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Investigating Disaster Preparedness within a Transitory Community: A Case Study of Student Attitudes at The Evergreen State College
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2014
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Edwards, Fiona J
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Environmental Studies
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INVESTIGATING DISASTER PREPAREDNESS WITHIN A TRANSITORY
COMMUNITY: A CASE STUDY OF STUDENT ATTITUDES AT THE
EVERGREEN STATE COLLEGE
by
Fiona J. Edwards
A thesis
Submitted in partial fulfillment
of the requirements for the degree
Master of Environmental Studies
The Evergreen State College
June 2014
© 2014 by Fiona Edwards. All rights reserved.
This Thesis for the Master of Environmental Studies Degree
by
Fiona J. Edwards
has been approved for
The Evergreen State College
by
____________________________
Martha L. Henderson, PhD.
Director, Graduate Program on the Environment
Member of the Faculty
_________________
Date
ABSTRACT
Investigating Disaster Preparedness within a Transitory Community:
A Case Study of Student Attitudes at The Evergreen State College
Fiona J. Edwards
The Evergreen State College (Evergreen) has a responsibility to protect its community
from natural disasters. State and federal mandates require Evergreen to have a
Comprehensive Emergency Management Plan (CEMP) as an all-encompassing response
to any type of emergency. The research question of this document focuses on how well
Evergreen students are for disasters. Very little research on college student preparedness
exists. Not much is known about students’ sense of place with regard to connection to
preparedness. This study included a survey with 113 participants and interviews with 30
participants about their backgrounds and their perceptions of sense of place, hazard
awareness, disaster and preparedness. Students with a well-developed sense of place are
more likely to be aware of local hazards and to be prepared. However, most students are
unprepared for disasters. Many students claimed that they were interested in better access
to information regarding resiliency. Students do not understand the reality of local
hazards and the potential social and physical dangers involved with being unprepared.
Incorporating a sense of place into campus disaster management protocols and outreach
would better prepare students for potential local natural disasters.
Table of Contents
Table of Contents…………………………………………………………………………iv
List of Figures……………………………………………………………………………vii
Acknowledgements………………………………………………………………………vii
Chapter One: Introduction……………………………………………………………...1
Introduction………………………………………………………………………..1
Research Question………………………………………………………………...2
Philosophical Worldview………………………………………………………….4
Chapter Two: Literature Review……………………………………………………….6
Introduction………………………………………………………………………..6
Resiliency………………………………………………………………………….6
Social Capital……………………………………………………………………...8
Sense of Place……………………………………………………………………11
Disaster Capitalism………………………………………………………………15
College Campus Preparedness…………………………………………………...16
Chapter Three: Context………………………………………………………………..18
Introduction………………………………………………………………………18
The Evergreen State College…………………………………………………….18
Hazards in the Pacific Northwest – Puget Sound Region, North America………22
Earthquakes………………………………………………………………………23
Mount Rainier, Cascade Range…………………………………………………..28
Tsunami…………………………………………………………………………..31
Floods………………………………………………………………………….....32
iv
Landslides……………………………………………………………………….33
Fire………………………………………………………………………….........34
Severe Storms……………………………………………………………………35
Disaster Relief Laws……………………………………………………………..37
The Evergreen State College’s Comprehensive Emergency Management Plan...41
Chapter Four – Data……………………………………………………………………44
Introduction………………………………………………………………………44
Survey…………………………………………………………………………....44
Interviews………………………………………………………………………...46
Analysis…………………………………………………………………………..48
Survey…………………………………………………………………………....48
Demographics……………………………………………………………………48
Hazard Awareness……………………………………………………………….50
Personal Preparedness……………………………………………………………53
Interviews………………………………………………………………………...56
Evergreen Plan…………………………………………………………………...56
Sense of Place……………………………………………………………………61
Preparedness……………………………………………………………………..62
College Student Status…………………………………………………………...65
Personal and Community Responsibility………………………………………...67
Discussion………………………………………………………………………..70
Disaster Capitalism and Students………………………………………………...70
Student Preparedness…………………………………………………………….71
v
Chapter Five – Conclusion……………………………………………………………73
Bibliography…………………………………………………………………………....76
vi
List of Figures
Figure 1. Evergreen Campus Map……………………………………………………….20
Figure 2. USGS Map of 2001 Nisqually River Delta Earthquake……………………………27
Figure 3. Amount of time students have attended Evergreen.………………………………..49
Figure 4. Student responses to the types of hazards that threaten Evergreen.…………………51
Figure 5. How prepared Evergreen is for a disaster……………………………………...52
Figure 6. Student awareness of Evergreen’s Plan………………………………………..52
Figure 7. What is in students’ preparedness kits…………………………………………54
Figure 8. Students’ responses to why they did not have a kit………………………………..55
Figure 9. Where students would go during a disaster……………………………………56
vii
Acknowledgments
Dr. Martha Henderson, The Evergreen State College
Bruce Sutherland, The Evergreen State College
Christina Sanders, WSU
Scott Morgan, The Evergreen State College
Gail Wootan, The Evergreen State College
Sustainability in Prisons Project
My family
MES Cohort
viii
Chapter One: Introduction
The research in this thesis aims to illustrate disaster awareness and preparedness
as experienced by a community of students who are in a transitional period in their lives.
Students at The Evergreen State College (Evergreen) are primarily young and, for many,
it is their first time living independently in a new place. Home becomes a root of meaning
and memory and college signifies a change in sense of place and place identity. Through
time and social interaction, feelings of dislocation, homesickness, and nostalgia may be
replaced with a tie to their new environment (Chow & Healey, 2008). Through an
exploration of sense of place and how individuals’ conceptualize their natural and
socially constructed environment, this research delves into issues of disaster
preparedness.
The question is posed - are Evergreen students prepared for disasters? This topic
requires further investigation into how students’ perceive nature and the threat of hazards.
Are disasters dismissed because there is a belief in the status quo of nature as a nonthreatening entity? Where does this denial of the awesome power of Earth’s forces stem?
With the increase in frequency and intensity of storms, the impact of capitalism on
shaping individuals’ sense of place is becoming more and more apparent. Not only does
capitalism implore the unfettered use of nature’s resources, it presses the workforce to
mobilize towards areas of industry (Katz, 2001). The need to move signifies the need to
create a new sense of place with each new location (Tuan, 1977). However, the rise of
chain businesses and stripmall dominated towns suggests that no matter where a person
moves they are essentially in the same place - an unplace (Katz, 2001). This voids the
need to feel homesick or to create a new communal identity (Chow & Healey, 2008).
1
Furthermore, this research proposes that it allows people to ignore their environment and
to deny the hazards of their new locale.
In disaster capitalism, there is a reshaping of an area post-disaster. Buildings and
homes are retrofitted to withstand future disasters. Safeguards are put in place to protect
historic areas (Godschalk, 2003). There are also instances when the concept of rebuilding
is used to disenfranchise certain marginalized groups (Klein, 2008). The poor will be
removed from an area of coastal property in order for a business to construct a hotel on
prized beachfront property, as was the case after the 2004 Indian Ocean earthquake and
tsunami (Klein, 2008). School systems will be reconstructed to segregate different classes
and races, as was the case in New Orleans after Hurricane Katrina (Klein, 2008; Adams,
Hattum, & English, 2009). This idea of building from a blank surface denies the history
of the people and culture in a location and seeks to erase that memory with a new
commodity retrofitted against future disasters (Klein, 2008). This socially unjust
reconstruction and the privatisation of federal aid through the Federal Emergency
Management Agency (FEMA), must be recognized as a sign of the importance of
keeping recovery local and in the hands of the people of the affected community (Klein,
2008; Aldrich, 2012).
Research Question
My research focuses on whether students at Evergreen are aware of and respond
to natural hazards that could jeopardize life and health support systems at the campus.
Simply stated, my question examines how well prepared Evergreen students are for
natural disasters. I formulated this question after learning about the concept of sense of
place and how an individual’s sense of place may inform their awareness of local
2
hazards. At the beginning of this study, I predicted that students who spend more time on
campus and/or in the area will have a better understanding of hazards and sense of place.
I predicted that people with a better sense of place are more likely to be prepared. Finally,
I predicted that certain people will be prepared no matter where they live. Varied degrees
of preparedness may be rooted in the individual’s experience with disasters, background
in fields such as environmental studies, geography, geology, history, ecology, interest in
disasters, strong sense of self or sense of independence, and having a family or others to
look after and protect.
Student knowledge of disasters is based on a mixed-methods approach. I created a
survey of 21 questions and an interview of five questions focused on an understanding of
student attitudes on hazard awareness and disaster preparedness. Most students at
Evergreen are unprepared for disasters and they are unaware of Evergreen’s
responsibility to provide them with information to keep them safe. I found that students
with a better sense of place were more likely to be aware of hazards and to be ready for
disasters. It may be the case that students’ are uninterested in preparing, as the college
updates its students on where they can find information regarding Evergreen’s hazards. It
also suggests a denial of the reality of disasters and the threat nature poses. It will be
useful to incorporate sense of place into disaster management practices in order to
encourage stronger student engagement.
I met with Evergreen’s emergency management planner, Bruce Sutherland and
was given a copy of Evergreen’s Comprehensive Emergency Management Plan (CEMP).
Sutherland informed me that there is a lack of engagement from the student community.
Even though there is a section on Evergreen’s website focused on emergencies, as well as
3
periodic emails regarding campus hazards and plans, students are uninformed. This
information prompted a desire to engage with my campus community and to conduct
pragmatic research. I will share this research with Evergreen with the hope that they will
be better suited to prepare their students.
My research led to a number of contradictions to these predictions. My results
suggest that students have an understanding of preparedness, but for the most part have
not taken steps to prepare themselves for disasters. The emergency management planner
sends out reminders to the campus community about where it can find resources on
preparedness, but many students claimed they did not have access to information. This
suggests a lack of interest in preparedness and a denial of the existence of disasters. Many
of the students I interviewed and surveyed were not aware of Evergreen’s emergency
plan. This is alarming because it is the college administration’s duty to keep its students
and community informed of hazard mitigation plans. Many students suggested that they
were unaware of local hazards because they were new to the region. Incorporating sense
of place into campus disaster preparedness may prove a critical tool for engagement.
Philosophical Worldview
This research is grounded in a pragmatic worldview. Pragmatism is the belief that
knowledge is best suited for practical application. It focuses on solutions to problems,
rather than theorizing different courses of action. The pragmatist perspective is grounded
in the understanding that research occurs in social, political, and historical contexts and,
therefore, seeks to incorporate social justice into the research’s practical application
(Creswell, 2014). Pragmatic research seeks to effect change by presenting well-grounded,
interdisciplinary findings.
4
Because I believe preparedness is a complex issue with no one approach or
answer, I designed my research to include a qualitative interview and a descriptive
survey. I gathered data with a mixed methods approach in order to improve my chances
of understanding student preparedness. I located an issue at Evergreen and decided to
investigate with the intention of offering practical information to the college’s emergency
management planner, in order to create change. I acknowledge that student awareness at
Evergreen will change over time, but my findings may be applicable to Evergreen until
certain changes are enacted. Furthermore, this research adds to a larger field focused on
student engagement and sense of place on American college campuses.
This research is interdisciplinary because it involves an understanding of the
physical geography of disasters, the psychology of preparedness, the economic aspects of
disaster recovery, and the geographical conception of place. This thesis examines a
community’s relationship to their environment through the lens of disasters. It seeks to
explore how our interactions with our social network affect our ability to respond to
hazards.
College students are in a learning environment that encourages them to challenge
themselves. They are focused on building their identities and beliefs. Sense of place is
part of an individual’s identity. If college emergency planners can target this aspect and
incorporate it into their outreach methods, they may have a better response from students.
Explaining to students the importance of including a sense of place into their regional
identity may spark their attention. The reality of disasters may become more pressing
when it involves personal and community belief structures.
5
Chapter Two: Literature Review
Introduction
This literature review covers themes of resiliency, social capital, sense of place,
disaster capitalism, and college student preparedness. Much of the literature on disaster
planning suggests that sustainable design is conducive with resiliency. Resilient places
are only as strong as their communities. When people interact and form bonds with their
communities, they create social capital. Social capital has been found to increase a city’s
ability to recover in a timely manner. Social capital is connected to sense of place in that
when communities are tightly-knit it suggests that the community members have a
stronger sense of place. Sense of place comes about through physical and social
interactions with one’s environment. People who have a strong sense of place and place
identity are more likely to be aware of local hazards. If they are more aware of hazards,
people are more likely to be prepared for disasters. There is not much research on college
student preparedness and even less is known about how their sense of place as a
transitory community impacts their understanding of disaster preparedness.
