Mass Emergencies and Disasters

International Journal of MASS EMERGENCIES AND DISASTERS

Vol. 36 No. 3 November 2018

International Journal of Mass Emergencies and Disasters Official Journal of the International Sociological Association’s Research Committee #39: Sociology of Disasters

The International Journal of Mass Emergencies and Disasters is one of the world’s leading journals of disaster research. Established in March 1983, it publishes internationally refereed articles of the highest scholarly standard. The Journal is published triennially during the months of March, August and November. It is concerned with the social and behavioral aspects of relatively sudden collective stress situations typically referred to as disasters or mass emergencies. All aspects of the life history of such events, both actual and threatened, are examined including mitigation, preparedness, response, and recovery activities. These situations often are created by natural disaster agents, technological accidents, violent intergroup conflicts, shortages of vital resources, acute and chronic environmental threats, and other kinds of major hazards to life, health, property, well-being, and everyday routines. Although the focus of the Journal is on work dealing with the human and organizational aspects of mass emergencies, contributions concerning medical, biological, physical engineering, or other technical matters are acceptable if social and behavioral features of disasters are also prominently discussed.

The Journal addresses issues of theory, research, planning, and policy. The central purpose is publication of results of scientific research, theoretical and policy studies, and scholarly accounts of such events as floods and earthquakes, explosions and massive fires, disorderly crowds and riots, energy cut-offs and power blackouts, toxic chemical poisonings and nuclear radiation exposures, and similar types of crisis-generating situations. Its audience includes specialists within various areas of research and teaching plus people working in the field who are responsible for mitigation, preparedness, response, or recovery actions. While each issue of the Journal typically deals with a variety of relevant topics, special issues on particular subjects are published whenever possible to bring together a set of articles on a specific problem area. Since the Journal is intended to provide an international forum, contributions from and about all sections of the world are encouraged. Priority is given to those writing with cross-cultural data or implications. The Journal has five sections, although not all of these appear in any single issue:

• Research and Theoretical Articles: Empirical and scholarly studies reflecting the central concerns of the Journal. • Book and Film Reviews: Critical examinations of the written and visual literature on disasters and mass emergencies. • Editorial Commentaries: Brief overviews by Journal editors and special-issue editors placing the material in a given issue in the larger context of the state of the field. • The Critic’s Corner: An open page presenting controversial issues and personal opinions by invited and volunteer authors. • Presidential Address or Comments: Thoughts, comments or summary statements of current events, policy statements, or guidance and expectations for future hazards and disaster research from the President of ISA RC39.

INTERNATIONAL JOURNAL OF MASS EMERGENCIES AND DISASTERS

For information regarding subscriptions, changes of address, or advertising rates, contact:

Dr. Michele Companion, Secretary/Treasurer International Sociological Association’s Research Committee 39: Sociology of Disasters PO Box 31164 Colorado Springs, CO 80931 Email: [email protected]

Rates for subscriptions to the International Journal of Mass Emergencies and Disasters are set according to the subscriber’s Country Category (according to the International Sociological Association) and the type of subscription—Regular, Student or Institutional.

Table 1. Subscription Rates Rates in US$ A-1yr A-4yr B-1yr B-4yr C-1yr C-4yr Regular 35.00 105.00 15.00 45.00 4.00 12.00 Students 25.00 75.00 15.00 45.00 2.50 7.50 Institutions 75.00 NA 25.00 NA 10.00 NA

A, B, and C refer to the ISA Country Categories shown in Table 2 at www.ijmed.org/subscribing.php. Individual subscriptions must be prepaid. Please make checks (on a U.S. bank) payable to: Research Committee on Disasters. Invoice and credit card orders (MasterCard and Visa) are also accepted.

Electronic copies of back issues may be purchased for US$ 15.00 per issue. Electronic copies of individual articles are available for US$ 2.00 per article. Requests should be sent to the ISA RC39 Secretary/Treasurer. As with subscriptions, checks for single issues or articles must be written on a U.S. bank and made payable to: Research Committee on Disasters; orders placed using invoices, MasterCard, and Visa are also accepted.

