National University




General Course Information for HSE444: Disaster Management

Course: HSE444 - Disaster Management
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Description: This course discusses the management areas of policy, planning, coordination, response, response management, and recovery during emergencies and/or disasters; focusing on defining and analyzing the role of managers in critical situations of an unusual or severe nature resulting in injury, loss of life and/or severe property damage.
Course Learning Outcomes:
  • Explain the term emergency management and describe how it functions at the local, state, and national levels.
  • Ensure that the legal basis for performing their emergency management job is in place and that the support systems needed to perform the job are addressed.
  • Describe the key characteristics of the professional emergency manager and develop strategies for adopting these characteristics.
  • Identify the four phases of emergency management and what is required of the emergency manager in each of these phases.
  • Determine the necessary resource requirements and develop the documents to garner and maintain these resources.
  • Advocate the importance of training and exercises and how to make these opportunities available to staff.
Specified Program Learning Outcomes:
  • MAJOR IN HOMELAND SECURITY AND EMERGENCY MANAGEMENT
    • Apply analytical skills in approaching ethical dilemmas and implications of technology and other areas faced in government and private industry.
    • Apply analytical skills in approaching ethical dilemmas and implications of technology and other areas faced in government and private industry.
    • Apply relevant criticism in sustained analysis and interpretations of security management thinking.
    • Apply relevant criticism in sustained analysis and interpretations of security management thinking.
    • Describe and analyze the role groups and teams have in organizations as they relate to addressing homeland security and emergency management issues.
    • Describe and analyze the role groups and teams have in organizations as they relate to addressing homeland security and emergency management issues.
    • Describe the political and religious implications of the terrorist climate.
    • Describe the political and religious implications of the terrorist climate.
    • Describe the roles local, state and federal government agencies have in addressing homeland security and emergency management issues.
    • Describe the roles local, state and federal government agencies have in addressing homeland security and emergency management issues.
    • Develop written, oral communication and critical thinking skills.
    • Develop written, oral communication and critical thinking skills.
    • Engage in informed critical discussion, both oral and written, pertaining to domestic security management and past breeches of security within the United States.
    • Engage in informed critical discussion, both oral and written, pertaining to domestic security management and past breeches of security within the United States.
    • Evaluate emergency disaster pre-plans, recovery plans, and after-action reports.
    • Evaluate emergency disaster pre-plans, recovery plans, and after-action reports.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures