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John Cross summarized his recent study on "Natural Hazards Courses in North American Geography Programs." Based on a survey sent to schools with Geography departments, Cross finds that the number of natural hazards courses being taught within such departments has gone up from an estimated 20 in the mid 1980s to about 120 today—over 40% of the geography departments at universities in the U.S. and Canada.
Cross looked at the types of geography programs within colleges, the characteristics of hazards classes, the level at which they are taught, topical content, the level of social versus physical characteristics content, theoretical models used or discussed, regionalization, textbooks used, other educational materials and approaches utilized, and the educational background of the course instructors and their professional interests.
Cross finds that "many characteristics of these courses, including the orientation toward physical or social aspects of hazards, exploration of hazard models and paradigms, and utilization of a wide variety of illustrative materials in teaching are strongly related to the professional background of the course instructor." Those hazards instructors who prepare professional presentations or publications on hazards (and, interestingly enough, those who subscribe to the Natural Hazards Observer) are much more likely to move beyond a physical approach in their classes and to bring in social considerations, theoretical models, and outside speakers from emergency management and related occupations. Unfortunately, though, it is still the case that those teaching hazards courses remain pioneers in the field and in their departments. Three-quarters of hazards classes are taught by faculty members who personally developed their courses and first taught hazards at their institutions.
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