Special Focus Issue: Campus Safety, Part 1cra20.humansci.msstate.edu/IAEM Bulletin - Special... ·...

Vol. 25 No. 2 February 2008

From the President ..... 2

IAEM Staff ..................... 2

Book Review .............. 15

News & Resources .. 16

Association News ..... 17

E.M. PractitionerArticles ................... 18

Call for Anecdotes ..... 18

E.M. Calendar ............ 19

Online Edition ............ 19

Special Focus Issue:Campus Safety, Part 1

The Status of EM inHigher Education ..... 1

Overcoming the Disasterdu Jour Syndrome ... 3

Untapped Resources . 5

Putting the Horse Beforethe Cart .................... 6

Multi-Modal MassCommunication ....... 7

Crisis Informatics ....... 8

Taking a New Positionat a College orUniversity ................. 9

Campus EmergencyPlan Standards ...... 10

The Aha Moment ........ 12

Student Project MakesFlorida State UniversityStormReady®

..................14

201 Park Washington Court, Falls Church, VA 22046-4527Phone: 703-538-1795 • Fax: 703-241-5603 • E-Mail: [email protected] • Web Site: www.iaem.com

Call for ArticlesSpecial Focus Issue:“EM Higher Education

in the Future” Deadline: Apr. 10, 2008

– See Page 19 –

The Status of EM in Higher Education

IAEM Applauds theRevised U.S. NationalResponse Framework.IAEM First Vice PresidentRuss Decker, CEM, partici-pated in the U.S. Dept. ofHomeland Security (DHS)roll-out of the revisedNational Response Frame-work at the National PressClub on Jan. 22, 2008.Decker stated, “We areextremely pleased with thefinal National ResponseFramework (NRF) product.It is apparent that ourcounterparts in Washingtonwere listening and genuinelyinterested in addressing the

(continued on page 17)


IAEM: Working for You

By Dennis Sullivan, CHMM, CEM, Assistant Director, Dept. ofEnvironmental Health & Safety, University of Louisville, and

Vikki L. Stempkowski, CEM, MEP, Emergency Management, Dept. ofEnvironmental Health & Safety, University of Louisville, IAEM Secretary

Special Focus Issue:Campus Safety, Part 1

Watch for Part 2 on“Campus Safety” in the

March 2008 IAEM Bulletin.

The University of Louisville’sDepartment of EnvironmentalHealth & Safety, in collabora-

tion with the International Association ofEmergency Managers’ Universities andColleges Committee and the CampusSafety, Health and EnvironmentalManagement Association, conducted asurvey of emergency managementprograms of universities and collegesregarding the status of emergencymanagement on their campuses.

During August and September 2007,the University of Louisville contactedcolleges and universities through several

e-mail listservs. More than 100 institu-tions responded. The survey wascomprised of approximately 60 fields ofinformation, including demographics,number of full-time employees andinformation about program componentsand other topics. This article addressesthe preliminary findings and providesdata on some of those topics. A com-plete report will be published in March;check www.iaem.com for a link.

Discussion among higher educationpractitioners over the past year indicated

DHS Unveils U.S. National Response Frameworkon Jan. 22, 2008. L-R: Russ Decker, CEM, IAEMFirst Vice President; Dennis Schrader, FEMADeputy Administrator for National Preparedness;Clay Tyeryar, MAM, CAE, IAEM Staff Executive;Chief R. David Paulison, FEMA Administrator; Dr.Kemble Bennett, Chair of the FEMA NationalAdvisory Council; and Martha Braddock, IAEMPolicy Advisor.

2

February 2008IAEM Bulletin

From the President

By Larry J. Gispert, IAEM PresidentDirector, Hillsborough County Emergency Management, Tampa, Florida

Campus Safety: Why ShouldEmergency Managers Care?


Contact Your IAEM StaffExecutive DirectorElizabeth B. Armstrong, MAM, CAEPhone: 703-538-1795, ext. 7E-Mail: [email protected]

Staff ExecutiveEMEX Exhibit ManagerClay D. Tyeryar, MAM, CAEPhone: 703-538-1795, ext. 6E-Mail: [email protected]

Membership Director/RegistrarSharon KellyPhone: 703-538-1795, ext. 2E-Mail: [email protected]

Communications/Marketing DirectorScholarship Program DirectorDawn Shiley-DanzeisenPhone: 703-538-1795, ext. 3E-Mail: [email protected]

Program ManagerMelissa TrumbullPhone: 703-538-1795, ext. 5E-Mail: [email protected]

IAEM Bulletin EditorWeb Site Content ManagerKaren ThompsonPhone: 828-693-5045E-Mail: [email protected]

IAEM U.S. Policy AdvisorMartha BraddockPhone: 703-644-8557E-Mail: [email protected]

IAEM HeadquartersPhone: 703-538-1795Fax: [email protected]

This month’s special focusissue theme is “campussafety.” You might wonder

why you should even concernyourself with campus safety inyour community.

Reference the Virginia Techshooting incident or the Columbineincident, and remember the impactthese incidents had on those localcommunities. If you ever want toexperience grown adults goingbonkers, have their children beinvolved in some emergencysituation.

We have preached endlessly toparents in our community thatwhen a hazardous materials eventoccurs that requires our schools to“shelter-in-place,” parents shouldnot run to the school. They ofcourse continue to do so and onlymagnify the problems. Localemergency managers have to beconcerned about the safety of ournumerous school campuses.These facilities are known targetsfor potential emergency events.

All schools require that emer-gency services from off campusmust respond to such events.These campuses are normallylarge with multiple buildings andvery limited staffs. How do theresponders know where to go andwho to coordinate with? If thishasn’t been determined before-hand, you are ripe for disorganiza-tion and mistakes that may costlives. So who better to helpcoordinate these issues beforehand than the local emergencymanagement office?

Every community has varioustypes of school campuses. Youhave the proverbial public schools,which are numerous, but thegrowth in the number of privateschools is really increasing in some

communities. This poses a specialproblem because private schoolsare not controlled by a localgovernment agency and as suchare not required to comply withcertain public school regulations.

Florida has a very aggressiverequirement for their local publicschools to have emergency plansand to interact with local emer-gency management offices.Private schools have no suchrequirement and, as a conse-quence, interaction with them isspotty. This leaves a significantportion of the overall schoolpopulation exposed to unorganizedemergency responses on theircampuses should they have aproblem.

Community Relationships AreCritical to Campus Safety

I point out all the above so thatlocal emergency managers con-sider addressing the issues con-cerning campus safety in theircommunity. This is something thatwill not be resolved easily nor willit be done quickly, but it is some-thing that needs continuous atten-tion by all parties involved. If youare not working actively with yourschool facilities and staffs, you willdiscover many problems when anemergency response occurs.

A good starting point is meetingwith the school district’s director ofsecurity or risk management. Besure they have a comprehensiveemergency management plandealing with all potential emer-gency events. If they don’t have aplan, encourage them to write oneand to use your community’s planas a guide. Do some research onthe private school issue, and try tomeet with the principals of the

larger ones as a start.Remember the colleges and

universities in your community.Don’t forget them because theirstudents are adults. You will runinto problems similar to thoseexperienced with school campuses.They should have a comprehensiveemergency management plan as

3


You work at an institute ofhigher education. Youhandle all aspects of

emergency management anddisaster planning for your campus.You live and breathe mitigation,preparedness, response andrecovery every day in your profes-sional life. But not everyone atyour university thinks the sameway you do. In a sea of titles thatpoint to anything and everythingbut emergency management,disaster planning only becomespopular immediately followingmajor disasters. And then, theDisaster du Jour Syndrome reignssupreme.

When Hurricane Katrina hit theU.S. Gulf Coast in 2005, universi-ties across the country revampedand updated their hurricane andsevere weather plans. When theterm “pandemic flu” became abuzz word in the media, universi-ties everywhere put pandemicplanning on the agenda. Andfollowing the tragic shootings atVirginia Tech, schools are nowconcentrating on planning for lawenforcement incidents.

Major events serve a purpose, inthat they remind all of us thatdisasters can happen and cangreatly affect our universitycommunities. They can, andsometimes do, instigate positivechange. However, the Disaster duJour Syndrome takes away fromour ultimate goal of continuous, all-hazards planning. How can wetake event-driven policy, sparkedby these low-frequency, high-consequence events, and morph itinto all-hazards policy that influ-ences the daily operations of auniversity?

Taking on the Challenge

Let’s take on the challenge ofovercoming the Disaster du JourSyndrome:

Harness the “windows ofopportunity” to create change.Because we know that disasterpolicy is more likely created duringthe time period directly after majordisasters, we can use this advanta-geously. More effective policy mayemerge if productive policy changecan occur while disasters are stillon the minds of university officials.However, this quick policy changeshould not be hazard-specific, asevent-driven policy sometimes is.Let’s use these windows ofopportunity to provide extramomentum for all-hazards plan-ning.

Create proactive policyand programs rather thanreactive ones. Creating policiesand procedures now rather thanonly after significant disasterevents will improve their qualityand allow them to be applied andpracticed prior to a disaster strikerather than afterward. This is achallenging task, but we can useeach other as examples to achieveit. There are plenty of stories aboutschools that have managed disas-ters effectively. Let’s use thesuccessful policies and proceduresof other universities and colleges toimprove our own.

Instill a disaster resistantand resilient culture throughoutuniversities and collegesworldwide. Increased educationand awareness of disaster pre-paredness for all institutions canaid in spreading a disaster resistantand resilient culture. Additionally,universities and colleges shouldenhance their internal educationefforts. Widely propagating adisaster resistant culture willencourage more investment inemergency management byuniversity officials and in turn leadto more successful emergencymanagement programs.

Get on the agenda, andmake yourself visible. The more

you can get on the agenda at thechancellor’s or president’s cabinetmeetings, the better. Sometimes allyou have to do is ask, and this is asurefire way to become morevisible to your school’s top decisionmakers. Present your successesand major projects, and do not beafraid to ask for extra resources ifyou need them. The worst that canhappen is that they say no, but atleast they now have a better ideaof who you are and what you do.This can only lead to easier accessto top decision makers in thefuture, and therefore more oppor-tunities for positive change.

Stick to all-hazards plan-ning. As we know, the mostimportant aspect of successfulemergency management policy isutilization of the all-hazardsapproach. An all-hazards mentalitywill allow for the creation ofpolicies that can be utilized suc-cessfully at any university, through-out the university, during any majordisaster. Let’s stick to all-hazardsplanning and foster the ideathroughout our schools to give itstaying power.

Conclusion

As emergency managementprofessionals at institutes of highereducation, we have dedicated ourlives to improving safety foreveryone within our campuscommunities. Sometimes theinevitable bureaucratic environ-ment of higher education can get inthe way of our mission. Keepingthe all-hazards viewpoint in mind,as well as making emergencymanagement policy on a continu-ous basis, will allow for a morecomprehensive emergency man-agement system at universities andcolleges everywhere. Eventually,this will enable us to overcome theDisaster du Jour Syndrome.

Overcoming the Disaster du Jour SyndromeCreating positive change in disaster policies and procedures at colleges and universities

By Suzanne Blake, Emergency Management Coordinator, University of North Carolina Wilmington

4


The Status of EM inHigher Education(continued from page 1)

From the President(continued from page 2)

well as consider having an emer-gency manager on staff.

As you can see, the issue ofcampus safety is a matter foremergency managers to address.Remember the Chinese proverb,“The journey of a thousand milesbegins with the first step.” Makethat first step, contact yourschools, and roll up your sleevesand work with them.

develop and maintain EOPs thatintegrate with local and stategovernment by adopting theprinciples outlined in NIMS.

The Incident Command System(ICS) is used by 92% of the surveyrespondents. ICS is a componentof NIMS, but is also an importantindicator of a university’s ability tointegrate easily into local govern-ment emergency managementduring a disaster.

Absence of National Standard

In the absence of a nationalemergency management standardfor colleges and universities, asmall number of schools have usedthe National Fire ProtectionAssociation (NFPA) 1600 as aguideline for program development.However, it appears the majorityof schools do not use – and havenot adopted – the NFPA standard,with 62 % indicating they do notuse NFPA 1600 as their standard.

Campus CERT Teams

The use of Campus CommunityEmergency Response Teams (C-CERTs) has been common on theWest and Gulf Coasts of theUnited States. This is due to thehigher probability of earthquakesand hurricanes, forcing schools tobe more self-reliant. While thetrend indicates that more schools inthe Midwest and East Coast aredeveloping teams, the majority ofU.S. schools have not adopted theC-CERT model in their disasterpreparations. Only 35% of theresponding schools indicated theyhave a C-CERT on campus.

