Proposal #
AY16-604R
(Academic Affairs use only)
Proposal #
(College use only)
REQUEST FOR A NEW COURSE
University of Central Oklahoma
Course Subject (Prefix), Number, and Title:
Course
Subject
Recommended
Number
POL
5XX3
Course Title (maximum of 30 characters)
*Remember when abbreviating names, this is how they will appear on student’s transcripts.
Managing Public Sector Crises
Course Title: (full title of course if longer than 30 characters)
Managing Public Sector Crises
For information regarding CIP codes contact your department chair or visit: http://www.uco.edu/academic-affairs/ir/program_inventory.asp
CIP Code: 43.0302
For graduate courses, please attach a syllabus for this course. (See syllabus requirement policy 2.2.)
Course description as it will appear in the appropriate catalog.
Course description only Do not include prerequisites or enrollment restrictions, these should be added under questions 6-12.
(Please use standard American English including full sentences.)
Managing Public Sector Crises is designed to provide future and current public sector and
nonprofit leaders with the information and skills needed to engage in effective crisis
management planning (CMP), implementation, communication, and evaluation.
Political Science
Department submitting the proposal
Dr. Brett S. Sharp
Person to contact with questions
bsharp@uco.edu
5526
email address
Ext. number
Approved by:
Department Chairperson
Date
College Curriculum Committee Chair
Date
(Please notify department chair when proposal is forwarded to dean.)
College Dean
Date
Academic Affairs Curriculum or Graduate Council Date
(Please notify the department chair when proposal is forwarded to AA.)
Office of Academic Affairs
Academic Affairs Form
May, 2014
Date
Effective term for this new course
(Assigned by the Office of Academic Affairs.)
Functional Review ____________
undergraduate proposals only)
1. Does this course have an undergraduate / graduate counterpart?
Yes
X No
2. Is this proposal part of a larger submission package including a program change?
X
Yes
No
3. Does this new course affect a teacher preparation program?
(All courses required for any teacher preparation
program must have approval from the Council on Teacher Education (CTE) before approval from AACC or Graduate Council.)
Yes
X No
If yes, send copy of proposal to the Director of Teacher Education, Dr. Bryan Duke.
CTE Approval (Stamp or initial)______________________
4. Has this course been previously taught as a common course (4910 seminar, 4960 institute, etc.)?
X
Yes
No
If yes, when was the most recent offering?
Fall 2015
5. Does this course affect majors or minors outside the department?
Yes
X No
If yes, provide name(s) of department chair(s) contacted, dates, and results of discussion.
6. Prerequisite courses:
Example 1: MATH 1213 and (MATH 2165 or MATH 2185) and CHEM 1213 Example 3: 8 hours of biology including BIO 1404
Example 2: (ACCT 2113 and 2213) and (MGMT 3013 or ISOM 3613)
None
7. Co-requisite(s):
Which of the above prerequisite courses, if any, may be taken in the same semester as the proposed new
course?
NA
8. Concurrent enrollment:
NA
Courses that must be taken the same semester. Example: lab courses.
9. Will this course have enrollment restrictions?
Yes
X
No
If No, go to question 13.
10. Specify which major(s) may or may not take this course.
Specifying a major, excludes all other majors from
enrolling.
Check one:
May
May not
Major Code:
11. Which of the following student classification(s) may enroll in this course?
Graduate
Graduate
Post Baccalaureate *
Senior
Junior
Sophomore
Freshman
Check all that apply:
(2) 19 + hours
(1) 0-18 hours
* Graduate level courses are not open to Post Baccalaureate students.
12. Check or list other restrictions for this course.
Admission to Graduate Programs
Admission to Nursing Program
Admission to Teacher Education
Other
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
13. Course objectives: Objectives should be observable, measurable and include scholarly or creative activities to meet the
course level characteristics. Course objectives should also be in line with the course description. (Please refer to instructional
objectives documents at: http://www.uco.edu/academic-affairs/faculty-staff/aacc.asp#FAQ/Helpful%20Hints.)
