Fall 2017 NACAT News by NACATNews

NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS

Thank You!

For Making #NACAT2017 Great!

VOL. 31

Fall 2017

NO. 3

Officer and Board Update

Chairman of the Board Greetings! I hope your summer was rewarding and pleasant, and that you were able to enjoy some down time before resuming classes in the fall. If you weren’t able to join us for the NACAT Conference this past July, we missed you! The folks at Macomb Community College did an amazing job as conference hosts, and the entire week was filled with memorable experiences, both inside and outside of the classroom. The 2017 conference will be a conference I will remember for years to come – so to the Macomb team, a tip of the hat to you! Great job!

By the time this issue of NACAT News reaches your desk, you’ll likely be a few weeks in to your fall classes. Are you applying anything in your classroom that you took away from the conference? What are some topics you would like to see included in our conference next summer? What can NACAT do to further improve your training experience? If you have the time, I’d like to know your feedback. E-mail me here: steve.gibson@nacat.org. This fall at K&N, we are gearing up to participate in Manufacturing Day 2017. If you’re not aware of Manufacturing Day, it is a national day where manufacturers open their doors to educate and inspire the next generation of skilled workers. This is a great program to involve your students in. By finding a local manufacturer to partner with, you will be exposing your students to a world they likely have never seen before – a world where products are created from raw materials and someone’s idea/design. It is fascinating! Here at K&N, we will host our local high school engineering academy (our high schools don’t have automotive programs anymore) and give them a behind the scenes tour of how an air filter is designed and then manufactured. Their curiosity and intrigue can set them on a path of discovery; questions asked can lead to networking opportunities, and student interest could even turn into a career opportunity. Manufacturing day is observed the first Friday of October, which this year falls on October 6. Learn more about Manufacturing Day at www.mfgday.com. I am extremely excited for the upcoming release of NACAT’s new e-newsletter, which will roll out in October! NACAT will be sending out 9 e-newsletters a year – one a month, in the months between when you receive your printed NACAT News issues. I think you’ll enjoy the new content – so make sure you watch your email soon! I have a great feeling about the year ahead. I hope your year is great as well!

Steve Gibson, Board Chair Program Coordinator, K&N Engineering

Be certain to follow NACAT’s web and social media activity: NACAT Website: http://www.nacat.org NACAT Conference Website: http://www.nacatconference.org NACAT Education Foundation Website: http://www.nacatfoundation.org Facebook: https://www.facebook.com/NACAT4autoteachers 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

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JOIN US ONLINE AT:

HTTP://WWW.NACAT.ORG Officers President 2017 - 2019 Patrick Brown-Harrison

SAIT Polytechnic 1301 16th Ave. N.W. Calgary, Alberta T2M 0L4 Email: patrick.brown-harrison@nacat.org Office Phone: 403.210.5619

Vice President / President Elect 2017 - 2019 Curt Ward

Treasurer 2017 - 2019 Randy Nussler

Joliet Junior College 1215 Houbolt Road Joliet, IL 60431 Email: curt.ward@nacat.org Office Phone: 815.280.2554

630 Woodduck Dr. SW Olympia, WA 98502 Email: randy.nussler@nacat.org Office Phone: 803.629.7190

Secretary 2016 - 2018 Jim Voth

Red River College Z117-2055 Notre Dame Ave Winnipeg, MB R3H 0J9 Email: jim.voth@nacat.org Office Phone: 204.632.2296

Board Members Chairman of the Board 2017-2018 Steve Gibson

Board Member 2015-2018 Tim Isaac

Board Member 2015-2018 Rick Martineau

Board Member 2015-2018 Mike Richards

Board Member 2016-2019 Mir Alikhan

Board Member 2016-2019 Ed Martin

Board Member 2016-2019 Keith Santini

Board Member 2017-2020 Tom Millard

K&N Engineering 1455 Citrus Street Riverside, CA 92507 Email: steve.gibson@nacat.org Office Phone: 951.826.4000

Saudi Arabian Oil Company P. O. Box 6150 Ras Tanura (Saudi Arabia) 31311 Email: mir.alikhan@nacat.org Office Phone: 817.400.1398

Board Member 2017-2020 Stephen Tucker

SUNY Delhi 2 Main Street Delhi, NY 13753 Email: stephen.tucker@nacat.org Office Phone: 607.746.4144

Foothills Composite High School 229 Woodhaven Dr Okotoks, AB T1S 2A7 Email: tim.isaac@nacat.org Office Phone: 403.938.6116

Pickens Technical College 500 Airport BLVD. Aurora, CO 80011 Email: ed.martin@nacat.org Office Phone: 303.334.4910 x27706

ConsuLab 4210 Jean-Marchand Street Quebec City, QC G2C 1Y6 Email: rick.martineau@nacat.org Office Phone: 418.688.9067

Addison Trail High School 213 N Lombard Road Addison, IL 60101 Email: keith.santini@nacat.org Office Phone: 630.628.4671

Redwood Community College 7351 Tompkins Hill Road Eureka, CA Email: mike.richards@nacat.org Phone: 707.476.4345

Warren Tech 13300 W 2nd PL, Auto Tech BLDG C Lakewood, CO 80228 Email: tom.millard@nacat.org Office Phone: 2303.982.8572 x2

ADVERTISING INFORMATION

ADVERTISING RATES The latest advertising size and rate information can be found at www.nacat.org.