Certification of EM Staff

The gold standard for measuringqualifications of emergencymanagement staff is certificationas a Certified Emergency Man-ager® (CEM®) by the InternationalAssociation of Emergency Manag-ers. It appears that the highereducation sector is not yet takingfull advantage of certified individu-als who have demonstrated

that the administrative location ofemergency management is of greatinterest. Of all the inquiries madeby institutions, the question regard-ing the location of emergencymanagement responsibilities wasasked most often.

Emergency managementresponsibilities are rarely found indedicated departments. In mostschools, the responsibilities residein public safety, environmentalhealth and safety, risk or facilitymanagement departments. Nearly30% of respondents reported theirinstitution’s environmental healthand safety office was responsiblefor emergency management. Thesurvey results illustrated thatemergency management resides ina department of public safety at10.5 % and risk management at7.5%.

EOPs and NIMS Compliance

Another significant topic ofinterest is Emergency OperationsPlans (EOP) and National IncidentManagement System (NIMS)compliance. Almost 93% ofrespondents indicated that theirinstitution has an EOP, and nearly59% indicated their EOP is NIMScompliant. This indicates a trend inwhich universities and colleges

competencies in emergencymanagement. This may be due tothe limited numbers of CEM®savailable, or may be a result ofcolleges and universities not fullyunderstanding or accepting theneed for certified staff. Less than15% of those who responded tothe survey reported that they havea Certified Emergency Manager®

on staff.

Professional Memberships

In terms of memberships inprofessional organizations, morethan 44% of respondents reportedthat they (or their schools) aremembers of the InternationalAssociation of Emergency Manag-ers, and slightly more than 79%are members of the CampusSafety, Health and EnvironmentalManagement Association.

Concerns and Challenges

Each of the individuals surveyedwas given an opportunity toidentify topics they think will beimportant in the higher educationemergency management field overthe next five years. Severalrespondents indicated concernsabout NIMS compliance – how itis defined and how to go aboutobtaining it. Likewise, a number ofrespondents mentioned the need todevelop all-hazard emergencyoperation plans and to haveopportunities to exercise/drill/train.Many mentioned the challenge ofcreating an emergency notification/alert system and difficulties incommunication and coordination ingeneral.

Summary

Events like 9/11, HurricaneKatrina and the Virginia Techshootings have caused schools torealize the need for professionalemergency management. Highereducation emergency managementwill continue to evolve, requiringthe need for more surveys andbenchmarking in the future.

5


Untapped Resources: College Student Affairs ProfessionalsBy Vinny Bocchino, University of South Carolina Graduate Student

Disasters and emergencieshappen on collegecampuses on a regular

basis. Recent examples include theshooting of a graduate student atthe University of Chicago, Seung-Hui Cho’s massacre of 32 peopleat Virginia Tech, and the devasta-tion that Hurricane Katrina leftbehind in New Orleans.

When disasters strike on collegecampuses, it is important foremergency managers to realizethat there are a host of invaluablepersonnel available to assist in therecovery process. In particular,colleges employ a vast number ofpeople dedicated to helping stu-dents develop both inside andoutside the classroom who aretypically called student affairsprofessionals. These studentaffairs professionals includeresidence hall directors, admissionscounselors, career counselors,orientation leaders, academicadvisors, and more. They arecharged with creating a supportiveand safe campus environment thatenables students to optimize theircollegiate experiences. However,in a crisis situation, the skills ofstudent affairs professionals areeasily transferable to aid in therapid response and recovery of theuniversity community.

Transferable Roles

The university services andpersonnel already in place to helpcollege students have many skillsadaptable to emergency supportfunctions. For example, residencehall personnel can easily applytheir skills to become effectiveshelter managers. Many schoolsalready have on-call staff that canrespond to situations even whenthe university is closed, serving asa central point of contact to mangeincidents after hours. Institutionsmay also have parents’ programsand/or alumni offices to facilitatefamily reunification, community

service departments to coordinatevolunteers, recreational activities toprovide stress relief, disabilityservices to make arrangements forstudents with special needs, andfoundations to collect financialsupport. They have access to beds,dining facilities, medical care,showers, sports facilities, fleetvehicles, and a multitude of otherresources to facilitate a response.If they do not have the resources,they have the means to acquirethem. Universities have intercolle-giate networks and private vendorsto provide them with any additionalsupplies.

In addition, it is quite normal forstudent affairs professionals tohave worked in a variety ofoffices, which means many ofthem are cross-trained for anumber of jobs throughout thecampus. And, much like emer-gency managers, student affairsprofessionals are well aware thatthe work day does not end at five.Their dedication to their studentsand the nature of their work oftenkeeps them on campus nights andweekends.

Supportive Network

One theme that is consistentthroughout the student affairsprofession is support. By the verynature of the field, student affairsprofessionals serve as excellentcounselors. Their educationalbackgrounds and practical experi-ence have helped them to honetheir communication and teambuilding skills. They regularlyadvise students, helping them workthrough problems and mentoringthem throughout their collegeexperience. During a tragedy,counseling centers can becomeoverwhelmed. While studentaffairs professionals can nevertake the place of licensed psy-chologists, providing support andassisting students is at the core oftheir field.

Even student employees, suchas residence advisors, can performsome form of “emotional triage”and assess students’ needs as theyinteract with their residents. Theytypically develop close relation-ships with their students and thuscan provide a supportive environ-ment for them to grieve andcommunicate their problems.Moreover, student affairs profes-sionals have access to valuableinformation during a crisis, not onlythrough school records but throughfriends, roommates and organiza-tion members.

Conclusion

While the area of emergencymanagement on some collegecampuses is relatively new, theskills and systems needed toeffectively respond have been inplace for years. Student affairsprofessionals have the knowledge,skills and abilities to be allies toemergency responders during acrisis. The main challenge facingemergency managers is to train,educate and create plans forstudent affairs professionals toassist during an emergency. Manymay not realize how well-trainedand positioned they are to makecontributions during a crisissituation. The transferable skills ofthese professionals are an un-tapped resource that can andshould be further developed. Bysuccessfully collaborating withuniversity student affairs profes-sionals, emergency managers canbe more effective in dealing withcrises on college campuses.

SAVE THE DATE!IAEM 2008

Mid-Year Meeting

June 5-7, 2008 ~ NationalEmergency Training Center

Emmitsburg, Maryland

6


Campus Security: Putting the Horse Before the CartBy A.J. Briding, CEM, PMP, CMQ/OE, Emergency Management Services Senior Consultant, CIBER, Inc.

The increasing gamut andimpact of threats to schoolsystems today are driving

these institutions to provide muchmore comprehensive and robustemergency readiness and responsethan might have been expected ofthem in the past. There arecertainly campuses that havealready postured themselves wellto meet this challenge. However,for a great majority, particularly atthe K-12 and community collegelevels, there is much to be done tostand up effective emergencymanagement programs besttailored to the needs of thesecampuses, and within their means.

It’s Not Business asUsual Anymore

The U.S. Dept. of Educationhas taken the lead to put outguidance that can be very usefulfor schools currently building theirprograms. These guidelinesaddress the full emergency man-agement spectrum: preparedness,mitigation, response and recovery.These are phases that emergencymanagers understand and address,but which have generally gonebeyond the scope of schoolprograms until recently.

The threats that face schoolstoday go beyond the normalspectrum of natural and manmadedisasters. Campus violence, drugs,sexual predation, abduction andother well-publicized risks alsomust be addressed. This additionalcomplexity suggests that goodprograms suitable for schools fromkindergarten through college willhave their own distinct require-ments, beyond those of state andlocal emergency managementagencies.

The Cart or the Horse?

There are two ways to put suchprograms into place. The first, andunfortunately the most common, is

to find point solutions (or havethem find you) that appear toprovide a silver bullet. Emergencynotification, physical security andInternet security solutions come tomind. This tendency is especiallylikely when school administratorshave only a superficial grasp of thecomplexities of the emergencymanagement domain.

The second and more effectivemethod is to build the foundationfor the program with proper riskassessment, then determine thecapabilities that will best addressthe significant risks, and only thendevelop an integrated architectureand specific solutions to deliverthose capabilities. Although thiswould appear to be the obviousapproach to success, those whohonestly assess their programs willlikely find that there is little top-down planning and programming;rather, most emergency manage-ment measures are assembledpatchwork, selecting point solu-tions, then trying to cobble themtogether down the road.

The Essential Elements

Regardless of the method used,effective campus safety andsecurity programs should have thefollowing:

A risk management pro-cess that captures the significantrisks the campus must address, anddetermines how best to prevent ormitigate these risks throughprevention and response capabili-ties.

An information manage-ment system that provides keydecision makers with timely,accurate and sufficient informationto assess the situation, determinethe best responses, direct immedi-ate actions, and contain the crisis.For large campuses, this might bestbe addressed with an emergencyoperations center (EOC), perhapsnot as robust as that of the localjurisdictions, but with many of the

same capabilities. For smallerorganizations, this can be donemore cost-effectively using alimited or virtual EOC concept.This overall capability is the heartof successful crisis operations –without timely, accurate andactionable information and direc-tion, even the best emergencyresponse capabilities will beeviscerated.

Survivable communica-tions that ensure the right peopleget the right information at theright time. Emergency notificationand public warning systems to alertfaculty and students, internal andexternal voice and data communi-cations, and a resilient supportinginfrastructure all play a role here.

Internal response capabili-ties, policies and proceduresthat are essential to providingimmediate safety and securitymeasures until the local responseagencies arrive. These may rangefrom automated lockdown andother physical security measures,augmented by faculty procedures,to maintaining campus police, fireand/or medical response capability.

Once necessary capabilities aredetermined to provide all of theabove, then it is time to determinethe best combination of policy,structure, technology, training andprovisioning that delivers thosecapabilities.

The Road to Success

This is not a simple challenge toaddress, particularly with the manythreats, stakeholder demands andpotential solutions that may befactors. The best start is to definevulnerabilities, identify the capabili-ties necessary to eliminate orproperly mitigate these vulnerabili-ties, and build solution sets accord-ingly, rather than let “solutions”drive the train. The results willmore than offset the effort neces-sary to deliver a well-plannedprogram.

7


Best Practices in Multi-ModalMass Notification for College Campuses

By David S. Burns, CEM, Emergency Manager, University of California Los Angeles (UCLA)

The University of CaliforniaLos Angeles (UCLA)expanded its public

warning systems in November2007 to include a multi-medianotification element. Prior toimplementation, UCLA reviewedbest practices in the developmentof its mass notification and publicwarning systems for more than oneyear. The statements presentedherein are based primarily onissues, remedies and recommenda-tions made from review of after-action and state task force reports,discussions with campus EMofficials during the past year, andbest practice conferences.

Best Practices

While not exhaustive, thelessons learned and best practicesidentified will continually evolvedue to new findings, innovationsand technologies. The recommen-dations outlined below reflect ageneral consensus of recom-mended best practices:

Solutions for resolvingproblems may be found by simplyasking “why.” Why does theinstitution conduct its currentpractice? Are policies and prac-tices based on practical methodolo-gies and defined public safetystandards and principles? Arepractices and policies a result ofdeeply embedded campus culturesand hierarchy?

Mass notification systemsshould meet Americans WithDisabilities Act (ADA) require-ments and consist of indoor andoutdoor, audible, visual and e-technologies. They must be layered(multi-modal) and redundant; nosingle means of communicationsshould be relied upon to reach theentire campus community.

Standard operating proce-dures (SOPs) need to be devel-oped concurrently with system

hardware and implementationprocesses. Do not develop SOPsas an afterthought.

SOPs need to be flexible,dynamic and broad for a variety ofsituations based on campusdemographics. Address both on-campus and off-campus incidentsand the time of day (2:00 p.m. and2:00 a.m. incidents). Systems andmessages must be capable of beingpushed within minutes of firstnotice.

A set of minimum capabilitiesfor emergency notification andcrisis communication should beimplemented. Campuses shouldestablish and maintain plans,procedures and emergencynotification systems that meet astandard baseline.

Effective communicationrequires comprehensive crisiscommunication plans that followIncident Command System (ICS)standards and integrate an interdis-ciplinary crisis response team andplanning that supports timelywarning and notification, emer-gency public information and mediamanagement during a crisis orcritical incident.

Practices that require cum-bersome approval processes are athreat to the public’s health andsafety in a rapidly evolving crisis.Clery Act requirements placestatutory compliance on many lawenforcement agencies as theyrelate to “timely warning” policiesand practices.

Campuses should adopt,practice and implement the NIMSBasic Guidance for Public Infor-mation Officers (PIO), whichapplies to any person or groupdelegated Public InformationOfficer responsibilities during adisaster, crisis or any type ofincident or event where informingthe public is necessary.

Mass notification systemsshould be integrated with the

Common Alerting Protocol (CAP)and should be rated as CAPcompliant.