All manuscripts should be submitted electronically (email with manuscript as a .doc or .rtf attachment) to:

Dr. Hao-Che (Tristan) Wu Dr. Shih-Kai Huang Co-Editors, International Journal of Mass Emergencies and Disasters International Sociological Association’s Research Committee 39: Sociology on Disasters Email: [email protected]

The International Sociological Association’s Research Committee 39: Sociology of Disasters acknowledges with grateful appreciation facilities and assistance provided by the University of Delaware, Eastern Illinois University, University of Colorado-Colorado Springs, Oklahoma State University, and Jacksonville State University. ii

INTERNATIONAL JOURNAL OF MASS EMERGENCIES AND DISASTERS

Volume 36, No. 3 November 2018

Co-Editors

Dr. Hao-Che (Tristan) Wu Dr. Shih-Kai Huang Fire and Emergency Department of Emergency Management Program Management Oklahoma State University Jacksonville State University

Editorial Assistants

Tu Jung Hung Manpreet Jaiswal Fire and Emergency Department of Emergency Management Program Management Oklahoma State University Jacksonville State University

Board of the Research Committee on Disasters International Sociological Association

President Ex-Officio W. Lovekamp (USA) L. Peek (USA)

Secretary/Treasurer M. Companion (USA)

Vice President Members-at-Large R. Cox (Canada) E. Danielsson (Sweden) V. Marchezini (Brazil) A. Lampis (Colombia)

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INTERNATIONAL JOURNAL OF MASS EMERGENCIES AND DISASTERS

Volume 36, No. 3 November 2018

Special Issue: Innovative Teaching Techniques and Practices in Hazards and Disaster Studies

Guest Editors

Dr. Timothy J. Haney Dr. William E. Lovekamp

Professor of Sociology Professor of Sociology Director, Centre for Community Disaster Research Eastern Illinois University Mount Royal University

Special Issue Editorial Assistant

Logan Cain

Department of Sociology & Anthropology Mount Royal University

International Journal of Mass Emergencies and Disasters November 2018, Vol. 36, No. 3

ISSN 0280-7270

INTERNATIONAL JOURNAL OF MASS EMERGENCIES AND DISASTERS

Volume 36, No. 3 November 2018

CONTENTS

EDITORIAL COMMENTARIES

On the Margins, No More: Teaching and Learning as a Core Concern of 208 Disaster Scholarship Introduction to the IJMED Special Issues on Teaching and Learning Timothy J. Haney William E. Lovekamp

ARTICLES

Disaster Movies in the Classroom: Pedagogical Value and Teaching 220 Approaches James Kendra Laura K. Siebeneck Simon A. Andrew

Riskville- A Game for Learning about Disaster Risks and Urban Planning 238 Nina Christenson Jenni Koivisto Erik Persson Emilie Hindersson Kristin Gustafsson Andreas Pettersson

Trapped: Expanding Student Understanding of Multiorganizational 247 Coordination Through the Use of Fiction Thomas E. Drabek

The ‘Culture of Disaster’ Student Immersion Project: First-Hand 264 Research to Learn about Disaster Recovery after a Colorado Flood Kate Browne Trevor Even

That’s a Myth! Teaching about Disaster Myths Through Experiential 287 Learning Jeannette Sutton Renee Kaufmann

Teaching Disaster Management Using a Multi-Phase Simulation 297 Tanya Buhler Corbin

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Haney and Lovekamp: Teaching and Learning Editorial

International Journal of Mass Emergencies and Disasters November 2018, Vol. 36, No. 3, pp. 208-219. EDITORIAL COMMENTARIES

On the Margins, No More: Teaching and Learning as a Core Concern of Disaster Scholarship Introduction to the IJMED Special Issues on Teaching and Learning

Timothy J. Haney Professor of Sociology Director, Centre for Community Disaster Research Mount Royal University Email: [email protected]

and

William E. Lovekamp Professor of Sociology Eastern Illinois University Email: [email protected]

This paper introduces two special issues of the International Journal of Mass Emergencies and Disasters focused on teaching and learning. Though there is much recent literature on teaching from other fields, the hazards and disasters community has produced little written scholarship on pedagogy and on curriculum design. To address this gap, we produced a call for papers for a special issue and received many submissions. In this paper, we introduce the need for more scholarship on teaching and learning on the hazards and disaster field. This includes classroom exercises, experiential learning activities, service- learning and citizen science approaches, and explorations of curricular design. We also introduce the papers that make up the two special issues. The first issue focuses on “Innovative Teaching Techniques and Practices in Hazards and Disaster Studies” and the second on “Curricular Innovations in Hazards and Disaster Studies.” We hope that the papers contained in these two special issues will creat a sustained dialogue on best practices in teaching about hazards and disasters.

Keywords: Curriculum design, hazards and disaster, teaching and learning.

