, cheating, fabrication and falsification, multiple submissions, misuse of academic materials, and complicity in academic dishonesty. For suggestions on ways to avoid academic dishonesty, please see the Academic Honesty Handbook: http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty- development/Documents/academic_honesty.pdf

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Plagiarism is the use of another person’s ideas or words without acknowledgement. The incorporation of another person’s work into yours requires appropriate identification and acknowledgement. Examples of plagiarism when the source is not noted include: word- for-word copying of another person’s ideas or words; the “mosaic” (interspersing your own words here and there while, in essence, copying another’s work); the paraphrase (the rewriting of another’s work, while still using their basic ideas or theories); fabrication (inventing or counterfeiting sources); submission of another’s work as your own; and neglecting quotation marks when including direct quotes, even on material that is otherwise acknowledge.

Cheating involves the possession, communication, or use of information, materials, notes, study aids, or other devices and rubrics not specifically authorized by the course instructor in any academic exercise, or unauthorized communication with any other person during an academic exercise. Examples of cheating include: copying from another’s work or receiving unauthorized assistance from another; using a calculator, computer, or the internet when its use has been precluded; collaborating with another or others without the consent of the instructor; submitting another’s work as one’s own.

Fabrication involves inventing or counterfeiting information—creating results not properly obtained through study or laboratory experiment. Falsification involves deliberate alteration or changing of results to suit one’s needs in an experiment or academic exercise.

Multiple submissions involve submitting academic work in a current course when academic credit for the work was previously earned in another course, when such submission is made without the current course instructor’s authorization. Misuse of academic materials includes: theft/destruction of library or reference materials or computer programs; theft/destruction of another student’s notes or materials; unauthorized possession of another student’s notes or materials; theft/destruction of examinations, papers, or assignments; unauthorized assistance in locating/using sources of information when forbidden or not authorized by the instructor; unauthorized possession, disposition, or use of examinations or answer keys; unauthorized alteration, forgery, fabrication, or falsification of academic records; unauthorized sale or purchase of examinations, papers, or assignments.

UC Denver has a license agreement with Turnitin.com, a service that helps detect plagiarism by comparing student papers with Turnitin’s database and Internet sources. Students who take this course agree that all required papers may be submitted to Turnitin. While students retain copyright of their original course work, papers submitted to Turnitin become part of the Turnitin’s reference database for the purposes of detecting plagiarism.

Complicity in academic dishonesty involves knowingly contributing to or cooperating with another’s act(s) of academic dishonesty.

Nondiscrimination and Sexual Misconduct

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The University of Colorado Denver is committed to maintaining a positive learning, working and living environment. University policy and Title IX prohibit discrimination on the basis of race, color, national origin, sex, age, disability, pregnancy, creed, religion, sexual orientation, veteran status, gender identity, gender expression, political philosophy or political affiliation in admission and access to, and treatment and employment in, its educational programs and activities.

University policy prohibits sexual misconduct, including harassment, domestic and dating violence, sexual assault, stalking, or related retaliation. If you have experienced some sort of sexual misconduct or discrimination please visit the Office of Equity/Title IX web site to understand the resources available to you or contact the Office of Equity/Title IX Coordinator (1-844-288-4853). http://www.ucdenver.edu/policy/TitleIX/Pages/default.aspx

Other Student Resources:

Academic Calendar: The 2018 summer semester calendar can be found at the following link and is valuable for staying aware of critical dates for such things as student aide, withdrawal, payments, etc.:http://www.ucdenver.edu/student-services/resources/Registrar-dev/Documents/AcademicCalendars/AcademicCalendarSummer2018.pdf

SPA Student Services: Liaisons for the School of Public Affairs Student Service are available at the SPA office. If you have questions concerning registration, adding/dropping courses, paperwork, financial aid, graduation, etc., please contact them directly. They are extremely knowledgeable and can assist you in your graduate process. Student Services’ physical location is with the School of Public affairs

Auraria Library: The Auraria Library is a great resource for graduate students, with a vast collection of full-text online journals. In addition, the library also has resources such as Endnote Web, interlibrary loan, general and specialized databases, and an online librarian chat service. To access and use these e-resources you must secure a student ID number. The library staff provides trainings and assistance with using the online database for research. The website is: http://library.auraria.edu/ .

