Fire Technology
2025-2026 Program Review

The Fire Technology Program is an umbrella program that contains three separate programs: FT, FIRE, and FFS. FT Courses are primarily degree/certificate applicable and include transferrable coursework to four-year colleges. These courses meet most fire agencies' minimum qualifications for employment in our region and throughout California. FIRE courses are California State Fire Training certificated courses managed by the Office of the State Fire Marshal. These courses include academies, task specific training, and job position specific training; these certificates are accepted by local and state fire agencies. FFS courses are courses managed by the National Wildfire Coordinating Group and are required for federal employment or personnel to be assigned to federal fires. FFS and FIRE courses are typically offered through affiliated agencies and have enrollment limitations and prerequisite requirements and are delivered off-site. 

Based on the California Community Colleges Chancellor's Office definition of disproportionately impact and data provided, it appears women and students below the poverty level are disproportionately impacted. Based on internal data provided, the reports reviewed for disproportionately impact showed a range of impact not only across gender, race, course size, and course topic. Of the courses identified, three are elective courses and two are core courses showing the need to review elective course resources. 

The Fire Technology Program has historically provided a significant number of course offerings and is expanding on the number of offerings in the Fall 2026 semester. A Fire Tech library was placed at the McClellan Center/SRPTC which gives the ability for students to rent a required course textbook for the semester; students who are not able to go to the Center are able to use the Library's electronic version. The Fire Tech library currently has the required textbooks for the core FT courses. The program continues to explore zero textbook cost/open educational resource instructional options and is assessing the feasibility of expanding the Fire Tech Library to include required textbooks for all elective courses. 

The first step will be to determine why such gaps exist in the courses that show the greatest DI; this will need to include review of the materials, testing methodology, and presentation of the materials. The next step will be to refer students to the appropriate student support area early and to promote student-faculty and faculty-student engagement. The creation of program culture with integrated support with goals promoting student success and academic achievement are also fundamental to overcoming DI.

An example of a strategy that may reduce or eliminate DI within the FT Program would be the creation of a program tutor position. The tutor would be placed at the Tutoring Center and students would have the ability to "drop in" for assistance. Another example would be an instructor noticing a student struggling with coursework and offering additional assistance to the student but also making the appropriate academic referral or recommendation to the appropriate student resource. 

FTE specifically allocated/assigned to program coordination and to the increase of academic skillsets and support would be needed. Additional instructional resources may also be needed in the form of tutors, online resources. One-time monies for purchasing the remainder of the needed texts would also be beneficial for reducing DI.

Academic coordination is split between two distinct programs, the Accredited Fire Fighter Academy and FT Program. Ideally, both programs would have a dedicated coordinator to allow the respective coordinator to focus on the academic success of their students, ensure resources are used appropriately and accessed early. Campus wide support of CTE programs. Programs like the Fire Academy are instructor and resource intense and rely on grant funding. Development of budgeting for such programs would be beneficial and offset some costs that are passed to students (materials fees, certification fees, etc.). Additional support is needed with facilities and equipment. Current facilities are in demand and are not always available for use. Use of other metrics such as Student Learning Objective data sets, Department Set Standards, and following enrollment trends may also provide some insight. Addition of hybrid course delivery of courses that are identified as disproportionately impacted may also help with reducing the DI impact to students. Students have stated the online courses are convenient for their schedules but are not always conducive for learning complex ideas.