# **Community Relations in**

**Environmental and Emergency Management**

**Fall Semester 2004 ([Final Version]{.mark})**

##### Oklahoma State University

**Department of Political Science**

**Fire and Emergency Management Program**

**Brenda D. Phillips, Ph.D. (Instructor of Record)**

**Professor, Oklahoma State University**

Office 514-B Math Sciences Building

Office Hours TBA

Email Brenda.Phillips@okstate.edu

Phone 405-744-5298

Fax 405-744-6534

**Edwin J. Rossman, Ph.D.**

**Adjunct Professor**

Telephone: 918-669-4921(w) 918-241-0250(h)

e-mail: <ejrossmans@yahoo.com>

Office Hours: By Appointment

**CATALOG COURSE DESCRIPTION**

Preparation for the environmental manager, emergency manager, and fire
department manager to communicate and negotiate with the public and
media concerning environmental threats to human health routine and
non-routine releases of chemicals and radioactive materials. Strategies
for community-based planning, emergency preparedness, environmental
response, site damage, and conflict management.

**About this course**:

This course will be taught, simultaneously, via video linkage between
Stillwater and Tulsa. Dr. Phillips will usually be located in
Stillwater; Dr. Rossman will typically be located in Tulsa. The course
will be taped for distribution to extension/distance students. Distance
students will receive a CD-ROM of the class approximately four days
(Thursday or Friday) after the live Monday class session.

Students in the video classrooms will receive training the first night
of class in order to insure a quality experience both for themselves and
for the distance students that will view the course over CD-ROM. You
will need "Real Player" to view the CD-ROM.

> *HELP: Extension students can contact Nancy Sherman, College of Arts
> and Sciences Extension Outreach Office (<nancys@okstate.edu>) for
> direct assistance. For questions about the CD-ROMs contact Michael G.
> Carrel at <carrelm@okstate.edu> or 405-744-2918*

In order to maximize our interaction and to build networks between on
campus and distance students, we will supplement the course with a
web-based tool called Blackboard. This web site will allow all of us to
interact via email, discussion boards and a live chat room. We will
periodically schedule live chats between all of us and in order to chat
with authors of readings. All students will be oriented to and tutored
on Blackboard.

Blackboard offers both live (synchronous) and "anytime" (not live,
asynchronous) tools for interaction. Synchronous tools include chat
rooms and live contact with professors and peers. Asynchronous tools
include email and a discussion board. We will use all of these tools.
Research reports that "online" students often report they experience
more frequent interaction with instructors than on-campus students! Do
*all* that you can to maximize your interaction and heighten your
educational experience.

We will be looking at the question of community relations from the
perspective of the emergency or environmental manager, city official, or
equivalent. This semester we will feature community-based efforts that
emphasize participatory strategies. Our focus will center on processes
required to build partnerships for a broad spectrum of activities:
environmental conservation, emergency management, and more. We will draw
from a multi-disciplinary set of materials including political science,
environmental studies, fire sciences, emergency management, sociology,
et al. Readings will include theoretical and practical overviews as well
as case studies.

**Readings**

Readings are from a variety of sources will be assigned. These readings
will be available either on reserve at Oklahoma State University Library
or \"on-line\" using the World Wide Web or via course packet. These
assigned readings are listed in the course outline later in the
syllabus.

On-campus students can purchase a copy of the course readings from
Cowboy Copies in the student union (Tulsa students, please check with
Dr. Rossman for the packet). You should ask for the "reserve" packet for
the course in order to make your copies. It should be available the week
before classes begin. Feel free to contact Dr. Phillips to confirm
availability before traveling to campus. Extension/distance students
will receive their course reading packet through the Arts and Sciences
Extension Office.

**Students are responsible for acquiring these readings:**

*Required*: David D. Chrislip. 2002. *The Collaborative Leadership
Fieldbook: a guide for citizens and civic leaders*. San Francisco, CA:
Jossey Bass. The OSU bookstore should have this book by the start of the
semester. If you order from a competitor it is recommended that you
confirm the time it will take to get the book before completing your
order. The book is also available from the publisher at
[www.josseybass.com](http://www.josseybass.com/).

