Educating the Next Generation to Respond to a Bioterrorism Event.
Seamless, effective disaster management, including early warning, preparation, response, mitigation, and recovery, is necessary for resilient communities. As the scale and complexity of disasters increase, so do the information management, decision-making, and leadership challenges. This paper focuses on educating students through the application of systems engineering principles in a simulated bioterrorism event. We describe a workshop that included a tabletop exercise to familiarize a mix of graduate, undergraduate, and high school students with systems analysis and decision making during real-world events. Bridging the data and information management and translation-to-knowledge functions through triage of information to create actionable information arguably represents the most critical and vulnerable link in the information fusion process. We conclude the paper with a description of the methodology used to evaluate the learning approach. [ABSTRACT FROM AUTHOR]/nCopyright of Leadership & Management in Engineering is the property of American Society of Civil Engineers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Notional simulation / workshop, vulnerability assessment
coordination of operations
Interdisciplinary role play, 1,5 day workshopThe University of Missouri assembled campuswide and national expertise to participate in an interdisciplinary workshop addressing the complexity of the bioterrorism problem, spanning teaching, research, response, mitigation, and public policyexpert discussions on topics critical to the response to a possible terrorism event and a 4-h tabletop exercise developed for the 28 participating studentsstudent teams shared their analysis and experience from the tabletop scenarios, and the expert panel provided feedback on their briefings.
65 participants, 19 student poster presentations, and 20 topical presentationssurvey of the surrounding communityEmphasis was placed on observable and/ or measurable phenomena that would drive the timeline of the exerciseAt the end of the workshop, students completed a survey with a self-administered analytic format to enable us to assess the utility of the -driven tabletop exercise.
This paper focuses on educating students through the application of systems engineering principles in a simulated bioterrorism event
We believe that experiential learning improves the student and instructor experience and ratio, enhances interdisciplinary communication, inculcates a culture of systems analysis and appreciation for the role of systems engineering and information management in countering threats to national security, and gives precollege students an incentive to consider pursuing careers in the sciences.
Educational process, monitoring workshop participants, survey
We describe a workshop that included a tabletop exercise to familiarize a mix of graduate, undergraduate, and high school students with systems analysis and decision making during real-world events
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