PROGRAM OVERVIEW Program Title: Fire Technology Chaffey College Program Review Three Year Review 2011 Program Code: 2133 - FIRE TECHNOLOGY Review Type: Instructional Does this review contain any career technical education (occupational) programs? Yes External Regulations: No Chaffey College Mission Statement Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Please describe how your program supports the college's mission and discuss how your program evaluates its effectiveness in meeting the college mission: The Fire Technology program serves a diverse population through equal access to California State Fire Marshall approved education and training. The Fire Technology program provides a comprehensive curriculum that prepares students for careers in the fire service. These courses meet the prerequisites required for transfer to a California State Fire Marshall approved fire academy. The curriculum includes introduction to fire service terms, organization, tactics, apparatus identification, and prevention. Student success is highly valued. Our mission is to help the students accomplish there goals both short term (completing their education) and long term (working within their career field). We accomplish our mission through the uses of the latest teaching strategies, instructional materials and training. Supported by faculty, and the many Student Success Centers on campus (Writing, math, veteran s resource, reading, language). Regular evaluations are conducted to ensure we are meeting our goals. Assessments are done through embedded testing; career related protects and research papers. Good, concise explanation; however, need to expand on how student success is valued, supported, and assessed.
PROGRAM DATA Enrollment 2008-09 2009-10 2010-11 Total 479 522 408 Day 479 522 408 Evening Online Arranged Measure 2008-09 to 2009-10 2009-10 to 2010-11 Total Census Enrollment 8.98% -21.84% Day 8.98% -21.84% Evening N/A N/A
Online N/A N/A Arranged N/A N/A Given the data, what changes can be identified in enrollment patterns? Identify any important trends and explain them. The stats show a decline in enrollment due in part to a temporary decline in the current job market. Career opportunities in the fire service have experienced a temporary decline in recent years due to budget cuts and restructuring of the fire service. The U.S. Bureau of Labor and Statistics recently released job predictions indicating job growth of 18 percent over the next six years. Firefighting is a very demanding occupation, requiring upper body strength, stamina and endurance. This can be a deterrent for female students. Although this can be a male dominate career field and we have been actively recruiting female students through the global career center and career fairs. We are attending career fairs at local high schools (Rancho High, Colony High) to promote our program. When recruiting female students we explain the many different career opportunities within the fire service. I.E. fire prevention, plans checking, code enforcement public education and fire inspector. We have articulation agreements with the Regional Occupational Programs, ROP in the area to draw students towards the program. Retention
2008-09 2009-10 2010-11 Total 93.51 87.16 84.31 Day 93.51 87.16 84.31 Evening Online Arranged Measure 2008-09 to 2009-10 2009-10 to 2010-11 Total Census Retention -6.79% -3.27% Day -6.79% -3.27% Evening N/A N/A Online N/A N/A
Arranged N/A N/A Given the data, what changes can be identified in retention patterns? Identify any important trends and explain them. The decline in retention is due in part to the temporary decline of career opportunities within the fire service due to the current budget reductions. The U.S. Bureau of Labor and Statistics recently released job predictions indicating job growth of 18 percent over the next six years. Success
2008-09 2009-10 2010-11 Total 64.85 63.03 62.75 Day 64.85 63.03 62.75 Evening Online Arranged Measure 2008-09 to 2009-10 2009-10 to 2010-11 Total Census Success -2.81% -0.44% Day -2.81% -0.44% Evening N/A N/A Online N/A N/A
