Integrating EMGT into the General Education Curriculum: Jessica Jensen, Assistant Professor and Daniel J. Klenow, Professor and Head from North Dakota State University Department of Emergency Management An Idea for Higher Education Programs

Presentation Overview Tell the story of our introductory course; Its role in our curriculum; How it ended up as a general education course in the social and behavioral sciences category; and, Suggest considerations if you want to pursue such a course too

History of Program at NDSU Brief, general history Original orientation/approach to program Role of course within that perspective

History of Course Original design of course How course was offered

Initial Changes to Course From EMGT 201: Introduction to Emergency Management to EMGT 101: Emergencies, Disasters, and Catastrophes

Initial Changes Continued… Change in Content From government-centric, technical, doctrine driven course to… Exploration of 3 parallel streams History of disasters Evolution of emergency management Functional areas of emergency management and key concepts Relationship of streams to one another

Initial Changes Continued… More frequent offerings From 1 x per year to Every semester

Departmental Shifts Convergence of three shifts in general orientation of the program led to exploring the possibility of 101 as a General Education course

#1: Orientation to Numbers Campus wide focus on the $ relationship to #s of students in courses and program Desire to draw more MINORS, majors too, BUT MINORS

#2: Orientation to Awareness- Building Students Other departments Administration

#3: Orientation to EMGT in Hi Ed Emergency management as Broad career area Distributed function Emergency management as academic discipline

Implications of Shifts Curriculum Potential numbers Potential awareness Potential societal impacts Potential impact to program sustainability

Deciding to Pursue Gen Ed Factors considered Requirements for general education versus current course design Benefits to program Additional demands if so designated Process involved with getting approval Decision made

Process of Pursuing Gen Ed Learning expectations Feeling out committee members Developing application Initial feedback Formal submission Corrections Revised approval Future steps

Results Successful Numbers Enrollment only limited by size of classroom Generating awareness Broader audience Shrinking proportion of our majors to others in the class Who we are attracting Minors, minors, minors Implications

Considerations if Interested Course requirements to become a general education courses at your institution The process at your institution including Steps Players Timeframe Recent approvals Teaching capacity

Broader Potential Addressing a range of challenges programs experience currently Majors versus minors and jobs Numbers Awareness Sustainability Societal impact

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