DEADLINE DATES

Winter 2018 - December 1, 2017 Summer 2018 - March 1, 2018 Fall 2018 - September 1, 2018

NACAT News is the official publication of the North American Council of Automotive Teachers and the NACAT Education Foundation. 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 Business Manager Bill Haas NACAT 1820 Shiloh Road, Suite 1403 Tyler, TX 75703 Email: billh@nacat.org Office Phone: 903.747.8234

4 NACAT News

Executive VP for 2018 Conference Debbie Miller

Pennsylvania College of Technology One College Avenue Williamsport, PA 17701 Email: nacat2018@nacatconference.org Office Phone: 570.329.4967

NACAT Education Foundation Executive Director 2017-2018 James Curry 717 Old Trolley Road, Sutie 6 - 329 Summerville, SC 29485 Email: office@nacatfoundation.org Office Phone: 843.628.3294

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Fall 2017 | www.nacat.org |

Officer and Board Update

NACAT President

This is my first address to you the NACAT membership as the President. I am certain that you, much like myself, are deep into the beginning of another school year. It is exciting to see the new students arrive and look for the returning students. I am excited that we as educators have the opportunity to celebrate a new year, twice a year. We celebrate a new calendar year in January and a new education year in September (okay, many of us start in August, but we always associate the New Year as September). Firstly, I would like to recognize those involved in the 2017 Instructor conference at Macomb Community College in Warren MI. The 2017 instructor’s conference was a great success, and this success was a result of the hard work and diligence that the host team invested. I would like to recognize the staff at Macomb Community College. I would like to recognize the presenters for the seminars that they delivered. I would like to recognize the sponsors for the support they provided to insure the success of the conference. I would like to recognize all that participated in the tradeshow. The tradeshow introduced a numerous amount of new products, new systems and new ways to perform our jobs. I would also like to recognize Bill Hass and the board for the investment that they put into the success of this year’s conference. I would also like to thank each of you that attended the conference. I would also like to thank all of the family members that attended, you were also a part of the enjoyment and success of the 2017 conference. As in any event that has many layers and is multifaceted, like the NACAT Instructor Conference, there are many individuals that provide support. Even I may not know who they are, so moving forward please help me in forwarding on appreciation to any and all that participated in the 2017 NACAT conference. Since they limit my space I can not be detailed but if you visit our NACAT and Conference websites you can see more specifics. This issue of NACAT News is my opportunity to introduce myself, and provide you with updates and news about NACAT. Many of you have seen me around NACAT for a long time. To find out more about me, I encourage you to visit our web site and view my bio along with the other members of the board. What you may also see there is that we (the board members) have the same or similar experiences as you. Yes, that means you, too, can be a NACAT board member. The last year for me has been a very busy and rewarding year. I was married, to a beautiful woman who truly has brought new meaning to my life. I am also gifted with her support of me. I have just finished a year of major renovations on my house (all that work to sell it). I am also now the President of NACAT. All of these have been life altering and rewarding experiences. As I sat down to write this, I found myself looking at how these three events have many similarities and reward. As I begin a new life with a wonderful woman, I begin a role as President of an amazing organization. I renovated a house taking it from an older house with deficiencies and rebuilt it to a newer house that is modern and is more efficient in many ways. As a part of NACAT’s executive team, I am a piece of an organization that is currently in a renovation process: it is becoming a newer and more effective organization for its membership. Unlike the house renovation I am not looking to sell NACAT. I am looking to share it with the automotive educators. While I can reach out and share NACAT to my networks, I need your help to go further with sharing NACAT with other educators. Will you help share NACAT? Moving forward, as your President, I will work to share with you: who, what, where, when and how NACAT is. I encourage you to visit our website and NACAT News for updates. These update will be coming to you from Steve Gibson (the Board Chair), Curt Ward (Vice-President President Elect), myself and many others. NACAT and its membership would like to hear from you. You can participate in many ways, and can submit articles for posting on the web and in NACAT News. NACAT can offer you the opportunity to develop and grow as an Educator. NACAT can also offer you an opportunity to facilitate change in the automotive industry and the education process. If you feel strongly about something and want see and make changes, become an active member of NACAT. Feel free to contact myself or any member of the NACAT team, we would be happy to assist you in accomplishing this.

Patrick Brown-Harrison, President 6 NACAT News

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Thank You 2017 Conference Presenters and Exhibitors!

Presenters

Please be certain to THANK your presenters for volunteering their time! Amacker, Bruce - Turbo Training Banke, Nathan - ConsuLab Bates, Jim - Johnson Controls Boyes, Rod - Melior-Delaware, Inc. Briggs, Randy - Carquest Technical Institute Brown, Daniel - Lucas-Nuelle Brown, Scott - iATN Bronsther, Jason - Western Quebec Career Centre Buckley, Jay M - Fram Filters Autolite Spark Plugs Catanese, Virginia - Macomb Community College Christopherson, Mike - JS Products Coll, Peter - Neutronics, Inc. Curtis, Jeff - Bellingham Technical College Duff, Michael - Carr Tech Inc. Dwyer, Tim - ConsuLab Dyke, Carl - CD Industrial Group Inc. Escalambre, Rick - Skyline College Feldmaier, Bob - Macomb Community College Fanslow, Matt - Riverside Automotive (Sponsored by AESWave) Goodnight, Nick - CDX Learning Systems Grant, Alan - Automotive Consultants Gray, Michael - Auto Upkeep / Rolling Hills Publishing Halderman, Jim - Pearson Heacock, Rodd - GM Service Technical College Hobbs, Dave - Delphi Product & Service Solutions Jelinek, Phillip - California Automotive Teachers Association Kearns, Richard (Rick) - Federal Mogul Motorparts Kelly, Nelson A. - Macomb Community College Kooiman, Ryan - Standard Motor Products Kreiger, Dick - ConsuLab Lannoo, Sean - Continental Automotive Systems

Lekas, Kevin - ASE Lynch, Chuck - AERA Martin, Edward - Pickens Technical College Martineau, Rick - ConsuLab Mays, Ken - Central Oregon Community College Menchu, Jorge - AESWave Miller, Ken - CDX Learning Systems Oakes, Pam - USAutoForensics O’Neill, Bill - Electude USA, LLC O’Neill, Margaret - Electude USA, LLC Orlandi, Hector - Fram Group / Autolite Ouimet, Andrew - Cengage Pulcheon, Stephen - Snap-on Industrial Rezin, Andrew A., Ph.D. - Pearson Higher Education Santini, Al - ConsuLab Santini, Keith - CDX Learning Systems Sauriol, Jean-Luc - ALLDATA Saurman, Skip - Megatech Corporation Serratore, Trish - NATEF / AYES Smith, Steve - Pro-Cut International Speed Jr., Lake - SEMA along with Driven Oil Starkey, Jeff - Washington State Community College Taylor, Lyle - ATech Training, Inc. Treanor, Catherine - Electude USA, LLC Van Batenburg, Craig - ACDC Hybrid / EV Training Van Batenburg, Deb - ACDC Management Ward, Curt - Joliet Junior College Wedel, Darcy - Electude USA, LLC Wilson, James - Bosch Zack, Steve - Bosch

