**The Fire Service**

**and**

**Higher Education:**

**A Blueprint for the 21^st^ Century**

Fire Science Coordinators Meeting

National Fire Academy

August 7-8, 1998

**Executive Summary**

At the invitation of the National Fire Academy (NFA) Staff, a small
group of fire science coordinators from around the country assembled at
the NFA on August 7-8 to discuss the interrelationship of fire science
programs and higher education. The meeting resulted from a continuous
desire NFA has had to provide the nation\'s fire science coordinators a
meaningful way to share concerns, challenges, programs, resources, etc.
This approach would be similar in concept, but not necessarily in
design, to the Training Resource and Date Exchange (TRADE) Program NFA
created in 1984.

The group began by identifying challenges and opportunities facing the
nation\'s fire science coordinators working in the environment of higher
education. This led the group to draft a mission statement, broad
statements of purpose and goals and to map out a survey of these same
coordinators. The survey will seek a more representative sample of the
challenges and opportunities fire science coordinators are experiencing
across the nation. This sampling would then enable a larger group of
coordinators to design a \"conduit\" at a subsequent meeting proposed
for the spring, 1999.

The group next planned a publicity campaign to announce the survey, the
proposed spring meeting and the \"conduit.\" Members of the group
accepted specific assignments related to this publicity campaign.

As soon as the NFA has reviewed and, hopefully, approved the concept,
the group will mount its publicity campaign and the NFA will undertake
the survey in preparation for the spring, 1999 meeting.

The group made no specific decision regarding the timing of the spring
meeting other than to say it should avoid as much as possible any
conflicts with NFA and community college calendars.

**Participants**

Richard Arwood, Director Ed Kaplan, Program Manager

Fire Service Institute National Fire Academy

Iowa State University Emmitsburg, Maryland

Ames, IA

Brian Bay, Director David McFadden, Department Chair

Health/Emergency Services Fire Protection Technical Program

Chemeketa Community College Fox Valley Technical College

Portland, OR Appleton, WI

Gerry Bassett, Program Chair James Matlock, III

National Fire Academy Associate Dean of Health Sciences

Emmitsburg, Maryland San Jacinto College Central

Houston, TX

Romey Brooks, Instructional Systems Specialist George Munkenbeck, System
Coord.

National Fire Academy Fire Education and Training

Emmitsburg, Maryland Community-Technical Colleges

Waterbury, CT

Michelle Harkins, Program Chair R. Wayne Powell, Program Chair

Fire Science National Fire Academy

State Technical Institute at Memphis Emmitsburg, MD

Memphis, TN

JoAnne F. Hildebrand, Fire Science Coordinator Terry Spoor, Associate
Director

University of Maryland University College Utah Fire and Rescue Academy

College Park, MD Utah Valley State College

Elk Ridge, UT

Ronald L. Hopkins

Fire and Safety Engineering Technology

Eastern Kentucky University

Richmond, KY

**Background**

The meeting recently held at the NFA was but the most recent attempt on
the part of the United States Fire Administration to reflect on the
challenges and opportunities facing higher education and the fire
service. There were many other attempts during the past two-and-a-half
decades, all trying to identify the needs and trends facing the fire
service and its relationship to higher education.

In 1975-1976 the International Association of Fire Chiefs, the
International Association of Fire Fighters, the International Society of
Fire Service Instructors and the National Fire Protection Association
undertook the most comprehensive survey to date of the Nation\'s
colleges and universities offering fire science programs. This effort
was under the auspices of the National Fire Prevention and Control
Administration, U.S. Department of Commerce. The groups\' report, *The
Consortium Survey,* offered 21 conclusions. Among them, two are
particularly relevant to this report.

1.  ...the need for a clearer definition of the role of the two-year
    colleges and a greater delineation of the training and education
    functions of fire related programs, with more emphasis on the
    academic support necessary and which colleges can and should
    provide.