*NOTE: you can download and save e-copies of the following which will be
used in part or fully in the course:*

*Required*: IWR. 1998. A Reader on the Second Decade of Experiences at
the Institute of Water Resources.

> <http://www.iwr.usace.army.mil/iwr/pdf/pisecond.pdf>

*Required*: Working with Women at Risk by Elaine Enarson et al. Free.
http://online.northumbria.ac.uk/geography_research/gdn/resources/latest.html.

*Required*: "Getting started: building support for mitigation planning."
<http://www.fema.gov/fima/planning_toc5.shtm> FREE.

*Required*: FREE from EPA,
http://www.epa.gov/epaoswer/hazwaste/permit/pubpart/manual.htm

**Course Objectives**

As a result of this course, students should be able to:

-   Describe the value of evidence-based "best practices" for community
    relations in environmental and emergency management.

-   Define key concepts relevant to community relations and public
    involvement.

-   Identify and describe policies and programs relevant to community
    relations for environmental and emergency management.

-   Define the "community" as well as concepts useful for understanding
    and analyzing the community.

-   Describe evidence-based best practices for communicating risk to the
    community.

-   Describe a range of case studies from emergency and environmental
    management that involve public participation.

-   Demonstrate an understanding of relevant federal and state public
    policies and how they can be applied to community participation.

-   Demonstrate an understanding of the application of public
    involvement techniques.

This course is a graduate seminar. What you learn from the course is a
product of your efforts. You can walk away from this class with some
very useful practical and analytical skills. The most important skill to
be gained is a development of your analytical abilities coupled with an
ability to apply concepts to actual situations.

# WHAT IS EXPECTED OF THE STUDENT

-   Participate in the class discussion whether on-campus in the video
    classroom or through the Blackboard discussion board.

-   Read the assigned readings before participating online and/or before
    coming to the on-campus sessions.

> -Lectures will not always address issues in the assigned reading.
>
> -You will be called upon to discuss your readings in class and on the
> Blackboard discussion board.

-   Organize your notes, readings, other class related material

> -It is recommended that you put all materials in a large three-ring
> binder or organize an e-file on your computer.

-   Do the assigned work on time.

-   Discipline your thinking: understand your assumptions and biases
    about the social world. Understand the importance of systematic
    observation in addressing phenomenon that you are studying.
    Assignments will reflect your ability to analyze as well as your
    knowledge of the material.

> ***Note**:* Please inform the instructors early in the semester of any
> unique needs you have regarding sight, hearing, physical access, or
> other challenges that should be brought to their attention.

####### **Policy Statements**

ATTENDANCE and/or participation are your responsibility. Lack of either
will result in failing the class.

PLAGIARISM is not tolerated and will be met with the full force of
university policies. You will be reported to the university judicial
system.

CITATIONS and referencing for papers should follow the Turabian style.
This is to help those of you who will write theses for the Department of
Political Science.

DISABILITY SUPPORT is provided through the appropriate campus offices.
If you believe that you have a disability that requires accommodation,
see the appropriate university officials immediately. The instructors
will require the appropriate letter of requested accommodations in order
to support your success in the course.

ASSIGNMENTS are due at the **BEGINNING** of the class day in which it is
due or by the due date posted on Blackboard. We will only accept late
make-up assignments or project reports **with our prior permission**. We
will use our discretion in making exceptions to this policy for limited
emergency situations. The instructors will determine what constitutes an
emergency situation. If prior permission is granted, we will **deduct
*one letter grade*** from any late assignment or project report every
week that it is late. In most cases, **we will not grant incomplete
grades at the end of the semester**. The instructors will use their
discretion in making exceptions to this policy for limited emergency
situations.

# 

# **PROJECT REPORTS AND ASSIGNMENTS**

We will provide students with written instructions on assignments. All
assignments will be submitted using the Turabian format. All assignments
will be word-processed and follow directions on the assignment sheets.
Students are expected to retain an electronic and/or hard copy of all
assignments. Students are responsible for providing a copy of any of the
student's assignments during the course of the semester within 24 hours
of our request. Failure to do so will result in a grade of \"F\" on that
assignment. Students will turn in assignments either on 8.5x11 inch
paper or through Blackboard (instructions will be provided). Student
assumes responsibility of insuring that the assignment arrived safely
with the professor; it is advisable that you confirm receipt.