University of Colorado Denver Writing Center: The UCD Writing Center is a free service that will assist you in building sound arguments and refining work appropriate at the graduate level. I strongly encourage you to utilize the resources available through the Writing Center. The website is: http://www.ucdenver.edu/academics/colleges/CLAS/Centers/writing/Pages/TheWritingCenter.aspx

The Student and Community Counseling Center (located in Tivoli 454):

The Student and Community Counseling Center is located in Tivoli 454 and provides cost-free and confidential mental health services to help students manage personal challenges that impact emotional or academic wellbeing. You can learn more at the Center at

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http://www.ucdenver.edu/life/services/counseling- center or by calling 303-556-4372.

Campus Assessment, Response & Evaluation (CARE):

The Campus Assessment, Response & Evaluation (CARE) Team, was created at the University of Colorado Denver and Anschutz Medical Campuses to address the health and safety needs of students as well as the campus community. If you have immediate concern about the behavior or safety of a student at CU Denver, help by making a referral to the campus Assessment, Response & Evaluation (CARE) Team. The CARE team’s purpose is to promote a safe productive learning, living and working environment by addressing the needs of students, faculty, and staff. If you or a classmate is in need of help, please submit a concern at http://www.ucdenver.edu/life/services/CARE/Pages/default.aspx or call 303- 352-3579.

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Principles of Emergency Management

Week #1: June 4th – June 10th, 2018

Topic 1: Introductions and course syllabus Q&A

Topic 2: The Evolution of Comprehensive Emergency Management

Synopsis: The general methodology of today’s approach to emergency and disaster response are not new. However, there has been significant expansion and refinement necessitated by the types, magnitude, and numbers of natural and human-caused events over the last 40 years. As the country’s population grows, demographics shift, and unabated development in known high-risk areas continues, the balance between public expectations (realistic and un-realistic) and limited capabilities are complex. As they are today, all will continue to be challenges for emergency practitioners into the unforeseeable future. Emergency management is simply about people. Without people a naturally occurring event is just that, and neither a disaster or emergency.

This week’s session will examine the evolution of the profession and practices as well as briefly introduce the former five (5) Phases of Emergency Management that constituted the Emergency Management Cycle (EMC). In 2011 these “phases” were realigned and are now stated as Preparedness Mission Areas which along with their assigned Core Capabilities serve as todays accepted national template and foundation for this course. These Mission Areas are our Principles of Emergency Management.

Required Reading assigned for the week of June 4th:

Topic PPT and short video Comprehensive Emergency Management – A Governor’s Guide; National Governor’s

Association (NGA), Center for Policy Research; May 1979. National Preparedness Goal Information Sheet (Mission Areas) “A Whole Community Approach to Emergency Management: Principles, Themes, and

Pathways to Action”; FDOC 104-008-1/December 2011 Incremental Pre-Reading (#1): Week #8 - The Moral Hazard Case Study, Slippery Slopes

Optional Supplemental Reading:11

Presidential Policy Directive (PPD) 8: National Preparedness National Preparedness Goal, 2nd Edition, September 2015 (Complete Document) The Phases of Emergency Management – A Background Paper; Baird, Malcom, Ph.D.,

P.E.; January 2010 Emergency Management; Definition, Vision, Mission, Principles (1-page reference)

Assignments: Briefing Paper – 1 page, topic will be announced in Canvas Discussion Participation Session #1: Graded session announced in Canvas

Principles of Emergency Management

Week #2: June 11th – June 17th, 2018

Topic: MISSION AREA – PREVENTION

Synopsis: The aspect of Prevention is relatively new having first surfaced as a concept in official EM literature around 2006 when it was then added to the former Emergency Management Cycle. In 2011 the Prevention Mission Area replaced the more commonly known “preparedness” phase.

