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Teaching hazards by geographers: A decade of change

This paper reviews the status of college-level hazards courses and updates the findings of a survey conducted a decade earlier. The surveys sought information regarding hazards courses taught by geographers throughout the United States and Canada. Instructors were asked whether they emphasize physical or social aspects of hazards, what specific physical hazards and human response topics are considered, and what hazards models or paradigms are discussed, among other topics. Information was gathered about the instructors' education and their involvement in hazards research. The majority of instructors altered their courses in response to Hurricane Katrina, yet an emphasis upon physical aspects of hazards continued in many courses. Only slight changes were noted in coverage of many physical and social aspects of hazards. Discussion of models of human response to hazards decreased over the decade. Textbooks are increasingly authored by geologists. Geographers who are actively engaged in hazards research, as shown by graduate theses and dissertations, publication of journal articles reporting hazards research, presentation of hazards papers at professional meetings, membership of AAG Hazards specialty groups and subscriptions to Natural Hazards Observer, significantly differ from other instructors in their approaches to teaching hazards geography coursework. They typically spend more class time discussing social aspects of hazards and human response models in their classrooms.