Resiliency
Resiliency has been the focus of a substantial portion of natural disaster and
hazard research. Much attention has been focused on creating and sustaining cities and
communities that can withstand the impact of storms and other natural processes (Hess,
Malilay & Parkinson, 2008; Godschalk, 2003). Resilience can be used to describe places
and groups of people. There are levels of resiliency and debate about methods of
becoming resilient (Godschalk, 2003; Mileti, 1999). Godschalk (2003) likens the physical
6
structures of a city to a body and the human communities to a brain: both need to be able
to cope and learn from extreme stress or they are considered vulnerable and can collapse
(p. 137).
Many studies suggest that resilient cities are sustainable cities (Godschalk, 2003;
Hess, Malilay & Parkinson, 2008). A place may be considered resilient if it is up to par
with building code standards, populated by prepared individuals and governmental
groups, or is sustainably developed (Godschalk, 2003; Mileti, 1999). There are different
theories on what constitutes sustainable development. It is most basically conceptualized
as a place that is designed to weather disasters without incurring enough damage to
require outside support (Godschalk, 2003; Mileti, 1999).
Hurricane Sandy called attention to natural landscapes as storm shields. Natural
barriers are effective against intensive storms (Hess, Malilay & Parkinson, 2008). For
example, wetlands protect shorelines from hurricanes and when they are removed and
developed they can no longer offer that buffer zone. Some researchers claim that
replacing the wetlands with shoreline armoring is an effective solution, while others
argue that armoring causes more erosion and damage, and then some argue for a mixture
of armoring and natural buffering (Kittinger & Ayers, 2010; Griggs, 1998; Gedan,
Kirwan, Wolanski, Barbier, & Silliman, 2011).
Because many disasters can partly be attributed to human impact on the
environment, it would make sense that living sustainably would reduce risk (Godschalk,
2003). A well-planned community (physical and social) with a mostly unaltered
environment would account for hazards and refrain from disrupting vulnerable areas
(Gedan, Kirwan, Wolanski, Barbier, & Silliman, 2011). However, even the most resilient
7
areas are not exempt from disaster. The actions of one community can impact those of
another, especially in a globalized sphere. The effects of climate change will not be
dispersed uniformly. The groups most likely to suffer are the poor and the socially
isolated (Hess, Malilay & Parkinson, 2008; Aldrich, 2012). Pollution from industrialized,
unsustainable areas can dramatically harm communities that are unprepared and unable to
respond (Elliott, 2012). Groups without means to adapt may be forced to migrate, such as
coastal dwelling communities. On the other end of the spectrum, urban areas flush with
economic and social investments may continue to create short-term solutions to
environmental change in order to avoid moving, thereby increasing community
vulnerability to hazards (Hess, Malilay & Parkinson, 2008; LaLone, 2013).
Economic losses from natural hazards are immense. It is estimated that US$2
trillion was lost from 2000 to 2013 (UNISDR, 2013). This number is approximately 50
percent higher than previously projected and only accounts for losses that were insured
and reported (UNISDR, 2013). Uninsured losses and losses that occurred during smallscale disaster events are not represented in this figure. That number is huge and will
continue to grow with more people moving into urban areas, climate change increasing
storms and powerful weather events, and the adoption of short-term rather than
sustainable resiliency plans (UNISDR, 2013; Hess, Malilay & Parkinson, 2008). It is
necessary to create more resilient cities in order to protect natural resources, human lives,
and critical infrastructure.
Social Capital
Social capital consists of the features of the social structures which foster
collective action and civic engagement among participating individuals (Lochner et al.,
8
1999). Voluntary activities, such as community outreach groups, sports groups, hobby
groups, and unions, are a manner for creating social capital. Social capital is associated
with health rates, mortality rates, interpersonal trust, and crime rates (Lochner et al.,
1999). In areas with higher levels of social capital, the violent crime rate is lower than in
areas with lower levels of social capital (Lochner et al., 1999). However, social capital is
a broad term that encompasses many different aspects of community structures. Further
investigation into social capital’s relationship with public health would benefit the field
(Lochner et al., 1999).
It may be difficult to measure social capital because it seeks to explain
community behavior, rather than individual behavior. Researchers must focus on the
bigger picture of how communities act and engage (Lochner et al., 1999). Individuals
may behave differently depending on their environment. For example, a person who does
not exhibit hostile traits may become hostile if she lives in a place where she feels
threatened. This connects social capital with the idea of sense of place or sense of
community. Furthermore, social capital may be hard to pin down because people
experience social organizations in less of a geographical sense and do not depend on their
residential neighborhoods for social engagement (Lochner et al., 1999).
Social capital is a complex theory that highlights the dynamics of individuals,
groups, and structures (Bourdieu, 1984). It attempts to explain the meaning and power
encompassed within and created by social interaction. Communities are comprised of
structures: social, political, economic, etc (Bourdieu, 1984). These structures are created
and given meaning by human beings and, therefore, are constantly changing through time
and space. There are aspects of a social space that are ingrained in the form of cultural
9
practices and behaviors, or dispositions (Bourdieu, 1984). These dispositions are created
or adopted by the dominant groups or classes and are therefore believed to be universal or
natural. Power is given to the dispositions of the dominant. These dispositions enter the
human conscience and inform desires and beliefs (Bourdieu, 1984). A person may
believe they can change their position and status, but because this desire was ingrained by
the structure, it reinforces the power dynamic that keeps the individual desiring to remain
in some way part of the structure or community (Bourdieu, 1984).
Building social capital requires individuals to interact within their communities
(Aldrich, 2012). This may allow them to learn the cultural and environmental geography
of their residence. Understanding one’s location may help improve awareness of hazards
(Tuan, 2013). This is not to say that this awareness results in preparedness. However,
individuals may know how to react to disasters more efficiently if they know where to go
and how to engage with the people they encounter (Dynes, 2002).
Social capital can improve one’s standing when a disaster strikes (Aldrich, 2012).
Certain groups may be able to bond together to help injured neighbors, rebuild, and
assess and voice community needs (Dynes, 2002). Individuals without social capital may
be left behind during disasters (Aldrich, 2012). Furthermore, groups with social capital
can work to isolate and exclude individuals or groups with lower social standing from
receiving help (Aldrich, 2012).
While governments and public institutions use top-down approaches to disaster
recovery, it may be useful for communities to use a bottom-up approach (Aldrich, 2012).
If individuals in the community know one another, they will know how to help each other
better than a government response team (Aldrich, 2012). After Hurricane Katrina, it was
10
mostly neighbors who helped each other, not than the government (Aldrich, 2012). Also,
people who are involved in the rebuilding process are more likely to stay and help if they
are able to participate in and agree with the decisions that are being made about recovery
(Aldrich, 2012). This allows a community’s interests to remain core to the rebuilt
environment, rather than interests imposed by outside parties. Many factors contribute to
whether community members stay in their neighborhoods after a disaster, but a key
component is sense of place.
Sense of Place
Sense of place is an intricate concept that focuses on how individuals perceive
and relate to their social and physical environment (Tuan, 1977). There are many
different terms for sense of place, including place-making (Fincher & Shaw, 2007), sense
of community (Sarason, 1974), place attachment (Hidalgo & Hernández, 2001), place
identity (Proshansky, 1978), and place dependence (Stokols & Shumaker, 1981). The
inconsistency in the terminology used to describe sense of place has disrupted the
cohesion of the field and makes researching the subject difficult (Hidalgo & Hernández,
2001). Following the lead of one of the foremost researchers in this field, Yi-Fu Tuan,
this research uses the term sense of place.
An individual’s relationship to her space is known as sense of place (Tuan, 1977).
Human beings form bonds with their environments. We see this when cities and towns
are referred to as communities and neighborhoods, hometown pride, or in the modern
debate regarding the superiority of the east coast versus the west coast (Cuba &
Hummon, 1993). Much research on sense of place focuses on place at the neighborhood
level (Cuba & Hummon, 1993). However, it is possible for people to form a sense of
11
place with a house, a street, a city, a state, or a nation (Hidalgo & Hernández, 2001). One
study proposed that individuals feel most attached to their homes and cities, followed by
attachment to their neighborhoods (Hidalgo & Hernández, 2001). Furthermore, they feel
both socially and physically attached to these places, but overall there is a stronger
tendency towards social attachment to places (Hidalgo & Hernández, 2001). Sense of
place can be disrupted by a change in landscape, as often occurs with disasters (Brown &
Perkins, 1992).
Connecting with a location can increase the desire to protect that area from
harmful alteration (Chamlee-Wright & Storr, 2009). Furthermore, sustainable practices
may be adopted in order to ensure the continued existence of the space (Godschalk,
2003). Sustainable practices are linked to resilience (Godschalk, 2003; Mileti, 1999).
Sense of place allows the possibility of an informed understanding of a location’s
geography. This understanding may come in the form of memorizing the layout of a city,
or knowing that soil is fertile because it exists within a floodplain. Being familiar with a
location suggests an awareness of its risks (Norris, 2008; Cutter, 2008). A resident of
New Orleans cannot avoid the presence of hurricane season, just as someone who works
on a volcanic mountain must understand the associated hazards. People who experience
more hurricanes may become immune to their perceived susceptibility to harm (Elder et
al., 2007). “Hurricane riders,” as they are called, may feel that they are experienced
enough to survive a hurricane without retreating to shelters or accepting government aid
(Elder et al., 2007). On the other hand, people who do not experience hurricanes regularly
may be just as vulnerable. Dealing with hurricanes on an annual basis may teach an
individual what supplies to keep in stock, when to retreat, how to board-up one’s home,
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etc. However, it may also desensitize an individual to the devastation that different levels
of hurricanes can cause (Elder et al., 2007). The individual may get into a routine that
they believe contributes to their survival. If they are warned to take further action, they
may not be inclined to change their strategy, which may have harmful consequences. For
example, hurricane riders may not feel the need to leave their homes if they have always
remained during hurricanes, even when evacuations are mandatory. This perceived
immunity from disaster makes these individuals vulnerable in a way that could be
avoided (Elder et al., 2007).
Living through disasters may equip individuals with the experience to prepare and
cope for such events. It is possible, of course, to learn how to safely react to a disaster
without ever experiencing one, but individuals will not know their situational reaction
until the event occurs (Ripley, 2009). Disaster’s may affect one location in a different
manner than another. Earthquakes, for example, have many factors that influence its
energy dispersal including type of tectonic movement, design and size of buildings, the
vicinity of the epicenter to a coastline, etc. (Abbott, 2013). An individual may experience
an earthquake in Los Angeles and believe they are prepared to respond to an earthquake
in Seattle. This may not be the case if they are oblivious to evacuation strategies and the
cultural response in the novel area.
There is debate among urban planners about whether a place should be built with
certain inhabitants in mind or if design should be universally beneficial (Fincher & Shaw,
2007). There have been efforts by the United Nations to create child-friendly and seniorfriendly cities, but others argue that cities should be friendly to people of all ages
(UNICEF, 2009; Fincher & Shaw, 2007). When creating a sense of place, or place-
13
making, individuals take into account their physical setting and, therefore, should be
taken into account by urban planners when they create or rebuild spaces (Fincher &
Shaw, 2007). This may prove difficult because towns and cities have many different
groups and it may require effort on the planners’ part to respect past community
members, as well as to seek out marginalized groups (Fincher & Shaw, 2007). This may
be especially relevant for student populations, as they are often in transitional periods and
may not be included as an important voice or members of a community that they may
only live in for a short period of time. However, their presence is valuable and they are a
viable part of their community, as they offer many qualities through participation in
research, host and partake in community events, provide a source of revenue, and
represent a potential workforce (FEMA, 2003).
Sense of place is complex not only because it is rooted in psychology, but also
because it is susceptible to change (Chow & Healey, 2008). It must be examined from the
perspective that people’s understanding and attachment to place is altered at irregular
intervals and cannot be completely understood (Brown & Perkins, 1998; Chow & Healey,
2008). This can be seen when college students transition from their homes to their new
college location (Chow & Healey, 2008; McAndrew, 1998). Students enter into a new
cultural and social environment when they enter into a college. Home is experienced as a
root of meaning and memory for individuals. College signifies a shift of place and
identity (Chow & Healey, 2008; McAndrew, 1998). The sense of place associated with
home is not lost as students transition into college, but their perception of home and their
understanding of place is transformed. Furthermore, sense of place is altered by social
attachments. Physical spaces are shaped by the social experiences of individuals (Chow
14
& Healey, 2008). Without social engagement, places do not garner much meaning for
students (Chow & Healey, 2008).
The transition from home to college can inspire in some students a sense of
dislocation (Dixon & Durrheim, 2004). This is expressed in feelings of nostalgia,
homesickness, and displacement. Students may experience a feeling of disorientation
because when their place changes, so does their identity (Chow & Healey, 2008). It is
only through social interaction and engagement that students begin to adopt a new sense
of place (Chow & Healey, 2008). This furthers the complexity of sense of place as it
incorporates the temporal.