Exhibitors ACDC Hybrid / EV Training AERA AES Wave ALLDATA ATech Training B’laster Corporation BG Products CD Industrial Group, Inc. CDX Cengage ConsuLab

8 NACAT News

CTE3.com DK Smith International Electude Fram / Autolite Goodheart - Willcox Publishers Hot Rodders of Tomorrow MATCO Megatech Corporation Melior, Inc. (aka Today’s Class) Mitchell1 NACAT

NACAT 2018 Conference NACAT Education Foundation / Fundraiser Pearson Pro-Cut International Rolling Hills Publishing / Auto Upkeep Rousseau Metal Inc. Snap-on Tekton Inc. Wright Tool Company

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Continued from Summer 2017 page 38

Article

The Evolving Classroom: A Study of Traditional and TechnologyBased Instruction in a STEM Classroom (Part III) By: Timothy J. Devlin, Charles R. Feldhaus and Kristin M. Bentrem

Conclusions, Recommendations, and Lessons Learned The students that answered the questionnaire perceived no difference in understanding the instructions. However, participant perception and action did not equate because when comparing the video groups to the in-person groups, there was a significant difference in the amount of correct groups formed and the amount of questions that were asked. Students all perceived that they understood the instructions given, regardless of method of delivery, but their actions (forming incorrect groups, asking questions, etc.) indicate otherwise. According to the results of the observation checklist, students who received instructions via video seemed more engaged in the activity and were able to stay engaged without asking questions. Also, they completed the project to specification in the time allotted. Students who received instructions for the exact same assignment from the teacher were less likely to exhibit those behaviors. Additional research should be completed with larger sample sizes to determine if delivery of instructions for complex, hands-on, project-based STEM activities result in increased ability to follow instructions, think critically, maintain focus, and complete tasks to specification. Additionally, variables such as learning style, gender, race, geographic location, and age should be taken into account in these studies. The students that saw the video were more reflective on the instructions they were given. Many students that were given verbal instructions were very slow to recall their feelings and perceptions of the event. The students given the video instructions seemed more excited about the project and declared that the video encouraged them to work in their groups more and inspired them to critically think. Based on the findings it is apparent that the application of video-based to in-person instruction can be beneficial to student engagement and learning. However, more observations need to be done on a grander scale to verify these findings. Research using other social media methods such as Facebook, Twitter, and Skype should be developed to determine if these media sources enhance or detract from the ability of middle school students to follow instructions and perform tasks. Additionally, studies should be performed to determine other factors that might influence middle grade student perceptions of the most efficient and beneficial ways to receive instructions. Various issues attributed to Millenials such as rapid, free-choice, random access to data, information, and resources should also be examined by learning science researchers. To expand upon this study, various and different types of video instruction should be prepared and delivered so that educators can assess benefits on student learning. In this study, both qualitative and quantitative data analysis revealed that participants who received initial instructions via video displayed a higher level of engagement, but it must be conclusively determined if that can be attributed to the utilization of technology and, if so, what types of technology. Future work could include investigating the instructorâ&#x20AC;&#x2122;s willingness to answer questions and the resulting effect on student critical thinking skills. It was found that students were less likely to ask questions when given video-instruction instead of instructions given in person. Students who received video-based instruction were more likely to adhere to instructions and utilize critical thinking skills more often. These outcomes support findings that students in classes where teachers utilize more information technology will report more engagement, more interest in the subject matter, and a better understanding of complex subjects. But the real question is why? Although this research indicates that video instruction better engaged students, once uniformly implemented, the novelty of this instruction delivery method may diminish. Given that technology and its accessibility continue to advance and change, educators will be challenged not only to keep pace but also to ensure that they stay abreast of the latest technological developments and use them as learning tools to reach Millenials. This research suggests that educators must keep technological pace with students and diversify their teaching methods in order to keep students engaged. Additional studies could focus on the adaptability of teachers who educate utilizing behaviorist methodology and those who tend to use constructivist methods.

Continued on Page 20

Timothy J. Devlin ( tim.devlin24@gmail.com ) is a former Technology and Engineering Teacher at Lynhurst Middle School in Indianapolis, Indiana, Charles R. Feldhaus ( cfeldhau@iupui.edu ) is Associate Professor and Co-Director of the STEM Education Research Institute (SERI) at Indiana University Purdue University Indianapolis, and Kristin M. Bentrem ( bentrem@iupui.edu ) is a Ph.D. student in the Higher Education and Administration program at Indiana University Purdue University Indianapolis.

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Article

Peer Evaluation of Team Member Effectiveness as a Formative Educational Intervention (Part I) By: Nathan Mentzer, Dawn Laux, Angelika Zissimopoulos, and K. Andrew R. Richards

Abstract Peer evaluation of team member effectiveness is often used to complement cooperative learning in the classroom by holding students accountable for their team contributions. Drawing on the tenants of self-determination theory, this study investigated the impact of formative peer evaluation in university level team-based design projects. The hypothesis was that the introduction of formative peer evaluation cycles would result in a more student-centered learning climate, increased competence, reduced doubt, and improved student learning. Two semesters were compared in this quasi-experimental study in which results of peer evaluation became modifiers to studentsâ&#x20AC;&#x2122; grades in the final project. In the second semester, peer evaluation was also used multiple times formatively to provide students with feedback and encourage changes in behavior without impacting grades. When formative peer evaluation was implemented, students earned higher grades on the final project and in the course and perceived a more student-centered learning environment, more competence, and less doubt about the course. Keywords: learning climate; peer evaluation; self-determination theory; team member effectiveness To be a successful member of the modern workforce, an effective employee must anticipate change and adapt quickly, be able to apply critical thinking skills, collaborate professionally with others, and self-monitor performance in teams (National Research Council, 2011). Active learning techniques that encourage student engagement in the learning process, such as cooperative learning, provide opportunities for students to develop critical thinking skills, engage in collaboration, and evaluate team effectiveness. This study investigated the impact of evaluating and communicating team member effectiveness as an ongoing, iterative feedback mechanism (formative evaluation) on university freshman student performance and perceptions in a technological design course at a major U.S. research institution. Prior research has found that student achievement is improved with the use of cooperative learning as opposed to an individual approach to learning (approximate effect size of 0.50, which is significant statistically and practically; Prince, 2004; Smith, Sheppard, Johnson, & Johnson, 2005). Research studies have reported that a group achieves greater benefits from the knowledge gained by each individual member (Johnson, Johnson, & Smith, 1998; Prince, 2004; Smith et al., 2005). Johnson, Johnson, and Smith (1998) also noted that cooperative learning (as opposed to working alone) improves the quality of student relationships (effect size = 0.55). Johnson et al. reported that this finding is consistent across ethnic, cultural, language, social class, ability, and gender groups by measuring internal attraction, esprit de corps, cohesiveness, and trust. Finally, evidence indicates that the psychological adjustment to college life positively correlates with cooperative learning (Smith et al., 2005). Self-esteem has also been found to increase with the use of cooperative learning (Prince, 2004). Millis (2010) suggested that group work can encourage critical thinking while inspiring students to value the contributions of others.

