Bridging the Gaps through Professional Development A Continuing Education Approach HES

BRIDGING THE GAP A CONTINUING EDUCATION APPROACH
Bridging the Gaps in Emergency Management through Professional Development: A Continuing
Education Approach
Jason A. Junkens
Emergency Management Institute – Advanced Academy

BRIDGING THE GAP A CONTINUING EDUCATION APPROACH 2
Abstract
The recognized gap between theory and practice in Emergency management has been widely
debated and to some, certifications and training certificates hold more weight within the
practitioner community than a degree. Many institutions have tried to address this gap by
providing the experience piece through internships. However, this is only one portion of a
professional development triangle that includes theory (academics), internships (experience), and
training (continuing education). The academic institution that can provide all three parts of the
triangle will become a national leader in Emergency management education and produce
graduates that are highly competitive.
Keywords: Professional Development, Continuing Education, Training, Emergency
Management Education

Bridging the Gaps in Emergency Management through Professional Development: A Continuing
Education Approach
The recognized gap between theory and practice is not unique to emergency
management. Many professions have debated the differences in academic knowledge and that
required by the practitioner. Since the evolution of emergency management over the past decade
this discussion has come to the forefront. As evident by the creation of the Training and
Education Synergy Focus Group in April of 2014 and the work of previous focus groups. Many
academic institutions have tried to address this gap by providing internship opportunities;
however, this is only one piece of professional development required by an emergency manager.
Continuing education or training is another vital piece and one that is an ongoing requirement for
the practitioner. This part of professional development cannot be overlooked by academic
institutions that seek to provide career ready students to the profession. The goal is to develop
graduates that are prepared to enter the field by providing them with the skills, a degree, and
training required. In doing so, it is possible to create an emergency management academic
program that is truly on the cutting edge of professional education.
Entry into the Profession
Individuals considering this field have a multitude of entry points into the profession.
Some enter through appointment as a transition, or as a secondary duty from another department
within the jurisdiction. In many ways this serves the organization well because the appointee is
familiar with the inner workings, understands the jurisdiction, and most likely has developed key
relationships required for these positions. Conversely, those entering the profession in this way
may not possess the formal training and education necessary to apply some of the key principles
within emergency management.

Another entry point into this profession is from another career field such as fire, police,
EMS, or military. These professionals bring over valuable experiences and top notch training
that transfer over to their emergency management position. However, these transferrable skills
are not always recognized, especially from the military. This leaves the transitioning
professional with barriers to entry that must be overcome.
With the increase in emergency management degrees, the influx of entrants into this
profession with no prior experience is on the rise, signaling a shift in applicant types. These
entrants have the formal education but often lack the continuing education (training) and
experience that is widely respected in this field. The lack of these elements creates a
disadvantage for the new emergency manager when proving him/herself to their colleagues. The
profession places a high value on experience, as is warranted by the high stress/high stakes
situations in which emergency managers are placed. “Employers like to see an individual who
has previous experience in emergency management. This qualification holds more weight
regarding whether or not a potential hire can perform well in the job” (Makuch, p.7, 2016). This
value in experience has led academic institutions to develop internships and practicums to
address this aspect, many making them a core requirement for the degree.
These multiple entry points into the profession may seem difficult to comprehend and
could be a flaw or weakness, contributing to a fractured identity, but it could also be its greatest
strength. The multiple methods of entry allow for multiple viewpoints and by having these
options, the profession is truly practicing whole community concepts. Furthermore, the
profession must resist being so exclusive that it bars entry to those that could propel it to the next
level. As Amy Tarte (personal communication, February 10, 2016), an Emergency Management
Planner from Virginia, so boldly stated, “we need to stop justifying our creditability by what we

