Truckee Meadows Community College. School of Sciences: Fire Science Technology FIRE SCIENCE TECHNOLOGY PROGRAM/UNIT REVIEW SELF STUDY

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1 Truckee Meadows Community College School of Sciences: Fire Science Technology FIRE SCIENCE TECHNOLOGY PROGRAM/UNIT REVIEW SELF STUDY

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3 Fire Science Technology INTRODUCTION Fire Science Technology is a member of the School of Sciences within Truckee Meadows Community College. All of the classes for this program are taught off campus at the Regional Public Safety Training Center. The training offered by Fire Science Technology is very high hazard training in which the students are dealing with live fire, climbing of ladders, confined spaces, heights, safety and survival rescue techniques, and cutting of cars. Mission Statement Fire Science department prepares students for entry-level positions and career advancement at regional and national firefighting agencies through training that adheres to national and state certification standards. Degrees, Certificates, and/or Non-Credit Courses offered Currently Fire Science Technology offers three separate Associates of Applied Science degrees and two certificates of achievement for a variety of firefighting occupations. Appendix B includes catalog worksheets for each degree and certificate. Associate of Applied Science Fire Science Degree Fire Academy Emphasis Firefighter Wildland Emphasis Fire Science Technology Emphasis Certificate of Achievement Firefighter Volunteer Fire Science Technology Fire Science Technology also offers non-credit workshops, ranging in a wide range of topics from Wildland firefighting to Rescue classes. Primary Goals and Objectives TMCC's Fire Science Technology is to prepare skilled firefighters to work in career and volunteer positions for both municipal/structural and wildland agencies. Through academic degrees and certificates, skillsupgrade courses, and a firefighting academy, the training programs address various levels of student needs: Emerging workers who are seeking training to begin their first careers as firefighters. Transitional workers who are moving from one career into firefighting. Incumbent firefighters who attend classes for skills upgrades, certifications, and career advancement. Factors Expected to Affect Future At present, the biggest factors affecting our future are the state budget as well as the lack of firefighter hiring within our local agencies. Firefighting equipment is expensive to replace; it will be much harder in Truckee Meadows Community College Introduction 1

4 the near future to fund for equipment repair or purchase if it breaks. Most of the local agencies are on hiring freezes there are not spots for the students to apply for employment. Fire Science Technology faculty as well as agency personnel are telling young people, If you want a career in Fire Service you need to complete your education, and now is the best time to do that. Once the fire departments begin to hire you need to make yourself as marketable as possible. Also once you start your career it will be more difficult to finish your education. State, local, and national agencies are beginning to require degrees for advancement within their departments. If Fire Science Technology is going to keep up with this trend than not only do we need to work on courses we are offering, but also look for possible articulation agreements with four year colleges to allow these students the opportunities that will help them the most.

5 School of Sciences DEMOGRAPHICS AND ENROLLMENT General Student Demographics Age During the study period, Fire Science Technology consists primarily of students between the ages of 18 and 24, several points higher than the college average. A significant decrease appears to exist in students in the age brackets as compared to the rest of the college and is repeated at the 50+ age category. The firefighter academy exhibits the same trend with comprising the majority of students. As an entry level program which demands vigorous physical and mental abilities of its students, this statistic is consistent with the program's mission and the industry findings. Gender The gender distribution is reflective of the gender distribution within the industry throughout the United States. The average female enrollment during the study period has stood consistently near nine to ten percent. Virtually all female students in the TMCC program are between 18 and 24 years of age. Females in the older age demographics do not register an interest in pursuing careers as front line firefighters. Again, these statistics are consistent with other training programs and the industry findings. Truckee Meadows Community College Demographics and Enrollment 3

6 Ethnicity The ethnic makeup of the program generally reflects the composition of the region. White students are predominant. The Hispanic population is the second largest group, but lags behind the college average and is significantly lower than the county population. The program also lags behind the number of Asian students enrolled as compared to the college and community. Detailed data found in chart below reveal that enrollment of Hispanic students has increased in recent years, but the program must make it a priority to bring this critical statistic in line with the rest of the college and community.

7 School of Sciences Student Status Educational Status Educational status comparisons between the Fire Science Technology and the college are close to comparable. A little less than 70% of the students are continuing students. As shown in the chart below new students and new transfer students tend to be a little higher than the rest of the college. Enrollment Status As seen in the chart below the enrollment of Fire Science Technology is predominantly full time. Reasoning could be attributed to the age of the majority of students enrolled in the program. Fire Science Technology students statistically are around the age of and for the most part are just coming out of high school. Also this trend could be attributed to the large number of credits the Fire Academy is worth, currently 22 credits. Truckee Meadows Community College Demographics and Enrollment 5

8 Student Recruitment Activities Most new students are referrals by local firefighting agencies. Program personnel also participate in career days at local high schools, as well as college-sponsored events such as Day on the Hill and Spring Open House. The program also maintains a current web site with information for potential students and hosts regular facility tours for college and high school students. As part of their Academy training, cadets are required to perform a community service project. In many instances, those projects will involve promoting the program at events throughout the community along with this community service project the students build a relationship with a pen pal throughout the semester. The majority of the pen pal students are minority children. Program personnel have also staffed information booths and distributed flyers at professional firefighting conferences held throughout the region, increasing recognition within referring agencies. Underserved Student Populations Informal recruitment efforts by members of the program's faculty have targeted specific ethnic populations, most notably Native Americans. During the study period, however, no explicit recruitment efforts have been targeted at specific ethnic groups or women. The program did do some recruitment efforts at the Building Women career fair as well as a Native American Expo. that was held at Edison last summer. In the future the program will pursue options, including returning to the annual "Building Women" career fair which features non-traditional careers. Additional opportunities will be monitored. Enrollment Patterns Number of Sections As shown in the graph below the number of sections has varied from sections. Since the fall of 2005 there was a decrease in the number of sections being offered in the fall terms. The department observation is that this is a reflection of the state economy. In the fall of 2009 was when the layoffs and potential

9 School of Sciences layoffs were happening here in the Reno, Sparks area. The spring would bounce back due in part to the wildland classes we would offer for credit. Full Time Equivalent Enrollment As illustrated below, FTE in Fire Sciences has fluctuated significantly during the study period. Most significantly, the program rose to a high of over 140 FTE in spring 2007, but declined to a low of just above 60 FTE in fall During this study period, the program suffered from significant faculty turnover. Each change in management also brought changes to procedures, scheduling, and policies; creating confusion among agencies and prospective students. Much of the enrollment is dependent on the Truckee Meadows Community College Demographics and Enrollment 7