Continued on page 14

Nathan Mentzer ( nmentzer@purdue.edu ) is Associate Professor in the Engineering/Technology Teacher Education Program at Purdue University, jointly appointed in Technology Leadership and Innovation and Curriculum and Instruction. Dawn Laux ( dlaux@purdue.edu ) is a Clinical Assistant Professor in the Department of Computer and Information Technology (CIT) at Purdue University. Angelika Zissimopoulos ( zissimopoulos@uchicago.edu ) is Associate Director for STEM education at the University of Chicagoâ&#x20AC;&#x2122;s Chicago Center for Teaching. K. Andrew R. Richards ( karichards2@ua.edu ) is Assistant Professor of Physical Education in the Department of Kinesiology at the University of Alabama. This article is being reprinted with permission under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States license. The license can be viewed at: http://creativecommons.org/licenses/by-nc-sa/3.0/us/ The original article can be found in Volume 28, Number 2, of the Journal of Technology Education. This journal is available for online viewing at http://scholar.lib.vt.edu/ejournals/JTE/v28n2/mentzer.html

NACAT News

Fall 2017 | www.nacat.org |

Article

Continued from page 12

Free-Rider Problems in Collaborative Learning Challenges have been noted regarding cooperative learning. Notably, one concern for students is how to adequately evaluate participation among team members (Topping, 2009). In research pertaining to attitudes toward social loafing (Jassawalla, Sashittal, & Malshe, 2009), students perceived that nonparticipating team members submit poor quality work and negatively contribute with distractive and disruptive behaviors. Jassawalla, Sashittal, and Malshe’s (2009) data showed that student apathy and disconnectedness were precursors to the behavior, causing more work for the other team members. One way to address the free-rider problem is with the use of peer evaluation. Brooks and Ammons (2003) found that by implementing a peer evaluation system at the conclusion of a series of short-term group projects, free-rider problems can be reduced by shaping student attitudes about their own participation. Peer evaluation of team member effectiveness is defined in this study as having each teammate rate themselves and their teammates on multiple dimensions of team member effectiveness. Peer evaluation of team member effectiveness has been found to be an effective accountability tool in various disciplines such as nursing, business, and engineering Brooks & Ammons, 2003; Brutus & Donia, 2010; Elliott & Higgins, 2005; Fellenz, 2006; Kao, 2013; Kench, Field, Agudera, & Gill, 2009; Maiden & Perry, 2011; Tessier, 2012). Peer evaluations complement cooperative learning when it comes to individual accountability, social skills, and group processing as well as improve overall group performance (Brutus & Donia, 2010). In a study by Elliott and Higgins (2005), the majority of students considered self and peer evaluations to be a fair system for measuring the contribution made by each member of the group. The participants also reported that a majority of students found that the peer evaluation process motivated them to actively participate in the assessed group work. Timeliness of Peer Evaluations In a comparison-of-methods study, Baker (2008) discussed peer evaluation methodology and described the difference between formative and summative peer evaluation. When using peer evaluations for formative purposes, evaluation occurs during the project, and results are provided to students prior to the project ending so that students are given the opportunity to improve team skills before the conclusion of the group activity (Cestone, Levine, & Lane, 2008). Summative peer evaluation is typically administered at the end of a team project, and members of the team evaluate the individual performance based on a predetermined set of requirements (Elliott & Higgins, 2005; Goldfinch & Raeside, 1990; Holland & Feigenbaum, 1998). Because summative peer evaluation takes place at the end of the project, individuals do not have the opportunity to take corrective action as they might with formative evaluation (Baker, 2008; Brooks & Ammons, 2003; Reese-Durham, 2005). In a study on the perceptions of social loafing, Jassawalla et al. (2009) discovered that some of the students who received a summative peer evaluation were unaware, until the end of the team activity, that their participation was perceived as lacking. These self-reports may be biased as students claim to be unaware that they were not meeting teammate’s expectations when in fact this is a defense mechanism (Oakley, 2002). However, assuming some students were unaware, Jassawalla et al. (2009) suggested that instruction on teamwork skills could alleviate this issue. Based on the developmental peer evaluation research, this level of disconnectedness within the team could possibly be alleviated with peer feedback during the activity rather than after the activity is over. A formative evaluation earlier in the team project may be the needed motivation to participate (Baker, 2008). Understanding Human Motivation Self-determination theory (Deci & Ryan, 1985, 2000) provides a framework to explain how human motivation influences behavior. Central to self-determination theory is the notion that humans have three basic psychological needs that they seek to satisfy through their interactions with one another and the environment: relatedness, autonomy, and competence (Deci & Ryan, 1985). Relatedness refers to individuals’ feelings of connectedness to others and leads to a sense of belonging within the social setting. Autonomy results from having the ability to make choices and exercise a sense of volition but does not mean that individuals act autonomously and without supervision. Rather, autonomy can be fostered when students have the ability to make choices within a structure that is defined by the instructor. Competence is related to the notion of self-efficacys (Bandura, 1986) and relates to individuals’ feelings that they are able to meet contextual demands. The inverse of competence is sometimes referred to as doubt and describes situations in which individuals do not feel able to accomplish tasks or achieve goals.