Arranged N/A N/A Given the data, what changes can be identified in student success patterns? Identify any important trends and explain them. In an effort to improve the success of the students enrolled in the fire technology program, time is taken at the beginning of each semester to explain the benefits of our Success Centers on the three campuses. Recently, Spring 2012, I attended a two day conference On Course that introduced new and innovative teaching strategies that involve students and encourage participation. In the short time after attending the conference I have employed some of the teaching strategies and techniques with great success. Example; I divide the topic in each chapter among the students. They work in small groups (four students) and prepare a short presentation on the information. Each group presentation must include three test questions. In the week following the activity I give a quiz using the questions the students submitted. The students are scoring in the 80% to 85% percentile. Students have expressed greater interested in the subject and greater retention. Data and trends are interpreted properly. Implications for the program are included. The Review Team would like to see mention of the methods utilized to recruit females. Explain what is meant by "great success" as it relates to success rates. DEGREE/CERTIFICATE DATA
Fire Technology: Professional Firefighter Term Degrees Certificates 07/08 2 08/09 3 09/10 5 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The number of degrees and certificates continue to increase due to course offerings. I am offering half of the certificated requirements each semester. If a student enrolls in the fall or spring semester they complete the program in two semesters. This type of schedule allows the students develop an education plan with a realistic goal and time line to meet their goal. Lack of completion of degrees can be attributed to many courses. I believe the lack of completion of degrees stems from students eagerness to complete the basic fire fighter training qualifications, attend a fire academy and go on to Paramedic training. In an effort to encourage students to complete the degree process we discuss the need to be the most qualified candidate. In conjunction with career specific education and training we indentify the need to complete an associates degree and go on to complete bachelor s degree. We reinforce this by having industry professionals visit the class to identify the type of applicant they searching for. Many of our students have dual or mixed majors that will make them more competitive in this current economy. They are graduating with a AA degree in another discipline and a certificate fire technology. Please correct typos in this section. Although the number of certificates have increased, please explain the lack of completion of degrees. STUDENT LEARNING OUTCOMES Students will be prepared for careers in fire technology with in California communities Students will be able to analyze the elements of firefighter safety and survival; differentiate fire prevention, firefighting and the types of fire apparatus. Discuss how the number, type, depth, and breadth of the courses support program SLO's. The fire technology course materials are aligned with the SLO's. Once the student successfully completes the course he/she then has the knowledge and skills mastered. Discuss how courses in the program articulate with or complement each other.
The fire technology courses are taught in an order of succession progressively challenging the student. Discuss how courses in the program interact with other programs on campus (for example: cross-listing, overlapping content, or shared resources). The fire technology curriculum incorporates mathematic skills (fire service hydraulics), physical science (fire behavior, hydraulics), communications, and writing skills. How and when has your department assessed Program SLO's' and how have you responded to the results? No changes have been made. What program or course changes have been made based on the result of the assessed outcome? No changes have been made. Discuss how your services help maintain a high level of student satisfaction. Discuss how you evaluate your effectiveness in meeting students' needs. How and when has your service reviewed or revised SLO?s and/or AUO?s. How has your program utilized SLO/AUO assessment results for program improvement? CURRICULUM UPDATE Courses Last Modified FIRETEC 410 Fire Command 1A - Active 09/24/2008 FIRETEC 411 Fire Command 1B - Active 09/24/2008 FIRETEC 412 Fire Command 1C - Active 09/24/2008 FIRETEC 421 Fire Prevention 1B-Code Enforcement - Active 09/24/2008 FIRETEC 422 Fire Prevention 1C-Flammable Liquids and Gases - Active 09/24/2008 FIRETEC 1 Fire Protection and Organization - Active 09/24/2008 FIRETEC 2 Fire Behavior and Combustion - Active 03/24/2004 FIRETEC 3 Fire Protection Systems - Active 03/24/2004 FIRETEC 4 Building Construction for Fire Protection - Active 03/24/2004 FIRETEC 402 Basic Incident Command Systems - ICS-200 - Active 03/24/2005