10 coordinator's relationship with regional firefighting agencies and the relationships had to be reestablished with each turnover. Recent staffing changes have established a single coordinator who will oversee all public safety training programs. It will bring new stability and interaction between the programs and should help stabilize enrollment patterns. The new coordinator is encouraged by the advisory committee, to visit with regional local government training chiefs at the Northern Nevada Fire Chiefs Training Officer Association quarterly meetings. This will bring an increased emphasis on the program. Furthermore, the recession resulted in significant budget cuts at all levels of municipal government. As a result, new firefighting positions evaporated and layoffs created a glut of experienced firefighters in the market. This development resulted in a decline of enrollment toward the end of the study period. FTE also includes the Wildland Firefighting classes during the spring semesters. The Wildland workshop program was transferred to WDCE in The transfer resulted in significant confusion among partner agencies, resulting in volatility in subsequent years. Agencies indicated that they didn't know which office at TMCC was responsible for the training they required. The change also caused significant confusion among student advisement. Although the Fire Science Technology still conducted Wildland classes for credit, students were often advised to enroll in non-credit offerings at WDCE, regardless of their goals. FTE volatility should decrease now that the Wildlands program has been relocated to Fire Science and the appointment of a single coordinator for all Public Safety Training classes. Retention Rates Retention in the Fire Science Technology is strong and exceeds the retention rate for the College and School of Sciences. For this period of study the average retention rate was 81.5%, above both the School of Sciences 77%, and significantly exceeding the college average of 71%.

11 School of Sciences Student to Faculty Ratios The Student: Faculty ratio (SFR) in Fire Science averages around 16:1, slightly lower than the 19:1 average reported for both the School of Sciences and the overall college. The program's ratio, however, ranged from a high of 18:1 in Spring 09 to a low of 13:1 in Fall 08. Although the ratio has fluctuated from semester to semester during the study period, it continues to trend downward. The declines correspond with turnover within the department of the full-time instructors/coordinators. Due to the high hazard nature of fire fighter training, a lower student to faculty ratio is necessary to reduce potential liability for the college. To help keep this ratio low, Fire Science Technology utilizes fully trained instructional assistants.. Truckee Meadows Community College Demographics and Enrollment 9

12 Number of Declared Degree/Emphasis Seekers As shown in the chart below the Associates of Applied Fire Science Technology Degree is the most sought after degree, which is promoted heavily during recruitment. In talking with different people in the industry this degree is the most widely accepted degree nationally. Even though there has been a gradual rise in the Associates of Applied Science Fire Academy degree we anticipate this degree to take a drastic decline due to one of the most important classes being deleted in the fall of This is a direct reflection of the high turnover and having different people with different philosophies. Also this chart shows that the Associates of Applied Science Wildland has a low interest in the community. When you look at the number of degrees declared and the number that are actually completed during this period of study it shows the lack of interest. Fire Science Technology intends to delete this degree and allow those interested in Wildland to use those classes for their Emphasis requirement in an Associates of Applied Science Fire Science Technology degree. Student Success Rates The number of graduates in the Associates of Applied Science Fire Science Technology Degree has increased during this study period. This may be a result of streamlining the degree offerings by this program. With so many different degrees it was very confusing to the students. Also during this period of time there was a decline in the number of Associates of Applied Science Academy Degrees. This was a direct result of two different issues. First and foremost is the recession that the state of Nevada is experiencing. Many students are not going through the academy due to fire departments budgetary staffing issues. The second reason was one of the key classes to this degree was deleted at one point during the constant change in leadership.

13 School of Sciences Completions Total Fire Science Technology (AS-FS) Fire Science Technology (CT-FS) 1 1 Fire Science Technology, Fire Academy (AS-FA) Fire Science Technology, Wildland (AS-FW) Totals Fire Science operates career-based training programs that prepare students and cadets for state and national certification exams which are required for employment. As a result, most individuals do not pursue the AAS degrees or certificates offered by Fire Science once they pass the certification exams and obtain employment. Nonetheless, multiple municipal and county Fire Departments throughout northern Nevada have implemented new policies encouraging current employees to pursue the Associates of Applied Science degree by offering salary advancement upon completion of the degree. There is also a national trend that is requiring degrees for promotions. Enrollment Development Strategies Demographic Findings and Strategies Students in Fire Science Technology tend to be younger than the college population, with its greatest concentration in the age groups; additionally, theses students tend to be predominately white males. Hispanic, African American, and Native American students are under-represented in the program. The program must continue to actively recruit from all demographic categories, but must increase its efforts to diversify the student body with outreach to under-represented groups, especially female and Hispanic populations. Student Status Findings and Strategies The number of continuing students, new transfers, and new students reflects college wide trends. The program needs to consistently monitor the demand of the working public to make sure we are providing the classes that are needed as well as the schedule that would work best. This may mean the program needs to look into creative scheduling to accommodate the unique schedules kept by the industry. Truckee Meadows Community College Demographics and Enrollment 11

14 Enrollment Patterns and Strategies As mentioned many times previously in this report the enrollment numbers may have a direct reflection on both the economy and the lack of consistency in the leadership position. With the implementation of the new Public Safety Coordinator position there have already been some strategies worked on and implemented. These have included a review of the current academy and ways to make it more attractive to both the students and the agencies who hire the students. Also there has been more recruitment done to help spark interest in both the career as a firefighter as well as Fire Science Technology at TMCC. Along with recruitment work and prerequisite definition, streamlined degree offerings will decrease the confusion for students. The program is also looking at articulating with a four year college, like Columbia Southern University, to allow our students to continue on to a Bachelors degree. We anticipate this will increase our enrollment. Student Success Rates and Strategies The number of students declaring degrees has been fluctuating over the past several years mostly due to the economy. The retention rate has been high compared to the School of Sciences and the College even with the fluctuation. Fire Science Technology needs to work diligently to make sure that we offer the proper classes. Also, we need to work closely with the students to help them continue to graduation. This can be accomplished by curriculum, outcomes, and program reviews to make sure we are catering to the students need. Another key component in this process is the advisory board committee. The program needs to work with them to make sure classes offerings coincide with industry demand.

