Academic Resources

Reading

• Burns, P., & Thomas, M., (2015). Reforming New Orleans: The contentious politics of change in the Big Easy.(opens in new window)
• What Are the Police Doing on Twitter? Social Media, the Police and the Public(opens in new window)
  • Meriam Library - What Are the Police Doing on Twitter?(opens in new window) (CSU access)
• Twitter for crisis communication: lessons learned from Japan’s tsunami disaster
  (opens in new window)
• A Work-In-Process Literature Review: Incorporating Social Media in Risk and Crisis Communication(opens in new window)
  
  • Meriam Library -A Work-In-Process Literature Review: Incorporating Social Media in Risk and Crisis Communication(opens in new window) (CSU Access)

Class Assignments & Activities

Danielle Hidalgo’s Final Assignment for Fall 2018

In my Sociological Theory courses, I’m giving students 3 different options for the “FINAL ASSI­GNMENT”:

OPTION 1) I’m loosely calling this “Narrating the Fire” (I co-edited a book called “Narrating the Storm: Sociological Stories of Hurricane Katrina”) Students can write a memoir-like paper (that connects to theory we covered OR sociology in some way) OR do art OR make a video OR photojournal OR something else that includes their Camp Fire story

OPTION 2)  Students can write the Final Theory Paper that was due before the disaster, now only 3 pages instead of the required 5 pages

OPTION 3) Students can work with me to come up with something else that they want to do for the Final Assignment.

Jen Malkowski’s Final Assignment for Health Communication (CMST 459)

The Crisis Response Health Communication Project Description(opens in new window)

David McCoy’s classroom discussions post-fire

• Courses at the junior, senior and graduate level with all Communication Sciences and Disorders (CMSD) majors.
  
  
• Major courses focus on content and professional practices for future speech-language pathologists, audiologists, and other human service professions.
  
  
• The unexpected and sudden onset of the Camp Fire were an excellent opportunity at all levels of the CMSD courses to take inventory, reflect, share, and link real-life events to course topics and clinical practice.
  
  
• Students responded to a written survey as to how they were impacted by the fire events in both southern California (space, materials, property, time, income, housing, etc). 2 things struck me the most: the number of students whose work hours substantially increased because of the fire (I anticipated lost of hours and income) and the 20% of students who reported “no direct impact” and then reported having difficulty sleeping for the past 2 weeks.
  
  
• To rebuild community I used some of the discussion prompts provided by the university and I believe were related to a presentation by Shelley Hart.
  
  
• Most importantly, to extend the discussion in the context of our course topics and professional preparation:
  • Student formed groups of at least 4 and no more than 6 students to intentionally have exposure to a diversity of perspectives.
    
    
  • The prompts in this section were intentionally provided to parallel the experience of clients and families in the context of human service professions.
    
    
  • What was it like emotionally during the first 24 hours of the crisis? And then during the next 2 weeks of the crisis? [parallels the experience of families receiving unexpected diagnostic information of a communication disorder].
    
    
  • What types of information did you access during the first 24 hours and the following 2 weeks about the crisis? (e.g., friends, family, locally or at a distance, internet, social media, governmental or mass media, etc.) [parallels the diversity of modes and sources families may use after a diagnosis or during the provision of services].
    
    
  • What type of decisions did you make about how to take behavioral action in the first 24 hours and then the following 2 weeks after the fire?
    
    
  • Lastly, how did your emotions, thoughts, and behavior change over time?
    
    
  • We made explicit links to the normal diversity of human reactions, thoughts, and behavior; to human stress reactions; to change over time; and to the complexity of the social systems in which this occurs.

• Specific to the graduate course CMSD 543 Autism Spectrum Disorder and Behavioral Interventions
  • Course content includes an understanding of the relationships between affect, stress, cognition, communication, language, and behavior and the benefits of predictability, social structure, and physical space that was changed unexpectedly for both students and the clients with whom they work in the community.
    
    
  • Using the previously described discussion format, the graduate students extended the group discussion around the impact of the effects of the unexpected events on all of us in the areas listed in the preceding bullet point

Other Academic Libraries and Internet Archive Collections Documenting Events, Movements and Tragedy

• Archiving and describing mass tragedy: the Web Archive on the October 1, 2017 Shooting in Las Vegas, Nevada(opens in new window)
• Archive-It’s Spontaneous Events collections(opens in new window)
• Virginia Tech April 16, 2007, Archives of the University Libraries(opens in new window)

Partnership and Research With Other Universities

• UC Davis Wildfire Survey(opens in new window)
• Additional documents from UC Davis(opens in new window)