UMUC HS-EM Graduate Programs Competency Based Model A Work in Progress June 2014 CHDS – EMI Higher Ed Irmak Renda-Tanali, D.Sc. Collegiate Professor Director, Homeland Security & Emergency Management The Graduate School

UMUC Current Offering Paths 2Irmak Renda-Tanali Each have 15 credit core courses ** Each have 21 credit courses M.S. in Management* M.S. in Technology Management* M.S. in Information Technology* M.S. in International Management* Homeland Security Management specialization** Offered since 2005 Homeland Security Management specialization** Offered since 2005 Emergency Management specialization** Offered since 2011 Emergency Management specialization** Offered since 2011 Homeland Security Management certificate 12 cr. Homeland Security Management certificate 12 cr. 17% 42% 9% 20% 2% 5% Student headcount % Student headcount % 17% 62% 22% 5% 68% 27% 5% 516 students

Competency Based Model 3Irmak Renda-Tanali CurrentFuture 3 credit hour course6 credit hour course/semester 12 weeks/3 semesters11 weeks/4 semesters 5 core courses + 7 specialization courses 1 schoolwide foundation course*+ 5 specialization courses Pass/fail assessmentsRepeat assessments until pass No targeted assessmentsEach assessment maps to multiple competencies A midterm and a final examProfession-related activities/assessments Standalone coursesModules for specific competencies that will be shared across multiple [discipline] programs *All students take 6 cr. foundation course (4 learning goals: communication; quantitative reasoning; critical thinking; & leadership, facilitation, and collaboration)

CB Model 4Irmak Renda-Tanali competencies Comp. AXXX Comp. BXXX Comp. CXXX Comp. DXXX Comp. EXXXX ProjectP1P1 P2P2 P3P3 P4P4 P5P5 P6P6 P7P7 P8P8 etc.etc. Assessments (projects, tasks, quizzes, exams etc) Map learning goals and competencies to assessments Assessments Learning goals and competencies Scholar practitioners employers Professional organizations Accrediting bodies Standards-vetting organizations Set of profession-relevant activities a student uses to both learn and demonstrate their mastery of specific competencies. Sets of knowledge, skills, abilities, and attitudes students must master in order to complete their programs. Through the program each competency should be evaluated a minimum of 3 times in 3 different assessments to ensure a high level of proficiency across multiple contexts

Hard Questions 1.What are the core competencies for Homeland Security and Emergency Management specialists? 2.What jobs are most sought after (government and industry)? 3.Based on the industry demands should we combine HS and EM or offer them separately? (Can we pair with other programs?) 4.What should be our niche? i.e. What should differentiate us from other HS/EM programs? What specific areas should we emphasize (keeping in mind the constraints UMUC’s mission, vision, technological capabilities, marketing/outreach policies etc.) 5.What should the [New] Name of the Program(s) be? Irmak Renda-Tanali5

Draft Learning Goals (Comprehensive Level) 1.Critical thinking and Analysis 2.Technologies and their application 3.Enterprise Risk Management and Critical Infrastructure Protection 4.Communication 5.Training & Exercises 6.Laws/Authorities/Regulations/Policy 7.Leadership, Facilitation, Direction, Control, Coordination and Collaboration 8.Program/Project Management/Planning and implementation 9.Operations and Procedures Irmak Renda-Tanali6

Draft Learning Goals (Galactic Level) Critical thinking and Analysis: Learners demonstrate the ability to apply logical decision making processes to identify problems in order to formulate solutions to mitigate against, prepare for, respond to, and recover from crisis and emergency situations, while acknowledging the ethical, social, legal, and cost ramifications. Technologies and its application: Learners demonstrate the ability to discover and apply specific applications of advanced technologies, systems and services --telecommunications and information technologies and systems in particular for the protection, response and recovery of critical infrastructure/information in natural disaster, physical attack, and cyber- warfare situations. Risk Assessment and Risk Management: Learners demonstrate the ability to describe the current and emerging threats: including terrorism, manmade and natural disasters, chemical, biological and radiological; trace the history of various hazards and threats, risks and vulnerabilities associated with each; social, cultural, psychological, political and operational dynamics of threats; create all hazards versus threat/hazard specific risk assessment, impact analysis, hazard mitigation, and resiliency plans. Communication: Learners demonstrate the ability to communicate technical as well as emergency and risk related information to the public and to the response organizations both orally and in writing. Training & Exercises: Learners demonstrate the ability to develop training and exercise programs, evaluation; scenario-based situational awareness. Irmak Renda-Tanali7

Draft Learning Goals (Galactic Level) Laws/Authorities/Regulations/Policy: Learners discuss the laws, authorities, regulations, and policies concerning homeland security issues and emergency management operations. Leadership, Facilitation, Direction, Control, Coordination and Collaboration: Learners lead, facilitate, collaborate within and across agencies consisting of a variety of individuals and organizational cultures to formulate solutions to major crisis and emergency situations Program/Project Management/Planning and implementation: Learners demonstrate the ability to perform management skills ranging from program management to human resource management to financial management to data and information management. Operations and Procedures: Learners demonstrate the ability to define types of hazards and threats, the historical phases and dimensions of Emergency Management, technical systems and standards that frame the HS-EM operating environment. Irmak Renda-Tanali8

Challenges ahead 1.How is it possible to come up with a complete set of competencies for these interdisciplinary fields? 2.What are the agreed-upon competencies? 3.How can you cover them in 30 credit hours? 4.How do you reconcile the two programs? 5.Is CBE model going to solve the problem of the downward trend in student enrollments? 6.Are there any successful examples? 7.How much academic freedom will there be? (Courses in a can?) 8.How much substance and quality can we maintain? 9.What are students looking to gain from academic programs? Profession-specific competencies, practical knowledge or more theory? Irmak Renda-Tanali9

Challenges ahead To be continued. Thank you! Irmak Renda-Tanali10