At a minimum, High PowerSpeaker Arrays (HPSA) shouldcomply with federal regulations (29CFR 1910.95 and 29 CFR1926.52) relating to occupationalnoise ratings, and NFPA 72standards and Annex E. TheFEMA noise standard warnsagainst exceeding 123 dBA at thebase of the pole.

HPSA systems should meet aminimum score of 0.80 on theCommon Intelligibility Scale (CIS).

Initial warning messagesneed to be factual, concise andlimited to 160 characters to ensurerapid deployment on SimpleMessage System (SMS) textmessaging systems.

Mass notification messagesand pre-scripted event scenariomessaging should be stored formobile (rapid) deployment andtemplated to support rapid delivery.Deployment resources includelaptops with cellular cards, USBthumb drive archives and cached(mobile) supplies (ready fordeployment from the field, officeand home).

Mass notification systemsmust be tested regularly andevaluated objectively to measuresystem performance. Do not relyon a crisis to measure yoursystem’s effectiveness. Systemweaknesses should be proactivelyidentified and resolved prior to acrisis.

There must be a robustunderlying infrastructure to sup-port, maintain and test the systems.Adequate resources must beprovided to accomplish theseobjectives.

Mass notification programswill not work effectively unlessthey are partnered with a robust


8


As the world turned toCNN last April to watchthe unfolding of the

harrowing events at Virginia Tech,a tidal wave of information seekersturned to new and ubiquitousmethods of getting more thantraditional media can ever hope.Like tens of thousands of othersaround the world, Michael Byrne,co-author of this article, and hisfamily logged on to Facebook.comto check on a friend who attendedTech, only to discover she had 400unanswered messages, an earlyindication of her murder that day.

How do we keep up with theseincredibly powerful new ways tocommunicate? What are theimplications for public safety andemergency managers as theygrapple to make sense of theseundisciplined, unorganized andunverifiable information streams?

Communications BehaviorAfter a Disaster

People are turning to theirInternet connection to broadcasttheir welfare and check on others.In fact, that trend is the subject ofstudies at the connectivIT Lab andthe Natural Hazards Center at theUniversity of Colorado at Boulder.Researchers there have coined theterm “crisis informatics” to de-scribe the communications behav-ior of individuals after a disaster. Ina recent publication, researcherspublished their findings from astudy of the mass shootings atVirginia Tech. With a population ofmore than 30,000 students raised inthe era of the Internet, the schoolis the ideal setting to observe howpeople can use these new methodsduring a crisis.

On Apr. 16, 2007, it is safe tosay that nearly every Virginia Techstudent with an account turned toFacebook.com for information. Notmore than 30 minutes after the

Crisis InformaticsBy Michael Byrne, Senior Advisor for Emergency Management and Homeland Security,ICF International, Fairfax, Virginia, and Colin Whitmore, EM Analyst, ICF International

(EMS Commander of the Virginia Tech Rescue Squad on Apr. 16, 2007)

shooting stopped, even rescuepersonnel started to receive textmessages, e-mails – and yes,Facebook messages inquiring abouttheir welfare.

If watching the television newsreports was described as “passivelistening” and logging on toInternet news sources to searchfor the news was described as“active listening,” then the onlyway to describe the online commu-nities is “aggressive listening.”Groups were formed, blogs werewritten, messages were posted inforums, and the process of collabo-rative information gathering andsharing was underway.

A Major Paradigm Shift

This is a major paradigm shift inhow we experience news of adisaster. Anyone with an Internetconnection suddenly has the abilityto gather and distribute informa-tion. This source of informationmight be thought to be rife withinaccuracy, but it isn’t. Like theself-policed Wikipedia articlespublished about the shooting justhours after the last shot was fired,this collaborative effort has veryaccurate results. According to theresearchers at the University ofColorado, online efforts correctlyidentified all of the deceasedvictims before the universityreleased that information.

Make no mistake, this is notrendy theory; it is actually happen-ing. Affected by disaster, peopleturn to Web-based situationalawareness tools such as theFacebook.com group, “I’m OK atVT.” The group was started byFacebook users, and memberswere able to post their ownpersonal situation report. Thesegroups also are supporting action-oriented efforts. At Virginia Tech,groups appeared to coordinatesupport and recovery functions.

Perhaps most interestingly,though, is that the online commu-nity is using their medium to postopinions of the decisions beingmade by administrators andemergency managers – andthey’re doing it in real time.Imagine making a decision in youremergency operations center andknowing that literally minutes afteryou’ve done so, you can see howthe community is reacting to thatdecision. In the case of the Vir-ginia Tech shootings, groups suchas “We support [Police] ChiefFlinchum” formed to show solidar-ity, while other groups called forthe resignation of several univer-sity officials. Feedback that oncetook days to report now takes onlyminutes.

Effective emergency manage-ment relies on timely and accurateinformation. Faced with this rapidlyevolving source of information, ourcommunity must ask how we caneffectively harness and utilize thatinformation. On Apr. 16, the EMSoperations center saw a fusion ofthe “Facebook generation” withemergency management opera-tions. Since the Virginia TechRescue Squad is run entirely bystudents, information was con-stantly flowing into the operationscenter from cyber-sources every-where.

The Future Is Here

No one can say for sure exactlywhat role this type of informationhas played or will play in futureemergencies, but one thing is forcertain: it’s a valued resource andwe must determine how to lever-age it. Imagine a command postwith access to a more abundantand timely source of informationthan can even be broadcast onnational news. This is not a pictureof the command post of the future– it’s already here.

9


Tips for Emergency Managers Taking aNew Position at a College or University

By Scott Burnotes, Director of Emergency Preparedness, Miami Dade College, Miami, Florida

Are you an emergencymanager who is thinkingabout leaving your

government agency for an emer-gency management position at apublic or private higher educationinstitution? Emergency managersare in demand. More and morecolleges and universities are eithercreating a new emergency man-agement position or reclassifying apart-time emergency managementposition to full-time.

Just like other industries, highereducation has identified the needfor a dedicated emergency man-agement program to coordinatecontinuity of operations, all hazardplanning, mitigation issues andemergency preparedness initia-tives. A few colleges and universi-ties have an established emergencymanagement program, but theseare only a small percentage whenyou compare them to the numberof higher education institutions inexistence.

I recently left a large countyemergency management office fora new position at a local college.My background is in emergencymanagement, not higher education.Here are a few tips if you are anemergency manager, with limitedor no background in higher educa-tion, and you are just starting orthinking about accepting a newposition at a college or university:

Some Useful Suggestions

Speak the Language. Thehigher education field almost hasas many acronyms as emergencymanagement. Unfortunately, theyare not the same. Remember tospell everything out when you arereferring to the governmentagencies or grant programs thatare all too familiar to emergencymanagers. Use terms that arerelevant to education. If youinform a dean or president that

their campus has a number ofsecurity vulnerabilities, you mightnot get the level of concern thatyou expect. Try telling them thattheir campus received an “F” orfailed when you completed yoursecurity assessment. Educatorshate to hear that they are failing.Present them with solutions thatcould improve their “grade” to apassing level.

Remember the Mission.Two words jumped out to me frommy college’s mission statement:accessible and affordable. Thecampus environment is supposed tobe an open and inviting space thatpromotes creativity and freethought. This is not exactly theideal place for intrusive securitymeasures or costly emergencypreparedness projects. You willhave to develop creative and lessintrusive ways to improve securityand emergency preparedness ifyou’re going to be successful.

As much as possible, leveragethe technologies and systems thatalready exist and improve yourresponse capabilities by formalizingpartnerships with local responseagencies. Remember that thestudent is the client, not the enemy.Get them involved in as many ofyour emergency managementinitiatives as possible and try todevelop internship opportunities.Once you have the student body’ssupport, it’s a lot easier to get thefinancial support of your college’sor university’s administration.

Know the ReportingStructure. Leadership support iskey in any emergency manage-ment position, but before you takea job at a college or university,make sure they have identifiedwhere the position is in the table oforganization. A lot of emergencymanagement positions are either aone- or two-person team thatreports directly to a high rankingadministrator or are a part of a

small division within a large publicsafety or environmental health andsafety department. Whatever thecase, make sure your potentialboss is committed to the principlesof emergency management andthat your position is not there tojust fulfill a recommendation froma task force on campus security.

Do Not Reinvent theWheel. You are not alone. Thereare colleges and universities withestablished emergency manage-ment programs. The emergencymanagers who run these programsare the greatest resource for thosewho are developing new programs.You can reach out to these pio-neers and others with emergencymanagement and campus securityresponsibilities via IAEM’s Univer-sities and Colleges Special InterestSector Committee or the DisasterResistant University (DRU)listserv hosted by the University ofOregon. Other associations, suchas the International Association ofCampus Law Enforcement(IACLEA) and the CampusSafety, Health and EnvironmentalManagement Association(CSHEMA) also can be greatresources.

Conclusion

Being an emergency manager ata higher education institution canbe challenging and frustrating, butit is also very rewarding knowingyou are doing your part to keep thefuture leaders of the world safe.This sector of the emergencymanagement industry is growingquickly and is in need of somequalified emergency managers. Ilook forward to working with anyof my fellow IAEM members onthis subject in the years to come.Good luck.

10


More than one in fourU.S. residents arestudents, attending

kindergarten through college. Mostof these 75.8 million children,teenagers and adults – not count-ing faculty and staff members –are on campuses with writtenemergency plans.

Current Status of EmergencyPlanning on U.S. Campuses as

Noted in Recent Reports

Many plans expose them andtheir campuses to risk. Accordingto the U.S. Government Account-ability Office’s 2007 report toCongress:

In the United States, 62% ofpublic school districts lack theequipment and expertise foremergency planning.

Only 44% have proceduresfor educating students about theircampus emergency plans.

Only 29% of school districtsreport that they train their planswith their community partners;38% assess lessons learned after adrill or incident.

Rural school districts are lessprepared than urban districts.

In addition, a 2005 nationalsurvey of school-based policeofficers for kindergarten throughcollege (K-16) campuses foundthat 74% reported their campusesare inadequately prepared. Thesurvey also reported:

92% of campuses are “softtargets” for terrorists.

66% of emergency plans arenot exercised regularly.

55% percent of campuspersonnel do not train for emer-gency response.

Our firm’s experience withpublic and private campusessupports these facts. While wellintentioned, the campus emergencyplans we see are typically thinregarding:

All-hazards response.

Standards for Creating a Campus Emergency PlanBy Bo Mitchell, CPP, CHCM, CHS-V, CIPS, CAS,

President, 911 Consulting

Establishing a command andcontrol structure.

Establishing chains of com-mand.

Outlining internal communica-tions.

Specifying external communi-cations.

Interoperability of communi-cations.

Training, exercises and drillson campus.

Training and exercises withlocal emergency response agen-cies.

How Can You ComplyWhen There Are No

Consistent Standards?

There is no federal statute,regulation or standard requiring K-16 campuses to create emergencyresponse plans. Nor are there anystate standards required of publicor private K-16 campuses. Thank-fully, 32 states require emergencyplans for their public schools.

The U.S. Department ofEducation, Dept. of HomelandSecurity and Federal EmergencyManagement Agency have issuedguidelines for campus emergencyplanning. Yet all are different. Allare general. None are all-hazards.

So if there are no statutes,regulations, standards and consis-tent guidelines, you can write acampus emergency plan withoutworrying about compliance issues,right? Wrong!

Three Avenues of ComplianceYou Can’t Ignore

Occupational Safety &Health Administration (OSHA)regulations for written emergencyaction, fire prevention, first aid,hazard communication and labstandard plans apply to almostevery U.S. campus. In addition,Confined Space, Fall Protectionand the Hazardous Waste Opera-

tions and Emergency ResponseStandard (HAZWOPER) – allrequiring emergency responseplanning, training and drills – applyto a large number of campuses.Yet almost all campus emergencyplans are aimed at students andignore employees, thereby violatingfederal law. How do you think thatwill play with grieving familymembers, trustees and jurors whenan emergency strikes?

NFPA 1600 (National FireProtection Association) is identifiedby Congress as the nationalstandard for creating, training andexercising all-hazards emergencyresponse plans. NFPA 1600 is arobust and comprehensive standardfor the continuum from emergencyresponse to disaster recovery tocontinuity of operations. It is a“should” and not a “shall.” Moreabout this in a minute.

Juries are the ultimatestandard. I’ve served as an expertconsultant for both plaintiff anddefendant in front-page lawsuitswhere people were killed by fires.The issues include failure to planand failure to train.