15 School of Sciences CURRICULUM Degree/Emphasis Assessment Reports Since 2003 there have been 8 part-time faculty members with leadership roles including the responsibility of teaching. In the spring of 2008 there was a full-time person that was hired to fill the Commander position in Fire Science Technology. He served there for two years. With the high amount of turnover, degree assessments were not done. However in the spring of 2011 all degrees for Fire Science Technology were evaluated and resubmitted to the CAP committee for approval. Course Assessment Report Summaries As stated above assessment reports were not done due to the high turnover. However since the spring of 2010 the Program has been keeping a better eye on the individual courses. As a matter of fact in the fall of 2010 and early spring of 2011 all FS and FT courses were reviewed and sent through the curriculum committee for updating. This not only updated the outcomes and measures, but we also had a chance to look at what was being taught. Assessment Driven Improvements Due to the lack of assessment over the years our assessment improvements are not obvious. Reviewing both our curriculum and degrees caused changes to be implemented. For example; some classes have been deleted due to lack of enrollment over the past few years. Along with that degrees were examined, resulting in deciding to eliminate some due to lack of interest and to help clear any confusion there might have been. Evaluating Relevancy of Curriculum Course Content At the end of the spring semester 2010 all TMCC departments were tasked with updating their curriculum. Fire Sciences had every course to go through to accomplish this task. As a result, the department decided to delete several course offerings. Also some classes were identified as not having enough or any prerequisites. These issues were addresses and approved at this time. Degree/Certificate Requirements Along with the above mentioned process Fire Science Technology also reviewed the degrees and certificates being offered. At that time we decided to eliminate some emphasis and a certificate. Also we looked at what the requirements were for these degrees and certificates. Methods of Instruction The vast majority of the Fire Science courses are a combination of both lecture and lab. This program is also delivering some of the more lecture-based classes online. Truckee Meadows Community College Curriculum 13

16 Faculty Qualifications All instructors in Fire Science Technology have to meet state and national qualifications. Each of our instructors has to meet a minimum of Fire Instructor II, to be able to teach any of the FT or FS classes according to the State Fire Marshalls office and the National Fire Protection Association. Wildland instructors meet not only instructor class qualifications but also certain certification and experience levels as well. Post Completion Objectives (transfer, job placement, etc.) Since 2003 there are no official post completion surveys or follow up done, this is due to no assigned fulltime employee in Fire Science Technology. We occasionally hear from the different agencies about students they have hired. Also we know that the Sparks Fire Department was using our academy as their hiring academy. Secondary Student Preparation Efforts Currently Fire Science Technology does not have any articulation agreements with any local high schools. Mostly due to the nature of our training and the potential danger, training requires that students be at least 18 years old and possess a high school diploma. Representatives from the program do attend career fairs as recruitment. They take this time to talk with the students about what they can get done early to help them toward a degree in Fire Science Technology. External Review As many other programs we are primarily subject to advisory board committee review. The FS/FT programs are also subject to possible review by the State of Nevada Fire Marshal office and the National Wildland Coordinating Group. Non-credit Training Offered In the spring of 2011 Fire Science Technology started offering Wildland Fire workshops for non-credit. These classes are part of the national curriculum that is developed by the Bureau of Land Management. These classes were being taught by the Workforce Development Continuing Education department, but on the recommendation of Fire Science Advisory Board the college relocated them to Fire Science Technology. These classes are well attended and a big demand from all local fire agencies. There are students that also attend these classes from out of state fire agencies. Fire Science Technology was approached by smaller volunteer fire departments requesting some rescue training. We provided this in a workshop format and it was very successful. Curriculum Development Strategies Assessment Findings and Strategies As mentioned in previous sections Fire Science Technology has not done many assessments in the past several years. Degree and curriculum updates have found some areas in which we need to develop better curriculum. One area is to bring the academy into line with the national fire curriculum that is taught for AS

17 School of Sciences degrees. We are also beginning the process of working with another college for possible articulation for transfer to allow the students to continue on with their bachelor s degree. External Resource Recommendations and Implementation Plans The Advisory Board Committee is the primary source of outside review any advice mentioned by them is taken into consideration. Also as the National Fire Protection Association and National Wildland Coordinating Group update their standards the Fire Science Technology will update to maintain compliance. Anticipated Factors Affecting Curriculum and Strategies As of now there are two anticipated factors that will affect curriculum, development of new curriculum, and implementation of the curriculum. The first main factor is the state budget. It will be hard to develop new curriculum and implement it if the budget continues to dwindle. The department relies heavily on part-time instructors, and the part dollars tend to the first impacted budget when further cuts are required. Another factor that will play into this is staffing. It is difficult to develop new curriculum with low staffing, additionally implementation and maintenance becomes an overwhelming task. As the industry demands more quantity of classes and better quality Fire Science Technology, at this time, will have to depend on more part-time faculty. One of the ways that the program can improve, yet still maintain what is currently taught, is to move to the national curriculum that was developed by FEMA for Associates of Applied Science degrees in fire science. This model curriculum, known as the Fire and Emergency Services Higher Education Project, is developed to meet the various national standards for fire service professional qualifications. Many of the courses we currently teach meet this program. It would be a matter of matching our curriculum with what they require. This would allow us to work on the curriculum while maintaining the current level of full time staff. The college also may seek IFSAC, International Fire Service Accreditation Congress recognition as a fire service degree granting institution. Students gaining their fire fighter or hazardous materials professional qualifications gain IFSAC recognized professional certifications from the Nevada State Fire Marshal/Fire Service Standards and Training Committee. These certifications are recognized in 47 states and many foreign countries, allowing our training to travel to other service areas. IFSAC accreditation will provide the same mobility. It would add a high recognition for our program. Truckee Meadows Community College Curriculum 15

18 RESOURCES Faculty and Staff Required Faculty Credentials Fire Science Technology faculty are required to fit the National Fire Protection Association, National Wildland Coordinating Group, and the State Fire Marshal-Fire Service Standards and Training Committee regulations when it comes to instructor qualifications. Each of these has different standards as to who is qualified to teach which class and at what level. To help maintain compliance with these regulations the adjunct faculties certifications are on file at with the administration of the program. Along with this there is a copy of the regulations in the Public Safety Coordinators office. Full-Time to Part-Time Faculty Ratio As mentioned previously in this report there had not been a regular full-time faculty member in this program since the spring of Now there has been a full-time faculty member in the coordinator position since the spring of All of other employees in this program are adjunct faculty. As seen in this chart fall 2007 had a major spike in fulltime faculty as there was a firefighter assigned to our school full time, in December he was resigned due to a medical issue.