did or where we came from. Confidently stating we are an emergency manager should be good
enough”.
Academic Fractured Identity
The practitioner side is not the only part of this field that suffers from a fractured identity.
The academic side also contends with this dilemma. As McEntire (n.d.) points out in his
presentation I Feel Your Pain, “disaster scholars and EM programs are multi-disciplinary” (slide
8). He also states that, “programs can be located or organized in multiple ways within an
academic institution” (slide 11). Another aspect of this fractured identity is whether the degree
itself is treated as its own program or an emphasis tacked on to another degree.
This multi-disciplinary approach engages academics from various fields such as, Political
Science, Criminal Justice, Sociology, Public Administration, and others in the administration of
emergency management programs. To practitioners considering the pursuit of formal education
in emergency management, this can be a deterrent. They may view professors with these types
of degrees as not having the requisite knowledge or experience to teach such subjects. However,
in consideration of the whole community approach, these professors can offer differing
viewpoints from fields that have some relation to the broad spectrum that is emergency
management. As the profession evolves and practitioners pursue the few doctoral level programs
available in emergency management, there may be a shift in the academic credentials of the
faculty running emergency management programs in the future.
The varied locations of emergency management programs within academic institutions,
as well as, the emphasis of the degree contributes to the fractured identity and may have
questionable significance, not only to the practitioner but to the academic institution itself. This
program legitimacy is not unlike the legitimacy that emergency management practitioners must

contend with in their respective jurisdictions. Many of the challenges and opportunities faced by
the academic side of the profession are also shared by the practitioner. Identifying these
commonalities could be a step towards bridging the gap between theory and practice.
Connection to the Field
These fractured identities in both the practitioner and academic side contribute to the lack
of connection to the field. The varied academic backgrounds of some professors may contribute
to the lack of knowledge or importance of establishing relationships with practitioners in the
profession, or the practitioner may not know the professor teaches such course due to their
background or location of the program within the institution. Further still, the practitioner may
discount the academic’s knowledge based on their background and view it as not related to
Emergency Management.
Indiana Jones (IMDb, 2016) may have said it best, “if you want to be a good
archeologist, you gotta get out of the library” or at least the office, to be more exact. This
responsibility does not solely fall on the academic, the practitioner must be equally responsible
for bridging the gap. A good option for both to engage each other is through membership in
associations such as the International Association of Emergency Managers (IAEM) and state
emergency management associations (FEMA Higher Education Program: Training and
Education Synergy, Do 1 Thing, n.d.). However, many do not provide membership levels for
academics and some do not even have student membership, further contributing to the gap
between theory and practice.
EM Professional Development Triangle
The student is the one part of the equation that spans the gap between theory and practice
by transitioning from the academic environment into the profession. This transition may not be

an easy one considering the holes that may exist in the student’s professional development. The
academic piece of their professional development is met through attainment of their degree from
the academic institution and many institutions attempt to address the experience piece through
internships. However, there is a third piece of professional development that needs to be met, the
continuing education or training piece. These three components, academic, experience, and
training make up a professional development triangle for Emergency Management. Similar to
the triad of professional development noted by Boone (2011) in his analysis of critical
infrastructure protection specialist requirements, a field related to emergency management.
(p.310)
Figure 1. Professional Development Triangle for Emergency Management
It is certainly a great deal to ask of any part of the profession to address and it is not the
sole responsibility of the academic institution or practitioner. The student has a shared
responsibility as well, by understanding the requirements of the profession and pursuing each
Contiuning
Education/
Training
Academics
EM
Professional
Development
Internships/
Experience

component of the professional development triangle. Each component contributes to the
development of the EM professional and provides opportunities to bridge the gap between theory
and practice.
Academic Education
The academic piece of the triangle reflects the degree earned from an academic
institution with the focus at the associate and bachelor’s level. Academic programs attempt to
provide students with a broad education of the profession covering some of the most important
areas. The goal is to develop the student’s critical thinking, evaluation, and professional writing
skills.
Many emergency management practitioners and organizations desire their emergency
managers possess the critical thinking and professional writing skills that come with an academic
degree. Institutions of Higher Education should consider developing certificate programs that
will attract practitioners looking to gain these skills. Not only will this provide a piece of the
professional development triangle to already working practitioners but will facilitate another
avenue of engagement between theory and practice.
Internships/Experience
Another portion of the professional development triangle is Internships. For a student
this is intended to address the experiential piece of their professional development. This piece
holds significant weight within the practitioner community and is becoming an essential element
of emergency management academic programs. In testament to its importance is the number of
programs including an internship as part of the degree requirement and the various resources
available to academic institutions on FEMA’s Higher Education Program website. Regardless of

