MPA Degree Evaluation
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Federal Emergency Management Agency
Department of Homeland Security
Program Title: Master of Public Administration in Emergency & Disaster
Management
Master’s Degree: Yes
Date of Evaluation: July 31, 2003
1. Assess program purpose, structure, and requirements.
Purpose:
From the Abstract of the Metropolitan College of New York Proposal:
“Our national landscape has undoubtedly and irrevocably changed forever as a result of the disaster of 9-11. Concerns for public safety and national
security are now clearly issues at the very top of our national political debate. It is in this environment that we introduce our program. We believe, given
the circumstances at hand, that there will be a sustained interest and demand for programs such as the Master of Public Administration Degree in
Emergency and Disaster Management that we are proposing.”
Elsewhere it is stated that “This master’s program will challenge professionals in the field to critically integrate their vast experiences and specific
organizational and management theories in a way that concretizes the experiential component of the academic process.”
As the manager of the Federal Emergency Management Agency’s Emergency Management Higher Education Project, within the U.S. Department of
Homeland Security, I can wholeheartedly support the purpose and thinking behind the development of this program. Though there are a number of
graduate level programs dealing with hazards, disasters and emergency or disaster management in the United States, there is not a single Master’s-level
program with such an emphasis on critically integrating experience and “organizational and management theories in a way that concretizes the experiential
component of the academic process.”
The need for such programs, particularly from within the Public Administration and Management contexts, is, in my opinion, sorely needed. Today in the
United States we spend tens of billions of dollars each year to rebuild communities after disaster – natural, technological and intentional. Annualized
nationwide disaster losses approach $50 billion per year – about $1 billion per week – and are going up.
According to the Congressional Natural Hazards Caucus, “each decade, property damage has doubled or tripled in terms of constant dollars.” No one, to
my knowledge, is on record predicting any light at the end of the tunnel – i.e., no one is projecting that at some point in our future disaster losses will
flatten, much less decrease.
In 1996, the National Science and Technology Council went on record warning that these adverse trends, if insufficiently addressed, could give rise to
unparalleled losses:
“Future prospects are sobering. Continued U.S. population growth, increased urbanization and concentration in hazard-prone areas, increased capital and
physical plant, accelerated deterioration of the urban infrastructure, and emerging but unknown new vulnerabilities posed by technological advance virtually
guarantee that economic losses from natural hazards will continue to rise throughout the early part of the coming century. Losses of $100 billion from
individual events, and perhaps unprecedented loss of life, loom in our future.”
As the above statement makes clear, even before the attacks in New York City, Washington, D.C., and Pennsylvania, we were becoming a much more
vulnerable society, faced with growing threats, new and evolving hazards, and for a variety of reasons, more people at risk. We need, now more than ever,
a new generation of more professional, skilled, diverse, and better educated hazard, disaster and emergency managers, public servants, and emergency
services personnel, in both the public and the private sectors, as well as more “disaster-sensitive” professionals in other fields in order to better face the
challenges facing the nation. In other words, now is the time to expand emergency management and homeland security kinds of collegiate programs in
the United States – and elsewhere.
The need for the particular focus of the proposed program is, I think, clearly established. During a panel discussion on “Hazard Managers in the 21st
Century: Needs in Higher Education,” at the 28th Annual Workshop on Hazards Research and Applications, in Boulder Colorado, on July15th, 2003, I noted
that in my opinion the most significant weakness in the existing 96 emergency management and closely related collegiate programs today (degrees,
certificates, concentrations), was the imbalance between subject matter competencies and practitioner competencies. A look at the curriculums of these
schools will find priority attention given to the theory, science and fundamentals of hazards, disasters and “what you do about them.” Much less attention
is overtly paid to the equally, if not more, important competencies surrounding personal, interpersonal, organizational, management, and political skills
and traits – which are needed if one wishes to be an effective emergency manager.
The proposed courses for the MCNY curriculum in Emergency and Disaster Management addresses these shortcomings.
Structure and Requirements:
The structure of the Master of Public Administration degree in Emergency and Disaster Management program does appear to be well thought through and
laid out. A total of forty-five credits will be needed to complete the program – which could be done in three semesters of fifteen credits each.
As discussed in the MCNY proposal, the first semester would focus on “identifying a need that one believes could significantly improve some aspect of
emergency and disaster management delivery in the workplace or in the larger community.” The identified subject will become a research area. The
second semester would then “challenge students to translate a researched need into a piloted project.” Priority attention will be paid here to “critical
managerial decisions in the midst of an emergency.” The third semester would be devoted to student research findings and the conceptualization of “a
plan for the utilization of their research in the context of a long-range plan.” These, in my opinion, are worthy and worthwhile goals. All the science and
subject-matter knowledge in the world is of little benefit if one knows not how to apply knowledge – or persuade others to. Indeed, probably the largest
contributor to the explanation of the increasing disaster losses situation the U.S. finds itself in today – and for the foreseeable future – is the failure to
apply scientific knowledge and lessons learned and relearned and relearned.
Thus, the way that the designers of the proposed MCNY Emergency and Disaster Management Public Administration Program have conceived individual
courses and the framework for those courses, is particularly impressive. The individual courses and curriculum is broken up into three “Purpose” areas:
(1) Identifying service needs,
(2) Initiating and managing service innovation, and
(3) Long range planning for service improvement.
Each “Purpose” area is further divided into eight components:
(1) Systems I
(2) Self & Others
(3) Skills
(4) Values
(5) Systems II
(6) Constructive Action
(7) Supervision
(8) Field Experience
Individual courses have been designed to fit within the matrix of the three “Purpose” areas and eight “component” areas. Many of the curricula I have
seen have been developed with much less design and framework. The MCNY structure that is presented in their proposal is, in my opinion, to be
commended – as is the design of courses to fit within the structure. These course requirements are:
Evaluating Service Delivery Systems
Impact of Disaster on Cultures and Communities
Research and Analysis Methods in Disaster Management
Values & Ethics for Administrative Decision Making
Economics of Hazards & Disasters
Systematic Approaches to Management
Individual and Collective Responses to Disaster
Organizational and Municipal Continuity Planning
Ethics of Management
Public Health Systems Preparedness
Economic & Social Trends and the Organization of Services
Terrorism and Disaster Management
The Federal Government and Disaster Response Planning-Response
Values Issues in Policy Planning
Case Studies in Disaster Management
The design of this curriculum looks very good to me and is, as noted above, a step above those that have not been designed to fit within a structure or
framework. The quality of the curriculum course syllabi is very high.
2. What evidence is there of need and demand for the program locally, in the State, and in the field at large? What is the extent of
occupational demand for graduates? What evidence is there that it will continue?