##### **REQUIREMENTS**

1.  **Class Participation, 15%.** We expect that you will come to
    on-campus and to online classes after having read and digested the
    assignment, ready for a high-quality level of debate and discussion.
    We will provide you with a weekly set of discussion questions.
    Please prepare for these prior to on-campus, online or discussion
    board (on Blackboard) participation. It's ok to bring notes,
    questions, thoughts, reactions..etc. Extension/distance students
    will be able to participate through the live chats, discussion
    boards, and through email.

2.  **Paper on "Evidence-based best practices", 25%.** Students will
    develop and write a paper (approximately ten-pages) summarizing the
    readings and classes (to date) and discussing their relevance to the
    course topic. Detailed instruction will be provided by the course
    instructors in a separate handout.

3.  **Collaborative Discussion over participatory techniques, 10%.**
    Students will work in teams to lead discussion over various guides
    and perspectives. Teams will be assigned and will include both
    on-campus and distance education students. Discussion will be both
    on-campus and on the Blackboard discussion board. Instructions will
    be provided on how we will do this.

4.  **Collaborative critique of a case study, 15%.** This overview will
    come from cases covered in our readings (a facilitated, guided class
    discussion) or presentation of a new case (an overview with
    questions and answers). We will provide general guidelines for both
    which will include a critique based on ideas gleaned from the
    course.

5.  **Final paper, "Practical Application", 35%.** Your final paper will
    require either participation in or observation of a relevant public
    involvement effort in your community. You should start now to
    identify an appropriate effort that must be approved by your
    instructors. Your final paper will involve reporting on your
    observations or experiences and contrasting them with the
    theoretical, conceptual and practical readings and classes. The
    instructors will provide detailed instructions in a separate
    handout.

# **STUDENT EVALUATION**

The instructors will not give you a grade for attendance, but
participating in class is essential for success; you will receive a
grade for a high-quality level of participation. Quality level means
that you will (1) read the materials prior to class; (2) come to class
(on campus, online or on the discussion board) with notes, questions,
comments and reactions; (3) participate in debate and discussion forums;
(4) respectfully attend to and solicit input from others.

There are lots of reasons to not participate or to miss class, but the
results will all be the same. You cannot expect to make a good grade, or
much sympathy, if you do not participate.

Representing another's work as your own is **plagiarism**. The
instructors are **uncompromising on the issue of plagiarism as being
unacceptable**. The instructors reserve the right to question of
authorship on any of the student's class work. University policies will
be strictly enforced. Please familiarize yourself with this policy in
the student handbook.

We will assign the grades of A, B, C, D, or F for each assignment. Both
instructors will read your work, provide comments and mutually discuss
your grade. Dr. Phillips holds responsibility for assigning the final
grade.

## **COURSE OUTLINE**

Subject to Change! if new, relevant journal articles become available,
they may be added so please anticipate this. Check the weekly assignment
sheet. [Note]{.mark}: web sites tend to change without notice. Should
the links below not work, notify the professors. We will establish links
to the online readings through the Blackboard course web site. You can
either get to them on your own or link through the web site.

######## PART ONE: 

######## LAYING THE FOUNDATION

######### Evidence-based best practices for community relations

##### August 23. Introduction to the course and to each other and the technology (video classroom and Blackboard).

The following readings should be read before or immediately after the
first class session.

> *Reading*: Course Packet, Nigg and Mileti, "Natural Hazards and
> Disasters."
>
> *Reading:* Part one of Chrislip.
>
> *Reading*: Human Ecology Review 5(2) 1998: pp. 35-65 free at
> [http://www.humanecologyreview.org/Human%20Ecology/HER_5,1,1998.pdf](http://www.humanecologyreview.org/Human Ecology/HER_5,1,1998.pdf).
> See the external links button inside Blackboard.