When you’re the defendant,your planning and training will bescrutinized in your deposition andtrial testimony. You may never getto trial because your attorneys willadvise a settlement. They’ll say,“We can’t let you testify that youdidn’t plan or train to the all-hazards standard and federal lawbecause it wasn’t in the budget orit took teachers away from class-rooms. Jurors believe you’remandated to keep children andemployees safe.” While NFPA1600 is a “should,” in the hands oflitigators facing a jury, it’s really a“shall.” Add OSHA regulations,and you have a formidable set ofcompliance issues that you mustmeet to survive the legal crisis thatfollows an emergency.


11


Unfortunately, our world offers many opportunities to respond to tragedy.

And many catastrophic events require special, seemingly superhuman,

skills to manage successfully.

Under these circumstances, the University of Chicago Graham School

Master of Science in Threat and Response Management

innovatively combines education and advanced hands-on training

in science and administration to effectively respond to

emerging threats to the public’s health and safety.

Visit http://grahamschool.uchicago.edu/youwill/IAEM to apply

Join us to learn more about the program at these upcoming open houses

at the University of Chicago Gleacher Center,

450 N. Cityfront Plaza, Chicago. RSVP: 773-702-0460.

No capes required.

Those with a disability who believe they may need assistance should call the dean of students in advance of the event at 773/702-2047.

The UNIVERSITY of CHICAGOGraham School of General Studies

MASTER OF SCIENCE IN THREAT AND RESPONSE MANAGEMENT

MARCH 14, 200812:00 – 2:00 p.m.

Red Cross Role in Disaster Readiness and Response

FRANCESCA M. MAHER Chief Executive Officer

American Red Cross of Greater Chicago

FEBRUARY 4, 20085:30 – 7:30 p.m.

Emergency Management— The Way Ahead

EDWARD BUIKEMA Regional Administrator

DHS/FEMA Region V

Chicago, Illinois

12


Relationship Building and PartnershipsMight Take an “Aha Moment”

By Dorothy L. Miller, Emergency Management Coordinator, University of Texas at Dallas

Acollege campus can beseen as a “communitywithin a community,”

often with its own police depart-ment and more recently emer-gency management office, butrarely with its own fire depart-ment. A university may be asignificant source of revenue forits host city, but may also serve asa vast resource for local, regionalor state emergency managementagencies. Unfortunately, not alllocal agencies are aware of themutually beneficial opportunitiesthat exist, so colleges and universi-ties are overlooked and excluded.

The general expectation is that acampus is a safe and secureenvironment absent of the socialills and dynamics that impact itsneighbors – local governments.The actions and collaboration ofsafety and security personnel maybe significantly critiqued before,during and after a significantcampus incident. An incident ofsignificance that happens withinthe host city may have an effecton the campus community and viceversa.

Campus Practitioners ShouldReach Out to Partners

Therefore, it would seem logicaland appropriate that we wouldcommunicate with our partners inlocal government and worktogether on preparedness, mitiga-tion, response and recoveryefforts. Personal and professionalrelationship building is the first“critical” step in this process and isessential to build a successfulprogram. We are responsible,whether we are public or privatesector agencies, to make an efforttoward this mutual relationship. Itis up to us, as campus practitio-ners, to take the first step. TheUniversity of Texas at Dallas hastaken that first step, though the

progression into partnering did nothappen as I would have expected.

The Aha Moment at UT Dallas

Relationship building andpartnering are not new concepts,but it may take an “Aha moment”for us to actually implement action.As the UT Dallas EmergencyManagement Coordinator, thatmoment came last fall.

The Richardson Fire Depart-ment was called to investigatesmoke coming into classroomsthrough the vents in Berkner Hall,which was the home of severalchemistry labs. One of the first“Aha moments” was when theincident commander asked aboutthe location of the EnvironmentalHealth and Safety (EH&S)Director when he was about 30feet away. They had never met.

The second “Aha moment” waswhen the fire department had toset up a decontamination unit dueto the uncertainty of the cause offire or exactly what was stored inthe building. The smoke wasactually due to a cigarette that acareless smoker had thrown downinto the leaves. The smoke wasbeing carried in though the vents inthe basement. There were noinjuries or damage, but obviously afew lessons were learned.

First, I needed to introduce thefire department personnel to ourEH&S personnel and talk aboutthe chemical storage and labs oncampus. We were also informedthat the fire department knew howto get onto our campus, but weresometimes confused about wherethe buildings or departments were,which delayed the response time.

We invited the Richardson FireDepartment to our campus for afull tour and information sharing.We walked through each buildingand floor, including basements andtunnels. We discussed with them

what was important and how wecould make it more efficient forthem to respond on campus.

What Has Changed

As a result of this meeting, wenow work very closely on issuesconcerning response protocol,chemical storage, remodelingprojects and special needs evacua-tion.

We have photographs ofbuildings and fire hydrant locations/access, floor plans, severe weathershelter areas, and chemicalinventory to populate E-PLAN forour campus. This allows respond-ers to prepare en route for whatthey may be responding to or tofind people who might be trapped.The fire department also teachesclasses for the campus CERTteams.

We work very closely withthe city’s Emergency ManagementProgram Coordinator (EMPC) onmany partnerships, includingemergency operations plan devel-opment and the UT System mutualaid exercise. We have discussedresources that can augment thecity’s resources, including shelter-ing and CERT team capabilities.The EMPC’s knowledge andguidance has proven to be veryinstrumental in how UT Dallas canorganize and operate its campusOffice of Emergency Manage-ment. We have created a long-term partnership in preparednessand response and a lasting relation-ship built on trust and professional-ism.

Conclusion

We have made enormousprogress in the last two yearsbecause of relationship buildingand partnerships. It all started withthat first step and the “AhaMoment.” Is your light on?

13


public education program. Campusadministrators must push this effortfrom the top down.

Campuses should consideradoption of the NFPA 1600Standard on Disaster/EmergencyManagement and ContinuityPrograms in implementing massnotification procedures.

Every campus must be ableto communicate both internallywith its entire campus communityand externally with its local publicsafety mutual aid and emergencyservices providers.

Warnings are effective onlyif they are accurate and result inappropriate action.

Conclusion

In conjunction with the recom-mendations listed above, thecampus must first conduct athorough and objective needs andrisk assessment as the very firststep in the creation of a massnotification system. Define thethreats. Then identify your first-tiersystem elements, which aredefined as the system componentsyou must have in place to effec-tively implement your system. Thefirst-tier system elements are non-negotiable.

Best Practices inMulti-Modal

Mass Notification(continued from page 7)

The IAEM Store features onlinesales of IAEM logo merchandise,including men’s and women’s PortAuthority® fleece vests in a widerange of sizes and a variety ofcolors. Embroidered with the words“International Association of Emer-gency Managers,” these washableR-Tek™ fleece vests offer light-weight warmth that is soft, comfort-able and stylish.

Stay warm this winter andsupport IAEM. Shop the IAEM Storeonline at www.iaem.com/store.

Show Your Pride in IAEM –Shop www.iaem.com/store

2008 IAEM ScholarshipApplication Form

now available online

www.iaem.com/scholarships

Deadline: May 16, 2008

14


Student Project MakesFlorida State University StormReady®

By Charlie Woodrum, Meteorology Student, and Dave Bujak, EM Coordinator,Florida State University, and Chair of the IAEM Universities & Colleges Committee

In May 2007, Florida StateUniversity became the firstNational Weather Service

(NWS) certified StormReady®

university in the state of Florida.This designation recognizes FloridaState University (FSU) for makingthe necessary preparations to beready should hazardous weatheraffect the campus. In addition tothe obvious threat of hurricanes,Tallahassee and FSU are alsosubject to severe thunderstorms,tornadoes, flash flooding, extremeheat, drought, fire weather, andeven hard freezes.

Student-Led InitiativeLeads to Success at FSU

The impetus of this project wasan FSU student, Charlie Woodrumof Morgantown, West Virginia.Charlie is a senior and meteorologymajor who had heard at a meteo-rology conference how localcommunities, counties and busi-nesses had become StormReady®.This led him to set the goal ofmaking his own university, FloridaState, a StormReady® University.Only 15 universities or colleges inthe United States had previouslyachieved this accomplishment,while 21 U.S. universities are nowcertified.

In order for FSU to becomeStormReady®, Charlie coordinatedhis efforts with Dave Bujak, EMCoordinator with the university’sDepartment of EnvironmentalHealth & Safety. The departmentwas able to get university fundingallocated for the purchase of threevoice capable sirens and 80programmable NOAA weatherradios. Along with these installa-tions, the university has partici-pated in Hazardous WeatherAwareness Week, EmergencyPreparedness Week, two SkyWarnspotter training sessions, and a

locally televised show called “FSUPrepared.” The show featuredlocal and state emergency officialsin order to help students, facultyand staff become better preparedfor severe weather.

Enlisting Help with Installationof NOAA Weather Radios

The process of installing the 80NOAA weather radios involvedeven more students. Members ofthe North Florida AmericanMeteorological Society andemergency management internsprogrammed the radios and trainedfaculty and staff on how to usethem after installation. The radioswere strategically placed through-out campus in locations wherelarge numbers of students, facultyand staff congregate.

The project started with install-ing weather radios at the receptiondesk of every residence hall oncampus. After that, large publiccampus areas were covered, suchas the libraries, athletic facilities,the student union, the movietheater and dining services. Ineach public location, where theradios could potentially be tam-pered with, the radios werecovered with a clear case andmounted on a wall. With theexpanded coverage of weatherradios, everyone on campus cannow be notified and informed ofpotentially dangerous weathersituations.

FSU ALERT EmergencyNotification System

The outdoor warning system(sirens) provide total coverage ofFSU’s main campus in Tallahas-see. In the event of approachingsevere weather, the system wouldsound a loud and distinct alert tone,followed by voice instructions for

persons outdoors to seek shelter inthe nearest structure and to obtainmore information from othersources. The sources include theNOAA weather radios, theuniversity Web site, bulk e-mailsand cell phone text messages. Allnotification methods have beencombined and are now known asthe FSU ALERT emergencynotification system.

After five months of hard work,Florida State University applied tobecome StormReady®. In order tofinalize this designation from NWS,the documentation was verified byan assessment team of localemergency officials and NWSstaff.

Conclusion

Florida State University isextremely proud of achieving thislevel of success, especially giventhat it was a student-led initiative.It is the hope of FSU that otheruniversities within Florida andthroughout the United States willfollow suit in seeking StormReady®

designation as a sign of theirpreparedness for severe weatherand their ability to communicatethreats to their students.

To Learn More

Promoting universityStormReady® certification is astrategic plan goal of the IAEMUniversities and Colleges Commit-tee. For information about thecommittee, visit www.iaem.com/committees/College.

For information about certifi-cation as StormReady®, visit www.stormready.noaa.gov.

For more information onFSU’s StormReady® program, visithttp://safety.fsu.edu.

15


Emergency planning for 75.8million students and correspondingfaculty and personnel is a hugeundertaking. Given today’s threats,our campuses are not prepared.While there are no campus-specific federal laws, regulationsor standards, campus emergencyplanners must pay strict attentionto OSHA regulations and NFPA1600. Ultimately, a jury will be thedefining standard against whichyou and your campus will be held.

Standards(continued from page 10)

Chronicles of Katrina: Lessons Learned for Home Preparedness PlanningBOOK REVIEW

IAEM member Steven J.Craig, CEM, HomelandSecurity Exercise and Trainer

Coordinator for the WashingtonState Dept. of Emergency Man-agement, has published his accountof lessons learned for homepreparedness planning followingHurricane Katrina in Chroniclesof Katrina. Volunteering with theU.S. Coast Guard, Craig went tothe Gulf Coast area five times in anine-month period after the storm.

He spent much of his after-hours time interviewing localresidents as well as visitingthroughout the damaged GulfCoast area. Chronicles ofKatrina grew out of Craig’s on-the-spot e-mailed reflections tofamily and friends, e-mails thatended up being forwarded tohundreds more seeking additionalsources of information.

The book includes accounts ofthe author’s various trips to the

area and local residents’ perspec-tives. Different versions of homepreparedness recommendationsare offered, from a basic programdesigned for 24-hour preparednessall the way up to a program thatwill help families through anextended recovery period. Onechapter includes 12 home pre-paredness steps that could saveyour life and the lives of your lovedones. Chronicles of Katrinaincludes a foreword by formerFEMA Director Michael Brown.“This book is not only very inter-esting but it is a valuable primer onwhy preparedness is so important.I recommend it as an excellentread,” noted Admiral Charles R.Larson, U.S. Navy (Ret.), formerCommander-in-Chief U.S. PacificCommand, Operational Com-mander for the recovery effortswith the typhoon in Bangladeshand the eruption of Mount Pinatuboin the Philippines. The book is

available through all major onlinedistributors. – Karen Thompson,IAEM Bulletin Editor

Book Reviews: Authors of EM-related books may contact theeditor at [email protected] toinquire about a possible review.

