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Updated December 2023

EXECUTIVE FIRE OFFICER 

PROGRAM HANDBOOK
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Dear Executive Fire Officer (EFO) Program participant:

Welcome! Whether you are new to the program or nearing its completion, your feedback and participation is 

critical to the success of this major U.S. Fire Administration (USFA) initiative. If we, as an agency and as a 

profession, are to achieve our goals of reducing risk and enhancing the fire service’s ability to confront and deal 

with a variety of emerging organizational, leadership and community issues, your participation is vital.

The challenge that we extend to you is one of leadership. Through the EFO Program, the National Fire Academy

(NFA) seeks to inspire, educate, encourage and empower current and future fire service leaders and create public 

service champions within communities. It is to lessen, if not prevent, emergency and catastrophic events; to 

provide information that reduces firefighter injuries and deaths; and to successfully mitigate fires, emergency 

medical operations and other disasters that result in human suffering and economic loss for each of our 

communities.

This document will categorize and present updates, modifications and current policies that govern the EFO 

Program. The intent is to establish a resource that provides information while it promotes equity and trust and 

establishes a high level of academic expectations inferred on each participant.

I encourage you to tell me if there is some way that we can serve you better. Likewise, if you are satisfied with 

the program, please communicate this to others.

Again, welcome! I wish you the greatest measure of success within the EFO Program.

Sincerely,

Eriks J. Gabliks, Superintendent

National Fire Academy

U.S. Fire Administration
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Table of Contents

Executive Fire Officer Program Overview..................................................................................................7

Executive Fire Officer Program Curriculum/Design...................................................................................9

2-Year Program Completion Pathway.......................................................................................................12

Course Design Methodology .....................................................................................................................13

Executive Fire Officer Program Conduct ..................................................................................................14

Executive Fire Officer Application Process ..............................................................................................15

Maintaining Eligibility...............................................................................................................................16

Program Dismissal and Reinstatement ......................................................................................................17

Executive Fire Officer Research and Writing............................................................................................18

Personally Identifiable Information ...........................................................................................................19

Supplemental Coursework.........................................................................................................................19

Executive Fire Officer Program Graduation..............................................................................................20

Executive Fire Officer Program Graduate Symposium.............................................................................20

Executive Fire Officer Program Points of Contact....................................................................................21

Executive Fire Officer Program Frequently Asked Questions..................................................................23

References..................................................................................................................................................25

Appendix A: Executive Fire Officer Program Capstone Research Guidelines.........................................27

Appendix B: Capstone Research Paper Rubric (July 2023)......................................................................31

Acronyms...................................................................................................................................................37
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Executive Fire Officer Program Overview

Executive Fire Officer Program ideal candidate

Experience:

The ideal candidate should be a newly appointed department chief-level officer, or a senior/executive-level 

officer, selected by their department or organization. The candidate will have demonstrated progressive 

leadership roles and experience in various operational and administrative aspects of emergency services.

Leadership:

All applicants must exhibit strong leadership qualities, including the ability to inspire and motivate others, make 

informed decisions, and effectively manage personnel and resources. The ideal candidate should possess 

excellent communication and interpersonal skills to interact with diverse stakeholders and collaborate in a teamoriented environment.

Education and professional development:

All applicants must possess a baccalaureate degree from a nationally or regionally accredited institution 

recognized by the U.S. Department of Education. The ideal candidate has or is planning to further their formal 

education and can demonstrate a commitment to ongoing professional development and lifelong learning.

Community engagement:

The ideal candidate is an active member of a nationally recognized fire and emergency medical services (EMS) 

organization. They should demonstrate engagement with local community organizations, as well as a 

commitment to diversity, equity and inclusion in fire and EMS.

Professional ethics and integrity:

All applicants shall model and uphold high ethical standards and demonstrate integrity, professionalism and a 

commitment to ethical conduct.

Program mission, vision, values and beliefs 

The EFO Program is the pinnacle of the USFA’s commitment to support the needs of fire and EMS agencies in 

preparing executive officers to meet the ever-changing demands of the dynamic communities in which they 

serve. Consequently, the USFA is focused on supplementing, not duplicating, existing programs of training, 

technology and research, data collection and analysis, and public education.

Executive Fire Officer Program mission statement

To create an environment and opportunities that foster individual growth, development and an appreciation for 

lifelong learning as a strategic community leader.

Executive Fire Officer Program vision statement

Executive officers providing bold, thoughtful and innovative solutions to create safe, healthy, prepared and 

resilient communities.
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Values and beliefs of the Executive Fire Officer Program

• Self-awareness through reflection

• Lifelong learning

• Integration of fire and EMS organizations into the whole community

• Development of sustainable partnerships beyond geographic and political boundaries

• Diversity, equality, equity and inclusiveness to build organizational and community strength

• Fostering environments that support open dialogue and respect for all opinions

• Recognition of the leadership role in the development of a vibrant and safe community

Program outcomes

The EFO Program is structured to empower executive officers to develop, maintain and expand the following 

proficiencies throughout their careers:

• Demonstrate social responsibility within self, organization and community.

• Enhance personal and organizational ethics, integrity, accountability and performance to secure public 

trust.

• Apply effective communication skills and information technologies to express vision, strategy, policy, 

resource and incident-related determinations.

• Strategically plan to foster a safe, healthy, prepared and resilient community.

• Incorporate diversity, equality, equity and inclusiveness to build organizational and community strength.

• Prioritize personal and organizational growth through the pursuit and creation of education, mentorship 

and other learning opportunities.

• Exercise leadership to meet the technical and adaptive challenges within the organization and 

community.

• Employ political/strategic foresight and research-based analytical skills to propose, influence, adopt, 

implement and evaluate public policy. 

Commitment to the Executive Fire Officer Program

You and your department’s engagement in the EFO Program over the next 2 (or no more than 4) years is a 

significant commitment. You will take part in learning opportunities presented in a variety of formats to include 

online mediated, self-study and in-residence elements. 

For the on-campus sessions, you will be provided lodging and a travel stipend. You will be responsible for

purchasing a meal ticket. You should anticipate the residential experiences to be full days, with possible

weekend activities or requirements.

By applying to the EFO Program, you are acknowledging your understanding and willingness to meet the time 

commitments required within the program. 
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Executive Fire Officer Program Curriculum/Design

The NFA is the instructional entity within the USFA, and as such, is focused on the supplementation, rather 

than duplication, of existing programs of education and training for career and volunteer fire and EMS 

personnel throughout the nation. Through the EFO Program, the NFA seeks to inspire, educate and empower 

current and future fire service leaders and create public service champions within communities.

Self: The first component is a resident course that focuses on self. This component provides learning and 

practice opportunities that foster the exploration of personal leadership philosophy, life-work balance, 

theoretical aspects of leadership, and the value of ethics and integrity. This course introduces research practices 

and communication skills amidst leadership challenges.

Organization: The second component of the EFO Program focuses on the organization. It is comprised of 

substantial self-paced, online pre-course work to provide students with theoretical, academic and foundational 

elements that are applied during a resident course focused on building organizational strength. This course will 

apply analysis and adaptive leadership components that result in building an internal culture that promotes a 

safer, healthier, more prepared and resilient organization. Students collect, evaluate and demonstrate the use of 

organizational data and research in their pursuit to achieve a diverse, resilient and safe organization.

