MONTGOMERY COUNTY COMMUNITY COLLEGE FIRE SCIENCE AAS PROGRAM OUTCOMES -- Survey of Graduates Learning Outcomes Demographics.

Transcription

1 MONTGOMERY COUNTY COMMUNITY COLLEGE FIRE SCIENCE AAS PROGRAM OUTCOMES -- Survey of Graduates Learning Outcomes Demographics September, 2014 Benn Prybutok, MA, EJD Director of Criminal Justice, Fire Science, & Emergency Management Office Phone: Fascimile:

2 2 MONTGOMERY COUNTY COMMUNITY COLLEGE FIRE SCIENCE AAS PROGRAM OUTCOMES -- TABLE OF CONTENTS Page I. FIRE SCIENCE AAS PROGRAM OUTCOMES: SURVEY OF GRADUATES 3 GRADUATE TESTIMONIALS 7 II. FIRE SCIENCE AAS COURSE LEARNING OUTCOMES 10 III. STUDENT DEMOGRAPHICS 15 IV. PROGRAM-LEVEL LEARNING OUTCOMES MEASURES 16

3 3 FIRE SCIENCE AAS PROGRAM OUTCOMES: SURVEY OF GRADUATES -- Since the founding of MCCC s AAS degree program in Fire Science in 1980, it has graduated a total of 104 students with the AAS degree in Fire Science (FSC). During January and February of 2013 a survey of all graduates was conducted by employing the College s most current contact information combined with some collation of more current addresses from the Montgomery County Fire Academy. An update was conducted during August and September of As of September 4, 2014 the survey has produced a total of 29 responses from among our Fire Science graduates for a response rate of 27.9%. Efforts to enhance the response rate are ongoing. Of our total number of graduates responding so far, the follow percentages are drawn from our various graduating cohorts: % % % % % The survey revealed the following demographics: Percentage of respondents reporting that they are currently employed in the fire service or an allied field: 86.2% Percentage of respondents reporting that they either are currently, or were previously, volunteer fire fighters: 89.6% Employer agencies or companies named by respondents include: AlliedBarton Security Services City of New York Fire Department Berwyn Fire Company, Chester County Boeing Corporation Fire Department Exeter Township Fire Company Horsham Fire Company No.1 Lower Pottsgrove Towns Montgomery County Department of Public Safety Montgomery County Maryland Fire & Rescue Svcs. Montgomery Township Norristown Fire Department Southeastern PA Regional Taskforce Philadelphia Fire Department Philadelphia Police Dept - Bomb & Arson Squad Perkiomen Township Office of Code Enforcement Phoenixville Fire Department Pennsylvania Emergency Management Agency Plymouth Meeting Township Fire Marshal s Office Plymouth Fire Company No.1 Upper Dublin Township Upper Providence Township Fire Marshal s Office Whitpain Township Fire Department Whitpain Township Fire Marshal's Office

4 4 Volunteer Fire Departments or Companies served, named by respondents include: Birdsboro Union Fire Department Edge Hill Fire Company Elkins Park Fire Company Exeter Township Fire Company Flourtown Fire Company George Clay Fire Company Gladwyne Fire Company King of Prussia Fire Company Limerick Fire Company Lower Frederick Fire Company Lower Providence Fire Department McKinley Fire Company North End Fire Company Norriton Fire Engine Company Oreland Fire Company Perkiomen Fire Company Pioneer Fire Company Plymouth Fire Company #1 Pottstown Fire Department Ringing Hill Fire Company Rockledge Volunteer Fire Company Roslyn Station 500 Swedesburg Fire Company Upper Salford Volunteer Fire Company Municipalities served by these volunteer fire departments and companies include: Abington Township Borough of Birdsboro (Berks County) Cheltenham Township East Norriton Township Jenkintown Borough Limerick Township Lower Frederick Township (Berks County) Lower Merion Township Lower Providence Township Lower Pottsgrove Township Perkiomen Township Plymouth Township Pottstown Borough Rockledge Borough Springfield Township Upper Merion Township Upper Salford Township West Conshohocken Borough Whitpain Township Regarding the economic sector in which respondents are employed, the results reveal: Public 58.2%; Private 27.6%; Not-for-Profit 10.3%; Unemployed 3.4% 58.6% of our respondents state that they are employed in a senior administrative, command, or supervisory position. Specific job titles given include the following: Lieutenant Project Manager & Facilities Security Township or Borough Fire Marshal Office Manager Fire Inspector Director of Fire Services Director of Risk Management Deputy Fire Marshal Fire Marshal/Chief Director of Code Enforcement / Zoning Officer Supervisor / Lieutenant Safety Specialist Emergency Management Watch Office Supervisor Battalion Chief Detective / Bomb Technician Team Chief, Montgomery County HazMat Team Northeast Region Emergency Preparedness Coordinator

