Abstract
This inquiry engaged graduate students in the Homeland Security and Emergency Management program course designated as Academic Community Engagement (ACE) at an Institution of Higher Education (IHE) in rural Texas. The purpose was to evaluate an American Red Cross (ARC) risk-reduction Home Fire Campaign initiative and to implement new strategies designed by students and grounded in after action reports (AARs) and principles of emergency management (EM). Vygotsky's model of social learning and Cultural Historical Activity Theory (CHAT) framed the study. Students partnered with the ARC, emergency responders, and civil society organizations to (a) assess the effectiveness of the ARC-led campaign; (b) apply EM principles in designing the student-led campaign; (c) implement EM principles to new capability-building strategies; and (d) offer recommendations. Comparative analyses of separate campaign events in the community revealed reciprocal benefits; solutions devised by students enhanced program effectiveness and expanded social capital; students reported deep contextualized learning.
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