Disaster Capitalism
The practice of taking economic advantage of places affected by disasters has
recently been deemed disaster capitalism by author Naomi Klein (Klein, 2008). Klein
connects the rise of Milton Friedman’s free market economic policies to the exploitation
of certain nations by the United States government. By creating upheaval and crises in
places like Chile, governments are able to pass measures while most citizens are still
trying to recover, which creates a rift between the powerful rich and the poor (Klein,
2008). An example is the privatization of the public school system in New Orleans after
Hurricane Katrina, which occurred while most of the economically marginalized
community members were still displaced from their homes (Klein, 2008; Adams, Hattum,
& English, 2009).
Businesses take advantage of the “clean slate” provided by a disaster (Klein,
2008). The federal government is often unable to provide the necessary resources to
individuals after a disaster and, therefore, contract out to the private, for-profit sector.
15
This comes with a price tag, as the wealthy are able to purchase the best help possible
while the poor are left to struggle while waiting for assistance, if it comes at all (Klein,
2008). Furthermore, during reconstruction the poor may be unable to afford rebuilding
and may be forced to relocate. Businesses can then take their property and invest in cheap
land (Adams, Hattum, & English, 2009).
Before Hurricane Katrina, the government failed to heed warnings of impending
levy failure (Adams, Hattum, & English, 2009). In fact, President George W. Bush
worked to downgrade FEMA and contract many of its crucial functions to private
companies (Klein, 2008). During Hurricane Katrina, President Bush would not allow
emergency funds to pay for public employee salaries, but he did contract out to big
corporations to clean up the city (Klein, 2008; Adams, Hattum, & English, 2009). A
critical act of these corporations and the Louisiana governor was to displace the poor by
not investing in the rebuilding of public housing (Adams, Hattum, & English, 2009). The
displacement of New Orleans citizens still affects the city today, as it completely altered
the physical, social, financial, structural, and cultural aspects of the city (Klein, 2008;
Adams, Hattum, & English, 2009; Layton, 2014). The long-term effects of disaster
capitalism can prove devastating to those communities and individuals it disrupts (Klein,
2008; Adams, Hattum, & English, 2009).
College Campus Preparedness
There is limited literature on college campus preparedness. The little that is
available focuses on non-essential variables of disaster preparedness, including how
different genders react to disasters, fear, and risk (Lovekamp & McMahon, 2011).
Another focal point is that college students are a transient population that occupy a high16
density area, which puts them at risk of being unaware of local hazards, a fatalistic
mentality that they will not be harmed, and the belief that their college does not have the
means to protect them (Lovekamp & McMahon, 2011).
17
Chapter Three: Context
Introduction
This section gives background on Evergreen and Evergreen’s plan. All of the
hazards in the region are explored from a geological and geographical lens. The risks that
these hazards pose to Evergreen are highlighted and historical disasters are highlighted.
The laws that have led to better disaster mitigation practices in public institutions are
discussed. Evergreen is required to have a Comprehensive Emergency Management Plan
(CEMP) under state and federal mandates. The CEMP is unpacked and focuses on the
college’s role in protecting its community. There is very little ability for students to
engage in disaster response because they do not have access to the CEMP. However, it is
the students’ responsibilities to follow safety and security protocols and to prepare
themselves when possible.
The Evergreen State College
The Evergreen State College (Evergreen) is located in Olympia, WA. Olympia is
located in Thurston County. In 1966, Governor Daniel J. Evans tasked the Temporary
Advisory Council on Public Higher Education with determining whether there was the
need for more colleges and universities in Washington (TESC, 2008). They determined
there was a need and under House Bill No. 596, Chapter 47, Laws of 1967, State of
Washington, it was decided that a four-year college would be built in Thurston County.
Several sites were investigated as potential college campuses. The site on Cooper Point
Peninsula was designated as fitting for Evergreen because of its waterfront property,
proximity to downtown Olympia, large forest cover, low impact to the surrounding
18
community, and its affordable price. Furthermore, it was noted that the property had “no
known extreme nuisance factors or hazards” (TESC, 2008, p. 19). After this statement,
the Campus Master Plan continues to discuss the natural beauty of the Puget Sound and
the surrounding mountain ranges, including Mount Rainier, from the campus, which are
both hazards to the campus community.
Evergreen is comprised of 1,000 forested and waterfront acres in Thurston County
on the southern end of the Puget Sound (see Figure 1 for a map of the campus). A small
satellite campus is located in Tacoma, WA. Evergreen was conceived in 1967 as a nontraditional college, in which collaborative, interdisciplinary learning styles are promoted.
One of the guiding principles of Evergreen is environmental stewardship and a
commitment to sustainability (TESC, 2013). Evergreen’s buildings follow LEED
standards and are constructed to reduce environmental hazards, promote energy and
water conservation, supports low-impact maintenance, and uses native landscapes.
Evergreen has sustainability as a core tenet of the college (TESC, 2013). Evergreen is a
public liberal arts and sciences college, which means it is a state level public agency and
is required to provide emergency services according to a number of state and federal laws
and authorities.
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Figure 1. Evergreen Campus Map
20
There are approximately 4,100 students and 800 instructional and noninstructional staff (TESC, 2013). 76.9 percent of all Evergreen students are Washington
residents; however, this does not mean these students are native Washingtonians, as
individuals may move to the area and apply for residency to cut down on tuition costs.
There is a satellite campus in Tacoma, WA. However, only 4 percent of Evergreen
students attend the Tacoma campus. There are students who have a reported disability
(6.6 percent) and students with a documented disability (5.1 percent). 45 percent of
students report living below the poverty level, while 52 percent reported a low income,
which is 150 percent less than the federal poverty level. With regards to age distribution,
Evergreen polls for non-traditional age, which is 22 and older for undergraduates and 30
and over for graduate students. At Evergreen, 39 percent of undergraduates are a nontraditional age, while 57 percent of graduate students are considered a non-traditional age
(TESC, 2013).
There are a variety of ethnicities represented at Evergreen. While the majority of
students identify as white, nonhispanic (66 percent), there are students who identify as
Hispanic, of any race (7 percent); Black/African American, nonhispanic (5 percent);
Asian (5.5 percent); American Indian, Alaskan Native, nonhispanic (2.5 percent); Pacific
Islander, nonhispanic (0.3 percent); and multiple races, nonhispanic (7 percent). Less
than one percent of students are international (TESC, 2013). All students regardless of
race are considered a priority when a disaster strikes. However, Evergreen may benefit
from conducting informational research to determine the needs of specific groups and
how they will best respond to preparedness efforts.
In the Campus Master Plan, it is stated that the layout of Evergreen is not very
21
conducive to a sense of place (TESC, 2008). The concrete and glass facade of most
buildings on campus limits visibility to the activities that occur inside. It creates an
atmosphere that there are not many students present on campus. The campus planners
have a goal of upgrading the college’s layout to improve sense of place and connecting
the different buildings on campus (TESC, 2008). These changes will reflect the core
tenets of Evergreen and create an open atmosphere.
Almost 80 percent of students live off-campus even though there are dormitory
buildings for student housing (TESC, 2008). These students commute to campus for
classes and events. Evergreen is only five miles from central Olympia, however, it is
isolated from the town in that it is surrounded by forests. Also, public transportation to
Evergreen is not the most efficient because of its secluded location. If student housing
and public transportation was improved to the point where students preferred to live on
campus, then it would make creating a sense of place on campus a much smoother and
natural process. Students would potentially feel more connected to their peers and to their
campus community.
Hazards in the Pacific Northwest - Puget Sound Region, North America
The Puget Sound region of the Pacific Northwest is populated by diverse
ecosystems and major metropolitan areas. Many times in Earth’s history, the geologic
processes of this area have become threatening to its inhabitants. The hazards are
abundant (Saunders et al., 2000; Abbott, 2013; Malcone, 2010; Satake, Wang & Atwater,
2003). Communities are situated atop fault lines, along retreating coastlines, within lahar
and tsunami zones, and nearby volcanoes. When these hazards affect the population, they
become disasters. Without damage to humans or their constructions, these occurrences
22
are simply considered natural processes. Hazards and disasters are referred to as natural
to distinguish them from human-induced destruction, such as terrorist attacks or
biochemical contamination of a water supply.
This paper research focuses on hazards and disasters attributed to Earth’s
biogeochemical cycles and, therefore, will avoid the term “natural.” It should also be
noted that humans migrate and reside in hazardous zones and alter their environments to
be more susceptible to disasters in the form of physical modifications (i.e. removing
wetlands from coastlines) and climate change. Communities can strategically respond to
the existence of hazards through the creation and dissemination of disaster mitigation
plans, as well as frequent training procedures to mentally prepare for these events
(Ripley, 2009).
Earthquakes
Earthquakes occur when two bodies of rock move along a fault, which are
fractures in Earth’s surface (Abbott, 2013). Pressure builds up in the rocks along the
faults, but friction holds the two sides together. When enough stress combines, the rocks
give way creating movement, or a release of energy, that culminates as an earthquake
(Abbott, 2013). The Cascadia subduction zone is a 1,100 kilometer long fault line that
runs along the coast from Vancouver Island to northern California (Abbott, 2013). It
separates the Juan de Fuca Plate from the North America Plate. The Juan de Fuca Plate is
subducting under North America at the Cascadia subduction zone.
There are four types of earthquakes in the Cascadia region: Cascadia Megathrust,
Deep Intraplate, Crustal Faulting, and Volcanic earthquakes (Pacific Northwest Seismic
Network [PNSN], 2012). While volcanic earthquakes are the least likely, the proximity of
23
the Cascade Volcanic Arc to major metropolitan areas should be considered as a potential
hazard. A Cascadia Megathrust occurs when one of the three tectonic plates (the Pacific
Plate, the Juan de Fuca Plate, and the North America Plate) subducts or shifts due to built
up energy. This results in a megathrust earthquake, which is capable of producing the
most violent shaking and damage, and may create a magnitude 8.5 or higher earthquake
(PNSN, 2012; Abbott, 2013). Crustal faulting occurs along faults of the North America
Plate, but do not pose a significant threat to Washington as much as it does to Oregon and
Northern California. These earthquakes happen closer to the surface of Earth and can
alter the exposed ground (PNSN, 2012). The most common earthquakes in Washington
are caused by deep intraplate movements. Intraplate movements are shifts in faults within
a plate. In Washington, the ruptures happen in the subducting Juan de Fuca Plate.
Historically, deep earthquakes happen approximately every 30 years. Most of the deep
intraplate earthquakes occur 30 to 70 kilometers beneath the Puget Sound (PNSN, 2012).
The last major earthquake to occur in this region was in 1700 and was estimated
to be a magnitude 9 on the Richter Magnitude Scale. There were no Anglo-Americans in
the region at the time to record the event. However, there is evidence in drowned forest
tree rings on a marsh that was swamped by a tsunami after the earthquake, detailed
historical accounts of “orphan tsunamis” in Japan, and Native American narrative history
(Satake, Wang & Atwater, 2003; Jacoby, Bunker & Benson, 1993; Ludwin et al., 2005).
The devastation of a magnitude 9 or larger earthquake in this region is not fully
understood because there is no precedent for how buildings in metropolitan areas would
react to such intense movement (Atkinson & Macias, 2009).
Building codes have been put into place to protect against seismic activity;
24
however, these regulations have not been tested against mega earthquakes (Atkinson &
Macias, 2009). Furthermore, Seattle’s distance from the subduction zone will allow time
for the different types of seismic waves to separate, which will not only prolong the
shaking, but will cause the ground to shake vertically as well as horizontally (Gregor,
Silva, Wong, & Youngs, 2002). The earthquake will most likely be accompanied by
aftershocks. This is dangerous because people may leave their shelter after the first initial
shaking ends and expose themselves to falling objects and other hazards (Bruneau, 2003).
Additionally, tsunami are likely to be triggered and landslides may occur up to hundreds
of kilometers away (Abbott, 2013).
There have been many earthquakes in the PNW that caused extensive damage to
human-created infrastructures and the surrounding environment (USGS, 2014). Three
earthquakes in particular, in the region surrounding Olympia, have led geologists and
emergency managers to believe there is a high probability of occurrence and a high risk
for earthquakes to disturb Evergreen and Olympia. The 1949 earthquake was a 7.0 and it
happened near Olympia. It caused $25 million worth of property damage. Many people
were injured, eight people died, large buildings were devastated, and gas and water lines
were disrupted (USGS, 2014). Landslides occurred in Tacoma and railroad transportation
was interrupted for several days. In 1965, a magnitude 6.5 earthquake struck near the
same spot as the 1949 earthquake. This earthquake caused $12.5 million in damage and
seven people died. The earthquake was reportedly felt over 340,000 square kilometers
throughout Washington, Oregon, British Columbia, Idaho, and Montana (USGS, 2014).