5 5 Regarding highest level of educational attainment, respondents reported: Associate s Degree 68.9%; Bachelor s Degree 17.2% Master s Degree 13.8% 13.8% reported that they are currently enrolled in a Bachelor s, Master s or Other Degree Program Accordingly, 44.8% of our graduates responding report that they either hold a degree beyond the Associate level, or are currently enrolled in a higher degree program. 76.9% of this group (34.5% of all respondents) reported that their higher degree or currently-enrolled program is in Fire Science, Public Safety, Emergency Management, Homeland Security, or an Allied Field. A tabulation of responses to a series of questions on career preparation, attainment, and advancement produced the following results: Did your AAS degree in Fire Science from MCCC help you in your career? Greatly 51.7% Somewhat 34.5% Only Slightly 10.3% Not at all 3.4% At any time during your career did your AAS degree in Fire Science from MCCC help you in securing employment? Greatly 34.5% Somewhat 34.5% Only Slightly 3.4% Not at all 24.1% At any time during your career did your AAS degree in Fire Science from MCCC help you in securing a promotion? Greatly 31.0% Somewhat 20.7% Only Slightly 10.3% Not at all 34.5% Do you believe that your AAS degree from MCCC in Fire Science enhanced your earning power? Greatly 34.5% Somewhat 34.5% Only Slightly 10.3% Not at all 17.2% Do you believe that your AAS degree from MCCC prepared you well for Baccalaureate studies? Definitely 44.8% Somewhat 6.8% Not at all 0.0% Not Applicable 48.3% Do you believe that the Fire Science courses that you took at MCCC were beneficial to you? Definitely 79.2% Somewhat 20.7% Not at all 0.0% Not Applicable 0.0%

6 6 Do you believe that the general studies courses that you took at MCCC as part of your degree program were beneficial to you? Definitely 55.2% Somewhat 27.6% Not at all 10.3% Not Applicable 6.9% Do you believe that the Fire Science curriculum at MCCC added significantly to your knowledge and understanding of the field, beyond what you gained from your various certification and training programs? Definitely 75.9 Somewhat 20.7% Not at all 0.0% Not Applicable 3.4% Do you believe that your MCCC Fire Science professors were knowledgeable and experienced in the subject matter they taught? Definitely 86.2% Somewhat 13.8% Not at all 0.0% Not Applicable 0.0% Were the relationships that you formed while a student at MCCC with classmates, faculty, administrators, or advisory committee members helpful to you in your career? Definitely 55.2% Somewhat 31.0% Not at all 10.3% Not Applicable 3.4%

7 7 GRADUATE TESTIMONIALS -- We believe that the reason for our graduates success is that employers in the fire service and allied public safety professions increasingly recognize the importance of an academic degree. Employers value the fact that our Fire Science degree program provides a broader base of knowledge and theory than what is provided in more skills-oriented certification and training programs. Moreover, the general studies component of our AAS degree program teaches competencies in thirteen critical areas including oral and written communication, computer and information literacy, quantitative reasoning, knowledge of the physical and natural sciences, civic engagement and knowledge of government and public policy, and ethical reasoning and decision-making. These are the skills that are essential for the pursuit of further educational advancement, and for effective service in the higher echelons of command and administration. Here are some of the things our graduates had to say about our program: My experience at MCCC was definitely a career-changer for me. In fact, it was one of my professors who informed me that the Norristown Fire Department was advertising for firefighters. That was twenty-three years ago. Since that time, I have built lasting relationships and networking connections with several of my professors. John Remillard, Battalion Chief, Norristown Fire Department The relationships you make with other students and faculty will last a life time. Even after graduating, I continue to use these relationships on a daily basis in my job. I am now connected with and correspond to people who are tops in their field from local fire departments and companies. They have become my career support network. David Hicks, Firefighter, Norristown Fire Department The knowledge I gained in the..fire Science courses at MCCC was invaluable to my not only passing the civil service exam but it also provided me with the basic understanding of the emergency management structure. The courses provided me with a picture of how emergency responders interact at all levels of response. In my current position in the State Emergency Operations Center I have to interact with each one of these levels. Through the knowledge gained at MCCC I was prepared to work with these groups and have a working understanding of the importance of each and their specific responsibilities Brian Cleveland, Emergency Management Watch Supervisor, Pennsylvania Emergency Management Agency The Fire Science program at Montgomery County Community College allowed me to build upon my experience in the emergency services field. The program challenged me to think progressively about the fire service and prepared me not only for continuation of my college education, but also for my career in public service. Justin Kulp, Safety Specialist, University of Pennsylvania Department of Fire & Emergency Services