At the end of this course students should be able to:
 Recognize crisis situations
 Distinguish between internal and external crises
 Develop both proactive and reactive crisis management planning strategies
 Act appropriately within a crisis management team
 Deliver presentations to educate others regarding crisis situations
Course Detail Information:
14. Contact Hours (per week)
3
Lecture hours (in class)
Lab hours (also studios)
Other (outside activities)
15. Repeatable course.
1
Number of times this course can be taken for credit.
16. Schedule type: (select one only)
X
Activity P.E. (A)
Lab only (B)
Lecture/Lab (C)
Lecture only (L)
Recitation/Lab (R)
Student Teaching (STU)
Studio Art/Design (XSU)
17. List existing course(s) for which this course will be a prerequisite.
an existing course will likely cause enrollment problems.
Adding a “new course” as a prerequisite to
(Please submit a prerequisite change form for each course for
which this course will serve as a prerequisite.)
None
18. What resources, technology or equipment must be acquired to teach this course?
List items, which must
be purchased and estimated cost. (Be specific, e.g., technology software, equipment, computer lab; etc.)
None
19. The UCO Library has the required library resources available for this new course?
No If yes, provide names of Librarian/Faculty Liaisons contacted, dates, and results of discussion.
X Yes
Dr. Kickham contacted Christine Edwards on April 13, 2016. According to Ms. Edwards,
the UCO Library has over 190,000 resources directly related to crisis management.
If no, what additional library resources must be acquired for this new course?
List items which must be
purchased and estimated cost. (Be specific, e.g., books, magazines, journals, etc.)
20. Names of current faculty qualified to teach this course.
Deb Ferell-Lynn and Ryan Kiggins
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
21. Additional faculty (adjunct or full-time) required and specific competencies required to teach this
course:
NA
22. How will this course be staffed and equipped? Identify the additional costs associated with this
new course. If no costs, explain why not.
Course is currently being taught by existing full-time faculty.
23. Identify the source(s) of funds for any additional costs for the new course.
i.e. internal reallocations,
special fees from students, etc. If you plan to propose special fees be assessed for this course, be aware there is a separate
approval process for special fees.
24. Projected enrollment for two academic years following approval of new course:
Semester
Fall
Spring
Summer
2017
20
2018
20
25. Using State Regents’ definition of liberal arts and sciences (quoted below), characterize the
course as follows:
X
Non-liberal arts and sciences
Liberal arts and sciences
“The liberal arts and sciences are defined as those traditional fields of study in the humanities; social and behavioral
sciences; communications; natural and life sciences, mathematics; and the history, literature, and theory of fine arts
(music, art, drama, dance). Courses in these fields whose primary purpose is directed toward specific occupational or
professional objectives, or courses in the arts which rely substantially on studio or performance work are not
considered to be liberal arts and sciences for the purpose of this policy. Courses required for the General Educational
Program are not necessarily synonymous or mutually exclusive with the liberal arts and sciences.” State Regents
Policy and Procedures. Chapter 2, Section 5, “Degree Requirements” part 1, (2). P. II-2-86
26. Please provide a concise, yet comprehensive, statement that explains the reasons for requesting
the new course. Include documentation or assessment information supporting the specific
request (if possible). Indicate the expected source of student enrollment (majors, minors,
programs etc.)
This course was first suggested by Claudia Deakins, then the Executive Director of the
City Managers Association of Oklahoma during a meeting on Friday, September 15,
2012. Also present at the meeting were Larry Stephens (then-president of the City
Manager Association of Oklahoma), Brian MacDougal (then City Manager of Shawnee),
and Dr. Lou Furmanski, Chair of the UCO Political Science Department. Deb Ferrell-Lynn,
Lecturer in Political Science, took the lead on developing the course for the UCO MPA
curriculum.
27
Which of the six transformative learning tenets does this course incorporate?
(check all that apply or
only those that apply) This question was a directive from the Provost and is used for informational purposes.
