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EDMG541 - Mass Casualty Incident Management

Course Details

Course Code: EDMG541 Course ID: 2833 Credit Hours: 3 Level: Graduate

This course deals with the casualty consequences of large scale emergency, disaster, and/or destruction. Public health, emergency casualty services, mortuary, and other issues are addressed using case examples, theory, and principles that have been researched, studied, and documented in international, national, and local settings. The course covers the background and philosophy, parameters, clinical issues, special circumstances (CBRN/WMD), clinical and non-clinical issues, and recovery strategies in Mass Casualty Incident Management. In conjunction with the outlined topics, the course examines a number of Mass Casualty Incident Management Case Studies (New York City, Jerusalem, Toronto, New Orleans, Tokyo and Madrid).

Course Schedule

Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session
10/26/21 - 04/01/22 04/04/22 - 05/29/22 Spring 2022 Session B 8 Week session

Current Syllabi

After successfully completing this course, you will be able to:

Evaluate the NIMS and ICS in conjunction with mass casualty incidents; Assess the incident overview from sustained operations perspective, with focus on the morgue operation; Evaluate responses to a mass fatality incident; Analyze and assess recovery operations; Evaluate morgue operations; Evaluate and design family assistance operations and the Joint Family Assistance Center; Analyze, and assess interaction with the media; Assess the logistical support operations; Evaluate the federal response resources; Analyze, evaluate and design Mass Casualty Emergency Operations Plans; Assess the necessary operations involving crime scene considerations; Analyze and assess the handling of explosive and incendiary incidents; Evaluate the handling of the chemical emergency preparedness; Evaluate operations involving radiological incidents; Evaluate operation in response to biological incidents; Evaluate operation in response to natural disasters; Evaluate operations in response to man-made disasters; Compare and contrast the operations short-term and extended mass-casualty incidents.

Through weekly essay Assignment submissions, weekly Discussion posts and discussion, Final Project Proposal Forum, and the course Final Project submission students will be evaluated by using the following criteria:

  • Foundation of Knowledge
    • Beginning (1)
      • Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
    • Developing (2)
      • The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
    • Accomplished (3)
      • Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
    • Exemplary
      • Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

  • Synthesis of Knowledge (Focus/Thesis)
    • Beginning (1)
      • Student exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
    • Developing (2)
      • Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
    • Accomplished (3)
      • Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
    • Exemplary (4)
      • Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates at least of 7-10 quality references in the development of the overall thesis. Student incorporates a variety of research resources and methodology in the preparation of assignment.
  • Application of Knowledge-Critical Thinking Skills
    • Beginning (1)
      • Student demonstrates beginning understanding of key concepts, but overlooks critical details. Student is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.
    • Developing (2)
      • Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.
    • Accomplished (3)
      • Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
    • Exemplary (4)
      • Student demonstrates a higher-level of critical thinking necessary for graduate level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
  • Organization of Ideas/Format
    • Beginning (1)
      • Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms.
    • Developing (2)
      • Student applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.
    • Accomplished (3)
      • Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors.
    • Exemplary (4)
      • Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence.
  • Writing Skills
    • Beginning (1)
      • Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment.
    • Developing (2)
      • Assignment reflects basic writing and grammar, but with more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter.
    • Accomplished (3)
      • Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a good final product that covers the above-minimal requirements.
    • Exemplary (4)
      • Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal.
  • Use of Technology/Applications
    • Beginning (1)
      • Student needs to develop better formatting skills. The student may need to take additional training or obtain help from the Educator Help Desk while preparing an assignment. Research and resources presented in the assignment are limited. Student needs to expand research scope. The number of formatting errors is not acceptable.
    • Developing (2)
      • Student demonstrates a basic knowledge of computer applications. Appearance of final assignment demonstrates the student’s limited ability to format and present data. Resources used in assignment are limited. Student may need to obtain further help in the use of computer applications and Internet research.
    • Accomplished (3)
      • Assignment presents an above-average use of formatting skills, with less than 3 errors. Students has a good command of computer applications to format information and/or figures in an appropriate format. Student uses at least two types of computer applications to produce a quality assignment.
    • Exemplary (4)
      • Student provides a high-caliber, formatted assignment. Learner exhibits excellent use of computer technology in the development of assignment. Quality and appropriateness of stated references demonstrate the student’s ability to use technology to conduct applicable research. Given assignment includes appropriate word processing, spreadsheet and/or other computer applications as part of the final product.
  • Research Skills
    • Beginning (1)
      • Student fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. The paper is not of acceptable quality for graduate-level work.
    • Developing (2)
      • Assignment provides a basic, but borderline perspective of student’s research abilities. Student has incorporated less than 4 sources, which does not attempt to cover key elements of assignment.
    • Accomplished (3)
      • Student achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment. Assignment contains less than 7 resources, and presents an average overview of key concepts
    • Exemplary (4)
      • Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates at least of 7-10 quality references in the development of the overall thesis. Student incorporates a variety of research resources and methodology in the preparation of assignment.

Course Materials

Are provided in each week's Learning Materials.


Koenig, K.L. & Schultz, C.H. (2009). Koenig and Schultz's Disaster Medicine : Comprehensive Principles and Practices Ebook

Nutbeam, T & Boylan, M (2013). ABC Series: ABC of Prehospital Emergency Medicine. BMJ Books. Chapter 33. Available from the Library e-books

Additional Resources

Articles are available through APUS Library.

Moynihan, D. P. (2008). Combining structural forms in the search for policy tools: Incident command systems in U.S. Governance: An International Journal of Policy, Administration, and Institutions, Vol. 21, No. 2, pp. 205-229.

Moynihan, D. P. (2007). From forest fires to Hurricane Katrina: Case studies of incident command systems. IBM Center for Business and Government.

Marcus, L.J., Dorn, B.C. & Henderson, J. M. (2005). Meta-leadership and national emergency preparedness - Strategies to build government connectivity. Working Papers. Center for Public Leadership, Harvard School of Public Health and the John F. Kennedy School of Government, Boston, Massachusetts.

FEMA (2011). A Whole Community Approach to Emergency Management: Principles, Themes, and Pathways for Action

FEMA's Higher Education Articles and Papers

The International Journal of Mass Emergencies and Disasters (IJMED)

Disciplines, Disasters and Emergency Management Textbook

In addition to the above resources, websites and academic journal articles are listed in each week's Learning Materials.

Web Sites

In addition to the required course texts, the following public domain web sites are useful. Listed in each week's Learning Materials are additional websites directly related to the week’s lesson.

Please abide by the university’s academic honesty policy when using Internet sources as well. Note web site addresses are subject to change.

Site Name

Web Site URL/Address

FEMA Whole Community Approach to Emergency Management

A Whole Community Approach to Emergency Management: Principles, Themes, and Pathways for Action

FEMA's Higher Education Articles and Papers

International Journal of Mass Emergencies and Disasters


Disciplines, Disasters and Emergency Management Textbook


Academic Resources

Within each week's Learning Materials are academic journal articles directly related to the week’s lesson

Book Title:Various resources from the APUS Library & the Open Web are used. Please visit to locate the course eReserve.
Author: No Author Specified
Book Title:Koenig and Schultz's Disaster Medicine: Comprehensive Principles and Practices - eBook available in the APUS Online Library
Publication Info:Cambridge University Press Lib
Author:Koenig and Schultz
Unit Cost:$231.00

Previous Syllabi

Not current for future courses.