19 Required Classified Credentials No specialized credentials are required for classified staff. School of Sciences Classified FTE There is currently one Administrative Assistant III position that is assigned to support Fire Science Technology. This position provides full clerical support for this program. This includes but is not limited to class schedules, room scheduling, term builds in Luemens, faculty support, part-time faculty documentation, ect. This position is shared between the EMS, Police Academy, and the Wildland workshop classes. Facilities Fire Science courses are provided at the RPSTC, a state-of- the art facility, which is also utilized by other public service agencies in Washoe County. Classroom and clinical laboratory spaces are adequate. This facility allows the department to bring the students out of the classroom for lab time and put them into a controlled real-world environment. Room Capacity Description 102 A/B General Classroom 104 A/B General Classroom 103/ General Classroom Auditorium Driving Simulator Dedicated Police Academy Room General Classroom Dedicated Fire Academy Room General Classroom Mat Room General Classroom Room Capacity Description Dedicated EMS Classroom General Classroom Computer Lab Dedicated Classroom Boardroom/Resource Room General Classroom Fire Science Technology is not provided a capital equipment or maintenance budget, consequently upkeep and maintenance, and any new acquisition is dependent upon agency donations, grants, or unused lab funds. For example, the City of Reno recently donated a used fire engine. While the donation is welcome, it still required a substantial outlay for repairs to make it ready for use. Another example; North Lyon Fire Protection District also sold the department a fire engine for the cost of two student s tuition for paramedic school. Fire Science Technology makes significant maintenance purchases on engine(s) and other equipment to run simulated calls in an environment that is much like the industry standard to meet the national and state requirements for final evaluation and examination. Truckee Meadows Community College Resources 17

20 Technology Fire Science Technology is fortunate to have a training facility that is state of the art. All classrooms that are utilized are smart rooms, the burn tower is fully automated, and there are many other props that other training programs do not have. The biggest issue that we have is keeping our students equipment up to date with the technology. This causes issues with them learning on out of date equipment that could potentially put them in harm s way. Funding Sources Fire Science Technology relies heavily on funding from the Perkins grant. For the past 5 years this grant has supplied a classified position that has been helping maintain the equipment as well as work on the maintenance of some of the vehicles when they break down. We have also relied heavily on donations from other area fire departments to help us with the acquisition of the more costly items, which have dwindled in the current economy. Resource Development Strategies Staffing Issues and Strategies Currently there are no full-time instructors for Fire Science Technology. Relying on adjunct faculty can at times cause inconsistency problems with instruction. At times there seems to be a sense of lack of leadership. Since the spring of 2010, when there was a Public Safety Coordinator appointed this feeling has diminished. In the near future it would be desirable for Fire Science Technology to hire a full-time instructor to help with the work load as well as bring consistency to the classroom. Facilities and Desired Capital Improvements Over the past two years Fire Science Technology has benefited from the generosity of the local agencies. We have acquired two used fire engines, one from the Reno Fire Department and the other one from the North Lyon County Fire Protection District. Both of these have brought our fleet close to the 21 st century however; some of the technology is already out dated. Also we have an air trailer that is barely working. This is one of the most important pieces of equipment as we cannot teach the fire science students how to perform an interior attack without the proper air to breath. This puts our students at a great health risk. Along with the air trailer, the air packs that the students use to breath is out of date. Our newest pack was purchased in The technology and safety features that have been integrated into the newer packs puts ours out of date. It is important that the students be familiar with what they are required to use in the field. There is also a large demand on fire hose and other equipment. Again the agencies around us are very generous with donations, however the issue is that when we receive donations, the hose is already worn and in some cases has been well used. When hoses fail during class, this causes frustration on the part of the instructor and the students. Most importantly this causes a potential safety hazard for all involved. One of our biggest issues has to do with facilities. After being able to see another community college and the training facilities that they have we are very fortunate. TMCC has a great partnership with the Regional

21 School of Sciences Public Safety Training Center, this gives our students access to a fantastic facility. Where the Fire Science Technology is lacking is in storage for large equipment. Currently the building we are renting is extremely small and difficult to access in a timely manner. Also there is no running water and no restroom facilities for those who are working there. Ideally, having a building located at the RTC is desirable; however with the agreements in place it may not be possible. Having a big building as close as possible to the RTC would be acceptable. This building would allow storage of all equipment out of the weather and repair as necessary. Funding Allocations and Development Strategies With the current state budget situation it is increasingly necessary for the Fire Science Technology to seek outside funding. High cost of replacement and repair for equipment the programs are in need of creative funding. Truckee Meadows Community College 19

22 APPENDIX A. Dean s Analysis of Funding Resources School of Sciences - Fire Science Fund Agency ORG Description OBJ EXPENSE/BALANCE Fire Science, Acting Director David LeBaron Last yr - FY 10 Current - FY 11 State Operating HL17 Operating 17 $ 19, $ 19, $ $ $ 14, $ 14, Lab HL20 FIRE SCIENCE $ - $ - Special Fees HL33 TURN OUT RENTAL $ - $ - Grants CF02 Perkins - Fire Science $ 63, $ Non-credit training Donations Other TMCC Appendix 1

23 School of Sciences APPENDIX B. Degree and Certificate Worksheets The degree and certificate worksheets are suggested course sequences. Fire Science Technology Degree Associate of Applied Science For additional degrees and certificates, see the fire academy, volunteer firefighter and wildland firefighter emphasis worksheets. General Education Requirements Diversity (3 credits) Refer to the Diversity section of the general education description of this college catalog for a list of approved courses. Designated diversity courses can be used to fulfill other general education or major requirements. Communications 3 credits English 3 credits Human Relations 3 credits Quantitative Reasoning 3 credits Science 6 credits Recommended: chemistry Social Science/Humanities 3 credits U. S. and Nevada Constitutions 3 credits Total General Education Requirements 24 Credits Core Requirements FS 241 Fire Company Organization Management...3 FT 101 Introduction to Fire Protection... 3 FT 125 Build Construction I...3 FT 131 Hazardous Materials...3 FT 243 Firefighting Tactics and Strategy...3 Total Core Requirements 15 Credits Emphasis Requirements 12 additional credits required. Choose from the following or other FS courses listed in the catalog. FS 285 Selected Topics in Fire Science FT 110 Basic Wildland Firefighting...3 FT 121 Fire Prevention I...3 FT 122 Codes/Ordinances I...3 FT 150 Apparatus and Equipment...3 FT 151 Fire Service Hydraulics I...3 FT 291 Fire Administration...3 Total Emphasis Requirements 12 Credits Total Elective Requirements 9 Credits Recommended: EMS 108 for six credits Truckee Meadows Community College Appendix 23