profession, many academic institutions are including internships and immersive learning as part
of their strategic planning (NSU, 2016).
Continuing Education/Training
The third piece of the professional development triangle is continuing education or
training. This training takes the form of online independent study courses, field delivered
training provided by individual states or consortium member organizations, and resident courses
at the Emergency management Institute (EMI). Most Emergency management practitioners are
required to have some level of this training and many continually engage in training to expand
their knowledge of the field. Most students however, may lack the knowledge of this training
and its importance to the profession and their career progression.
Many challenges exist when considering the implementation of this portion of the
triangle. Unless already embedded in the curriculum, it can be an enormous task to ask an
academic institution to accept, especially in conjunction with managing the academic degree and
experiential pieces of the professional development triangle. For students attending field
delivered training, conflicts arise with class schedules and have a negative impact on their
academic performance. Given the same challenges with field delivered courses, resident courses
at EMI may seem completely out of the question.
A simple solution may be for students to complete independent study courses online to
address some of the fore mentioned challenges. However, knowing which ones to take for
maximum benefit given the large number of courses and multiple providers can be intimidating.
These challenges should not serve as a deterrent to the academic institutions or the student. By
understanding the challenges that face both, methods can be developed to deliver this piece of

the professional development triangle with the end state of providing a well-rounded student
ready to enter the profession.
Independent Study Courses
The most available training and a good first step in pursuing this piece of professional
development would be to include independent study (IS) courses in the curriculum. There are
several ways for this to be accomplished. One way would be to identify those IS courses that are
directly related to a particular class (Appendix A). These IS courses could be an assignment in
the first one or two weeks of the course. This option would not only provide additional reference
material but would give additional context and importance to the subject beyond the text and
class.
Another way to incorporate IS courses in the curriculum would be to offer a series of
courses as extra credit for instructors to choose as shown in Appendix B. As stated earlier,
choosing courses from a large list can be a challenge. Luckily in regards to those offered by
EMI, there are a few that offer higher returns on time invested as outlined in Table 1.
Table 1
High Value IS Courses
Independent
Study
Courses
FEMA Professional
Development Series
(PDS)
FEMA Professional
Continuity Practitioner
(PCP)
Oklahoma New EM
Director Training
IS-1 X
IS-100 X X
IS-120 X X X
IS-200 X
IS-230 X X X
IS-235 X X
IS-240 X
IS-241 X

IS-242 X X
IS-244 X
IS-248 X
IS-393 X
IS-523 or 525 or 526
IS-524 X
IS-525 or 523 or 526
IS-526 or 523 or 525
IS-545 X
IS-546 X
IS-547 X
IS-548 X
IS-634 X
IS-700 X X
IS-775 X
IS-800 X X
IS-910 X
Note: Adapted from FEMA Independent Study website and Oklahoma Emergency Management
New Director Training website.
“X” or data in cell represents the corresponding IS course required to complete the designations
noted above each column.
In Table 1 and Appendix B a certain series of courses lead to recognized designations
within the profession. Essential to this training is for the student to at least have IS 100, 200,
700, & 800 completed. Not only is it an industry standard, it happens to be a prerequisite for
many courses the student will attend as a practitioner in the future. Other designations a student
could potentially receive prior to graduation include:
 FEMA’s Professional Development Series (PDS)
 FEMA’s Level 1 Professional Continuity Practitioner (PCP)
 FEMA’s Critical Infrastructure series
 Individual State Requirements
Although IS courses will only satisfy a portion of the student’s professional development, they
demonstrate that the student understands the importance of such training and grasps the concept