Continued on page 24 14

NACAT News

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Introducing an effective Hands-On Electrical Troubleshooting Training Program that teaches automotive, truck, diesel and heavy duty service technicians how to troubleshoot vehicle electrical & electronic circuits using Electrical Troubleshooting Trainers designed by Vince Fischelli of Veejer Enterprises. 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 a Training Workbook, H-WB111A (Revised), 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 rather than consuming valuable training time building circuits to test. Once a technician understands essential circuit measurement skills with a DMM, the Instructor Guide, H-IG01/02A, 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. Technicians learn to successfully troubleshoot vehicle electrical-electronic circuits by doing it rather than watching someone else do it or just by talking about it. Technicians 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. 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 a problem. The student below is troubleshooting a problem and recording troubleshooting steps with DMM readings in the student workbook to be reviewed later. The Starter Kit: Part # H-111A(S) is the first set of troubleshooting trainer circuit boards with step-by-step troubleshooting training. Each Starter Kit contains the two Troubleshooting Trainers shown at the left; Power Board, H-PCB01A and Lamp Board, H-PCB02A. Each H111A(S) is purchased without books. A bag of fixed resistors for inserting problems is included. Student workbooks are purchase separately, as well as the Instructor Guide, H-IG01/02A and Power Point. Other trainers to The Starter Kit include trainers for H-113(S) DC Motor Circuit Troubleshooting, H-115(S) Troubleshooting Relay Circuits, H-116(S) Wire Harness Troubleshooting and H200(S) CAN Bus Troubleshooting.. Each trainer connects to the Starter Kit’s Power Board and Power Supply.

Live circuit repetitive troubleshooting is the only way to learn and develop electrical troubleshooting skills!

Call 972.276.9642 to order or visit www.veejer.com. Scroll down the home page and click on the link “If you are a teacher “click here.” This will take you to the Teacher’s Page with all the details. Special pricing for tech schools with visual aids is available.

Fall 2017 | www.nacat.org |

Mitchell 1 Names Travis Krueger 2017 Automotive Technology Outstanding Student Travis Krueger from Beaverton, Michigan, was named the 2017 Mitchell 1 Automotive Technology Outstanding Student during the 44th annual North American Council of Automotive Teachers (NACAT) conference held recently in Warren, Michigan. Each year, Mitchell 1 recognizes one U.S. or Canadian student for outstanding achievement in automotive technology and auto shop repair scholastics. Krueger 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 Travis Krueger 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.”

Travis Krueger (right) is awarded as the 2017 Mitchell 1 Automotive Technology Outstanding Student.

Krueger will attend Baker College – Auto Diesel Institute in Owosso, Michigan in the fall of 2017, where he will study automotive and diesel services technology. After he completes his education, he would like to work for an ASE Certified repair shop, with the dream of operating his own automotive service facility in the future. Krueger stated that one of the things he likes about repairing vehicles is figuring out a problem and staying with it until he masters it. He loves working with his hands, and says the challenge of digging right in and fixing things is what he truly enjoys about automotive repair. 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.

Jim Voth Named 2017 NACAT MVP At the recently concluded NACAT conference in Warren, Michigan, hosted by Macomb Community College and the Center of Advanced Automotive Technology, Jim Voth was named the 2017 MVP. Jim has been an active NACAT member for over fifteen years. He is currently serving his second consecutive term as the NACAT secretary. Previously, Jim served for six years on the NACAT Board, and three as the Board Chair. Jim has helped to host two NACAT conferences at his own school, Red River College, and assisted with the hosting the conference in Quebec.

NACAT President Curt Ward (left) presents the 2017 NACAT MVP Award to Jim Voth during the 44th annual NACAT Conference.

Jim was selected as the 2017 MVP for his “can do” attitude. It does not matter the task, Jim is ready to jump in and make a difference. His leadership has served as an anchor as the NACAT organization has gone through operational changes over the last couple of years. He is able to bring a historical perspective to the matter at hand and he is willing to offer meaningful suggestions that help to move the organization toward change.

When asked, “What NACAT means to me?” Jim responded that it means going to see friends. Jim, his wife Faye, and their three children, have been, and continue to be, friends that we all look forward to seeing when we attend a NACAT conference. As the recipient of the 2017 MVP award, Jim joins a select few in the organization who have received the honor more than once. NACAT is truly thankful for members like Jim Voth.

NACAT News

Applied Electrical Trainer (model 4810)

The Applied Electrical Trainer (AET) is a self-contained training device for the study of electricity and electrical circuits. The AET contains the following components and capabilities: • • • • • • • • • • •

Power Supply With Dual Voltages (12V and 5V) Eleven ‘Loads’ Including Both Resistors and Lamps ON/OFF Switch With Indicator Light Banana Jacks for Making Wire Connections Connector Wires in Three Colors Auxiliary Jacks for an Additional Component Toggle and Momentary Switches Two Ground Connection Points Circuit Breaker for Device Protection A Compact Durable Enclosure Courseware Includes Student Manual and Instructor Guide

Using this electrical trainer, students can learn: • • • • • • • • • •

Voltage Current Resistance Power Voltage Drop Series Circuits Parallel Circuits Series-Parallel Circuits Meter Usage Including Prefix Conversion Ohm’s Law Voltage/Current and Resistance/ Current Relationships • Ohm’s Law Value Calculations • Diagnostic Testing

This training unit also has the flexibility to allow instructors to create their own circuits and/or tests for measurement and evaluation. Optional Submounts and Storage Case available. ATech Training, Inc. 12290 Chandler Drive • Walton, KY 41094 Toll Free: 1-888-738-9924 Phone: (859) 485-7229 • Fax: (859) 485-7299 E-mail: sales@atechtraining.com www.atechtraining.com

Automotive Technology Fall 2017 | www.nacat.org |

The Light Diesel Corner

By Curt Ward

What Is All the Talk About Diesel Exhaust Fluid (DEF)