The 2001 Nisqually River Delta Earthquake damaged Evergreen’s building
structures and natural environment. The earthquake was a magnitude 6.8 on the moment
25
magnitude scale (TESC, 2009). The epicenter was 17 kilometers northeast of Olympia,
on Anderson Island (see Figure 2). It was one of the largest recorded earthquakes in
Washington’s history. The Nisqually earthquake was caused by intraplate movement in
the Juan de Fuca Plate. There were 400 injuries and one death associated with the
earthquake. Landslides were reported all the way from Seattle to Olympia, as well as the
cliffs above the Puget Sound (Highland, 2003). Considerable damage was reported in
Seattle, Tacoma, and Olympia, including Sea-Tac Airport, Olympia’s capitol building,
and Joint-Base Lewis McChord’s Air Force Base. Olympia’s Fourth Avenue Bridge was
destroyed and was later torn down and replaced (City of Olympia, 2012). The earthquake
caused $2 billion worth of damage in Washington and was considered a federal disaster
by George W. Bush. No federal aid was given to businesses for their losses (Meszaros &
Fiegener, 2002). During the Nisqually earthquake at Evergreen a water line broke, library
windows broke, shelves toppled over in the library, and there were hairline cracks in the
library and the Laboratory buildings. The campus was closed for two days of classes and
a weekend (TESC, 2009).
26
Figure 2. USGS Map of 2001 Nisqually River Delta Earthquake
These earthquakes were deep quakes, which were caused by movement on
subduction zones of the Cascadia Subduction Zone. Some scientists believe the Cascadia
plate is subducting under North America in an aseismic fashion and will not cause
27
massive earthquakes. This hypothesis stems from the fact that there have been no extreme
earthquakes in the past 140 years (Ando & Balazs, 1979). However, there have been
earthquakes caused by the movement of the Juan de Fuca Plate. Also, the University of
Washington (UW) received a four million dollar grant from the National Science
Foundation to create an interdisciplinary team on a project called M9 (as in, magnitude
9). M9 seeks to improve earthquake resilience on all levels - social, built, and natural
environments - in anticipation of a mega-earthquake in the area in the near future (UW,
2014).
Evergreen must be prepared for earthquakes and mega-quakes. Thurston County
Risk Assessment reports that only 10 of Evergreen’s 1,000 acres is at risk of earthquake
damage (TESC, 2009). There are no buildings located in this area. However, earthquakes
pose the greatest threat to Evergreen. There are approximately 1,000 students living on
campus. Some of these students reside in high-rise dorm buildings, which have been
seismically retrofitted, yet they may be damaged by earthquakes (TESC, 2009). An
earthquake may disrupt normal campus activities. The college may have to shut down if
damage takes out critical infrastructure, such as power, transportation, and
communication. This would mean the students would need to be moved to another living
area. Research would be halted and time-sensitive research would be ruined. It is very
likely that there will be another large-magnitude earthquake in the area in the near future.
Evergreen students must be prepared to respond to campus closures.
Mount Rainier, Cascade Range
Mount Rainier is a stratovolcano located approximately 115 kilometers southeast
of Evergreen in the Cascade Range. It is the tallest mountain in the contiguous United
28
States at 4,392 meters and is considered one of the most dangerous volcanoes in the
world (Scott, Vallance, & Pringle, 1995; USGS, 2013). Mt. Rainier is topped with
extensive glacial ice and permanent snowfields. It has the largest glacier system on any
mountain in the lower 49 states (Abbott, 2014). Approximately 5,600 years ago, Mt.
Rainier erupted and formed a crater on the northeast edifice (Scott et al., 1995; USGS,
2013). The most recent magmatic eruption was around 1,000 years ago (Abbott, 2014).
Subsequent eruptions and collapses have rebuilt and transformed the top of the mountain,
leaving it structurally weak. Furthermore, Mt. Rainier has active hot-water spring
systems, which contributes to its physical instability (Abbott, 2014). The unsound
structure, frequent earthquakes, massive glacial icecap, large size, and close proximity to
major metropolitan areas make it one of the world’s most threatening volcanoes.
The eruption that occurred 5,600 years ago was accompanied by the Osceola
mudflow (Scott et al., 1995; USGS, 2013; Abbott, 2014). It began with a summit eruption
as an avalanche and became a clay-rich lahar after 2 kilometers of travel carrying 3.8
cubic kilometers of material at a rate of 75 kilometers per hour (Abbott, 2014). It went
down the White River valley and then as far as the Puget Sound covering an area of 260
square kilometers to depths of over 20 meters (USGS, 2013; Walder, 1995). This area is
now populated by over 150,000 people.
The most recent lahar flow was the Electron mudflow, which occurred 500 years
ago (Abbott, 2014). It went down the Puyallup River into the Puget Sound lowlands
(Scott et al., 1995; USGS, 2013). In the valleys close to Mt. Rainier, there is a warning
system in place. Acoustic flow monitors (AFMs) are seismometers that detect vibrations
on a scale different than volcanoes and earthquakes (Abbott, 2014). These AFMs may be
29
able to warn inhabitants of incoming avalanches or lahars.
If Mt. Rainier exploded, there is the possibility of lahar flows from the glaciers
that could extend into the densely populated Tacoma-Seattle areas (USGS, 2013). A lahar
or flooding could result without an eruption, but simply from magma moving up inside
the mountain making it hot enough to melt the ice (Abbott, 2014). The lahar would not
reach Evergreen, but it may cut off access to the college from the north, as the lahar zone
reaches into the Nisqually River basin. Students in the Tacoma and Seattle areas would
be unable to reach Evergreen, or if these students were on campus, they may not be able
to make it back to their homes or families.
Another threat that Mt. Rainier poses is pyroclastic eruptions. Pyroclastic material
is rock made from magma. When it is in a viscous form, gas may build up and result in a
pyroclastic eruption (Abbott, 2014). This explosion sends pyroclasts into the air in the
size range of ash to huge blocks. This is known as a pyroclastic fall. Also, there may be a
pyroclastic flow, which is an extremely hot cloud of ash, gas, and air that moves at a high
speed (Scott et al., 1995; Abbott, 2014). Because of the glacial ice on Mt. Rainier, it is
more likely that a pyroclastic flow would turn into a lahar as the ice and snow melted
(USGS, 2013; Walder, 1995). Evergreen is outside of the range of a pyroclastic eruption;
however, there is the possibility of the wind shifting and carrying the cloud toward the
college, and debris entering into waterways that the college and surrounding towns use.
Furthermore, the ash could cause respiratory problems to those who are exposed to it. An
ash layer of more than a few centimeters could overwhelm the load capacity of roofs and
cause the collapse of these buildings (TESC, 2009). According to the USGS, there is an
annual chance of 0.02 percent of significant ash deposits to reach Evergreen (TESC,
30
2009). Mt. Rainier has not presented any signs of eruption recently and, therefore, its
threat level low. It is, however, a major danger to Evergreen should it become active
again.
Tsunami
Tsunami occur when ocean water is displaced. Large waves are pulled by gravity
away from the disturbed area. This may occur because of shifting tectonic plates, seafloor
volcanoes, comet impacts, or caldera collapse (Abbott, 2013). Tsunami differ from
regular waves in that waves hit the shore and retreat, whereas tsunami are columns of
water that move at great velocities and flood inland (Mittal, 2006). The force with which
tsunami flood inland has the capacity to drag debris to great distances (Kanamori, 1977).
A tsunami of one meter can knock down humans, pull them against debris and drown
them (Abbott, 2013).
Pacific Northwest coastlines are at risk of tsunami strikes. There are evacuation
routes and warning systems for many of these coastal communities (Malcone, 2010;
Wood, 2010). An earthquake in the Pacific Northwest would spur a tsunami that would
reach the coast in less than an hour and inundate the Puget Sound (Malcone, 2010).
Development of coastlines has removed natural barriers to tsunami impacts and placed
communities in hazard zones (Abbott, 2013; Hess, 2008).
Evergreen does not consider tsunami a hazard at this point in time (TESC, 2009).
If there was a tsunami in the Puget Sound, it may not be very powerful once it reached
Eld Inlet, which is located at the southernmost tip of the Puget Sound. There are no
buildings or structures on the Evergreen coastline that would be significantly damaged.
However, the Evergreen beach is a popular place for students to frequent and they may be
31
impacted if a tsunami were to occur.
Floods
Floods occur in Washington for a variety of reasons. Floods may be caused by
persistent, rapid rainfall, by warm rainfall that melts a snowpack, or a hot period that
quickly melts snow. In Thurston County, where Evergreen is located, there are 5 rivers the Deschutes River, Black River, Skookumchuck River, Nisqually River, and Chehalis
River. The Deschutes River is the fastest rising river in Thurston County (Thurston
County Planning Department [TCPD], 2013). Flooding is the most prevalent hazard in
Thurston County. From 1962 to 2009, there were 18 Federal Disaster Declarations related
to flooding in the region (TESC, 2009).
FEMA maps flood risks through its Flood Hazard Mapping Program, which
partners with states and communities to provide them with mitigation materials (FEMA,
2014). Flood Hazard Mapping is the basis for the National Flood Insurance Program
(NFIP), which highlights one percent annual chance floods (100-year floods) and 0.2
percent annual chance floods (500-year floods). These floodplains are shown on Flood
Insurance Rate Maps (FIRM). FIRMs are used by communities to identify flood hazard
areas and to determine insurance rates (FEMA, 2014; TCPD, 2013). Thurston County has
participated in the NFIP since 1982. Under NFIP, development in floodplains must be
regulated to avoid distressing existing flood risks or impact surrounding properties, must
be elevated enough to avoid damage by 100-year floods, and must attempt to avoid
disrupting threatened salmonid species (FEMA, 2014; TRPD, 2013).
Evergreen has a moderate probability of flooding, which means there is little
chance a flood will occur within the next 25 years (TESC, 2009). This rating is subjective
32
and is a combination of the potential for a hazard to occur and vulnerability.
Vulnerability is based on the hazard’s impact to the community, infrastructure, property,
and services. Evergreen sits in a floodplain with a one percent annual chance of flooding.
Evergreen is only susceptible to groundwater flooding on less than one percent of the
campus’ property. There have been no significant historical occurrences of flooding at
Evergreen. The southeast corner of the campus has a small likelihood of flooding, but
because there are no structures in that area, it is not considered a threat (TESC, 2009).
Landslides
Landslides are the movement of the ground down a slope. Gravity is the driving
force, although there are other factors that influence slope stability. A landslide includes
rock falls, slope failures, and debris flows. Landslides are geological phenomena, but
they are also accentuated by human activity, such as construction and mining. The
landslide in Oso, Washington in 2014 is an example of human activity and error
combining with geological processes to produce a massive localized impact. Oso has a
history of landslides and was warned by geologists that it was in an area that had a high
probability of occurrence. A 1999 report by the U.S. Army Corps of Engineers states that
the area was at risk for a catastrophic disaster (Miller and Miller, 1999). Using out-ofdate maps, the hillsides surrounding the town were deforested. This coupled with heavy
rains led to a landslide of mud and debris that killed 41 people. The Oso landslide is the
deadliest in the United States, excluding landslides caused by volcanic eruptions,
earthquakes, or collapsed dams. Government commissioned reports and warnings were
not enough to dissuade individuals from remaining in the landslide hazard area. Even
after a 2006 landslide in the area caused much damage, homes were built and people
33
moved to the area. Individuals were offered a buyout to leave the area, but the offer was
not taken (Armstrong, Carter, & Baker, 2014). It appears that sense of place and a denial
of nature as a destructive force led many people of Oso to choose their home over safety.
Furthermore, this is an example of when mitigation design and planning among different
agencies fails to protect the environment, people, and property.
Evergreen has a moderate probability of occurrence for landslide, but a low risk
and low vulnerability. Only one percent of the campus has areas subject to landslides.
This area is a cliff on Eld Inlet. There are no structures in the landslide zone. However,
there are hiking trails and beach access surrounding the cliffs and may pose potential
harm to students and other individuals in this area (TESC, 2009). There have been no
historical records of landslides severely impacting Evergreen.
Fire
Fire is the combination of oxygen, carbon, hydrogen, and organic material that
produces heat, flame, and light (Abbott, 2014). Wildfire is uncontrollable fire that is
dependent upon four factors: fuel, weather, topography, and fire behavior. In 2000, 15
percent of wildland fires were caused by natural causes, such as lightning, whereas 85
percent of wildland fires were human caused, including arson, campfires, and smoking
(Abbott, 2014). Most deaths in the U.S. fires occur in residences, especially one- and
two-family homes (Abbott, 2014; National Fire Data Center [NFDC], 2009). The U.S.
has one of the worst fire problems in the industrial world (NFDC, 2009).