of continuing education within the profession. The good news is in a recent study approximately
67% of responding institutions reported utilizing IS courses at their institutions (Cwaik, p.10,
2015)
Resident/Field Delivered Training
For the student, IS courses are only the beginning of their continuing education and will
only fulfill part of this piece of the professional development triangle. To complete the training
piece, they must consider attending field delivered training and resident courses at EMI. Most
training offered is conducted during the week. This presents a unique challenge to the student
attempting to pursue this training while balancing an academic load.
Academic institutions offer multiple advantages in addressing the challenge faced by
students in attending this training. Institutions have one of the most valuable resources, facilities
that are designed for instruction. By providing these facilities for training, it presents another
opportunity for engagement with the practitioner community through interaction with state
emergency management training agencies. This training can be provided in multiple formats
such as weekend seminars, summer programs, intersession periods, embedded within the
program, credit or audit, or hybrid – credit and audit.
Although all of the above options provide the training piece in a student’s professional
development the hybrid method shows the most promise in bridging the gap between theory and
practice in that it provides the opportunity for practitioners to attend courses along with academic
students. Unlike internships where one student and one practitioner engage each other on an
individual basis, having multiple students and practitioners in a class together exponentially
increases the engagement and networking opportunities; potentially having future employees
beside future employers. This type of training would serve as the common ground where

students and practitioners could develop relationships and seek to reduce the gap between theory
and practice.
The hybrid method is not without its challenges in implementation. Much of the training
practitioners attend is free. However, charging for such training is possible with the trade-off of
credit toward a degree but to the practitioner there is little incentive to enroll. Conversely,
students may see little value in a course that does not provide credit and move them further along
in attainment of their degree, free or not. A possible way to address this is to provide both the
student and practitioner separate entry methods into the same course. The course offering could
have a number of reserved seats for both practitioner and academic student. The student seeking
credit would be charged for the course against the credit being issued and the practitioner would
enroll in the course as with other training, however no credit would be awarded. Another
alternative to this would be to make these courses part of a certificate program, thus incentivizing
this to the practitioner.
Just as with IS courses, there are certain resident and field delivered courses that offer
high pay-off as well. Some of the courses that are consider highly desirable are as follows:
 ICS 300 Intermediate ICS for Expanding Incidents
 ICS 400 Advanced ICS
 FEMA’s Advanced Professional Series (APS) courses
 FEMA’s Level 2 Master Continuity Practitioner (MCP) courses
 FEMA’s Basic Academy courses
 Courses meeting state certifications
ICS 300 and 400 should be considered the cornerstone of any of the face-to-face training.
Not only will it complete the student’s National Incident Management System (NIMS)

curriculum but like IS 100, 200, 700, and 800, it is a prerequisite for most courses the student
will attend in the future. Furthermore, having an ICS instructor on staff cannot be
overemphasized and would be a force multiplier in delivering this training. Other field delivered
courses that meet requirements for FEMA’s APS, MCP, or other state specific requirements
would also be advantageous to both the student and practitioner. Ultimate to completion of this
piece of the professional development triangle, would be the inclusion of FEMA’s Basic
Academy whether field delivered or through residency at EMI.
Basic Academy
The National Emergency Management Basic Academy is the entry level academy in
EMI’s Emergency Management Professional Program (EMPP). “The Basic Academy is a
gateway for individuals pursuing a career in emergency management. Similar to basic academies
operated by the fire service and law enforcement communities, the National Emergency
Management Basic Academy will provide a foundational education in emergency management.”
(EMI, 2016) It is comprised of the following courses:
 E101 Foundations of Emergency Management (10 days)
 E102 Science of Disaster (3 days)
 E103 Planning (2 days)
 E104 Exercise Design (2 days)
 E105 Public Information (2 days)
Integration of the Basic Academy into an academic program would be the pinnacle of training
for students at the associate and bachelor’s level. It would also be a challenge in implementing
for most if not all academic institutions. However, institutions have several options in