FIRETEC 403 Intermediate Incident Command Systems - ICS-300 - Active 03/24/2005 FIRETEC 405 Hazardous Materials First Responder Operations - Active 03/24/2005 FIRETEC 417 Fire Management 1 - Active 09/14/2005 FIRETEC 420 Fire Prevention 1A-Fire Prevention Practices - Active 09/14/2005 FIRETEC 5 Fire Prevention - Active 03/24/2005 FIRETEC 6 Fire Apparatus and Equipment - Active 03/24/2005 FIRETEC 8 Fire Ground Hydraulics - Active 03/24/2005 FIRETEC 410 Fire Command 1A - Launched 09/24/2008 FIRETEC 412 Fire Command 1C - Launched 09/24/2008 FIRETEC 411 Fire Command 1B - Launched 09/24/2008 FIRETEC 417 Fire Management 1 - Launched 09/14/2005 FIRETEC 420 Fire Prevention 1A-Fire Prevention Practices - Launched 09/14/2005 FIRETEC 421 Fire Prevention 1B-Code Enforcement - Launched 09/24/2008 FIRETEC 422 Fire Prevention 1C-Flammable Liquids and Gases - Launched 09/24/2008 FIRETEC 7 Strategies and Tactics - Active 09/11/2009 Programs FIRETEC Fire Technology: Professional Firefighter - Active 04/30/2007 FIRETEC Fire Technology: Professional Firefighter - Active 04/26/2007 Last Modified Courses should be updated every six years; if course updates are due, please describe your plan and timeline for updating courses: I plan to update my courses during the summer of 2012. I plan to evaluate the current curriculum and delete or add courses. What steps has your program taken to proactively respond to changing and emerging student and community needs? Advisory Commettees Develop New Courses/Programs Briefly explain: The National Fire Academy has recently released a core curriculum for a National Certificate. I plan to add the new
courses to the fire technoloy curriculum in the future (2013-2014). ADVISORY COMMITTEE INFORMATION An occupational program is required to have an active advisory board. Describe the advisory board membership, how often it meets, its role and involvement with the program, and how the program responds to advisory board recommendations (give examples). The advisory board for the fire technology program is made up of fire service professionals (training officers, battalion chiefs, and fire prevention). We meet once each year in the spring to discuss changes in the fire service. The advisory board makes recommendations to curriculum, course offerings and provides opportunities for the students to participate in fire prevention inspections, visit fire stations and repair facilities to gain first hand knowledge. Very thorough information included in the advisory minutes. NON-INSTRUCTIONAL PROGRAM INFORMATION How does your program improve, expand, or support student learning? How do you know? Describe staff functions and services (these can include diversity, specialties, staff preparation and training, professional activities and committee participation, accomplishments, grants, new programs etc.) How does your program evaluate its effectiveness? STUDENT SUPPORT - ACCESS How do the services you provide to students facilitate access to learning? (e.g. - admissions applications, payment processing, pre-requisite clearances, assessment testing, adaptive technology, program applications, healthcare, student activities, and other specialized services.) Type of Service Description of Service Additional information: How many students received this service? 08-09 09-10 10-11 Measured with?
STUDENT SUPPORT - SUPPORT How do the services you provide to students support student learning? (e.g. 'counseling, orientations, workshops, financial assistance (scholarships, grants, etc'), career assessments, health education, service learning, advisory committees, and other specialized services.) Type of Service Additional information: Type of Service What knowledge, skills, and/or abilities are learned? STUDENT SUPPORT - OTHER How does this contribute to student success? How many students received this service? 08-09 09-10 10-11 How many students received this service? 08-09 09-10 10-11 Measured with? How do the services you provide to students promote transfer, completion, specialized services, and/or future success? (e.g. graduation ceremony, CSU/IGETC certifications, university transfer, securing employment, transcript requests, enrollment verification, conferring of degrees/certificates, scanning/imaging documents, phone calls received, face-to-face contacts, refunds granted, and other specialized services.) Additional information: VISIONARY IMPROVEMENT PLAN(VIP) Measured with? Please identify 1-3 program improvement goals for the next three years. Goals should state 'what' you plan to achieve and the rationale 'why' for doing so. 'How' you achieve your goals will be entered under Steps to Success. Keep in mind that your VIP should be SMART: Specific Measurable Action-oriented Realistic Time-bound All plans should improve or expand student learning.
