NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS
VOL. 33
Fall 2019
NO. 3
Officer and Board Update
Chairman of the Board Fall is here, a new school year is underway, and boy do we have a lot to be excited about! We just wrapped up a great 2019 conference and expo that was hosted by our friends at Southern Alberta Institute of Technology (SAIT) in Calgary, AB. I’d like to give a big hats-off salute to the SAIT team for all the hard work they put in – their hospitality was second to none, and the program was filled with great seminars, workshops, and activities. I just love watching how each NACAT Conference host takes ownership of their role and organizes a conference week with their own flavors and styles. No 2 NACAT Conferences are the same! I hope you’ll consider joining us next year for your update training as we head into the Cincinnati/Northern Kentucky area, where our primary conference host, ATech Training, is hard at work organizing our 2020 event. It’s going to be a conference you won’t want to miss!
You may have noticed NACAT showing up in your social media feed a lot more lately! Back in June, the NACAT Board made the decision to hire a Social Media Manager, in order to have a dedicated person making posts and managing our social channels. Our new Social Media Manager is Sara Fraser, and what a difference she is making! Real-time feeds from the 2019 conference, new content posted every day, and strategizing with our industry partners to deliver the information they need to communicate to the right audience at the right time. If you don’t follow NACAT, please add us! Facebook: @NACAT4autoteachers; Instagram: @nacat_automotive; Twitter: @Official_NACAT. Welcome to the NACAT family, Sara! Keep up the great work! Speaking of things you may have noticed, did you notice NACAT has a new website? That’s right, NACAT’s page has a new face! Head on over to nacat.org and give it a look! We gave 2019 conference attendees a sneak peek back in July, and the new site went active over the first weekend of August. This site will also be your portal for 2020 conference registration, so keep an eye on it as it continues to evolve. Could life get any better? Of course it can! We are striving hard to be the FIRST 2020 conference open for business and taking registrations. The Board’s goal is to have registration open right around the time you receive this newsletter. Have you been to the website and checked it out yet? You should…NACAT will take the first 30 registrations for the 2020 conference and enter them into a drawing for a $100 VISA gift card! We are going to have a GREAT program for you when we get to Northern Kentucky, with new seminars, presenters, and fellowship with the NACAT family of members. Won’t you join us? Won’t you tell a fellow instructor about us? We are proud of who we are. NACAT is the longest running automotive instructor training conference in the United States (and possibly all North America). The Board spent a great deal of time discussing the future of NACAT this summer, and we all agree one of NACAT’s biggest strengths is that we are the only conference organized for automotive instructors by other automotive instructors. No one can understand the needs you have inside your classroom or shop better than a fellow instructor. This is part of what has made NACAT successful for nearly 50 years, and it’s still true today. As our practices continue to evolve and change, we will always remain the same at our core. NACAT is and always will be about you. There are still even more plans the NACAT Board has in the works, which will roll out as we head into 2020. One thing the Board asks of you, our membership, is that you share NACAT with an instructor who has never heard of us before. NACAT has printed handouts to help you explain the benefits we deliver to a potential new member (you can request those from the NACAT office). Tell that instructor your experience when you attended your first NACAT Conference. Hand them our flyer. Encourage them to check us out on social media. But most of them all, urge them to participate! Knowledge is meaningless unless it is applied and shared, so I encourage you to share your knowledge with someone new, so they can benefit and improve their program. I am excited for what this year holds. I hope you are too! Make it a great semester!
Steve Gibson, Board Chair
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Fall 2019| www.nacat.org | 3
JOIN US ONLINE AT:
HTTP://WWW.NACAT.ORG Officers
President 2019 - 2021 Curt Ward
Vice President / President Elect 2019 - 2021 Tom Millard
Secretary / Treasurer 2018 - 2020 Jim Voth Red River College Z117-2055 Notre Dame Ave Winnipeg, MB R3H 0J9
Warren Tech 13300 W 2nd PL, Auto Tech BLDG C Lakewood, CO 80228
Joliet Junior College 1215 Houbolt Road Joliet, IL 60431
Board Members Chairman of the Board 2019-2020 Steve Gibson
Board Member 2017-2020 Tom Millard
Board Member 2017-2020 Stephen Tucker
Board Member 2018-2021 Tim Isaac
Board Member 2018-2021 Louie Longhi
Board Member 2018-2021 Rick Martineau
Board Member 2019-2022 Drew Barnes
Board Member 2019-2022 Jason Bronsther
K&N Engineering 1455 Citrus Street Riverside, CA 92507
Mechanics Local 701 Training 450 Gunderson Drive Carol Stream, IL
Board Member 2019-2022 Ed Martin Pickens Technical College 500 Airport BLVD. Aurora, CO 80011
Warren Tech 13300 W 2nd PL, Auto Tech BLDG C Lakewood, CO 80228
ConsuLab 4210 Jean-Marchand Street Quebec City, QC G2C 1Y6
SUNY Delhi 2 Main Street Delhi, NY 13753
Vale School District 403 E Street West Vale, OR 97918
Business Manager Bill Haas NACAT 1820 Shiloh Road, Suite 1502 Tyler, TX 75703 Email: billh@nacat.org Office Phone: 903.747.8234
4  NACAT News
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Cover Art: 2019 NACAT Conference & Expo Banquet
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DEADLINE DATES
Winter 2020 - December 1, 2019 Summer 2020 - March 1, 2020 Fall 2020 - September 1, 2020
NACAT News is the official publication of the North American Council of Automotive Teachers. NACAT News is currently published three times per year. NACAT assumes no responsibility for the contents or accuracy of articles, advertising, or editorials. No permission is required to reproduce articles for educational use. Copyrighted material and sources should be credited.
Appointments
Executive VP for 2020 Conference Laura Lyons ATech Training 12290 Chandler Drive Walton, KY 41094
NACAT News Editor James Curry JasCor LLC 108 Carolinian Drive Summerville, SC 29485 Email: nacatnews@nacat.org
NACAT Webmaster Angie Kilbourne ManicMedia LLC Bedford, TX
Keith Santini Named 2019 NACAT MVP Keith Santini was named the NACAT MVP at the recently concluded NACAT Conference & Expo in Calgary, Alberta hosted by SAIT. NACAT President Patrick Brown-Harrison explained the selection by stating, “As the President, it is always a pleasure to recognize the individuals who make NACAT a world-class organization. One of these pleasures is the NACAT MVP award. The NACAT MVP award is presented to a NACAT member who has demonstrated his or her support for the advancement of NACAT, or to a member who truly embodies what NACAT represents. The task of selecting an MVP for recognition is difficult and rewarding at the same time because so many individuals do so much for NACAT, its membership, and the learners within automotive programs across North America. This year’s recipient of the NACAT MVP Award is Keith Santini. It is no surprise that Keith has become so involved with NACAT. He has been attending NACAT conferences for most of his life. He began as a child attending conferences with his parents, Al and Carol Santini. Keith has been involved in automotive education, professionally, for 19 years. During that time Keith has been either an active NACAT President Patrick Brown-Harrison supporter of NACAT or a member of the NACAT Board. Not only is Keith (left) presents the 2019 NACAT MVP Award to Keith Santini during the 46th annual NACAT a respected educator, he is also an accomplish author and video / animation Conference & Expo. producer. Keith has used his skills to support NACAT and its membership. Keith has always been a vocal supporter of creating initiatives and programs to attract individuals to the automotive repair industry. He has been instrumental in creating programs to support the retention of individuals to the automotive repair industry.” Brown-Harrison concluded, “It is with great pleasure NACAT Awards Keith Santini the “NACAT MVP Award” and thank him for all that he has done for NACAT and the initiatives he has created to support the Automotive repair industry.” Congratulations Keith Santini!
SAIT Receives 2019 “Friends of NACAT” Award! At the recently concluded NACAT Cnference & Expo in Calgary, Alberta, the host, SAIT, was named the recipient of the 2019 “Friends of NACAT” award.
NACAT President Patrick Brown-Harrison (far left in black hat) with 2019 NACAT Conference & Expo host school, SAIT, faculty and staff. Brown-Harrison was proud to present the “Friends of NACAT” Award to SAIT during the 46th annual NACAT Conference & Expo.
NACAT President Patrick Brown-Harrison stated, “The Friends of NACAT award is an opportunity to recognize individuals or organizations that have worked with NACAT to support the mission statement. This award is presented to an individual or organization that is working in conjunction with NACAT or for the betterment of NACAT membership. This year is exciting for me, as the President, to recognize this year’s Friends of NACAT award recipient, SAIT. SAIT (Southern Alberta Institute of Technology) has been a member of NACAT for many years. SAIT has supported many of its instructors to attend conferences, present at conferences, and sit as board members. The greatest recognition to SAIT is that they have supported NACAT by hosting four conferences. SAIT hosted its first NACAT conference in 1982, second in 1991, third in 2002, and was the host once again for the 2019 Conference & Expo.” NACAT is excited to have long-term friends like SAIT. Thank you, SAIT, and all your faculty and staff, for all you have done, and intend to do, for NACAT.