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Haney and Lovekamp: Teaching and Learning Editorial 209

On the Margins, No More: Teaching and Learning as a Core Concern of Disaster Scholarship Introduction to the IJMED Special Issues on Teaching and Learning

More than a decade ago Kathleen Tierney (2007) wrote that, within the discipline of sociology, disaster research was moving “from the margins to the mainstream.” That was a hopeful development in a field where disasters had indeed mostly inhabited the margins. But as much as disaster research has moved into the mainstream of academic disciplines such as our own, the teaching about disaster remains mostly marginalized. As committed teachers, we both feel this is a glaring and important omission, and we both work in our own classrooms to develop innovative approaches to teaching. Still, with no sustained dialogue in the field, we felt the task was daunting. It was a roundtable session held at the 2017 Natural Hazards Center workshop in Broomfield, Colorado—which we both attended, and which Haney co-organized—that provided the impetus for the two Special Issues on Teaching and Learning in the context of disaster. As far as we know, this roundtable was the first session on teaching and learning ever held at the annual workshop and brought together interested people from across disciplines; emergency management faculty, sociologists, political scientists, and even those working in FEMA and other governmental agencies. As valuable as these early discussions were, they also made it clear that the dialogue about teaching and learning in the disaster field lags behind many other academic disciplines, some of which even have journals devoted entirely to the topic of teaching. The academic literature on disasters and emergencies contains scant few articles on issues germane to teaching and learning: Experiential learning, service-learning, classroom exercises, curriculum, or virtually anything else. Indeed, when Haney submitted an article on service-learning in disaster to one of the leading journals in hazards and disaster studies, he was told by the editor that issues of teaching are “somewhat marginal to our field” and the article was desk-rejected based upon that rationale. Yet, just as Tierney (2007) has argued that disasters have moved “from the margins to the mainstream” within fields like sociology, our objective in this special issue is to begin shifting teaching and learning from the margins to the mainstream among disaster researchers. To achieve this, we put out a call for papers, hoping to get a few submissions related to teaching and learning, allowing us to publish one special issue. In the end, we received 20 submissions (but cut to 13 in the end), necessitating the splitting of one special issue into two (both the November 2018 and March 2019 issues of IJMED). This response and level of buy-in were unexpected, but deeply reassuring for us, as it is now clear that many disaster scholars have valuable knowledge and perspectives about teaching and about training the next generation of disaster researchers. Indeed, if we hope to train this next generation of scholars, we must not assume that it will happen in silence nor a silo. Rather,

Haney and Lovekamp: Teaching and Learning Editorial 210 it will happen through creating a sustained scholarly discussion about best-practices and a community in which we can share our successes and our failures (see also Peek 2006). Given the importance of teaching and learning, we were thrilled to serve as co-editors of these two special issues on teaching and learning. This first issue (volume 36, issue 3) focuses on “Innovative Teaching Techniques and Practices in Hazards and Disaster Studies,” and the following issue (volume 37, issue 1) focuses on “Curricular Innovations in Hazards and Disaster Studies.” In short, we envision this first issue as focusing much more on pedagogical and classroom-based activities, aimed at encouraging students to take an active role in their disaster educations. The second issue, coming in March 2019, will focus on curriculum and program design innovations that, we hope, will place emergency management and disaster programs at the cutting edge. In editing these issues, we both bring significant experience in teaching about disasters. We both work at teaching-focused, all-undergraduate universities, and we both launched Sociology of Disaster courses at our respective universities. Haney takes a full class of students to New Orleans every two years to learn about disaster recovery and to engage in both service-learning and experiential learning. Lovekamp regularly uses simulations as a way to bring important social issues to the forefront of discussions of hazards and disaster vulnerability. He also had students participate in the creation of a documentary film highlighting the 100th anniversary of a significant tornado event that impacted his local community. In the section that follows, we discuss some emergent, and largely under-utilized, approaches to teaching about disaster, and within each sub-section, we introduce the papers for the two special issues that fit within that particular approach.

TEACHING AND LEARNING ABOUT DISASTER – WHAT DO WE KNOW?

Even though much writing and research exists about teaching and learning in the context of disaster, upon reviewing this literature, we learned that most of this body of work (including most of the work we review below) comes from medical and nursing education programs, not from the social sciences nor from emergency management programs. As such, we are especially optimistic that the papers making up this issue will advance the literature in these fields. Existing works, scant as it may be, tend to coalesce around four main areas. First, some works cover classroom pedagogy and in-class exercises, some of which are explicitly designed to teach about disaster and some of which use disasters to teach other concepts or theories. Second, we located a body of work on experiential learning in the context of disaster. Third, there is some literature on service- learning in the context of disaster, as well as citizen-science approaches to post-disaster learning, both of which are aimed at using the knowledge and skills of students to address community-identified needs. Lastly, we reviewed the literature on curriculum design. In

Haney and Lovekamp: Teaching and Learning Editorial 211 what follows, we provide a brief review of literature in each of these areas and discuss how this literature connects to the papers appearing in these special issues.