8 8 I believe that my degree from MCCC in fire science has prepared me for my bachelor s degree. Throughout my many classes I have made many lifelong friends and colleagues who I still call from time to time when I have a question or concern. MCCC offers some of the best courses close to home. Scott J. Holmes, Lieutenant, Boeing Fire Department The program at MCCC is top-notch and so are the instructors. I enjoyed my classes and my teachers. The teachers I had were very knowledgeable and strong in their areas. I would consider them to be subject matter experts. Richard E. Rowley After years of sitting through training classes I finally felt it was time to combine my love of the police and fire departments. Montgomery County Community College allowed me to fulfill a much sought after aspect of my career. My degree allows me to be much more credible when it comes to testifying in court. The flexibility of the College in catering to the needs of a full-time employee and part-time student can t be overlooked. Thank you Montco CC. Timothy J. Brooks, Detective/Bomb Technician, Philadelphia Police Department and ATF Arson & Explosives Task Force I was not a good student in high school. MCCC and the Fire Science program put me down a path where I greatly expanded my knowledge and willingness to learn. I have gone on to receive my bachelor s degree and two master s degrees. I can honestly say that MCCC greatly influenced me to become the person I am today. I cannot image what I would be doing today without MCCC. Christopher Abate, Philadelphia Fire Department and University of Pennsylvania Fire & Emergency Services Great program that helped with my education, career, and my work as a volunteer firefighter. Jeffrey M. Quinn, Director of Risk Management, Allied Barton Security Services Excellent overall program. Great instructors and a great program. William H. Hine, Sr., Fire Inspector The time spent to get my AAS in fire science was well worth the effort. I know that I am better prepared for the career I have chosen and I feel better about myself overall. MCCC was a great learning experience and I have met many students and instructors that have become friends of mine. My only regret was that I wished I had done this sooner. I highly recommend to anyone looking into the Fire or Emergency Management fields to seriously consider MCCC for their educational needs. David M. Camarda, Fire Marshal, Whitpain Township

9 9 The skills and knowledge I gained in the core courses of the Fire Science program are things that I use every day. Although my education extended years after leaving MCCC I still rely on the lessons learned in classes like Building Construction for the Fire Service, Tactics & Strategy, and Codes & Standards to assist me in making decisions on the fireground and in administrative situations. John S. Lyons, Lieutenant, Fire Department of New York, Engine Company #279 The Fire Science Program provided knowledge and education that is not obtainable by taking a local level training or certification class. I have gained information that allows me to prosper in my career as a fireman with daily activities. I hope with my degree I will benefit through promotions later on in my career. Corey Heimbach, Montgomery County, Maryland Fire & Rescue Services I recommend MCCC to many young people that I encounter, encouraging them to continue their education in a very affordable way. MCCC provides the core educational requirements and a variety of majors to be able to pursue a rewarding career. The experiences at MCCC have encouraged me to continue my education with the ability to transfer my credits to a bachelor s program. I hope that MCCC will be able to offer the same opportunities that I have experienced to other students. Christopher Wilcox, Lower Pottsgrove Township The Fire Science professors were very knowledgeable in the subject matter. Dennis Gravinese, Harmonville Fire Company MCCC provided an opportunity locally to obtain a Fire Science degree that I could transfer to a fouryear school. Josh Overholt, Fire Marshal/Chief Upper Providence Township * * *

10 10 FIRE SCIENCE AAS COURSE LEARNING OUTCOMES -- Student Success data are maintained by the College on a course-by-course and section-by-section basis. Data have been tabulated herein for Fall and Spring semesters, 2008 through Courses are listed along with their specific stated learning outcomes. Data include enrollments, success rates, and completion rates for each course section. Enrollments for Fire Science course sections range from a low of 6 students to a high of 23 students. For most courses offered within the College s Division of Social Sciences which includes the Fire Science AAS program, maximum section enrollment is 32 students. Completion rates by section range from a low of 87.50% to 100%. Average completion rate section-bysection is 97.57%. Success rates by section range from a low of 66.67% to 100%. Average success rate section-by-section is 87.81%. Enrollments, completion rates, and success rates showing as zero indicate that a course was not run in that particular term. Specific course learning outcomes are tested throughout the program by a variety of instruments and exercises including: multiple-choice exams; graded essays exams and assignments; graded case studies; graded class discussions and presentations. Students are also graded on their ability to correctly analyze practical field and fireground problems called skull sessions. Course learning outcomes are also assessed in some cases by means of challenge examinations administered by the Montgomery County Fire Academy leading to Commonwealth of Pennsylvania and/or Pro-Board certifications. Recently, the Fire Science AAS degree program arranged to have students successfully completing the FSC Hazardous Materials course sit for an Academy-administered challenge examination leading to the Hazmat Technician certification. The College is working with the County Academy and the Office of the State Fire Commissioner to find ways to facilitate similar cross-over examinations.