16


E.M. Resources

E.M. News DHS Requests Comments

on its Guide for All-HazardEmergency Operations Plan-ning. The U.S. Dept. of HomelandSecurity (DHS) has asked IAEMmembers to comment on itscurrent release of CPG-101, AGuide for All-Hazard EmergencyOperations Planning for State,Territorial, Local, and TribalGovernments. This document,developed cooperatively withseveral dozen members fromstakeholder organizations thatincluded IAEM, represents a firststep in the renewal of the FEMAguidance efforts from the 1980sand 1990s. Please provide com-ments on the DHS comment sheet(Excel format) no later than Feb.8, 2008, and e-mail your commentsheet to [email protected] both the CPG documentand official comment sheet here:www.iaem.com/publications/news/EMNews.htm#dhs010408.

IAEM Recognized asResource. In a news item on theU.S. News & World Report Website noting the growth of emer-gency management as a careerfield, a link to the IAEM Web sitewas provided as a resource. At thetime this issue went to print, thelink was still up at www.usnews.com/articles/business/best-careers/2007/12/19/ahead-of-the-curve-emergency-planning-manager.html.

Institute of MedicineRecommends Research Priori-ties for Emergency Prepared-ness and Response. The Cen-ters for Disease Control & Pre-vention asked the Institute ofMedicine (IOM) to recommend aset of near-term research prioritiesfor emergency preparedness andresponse in public health systemsrelevant to the expertise at schoolsof public health and related fields.Download the IOM’s report atwww.iaem.com/publications/news/

Emergency ManagersInvited to Take Part in Com-pensation BenchmarkingSurvey. The BC ManagementCompensation BenchmarkingSurvey is the salary report thatmany business continuity and EMexecutives turn to for criticalinformation when developing andhiring for their continuity programs.This year BC Management will betracking those respondents whosejob responsibilities are 50% ormore focused in emergencymanagement. If BC Managementreceives more 500 respondents onan international basis that fit thiscriteria, they are interested inpublishing a compensation reportspecifically for the EM profession.The on-line survey is now openand will remain available until Feb.17, 2008. Details are available athttp://iaem.com/publications/news/documents/BCMGeneralStudyAnnouncement011908.pdf.

Mary Fran Myers 2008Scholarship Opportunity An-nounced by Natural HazardsCenter. The Mary Fran Myers2008 Scholarship offers therecipient the opportunity to attendthe Natural Hazards Center’sannual Hazards Research andApplications Workshop in Boulder,Colorado. The scholarship recog-nizes outstanding individuals whoshare Mary Fran’s commitment todisaster research and practice andwho have the potential to make alasting contribution to reducingdisaster vulnerability. The applica-tion deadline is Apr. 4, 2008.Complete details can be found atwww.colorado.edu/hazards/awards/myers-scholarship.html.

documents/EmergPreparednessResearchPriorities.pdf.

Heritage EmergencyNational Task Force ProvidesTip Sheet Poster. The HeritageEmergency National Task Forcehas redesigned its “Tip Sheet forWorking with Emergency Re-sponders” as a poster, which it ishoped will bring more attention tothe importance of reaching out tofirst responders before disasterstrikes. The posters can be ob-tained through www.heritagepreservation.org.

Trust for America’s HealthReleases Annual Report. Trustfor America’s Health has releasedits fifth annual “Ready or Not?Protecting the Public’s Healthfrom Disease, Disasters andBioterrorism” report, which foundthat while important progress hasbeen made, critical areas of theU.S. emergency health prepared-ness effort still require attention.

The report can be downloaded atwww.healthyamericans.org/reports/bioterror07/.

Pitt Review Issued WithLearning Lessons From the2007 UK Floods. Sir MichaelPitt, Chairman of the South WestStrategic Health Authority, wasasked to conduct an independentreview of the UK flooding emer-gency that took place in June andJuly 2007. His interim report on thecauses and consequences of thefloods contains urgent recommen-dations which Sir Michael believesshould be implemented in order tominimize the impact of any flood-ing in the near future.

The interim report will act as aconsultation document prior topublication of the final document inthe summer of 2008. The interimreport may be downloaded atwww.cabinetoffice.gov.uk/thepittreview/interim_report.aspx.

17


IAEM: Working for You(continued from page 1)

issues raised by local emergency managers. As resultof the improved process, we believe the NRF is adocument that local emergency managers will findvery useful. This is the greatest compliment a localofficial can give a Federal document. We get manydocuments from Washington that go on a shelf, butthis one will actually be used. We appreciated beingincluded in the process and look forward to a contin-ued dialogue on this and other issues.”

The National Response Framework is the succes-sor to the U.S. National Response Plan. Focusing onresponse and short-term recovery, the NRF articu-lates the doctrine, principles and architecture bywhich the United States prepares for and responds toall-hazard disasters across all levels of governmentand all sectors of communities. The NRF wasreleased following an extensive process of outreachand coordination between DHS and key stakeholdersrepresenting federal, tribal, state and local govern-ments, non-governmental agencies and associations,and the private sector.

IAEM Signs Memorandum of Cooperationwith ASCE. In an effort to address the need forincreased emphasis on coordination of all aspects of

FEMA Administrator R. David Paulison signsIAEM First Vice President Russ Decker’s copy ofthe National Response Framework in appreciationof IAEM’s comments and assistance in the revi-sion process. L-R: Russ Decker, CEM, EmergencyManagement Director of Allen County, Ohio, andmember of the FEMA National Advisory Council;Dennis Schrader, FEMA Deputy Administrator forNational Preparedness; Chief Paulison; and Dr.Kemble Bennett, Chairman of the FEMA NationalAdvisory Council and Vice Chancellor for Engineer-ing at Texas A&M University.


The National Response Framework, fact sheet, brochure,and all DHS documents related to the NRF roll-out areposted on the IAEM U.S. Government Affairs CommitteeWeb page for download. Go to www.iaem.com/committees/governmentaffairs. A photo gallery is also available.

18


IAEM: Working for You

IAEM members are invited to submit any short (lessthan 100 words), amusing anecdotes of their adventuresin emergency management. Please keep any partici-pants in your anecdote anonymous. Anecdotes mightrange from funny calls at the call center to strangeincidents through to unusual occurrences at exercisesand anything in between. All anecdotes are to be submit-ted to [email protected] and may be subject to editing inorder to ensure anonymity of those involved. Don’t knowhow much 100 words is? Well, this takes up 88.

Bulletin Call for Anecdotes:“Funnies From the Field”

(continued from page 17)

emergency management worldwide, the AmericanSociety of Civil Engineers (ASCE) and IAEM on Jan.14 signed a memorandum of cooperation. The newagreement establishes a relationship designed topromote awareness of the state of U.S. criticalinfrastructure and to encourage the involvement of theengineering community in supporting emergencymanagers. IAEM is looking forward to this newpartnership with ASCE (www.asce.org).

IAEM Members Serve the Association.Many IAEM members agree to serve as representa-tives on committees and projects of importance.

♦ Ernie Blair will represent IAEM on an APCOInternational project team working on interoperability.

♦ Patricia A. Fugate will represent IAEM on theEmergency Services Sector Coordinating Council’sBest Practices Project.

Call for EM Practitioner Articles. The IAEMEditorial Committee invites IAEM members to submitlonger articles (1,750+ words) for consideration in thesearchable EM Practitioner Articles collection inmembers only at www.iaem.com. This collection wasdeveloped and is maintained by the IAEM EditorialCommittee. Articles that contribute to the advance-ment of knowledge and improvement in the practice ofemergency management are welcome. Breadth ofsubject matter and depth of discussion are encouraged.

IAEM Discusses Collaboration with EMI. OnJan. 2, 2008, Vilma Milmoe, Emergency Manage-ment Institute (EMI) Deputy Superintendent (cen-ter), and Tom Gilboy, CEM, Training Specialist andActing Chief of the EMI Distance Learning Section(right), met with IAEM Region 3 President KatheeHenning, CEM, to discuss course updates andareas for further collaboration between EMI andIAEM.

See the author’s guidelines at www.iaem.com/membersonly/EMArticles/index.asp. Your contributionswill add to the value of this collection and preserveinformation of value to IAEM members.

The latest articles added to the collection are:♦ “Encouraging Greater Civil Air Patrol Involve-

ment During Aircraft Disaster Scenario Exercises”and “Winter Heating Safety,” both by Cathy CarterDempsey, FEMA Disaster Assistance Employee,Huntsville, Alabama.

♦ “HSPD-8 Compliance by UASI Jurisdictions,” bySteven Fruchtman, William Grant, Amber Gisriel,and Brian Lee, Johns Hopkins University.

♦ “U.S. Chemical Facility Anti-Terrorism Stan-dards,” by David A. Moore, PE, CSP, President andCEO, AcuTech Consulting Group, Alexandria, Virginia.

♦ “Pandemic Planning,” by Jeff Sinchak, MSHS,Emergency and Disaster Management.

19


Feb. 7 Post Disaster Safety Operations Training Workshop, LasVegas, NV, supported by IAEM, member discounts.

Feb. 18-20 APCO Australasia Conference and Exhibition,Queensland, Australia, supported by IAEM, keynotespeaker Tony Pearce, IAEM Oceania President.

Mar. 3-4 Hospital Emergency Preparedness Conference, Washing-ton, DC, ER One Institute.

Mar. 11-14 2008 Virginia Emergency Management Conference,Hampton, VA.

Mar. 17-19 Search & Rescue 2008, Bournemouth, UK, supportedby IAEM.

Mar. 25-29 EMS Today 2008, Baltimore, MD, International Associa-tion of Fire Chiefs.

Apr. 1-2 Partners in Emergency Preparedness Conference,Tacoma, WA.

Apr. 2-3 Preventing and Responding to Violence in Schools,Toronto, ON, Canada, supported by IAEM Canada.

Apr. 22-26 National Earthquake Conference, Seattle, WA.June 4-5 IJOCC 2008: Managing Major Emergencies, London,

UK, supported by IAEM Europa.June 5-7 IAEM 2008 Mid-Year Meeting, National Emergency

Training Center, Emmitsburg, MD, www.iaem.com.June 11-12 IAEM Region 2 Seminar & Meeting, Fairlawn, NJ,

www.iaem.com/regions/2.June 15-18 18th World Conference on Disaster Management

(WCDM 2008), Toronto, ON, supported by IAEM.Aug. 25-29 International Disaster & Risk Conference, Davos,

Switzerland, supported by IAEM.Nov. 15-20 IAEM 56th Annual Conference & EMEX 2008,

Kansas City (Overland Park), KS, www.iaem.com.

E.M. Calendar

The extended online editionof the February 2008IAEM Bulletin includes

additional material beginning onPage 21. Download your copy inMembers Only at www.iaem.com.

New IAEM Member Listing,Dec. 16, 2007 to Jan. 15, 2008.

“Disaster Resistant CaliforniaCommunity Colleges,” by Dr. TodA. Burnett, Vice Chancellor forCalifornia Community Colleges andKay C. Goss, CEM, SeniorAdvisor.

“Ten Critical Elements ofCampus Preparedness,” by GideonF. For-mukwai, CEM, CBCP,IAEM International RegionPresident.

Online Bulletin at www.iaem.com

IAEM BulletinCall for Articles:

“EM Higher Educationin the Future”

The IAEM EditorialCommittee is looking forarticles for the next

special focus issue of the IAEMBulletin on EM Higher Educa-tion in the Future. The commit-tee is interested in articles aboutthe kinds of curriculum needed inEM, homeland security andbusiness continuity higher educa-tional programs. From the privatesector, we want to know whatkinds of EM knowledge and skillsemployers expect from graduatesof an EM, homeland security orbusiness continuity higher educa-tion program.

Please keep your articles under750 words, and e-mail articles toBulletin Editor Karen Thompsonat [email protected] no laterthan Apr. 10, 2008. Please readthe author’s guidelines on our Website before submitting your article.

PROJECT MANAGEMENT CONSULTANTS

Developing a regional team? We can help:- Governance - Funding Model- Policy and Procedures

Managing an AHIMT? We provide teamadministration services, including:

- Documentation management- Budget Management- Ongoing Training

www.gananllc.com877-572-9597

All-Hazards IncidentManagement Team

Development & Administration

“How to Clear a Stadium inLess Than Eight Minutes,” byCarol A. Shelby, Senior Director,Environmental Health & PublicSafety, Purdue University, WestLafayette, Indiana.

“School Incident PlanningTeams in Charleston,” by KevinWren, Campus Safety Coordinator,Charleston County School District,Charleston, South Carolina.

“Be Careful What You AskFor: You May Have to Give itBack,” by Toby Osburn, Dean ofStudent Services, and CandaceTownsend, Director of PublicInformation and Communications,McNeese State University, LakeCharles, Louisiana.