Classroom Practices and Pedagogies

Teaching about disasters in the classroom, we argue, is central to training the next generation of disaster researchers and emergency managers. Most teaching and learning experiences take place in the classroom, and certainly this is true of hazards and disasters. The existing literature highlights the importance of disaster education for cultivating a culture of resilience at the community level (Benadusi 2014). In many classrooms, disasters are utilized as examples to teach other academic topics, such as statistics (Reese 2004). In their first college-level disaster courses, many students find that their common assumptions about disasters are indeed wrong and not empirically supported (Alexander 2007). Still, with the current generation of students, best-practices in teaching have generally moved beyond utilizing only the lecture, and research indicates that novel and emergent methods, such as creating a game, are effective methods for teaching students about disaster (Tsai et al. 2015). Within this tradition of classroom and pedagogical innovation, the first three papers of this issue use three different media—movies, a game, and works of fiction—to build students’ understanding about disaster and to complement course theories and concepts. In a university context where we are increasingly pushed to consider more meso- or macro- level institutional dynamics, strategic plans, outcomes, and curricular design, these papers shift the focus to micro-level classroom dynamics and provide much-needed examples of innovative teaching exercises, available to be adopted and/or modified by others the hazards and disaster field. In our first paper of the special issue, James Kendra, Laura Siebeneck, and Simon Andrew discuss the pedagogical approach of using popular disaster films in the classroom. Their paper “Disaster Movies in the Classroom: Pedagogical Value and Teaching Approaches” demonstrates how such an approach can reinforce core theories learned in the classroom. The second paper to appear in the issue, “Riskville: A Game for Learning about Disaster Risks and Urban Planning,” by Nina Christenson and her colleagues introduces a game in which students take a hands-on approach to learning about how urban planning decisions create and reproduce disaster risks. In the final paper introducing in-class exercises, Thomas Drabek’s “Trapped: Expanding Student Understanding of the Multiorganizational Coordination through the Use of Fiction” uses fictional accounts of disaster to build an understanding of the challenges that responders face. The goal, as Drabek explains, is to enhance students’ empathy with both disaster responders and victims.

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Experiential Learning

Because learning often takes place in the classroom, far removed from disaster-affected communities and the arduous recoveries they are undertaking, several scholars and instructors have begun writing about introducing students to experiences and to simulations that bring disasters into sharper focus which help students move from academic knowledge into knowing (Barber and Haney 2016). As an example, Haney has partnered with his departmental colleague Caroline McDonald-Harker to take their classes of students to High River, Alberta, a town decimated by the 2013 Southern Alberta Flood. While there, the classes heard from public officials and local residents, tour the town, and learned more about the community’s ongoing needs (which motivates many students to continue working and volunteering in the community once the course is over). Experiential learning is typically understood as an approach to learning that takes students away from traditional lecture-based pedagogy while engaging them in service- learning, applied learning, cooperative education, internships, study abroad, or experimental activities (Austin and Rust 2015). It can also involve site visits and field trips, role playing exercises, and simulations. And, research demonstrates that this first-hand experience garners a better understanding of course materials (Silenas et al. 2008), though much existing research comes from medical school students rather than social science disciplines. Across academic disciplines, one of the most popular pedagogical tools for experiential learning (particularly in the fields of risk communication and emergency management) are simulations, which are designed to provide students with the opportunity to consider and to react to real-world situations involving complex decision-making (Goto et al. 2012; Hutchinson et al. 2011). This is a particularly popular approach in communication programs which are designed to be “interactive, immersive, [and] authentic.” where students are engaged in crisis communication simulations in real-time and take on specific responsibilities and must handle competing expectations and emerging problems (Dohaney et al. 2015:1). Within this tradition of experiential approaches, we have three papers in this first special issue which advance our pedagogical understanding. Firstly, Katherine Browne and Trevor Even present “The ‘Culture of Disaster’ Student Immersion Project: First-Hand Research to Learn about Disaster Recovery after a Colorado Flood,” which describes an exercise whereby students engaged with local organizations working on recovery from the devastating 2013 Colorado floods and made presentations of their findings to planners, recovery personnel, and civic leaders. Their article also provides many resources that allow this exercise to be adopted by others. Next, Jeannette Sutton and Renee Kaufman’s article, “That’s a Myth! Teaching about Disaster Myths through Experiential Learning,” provides a series of learning activities to

Haney and Lovekamp: Teaching and Learning Editorial 213 introduce students to common disaster myths, though multiple media and multiple modes of content. Finally, Tanya Buhler Corbin’s article “Teaching disaster policy and emergency management through a multi-phase, real-time disaster simulation” provides an example of a disaster simulation where students took on the roles of local officials, first responders, non-profit stakeholders, and so on, and were engaged in an increasingly complex disaster scenario.

