Collaborating with practitioners to realize emergency management student

Collaborating with practitioners to realize emergency management student learning Incorporating research into undergraduate hazard and disaster class: A process approach June 5 -7, 2018

Content § Introduction § Motivation and teaching philosophy § Introduce research building blocks in class’s lesson § Application in courses § Ethical issues and challenges § Conclusion Ekong J. Peters/Assistant Professor June 5 -7, 2018 2

Introduction § Our collaboration with practitioners influenced by: § Our vision, mission, and definition of EM § Incorporating research project seen as important § Encouraged by External Entities of EM practitioners § Our program External Advisory Board § Internship sponsors and partners § DEM support research projects in our curriculum § Arkansas Tech U (ATU) internal grant to support the effort § ATU organizes undergraduate research symposium § Undergraduate research method a distinct class in EM § Good library search skill helps – post example of video Ekong J. Peters/Assistant Professor June 5 -7, 2018 3

Motivation and Teaching Philosophy § Encouraged by ATU administration § Could be used in tenure and promotion consideration § Benefits to students, the university, and employers § Employability in a competitive market § Preparation for graduate school § Raise the university profile § Less training by the employers § Linked to teaching philosophy § Student’s active participant vs passive learning § Students have different level of learning ability Ekong J. Peters/Assistant Professor June 5 -7, 2018 4

Introduce Research Building Blocks § Introduce APA style formatting in the class and assignments § Incorporate various teaching methods § Scientific framework/literacy § Invoke critical thinking using: § Reflection papers on assigned readings – articles § Case study analysis § 1986 Shuttle Challenger disaster § The Tenerife Air disaster § Film review § Hotel Rwanda § “The 33” – The Chile mine disaster Ekong J. Peters/Assistant Professor June 5 -7, 2018 5

Application in Courses § Link to Next. Gen Core Competencies elements § Scientific literacy § Critical thinking § Build on Introduction (I), Reinforce (R), Mastering (M) § Collect and analyze data with familiar programs/tools § Quantitative approach: Excel vs SPSS/STATA § Excel (familiar) § Descriptive stats – frequency distribution and charts § Other familiar research tools: Survey Monkey, Question. Pro, GIS § SPSS/STATA (unfamiliar) – Scary with statistical terms Ekong J. Peters/Assistant Professor June 5 -7, 2018 6

Application in Courses (contd. ) § Qualitative approach § Using common themes, categories, and pattern § Base on field observation § Data interpretation § Constructing intellectual story – participants’ experiences Ekong J. Peters/Assistant Professor June 5 -7, 2018 7

Application Benefit – Example Dr. Peter Chen and Sam Melson (an undergraduate student) in the Dept. of EM, Arkansas Tech University at the American Association of Geographers in New Orleans, LA, April 10 -14, 2018 (use by permission) Ekong J. Peters/Assistant Professor June 5 -7, 2018 8

Application Benefit – Example John Pryor (an undergraduate student) in the Dept. of EM, Arkansas Tech University at the American Association of Geographers in Chicago, IL, March 2016 (use by permission) Ekong J. Peters/Assistant Professor June 5 -7, 2018 9

Application Benefit – Example Kayla Renfroe (an intern) in the Dept. of EM, Arkansas Tech University, presenting research results to workers at Pope County OEM, AR, in Spring 2018 (use by permission) Ekong J. Peters/Assistant Professor June 5 -7, 2018 10

Ethical Issues and Challenges § Biased toward smart, bright, and experienced students § Online students may be left out § The challenge is getting online students involve Ekong J. Peters/Assistant Professor June 5 -7, 2018 11

Conclusion § Incorporating research in classes due to collaboration with: § External Advisory Board § Internship sponsors and partners § Incorporating research projects into undergraduate classes: § Benefits instructor, students, the university, and employer § Instructor uses it for tenure and promotion § Student have competitive edge in job market § Students more prepared for graduate school work § Raises the university profile § Less research training by employers Ekong J. Peters/Assistant Professor June 5 -7, 2018 12