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and the CDC Coronavirus page for the latest updates on the pandemic response.

The website maintenance scheduled for Tuesday, May 31, 2022 has been cancelled. We apologize for any inconvenience this retraction may have caused. The maintenance will be scheduled for a later date.

Virtual Symposium Session 3
"Thinking Outside the Box – Growing the Emergency Management Program"

November 21, 2013 11:00am — 1:00pm EDT

Identifying and Recruiting Non–traditional Inter–disciplinary Students into the Emergency Management, Public Health, and Homeland Security Programs
By Professor Marsha Myers, University of North Carolina – Chapel Hill

Most colleges and universities do a great job recruiting the traditional 18- to 22-year-old student. But in today's Emergency Management (EM) and related programs, we must actively seek to recruit a more diverse, non-traditional student body. Working professionals in Public Works, Law Enforcement, Fire/Rescue, Emergency Medical Service (EMS), Information Technology, Public Health, elected officials, the private sector, and others would greatly benefit from our courses and programs. There has never been a better time to revisit the issue of emergency preparedness and take advantage of the knowledge, skills, and abilities offered in EM curricula. So how do we reach these new target populations and get them enrolled in EM programs? Join Professor Myers and hear strategies to increase enrollment and student diversity through innovative identification and recruitment of non-traditional, inter-disciplinary students.

Invading the General Education Curriculum: A Step Toward Program Sustainability
Dr. Jessica Jensen and Dr. Daniel Klenow, North Dakota State University

Many aspects of emergency management constitute general education and can be offered as such by EM programs. There is a significant opportunity for emergency management higher education programs to offer at least one course–at the 100 level - that qualifies for general education credit. If programs are successful in implementing a general education course, their enrollments could be more than 100 per section of the course and reach a broad range of students representing many disciplinary majors. These large, diverse enrollments raise the visibility of programs and make the programs more sustainable in the long run. Join Drs. Jensen and Klenow as they share the format and content of their general education course, the history of its evolution, the process of getting general education course approval, and suggestions for how you might develop a general education course for your institution.

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