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Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice

Title: An Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice.
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Inaccessible until May 31, 2020 due to copyright restrictions.

Name(s): Samples, Malaika Catherine, author
Schrader, Linda B., professor co-directing dissertation
Brower, Ralph S., university representative
Gawlik, Marytza, 1973-, committee member
Akiba, Motoko, committee member
Florida State University, degree granting institution
College of Education, degree granting college
Department of Educational Leadership and Policy Studies, degree granting department
Type of Resource: text
Genre: Text
Doctoral Thesis
Issuance: monographic
Date Issued: 2018
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (219 pages)
Language(s): English
Abstract/Description: In the United States, the higher education community is charged with the academic education of emergency management professionals. The present rate of natural disasters as well as the evolving threat of terrorist attacks have created a demand for practitioners who are solidly educated in emergency management knowledge, skills, and abilities. These conditions have in turn precipitated the aggressive growth of emergency management and homeland security academic programs in higher education, characterized as the most relevant development in the field of emergency management (Darlington, 2008). With the goal of accelerating professionalization of emergency management occupations through higher education, the Federal Emergency Management Agency’s (FEMA) Higher Education Program’s research efforts focused on developing a set of evidence-based competencies for academic programs. These were outlined in FEMA’s Curricular Outcomes (2011). This study explored how these evidence-based competencies are manifested in emergency management and homeland security academic programs and contributes to filling the gap in the literature on the implementation of FEMA’s professional competencies in academic programs, a consequence of legal constraints prohibiting the direct collection of implementation data by federal agencies. The results indicated a wide range of competencies were represented in program coursework with gaps in alignment identified in the five competency areas. The analysis also revealed the exclusion of homeland security topics in Curricular Outcomes (2011) which led to issues of operationalization. Lastly, instructors shared feedback to improve alignment while the researcher discusses key conditions for similar use of a responsive evaluation framework in academic programs.
Identifier: 2018_Sp_Samples_fsu_0071E_14432 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education.
Degree Awarded: Spring Semester 2018.
Date of Defense: March 6, 2018.
Keywords: curriculum alignment, curriculum mapping, emergency management academic programs, evidence-based practice, professional comepetencies, responsive evaluation
Bibliography Note: Includes bibliographical references.
Advisory Committee: Linda Schrader, Professor Co-Directing Dissertation; Tamara Bertrand Jones, Professor Co-Directing Dissertation; Ralph Brower, University Representative; Marytza Gawlik, Committee Member; Motoko Akiba, Committee Member.
Subject(s): Educational evaluation
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/2018_Sp_Samples_fsu_0071E_14432
Host Institution: FSU

Choose the citation style.
Samples, M. C. (2018). An Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Samples_fsu_0071E_14432