24 Total Degree Requirements 60 Credits Firefighter Academy Emphasis Associate of Applied Science Fire Science Technology Degree For additional degrees and certificates, see the fire science technology, volunteer firefighter and wildland firefighter emphasis worksheets. General Education Requirements Diversity (3 credits) Refer to the Diversity section of the general education description of this college catalog for a list of approved courses. Designated diversity courses can be used to fulfill other general education or major requirements. Communications 3 credits English 3 credits Human Relations 3 credits Quantitative Reasoning 3 credits Science 6 credits Required: chemistry Social Science/Humanities 3 credits U.S. and Nevada Constitutions 3 credits Total General Education Requirements 24 Credits Core Requirements EMS 108 Emergency Medical Technician I Basic Training...7 FT 101 Introduction to Fire Protection...3 FT 106 Firefighter I Academy...12 FT 206 Firefighter II Academy...10 FT 260 Firefighter Rescue/Haz Mat Academy...10 Total Core Requirements 42 Credits Elective Requirements None required. FS 150 Physical Fitness and Nutrition for the Fire Service...3 Needed for the NFPA certification. Total Elective Requirements 0-3 Credits Total Degree Requirements Credits

25 School of Sciences Firefighter, Wildland Emphasis Associate of Applied Science Fire Science Technology Degree General Education Requirements Diversity (3 credits) Refer to the Diversity section of the general education description of this college catalog for a list of approved courses. Designated diversity courses can be used to fulfill other general education or major requirements. Communications 3 credits English 3 credits Human Relations 3 credits Quantitative Reasoning 3 credits Science 6 credits Social Science/Humanities 3 credits U.S. and Nevada Constitutions 3 credits Total General Education Requirements 24 Credits Core Requirements FS 114 Incident Command System...1 FT 101 Introduction to Fire Protection...3 FT 110 Basic Wildland Firefighting...3 FT 113 Basic Air Ops, S FT 131 Hazardous Materials...3 FT 146 Wildland Tactics and Strategies I...3 FT 212 Fire and Ecology...3 Total Core Requirements 17 Credits Emphasis Requirements EMS 113 EMS First Responder...4 FT 111 Portable Pumps, S FT 112 Power Saws, S FT 115 Crew Boss, S FT 116 Engine Boss, S FT 117 Dozer Boss, S FT 118 Firing Methods, S WF 205 Fire Operations in the Urban Interface...3 Contact department for alternative course options. WF 244 Field Observer...2 WF 260 Fire Business Management Principles...1 Contact department for alternative course options. Total Emphasis Requirements 16 Credits Elective Requirements Approved Elective...3 Total Elective Requirements 3 Credits Total Degree Requirements 60 Credits Truckee Meadows Community College Appendix 25

26 Fire Science Technology Certificate of Achievement For additional degrees and certificates, see the fire academy, volunteer firefighter and wildland firefighter emphasis worksheets. General Education Requirements EMS 108 Emergency Medical Technician I Basic Training is strongly recommended in addition to the other requirements. Communications 3 credits Human Relations 3 credits Recommended: MGT 212 Quantitative Reasoning 3 credits Total General Education Requirements 9 Credits Core Requirements FS 241 Fire Company Organization Management...3 FT 101 Introduction to Fire Protection...3 FT 125 Build Construction I...3 FT 131 Hazardous Materials...3 FT 243 Firefighting Tactics and Strategy...3 Total Core Requirements 15 Credits Elective Requirements Six additional credits required. Choose from the following or other FS courses listed in the catalog. FS 285 Selected Topics in Fire Science FT 110 Basic Wildland Firefighting...3 FT 121 Fire Prevention I...3 FT 122 Codes/Ordinances I...3 FT 150 Apparatus and Equipment...3 FT 151 Fire Service Hydraulics I...3 FT 291 Fire Administration...3 Total Elective Requirements 6 Credits Total Certificate Requirements 30 Credits Fire science students without prior fire service experience must take FT 101 Introduction to Fire Protection before entering the fire academy. The curriculum follows National Wildland Cooperation Group standards.

27 School of Sciences Firefighter, Volunteer Certificate of Achievement Fire Science Technology For additional degrees and certificates, see the fire academy, fire science technology and wildland firefighter emphasis worksheets. General Education Requirements Communications 3 credits Human Relations 3 credits Quantitative Reasoning 3 credits Science 3 credits Recommended: chemistry Total General Education Requirements 12 Credits Core Requirements FT 102 Entry Level Firefighter...3 FT 103 Basic Firefighter...3 FT 104 Nevada Firefighter I...3 FT 291 Fire Administration...3 Total Core Requirements 12 Credits Elective Requirements Nine credits required from the following: EMS 108 Emergency Medical Technician I Basic Training...6 EMS 113 EMS First Responder...4 FS 114 Incident Command System...1 FS 230 Fire Streams and Firefighting Foams...3 FT 110 Basic Wildland Firefighting...3 FT 125 Build Construction I...3 FT 131 Hazardous Materials...3 FT 150 Apparatus and Equipment...3 FT 151 Fire Service Hydraulics I...3 FT 160 Rescue Awareness...3 FT 243 Firefighting Tactics and Strategy...3 Total Elective Requirements 9 Credits Total Certificate Requirements 33 Credits The volunteer can easily apply this education toward fire academy and NFPA certification. Truckee Meadows Community College Appendix 27

