College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: FT-111
2. Course Title: LCES & Look Up, Down, Around (S-134 & S-133)
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new)
Updated/revised course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated?
No
Yes
Inactivation date:
Title of course to be inactivated:
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this
course. Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
5. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and proposed changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
Catalog Description
(Please include complete text of
old and new catalog descriptions.)
Grading Standard
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 1 of 8
May 29, 2016
College of the Redwoods
COURSE OUTLINE
1. DATE:
Jan. 13, 2009
2. DIVISION:
Public Safety Center
3. COURSE ID AND NUMBER: FT-111
4. COURSE TITLE (appears in catalog and schedule of classes): LCES & Look Up, Down, Around (S-134 & S-133)
5. SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): LCES and Look Up (S-133 & 134)
6. LOCAL ID (TOPS):
2133.10
(Taxonomy of Program codes http://www.cccco.edu/Portals/4/AA/CP%20&%20CA3/TopTax6_rev_07.doc)
430203 (Classification of Instructional Program codes can be found in Appendix B of the TOPS code book
http://www.cccco.edu/Portals/4/AA/CP%20&%20CA3/TopTax6_rev_07.doc)
7. NATIONAL ID (CIP):
8. Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web address and paste
into web browser http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual/min_quals%20_revApr406.pdf] Course may fit more than one
discipline; identify all that apply): Fire Technology
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED:
10. TOTAL UNITS:
TOTAL HOURS:
1
18
[Lecture Units: 1
Lab Units: 0]
[Lecture Hours: 18
Lab Hours: 0]
(1 unit lecture=18 hours; 1 unit lab=54 hours)
11. MAXIMUM CLASS SIZE:
40
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
(If “yes,” attach a completed “Instructional Materials Fee Request Form”—form available in Public Folders>Curriculum>Forms)
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
Is this course a repeatable lab course: No
Yes
Grade-Pass/No Pass Option
If yes, how many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what
kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
A course designed to enable students to evaluate wildfire situations, identify and establish lookouts,
communications, escape routes and safety zones (LCES), and provide safety for personnel. The
student will study past fires and problems that led to fatalities, and how to recognize and mitigate
issue(s) that have the potential to cause fatalities.
This course also provides the student with information regarding the wildland fire environment, the
conditions, influences and modifying forces that control fire behavior. The course teaches the
indicators firefighters should observe on the fire line in order to anticipate fire behavior.
Special notes or advisories (e.g. field trips required, prior admission to special program required, etc.):
Non-US Forest Service students should contact the instructor prior to enrolling
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 2 of 8
May 29, 2016
PREREQUISITE COURSE(S)
No
Yes
Rationale for Prerequisite:
Course(s):
FT-101 & FT-102
FT-101 and FT-102 provide the basic knowledge and skills needed for the student to relate provided
concepts in FT-111.
Describe representative skills without which the student would be highly unlikely to succeed .
1. Student has at least one season of experience in wildfire suppression
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s):
Rationale for Recommended Preparation:
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of
taking this course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify,
describe, analyze, construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs
please see Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1.
2.
3.
Analyze current and predicted situations as assigned
Develop suppression tactics using LCES
Make appropriate decisions according to standards and guidelines of the 10 Standard
Firefighting Orders
4. Develop a LCES contract
5. Interact with others effectively working as a team member
6. Formulate, write, and conduct safety briefings using LCES
7. Determine what an appropriate escape route and safety zone is
8. Seek clarification of unclear instructions or assignments
9. Identify the seven fire environmental factors to monitor on the fireline
10. Recognize indicators of the seven fire environmental factors
11. Identify the effect of these indicators on the fire behavior
COURSE CONTENT –This section describes what the course is “about”—i.e. what it covers and what knowledge students
will acquire Each item should be numbered.
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes?
1. Current and expected conditions affecting fire (weather, fire behavior, terrain, fuel).
2. LCES contract.
3. Incident Response Guide
4. Standard Operating Procedures
5. Briefing Checklist
6. Standard Fire Fighting Orders
7. Watch Out Situations
8. Downhill/indirect line construction
9. Minimum impact suppression tactics
10.Risk management
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 3 of 8
May 29, 2016
11.Hand signals
12.Ground to air signals
13.Safety briefing using LCES
14.Escape route
15.Safety zone
16.Lookout responsibilities
17.Communication types and skills
18.Fuel Characteristics
19.Fuel Moisture
20.Fuel Temperature
21.Terrain
22.Wind
23.Stability
24.Fire Behavior
25.Fire environmental factors
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage?