Discipline Knowledge
Leadership
Research, Scholarly and Creative Activities
Service Learning and Civic Engagement
Global and Cultural Competencies
Health and Wellness
Academic Affairs Form
May, 2014
X
X
X
X
X
X
Functional Review ____________
undergraduate proposals only)
28. Clearly explain how the characteristics of this course meet or exceed those outlined in Course
Level Characteristics. (Copy and paste table from “Course Level Characteristics” document for the appropriate course level
of proposed course. Document may be found on: http://www.uco.edu/academic-affairs/files/aacc/forms/CLCtable4-07.doc .
5000 LEVEL COURSES
Course Level Characteristics
Please describe how this course meets this
requirement.
1. It is assumed that students in these courses
have acquired the ability to use language
effectively, to engage in analytical thought and
creative processes, and to use information and
bibliographic sources with skill.
Students enrolled in this course will be required
to use their already effectively developed verbal
and written communication skills as they engage
in analytical and creative thought processes.
They will further exhibit their developed
capacity to use information and bibliographic
sources when pursuing original research.
Students will bring their knowledge in the
discipline to bear on the various course topics in
discussions, presentations and a final paper.
2. It is assumed that students in these courses
have achieved a significant level of maturity in
the discipline, evidenced by a considerable
background of knowledge.
3. These courses should be more than a mere
extension of undergraduate courses. Rather,
they should be qualitatively different. At a
minimum:
a. Students should be required to undertake
original scholarly/creative activity.
b. Students should assume greater
responsibility for mastering the subject
matter.
c. Close working relationships should exist
between instructors and students.
Academic Affairs Form
May, 2014
Each student will carry out an original scholarly
research project using a methodology they
master in the course. They will also be required
to exhibit their bibliographic research skills. In
addition, they will develop class discussion
questions around chosen topics and lead their
peers in thorough examination of the topics.
The instructor will be available to help the
students and shape the intellectual experience
through careful analysis and synthesis of the
material.
Functional Review ____________
undergraduate proposals only)
Managing Public Sector Crises
FALL 2015
POL 4910 - CRN 18600
POL 5910 - CRN 18601
LEAD 4910 - CRN 19510
Prof. Deborah Ferrell-Lynn
B.A. Pol. Sci / M.P.A. U. of OK
Office: Political Science Department LA 102
Contact: dferrelllynn@.uco.edu
Please put “Crisis Management” on the subject line.
Classroom: LAR 140
Course Days / Times: TR 5:45 p - 7:00 p (Office Hrs. - 5:15 pm - 5:40 pm)
Textbooks (2): (Both at the NUC)
Crisis Management: Leading in the New Strategy Landscape. Crandall, Parnell, Spillan. 2nd edition, 2014.
Sage Publications
http://www.amazon.com/Crisis-Management-Leading-Strategy-Landscape/dp/1412991684
(new: $60.00 / used: $47.50)
Dealing with Disaster: Public Management in Crisis Situations. Saundra K. Schneider. 2nd edition, 2011. M.E. Sharpe
(available in paperback at the NUC bookstore)
I will periodically assign articles to facilitate understanding. The links to these articles will be sent to you via
e-mail.
Course Objectives:
At the end of this course students should be able to:
 Recognize crisis situations
 Distinguish between internal and external crises
 Develop both proactive and reactive crisis management planning strategies
 Act appropriately within a crisis management team
 Deliver presentations to educate others regarding crisis situations
Course Description: “Fail to plan, plan to fail.”
Managing Public Sector Crises is designed to provide future and current public sector and nonprofit leaders with the
information and skills needed to engage in effective crisis management planning (CMP), implementation, communication,
and evaluation.
This will involve:
 Examining what is meant by “crisis” - What does that term mean? What are the types of crisis that can
 confront the public sector? Why do these occur?
 Examining response to internal and external crisis.
 Determining what is involved in developing pro-active and reactive CMP strategies.
 Education in current and past high profile crises.
 Acting as a crisis management team and engaging in a training exercise.
 Meeting with public sector practitioners to learn from their expertise and experience.
 Understanding what is involved in the 6-step approach to crisis management and examining actual crisis
 events to see how these were or were not used effectively.
 Students delivering presentations to educate each other regarding crisis situations and the degree of
 effectiveness exercised by the public sector organization.
