| Abstract: | Because of the highly complex nature of chemical and nuclear accidents, efforts aimed at prevention, preparedness and response require the melding of many types of knowledge and the close collaboration of a wide range of professions. Nevertheless, the need for such integration and cooperation is not always strongly emphasized in university-level curricula. As a result, developing professionals have few opportunities to learn and practise unified models of environmental accident management. In an effort to foster a more integrative approach, the University of Alabama at Birmingham, USA, has launched the “Environmental Disasters” project. The project crosses disciplinary boundaries with respect to both curriculum and enrollment. In terms of curriculum, the project examines chemical and nuclear accidents from a multi-dimensional perspective, considering not only regulatory, scientific and policy issues, but also the public health, social, and psychological implications. In terms of enrollment, the project brings together students from the full range of fields that are involved with environmental accidents, including engineering, public health, public administration, social work, psychology, nursing, communications, medicine, and environmental studies. Emphasizing the need for a collaborative approach, students work in multi-disciplinary teams as they explore theory, case studies and current research. In addition, the student teams develop detailed plans for addressing the effects of a chemical or nuclear disaster. With environmental accidents representing an on-going threat to health and safety, the approach discussed in this article may provide a useful model for environmental disaster education at the university level. |