Fall 2019 | www.nacat.org | 5
Article
Continued from Summer 2019 page 38
Similarities in the Evolution of Plants and Cars (Part II) By: Samantha Hartzell, Mark Bartlett, Jun Yin, & Amilcare Porporato Discussion
Some of the most common modifications to the ICE have striking similarities to the more recently evolved photosynthetic pathways. CAM plants and HEVs differ in a major regard, however, in that the structure of the HEV leaves potential for a redundant power system while that of the CAM plant does not. On the one hand, the CAM plant converts the carbon stored as malic acid back into carbon dioxide before fixing it in the basic C3 Calvin cycle (see Fig 2). On the other hand, parallel hybrid cars use the stored energy in the battery to power the drivetrain electrically through the motor, bypassing the engine entirely. The redundant power system in the HEV, which contains both the ICE and the electric motor, has facilitated the development of the plug-in HEV whose external source of energy comes from both gasoline and electricity [24]. As battery and other electric vehicle technology improves, these systems are becoming a viable option and are replacing the original ICE entirely in some cars, i.e. battery electric vehicles [31]. It would appear that when the means have developed to utilize an entirely new energy source, the stage has been set for the underlying scheme to be usurped by a new one. Indeed, this phenomenon has also been observed in the plant world. As parasitic plants developed the ability to gain carbon from a photosynthetic host, many underwent massive changes in the chloroplast genome leading to loss of photosynthetic function [8]. Parasitic plants, like battery electric vehicles, remain a striking exception to the rule of a highly conserved central component. The parallels in the evolution of these very different energy production systems provide interesting insight as to how such complex systems are modified over time. In response to moderate environmental pressures, both cars and plants have evolved secondary components to increase the efficiency of the core energy-generating mechanism, while the core mechanism itself remained largely unchanged. Both systems exhibit a high degree of modularity, whereby functional units develop, which are relatively distinct from the surrounding structure [32]. While such modular systems tend to be non-optimal, they are believed to persist because they provide stability and robustness, and show higher adaptability and survival rates under changing environments [32–35]. In both cars and plants, the unchanging central module may lend each system a certain robustness, while the development of auxiliary modules has allowed each system to adapt to changing goals presented by novel environments. The fact that such similar responses can be found in both animate and inanimate systems suggest that a universal mechanism or ‘design principle’ may be at play, e.g. Hartwell et al.; Variano et al.; Bejan et al. [33, 36, 37]. We are likely to observe these dynamics at work in the near future, as, ironically, the pressures of climate change may drive the evolution of plants and cars in very different directions. Climate change is expected to affect plant function through increased levels of carbon dioxide, temperature, and, in many areas, aridity. At a first glance, these changes might be expected to increase the performance of CAM and decrease the performance of C4 relative to C3 photosynthesis [38–41]. However, these outcomes are far from certain and depend on a complex interplay of other factors [42, 43]. In any case, the pressures of anthropogenic climate change are relatively modest compared with historical changes to which the photosynthetic pathway has already been subjected. Considering that photosynthesis has already withstood the test of time, the existing photosynthetic pathways may be expected to adapt to current changes without major evolution. In cars, the story may be different. Modular evolution has historically allowed innovation in automotive technology to adjust quickly to changing goals, yielding turbocharged and hybrid EVs. Yet the prospect of climate change is dramatically increasing pressure to lower carbon dioxide emissions, and perhaps even reduce them to zero. This pressure has lead to the exploration of novel technologies, some of which (including battery and fuel-cell electric vehicles) replace the original ICE altogether [24, 44, 45]. Such technologies have taken more time to develop and may be considered more risky strategies in that they require massive updates to existing infrastructure and manufacturing practices. Compared with plants, which have existed on earth for millions of years, cars are a relatively young technology with interesting possibilities ahead. Acknowledgments We thank Simon Levin and two anonymous reviewers for their useful comments. This work was supported through the USDA Agricultural Research Service cooperative agreement 58-6408-3-027 and National Institute of Food and Agriculture (NIFA) grant 12110061; and National Science Foundation (NSF) grants CBET-1033467, EAR-1331846, FESD-1338694, EAR-1316258, GRFP1106401 and the Duke WISeNet Grant DGE-1068871.
Continued on page 26
6 NACAT News
Fall 2019 | www.nacat.org |  7
Officer and Board Update
NACAT President
Fellow NACAT Members, As I sit down to compose this note, the fall term is nearly upon us and I am beginning my second term as your NACAT President. I want to thank you for entrusting me with the leadership of the organization. Let me begin by thanking the team at Southern Alberta Institute of Technology (SAIT) in Calgary, Alberta for a fantastic 2019 conference and expo. The venue was great, the presentations were outstanding, the food the best, and the staff truly embraced the Calgary spirit of friendship. If you were not in attendance, you missed out on an outstanding event. A special thanks to Bill Bennet, and his wife, for the excellent leadership they provided throughout the conference and events. As we look forward to the 2020 conference in Covington, Kentucky, I would like to share some of the fantastic work the Board and Officers are doing to refresh the look of NACAT and its conference and expo. With over 45 years of outstanding conferences and people to build from; NACAT is not fundamentally changing who we are. We will always be “for instructors by instructors.” To quote my good friend Jim Morton, “If you want to learn to teach automotive, attend the NACAT conference.” We never want to be anything less than that. Our goal is to ensure NACAT serves it members and conference attendees in the very best way possible. If you have not done so, visit our new website. The web team has done an outstanding job of putting a fresh and modern look on the organizations web presence. The site is easy to use and will be the anchor of our business moving forward. The 2020 conference and expo will see the first use of the NACAT app. Yes, prior to attending the next conference, the attendees will visit their respective app store and download the NACAT app. This fantastic tool will have all the information the attendees need to have a successful and enjoyable conference. The conference committee is working to optimize the conference and expo schedule to ensure each participant can continue to receive 20 hours of training, enjoy an exciting expo, and take advantage of the best travel opportunities. Look for these schedule changes when we open the conference registration next month. In closing, I ask each of you to complete two tasks. First, renew your NACAT membership now if you have not already done so. Second, mark July 19-23 on your calendar. We will be at the Cincinnati Marriott at River Center for the 2020 conference and expo. Registration will be open soon. Have a great fall term and know that you have an effect on the automotive technicians of the future.
Curt Ward, President
New & Free: NACAT Student Memberships!
Any student actively enrolled in an automotive program at the high school or college level in the United States or Canada is invited to join NACAT for free. Student Membership applications require an automotive instructor sponsorship. Student members receive electronic-only communications from NACAT. To obtain a free student membership, simply perform the following steps. • Download the mail-in application from http://www.nacat.org/?mdocs-file=788. • Complete the application with your instructor sponsor. • Mail the completed application to the NACAT office (address in box to the right).
8 NACAT News
NACAT 1820 Shiloh Road, Suite 1502 Tyler, TX 75703
Article
The Classroom Discourse Observation Protocol (CDOP): A Quantitative Method for Characterizing Teacher Discourse Moves in Undergraduate STEM Learning Environments (Part I) By: Petra Kranzfelder, Jennifer L. Bankers-Fulbright, Marcos E. García-Ojeda, Marin Melloy, Sagal Mohammed, & Abdi-Rizak M. Warfa Abstract
We describe the development and validation of a new instrument, the Classroom Discourse Observation Protocol (CDOP), which quantifies teacher discourse moves (TDMs) from observational data in undergraduate STEM classrooms. TDMs can be conceptualized as epistemic tools that can mediate classroom discussions. Through an inductive–deductive coding process, we identified commonly occurring TDMs among a group of biology instructors (n = 13, 37 class session) teaching in Active Learning Environments. We describe the CDOP coding scheme and its associated matrix that allows observers to reliably characterize TDMs in 2-min time intervals over the course of a class period. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. Also, we show how this protocol is able to discriminate the discursive practices of instructors teaching in undergraduate STEM learning environments with sample qualitative and quantitative results that illustrate its utility for assessing and improving STEM instructional practices. Continued on page 12 About the Authors Petra Kranzfelder • Roles: Data curation, Formal analysis, Investigation, Methodology, Project administration, Validation, Visualization, Writing – original draft, Writing – review & editing • Affiliations: Department of Biology Teaching and Learning, University of Minnesota-Twin Cities, Minneapolis, Minnesota, United States of America, Molecular and Cellular Biology, University of California-Merced, Merced, California, United States of America Jennifer L. Bankers-Fulbright • Roles: Data curation, Formal analysis, Methodology, Validation, Visualization, Writing – original draft • Affiliation: Biology Department, Augsburg University, Minneapolis, Minnesota, United States of America Marcos E. García-Ojeda • Roles: Formal analysis, Validation, Visualization, Writing – original draft, Writing – review & editing • Affiliation: Molecular and Cellular Biology, University of California-Merced, Merced, California, United States of America Marin Melloy • Roles: Data curation, Formal analysis, Methodology, Validation, Visualization, Writing – original draft, Writing – review & editing • Affiliation: Department of Biology Teaching and Learning, University of Minnesota-Twin Cities, Minneapolis, Minnesota, United States of America Sagal Mohammed • Roles: Data curation, Formal analysis, Methodology, Validation, Visualization, Writing – original draft, Writing – review & editing • Affiliation: Department of Biology Teaching and Learning, University of Minnesota-Twin Cities, Minneapolis, Minnesota, United States of America Abdi-Rizak M. Warfa • Roles: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Supervision, Validation, Writing – original draft, Writing – review & editing • Affiliation: Department of Biology Teaching and Learning, University of Minnesota-Twin Cities, Minneapolis, Minnesota, United States of America
Fall 2019 | www.nacat.org | 9
Thank You 2019 Conference Presenters and Exhibitors!
Presenters Wade Anderson - SAIT David Boyes - Today’s Class Geoff Brown - SAIT David Buttars - CARQUEST Technical Institute Mary Clyne - Cengage Jeff Curtis - ConsuLab Daryl Drummond - Ford Motor Company of Canada James Fenton - Snap-on Tools Sergio Fernandez - BOSCH Steve Gibson - K&N Engineering Brad Halderman - Pearson Jim Halderman - Pearson Dave Hobbs - Delphi Technologies David Kapitulik - Megatech Sean Lannoo - Continental Automotive Systems Tony Martin - Tuningintosafety.com Rick Martineau - ConsuLab Anna Matisak - B’laster Corporation Bob McGinn - CCAR Yves Munger - CFP Training Centre Alan Nagel - Sun Country Academy Al Santini - ConsuLab Keith Santini - CDX Automotive Merle Saunders - ATech Training, Inc. Karl Schneider - BOSCH Donny Seyfer - National Automotive Service Task Force Michael Smith - Bombardier Recreational Products Michael Smyth - National Alternative Fuels Training Consortium Thomas Snyder - Electude Craig Van Batenburg - ACDC Hybrid & EV Curt Ward - Pearson Education Darcy Wedel - Electude USA J.D. Zajicek - SAIT
Exhibitors ACDC Hybrid & EV ATech Training Consulab Educatech B’laster Corporation Cengage CCAR CDX Learning Electude Lucas-Nuelle Mac Tools Canada Megatech Corporation Mitchell 1 NACAT 2020 Pearson Rousseau Metal Inc Snap-on
Thank You!
