Integrating Basic Government into Graduate Programs for Non-Traditional Learners

1. Integrating Basic Government into Graduate Programs for Non-Traditional Learners Emergency Management Higher Education Conference Emmitsburg, MD, June 6-9, 2011 Thomas E. Poulin, Ph.D. Capella University

2. Graduate Focus • Undergraduates • Program focus is on working within discipline • Presumption learners must be provided all information relevant to the program • Graduate programs • Focus is on executive leadership, research or consulting • Learners are often non-traditional EMHEC - Basic Government & EM Courses

3. Emergency Management Non-traditional Learners • Graduate EM programs attract many non-traditional learners • Non-traditional students • Technically oriented specialists • Entered government service in a specialty, but entering, or has entered, management position • Seeks degree to prepare for promotion, or to refine skills for current position • Career Transition • First responders • Military EMHEC - Basic Government & EM Courses

4. Converging Degree Path in EM Linear Degree Path Converging Degree Path MS (Accounting) Graduate EM Programs Criminal Justice Social Work BS (Accounting) Engineering Education Health Other EMHEC - Basic Government & EM Courses

5. Challenges for Faculty • Emergency Management, regardless of sector, works within US disaster policies • Policies are founded on principles of public administration, including, in the US, federalism and free enterprise systems • A substantive lack of knowledge concerning government and governance can hinder understanding and practice of EM EMHEC - Basic Government & EM Courses

6. Challenge Compounded by a Lack of Civil Literacy • In recent surveys of US citizens • 71% had mean score of 49% (F) • Elected officials scored 6 points lower • Only 49% could identify three branches of government • 54% did not know Congress could declare war (40% thought it presidential power) EMHEC - Basic Government & EM Courses

7. Lack of Civil Literacy (Continued) • In recent surveys of US citizens (Continued) • Only 16.25% could describe a free enterprise system • 20% believed Electoral College was a government training institution for potential presidential candidates EMHEC - Basic Government & EM Courses

8. Lack of Civil Literacy (Continued) • In recent surveys of US citizens • By a 2 to 1 margin, more people knew Paula Abdul was a judge on American Idol than knew Abraham Lincoln wrote of “government of the people….” EMHEC - Basic Government & EM Courses

9. Potential Influence of Leadership • Within their professions, many have undergone leadership training • Potential “flaws” in leadership training programs • Trait-based, not competency-based • Single leader (heroic model) vs. Collaborative leadership • Lack of environmental contexts EMHEC - Basic Government & EM Courses

10. Challenges in Course Room • Learners unaware of • Public versus private goods • Separation of powers • Concurrent powers • Legal mandates • Wilsonian dichotomy or Madisonian inclusivity, favoring Hamiltonian or Jeffersonian models EMHEC - Basic Government & EM Courses

11. Challenges to Faculty • Develop means of introducing basic government theory and practices into courses • Develop appreciation of intergovernmental management, as opposed to intergovernmental relations EMHEC - Basic Government & EM Courses

12. Specific EM-related Constitutional Elements • US Constitution • Preamble: General Welfare • Article 1, Section 8: Delegated Powers, Elastic Clause • 9th Amendment: State Authorities • 10th Amendment: Reserved Powers • 5th Amendment: Due Process • 14th Amendment: Due Process • State Constitutions EMHEC - Basic Government & EM Courses

13. Examples of US Disaster Laws and Policies • Disaster Acts or Policies • Stafford Act • National Response Framework • National Incident Management System • Miscellaneous Acts • Environmental, Historical, Cultural Preservation Acts • Employment and related acts EMHEC - Basic Government & EM Courses

14. Structural Remedies • Some academic degree programs address this through course structure • Formal cohort • Formalized introductory courses • Academic pre-requisites • Structural remedies may limit programmatic flexibility EMHEC - Basic Government & EM Courses

15. Adaptive Remedies • Instructors must develop easily achievable basic introduction, then use it as context for course work • Adapt to the level of understanding in class • Focus on parameters and authorities associated with laws and policies, not complex legal theories or interpretations, which might require a lawyer to teach • Focus is on creating an understanding of real-world EM EMHEC - Basic Government & EM Courses

16. Integration Processes • During first session(s) • Brief overview of why EM should understand laws and policies • Brief discussion of legal environment, related to EM • Injects during remaining sessions • Often simple, but critical changes to • Class discussions • Examinations • Projects EMHEC - Basic Government & EM Courses

