University of Washington Experiential Learning Activities Reflection Paper “Use second sheet as needed to record your activities. Each term submit a narrat

University of Washington Experiential Learning Activities Reflection Paper “Use second sheet as needed to record your activities. Each term submit a narrative reflecting upon what you have gained from the experiential activities. Include knowledge, skills and ability that you are developing and future areas that you want to explore. Attach this narrative (Word document) as a separate sheet”

Please write only 1 – 2 pages reflection to experiential learning activities I’ve had.

Please use an American informal language.

be natural and enthusiastic about what you have had and what you going to do after graduating Disaster Medicine and Management master program (DMM).

Lastly, side note, in order to graduate from the university, students have to complete 100 hours of experiential learning hours. A Reflection of Experiential Activities
I have always believed in volunteering because volunteer work is the best way to learn
skills that may not available to learn in an educational setting. Volunteering has been an
excellent opportunity to develop communication skills and experience that adds to my CV that
serves me in my career.
By volunteering with the Red Cross, I’ve met people of different cultures. I was able to
serve the needy, and I felt the feelings of gratitude and love of the needy. There are
organizational and administrative methods that I have always wondered about their importance
in achieving the goals and their role in attaining systemic cooperation between the participating
institutions. During my study time in Philadephia, I had plenty of free time to volunteer. I did not
hesitate to help others in need and get to know the realistic environment wherever I could, either
outside of the Red Cross network or with a disaster management specialist.
Besides, I attended several seminars and conferences through which I gained knowledge
of experience and applied what I learned. It took a lot of hard work to gain adequate experience
and skills and sit with experts. I have the opportunity to be in one of the ready-to-respond shelter
teams.
Amid the Corona pandemic, volunteering was somewhat challenging, but it was an
opportunity to learn and see levels of the federal response and decision-making. The situation is
still evolving. Many of the things we have learned have been able to relate to what is happening
now. Working with the Red Cross, I was able to and monitor the ongoing progress of response
and see the goals set by each of cooperating agencies: FEMA, PEMA, PA DHS, PA DOH; I was
able to review daily Incident Action Plan, and Situation Report sent from the Volunteer
Connection Disaster Responder group.
Among the educational and enjoyable activities were participation in FEMA Region III
Private Sector Readiness Day and Mental Health First Aid USA. I learned how to respond
appropriately during a crisis and understand the psychological impact on those affected. Such
programs should be promoted to educate the community and first responders. Besides, the
activities aimed to encourage communication systems and understand different tasks and roles of
the private sector in responding to blackout. I became aware of the aims of these activities to
improve the interconnection between institutional work, to find alternative solutions, and to
identify common objectives. These insights will support me in developing a disaster
preparedness system for the whole community.
Finally, I have developed communication skills and building extended relationships with
new friends who have the same interests in the emergency field and community services. Also, I
was able to understand the risks and challenges of the response teams. It will help me a lot in
developing plans, finding the best response, and avoiding human and financial losses. Activities
reinforced the skill of critical thinking, taking responsibility, and finding solutions under
challenging circumstances. Such skills are not available in educational settings or universities,
only when you start work in the field.
Therefore, one of my goals in the future will be to support community institutions such
as the Red Crescent and the relevant committees in educating the community. Many enlightening
and applicable ideas that require only giving some time and effort to the community. Especially
with the availability of social networking and work from home, education has become much
more manageable.
Student Name:
Recording of Experiential Learning Activities
(To be submitted every term; use a second form as needed. It is a running summary and tally so add to this form your material each term)
Describe Activities – Term_____
Response (Detail
your actual
activities and # of
Hours)
Describe Activities – Term _____
Assisst Philadelphians with installing
smoking alarms and provide aids such as
Red Cross, Disaster Action Team (DAT) housing, social services, and mental
health services.
Fire Safety and inspection.
Describe Activities – Term _____
Mass Casualty incident in Chester
County Exercise.
Participating in TTX, Seminar in Chester
County Government Services Building
, to test their capabilities to respond to
mass casualty events.
4 ELP hours.
Participated in a simulation exercise, and
I was lucky enough to represent both
characters, the victim, and the first
responder in the psychological assistance
environment.
I think it was 5 hours.
I have also volunteered in Saudi Arabia
Red crescent for about one month in
planning and coordination dep.
Around 60 ELP, less or more.
Psychological First Aid in Disaster
event.
Coordination & Planning with Saudi’s
red crescent in summer 2018.
Approximately 50 ELP hours.
Stop the bleeding training.
2 ELP’s.
Narcan Training.
2 ELP’s as well.
Educational (Detail
your actual
activities and # of
Hours)
I was involved in the early stages of
POD exercises, but unfortunately, we
didn’t proceed because of COVID 19.
LEPC
Minimum accumulate of 25 ELP’s.
FEMA ICS courses
I also have attended many webinars
regarding emergency management,
COVID – 19, and resources
management.
Teaching (Detail
your actual
activities and # of
Hours)
Shadow/Mentor
(Detail your actual
activities and # of
Hours)
Admin
Management(Detail
your actual
activities and # of
Hours)
Maybe in the future, where my capstone
project is concentrating on educating
EMS students about disaster
management discipline.
I would say this sounds like On-Campus
Week.
N/A
Use second sheet as needed to record your activities. Each term submit a narrative reflecting upon what you have gained from the
experiential activities. Include knowledge, skills and ability that you are developing and future areas that you want to explore. Attach
this narrative (Word document) as a separate sheet. Email completed form to
Experiential Learning Plan
Experiential Learning
Students will demonstrate the connection between academic learning and real world application by participating in
local, regional, state, or federal agency activities for a minimum of 100 hours during the program. This participation is a