Defined as the building of capabilities necessary to “avoid, prevent, or stop a threatened or actual act of terrorism”, the Transportation Security Authority (TSA) stands out as the most visible example of this Mission Area since its creation in 2001. This session will examine today’s terrorism threats and the additional prevention efforts being undertaken in emergency management practice today.

Required Reading assigned for the week of June 11th:

Selected Topic Readings National Prevention Framework Information Sheet “If You See Something, Say Something” Incremental Pre-Reading (#2): Week #8 - The Moral Hazard Case Study, Slippery Slopes

Optional Supplemental Reading:

National Prevention Framework, 2nd Edition, June 2016 (Complete Document)

Assignments: Briefing paper – 1 page, topic will be announced in Canvas. Discussion Participation Session #2: Graded session announced in Canvas.

Notes/Questions:

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Principles of Emergency Management

Week #3: June 18th – June 24th, 2018

Topic: MISSION AREA– PROTECTION

Synopsis – The Protection Mission Area overlaps the Prevention Mission Area in several core capabilities but stands alone as it addresses a collaborative approach at all levels in such areas as access control, identity verification, cybersecurity, the use of physical barriers, protection of our supply chain of goods and services, and the assessment of risk whether it be the public, businesses, or governments. In this week’s work we will touch briefly on each.

Required Reading assigned for the week of June 18th:

Selected Topic Readings National Protection Framework Information Sheet National Cyber Incident Response Plan, December 2016 (Cursory Review Only) Incremental Pre-Reading (#3): Week #8 - The Moral Hazard Case Study, Slippery Slopes

Optional Supplemental Reading:

National Protection Framework, 2nd Edition, June 2016 (Complete Document) Presidential Policy Directive 41 (PPD-41); U.S. Cyber Incident Coordination National Cybersecurity Protection Act of 2014

Assignments: Briefing Paper – 1 page, topic will be announced in Canvas. Discussion Participation Session #3: Graded session announced in Canvas

Notes/Questions:

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Principles of Emergency Management

Week #4: June 25th – July 1st

Topic: MISSION AREA: MITIGATION

Synopsis: In the Mitigation Mission Area we begin to look at the need for both planning and actions essential to breaking the cycle of disaster damage, costs, reconstruction, and then repeated damage. For the emergency manager, building and reaching consensus on long-term mitigation strategies and a mitigation plan can be complex, time consuming and costly. Implementation is exponentially more difficult.

In concept hazard mitigation refers to a variety of actions or activities that can take place prior to, during, or following a significant emergency or disaster though mitigation efforts are more than appropriate for small events as well. The expectations of those tasked with mitigation planning at both the local and state levels include taking actions that are necessary to reduce or eliminate long-term risk and vulnerability to persons and/or property, or lessen the actual or potential effects or consequences of an incident or event. If there is one word to describe the ultimate national goal for mitigation, it is the resilience of our communities.

Required Reading assigned for the week of June 25th.

Topic PPT and selected readings. National Mitigation Framework Information Sheet Threat and Hazard Identification and Risk Assessment Guide (CPG 201), 2nd Edition,

August 2013. Incremental Pre-Reading (#4): Week #8 - The Moral Hazard Case Study, Slippery Slopes

Optional Supplemental Reading:

a. Colorado State Mitigation Review Guide, FP-302-094-2, Effective March 2016b. National Mitigation Framework, 2nd Edition, June 2016 (Complete Document)

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Assignments: Briefing paper – 1 page, topic will be announced in Canvas. Discussion Participation Session #4: Graded session announced in Canvas

Notes/Questions:

Principles of Emergency Management

Week #5: July 2nd – July 8th

Topic: MISSION AREA – RESPONSE

Synopsis: Response to emergencies and disasters is typically the most visible due to today’s technology and media coverage. Both successes and perceived failures garnish equal attention. As defined by the National Preparedness Goal there are 11 key core capabilities that each requires one or more additional plans to be prepared for implementation when needed. The overarching plan at all levels is preparing and approving an Emergency Operations Plan (EOP).