YAHOO!!! Officers and Board Participate in A White Hatting Ceremony! “We, havin’ pleasured ourselves in the only genuine cowtown in Canada, namely Calgary, Alberta and havin’ been duly exposed to exceptional amounts of heart warmin’, hand shakin’, foot stompin’, down home, country style Western Spirit, do promise to share this here brand of Western Hospitality with all folks and critters who cross our path”. “On the count of three, raise your hat and shout a big ole’ Calgary ‘YAHOO!!!’”
10 NACAT News
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Article: CDOP
Continued from page 9 Introduction
Active learning strategies are broadly defined as activities that increase student engagement in learning processes [1,2]. Recent efforts in undergraduate science, technology, engineering, and mathematics (STEM) education reform emphasize the need for documenting the degree to which these active learning strategies are used in undergraduate learning environments [3–5]. Yet, beyond comparative studies of how effective active-engagement instruction is in relation to traditional instruction (e.g., [6]), little is known about how the new changes promote undergraduate STEM learning [7]. One possibility is that active-engagement instruction increases the frequency of classroom interactions (e.g., whole, group-based, and one-on-one discussions), creating opportunities for pedagogically rich classroom discourse, including teachers’ use of general conversational strategies and specific discourse practices that might improve student understanding of content knowledge [8, 9]. However, beyond noting increases in the frequencies of classroom interactions and behaviors via classroom observations [10–12], the nature of teacher-initiated discourse moves (TDMs) and how such practices are orchestrated remain understudied [3]. One reason for this is the lack of appropriate instruments that can measure the nature of TDMs in a valid and reliable manner. Therefore, we sought to develop and validate a new instrument, called the Classroom Discourse Observation Protocol (CDOP), to reliably quantify TDMs in undergraduate STEM learning environments. Theoretical Background Teacher Discourse Moves (TDMs). TDMs can be conceptualized as epistemic tools that can mediate classroom discussions [13]. With these discourse moves, the instructor engages students in the construction, justification, and evaluation of knowledge as opposed to simply providing factual knowledge [14, 15]. Similarly, Ohlsson [16] operationalized TDMs as actions which function to promote the creation and development of knowledge and understanding. Thus, TDMs can be thought off as mechanisms for promoting student thinking and generation of knowledge. Extensive work has been done on TDMs in mainly primary and secondary STEM classrooms, especially mathematics [17– 19]. These studies suggest that the Initiate-Response-Evaluate (IRE) discourse pattern, which focuses on fixed transmission of unchanged ideas and allows little opportunity for collaborative talk, remains the pedagogical default in STEM instruction (see reviews by [9,20]). This is in contrast to more dialogical approaches, such as the Initiate-Response-Feedback (IRF) discourse pattern, which focuses on creating opportunities for dialogue with students by allowing different voices to be heard, generating collaborative discussions, and cumulatively building on students’ ideas [21, 22]. Dialogical discourse approaches, such as IRF, are assumed to be the most effective in promoting student learning of scientific ideas [15, 23], and Duschl [14] specifically argues that instruction in science education should focus on engaging students in the “dialogic knowledge-building processes that are at the core of science” (p. 269). The emphasis on dialogical discourse patterns that promote student engagement raises important questions, such as how to identify discourse practices and measure them in a valid and reliable manner. Additionally, in response to national efforts aimed at improving undergraduate STEM education, there has been an explosion of Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) or Active Learning Classrooms (ALCs) at many universities and colleges across the globe. ALCs are defined as learning spaces in which the learner is actively engaged and the spaces have been optimized for higher student interactions with their peers and the instructor [2]. In these new learning environments, there is an increased likelihood of dialogical discourse patterns happening; therefore, there is a need to both understand the nature of classroom interactions and to quantify the discourse patterns happening in undergraduate STEM learning environments.
Continued on page 16
This article is being reprinted with permission under a Creative Commons Attribution 4.0 International License. The license can be viewed at: https://creativecommons.org/licenses/by/4.0/ Citation: Kranzfelder P, Bankers-Fulbright JL, García-Ojeda ME, Melloy M, Mohammed S, Warfa A-RM (2019) The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments. PLoS ONE 14(7): e0219019. https://doi.org/10.1371/journal.pone.0219019.
12 NACAT News
Hands-On Vehicle Electrical Troubleshooting Training Program by Vince Fischelli, Veejer Enterprises Inc., Garland, Texas Phone:
972.276.9642
Web Site:
www.veejer.com
H-111A(S) The Starter Kit
Introducing an effective Hands-On Electrical Troubleshooting Training Program that teaches automotive, truck, diesel and heavy-duty future service technicians how to troubleshoot vehicle electrical-electronic circuits with “hands-on” Electrical Troubleshooting Trainers designed by Vince Fischelli, Veejer Enterprises Inc. These Troubleshooting Trainers begin with the H-111A(S) shown at the left. They are completely constructed circuit boards that snap together to simulate a live vehicle circuit. Using the Student Workbook, H-WB111A, a student is guided through a series of circuit voltage tests, voltage drop tests and resistance measurements to learn how to test a live vehicle circuit using a DMM. This focuses electrical training time on actual testing of circuits, how they work and how they fail, rather than consuming valuable classroom time building circuits. Once a technician understands essential circuit measurement skills with a DMM, the Instructor Guide, H-IG111A, explains how to insert electrical problems on the bottom of the circuit boards. Then the student troubleshoots from the top of the circuit boards while documenting his troubleshooting steps in the Student Workbook, H-WB111A, to compare with answers provided in the instructor guide. Problems are inserted in seconds at various points in the voltage side or the ground side of the circuit to keep technicians busy troubleshooting. By removing a wire jumper on the bottom, an open circuit is created at some point in the circuit. By inserting a fixed resistor, a voltage drop problem is created. Inserting wire jumpers at various points create shorts-to-ground. Students learn to successfully troubleshoot vehicle electrical-electronic circuits by doing it rather than watching someone else do it or just by talking about it. Students successfully troubleshoot electrical problems by themselves, over and over 32 times until they get it right and electrical circuit troubleshooting becomes second nature. Students practice hands-on troubleshooting a live circuit with real problems to develop self-confidence and convince students they can troubleshoot vehicle electrical circuit problems. The benefits of this electrical troubleshooting training will last for the rest of their careers. It’s a great way to master electrical troubleshooting skills as students become confident electrical circuit troubleshooters who won’t troubleshoot by changing parts but first troubleshoot by testing a circuit with a DMM to identify the problem. The student below is troubleshooting a problem and recording troubleshooting steps with DMM readings in a student workbook to be reviewed later. The Starter Kit: Part # H-111A(S) is the first troubleshooting trainer. Comes with 2 circuit boards with step-by-step troubleshooting training. (“S” is the school version) Each Starter Kit contains the two Troubleshooting Trainers shown at the left; Power Board, H-PCB01A and Lamp Board, H-PCB02A. Each H-111A(S) is purchased without books. A bag of fixed resistors for inserting problems is included. Student workbooks, H-WB111A are purchased separately, as well as the Instructor Guide, H-IG111A and the Power Point for H-111A. Other trainers connect to The Starter Kit: H-113(S) DC Motor Circuit Troubleshooting; H-115(S) Troubleshooting Relay Circuits; H-116(S) Wire Harness Troubleshooting and H-200(S) CAN Bus Troubleshooting.. Each circuit board develops a student’s understanding of advanced circuit troubleshooting and builds self-confidence.
Live circuit repetitive troubleshooting practice is the only way to learn and develop electrical troubleshooting skills!
Visit www.veejer.com. On the home page click on the “TEACHERS” link. Read through the
Teacher’s Page with all the details. Special pricing for tech schools with visual aids is available. Ask for a quote! Call (972) 276-9642 or email “vince@veejer.com.”
Fall 2019 | www.nacat.org | 13
The Light Diesel Corner
By Curt Ward
As the instructor of the light/medium duty diesel class at our school I am continually asked by my students and others about diesel performance. More specifically, what can be done to their trucks to make them stronger and more importantly “how to make them roll coal”? This very popular topic is the subject of the column in this issue. I will explore some of the some of the popular modifications and the implications they might have on the truck and the environment. Let me begin by stating that any modifications that are made to the engine or its software are likely to take the vehicle out of compliance. What does this mean? This means that the modifications are affecting the level of tailpipe emissions. In short this is most likely illegal and violates many federal, state and local environmental laws. Most products sold today clearly state that they are to only be used solely for legally-organized and sanctioned, closed-course, off-road competition use. In other words, they cannot be used for on or off-road general use. Additionally, most modifications to the engine or its software are designed to increase the torque and horsepower of the engine well above the original equipment specifications. This may lead to a mechanical failure of the engine. If the engine is able to withstand the increase, it is likely to cause potential failures in the transmission, transfer case, driveline or differential as they are not typically designed to handle the increase in power. These changes may also void any vehicle warranties or insurance that is in place. The first place many students want to start is a modification to the air induction system. In other words they want to change the air filter system. The aftermarket air filter systems typically advertise an increase of 10-15 horsepower. In most cases they will also increase the level of engine noise which seems to be a desired effect. Some filters, when used properly, have a high service life as they are able to be cleaned and placed back in service. A quality aftermarket air filtration system can be obtained for around $400.00 and if properly installed they will not affect tailpipe emissions or cause harm to the engine or powertrain. Easily, the second most popular topic among the students is power programmers or performance tuners. What are programmers or tuners? Programmers and tuners are used to modify the engines firmware to adjust the engine performance to suit the needs of the driver. Typically this means the engine will have more torque and horsepower, although some systems advertise increased fuel economy. In order to increase torque and horsepower a larger volume of fuel is typically injected into the engine. In addition to increasing the trucks power, the extra fuel also provides the rich air/fuel condition needed to create the desired black exhaust smoke. Programmers can range in cost from a couple of hundred dollars to a couple of thousand dollars depending on the desires of the purchaser. When making this type of change is important to understand that many programmers will change the original control module software to the point that it can never be changed back to the original settings. To return the software back to the original setting, it is likely that the controller will have to be replaced. If you happen to live in an area where diesels are tested for emissions, the software changes are likely to cause a test failure.