Need:
The need for a program such as is being proposed here is certainly established – reference what was said earlier concerning increasing hazard-related
risks, vulnerabilities and disaster losses in the U.S. In large measure in response to this growing need the last few years have seen a significant increase
in academic interest in the problems facing communities, States and the Nation posed by natural, technological and intentional hazards. There are 96
such programs that I am aware of nationally.
Within the State of New York there are but three hazards, disasters, and emergency management programs:
John Jay College of Criminal Justice
Rochester Institute of Technology
SUNY Maritime College
The John Jay program is a Master’s level Concentration in Emergency Management within the Masters of Science Protection Management Program. It is
public safety security and safety oriented.
The RIT program is a Bachelor level distance learning program within the College of Applied Science and Technology – a Certificate in Disaster and
Emergency Management.
The SUNY Maritime program is a Certificate in Emergency Management offered out of the Department of Continuing Education, offering continuing
education units (CEUs) for courses successfully taken. There appears to be a fairly strong training aspect to the courses offered.
The MCNY proposed program would thus fill a void in one of the most populous states of the union – and one not devoid of hazards.
Occupational Demand:
Communication with faculty managing and teaching within academic emergency management and related programs is virtually universal that employers
are looking for graduates from such programs, are advancing graduates from such programs already within their organizations, and are encouraging
traditional students and practitioners to involve themselves in these programs.
Not only are such programs growing in number across the country, but, for the most part, are growing is size as well. Students entering these growing
programs do tend to do their homework – and are finding out that the graduates are indeed getting jobs (for those wishing to begin or change a career) or
getting promotions. In over eight years of managing the FEMA Emergency Management Higher Education Project I have communicated with only one
student who had not been able to find a suitable position – two years after graduation. I recall as well from voice and email communications with this
individual, that his oral and written communication skills were not what one would hope to see in a college graduate. Indeed, the faculty supporting one
graduate program that I am aware of – George Washington University in the District of Columbia – have noted to me more than once that their primary
problem is keeping graduates enrolled – because many are getting job offers while still taking courses and thus drop out.
While the experience of George Washington University may not be the norm, I have yet to see any sign that the very broad field of hazard, disaster,
emergency and crisis management (public and private sectors) is beginning to saturate the market.
Discuss prospects for placement or job advancement.
Location in New York City, with its very large job market, both in the public and private sectors, is a distinct advantage. The prospects for placement or
advancement seem excellent to this reviewer.
3. Comments: Summarize the major strengths and weaknesses of the program as proposed with particular attention to
feasibility or implementation and appropriateness of objectives for the degree offered.
Strengths:
Hazards, Disasters and Emergency Management Body of Knowledge. A review of the syllabi for the courses proposed for this program, particularly the
references sections, indicate that a great deal of work, time and effort went into their development and indicate as well more than passing familiarity with
the field. Awareness of, and familiarity with the wide-ranging body of knowledge supporting hazards, disasters and emergency management higher
education curriculums is very important and is evidenced within the MCNY proposal. As someone who has reviewed literally hundreds of syllabi, the syllabi
developed for the MCNY proposal are truly impressive and exceptional. Not only are the individual syllabi impressive, but their collective corpus of promise
is even more so. This curriculum should truly prepare students for professional leadership within hazards, disasters and emergency management related
public service positions.
Competencies. A strength of many of the course syllabi found in the MCNY proposal is the inclusion of specific and identified competencies (or abilities)
which are to be developed or refined. The great majority of the syllabi this respondent reviews do not go beyond the identification of course purposes and
perhaps something on the order of two-three more or less general goals or objectives.
Location. The location of Metropolitan College of New York in New York City guarantees that there is more than enough critical mass of potential student
and stakeholder interest to support such a program.
Placement Within Metropolitan College of New York. The placement of the proposed program within the Graduate School for Public Affairs and
Administration is a strength. While the field of hazards, disasters and emergency management is multidisciplinary, the central issues in the practice of
emergency management fall with the domains of public administration, political science, and public policy. While continuing scientific advances are needed
and will certainly aid in the reduction of disaster losses in the future, more than enough scientific knowledge exists to significantly reduce losses of life and
property to disaster. Implementation of existing scientific knowledge and action on lessons learned is needed at all levels of government and in the
private sector.
Focus. The attention given to the development and refinement of organizational and management competencies is an important strength, as well as the
attention given in course syllabi to the political, economic, and social contexts of these environments.
Another strength is the focus on ethics and values. One of the more prominent problems within the practice of emergency management today is
inadequate attention to those populations that are unequally impacted by disaster – typically those that are disadvantaged, marginalized or neglected by
mainstream society.
Methodology. The “Constructive Action” methodology proposed for utilization in this program – first planning, then implementation, and finally
assessment and remedial action – is one of the strengths of this proposal.
Research Application. A noticeable strength is the recognition of the gap that exists between those who conduct hazard and disaster related research and
hazard, disaster, risk and emergency management practitioners, and the role that an institution such as MCNY can play in bridging that gap by identifying
current and historical research and promoting the application of research by student practitioners. As is noted in the “Research and Analysis Methods in
Disaster Management” syllabus, it is through contacts with students in an educational process that research knowledge can be transferred into corporate
thinking via the student’s parent organizations.
Scope. A strength of the MCNY proposal found too infrequently in other hazard, disaster and emergency management collegiate programs is the
recognition, displayed in several proposed syllabi, of the lessons to be learned and wisdom gained by looking not just within the United States, but
internationally as well.
Weaknesses:
Was unable to identify a weakness. Can only speculate that living up to the promise inherent in the very strong course syllabi may prove to be a bit of a
challenge (both to the faculty and the students) particularly within a one-year program, when multiple courses are to be taken each semester.
Recommendations:
Would recommend that the design of the proposed course on “Value Issues in Policy Planning” be reconsidered and informed by the recently released
Federal Emergency Management Agency (DHS) Emergency Management Higher Education Project course “A Social Vulnerability Approach to Disaster” –
available via the FEMA EM HiEd Project website at: http://training.fema.gov/emiweb/edu/completeCourses.asp. The advantage of this approach would be
to further ground the focus of the proposed course in the subject matter of hazards, disasters and what to do about them, and more importantly how and
with whom.
B. WAYNE BLANCHARD
Blue Ridge Summit, PA
Education:
M.A./Ph.D., University of Virginia, Foreign Affairs, 1974-1980.
B.A. with honors in History and Political Science, University of North Carolina at
Charlotte, 1971-74.
Currently working on Masters in Theology at Mount Saint Mary's Seminary, Emmitsburg, MD.
Educational Awards:
Kokenes Award for Proficiency in History (UNCC,1974).
Lassen Fellowship in Government (UVA, 1977).
Thomas Jefferson Fellowship (UVA, 1978).
Hubert H. Humphrey Fellowship in Arms Control and Disarmament (Arms Control &
Disarmament Agency,1979).