graduation pre-requisite and supporting documents will need to be submitted to the Program by the beginning of your final
term.
Activities include participating in any or all of the following examples:
Local Emergency Planning committee (LEPC)
Municipal/Boro/City/Hospital Emergency Manager
Regional Counterterrorism task forces and committees
State or specialized emergency response team (MRC, USAR, medical teams)
State emergency management agency
Federal agency (HHS, FEMA, DHS)
Organization Emergency Management committee (Business, industry, hospital, school, public or private sector
role)
Disaster volunteer for the Red Cross, Salvation Army, faith based, etc.
Shadow or mentor with a Certified Emergency Manager (CEM)
This is more than being a First Responder – it needs to be at the level of not just responding and working a call
but participating in the management aspects. Students are expected to participate in the activities and to volunteer in
many roles, including exercises. Be clear that the primary focus is to be on management activities of disasters –
planning/preparedness, mitigation, specific response needs i.e. sheltering, special populations, risk communication, and
recovery planning. A review of the Certified Emergency Manager 12 knowledge areas may help guide your choices in
activities. (See IAEM website: http://www.iaem.com/certification/generalinfo/documents/ReadinessForCEMAEMApplicationSelf-Assessment20Apr2011.pdf)
If you are already working in the disaster/emergency management field please provide documentation that
supports meeting this requirement.
DMM-610 provides a strong foundation to help you decide which direction to take in your experiential journey. By the end
of the course, you must submit an experiential learning plan that links your chosen experiential approach to a component
of disaster management. The experiential learning plan and proof of contact with an appropriate agency are mandatory
components for the completion of DMM-610. Each term thereafter please complete the worksheet – it is to be a running
tally of your experiential hours and activities. A reflective component is included as you process these experiences and
analyze your personal growth.
Even ready.gov suggests this for community involvement:
•
•
•
volunteer with a Community Emergency Response Team, Medical Reserve Corps unit and/or other Citizen Corps
Partner Program or Affiliate organization.
Be part of the community planning process. Connect and collaborate with your local emergency planning group,
Citizen Corps Council or local emergency management agency.
Join or start a preparedness project. Find an event or identify local resources, build a team, choose a project, set
goals and serve your community by improving the preparedness of your friends, colleagues and neighbors.
• Find other ways to get involved at ready.gov/get-involved.
Experiential Learning plan
Instructions: Create the plan as part of DMM 611. Use the tracking form each semester to record your
activities and submit that form and the reflective statements as required.
Name:
Date:
I plan to fulfill at least 100 hour experiential learning component of the DMM program by arranging and completing the
following activities:
Response (Limited to 50% of total)
Response may include responding to actual disaster situations with a known team or unit. Media documentation of the
event as well as attestation from unit administrative supervisor is required for documentation. Participation in drills and
exercises can also be used to accumulate hours in this category. Obviously, actual disaster responses cannot be planned,
so most learners will only anticipate drill and exercise hours in their learning plan. Formal affiliation with Federal and
State teams can be a lengthy process. Unless already affiliated, learners should not assume that they will be eligible for
formal deployment with such teams prior to graduation.
Anticipated team or unit:
Anticipated experiential learning activities:
Contact person’s name and info:
Educational (Limited to 20% of total)
This includes classroom time associated with your experiential endeavor. Organizational orientation and classes required
for participation may be counted as a component of your experiential learning. Philadelphia University coursework,
FEMA online programs, and courses not directly related to the experiential learning component are not appropriate
activities to complete this section. Educational sessions completed as orientation to, or standard education for a team
may be used. Seminars or educational sessions on disaster medicine that are related to your experiential component
may be counted. Educational sessions or seminars that are NOT directly related to your experiential component may
not. The required IS 300 course will count for 10 hours of this experience.
Anticipated Classes:
Anticipated Hours:
Certificates earned/written attestation by instructor required
Teaching (Limited to 20% of total)
Time spent teaching the public, team members, or other appropriate audiences may count toward the experiential
learning component. Sharing knowledge gained in the DMM program with other disaster professionals, or improving
public preparedness through education are appropriate experiential activities.
Anticipated Teaching Scenarios:
Anticipated Hours:
Shadow/Mentor (Limit 30% of total)
Spending time with a CEM or other disaster management professional is an appropriate experiential learning activity as
long as you are actively engaged in activities that increase your knowledge of disaster management. Written
documentation of the activities and duties performed or monitored must be attested to by the disaster professional
with which you spent the time. The shadowing/mentoring relationship must be approved in advance by the DMM
faculty.
Shadowing/Mentoring relationship:
Name and credentials of mentor:
Anticipated hours of involvement with anticipated date of first meeting:
Administrative/Management (Limit 50% of total)
Active participation is the administrative or management components of disaster teams, departments, or units are
appropriate experiential learning activity. Examples of this include planning committees, after-action reporting, data
compilation and analysis, and drill preparation. Participation in any activity involving preparation, mitigation, response,
or recovery must be supported by documentation of the activity with appropriate attestation. Simply attending meeting
is inferior to active student participation in the activities.
Anticipated activities:
Organization:
Organizational Contact and anticipated date of first meeting:
Reflective Component
At the completion of the experiential learning component, the learner will be expected reflect upon their varied
experiences and provide a written analysis of growth as a disaster professional through the experiences explored. This
analysis, along with documentation of all experiential components with signed attestations must be submitted for
faculty review during the final semester of the DMM program.

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