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Be certain to follow NACAT’s social media activity: Facebook: https://www.facebook.com/NACAT4autoteachers Instagram: https://www.instagram.com/nacat_automotive Linkedin: http://www.linkedin.com/groups/North-American-Council-Automotive-Teachers-7474530 NACAT Family on Facebook: https://www.facebook.com/groups/1444881022460669/ Twitter: https://www.twitter.com/Official_NACAT YouTube: http://www.youtube.com/officialNACAT 14 NACAT News
CCAR Provides Complimentary Online AGM Battery Safety Course CCAR (The Coordinating Committee For Automotive Repair) is pleased to provide an online Safety course focused on Absorbed Glass Mat (AGM) batteries. The course – developed by CCAR and ShipMate, Inc. – is the first in a series of complimentary online safety courses resulting from CCAR’s agreement with the U.S. Department of Labor’s Occupational Safety & Health Administration (OSHA) Alliance partner program. The online AGM Battery Safety course is being offered on a complimentary basis. To sign-up and access the course, please visit www.ccar.training or call CCAR at 888/476-5465. Those who complete the course and pass the final exam are offered a certificate of completion. “More than 40 million vehicles in the U.S. alone are now utilizing an AGM battery” said CCAR’s President, Charles E. Ayers. “AGM batteries have been installed in vehicles since the 1990s and are commonly found in most of today’s hybrid vehicles as well as in many vehicles that use stop/start technology”. AGM batteries typically provide higher cranking power and reserve capacity as compared with traditional flood-acid (FLA) batteries. They are labeled as “non-spillable” and are often mounted in non-traditional locations (such as in the trunk of the vehicle). Because they are sealed, they should NOT be charged using conventional FLA battery chargers. About OSHA Under the Occupational Safety and Health act of 1970, employers are responsible for providing a safe and healthy workplace for their employees. OSHA’s role is to promote the safety and health of America’s working men and women by setting and enforcing standards; providing training, outreach and education; establishing partnerships and encouraging continual process improvement in the workplace for safety and health. For additional information, visit www.osha.gov. About CCAR As a proud OSHA Alliance Partner, CCAR is celebrating their 25th anniversary here in 2019. The Coordinating Committee For Automotive Repair is a non-profit organization that works -- internationally in scope -- with the automotive industry, original equipment manufacturers, career and technical schools, collision and automotive repair shops, governments, municipalities and other organizations to provide best practices information and training. To learn more about CCAR and its programs, please call 888/476-5465 or visit http://www.ccar-greenlink.org. About ShipMate ShipMate, Inc. works with clients to help resolve their most demanding dangerous goods transportation, environmental management and safety issues. ShipMate provides creative ideas and cost effective solutions to resolve and manage their many compliance challenges. The CCAR and ShipMate online courses offered now include: • Surface Transportation of Automotive Hazardous Materials (available in English and Spanish) • Surface Transportation of Automotive Dangerous Goods - Canada (available in English and French) • Multimodal Transportation of Automotive Dangerous Goods (available in English and Spanish) • GHS Hazard Communication Standard; and • A full suite of automotive safety courses For more information, please visit www.ccar-greenlink.org or contact CCAR at 888/476-5465 or at info@ccar.training.
Share Updates, Submit Articles! Do you have an update on a member you would like to share? Information on great or interesting happenings at a school, on a new restoration, congratulations that should be wished or condolences given? We want to hear from you! Please e-mail any submissions to nacatnews@nacat.org. Editorial privilege is implied.
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Article: CDOP
Current Tools for Observing Student-Teacher Interactions To date, most observational protocols used in undergraduate STEM learning environments focused on characterizing the active-engagement nature of classroom instruction [5, 10, 24, 25]. However, two approaches are commonly used to analyze TDMs. The first approach uses qualitative coding of teacher-student interactions in which observers must describe and thematically code the teaching observed in the episodes [26–29]. A problem with this approach is that they often rely on unstructured rubrics to codify the observed behaviors. The second approach relies on global ratings using Likert scale questions (e.g., [24]). The classroom observation protocols using Likert scale questions, such as the Reformed Teaching Observation Protocol (RTOP), are useful for giving us an overall view of classroom practices and capture coarse measures of classroom instruction, but are not designed to capture the dynamic nature of classroom discourse [24]. Recently, the education research community has developed a newer set of classroom observation protocols, such as the Teaching Dimensions Observation Protocol (TDOP) [5] and Classroom Observation Protocol for Undergraduate STEM (COPUS) [10], that can be used to describe instructor and student classroom behaviors. While COPUS and other extant protocols can measure the prevalence of engaged instruction in undergraduate STEM learning environments, they do not provide a way to measure TDMs. Thus, there is a need for an instrument that can reliably measure and analyze the nature of classroom discourse. Such instrument would be used in conjunction with tools, such as the RTOP, TDOP, and COPUS, to better capture the impact of instructional practices on student learning in undergraduate STEM learning environments. Study Objectives The goal of this study was to develop an instrument, the CDOP, which can quantify TDMs from observational data in undergraduate STEM learning environments. Therefore, the two major objectives were to: • Objective 1: Identify a set of codes that capture commonly observed TDMs. • Objective 2: Develop a quantitative method based on a 2-minute time period that captures the occurrences and the dynamics of TDMs over the course of a class period. Development of CDOP Study Context We evaluated thirteen faculty teaching mostly introductory undergraduate biology courses (majors and non-majors) in Active Learning Environments (ALEs) at a large Midwestern research-intensive institution in the United States. ALEs are defined as including the following three factors: 1) ALCs, which are defined as learning spaces in which the Table 1. Demographic characteristics of faculty members (n = 13)a and their courses (37 class sessions). learner is actively engaged and the spaces have https://doi.org/10.1371/journal.pone.0219019.t001 been optimized for higher student interactions with their peers and instructor [2]; 2) leadership (i.e. college dean and department head) that values active-engagement instruction and discourages exclusive use of traditional lectures; and 3) faculty training in evidence-based scientific teaching practices (e.g. Summer Institutes on Scientific Teaching). Twelve of the 13 faculty we studied taught in ALCs, while one faculty taught in a traditional lecture classroom with theater-like seating. Table 1 provides detailed characteristics of the faculty members and courses involved in this study. The study was approved by the Human Subjects Committee of the University of Minnesota’s Institutional Review Board (Study Number: STUDY00000896).
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Global Survey Reveals Major Shift in Education Toward Do-It-Yourself Learning Pearson released the results of its Global Learner Survey, a new study capturing the voice of learners worldwide. The findings point to massive global transformation in education driven by the shifting economic landscape of the new talent economy, the vast influence of technology and perceptions that education systems are out of step with learners. The study shows that learners around the world are now taking control of their education through a “do-it-yourself ” (DIY) mindset, adding to their formal education with a mix of self teaching, short courses and online learning to keep pace with the talent economy. The survey also shows that learners are thinking beyond the traditional notions of learning, signaling a massive opportunity for education providers to reinvent learning to meet the needs of a new economy. Pearson conducted the study with Harris Insights & Analytics to give learners in 19 countries the opportunity to voice their opinions on primary, secondary and higher education; careers and the future of work; and technology. More than 11,000 people, ranging in age from 16 to 70, participated in the poll. “Gig jobs, unconventional careers, tech disruption and lifelong learning have ushered in the talent economy. Now more than ever, learners understand the need for lifelong education,” said John Fallon, chief executive of Pearson. “People are meeting the demands of this new world of work by taking control of their own learning. Now, technology and innovation are giving educators, governments and companies the greatest opportunity in human history to rise to the occasion and improve lives through education.” The Global Learner Survey’s top findings include: • A DIY mindset is reshaping education: People are layering on to their traditional education by mixing and matching what works and what they can afford to get trained up for the new economy. Globally, 81% of people say that learning will become more self-service as people get older. Americans, Australians and South Africans agree most strongly. When they have to retrain for work, 42% of learners in the US and 50% of learners in China and India self-taught using internet resources. When asked what learning methods they prefer when upskilling, about 80% of learners in China, the US, Australia and Europe cited professional short courses or online tools. • In the next decade digital and virtual learning will be the new normal. 80% of Americans believe that smart devices and apps will be used to help learners, with people in countries like China and Brazil even more enthusiastic about their use. Globally, 76% of people believe that college students will be taking online courses within 10 years and 67% believe more primary and secondary students will too. 70% of Americans believe that print textbooks will be obsolete in five years. Nearly 70% of people in the US, UK and Europe and 90% of people in China believe that AI will have a positive impact on education. • Lifelong learning is not just a philosophy, it’s the new reality: Globally, there is wide agreement that people need to keep learning throughout their career to stay up-to-date in their careers. 87% of Americans embrace lifelong learning, believing that learning doesn’t stop at school. That belief rises to 96% of people in China and 94% of people in South Africa. 73% of Americans like to reinvent themselves by learning new skills, and 52% intend to “retire” the traditional concept of retirement by pursuing a second career or part time job, starting a business or taking classes. • Confidence in education systems is wavering, especially in the US. 60% of Americans say education systems are failing the current generation. That perception is just as strong in Europe and even stronger in South Africa, Brazil and Hispano America. 67% of Americans believe college is getting more out of reach for the average student. Almost as many in the US don’t believe colleges and universities are teaching the right skills for today’s jobs. • Gen Z thinks you can be successful without a traditional college education. Despite statistics showing a higher lifetime earnings with a college degree, half of Gen Z learners in the US, UK and Australia think you can do “ok” in life without it. Globally, 68% of learners think you can do just as well with an education from a vocational or trade school. • China, India, Brazil and Hispano America are outpacing the US and UK in the upskilling race and defining a new global economy. More than anywhere else in the world, people in China, Brazil, India and Hispano American believe education is driving the global economy. More than two-thirds of learners in these countries have been looking to re-skill in the past two years, compared to only 31% of Americans and 24% of British learners. Workers who do upskill are enrolling in short courses, taking courses offered by their employers or professional associations, degree programs or are self-teaching. Release Continued on page 34
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Jon Kisby Named 2019 Mitchell 1 Educator of the Year Jon Kisby was named the Mitchell 1 Educator of the Year during the 46th annual North American Council of Automotive Teachers (NACAT) Conference & Expo held recently in Calgary, Alberta, Canada. Each year, Mitchell 1 recognizes one of the nation’s top teachers for their commitment to educational excellence in the automotive repair industry.
Jon Kisby (right) is awarded as the 2019 Mitchell 1 Educator of the Year.