17. Inject Example #1 • If asking about federal government response to Hurricane Katrina: • Instead of: • How could the federal government have accelerated the response to Katrina? • Change to • How could officials have streamlined application of the Stafford Act and the National Response Plan to accelerate the response to Katrina? EMHEC - Basic Government & EM Courses

18. Inject Example #2 • Instead of asking • When should evacuations be ordered? • Ask • What are decision-making factors in ordering an evacuation, and who has the legal authority to order and enforce them? EMHEC - Basic Government & EM Courses

19. Inject Example #3 • Instead of asking • Should a quarantine be imposed? • Ask • Who has the authority to order a quarantine, and what is the process for doing so in your state? EMHEC - Basic Government & EM Courses

20. Strengths and Weaknesses • Strengths • Provides learners specific contexts for EM engagement in their communities • Provides learners with perspective of external influences on their discipline • Weaknesses • Consumes time • May generate unrelated debate, which must be controlled • Does not address issues of EM within private organizational structures, though some information translates easily EMHEC - Basic Government & EM Courses

21. Conclusions • The Problem: Learners who lack an understanding of disaster-related laws and policies may experience difficulties in the practice or research of EM. • Idealized Goal: New emergency managers who have sufficient appreciation of the overarching political framework to be able to manage technical programs within the real world. EMHEC - Basic Government & EM Courses

22. References • Anderson, T.D., Gisborne, K., & Holliday, P. (2006). Every officer is a leader, 2nd edition. Victoria, BC, Canada: Trafford Publishing. • Burns, J.M. (2003). Transforming leadership. New York, NY: Grove Press. • Gormley, W.T., Jr., and Balla, S.J. (2008). Bureaucracy and democracy: Accountability and performance. Washington, DC: CQ Press. • Heifitz, R.A., Linsky, M. (2002). Leadership on the line. Cambridge, MA: Harvard Business School Press. • Intercollegiate Studies Institute American Civil Literacy Program. (n.d.). Additional findings. Enlighted citizenship. Retrieved from http://www.americancivicliteracy.org/2011/summary_summary.html EMHEC - Basic Government & EM Courses

23. References (Continued) • Intercollegiate Studies Institute American Civil Literacy Program. (n.d.). Summary. Enlighted citizenship. Retrieved from http://www.americancivicliteracy.Org/2011/summary_summary.html • Intercollegiate Studies Institute American Civil Literacy Program. (n.d.). Additional findings. Our facing heritage. Retrieved from Http://www. americancivicliteracy.org/2008/additional_finding.html • Kettle, D.F. (2002.) The transformation of governance. Baltimore, MD: Johns Hopkins Press. • McEntire, D.A., & Dawson, G. (2007). The intergovernmental context. In W.L. Waugh, Jr. and K. Tierney (Eds). Emergency management: Principles and practice for local government, 2nd edition (pages 57-70). Washington, DC: ICMA Press. . EMHEC - Basic Government & EM Courses

24. References (Continued) • Nicholson, W.C. (2003). Emergency response and emergency management law: Cases and materials. Springfield, IL: Charles C. Thomas Publishers. • Riley, D.D., & Brophy-Baermann, B.E. (2006). Bureaucracy and the policy process. Lanham, MD: Rowman and Littlefield Rosenbloom, D., & Naff, K. (2010). The status of law in contemporary public administration, literature, education and practice. In R. O’Leary, D. Van Slyke, & S. Kim (Eds.). The future of public administration: The Minnowbrook perspective (pages 211-232). Washington, DC: Georgetown University Press. • Rubin, C.B. Local emergency management: Origins and evolution. In W.L. Waugh, Jr. and K. Tierney (Eds). Emergency Management: Principles and Practices for Local Government, 2nd edition (pages 57-70). Washington, DC: ICMA Press. EMHEC - Basic Government & EM Courses

25. References (Continued) • Stillman, R.J. II. (1999). Preface to public administration: A search for themes and direction, 2nd edition. Burke, VA: Chatelaine Press. • Sylves, R. (2008). Disaster policy and politics: Emergency management and homeland security. Washington, DC: CQ Press. EMHEC - Basic Government & EM Courses

26. Contact Information Thomas E. Poulin, PhD Capella University Core Faculty – Emergency Management Thomas.Poulin@Capella.edu EMHEC - Basic Government & EM Courses