Experience:
1994-Present: Higher Education Project Manager at FEMA's Emergency Management Institute (National Emergency Training Center) in Emmitsburg,
Maryland. Primary
responsibilities are working with academia to promote the inclusion of emergency management information in college courses, and the development of
emergency
management courses and degree programs.
1995-Present: FEMA's representative to the National Coordinating Council on Emergency Management's Certified Emergency Manager Commission.
1980-1994: FEMA National Preparedness Directorate; State and Local Programs Support Directorate, and Office of Emergency and Public Information:
Developed and managed FEMA's Family Protection Program(1987-1994). Focus was on development of materials, approaches and programs to support
community-based disaster preparedness initiatives across the country. Produced, in cooperation with the American Red Cross, Your Family Disaster Plan,
Your Family Disaster Supplies Kit, Helping Children Cope with Disaster, the Children's Disaster Preparedness Coloring Book, and The Adventures of the
Disaster Dudes videotape and guidebook, aimed at 4th-6th graders on the subjects of disaster awareness, behavior and preparedness.
Staff Officer for the support of, and Alternate Representative to, the NATO Civil Defense Committee, 1983-1993 -- participated in NATO civil emergency
preparedness meetings in Brussels, London, York, Oxford, Lincoln, Paris, Rome, Copenhagen and Istanbul.
U.S. representative to Canadian/U.S. instructional team sent to Prague, the Czech Republic, January 1995 to deliver training course on North American
Emergency Management for Czech Civil Defense and Crisis Management personnel.
Chair of Disaster Preparedness Committee of 1993 Legislative Task Force, tasked to make changes to the Stafford Act, reflective of lessons learned from
Hurricanes Hugo, Andrew, and Inike.
Disaster Experience:
October 1992 (Hurricane Andrew), Assistant Shelter Manager, American Red Cross Shelter, Miami.
August 1993 (Mid-West Floods), Disaster Preparedness Officer, Topeka Kansas Federal Disaster Field Office, developing and placing citizen disaster
preparedness and recovery information in newspapers statewide.
January 1994 (Northridge Earthquake, Los Angeles), Shelter Manager, 400-person American Red Cross shelter, Hollywood, CA.
February-April 1994 (Northridge Earthquake, Los Angeles), developed series of 56 video disaster preparedness public service announcements with
entertainment industry celebrities.
Volunteer Work:
Disaster Action Team member, Arlington County, VA American Red Cross, 1990-1994.
Chair of Community Disaster Education Committee, Arlington, VA American Red Cross Chapter, 1992-1994.
Homeless shelter volunteer, manager, and Board of Director's Member, Arlington Street People's Association, 1991-1994.
Other:
Certified Emergency Manager (June 1993) -- first Federal employee to earn CEM designation awarded by the CEM Commission of the National Coordinating
Council on Emergency Management (later the International Association of Emergency Managers).
FEMA Meritorious Service Award (June 1992) -- FEMA's second highest award for "...creating, developing, and implementing the Family Protection
Program..."
National Coordinating Council on Emergency Management Lifetime Membership Award (November 1992) for accomplishments managing FEMA's Family
Disaster Preparedness initiatives.
Authored/co-authored emergency preparedness articles in The Journal of Civil Defense, Emergency Management, Protect and Survive Monthly (U.K.), and
The Washington Post (letter to editor).
Letters of commendation from FEMA and the CIA's Joint Military Reserve Training Unit.
Department of Homeland Security
Program Title: Master of Public Administration in Emergency & Disaster
Management
Master’s Degree: Yes
Date of Evaluation: July 31, 2003
1. Assess program purpose, structure, and requirements.
Purpose:
From the Abstract of the Metropolitan College of New York Proposal:
“Our national landscape has undoubtedly and irrevocably changed forever as a result of the disaster of 9-11. Concerns for public safety and national
security are now clearly issues at the very top of our national political debate. It is in this environment that we introduce our program. We believe, given
the circumstances at hand, that there will be a sustained interest and demand for programs such as the Master of Public Administration Degree in
Emergency and Disaster Management that we are proposing.”
Elsewhere it is stated that “This master’s program will challenge professionals in the field to critically integrate their vast experiences and specific
organizational and management theories in a way that concretizes the experiential component of the academic process.”
As the manager of the Federal Emergency Management Agency’s Emergency Management Higher Education Project, within the U.S. Department of
Homeland Security, I can wholeheartedly support the purpose and thinking behind the development of this program. Though there are a number of
graduate level programs dealing with hazards, disasters and emergency or disaster management in the United States, there is not a single Master’s-level
program with such an emphasis on critically integrating experience and “organizational and management theories in a way that concretizes the experiential
component of the academic process.”
The need for such programs, particularly from within the Public Administration and Management contexts, is, in my opinion, sorely needed. Today in the
United States we spend tens of billions of dollars each year to rebuild communities after disaster – natural, technological and intentional. Annualized
nationwide disaster losses approach $50 billion per year – about $1 billion per week – and are going up.
According to the Congressional Natural Hazards Caucus, “each decade, property damage has doubled or tripled in terms of constant dollars.” No one, to
my knowledge, is on record predicting any light at the end of the tunnel – i.e., no one is projecting that at some point in our future disaster losses will
flatten, much less decrease.
In 1996, the National Science and Technology Council went on record warning that these adverse trends, if insufficiently addressed, could give rise to
unparalleled losses:
“Future prospects are sobering. Continued U.S. population growth, increased urbanization and concentration in hazard-prone areas, increased capital and
physical plant, accelerated deterioration of the urban infrastructure, and emerging but unknown new vulnerabilities posed by technological advance virtually
guarantee that economic losses from natural hazards will continue to rise throughout the early part of the coming century. Losses of $100 billion from
individual events, and perhaps unprecedented loss of life, loom in our future.”
As the above statement makes clear, even before the attacks in New York City, Washington, D.C., and Pennsylvania, we were becoming a much more
vulnerable society, faced with growing threats, new and evolving hazards, and for a variety of reasons, more people at risk. We need, now more than ever,
a new generation of more professional, skilled, diverse, and better educated hazard, disaster and emergency managers, public servants, and emergency
services personnel, in both the public and the private sectors, as well as more “disaster-sensitive” professionals in other fields in order to better face the
challenges facing the nation. In other words, now is the time to expand emergency management and homeland security kinds of collegiate programs in
the United States – and elsewhere.
The need for the particular focus of the proposed program is, I think, clearly established. During a panel discussion on “Hazard Managers in the 21st
Century: Needs in Higher Education,” at the 28th Annual Workshop on Hazards Research and Applications, in Boulder Colorado, on July15th, 2003, I noted
that in my opinion the most significant weakness in the existing 96 emergency management and closely related collegiate programs today (degrees,
certificates, concentrations), was the imbalance between subject matter competencies and practitioner competencies. A look at the curriculums of these
schools will find priority attention given to the theory, science and fundamentals of hazards, disasters and “what you do about them.” Much less attention
is overtly paid to the equally, if not more, important competencies surrounding personal, interpersonal, organizational, management, and political skills
and traits – which are needed if one wishes to be an effective emergency manager.
