INTERNSHIPS LINK ACADEMIC AND ACTUAL
TOM WOLF
PATRICK REYNOLDS
Postsecondary education for fire service personnel can be somewhat problematic. The standard schedules of colleges and universities as a rule are not compatible with the active duty firefighter`s “chart.” As such, the firefighter must make “swaps, trades, and mutuals” if he wishes to attend college. To address this scheduling problem, the National Fire Academy sponsors and actively supports for the fire service a distance learning program, which makes it possible for a student to study for a degree in an off-campus environment.
Distance learning may be synchronistic or asynchronistic. The former requires that a body of students meet at a specific place at a specific time. The latter has no such restrictions; the student receives required reading materials and assignments from the instructor and returns the assignments at a specified time. The student contacts the instructor if any questions arise. Usually, this can be done by e-mail, and the questions can be resolved in a short time.
The asynchronistic distance learning format has been quite successful at the University of Cincinnati. More than 300 part-time and full-time students are enrolled in the program. Some 250 have graduated from the program during the 15 years it has been in existence. A number of the graduates have gone on to graduate school and law school. One is presently attending medical school.
In recent years, members of the university`s on-campus student body have expressed an interest in a fire service degree. A number of students are beginning to realize that the fire service is an exciting and rewarding career. Since the bulk of the university`s course depends on the student`s ability to relate the material with the career firefighter, including the nonfirefighter student was a challenge. An internship program seemed the best way to include these students into the fire service degree program.
As conceived, the prototype intern program–the Open Learning Fire Service program–would involve asking several fire departments of all sizes in and around the city of Cincinnati to participate so that the interns could compare and contrast work and command styles. After making a number of inquiries, some departments expressed interest in using interns.
The Montgomery Fire Division (MFD) (actually Assistant Chief Wolf, who was enrolled in classes at the university) was asked if the MFD would be the first department in the region to host the fire service interns. The invitation was enthusiastically accepted.
Benefits for All Parties
The partnership had benefits for all the parties involved. Students would be able to gain realistic experience that would help them to assess firefighting as a personal career choice. The MFD, as a small urban department that uses career and part-time firefighters, would be able to supplement its number of personnel. Its limited budget had forced the department to implement several programs ranging from automatic mutual-aid responses to certifying service department personnel as basic firefighters.
The Economic Aspects
The MFD sought the city manager and City Council`s approval for the intern program. One of the major deciding factors for the officials was a cost-benefit analysis that showed that the department would get a return of $12,480 per intern on an investment of $2,000 each ($1,500 for turnout gear, $100 for a uniform, and $400 for 1-B level training–equivalent to the National Fire Protection Association`s Firefighter I level). The $12,480 figure was based on the following: It would cost the department that much to pay its part-time employees for the hours worked by one intern (24 hours/week 2 $10 per hour 2 52 weeks–the usual internship is for 52 weeks, covering four university quarters). Also, upon satisfactory completion of the intern`s training, all or a portion of the cost was reimbursed to the fire department through state educational grants.
The issues of insurance, liability, and workers` compensation had to be addressed. Since the city is self-insured, the cost was minimal. It was easier to sell the program to the city officials since the city was already involved in intern programs through local high schools and colleges.
The overall economic impact of adding interns to the MFD roster was minimal. The fire station has been able to accommodate an extra person on a shift. In fact, the MFD has taken three interns for some semesters. We have extra lockers and dorm space, so there were no financial or logistical problems in this area.
Criteria Established
Criteria and guidelines were developed for the student interns and the fire division.
Interns had to meet the following criteria:
be enrolled in the Open Learning Fire Service program,
maintain a grade point average of 2.5,
work at the MFD one full tour per week–a 24-hour shift on a specific day of the week,
present proof of hepatitis B and tuberculosis vaccinations, and
present proof of medical insurance.
The interns would receive no stipend. They would be able to rely on the MFD for references and assistance in job placement with other fire departments.
The MFD would do the following:
accept interns for a specified period of time determined by the MFD (usually 52 weeks),
interview each student,
assign a mentor (from the career staff) to each student (the mentor would contact the chief of the fire division and the University of Cincinnati department head if any problems developed),
train each intern to the level of Firefighter I (102 hours),
provide all protective equipment,
provide a uniform and coat,
cover the intern under workers` compensation or a similar type of coverage, and
submit monthly progress reports to the university. (The report would reflect the candidate`s progress and any special situations that may evolve during a candidate`s tenure. It was understood that the fire department would report by telephone and then follow up with a written report any serious problems that might arise.)
PROGRAM IMPLEMENTATION
The university selected two students for the pilot program. Both exceeded the minimum criteria established and passed the preliminary interview. The students then were interviewed by the MFD. The candidates met the department`s criteria. They then were jointly interviewed by the university and the fire division representatives to make certain that all parties understood what was expected. At this meeting, the candidates were given a copy of the MFD`s rules and regulations as well as the department`s special “intern” rules (which covered fire station “cultural” rules such as the prohibition of dating department full-time or part-time members during the internship).
The MFD arranged for the interns` turnout gear, fire station lodging, orientation, shot records, and the like.
The students were told that they were under the line command of the MFD and that if any problems developed with their supervisors, they would have to work them out through the fire department`s chain of command. Only university-related problems were to be referred to the university. This was done so that the interns would clearly understand that there was no alternative to the fire department`s chain of command.