11 11 STUDENT SUCCESS 1. Describe and discuss the history and philosophy of the modern day fire service. FALL TERMS Enrollment FSC INTRODUCTION TO FIRE SCIENCE 2. Analyze the basic components of fire as a chemical reaction, the major phases of fire, and examine the main factors that influence fire spread and fire behavior. 3. Differentiate between fire service training and education; fire protection certificate programs and a fire service degree program; and explain the value of education in the fire service. 4. List and describe the major organizations that provide emergency response services and illustrate how they interrelate. 5. Identify fire protection and emergency services careers in both the public and the private sectors. 6. Synthesize the role of national, state, and local support organizations in fire protection and emergency services. 7. Discuss and describe the scope, purpose, and organizational structure of fire and emergency services. 8. Describe the common types of fire and emergency services facilities, equipment, and apparatus. 9. Compare and contrast effective management concepts for various emergency situations. 10. Identify and explain the components of fire prevention including code enforcement, Success 90.00% 71.43% 87.50% % Completion 90.00% % % % FSC EMERGENCY SCENE MANAGEMENT (STRATEGY & TACTICS) FSC HAZARDOUS MATERIALS 1. Discuss the benefits of Pre-emergency planning. 2. Explain the duties of company officers and chief officers. 3. Describe essential positions within the Incident Command System (ICS). 4. Describe the nature and responsibilities of the "Command" position in ICS. 5. Explain the difference between cue-based decision making and classical decision making. 6. Identify and explain the 13 point fireground size-up model. 7. Utilize the classical decision-making process as a means of demonstrating an understanding of strategy, tactics, and critical tasks. 8. Discuss the various modes of fire attack. 9. Describe and explain engine company operations. 10. Describe and explain hose-line placement considerations. 11. Describe and explain ladder company duties 12. Discuss the significance of building collapse indicators. 13. Describe a plan to address search at a building collapse incident. 14. Discuss and explain the roles and responsibilities of an incident safety officer. 1. Discuss the major classes of hazardous materials, the dangers they pose, and their effects on life and property. 2. Explain the requirements for handling, storage, and transport of the major classes of hazardous materials. 3. Explain the application of local, state, and federal regulations concerning hazardous materials. 4. Participate in the process of planning, organizing, and training for response to hazardous materials mishaps and exposures. 5. Discuss agency responsibilities for hazardous materials incident preparedness, incident prevention, and incident response. 6. Identify and work with representatives of multiple services, agencies, and levels of government in an organized incident management structure. 7. Be conversant in issues pertaining to hazardous materials and how they might be Enrollment Success 88.89% % % % Completion 88.89% % % % Enrollment Success % % 90.91% % Completion % % % % FSC FIRE DEPARTMENT ORGANIZATION & ADMINISTRATION FSC BUILDING CONSTRUCTION FOR THE FIRE SERVICE 1. Define and discuss the elements of effective departmental organization. 2. Classify what training and skills are needed to establish departmental organization, and the respective roles of company officers. 3. Differentiate between line and staff functions in organizational and command structures. 4. Describe the similarities and differences in managing volunteer companies versus salaried municipal departments. 5. Analyze the value of a community-related approach to risk reduction. 6. Outline the priorities of a budget planning document while anticipating the diverse needs of a community. 7. Describe the principles of time management and personnel management. 8. Describe the importance of departmental instructional skills and training, and explain how to manage an on-going departmental training program. 9. Describe the nature and symptoms of chronic and traumatic stress in the fire service, and explain how to manage them. 10. Assess the importance of positively influencing community leaders by demonstrating effective leadership. 11. Analyze the concept of change and the need to be aware of future trends in fire management. 12. Report on the importance of communications technology, fire service networks, and the internet when conducting problem-solving analysis and managing trends. 13. Discuss the national assessment models and their respective approaches to certification. 1. Analyze building construction as it relates to firefighter safety, building codes, fire prevention, code inspection, and firefighting strategy and tactics. 2. Classify major types of building construction. 3. Analyze the hazards and tactical considerations associated with the various types of building construction. 4. Explain the different loads and stresses that are placed on a building and their interrelationships. 5. Identify the principal structural components of buildings and demonstrate an understanding of the functions of each. 6. Differentiate between fire resistance and flame spread, and describe the testing procedures used to establish ratings for each. 7. Classify occupancy designations of the building codes. 8. Identify the indicators of potential structural failure as they relate to firefighter safety. 9. Identify and analyze the causes involved in line-of-duty firefighter deaths related to structural firefighting, training and research, and the reduction of emergency risks and accidents. 1. Define the national fire problem and main issues relating thereto. 2. Identify the needs, responsibilities, and importance of fire prevention as part of an overall mix of fire protection. 3. Describe the needs, responsibilities and importance of fire prevention organizations. 4. Identify minimum professional qualifications at the state and national levels for Fire Inspector, Fire Investigator, and Public Educator. 5. Define the elements of a plan review program. Enrollment Success 81.25% 0.00% 0.00% 0.00% Completion 93.75% 0.00% 0.00% 0.00% Enrollment Success 0.00% 0.00% 0.00% 0.00% Completion 0.00% 0.00% 0.00% 0.00% Enrollment Success 0.00% 0.00% 0.00% 0.00%

