White paper on delivering quick and effective communications in times of emergency. The modern day classroom with new technologies brings a new set of standards, expectations, and needs when it comes to protecting and alerting the student community during emergency situations. This discusses a cost effective mass notification desktop alerting solution. 6p

The two primary emergency notification system (ENS) issues inside the classroom arise by architectural design and classroom culture. It is a space architecturally designed to minimize distractions from the outside. There is also a long-standing culture enforced by teachers to minimize distractions inside classroom walls. The one-two punch of these two classroom dynamics has a big impact on the effectiveness of the methods used for emergency notification. The most predominant methods of mass notification used on university campuses — cell phone/text messaging, e-mails and Web announcements — are minimally effective in the classroom. This describes precision notification systems that has dedicated, networked alerting devices inside the classroom.

Discusses essential considerations when designing a campus-wide mass notification system, and the pros and cons of current notification systems. 8p.

When a school or university is dealing with an emergency, communicating to constituents and the public is critical. To get the word out most effectively, administrators must choose methods that deliver information quickly to the greatest numbers of people who need to know. Discusses how education institutions need to be using social media sites such as Facebook and Twitter to communicate important news to students, staff, family members and the community at large.

Two college administrators question the effectiveness of emergency notification systems. In an economy and industry of limited resources, decision makers need to better understand the core limitations of mass notification and clearly define mass notification goals, in realistic terms, prior to selecting and implementing a mass notification system.

Outlines a set of recommendations to college and university leaders and governing bodies on how to develop crisis-management systems to ensure that their institutions are as well prepared as possible for a wide range of crises. These recommendations are based, in part, on crisis-management programs developed for various business organizations. Results of a survey of colleges and universities to determine the general level of crisis-management preparation are also included.

Discusses investing in a network-centric emergency mass notification system that leverages the existing IP infrastructure and integrates with existing fire alarm notification systems or public address systems. This has proven to be the most effective way of alerting the most people in the shortest amount of time—regardless of the danger.

Advises on forming a higher education campus disaster plan. Elements of making and testing the plan, and procuring appropriate technology are detailed.

Reviews the damage done by 1993 and 2010 floods to Iowa State University in Ames. The different behaviors of the floods, how buildings succumbed or survived, and plans to flood-proof vulnerable buildings are addressed.

Discusses the advent and current necessity of mass notification systems for higher education campuses. While many types of natural and man-made hazards are covered, the article details recent updates of the National Fire Protection Association standard 72 for fire alarms. The Standard is typically not considered optional by local jurisdictions.

Education administrators face challenges in responding to the need for timely notification in the event of an emergency. This discusses planning ahead, precision emergency notification systems, and targeted warnings.

Advises on managing critical incidents on campuses, with special attention to different modes of evacuation or shelter-in-place, as well as special needs populations.

Many libraries have disaster recovery plans, but not all have prevention and action plans to prepare for an emergency in advance. This article presents the author's review of the prevention and action plans of several libraries: (1) Evergreen State College; (2) Interlochen Public Library; (3) University of Maryland, Baltimore-Marshall Law Library; (4) University of North Carolina Wilmington Randall Library; (5) Vanderbilt Central Library; (6) Bay County Library System; (7) Wayne State Universities Library; (8) Central University Libraries-Fondren Library Center; and (9) University of Southampton.

Discusses higher education emergency operations centers (EOCs), addressing how they can be economically set up in existing facilities, and how they should be equipped and staffed. Examples from three institutions are included.

Discusses business continuity plans for higher education institutions during emergencies. Examples of data backup arrangements, testing the plan, and partnering with off-campus institutions are described.

Discusses the rise in power outages not related to a natural disaster, and illustrates sophisticated laboratory situations where valuable work can be ruined due to a loss of power. Backup generators , communication to occupants, and uninterruptable power supplies are addressed.

Discusses the option of providing emergency medical services on campus, addressing building, equipment, and insurance issues, as well as the opportunity for students in medical studies to learn "on the job."

Addresses higher education disaster planning, using the University of Houston's experience with Hurricane Ike as an example. The University had ample insurance coverage, which eased the process when thermal inspection of their roofs revealed far more damage than was visible with the naked eye. Prompt and thorough inspection of all structures after a severe storm is encouraged.

Discusses implementation of emergency alert systems at Jackson State and Lewis and Clark College. Prudent engagement of the system during incidents and frustration with low number of students and faculty who enroll to receive alerts are addressed.

Discusses the advent of risk managers on higher education campuses, who monitor a variety of issues including facility design and construction, hazardous materials, special events, and compliance.

Discusses the integration of emergency notification systems at this institution, which previously required activation from within separate buildings. The system is self-monitoring, can survive a catastrophic event that damages any part of it, and delivers messages with high intelligibility.

Discusses the third generation, or network-centric mass notification systems. These systems can deliver alerts to all species of communications and computing devices, as well as to traditional sirens, radio, and television. They also accommodate response from recipients confirming their status. Examples from two universities are included.

Reviews the use of sirens, text messages, e-mail blasts, outdoor voice systems, intercoms, and LED signs for campus emergency notification. The advantages and disadvantages of each system are discussed, as are potential interoperabilities.

Describes the National Incident Management System (NIMS) and the Incident Command System (ICS). The divisions of the systems are described, followed by a discussion of its advantages to standardization, interoperability, federal preparedness funding, and cost effectiveness. Examples of campus applications of the system and advice on training staff are included.

Identifies typical and unexpected locations of hazardous chemicals on campuses, describes disasters that may compromise their safety, or release chemicals from places where they were not known to exist, and discusses hazardous response and recovery plans.

Reviews the University of Iowa’s response to 2008 flooding, which reached the 500-year flood threshold and exceeded the existing disaster response plan. Protection of building systems where possible, restoration of minimal operations in time for Fall classes, mold control, and deployment of temporary and off-campus facilities are discussed.

Highlights programs at Virginia Tech, Boston University, Bryant University, Kent State University, and the University of Philadelphia, that strengthen ties and cooperation between college and university security and emergency officials and their local, regional, and state counterparts. The programs connect cell phones, land lines, computers, 400 megahertz and 800 megahertz radios, and walkie-talkies to the common denominator of an IP network, enabling system-wide with one call.