Service Learning and Citizen-Science Approaches

Because learning in the post-disaster milieu is potentially filled with ethical dilemmas, one of the most compelling approaches for ameliorating this risk is through service- learning. Service-learning is “a form of experiential education where learning occurs through a cycle of action and reflection as students work with others through a process of applying what they are learning to community problems and, at the same time, reflecting upon their experience as they seek to achieve real objectives for the community and deeper understanding and skills for themselves” (Eyler and Giles 1999:3). Meta-analyses indicate that service-learning enhances student understanding of course materials, whereby “students participating in service-learning programs demonstrate significant gains in five outcome areas: attitudes toward self, attitudes toward school and learning, civic engagement, social skills, and academic performance,” relative to students who do not engage in service-learning (Celio, Durlak, and Dymnicki 2011:175). Furthermore, the literature demonstrates that field courses are one of the most effective ways to achieve such learning outcomes, particularly for environmentally-focused content (Alagona and Simon 2010) and in international contexts (Mitussis and Sheehan 2013), both of which should translate into post-disaster settings. Unlike volunteer work, service-learning is arranged around course materials and requires students to learn the course materials while serving the community in some way. As such, it is “not about the addition of service to learning, but rather the integration of service with learning” (Howard 1998:21-22). Service-learning is applied to many contexts, including poverty and issues affecting inner-city communities, international development, teacher education, economics, and even environmental chemistry, but it has rarely, if ever, been applied to disaster education. The only exceptions include medical students who engage in service-learning post-disaster (Steiner and Sands 2000) or community nursing (Richards, Novak, and Davis 2009). No published examples exist of disaster service-learning in the social sciences excepting Haney's (2015) study of service learning in the aftermath of Hurricane Katrina. According to his analysis of reflections by Canadian students, who spent more than three weeks in the city learning and helping local organizations to rebuild, the experience helped students understand the disaster and (slow and uneven) recovery in New Orleans, see residents’ own communities in new ways, and pledge to do more to help disaster-affected communities.

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Relatedly, citizen science is an approach used in various disciplines where members of a community and stakeholders engage in the data collection, organization, and dissemination process—sometimes even facilitating public participation. Although citizen science research is most common in the environmental and biological sciences, it is also often used in epidemiology as well as in the social sciences (Kullenberg and Kasperowski 2016). This group of disciplines makes the approach ideal for post-disaster settings, although the literature reveals few cases where it has been applied. One important exception is McCormick (2012), who uses a crowdsourcing approach to citizen science for studying recovery from the 2010 Deepwater Horizon oil spill (see also Haworth and Bruce 2015; Kweit and Kweit 2004). Longer-term cases of chronic contamination much more often employ citizen science approaches (Edelstein 2004; Lerner 2006; Sanchez, Adams, and Shriver 2017). Using community volunteers has several advantages over traditional research approaches, as such volunteers often have a stake in the research (their health or environment), have more available time, and are less expensive than research assistants (Cohn 2008). Advancing this tradition of service-learning and citizen science approaches into the hazards and disaster field, we have three papers which will appear in the next special issue (March, 2019). To start off, Michelle Meyer and her colleagues present “Interdisciplinary Citizen Science for Hazard and Disaster Education,” which describes the efforts of a class of both graduate and undergraduate students to engage with a group of local residents to understand risk in socially vulnerable communities in Houston, Texas. As an excellent follow-up, Alissa Ruth, Amber Wutich, and Alexandra Brewis Slade bring us “A Model for Scaling Undergraduate Research Experiences: The Global Ethnohydrology Study,” which is a research-training mentorship program that engages undergraduate students in data collection and fieldwork, as well as data analysis, in perceptions of water shortages. They offer a model that is scale-able and replicable for scholars teaching in cognate areas as well. Following that, Samantha Penta, Samantha Phillips, Amber Silver, and Emily Barrett’s article “Beyond Internships: Experiential Learning as a Tool for Emergency Management Education” describes an approach to integrating experiential and service-learning components into emergency management programs. Laura K. Siebeneck and Brian K. Richardson’s “From Machu Picchu to Masaya Volcano: An Interdisciplinary Approach to Offering Study Abroad Courses on International Disasters and Crisis Communication” is the final paper in the servide-learning and citizen science group. This paper introduces readers to a co-taught, cross-disciplinary course that examines hazards, risks, and crisis communication in Central and South America, and offers suggestions for developing similar immersive, study-abroad emergency management and disaster courses.