implementing the course that make up the Basic Academy when integrating them into their
degree program.
One of the easiest methods would be to send students to EMI during the summer, much
like a study abroad program. Another possibility to this option would be for several institutions
to petition EMI for a higher education specific offering during the summer, however, this would
be contingent on funding and resources. A potential solution to these constraints would be for
academic institutions to bear the cost in order to secure this specific offering similar to how
FEMA’s Higher Education Symposium is organized and could be offered prior to or following
this event.
Another alternative would be to offer the academy locally at the academic institution.
Key to this option is having Basic Academy instructors on staff or having access to them. Of
concern for this option again would be funding and resources; however, if the academic
institution is willing to bear the cost, funding could be addressed and cost could be recovered
through tuition if credit were awarded.
The length of the Basic Academy could be a deterrent especially to the practitioner with
the program taking 19 days to complete spread out over four weeks. However, the benefits of
having seasoned practitioners in the same course with academic students cannot be discounted.
Not only is this an opportunity for networking, it is an opportunity for mentorship and guidance.
A benefit which has been observed in previous deliveries of this academy, where recent
graduates and current academic students have been a part of the same course with experienced
emergency management practitioners.

Professional Certifications
Many EM professional certifications have a training requirement for certification that
academic institutions could help students in meeting by inclusion of a training in their
curriculum. For instance, the Associate Emergency Manager (AEM) certification from the
IAEM (2015) has a 100 hour emergency management and 100 hour general management training
requirement that could be met by providing these training opportunities and depending on the
student’s background could lead to the Certified Emergency Manager (CEM) certification. A
training piece could also assist in meeting state certifications and attainment of the silver and
gold levels from Epsilon Pi Phi honor society, thus leading to additional qualifying contributions
toward the CEM.
Lifelong Learning
The key to this whole process of providing continuing education opportunities is the
student. Therefore, it is imperative that academic institutions develop a culture within their
programs that embrace lifelong learning. “Emergency management education programs would
be wise to early and often sensitize their students who desire an emergency management career
to the importance of professional development” (Disciplinary Purview Focus Group, p. 4, 2013)
This can be accomplished by providing an overview or orientation to the career field that would
set expectations and outline the requirements for success in the EM profession. This could easily
be added to an intro class or as a separate presentation.
Conclusion
The gap between theory and practice in Emergency management has come to the fore
front of the profession in the past decade. Many institutions have attempted to address this gap
by providing professional development opportunities that include academic degrees and

internships. However, some may have overlooked providing a holistic approach to professional
development that includes a training piece within their program of instruction. Institutions that
include this portion of the professional development triangle may be taking on a lot and
venturing into an unfamiliar part of the profession. Conversely, those that provide a training
piece as part of their curriculum or integrated into their program along with the other two parts of
the professional development triangle will produce highly competitive graduates that will propel
this profession even further. It is the student who is at the center of this shift, they will be the
change agents to bridge the gap between theory and practice. “Degree program graduates who
choose to pursue an emergency management career will be most successful if they choose to
complement their higher education experience with significant training and one or more
internships” (Disciplinary Purview of Emergency Management Focus Group, p.2, 2012). But it
will also take understanding and patience between academics and practitioners, and strong
change leadership involving academics, practitioners, and students to move this initiative
forward. It is the responsibility of everyone in both higher education and practice to contribute
to emergency management training and education synergy. “We don’t all have to do the same
thing—the key is that we all do at least one thing and sustain it over time”. (FEMA Higher
Education Program: Training and Education Synergy, Do 1 Thing, n.d.) As academic institutions
implement a training piece in their programs, further study will be required to determine the
validity of this option.