Recently, there has been a lot of buzz in the diesel world concerning diesel exhaust fluid or DEF. DEF systems represent the first time the Environmental Protection Agency (EPA) and the California Air Resources Board (CARB) have approved a vehicle emission system that required regular maintenance by the operator. This action has generated lots of questions and some wild stories. In this article I will attempt to answer many of the questions that have been asked and dispel some of the myths. What is diesel exhaust fluid (DEF)? Diesel exhaust fluid is 32.5% urea and 67.5% di-ionized water. Urea is laboratory grade synthetic ammonia. Different grades of urea are used in other industries; however, the higher grade must be used in the automotive industry because the selective catalyst reduction (SCR) system cannot tolerate impurities in the solution. How does DEF work? Small quantities of DEF are injected into the exhaust upstream of the catalyst. Inside the catalyst it vaporizes and decomposes to form ammonia and carbon dioxide. The ammonia reacts to the SCR catalyst, converting the NOx to harmless nitrogen (N2) and water (H2O). Is all DEF the same? It does not matter the brand name; if the fluid meets the ISO 22241 standard then it can be defined as DEF. It must have a concentration of urea that is 32.5% by weight. When this concentration is mixed with di-ionized water they both freeze at 12 degrees F. When they thaw the DEF is chemically unchanged and works as designed. How long can you store DEF? Diesel exhaust fluid can be stored for up to a year as long as it in a sealed container and the storage temperature is maintained below 77 degrees F. If the DEF begins to crystalize it should be discarded. If the condition of the DEF is in question, it should be tested with a refractometer before it is used. How much DEF can I expect to use? Most vehicles have a dosing rate of 2-2.5%. This means a vehicle that gets 20 miles per gallon and has a dosing rate of 2% will use a gallon of DEF approximately every 1000 miles. The dosing rate may vary depending on how the vehicle is operated. What happens if my vehicle runs out of DEF? Under normal operating conditions this should not happen. The vehicle is equipped with a series of warnings that alert the driver that the system is low. Some manufactures even have a DEF level gauge included on the instrument cluster. If the warnings are ignored the vehicle will operate in a fail-safe mode that limits vehicle speed or power. When the system is refilled the vehicle will return to normal operation. Is DEF expensive? When DEF first came on to the market it was about $12 per gallon. As the popularity of DEF systems has increased the price has dropped to just below $6 per gallon. Is DEF toxic? DEF is not toxic, harmful, or dangerous; however, it should be washed off any painted surface if it is spilled. When compared to other under-hood automotive fluids it is generally considered the least hazardous. What happens if I add DEF to my diesel fuel? DEF can create serious issues in the high pressure fuel system on a diesel engine. It is not common to have to replace the entire high pressure fuel system and clean the low pressure system when DEF is mixed with the diesel fuel. This can be a very expensive repair. Although I may not have answered every question pertaining to DEF; It is my hope that you have a better understanding of the technology.

NACAT News

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Nick Goodnight Wins NACAT Education Foundation New Teacher Award! Nick Goodnight, an instructor at Ivy Tech Community College Northeast in Fort Wayne, Indiana, was presented with the 2017 NACAT Education Foundation New Teacher Award during the 44th annual NACAT conference.

Nick Goodnight (right) accepts the NACAT Education Foundation New Teacher Award from the Foundation Chair, Laura Lyons.

Goodnight is currently in his fifth year of teaching. In his own words, Goodnight became an automotive technology instructor “to help fill a need in my local community with the shortage of automotive technicians.” Once hired as an instructor, Goodnight quickly identified ways to increase the program’s student completion rate, rigor, and funding. He implemented a recognition display program that helped bring awareness and a sense of community to student award attainment. Goodnight, additionally, helped the program achieve NATEF service reaccreditation and collision initial accreditation, which, in turn, has helped graduates to more easily gain employment. Goodnight has also focused on building ties with local businesses so that both his students and program can have extra resources upon which to build their industry foundation.

Laura Lyons, the NACAT Education Foundation Chairperson of the Board, said of Goodnight’s achievement, “Nick was a stand-out applicant for the NACAT Education Foundation New Teacher Award. His application was dynamic and showcased his passion to his program as well as his personal committment to education. He is consistently working to improve himself, his students, his community, and his school. Educators like Nick Goodnight will help to decrease the industry’s technician shortage. It was a privilege to be able to present him with the award.” The annual NACAT Education Foundation New Teacher award provides $250 toward NACAT Conference registration and $1000 toward the attendee’s expenses. Funds are disbursed at the banquet after the winner has participated in conference activities. You may apply for the 2018 award at http://www.nacatfoundation.org.

Fall 2017 | www.nacat.org |

Article

Continued from page 10

This small study came from a realization by the authors that students were not paying attention and engaging in class assignments. This often caused discipline problems and a sense of chaos in this urban, middle school classroom. The author came to realize that the first minutes of class are crucial to student engagement and set the tone for the rest of the class period. As a result, this mixed methods action research study was designed to not only inform practice for other technology and engineering faculty who teach Millenials but also to inform the author. Clearly, the findings of the study are not generalizable; however, in keeping with the traditions of action research, the author did learn lessons that will impact action and reflection. Those lessons include: 1. The use of technology, in this case YouTube, may indeed play a role in engaging middle school students during the first, crucial minutes of an engineering design assignment. 2. Students perceived that the use of YouTube technology to deliver assignment instructions was beneficial and helped them better understand the requirements of the assignment and focus on what was required for a successful outcome. 3. This author will continue to use various social media to engage students in a variety of ways. Hopefully, more action research will be conducted on the issues revealed in this study and a body of knowledge will be constructed. If high quality teaching in an urban middle school setting is to flourish, teachers must try all methods possible to engage students. This study shows promising results to that end. References Autio, O., & Hansen, R. (2002). Defining and measuring technical thinking: Students technical abilities in Finnish comprehensive schools. Journal of Technology Education, 14 (1), 5–19. Autio, O. (2011). The development of technological competence from adolescence to adulthood. The Journal of Technology Education, 22 (2), 71–89. Carlson, S. (2005). The net generation goes to college. The Chronicle of Higher Education, 52 (7), A34–A37. Caruso, J. B, & Kvavik, R. B. (2005). ECAR study of students and information technology, 2005: Convenience, connection, control, and learning roadmap. Retrieved from http://net.educause.edu/ir/library/pdf/ECM/ECM0506.pdf Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage Publishing. Edwards, O. (2007, March). High tech high: A learning environment steeped in technology. Edutopia. Retrieved from http://www.edutopia.org/high-tech-high Gamire, E., & Pearson, G. (Eds.). (2006). Tech tally: Approaches to assessing technological literacy. Washington, DC: National Academies Press. Green, J.C., Caracelli, V. J., & Graham, W. F. (1989) Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11 (3), 255–274. Gulek, J., & Demirtas, H. (2005). Learning with technology: The impact of laptop use on student achievement. Journal of Technology, Learning, and Assessment, 3 (2), 3–6. International Technology and Engineering Educators Association (ITEA/ITEEA). (2000, 2002, and 2007). Standards for technological literacy: Content for the study of technology. Reston, VA: Author Kimmelman, Paul, L. (2006). Implementing NCLB: Creating a knowledge framework to support school improvement. Thousand Oaks, CA: Corwin Press. Koch, D., & Sanders, M. (2011). The effects of solid modeling and visualization on technical problem solving. Journal of Technology Education, 22 (2), 3–21. Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48 (4), 63–85.