Visit www.iaem.com/calendar for detailsabout these and many other events of interest.

20

February 2008 Online EditionIAEM Bulletin

IAEM Membership Benefits You: Join Today at www.iaem.com Access to the largest network of top emergency

management experts who can offer solutions, guidanceand assistance.

Certification program in the only internationallyrecognized program for emergency managers. TheCertified Emergency Manager® program can enhanceyour career and salary, raise and maintain professionalstandards, and certify achievements of emergencymanagement professionals.

Representation on federal level working groupsaddressing vital issues such as terrorism preparedness,emergency management, program standards, commu-nications, disaster assistance delivery, and others.

A unified voice at the federal, state and locallevels to educate decision makers about the impact ofpolicies and legislation on emergency managementservices.

The IAEM Bulletin, a monthly newsletter that isthe definitive source for emergency management newsand information.

Conferences and workshops to enhance net-working and inform members about legislative issues.

Our Annual Conference and EMEX Exhibit offersnetworking and information on current EM issues. OurMid-Year Meeting, held in the Washington, D.C., area,focuses on committee work and federal legislativeissues. Regional conferences give members thechance to exchange information with colleagues closerto home.

WWW.IAEM.COM is the portal to the world ofemergency management. The IAEM Web site offersdiscussion groups and a wealth of other professionaltools, including the popular career center.

Alliances with a network of related associationsand organizations to further the profession and itsmembers.

Professional recognition of individuals through anannual awards program.

Scholarship opportunities and funds for studentsenrolled in emergency management courses of study.

Professional development through in-personmeetings, networking and training opportunities.

Discounts on certification program fees, selectedpublications, conference registration and more.

21


Ten Critical Elements of Campus PreparednessBy Gideon F. For-mukwai, CEM, CBCP, IAEM International Region President


Unlike other high-occu-pancy premises, collegeand school campuses

tend to be more vulnerable toemergencies because of thenature, environment and purpose ofschools. Notwithstanding inherentvulnerabilities, campuses cannotafford to ignore the increasinginsecurity within schools aroundthe world. In order for campusesto be safer, they must regularlytroubleshoot their emergencyreadiness system with respect tothe preparedness of people,processes and infrastructure.

The 10 critical elements ofcampus preparedness focus ondifferent aspects of campusreadiness, including prevention,preparedness, response andrecovery.

Critical Element #1: ACoherent Plan. A plan identifiespotential emergencies that canoccur on campus. It also providessuitable guidelines for emergencyresponse and recovery. For a planto be effective, it must be regularlyupdated to reflect emergingnatural, manmade and technologi-cal risks on campus. A realisticplan must be abreast of the timesas well as be in tune with local,state and national emergencyresponse regulations, such as theNational Incident ManagementSystem in the United States.

Critical Element #2:Effective Leadership. Effectivecampus leadership during anemergency can make or mar.Unfortunately, some campuses donot fully utilize or benefit from thepresence of immense intellectualhuman resources on campuses inpreparing and responding toemergencies. This is so becausesome directors do not take keeninterest in non-academic issues likeemergencies, which they considerto be a distraction from their coreduties.

Critical Element #3:Emergency Operations Center

(EOC). The role of the EOC incampus emergencies is as criticalas it is for cities and communities.It is particularly handy for large-scale campus incidents that involvecollaboration with local city, countyand national (federal) level authori-ties. Without an EOC, effectiveincident coordination by campusand city officials may be verychallenging, and it may undermineefforts to mitigate an incident.

Critical Element #4:Emergency CommunicationPlan. A campus communicationplan is critical because it identifieshow information about an emer-gency reaches out to students,staff, satellite campuses, researchinstitutes, support staff and admin-istrators. A well thought-outcommunication plan ensures thatcritical emergency alert informa-tion is timely, relevant and conciseenough to elicit optimum response.

Critical Element #5:Students and Staff Safety. At thecenter of a campus readinesseffort is the life safety of all peoplewho work or study on campus. Fora campus plan to be worth its salt,it must clearly delineate howstudents, employees and staff willrespond, for instance, during anevacuation, in-place protectionduring a chemical spill from alaboratory, emergency shut-downprocedures, or a contagiousdisease outbreak such as the 2003SARS outbreak in Asia.

Critical Element #6:Internal Resources. Internalresources play a vital role in thereadiness of an institution. Suchresources include material, humanand financial resources that willsupport campus emergencyoperations. A well-preparedcampus must possess resourceslike fire safety equipment, firstsafety teams, emergency notifica-tion systems, incident managementteam, and a host of other resourcespre-designated to manage anincident smoothly.

Critical Element #7:Mobilization of External Re-sources. Effective campusreadiness must be capable oftapping into community resources– like a city’s fire service, emer-gency medical services, urbansearch and rescue, public securityand public works – in a way thatenhances operations. To enhanceresponse operations, the mobiliza-tion of external resources mustseamlessly dovetail with campusresponse position efforts. Alterna-tively, a campus may also forgecollaborations (mutual aid agree-ments) or partnerships with othercolleges or sister institutions toreinforce its own internal re-sources.

Critical Element #8: PlanTesting. An untested plan may notbe as good as it looks on paper.Unless a plan is tested, an institu-tion cannot take pride in its emer-gency readiness, let alone boastabout its readiness. Regular plantesting raises awareness, increasesthe confidence of responders, andprovides insights into the weak-nesses and strengths of a plan.Every campus that seeks toimprove its readiness must sched-ule frequent and appropriate plantesting exercises to beef up itspreparedness.

Critical Element #9: Rolesand Responsibilities. Thedefinition of roles and responsibili-ties for response teams ensuresthat there is no conflict in deploy-ment or decision-making during anemergency. Emergency roles forfaculty members, student leadersand support staff constitute aneffective way of having a fullspectrum of participation from allparties.

Critical Element #10:Disaster Recovery Plan. Cam-pus preparedness is not completeunless it includes procedures forreturning life to normal in the

22


How to Clear a Stadium in Less Than Eight MinutesBy Carol A. Shelby, Senior Director, Environmental Health & Public Safety,

Purdue University, West Lafayette, Indiana


Sept. 9, 2007, dawnedominously with severeweather headed toward

West Lafayette from acrossCentral Illinois. It was my worstnightmare – unseasonable thunder-storms during a home footballgame.

Purdue University’s Ross-AdeFootball Stadium holds more than62,000, and the first game of theseason is much anticipated. Thisyear was no different, and thestadium began to fill at 11:00 a.m.

Pre-Game Preparations

As we began our pre-gamerituals in the public safety booth,each member of the emergencyteam pulled up their own version ofa weather page. The countyemergency management directorused his subscription version, thefire chief used his, and I was incharge of monitoring the localDoppler radar site.

Along about the end of the firstquarter, it was looking as thoughwe were not going to be as luckyas we have been in other years.The storms typically break into a“C” around the city and drift off tothe north, due to the Wabash Rivereffect, or some other unnamedweather phenomenon.

Going Into Action

When the end of the secondquarter approached, all chatterstopped as we went into action. Icontacted game day facilitiesoperations in the booth next door.I consulted my weather emergencychecklist:

Announcements were ready– check.

Buildings were open andstaffed – check.

Review the weather sites,call the TV station, notifiy ourdispatch center – check.

We had practiced and practiced

for this moment, and it looked asthough it was going to happen thistime.

The NCAA refs have theauthority to stop a game inprogress, and they were dependingon us to provide them with up-to-the-minute information. Delayedgames are something they try toavoid, but not at the expense of thesafety of the players and coaches.When the weather sites said thatthe storm was 10 miles out, wealerted the referees, as we hadplanned. We also decided that itwas time to alert the fans.

“Ladies and gentlemen, may Ihave your attention, please?” Theannouncer began. All eyes turnedto the Jumbotron at the south endof the stadium, where a printedversion of the announcementappeared. The protocol we hadshared with the ushers and emer-gency responders in the stadiumbegan its first real “test” – theevacuation of an at-capacity crowdof football fans.

Plans Pay Off

From that moment until the lastfan left the stands was just overseven minutes. As the last fans leftthe metal seats, a loud clap ofthunder and a bright flash oflightening blew across the stadium.The delay of game lasted 67minutes, and we became one ofvery few university public safetyteams to experience a stadiumevacuation.

Final Score: Purdue 52, EasternIllinois 6, with no weather-relatedinjuries. Just another exciting dayat Ross-Ade Stadium!

Purdue UniversityFootball Stadium Weather

Emergency Protocol

Lightning. In the event thata lightning emergency is declared,fans will be advised by the an-

nouncer, and on the Jumbotron, toexit the stadium and seek shelter.Shelter-in-place locations includeMackey Arena, MollenkopfAthletic Center, IntercollegiateAthletic Facility Gym and theLambert Fieldhouse. Fans shouldmake their way calmly to either ofthose locations until it is safe toreturn to their vehicles. Fansunable to evacuate, due to disabil-ity, will be directed by PublicSafety personnel to the concourseareas, away from metal parts ofthe building. If the game is can-celled, lot transportation providedby Athletics will be located in theusual locations, once it is safe to doso. Information regarding thisprotocol, including the “all clear,”will be transmitted by radio topublic safety personnel.

Tornado Watch and Tor-nado Warning. In the event that atornado watch is declared, fanswill be advised by the announcerand on the Jumbotron. In the eventthat a tornado warning is declared,fans will be advised by the an-nouncer, and on the Jumbotron, toexit the stadium and seek shelter.Locations will not be announced,but fans may be directed to thelower level of surrounding build-ings. Fans unable to evacuate, dueto disability, will be directed byPublic Safety personnel to therestroom facilities or the East/WestFirst Aid stations. If the game iscancelled, lot transportationprovided by Athletics will belocated in the usual locations, onceit is safe to do so. Informationregarding this protocol, includingthe “all clear,” will be transmittedby radio to public safety personnel.

Text of Announcementfor Evacuation

“Ladies and gentlemen, may Ihave your attention, please. Severe

23


Our schools are in sessionmore than 200 days outof the year. During a

school day, a large portion of thepopulation is attending school,teaching school, or supporting theschool’s activities. The odds of anactive shooter entering a schoolbuilding are far less than those ofsevere weather or a hazardousmaterial incident occurring duringschool hours. It is imperative thatthe teachers, faculty and staff ofeach school understand what to doduring an emergency and that theyuse an all-hazards approach.

In order to achieve this all-hazards approach, the CharlestonCounty School District in SouthCarolina created School CriticalIncident Planning (SCIP) teams.SCIP teams consist of school, fireand police personnel who togethercreate the school’s safety panel,ensuring that everyone is on thesame page for response.

Creating Relationships

The SCIP team realizes that thetime to forge relationships is notduring a crisis. Creating personalrelationships among emergencyresponse agencies and school staffis an important step to emergencyplanning. These relationships andbonds have created open lines ofcommunication and increased theadministrators’ understanding oftheir role during an emergency. Inaddition, the emergency respondershave realized that the schoolspossess limited resources torespond to a crisis and will bereliant upon them to fill this void.The assignment of roles andresponsibilities and the dispelling ofassumptions has been an enormouspart of building the SCIP teamrelationship.

In order for relationships towork, there must be an investmentof time and effort on the part ofthe emergency responders and theschool administrators. This invest-

ment was a hurdle that had to becrossed for the SCIP teams towork effectively. Emergencyresponse supervisors and schooladministrators are the decisionmakers for their respective agen-cies, and therefore need to be therepresentatives on the SCIP team.

As the decision makers, theyare often stretched thin on timebecause of other duties. However,recent incidents, such as theAmish, Platte Canyon andJonesboro shootings, have shownus that there is a need to find thetime to build these relationships.Moreover, these relationships helpus with the incidents that are notpart of the nightly news, such as afire alarm, a student having aseizure, or an irate parent thatneeds to be removed from campus.

Defining Roles

Another obstacle for the SCIPteams to overcome is the size ofthe school district and the numberof agencies that provide emer-gency resources. The CharlestonCounty School District consists of80 schools, from inner city to ruralsettings, that are served by fourlaw enforcement agencies and 15fire departments. Because of this,the school district has had to takethe lead in creating the SCIPteams so that there would be acohesive plan. The number ofagencies involved has createdtraining issues in relation to aunified response to incidents. Forexample, before the SCIP team’simplementation, all of the lawenforcement agencies had notbeen trained to the same standardon how to respond to an activeshooter scenario. It has becomethe school district’s responsibility toensure that each of these agenciesreceives the proper training andthat emergency response isuniform across the district.