Evergreen is located in a zone that is 100 percent susceptible to fires. The risk of
wildland fire damage to the campus is low (TESC, 2009). Most of the buildings on
campus have concrete facades and have a sizable defense space that would be difficult for
34
a wildland fire to jump. The McLain Fire Department is a short-distance from campus
and can respond rapidly if called. There are accessible road networks on campus for
firefighters to access. Because the campus is highly populated and possesses its own
police department, there is constant vigilance and reporting fires may be fast (TESC,
2009). However, Evergreen’s forested areas are an invaluable resource to the college,
especially as a living classroom, and if a wildland fire were to occur there would be
extensive damage to the environment. Firefighters may be able to respond to fires on
building structures, but they may not be able to adequately access forested areas. There is
a high probability of occurrence of fire within the next 25 years, especially with a warmer
and drier future climate (TESC, 2009). There is no history of significant fires at
Evergreen.
Severe Storms
Severe storms occur regularly at Evergreen. Storms are the most prevalent
disaster in Thurston County (TESC, 2009). The high rate of storms causes property
damage, injuries, and disrupt daily life. Storms affecting Thurston County include high
wind, heavy rain, heavy snow, freezing rain, lightning, and tornadoes (TESC, 2009;
Thurston Regional Planning Council [TRPC], 2009). November through April is the time
of the year when most storms happen in Thurston County.
From 1950 until 2007 there were 59 high windstorms that affected Evergreen
(TESC, 2009). More than 50 percent of Evergreen’s campus is covered by forests. This
poses a significant problem as downed trees can knock out power lines, harm individuals,
damage buildings, and block roadways (TESC, 2009). There is a high probability of
occurrence and risk of high winds at Evergreen.
35
Rain is a common feature of Evergreen’s environment. Heavy rain has a high
probability of occurrence at Evergreen, but the chance of flooding in highly populated
areas of the campus is low (TESC, 2009). Freezing rain is not as common as heavy rain
at Evergreen. However, if there was freezing rain, it would have similar results as heavy
winds because of the forest cover. Campus may need to close due to freezing rain (TESC,
2009). In December 1996, there was an ice storm that resulted in the accumulation of
almost one inch of ice (TESC, 2009; TRPC, 2009).
Snowfall in Thurston County averages 45 centimeters annually (TESC, 2009;
TRPC, 2009). There have been six events in the period from 1948 to 2007 in which more
than one foot of snow has accumulated (TESC, 2009). Heavy snow can result in fallen
trees and their limbs, power outages, and road closures. Classes and normal campus
activities may be suspended due to heavy snowstorms (TESC, 2009).
In 2012, there was an extratropical cyclone that brought record snowfall to the
PNW region. The snowstorm was followed by freezing rain. The storm was called
“Snowpocalypse” by the media and was adopted by people in the region. Olympia
experienced over 11 inches of snow in just one day (Office of the Washington State
Climatologist [OWSC], 2012). Evergreen was closed for almost a week. Power went out
in some of the dorm buildings. A storm of such caliber is very likely to occur again
(TESC, 2009; CEMP, 2011).
Since 1994, there have been four tornadoes in Thurston County (TRPC, 2009).
The tornadoes occurred in 1994, 2003, 2004, and 2006. None of them happened in
populated regions and there were no injuries or deaths. The records suggest that a tornado
could touchdown in any lowland area of Thurston County, but would not exceed a Fujita
36
scale 1 (TRPC, 2009). The likelihood of a tornado affecting Evergreen is very low, but if
one did touchdown on or near Evergreen the impacts would be devastating (TESC,
2009).
Hail is precipitation that takes the form of ice clumps (TRPC, 2009; Abbott,
2013). Hail storms in Thurston County usually only produce small hail, which is not very
threatening to human beings or property (TESC, 2009; TRPC, 2009). The probability of
hail is low at Evergreen, but if there was a hail storm the effects could be damaging to the
campus community and the building structures (TESC, 2009).
Lightning storms have a moderate chance of affecting Evergreen (TESC, 2009).
Based on historical records, most lightning storms in Thurston County do not last very
long (TRPC, 2009). Lightning has the possibility of striking Evergreen’s forest and
creating a devastating fire. A fire would most likely lead to the closure of the campus and
a suspension of classes (CEMP, 2011).
Disaster Relief Laws
In 1974, President Richard Nixon passed into law the Disaster Relief Act of 1974.
This allowed for presidential declarations of disaster, which helped consolidate disaster
declarations throughout the 50 states. Later, President Jimmy Carter created the Federal
Emergency Management Agency (FEMA) through Executive Order 12127, which placed
many disaster agencies within the same department. The Act was changed again by
Congress in 1988 into the Robert T. Stafford Disaster Relief and Emergency Assistance
Act.
The Stafford Act is the main document with which the federal government
handles disasters. It states how disasters are declared, how cost-sharing is arranged
37
among federal, state, and local governments, and what types of assistance the federal
government will provide (FEMA, Stafford). Congress created the Stafford Act because of
the escalating costs of providing relief under the Act for non-natural disasters in the
1980s, such as the Three Mile Island incident (Moss, Schellhamer, and Berman, 2009).
The President’s power is limited to declaring disasters caused by natural occurrences,
such as floods, fires, earthquakes, tsunami, etc. Furthermore, the Stafford Act defined a
75 percent federal to 25 percent state and local cost-sharing program, provided
emergency public assistance for repairs and clean-up, and hazard mitigation grants
(FEMA, Stafford).
There are two levels of recognized occurrences within the Stafford Act emergencies and major disasters. When an emergency is declared the federal government
can provide state and local governments with basic assistance, such as broadcasting
information, offering technical advice, clearing debris, and giving supplies (FEMA,
Stafford). No more than $5 million dollars can be spent on an emergency, unless the
president says otherwise. In the case of a major disaster, in which an area is damaged, the
federal government offers its full services, including the resources of the Department of
Defense. Congress created the Disaster Relief Fund to support the Stafford Act. Each
year FEMA distributes approximately $2 billion through the Stafford Act (Moss,
Schellhamer, and Berman, 2009). This money can be given with caps to homeowners for
repairs and as loans to businesses, local governments, and utility companies. There are
extreme cases where Congress may pass emergency appropriations to provide more
assistance and to establish services that extend beyond the normal reach of the Stafford
Act.
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The creation of the Homeland Security Act (HSA) in 2002 was in reaction to the
September 11 attacks. FEMA reported directly to the president under the Stafford Act.
Under the HSA, FEMA must seek approval from the Secretary of the Department of
Homeland Security (DHS) and function within the boundaries of the DHS (Moss,
Schellhamer, and Berman, 2009). The HSA also changed the focus of disaster spending
from pre-disaster mitigation to homeland defense. During this transition, DHS missed an
opportunity to revisit and revise FEMA’s rules and regulations. Instead, cutbacks were
made to disaster mitigation programs and it became apparent that the administration
under President George W. Bush were in favor of scaling back federal support during
natural disasters (Moss, Schellhamer, and Berman, 2009; FEMA, Director Testimony).
The consequences of this scaled-down, hands-off approach were realized during
Hurricane Katrina when assistance was severely botched on federal and state levels.
FEMA was reorganized under the Post-Katrina Emergency Management Reform
Act of 2006. A new level was created for catastrophic incidents, in which the definition
of disasters was extended to include man-made disasters, terrorist attacks, natural
disasters, and any other occurrence that caused large amounts of casualties, harm, or
evacuations (Moss, Schellhamer, and Berman, 2009; Bea et. al., 2006). Furthermore, the
Post-Katrina Act enacted rules to ensure that FEMA’s director has a background in
disaster management with at least 5 years of professional experience.
The Code of Federal Regulations (CFR) Title 44 is titled Emergency Management
and Assistance. CFR’s are administrative laws that explain how the United States Code
will be interpreted. Title 44 encompasses a wide array of rules and regulations regarding
emergency management, which FEMA and other public organizations (including state
39
institutions, such as Evergreen) must follow. Title 44 covers many areas, including
floodplain management and wetland protection, flood prevention, hazard mitigation,
disaster response, urban search and rescue, firefighter compensation, and urban search
and rescue teams (Federal Register).
CFR Title 34 covers education and Part 668.46 is titled “Institutional security
policies and crime statistics,” and is found under the heading “Student Assistance
General Provisions” (Federal Register). It calls for regularly scheduled tests (which
include drills and training exercises), information on how students can report
emergencies, how campus services will respond to emergencies, how campus facilities
are designed to respond to emergencies, timely warning systems for emergencies, and an
outline of procedures for evacuation should an emergency occur (Federal Register).
The Homeland Security Presidential Directive-5 states that all state agencies must
adopt the National Incident Management System (NIMS). In other words, all state
institutions must have a plan in place to adequately prepare for and respond to
emergencies and disasters. NIMS, as outlined in the Presidential Directive, was created to
provide unity and operability across federal, State, and local agencies in preparing for,
responding to, and recovering from incidents of any cause. Terminology was
standardized. Plans were to be the same for any type of incident so that all parties would
be on the same page (Office of the Press Secretary, 2003). Furthermore, federal
assistance is only offered to entities who adopt NIMS standards and protocols (CEMP,
2011).
Evergreen’s CEMP is also based on Washington State laws. The Washington
Administrative Code (WAC) 118-30-060 calls for a plan based on hazard analysis and
40
vulnerability predictions. The document should state how the plan will be enacted, who
will be in charge of enacting the plan, different scenarios for enacting the plan, and the
chain of command for the maintaining the political sector (Washington State Senate,
2003). Revised Code Washington (RCW) 38.52.070(1) states that all political
subdivisions within Washington are required to create or join a local organization, which
produces a comprehensive emergency management plan that follows the mission and
guidelines of Washington State’s comprehensive emergency management plan
(Washington State Senate). In 2004, Governor Gary Locke proclaimed the adoption of
NIMS by all state and local organizations (Washington Government).
The Washington State Comprehensive Plan dated October 2, 2003, Edition II,
Change 1, Section 3 calls for all baccalaureate institutions to provide a comprehensive
plan. This emergency plan must create a safe workplace, practice individual preparedness
trainings, protect essential documents and technology, identifying key staff to enact
emergency procedures and establishing a notification for these individuals for
emergencies, outlining emergency operating procedures, and practicing the
comprehensive emergency management plan in order to ensure continuity of plan within
and across agencies (Washington CEMP, 2003).
The Evergreen State College’s Comprehensive Emergency Management Plan
The Comprehensive Emergency Management Plan was first completed at
Evergreen in 2003. An update occurred in 2011. The laws and organizations of the
CEMP are created under state and federal mandates. The plan was compiled by the
college’s Emergency Response Planning Coordinator, Bruce Sutherland. Because
Evergreen is a state-level public agency, the emergency management is required to
41
coordinate with local, county, state, and federal agencies (CEMP, 2011). The command
chain is as follows: Evergreen establishes its own Emergency Operation Center (EOC), it
then communicates needs with the McLane Fire and Life Safety, which is located near
the college. McLane will provide Evergreen with support and supplies as needed and if
able. Evergreen also works with Thurston County in a similar manner. If the incident is
severe enough, Evergreen’s EOC connects with the State of Washington’s EOC at Camp
Murray, Washington. If the emergency requires resources above and beyond what the
State of Washington can offer, FEMA’s services are requested, in which case authority is
tasked between the state and federal command centers (CEMP, 2011).
The CEMP is based on the Incident Command System (ICS), which is a
requirement of the State of Washington’s Emergency Planning Guidance. The
organization of the ICS is recognized internationally and follows a top-down command
system (CEMP, 2011). Therefore, the ICS should be able to adequately respond to all
types of situations and levels of disasters. The CEMP is designed to promote a calculated
transition back to normal operations. The plan is implemented by the Incident
Commander. The Incident Commander activates the plan when there is an immediate
need to save lives, provide safety, coordinate communications, assign staff to perform
emergency work, activate the EOC, and claim authority to procure and distribute
resources (CEMP, 2011).
There are three levels of emergency outlined in the CEMP. The first level is an
incident that can be handled by Evergreen police services or McLane Fire. Level 2 is an
event that disrupts the normal functions of the college in such a severe manner that
Thurston County Emergency Management and Washington State Emergency
42
Management are notified (CEMP, 2011). EOC may only be partially activated in this
scenario. In the third level, the full EOC is activated and assistance may be requested
from Thurston County and other state agencies. Federal help may also be requested
through the State of Washington EOC (CEMP, 2011).