For practitioners in the emergency management profession, the EOP is vital. The guidance for its preparation is the CPG-101 which is included in your Optional Supplemental Reading list for the week as a reference. The National Incident Management System (NIMS) and the Incident Command System (ICS) are the foundation for all emergency response in the country; and mandated through two Homeland Security Presidential Directives. Your understanding of these will come through completion of four (4) FEMA on-line courses which simultaneously provides you another layer of professional training.

Assignment: Log in to the FEMA Independent Study Website following the guidelines in Appendix C. Each of the following four (4) on-line courses will take approximately three (3) hours to complete.

Complete the on-line training for IS-700.a, National Incident Management System (NIMS) Complete the on-line training for IS-800.c, National Response Framework, Complete the on-line training for ICS-100.b, Introduction to the Incident Command System (ICS) Complete the on-line training for ICS-200.b, ICS for Single Resources and Initial Action Incidents

Copies of each completion certificate should be sent electronically to me by no later than 8:00 p.m. Sunday, July 8th. If you have previously completed these courses for another purpose, please just send me copies of your certificates by the above noted date as well.

Required Reading assigned for the week of July 2nd:

Topic PPT Homeland Security Presidential Directive (HSPD) – 5

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Incremental Pre-Reading (#5): Week #8 - The Moral Hazard Case Study, Slippery Slopes

Optional Supplemental Reading:

Homeland Security Presidential Directive (HSPD) – 8 Developing and Maintaining Emergency Operations Plans; Comprehensive Preparedness Guide;

CPG-101”, Version 2.0, November 2010 The National Response Framework, 3rd Edition, June 2016 (Complete Document)

Assignments: There is no written briefing paper required for Week 5. Discussion Participation Session #5: Graded session announced in Canvas

Principles of Emergency Management

Week #6: July 9th – July 15th

Topic: MISSION AREA – RECOVERY

Synopsis: The recovery from a significant emergency and/or disaster is both painstaking and time-consuming extending over months and years. This is true even though a community or jurisdiction has a history of similar events. The role of the emergency manager in the recovery phase will vary depending on the extent and impacts of the disaster; and the pre-emergency/disaster investment in pre-disaster recovery and mitigation planning. Similarly, it is essential that local governments have plans in place to assure Continuity of Government (COG) and Continuity of Operations (COOP) to lead the recovery effort. This session will examine both facets and the key areas of responsibility and community expectations.

Required reading assigned for the week of July 9th:

Topic PPT and Selected Readings National Recovery Framework Information Sheet “The Stafford Act”, Robert T. Stafford Disaster Relief and Emergency Assistance Act as

Amended, April 2013 (Cursory review only) Boulder: Anatomy of a Recovery; Emergency Management Magazine, Spring 2016 Incremental Pre-Reading (#6): Week #8 The Moral Hazard Case Study, Slippery Slopes

Optional Supplemental Reading:

Recovery Planning and the Colorado Floods, Colorado Recovery Office PPT. Flood Recovery Action Plan; Fort Collins, Colorado, April 21, 1998 Hurricane Sandy FEMA After-Action Report, July 1, 2013 National Disaster Recovery Framework, 2nd Edition, June 2016 (Complete Document) Continuity Assistance Tool (CAT), Continuity Guidance for Non-Federal Governments;

FEMA P-788, September 2013.

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Assignments: Briefing paper – 2 pages, topic to be announced in Canvas Discussion Participation Session #6: Graded session announced in Canvas

Principles of Emergency Management

Week #7: July 16th – July 22nd

Topic: Legal Issues in Emergency Management

Synopsis: This week you will become broadly acquainted with the duties and standards with which jurisdictions and emergency managers must comply. We will also address the applications of ADA and Civil Rights; as well as State Statutes and Immunities as they affect every aspect of emergency management in times of disasters and significant emergencies.

Required Reading assigned for the week of July 16th.