The proposed courses for the MCNY curriculum in Emergency and Disaster Management addresses these shortcomings.
Structure and Requirements:
The structure of the Master of Public Administration degree in Emergency and Disaster Management program does appear to be well thought through and
laid out. A total of forty-five credits will be needed to complete the program – which could be done in three semesters of fifteen credits each.
As discussed in the MCNY proposal, the first semester would focus on “identifying a need that one believes could significantly improve some aspect of
emergency and disaster management delivery in the workplace or in the larger community.” The identified subject will become a research area. The
second semester would then “challenge students to translate a researched need into a piloted project.” Priority attention will be paid here to “critical
managerial decisions in the midst of an emergency.” The third semester would be devoted to student research findings and the conceptualization of “a
plan for the utilization of their research in the context of a long-range plan.” These, in my opinion, are worthy and worthwhile goals. All the science and
subject-matter knowledge in the world is of little benefit if one knows not how to apply knowledge – or persuade others to. Indeed, probably the largest
contributor to the explanation of the increasing disaster losses situation the U.S. finds itself in today – and for the foreseeable future – is the failure to
apply scientific knowledge and lessons learned and relearned and relearned.
Thus, the way that the designers of the proposed MCNY Emergency and Disaster Management Public Administration Program have conceived individual
courses and the framework for those courses, is particularly impressive. The individual courses and curriculum is broken up into three “Purpose” areas:
(1) Identifying service needs,
(2) Initiating and managing service innovation, and
(3) Long range planning for service improvement.
Each “Purpose” area is further divided into eight components:
(1) Systems I
(2) Self & Others
(3) Skills
(4) Values
(5) Systems II
(6) Constructive Action
(7) Supervision
(8) Field Experience
Individual courses have been designed to fit within the matrix of the three “Purpose” areas and eight “component” areas. Many of the curricula I have
seen have been developed with much less design and framework. The MCNY structure that is presented in their proposal is, in my opinion, to be
commended – as is the design of courses to fit within the structure. These course requirements are:
Evaluating Service Delivery Systems
Impact of Disaster on Cultures and Communities
Research and Analysis Methods in Disaster Management
Values & Ethics for Administrative Decision Making
Economics of Hazards & Disasters
Systematic Approaches to Management
Individual and Collective Responses to Disaster
Organizational and Municipal Continuity Planning
Ethics of Management
Public Health Systems Preparedness
Economic & Social Trends and the Organization of Services
Terrorism and Disaster Management
The Federal Government and Disaster Response Planning-Response
Values Issues in Policy Planning
Case Studies in Disaster Management
The design of this curriculum looks very good to me and is, as noted above, a step above those that have not been designed to fit within a structure or
framework. The quality of the curriculum course syllabi is very high.
2. What evidence is there of need and demand for the program locally, in the State, and in the field at large? What is the extent of
occupational demand for graduates? What evidence is there that it will continue?
Need:
The need for a program such as is being proposed here is certainly established – reference what was said earlier concerning increasing hazard-related
risks, vulnerabilities and disaster losses in the U.S. In large measure in response to this growing need the last few years have seen a significant increase
in academic interest in the problems facing communities, States and the Nation posed by natural, technological and intentional hazards. There are 96
such programs that I am aware of nationally.
Within the State of New York there are but three hazards, disasters, and emergency management programs:
John Jay College of Criminal Justice
Rochester Institute of Technology
SUNY Maritime College
The John Jay program is a Master’s level Concentration in Emergency Management within the Masters of Science Protection Management Program. It is
public safety security and safety oriented.
The RIT program is a Bachelor level distance learning program within the College of Applied Science and Technology – a Certificate in Disaster and
Emergency Management.
The SUNY Maritime program is a Certificate in Emergency Management offered out of the Department of Continuing Education, offering continuing
education units (CEUs) for courses successfully taken. There appears to be a fairly strong training aspect to the courses offered.
The MCNY proposed program would thus fill a void in one of the most populous states of the union – and one not devoid of hazards.
Occupational Demand:
Communication with faculty managing and teaching within academic emergency management and related programs is virtually universal that employers
are looking for graduates from such programs, are advancing graduates from such programs already within their organizations, and are encouraging
traditional students and practitioners to involve themselves in these programs.
Not only are such programs growing in number across the country, but, for the most part, are growing is size as well. Students entering these growing
programs do tend to do their homework – and are finding out that the graduates are indeed getting jobs (for those wishing to begin or change a career) or
getting promotions. In over eight years of managing the FEMA Emergency Management Higher Education Project I have communicated with only one
student who had not been able to find a suitable position – two years after graduation. I recall as well from voice and email communications with this
individual, that his oral and written communication skills were not what one would hope to see in a college graduate. Indeed, the faculty supporting one
graduate program that I am aware of – George Washington University in the District of Columbia – have noted to me more than once that their primary
problem is keeping graduates enrolled – because many are getting job offers while still taking courses and thus drop out.
While the experience of George Washington University may not be the norm, I have yet to see any sign that the very broad field of hazard, disaster,
emergency and crisis management (public and private sectors) is beginning to saturate the market.
Discuss prospects for placement or job advancement.
Location in New York City, with its very large job market, both in the public and private sectors, is a distinct advantage. The prospects for placement or
advancement seem excellent to this reviewer.
3. Comments: Summarize the major strengths and weaknesses of the program as proposed with particular attention to
feasibility or implementation and appropriateness of objectives for the degree offered.
Strengths:
Hazards, Disasters and Emergency Management Body of Knowledge. A review of the syllabi for the courses proposed for this program, particularly the
references sections, indicate that a great deal of work, time and effort went into their development and indicate as well more than passing familiarity with
the field. Awareness of, and familiarity with the wide-ranging body of knowledge supporting hazards, disasters and emergency management higher
education curriculums is very important and is evidenced within the MCNY proposal. As someone who has reviewed literally hundreds of syllabi, the syllabi
developed for the MCNY proposal are truly impressive and exceptional. Not only are the individual syllabi impressive, but their collective corpus of promise
is even more so. This curriculum should truly prepare students for professional leadership within hazards, disasters and emergency management related
public service positions.
Competencies. A strength of many of the course syllabi found in the MCNY proposal is the inclusion of specific and identified competencies (or abilities)
which are to be developed or refined. The great majority of the syllabi this respondent reviews do not go beyond the identification of course purposes and
perhaps something on the order of two-three more or less general goals or objectives.
