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Colorado Firecamp - wildland firefighter training

Fire Origins
Remember. Learn. Share.

On Protection of Towns from Fire — Benjamin Franklin, 1735

On Making Official History Honest — Kent Robert Greenfield, 1954

LCES—a Key to Safety in the Wildland Fire Environment — Paul Gleason, 1991

Attitude Check — Bill Fish, 1995

TriData Phase IV, “Developing a Cooperative Approach to Wildfire Protection” — Charles Perrow, 1998

Lessons From Thirtymile: Transition Fires And Fire Orders — Jerry Williams, 2001

Loop Fire Disaster Brief — November, 1966

1967 Task Force Report

2005 Fire Prevention and Safety grant application



Evaluation of our project will be conducted through Purdue University though a Sponsored Program Services proposal, under Purdue SPS number 0HX93. The text of the proposal follows:

Program Evaluation and Curriculum Assessment
Dr. Jennifer Thackaberry and research team
Department of Communication
Purdue University
West Lafayette IN 47907

Statement of Work

Program evaluation and curriculum assessment will consist of the following: Evaluate the “open source” concept for ability to disseminate lessons learned to the target population. Evaluate actual development of digitized materials. Assess uptake and legitimacy of the approach in the broader firefighting community. Assess safety drill curriculum for translation of lessons learned into hands on training. Assess workshop outcomes on participants including immediate assessment of knowledge and attitude, and longer term impact on knowledge, attitudes, and behavioral modification. Consult with principals on follow up curriculum revision.

Budget Justification

Assessment of curriculum materials and immediate outcomes of workshop participants requires travel to the spring safety drill for one faculty member and two research assistants, a laptop and digital tape recorder for on-site participant observation and interviews, and printing for immediate-outcomes assessment. Measuring long term behavior modification in a mixed mode survey requires printing and postage as well as the development of an on-line internet survey. Data analysis, evaluation of digitized materials, curriculum review, general evaluation of open source concept, and report writing requires half time dedication of a faculty member for two summer months and 200 hours of assistance by graduate student research team, as well as digital media for archiving materials. Assessment of community uptake requires internet searching and long distance telephone interviews with opinion leaders. Dissemination of research to academic community requires faculty travel to professional conference. Assistance with curriculum revision requires travel to fall curriculum review meeting for one faculty member.

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