2.  It cannot be stressed too strongly that any national programs in
    fire training and education must reach out to all segments of fire
    service and fire professionals. It will be necessary to develop a
    system which is effective at all levels of the fire service and must
    cater for the volunteer and paid fire fighter as well as the
    managers and administrators within the service. It must also extend
    to industry and commerce, to the educator and to the public as
    well.\"

Following that, some schools in Region II and Region X of what would
eventually become the Federal Emergency Management Agency (FEMA)
undertook fire service education needs analyses that bolstered many of
the same conclusions reached in *The Consortium Survey* report.

In early 1977 the Department of Commerce published another report
authored by Dr. John Bryan, *A Study of the Relationship of the National
Fire Academy to the Fire-Related Education Programs in Colleges and
Universities*. Dr. Bryan prefaced his conclusions by saying that \"it
will be apparent these conclusions have emphasized the formulation of
programs for the improvement and development of the faculty in the
fire-related education programs in the colleges and universities. It is
sincerely believed the current and future problems in the fire-related
education programs will be most effectively and efficiently solved with
the development of a high-quality, dedicated faculty commensurate to the
faculty required in all of the recognized professions.\"

In 1988 the United States Fire Administration made a limited number of
funds available to the seven Open Learning for the Fire Service Program
schools, now called the Degrees at a Distance Program (DDP), to promote
\"stepping stone\" linkages between themselves and the community within
their respective regions. This generated a greater degree of sharing
among the seven institutions and the community colleges affiliated with
them and has led to periodic meetings of the seven schools and NFA.

In 1990 Western Illinois University and the University of Memphis, two
of the DDP schools, undertook pilot projects. One project led to
meetings between Western Illinois University and Texas\' community
colleges, state fire commission and the state fire training
organization. The other project was a series of region-wide meetings to
reach out to the same groups in the states of Tennessee, Arkansas,
Kentucky, South Carolina, Alabama and Mississippi. Once again,
conclusions similar to earlier ones about the needs and trends of higher
education and the fire service emerged.

In 1992 the NFA hosted the Academic Fire Programs Workshop consisting of
the participants in the 1990 pilot projects and the remaining DDP
representatives. Among other accomplishments, the group developed a
model quality fire science associate degree and tried to clarify the
roles of the NFA, the community colleges and the state fire training
organizations in reference not only to the Consortium but to higher
education in general.

In 1995 the United States Fire Administration eliminated funding of DDP.
However, the Consortium partners never lost sight of the long-standing
goal to find ways to promote greater sharing of programs, resources and
concerns among those associated with fire science programs in higher
education.

As another attempt to build on the work done in the 1980s and the early
1990s, NFA decided to launch one more attempt to encourage and promote
the greater sharing that has long been the dream of so many. The
planning conference described in this report is the first step in this
latest effort.

**Preliminary Mission Statement,**

**Statements of Purpose**

**and Goals**

The group generated a provisional mission statement to help focus its
discussions. It intends to have this mission statement reviewed by the
participants at a meeting tentatively planned for the spring, 1999.

> [Mission Statement]{.underline}
>
> To enhance the post-secondary education of fire protection, life
> safety and emergency service providers through quality, innovative and
> accessible life-long learning to reduce life and property loss from
> all hazards.

The group synthesized a number of discussion points into the following
initial, seminal statements of purpose. As with the provisional mission
statement, it is the group\'s intent to have the participants at the
spring meeting review these statements.

> [Statements of Purpose]{.underline}

1.  To provide a forum for degree-granting institutions to address
    national issues that impact fire, life safety and emergency service
    related education.

> 2\. To provide an opportunity to enhance the quality of educational
> programs through a formal inter-institutional network.
>
> 3\. To promote the acceptance of fire and emergency services providers
> as professionals.

In addition, a list of goals emerged from the discussions. Time did not
allow the group to discuss, refine or relate them to the statements of
purpose. However, the group wished to record them in their unrefined
form for consideration at a later meeting.

[Goals]{.underline}

1.  To establish a formal network for post-secondary institutions that
    offer degree programs in fire and life safety and emergency
    response.

2.  To assist institutions in establishing relationships between degrees
    and professional certifications.

3.  To provide national models for a collegiate curriculum leading to
    career tracks in fire protection, life safety and emergency services
    including associated allied professional fields.