References
Boone, W. (2011). Bridging the CIP Capability Gaps. Homeland Security Review, 5(3), 297-319.
Cwiak, C. (2015). Advancing Higher Education Efforts: 2015 FEMA Higher Education Program
Report. Retrieved from https://training.fema.gov/hiedu/readinglist.aspx
FEMA Emergency Management Institute. (n.d.). Independent Study Course List. Retrieved from
https://training.fema.gov/is/crslist.aspx?all=true
FEMA Emergency Management Institute. (n.d.). The National Emergency Management Basic
Academy. Retrieved from https://training.fema.gov/empp/basic.aspx
FEMA Higher Education Program Disciplinary Purview Focus Group. (2013). Scholarship
and Research to Ground the Emerging Discipline of Emergency Management. Retrieved
from https://training.fema.gov/hiedu/synergy_between_training_and_ education_report -
508%20compliant.pdf
FEMA, Higher Education Program Focus Group (2012, September). Report of the Disciplinary
Purview of Emergency Management Focus Group. Retrieved from https://training.
fema.gov/hiedu/synergy_between_training_and_education_report-508%20compliant.pdf
FEMA Higher Education Program Training and Education Synergy. (n.d). Do 1 Thing: Ways to
Contribute to Emergency Management Training and Education Synergy. Retrieved from
https://training.fema.gov/hiedu/trainingeducatonandsynergy.aspx
FEMA Higher Education Program Training and Education Synergy Focus Group. (2014, April).
Synergy between Training and Education: Advancing the Dialogue and the Efforts.
Retrieved from https://training.fema.gov/hiedu/synergy_between_training_and_
education_report -508%20compliant.pdf
IMDb (2016). Indiana Jones and the Kingdom of the Crystal Skull (2008). Retrieved from

http://www.imdb.com/title/tt0367882/quotes
International Association of Emergency Managers. (2015, March). CEM Brochure. Retrieved
from http://www.iaem.com/documents/CEM-Brochure-Mar2015.pdf
Makuch, A. (2016). Education vs. Experience in Emergency Management: Winning
Undergraduate Division Essay. IAEM Bulletin, Pages 7-9.
McEntire, D. (n.d.). I Feel Your Pain: How and why the Academic and Professional
Communities Must Work Together. Retrieved from https://training.fema.gov/hiedu/
synergy_between_training_and_ education_report -508%20compliant.pdf
Northeastern State University. (n.d.). D23: Innovate. Retrieved from https://www.nsuok.edu
/d23/Innovate.aspx
Northeastern State University. (2015). Homeland Security and Emergency Management Degree.
Sheet. Department of Criminal Justice.
Oklahoma Department of Emergency Management. (2015, January). New Director Training
Requirements. Retrieved from https://www.ok.gov/OEM/Programs_&_Services/Training
_ Information/2009newdirector.html
U.S. Department of Homeland Security. (2015, September). National Preparedness Goal (2nd
ed.). U.S. Department of Homeland Security.

Tables
Table 1
High Value IS Courses
Independent
Study
Courses
FEMA Professional
Development Series
(PDS)
FEMA Professional
Continuity Practitioner
(PCP)
Oklahoma New EM
Director Training
IS-1 X
IS-100 X X
IS-120 X X X
IS-200 X
IS-230 X X X
IS-235 X X
IS-240 X
IS-241 X
IS-242 X X
IS-244 X
IS-248 X
IS-393 X
IS-523 or 525 or 526
IS-524 X
IS-525 or 523 or 526
IS-526 or 523 or 525
IS-545 X
IS-546 X
IS-547 X
IS-548 X
IS-634 X
IS-700 X X
IS-775 X
IS-800 X X
IS-910 X
Note: Adapted from FEMA Independent Study website and Oklahoma Emergency Management
New Director Training website.
“X” or data in cell represents the corresponding IS course required to complete the designations
noted above each column.

Figures
Figure 1. Professional Development Triangle for Emergency Management
Contiuning
Education/
Training
Academics
EM
Professional
Development
Internships/
Experience

Appendix A
Crs # Course Title
CRJ 3603 Intro to Homeland Security IS-1 IS-100 IS-700
CRJ 3613 Emergency & Disaster Planning IS-230 IS-235 IS-453
CRJ 3633 Terrorism
CRJ 3733 Crisis Communications for Emer Mgrs IS-42 IS-29 IS-702
CRJ 4333 Intelligence Collection and Analysis
CRJ 4663 Disaster Response Operations & Mgmt IS-200 IS-800 IS-775
CRJ 4683 Legal Aspects of Terrorims & Disaster
Resp
CRJ 4693 Senior Seminar in Homeland Security
CRJ 4713 Hazard Analysis and Risk Assessment IS-393 IS-454 IS-910 IS-2001
CRJ
4XX3
Critical Infrastructure & Resource
Protection
IS-860 IS-821 IS-913
CRJ 3103 Intro to Security
CRJ 3123 Forensics I
CRJ 3213 Criminal Investigation
CRJ 3663 Disaster Response and Recovery IS-634 IS-403 IS-559 IS-632
CRJ 3673 Emergency Management Skills
CRJ 4091 Workshop
CRJ 4093 Workshop
CRJ 4503 Environmental & Wildlife Law
CRJ 4613 Social Dimensions of Disasters
CRJ 4623 Community Mgmt of Hazardous Wastes IS-56 IS-301 IS-340
CRJ 4723 Exercise Design & Evaluation IS-120 IS-130 IS-550
CRJ 4763 Information Technology & EOCs IS-247 IS-248 IS-922
CRJ 4993 Internship
Note: Adapted from FEMA Independent Study website and Northeastern State University
Homeland Security and Emergency Management bachelor’s degree program.