Year Three Goal: Increase student retention and completion rates by incorporating new teaching styles that involve students. To which planning direction does this goal apply? Excellence in teaching and learning Flexible and continuous student support CTE pathway development Year 1 Steps to Success (activities) and VIP Assessment: Employ new teaching strategies to include more student participation. By using techniques and training presented at "On Course Conference". Compare the number of certificates/degrees awarded with those awarded during the 2009-2010 school year. Year 2 Steps to Success (activities) and VIP Assessment: Continue to develop teaching strategies to increase student involvement. By the end of the spring semester student success data should indicate results. Statistics will be collected such as number of students successfully completing the program. Success will be measured by Perkins funding generated for the program Year Three Goal: Achieve National Fire Academy Certification for the Fire Technology program. To which planning direction does this goal apply? Excellence in teaching and learning Flexible and continuous student support Year 1 Steps to Success (activities) and VIP Assessment: Write new course outline for new courses that meet the national fire academy requirements. When Principles of Emergency Service and Principles of Fire and Emergency Service Safety and Survival courses are created, send them to curriculum committee for approval. We use embedded assessment and research projects to measure the student success in accordance with the course level SLO's Year 2 Steps to Success (activities) and VIP Assessment: Recruit and retain qualified fire technology instructional personnel. Enhance fire technology curriculum, materials, methods, and assessments with more hands on activities. Add new courses to meet the national fire academy education standards. Statistics will be collected such as number of students successfully completing the program. Compare the number of certificates/degrees awarded with those awarded during the 2009-2010 school year. The goal is unclear and not fully developed. Need to include assessment standards; further explanation for adding faculty/equipment.
PROFESSIONAL DEVELOPMENT ACTIVITIES THAT SUPPORT STUDENT LEARNING OR IMPROVE YOUR PROGRAM List Recent departmental professional development activities connected to student learning. Recent activities Recent workshops/courses taken Recent conferences/training Other Writting Effective Syllabi Learning to Learn Embedded assessments, SLO's SLO's Deconstructing the Myths Governance committees On Course, Stategies for Student Success Other college-related committees Member of the Heath and Safety Committee Firehouse World Conference, 2010, 2011 How are student learning outcomes affected by these professional activities? What steps are recommended for improvement? The flex activities provided instruction to help complete the assessments and guidance toward the goal of completing the SLOs. Attending the Firehouse Conferences gives me an opportunity to stay up to date with the changing trends in the fire service, net work with textbook and equipment vendors. Discuss departmental engagement on campus in connection to student learning. Other campus participation Active member of the Campus Emergency Respose team C-CERT Fire Station visits to reinforce the lecture and gain information for industry professionals Health and Wellness week activities How does your program benefit from your campus engagement? Participation in on campus extra curricular activities develops new contacts with other disciplines that aid in instruction style and techniques. My students have participated in Family Day at the Wig, 5K run/walk, and Health Services lectures. Teaching/Years of Service
Fire Technology: Professional Firefighter 0-5 years 6-10 years 11-15 years 16-20 years 21+ years 1 0 0 0 0 Given the data how has your program been impacted? Due to reduced budgets I have lost two adjuct instructors. With the reduction, my current classes are full with ten to twenty students on the wait lists. Does your program anticipate retirements within the next 3 years? No retirements planned for 6 years. PROJECTED NEEDS Is any part of the program funded by sources other than the instructional budget (such as grants, partnerships, or other means)? If yes, please identify the source, amount, and length of funding. No current funding. After reviewing and analyzing the data and assessment results in this report, please describe and provide rationale for any projected resource needs required to accomplish your Visionary Improvement Plan using the boxes below. Your requests should be based on student need. FT Faculty: Year 1: Hiring Criteria: Year 2: Hiring Criteria: Year 3: Hiring Criteria: STAFF Year 1 Year 2 Adjunct faculty to Student need for courses or programs for transfer or vocational certificate Supports diversity of program and course offerings, Supports diversity of college offerings, Supports institutional growth for programs that support student success
(e.g., Success Centers, Counseling, Library, School Nurses) Year 3 EQUIPMENT Year 1 Funding for fire apparatus maintenance, $3000.00 These funds would cover normal maintenance and replacement of parts. Year 2 Funding for fire apparatus maintenance, $3000.00 These funds would cover normal maintenance and replacement of parts. Year 3 Funding for fire apparatus maintenance, $3000.00 These funds would cover normal maintenance and replacement of parts. TECHNOLOGY Year 1 Year 2 Year 3 SOFTWARE Year 1 Year 2 Year 3 OTHER Year 1 Year 2 Year 3 Need to request faculty positions to coincide with VIP. While there are areas that are unclear, overall the document would be useful for planning, supporting and improving student achievement and SLO s. The Review Team understands the budget contraints and the effects on the Fire Tech Program. Good, thoughtful review.