Location. The location of Metropolitan College of New York in New York City guarantees that there is more than enough critical mass of potential student
and stakeholder interest to support such a program.
Placement Within Metropolitan College of New York. The placement of the proposed program within the Graduate School for Public Affairs and
Administration is a strength. While the field of hazards, disasters and emergency management is multidisciplinary, the central issues in the practice of
emergency management fall with the domains of public administration, political science, and public policy. While continuing scientific advances are needed
and will certainly aid in the reduction of disaster losses in the future, more than enough scientific knowledge exists to significantly reduce losses of life and
property to disaster. Implementation of existing scientific knowledge and action on lessons learned is needed at all levels of government and in the
private sector.
Focus. The attention given to the development and refinement of organizational and management competencies is an important strength, as well as the
attention given in course syllabi to the political, economic, and social contexts of these environments.
Another strength is the focus on ethics and values. One of the more prominent problems within the practice of emergency management today is
inadequate attention to those populations that are unequally impacted by disaster – typically those that are disadvantaged, marginalized or neglected by
mainstream society.
Methodology. The “Constructive Action” methodology proposed for utilization in this program – first planning, then implementation, and finally
assessment and remedial action – is one of the strengths of this proposal.
Research Application. A noticeable strength is the recognition of the gap that exists between those who conduct hazard and disaster related research and
hazard, disaster, risk and emergency management practitioners, and the role that an institution such as MCNY can play in bridging that gap by identifying
current and historical research and promoting the application of research by student practitioners. As is noted in the “Research and Analysis Methods in
Disaster Management” syllabus, it is through contacts with students in an educational process that research knowledge can be transferred into corporate
thinking via the student’s parent organizations.
Scope. A strength of the MCNY proposal found too infrequently in other hazard, disaster and emergency management collegiate programs is the
recognition, displayed in several proposed syllabi, of the lessons to be learned and wisdom gained by looking not just within the United States, but
internationally as well.
Weaknesses:
Was unable to identify a weakness. Can only speculate that living up to the promise inherent in the very strong course syllabi may prove to be a bit of a
challenge (both to the faculty and the students) particularly within a one-year program, when multiple courses are to be taken each semester.
Recommendations:
Would recommend that the design of the proposed course on “Value Issues in Policy Planning” be reconsidered and informed by the recently released
Federal Emergency Management Agency (DHS) Emergency Management Higher Education Project course “A Social Vulnerability Approach to Disaster” –
available via the FEMA EM HiEd Project website at: http://training.fema.gov/emiweb/edu/completeCourses.asp. The advantage of this approach would be
to further ground the focus of the proposed course in the subject matter of hazards, disasters and what to do about them, and more importantly how and
with whom.
B. WAYNE BLANCHARD
Blue Ridge Summit, PA
Education:
M.A./Ph.D., University of Virginia, Foreign Affairs, 1974-1980.
B.A. with honors in History and Political Science, University of North Carolina at
Charlotte, 1971-74.
Currently working on Masters in Theology at Mount Saint Mary's Seminary, Emmitsburg, MD.
Educational Awards:
Kokenes Award for Proficiency in History (UNCC,1974).
Lassen Fellowship in Government (UVA, 1977).
Thomas Jefferson Fellowship (UVA, 1978).
Hubert H. Humphrey Fellowship in Arms Control and Disarmament (Arms Control &
Disarmament Agency,1979).
Experience:
1994-Present: Higher Education Project Manager at FEMA's Emergency Management Institute (National Emergency Training Center) in Emmitsburg,
Maryland. Primary
responsibilities are working with academia to promote the inclusion of emergency management information in college courses, and the development of
emergency
management courses and degree programs.
1995-Present: FEMA's representative to the National Coordinating Council on Emergency Management's Certified Emergency Manager Commission.
1980-1994: FEMA National Preparedness Directorate; State and Local Programs Support Directorate, and Office of Emergency and Public Information:
Developed and managed FEMA's Family Protection Program(1987-1994). Focus was on development of materials, approaches and programs to support
community-based disaster preparedness initiatives across the country. Produced, in cooperation with the American Red Cross, Your Family Disaster Plan,
Your Family Disaster Supplies Kit, Helping Children Cope with Disaster, the Children's Disaster Preparedness Coloring Book, and The Adventures of the
Disaster Dudes videotape and guidebook, aimed at 4th-6th graders on the subjects of disaster awareness, behavior and preparedness.
Staff Officer for the support of, and Alternate Representative to, the NATO Civil Defense Committee, 1983-1993 -- participated in NATO civil emergency
preparedness meetings in Brussels, London, York, Oxford, Lincoln, Paris, Rome, Copenhagen and Istanbul.
U.S. representative to Canadian/U.S. instructional team sent to Prague, the Czech Republic, January 1995 to deliver training course on North American
Emergency Management for Czech Civil Defense and Crisis Management personnel.
Chair of Disaster Preparedness Committee of 1993 Legislative Task Force, tasked to make changes to the Stafford Act, reflective of lessons learned from
Hurricanes Hugo, Andrew, and Inike.
Disaster Experience:
October 1992 (Hurricane Andrew), Assistant Shelter Manager, American Red Cross Shelter, Miami.
August 1993 (Mid-West Floods), Disaster Preparedness Officer, Topeka Kansas Federal Disaster Field Office, developing and placing citizen disaster
preparedness and recovery information in newspapers statewide.
January 1994 (Northridge Earthquake, Los Angeles), Shelter Manager, 400-person American Red Cross shelter, Hollywood, CA.
February-April 1994 (Northridge Earthquake, Los Angeles), developed series of 56 video disaster preparedness public service announcements with
entertainment industry celebrities.
Volunteer Work:
Disaster Action Team member, Arlington County, VA American Red Cross, 1990-1994.
Chair of Community Disaster Education Committee, Arlington, VA American Red Cross Chapter, 1992-1994.
Homeless shelter volunteer, manager, and Board of Director's Member, Arlington Street People's Association, 1991-1994.
Other:
Certified Emergency Manager (June 1993) -- first Federal employee to earn CEM designation awarded by the CEM Commission of the National Coordinating
Council on Emergency Management (later the International Association of Emergency Managers).
FEMA Meritorious Service Award (June 1992) -- FEMA's second highest award for "...creating, developing, and implementing the Family Protection
Program..."
National Coordinating Council on Emergency Management Lifetime Membership Award (November 1992) for accomplishments managing FEMA's Family
Disaster Preparedness initiatives.
Authored/co-authored emergency preparedness articles in The Journal of Civil Defense, Emergency Management, Protect and Survive Monthly (U.K.), and
The Washington Post (letter to editor).