12 12 FSC FIRE PREVENTION & CODE ENFORCEMENT FSC FIRE INVESTIGATION 1. Define the national fire problem and main issues relating thereto. 2. Identify the needs, responsibilities, and importance of fire prevention as part of an overall mix of fire protection. 3. Describe the needs, responsibilities and importance of fire prevention organizations. 4. Identify minimum professional qualifications at the state and national levels for Fire Inspector, Fire Investigator, and Public Educator. 5. Define the elements of a plan review program. 6. Identify relevant laws, regulations, rules and codes, and explain their purposes and uses. 7. Discuss the importance of having training programs for fire prevention. 8. Design a media program directed toward developing public awareness and education aimed at fire prevention. 9. Discuss and design programs directed toward primary and secondary education aimed at fire prevention awareness. 10. Describe the role of model codes and explain the NFPA occupancy classification system of the Life Safety Code. 11. Describe the NFPA Life Safety Code and its indexing structure. 12. Explain the code development process at the local, state and national levels. 13. Explain in detail the ten (10) fundamental concepts of life safety. 14. Calculate occupant loads, exit capacities and travel distances for individual occupancies. 15. Explain the features of fire protection and building services as found in the Life Safety Code. 16. Describe the role and responsibilities of the state and/or local Fire Marshall's Office. 17. Calculate the area and height requirements of building using the BOCA Code. 18. Describe the impact of ADA on Life Safety. 1. Describe the fire investigator s role, responsibilities, and authority. 2. Identify the characteristics and impacts of fire loss and the crime of arson necessary to conduct competent fire investigation and analysis. 3. Explain the crime of arson and its various motives. 4. Document the fire scene in accordance with best practices and legal requirements 5. Analyze the fire scenario utilizing the scientific method, fire science, and relevant technology. 6. Analyze the legal foundation for conducting a systematic incendiary fire investigation and case preparation. 7. Discuss the roles played by laboratory services. 8. Design and integrate a variety of arson related intervention and mitigation strategies. Enrollment Success 0.00% 0.00% 0.00% 0.00% Completion 0.00% 0.00% 0.00% 0.00% Enrollment Success 95.24% % 0.00% 0.00% Completion % % 0.00% 0.00% FSC FIRE PROTECTION SYSTEMS 1. Explain the benefits of fire protection systems in various types of structures. 2. Describe the basic elements of a public water supply system including sources, distribution networks, piping and hydraulics. 3. Explain why water is a widely used extinguishing agent, and describe how water extinguishes fires, and its limitations. 4. Identify the different types and components of sprinkler, standpipe and foam systems. 5. Define the benefits of residential sprinkler legislation. 6. Identify five different types of non-water-based fire suppression systems and describe how each of these systems work to extinguish fires. 7. Describe the basic components of a fire alarm system. 8. Identify three different types of detectors and explain how they detect fire. 9. Describe the hazards of smoke and list the four factors that can influence smoke movement in a building. 10. Recognize the appropriate application of the different types of sprinklers. 11. Explain the operation and appropriate application for the different types of portable fire extinguisher systems. 12. Identify and analyze the causes involved in line-of-duty firefighter deaths related to structural firefighting, training, and research, and the reduction of emergency risks and accidents. 13. Describe the relationships between fire behavior, Model Fire Codes, the Code process and fire protection systems. 14. Describe code requirements for the design, installation, maintenance, and inspection of fire protections systems. Enrollment Success 0.00% 0.00% % 0.00% Completion 0.00% 0.00% % 0.00% FSC PUBLIC SAFETY TECHNOLOGY 1. Describe the wide array of critical roles that technology plays in contemporary emergency response. 2. Describe the theory and practical applications of: modern voice and data transmission systems and their interoperability; mobile systems and incident command centers; computerassisted dispatch systems; Global Positioning Systems; Computerized data-retrieval and crosscheck systems; optical-to-digital systems and CCTV; Biometrics; National and international databases including Integrated Automated Fingerprint Identification System (IAFIS), Combined DNA Index System (CODIS), National Instant Criminal Background Check (NICS); Firearms Information Tracking System (FITS), and more. 3. Describe applicable regulatory standards and guidelines governing public safety technology systems including APCO Project 16 communications systems standards, Motorola R56 Installation standards, TIA TSB-88 coverage testing standards. 4. Demonstrate through written and in-class exercises his or her knowledge of procedures and methodologies for evaluating competing bids for hi-tech products and services, and their ability to contribute knowledgeably to public purchasing decisions. 5. Demonstrate through written and in-class exercises his or her understanding of how technology applies across an interdisciplinary plane, and how it facilitates and serves the objectives of interagency cooperation and coordination and the principles of unified incident command. 6. Demonstrate through simulation and scenario exercises an ability to evaluate emergency response systems breakdowns, and determine whether weaknesses are human or technological, and whether technological solutions are applicable to the problem. Enrollment Success 75.00% 66.67% 75.00% 60.00% Completion 87.50% % 87.50% %