Appendix B
EM Extra Credit Options
FEMA Professional Development Series
IS-120.a An Introduction to Exercises
IS-230.d Fundamentals of Emergency Management
IS-235.b Emergency Planning
IS-240.b Leadership and Influence
IS-241.b Decision Making and Problem Solving
IS-242.b Effective Communication
IS-244.b Developing and Managing Volunteers
Oklahoma New Emergency Management Director Training
IS 1.a Emergency Manager: An Orientation to the Position
IS 100.b Introduction to Incident Command System, ICS-100
IS 120.a An Introduction to Exercises
IS 200.b ICS for Single Resources and Initial Action Incidents (ICS 200)
IS 230.c Fundamentals of Emergency Management
IS 235.b Emergency Planning
IS 393.a Introduction to Hazard Mitigation
IS 634 Introduction to FEMA’s Public Assistance Program
IS 700.a National Incident Management System (NIMS), An Introduction
IS 775 EOC Management and Operations
IS 800.b National Response Framework, an Introduction (NIMS Course)
IS 910.a Emergency Management Preparedness Fundamentals

Level 1 Professional Continuity Practitioner
IS 546.a: Continuity of Operations Awareness Course
IS 547.a: Introduction to Continuity of Operations
IS 242.b Effective Communication
IS 548: Continuity of Operations Program Managers T-t-T Course
IS 524: Continuity of Operations Planner’s T-t-T Workshop
IS 100.b: Intro to Incident Command System (ICS)
IS 545: Reconstitution Planning Workshop
IS 248: Integrated Public Alert and Warning System (IPAWS) for the American
Public
IS 230.d: Fundamentals of Emergency Management
IS 700.a: Intro to National Incident Management System (NIMS)
IS 800.b: A National Response Framework (NRF), An Introduction
IS 120.a: Introduction to Exercises
Complete one of the following:
IS 523: Resilient Accord Cyber Security Planning Workshop
IS 525: Guardian Accord Terrorism Awareness Workshop
IS 526: MEF Workshop
Critical Infrastructure Security and Resilience
Foundational Courses
IS-821.a Critical Infrastructure Support Annex
IS-860.c The National Infrastructure Protection Plan, An Introduction

IS-913.a Critical Infrastructure Security and Resilience: Achieving Results through
Partnership and Collaboration
IS-921.a Implementing Critical Infrastructure Security and Resilience
Security Awareness Courses
IS-906 Workplace Security Awareness
IS-907 Active Shooter: What You Can Do
IS-912 Retail Security Awareness: Understanding the Hidden Hazards
IS-914 Surveillance Awareness: What You Can Do
IS-915 Protecting Critical Infrastructure Against Insider Threats
IS-916 Critical Infrastructure Security: Theft and Diversion – What You Can Do
Sector Specific Courses
IS-870.a Dams Sector: Crisis Management
IS-871.a Dams Sector: Security Awareness
IS-872.a Dams Sector: Protective Measures
IS-890.a Introduction to the Interagency Security Committee (ISC)
IS-891 Facility Security Level Determinations for Federal Facilities
IS-892 Physical Security Criteria for Federal Facilities
IS-893 Facility Security Committees
Note: Adapted from FEMA Independent Study website and Oklahoma Emergency
Management New Director Training website.

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