6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
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Key Design Components of an International Field Course on Hazards and Disaster Risk Reduction, Brent Albert DOBERSTEIN
1. Key design
components of
an international
field course on
hazards and
disaster risk
reduction
Dr. Brent Doberstein,
University of Waterloo,
CANADA
bdoberst@uwaterloo.ca
2. Key design components of an international
field course on hazards and disaster risk
reduction
Overview
Why field courses on hazards & DRR?
Why Indonesia?
Available field course models & pedagogy
The field course “as delivered”:
key elements
Student feedback
Conclusions
3. Key design components of an international
field course on hazards and disaster risk
reduction
Why field courses?
4. Key design components of an international
field course on hazards and disaster risk
reduction
Why field courses?
Academics: clear embodiment of
“experiential learning”
‘Deep learning’
Links emotions, feelings and values to learning
Increases enjoyment of the subject/discipline, which in
turnenhances student engagement
Skills: International experience, cross-cultural skills
Contextualizes (and challenges) theoretical knowledge
Field learning allows for (safe) failure, so students takes risks in
their learning
Discussion, Q & A with locals
Experimentation (e.g. research methods)
Attempts at explanation of field phenomena
Sources: Hope 2009, Herrick 2010, Houser et. al. 2011, Glass 2013,
5. Key design components of an international
field course on hazards and disaster risk
reduction
Why Indonesia?
James (2008) refers to Indonesia as “a
supermarket of disasters”
Unusually high number of hazards + extreme
vulnerability + moderate DRR capacity
Tsunami
Floods
Earthquakes
Volcanos (130 active)
Technological/industrial hazards
Affordable for students!
6. Key design components of an international
field course on hazards and disaster risk
reduction
Available field course models &
pedagogy
“Cook’s Tour” model: a rapid, extensive, but ‘shallow’
field course
Modified “Cook’s Tour” model: extensive tour+deep
engagement with one or more sites through personal
research
“Paired” model: students are paired with local students,
jointly working on a research problem
“Comparative model”: 2 hazard/disaster sites explored
in depth & compared (time split between both)
Community-service model: students work on a real-
world hazard/disaster problem in one location, applying
their Geography/Planning etc skills
Wide/shallow
Narrow/deep
7. Key design components of an international
field course on hazards and disaster risk
reduction
Modified “Cook’s Tour” model
Broad understanding + deep engagement with one
aspect
7 hazard/disaster sites spread across Western, Central
and Eastern Java, Indonesia
Total: 60hrs on the bus, about 1500kms driving in 3
weeks!
1.2010 Merapi
volcano
2.2006 Bantul
earthquake
3. 2006
Tsunami
4. 2007&
’12 Floods
5. 2006-present
Lusi mud volcano
6. Kawah Ijen
volcano
6. Bromo
volcano
8. Key design components of an international
field course on hazards and disaster risk
reduction
The field course “as delivered”:
key elements
Real-world hazard and disaster sites
Local experts as resource people: researchers, NGO/aid
workers, disaster tourism staff
Ethics approval: anonymity
Local Geography graduate students as
interpreters/facilitators (1 male, 1 female)
Assignments:
In-field presentations (all)
Daily journal (undergrads)
Conference-ready research PPT (grads)
Term paper or short documentary (all)
Fund-raising (voluntary) for Indonesian NGO
9. Key design components of an international
field course on hazards and disaster risk
reduction
Hazard/disaster sites
Mt. Merapi 2010
10. Key design components of an international
field course on hazards and disaster risk
reduction
Pangandaran 2006
11. Key design components of an international
field course on hazards and disaster risk
reduction
2006-present: Lusi
mud volcano (drilling
accident)
12. Key design components of an international
field course on hazards and disaster risk
reduction
Kawah Ijen volcano +
sulphur miners
13. Key design components of an international
field course on hazards and disaster risk
reduction
Mt. Bromo
14. Key design components of an international
field course on hazards and disaster risk
reduction
Student Presentations
Strictly a “powerpoint-free” zone!
Disasters & health
Disaster tourism
Volcano park management
Preventing return after disaster resettlement
Disasters & the mining sector
Flood DRR
Forestry and disasters
Post-earthquake build back better
Urban planning and the build back better concept
Disaster
Tourism
Volcano Park
Management
Mt. Semeru co-
operating…
15. Key design components of an international
field course on hazards and disaster risk
reduction
Why fund raising?
Connecting academic/
theory/abstract reality
“Making a difference” (not just
more study/research)
Understanding poverty/disasters
connections at a visceral level
Fundraising
$>1250cdn raised
=1 safe water system in
an Indonesian school + 4
weeks of afterschool DRR
programming for poor
children
Many students gave up
one ‘luxury item’ for 4-6
weeks, …donated $
equivalent
One Student
Gave up weekly $15 bottle of
wine (“high quality” for
students!)=$60 donation
Now: claims this has ruined
her ability to enjoy $15
wines!
16. Key design components of an international
field course on hazards and disaster risk
reduction
Was it a success?
Student Evaluations
100% of students ranked course as 4 (“very good”)
or 5 (“excellent”)
Student evaluations of course model ((0/poor-
10/best) scale
“Modified Cook’s Tour”: Mean=8.2
“Fewer sites Cook’s Tour”: Mean=7.0
“Community service model” Mean=6.5
“Paired model” Mean=6.0
“Comparative model” Mean=6.2
Other measures are more revealing…
17. Key design components of an international
field course on hazards and disaster risk
reduction
Student Journal Comments
18. Key design components of an international
field course on hazards and disaster risk
reduction
Student Journal Comments
19. Key design components of an international
field course on hazards and disaster risk
reduction
Student Journal Comments
“…it really is hard to understand the hardship of going through
a disaster when it’s being read out of a textbook. It’s
completely (an)other thing when you are witnessing how
people’s lives have changed because of the disaster”.
20. Key design components of an international
field course on hazards and disaster risk
reduction
Student Journal Comments
“…Something I forgot to mention is that Bromo is an active
volcano, and we could see it smoking from the top of the
viewpoint….and very clearly now at the top of the crater. Not
only could you see it, but you could also hear it. Rumbling,
getting ready for something big, like the earth was angry. It
really puts your life in perspective, which… has been a major
theme of this trip.
Student Journal Comments
21. Key design components of an international
field course on hazards and disaster risk
reduction
Student Journal Comments
22. Key design components of an international
field course on hazards and disaster risk
reduction
Conclusions
Field courses are a critical part of hazards &
disasters education
Reinforces & challenges ‘book learning’
Deepens learning
Better disciplinary engagement
Drives home personal reality of hazards &
disasters
Definitely worth the time and effort to
organize!
23. Key design components of an international
field course on hazards and disaster risk
reduction
Questions?