13 13 STUDENT SUCCESS FSC INTRODUCTION TO FIRE SCIENCE 1. Describe and discuss the history and philosophy of the modern day fire service. 2. Analyze the basic components of fire as a chemical reaction, the major phases of fire, and examine the main factors that influence fire spread and fire behavior. 3. Differentiate between fire service training and education; fire protection certificate programs and a fire service degree program; and explain the value of education in the fire service. 4. List and describe the major organizations that provide emergency response services and illustrate how they interrelate. 5. Identify fire protection and emergency services careers in both the public and the private sectors. 6. Synthesize the role of national, state, and local support organizations in fire protection and emergency services. 7. Discuss and describe the scope, purpose, and organizational structure of fire and emergency services. 8. Describe the common types of fire and emergency services facilities, equipment, and apparatus. 9. Compare and contrast effective management concepts for various emergency situations. 10. Identify and explain the components of fire prevention including code enforcement, SPRING TERMS Enrollment Success % 0.00% 85.71% 69.57% Completion % 0.00% % 91.30% FSC EMERGENCY SCENE MANAGEMENT (STRATEGY & TACTICS) FSC HAZARDOUS MATERIALS 1. Discuss the benefits of Pre-emergency planning. 2. Explain the duties of company officers and chief officers. 3. Describe essential positions within the Incident Command System (ICS). 4. Describe the nature and responsibilities of the "Command" position in ICS. 5. Explain the difference between cue-based decision making and classical decision making. 6. Identify and explain the 13 point fireground size-up model. 7. Utilize the classical decision-making process as a means of demonstrating an understanding of strategy, tactics, and critical tasks. 8. Discuss the various modes of fire attack. 9. Describe and explain engine company operations. 10. Describe and explain hose-line placement considerations. 11. Describe and explain ladder company duties 12. Discuss the significance of building collapse indicators. 13. Describe a plan to address search at a building collapse incident. 14. Discuss and explain the roles and responsibilities of an incident safety officer. 1. Discuss the major classes of hazardous materials, the dangers they pose, and their effects on life and property. 2. Explain the requirements for handling, storage, and transport of the major classes of hazardous materials. 3. Explain the application of local, state, and federal regulations concerning hazardous materials. 4. Participate in the process of planning, organizing, and training for response to hazardous materials mishaps and exposures. 5. Discuss agency responsibilities for hazardous materials incident preparedness, incident prevention, and incident response. 6. Identify and work with representatives of multiple services, agencies, and levels of government in an organized incident management structure. 7. Be conversant in issues pertaining to hazardous materials and how they might be Enrollment Success 0.00% 0.00% 0.00% 0.00% Completion 0.00% 0.00% 0.00% 0.00% Enrollment Success 0.00% 0.00% 0.00% 0.00% Completion 0.00% 0.00% 0.00% 0.00% FSC FIRE DEPARTMENT ORGANIZATION & ADMINISTRATION FSC BUILDING CONSTRUCTION FOR THE FIRE SERVICE 1. Define and discuss the elements of effective departmental organization. 2. Classify what training and skills are needed to establish departmental organization, and the respective roles of company officers. 3. Differentiate between line and staff functions in organizational and command structures. 4. Describe the similarities and differences in managing volunteer companies versus salaried municipal departments. 5. Analyze the value of a community-related approach to risk reduction. 6. Outline the priorities of a budget planning document while anticipating the diverse needs of a community. 7. Describe the principles of time management and personnel management. 8. Describe the importance of departmental instructional skills and training, and explain how to manage an on-going departmental training program. 9. Describe the nature and symptoms of chronic and traumatic stress in the fire service, and explain how to manage them. 10. Assess the importance of positively influencing community leaders by demonstrating effective leadership. 11. Analyze the concept of change and the need to be aware of future trends in fire management. 12. Report on the importance of communications technology, fire service networks, and the internet when conducting problem-solving analysis and managing trends. 13. Discuss the national assessment models and their respective approaches to certification. 1. Analyze building construction as it relates to firefighter safety, building codes, fire prevention, code inspection, and firefighting strategy and tactics. 2. Classify major types of building construction. 3. Analyze the hazards and tactical considerations associated with the various types of building construction. 4. Explain the different loads and stresses that are placed on a building and their interrelationships. 5. Identify the principal structural components of buildings and demonstrate an understanding of the functions of each. 6. Differentiate between fire resistance and flame spread, and describe the testing procedures used to establish ratings for each. 7. Classify occupancy designations of the building codes. 8. Identify the indicators of potential structural failure as they relate to firefighter safety. 9. Identify and analyze the causes involved in line-of-duty firefighter deaths related to structural firefighting, training and research, and the reduction of emergency risks and accidents. Enrollment Success 0.00% 0.00% 83.33% 75.00% Completion 0.00% 0.00% % % Enrollment Success 92.31% 66.67% % 85.71% Completion % 93.33% % %