28 APPENDIX C. Institutional Research Data : see attached documents.

29 Program Unit Review Fire Science Technology Student Demographics - Declared Majors Fall Terms Spring Terms DECLARED MAJORS Falll 05 Fall 06 Fall 07 Fall 08 Fall 09 Spr 06 Spr 07 Spr 08 Spr 09 Spr 10 AAS Fire Science Technology (AS-FS) % % 83 41% % % 99 48% % % % % AAS Firefighter Academy (AS-FA) 67 31% 84 35% 95 47% 81 34% % 69 33% 96 37% 97 38% 92 33% % AAS Firefighter, Wildland (AS-FW) 6 3% 5 2% 4 2% 14 6% 15 6% 13 6% 6 2% 21 8% 16 6% 23 8% CT Fire Science Technology (CT-FS) 21 10% 33 14% 21 10% 28 12% 28 11% 24 12% 39 15% 31 12% 38 14% 29 11% CT Firefighter, Volunteer (CT-FV) 4 2% 3 1% 0% 1 0% 4 2% 3 1% 3 1% 4 2% 2 1% 2 1% Grand Total % % % % % % % % % % Fall Terms Spring Terms AGE Falll 05 Fall 06 Fall 07 Fall 08 Fall 09 Spr 06 Spr 07 Spr 08 Spr 09 Spr 10 AAS Fire Science Technology (AS-FS) % % 83 41% % % 99 48% % % % % 0-17 yrs 1 0% 0% 1 0% 1 0% 1 0% 0% 0% 1 0% 2 1% 0% yrs 68 32% 61 26% 44 22% 65 27% 65 26% 59 28% 56 22% 54 21% 69 25% 68 25% yrs 28 13% 36 15% 31 15% 33 14% 21 8% 25 12% 43 17% 29 11% 39 14% 32 12% yrs 19 9% 15 6% 7 3% 12 5% 12 5% 15 7% 12 5% 16 6% 19 7% 12 4% 50+ yrs 0% 1 0% 0% 2 1% 3 1% 0% 2 1% 4 2% 4 1% 2 1% AAS Firefighter Academy (AS-FA) 67 31% 84 35% 95 47% 81 34% % 69 33% 96 37% 97 38% 92 33% % 0-17 yrs 0% 0% 0% 0% 0% 0% 0% 0% 1 0% 0% yrs 56 26% 71 30% 80 39% 61 26% 78 31% 60 29% 69 27% 79 31% 69 25% 76 28% yrs 10 5% 12 5% 15 7% 19 8% 23 9% 8 4% 22 9% 17 7% 22 8% 32 12% yrs 1 0% 1 0% 0% 1 0% 0% 1 0% 5 2% 1 0% 0% 0% AAS Firefighter, Wildland (AS-FW) 6 3% 5 2% 4 2% 14 6% 15 6% 13 6% 6 2% 21 8% 16 6% 23 8% 0-17 yrs 0% 0% 0% 0% 0% 0% 1 0% 0% 0% 0% yrs 5 2% 3 1% 4 2% 10 4% 9 4% 10 5% 4 2% 7 3% 11 4% 15 5% yrs 1 0% 1 0% 0% 2 1% 5 2% 1 0% 1 0% 9 4% 3 1% 6 2% yrs 0% 0% 0% 1 0% 1 0% 1 0% 0% 4 2% 2 1% 2 1% 50+ yrs 0% 1 0% 0% 1 0% 0% 1 0% 0% 1 0% 0% 0% CT Fire Science Technology (CT-FS) 21 10% 33 14% 21 10% 28 12% 28 11% 24 12% 39 15% 31 12% 38 14% 29 11% yrs 14 7% 25 11% 14 7% 24 10% 15 6% 16 8% 28 11% 19 7% 28 10% 18 7% yrs 5 2% 5 2% 5 2% 3 1% 12 5% 6 3% 9 4% 11 4% 9 3% 10 4% yrs 2 1% 3 1% 2 1% 1 0% 1 0% 2 1% 2 1% 1 0% 1 0% 1 0% CT Firefighter, Volunteer (CT-FV) 4 2% 3 1% 0% 1 0% 4 2% 3 1% 3 1% 4 2% 2 1% 2 1% yrs 2 1% 2 1% 0% 1 0% 2 1% 3 1% 1 0% 0% 0% 2 1% yrs 2 1% 0% 0% 0% 2 1% 0% 1 0% 1 0% 2 1% 0% yrs 0% 1 0% 0% 0% 0% 0% 1 0% 2 1% 0% 0% 50+ yrs 0% 0% 0% 0% 0% 0% 0% 1 0% 0% 0% Grand Total % % % % % % % % % % 1 TMCC Office of Institutional Research, 9/30/10

30 Program Unit Review Fire Science Technology Student Demographics - Declared Majors Fall Terms Spring Terms GENDER Falll 05 Fall 06 Fall 07 Fall 08 Fall 09 Spr 06 Spr 07 Spr 08 Spr 09 Spr 10 AAS Fire Science Technology (AS-FS) 116 5% 113 5% 83 3% 113 5% 102 4% 99 4% 113 5% 104 4% 133 5% 114 5% Female 9 0% 10 0% 7 0% 15 1% 17 1% 8 0% 11 0% 8 0% 16 1% 16 1% Male 107 4% 103 4% 76 3% 98 4% 85 4% 91 4% 102 4% 96 4% 117 5% 98 4% AAS Firefighter Academy (AS-FA) 67 3% 84 3% 95 4% 81 3% 101 4% 69 3% 96 4% 97 4% 92 4% 108 4% Female 6 0% 6 0% 9 0% 11 0% 7 0% 7 0% 9 0% 10 0% 6 0% 8 0% Male 61 3% 78 3% 86 4% 70 3% 94 4% 62 3% 87 4% 87 4% 86 4% 100 4% AAS Firefighter, Wildland (AS-FW) 6 0% 5 0% 4 0% 14 1% 15 1% 13 1% 6 0% 21 1% 16 1% 23 1% Female 0% 0% 0% 2 0% 1 0% 0% 0% 4 0% 2 0% 2 0% Male 6 0% 5 0% 4 0% 12 0% 14 1% 13 1% 6 0% 17 1% 14 1% 21 1% CT Fire Science Technology (CT-FS) 21 1% 33 1% 21 1% 28 1% 28 1% 24 1% 39 2% 31 1% 38 2% 29 1% Female 3 0% 2 0% 2 0% 0% 1 0% 1 0% 2 0% 1 0% 2 0% 1 0% Male 18 1% 31 1% 19 1% 28 1% 27 1% 23 1% 37 2% 30 1% 36 1% 28 1% CT Firefighter, Volunteer (CT-FV) 4 0% 3 0% 0% 1 0% 4 0% 3 0% 3 0% 4 0% 2 0% 2 0% Female 1 0% 1 0% 0% 0% 0% 1 0% 1 0% 0% 0% 0% Male 3 0% 2 0% 0% 1 0% 4 0% 2 0% 2 0% 4 0% 2 0% 2 0% Grand Total 214 9% % 203 8% % % 208 9% % % % % 2 TMCC Office of Institutional Research, 9/30/10