As the 2019 recipient, Kisby received a one-year complimentary subscription to Mitchell 1’s ProDemand® diagnostic, estimating and auto repair information software for the school where he teaches, as well as airfare and accommodations for him and a guest to attend the NACAT conference, a check for $600, and a recognition certificate.
“Jon Kisby’s excellent career experience and reputation as an automotive instructor make him an outstanding choice to receive this year’s Mitchell 1 Educator of the Year honor,” said Nick DiVerde, senior marketing director, Mitchell 1. “We’re pleased to recognize Jon’s dedication to helping develop skilled professionals for the car care industry, and we extend our sincerest congratulations to him on this achievement.” Kisby has spent the past 14 years at Southeast Community College (SCC) in Milford, Nebraska as an instructor in the General Motors Automotive Service Educational Program (GM ASEP). During this time, he achieved General Motors World Class Technician status in 2007, the Milford Campus Outstanding Teacher Award in 2012 and the International Association of General Motors ASEP Technical Instructor Award of Merit in 2013 and 2016. Kisby is a 1994 graduate of SCC Milford, earning an associate of science degree in the General Motors Automotive Service Educational Program. Selection criteria for the Mitchell 1 Educator of the Year award require that a master automotive technician excel on all ASE automotive tests, including A1 – A8 (Engine Repair, Automatic Transmission/Transaxle, Manual Drive Train and Axles, Suspension and Steering, Brakes, Electrical/Electronic Systems, Heating and Air Conditioning, Engine Performance) and the L1 (Advanced Engine Performance Exam).
It Is Membership Renewal Time! Are You Current? Is your membership in NACAT current? The membership year ended on August 31, 2019. Now is the time to renew your commitment to the organization committed to automotive service teachers and trainers. NACAT members enjoy the following benefits: • NACAT members receive a discounted registration to the NACAT Conference. This annual event provides technical training and professional development classes. The sessions are presented by the industry’s leading subject matter experts. The conference tradeshow provides attendees time to meet textbook authors, publishers and manufacturers of training aides. There is plenty of time for networking, fun, and industry awards in a very family friendly atmosphere. • NACAT members are eligible to receive awards and scholarships. • NACAT members receive three (3) issues of the NACAT News per year. • NACAT Members receive nine (9) issues of the NACAT eNews per year. • NACAT members receive preferred pricing on equipment, subscriptions, tools and training aides from NACAT’s industry friends. This information is available in the NACAT News and the NACAT website. • NACAT members have access to the shared resources repository at the NACAT website. • NACAT members make life-long friendships through this network of like-minded individuals. Members are part of a family of educators preparing people for careers in the automotive industry or wherever life may lead them.
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NACAT MEMBER RECOGNITION: AWARDING OF YEAR PINS * If you were unable to attend, please contact us at nacatnews@nacat.org. We will ensure your name is included in the archived copy.
5 Year Member: Todd Richarson
10 Year Member: Curt Ward
15 Year Members: Richard Smith & Dennis Martin
20 Year Member: Carson Connor
Thank You!
35 Year Member: Bob Wenzlaff
40 Year Members: Wayne Olsen, Al Santini, & Patrick Devlin
Charter Member: Fritz Peacock
Drew Barnes Earns Cengage Jack Erjavec Innovative Instructor Award! Drew Barnes, from Vale School District in Vale, Oregon, was awarded the $2500 Jack Erjavec Innovative Instructor Award at the 46th annual NACAT Conference & Expo.
Drew Barnes (right) is presented the 2019 Cengage Jack Erjavec Innovative Instructor Award during the 2019 NACAT Conference & Expo.
The annual Jack Erjavec Innovative Instructor Award is granted to an instructor who demonstrates innovative and effective use of technology in the classroom. Sponsored by textbook publisher Cengage, and administered by NACAT, the award is a tribute to Jack Erjavec for his contributions to automotive education. Jack is the author of the best selling automotive textbook, Automotive Technology: A Systems Approach, and is the Today’s Technician Series Editor as well as is the lead author, series editor, or contributor to dozens of other Cengage books. Jack has also been an officer in many automotive-related training and education associations, including NACAT, and has been awarded numerous honors throughout his career.
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Article: CDOP
Classroom Video Recordings We conducted classroom visits and video recordings using a Swivl™ C Series Robot with five remote markers (microphones) and an Apple iPad. The Swivl™ robot rotates to follow the marker worn by the instructor and captures audio as well as video. The other four markers are placed randomly on students’ tables to record audio. We made classroom visits on a weekly or biweekly basis to ensure that we didn’t observe any changes in the instructor’s teaching practices over the course of the semester. To capture instructors’ representative teaching practices, we video-recorded two or three class sessions for each instructor during the middle of the semester. Class sessions ranged from 50 to 115 minutes, and we avoided class sessions where the entire meeting time was dedicated to exams, student presentations, or special group project work for recordings, because these situations would limit the diversity of discourse moves used by the instructors. However, we included class sessions in which quizzes were given since these are a regular part of the weekly class sessions and only took 30–45 minutes of the class session (quizzes were often taken individually, discussed and completed again as a group for credit). Classroom Observation Protocol for Undergraduate STEM Data Collection We used COPUS [10] to characterize the classroom behaviors of our 13 instructors and their students, reaching a high average inter-rater reliability (IRR) between coder pairs (κ = 0.79). Based on these COPUS data, we selected one class session from each of the six instructors that had the highest average collapsed codes, instructor guiding and student talking to class, for verbatim transcription and development of our CDOP coding scheme. As described in Smith, Vinson [11], guiding is a collapsed COPUS instructor code that contains the following six individual codes: listening to and answering student questions to entire class, asking clicker question, follow-up/feedback on clicker question or activity, moving through class guiding ongoing student work, posing non-clicker question to students, and one-on-one extended discussion with individual students, while student talking to class is a collapsed COPUS student code that contains the following four individual codes: student answering question posed by instructor, student asks question, students engaged in whole-class discussion, and students presenting to entire class. We selected class sessions with a high prevalence of the COPUS collapsed codes guiding and student talking to class since they indicate class sessions where the instructor teaches using active learning strategies, creating more opportunities for classroom interactions that might lead to more opportunities for pedagogically rich classroom discourse. CDOP Coding Scheme: Qualitative Coding of Class Transcripts A major goal of our study was to create a protocol for identifying and categorizing TDMs, and training coders to use this protocol. Our immediate goal was to find a coding scheme that would be both comprehensive and efficient but would also enable observers to reliably analyze instructor discourse moves. To this end, we developed the CDOP codes by identifying TDMs through an iterative process of deductive and inductive coding approaches (Fig 1). We started by using a comprehensive literature search to identify extant protocols for categorizing our target variable (TDMs) and a grounded theory approach [30] for identifying emergent codes from our own data. In all of our analyses, we selected episodes of classroom interactions (e.g., whole, group-based, and one-on-one discussions) that we divided into instructor and student dialogue turns as the primary source of data.
Continued on page 24 Fig 1. Flowchart of qualitative coding of class transcripts to develop CDOP coding scheme. https://doi.org/10.1371/journal.pone.0219019.g001
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SEMA - NACAT SEMA Show Award Finalists Announced! SEMA and North American Council of Automotive Teachers, Inc. have announced the three finalists for the 2019 SEMA – NACAT SEMA Show Award. The award recognizes and supports top instructors who develop exemplary aftermarket curriculum, inspire student involvement, and elevate the quality of future industry professionals. The three (3) finalists will be provided with complimentary hotel accommodations and air travel to the 2019 SEMA Show in Las Vegas. The finalists will be recognized at the SEMA Show Education Partners’ Breakfast, on November 5th, at which time the over-all winner will be revealed. The yet-to-be-named award winner will also receive complimentary registration and $500 for travel to the NACAT Conference and Expo held in Cincinnati/Northern Kentucky, July 20-23, 2020. Laura Lyons, NACAT Scholarship Committee Chairperson stated, “We received many quality applications, and the judging was extremely close! It is exciting to learn how educators are bringing the aftermarket into the classroom to assist in student betterment. We would like to thank all applicants for participating and being such positive models who are diligently and professionally working to help diminish the skills gap and lead the next generation of technicians.” Zane Clark, SEMA Senior Director of Education, stated, “North American Council of Automotive Teachers (NACAT) is a natural partner as we share a common interest in recognizing automotive instructors. Educators that promote the aftermarket com and inspire students to live out their passion will sustain our industry for years to come.” The three finalists are: • Paul Katson: Paul is an educator at Mira Costa College in Oceanside, California. • Russ Bacarella: Russ is an educator at Cypress College in Cypress, California. • Roxanne Amiot: Roxanne is an educator at Bullard-Havens Technical High School in Bridgeport, Connecticut. SEMA and NACAT would once more like to congratulate the finalists.
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Article: CDOP
Literature-Based Codes. Several studies have examined instructional discourse moves in the context of secondary schools. For example, Pimentel and McNeill [31] investigated secondary school science teachers’ approaches to discussion during the piloting of an urban ecology curriculum designed to support student participation in science discourse. They identified four categories of teacher moves to code classroom discourse: teacher elaboration, cutoff, probing, and toss back. Some of these moves were similarly identified by Michaels and O’Connor [22] who have extensively studied TDMs. Other researchers, such as Chin [32], focused on teachers’ questioning and probes as a means to stimulate productive thinking. As shown in Fig 1, we adapted these extant coding schemes to describe the discourse behavior of our instructors. Overall, we used 23 peer-reviewed observational studies of TDMs from secondary or undergraduate STEM classrooms to categorize the discourse behavior of our observed instructors. Table 2 (page 28) shows a list of codes, code sources, code descriptions, and example dialogues that our coding scheme adapted from previous work. Emergent, Inductive Codes. When the extant codes in the literature did not capture a discourse behavior we observed, then we used an inductive approach to identify and categorize the target behaviors. That is, we used the grounded theory approach developed by Strauss and Corbin [30] to identify codes that were emergent from our coding of classroom transcripts and videos. This involved an iterative process of coding and recoding until we established a high inter-rater reliability (IRR) between coder pairs as described later in the paper. Our coding scheme went through nine different versions of field-testing and feedback between all members of the research team and formed the basis of the CDOP coding scheme shown in Table 2. In addition to the codes, the source of the codes, and the coding description, we showed dialogue examples drawn from our study that fit within each coding category in Table 2. CDOP Coding Matrix: Quantitative Coding of Audio Class Recordings We coded the six audio class recordings using the CDOP coding scheme (Table 2) and the CDOP matrix (Fig 2). The CDOP matrix allowed observers to measure TDMs at 2-minute time periods, checking all TDM codes that occurred within a single 2-minute time period with one exception: no content discourse was only checked if no other TDM codes had been checked in that 2-minute time period (i.e., the instructor did not talk about content during that entire time period). If a TDM was observed, but no identified codes fit, then the observer chose other and described the new TDM in the notes section. In general, all code choices were clarified with comments in the notes section.
