Posts Tagged ‘Degrees at a Distance Program’

Where Public Safety Policy Meets Higher Education – Fire Science

Wednesday, May 26th, 2010

Higher Education for the Fire Service

by Younes Mourchid, Ph.D.

YOUNES MOURCHID, Ph.D., is an associate professor and the director of the Degrees at a Distance Program (DDP) – Fire Science at Cogswell Polytechnical College in Sunnyvale, CA.


American higher education has been recently in the midst of one of the most exciting and yet challenging periods in its history. Earning a college degree is climbing toward a universal expectation. At the same time, postsecondary education faces serious fiscal constraints and the urgency to reform its curricula and approach to learning and teaching. All of this is happening at a time of unprecedented international competition in knowledge-based economies increasingly focused on intellectual capital.

According to data recently released by the Organization for Economic Cooperation and Development (OECD), the United States has slipped from first to seventh among industrialized nations in postsecondary attainment among 25 to 34 year olds. If there was ever a time for elected officials, educators, and the public to be focused on education beyond high school, it is now. (more…)

The Fire Service and Higher Education: Occupation vs. Profession

Wednesday, November 4th, 2009

Nowadays in the annals of academia and in the wards of professional schools, there is a commotion about the concept of lifelong learning and adult education in designing program curricula and in defining degree requirements. The former is generally defined as the process of acquiring knowledge or skills throughout life via education, training, work and general life experiences. The latter is generally defined as the art and science of teaching adult learners, also known as andragogy.


Fire science students from Arizona, California and Nevada may enroll in a residency program at Cogswell Polytechnical College, where they take a concentrated course for full credit in a face-to-face classroom setting with other students and a faculty member.

Much of what the fire service relies on in terms of knowledge derives from experience, not empirical research conducted by trained scientists in academic settings. We often hear fire service personnel saying in response to a complex problem, “This is how we do it around here.” Lately, however, the fire service has evolved from an occupation into a profession; a discipline that demands more complexity in the skills, ability and knowledge acquired in academic and formal training settings.

We all know of someone who has taken fire science courses at a two-year college; taken courses at state and local fire training academies and through the National Fire Academy (NFA); and achieved various levels of certification. However, these combined achievements have not evolved in a coherent and planned path. The professional development inherent in these combined achievements is usually uncoordinated and fragmented, resulting in duplications of effort and inefficiencies for students. Although the fire service offers numerous certifications, education and training entities, not all of them collaborate with one another. Most fire service agencies adhere to the same standards of the National Fire Protection Association (NFPA), but their application of the standards varies, as funding and local politics vary.