31 Program Unit Review Fire Science Technology Student Demographics - Declared Majors Fall Terms Spring Terms ETHNICITY Falll 05 Fall 06 Fall 07 Fall 08 Fall 09 Spr 06 Spr 07 Spr 08 Spr 09 Spr 10 AAS Fire Science Technology (AS-FS) 116 5% 113 5% 83 3% 113 5% 102 4% 99 4% 113 5% 104 4% 133 5% 114 5% African American 3 0% 1 0% 2 0% 2 0% 2 0% 2 0% 2 0% 2 0% 1 0% 2 0% Asian 3 0% 4 0% 2 0% 2 0% 3 0% 3 0% 1 0% 2 0% 5 0% 2 0% Hispanic 11 0% 14 1% 9 0% 12 0% 15 1% 9 0% 12 0% 10 0% 16 1% 18 1% Native American/Alaska Native 4 0% 3 0% 1 0% 3 0% 5 0% 2 0% 0% 2 0% 4 0% 6 0% Two or more races 0% 0% 0% 0% 2 0% 0% 0% 0% 0% 2 0% Unreported 6 0% 7 0% 5 0% 5 0% 0% 7 0% 7 0% 4 0% 8 0% 0% White 89 4% 84 3% 64 3% 89 4% 75 3% 76 3% 91 4% 84 3% 99 4% 84 3% AAS Firefighter Academy (AS-FA) 67 3% 84 3% 95 4% 81 3% 101 4% 69 3% 96 4% 97 4% 92 4% 108 4% African American 4 0% 0% 3 0% 2 0% 0% 4 0% 2 0% 1 0% 1 0% 0% Asian 2 0% 1 0% 1 0% 3 0% 1 0% 2 0% 4 0% 2 0% 3 0% 1 0% Hawaiian/Pacific Islander 0% 0% 0% 0% 3 0% 0% 0% 0% 0% 2 0% Hispanic 5 0% 12 0% 8 0% 8 0% 18 1% 11 0% 11 0% 8 0% 9 0% 17 1% Native American/Alaska Native 1 0% 3 0% 0% 2 0% 2 0% 2 0% 3 0% 2 0% 3 0% 2 0% Two or more races 0% 0% 0% 0% 3 0% 0% 0% 0% 0% 4 0% Unreported 3 0% 3 0% 6 0% 1 0% 0% 1 0% 2 0% 5 0% 4 0% 0% White 52 2% 65 3% 77 3% 65 3% 74 3% 49 2% 74 3% 79 3% 72 3% 82 3% AAS Firefighter, Wildland (AS-FW) 6 0% 5 0% 4 0% 14 1% 15 1% 13 1% 6 0% 21 1% 16 1% 23 1% African American 0% 0% 0% 0% 1 0% 0% 0% 1 0% 0% 1 0% Asian 0% 0% 1 0% 1 0% 0% 0% 1 0% 2 0% 1 0% 0% Hawaiian/Pacific Islander 0% 0% 0% 0% 0% 0% 0% 0% 0% 2 0% Hispanic 0% 0% 0% 1 0% 3 0% 0% 0% 0% 2 0% 1 0% Native American/Alaska Native 0% 0% 0% 0% 0% 1 0% 0% 0% 0% 0% Two or more races 0% 0% 0% 0% 1 0% 0% 0% 0% 0% 1 0% Unreported 1 0% 2 0% 0% 0% 0% 1 0% 0% 1 0% 0% 0% White 5 0% 3 0% 3 0% 12 0% 10 0% 11 0% 5 0% 17 1% 13 1% 18 1% CT Fire Science Technology (CT-FS) 21 1% 33 1% 21 1% 28 1% 28 1% 24 1% 39 2% 31 1% 38 2% 29 1% African American 1 0% 1 0% 0% 1 0% 1 0% 1 0% 1 0% 0% 0% 0% Hispanic 1 0% 1 0% 0% 1 0% 1 0% 1 0% 0% 1 0% 4 0% 1 0% Native American/Alaska Native 0% 2 0% 0% 1 0% 1 0% 1 0% 2 0% 5 0% 1 0% 1 0% Unreported 2 0% 1 0% 1 0% 0% 0% 1 0% 2 0% 2 0% 2 0% 0% White 17 1% 28 1% 20 1% 25 1% 25 1% 20 1% 34 1% 23 1% 31 1% 27 1% CT Firefighter, Volunteer (CT-FV) 4 0% 3 0% 0% 1 0% 4 0% 3 0% 3 0% 4 0% 2 0% 2 0% African American 0% 0% 0% 0% 1 0% 0% 0% 0% 0% 1 0% Asian 0% 1 0% 0% 0% 0% 1 0% 1 0% 0% 0% 0% Hispanic 0% 0% 0% 0% 1 0% 0% 0% 1 0% 0% 0% Native American/Alaska Native 0% 0% 0% 0% 0% 0% 0% 0% 1 0% 0% Unreported 1 0% 0% 0% 0% 0% 1 0% 0% 0% 0% 0% White 3 0% 2 0% 0% 1 0% 2 0% 1 0% 2 0% 3 0% 1 0% 1 0% Grand Total 214 9% % 203 8% % % 208 9% % % % % 3 TMCC Office of Institutional Research, 9/30/10