> 4\. To encourage the establishment of partnerships between individual
> educational institutions, and other local, state and federal fire- and
> emergency-related training agencies and organizations.
>
> 5\. To promote quality assurance through mechanisms such as
> accreditation.

6.  To further the concept of higher education and its positive effect
    in the overall mission of the fire protection, life safety and
    emergency services providers.

7.  To promote the concept of integrated life-long education and
    training for fire protection, life safety and emergency services
    providers.

8.  To collaborate with the National Fire Academy in meeting the goals
    stated in *America Burning* and other national initiatives that
    involve degree-granting institutions.

9.  To enhance the professional qualifications and development of the
    faculties at the institutions offering courses related to these
    programs.

10. To encourage ongoing development of the quality, content and
    delivery of these programs.

11. To encourage the exploration of innovative program enhancements.

12. To explore and facilitate the integration of technology in all
    aspects of the educational programs.

13. To impact the mission of the participating educational institutions.

> 14\. To promote inter-institutional recognition of courses.

**The Survey Intent**

In scoping out this project, the NFA project team envisioned the recent
planning conference to be the first step leading to a spring meeting
convening many more fire science coordinators. Between this initial
planning conference and the spring meeting, the NFA team anticipated
conducting a survey of fire science coordinators across the country.
This survey would collect information to help in the design of a
\"conduit\" that will promote a greater degree of sharing among fire
science coordinators and their parent institutions.

The group did not spend a lot of time discussing the design and
operation of the \"conduit\" since this will be the main objective of
the proposed spring meeting. The group chose the word with some care
after fairly lengthy discussion as a neutral term in order not to
prejudice further discussion and creativity on its ultimate shape and
operation. However, all generally agreed that it intends to suggest ways
for fire science coordinators to share information, resources,
experiences, challenges, etc. The group further viewed the \"conduit\"
as a support of the goals of accreditation and certification groups such
as the International Fire Service Accrediting Council and the
Professional Qualifications Board, respectively.

As the planning conference unfolded, the discussions on the proposed
survey shifted from an initial concept of basic data collection to a
more issues-oriented approach. The group felt that collecting
traditional, basic data is not now a critical need. Having some sense of
the challenges and opportunities facing fire science coordinators would
be more helpful at a later meeting when participants will attempt to
design the \"conduit.\"

The planning conference began with a brainstorming process identifying
both challenges and opportunities that face fire science coordinators.
It became apparent that some feedback from the universe of fire science
coordinators on their challenges and opportunities is needed. Therefore,
the group revisited the brainstormed list of challenges and
opportunities and proposed the following survey process.

**The Survey Process**

Each fire science coordinator will be able to select the ten greatest
current challenges in the fire science education arena from a list of
25. At the same time, the coordinator will be able to indicate two or
three topics or areas of expertise the coordinator would be willing to
present to others at the spring meeting in a large and small group
setting. Finally, there would be space on the survey form for
participants to list \"other\" topics not included in the list of 25.

In addition, each coordinator will respond to three opportunities in the
same fashion or add others of personal choice.

The NFA will tabulate the results and make this information available
for the spring meeting.

The 25 challenges and three opportunities follow.

[Challenges to Fire Science Higher Education Programs]{.underline}

1.  Access to non-traditional delivery of education.

2.  Institutional competition.

3.  Recognition and acceptance by academicians and administrators of
    fire science as a truly academic curriculum.

4.  Transitioning from certificates to degrees.

5.  Acceptance by fire service managers of fire science education.

6.  High tuition costs.

7.  Lack of writing, math and study skills by entry-level students.

8.  Identification of various categories of fire science degree
    programs.

9.  Student mix in the classroom (pre-service, experience level...)

10. Fire service self-perception of its uniqueness concerning course
    design.

11. The mentality, \"Books don\'t put fires out.\"

12. Placement: credentials vs. certification at hiring.

13. Advancement: the importance of the degree in promotions.

14. The lack of mechanical aptitude on the part of entry-level students.

15. The lack of motivators such as tuition reimbursements, educational
    incentives, time off for attendance, etc. in pursuing higher
    education.

