Main Content
Syllabus
PUBPL 306 Introduction to Crisis and Emergency Management (3) An introduction to emergency management in mitigating, preparing for, responding to and recovering from hazards.
Overview
The course provides an overview of planning, policy and management for crises and routine emergencies. Specific topics emphasized include: the roles and interactions of the public, nonprofit, and private sectors in emergency management; the legal and organizational structure of the national emergency management system; and the problems and policy issues associated with emergency management. This is done by examining the four phases of emergency management--mitigation, preparedness, response and recovery--as they relate to resilience and an overview of various human-made and technological disasters, as well as disasters related to natural hazards. The organizational and policy issues involved in the management of technological, public health, and natural hazards, and the lessons learned from specific crises in the U.S. and internationally, are included. Theories, established principles and approaches are used to develop knowledge and skills for managing disasters and lessening their impacts on society.
Course Objectives
By the end of this course, students should be able to:
- Demonstrate an understanding of the evolution and nature of disaster policy, including legal foundations, and the practice of emergency management in the U.S. and internationally.
- Demonstrate an understanding of the roles of various levels of government, nonprofit agencies, the private sector, and civil society in emergency management.
- Describe the core principles of emergency management and identify how they define practice.
- Recognize how the profession of emergency management defines itself.
- Evaluate how lessons learned from past disasters have become general principles to guide future action.
- Assess the ethical foundation of emergency management practice.
- Identify the major principles of emergency management from case studies and other accounts of disaster operations.
- Explain major policy and organizational issues in emergency management.
- Explain, analyze, and evaluate the various types of hazards.
- Explain, analyze, evaluate, and apply emergency management concepts techniques for mitigation, preparedness, response, and recovery.
- Demonstrate foundational knowledge of the profession of emergency management that can prepare you for a leadership position in the field.
Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Additional Materials:
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National Emergency Management Association (NEMA), State Emergency Management Director Handbook. 2011. This is available on the Internet:
http://www.nemaweb.org/index.php?option=com_content&view=article&id=330&Itemid=432-
The weekly lessons refer to this book as NEMA. This handbook includes dozens of websites, many of which will be used for locating additional required readings.
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In addition to the textbooks, assigned journal articles and monographs from government agencies and think tanks will be assigned.
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Each student must also read a major daily newspaper such as the New York Times or Washington Post (online versions are available) to track emergency management issues.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
For this course we recommend the minimum World Campus technical requirements listed below:
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
World Campus Help Desk
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
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Assignment
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Total Weight
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| Discussion Forum Participation | 20% |
| Writing Assignments | 20% |
| Journal Article Reviews (4) |
20%
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| Policy Options Paper |
40%
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Weekly Discussion Forums:
This assignment consists of two types of Discussion Forums. The first Discussion Forum titled, "Follow-Up to Class Sessions," is used both by students and the instructor throughout the course to post news or other articles relevant to course topics. Comments on contemporary events or follow-up questions from the previous week’s Lesson readings and assignments are also appropriate. Students are expected to participate in the “Follow-Up” Discussion Forum throughout the semester.
Weeks 2 through 15 include specific Lesson Discussion Forums. Some weeks include more than one Discussion Forum. On occasion, a Discussion Forum necessitates that students post 3-4 summary comments or questions related to that week’s readings. One objective is to stimulate interactive discussions among course participants. Another objective is to show a grasp of course readings. For most of the weekly lessons, the instructor will pose a question or questions for class members to discuss on a Discussion Forum or by writing a short essay. Creativity should be used in approaching the weekly assignments. For example, for some Discussion Forums, pick one or more topics or concepts from required readings to reflect upon. Critique material by adding something you can justify, showing how an author missed a point. Validate something based on your own experience or other reading. Relate readings to contemporary events or news.
Everyone will offer an initial post on each of the assigned Discussion Forums and write all assigned essays. In addition, each student is required to participate in at least 8 threaded discussions throughout the semester. That is, during a minimum of 8 weeks you must not only post but also respond to other students’ posts. The instructor, on occasion, may comment on the Discussion Forums posts and essays. If you are doing poorly, you will receive an e-mail from the instructor. An evaluation of your participation will be provided mid-course as you proceed to a final grade for the weekly activities at the end of the course.
Journal Article Reviews:
Four article reviews, each consisting of a two page summary of an article on an aspect of emergency management are required. Students will pick a focus either on a disaster type (natural hazard, public health, technological) or phase of emergency management (mitigation or prevention, preparedness, response, or recovery). The Lesson 1 will provide information on emergency management journals and internet resources, that you should use for these assignments. Article reviews are due in Weeks 3, 6, 8, and 12.
Policy Options Paper:
The policy paper utilizes assigned course readings and additional readings based on library research to focus on a specific aspect of emergency management, with the topic approved by the course instructor. The paper includes a references section and follows a template provided by the instructor.
Submit a topic proposal to the course instructor by the end of Lesson 4.Your 1-2 page proposal should include a proposed project title, discussion of the research approach to be used in developing the policy option paper, at least 5 tentative references, and comments on what you expect to find about various options. During Lesson 9, provide an outline of the final paper to the instructor. The paper is due in Lesson 15.