32 Program Unit Review Fire Science Technology Student Demographics - Declared Majors Fall Terms Spring Terms EDUCATIONAL STATUS Falll 05 Fall 06 Fall 07 Fall 08 Fall 09 Spr 06 Spr 07 Spr 08 Spr 09 Spr 10 AAS Fire Science Technology (AS-FS) % % 83 8% % 102 9% 99 9% % % % % Continuing 86 10% 99 11% 62 7% 82 9% 81 9% 88 10% % 84 9% % % New 20 17% 13 11% 12 10% 22 19% 16 14% 5 4% 2 2% 7 6% 10 8% 11 9% New Transfer 10 13% 1 1% 9 12% 9 12% 5 7% 6 8% 11 14% 13 17% 10 13% 2 3% AAS Firefighter Academy (AS-FA) 67 8% 84 9% 95 11% 81 9% % 69 8% 96 11% 97 11% 92 10% % Continuing 44 7% 50 8% 53 8% 53 8% 65 10% 59 9% 77 12% 79 12% 77 12% 94 14% New 12 8% 24 16% 31 20% 20 13% 24 16% 6 4% 9 6% 11 7% 11 7% 6 4% New Transfer 11 13% 10 12% 11 13% 8 9% 12 14% 4 5% 10 12% 7 8% 4 5% 8 9% AAS Firefighter, Wildland (AS-FW) 6 5% 5 4% 4 3% 14 11% 15 12% 13 11% 6 5% 21 17% 16 13% 23 19% Continuing 3 4% 4 5% 2 3% 7 9% 10 13% 9 12% 4 5% 9 12% 10 13% 20 26% New 1 3% 1 3% 2 7% 3 10% 4 13% 4 13% 1 3% 9 30% 4 13% 1 3% New Transfer 2 13% 0% 0% 4 27% 1 7% 0% 1 7% 3 20% 2 13% 2 13% CT Fire Science Technology (CT-FS) 21 7% 33 11% 21 7% 28 10% 28 10% 24 8% 39 13% 31 11% 38 13% 29 10% Continuing 10 6% 14 8% 13 7% 18 10% 12 7% 16 9% 27 16% 19 11% 22 13% 23 13% New 6 11% 12 21% 5 9% 2 4% 5 9% 4 7% 5 9% 5 9% 8 14% 4 7% New Transfer 5 8% 7 11% 3 5% 8 13% 11 18% 4 6% 7 11% 7 11% 8 13% 2 3% CT Firefighter, Volunteer (CT-FV) 4 15% 3 12% 0% 1 4% 4 15% 3 12% 3 12% 4 15% 2 8% 2 8% Continuing 2 13% 3 19% 0% 0% 1 6% 3 19% 3 19% 2 13% 1 6% 1 6% New 1 17% 0% 0% 1 17% 3 50% 0% 0% 0% 1 17% 0% New Transfer 1 25% 0% 0% 0% 0% 0% 0% 2 50% 0% 1 25% Grand Total 214 9% % 203 8% % % 208 9% % % % % 4 TMCC Office of Institutional Research, 9/30/10

33 Program Unit Review Fire Science Technology Student Demographics - Declared Majors Fall Terms Spring Terms ENROLLMENT STATUS Falll 05 Fall 06 Fall 07 Fall 08 Fall 09 Spr 06 Spr 07 Spr 08 Spr 09 Spr 10 AAS Fire Science Technology (AS-FS) 116 5% 113 5% 83 3% 113 5% 102 4% 99 4% 113 5% 104 4% 133 5% 114 5% <1/2 time (0-5) 53 2% 52 2% 37 2% 45 2% 24 1% 41 2% 56 2% 48 2% 44 2% 32 1% 1/2 time (6-8) 21 1% 17 1% 24 1% 30 1% 23 1% 23 1% 17 1% 28 1% 39 2% 27 1% 3/4 time (9-11) 15 1% 21 1% 3 0% 13 1% 26 1% 11 0% 21 1% 7 0% 17 1% 19 1% Full-time (12+) 27 1% 23 1% 19 1% 25 1% 29 1% 24 1% 19 1% 21 1% 33 1% 36 1% AAS Firefighter Academy (AS-FA) 67 3% 84 3% 95 4% 81 3% 101 4% 69 3% 96 4% 97 4% 92 4% 108 4% <1/2 time (0-5) 24 1% 30 1% 28 1% 24 1% 28 1% 25 1% 34 1% 23 1% 18 1% 34 1% 1/2 time (6-8) 10 0% 18 1% 14 1% 19 1% 24 1% 15 1% 14 1% 24 1% 26 1% 17 1% 3/4 time (9-11) 8 0% 11 0% 26 1% 9 0% 17 1% 9 0% 15 1% 20 1% 14 1% 22 1% Full-time (12+) 25 1% 25 1% 27 1% 29 1% 32 1% 20 1% 33 1% 30 1% 34 1% 35 1% AAS Firefighter, Wildland (AS-FW) 6 0% 5 0% 4 0% 14 1% 15 1% 13 1% 6 0% 21 1% 16 1% 23 1% <1/2 time (0-5) 2 0% 3 0% 0% 6 0% 4 0% 7 0% 4 0% 14 1% 4 0% 6 0% 1/2 time (6-8) 2 0% 2 0% 1 0% 1 0% 6 0% 1 0% 1 0% 4 0% 4 0% 4 0% 3/4 time (9-11) 0% 0% 2 0% 4 0% 2 0% 2 0% 0% 2 0% 6 0% 3 0% Full-time (12+) 2 0% 0% 1 0% 3 0% 3 0% 3 0% 1 0% 1 0% 2 0% 10 0% CT Fire Science Technology (CT-FS) 21 1% 33 1% 21 1% 28 1% 28 1% 24 1% 39 2% 31 1% 38 2% 29 1% <1/2 time (0-5) 7 0% 13 1% 7 0% 12 0% 13 1% 10 0% 18 1% 16 1% 20 1% 8 0% 1/2 time (6-8) 4 0% 3 0% 7 0% 7 0% 4 0% 5 0% 4 0% 8 0% 7 0% 6 0% 3/4 time (9-11) 2 0% 7 0% 1 0% 2 0% 6 0% 0% 3 0% 1 0% 3 0% 3 0% Full-time (12+) 8 0% 10 0% 6 0% 7 0% 5 0% 9 0% 14 1% 6 0% 8 0% 12 0% CT Firefighter, Volunteer (CT-FV) 4 0% 3 0% 0% 1 0% 4 0% 3 0% 3 0% 4 0% 2 0% 2 0% <1/2 time (0-5) 0% 0% 0% 1 0% 2 0% 0% 0% 4 0% 1 0% 1 0% 1/2 time (6-8) 2 0% 0% 0% 0% 1 0% 3 0% 0% 0% 0% 1 0% 3/4 time (9-11) 1 0% 1 0% 0% 0% 0% 0% 2 0% 0% 0% 0% Full-time (12+) 1 0% 2 0% 0% 0% 1 0% 0% 1 0% 0% 1 0% 0% Grand Total 214 9% % 203 8% % % 208 9% % % % % 5 TMCC Office of Institutional Research, 9/30/10