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Curriculum Design

Within the emergency management field, much of the teaching and learning literature focus on curriculum design. As Khorram-Manesh et al. (2016) demonstrates, on-the- ground problems of coordination and organizational integration during disasters can be effectively addressed through more intentional and explicit curricular design within EM programs. Student learning experiences are aided in programs that explicitly foster connections and partnerships between academic institutions and community organizations (Richards et al. 2009). At the same time, research indicates that explicitly designing disaster education into curricula at various stages increases students’ risk perceptions as well as their efforts to mitigate risk (Shiwaku and Shaw 2008). But much debate persists about the best way to design a disaster or emergency management curriculum (Ingrassia et al. 2014). When approaches such as service-learning, for instance, are explicitly structured into the curriculum, research indicates that it results in impactful learning experiences (O’Steen and Perry 2012). Three of the papers in the second special issue focus specifically on the issue of curricular design in emergency management programs. The first of these papers is Jean Slick’s article “Teaching with Cases in Disaster and Emergency Management Programs: Instructional Design Guidance.” This paper presents an empirically based and theoretically rich approach to the use of cases in teaching in emergency management programs. It provides instructional design principles which can support curricular decision-making in disaster and emergency management (DEM) programs. Second, Jörgen Sparf, Evangelia Petridou, Frida Skog, Sophie Kolmodin, and Jens Ljungdahl bring us “Experimental Design in Teaching Crisis and Emergency Management in Social Sciences: The Case of the Risk and Crisis Lab at Mid-Sweden University.” Their paper provides a case study of the Risk and Crisis lab at their university, and how their lab can provide a rich environment for role-playing and simulations. This approach, they argue, is particularly germane for post-secondary institutions that have labs they wish to utilize in new ways or who are considering starting new labs. The final paper is written by Magdalena A. Denham and Lee M. Miller. Their paper, “Partnering for Resilience: An Innovative Approach to Hazard Education and Child- Centered Risk Reduction” provides an approach to teaching graduate students in emergency management about community-level resilience-building, multi-level coordination, and emergency management principles. By taking a whole-community approach, their approach aims to benefit all stakeholders and community-members— particularly children and families.

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CONCLUSION

Despite little in the disaster science literature on teaching and learning, the articles in these special issues demonstrate that pedagogical and curricular innovation are alive and well in the disaster and emergency management field. But until now, scholars and instructors have had few opportunities to write about and to share ideas on teaching and learning. If we hope to grow this field commensurate with the rate that disaster losses are growing and to encourage young people to become the next generation of disaster scholars, it is crucial that we exert more effort discussing and writing about our approaches to teaching. At the same time, when scholars in our field develop new and innovative ideas, such as the Riskville game introduced in the Christenson et al. article in this issue, it advances the discipline by allowing others to learn about, adopt, and modify those ideas to fit their own classes. Through these iterative and collaborative methods, it is our earnest hope that teaching and learning will indeed be on the margins no longer. The special issues would not be possible without the contributions of a few important people. First, we thank Logan Cain for his hard work and expertise as Editorial Assistant. Without him, it would have been much more difficult to track submissions, solicit reviews, and make decisions. Second, we thank Shih-Kai (Sky) Huang and Hao-Che (Tristan) Wu, the regular editors of IJMED, for their assistance in scheduling these two special issues, and in preparing the finalized papers for publication. We also thank Lori Peek, who recognized the value in these special issues while she was serving as the President of the International Sociological Association’s Research Committee on Sociology of Disasters (ISA RC39), and provided guidance and encouragement in moving forward. Lastly, we thank the colleagues who generously provided reviews of the papers, including both those appearing in the two issues, and those ultimately not selected for publication. These special issues, which we believe are a first in our field, would not be possible without their selfless contribution of expertise. As we have learned in the process, it takes a village to publish a journal issue. We hope you enjoy the International Journal of Mass Emergencies and Disasters special issues on teaching and learning, and we hope that these issues are the start of a lasting discussion in our field, one we are hopeful will carry on for years to come.