The creation of the SCIP teamwas necessary, because local

emergency personnel assumed thatthe school’s staff knew how toappropriately respond to a crisissituation and write a comprehen-sive emergency plan. In reality, themajority of administrators have notbeen offered or taken any emer-gency management courses.South Carolina does not offerformal graduate or undergraduateclasses in emergency preparednessfor administrators. In addition, theSouth Carolina Department ofEducation does not offer anyemergency training, but doesmandate that a plan be in place.

Meeting Training Needs

We know that a respondingpolice, fire or EMS agency is notgoing to be able to handle three,four or 800 kids, teachers, facultyand parents at the scene of anincident on top of responding to thethreat. Therefore, it is necessaryfor us to bring the administrators inon training sessions, offer assis-tance in creating their plans, anduse their buildings for trainingsessions. By utilizing a SCIP team,we are able to ensure that theadministrators, faculty and staffknow how to respond to a threatappropriately.

Most school administrators areunfamiliar with emergency man-agement principles and practices.Their specialty is educating kids;ours is responding to and planningfor emergency events. Turn theminto assets rather than a hindranceduring an incident. Get involvedwith their planning process tomake sure that they are using anall-hazards approach and utilizingproper EM principles. Do not allowthem to fail because of a lack oftraining or support. Create a SCIPteam, and get personally involvedin creating a successful emergencyresponse for all involved. AsBenjamin Franklin stated, “Byfailing to prepare, you are prepar-ing to fail.”

School Incident Planning Teams in CharlestonBy Kevin Wren, Campus Safety Coordinator, Charleston County School District, Charleston, S.C.

24


In the wake of the VirginiaTech shootings in April,colleges and universities

around the world began evaluatingtheir current campus emergencyplans, making major enhancements,and escalating collaborations. TheCalifornia Governor’s Office ofHomeland Security fortuitously hadtaken the initiative in Fall 2006,almost six months before, toprovide a grant of $500,000 to theChancellor’s Office.

The Disaster Resistant Califor-nia Community Colleges Program(DRCCC) was launched to providea statewide program of emergencypreparedness for 109 communitycolleges. In the coming year, theSystem Office will be receiving a$400,000 grant for continuation andexpansion of DRCCC activitiesand efforts.

Program Goals

Goals of the DRCCC are tosupport districts and colleges inestablishing compliance withfederal emergency mandates, suchas the National Incident Manage-ment System (NIMS), as well asCalifornia mandates, such as theStandardized Emergency Manage-ment System (SEMS) and theDisaster Service Worker (DSW)designation and responsibilities.Under each of these, educationalinstitutions are required to conductproper training as well as have acompliant emergency operationsplan.

The Chancellors, first MarkDrummond and currently DianeWoodruff, place a high priority onthis program, attend trainingfunctions, and provide vision andleadership. The Vice Chancellordirects the program, which hasprovided five regional trainingsessions to date on SEMS, NIMS,risk assessment and generalemergency management concepts,with the goal of holding the ses-

Disaster Resistant California Community CollegesBy Dr. Tod Burnett, Vice Chancellor for California Community

Colleges System Office, and Kay C. Goss, CEM, Senior Advisor

sions within three hours drivingtime of each campus.

The team of advisors hasincluded Dr. Craig Zachlod, CEM,of Mendocino County; ReneeDomingo of Oakland; and Kay C.Goss, CEM, of SRA International.Trainers have included each ofthem, as well as Debra Yamanakaof SRA, Richard Amme of AmmeAssociates, and the West VirginiaUniversity DHS Executive TrainingProgram. As a result:

544 district and collegepersonnel participated;

160 attended College Execu-tive Emergency Training;

350 participated in workshopson Hazard/Vulnerability/RiskAssessment; and

127 of the 130 districts andcolleges participated.

Future Plans

Plans for the coming yearinclude continued NIMS/SEMStraining, as well as a new emphasison crisis communications trainingsessions. Meanwhile, the riskassessments of each campus havebeen turned in to the Chancellor’sOffice for analysis and action. TheOffice will be seeking a Pre-disaster Hazard Mitigation Grant tofollow up on the risk assessmentfindings with much needed mitiga-tion measures.

Early in 2008, the System Officeis hosting a second round oftraining, again with five regionalevents, to include a one-day,customized workshop to guideCEOs, administrators, executivestaff and public informationofficers through the basics of crisiscommunications applicable for anyon-campus emergency or disaster.The training will include simula-tions and interactive group exer-cises in which participants willhave the opportunities to discussand practice all aspects of crisiscommunications. Participants will

also receive training and certifica-tions in ICS 402, a required trainingfor all CEOs and other executivestaff under mandates from theGovernor’s Office of EmergencyServices.

The SEMS/NIMS Train-the-Trainer workshop will certifyparticipants to teach ICS 100, ICS200, IS 700, IS 800 and SEMSIntroduction. In this way, eachdistrict and college will havecertified trainers prepared toconduct local training and assist inmeeting the Governor’s Office ofEmergency Services requirements.

While the System Officecoordinates emergency trainingefforts and analyzes risk assess-ments, colleges and districts focuson updating their own emergencyplans. In Fall 2006, the SystemOffice sent an emergency pre-paredness and planning question-naire to all districts and colleges.Almost 70 percent of respondentsindicated their district or college isgiving a top or high priority tomaintaining, evaluating and revisingtheir emergency preparednessplan.

During 2007, the System Officeestablished a Statewide DRCCCTask Force, made up of represen-tatives from many of the commu-nity colleges, which has beenworking to develop standards andguidelines and to provide expertiseand support for districts andcolleges to reach full compliancewith NIMS/SEMS.

Conclusion

The wildfires and strong windsin Southern California were themost recent reminder of theimportance of emergency planningand preparedness. More than adozen community colleges wereforced to evacuate and close theircampuses for several days, while


25


Be Careful What You Ask For:You May Have to Give it Back

By Toby Osburn, Dean of Student Services, and Candace Townsend, Director ofPublic Information and Communications, McNeese State University, Lake Charles, Louisiana

In 2005, officials at McNeeseState University in LakeCharles, La., advised stu-

dents to follow the same directivegiven to other residents of thecommunity following HurricaneRita: apply for assistance. Butadministrators are hesitant to offeradvice in future disasters due torules surrounding programs offeredthrough the Federal EmergencyManagement Agency (FEMA).

Students filed applications withFEMA, and agency-authorizedcontractors rolled onto the closedcampus to inspect dwellings,including dormitories, residencehall suites and apartments. Theinspectors submitted reports toFEMA, and awards for housingassistance, property replacementand other expenses began to flowinto student bank accounts. Withina year, however, many wouldregret having applied when FEMAaudited the awards made under theindividual assistance program.

By March 2006, the universityreceived reports that FEMA wasdemanding return of funds. Eligibil-ity problems based on applicantdwelling definitions quicklyemerged. The following lessonsabout FEMA individual assistanceprograms and college studentswere learned:

Lessons Learned

Occupancy of a campusdormitory, residence hall, suiteor apartment does not normallyqualify as a “dwelling” underFEMA criteria. Such housing isregarded as a temporary, seasonalor non-primary residence, akin toweekend lake and vacation homes.Even students who providedevidence of legally binding, 12-month lease agreements wereunable to avoid returning funds, as

their dwellings were physicallylocated on campus property.Lesson learned: Initial inspectionand approval of a case as benefits-eligible may be later overturned ifthe dwelling is deemed a non-primary residence.

Individual assistance fundsare tied to a single head ofhousehold in a dwelling. Stu-dents residing in “shared” or multi-person suites, apartments orhouses were frequently advisedthat the first applicant of thedwelling was considered theprimary recipient of funds and thatother occupants should contactthat person to arrange disburse-ment of funds among all. Thisscenario played out in campus andnon-campus residences alike.Lesson learned: One resident of adwelling may unwittingly receive abenefit intended for all residents ofthe dwelling, resulting in somereceiving no assistance whatso-ever.

Duplicate applications willslow awards for all involved.Many parents applied for assis-tance through FEMA and foundtheir cases stalled or denied sincetheir dependent college studentshad also applied for individualassistance benefits under separateschool addresses. Lesson learned:FEMA generally considers depen-dent college students to be mem-bers of their parents’ household,and most young students, thoughlegally classified as adults, will beunable to demonstrate indepen-dence from parents when it comesto disaster funds.

Initial inspections byFEMA-authorized contractorsand initial individual assistanceprogram awards are subject toverification and may be over-turned on review. More than 200students, most campus residents,

were involved in recoup proceed-ings with the agency within a yearof receiving awards involving aslittle as a few hundred dollars andas much as several thousanddollars. Lesson learned: Studentsshould be advised, before they areurged to apply for assistance, thatthey may have to return funds at alater date once cases are auditedby program officials.

Several internationalstudents applied for and re-ceived individual assistanceand emergency relief funds,only to be notified later toreturn the money since interna-tional students are ineligible forfederal disaster relief. Lessonlearned: International studentaffairs officers should educatetheir students on the role of non-profit sector organizations such asthe American Red Cross, SalvationArmy, United Way, faith-basedorganizations and other commu-nity-based entities. Possessing asocial security number or beingauthorized to study in the UnitedStates does not necessarily guar-antee student eligibility for allforms of assistance in a disastersituation.

Conclusion

Months of talks betweencampus and agency officials andintervention by elected officials atthe state and federal level resultedin the relaxation of some programrules. Some students who demon-strated continuous occupancy ofcampus dwellings for 12 monthsprior to the disaster declarationwere permitted to retain theawarded funds. Many, unfortu-nately, continue to make monthlyreimbursement payments. Campus


26


Please join us in welcoming these new IAEM members.


New Members: Dec. 16, 2007-Jan. 15, 2008

Name Title

Organization Recruited by

Mailing Address

City/state/zip

Phone/fax E-mail (if available)

I WANT TO BECOME A MEMBER OF IAEM.Individual Members: $170 IAEM-USA, $100 IAEM-Canada, $83 IAEM-Oceania, $80 IAEM-Europa, $50 other non-U.S.Student Members: $25 Affiliate Members: $795 Join online today at www.iaem.comOr...mail this completed form with with your check to: IAEM, 201 Park Washington Court, Falls Church, VA 22046

I can’t join now, but I would like to receive more information on the benefits of IAEM membership.

REGION 1

Robert J. HassettSpringfield, MA

Marc P. McEwanDarien, CT

Robert J. PescatoreTrumbull, CT

REGION 2

Nicholas V. CagliusoNew York, NY

Aman MangatWoodbury, NY

Andrew McMahanNew York, NY

Brian J. NilandParamus, NJ

Matthew T. PelosoLarchmont, NY

Cyrille W. SingletonKingshill, VI

Sean SullivanNew York, NY

Edward TrainorSomerset, NJ

Guy J. Van BenschotenKing Ferry, NY

REGION 3

Annah N. AkasaColumbia, MD

Joy DvornicichDoylestown, PA

Maj Leah J. ErwinHampton, VA

Ordice A. Gallups, Jr.Chesapeake Beach, MD

James J. HardyMontgomery Village, MD

David HuntAlexandria, VA

Jeffery T. LongEllicott City, MD

Bridger E. McGawWashington, DC

Lloyd B. RoachWest Chester, PA

Rebecca U. WeissmanArlington, VA

Clayton S. WetzelWallops Island, VA

REGION 4

Karen BaumDayton Beach, FL

Kent W. BuckleyPearl, MS

Willie A. ChirilloDaytona Beach, FL

Millisa S. DannerButler, TN

Mark B. EackerOcoee, FL

Steven A. HaleWentworth, NC

Christopher D. HamptonOrlando, FL

Scott P. LewisWest Palm Beach, FL

Stephen M. LewisBoynton Beach, FL

Richard E. MooreDaytona Beach, FL

Richard L. MorfeldMilton, FL

David H. PorterSimpsonville, SC

Andrea L. WardHollywood, FL

Craig S. WilbertOxford, AL

Karyn L. YaussyNewton, NC

REGION 5

Christina BredholdIndianapolis, IN

David A. ChristensenHoffman Estates, IL

John C. HarbeckWaukesha, WI

Cathlene HockertSt. Paul, MN

Sabrina R.J. LuttrellFairview Heights, IL

Michael A. SchulsingerSpringfield, OH

Jeff C. WilliamsMayfield Heights, OH

REGION 6

Roy H. BarrettHouston, TX

Kenneth D. MaloneGarland, TX

Cindy MohatArlington, TX

Dr. Robert J. MullerSlidell, LA

Kenneth L. PadgettMarrero, LA

REGION 7

Shelly J. BodenHastings, NE

27


New Members(continued from page 26)