Grading:
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.Written Work: Your papers and essays will be evaluated on content, clarity, comprehensiveness, and creativity.
- Content: Develops and supports a central thesis. Provides a focused argument throughout the essay/paper.
- Clarity: Writes clearly by developing a coherent, well-organized paper; arranges sentences in a logical and coherent manner; uses correct punctuation, spelling, and grammar; and provides correct citations.
- Comprehensiveness: Has reviewed the relevant literature and material, shows an in-depth understanding of the topic, and uses multiple bibliographic sources (books, journal articles, interviews, web-based information). Does not use strictly web-based sources. Able to critique differing points of view on the topic.
- Creativity: Draws the reader in and engages him/her in the topic. Attempts to make an original contribution to the topic. Presents material in an interesting and unique way.
| Grade of A | Grade of B | Grade of C | Grade of D | Grade of F |
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Exemplary work in all aspects of content, clarity, comprehensiveness, and creativity; Consistent with expectations associated with a professional written product; shows extra effort and initiative. |
Work is better than average quality; demonstrates initiative and extra effort. |
Meets the minimal specifications of the assignment. |
Below minimal assignment specifications |
Extremely poor quality content and presentation. Failure to complete a required assignment |
Discussion Forum Participation: Your Discussion Forum Participation is evaluated on content, clarity, comprehensiveness, creativity. plus whether the participation is interactive. Commenting once is not really conversing; instead, it’s mostly a declaration. Fior the threaded discussions you participate in, you should check into the discussion several times, reading, thinking about, and then responding to what you have learned from others in the conversation. Use what you have learned from your reading to inform your thinking and your discussion. That is the purpose for the reading and the Discussion Forum is a good way to share learning.
The class is not a group of private individuals who have obligations only to the instructor. Our virtual classroom attempts to create a learning community in which interactive discussions are is crucial to the dynamics of the learning process in creating a community for inquiry, receptivity, and discussion.
| Grade of A | Grade of B | Grade of C | Grade of D | Grade of F |
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Consistent postings of insightful comments and questions that promote on-topic discussion. Helps in clarifying or synthesizing others’ ideas. Disagreements with others are handled politely. “First Post” deadlines are met; follow-up threads occur frequently enough to keep up to date; multiple posts on separate days during a threaded discussions occur. |
Participant was lacking in one or two of the items listed for A-level participation. Participant usually, but not always, expresses himself or herself clearly. “First Post” deadlines are met; student is online on the discussion thread on multiple days and long enough to keep up to date on new posts; multiple posts are submitted on two or more separate days during threaded discussions. |
Participant is consistently lacking in two or more of the items listed for A-level participation. Participant seemed reluctant to participate, even when prompted. Participant rarely expressed herself or himself clearly. Participant met the “First Post” deadline and was online on the discussion thread on multiple days and for long enough to keep up to date on all new posts and submitted multiple posts on at least two separate days during the threaded discussions. |
All weaknesses of C-level participation and Participant attempted to draw discussion off-topic, even if her/his participation was otherwise of high quality. Participant missed the “First Post” deadline, was online on the discussion thread on at least two days and for long enough to keep up to date on all new posts on those days; and submitted two or more posts on two or more separate days during the threaded discussions. |
All weaknesses of D-level and Rude or abusive to other course members. Consistently failed to participate at all, even when specifically prompted or questioned. Missed the “First Post” deadline; failed to be online on the discussion thread on at least two days and for long enough to keep up to date on all new posts on those days; failed to submit posts on two or more separate days during the threaded discussions.
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Deferred Grades
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
| Lesson 1: Introduction to Emergency Management | |
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| Lesson 2: Evolution of Emergency Management | |
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| Lesson 3: Foundations of a National Emergency Management System - Laws & Regulations | |
| Time frame: | Week Three |
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| Lesson 4: National Emergency Management System: Intergovernmental Interactions | |
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| Lesson 5: National Emergency Management System: Non-Governmental Actors | |
| Time frame: | Week Five |
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| Lesson 6: Funding and Politics in the National Emergency Management System | |
| Time frame: | Week Six |
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| Lesson 7: Types of Hazards: Natural | |
| Time frame: | Week Seven |
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| Lesson 8: Types of Disasters: Human-made | |
| Time frame: | Week Eight |
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| Lesson 9: Introduction to Emergency Management | |
| Time frame: | Week Nine |
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| Lesson 10: Introduction to Emergency Management | |
| Time frame: | Week Ten |
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| Lesson 11: Introduction to Emergency Management | |
| Time frame: | Week Eleven |
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| Lesson 12: Introduction to Emergency Management | |
| Time frame: | Week Twelve |
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| Lesson 13: Introduction to Emergency Management | |
| Time frame: | Week Thirteen |
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| Lesson 14: Introduction to Emergency Management | |
| Time frame: | Week Fourteen |
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| Lesson 15: Introduction to Emergency Management | |
| Time frame: | Week Fifteen |
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Course Access
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Graduation
NOTE: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please see "Graduation" on the World Campus Student Policies website.Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
University Policies
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Course Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.