Topic PPT Selected Readings: Department of Justice (DOJ) Sheltering Law Suits Incremental Pre-Reading (#7): Week #8 - The Moral Hazard Case Study, Slippery Slopes

Optional Supplemental Reading: None

Assignment: Briefing paper – 1 page, topic to be announced in Canvas Discussion Participation Session #7: Graded session to be announced in Canvas

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Principles of Emergency Management

Week #8: July 23th – July 28th

REMINDER

Course Final Project Due, 5:00 PM, Saturday, July 28 th

Topic 1: Risk and the Moral HazardTopic 2: Course Wrap-Up: Review, additional topics, questions and answers.

Synopsis: When we think of hazards related to emergency management we generally talk in terms of wildfire, hurricanes, floods and earthquakes as being those hazards communities routinely plan for and/or experience. The “moral hazard” or that of human decision making (no decision is a decision), expectations, risk taking and acceptance has become in many cases the most difficult to address or “mitigate”. The “moral hazard” is not limited to those who knowingly choose to live in at-risk environments; but applies to the lack of due diligence and/or political will on the part of governments as well.

Required Reading assigned for the week of July 24th:

Topic PPT Foolproof; Ip, Greg; October 2015 - Chapter 6 – Unnatural Disaster: The High Cost of

Taming Mother Nature Incremental Reading (#8): Week #8 - The Moral Hazard Case Study, Slippery Slopes”

Assignment: No Briefing Paper This Week!Discussion Participation Session #8 – Slippery Slopes Case Study Conclusion, graded Session to be announced in Canvas

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APPENDIX A: DETAILED OVERVIEW OF COURSE COMPONENTS

A. Required Assigned Reading – As noted there are no required textbooks for this course simply from the standpoint that they contain little or no useful or relevant guidance for emergency management practitioners and government officials. Almost exclusively official guidance is published and updated nationally in the form of Presidential Directives, national doctrine, National Frameworks, templates, training materials, and other federally and/or state issued guides, handbooks and materials. The intent for this is to assure a consistent national approach for communities, businesses and government entities at all levels. In lieu of a textbook I have tried to provide you the latest relevant materials so that you leave the course with a better understanding of the complexities of emergency management.

Although several of the national documents are noted as “required” reading, I have no realistic expectation that each of you should read them in detail from cover to cover. Rather my expectation is that you as a graduate student will commit to being professionally inquisitive and invest the appropriate amount of time to at least explore each, highlight and take notes, identify those areas where you need clarity, and bring those questions to the class discussions.

B. Optional Supplemental Materials – These materials are relevant to each week’s topic although review or reading of these materials is wholly voluntary in nature. I have included them simply as references that supplement the required reading if you have the interest; and because most will provide you a start on a personal reference library should you choose an EM path into the future.

Both the required and supplemental reading materials barely scratch the surface of all the current official guidance and direction that is available. If requested due to a general class interest on any course topic, I will post additional supplemental reading materials or links. Although I may reference portions of these from time to time; they will not be a part of your assignments.

All the weekly required and supplemental reading materials will be published in Canvas prior to each week of class. Each can be downloaded for reading; or printed if you prefer a hard copy though please note that many are rather lengthy.

C. Week #8 Incremental Pre-Reading - Over the course of the semester each week’s reading assignment will include several short and sequential news articles intended to build a chronology of progression surrounding a local natural event. In Week #8 we will pull all these together and discuss in detail as the basis for the on-line discussion.

D. Weekly Briefing Paper - These assignments are to test your understanding of the class reading materials and prepare you for the weekly class discussions. They will help you learn to identify, synthesize and analyze the critical elements within each topic, either positively or negatively. They are not intended to be a research level product but rather a

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summation of key points and issues; or a book report if you may. They will also provide you the opportunity to combine the elements of technical writing and analysis with the elements of disaster and emergency management. These papers in many ways will resemble the type of writing necessary to suggest or recommend emergency management policy to decision-makers per the Guidelines below:

Briefing Papers Guidelines:

Clearly, succinctly, and professionally communicating your ideas is critical to your success in this course and beyond. Papers and assignments will be held to standards of college writing, including organization and presentation, and will be graded for both content and form. The following guidelines should be observed when submitting written assignments:

Read the assignment carefully and follow instructions Use APA format for all papers Proofread your work; points will be subtracted for errors in form (spelling, punctuation,

grammar, format, and neatness) Assignments must be submitted by the assigned time and date provided Each weekly paper topic will be announced in Canvas as noted in the following table. In addition to the professional writing standards stated above:

o Length - Apart from the written assignment for Week #6, each will be at least but not exceeding 1-page. For Week #6 the paper length will not exceed 2-pages. Anything beyond that is no longer “brief”. Note that there will be no briefing paper required in Weeks #5 and #8.

o Content – the papers should be concise and can use any combination of narrative and bullets if preferred to respond to the topic. Each will be:

o Single-spaced,o Will use a Times New Roman 12 font/size, and use standard 1” margins. o All titling will be in a “header”.o All formatting should be consistent.

E. Weekly Discussions: Guidelines will be published in Canvas and available by 8:00 pm, Saturday June 2, 2018

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F. Weekly Materials Publication and Briefing Paper Schedule:

CourseWeek

Dates Briefing Topic Announced*PPT & Reading Files Published

Due Date **

Early Instructor Announcement

and Publish

Sat, 6/28:00 PM

Grading GuidelinesOn-Line Discussion GuidelinesFEMA Course DirectionsFinal Project Guidance

#1 6/4-10 Sunday, 6/4 Final Project Location Due 6/10 Sun, 6/10#2 6/11-17 Sunday, 6/11 Sun, 6/17#3 6/18-24 Sunday, 6/18 Sun, 6/24#4 6/25-7/1 Sunday, 6/25 (No paper due, FEMA Certs

Only)Sun, 7/1

#5 7/2-8 Sunday, 7/2 Sun, 7/8#6 7/9-15 Sunday, 7/9 Sun, 7/15#7 7/16-22 Sunday, 7/16 Sun, 7/22#8 7/23-28 Sunday, 7/23 (No paper due) N/A

Final Project 6/4-7/28 On-Going Sun, 7/28

*Unless otherwise noted, all materials will be posted by 8:00 PM each Sunday

**Unless otherwise noted, written assignments will be submitted by no later than Noon (12:00 PM, MDT) on each of the specified dates.

G. On-Line Discussion Topic – Each Tuesday evening I will announce the topic and publish related topic documents for the on-line discussion. Each of you can begin to post at any time. Guidelines for the discussion will be published the evening of Saturday, June 2 nd . Weekly On-Line Discussion Topics will be posted as follows:

Course Week

Posted & Opens Time Closes Time

1-8 Each Tuesday 1:00 PM Each Sunday

12:00 PM (Noon)

H. FEMA Independent Study Courses – Collectively the National Incident Management System (NIMS), the National Response Framework (NRF), and Incident Command System (ICS) are the core foundations of emergency management. Having the background and a

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clear understanding of each is essential. By the end of Week #5 you are required to complete four (4) FEMA on-line courses that will address in detail each of these core areas. I will also note that completion of these courses with few exceptions are mandatory for employment in the emergency management profession.

Other than occasional maintenance periods, the site is generally always open and available. You can begin taking and completing these courses at any time and do not have to wait until Week #5 to complete them. On the average, each of the four (4) noted courses take approximately 3 hours on-line which includes a short exam at the conclusion of each.

Setting aside an adequate amount of time and having a reliable internet connection is essential. The directions and steps for taking these courses will be published the evening of Saturday, June 2, 2017.

I. Final Project – In lieu of a final exam or research paper your final course project which is worth 50% of your overall course grade will be hands-on and require external personal interaction. In scope the project will be identical for each student in the course though the outcomes and/or findings may be significantly different.

The parameters and expectations for the project will be posted to Canvas on the Saturday evening, June 2 nd . Please note that this is not a project that can be started and finished in the last week of the class but needs to be started early and on-going over the full 8 weeks! Please note that your selection of a location for your final project is due by Sunday, June 10th!

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