Letters of commendation from FEMA and the CIA's Joint Military Reserve Training Unit.
www.MickMaurer.com
Response to Independent Readers
The majority of recommended changes were made as suggested by the two independent readers. Those recommended changes to the core courses (Systems I in
Purpose A-B-C and Values in Purposes A-B-C) familiar to both the current MPA in Administration and to the MPA in Emergency and Disaster Management have not been
modified at this time. The faculty of the School for Public Affairs and Administration will review the full current MPA in Administration in preparation for National Association
of Schools of Public Affairs and Administration (NASPAA) certification. At that time changes recommended in the Systems I and Values courses will be reviewed and
evaluated.
Neal (2000) noted that since both the degree and the profession of disaster management are still quite new, a curriculum at this point should not be set in stone. A
disaster degree program should reflect the same traits as effective disaster management – flexibility and the ability to change with an uncertain and turbulent social
environment. During the first year of offering courses for the new MPA in Emergency and Disaster Management, faculty will monitor the challenge of following the
requirements as currently proposed. By the end of Purpose B a decision will be made whether to modify the current three-semester structure to a possible four-semester
structure, or to keep it at the proposed three-semester format. The faculty of the School for Public Affairs and Administration will also continue to monitor that the quality
and amount of work required from and produced by the students are always at the highest standards of the Disaster Management system.
Dr. Blanchard recommended the Values Issues in Policy Planning course be modified to incorporate the recently released FEMA course “A Social Vulnerability Approach to
Disaster.” This will be added, but as a distance learning component for students in the MPA in Emergency and Disaster Management degree only. The faculty supervisor
for the Constructive Action will monitor this work done via Blackboard by the students.
FEMA Higher Education Project
One of the goals of the Federal Emergency Management Agency (FEMA) is to encourage and support the expansion of hazards, disaster and emergency management-
related education in colleges and universities across the United States. We are becoming a more vulnerable society faced with growing threats, new and evolving hazards,
and for a variety of reasons more people are at risk. We will need a new generation of more professional and better-educated emergency managers, more “disaster-
sensitive” professionals in other fields and enhanced professional development for today’s emergency management practitioners, in order to better face the challenges
posed. We believe that in the future more emergency managers in government, business and industry should come to the job with college degrees in emergency
management.
To further this end, FEMA's Emergency Management Institute (EMI), in Emmitsburg, Maryland, has undertaken several projects which promote college-based emergency
management education. An annotated listing of colleges and universities in the United States that offer Emergency Management Certificates or Degree Programs is
available. This document describes courses and programs offered and provide point-of-contact information for each institution listed. It can be found at the Higher
Education Project Website on the front cover.
A compilation of course syllabi and outlines of existing emergency management-related courses taught in academia today is also available. These, also, can be found on
the Higher Education web page. http://training.fema.gov/EMIWeb/edu/
The majority of recommended changes were made as suggested by the two independent readers. Those recommended changes to the core courses (Systems I in
Purpose A-B-C and Values in Purposes A-B-C) familiar to both the current MPA in Administration and to the MPA in Emergency and Disaster Management have not been
modified at this time. The faculty of the School for Public Affairs and Administration will review the full current MPA in Administration in preparation for National Association
of Schools of Public Affairs and Administration (NASPAA) certification. At that time changes recommended in the Systems I and Values courses will be reviewed and
evaluated.
Neal (2000) noted that since both the degree and the profession of disaster management are still quite new, a curriculum at this point should not be set in stone. A
disaster degree program should reflect the same traits as effective disaster management – flexibility and the ability to change with an uncertain and turbulent social
environment. During the first year of offering courses for the new MPA in Emergency and Disaster Management, faculty will monitor the challenge of following the
requirements as currently proposed. By the end of Purpose B a decision will be made whether to modify the current three-semester structure to a possible four-semester
structure, or to keep it at the proposed three-semester format. The faculty of the School for Public Affairs and Administration will also continue to monitor that the quality
and amount of work required from and produced by the students are always at the highest standards of the Disaster Management system.
Dr. Blanchard recommended the Values Issues in Policy Planning course be modified to incorporate the recently released FEMA course “A Social Vulnerability Approach to
Disaster.” This will be added, but as a distance learning component for students in the MPA in Emergency and Disaster Management degree only. The faculty supervisor
for the Constructive Action will monitor this work done via Blackboard by the students.
FEMA Higher Education Project
One of the goals of the Federal Emergency Management Agency (FEMA) is to encourage and support the expansion of hazards, disaster and emergency management-
related education in colleges and universities across the United States. We are becoming a more vulnerable society faced with growing threats, new and evolving hazards,
and for a variety of reasons more people are at risk. We will need a new generation of more professional and better-educated emergency managers, more “disaster-
sensitive” professionals in other fields and enhanced professional development for today’s emergency management practitioners, in order to better face the challenges
posed. We believe that in the future more emergency managers in government, business and industry should come to the job with college degrees in emergency
management.
To further this end, FEMA's Emergency Management Institute (EMI), in Emmitsburg, Maryland, has undertaken several projects which promote college-based emergency
management education. An annotated listing of colleges and universities in the United States that offer Emergency Management Certificates or Degree Programs is
available. This document describes courses and programs offered and provide point-of-contact information for each institution listed. It can be found at the Higher
Education Project Website on the front cover.
A compilation of course syllabi and outlines of existing emergency management-related courses taught in academia today is also available. These, also, can be found on
the Higher Education web page. http://training.fema.gov/EMIWeb/edu/
Gov Gilmore, R-VA, Dr. B. Wayne Blanchard (Project Manager, FEMA, USDHS) and Dr. Polson (NORAD/US NorthCom HSDEC)
Eight years after the horrific destruction in 1995 of the federal office building in Oklahoma City, the survivors of this tragedy continue to wrestle with the aftereffects of
this event. Historically natural catastrophes have influenced how communities live with hazards, such as the 1906 San Francisco earthquake and the 1985 Nevado del Ruiz
volcano in Columbia. More recent disasters have encouraged the development of more effective mitigation programs, such as the 1985 Mexico City earthquake; the 1995
Kobe (Japan) earthquake; and the 1999 Turkish earthquakes; and the impending disasters in major urban areas, such as Mt. Vesuvius threatening Naples, Italy, and Mt.
Rainier threatening the Seattle/Puget Sound region of Washington State. Disasters affect someone, somewhere, everyday.
Haddow & Bullock (2003) note that the account of Moses parting the Red Sea could be interpreted as the first attempt at flood control. Other clear examples in which
management during times of manmade and natural disasters is crucial are the events of 9-11, coupled with other recent events such as the Anthrax mailings and the crash
of the American Airlines flight to the Dominican Republic, along with past events such as the shootings at Columbine High School, Hurricane Andrew, the Bopal Chemical
Release, and Three Mile Island. The tragedy of September 11, 2001 has exacerbated and highlighted the need for professionals equipped with skill in providing emergency
and disaster management. Neal (2000) noted that a number of factors have created a demand for educated, professional disaster managers. We continue to see a rise of
disasters (especially in post 9-11), victimization, and economic losses from disasters. Not only are these increases occurring in the United States, but throughout the world
(Mileti, 1999).