14 14 FSC FIRE PREVENTION & CODE ENFORCEMENT FSC FIRE INVESTIGATION 1. Define the national fire problem and main issues relating thereto. 2. Identify the needs, responsibilities, and importance of fire prevention as part of an overall mix of fire protection. 3. Describe the needs, responsibilities and importance of fire prevention organizations. 4. Identify minimum professional qualifications at the state and national levels for Fire Inspector, Fire Investigator, and Public Educator. 5. Define the elements of a plan review program. 6. Identify relevant laws, regulations, rules and codes, and explain their purposes and uses. 7. Discuss the importance of having training programs for fire prevention. 8. Design a media program directed toward developing public awareness and education aimed at fire prevention. 9. Discuss and design programs directed toward primary and secondary education aimed at fire prevention awareness. 10. Describe the role of model codes and explain the NFPA occupancy classification system of the Life Safety Code. 11. Describe the NFPA Life Safety Code and its indexing structure. 12. Explain the code development process at the local, state and national levels. 13. Explain in detail the ten (10) fundamental concepts of life safety. 14. Calculate occupant loads, exit capacities and travel distances for individual occupancies. 15. Explain the features of fire protection and building services as found in the Life Safety Code. 16. Describe the role and responsibilities of the state and/or local Fire Marshall's Office. 17. Calculate the area and height requirements of building using the BOCA Code. 18. Describe the impact of ADA on Life Safety. 1. Describe the fire investigator s role, responsibilities, and authority. 2. Identify the characteristics and impacts of fire loss and the crime of arson necessary to conduct competent fire investigation and analysis. 3. Explain the crime of arson and its various motives. 4. Document the fire scene in accordance with best practices and legal requirements 5. Analyze the fire scenario utilizing the scientific method, fire science, and relevant technology. 6. Analyze the legal foundation for conducting a systematic incendiary fire investigation and case preparation. 7. Discuss the roles played by laboratory services. 8. Design and integrate a variety of arson related intervention and mitigation strategies. Enrollment Success 90.00% 81.82% 83.33% 0.00% Completion % 90.91% 91.67% 0.00% Enrollment Success 0.00% 0.00% 0.00% % Completion 0.00% 0.00% 0.00% % FSC FIRE PROTECTION SYSTEMS 1. Explain the benefits of fire protection systems in various types of structures. 2. Describe the basic elements of a public water supply system including sources, distribution networks, piping and hydraulics. 3. Explain why water is a widely used extinguishing agent, and describe how water extinguishes fires, and its limitations. 4. Identify the different types and components of sprinkler, standpipe and foam systems. 5. Define the benefits of residential sprinkler legislation. 6. Identify five different types of non-water-based fire suppression systems and describe how each of these systems work to extinguish fires. 7. Describe the basic components of a fire alarm system. 8. Identify three different types of detectors and explain how they detect fire. 9. Describe the hazards of smoke and list the four factors that can influence smoke movement in a building. 10. Recognize the appropriate application of the different types of sprinklers. 11. Explain the operation and appropriate application for the different types of portable fire extinguisher systems. 12. Identify and analyze the causes involved in line-of-duty firefighter deaths related to structural firefighting, training, and research, and the reduction of emergency risks and accidents. 13. Describe the relationships between fire behavior, Model Fire Codes, the Code process and fire protection systems. 14. Describe code requirements for the design, installation, maintenance, and inspection of fire protections systems. Enrollment Success 81.25% % 0.00% 0.00% Completion % % 0.00% 0.00% FSC PUBLIC SAFETY TECHNOLOGY 1. Describe the wide array of critical roles that technology plays in contemporary emergency response. 2. Describe the theory and practical applications of: modern voice and data transmission systems and their interoperability; mobile systems and incident command centers; computerassisted dispatch systems; Global Positioning Systems; Computerized data-retrieval and crosscheck systems; optical-to-digital systems and CCTV; Biometrics; National and international databases including Integrated Automated Fingerprint Identification System (IAFIS), Combined DNA Index System (CODIS), National Instant Criminal Background Check (NICS); Firearms Information Tracking System (FITS), and more. 3. Describe applicable regulatory standards and guidelines governing public safety technology systems including APCO Project 16 communications systems standards, Motorola R56 Installation standards, TIA TSB-88 coverage testing standards. 4. Demonstrate through written and in-class exercises his or her knowledge of procedures and methodologies for evaluating competing bids for hi-tech products and services, and their ability to contribute knowledgeably to public purchasing decisions. 5. Demonstrate through written and in-class exercises his or her understanding of how technology applies across an interdisciplinary plane, and how it facilitates and serves the objectives of interagency cooperation and coordination and the principles of unified incident command. 6. Demonstrate through simulation and scenario exercises an ability to evaluate emergency response systems breakdowns, and determine whether weaknesses are human or technological, and whether technological solutions are applicable to the problem. Enrollment Success 0.00% 0.00% 0.00% 0.00% Completion 0.00% 0.00% 0.00% 0.00%

15 15 FIRE SCIENCE AAS: DEMOGRAPHICS Fall 2012 Enrollment: Total declared FSC AAS majors currently enrolled - 35 Full-time 7 Part-time 28 Spring 2013 Enrollment: Total declared FSC AAS majors currently enrolled - 26 Full-time 8 Part-time 18 Demographics for Fall Age Traditional 15 Non-traditional 20 Gender Female 3 Male 32 Graduation Rate 3-Year Graduation Rate for Full-time 2008 Cohort 16.66%. There were 6 FSC degrees conferred in Fall 2012.

16 FIRE SCIENCE AAS PROGRAM-LEVEL LEARNING OUTCOMES: ANNUAL REPORT 16 (See following pages)

17 17 ANNUAL REPORT ON PROGRAM PERFORMANCE AND PROGRESS MADE ON ASSESSMENT OF STUDENT LEARNING Due to Dr. Joan Brookshire no later than May 31, 2012 DIVISION ACADEMIC PROGRAM SUBMITTED BY Social Sciences Fire Science AAS Benn Prybutok This report should reflect what was found as a result of examining the data in the annual program report card sent to the program coordinator or director early in fall The report must also include the results of the ongoing assessment of student learning outcomes identified in the program s assessment plan. PART 1: Program Performance. Based on the findings from discussions with the program s advisory committee, where appropriate, and conversations among program faculty and coordinator/director with feedback from the division dean please address each topic listed below. Each answer must include direct reference to the data provided in your program report card. Please include under each area an update on any strategies you may have included in last year s action plan. 1. Program Strengths: Please note those areas where the data clearly shows that the program is either performing at or above the College s targeted levels and/or where the data is shows that it is trending towards improvement. The Fire Science Program experienced a 15% rate of growth in Currently Enrolled Declared Majors, Spring 2011 to Spring Fire Science course enrollment experienced 10% growth Spring 2011 to Spring Program Weaknesses: Please note those areas where the data clearly shows that the program is performing below the College s targets or is trending in this direction. If there are curricular weaknesses identified, they should also be included in this section. Courses continue to be occasionally cancelled due to insufficient enrollment.

