MPA Degree Evaluation

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/
Gov Gilmore, R-VA, Dr. B. Wayne Blanchard (Project
Manager, FEMA, USDHS) and Dr. Polson (NORAD/US
NorthCom HSDEC) (Now Project Manager, FEMA, USDHS)

PROPOSAL FOR A MASTER OF PUBLIC ADMINISTRATION  in Emergency and Disaster Management

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.
Scott Phelps, JD, MPH, EMT
2nd Director
MPA in Emergency and Disaster
Management degree program
MCNY
David Longshore
3rd Director
Management degree program
MCNY
MCNY President Greenwald and
Dr Mick Maurer at degree kick-off
FEMA Region 2 Rep                                  NY SEMO Region 1 Rep                                                         NYC OEM Rep
David Duff, PhD, MPA
NYU Medical Center
Independent Reader for MPA proposal
Dr. Mick Maurer and Dr. B. Wayne Blanchard
Dr. Mick Maurer, MCNY President Vinton Thompson, Dr. B. Wayne Blanchard,
Professor J. Velez, Professor Chuck Frank, and Director Ali Gheith.
First two classes at IMI Academy in Israel in 2005
Emergency and Disaster Management degree program
first class in March 2004.
Mick Maurer and first MCNY MPA class 2004
Graduation of the first MPA in Emergency and Disaster Management degree class.
MCNY Faculty attending the 2011 FEMA Higher Education Conference.