The definition of Emergency or Disaster Management can be all-encompassing or very narrowly defined. Emergency management refers to the day-to-day activities that
fire or police departments perform that are part of their planned, anticipated, budgeted daily routine (Britton 1986). These activities may include putting out house fires,
rescuing injured victims from vehicle accidents, tending to heart attack victims, directing traffic, or even rescuing cats from trees. Emergency management is an essential
role of state and local governments.
Disaster Management refers to those situations, events, or occasions when a community’s resources are perceived as not sufficient, and unmet social needs are
generated (Britton, 1986; Neal, 2000). Social life becomes disrupted for much of the community, and the community must reach to the outside environment for additional
resources. For example, such occasions may include the social consequences of tornadoes, hurricanes, floods, blizzards, hazardous material accidents, and now terrorism
in the homeland. The disaster manager, rather than being in “response mode” every day, has a totally different set of tasks. Her/his tasks are to work with a wide range of
community members to assist with the preparedness, mitigation, and recovery of such events. In short, although some overlap does exist, much of the knowledge and
many of the skills, and abilities for those in “emergency management” are different from those in “disaster management” (Neal, 2000).
The U.S. Constitution gives the responsibility for public risk to the states. The federal role in emergency and disaster management has expanded and contracted in
response to events, Congressional desires, and leadership styles. On June 19, 1978, President Carter transmitted to Congress the Reorganization Plan Number 3, which
established the Federal Emergency Management Agency (FEMA). The Nunn-Lugar Legislation of 1995 in response to the Oklahoma City Bombing in April 1995 and the first
bombing of the World Trade Center in NY City in 1992 left open the assignment of a lead agency in terrorism. The events of 9-11 brought about the Homeland Security Act
of 2002 establishing the Department of Homeland Security (DHS) assigned to responding to terrorism. The Act also brought FEMA into DHS, bringing about oversight by
DHS of all natural, manmade and intentional emergencies and disasters in the U.S.
Disaster Management degree programs are relatively new. Between 1983 to about 1998, only two undergraduate degree programs graduated students in the United States.
FEMA established the Higher Education Project to establish at least one college degree program in Emergency Management in every State by the year 2001(FEMA, 2000).
There are now 96 programs (7 at the doctoral, 23 at the master’s, 9 at the bachelor, 15 at the associate degree level, and 42 colleges that offer minor concentrations or
certificates) in the U.S. (Blanchard, 2003).
It is our view and the view of others knowledgeable about the current political atmosphere, as well as the historical record of natural disasters, that the need for emergency
and disaster management will be an ongoing and lasting phenomenon of our times. Neal (2000) noted that a number of factors have created a demand for educated,
professional disaster managers. We continue to see a rise of disasters (especially in post 9-11), victimization, and economic losses from disasters. Not only are these
increases occurring in the United States, but throughout the world (Mileti, 1999). The rise of terrorism now on the shores of all continents, an expanding professionalism of
the profession, an increased demand in the job market, FEMA’s higher education initiative, the push by professional organizations like IAEM & NEMA for certification,
accreditation and professionalism, along with the move to publish the research more widely in the profession, have all created an environment for such a degree program in
the New York City Metropolitan area.
Neal (2000) noted that since both the degree and the profession of disaster management are still quite new, a curriculum at this point should not be set in stone. A
disaster degree program should reflect the same traits as effective disaster management – flexibility and the ability to change with an uncertain and turbulent social
environment. We envision a Master of Public Administration degree in emergency and disaster management to be operationally consistent with our Master of Public
Administration degree in general management. The first semester (Purpose A) will continue to have as its focus identifying service needs with citizens. The focus of the
second semester (Purpose B) is initiating and managing service innovation. In the third semester (Purpose C), the focus is on long range planning for service
improvement. The essential difference in this new program offering will be its specialized courses. These courses will be housed in the Skills and Self and Others
Dimensions in the three semesters of the program. These courses will be specific to the degree offering. The Skills and Self and Others Dimensions will be the program’s
concentration. Purpose courses and field experience will reflect the concentration. We also propose to add an additional Systems Dimension (Systems II) to the
specialization. This Dimension will have the same credit hours as the other Dimensions. The students will also complete 315 hours of field placement, for example, ride-
along trips with the police or EMS, in each purpose, which will require 3 one-hour supervision sessions per month by Metropolitan College of New York faculty assigned to this
degree.
Occupational Demand:
The areas for the marketing of this program are law enforcement agencies, New York City, Port Authority, MTA Transit, and New York State; fire and EMS/EMT; Port Authority
crisis response teams; medical centers, especially in the areas of trauma, emergency room, and rape; local and state Red Cross; all airlines; local and national EAPs; all
area transit authorities; clergy and clinical pastoral education students; military reserve and national guard units; and school systems. Marketing of the MPA degree should
be as well in the areas of Connecticut, Long Island, New Jersey, and Southeastern Pennsylvania, because all of these locations are within an hour and a half travel time by
train to Metropolitan College.
References:
Blanchard, E.W. (2003) Higher Education Report, FEMA EMI Higher Education Conference. http://training.fema.gov/EMIWeb/edu/hec2003.asp
Britton, N. (1986) “Towards a Reconceptualization of Disaster for the Enhancement of Social Preparedness.” Pp. 31-35 in Sociology of Disaster, edited by Russell R. Dynes,
Bruna De Marchi, & Carlo Pelanda. Milan, Italy: Franco Angeli.
FEMA (2000). FEMA Higher Education Project. http://training.fema.gov/EMIWeb/edu/
Haddow, G.D. & Bullock, J.A. (2003) Introduction to emergency management. New York: Butterworth-Heinemann
Miletli, D. S. (1999) Disasters by Design: A Reassessment of Natural Hazards in the United States. Washington, DC: Joseph Henry Press
Neal, D.M. (2000) “Developing Degree Programs in Disaster Management: Some Reflections and Observations.” International Journal of Mass Emergencies and Disasters,
Nov. 2000, Vol. 18, No. 3, pp. 417-437.
this event. Historically natural catastrophes have influenced how communities live with hazards, such as the 1906 San Francisco earthquake and the 1985 Nevado del Ruiz
volcano in Columbia. More recent disasters have encouraged the development of more effective mitigation programs, such as the 1985 Mexico City earthquake; the 1995
Kobe (Japan) earthquake; and the 1999 Turkish earthquakes; and the impending disasters in major urban areas, such as Mt. Vesuvius threatening Naples, Italy, and Mt.
Rainier threatening the Seattle/Puget Sound region of Washington State. Disasters affect someone, somewhere, everyday.