References Continued on Page 38

NACAT News

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Fall 2017 | www.nacat.org |

SEMA Student Career Day Focuses on Job Opportunities and Industry Growth -- 2nd annual program scheduled to take place during 2017 SEMA Show in Las Vegas, NV -As the automotive aftermarket industry continues to grow and business demand for qualified employees rises, the 2nd annual Student Career Day will bring SEMA Show exhibitors and students who are passionate about the automotive aftermarket industry together during the premier automotive trade show in the world. Held on Monday, Oct. 30, from 1 to 3 p.m. at the Westgate Resort & Casino in Las Vegas, the Student Career Day will include hundreds of high school and college students from across the country and more than 60 SEMA Show exhibitors. “Student Career Day is unique in that we focus solely on the automotive industry and bring students who are passionate about the automotive aftermarket,” said SEMA Senior Director of Education Zane Clark. “Many times, career fairs are limited to local opportunities and represent a number of industries. At the SEMA Student Career Day, all participating companies are specific to the automotive aftermarket and represent a national footprint. Further, it is held against the backdrop of the SEMA Show, where students get the opportunity to learn more about our industry and experience it first-hand.” The 2016 program included more than 40 companies and 650 students, many of whom were offered jobs from the event. “It was exciting to meet the next generation of our industry and see their enthusiasm for what we do. They were all well-prepared, confident, and educated about our companies,” said ididit’s Kimberly Johnson, who participated in last year’s inaugural event. “I highly recommend that all SEMA member companies participate in SEMA Career Day.” Companies that sign up for Student Career Day to meet the future generation of the automotive aftermarket industry are provided a table, chairs, and basic signage. To register or for more information, email Clark at zanec@sema.org. About SEMA SEMA, the Specialty Equipment Market Association founded in 1963, represents the $41.2 billion specialty automotive industry. The industry provides appearance, performance, comfort, convenience and technology products for passenger and recreational vehicles. Association resources include market research, legislative advocacy, training and product development support, as well as leading trade shows such as the SEMA Show in Las Vegas, NV, and the Performance Racing Industry (PRI) Trade Show in Indianapolis, IN. For more information, visit www.sema.org, www.semashow.com, or www.performanceracing.com.

Do Your Students Know About Available Scholarships? Do your students know about the various scholarships for which they can apply? The NACAT Education Foundation’s collision repair based Larry Cotten Memorial Scholarship, sponsored in 2017 by AC Delco, receives its applications through the University of the Aftermarket Foundation’s Automotive Scholarships portal, but there are many more sources available. Some allow a student to apply for a great many scholarships through a single application! While this list is nowhere near extensive, please make certain your students apply for scholarships at the following: • American Muscle (www.americanmuscle.com/scholarships.html) • Automotive Hall of Fame Scholarships (www.automotivehalloffame.org/education/scholarships) • Automotive Women’s Alliance Foundation (www.awafoundation.org/pages/Scholarships) • BUICK Achievers Scholarships (www.buickachievers.com) • College JumpStart Scholarships (www.jumpstart-scholarship.net) • SEMA Scholarships (www.sema.org/scholarships) • University of the Aftermarket Foundation Automotive Scholarships (www.automotivescholarships.com) If you know of more student scholarship websites, and would like to share, please email the link to office@nacatfoundation.org. We will continue to compile and update the list which is shown with the foundation student scholarships at : http://www.nacatfoundation.org/index.php/student-scholarship 22

NACAT News

Shannon Holsten Wins Larry Cotten Memorial Scholarship The North American Council of Automotive Teachers (NACAT) Education Foundation is proud to announce the winner of the 2017 Larry Cotten Memorial Scholarship sponsored by AC Delco. The $1,500 scholarship was awarded to Shannon Holsten, of Stover, Missouri, who is registered at State Technical College of Missouri in Linn, Missouri. “The NACAT Education Foundation congratulates Shannon as she embarks on her automotive career,” said James Curry, Executive Director of the NACAT Education Foundation. “We also would like to thank and congratulate Pete Kornafel and the University of the Aftermarket Scholarship program for the automotive scholarship website, www.automotivescholarships.com, which helped faciliate the awarding of $481,350. The platform makes it easy and enjoyable to rate and review applicants with information that is up to date and valuable. We are proud to be a part of helping students, like Shannon, achieve their goals and dreams.”

Shannon Holsten

The NACAT Education Foundation Larry Cotten Memorial Scholarship was created in memory of Larry Cotten, a NACAT charter member and former president. Cotten’s wife and family established the memorial scholarship following his death in an accident in 2005 to help pass his passion into the next generation of collision repair technicians. Shannon graciously provided a thank you video which can be viewed at https://youtu.be/q0wfElYkfSA. The following is an excerpt from her video: I would like to thank the family of Larry Cotten for establishing this scholarship. Being part of his legacy is an honor. Secondly, I would like to thank the North American Council of Automotive Teachers for all of their hardwork in organizing and providing these scholarships to schools, educators, and students, such as myself...I would like to again say that I am honored to be receiving the Larry Cotten Memorial Scholarship. Thank you for your generous support.