The two original interns were assigned to the MFD in September 1997 for a quarter (a university quarter is 10 weeks). If the students or the MFD wished to extend the internship periods, they would have to clear it through the university. This requirement was needed so that intern slots would be available for all program students who wanted internships. As previously noted, the current average internship is for 52 weeks, provided no problems develop.
The pilot program has since been expanded. Interns, each semester, are rotated through the different size fire departments participating in the program. This gives the students an opportunity to learn how size affects working conditions in a fire department.
From the outset, the fire officers and firefighters of Montgomery warmly welcomed the interns. The interns were required to participate in all aspects of the MFD. They were taught how to maintain the equipment, rigs, and station. Soon, they were performing the majority of these duties without the direct supervision of their officers (mentors).
At the end of the first quarter of the pilot program, we determined that one of the interns was fitting in quite well while the other was having some trouble relating with the other firefighters. We discussed the situation and ultimately agreed that instead of immediately removing that intern from the program, we would have him remain another quarter. At the end of the next quarter, that intern asked to be relieved of duty. When interviewed by the university, the intern revealed that his idea of what the fire service was actually was the opposite of what it turned out to be. He thought his degree would automatically give him a command position in the fire service. He soon found out that he would still have to gain experience and pass promotion tests to “go up the ranks.” It was explained to the intern that the fire service and the postsecondary degree should be viewed in the same light as a degree from a military academy. Every military cadet is expected to perform the duties of the enlisted personnel. As the officer continues up the ranks, he should be able to perform every duty expected of him in the subordinate rank. Once these duties have been performed, the future officer will be better able to appreciate the time and efforts required to complete a mission. Subsequently, the intern left the fire service internship program for another degree program.
EVALUATION
The main impact of the overall program is on the membership. Each intern is given the same training and orientation as a new department member. Although the members have the additional work that is involved with training and orienting any new personnel, the overall experience has been positive for the department. Once this work is completed and the interns are settled in and become familiar with the operations and personnel, it is nice to have the extra help at our fire scenes. Granted, the situation could become stressful if the intern does not get along with fire department personnel, but the screening process each candidate undergoes helps to minimize the likelihood that such a problem would develop. The interns are included in all aspects of the fire department, including staff meetings, budget talks with city administration, inspections, and so on. The objective is to expose them to as much of the fire department daily schedule as possible.
Unfortunately, the results are not always positive. The majority of candidates have an idea of what the fire service has to offer and what is involved during the downtime between responses–daily vehicle checks, housework, hydrant maintenance, and so on. Some candidates, however, have a different view of what they would be doing as career firefighters. They have the Hollywood version of the fire service–not the real-life view.
Initially, we thought the program had failed those interns who dropped out, but we realized that the program did exactly what it was designed to do–provide the intern with an accurate view of what it is like to be a career firefighter. Exploring a career does not and should not mean a complete and total commitment. It is better that the student finds out that the job is not what was expected at this stage of his education instead of after he has completed two to four years of college. Is it better to leave something you thought was your calling or to stay with it and regret it for the rest of your life?
The program continues. Interns are being reviewed, interviewed, and assigned to local fire departments. One thing that has occurred in relation to the program is that there is now more objectivity in what is expected from the intern. It is recognized that each intern has his own needs, desires, and goals. In the final analysis, the internship program has helped not just the students with their career decisions but also its sponsors to understand that ultimately the decision the intern makes must be the right one for the intern, not the sponsors.
Another change being contemplated for the program is adding EMT-Basic training to the list of internship requirements. Students can take this course as a college elective, and it will allow them to participate in more actual runs.
On April 9, 1999, Southwest Ohio was struck by a tornado that damaged more than 400 homes. The City of Montgomery suffered extensive damage as a result of this storm. The three interns assigned to the department were involved in several key aspects of operations during the storm and in the days that followed. Their performance during this disaster was outstanding and definitely proved to be an asset to the department, the university, and the community.
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Each intern performs skills to the level of his training under the supervision of the career staff (a mentor is assigned to each intern). (Photos by Tom Wolf.)
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Being able to participate on actual runs provides valuable experience and enables the mentor to observe first-hand how the interns handle emergencies.
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Along with the excitement of making runs, the interns are also exposed to the everyday tasks of checking equipment, house cleaning, and paperwork.
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The aftermath of the April 9, 1999, tornado, which damaged more than 400 homes. The interns` services were invaluable. [Photo by Jim Brokaw, Montgomery (OH) Fire Division.]
TOM WOLF is assistant chief of Montgomery (OH) Fire Division, where he has served for 22 years. An EMT and paramedic instructor, he has a bachelor`s degree in fire science engineering from the University of Cincinnati.
PATRICK T. REYNOLDS is assistant professor at the University of Cincinnati, Open Learning Fire Service. He previously served 20 years in the Fire Department of New York, from which he retired as a lieutenant, and was deputy chief instructor for 10 years at the Suffolk County (NY) Fire Academy and an instructor at Empire State College, State University of New York. He has an MPA from Long Island University; a B.S. from Empire State College, State University of New York; and a B.A. from Queens College, City University of New York. He is currently completing requirements for a Ph.D. in political science at the University of Cincinnati.