16. Recruiting and retaining a diverse student body.

17. Articulation agreements.

18. Model curricula.

19. Incorporating certification as part of the academic process.

20. Recruiting diverse and qualified faculty.

21. Faculty development.

22. Emerging emergency management programs.

23. Fire program placement and priority within the academic institution.

24. Lack of mentoring for minorities and women.

25. Lack of a higher education national network.

Here are the three opportunities that the group felt summarized all the
others.

1.  There are more sophisticated instructional technologies now
    available to fire science instructors.

2.  Many training programs carry the American Council on Education
    recommendations for college credits.

3.  There are increasing numbers of fire science graduates who can serve
    as role models for others.

The survey form would like something like the following.

  ------------ ------------- -------------------------------------------------
  **I am       **I have      **Topic**
  interested   information   
  in this      to share on   
  topic**      this topic**  

                             1\. Access to non-traditional delivery of
                             education

                             2\. Institutional competition

                             3\. Recognition and acceptance by academicians
                             and administrators of fire science as a truly
                             academic curriculum

                             4\.
  ------------ ------------- -------------------------------------------------

Add up to three other topics not covered above.

  ---------- ---------- -------------------------------------------------
                        1\.

                        2\.

                        3\.
  ---------- ---------- -------------------------------------------------

NFA will assume responsibility for compiling a survey mailing list from
various existing sources:

-   the mailing list the International Fire Service Accrediting Council
    provided the NFA;

-   institutions listed in Peterson\'s Guide;

-   existing NFA lists of TRADE (Training Resource And Data Exchange)
    members; and

-   lists of affiliated schools with which each DDP Program
    Administrator has agreements.

This combination of sources will guarantee a sufficient coverage of the
universe of fire science coordinators in the United States.

**The Proposed \"Conduit\"**

As stated above, the group did not spend a lot of time discussing the
structure of the \"conduit\" since this will be the main objective of
the proposed spring meeting. At this point the group did not rule out an
organization with a certain structure nor did it endorse one. The sense
was that it is too early in the process to predict one way or another
and this should be the work of a larger group at a later meeting. There
was a sense, however, that NFA probably better than any other
organization is well poised to serve as coordinator or clearinghouse for
the \"conduit.\" This would be in perfect keeping with its national
mission.

The participants listed a number of groups that could benefit from using
the \"conduit.\" The more obvious ones are fire science coordinators and
faculty; administrators at the institutions with fire science programs;
present and future students; high school, college counselors and other
career counselors; potential employers; and persons in the
grant-matching arena.

**Publicizing the Project and Its Benefits**

Success of the venture will depend largely on getting the information
out quickly and exciting fire science coordinators about its
possibilities. To do this, the group identified various avenues it will
use to spread the message, generate interest about the survey and create
excitement about the spring meeting.

The group identified the following channels of publicity. Participants
divided the list among themselves, except for the last item for which
NFA staff will assume responsibility.

-   The Internet and various ListServs

-   The upcoming fall TRADE Conference at the NFA

-   Articles in various fire journals, periodicals such as *American
    Fire Journal, Fire Chief, Firehouse, Fire Engineering, The Voice,
    EMS, Industrial Fire World* and various state or organizational
    newsletters such as the \"Executive Fire Officer Newsletter\" and
    \"The Pennsylvania Fireman.\"

-   The Degrees at a Distance Program schools\' information
    dissemination vehicles

-   FEMA\'s Public Affairs Office from press releases

The group agreed on a list of the major pieces of information the
publicity should include.

-   Sponsorship of the project (NFA)

-   Mission statement and broad statements of purpose

-   Purpose, time and location of the spring meeting

-   Survey purpose and its importance

-   Members of the planning conference

-   NFA contact for more information

The group expressed the wish that a publicity campaign begin as soon as
possible after the NFA has approved the report, make it available on the
FEMA/USFA web site including any other preliminary work to publicize
this effort known via the WWW. It is anticipated that the publicity will
precede the distribution of the survey form and alert fire science
coordinators not only of the importance of the survey but of the
tremendous possibilities the entire venture has to significantly
influence higher education in the fire service.