Fig 2. An excerpt of the CDOP matrix. https://doi.org/10.1371/journal.pone.0219019.g002
After we completed the development work with the six top instructors, we further tested the CDOP coding scheme and matrix by including audio recordings of the remaining seven instructors in our study until we established high IRR between coder pairs. During this process of internal validation, we added two additional codes, constructing and contextualizing, to the CDOP coding scheme (Table 2). Continued on page 28
24 NACAT News
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www.atechtraining.com Fall 2019 | www.nacat.org | 25
Article: Evolution
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References 1. Whitman WB, Coleman DC, Wiebe WJ. Prokaryotes: The unseen majority. Proceedings of the National Academy of Sciences. 1998;95(June):6578–6583. 2. Schafer A, Victor DG. The future mobility of the world population. Transportation Research Part A. 2000;34. 3. Society of Automotive Engineers. Turbochargers and Turbocharged Engines. Warrendale, PA; 1979. 4. Keeley JE, Rundel PW. Evolution of CAM and C4 Carbon Concentrating Mechanisms. International Journal of Plant Sciences. 2003;164(May 2003). 5. Anderson CD, Anderson J. Electric and hybrid cars: A history. Jefferson, NC: McFarland & Company; 2005. 6. Xiong J, Bauer CE. Complex evolution of photosynthesis. Annual Review of Plant Biology. 2002;53. pmid:12221987 7. Cummins CLJ. Internal Fire. Lake Oswego. Oregon: Carnot Press; 1976. 8. Bungard RA. Photosynthetic evolution in parasitic plants: insight from the chloroplast genome. BioEssays. 2004;26:235–247. pmid:14988925 9. Wicke S, Schneeweiss GM, DePamphilis CW, Muller KF, Quandt D. The evolution of the plastid chromosome in land plants: gene content, gene order, gene function. Plant Molecular Biology. 2011;76:273–297. pmid:21424877 10. Rajoo S, Martinez-Botas R. Automotive Turbocharging. In: Rajoo S, editor. Research on Vehicle Technologies. Malaysia: Univision Press; 2008. 11. Ehleringer JR, Monson RK. Evolutionary and ecological aspects of photosynthetic pathway variation. Annual Review of Ecological Systems. 1993;24. 12. Rodriguez-Iturbe I, Porporato A. Ecohydrology of water-controlled ecosystems. Cambridge University Press; 2004. 13. Lambers H, Stuart Chapin F III, Pons TL. Plant Physiological Ecology; 2008. 14. Williams M, Stirling N. Spitfire Mk. I versus Me 109 E: A Performance Comparison; 2008. 15. Lowrie RL, editor. SME Mining Reference Handbook. SME; 2002. 16. Long SP, Ainsworth EA, Leakey ADB, Nosberger J, Ort DR. Food for Thought: Lower-Than-Expected Crop Yield Stimulation with Rising CO2 Concentrations. Science. 2006;312(June):1918–1922. pmid:16809532 17. U S Department of Energy, U S Environmental Protection Agency. 2007 Fuel Economy Guide; 2007. 18. U S Department of Energy, U S Environmental Protection Agency. Detailed Test Information; 2008. Available from: https://www.fueleconomy.gov/feg/fe{_}test{_}schedules.shtml. 19. Hartzell, S., Bartlett M.S., Porporato, A. Unified representation of the C3, C4, and CAM photosynthetic pathways with the Photo3 model. Preprint. Available from: arXiv: 1804.10667. Cited 1 May 2018. 20. Farquhar G, Caemmerer SV, Berry J. A biochemical model of photosynthetic CO2 assimilation in leaves of C3 species. Planta. 1980;149:78–90. pmid:24306196 21. Bartlett MS, Vico G, Porporato A. Coupled carbon and water fluxes in CAM photosynthesis: modeling quantification of water use efficiency and productivity. Plant and Soil. 2014;383(1-2):111–138. 22. Hartzell S, Bartlett MS, Virgin L, Porporato A. Nonlinear dynamics of the CAM circadian rhythm in response to environmental forcing. Journal of Theoretical Biology. 2015;368:83–94. pmid:25542971 23. Ehsani M, Yimin G, Miller JM. Hybrid Electric Vehicles: Architecture and Motor Drives. Proceedings of the IEEE. 2007;95(4):719–728. 24. Emadi A, Lee Young Joo, Rajashekara K. Power Electronics and Motor Drives in Electric, Hybrid Electric, and PlugIn Hybrid Electric Vehicles. IEEE Transactions on Industrial Electronics. 2008;55(6):2237–2245.
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k n a Conference Sponsors ! h u T Yo
Your generosity allowed us to come together and learn!
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Article: CDOP
Table 2. CDOP coding scheme. https://doi.org/10.1371/journal.pone.0219019.t002
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Analyzing CDOP Data. One of our main goals in developing the CDOP was to make a tool that could quantify TDMs of instructors teaching across all undergraduate STEM classrooms. Existing classroom observation protocols, such as COPUS, provide a descriptive tally of instructor behaviors (i.e., what an instructor is doing), but not the nature of their classroom discourse. The CDOP matrix data can be analyzed similarly to data obtained from the TDOP [5] and COPUS [10]. If a code is checked in a box, then it is replaced by the number 1. If no code is checked in a box, then it is replaced by the number 0. Then, these data can be used to identify how much time an instructor spends on different discourse moves over the course of a class period. To analyze the prevalence of different codes across class sessions, we added up how often each code was checked by the observer and then divided by the total number of codes similar to Smith, Jones [10]. For example, if an observer checks sharing 17 times out of a total of 35 codes in a class period, then the percentage of sharing happening in this class session would be 17/35, or 48.6% of the total codes. We analyzed the COPUS and CDOP data for three instructors (A, B, and C) teaching in undergraduate STEM classrooms to show how the CDOP can be applied. In comparing the COPUS and CDOP results, our goal was to show how COPUS measures discourse behavior and CDOP measures student-instructor interactions, but not how the results of these instructors varied. First, we compared the COPUS instructor collapsed codes [11] to the CDOP collapsed codes of two instructors (A and B) teaching in ALEs. Second, we compared the COPUS instructor collapsed codes to the CDOP individual codes for an instructor (C) teaching in a non-ALC, and therefore, a limited ALE. However, interpretation of these results requires caution as we only analyzed these instructors to provide as a proof of concept. We plan to present a more in-depth analysis of how patterns of discourse behaviors vary across biology instructors teaching in undergraduate STEM classrooms in a future publication. Reliability and Validity. We established reliability between coder pairs using the CDOP in a two-stage process: 1) the IRR between coder pairs doing qualitative coding of class transcripts (n = 6) and 2) the IRR between coder pairs doing quantitative coding of audio class recordings (n = 13). We calculated IRR scores among coder pairs by calculating Cohen’s Kappa using the R package ‘irr’ [46]. Kappa scores in the range of 0.60–0.80 indicate substantial to high agreement according to Landis and Koch [47]. If Kappa scores were less than 0.60, then we conducted further training until all research members were using the codes in a similar manner, as indicated by Kappa scores in the range of 0.60–0.80. In addition to establishing reliability for the CDOP, we conducted two commonly measured validity tests of new research instruments: face and content validity. Face validity is defined as reflecting the extent to which a measure reflects what it is intended to measure, while content validity measures how well an instrument assesses the construct of interest [48, 49]. In the context of the CDOP, face validity means examining whether a code adequately measures TDMs, whereas content validity means examining the clarity, operational definitions of the discourse moves, and overall structure of the CDOP. Both of these validity tests are commonly referred to as measures of internal validity. The most common way to establish internal validity is to ask a panel of experts to examine the instrument items and make judgements on whether they satisfy measures of face and content validity [50]. For this study, we asked a panel of experts with STEM disciplinary and education backgrounds (three PhDs and two PhD students at two research-intensive universities in the United States) to verify whether or not they thought that the CDOP measures TDMs and the degree to which the CDOP codes matched specifications of teacher discourse behaviors. More specifically, the panel received the CDOP coding scheme (Table 2) and the CDOP matrix (Fig 2) and were asked to evaluate four things: (1) representativeness of the content domain; (2) clarity of the codes and overall structure of CDOP; (3) usefulness of the tool for measuring TDMs; and (4) comprehensiveness of the CDOP [50]. To make the internal validity assessment more concrete, we calculated a Content Validity Index (CVI) score [50, 51] as follows: 1) all the panelists were asked to rate items related to validity on a strongly agee—strongly disagree Likert scale [1 = strongly disagree, 2 = neutral, 3 = strongly agree]; 2) we computed an average CVI score by dividing the number of expert agreements in a given category by the number of panelists (n = 5). The result (shown as a proportion) indicates the degree to which the expert panel agrees with each other on the validity of the CDOP. Davis (51) and Rubio, Berg-Weger (50) recommended a CVI score of 0.80 as a cutoff for new tools.