Community: The third component of the EFO Program transitions the foundational elements previously 

addressed for the organization to focus on the community. This component is comprised of substantial selfpaced, online pre-course work to provide students with theoretical, academic and foundational elements that are 

then applied during a resident course. The resident experience underscores the exercise of executive-level 

leadership in the context of the whole community, and the strategic role of the executive officer within both 

emergent and prospective events is considered. The central focus is relational interoperability between the many 

facets required to determine, evaluate and meet the needs of the community.

Capstone: The culminating portion of the EFO Program is comprised of independent research and public 

presentation to demonstrate bold and imaginative solutions to critical issues cultivated by the executive 

throughout the program. Students integrate, synthesize and apply the knowledge, skills and perspectives 

acquired throughout the EFO Program and demonstrate mastery of all program elements during an online, 

instructor-led course and a resident course. The following capstone projects are graded assignments:

• A Capstone Research Paper (CRP) is the 

culmination of theory and application where the 

executive displays both the vision and competencies 

highlighted throughout the EFO Program. The paper 

incorporates complex problem identification and 

exploration, research, data, and the ability to author 

solutions to multifaceted problems while presenting 

the information in a convincing, logical and 

academically sound format. Details can be found in 

Appendix A: Executive Fire Officer Program 

Capstone Research Guidelines. 

• A presentation in the final resident course mirrors a 

real-life event, such as a town hall, council meeting or catastrophic event. This essential experience is 

designed to provide a complex and dynamic environment with both peer and expert feedback that 

uniquely informs each student’s professional and personal insight.

Further details about the capstone research project can be found in Appendix A.
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Overview and sequence

Self Resident 10-day R5201 “Exercise of Executive Leadership: Self” 

Organization

Resident 6-day and

online pre-course 

work

R5202 “Exercise of Executive Leadership: Organization” 

Community

Resident 6-day and

online pre-course 

work

R5203 “Exercise of Executive Leadership: Community” 

Capstone

Mediated online 

course 

M5104 “Applications in the Exercise of Leadership: 

Capstone I” (12- to 24-week course) 

Resident 6-day R5204 “Applications in the Exercise of Leadership: 

Capstone II” 

Course descriptions

R5201, “Exercise of Executive Leadership: Self” 

Students are introduced to the EFO Program during this 10-day resident course that establishes the foundation 

of the exercise of leadership. The first resident experience provides the executive officer an immersive, 

educational experience with facilitated discussion and introspection to address the relationships of leadership 

for self, organization and community. Students are introduced to research practices, expected communication 

skills, American Psychological Association (APA) style (2020) and writing expectations. Concepts relating to 

21st-century emerging issues are introduced to initiate planning for “Applications in the Exercise of Leadership: 

Capstone I” (M5104). 

R5202, “Exercise of Executive Leadership: Organization” (Prerequisite — R5201)

Students access the learning management system (LMS) 6 weeks prior to the 6-day resident course and 

complete approximately 40 hours of structured, self-paced pre-course work. To provide consistency and 

facilitate student success, instructors are available to provide timely responses to student inquiries and grade 

assignments from the beginning of pre-course work throughout the resident experience. 

During pre-course work, executive officers build an analytical framework to establish a holistic and objective 

view of their organization. Leadership considerations and introduction to diverse perspectives are provided 

through required reading and videos, while students conduct strategic research, data capture and analysis to 

determine their organization’s existing state. 

During the residential experience, students delve deeper into leadership and diversity issues. Facilitated 

dialogue centers on needs assessment within an organization to develop, grow and sustain success. Through 

strategic analysis, students refine their organization’s existing state and propose an aspired-state vision of a safe, 

healthy, prepared and resilient organization. 
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R5203, “Exercise of Executive Leadership: Community” (Prerequisite — R5202)

Students access the LMS 6 weeks prior to the 6-day resident course and complete approximately 40 hours of 

structured, self-paced pre-course work. To provide consistency and facilitate student success, instructors are 

available to provide timely response to student inquiries and grade assignments from the beginning of precourse work throughout the resident experience. 

During pre-course work, executive officers build an analytical framework to establish a holistic and objective 

view of their community to assess their community’s existing state. Students will review the literature and 

collect data to formulate evidence-based approaches to achieving an aspired state. Technology will be 

introduced as potential tools to help achieve a safe, healthy, prepared and resilient community.

During the residential experience, students will explore the culture of the whole community and the exercise of 

executive leadership to build trust and create inclusive community success. The self, organization and 

community are brought full circle as executive officers discuss and analyze defining moments in their careers. 

Students are provided a platform to question conventional approaches, enhance creativity, and strategically 

influence process and policies to ultimately create an aspired state of a safe, healthy, prepared and resilient 

community.

M5104, “Applications in the Exercise of Leadership: Capstone I” (Prerequisite — R5203)

This online, mediated (instructor-led) course integrates program content and research topics and is the first step 

in the completion of the program capstone. The course provides analysis and interactive opportunities at a 

strategic executive level that leverage stakeholders, influencers and actors associated with serving a whole 

community’s public safety and risk management needs. Critical to successful program completion, instructors 

work with students through incremental writing assignments focusing on the capstone research synopsis, 

research proposal and research paper. 

R5204, “Applications in the Exercise of Leadership: Capstone II” (Prerequisite — M5104)

The final residential experience in the EFO Program requires the student to demonstrate quantifiable action as a 

catalyst for change while exemplifying the exercise of executive leadership for self, organization and 

community. This experience includes the submission of their final CRP and a presentation to mirror a real-life 

event, such as a town hall or council meeting, where the student attempts to convince the audience of the 

change they wish to enact. This essential and dynamic experience is designed to provide the executive with peer 

feedback and expert assessment that uniquely informs each student’s professional and personal insight. The 

capstone paper is uploaded approximately 4 weeks before course start and is graded before arrival. A day-long 

Gettysburg staff ride is incorporated into this 6-day course.
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2-Year Program Completion Pathway

Fall / Winter

Fall / Winter

Year 1

Year 2

R5203 — 

Community

R5204 — 

Capstone II

Fall/Winter Spring/Summer

M5104 — 

Capstone I

R5201 — Self R5202 — 

Organization 

Fall/Winter Spring/Summer

Online

Students accepted into the program must attend a fall offering of R5201 during the year of their acceptance. 

Failure to attend during their year of acceptance will result in removal from the program and will require the 

student to reapply for future consideration into the EFO Program.
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Course Design Methodology

The goal of the design of the EFO Program learning environment is to provide cohesive and unique approaches 

to create a richer and more substantive executive learning experience. Thematic threads of terminology and 

thought that are applied throughout the curriculum include:

• Ethics and integrity.

• Strategic thinking.

• Integrated planning and execution.

• Political acuity.

• Inclusive community.

• Equity and diversity.

• Change/adaptability.

• Development of others and self.

• Creativity and innovation.

All courses are designed to meet the American Council on Education standards for graduate-level credit 

recommendation so that EFO Program students potentially qualify for credit at colleges and universities.

Learning methodologies employed throughout the curriculum include, but are not limited to:

Socratic methodology: Through responding to questioning, or deep inquiry, students gain understanding and 

draw on underlying assumptions. This method of dialogue allows for deeper learning on the part of the 

individual who employs it in their learning processes. This method is applied throughout online and resident 

courses.