The CEMP is designed to “save and protect lives, coordinate resources and
communications, prevent damage to the environment, systems and property, provide
essential services and restore normal operations” (CEMP, 2011, p. V). It is also important
to note that in the beginning of the CEMP a letter from the college’s president, Thomas
Purce, is included, in which Purce states, “The plan relies on an active training and
exercise program and a process for continuously updating the emergency systems and
information” (CEMP, 2011, p. V). The CEMP is focused on immediate response and the
early aspects of recovery. Even though the title does not imply the exclusion of
preparedness the document does not specifically set out guidelines to engage and prepare
the Evergreen community.
The CEMP serves several purposes. The main purpose is to save and protect the
lives of the campus community. Another important purpose is to provide information and
to communicate with responders. The last-listed purpose of the document is to prevent
damage to the property and environment at Evergreen. It seems necessary to want to
avoid damage to infrastructure, but it is not usual to mention the environment.
Evergreen’s commitment to sustainability and environmental awareness shines through in
this aspect of the plan. The CEMP is grounded in the belief that those tasked with
emergency response will be willing and able to provide relief to the campus. The goal is
to return the campus to its normal operations as quickly as possible (CEMP, 2011). It is
43
odd, then, that there is no mention of mitigation tactics in the purpose. There is no
mention of taking proper steps to prepare the community for disasters. This would equip
them with the tools needed to react in a manner that may reduce the stress on the
emergency operations center, who has to account for the community.
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Chapter Four: Data
Introduction
I chose a mixed-methods approach to gather data about Evergreen students’
attitudes of preparedness. I created a 21-question survey to acquire descriptive statistics
of the Evergreen student population’s attitudes. Individual interviews, comprised of five
predetermined questions, were conducted with 30 students. Over 110 Evergreen students
responded to the survey and 30 students participated in the interviews. The results show
the levels of preparedness at Evergreen are low. Many students were not aware that
Evergreen has an all-encompassing emergency plan. Overall, students are interested in
receiving more information from Evergreen in regards to local hazards and how to better
prepare themselves because they associate knowledge with preparedness.
Survey
I created a survey comprised of 21 questions. The questions consisted of
demographic information, hazard awareness, sense of place, level of preparedness, and
personal responsibility. The survey questions were designed based on research I compiled
during my literature review regarding these topics. I did not include demographic
identifiers such as age or gender because I did not find them relevant to this research.
Age and gender take away from the main identifier of these individuals as a population of
students. Furthermore, these types of identifiers are outdated, socially constructed,
marginalizing, and may be discriminatory (Williams, 2010).
I received Human Subjects Review approval for the survey and the interviews. I
used SurveyMonkey as my medium for compiling survey responses. I did not offer any
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incentives to participate in the survey. I sent out an email message via TESC-Crier, which
is Evergreen’s forum for communication among faculty, student, and staff, alerting
students about my survey and asking for participation. The email was addressed to
undergraduate and graduate students and contained a brief description of my thesis
research and the purpose of the survey. I sent the email to TESC-Crier on two separate
days. The first email was sent out on February 18, 2014 and the second email was on
February 27, 2014. TESC-Crier is a campus-wide forum, which means the college
community uses it many times each day to spread information. Sometimes students will
not open emails from TESC-Crier because the amount they receive is overwhelming. I
sent out my survey twice in order to ensure it had not been buried under other emails and
to remind those students who had seen it, but had not yet participated to please
participate. To obtain student participating beyond email contact, I also put up flyers
around campus that explained the survey and my research and included the
SurveyMonkey URL. Furthermore, I sent out an email to the Master of Environmental
Studies program ListServ with a similar message as the TESC-Crier email. Overall, I had
113 participants.
Interviews
The interviews were conducted over six days from February to May 2014. Before
the interviews were conducted, I determined that 30 students was an adequate
representation of the Evergreen community. All interviews were approximately five
minutes in duration, with a total of nine hours spent seeking out and conducting
interviews. On the third day, I was unable to find any students willing to be interviewed.
Participants were asked 5 open-ended questions.
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All interviews were conducted on campus during the school week. Faculty and
staff were excluded from the interviews because my focus is specifically tailored to
students’ concepts of preparedness. Although I sought out students both inside and
outside of buildings, all interviews ended up taking place outside. I walked around upper
campus and lower campus and chose participants randomly. Most participants were either
alone or not engaged in an activity that I would potentially disrupt. On one occasion, a
participant approached me after I completed an interview to ask what I was doing. After
explaining my research, he/she asked to participate. On several occasions, I interviewed a
group of people together because students tend to congregate in groups and I did not want
to disclude potential participants simply because they were not alone. In the case of group
interviews, all students in the group agreed to participate.
Time and location of the interview were recorded while participants read the
Letter to Participants form and signed the Informed Consent. Once the forms were
signed, I asked participants if I could audio record the interview. All participants
consented. I used the application titled Voice Memos on an iPhone to record the
interviews. I asked the five questions in the same order for every interview. Often, I
would ask a clarifying question to the participant. If it was not clear from what the
participant shared during the interview, I would ask them after the interview whether or
not they lived on campus. Overall, 21 participants lived on campus and 9 participants
lived off campus, but had lived on campus during their time as students. Notes and
reflections were recorded in a notebook after an interview was completed in order to
capture as much information as possible.
I asked the following questions to participants:
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1. What does being prepared mean to you?
2. How does being a college student impact your understanding of local hazards?
3. What would you do if there were a disaster at Evergreen?
4. How can Evergreen help students prepare for disasters?
5. What is the most effective form of communication Evergreen can use to
provide information to you?
These questions were developed to further understand whether students felt
prepared for disasters and if they knew much about Evergreen’s emergency plans and
protocols. The open-endedness of the questions allowed for delving into students’ level
of understanding of preparedness. For example, in the second question, being a college
student could be interpreted as having access to information in class or coming from a
different place, which may mean less of an awareness of local hazards. The question was
meant to unearth a sense of place and whether participants would acknowledge that being
a college student usually requires a change in residence. It was also designed to reflect
whether they were exposed to environmental, cultural, or geographic information relating
to local hazards during their time as a student. The last question was open to how
Evergreen can provide students with information during a disaster or as a mitigation
strategy. The answers to this question shed light on the competence of the current system
and how future communication could best be utilized.
Analysis
Survey
Demographics
Out of 113 participants, 51.3 percent were undergraduate students and 48.7
percent were graduate students. 37.2 percent of participants had attended Evergreen for
less than a year, while 26.5 percent had attended for 2 years, 13.3 percent had attended
for 4 years, and 2.7 percent had attended for longer than 5 years (see Figure 3). It may be
48
the case that the students who have been at Evergreen for less than a year do not have as
much of an awareness of the area or of the campus’ role in emergency management.
However, it could also be argued that these individuals have a desire to learn about their
campus and their residence. Furthermore, 10 out of the 113 participants had lived in
Olympia prior to attending Evergreen and may have built a strong sense of place.
Figure 3. Amount of time students have attended Evergreen.
Most participants lived off campus (86.7 percent), while 14.2 percent lived on
campus and 5.3 percent had previously lived on campus. 35.4 percent of participants had
lived in more than 5 places prior to attending Evergreen. This number may reflect the
mobility of the student population, a trend that may lessen an individual’s understanding
of local hazards. For example, an individual who experiences an earthquake in Southern
California may not necessarily understand how to react to an earthquake at Evergreen.
Even if the magnitude of the earthquake is the same, the environments are completely
different and require distinctive reactions. On the other hand, these individuals may be
more inclined to learn about their environment as a routine aspect of moving so often.
Most respondents spend on average three, four, or five days on campus a week. A
majority of them spend close to half the day (4-12 hours) at Evergreen. While individuals
49
may not live on campus or may not have attended Evergreen for longer than a year, they
may spend time getting to know the area and building a sense of place through their daily
interactions on the campus as part of the student community. Furthermore, it makes sense
that these individuals will also be part of a group of people who may have resources in
the area that they can rely upon should a disaster strike. Although, there was close to an
even split among participants regarding whether or not they participate in activities on
campus outside of class (47 percent do versus 53 percent do not). This is not to belittle
the connections made in a classroom setting; however, participating in a function other
than class may increase an individual’s social capital.
Hazard Awareness
When asked what types of hazards threaten Evergreen, there was not complete
consensus on any one hazard option (see Figure 4). Almost all participants agreed that a
winter storm was a threat (93 percent), while 89 percent believe windstorms and
earthquakes threaten Evergreen. Fire, flood, hail, volcano, and meteorite were also
considered a significant hazard. All presented hazards were considered a threat, including
tornadoes, which are extremely unlikely in the South Puget Sound region.
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Figure 4. Student responses to the types of hazards that threaten Evergreen.
The topic of Evergreen’s preparedness level was met with uncertainty. When
asked how prepared Evergreen is for a disaster, the majority of respondents answered
“Unsure” (64 percent). 19 percent considered Evergreen “Prepared”, 12 percent said
“Slightly prepared”, and 2 percent answered “Not prepared” (see Figure 5). Five
participants added additional comments that stated they did not know if Evergreen was
prepared. It was assumed that students may participate in the survey because of a
previous interest in or awareness of hazards. The responses suggest that they are unaware
of their college’s ability to respond to disasters. It is the responsibility of the college to
provide proper instructions and protocols to its community for disaster response. It may
be that the current methods of reaching out to the community are not succeeding in
garnering attention.
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Figure 5. When asked how prepared Evergreen is for a disaster, it does not appear that
students are very aware of emergency management levels.
When asked if Evergreen has an emergency plan, most respondents said they
“Agree” (66 percent). No one answered that Evergreen does not have an emergency plan.
However, 34 percent of participants stated that they were unsure if Evergreen had a plan
(see Figure 6). Again, it is federally and state mandated that Evergreen has a
responsibility to provide a plan to its community and, yet, there is still a percentage of the
population that is unaware of how Evergreen plans to respond in the case of a disaster.
Figure 6. Many students at Evergreen are unaware of an emergency plan.
Most participants (75 percent) believe Evergreen will receive some form of help
52
from the government in the event of a disaster. There was close to an even split on the
question of whether Evergreen can provide help to the respondent. 47 percent answered
“Agree”, 44 percent answered “Neutral”, and 10 percent answered “Disagree.” Results
were similar when respondents were asked if Evergreen would provide them with
adequate information and direction after the disaster.
Personal Preparedness
The next section of the survey focused on personal preparedness. Almost all of
the participants had a point-of-contact outside of the area who they could call during a
disaster (85 percent). When asked whether they had a preparedness kit, 49 percent said
“No”, 47 percent said “Yes”, and 4 percent answered “Unsure.” Those participants who
were uncertain might not have been familiar with the concept of a preparedness kit.
When asked what their kit was comprised of, of the respondents who said they had a kit,
almost all of the basic necessities were included (see Figure 7). Many participants
commented that they had the supplies, but they were not compiled into a kit. Other
respondents expanded upon their supplies, adding such items as water purifiers, rope,
fishing gear, GPS, knives, solar battery charger, etc.
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Figure 7. Participants’ who had preparedness kits appeared to mostly have all of the
basic necessities included.
When asked why respondents did not have a kit, the three top responses were lack
of time, lack of funding, and lack of concern (see Figure 8). Lack of information was also
a substantive reason. One respondent answered that it was not a personal responsibility.
Lack of funding is understandable when many people are focused on daily needs. There
is a lack of urgency in all of these answers. This mindset is a reactive rather than a
proactive perspective on the reality of hazards. Individuals may not fear their landscape
as they might if they did not live in the comforts of a capitalist society where nature has
been tamed. There may also be the belief that an institution will support individuals
should a disaster occur. As a student there may be less of a drive to prepare because they
are part of a community that fosters growth. However, it seems ironic that individuals
would place their faith in an institution to provide for them when a majority were unsure
whether Evergreen was capable of helping them.
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Figure 8. Students’ responses to why they did not have a kit.
Participants reported that they could sustain themselves for a period of 3 days.
This is the standard time frame suggested by FEMA. About 11 percent responded that
they could sustain themselves for longer than a month. When asked where they would go
during a disaster, the majority of participants stated that they would go home (see Figure
9). 27 percent said they would stay on campus. This suggests faith in Evergreen’s ability
to provide for its community during a disaster. It could also mean respondents were
unsure they would be able to leave campus should a disaster strike while they were on
campus. More respondents answered that they would go to a shelter or government
designated area over a neighbor’s house. This may mean there is a lack of social capital
in the participants’ neighborhoods or that they expect more from institutional support
than they do from their neighborhood. One of FEMA’s guidelines to preparedness is
mapping one’s neighborhood and creating a plan with neighbors. This would mean
getting to know who lives where and what they need and what they can offer. Their may
be a disconnected mentality with the student population if they are not homeowners or
families. They may not feel the need to invest their energy and time in their communities,
places where there may be a large amount of support.
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Figure 9. Respondents’ would mostly choose to go home over other locations during a
disaster.
