Real-time teaching: lessons from Katrina

College Student Journal, June, 2008 by Antoinette S. Phillips, Carl R. Phillips

Professors strive constantly to find ways for students to apply what they are learning in the classroom, thereby reinforcing principles being taught and increasing student interest and involvement in the learning process. Hurricane Katrina's devastating impact on the Gulf Coast had wide-ranging consequences. As a result, many individuals experienced emotions and behaviors characteristic of post-traumatic stress disorder. An event of this magnitude quite naturally found its way into many classroom lessons and discussions. This manuscript presents examples of classroom exercises developed specifically to take advantage of the tremendous learning opportunity presented by circumstances following this natural disaster. Student participation in and reaction to the exercises will be discussed.

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In an ongoing effort to engage students in the learning process, professors often incorporate examples and applications from current events. Indeed, research has shown that this enhances students' opinions of both courses and professors (Hudak & Anderson, 1984; Phillips, Phillips, & Cappel, 1994), making course material seem more relevant.

Classes at most universities had barely begun when Hurricane Katrina swept over coastal areas of Louisiana, Mississippi, and Alabama in August of 2005. Its aftermath affected--indeed, continues to affect--aspects of citizens' existence in both predictable and surprising ways. Although we are unaware of empirical research exploring this topic, abundant anecdotal evidence suggests that students--indeed, virtually everyone in the impacted areas--suffered to some degree from post-traumatic stress disorder (PTSD). It is not at all uncommon for those exposed to natural disasters such as major hurricanes to suffer from a variety of negative outcomes including flashback episodes, frightening thoughts, sleep disturbances, and difficulty leaning (Post-traumatic stress disorder, 2006).

Even communities only tangentially influenced by the actual storm experienced challenges to and changes in their daily routines that will not soon be forgotten. Loss of property, loss of lives, and loss of jobs lead to vast disruptions in almost every aspect of everyday existence. Dealing

with the collective effects of the hurricane quickly became a way of life. Once essential infrastructure elements were restored, businesses and communities resumed activities as they were able. Universities reopened, despite uncertainty as to which faculty, staff, and students would be returning. Moreover, the impact that the storm would have on funding, both immediately and ultimately, was an unknown. The pervasive nature of the storm's aftermath had a serendipitous effect in some respects. In a variety of academic areas, we found ourselves living in a laboratory, as it were, full of real examples and applications of concepts being taught in our classes. As the vast majority of our particular student body is employed at least part time, they were in an excellent position to have experiences relevant to topics we determined could be beneficially discussed in class. Poised to take full advantage of this wonderful learning opportunity, we concentrated on developing topic-relevant classroom exercises and discussions to do just that.

Background

Our goal in this section is to briefly describe circumstances in our area after Hurricane Katrina in order to provide readers some context. Geographically, we are close enough for many in the area to have experienced property damage from the hurricane, but far enough away that the primary impact was not devastating. The confluence of primary and subsequent effects, however, resulted in some quite unusual situations.

Many area residents evacuated prior to Hurricane Katrina. At the same time, hordes of evacuees from other parts of the state, as well as from other states, evacuated to this area, filling hotels to capacity. Additionally, many residents opened their homes to family and friends fleeing the storm. When storm damage prevented many from returning to their homes for long periods of time--if ever--the result was a dramatic, sudden population increase. Adding to this was a significant number of relief workers who arrived after the storm (e.g., power company crews, National Guard members, volunteers, etc.) housed in tents, churches, area schools and university buildings. Electricity was gradually restored, with homes and businesses being without power for periods of a few days to more than two weeks.

Scores of large regional distribution centers for items such as gasoline, produce, and groceries located in New Orleans were damaged or destroyed. So at the same time that demand for these items was much greater than usual (due to more people in the area and to families needing to replace refrigerator and freezer contents lost during the lengthy power outage) supply was extremely limited. Shipments of goods put on shelves overnight disappeared soon after stores opened. The major grocery stores made customers line up outside and enter in groups of 15 or so to keep order. Few service stations received gasoline deliveries, and long lines and rationing became the norm.