Abraham WarnerBerkeley, CA

REGION 10

Brian ArcementPoulsbo, WA

Tom SmaydaWasilla, AK

Jerry D. VanVactorAPO, AE

INTERNATIONAL REGION

Olusina AdesanyaVieux Fort, Saint Lucia

Cephas ChangSingapore

Michael F. FullwoodSingapore

Daniel B. JonesDoha, Qatar

Elizabeth F. KluteThe Valley, Anguilla

Jing ShiShanghai, China

Mahavir SinghSingapore

Thomas TohSingapore

STUDENT REGION

Samuel W. AdamsBristolm RI

Melissa L. BerryColumbia, SC

Alexis R. BlewettChicago, IL

Kevin K. BryantFt Myers , FL

Michael P. CoenenFort Myers, FL

Bradley E. DeanThomasville, NC

John M. HarveySan Diego, CA

Joel HolmesHouston, TX

Neufeld P. JacobBrooklyn, NY

Andrew H. JillardVirginia Beach, VA

Sarah KellyNorth Brunswick, NJ

James W. LicataCape Coral, FL

Jeff MacdonaldRockford, IL

Lt Matthew L. MariettaBuford, GA

Robert A. Matthews, Jr.Sacramento, CA

Lee MayfieldTallahassee, FL

Betty A. MitchellChicago, IL

Junius K. Oates IIIOcean Springs, MS

William C. PayneAsheville, NC

Ameya PawarChicago, IL

William S. PerrittPleasantville, NY

Pamela J. ProvostAnchorage, AK

Robert L. RosserSardis City, AL

Janette L. SimonsBrownsburg, IN

Kevin M. StormSan Mateo, CA

James J. SykesStaten Island, NY

Keasmon L. WebbLewisville, TX

IAEM CANADA

Christine GristVictoria, BC

Bethany L. MooreOttawa, ON

Antony (Tony) E. RatcliffeEdmonton, AB

Rod J. SalemVancouver, BC

Randy E. SmithPerkinsfield, ON

Lee SpencerWinnipeg, MB

Derek G. TilleyCorner Brook, NL

Patricia M. TulumelloSt.Catharines, ON

Maxime TurcotteBlainville, QC

IAEM OCEANIA

Jeff J. CheadleRiverhills, QueenslandAustralia

Belinda K. DaviesWollongong, NSWAustralia

Robert S. OldfieldWinston Hills, NSWAustralia

Rick StoneSydney, Australia

IAEM EUROPA

Hakeem A. AdewuyiDagenham, UK

Roberto FossonVerres, ItalySponsor: Arthur Rabjohn,CEM

Riccardo FranchiUzzano, ItalySponsor: Arthur Rabjohn,CEM

Henry DuPontOverland Park, KS

Loren H. UdenHastings, NE

REGION 8

Van W. LaymanSalt Lake City, UT

Jerilyn C. RobertsRapid City, SD

REGION 9

Richard AbramsSanta Barbara, CA

James ClarkFairfield, CA

David P. LopezHemet, CA

Peter J. LoughlinYuma, AZ

Karen Z. LovellHonolulu, HI

Toshia S. MarshallBurlingame, CA

Lynn M. MataCorona, CA

Donald T. MugerSan Jose, CA

Sharon MusackLos Angeles, CA

Othell T. NewbillGoodyear, AZ

Mark E. StrohYuma, AZ

Dr. Jeffrey A. ThomasGoodyear, AZ

Tim TomanRocklin, CA

Alyssa T. Van StorySurprise, AZ

28


New Members(continued from page 27)

THE IAEM BULLETINThe IAEM Bulletin is a benefit of membership in theInternational Association of Emergency Managers.

The IAEM Bulletin is in its 25th year ofproviding news and resources for IAEM members.

The past 8 years are available onlinefor Members Only at www.iaem.com.

IAEM NEW AFFILIATE MEMBER PROFILESIs your company a new IAEM Affiliate Member?Contact IAEM Bulletin Editor Karen Thompson

at [email protected] to get detailsabout placing an Affiliate Member profile

in the IAEM Bulletin.

Tony ThompsonWeston-super-Mare, UK

Peter V. WILLIAMSNewbury, UKThomas D. Goodridge

Southampton, UK

Paul G. MitchellYateley, UK

Gisli R. OlafssonReykjavik, Iceland

Martyn Alan RipleyUK

Rod StobieLondon, UK

aftermath of a disaster or emer-gency. A campus recovery plan isa critical bridge between aninterruption and normal life. It is asimportant as any other componentof readiness, because it reinstatesthe students’ confidence in thecampus community’s ability torespond to significant risks. Itreinforces the message that it isonce more safe to return to thecampus.

Conclusion

A campus cannot afford tooverlook the above 10 criticalelements. These elements are verysignificant in campus prepared-ness; however, they are not theonly salient elements of prepared-ness required to ensure effectiveresponse and recovery. In essence,the above 10 elements capturesome critical elements that canboost an institution’s ability tobounce back faster after anincident.

Ten Critical Lessons inCampus Preparedness


weather is approaching Ross-AdeStadium rapidly, and you mustevacuate the stadium immediately.

“If you are located above thevomitory, please exit at the con-course level. If you are locatedbelow the vomitory, please exit tothe field level, and proceed to thesouth end of the stadium.

“Please exit the stadium andmove to shelter in one of thefollowing buildings: Mackey Arena,the Intercollegiate Athletic Facility,or the Mollenkopf football practicefacility. You will be notified when itis safe to return to the stadium forthe remainder of the game. Thankyou for your attention to thismessage.”

Clear a Stadium in LessThan Eight Minutes(continued from page 22)

officials recognize the importanceof recovery funds that helped theuniversity community rebound fromthe devastating impact of Hurri-cane Rita. However, the uniquenuances of federal guidelinescreated unforeseen hardships forstudents and a public relationsnightmare for the university.

The moral of the story is clear,therefore, for students and campusadministrators alike: be carefulwhat you ask for – you may getit...and you may have to return it!

Be Careful WhatYou Ask For


people in surrounding communitieslost their homes and thousands fledfor safety.

The Disaster Resistant Califor-nia Community Colleges Programis setting the stage for enhancedemergency preparedness, safercampuses, and less loss of prop-erty and lives in future emergen-cies and disasters.

Disaster ResistantCommunity Colleges


ARE YOU ANIAEM MEMBER?

Visit www.iaem.com to findout how IAEM membership

could benefit you andenhance your career andnetworking opportunities.

IAEM Bulletin Author’s Guidelines

IAEM201 Park Washington Ct.Falls Church, VA 22046www.iaem.com

GENERAL INFORMATION

The IAEM Bulletin is publishedmonthly by the International Associa-tion of Emergency Managers to keepmembers abreast of association news,government actions affecting emer-gency management, and researchand information sources. The publica-tion is also intended to serve as a wayfor emergency management col-leagues to exchange information onprograms and ideas.

Issues are 16-24 pages in the printedition. In addition, we post anextended online edition on the IAEMWeb site.

READERSHIP

The IAEM Bulletin is distributed tothe more than 4,000 members ofIAEM, representing all levels ofgovernment, industrial, commercial,educational, military, private, non-profit and volunteer organizations inthe U.S. and around the world. Thenewsletter also is sent to alliedorganizations and legislative repre-sentatives with a role in emergencymanagement issues.

FOCUS

The primary focus of the IAEMBulletin is local. We are looking forarticles that provide information andinsights useful to other practitioners,in government and private sectors,who are educated and trainedprofessionals.

Appropriate topics include: newresearch results, unique applications,successful programs, real experienceswith disasters and/or exercises,reviews of new publications, andviewpoints on important issues facingemergency management.

MATTERS OF STYLE

Tight space means it’s importantto get to the point quickly, and to stickto the dominant message.

Active verbs are moreinteresting than passive.

Strong verbs and nouns makethe best use of space.

Short anecdotes or exampleshelp explain, and add drama, humoror human interest.

Details make your story comealive.

Formatting techniques canmake your article easier to follow(subheads, charts, “bulleted” lists).

PHOTOS AND GRAPHICS

Photos, charts, and othergraphics/illustrations are used asspace permits. They must be providedas separate high-resolution graphicimages.

Resolution: For any photos andgraphic images, resolution must be atleast 300 dpi. If you are using a digitalcamera, please set it to the highestquality setting and use a four or fivemega-pixel camera. If you are using atwo or three mega-pixel camera, yourphotos may not be high enoughresolution to print well even thoughthey may look good on your computerscreen.

Photos: Photos can besubmitted as color images, and ifaccepted, they will be used as one-color black in the print edition and ascolor in the online edition.

Charts, Graphics andIllustrations: You must send charts,graphics and illustrations as one-colorblack images. You can send a full-color version for the online edition ifyou wish, but we must receive a one-color black version for the printedition.

APPROACHES

Feature Articles: Share facts and insights readers

can use to improve their ownemergency management program oradvance their individualprofessionalism. Give details andspecifics, plus examples to show howyou actually put your concept to work.

If you’re describing an exercise,event or project, share the lessonsyou learned.

Go ahead and be personal –this publication is not as formal assome.

Provide other resources readerscan use to follow up, including yourname and contact information.

Short Items: In a paragraph or two, share a

short “how to” tip, offer a newresource, or summarize a successfulprogram and tell how to obtain moreinformation.

DEADLINES

For each issue, the copy deadlineis the 10th of the month (i.e., for theFebruary newsletter, delivered aboutmid-month, the deadline is Jan. 10).

LENGTH

Articles should be no more than750 words in length (about a fullpage in the newsletter).

SUBMITTING ARTICLES

E-mail articles to IAEM BulletinEditor Karen Thompson [email protected].

Please note that articles acceptedfor publication may appear in the printedition or the extended online editionof the IAEM Bulletin. Proposals for anarticles or a series are alwayswelcome.

EDITING

The editor has discretion to editarticles, but if changes are consideredsubstantive, authors will be able toreview the changes beforepublication. The IAEM EditorialCommittee reviews each issue of theIAEM Bulletin.

Share Your ExpertiseOnline With IAEM Members

EM PRACTITIONER ARTICLES ~ AUTHOR’S GUIDELINES

IAEM201 Park Washington Ct.Falls Church, VA 22046www.iaem.com

GENERAL INFORMATION

The IAEM Editorial Committeeannounced in October 2007 thecreation of the “EM PractitionerArticles” online searchable com-pendium of emergency manage-ment practitioner articles in theMembers Only area atwww.iaem.com.

PURPOSE OF COLLECTION

The “EM Practitioner Articles”collection is posted online in theMembers Only area to collect andpreserve information of value toIAEM members – professionals whoare in the field of emergencymanagement, are interested inprotecting lives and propertythrough an all-hazards approach,are concerned with nationalsecurity, and have an emergencymanagement/civil defense assign-ment in government, the military,industry, or a non-governmentalorganization.

This collection of articles,available to IAEM members, wasdeveloped and will be maintainedby the IAEM Editorial Committee.Volunteers from the EditorialCommittee make up the EMPractitioner Article Review Team.

THANKS TO ASPEP

IAEM thanks members of theAmerican Society of ProfessionalEmergency Planners (1994-2004).This searchable compendium of EMpractitioner articles was establishedin part through a bequest fromASPEP. When ASPEP disbanded,members donated their remainingfunds to IAEM for the creation offuture opportunities for publishingarticles by EM practitioners,including academic researchpapers, lessons learned, and more.These opportunities have not beenreadily available since the demiseof the ASPEP Journal. This search-able online compendium is gearedtoward the longer types of EMpractitioner articles that the ASPEPJournal spolighted.

GUIDELINES AND REVIEW

Types of Articles. Articlesthat contribute to the advancementof knowledge and improvement inthe practice of emergency manage-ment are welcome. Breadth ofsubject matter and depth ofdiscussion are encouraged.

Length of Articles. Manu-script submissions should be a

minimum of 1,750 words, with nomaximum specified.

Format of Articles. Articlesmust be submitted in MicrosoftWord format.

Article Submission. Submitarticles via e-mail to:

Dean Larson, Ph.D., CEMEditorial Committee Vice [email protected]

Please include a brief statementin your e-mail about why your articlewould be a useful resource to IAEMmembers.

Article Review. Every articlesubmission will be reviewed by onemember of the EM PractitionerArticle Review Team, made up ofvolunteer members from the IAEMEditorial Committee, as this is not aformal peer review. After the review,authors will be notified by e-mailabout whether IAEM will publishtheir articles online.

Review Guidelines. Thereview team will not be editing thearticles or reviewing for style.Articles will be reviewed in terms oftheir interest and value to the IAEMmembership. Additional reviewguidelines will be developed overtime as needed.

Your contributionswill add to the value of

this collection andpreserve information ofvalue to IAEM members.

http://www.iaem.com/membersonly/EMArticles/index.asp

Date post:	15-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

Special Focus Issue: Campus Safety, Part 1cra20.humansci.msstate.edu/IAEM Bulletin - Special... ·...

Documents