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
Performance Measures:
There will be two regular exams (multiple choice, short answer response),a written report / class presentation,
a simulation exercise, and a final exam (not comprehensive).
Activity
Attendance / Participation
Exams
Simulation Exercise
Written Research Report
Class Presentation
Final Exam
Total Points
Attendance:
Max. Pts. Available
50
200 (100 each)
50
100
100
150
650
I encourage you to attend all class sessions to the best of your ability. This is a senior / graduate level course,
and the expectation is that students will be committed to attending. We will have several guest speakers
make presentations this semester, and you will benefit from their real-world experience. In addition, there will
be occasions where students will engage in activities designed to apply crisis management strategies. Excellent
attendance will increase the likelihood that you will be well-educated in this subject and will earn a strong
grade for your efforts. Poor attendance will negatively affect your grade.
Of course, one cannot predict the future, and some absences are unavoidable due to circumstances beyond
one’s control. For those absences involving confirmable serious / extreme situations (medical, death in the
family, vehicular accident, etc.), I will consider these on a case-by-case basis, but if absences become excessive
(more than 3), I will need to meet with the student individually.
One final statement regarding attendance: To repeat, we are fortunate to have guest speakers with incredible
real-world experience in some or all facets of crisis management planning and response. It is absolutely
imperative that you be present on the days they are scheduled to speak. These professionals have expressed their desire
to help educate future and current public sector managers and have graciously agreed to meet with you after their regular
workday ends. Because of the small enrollment in this class, I consider it extremely important that the effort they are
making is worthwhile, as in, every student is present and prepared to listen / ask questions.
Performance Measures
Participation:
This course is not designed as a passive transfer of information, although part of my job as an instructor is to
provide you with information and how I have seen how well principles and theories apply in real-world
experiences. This course cannot be successful without students preparing for class discussions, asking and
responding to pertinent questions, sharing actual experience that contributes to the class discussion, debating
points raised (where appropriate), and participating in class exercises.
Regular Exams: These are TENTATIVE dates:
Exam #1 September 22
Exam #2 October 29
Final Exam: ( Set by UCO)
(The Final Exam is NOT Comprehensive)
Thursday, December 10 from 5:30 pm - 7:20 pm
In-Class Presentations: Summary of Written Assignment - December 1 & 3
In-Class Simulation:
We will be using an actual simulation available through FEMA. Students will be assigned roles that will require
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
them to research how a municipal government employee in a specific position would contribute to the
simulation questions. More information on the simulation activity will be made available at a later date.
Written Research Report / Class Presentation:
This assignment is designed to have each student conduct in-depth research on an aspect of crisis management.
Past examples of student topics include:
• Memorialization Of Tragedy: Impact on Community Recovery
• UCO Students and Crisis Preparedness: Polling Data and Conclusions
• Red Flags Ignored: The Joyce Gilchrist Scandal and Prosecutorial Misconduct
• Collaboration and Conflict: Public Sector Organizations and Non-Profits
Presentations will be given on the last two days of class (Dec. 1 & 3). Students will have 15 minutes for their
presentations with a 5 minute break between each so that each presenter can prepare.
Information about the written assignment and presentations is provided in a separate handout.
The following pages provide an outline for what will be discussed in this course. Changes and / or additions may occur
throughout the semester.
Crisis Management for Public Sector Managers (PSM)
1. What is meant by crisis? How does the definition equip PSMs to develop an effective crisis
management strategy? How has the approach to crisis management planning changed?
2. What types of crisis can occur? (Internal / external and natural vs. man-made, exogenous vs.
endogenous, etc.)
3. What causes crises to occur (internal / external causes)?
4. What is meant by a “crisis management strategy”? Why is this important?
5. What action-steps are / can be part of a crisis management planning (CMP) strategy? Why are
these important to the successful effort to meet organizational responsibilities?
• Scan the environment
• Prevention
• Deterrence
• Mitigation
• Recovery
• Organizational Learning (“Lessons Learned”)
6. What obstacles confront public sector managers in getting crisis management planning to be an
integral part of the organization’‘s activities? What are effective ways of getting upper
management to begin CMP?