18 3. Opportunities for program growth and/or creation of new curricular initiatives: You are not expected to have these completed at the time of the annual report; however, if new curricular initiatives were identified, they need to be included here and timelines set in the attached plan of action for their completion. Emphasis for the coming academic year ( ) will be to continue to bring additional Fire Science courses online Possible external threats to the program: Please discuss any external threats include things like a projected down-turn in employment in the industry, new industry standards that could eliminate the associate degree as an employment opportunity, and an anticipated encroachment of for-profit schools into the program specialty. While we can t prevent these types of threats, we can be proactive in our response to them. While not a new impediment, the fire service in Pennsylvania remains largely volunteer. There is no mandated minimum level of training or education. There is a gradual trend toward more departments and companies that are salaried, or a combination of salaried and volunteer, but progress in slow. In the absence of some state mandate, the Fire Science program will remain relatively small. 5. Progress made on your previous year s action plan and update on the plan based on this year s analysis: You will need to refer to your action plan from last year. What were the problems and/or opportunities you identified; what progress have you made on each; what will you add to the plan for this upcoming year. Creation of at least four (4) online course offerings in FSC. Not completed. But FSC 100 has been offered online, and two more courses FSC 104 Fire Department Organization & Administration, and FSC 101 Emergency Scene Management, are presently under development. FSC 104 will be offered online in the Fall 2012 term. FSC 101 will be offered online in the Spring 2013 term. Reinstatement of FSC 107 Pumps & Hydraulics. Not completed. This action plan is deferred. There is no room in the revised core compliant curriculum for an additional FSC course. This will be re-addressed in the process of securing FESHE compliance for the program.

19 PART 2: Progress Made on Assessment of Student Learning Outcomes: This part of the annual report addresses how well students are achieving the learning outcomes that have been set out for them in the program s outcomes statement and assessment plan. Please provide reference your current assessment plan in your response. You need only report on assessment results from Fall Summary of assessment findings: Provide a brief summary of your assessment findings. Which outcomes did you assess? What did you find out? This can include confirmation of student success as well as student underperformance. Learning Outcome 3 -- Demonstrate a working knowledge of the basic field strategy and tactics that relate to various kinds of specific fire situations. In the context of FSC 101 Emergency Scene Management which is the basic strategy and tactics course in our curriculum, students are presented with a series of fire ground scenarios of varying degrees of difficulty and complexity. These are sometimes referred to as skull sessions. Each student is assigned the role of a key actor in the Incident Command Structure (e.g. Incident commander; captain of the first engine company responding; public information officer; safety officer; liaison officer; etc.). The student is asked to respond to: both general and specific questions regarding the size-up process; prioritization, and allocation of resources among competing considerations for safety, firefighting, rescue and evacuation, and mitigation; the range of obstacles and hazards (e.g. parked cars; adjacent structures; adjacent special-needs populations; gas mains; etc.). At the instructor s discretion, this may be accomplished through an in-class exercise employing graded discussion and participation among the role-players, or as a group or individual written exercise in which students incorporate standard ICS planning, reporting, and briefing elements such as an incident tactical plan, an incident briefing, an operational period briefing, a corrective action report, an after-action review, etc. Learning Outcome 4 -- Identify, classify, and respond to the various kinds of hazardous materials events. Old City field trip In the context of FSC 104, students attend a field trip into inner-city Philadelphia or comparable urban environment in the company of their instructor and local code inspectors if this can be arranged. While students do not enter structures and are limited to observing from the street, they are asked to evaluate: (1) construction types (e.g. wood-frame, brick and masonry, steel-reinforced concrete, roof-types, etc.); (2) apparent condition; (3) attendant public hazards; and (4) likely attendant hazards for firefighters in the event of fire. Students instructed asked to relate their observations to their knowledge of accepted building codes and standards, and to their knowledge of fire and incidentresponse theory. Students are asked to record their observations and evaluations in writing as a graded exercise. The grading rubric encompasses: (1) observation detail; (2) knowledge and application of codes and standards; (3) recognition of attendant public and firefighter hazards; (4) implications for incident-response in event of fire. 19

20 20 2. Changes made or planned as a result of assessment: Describe any changes made to the program as a result of your assessment findings. If you did another assessment after making the changes, did you see the improvements you hoped for? This is known as closing the loop the most important step in assessment. These Skull Session scenarios integrate basic strategy and tactics and blend them into overall fire scene management. These fireground exercises take learned concepts and apply them in higher-level emergency scene operations. The Old City Trips require that students take learned concepts regarding building construction types, and apply them first-hand. Students are confronted eyes-on, with sites involving both new and old wood frame construction, various kinds of new and old masonry construction, as well as more modern steel frame and reinforced concrete. No changes are contemplated at the present time. 3. Assessment activities for : Which outcomes do you plan on assessing in ? If you are making any changes to your assessment plan, please note them. Learning Outcome #1-- Demonstrate a thorough understanding of the field of fire science in both the public and private sectors. This will be assessed by exercise in the context of FSC 100 Introduction to Fire Science.