Professional reflection activities: Reflection takes a thought, idea or opinion and uses it as a means of 

searching out further thoughts and ideas to form an opinion for personal growth. Without reflection, learning 

does not occur. Reflection activities occur at critical points throughout the program and are kept for portfolio 

submission.

Professional writing: Students prepare written work that conforms to accepted academic standards for 

professional papers. Papers reflect original work and give appropriate credit through citations for ideas 

belonging to other authors, publications or organizations. All written work is expected to be free of grammatical 

and syntax errors and should demonstrate critical thinking related to the subject matter.

Professional speaking: During virtual online sessions and resident courses, students practice how to comport 

themselves to establish trust and build partnerships. This skill is essential to effect change as an executive 

officer and recognized community champion.

Data collection, research and analysis: Throughout all courses, there are opportunities to collect, collate and 

analyze data in many forms. Students must employ both qualitative and quantitative research to employ 

evidence-based planning and action.

Personal journaling: Journaling is used as a means of reflection. This activity is a private process using a 

written journal. Students use a provided bound journal or an electronic equivalent in which to record private 

thoughts. Students receive and respond to journal prompts throughout the EFO Program to maximize this 

unique and powerful leadership development tool. Students maintain control of the journal throughout the 

program and are not required to share those thoughts and entries.
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Executive Fire Officer Program Conduct

Executive Fire Officer and the National Fire Academy Human Dignity Statement

Executive officers should always show respect and dignity when interacting with others. The U.S. Department 

of Homeland Security and the NFA recognize the value and potential in all individuals. To support this 

recognition, the NFA Human Dignity Statement will serve to support a rich and meaningful experience for all.

The uniqueness of all individuals at the National Emergency Training Center (NETC) is recognized in their 

diversity, which can be a resource that enriches the working and learning environment through the sharing of 

differing perspectives. Equal opportunity is provided to all employees, students, contractors and visitors. This is 

supported by:

• Ensuring equal opportunity to all employees, students, contractors and visitors.

• Prohibiting all discrimination and harassment.

• Supporting affirmative employment policies and practices.

• Encouraging employees, students, contractors and visitors to communicate and behave in a manner that 

is sensitive to, and acknowledges, the viewpoints of others.

• Regarding diversity as a resource that enriches the working and learning environment through the 

sharing of differing perspectives, experiences and ideas.

• Removing barriers to teamwork through collaboration, problem-solving and the constructive resolution 

of conflicts.

• Continuing to identify and eliminate barriers.

Employees, students, contractors and visitors are expected to treat each other with respect at all times. 

Inappropriate behavior will not be tolerated and may result in appropriate administrative or disciplinary action, 

including removal and debarment from the facility and the program.

Professionalism

The environment of the EFO Program is intended to be rich in respect, integrity, professionalism and 

comradery. Throughout the program, the executive officers, instructors and NFA staff are expected to 

demonstrate the stature and demeanor of individuals entrusted with the highest level of public trust.

The EFO Program has an enhanced dress code during all residential experiences. Business casual attire is the 

preferred dress. In addition, given the dynamics of the EFO Program, the executive officer should bring 

business attire or Class-A uniform each time they are on campus for a residential experience.

For on-campus or EFO Program-sponsored events, after-hours wear should always be appropriate for the event 

and reflect positively on the executive officer, their home organization and the NFA.

Netiquette

Online learning promotes the advancement of knowledge through positive and constructive debate — both 

inside and outside the classroom. Forums on the internet, however, can occasionally degenerate into needless 

insults and “flaming.” Such activity and the loss of good manners are not acceptable in a professional learning 

setting; basic academic rules of good behavior and proper “netiquette” must persist. The rewards and 

excitement of learning do not include descent to personal attacks or executive officer attempts to stifle the 

forum of others.
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Academic honesty

As part of the NFA community, executive officers are expected to exhibit exemplary ethical behavior and 

conduct. Acts of academic dishonesty include cheating, plagiarism, deliberate falsification, utilization of ghost 

writers, papers authored by artificial intelligence (AI), and other unethical behaviors. Plagiarism software may

be used to assess graded assignments.

Executive officers are expected to report academic misconduct when they witness a violation. All cases of 

academic misconduct shall be reported by the instructors to the training specialist and EFO Program 

administrator.

If an executive officer is found to have engaged in misconduct, and the allegations are upheld, the penalties may 

include, but are not limited to, one or a combination of the following:

• Expulsion

• Withholding of stipend or forfeiture of stipend paid

Electronics in the classroom

Although useful and appropriate in many circumstances, electronics can also be a significant distraction and a 

deterrent to effective interpersonal communications. Appropriate use of electronics in residential experiences is 

essential. This program will take advantage of electronic devices in a controlled environment only when 

appropriate to program content, as determined by the instructor. Students are expected to turn off and put away 

all electronics, including cell phones and tablets, unless the instructor has indicated otherwise. This allows 

students to focus on the topics without the distractions of the electronic world. Executive officers are expected 

to discuss any exceptions with the course instructor.

Executive Fire Officer Application Process

Program application process

Applicants must submit a complete application to the NETC Online Admissions Application during the 

application window. A complete EFO Program application must contain all the items listed below. Applicants 

should use the checklist to assemble their package prior to beginning their online application. 

1. A signed EFO Program participation contract indicating that the applicant has reviewed the program 

handbook and understands the demands of the program. This attachment will be provided before the 

open enrollment period.

2. A letter of recommendation from the head of the sponsoring organization (chief of department, mayor, 

city manager, etc.) discussing how the candidate fits the ideals described above. The letter of 

recommendation will be used in the rating process and must refer to the ideal candidate description. 

Attach a PDF letter to the application.

3. A resume for the applicant. The resume will be used in the rating process, so please review the ideal 

candidate description above. Attach a PDF resume to the application.

4. A copy of the applicant’s organizational chart, specifically identifying the position on the chart that the 

applicant holds. The organizational chart should indicate that the applicant is a chief-level or a 

senior/executive-level officer, relative to the size of the organization. Attach a PDF organizational 

chart to the application.
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5. A photocopy of the applicant’s baccalaureate degree from a nationally or regionally accredited 

institution recognized by the U.S. Department of Education. Attach a PDF copy of the degree to the 

application.

6. An essay that meets the requirements below must be attached to the application. Applicants are strongly 

encouraged to review the ideal candidate description very carefully and incorporate discussion of as 

many attributes as possible into the essay, since this may be the only place to demonstrate some of the 

ideal characteristics.

It is important that the essay instructions are followed as it will impact the overall applicant rating. Applicants 

may use grammar software or identify proofreading or writing support; however, plagiarism software will be 

used to detect plagiarism and the use of AI-generated content. Essays that contain blatant plagiarism and/or AIgenerated content will not be considered for acceptance to the EFO Program. Attach a PDF essay to the 

application.

Carefully craft an essay that demonstrates how you are an ideal candidate for the EFO Program based on the 

description above and following the below requirements:

• Limit the essay to 1,000 words or fewer.

• Make sure it is free from grammatical or spelling errors.

• Use clear, succinct and professional language.

• Avoid using repetitive language and cliches.

• Use transitional thoughts and sentences to tie ideas together.