• Complacency
• Resource realities
• Lack of knowledge
• Lack of leadership
• Lack of support
• Other organizational obstacles
7. What is a Crisis Management Team (CMT) and what role does it play in the above action-steps?
• Who should be on the CMT and why?
• What are keys to a CMT’s effectiveness in terms of group dynamics and “turf”?
• What must leaders do to be effective CMT managers?
• What types of training are available for the CMT and other organizational managers?
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
8. What role do the following actors (“stakeholders”) play in state, local, and national CMP?
Internal
• Executive Managers
• Managers
• Non-management Employees
• Elected Officials
• Labor Unions
External
• The Public
• The Media
• Elected Officials
• Non-profits
• Private Sector Entities (business community)
9. “Scanning the Environment”
• Which crises have a low-to-high probability in the organization? The jurisdiction?
• What must PSMs acknowledge regarding resources and other limitations that determine the
approach to potential crises?
• What have other public organizations done to prevent and / or respond effectively to crisis?
(“Lessons Learned”)
10. Prevention
• Which crises can and cannot be prevented?
• What actions can be taken ahead of crisis to prevent them from occurring or to prevent maximum
damage (including damage to organizational reputation)?
• What limits taking preventive actions (ex: employee privacy, insufficient funding for security, natural
disasters cannot be predicted, etc?)What limits their effectiveness?
• Mgmt. / employee training in how to spot potential crisis?
• Employee (student) training in responding to crisis situation
• Warning systems
• EAPs - intervention and education
• External Resources
11. Deterrence
• Which crisis situations can / cannot be deterred?
• For those that can be deterred, what steps can be taken?
• Types of controls - possibilities and limitations (ex: cost of security)
• External Resources
12. Mitigation - The Crisis Has Occurred - Ending It and Reducing Its Immediate Impact
Immediate response (depending on crisis)
• Coordination of public safety personnel to respond to crisis (and to continue normal operations)
• Coordination with health care providers to assist victims
• Coordination with media to provide public with accurate information
• Coordination with pertinent community organizations (ex: Red Cross, religious and other non-profit
relief organizations, legal organizations)
• Activate Employee Assistance Program (if organizational crisis)
• Coordination with other governments (local-to-state-to federal)
• External Resources (ex: Stafford Act)
• Communicating Organizational Concern
13. Recovery - Restoring and Improving Facilities, Livelihoods, and Living Conditions
Long term response (depending on crisis)
• Mental health needs (internal and external) - may require innovation (Oklahoma City “Rapid
Response”, Police and Fire CISD)
• Victims’ Financial Assistance (FEMA? Non-profits? Donations?)
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
• Temporary employees? Long term absence of affected employees?
• Action steps to prevent similar crisis (where possible - safe rooms for schools, security systems,
better mental health interventions, check systems to prevent financial mismanagement, etc.) /
Assure the public / employees that action is being taken to prevent another occurrence.
• Enhanced security to assure public in immediate situation
• Government cooperation w/ public - memorialization
• Legal Issues
• External Resources
14. Organizational Learning - “Lessons Learned”
• CMP - gather soon after crisis to evaluate what worked, what failed, and begin to make
adjustments.
• Look at what other organizations have done.
• More training in CM?
• External Resources
15. What is the future of CMP?
CM - Request for Excused Absence
Print Name ____________________________________________________
Absent Date(s) _________________________________________________
Reason for Absence: Indicate with T
___ University approved activities (ROTC, Debate Team, Athletics, etc.)
___ Illness that requires medical attention / preventative care (doctor, dental, surgery, etc.) that can
be confirmed through verifiable sources.
___ Vehicular accidents
___ Jury Duty
___ Military Duty
___ Death of Personal Relation
___ Funeral
___ Other *(indicate) ________________________________________________
*Approved at my discretion. I may require explanation to accept the request for an excused absence.
Please attach documentation to confirm your reason for being absent to qualify for an excused absence.
This form should also be used when confirming your absence for purposes of taking a make-up exam
after you have contacted Prof. Ferrell-Lynn via D2L e-mail.
*Please note that employment (work) responsibilities are not included in this list.
Fall 2015
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)