1.
2.
3.
4.
5.
Maintaining safety of fire personnel
Difficulty in giving clear instructions, challenges in understanding instructions
Extreme fire behavior
Being unaware of your environment
Changing conditions that cause extreme fire behavior
Themes: What motifs, if any, are threaded throughout the course?
1.
2.
3.
4.
5.
6.
7.
LCES contract
Safety of self, crew, and others
Effective communications and communication skills
Awareness of surroundings and environmental conditions
Importance of briefings
Ensure directions given and understood
Situational awareness
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc.)
1. Question assignments and situations to find solutions to the original tactical objectives
2. Develop safe work practices and behaviors using LCES
3. Ability to evaluate hazardous operations and apply LCES contract
4. Recognize what is an appropriate escape route and safety zone
5. Understand a lookout’s responsibilities
6. Develop situational awareness
7. Be familiar and use tools provided (Incident Response Pocket Guide and Fireline Handbook)
8. Use of LCES Checklist to engage in wildfire suppression activities safely
9. Provide for your safety and those you supervise
10. Use the 10 Standard Orders and 18 Situations that shout “Watch Out”
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the
course content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These
activities should relate directly to the Course Learning Outcomes.
1. Listening to lectures
2. Participating in group and class discussions
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
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May 29, 2016
3.
4.
5.
6.
Participating in scenario exercises
Analyzing assignments and situations
Demonstrating safe work practices/behaviors
Formulating, writing and conducting safety briefings using LCES
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes.
Representative assessment tasks (These are examples of assessments instructors could use):
1. Participating in group exercises, scenarios and field exercises
2. Demonstrating skills (examples: formulating and conducting briefings)
3. Participating in group discussions and assignments
Required assessments for all sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative
assessments above.):
1. Standardized unit quizzes and final exam developed by NWCG consisting of multiple choice,
true/false, and fill in the blanks
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author NWCG Title
ICS 201 Incident Briefing Form (NFES 1325)
Date
Current Version
Author NWCG Title
ICS 204 Assignment List Form (NFES 1323)
Date
Current Version
Date
Current Version
Author NWCG Title Fireline
Handbook (NFES 0065)
Author NWCG Title
Incident Response Pocket Guide (NFES 1077)
Date
Current Version
Author NWCG Title
Student workbooks (NFES 2244)
Date
current version
Other Appropriate Readings: 9551-2855-MTDC “Findings from the Wildland Firefighter’s Human Factors
Workshop”
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2.
Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. ( Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students may
choose to complete a specific number of units required for an approved certificate.
3.
Is the course Stand Alone?
4.
Basic Skills: NBS Not Basic Skills
5.
Work Experience: NWE Not Coop Work Experience
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone)
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May 29, 2016
6.
VATEA Funded Course (applies to vocational and tech-prep courses only):
7.
Purpose: I Occupational Ed
8.
Accounting Method: PAC Positive Attendance/CR
9.
Disability Status: N Not a Special Class
yes
no
.
CURRENT TRANSFERABILITY STATUS
This course is currently transferable to
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
PROPOSED CSU TRANSFERABILITY (If course is currently CSU transferable, go to the next section):
None
General Elective Credit
Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (If course is currently UC transferable, go to the next section):
None
General Elective Credit OR Specific Course Equivalent (see below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one
or more currently-active, equivalent lower division courses from UC.
1. Course
, Campus
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
2. Course
, Campus
Page 6 of 8
May 29, 2016
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature,
Philosophy, Foreign Language)
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 7 of 8
May 29, 2016
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Same as above
Submitted by:
Ron Waters
Division Chair/Director: Ron Waters
Tel. Ext.
4331
Date: 4/14/2009
Review Date: 4/14/2009
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date: 5/1/09
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Yes
Date: 4/24/09
Board of Trustees Approval Date: 6.2.9
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May 29, 2016