Continued next issue: Results, Discussion, Conclusions, Supporting Information, Acknowledgements, and References 30 NACAT News
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Delaware Tech Breaks Ground on Automotive Center of Excellence Delaware Technical Community College broke ground August 29 on a 13,500-square-foot Automotive Center of Excellence (ACOE) on the College’s Owens Campus in Georgetown. This facility, along with the College’s new training center in Middletown, will house the first diesel mechanic training program in the region. The ACOE will double the number of automotive technicians trained at Delaware Tech in Georgetown each year from 20 to 40 and will allow the College to train up to 15 diesel mechanics per year. “The construction of this facility is in direct response to a dire workforce need for more diesel mechanics and auto technicians in our state and our region,” Delaware Tech President Mark T. Brainard said. “We are thankful for the generous support of our government and community partners, who are the reason we are able to break ground on this project today.” Delaware Tech received a $1.97 million grant from the U.S. Department of Commerce’s Economic Development Administration (EDA) to support construction of the facility, along with $1.8 million from the state’s Higher Education Fund, and $120,000 from Sussex County Council. This funding is in addition to generous support from many organizations and individuals in the state. “For years we’ve heard that there are just not enough auto technicians in Delaware, which is why I’ve long supported the Economic Development Administration grant to help this Automotive Center for Excellence program get up and running, and I’ve waited a long time for this groundbreaking,” said U.S. Senator Tom Carper. “This Center will give students on Delmarva a great-paying trade to learn, allow them to stay and raise a family in the area instead of moving away for work, and give our area dealerships and diesel operators the workforce they so desperately need. This is a win-win for Delaware’s economy now and in the future.” Over the next ten years, the region is projected to have 3,278 openings for automotive technicians due to retirements, job turnover and a 7 percent growth rate. Nine hundred forty-eight (948) job openings are expected for diesel mechanics in the same period due to retirements, job turnover and a 17 percent growth rate. The expected completion date for the ACOE is November 2020.
Fall 2019 | www.nacat.org | 31
Article: Evolution
Continued from page 26
25. Tang X, Yang W, Hu X, Zhang D. A novel simplified model for torsional vibration analysis of a series-parallel hybrid electric vehicle. Mechanical Systems and Signal Processing. 2017;85:329–338. 26. Taylor AMKP. Science review of internal combustion engines. Energy Policy. 2008;36(12):4657–4667. 27. Mellde RW, Maasing IM, Johansson TB. Advanced automobile engines for fuel economy, low emissions, and multifuel capability. Annual Review of Energy. 1989;14:425–444. 28. Yu H, Cheli F, Castelli-Dezza F, Cao D, Wang FY. Multi-objective Optimal Sizing and Energy Management of Hybrid Energy Storage System for Electric Vehicles. IEEE Transactions on Vehicular Technology. 2018;67(2):1027–1035. 29. Winter K, Smith JAC, editors. Crassulacean acid metabolism: Biochemistry, ecophysiology and evolution. vol. 114. Springer-Verlag Berlin Heidelberg; 1996. 30. Shameer S, Baghalian K, Cheung CYM, Ratcliffe RG, Sweetlove LJ. Computational analysis of the productivity potential of CAM. Nature Plants. 2018;4(3):165–171. pmid:29483685 31. Howey DA. Policy: A challenging future for cars. Nature Climate Change. 2012;2:28–29. 32. Lipson H, Pollack JB, Suh NP. On the Origin of Modular Variation. Evolution. 2002;56(8):1549–1556. pmid:12353747 33. Hartwell LH, Hopfield JJ, Leibler S, Murray AW. From molecular to modular cell biology. Nature. 1999;402:47–52. 34. Kashtan N, Alon U. Spontaneous evolution of modularity and network motifs. Proceedings of the National Academy of Sciences. 2005;102(39). 35. Parter M, Kashtan N, Alon U. Environmental variability and modularity of bacterial metabolic networks. BMC Evolutionary Biology. 2007;7(169). pmid:17888177 36. Variano EA, Mccoy JH. Networks, Dynamics, and Modularity. Physical Review Letters. 2004;92(18):1–4. 37. Bejan A, Lorente S. The constructal law and the evolution of design in nature. Physics of Life Reviews. 2011;8(3):209– 240. pmid:21683663 38. Ehleringer JR, Sage R, Flanagan L, Pearcy R. Climate change and the evolution of C4 photosynthesis. Trends in ecology & evolution. 1991;6(3):95–99. 39. Nobel PS. Responses of some North American CAM plants to freezing temperatures and doubled CO2 concentrations: Implications of global climate change for extending cultivation. Journal of Arid Environments. 1996;34(2):187– 196. 40. Collatz GJ, Berry JA, Clark JS. Effects of climate and atmospheric CO2 partial pressure on the global distribution of C4 grasses: present, past, and future. Oecologia. 1998;114(4):441–454. pmid:28307893 41. Yang X, Cushman JC, Borland AM, Edwards EJ, Wullschleger SD, Tuskan GA, et al. A roadmap for research on crassulacean acid metabolism (CAM) to enhance sustainable food and bioenergy production in a hotter, drier world. New Phytologist. 2015;207:491–504. pmid:26153373 42. Reddy AR, Rasineni GK, S RA. The impact of global elevated CO2 concentration on photosynthesis and plant productivity. Current Science(Bangalore). 2010;99(1):46. 43. Reich PB, Hobbie SE, Lee TD, Pastore MA. Unexpected reversal of C3 versus C4 grass response to elevated CO2 during a 20-year field experiment. Science. 2018;360(April):317–320. pmid:29674593 44. Van Mierlo J, Maggetto G, Lataire P. Which energy source for road transport in the future? A comparison of battery, hybrid and fuel cell vehicles. Energy Conversion and Management. 2006;47(17):2748–2760. 45. Offer GJ, Howey D, Contestabile M, Clague R, Brandon NP. Comparative analysis of battery electric, hydrogen fuel cell and hybrid vehicles in a future sustainable road transport system. Energy Policy. 2010;38(1):24–29.
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Continued from page 14
Light Diesel Corner
The third most popular topic I get asked about is how to increasing the boost of the turbocharger. Most enthusiasts have figured out that the more air you can put in the engine, the more fuel you can inject. Changes can range from complete turbocharger replacement to modifications to pressure control systems. Many new turbocharger kits come with new shrouds and the hardware to make mounting easy. Some performance kits advertise boost pressure as high as 55 PSI. It is not uncommon for these kits to cost in excess of $4000 dollars. Many of these kits will also require changes to the intercooler to perform at their maximum level. The last topic I will address is exhaust delete kits. These questions come primarily from the students of newer trucks who want to replace the aftertreatment system with an aftermarket exhaust system that is larger, flows better, and does not contain the aftertreatment systems. In addition to changing the hardware, these individuals will also have to install a programmer to eliminate the de-rate functions of the engine when the aftertreatment system does not perform as desired. So how much torque and horsepower can I get out of my engine? My answer is always very simple; how fat is your wallet? Recently, a student’s 2000 Ford F250 with a 7.3L Powerstroke was modified to increase the torque and horsepower. The head bolts were changed to studs to avoid potential head gasket failures. The high pressure oil pump was upgraded. An engine oil cooler was added. High performance injectors were installed along with a new driver module. A performance level turbocharger was installed along with a new air induction system. The exhaust system was upgraded as well. Finally a water methanol injection system was added and a tune was put on the engine using a programmer. The total parts bill was over $10,000 dollars. In summary, this is a topic that generates a lot of enthusiasm in the classroom and it actually leads to increased learning. In order to make changes that result in the desired level of torque and horsepower, the student must fully understand the operation of the various operating systems. Additionally they must understand how changing one or more component is going to affect the combustion process. Although I do not promote the topic of diesel performance in class, when it comes up I try to answer the students question and enhance the learning.
Mitchell 1 Names Jackson Dietrich 2019 Automotive Technology Outstanding Student Jackson Dietrich from St. Charles, Illinois was named the 2019 Mitchell 1 Automotive Technology Outstanding Student during the 46th annual North American Council of Automotive Teachers (NACAT) Conference & Expo held in Calgary, Alberta, Canada. Each year, Mitchell 1 recognizes one U.S. or Canadian student for outstanding achievement in automotive technology and auto shop repair scholastics. Dietrich received a $2,500 scholarship, a check for $500 and roundtrip airfare and accommodations for himself and a guest to attend the NACAT conference. “Mitchell 1 is proud to recognize Jackson Dietrich for his outstanding achievement and dedication to pursuing educational excellence in the automotive technology field,” said Nick DiVerde, senior marketing director, Mitchell 1. “With his drive and enthusiasm for auto diagnostics and repair, we know he will one day accomplish his dreams.”
Jackson Dietrich (right) is awarded as the 2019 Mitchell 1 Automotive Technology Outstanding Student.
As a recent high school graduate, Dietrich will attend Southern Illinois University in Carbondale, Illinois in the fall of 2019, where he plans to study automotive technology. While at St. Charles East High School, Dietrich was a member of the auto club and served on its executive board, worked as an automotive technician at a local service center and achieved ASE Student Certification. To be eligible for the Mitchell 1 Automotive Technology Outstanding Student scholarship, applicants must be a current student majoring in automotive technology/auto shop repair course work and must meet the following criteria: be nominated by his/ her NACAT instructor, maintain a minimum overall 3.0 GPA, have plans to attend (or already be enrolled in) an accredited college or university, and be a U.S. or Canadian citizen.
Fall 2019 | www.nacat.org | 33
Press Release: Global Survey
Continued from page 17
• Soft skills have an advantage over automation: While STEM skills aren’t forgotten, many also realize that uniquely human skills will give them the edge over machines and that they are very hard to learn. Globally, 78% of people say they need to do more to develop soft skills like critical thinking, problem solving and creativity, while 85% of Americans and 91% of Chinese believe universities need to increase their focus on teaching these skills in preparation for the job market. • Americans also feel strongly about safety in schools and access to education: 84% of Americans say schools are less safe than 25 years ago, the highest percentage in the world and just as many say bullying (online and in person) is making school more difficult for children. Ahead of the 2020 presidential election, 71% of Americans agree that government should provide some kind of free higher education. On the heels of the college admission scandal, 72% of Americans say universities care more about their reputation than educating students. • Learners in the UK have their own concerns: 77% of people in the UK say social media has made the school environment more difficult for students, while less than half say it actually improves learning. 46% of those in the UK would rethink their higher education decision and get vocational training or go straight to work. More than anyone else in the world, UK learners felt higher education didn’t prepare them for their chosen career. To view the full findings of the Global Learner Survey and Opportunity for Higher Education in the Era of the Talent Economy visit: go.pearson.com/global-learner-survey.