Haddow & Bullock (2003) note that the account of Moses parting the Red Sea could be interpreted as the first attempt at flood control. Other clear examples in which
management during times of manmade and natural disasters is crucial are the events of 9-11, coupled with other recent events such as the Anthrax mailings and the crash
of the American Airlines flight to the Dominican Republic, along with past events such as the shootings at Columbine High School, Hurricane Andrew, the Bopal Chemical
Release, and Three Mile Island. The tragedy of September 11, 2001 has exacerbated and highlighted the need for professionals equipped with skill in providing emergency
and disaster management. Neal (2000) noted that a number of factors have created a demand for educated, professional disaster managers. We continue to see a rise of
disasters (especially in post 9-11), victimization, and economic losses from disasters. Not only are these increases occurring in the United States, but throughout the world
(Mileti, 1999).
The definition of Emergency or Disaster Management can be all-encompassing or very narrowly defined. Emergency management refers to the day-to-day activities that
fire or police departments perform that are part of their planned, anticipated, budgeted daily routine (Britton 1986). These activities may include putting out house fires,
rescuing injured victims from vehicle accidents, tending to heart attack victims, directing traffic, or even rescuing cats from trees. Emergency management is an essential
role of state and local governments.
Disaster Management refers to those situations, events, or occasions when a community’s resources are perceived as not sufficient, and unmet social needs are
generated (Britton, 1986; Neal, 2000). Social life becomes disrupted for much of the community, and the community must reach to the outside environment for additional
resources. For example, such occasions may include the social consequences of tornadoes, hurricanes, floods, blizzards, hazardous material accidents, and now terrorism
in the homeland. The disaster manager, rather than being in “response mode” every day, has a totally different set of tasks. Her/his tasks are to work with a wide range of
community members to assist with the preparedness, mitigation, and recovery of such events. In short, although some overlap does exist, much of the knowledge and
many of the skills, and abilities for those in “emergency management” are different from those in “disaster management” (Neal, 2000).
The U.S. Constitution gives the responsibility for public risk to the states. The federal role in emergency and disaster management has expanded and contracted in
response to events, Congressional desires, and leadership styles. On June 19, 1978, President Carter transmitted to Congress the Reorganization Plan Number 3, which
established the Federal Emergency Management Agency (FEMA). The Nunn-Lugar Legislation of 1995 in response to the Oklahoma City Bombing in April 1995 and the first
bombing of the World Trade Center in NY City in 1992 left open the assignment of a lead agency in terrorism. The events of 9-11 brought about the Homeland Security Act
of 2002 establishing the Department of Homeland Security (DHS) assigned to responding to terrorism. The Act also brought FEMA into DHS, bringing about oversight by
DHS of all natural, manmade and intentional emergencies and disasters in the U.S.
Disaster Management degree programs are relatively new. Between 1983 to about 1998, only two undergraduate degree programs graduated students in the United States.
FEMA established the Higher Education Project to establish at least one college degree program in Emergency Management in every State by the year 2001(FEMA, 2000).
There are now 96 programs (7 at the doctoral, 23 at the master’s, 9 at the bachelor, 15 at the associate degree level, and 42 colleges that offer minor concentrations or
certificates) in the U.S. (Blanchard, 2003).
It is our view and the view of others knowledgeable about the current political atmosphere, as well as the historical record of natural disasters, that the need for emergency
and disaster management will be an ongoing and lasting phenomenon of our times. Neal (2000) noted that a number of factors have created a demand for educated,
professional disaster managers. We continue to see a rise of disasters (especially in post 9-11), victimization, and economic losses from disasters. Not only are these
increases occurring in the United States, but throughout the world (Mileti, 1999). The rise of terrorism now on the shores of all continents, an expanding professionalism of
the profession, an increased demand in the job market, FEMA’s higher education initiative, the push by professional organizations like IAEM & NEMA for certification,
accreditation and professionalism, along with the move to publish the research more widely in the profession, have all created an environment for such a degree program in
the New York City Metropolitan area.
Neal (2000) noted that since both the degree and the profession of disaster management are still quite new, a curriculum at this point should not be set in stone. A
disaster degree program should reflect the same traits as effective disaster management – flexibility and the ability to change with an uncertain and turbulent social
environment. We envision a Master of Public Administration degree in emergency and disaster management to be operationally consistent with our Master of Public
Administration degree in general management. The first semester (Purpose A) will continue to have as its focus identifying service needs with citizens. The focus of the
second semester (Purpose B) is initiating and managing service innovation. In the third semester (Purpose C), the focus is on long range planning for service
improvement. The essential difference in this new program offering will be its specialized courses. These courses will be housed in the Skills and Self and Others
Dimensions in the three semesters of the program. These courses will be specific to the degree offering. The Skills and Self and Others Dimensions will be the program’s
concentration. Purpose courses and field experience will reflect the concentration. We also propose to add an additional Systems Dimension (Systems II) to the
specialization. This Dimension will have the same credit hours as the other Dimensions. The students will also complete 315 hours of field placement, for example, ride-
along trips with the police or EMS, in each purpose, which will require 3 one-hour supervision sessions per month by Metropolitan College of New York faculty assigned to this
degree.
Occupational Demand:
The areas for the marketing of this program are law enforcement agencies, New York City, Port Authority, MTA Transit, and New York State; fire and EMS/EMT; Port Authority
crisis response teams; medical centers, especially in the areas of trauma, emergency room, and rape; local and state Red Cross; all airlines; local and national EAPs; all
area transit authorities; clergy and clinical pastoral education students; military reserve and national guard units; and school systems. Marketing of the MPA degree should
be as well in the areas of Connecticut, Long Island, New Jersey, and Southeastern Pennsylvania, because all of these locations are within an hour and a half travel time by
train to Metropolitan College.
References:
Blanchard, E.W. (2003) Higher Education Report, FEMA EMI Higher Education Conference. http://training.fema.gov/EMIWeb/edu/hec2003.asp
Britton, N. (1986) “Towards a Reconceptualization of Disaster for the Enhancement of Social Preparedness.” Pp. 31-35 in Sociology of Disaster, edited by Russell R. Dynes,
Bruna De Marchi, & Carlo Pelanda. Milan, Italy: Franco Angeli.
FEMA (2000). FEMA Higher Education Project. http://training.fema.gov/EMIWeb/edu/
Haddow, G.D. & Bullock, J.A. (2003) Introduction to emergency management. New York: Butterworth-Heinemann
Miletli, D. S. (1999) Disasters by Design: A Reassessment of Natural Hazards in the United States. Washington, DC: Joseph Henry Press
Neal, D.M. (2000) “Developing Degree Programs in Disaster Management: Some Reflections and Observations.” International Journal of Mass Emergencies and Disasters,
Nov. 2000, Vol. 18, No. 3, pp. 417-437.