Interviews
Interviews were coded and themed after reviewing the recordings. The themes
identified are preparedness, sense of place, college student status, personal and
community responsibility, and Evergreen plan. These themes overlapped on several
occasions, but I separated them to focus on their individual significance.
Evergreen Plan
The majority of students I interviewed were unaware of any Evergreen emergency
management plan. They expressed their interest in knowing what to do during a disaster,
but claimed they had no access to a plan of action. While Evergreen’s CEMP is
unavailable to the public, there is information posted on the Evergreen emergency
website on what to do during disasters. This lack of available resources may have more to
do with a lack of interest in disasters than an accessibility issue. Furthermore, campuswide emails on the community forum TESC-Crier are sent out periodically reminding
students of where to find such information, as well as reminders about drills and sound
checks on the speaker system. This does not discredit those students who believe they are
56
uninformed. Rather, it points to a larger issue of denial. When asked how Evergreen
could help prepare students for disasters, a student responded, “I’m not really aware of it
[hazards] until right now. And now I’m starting to think about it.” There is a tendency for
individuals to ignore the need for preparedness until a disaster occurs. Then, interest in
the subject peaks for quite some time until it is overshadowed by other everyday
concerns. A good solution to this issue may be having a pre-planned seminar on
preparedness that can be initiated after a disaster occurs. When disasters become a
popular topic, it would be wise to offer the seminar to the campus to remind people to be
aware and engaged.
Another issue with Evergreen student preparedness is that Evergreen is a
commuter campus. For off-campus students, it may not be as apparent what to do during
an emergency as it is for students who live on campus. This may be due to several
reasons. First, students who live off-campus may have never lived on campus and,
therefore, may not be as familiar with the larger campus. For example, they may not
know the names of all the buildings or areas, which would make a speaker announcement
or text message alert of where to go useless.
One student who works as a Resident Adviser (RA) on campus said, “I think
we’ve been taught things as RA’s that we don’t know as students here. Like the HCC
[Housing Community Center] is a place that always has generators and outlets and it’s
the safe place to go. Red-Cross proofed and people don’t know that like we know that.”
The participant, who has a job in campus housing, claims that even students who live on
campus are unaware of emergency meeting locations. If the students who live on campus
and access this building on a weekly basis are unaware of this resource, then it is very
57
likely that students who live off campus would also be oblivious.
Second, students who spend less time on campus may not pass posted evacuation
signs and protocols very often. This may prevent them from becoming familiar with what
to do during an emergency. Furthermore, students who have not experienced drills inside
a dorm or classroom will be unfamiliar with what to do during a disaster. They may also
not have as strong a tie with their peers and may be less likely to follow them to
designated areas and may be more likely to try and leave Evergreen, which could prove
even more dangerous in certain situations (i.e. damaged roads due to an earthquake). Of
course, these are presumptuous scenarios - a student living on-campus could be just as
unaware as a commuter - but possible nonetheless.
When asked how Evergreen could better prepare students, an overwhelming
majority of participants expressed a desire for information and access to Evergreen’s plan
and protocols. One student suggested that the college provide the history of disasters in
the region to students, “I’m not even sure how or if Evergreen was affected at all when
Mt. St. Helens erupted back in … it was 1980. So um, maybe, just provide like a history
and just provide more information about how the disasters can affect you.” This may help
students understand not only the hazards of the area, but the cultural history of their
geographic region, which would inspire a better sense of place.
Participants who had spent time living on campus suggested more information
should be given about what to do during disasters when they are in their dorms. One
student said, “I think, for specifically people that live on campus, like either in the dorms
or in the apartments, that the housing people should go through safety measures with
everyone that’s here. Yeah, provide more information about it.” While another stated,
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“When I lived in the dorms, they’d be like, ‘Wind warning close your window or it might
break.’ But that’s about it. More awareness about what to do in case of disaster.” One
student was optimistic about the ability of information to better prepare students,
“Helping students be aware of emergency procedures. The policies on campus about that,
so we’re not all running around like chickens with our heads cut off. Living in the dorms
one year, they had a fire drill and half of the students got up and left and the other half
were still in bed.” This statement suggests that these students were not given adequate
preparation regarding fire alarms and, therefore, remained in their dorms. This certainly
may be the case. However, fire drills are designed to be so unpleasantly loud and
disruptive as to encourage the evacuation of buildings. If students stayed behind, then
they may have decided the drill was not real and not worth their effort. It is the
individual’s choice to participate in preparedness activities. Providing students with
emergency protocols does not ensure they will follow instructions or take care of
themselves.
Some students who worked on campus expressed a better sense of preparedness.
They expressed their understanding of safety procedures, but also mentioned that their
fellow students may not be as aware. One participant said, “Maybe having like available
plans. I don’t know what they, I know in the case of, I work at the Computer Center, and
in case of a fire we have this whole procedure of what to do, but I don’t think that anyone
else knows about it except for the people that work there. Maybe just like having it
[plans] publicly displayed.” While there are evacuation signs posted in buildings
throughout campus, they are often in inconvenient locations and may not be practical in
case of an actual emergency. The students suggestion of offering available plans would
59
need to be posted in visible, highly-frequented areas. Furthermore, it would be up to
individuals to take the time to read them and ingrain them into their memory. Publicly
displayed signs are only useful when people take the time to look them over and
incorporate them into their sense of place. According to interviewees, it does not appear
that the currently posted signs are part of their normal routine. In the case of a disaster,
these signs may be hidden by debris, smoke, darkness, or any other interruption.
Emergency protocol signs, then, are a preventative measure more than a reactive tool and
will be most practical when viewed upon entering a new building.
The participant visits another important point in her statement - the need for
students to be aware of emergency protocols, not just faculty and staff. Individuals who
are unprepared during a disaster are more susceptible to become a part of the disaster.
Also, there may be a situation in which the designated safety person is not available to
provide assistance. One student suggested a way to improve student preparedness would
be, “Letting us know what to do and where to go. Having teams or something like that,
where you would have a group of people that you would have to keep track of together
because I think it’s important to work as a community on those sorts of things.” By
providing individuals with access to information on how to react during a disaster, they
are given a better chance of being able to care for themselves and those around them who
are in need.
The majority of students claimed that the best way to receive information from
Evergreen is through technology. This was either in the form of a text message through
e2campus text alerts, emails through TESC-Crier, social media, or via Evergreen’s
website. Other individuals recognized that not all students have access to a phone or
60
internet and that in the case of a disaster, these systems would not be effective as the
power may shut off. They suggested having plans and protocols posted throughout the
campus. For those individuals who live off of campus, it was claimed that word of mouth
would work well if there was an emergency because the community is tight knit. All of
these suggestions are valid and will be shared with the college’s emergency management
planner.
Sense of Place
Sense of place was mentioned by a third of participants. This was either in overt
relation to where they had travelled from or implied in reference to their status as a
college student. Individuals who are from the Pacific Northwest (PNW) or have lived in
the area for some time had a better understanding of local hazards. One participant stated:
“I guess since I live in this area, well I live a little bit further up north, but since I lived
here my whole life, I understand pretty well about the hazards of this area, I think. Right
over there, there’s a lahar siren. And that’s something that’s not really in my area, but
living in the Northwest I know about them.” Even uncommon hazards and warning
systems are familiar to individuals who grew up in the PNW. Not all people may
understand how to react to local disasters, but they have a higher likelihood of knowing
what hazards threaten them.
Even individuals with a broader regional identity - those who identified as
growing up on the west coast - expressed an awareness of hazards in that larger region: “I
grew up in California, so I was aware of fires and earthquakes and those are things you
need to be careful of, but if you’re not from here getting some resource to educate you on
things that are potential threats that happen relatively often.” The participant illustrates
61
his/her connection with the region and identifies as a member of this location, even
though he/she is from a state that is hundreds of kilometers away. California and
Washington do share earthquakes and fire in common, as well as many other hazards. An
earthquake in California may have a completely different impact than an earthquake at
Evergreen, but the awareness that these different locations have similar geologic and
environmental risks illustrates how sense of place is informative.
Participants who were from a different region expressed concern about disasters
at Evergreen. When I spoke with a group of participants from the East Coast, they had a
resounding claim of ineptitude, “I’ve only been here for less than a year and I don’t know
as much about this area as I know about New Jersey.” When I asked about what they
would do during an earthquake, they all nervously laughed and responded, “If there was
an earthquake I would have no idea what to do. I’m from the East Coast.” Another
participant said, “There’s no earthquakes in Jersey so I don’t know.” It is understandable
to not know what to do during a disaster that is foreign to your region. However, the
students have been at Evergreen for almost a year. It is the college’s responsibility to
account for their safety, but it is their personal responsibility to be aware of their
surroundings. The college does attempt to offer information regarding emergency
procedures, but it is possible that these students somehow missed these resources. It is
also interesting that during their time in the PNW they have not encountered any public
announcements regarding earthquake safety.
Preparedness
All participants expressed either a knowledge-based or resource-based definition
of preparedness. A knowledge-based approach includes mental preparation. For example,
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many individuals responded that being aware of local hazards would be helpful. A
resource-based approach focuses on having supplies and tools or taking physical
precautions against hazards. This includes a kit and foodstuffs.
Disaster experience was mentioned as an important preventative tool. Many
individuals stated that preparedness meant an awareness of local hazards. Not many
participants included the importance of knowing how to react to potential disasters, but
this may have been implied in being aware of local hazards. However, multiple
individuals did mention that researching and thinking about hazards in advance meant
being prepared. This type of mental preparation includes having a plan of action. One
individual went further in stating the relevance of knowing local hazards: “Maybe having
experienced something before so having a knowledge of what it would be like.” Previous
experience of a disaster does give a certain knowledge that cannot be obtained through
research. Experience provides individuals with the knowledge not only of the physicality
of a disaster, but also of the mental requirements for survival. People can research and
drill until they feel confident in their preparation. However, when a disaster strikes many
people experience cognitive side-effects that they were not expecting and that alter their
ability to react. One individual picked up on this and claimed, “I don’t really think there
is like any [sic] being prepared. I guess it depends on what type of disaster, but like for
something like a volcano or tsunami, there’s really no way I feel like you could be
prepared for that, except for you know maybe getting, you know, hoarding water and
stuff like that and like essential foods and like non-perishable stuff like that and I guess
just having some sort of contingency plan for whatever disaster it is. So, just to, I feel like
having thought about it in advance is preparedness enough. Just so it doesn’t catch you
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totally off-guard.”
Several individuals referenced their experiences with the winter storm of January
2012, known to many residents as “Snowpocalypse.” Many admitted that they were
unprepared for the storm and had to rely on outside help to make it through. There was an
expression of camaraderie when individuals described how they made it through the
event: “A time when I wasn’t prepared was that snowstorm two or three years ago. Didn’t
have enough food in the house. It was hard to get around. So I ended up going to a
friend’s house and they were actually prepared. So we ordered a pizza and they had extra
food and stuff and like all the lanterns and stuff.” Because the individual was able to
make it through the storm with assistance from friends, it is unclear whether or not he/she
decided it is necessary to create a kit and a plan for future storms. Nevertheless, the
occurrence of the winter storm must have made individuals aware that disasters happen in
this region and they have the biggest affect on those who are unprepared.
Not many participants mentioned the importance of having a preparedness kit.
There were indirect references to kits, such as the importance of having the proper
resources to be self-sufficient. However, preparedness kits are crucial because they are
designed to ensure all supplies are in one place, which makes it easier to find during
times of distress and when people are forced to leave their current location. Furthermore,
FEMA and other disaster organizations suggest that individuals have multiple kits or gobags in the different places they spend their time, whether it is at home, in their vehicle,
or at work, so that they are prepared in all the locations they frequent. As was covered in
the survey, only half of the students who responded said they possessed a preparedness
kit. However, many people have the supplies that comprise a preparedness kit and they
64
do not realize they have everything besides the bag. It may be useful to explain to
students the necessity of the centralized location of the supplies to better prepare them.
During several interviews, I experienced a sense of derision when discussing
preparedness. There was a specification of the level of preparedness that was acceptable.
This was accompanied by defensiveness against being overly prepared as it was equated
with paranoia and an obsession with the collapse of civilization. One participant said, “I
don’t see a point in dedicating your entire life for that disaster because there are some
people who become very paranoid and obsessed with a disaster happening.” This is
understandable, as a fixation with disaster can be taken too far as portrayed in popular
television shows that highlight individuals who hoard supplies and strive to guard
themselves against their potentially ravenous and distrustful community. However, it also
illuminates a sense of denial about the reality of disasters and a reliance on the stability of
nature. Disasters do not occur very often in the South Puget Sound region. This may
increase the belief in a status quo of a non-threatening natural environment. This attitude
of scorn towards the acceptance of nature’s volatility and the accompanying preparedness
does not fit with Evergreen’s self-proclaimed atmosphere of liberal, critical thought.
