Running head: CRISIS PLANING AND RISK MANAGEMENT

Crisis Planing and Risk Management at Colleges and Universities: Are You Prepared?
Leah Sadoian
Azusa Pacific University

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Crisis Planing and Risk Management has become an integral part of colleges and
universities. Having a well-prepared crisis management plan is the most important step in
maintaining student, faculty, and staff safety in the midst of a crisis or natural disaster. I talked
with Kylie Miller, who is the Institutional Resilience Coordinator at Westmont College, in Santa
Barbara, who shared with me about Westmonts crisis management plan and how their college is
prepared to respond to a variety of different situations.
Kylie described the different structures that are in place for dealing with a crisis, and
detailed the way that many different staff and faculty contribute to helping protect the Westmont
community. There are three different teams in Westmonts crisis management structure: the
Situation Response team, the Area Response team, and the Emergency Response team. As far as
how administrations are involved in crisis preparedness, they have roles in each team.
[Westmonts] executives are directly invested in decision making and collaborate with the
Situation Response Team- a small group made up of college communications, public safety, risk
management, residence life and IT (K. Miller, personal communication, October 29, 2015). The
Area Response Team (ART) is staffed by two different staff volunteers who assist with different
drills, evacuations, and medical emergencies. ART Teams are well equipped with communication
supplies to reach administration and staff if a crisis were to arise. Kennedy (2013) argues the
importance of a solid communication system for managing a crisis at different schools. A
school's emergency communications system should be equipped with many features so that it can
perform effectively in a crisis. The National Electrical Manufacturers Association 'NEMAi has
compiled standards to help schools decide what kind of emergency communications systems
should be installed (Kennedy, 2013, 16). There are also over 100 faculty and staff trained to
help as part of the Emergency Response Team, which handles natural disasters, such as wildfires

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and earthquakes (K. Miller, personal communication, October 29, 2015). Kylie also described
the ReadyDay that happens once a year, where a full simulation of the crisis management plan
for the Emergency Response Team is run, and staff can evaluate what went right, what needed to
be fixed, and what can be made better as they better prepare to assist in a real crisis. This
continuos learning is referenced by Booker Jr. (2014), who writes
At the root there has to be a leadership and subordinate strategy change for new strategies
to combat hazards to be effective. All institutions should be self-sufficient, as much as
possible, due to the time lapse before outside help arrives. To have useful and effective
plans, organizations must learn through a continuous learning process. (20)
Continuos learning is a key landmark in Westmonts crisis management plan, and they put what
they learn from each practice evacuation to good use.
The changing landscape of Higher Education calls for evaluation of current crisis plans.
Kylie details how the Situation Response Team meets bimonthly to review current events that
may impact Westmont as well as situations that are specific to their community only. There is a
lot of communication that occurs with other schools who have experienced events likes school
shootings and other common crises. She provided an example of the Sandy Hook Elementary
shooting, where the shooter accessed the school through doors that were not able to be locked.
Westmont is in the process of take note of every door on campus and retrofitting it with a locking
mechanism to prevent a possible active shooter scenario (K. Miller, personal communication,
October 29, 2015). Westmont is also in a unique situation where nature plays a major role in the
majority of their crisis situations. A lot of what Kylie described to me is Westmonts
preparedness for natural disasters. Schuh and Laanan (2006) write on the impact of natural
disasters on college campuses. We are reminded that educational organizations must be flexible

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and prepared for unexpected events and disruptions caused by nature. The rebuilding of
institutions, facilities, programs, and services is important for the sustainability of a colleges or
universitys legacy and unique place among Americas higher education institutions (102).
Westmonts preparedness for natural disasters shows how the crisis management team have
evaluated their unique campuses community and adjusted plans for that.
The Crisis Management team at Westmont utilizes different practice scenarios to be
prepared for a real crisis. We hold drills, trainings, and discussions several times a year. Until
you practice, it's hard to see where your plan falls short. And you know, 'Failing to plan is
planning to fail (K. Miller, personal communication, October 29, 2015). Once again, Kylie
emphasized the conversations Westmont is having with other institutions about their practice
drills and training. By learning about their trial and errors, Westmont can continue to refine
accordingly. Of all aspects of the preparedness phase, training is perhaps the most important
component. Walbert (2008) speaks to the importance of hands-on trainings. Plans and protocols
may be developed and well thought out, but they are of little benefit if training is lacking
Lectures and discussions can be useful in training staff and faculty, but the most effective way to
prepare is to practice (Walbert, 2008, 24). I found it interesting that many of the faculty at
Westmont who would help respond in the midst of a crisis also live near campus, in faculty
housing. This is an aspect that the Crisis Management team at Westmont has thought through
accordingly.
Another large part of our approach is to help our employees to be ready at home with
their families should an event occur. [Their] families are their first priority and being
prepared with emergency kits and a plan will help for smoother transitions so that our

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employees/responders can report to campus and begin assisting the Westmont
community. (K. Miller, personal communication, October 29, 2015)
Westmont is clearly well prepared for a crisis situation, which is no surprise considering the
location of their campus puts them at risk for a number of natural disasters. It was just a few
years ago that Westmont had a major wildfire rip through campus, burning down a variety of
building and Residence Hall units. All students (along with about 100 preview students) followed
the shelter-in-place plan, and there were no injuries or fatalities from the Tea Fire.
Coincidentally, the day I talked with Kylie, the Crisis Management team was already jumping
into action responding to reports of another wildfire burning the hillside behind Westmont. By
the time I called Kylie, they had already alerted all staff and students, prepared for a shelter-inplace evacuation, and mobilized their wildfire unit to assist firefighters!
Westmont is a great example of a solid, prepared, crisis management plan. Most
recommendations I would make to the administration of my institution would be the importance
of training drills and walk-throughs of evacuations that Westmont does regularly. You can pass
out a handout that details what to do in case of an emergency, but actually getting up and going
through the process ingrains it into your mind, so you are better prepared to take action when a
crisis occurs. The ReadyDay exercise Westmont does is a great example of giving due
diligence to preparing those involved well, and making sure you continue shaping and molding
your crisis management plan to be the best it can be. I also would recommend that my institution
learn from other colleges and universities, comparing plans and communicating about what can
be done better. We know collaboration is a powerful piece in Student Affairs, but crossinstitutional collaboration in crisis management helps you find pieces you missed and continue
shaping your crisis management plan to be better prepared for any and all situations.

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Overall, this exercise was a great opportunity to learn about Institutional Resilience at
Westmont and it is reassuring to know they are well-prepared to handle a crisis when it occurs.
By taking time to prepare from the ground up, continue research and communication with other
universities, and practicing drills/evacuations regularly, Westmont has a well-developed crisis
management plan that can be smoothly executed when needed.

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References
Booker Jr., L. (2014). Crisis management: Changing times for colleges. Journal of College
Admission, 222, 16-23.
Kennedy, M. (2013). Managing a crisis. American School & University, 85(10), 16.
Walbert, J. (2008). In search of safer communities: Emerging practices for student affairs in
addressing campus violence. New Directions for Student Services, Winter 2008, 1-38.
Schuh, J. H., & Laanan, F. S. (2006). Forced transitions: The impact of natural disasters and
other events on college students. New Directions for Student Services, 114, 93-102.