CJ 480: Emergency Management: An Introduction to Exercise Design Course Syllabus

Instructor: Office Hours: E-mail: Class Meeting: Venue: Textbook: Jesse Poole Daily via email (include CJ480 in the subject bar of all emails) poolej@wou.edu Online Moodle Welsh, W. N., & Harris, P. W. (2008). Criminal justice policy and planning (3rd ed.). Charlottesville: Lexis Nexis Matthew Bender. Powerpoints, online discussion topics, video and movie clips.

Deliverance Tools:

Course Description: Emergency management and homeland security officials are tasked with knowing when, what, how, and whys during a natural disaster or terrorist attack, in the event one should occur. Although one of the primary purposes in homeland security is to prevent these types of events from occurring, humans cannot predict the future, nor can they control Mother Nature. Officials can, however, take the necessary steps to mitigate the likelihood of an event from occurring while reducing casualties. This goal is accomplished by practice and exercise. After its creation, the Department of Homeland Security became the second largest government organization aside from the Department of Defense. The new movement of emergency management has spread across the country to local, county, and state government. This class will outline the fundamentals and key concepts needed when designing and implementing emergency management exercises at all levels of government.

Course Expectations: WHAT YOU CAN EXPECT OF ME AS YOUR INSTRUCTOR: 1. It is important to me that all students have a clear understanding of the course content, assignments, and discussions. Because I am an adjunct professor, I do not have regular office hours on campus. As a result, I check my email on a daily basis for inquiries regarding the course. If you have questions, comments, concerns, etc., please contact me via email. I will respond to your email within 48 hours, depending on the time of day you sent the email. 2. I do give myself one day off during the weekend. So, if you have questions regarding an assignment on a Sunday, it is likely that I will not respond. 3. Because this is not my primary profession, I will share with you any relevant information regarding any travel or times I expect to be away from my computer for more than 24 hours. 4. I will treat all students with mutual respect. This class requires a high level of critical thinking and mental implementation of the content. I will do my very best to provide guidance when needed and create a fun online learning environment. WHAT I EXPECT FROM YOU AS A STUDENT: 1. As a student, I expect you to read the course syllabus in its entirety. The syllabus gives crucial information regarding class expectations, course content, methods of instruction, assignments, and due dates, which is important for you to know. 2. This class requires a high level of critical thinking and mental implementation of the content in real life scenarios. This type of environment will likely create personal opinions driven by emotional backing. With that in mind, it is important to restrain yourself from making inappropriate comments that threaten the safety of the online learning environment. 3. Students are responsible for reading all discussion questions, instructions, and assignments. Additionally, you are required to respond to discussion questions by providing valid and meaningful content related to the topic. Responding with a simple I agree or Good point is simply not enough to earn yourself participation points. 4. Our lives are full of other responsibilities and expectations. Most of you are working or have families in addition to going to school. With that in mind, I designed this class to be flexible to most peoples needs. To make the learning experience easier, consider reading the course content at the beginning of the week so you have a better understanding of the amount of time the class will require of you. 5. Students are expected to acquire any assigned readings or textbooks in a timely manner. Because many students purchase books online, I send a copy of the syllabus to every students WOU email account the Thursday prior to the beginning of the term. With this

extra accommodation, I expect students to complete all of the assigned readings, including the first week of the term. Grading: Response to Discussion Question Responding to other students posts Assignments Final Project Total 6 @ 10pts. each: 10 @ 5pts. each: 6 @ 10pts. each: 60pts. 50pts. 60pts. 130pts. 300pts. 20% 16.5% 20% 43.5%

Course Outline:
Week Week 1 Lesson Topic Course Introduction Reading READ: Introduction powerpoint. Review the Planning Team Members by Type PDF. Chapters 1&2 of Welsh & Harris. WATCH: The Four Phases of Emergency Management video. Emergency Management Local Government video. READ: Project and Program Management powerpoint. Chapters 2&3 of the HSEEP volume I PDF file. Chapters 3&4 of Welsh & Harris. Discussion Enter the Class Introduction forum and answer the questions provided. Begin discussing your project with your team members. Assignments Read over the course syllabus and watch the Moodle Tutorial video if you are unfamiliar with Moodle. Participate in the class introduction forum. Review the FEMA state directory for emergency management offices.

Week 2

Project and Program Management

Follow the instructions in the State Offices and Agencies in EM discussion thread.

Week 3

Design and Development

READ: Design and Development powerpoints. Chapters 1 & 2 of the HSEEP volume II PDF. Chapters 5 & 6 of Welsh and Harris. READ: Personnel Conduct powerpoints. Chapters 7 & 8 of Welsh and

With your group, discuss the questions asked in the design and development forum. Answer the forum questions related to the Boone County video Discuss the importance of personnel conduct and

Begin adding content to the EM framework I have created for you in your groups wiki page.

Week 4

Personnel Conduct

Continue developing content for your EM exercise.

Harris.

readiness with the class in the forum.

Week 5

Evaluation Project Evaluation

Send me a copy of what you have contributed to the EM framework thus far. Provide feedback regarding the performance of your team members.

Academic Dishonesty: "Cheating on examinations or presenting the work of another person as one's own (plagiarism) are both serious breaches of academic honesty" (WOU, Faculty Handbook, 2002-2004:21). Please take some time to read your Student Handbook if you have any questions about the extent and severity of sanctions that may result from dishonest behavior. Students with Disabilities: WOU provides accommodations to students with document disabilities that affect their ability to learn. Students who need accommodations, who have emergency medical information, or who need special arrangements, should bring this to my attention as soon as possible.