**August 30. Defining and understanding the "community."**

> Important: lecture notes and powerpoint handouts will be available on
> Blackboard under course documents this week.
>
> *Reading*: "Community: the concept of community in the risk and
> emergency management context" by Marsh and Buckle, see the Volume 16,
> edition 1 Autumn 2001 article at this link: FREE at
> http://www.ema.gov.au/ema/emaInternet.nsf (Or go to the External Links
> button inside Blackboard).
>
> *Reading*: "Working with the community in emergency risk management"
> by Scillio, Volume 16, edition four, summer 2001/02.
>
> *Reading*: "Principles of Community Engagement." U.S. Center for
> Disease Control, Committee on Community Engagement.
> http://www.cdc.gov/phppo/pce/part1.htm.
>
> *Reading*: "Freedom Hill is Not For Sale." See Course Documents under
> Blackboard.

**September 6. Labor Day. NO CLASS.**

##### September 13. Policies and programs relevant to community relations and/or public participation.

> *Reading:* Rossman, Edwin J. 1994. "The Social Organization of Risk:
> public involvement in Federal Environmental Planning." Industrial and
> Environmental Crisis Quarterly 8: 191-204.

FEMA's Citizen Corps, review materials at <http://www.citizencorps.gov/>

Reading: "Effectively involving an Australian rural community in a risk
management process" by Pisaniello et al,
<http://www.ema.gov.au/ema/emaInternet.nsf>, volume 17, number 2, August
2002.

**September 20. Communicating Risk.**

> *Reading*: Andrews, Jill H. 2001. "Safe in the 'Hood: earthquake
> preparedness in midcity Los Angeles." Natural Hazards Review 2/1:
> 2-11. Course Packet.
>
> *Reading*: "A primer on health risk communication principles and
> practices; overview." Agency for Toxic Substances and Disease
> Registry. Free at http://www.atsdr.cdc.gov/HEC/primer.html#CARDINAL.

Reading: "Risk Communication in Southern California." FREE at
<http://www.colorado.edu/hazards/qr/qr94.html>

> *Reading*: "The missing links in community warning systems." FREE at
> the Australian Journal of Emergency Management Look for the August
> 2003 link, check the External Links button
>
> NOTE: be sure to get the lecture notes and/or powerpoints from this
> week's class.

**September 27. Environmental Justice.**

> *Reading:* Selection from "Deeper Shades of Green" by Jim Schwab.
> Course Packet.
>
> *Reading:* "Let them eat risk? " By James Boyce, free at
> <http://online.northumbria.ac.uk/geography_research/radix/resources/boyce-disasters.doc>
>
> *Reading*: "Poverty and Disasters" by Fothergill, go to the
> [www.okstate.edu](http://www.okstate.edu/) Library web site and select
> Library Online, then FIND, then full text journals. Go to Natural
> Hazards, then Issue 1, May 2004. Scroll to the Fothergill article.
>
> *Reading*: Holistic Disaster Recovery, chapter 7 on equity. Available
> free at <http://www.colorado.edu/hazards/holistic_recovery>.
>
> *Reading*: U.S. Department of Air Force, "Interim guide for
> environmental justice analysis with the environmental impact analysis
> process."
> https://www.denix.osd.mil/denix/Public/ES-Programs/Planning/Eiap/eiap1.html

######## PART TWO: 

######## STRATEGIES FOR ENGAGING THE COMMUNITY

**October 4, 11, 18 (October 25 is fall break, no class).** Students
will work in teams to lead discussion in class and on the Blackboard
discussion board over readings and topics below. We will work through
the topics below over the next several weeks. Check the "weekly
assignment" sheet for group assignments and specific times/dates.

-Participatory strategies

> *Reading: Holistic Disaster Recovery*, chapter 3, available free at
> <http://www.colorado.edu/hazards/holistic_recovery>.
>
> *Reading*: additional reading or handout to be added.
>
> *Reading*: "Involving citizens in hazard mitigation planning," Burby,
> <http://www.ema.gov.au/ema/emaInternet>, the Australian Journal of
> Emergency Management. Burby is in volume 16, issue 3.

-Micro Practices of Successful Collaboration

> *Reading*: Chrislip, part three, chapters 6-10.