Announcing Microsoft for Startups: Autonomous Driving At the Frankfurt Motorshow (IAA) Microsoft announced Microsoft for Startups: Autonomous Driving (MfS - AD), an exclusive program which aims to accelerate the growth of startups working on autonomous driving (AD). Cultivating a state-of-the-art, global partner ecosystem has been a focal point of our autonomous driving strategy and our startup partners have played an important part in helping our customers deliver the promise of autonomous driving at scale. The MfS-AD program is another example of our continuing commitment to the AD startup community. We want to empower pioneering startups who are defining what is next in autonomous driving by helping them scale up and scale out through business and technical enablement. As part of the program, all selected startups will receive the premium offer from our Microsoft for Startups program including access to up to $120,000 USD of free Azure cloud. For technical enablement, startups will receive benefits like: • Access to our top engineers and program managers working on autonomous driving infrastructure technology and solutions. • 1:1 architectural sessions with Microsoft Cloud Engineers. • Early access to autonomous driving capabilities on Azure. • Potential co-development opportunities. For business enablement, startups will receive benefits like: • Opportunities to expand your network by becoming a part of Microsoft’s autonomous driving ecosystem. Many of our partners have found their next big customer or partner at one of our automotive networking receptions and other events. • Joint customer opportunities. • Marketing and amplification support. • Preferred showcase opportunities at industry events and conferences. • Visibility to M12 (formerly Microsoft Ventures) for potential investment opportunities. For details on how to apply, nomination requirements, selection criteria and more, visit https://aka.ms/ADstartup.
34 NACAT News
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Randy Dhillon Awarded NACAT Host School Student Scholarship! Atinder (Randy) Dhillon, an outstanding student in the Southern Alberta Institute of Technology Automotive Service Technology (AST) program, was presented the 2019 NACAT Education Foundation Host School Scholarship during the 46th annual NACAT Conference & Expo in Calgary, Alberta. Randy is pursuing a career in the automotive service field, and has been accepted into a prestigious BMW apprentice mentorship program He states: It has been an amazing journey so far. I entered the program not knowing anything about automotive repairs but after the first year, not only did I gain the knowledge, I have gained confidence to perform professional work. In the words of Andrey Imanoff, an instructor in the AST program, “it is our pleasure to recommend Randy for NACAT Host School Scholarship. It has been a privilege to have him as a student, and after considering the criteria of this scholarship, we would struggle to find a student more deserving and in need of this award.”
Randy Dhillon (right) is presented the 2019 NACAT Host School Student Scholarship by Steve Gibson, NACAT Board Chair, during the 2019 NACAT Award Banquet.
The NACAT Host School Scholarship looks for students who aim to complete their automotive education, show exceptional attitude, attendance, and academic achievement, and could benefit from financial aid to follow through with their schooling. Randy has demonstrated the required personal and academic qualities on multiple occasions. In particular, his dedication to his studies, willingness to help his peers, and positive attitude shown daily made Randy a standout example of strength of character and exceptional achievement. There is no doubt that Randy will uphold the standards of the North American Council of Automotive Teachers and become a shining member of the automotive service community. The NACAT Host School Student Scholarship award provides $1000 toward school class credits. Funds are disbursed to the student’s account at the school when proof of course registration is provided.
Fall 2019 | www.nacat.org | 35
Editorial: Where Was NACAT 18 years ago? With the recent passing of the 18th anniversary of September 11, 2001, I was asked, “Where were you 18 years ago?” The truth is that I was in an off-day from classes at Indiana State University and was working at Vincennes University (Vincennes, Indiana; NACAT’s “home”) as a professional tutor for science and mathematics classes. I had a full slate of students that day, one of whom was a deaf automotive technology student. Most would not want to do their work, but would want to know what was happening and why. As a result, each of my students, during their hour, would be given a science experiment: They were given a paperclip and a small piece of wire with the goal being to create a small and functional antenna that could be plugged into the room’s tube television’s F-type coaxial connection. It gave a small distraction, and they were then able to view the latest news on the channel which could be clearly received. The question made me think, “Where was NACAT 18 years ago?” So, I went to NACAT News to get some answers. • NACAT’s outgoing President was Dan Perrin (Trident Technical College in North Charleston, South Carolina) and the incoming President was William E. (Bill) Routley (Ferris State University in Big Rapids, Michigan). • The 2001 NACAT Conference was hosted by Red River College in Winnipeg, Manitoba. The conference had 132 delegates, more than 80 trade show exhibitors, 30 seminar presenters, and an array of family activities. • NACAT welcomed 190 new members in 2001. • In his initial NACAT News update, then President Routley stated, This is an excellent organization, and we do many things right. I would not dare say we do everything right, or there would be no room for improvement. Many good things have been happening for years, and several other exciting things have been started during the past several years. The Young Educator’s award proposed and funded by Fritz Peacock and Tom Birch, the NACAT Foundation, the annual valve cover races started in South Carolina by Dan Perrin, and recruiting companies such as Toyota to host team building activities for their company in conjunction with our summer conference to name a few. During the past several years, we have experienced major companies such as Ford, AC Delco, Snap-On, Fluke, and others become major sponsors year after year. We have been the launching ground for newer companies such as Star EnviroTech, MegaTech, and Fun and Easy Learning. The support we get from the majority of the automotive and automotive publishing companies and textbook publishers is evidence that we are a top quality educator’s organization. ASE and NATEF are active within our organization and listen to input from our members. Also, we have member representation on many of the automotive industry advisor boards, active in NATEF as evaluators, and consultants to schools needing a hand improving their programs. • Rick Griffin, who was then the President of the former South Carolina Chapter of NACAT, stated of the conference: Selfishness is probably the main reason I joined NACAT. I don’t know about you, but my area does not have many seminars offered to technicians much less instructors. My first conference attended was in Charleston, S.C., three years ago. I had no expectations, had not talked to anyone who had attended one, and did not know if I would see anyone I would know. Within a couple of hours of the conference’s start, I had met the author of my textbook, talked to the VP of training of a major manufacturer, and the President of ASE. So, what does selfishness have to do with it? PLENTY!! If you could get five year’s worth of cutting edge automotive technology seminars in four days, once a year, then that would be reason to join by itself. But, like an infomercial would say, “But wait, there’s more….much more.” The fellowship of instructors from secondary and post-secondary schools is incredible... NACAT has the best automotive training trade shows you will ever attend as an instructor. I met vendors I had never heard of, and now I buy from them. There was training software and hardware I had never heard of. I brought home so much STUFF - catalogs, brochures, tools, and door prizes that were unbelievable.
36 NACAT News
Kirkwood Community College Automotive Technology Center Kirkwood Community College unveiled a big investment it made in its continuing education trades program. The September 12 reveal introduced a $6.5 million, 38,000 square foot Automotive Technology Center that more than doubled the size of the previous shop. Designed to mirror an auto repair shop normally found at a dealership, the facility houses an extensive array of technology to ensure that students are prepared to make an immediate impact in the auto industry after graduating. The new space features a stand-alone chassis and transmission dynamometer allowing for measurement of horsepower torque, wheel speed, and engine systems. In addition, the building has multiple rows of automotive service bays as well as updated classrooms with enough room to bring vehicles inside to assist in class instruction. According to Kirkwood Industrial Technologies Dean Dan Martin, the center is a one-of-a-kind learning environment. “Our new Auto Tech facility is very unique to the state and possibly the country,” said Martin. “It vastly improves our ability to train and prepare new automotive technicians for challenging and rewarding careers. The center also enhances our ability to recruit future technicians from the high schools as well as those wanting to change jobs into a higher paid, highly technical new career. People that have come to see the space have told us there’s really no other place like it.” Construction of the state-of-the-art, $6.5 million facility was funded by a bond referendum that voters passed in 2017. To Martin, the vote was an investment by the community that is already showing signs of paying dividends. “All of our Automotive Technology classes are full this fall,” said Martin. “Part of the reason for the renewed program enthusiasm is our incredible new facility. The students who see this place first hand are going to want to be a part of it. Once they graduate, they’ll be immediately ready to contribute to our regional workforce in a career they love.” To learn more about Kirkwood Community College’s program, visit http://www.kirkwood.edu/automotivetechnology.
2019 Election Results Congratulations to the winners of the 2019 NACAT elections. The cycle saw three board members, who will each serve from 2019-2022, elected as well as the VicePresident / President-Elect for 2019-2021. The Board Members elected were: • Drew Barnes from Vale School District in Vale, Oregon.
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Navistar Donates Two Trucks to JJC Automotive Program
From left: Automotive Service Assistant Manager AJ Graf, Professor Andy Kacena, Dean of Career & Technical Education Patty Zuccarello, Automotive Service Manager Chris Bene, Professors Curt Ward, Jim Coleman, and Josh Graf.
In August 2019, commercial vehicle manufacturer Navistar donated two 2014 International WorkStar trucks to Joliet Junior College’s automotive service technology program. The donation from the Lisle-based company allows students in JJC’s diesel elective courses to gain practical experience in the areas of engine performance, brakes, electrical, and preventative maintenance. “We are thrilled to receive this donation and truly appreciate the support Navistar has provided our program,” said Curt Ward, JJC automotive service technology professor. “This type of lab material is invaluable. Without this type of donation the program would be unable to provide these hands-on type experiences.” 2014 WorkStar trucks valued at $30,000 apiece.
Automotive students utilize an array of vehicles and modern equipment in JJC’s state-of-the-art facility. The program relies heavily on donated materials, with support from multiple manufactures, tier-1 suppliers, major dealers and distributors, as well as community members.
“Supporting STEM education is an important philanthropic goal for Navistar, and our truck donation program is a great example of practical help that can address a major industry issue – the ongoing shortage of qualified diesel technicians,” said Kristin Sattayatam, director of community relations. “Navistar’s donations will support meaningful, good-paying jobs by giving students hands-on experience working on real equipment they will encounter during their careers. Students, the community and the industry as a whole will benefit.”
Automotive student Kaitlin Goocher inspecting a WorkStar truck.
A recent review of the 2014 WorkStar trucks placed their value at $30,000 apiece.
“The program appreciates the support it receives from the college, industry partners and our community,” added Ward. “Without the support we would be unable to deliver the quality of program that allows our students to be successful when they enter the workplace.” This release was shared with permission from Joliet Junior College Communications and Media Coordinator Scott Harvey. Media inquiries should be directed to him at 815-280-2844 or sharvey@jjc.edu. Images were provided by Joliet Junior College via: https://www.flickr.com/photos/jolietjuniorcollege/albums/72157710799568342/with/48717458572/
38 NACAT News
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