References

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Austin, Jill M. and Dianna Zeh Rust. 2015. "Developing an Experiential Learning Program: Milestones and Challenges." International Journal of Teaching and Learning in Higher Education 27(1):143-52. Barber, Kristen and Timothy J. Haney. 2016. "The Experiential Gap in Disaster Research: Feminist Epistemology and the Contribution of Local Affected Researchers." Sociological Spectrum 36(2):57-74. Benadusi, Mara. 2014. "Pedagogies of the Unknown: Unpacking ‘Culture’ in Disaster Risk Reduction Education." Journal of Contingencies and Crisis Management 22(3):174-83. Celio, Christine I., Joseph Durlak, and Allison Dymnicki. 2011. "A Meta-Analysis of the Impact of Service-Learning on Students." Journal of Experiential Education 34(2):164-81. Cohn, Jeffrey P. 2008. "Citizen Science: Can Volunteers Do Real Research?" BioScience 58(3):192-97. Dohaney, Jacqueline, Erik Brogt, Ben Kennedy, Thomas M. Wilson, and Jan M. Lindsay. 2015. "Training in Crisis Communication and Volcanic Eruption Forecasting: Design and Evaluation of an Authentic Role-Play Simulation." Journal of Applied Volcanology 4(12):1-26. Edelstein, Michael R. 2004. Contaminated Communities: Coping with Residential Toxic Exposure. 2nd ed. Boulder, CO: Westview Press. Eyler, Janet and Dwight E. Giles. 1999. Where’s the Learning in Service-Learning. San Francisco, CA: Jossey-Bass. Goto, Yozo , Muzailin Affan, Agussabti, Yudha Nurdin, Diyah K. Yuliana, and Ardiansyah. 2012. "Tsunami Evacuation Simulation for Disaster Education and City Planning." Journal of Disaster Research 7(1):92-101. Haney, Timothy J. 2015. "Learning from Disaster: Post-Katrina New Orleans as a Sociological Classroom." Pp. 185-203 in Rethinking Disaster Recovery: A Hurricane Katrina Retrospective, edited by J. Haubert. Lanham, MD: Lexington Books. Haworth, Billy and Eleanor Bruce. 2015. "A Review of Volunteered Geographic Information for Disaster Management." Geography Compass 9(5):237-50. Howard, Jeffrey P. F. 1998. "Academic Service Learning: A Counternormative Pedagogy." New Directions for Teaching and Learning (73):21-29. Hutchinson, Shaw, Sheila Haynes, Betty Dennis, Carlen McLin, and Wodajo Welldaregay. 2011. "Implementing a Multidisciplinary Disaster Simulation for Undergraduate Nursing Students." Nursing Education Perspectives 32(4):240-43. Ingrassia, Pier Luigi, Luca Ragazzoni, Marco Tengattini, Luca Carenzo, and Francesco Della Corte. 2014. "Nationwide Program of Education for Undergraduates in the Field of Disaster Medicine: Development of a Core Curriculum Centered on Blended Learning and Simulation Tools." Prehospital and Disaster Medicine 29(5):508-15.

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Tierney, Kathleen J. 2007. "From the Margins to the Mainstream? Disaster Research at the Crossroads." Annual Review of Sociology 33(1):503-25. Tsai, Meng Han, Ming Chang Wen, Yu Lien Chang, and Shih Chung Kang. 2015. "Game-Based Education for Disaster Prevention." AI and Society 30(4):463-75.

Kendra, Siebeneck, and Andrew: Disaster Movies

International Journal of Mass Emergencies and Disasters November 2018, Vol. 36, No. 3, pp. 220-237.

Disaster Movies in the Classroom: Pedagogical Value and Teaching Approaches

James Kendra* School of Public Policy and Administration Disaster Research Center University of Delaware

Laura K. Siebeneck Department of Emergency Management and Disaster Science University of North Texas

and

Simon A. Andrew Department of Public Administration University of North Texas

Email: [email protected]

Film as a pedagogical technique has been increasingly utilized by instructors in the classroom setting. As previous research highlights the benefits of this method, the question remains as to how this strategy can be effectively applied in the study of hazards, disasters, and emergency management. This paper describes an undergraduate course that uses cinematic portrayals of disaster to present and highlight a number of significant themes from the disaster science literature. We have found the examination of disaster films to be a valuable strategy for teaching topics which can range from disaster myths or erroneous science or, by contrast, relatively accurate portrayals of human behavior in disaster. This article surveys some of the existing literature on film in teaching; highlights how we have used films in courses; and offers suggestions on how some noteworthy films can be used to demonstrate and reinforce challenging theories from the literature.

Keywords: Film, disaster genre, disaster myths.

220

Christenson et al.: Riskville - Game for Learning

International Journal of Mass Emergencies and Disasters November 2018, Vol. 36, No. 3, pp. 238-246.