-FEMA strategies:

> *Reading*: "Getting started: building support for mitigation
> planning." See online link under readings at top of syllabus or in
> course web links.
>
> *Note*: additional links to be added, check weekly assignment.

-EPA Public Involvement policies and procedures

> *Reading*: Brochures available from professors.
>
> *Reading*: manual from
> http://www.epa.gov/epaoswer/hazwaste/permit/pubpart/manual.htm

-Addressing equity issues

> *Reading*: Working with Women guidebook, found at
> http://online.northumbria.ac.uk/geography_research/gdn/resources/papers.html
>
> *Reading:* Krajeski and Peterson, "But She is a Woman" in the course
> packet.
>
> *Reading*: free EPA brochure from instructors, "How to Involve
> Environmental Justice Communities."
>
> *Reading*: "Guidelines" by Mitchell, see Australian Journal of
> Emergency Management link, and then search for Volume 18, February
> 2003 issue.
>
> *Reading*: APCO word document by Phillips, see CD-Rom.

-Virtual participatory strategies

> *Reading*: selection from the book *Virtual Publics* edited by Beth E.
> Kolko, course packet.
>
> Note: others to be added, check weekly assignment.

***["Evidence Based Best Practices"]{.mark}***

[***Paper due November 1.***]{.mark}

######## PART THREE: 

######## "LESSONS LEARNED"

##### November 1, 8, 15, 22. Case Studies. This section will take place in two parts. First, students will work in collaborative teams to present the case, either on campus or online, lead discussion, and form a critique; students will organize and write a summary of the case and post it to the discussion board. Details will be provided in class prior to this assignment. Second, we will have guest speakers either on-campus or on-line. The specific timing of these events will be announced at a later date (subject to schedules of guest speakers).

######## STUDENT-LED DISCUSSIONS

Case Studies & Scenarios from [Collaborative Leadership
(student-led)]{.underline}

-   Joint Venture Silicon Valley, Chrislip chapter 11

-   Transforming Civic Culture: Sitka, Alaska, chapter 12

-   Neighborhood Action Initiative, chapter 13

-   Equal Partners, Shared VisionChapter 14

-   Scenarios: Catalysts for Civic Change, chapter 15

-   Building Civic Leadership in Portland, Maine chapter 16

-   Building Leadership Capacity in a Socially Emerging Community, ch.17

######## GUEST SPEAKERS AND PANELS

FEMA Project Impact in Tulsa

> *Reading*: Meo, Mark, Becky Ziebro and Ann Patton. 2004. "Tulsa
> Turnaround: from disaster to sustainability." Natural Hazards Review
> 5/1: 1-9.
>
> *Reading*: Tierney, Kathleen J. 2000. "Disaster Resistant Communities
> Initiative: evaluation of the pilot phase, year 2, executive summary."
> FEMA Report, available free at <http://www.udel.edu/DRC/> (case
> sensitive). Other reports on Project Impact are available here as
> well.

Conflict Management

> *Readings:* Blocker, T. Jean and Darren E. Sherkat. 1992. "In the eyes
> of the beholder: technological and naturalistic interpretations of a
> disaster." Industrial Crisis Quarterly 6: 153-166. AND Blocker, T.
> Jean, E. Burke Rocheford, and Darren E. Sherkat 1991. "Political
> responses to natural disaster: social movement participation following
> a flood disaster." International Journal of Mass Emergencies and
> Disasters 9: 367-382. BOTH in the course packet.

New Zealand's Civil Defense and Emergency Management Groups (online chat
with lead persons from NZ CDEM national office)

> *Reading*: Look for the New Zealand CDEM Groups document found under
> Course Documents on our Blackboard course web site.

######## PART FOUR: 

######## ASSESSMENT and CONCLUSION

##### November 29. Assessing public involvement

Important: lecture notes and powerpoint presentations will be made
available this week from the instructors.

*Reading*: to be announced, check weekly assignment.

December 6. Brief overview of your participation or observation of a
public involvement effort.

> NO readings for this week but class participation is required.
>
> Check weekly assignment for due date of final paper.