• Use Times New Roman font with 12-point size.

• Format 1-inch margins on all sides of the document.

• Ensure the essay is double-spaced throughout.

Students accepted into the program must attend a fall offering of R5201 during the year of their acceptance. 

Failure to attend during their year of acceptance will result in removal from the program and will require the 

student to reapply for future consideration into the EFO Program.

Maintaining Eligibility

Students have up to 4 years to complete the EFO Program from the time of successful completion of R5201 and 

may move through the program at their own pace. It is anticipated that a student could complete the program in 

as little as 2 years. The following conditions apply to a student’s eligibility to remain in the EFO Program:

• Students must successfully complete at least 1 resident course per calendar year. (This is the minimum 

participation requirement to complete the program in 4 years; however, students may move through the 

program as quickly as course schedules and research writing permits.) The EFO Program administrator 

will identify and reach out to students who do not meet this requirement to determine an acceptable path 
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forward to ensure program completion within 4 years. This allows students to plan their coursework 

around their competing demands. Students are permitted 1 reschedule outside the scheduled semester. 

For example, if you are scheduled for fall 2024 and need to reschedule for fall of the following year, this 

will be your one-time reschedule. Failure to attend class without approval from the EFO Program 

administrator constitutes a no-show and will result in removal from the program. 

• Students must score an 80% or above to pass each course. Failure to meet this requirement will result in 

the need to retake the class. Students will be provided the chance to retake 1 course throughout their 

time in the program. More than 1 required retake will result in removal from the program.

• Students are expected to notify Admissions at crystal.arnold@fema.dhs.gov and the EFO Program 

administrator at tina.crevier@fema.dhs.gov of changes in contact information (e.g., email, phone 

number, mailing address, etc.). 

• Students are expected to notify Admissions at crystal.arnold@fema.dhs.gov and the EFO Program 

administrator at tina.crevier@fema.dhs.gov of any change to an employer or in position/title. The email 

must include an attached letter from the chief of department/agency head supporting the student’s 

continued enrollment (Letter of Support).

• The EFO Program requires students to retain their service status. Students who do not hold one of the 

following ranks or positions within an agency will be removed from the program:

- Chief of department or equivalent

- Chief officers or equivalent who head major bureaus or divisions (e.g., suppression, prevention, 

training, EMS, etc.)

- Chief officers and senior deputies of state governmental fire or EMS organizations (e.g., state 

fire marshals, state EMS directors, state directors of fire training, etc.)

- Others who serve in key positions of authority or leadership 

• Failure to notify Admissions or the EFO Program administrator of a change in rank or position may 

result in immediate removal from the program. 

• Participants who cannot attend a course for which they are scheduled are required to notify the 

Admissions Office as soon as possible before the class begins; failure to do so may result in the future 

suspension of eligibility to attend NFA courses.

• Extension requests to the 4-year limit will be determined on a case-by-case basis.

Program Dismissal and Reinstatement

Failure to maintain program eligibility, violation of student conduct or integrity standards, or failure to meet 

program completion criteria shall result in dismissal from the EFO Program. The student’s sponsoring agency 

shall be notified when a student is dismissed.

Any student dismissed from the EFO Program for failure to maintain program eligibility, violation of student 

conduct or integrity standards, or failure to meet program completion criteria may request reinstatement from 

the NFA in accordance with the following:
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• Request for reinstatement must arrive in writing at the NFA within 15 calendar days of the initial 

dismissal decision.

• The request should include the student’s justification for remaining in the program, supporting 

documentation and correspondence, and signed support of the student’s sponsoring agency. The 

respondent has the right to appear in person (at their own expense), have representation of their choice 

and present any witnesses. If the respondent elects to appear in person, notification must be included in 

the reinstatement request. 

• The request will be reviewed by the EFO Program administrator, EFO training specialist and the branch 

chief of the Leadership and Partnership Branch. The NFA superintendent will render a decision as soon 

as practical based on the facts presented by the respondent and staff. The decision will be delivered to 

the student and the student’s sponsoring agency. The NFA superintendent’s decision is final.

Executive Fire Officer Research and Writing

Writing expectations: American Psychological Association style manual

Executive officers will follow the “Publication Manual of the American Psychological Association” (2020) as 

the sole citation and reference style used in written work submitted as part of course work to the NFA. 

Assignments completed in a narrative essay or composition format must follow the citation style presented in 

the APA style manual. 

The NFA provides EFO Program students with a variety of resources and materials, to include comprehensive 

rubrics, guidance, instructions and the NETC Library and staff. The NFA’s academic programs are designed to 

be completed without students needing to engage in any external and expensive academic support services, but 

some students find that they want or need extra academic support. Accordingly, in addition to these free 

academic support tools, NFA policy allows EFO students to use outside services/vendors to proofread or format 

assignments prior to submission. However, it is important to note that according to NFA policy, contracted 

NFA instructors are not permitted to charge EFO students for academic assistance. 

Research integrity standards

The NFA is committed to maintaining and preserving the highest standards of integrity regarding the EFO 

Program. Participants and alumni are consequently affected when the EFO Program is associated with any 

unethical behavior committed by one of its participants.

The NFA enforces the appropriate standards of conduct for the completion of research and the potential 

penalties for engaging in any unethical behavior. Plagiarism, falsification or misrepresentation in any 

writing assignments will not be tolerated.

Research integrity, as explained in the Office of Research Integrity report referenced below, is the use of honest 

and verifiable methods in proposing, performing and evaluating research and includes (Steneck, 2007, p. 3):

Honesty — convey information truthfully and honor commitments.

Accuracy — report findings precisely and take care to avoid errors.
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Efficiency — use resources wisely and avoid waste.

Objectivity — let the facts speak for themselves and avoid improper bias.

Individuals who engage in unethical behavior will be disciplined with one, some or all of the following actions:

• A return of all money expended or reimbursed by the U.S. government associated with the course, to 

include all travel expenses, room accommodations, books and an apportionment of the instructor’s 

salary.

• A return of the course certificate and (if applicable) the EFO Program completion certificate.

• A letter to the current employer with an accompanying explanation of the violation, stating that the 

certificate has been revoked.

• A 10-year prohibition on attendance at any residential NFA course.

EFO Program participants, graduates and others who discover suspicious work are strongly encouraged to 

report their findings to the EFO Program administrator or any NFA training specialist.

Personally Identifiable Information

Do not include personally identifiable information (PII) within a CRP. Personal information refers to any item, 

collection or group of information about an individual or individuals that is maintained by an agency, including, 

but not limited to, education, financial transactions, medical history and employment history.

Examples of PII include date of birth, residential mailing addresses, residential telephone numbers, all or 

portions of Social Security numbers (SSNs), and vehicle identifiers, including license plate numbers. Authors 

are also cautioned not to include any other unique identifying number(s) or characteristic(s), or any information 

where it is reasonably foreseeable that the information will be linked with other information to identify the 

individual(s).

CRPs are considered government documents because they are completed as part of a federally funded and 

sponsored program. Therefore, due to requirements of Family Educational Rights and Privacy Act (20 United 

States Code § 1232g: 34 Code of Federal Regulations Part 99), authors of CRPs are cautioned to ensure that a 

CRP does not include any PII.

