- About FPST
- Graduate Program
The FPST Program is a 4-year degree program that concludes with a Bachelor of Science in Engineering Technology. The FPST curriculum is designed to prepare graduates to assess and reduce risk associated with fire, safety, chemical exposures, industrial hygiene, hazardous material incidents, and much more. The curriculum provides preparation for assessing and reducing the loss potential in the industrial setting with respect to fire, safety, industrial hygiene, and hazardous material incidents With respect to fire, reducing the loss potential might involve setting design criteria with a special emphasis on life safety or fire resistivity or specifying automatic detection or extinguishment systems. When considering safety, reducing accidents may require special protective equipment or clothing, or the redesign of machinery or processes. Reducing losses caused by environmental problems may require sampling air for contaminants, such as asbestos or toxic chemicals, or monitoring noise levels, and the development of procedures to address practical approaches to compliance with state and federal regulations. Addressing the problems of handling and disposing of hazardous chemicals, such as spill control, is of ten required. Managing risk and compliance with federal laws and regulations relative to occupational safety and health and hazardous materials is an increasingly important job activity.
The FPSET program prepares graduates for careers in Loss Control. The Loss Control Profession is segmented into three major areas: Loss from Fire, Loss from Physical Accident, and Loss from Environmental Exposure.
The overall goals of the program, in terms of the graduates, are designated Educational Objectives. These are broad statements of skills and knowledge that the graduates of the FPSET program will have upon graduation. These are divided into three categories: student outcomes, general educational outcomes and technical educational outcomes.
Below is a listing of the required ABET/TAC general outcomes for baccalaureate technology programs.
Upon graduation the student will have:
- an ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities;
- an ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies;
- an ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes;
- an ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives;
- an ability to function effectively as a member or leader on a technical team;
- an ability to identify, analyze, and solve broadly-defined engineering technology problems;
- an ability to apply written, oral, and graphical communication in both technical and nontechnical environments; and an ability to identify and use appropriate technical literature;
- an understanding of the need for and an ability to engage in self-directed continuing professional development;
- an understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity;
- a knowledge of the impact of engineering technology solutions in a societal and global context;
- and a commitment to quality, timeliness, and continuous improvement.
General Educational Outcomes
The General Educational Outcomes are what we expect a graduate to know upon graduation. As one would expect, the objectives are very closely aligned with the educational outcomes. There are, however, important differences between Outcomes and Objectives based on what is reasonable for a student to achieve in the academic environment so that they have the basis to fully meet the objectives when they begin professional practice. The educational outcomes for Fire Protection and Safety that were developed by the faculty in conjunction with the department’s Industrial Advisory Board are:
Understand and apply a systematic approach to problem solving. This encompasses:
- Analysis of technical problems (a-k:f)
- Understanding and appropriate use of the design process and scientific method
- Application of mathematics, science, engineering and technology demonstrating knowledge appropriate for technologists (a-k:b)
- Demonstration of knowledge, techniques, skills and modern tools of the fire protection and safety discipline (a-k:a)
- Ability to use appropriate technology for the Fire Protection and Safety Technologist such as computer fire models, system design calculation software, data acquisition software, etc.
Understand common industrial processes including continuous process industries, assembly manufacturing and agricultural/food processing.
- Oil and gas industry processes
- Assembly and manufacturing
- Agricultural operations with significant fire and/or health risks
- Ability to conduct training on loss control topics
- Function effectively on teams (a-k:e)
Communicate effectively (a-k:g)
- Appropriate to the audience
- Risk communication principles
Recognize the need for and the ability to engage in life-long learning (a-k:h)
- Research skills
- Involvement in Professional Societies
Understand professional, ethical and social responsibilities (a-k:i)
- Principles of professional practice
- Peer relationships
- Relationships with faculty and other student groups
- Knowledge of legal requirements and obligations
Respect diversity and be aware of contemporary, professional, societal and global issues. (a-k:j)
- Global workforce issues
- Workers with disabilities
Commitment to quality, timeliness and continuous improvement (a-k:k)
- Responsibility and initiative
- Time management
- Pride and confidence in work products
Technical Educational Outcomes
Technical Educational Outcomes are the particular attributes our graduates have that ensure they are prepared to enter the workforce as Fire Protection and Safety Engineers and Technologists. These are:
Recognize and anticipate hazards
- Identification and evaluation of scenarios which are hazardous
- Knowledge of resources to assist in identification of hazards
Evaluate Hazards (a-k:c)
- Experimental results
- Understanding of scale
Conduct risk analysis and risk management activities
- Assessment tools
- Consequence evaluation
Formulate control and mitigation strategies (design and testing) (a-k:d)
- Sound approaches to safe design of systems, components or processes.
- Understand and express suppression and detection approaches
- Evaluate control strategies for industrial loss situations and safeguarding employee health
- Articulate intervention strategies
- Understand and use the National Incident Management System
Maintain program/system effectiveness (inspection/testing/auditing)
- Inspection criteria
- Statistical evaluation
- Auditing techniques
Apply and interpret applicable codes and standards.
- NFPA codes
- OSHA Standards
- ASTM/UL Testing standards
- Model municipal codes
Understand incident investigations including legal responsibilities and recordkeeping.
- Know OSHA and NFPA requirements
- Understand techniques for acquiring data
- Basic evaluation of evidence.
The curriculum is designed to immediately introduce the student to studies in fire protection and safety. Therefore, students are able to measure their interest in a fire protection and safety career early in their academic program. The curriculum is rigorous in the areas of mathematics and the physical sciences. Two semesters of calculus are required as well as two semesters of chemistry and one semester of physics. Computer usage is an essential component of most fire protection and safety courses. Interested high school students should design their high school programs to prepare themselves for college level mathematics and science classes.
The graduates of the Fire Protection and Safety Engineering Technology program at Oklahoma State University are consistently recruited by the major businesses and industries of the United States. Graduate placement, salary offers, and advancement into managerial positions have been excellent due to the uniqueness and high technical quality of the OSU fire protection and safety technology program.
Each Engineering Technology program is accredited by the Engineering Technology Accreditation Commission of ABET (www.abet.org)