Disaster case study: A theoretically informed learning activity design

Abstract

Royal Roads University (RRU) is one of only two Canadian institutions offering a master’s degree in the disaster and emergency management (DEM) field. Given the formative stage of development of this relatively new academic field of study, there is limited scholarship related to teaching and learning in this area. In particular, little consideration has been given to how the disciplinary foundations and nature of professional practice in the DEM field should inform pedagogical practices. This article describes one RRU faculty member’s scholarly approach to the design of a multi-day disaster case study, which aimed to support students learning from the research literature, while simultaneously developing competencies needed in professional practice. The design of the disaster case study was based on a deductive approach to the application of principles derived from social constructivist learning theory. While the development of this disaster case study predated the publication of RRU’s Learning and Teaching Model (LTM), the scholarly approach to the design of the case study, the theoretical foundation for the design, as well as distinct elements in the case study activity are reflective of the principles and practices espoused in the RRU LTM. The elements reflected in the disaster case study include (a) outcomes-based, (b) experiential and authentic, (c) team-based, (d) integrative, and (e) engaged learning. In additional to describing how these elements are manifest in a particular learning activity design, this article expands on the theoretical reasoning for inclusion of these elements in learning activities at RRU.