Supplemental Coursework

Executives who wish to expand upon specific skills, such as financial management or utilizing data 

management tools, are encouraged to consider supplementing the EFO Program required courses with the NFA 

courses listed below:

Course Discussion

“Executive Planning”

(R0506)

Course covers both strategic planning and project management. Tying both 

together provides value as they are mutually supportive concepts.

“Fire Service Financial 

Management” (R0333)

Course covers budgeting practices, best practices and presentation skills 

related to presenting to boards/commissions. Focuses on tying community 

expectations, priorities and outcomes to budget and how budget supports 

community needs.

“Administration of Public 

Assistance for Community 

Recovery” (R0335)

Discusses the Stafford Act and its processes, categories of funding, how to 

submit for funding, preparing documentation, and development of recovery 

and mitigation projects.
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Independent of the NFA, executives who wish to improve on their writing skills may wish to consider the 

online Center for Public Safety Excellence (CPSE) Advanced Technical Writing Certificate Program.

Executive Fire Officer Program Graduation

Upon completion of “Applications in the Exercise of Leadership: Capstone II” (R5204), students will receive a 

graduate certificate and EFO pin at a formal graduation ceremony on the last day of class. Students will 

complete a graduation sheet that identifies their supervisor, U.S. senator(s), representative(s) and governor who 

shall receive notice of their achievement. This information will be provided to the supervisor that a participant 

specifies for official presentation of their graduate certificate. The congressional information will be used as a 

press release to notify members of Congress of the participant’s achievement. Graduates are listed in the 

graduate directory at Executive Fire Officer Program Graduate Directory (fema.gov).

Executive Fire Officer Program Graduate Symposium

The Executive Fire Officer Program Symposium (R0120) is an annual event for alumni and EFO Program 

participants. While the symposium is open to all fire service leaders and related professions, priority in housing 

is given to EFO Program alumni. Current EFO Program students are encouraged to attend, and all fire service 

executives are welcome to bring their government management colleagues. Note: Each attendee must register 

through the Admissions process as they would for any course; however, there is no travel stipend for the 

symposium. Lodging is available. People using on-campus housing are required to purchase a meal ticket for 

the duration of their stay. Dates can be found on the NFA website.

The goals for this event are as follows:

• Provide a curriculum extension and update of the EFO Program.

• Recognize and spotlight outstanding and innovative research by select EFO Program students.

• Provide high-quality presentations by private and public sector representatives.

• Promote continuous dialogue among EFO Program graduates and USFA/NFA faculty and staff.

• Facilitate networking between EFO Program graduates and leaders in the fire and EMS profession.

• Officially recognize recent EFO Program graduates and research winners.

CRPs receiving a 95% and above will be submitted for the Manno Award. The winner of the Manno Award will 

be announced at the EFO Symposium.
21

Executive Fire Officer Program Points of Contact

Ed Kensler, EFO training specialist, edward.kenslerjr@fema.dhs.gov, 301-447-1158

- Course curriculum questions

Tina Crevier, EFO Program administrator, tina.crevier@fema.dhs.gov, 301-447-1107

- Program questions, scheduling concerns

Dan Novak, program support specialist, daniel.novak@fema.dhs.gov, 301-447-1069

- EFOHelp email inbox, data/analytics

Crystal Arnold, admissions specialist, crystal.arnold@fema.dhs.gov, 301-447-1524

- Admissions/course scheduling
22
23

Executive Fire Officer Program Frequently Asked Questions

Q: What if I cannot attend the assigned date?

A: If this is your first time rescheduling, contact Crystal Arnold in the admissions office at 

crystal.arnold@fema.dhs.gov requesting a new date. If this is not the first time to reschedule, contact Tina 

Crevier at tina.crevier@fema.dhs.gov.

Q: Can I book my airline reservation now?

A: You must wait until you receive official notification from the Admissions Office to book. This information 

was also provided in your welcome packet.

Q: When do I receive my graduate certificate?

A: Upon completion of your final course (R5204), a graduation ceremony will be held for graduate certificate 

presentation.

Q: How can I get a copy of the outstanding CRPs?

A: Contact the NETC Library at fema-netclibrary@fema.dhs.gov.

Q: Who do I notify if my flight is cancelled/delayed and it’s the weekend?

A: Call Student Services (C Desk) at 301-447-1000.

Q: How do I get a copy of my NFA transcript?

A: Email netcadmissions@fema.dhs.gov.

Q: Who is my instructor for the class?

A: Within Blackboard, click on email heading followed by “All Instructor User.” Here you can view who is 

listed as an instructor for your course.

Q: Can I get a course completion certificate reprint?

A: Contact Crystal Arnold at crystal.arnold@fema.dhs.gov.

Q: Can you tell me how many students graduated from my state?

A: Visit Executive Fire Officer Program Graduate Directory (fema.gov).

Q: How do I link a social media account to my EFO graduate listing?

A: Email FEMA-EFOHelp@fema.dhs.gov with the requested information.

Q: Who do I contact if I cannot login to my course on the Blackboard LMS?

A: Email nfaonlinetier2@fema.dhs.gov confirming your user ID that you need reset.

Q: Who do I contact if I have questions with accessing course material on the Blackboard LMS?

A: Email FEMA-EFOHelp@fema.dhs.gov with your question.

Q: Can I have family members attend the graduation?

A: Yes, family members will have to fill out a Federal Emergency Management Agency

(FEMA) Access Form and return it to the EFO team. You can obtain this form by contacting FEMAEFOHelp@fema.dhs.gov
24
25

References

American Psychological Association. (2020). Publication manual of the American Psychological Association: 

The official guide to APA style (7th ed.).

Steneck, N. H. (2007, August). Introduction to the responsible conduct of research. 

https://ori.hhs.gov/sites/default/files/rcrintro.pdf
26
27

Appendix A: Executive Fire Officer Program Capstone Research Guidelines

Introduction

This guide is designed to assist students enrolled in the NFA’s EFO Program to fulfill the research 

requirements of the program. The primary objective of the guide is to describe what is expected of students 

as they engage in the research process. In addition, it provides guidelines for students to follow in the 

preparation of the CRP.

Students perform original research, and foundational research considerations are provided incrementally 

throughout the program based on “Research Design: Qualitative, Quantitative, and Mixed Methods 

Approaches,” 5th edition, by John W. Creswell and J. David Creswell, 2018. 

R5201 R5202 R5203 M5104 R5204 

Research Approach - Literature Review - Quantitative Methods - Qualitative Methods

Research design components are embedded in the first 3 EFO Program courses and culminate in 

“Applications in the Exercise of Leadership: Capstone I” (M5104), in which instructors evaluate and 

provide detailed feedback on research elements through incremental writing assignments in preparation for 

the final submission. 

Students must complete and submit the CRP prior to arrival on campus for the last EFO Program course, 

“Applications in the Exercise of Leadership: Capstone II” (R5204). The CRP must be submitted 

electronically. Upon successful completion of the last resident course, students are awarded the EFO 

Program certificate.

Subject matter experts and NFA staff review all CRPs to evaluate and potentially recommend exemplary 

EFO Program CRPs to be archived in the NETC Library. Students who demonstrate exemplary work are 

strongly encouraged to pursue publication in a peer-reviewed journal.