College Student Status
When asked about their status as college students, participants either responded
about their sense of place as a transitory population (see section above) or in regards to
their learning experience. Some respondents did not see a connection between being a
student and being aware of local hazards. Others thought of school as a distraction from
hazards: “Being a student, being in school all the time I may not know anything besides
school.” Another individual made the connection between being a student and sense of
65
place, “I guess it hasn’t changed it because I was here for 5 years before I started school.
And so, that’s probably more important just knowing about the weather and other things
that might happen.”
The connection between learning about one’s community and hazards was strong
for certain participants. Having access to information regarding local history, geography,
geology, climate, environment, and social issues is useful to understanding disasters. As
stated previously, knowledge about local hazards was a big aspect of preparedness to
respondents and, therefore, existing in a learning community is a valuable tool. One
participant summed up several other participants viewpoints: “I’ve been in a couple of
classes that have to do with geology and sedimentology and just being aware of the types
of hazards related with that. I’ve learned through classes that I wouldn’t have otherwise
learned about had I not been in college. That’s a big one for me.” Learning about one’s
physical and cultural community enables a deeper awareness of its hazards.
There were several students I spoke with who were employed at the college. This
was valuable to them because they felt it gave them more of an in-depth grasp of
emergency procedures. One student said, “If I wasn’t an RA I would not have as much
knowledge as I do, but that’s only because I was trained to have a little bit more
knowledge than other people on campus, which is a little unfortunate.” RA’s are tasked
with ensuring a safe living space in the dorms, so it is not unusual that they are trained to
know more than the average student. It would be useful for them to share this knowledge
with their fellow students, rather than harboring it until there is an emergency. Other
student staff discussed their training as mostly consisting of guiding people towards the
proper exits during an emergency. This is important because not all students are aware of
66
evacuation protocols and possibly would not leave an area unless someone was there to
prompt them.
Another possibly underrepresented population is English as a Foreign Language
(EF) students. During my interviews, I came across two different groups of students who
I asked to participate. One group chose not to take part in the study. The other group
attempted to answer my questions, but chose to stop because of the language barrier. It
was disappointing to not have their experience in this study, as their sense of place and
status as a college student in a place far from their home region would have been
invaluable. It would also be interesting to explore EF students’ perceptions of emergency
signs posted only in English and the difference between American emergency symbols
and those from other countries. Future studies on college students and disaster
preparedness would be wise to include individuals from different countries in their
population.
Personal and Community Responsibility
Many students acknowledged the need to care for themselves during a disaster.
They recognized the usefulness of Evergreen providing them with preparedness
information, but admitted that it is their responsibility to access and use that knowledge
to protect themselves. Evergreen is required to provide students with emergency
protocols and assistance. However, as adults, students must account for themselves. One
student claimed, “It’s hard because it’s kind of between giving students the information
they need in order to prepare themselves because the college can only do so much to
prepare someone for something that might happen. [...] but then its up to the students
themselves whether they’re open to it and whether they can actually be receptive of this
67
college in that way.”
Not all interviewees expressed competence in preparing themselves. Several
students mentioned not having a plan for disasters. One interviewee said, “I don’t think I
would really know what to do,” to which another student in the group replied, “I guess
me neither.” The students told me that they had not really thought about disasters before,
but that they planned on putting more effort into preparing now that it had been brought
to their attention.
Other students mentioned a commitment to helping their community during a
disaster. An overwhelming amount of students said they would check to make sure the
people around them were safe. Others stated that they felt safe at Evergreen because it is
a community and they thought they would receive assistance from the college. However,
many students also claimed that if there was a disaster at Evergreen, they would leave the
area. This desire to leave suggests these students do not have much of a place attachment.
This may be due to the fact that they live on campus and do not have a reason to stay and
rebuild since they do not have ownership of their residence. They may not have a sense
of place at Evergreen because they are in a transitional period in their lives.
The distance from Evergreen to Olympia (the closest town) was mentioned as a
possible deterrent to recovery. Some students expressed concern that as a college
community they may be overlooked. Evergreen does have many resources that other
places in the region may not (generators, a police force, an emergency command
operations center, etc.), but its isolation makes it vulnerable if help was needed. Another
group of students illustrated the lack of rootedness to the region beyond Evergreen, “I say
we’re pretty far removed from them because the community of Olympia and Evergreen
68
are kind of separate entities. If something happens to Olympia I feel like I won’t be really
that affected by it living on campus.” Again, Evergreen does have measures in place to
care for its students. However, Evergreen relies on the functionality of Olympia in order
to maintain itself. Furthermore, as a resident of the South Puget Sound region and a
member of a college that prides itself on public service, it is alarming that students do not
think they would be impacted by a disaster in Olympia, especially if the impact was by
offering their services to those in need.
The importance of keeping recovery local may not be apparent to students. It may
also be the case that students do not think they have the ability to contribute to recovery
because their community is isolated from the larger Thurston County region and that
Evergreen as a public institution will rely on state or federal help over that of the student
body. It may also be the case that an individual’s college years are more focused on
personal growth and less on the world outside of the college community. College is a
place to explore theories and to put those theories into practice. There may be less of a
focus on bigger picture ideas, such as disaster preparedness, which are not necessarily a
pressing matter in certain areas of study or daily activities. One participant stated that if
there was a disaster at Evergreen, students would be guided to specific emergency
locations and “then afterwards [they] go about [their] life like nothing happened.” This
idea of disregarding the threat of hazards until one occurs and then continuing to deny the
possible risks does not only apply to college students or transitory populations. People all
over the world are in denial about the imminence of disasters (FEMA, 2013).
69
Discussion
Disaster Capitalism and Students
Questioning social structures such as capitalism is a consistent theme in current
social sciences (Klein, 2008). Students would be wise to make the connection between
disasters and capitalism. By investing in personal preparedness, they stand a chance to
avoid being taken advantage of by businesses and the private sector when the state is
unable to offer proper resources (Klein, 2008; Aldrich 2012). Of course, it is often
unaffordable for an individual to be completely prepared, as is shown through the cycle
of disaster capitalism (Klein, 2008; Aldrich, 2012). However, by taking certain steps
towards a sustainable lifestyle, individuals may be able to avoid the trap of disaster
capitalism (Klein, 2008; Aldrich, 2012; Godschalk, 2003). By asking the question of
where does help come from during a disaster and who pays for it, students have the
opportunity to create change. Offering help in one’s community during a disaster may
lessen the need for businesses to come in and make money off of the unprepared (Klein,
2008; Aldrich, 2012).
Most students at Evergreen would probably be more prepared than they think if a
disaster occurred. The Five Foci ensure an interdisciplinary individual with the ability to
critically engage different situations in a sustainable fashion (TESC, 2013). Students with
different backgrounds and areas of focus would surely be able to band together to help
their fellow students and larger community. Students armed with the proper information
on how to respond and why it is important to keep big businesses away from taking
advantage of post-disaster towns are valuable not only to the college, but to the places
they inhabit post-graduation.
70
By ignoring warnings of hazards, students are ignoring their geography. This
denial of their environment is counter to the Evergreen spirit of living consciously and
sustainably (TESC, 2013). Because these occurrences are considered outside the status
quo of our environment in the South Puget Sound, there is a denial of their existence.
When a disaster strikes, it will be easier to manipulate those individuals who are focused
on the immediate needs of recovery (Klein, 2008). Preparing oneself and one’s
community gives students the opportunity to be involved in the rebuilding process, rather
than allowing outside organizations to come in and determine the how their campus
community should be reimagined. Future research will benefit from exploring students’
perceptions of the economic, social, and cultural aspects of disasters.
Student Preparedness
Future research should focus on furthering the relationship of sense of place to
student preparedness. Studies should attempt to discuss college preparedness with a
portion of the many different populations within a college. For instance, students from
different countries should be asked about their change in sense of place and their
connection to their new community. They should be surveyed about how information is
communicated to them and whether it is suitable.
Evergreen students are unprepared for disasters. It would benefit Evergreen and
education institutions to focus on building their students’ place identities and
relationships to their environment. By helping students take notice of the hazards in their
area, they are given a chance to recognize the dangers of being unprepared. If students
are engaged in a manner that sparks their attention, they may change their actions. At
Evergreen, it would be wise for the administration to foster students’ place identities, as
71
the interdisciplinary culture of the college is important to its students. When students
acknowledge all of the many fields involved in building preparedness and a sense of
place, they may pay attention. It may be important to teach students about the social
justice issues involved in disaster mitigation and recovery because of Evergreen’s
emphasis on equal rights and radical social reforms. Student engagement is the best
chance Evergreen has for creating a sustainable, safe educational institution.
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Chapter Five: Conclusion
Disaster preparedness on college campuses is a high priority among college
administrators, but there is not much research on the subject. It may be difficult to reach
out to a community that is constantly changing. College students are a transitory
population because most of them are independent for the first time in their lives and
move to a new location. This transition signifies a new sense of place and place identity
(Tuan, 1977). Home becomes an anchor of memory and college symbolizes a building
block for new meaning (Chow & Healey, 2008). There is very little research on students’
sense of place and natural disaster management. This research seeks to create a new
theory regarding how to incorporate sense of place into disaster management
engagement.
Evergreen is located in Olympia, WA on the Puget Sound. Evergreen is a public
college and it is the responsibility of public institutions to provide their communities with
adequate hazard awareness information. Evergreen has a CEMP that follows a top-down
model in order to account for all types of emergency situations. It was created under the
Washington State Comprehensive Plan of 2003 (Washington State Senate, 2003). The
CEMP is designed to be in accordance with state and federal mandates. The CEMP is not
available to the public, but there are safety protocols and procedures located on their
website for staff, faculty, and students. There are a variety of hazards in the area,
including earthquakes, volcanoes, severe storms, floods, landslides, and fires (TESC,
2009). The biggest threats are earthquakes and volcanoes (TESC, 2009).
This research’s literature review focused on themes of resiliency, social capital,
sense of place, disaster capitalism, and college student preparedness. Disaster capitalism
73
is the term for when businesses and governments take advantage of communities that
have been shocked by war or disaster (Klein, 2008). Instead of the community being able
to process the upset and take part in rebuilding, private companies take advantage of
community members while they are mourning (Klein, 2008). It becomes imperative for
communities to build supportive networks in order to protect themselves and their
communal interests should they experience a disaster (Klein, 2008; Aldrich, 2012).
Resiliency has been equated with sustainable practices (Godschalk, 2003).
Resilient communities are bolstered by strong community networks (Mileti, 1999). An
engaged community suggests strong social capital among its members (Aldrich, 2012).
Social capital is created through interactions with an individual’s physical, social, and
cultural community. This ties in with sense of place, which is an individual’s connection
to her social and physical environment (Tuan, 1977). People have a better chance of
being aware of local hazards if they are aware of their geography and have a sense of
place (Norris, 2008; Cutter, 2008). There is not much research on how students
incorporate hazard awareness into their sense of place, which may be vital to engaging
them in disaster preparedness.
This research is grounded in a pragmatic worldview. It seeks to pose solutions to
the issue of college student preparedness. My research question was how well are
Evergreen students prepared for disasters? I used a mixed-methods approach in order to
address the problem from several angles. I interviewed and survey Evergreen students. I
had 113 participants on a 21-question survey that focused on demographic information
and students’ perceptions of local hazards, disaster preparedness, and sense of place. I
found that most students are unprepared and unaware of Evergreen’s responsibility to
74
protect them. There seems to be a lack of interest in the subject matter and a lack of
urgency regarding the reality of disasters.
I interviewed 30 participants and found similar results. Students are unprepared.
They claimed they would be more prepared if they had better access to information.
However, it may be the case that the issue is a lack of interest and not a lack of access
because there are quarterly reminders about emergency procedures and there is adequate
information available on Evergreen’s website. This signifies a denial about the reality of
disasters and a belief in the status quo of nature being a stable entity. Disasters do not
damage Evergreen on a regular basis and this may inspire students to believe they are
safe. Furthermore, the transitional status of college students suggests they would not
worry about investing their time and energy into learning about their local environment
and readying themselves if they are unsure if they will live in the area after they leave
college.
It is of the utmost importance for the safety and stability of Evergreen students,
faculty, and staff to prepare themselves for disasters. Preparedness begins at the
individual level. Once students prepare themselves, they will have the tools to help their
community. If individuals protect their communities, then have the chance to protect their
interests. Evergreen emergency managers and future researchers should focus on
engaging students by including sense of place in hazard awareness and disaster
preparedness outreach. This may result in a more realistic and captivating
communications plan because sense of place speaks to students’ identities at a time when
they are focused on personal growth and belief building.
75
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