1. Summary Preconference Course on Catastrophic Disaster Course Development Rick Bissell, PhD, UMBC with John Heller, PhD, LCCC

2. Challenges Identify the methodology for developing a new course for teaching preparedness and response to catastrophic disasters at the collegiate level. Identify and reach some consensus on the definitions and content of such a course.

3. Why Is This Important? Eyes opened by Katrina/Rita experience. –Local and state resources were insufficient. –Federal, state and local resources were poorly coordinated. –Numerous response spokespersons demonstrated lack of understanding of the situation and the downstream consequences of their decisions.

4. Why Is This Important? - 2 We’re entering a new era: –Increased storms and more powerful storms –Increased drought/food security issues –Insufficient fresh water where it’s needed –Microbial mutation and drug resistance –Growth of multi-weapon terrorism –Potential collapse of petroleum-based economy

5. Why Is This Important? - 3 Each of these hazards could lead to catastrophic results alone…but we will likely face many at once. It will take INTELLIGENT and WELL- EDUCATED government and private sector personnel to help us navigate these unknown waters.

6. Course Development Methodology Use of Instructional System Design (ISD) methodology, now used widely in academia, military, government and business applications.

7. Methodology - 2 Basic Approach: 5-Step System (ADDIE) –Analyze –Design –Develop –Implement –Evaluate

8. Methodology - 3 Basic Components/Activities: –Definitions –Task analysis Identified by subject matter experts –Learning objectives Each task is analyzed for its component parts and activities. Learning objectives are identified based on this analysis

9. Methodology - 4 Course syllabus is designed around identified learning objectives. Find a logical way to order the learning objectives within the course. Content and tests are both based on the same learning objectives. Course is piloted and evaluated before being validated for release

10. What We Did 55 people attended, representing 38 universities in the US, Canada, New Zealand and Japan We struggled to define catastrophic disaster and how it differs from more common disasters. We debated in work groups what tasks need to be emphasized in preparing for and responding to catastrophic disasters.

11. What We Did - 2 We narrowed our tasks down to 12 for preparedness and 12 for response. We analyzed the tasks for components and actions, and developed learning objectives for each. We suggested a logical order in which the tasks and learning objectives should be taught.

12. What We Did - 3 We started the compilation of reading materials, websites, audio-visual materials and exercises for these classes. Yesterday’s work normally takes 3 days to accomplish. Good solid footing to move forward. L-T Goal: Have a course any collegiate EM instructor can use to base his/her own upper-division or graduate course on.

13. Definitions Working definition: A catastrophic disaster is one that so overwhelms response agencies that local, state, and federal resources combined are insufficient to meet the needs of the affected public. Other definitions included aspects of social breakdown, leadership paralysis, life- supporting infrastructure destruction, etc

14. Preparedness Tasks - Survey Know partner agencies/personnel before event strikes Public advice on how to survive Plan for law enforcement needs Plan for needs of response personnel in prolonged response Plan for recovery early on Set up team to coordinate volunteers Integrate medium- and long-term needs in plans Develop plans for/monitor evacuation Prepare for slow-onset catastrophe (i.e. pandemic) Plan system of victim assistance centers

15. Preparedness Tasks - Course Management/organization/ICS/NIMS Mitigation Resource Management Communications Training/Exercises and Assessments Risk and Vulnerability Analysis COG/COOP Public Communication/Information Extended Response Planning L-T Resource Monitoring and Accounting Tools

16. Response Tasks - Survey Needs assessment Get big picture/situational awareness Prioritize basics (food, water, shelter) Re-establish communications Form immediate and long-term IM teams Scene safety/risk assessment Develop incident action plans/q12,q24hrs Inform the public Damage assessment/infrastructure loss Prioritize S&R and health care

17. Response Tasks - Course Leadership Size-up/Initial Assessment On-going Damage & Needs Assessments Resource Matching and Deployment Communications Communicate Plan to Responders & Pub. Transition to Recovery Public Health Issues Public Safety Logistics Management

18. Response Tasks-Course - 2 Mass Evacuation/Sheltering Ensure Critical Infrastructure Support to Responders/Extended Responses

19. Next Steps For EMI: Assure funding to fully develop a downloadable course. For instructors: Use these materials to start developing course proposals within your own institutions, and customize to meet the needs of your own students.

20. Let’s Go!