While examples from the Legacy EFO Program of Applied Research Papers (ARPs) may be helpful and are 

available by title or area of interest at the NETC Library, ARPs should not be cited in the CRP. 

What Is a Capstone Research Project?

The project selection for the CRP is designed to allow students to investigate a key issue or problem that has 

been identified as important to their fire service organization and community. The CRP is not intended to solve 

a task-level issue; it must demonstrate strategic value to the organization and community. To ensure 

relevancy, students are strongly encouraged to select a topic that falls within one of the critical issues discussed 

in the white paper “21st Century Fire and Emergency Services” (CPSE & International City/County 

Management Association [ICMA], 2020). 

The capstone research process is designed to challenge and expand executive minds in relation to conducting 

thorough and responsible research to develop conclusions and recommendations based on empirical evidence. 

This process is intended to challenge executives to think strategically and more critically than they ever have 

before.
28

Note: The targeted community must be clearly defined within the parameters of the project and within the 

content of the paper. Typically, communities are defined in the context of physical or geopolitical boundaries, 

but the project should consider the impact of the selected topic on as many facets of the whole community as 

possible. FEMA identifies the whole community to include individuals and families, including those with 

access and functional needs; businesses; faith-based and community organizations; nonprofit groups; schools 

and academia; media outlets; and all levels of government including state, local, tribal, territorial and federal 

partners.

Selection of Research Topics

Considerations for selecting a research topic:

1. The significance, originality, value and relevance of the topic or issue to the student’s organization and 

community. 

2. The relevance of the topic or issue to the critical areas within the white paper “21st Century Fire and 

Emergency Services.”

3. The relevance of the topic or issue to the USFA’s strategic goals. (Use the USFA website as the 

primary source when referring to the goal.)

4. The research depth, data collection and writing required for the selected topic must be 

manageable within 6 months to 1 year.

Research Proposal

Students are provided preparation materials and have various opportunities throughout the program to solicit 

feedback from instructors on proposed research topics. Formal review of research proposals, preliminary 

literature searches and data collation methodology occur throughout the “Applications in the Exercise of 

Leadership: Capstone I” (M5104) course.

Evaluation Criteria

The CRP will be evaluated based on the rubric provided in Appendix B: Capstone Research Paper Rubric (July 

2023).

Evaluation/assessment policy statement

Students will receive extensive evaluations on writing and research components during “Applications in the 

Exercise of Leadership: Capstone I” (M5104) and are expected to implement the feedback received for their 

final research paper submission in “Applications in the Exercise of Leadership: Capstone II” (R5204).

If a student does not pass the initial evaluation of the CRP made during R5204, the NFA will notify the student 

immediately. Issues that are easily remedied are adjudicated by the NFA and the student may be allowed to 

correct and resubmit the CRP while on campus if all other capstone elements are successfully met. 

Students have only 1 opportunity for resubmission. Failure to pass the second review shall result in removal

from the program.
29

Capstone Research Paper Format

Executive officers will follow the “Publication Manual of the American Psychological Association” (2020) 

as the citation and reference style for the CRP. A CRP template is provided in M5104.

Personally Identifiable Information

Do not include PII within a CRP. CRPs are considered government documents because they are completed 

as part of a federally funded and sponsored program. Therefore, due to requirements of the Privacy Act, 

authors of CRPs are cautioned to ensure that a CRP does not include any PII.

Personal information refers to any item, collection or grouping of information about an individual or 

individuals that is maintained by an agency, including, but not limited to, education, financial transactions, 

medical history and employment history.

Examples of PII include date(s) of birth, resident mailing addresses, resident telephone numbers, all or 

portions of SSNs, personal email addresses, ZIP codes, account numbers, certificate/license numbers, and 

vehicle identifiers including license numbers. Authors are also cautioned to not include any other unique 

identifying number(s) or characteristic(s) or any information where it is reasonably foreseeable that the 

information could be linked with other information to identify the individual(s). An example of a nuanced 

PII could be participation of 1 of only 2 individuals in a department.

References

American Psychological Association. (2020). Publication manual of the American Psychological Association: 

The official guide to APA style (7th ed.). 

Center for Public Safety Excellence & International City/County Management Association. (2020). 21st century 

fire and emergency services [White paper]. https://www.cpse.org/wp-content/uploads/2020/07/21stCentury-Fire-and-Emergency-Services-White-Paper-Final-07.15.20.pdf

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods 

approaches (5th ed.). SAGE.
30
31

Appendix B: Capstone Research Paper Rubric (July 2023)

Chapter Criteria 

category

Does not meet 

expectations

Approaching 

expectations Meets most expectations Exceeds expectations

0-1 Points 2-3 Points 4 Points 5 Points

CHAPTER 1

Introductory 

Research 

Criteria

• Problem statement is 

not present. 

• References do not 

support the problem 

statement. 

• Purpose statement is 

not present. 

• Specific research 

methods are not 

identified: 

(A) Research questions/

hypothesis are NOT clearly 

stated. 

AND

(B) Hypothesis is not 

appropriate for research 

method identified. 

• Problem statement is 

not clearly and 

precisely defined. 

• References do not 

support the problem 

statement. 

• Purpose statement is 

not clearly and 

precisely defined. 

• Specific research 

methods are not 

identified with 

sufficient detail:

(A) Research questions/

hypothesis are NOT clearly 

stated. 

OR

(B) Hypothesis is not 

appropriate for research 

method identified. 

• Problem statement 

clearly and precisely 

defined. 

• Utilized appropriate 

academic (peerreviewed) references 

in support of the 

problem statement. 

• Purpose statement 

clearly and precisely 

defined. 

• Specific research 

methods identified. 

(A) Research questions/

hypothesis clearly stated. 

OR

(B) Hypothesis appropriate 

for research method 

identified. 

• All criteria from the 

previous category are 

met and exemplary.

AND

• Identified deficiencies 

in existing studies.

AND

• Demonstrates 

relevancy and is 

framed/communicated 

at the right level for 

the audience/reader.

AND

• Research questions/

hypothesis are 

focused, measurable 

and clearly articulated 

and able to address 

the research problem. 

Background 

and 

Significance

• Background analysis 

of the stated problem 

is not clear or 

complete. 

• Sufficient evidence is 

not provided to justify 

study from an 

organizational and 

community-level 

perspective, based on 

past, present and 

probable future 

impact. 

• Relevant financial, 

cultural and ethical 

considerations are 

insufficient, or 

demographic and 

historical data are not 

present where 

necessary. 

• Original research 

methodology is not 

communicated 

clearly. 

• No clear, logical 

linkage established 

between the research 

problem topic and the 

literature and/or the 

critical issues 

identified in “21st 

Century Fire and 

Emergency Services” 

(CPSE & ICMA, 2020) 

and the goals of the 

EFO Program. 

• Background analysis 

of the stated problem 

is not clear or 

complete. 

• Sufficient evidence is 

not provided to justify 

study from an 

organizational and 

community-level 

perspective, based on 

past, present and 

probable future 

impact. 

• Relevant financial, 

cultural and ethical 

considerations are 

insufficient, or 

demographic and 

historical data are not 

present where 

necessary. 

• Original research 

methodology is not 

communicated 

clearly. 