Riskville - A Game for Learning about Disaster Risks and Urban Planning

Nina Christenson* Department of Geography, Media and Communication Centre of Climate and Safety Karlstad University

Jenni Koivisto Erik Persson Emelie Hindersson Kristin Gustafsson and Andreas Pettersson Centre of Climate and Safety Karlstad University

Email: [email protected]

Education plays a key role in disaster risk reduction (DRR) and in creating resilient societies worldwide by disseminating information about risks and in improving people’s risk awareness. This, in turn, helps them to prepare, cope with and recover from possible disaster events, hence making the societies more resilient. This paper shortly presents the theoretical background and the rules of the game Riskville where the participants get to experience in a hands-on manner the connections and conflicts between urban planning, different interests and climate related risks. We conclude that Riskville promotes discussions on different perspectives on disaster risk and resilience and approaches in including them into urban planning.

Keywords: Risk, urban planning, higher education, disaster risk reduction, resilience.

238

Drabek: Understanding Coordination via Fiction

International Journal of Mass Emergencies and Disasters November 2018, Vol. 36, No. 3, pp. 247-263.

Trapped: Expanding Student Understanding of Multiorganizational Coordination through the Use of Fiction

Thomas E. Drabek Department of Sociology and Criminology University of Denver

Email: [email protected]

While professors in other sub-fields of sociology occasionally have incorporated fictional works into their courses, rarely, if at all, has this been attempted in disaster and hazard studies. This paper is a summary of one such effort including both the rationale and approach. Following discussion of context, a case example of an original fictional story is described including its origins and method of analysis. The story is rooted in an actual disaster and based on data obtained shortly afterwards. This approach provides both links to the humanities and greater depth of student understanding of core concepts, like multiorganizational coordination which is used in this case example. Through this strategy students enhance their ability to empathize with disaster responders and victims who too often are trapped in social structures that result in failure.

Keywords: Disaster/hazards education, multiorganizational coordination, police response, fiction as teaching tool.

247

Browne and Even: ‘Culture of Disaster’ Student Immersion

International Journal of Mass Emergencies and Disasters November 2018, Vol. 36, No. 3, pp. 264-286.

The ‘Culture of Disaster’ Student Immersion Project: First-Hand Research to Learn about Disaster Recovery after a Colorado Flood

Katherine E. Browne* Department of Anthropology Colorado State University

and

Trevor Even Department of Anthropology Natural Resource Ecology Laboratory

Email: [email protected]

Wherever disaster occurs, there are opportunities for student learning. This case presents one such replicable project, with impacts on students’ lifelong learning and potentially transformative in shaping career choices to enter the disaster field. Specifically, it details the collaborative efforts of disaster anthropologist Kate Browne and anthropology graduate student and researcher Trevor Even to create a student learning opportunity about disaster recovery following a Fall 2013 flooding disaster in northern Colorado. Here, we attempt to tell the story of the project, including the unusually robust learning outcomes achieved by students, the content of student research, group analyses and findings, and the final collaborative student presentation of this work to city authorities and the Long Term Recovery Group heading up the recovery efforts.

Keywords: Flood, Long Term Recovery Group, student learning, disaster, recovery.

264

Sutton and Kaufmann: Disaster Myths

International Journal of Mass Emergencies and Disasters November 2018, Vol. 36, No. 3, pp. 287-296.

That’s a Myth! Teaching about Disaster Myths through Experiential Learning

Jeannette Sutton* Department of Communication Risk and Disaster Communication Center University of Kentucky

and

Renee Kaufmann School of Information Science University of Kentucky

Email: [email protected]

Experiential learning theory suggests that students learn best when they experience, reflect, conceptualize, and apply newfound knowledge. In this series of exercises, students will learn about disaster myths by observing concrete examples, reflecting on them critically, and applying concepts to real world examples. By doing so, they obtain skills to assess and analyze myths about public behavior in the aftermath of a disaster.

Keywords: Disaster myth, experiential learning.

287

Corbin: Disaster Simulation

International Journal of Mass Emergencies and Disasters November 2018, Vol. 36, No. 3, pp. 297-312.

Teaching Disaster Management Using a Multi-Phase Simulation

Tanya Buhler Corbin Department of Political Science Radford University

Email: [email protected]

This article details the development and implementation of a simulated disaster scenario for disaster policy and emergency management students. Through a coordinated effort across a disaster policy course and emergency management course, this pedagogical method was used to apply the theoretical lessons and course content to a simulation of a complex disaster event. In keeping with the FEMA Whole Community Approach, the simulation involved the full range of community members and stakeholders. Students played roles of government officials at local, state, and national levels, community members, non-profit organizations, emergency managers, and first responders working in coordination to respond to an increasingly complex disaster scenario of an extensive power outage. Detailed in this article is the process of developing and implementing the simulation, with information useful for other instructors who might implement this or similar exercises in their courses. This exercise can be adapted for multiple disciplines and courses related to disasters and emergency management.

Keywords: Teaching, active learning, simulation, emergency management, disaster management.

288