• Unclear linkage 

established between 

the research problem 

topic and the literature 

and/or the critical 

issues identified in 

“21st Century Fire 

and Emergency 

Services” (CPSE & 

ICMA, 2020) and the 

goals of the EFO 

Program. 

• Clear and complete 

background analysis 

of the stated problem. 

• Sufficient evidence 

provided to justify 

study from an 

organizational and 

community-level 

perspective, based on 

past, present and 

probable future 

impact. 

• Relevant financial, 

cultural and ethical 

considerations are 

sufficient, and 

demographic and 

historical data are 

present. 

• Original research 

methodology 

communicated. 

• Clear, logical linkage 

established between 

the research problem 

topic and the literature 

and/or the critical 

issues identified in 

“21st Century Fire 

and Emergency 

Services” (CPSE & 

ICMA, 2020) and the 

goals of the EFO 

Program. 

• All criteria from the 

previous category are 

met and exemplary. 

AND

• Clearly links the 

research to critical 

issues contemporary 

to emergency 

services. 
32

CHAPTER 2

Literature 

Review

• The minimum number 

of required peerreviewed sources is 

not included. 

AND

• There is no clear 

connection between 

the literature, the 

research questions 

and the methodology

• The minimum number 

of required peerreviewed sources is 

not included. 

OR

• There is no clear 

connection between 

the literature, the 

research questions 

and the methodology. 

• A minimum of 5 peerreviewed journals. 

• A minimum of 2 peerreviewed journals 

cited in a discipline 

related to fire 

publications (e.g., 

public health, 

business, social 

science, psychology, 

etc.). 

• Findings of others are 

incorporated. 

• At least 3 of the peerreviewed/scholarly 

sources published 

within the last 5 years. 

• All criteria from the 

previous category are 

met and exemplary. 

AND

• Citations are diverse, 

from a variety of 

authors and sources. 

Synthesis of 

the Literature

• The literature review 

lists sources but does 

not integrate or 

synthesize the 

literature. For 

example, the literature 

review may include 

relevant sources, but 

the literature review 

reads like a list of 

studies without critical 

evaluation of the 

source materials. 

• The literature review 

does not critically 

analyze the data. For 

example, the literature 

review may include 

relevant sources, but 

the literature review 

reads like a list of 

studies without critical 

evaluation of the 

source materials. 

• The literature review 

synthesizes the 

existing literature and 

a linkage from 

sources to the 

research 

questions/hypothesis, 

and methodology is 

clearly defined. 

• All criteria from the 

previous category are 

met and exemplary. 

AND

• Demonstrates a 

comprehensive 

review that involves 

associated research 

from at least multiple 

disciplines with logical 

linkages to the 

research topic. 
33

CHAPTER 3

Research 

Approach 

and Ethics

Research approach

• Research approach is 

not scoped 

appropriately (e.g., 

too broad or narrow). 

• Research questions/

hypothesis are not 

appropriate for the 

topic. 

Ethics

• Conflicts of interest 

are not addressed. 

• Procedures to ensure 

subject privacy are 

not addressed. 

• Potential negative 

impact on participants 

and mitigation 

strategies are not 

addressed. 

• Does not address the 

security of data and 

integrity of analysis. 

• Ethical considerations 

are not sufficiently 

addressed. 

Research approach

• Research approach is 

scoped appropriately, 

but the scope of the 

study is not 

adequately described. 

• Research questions/

hypothesis are not 

focused, measurable 

and clearly 

articulated. 

Ethics

• Conflicts of interest 

are present but not 

adequately 

addressed. 

• Procedures to ensure 

subject privacy are 

described, but not 

adequately 

addressed. 

• Potential negative 

impact on participants 

and mitigation 

strategies are not 

adequately 

addressed. 

• The security of data 

and integrity of 

analysis is not 

described in detail. 

• Ethical considerations 

are not sufficiently 

addressed. 

Research approach 

• Research approach is 

sufficiently scoped 

and detailed. 

• The selected datagathering instruments/

processes are 

provided and 

appropriate. 

• Field test is discussed 

if researcher is 

developing own 

instrument. 

• Research procedures 

(means of obtaining 

participants, means of 

collecting data and 

means for analysis) 

are sufficiently 

delineated to permit 

replication. 

• Variables and 

limitations noted to 

include explanation of 

data excluded from 

the study or statement 

that all data was 

used. 

• Explanation 

presented of 

considerations used 

to assure validity, 

reliability or 

trustworthiness during 

the data collection, 

analysis and 

interpretation. 

Ethics

• Conflicts of interest 

(elements of coercion) 

and bias are 

addressed. 

• Addresses how 

subject privacy 

information is 

protected 

(confidentiality of 

participants)

• Addresses potential 

negative impact on 

participants and 

mitigation strategies. 

• Addresses the 

security of data and 

integrity of analysis. 

• All criteria from the 

previous category are 

met and exemplary. 

AND

• Research questions 

are focused, 

measurable and 

clearly articulated. 

AND 

• The selected datagathering instruments/

processes are 

appropriate and the 

process is explained 

thoroughly, allowing 

for the reader to 

replicate the work, 

should they wish. 

AND

• Appropriate data 

collection type and 

thorough explanation 

of the choice as 

applicable to this 

study. 

AND

• The variables are 

correct, with sufficient 

explanation of how 

they relate to the 

study. 

AND

• Conflicts of interest, 

bias and 

confidentiality have 

been thoroughly 

explained and 

sufficiently justified. 
34

CHAPTER 3

Data 

Collection

• The selected datagathering instruments/

processes are not 

appropriate (e.g., will 

not measure what the 

study intends to 

measure). 

• Procedures are not 

sufficiently delineated 

to permit replication. 

• Variables and 

limitations do not 

include exclusion 

criteria (e.g., an 

explanation of data 

excluded from the 

study) or statement 

that all data was used. 

• Explanation of 

considerations used to 

assure validity and 

reliability during the 

data collection, 

analysis and 

interpretation are not 

present in the 

document. 

• Results and 

explanation of 

inferential statistics 

are not present. There 

is no clear relationship 

to the research 

questions/hypothesis 

is not included. 

• The selected datagathering 

instruments/processes 

are appropriate, but not 

implemented properly. 

• Procedures are only 

partially delineated to 

permit replication. 

• Variables and 

limitations, while 

present, do not include 

a clear explanation of 

exclusion criteria (e.g., 

an explanation of data 

excluded from the 

study) or a statement 

that all data was used. 

• Explanation of 

considerations used to 

assure validity and 

reliability during the 

data collection, 

analysis, and 

interpretation are not 

sufficiently described in 

the document. 

• Results and 

explanation of 

inferential statistics are 

partially described. 

There is no clear 

relationship to the 

research 

questions/hypothesis is

not included.

IF qualitative:

• Types/strategies are 

appropriate for the 

research questions. 

• Appropriate data 

collection type, with 

pertinent 

explanations. 

• The selection/

recruitment of 

participants is 

purposeful and of 

adequate numbers/

sample size is 

defended. 

• The research 

questions cannot be 

answered with a 

yes/no response. 

IF quantitative:

• The population, 

sampling design and 

sample is 

appropriate and 

defended. 

• Descriptive statistics 

of participant 

demographics, 

responses and/or 

observations are 

considered. 

• Nonexperimental 

variables controlled 

(experimental only). 

• The statistical test(s) 

is appropriate for the 

variables and 

purpose of the 

study. 

• All criteria from 

previous category are 

met and exemplary. 

AND

• Variables, limitations, 

and explanation of 

considerations 

ensuring validity, 

reliability or 

trustworthiness are 

thoroughly analyzed.

CHAPTER 4

Results 

Applied to 

Research 

Questions/

Hypothesis

• Results/findings are 

not clearly and 

concisely stated in 

narrative form. 

• Results/finding 

descriptions are not 

organized by research 

question. 

• Detailed results of all 

procedures are not 

provided. 

• Specific answers to 

original research 

questions are not 

provided, or the 

explanation of 

whether original 

hypothesis was 

supported by results, 

as appropriate, are 

not included. 

• Results/findings are in 

narrative form, but not 

clear or concise and do 

not describe the key 

findings with enough 

detail. 

• Results/finding 

descriptions are 

disorganized or listed 

without appropriate 

explanations. 

• There are missing 

procedures or 

inconsistencies 

between the 

methodology and 

reported findings. 

• Specific answers to 

original research 

questions are not 

provided, or the 

explanation of whether 

original hypothesis was 

supported by results, 

as appropriate, are not 

included. 

• Results/findings 

clearly and concisely 

stated in narrative 

form. 

• Results/finding 

descriptions 

organized by 

research question. 

• Detailed results of all 

procedures 

provided. 

• Specific answers to 

original research 

questions provided 

or explanation of 

whether original 

hypothesis was 

supported by results, 

as appropriate. 

• All criteria from the 

previous category are 

met and exemplary. 

AND

• Thorough description 

of relevant research 

results per research 

question. 
35

CHAPTER 4

Data 

Findings

• Real data, in the form 

of quotes, tables 

and/or figures (with 

statistics) are not 

clearly presented, not 

correctly labeled, 

and/or contain 

inappropriate data. 

• Themes not included 

in sufficient detail. 

• Real data, in the form 

of quotes, tables 

and/or figures (with 

statistics) are not 

clearly presented, not 

correctly labeled, 

and/or contain 

inappropriate data. 

• Tables and/or figures 

are clearly presented, 

correctly labeled and 

contain appropriate 

data. 

• Real data (statistics 

for quantitative study 

or quotes for 

qualitative study) are 

provided for support. 

• Final product(s), such 

as instruments and 

study protocols, are 

included as an 

appendix. 

• Thorough evaluation 

and interpretation of 

the results as they 

relate to the original 

hypothesis or problem 

from which 

appropriate 

conclusions can be 

drawn. 

CHAPTER 5

Recommendations and 

Conclusions

• Recommendations 

are not connected to 

the results. 

• Recommendations 

are not supported by 

the data collected. 

• Recommendations 

are not provided at 

the organizational 

level and for future 

readers. 

• Recommendations for 

changing original 

assumptions or 

methods that 

can/should be made 

for future study are 

not included or 

sufficiently addressed. 

• Recommendations do 

not logically flow from 

the results. 

• Recommendations 

are partially supported 

by the data collected. 

• Weak 

recommendations are 

provided at the 

organizational level 

and for future readers. 

• Recommendations for 

changing original 

assumptions or 

methods that 

can/should be made 

for future study are 

not included or 

sufficiently addressed. 

• Recommendations/

conclusions logically 

flowed from the 

results. 

• Recommendations/

conclusions were 

supported by the data 

collected. 

• Recommendations 

provided at the 

organizational level 

and for future readers. 

• Recommendations for 

future research and 

policy (where 

applicable) are 

provided

• All criteria from the 

previous category are 

met and exemplary. 

AND

• Thorough discussion 

of the generalizability/

external validity of the 

study. 

Application 

and 

Limitations

• Limitations are not 

included. 

• Application to the 

Field — Analysis 

focused on the 

“importance” of 

findings and the 

impact on the 

organization and 

community (APA, 

2020, p. 91) is absent. 

• Limitations are not 

clearly and thoroughly 

discussed. 

• Application to the 

Field — Analysis 

focused on the 

“importance” of 

findings and the 

impact on the 

organization and 

community (APA, 

2020, p. 91) is 

incomplete. 

• Limitations 

experienced in the 

application or 

generalizability of the 

study are addressed. 

• Application to the 

Field — "Reasoned 

and justifiable 

commentary of the 

importance of the 

study findings” and 

the impact on the 

organization and 

community (APA, 

2020, p. 91) are 

provided. 

• Thorough discussion 

of the shortcomings, 

limitations or barriers 

within the study. 

• Application to the 

Field — Thorough 

“reasoned and 

justifiable 

commentary on the 

importance of the 

study findings,” 

including the core 

contributions of the 

study. 
36

GLOBAL

Overall 

Scholarship

• There are egregious 

errors in grammar, 

punctuation, spelling, 

sentence structure 

and typing/editing 

style. 

• Reference lists and 

in-text references are 

not documented 

sufficiently. 

• APA style 7th edition 

guidelines are not 

correctly 

implemented. 

• Title does not reflect 

the nature of the 

study; correct NFA 

title page format is not 

followed. 

• Formatting is not 

aligned with the 

program handbook 

and guidelines. 

• Certification 

statement is not 

signed and included 

(may be built into the 

LMS). 

• Project timeline was 

not adequately 

managed AND/OR 

feedback was not 

implemented/incorporated consistently 

across the entire

capstone course. 

• There are errors in 

grammar, 

punctuation, spelling, 

sentence structure 

and typing/editing 

style. 

• Reference lists and 

in-text references are 

not documented 

sufficiently. 

• APA style 7th edition 

guidelines are not 

correctly 

implemented. 

• Title is not completely 

representative of the 

study. 

• Minor errors in 

formatting that are not 

aligned with the 

program handbook 

and guidelines. 

• Information and data 

are not accurate and 

current. 

• Minimum page 

requirements were 

not met. 

• Correct grammar, 

punctuation, spelling, 

sentence structure 

and typing/editing 

style (with few errors)

• Reference lists and 

in-text references are 

documented. 

• APA style 7th edition 

guidelines are 

primarily correctly 

implemented. 

• Title reflects the 

nature of the study; 

correct NFA title page 

format followed. 

• Table of contents 

included all major 

headings; a list of 

tables provided if 

more than 1 is used; 

and appendices were 

listed and defined. 

• Certification 

statement signed and 

included. 

• All minimum page 

requirements were 

met. 

• All criteria from the 

previous category are 

met and exemplary. 

• Theories, principles 

and procedures were 

extensive and 

convincing. 

AND

• Very few errors in 

punctuation, spelling, 

professional/

academic tone and/or 

capitalization. No 

word choice errors. 

Correct tense used 

throughout. 

AND

• All citations and 

references included, 

synthesized and 

paraphrased where 

applicable. 
37

Acronyms

AI artificial intelligence

APA American Psychological Association

ARP Applied Research Paper

CPSE Center for Public Safety Excellence

CRP Capstone Research Paper

EFO Executive Fire Officer

EMS emergency medical services

FEMA Federal Emergency Management Agency

ICMA International City/County Management Association

LMS learning management system

NETC National Emergency Training Center

NFA National Fire Academy

PII Personally Identifiable Information

SSN Social Security number

USFA U.S. Fire Administration