Fall 2017 | www.nacat.org |

Article

Continued from page 14

Self-determination theory has been applied in educational settings to explain student motivation that results from different types of learning environments (e.g., Black & Deci, 2000; Levesque-Bristol, Knapp, & Fisher, 2010). When these interactions foster student-centered learning environments, students’ basic psychological needs will be satisfied and they will be more intrinsically motivated to learn. In contrast, when learning environments are perceived to be controlling and instructorcentered, the basic psychological needs are less likely to be satisfied, and motivation is extrinsically regulated (Deci, Ryan, & Williams, 1996). When students are extrinsically motivated they feel as if they are engaging in learning activities in order to achieve a reward (e.g., a good grade) or avoid a punishment (e.g., a failing grade) and are less likely to feel personally invested in the coursework. Related to self-determination theory, active learning strategies such as cooperative learning can help to create student-centered learning environments, which satisfy the basic psychological needs and lead to more positive perceptions of the learning environment and better student-level outcomes. Purpose of Study The purpose of this study was to investigate the impact of using peer evaluation as a formative learning tool. It was hypothesized that peer evaluation might also have the potential to improve student performance if used as a formative tool during early stages of the final project in addition to its use as a summative tool at the conclusion. The underlying assumption here was that not all teams are fully functional. The hypothesis driving this inquiry was that peer evaluation used as formative feedback on a long-term final project will improve student performance, improve students’ perceptions of the learning climate, increase perceived competence, and reduce perceived doubt over a comparison group using cooperative learning with only summative feedback. This hypothesis builds on the work of Brooks and Ammons (2003) who suggested that multiple peer feedback evaluation points reduce the occurrence of free-riding when used after each separate learning module. Although Brooks and Ammons (2003) administered multiple peer evaluation points, each was summative, and the main focus of their study was on alleviating free-riding on subsequent learning modules rather than the effects of formative peer evaluation on student performance during an extended project. Continued on page 28

Welcome New NACAT Board Members! Thanks in no small part to their generous spirit and passion for their profession, Tom Millard and Stephen Tucker were elected as new NACAT board members during the 2017 conference. They fill the positions vacated by Alan Grant and Martin Duvic, who both served the organization in an exemplary manner during their terms. Steve Gibson was nominated for the third seat, and was re-elected. Tom Millard (left) is an automotive technology instructor at Warren Tech in Lakewood, Colorado. A long-time NACAT member, he was also the 2017 winner of the Cengage Learning Jack Erjavec Innovative Instructor Award. Stephen Tucker (right) is an instructor a State University of New York (SUNY) Delhi College of Technology in Delhi, New York. He has been a NACAT member for over 20 years and a college-level automotive educator for over 30 years. So, what does a board member do? The NACAT board members are the governing force behind the organization. They meet, in person, at the conference and through teleconference multiple times through the year. They work to try to ensure NACAT works for the automotive educator. However, if we were to get technical, the following is a definition of NACAT board member requirements and general duties: “The Board shall have general management and control of the business and affairs of the Corporation and shall exercise all of the powers that may be exercised or performed by the Corporation under the statutes of the State of Indiana, the Articles of Incorporation or the corporate by-laws. A Board Member shall be a General Member of record of the Corporation. Relative to the Board qualifications, all Board members shall have been a member of record for the two previous years. Two assigned members of the NACAT board of directors will also sit on the Board of the NACAT Education Foundation.

NACAT News

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Thanking An Industry Friend (Part 18 of Many) If you have ever visited http://www.nacat.org you would have noticed NACAT’s mission statement. “NACAT’s mission is to promote, update and improve automotive service education. It is the ongoing goal of NACAT to develop and maintain a strong professional organization that will serve the needs of automotive educators in public and private enterprise throughout North America.” Over the years NACAT and the NACAT Education Foundation have worked diligently to guarantee that this mission is upheld to ensure professional and personal development and growth. Without you, both the NACAT membership and industry partners, this would not be possible. We would like to share with you one example of how our industry partners help us to better serve our members. This is a continuing theme from past issues and will be featured in future issues of NACAT News. We do not do this to single out any one partner above or beyond another – we do this to have an additional way to thank our many generous industry supporters. This issue we would like to recognize our friends from Electude. You currently see them advertising in this issue of NACAT News (page 9), and they always have a great presence at the annual conference. For the 2017 conference, they provided multiple seminars, exhibited at the trade show, and served as a conference sponsor. They show an outstanding commitment to NACAT as well as transportation technology students and educators. If you would like to learn more about their offerings, please visit their website at http://www.electude.com. We encourage you to join us at the 2018 NACAT Conference at Pennsylvania College of Technology in Williamsport, Pennsylvania. While there you will be able to earn your 20 hours of professional development and be able to connect with NACAT’s industry friends. Each year many companies go a long way to make a difference for you. Please help us show them that their contributions, no matter how large or small, are appreciated and that their backing, whether new or longterm, is valued.

GET INVOLVED with the NACAT Education Foundation! Have you visted the NACAT Education Foundation’s website at www.nacatfoundation.org to learn how you can GET INVOLVED with the Foundation? There are many ways that individuals, small businesses, and large companies can participate in helping the Foundation fulfill its mission.

How To Get Involved • You can donate tools and/or equipment to the Foundation. • You can fundraise for the Foundation. • You can donate to the annual Foundation silent auction. • You can make a one-time or recurring monetary donation to the Foundation. • You can sponsor an award or scholarship for the Foundation. • You can become a Foundation sponsor or patron. • You can become involved with an Hour of Automotive Technology. • You can subscribe to our e-newsletter. • You can share the “Friend of the NACAT Education Foundation” badge on your website or publications to help raise awareness. Learn more At www.nacatfoundation.org Phone: 843.628.3294 E-Mail: office@nacatfoundation.org The NACAT Education Foundation is an IRS recognized 501c3 organization formed in 1994. Our EIN is 35-1929767.

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Tom Millard Wins Cengage Learning Jack Erjavec Innovative Instructor Award! Tom Millard, from Warren Tech in Lakewood, Colorado, was awarded the $2500 Jack Erjavec Innovative Instructor Award at the 44th annual NACAT Conference.

Tom Millard (right) is presented the 2017 Cengage Learning Jack Erjavec Innovative Instructor Award during the 2017 NACAT Conference.

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 Learning, and administered by the NACAT Education Foundation, 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.

Millard is an innovator when it comes to integrating technology in the classroom and utilizing digital resources. His students and colleagues are grateful for his efforts to continuously improve, and a peer illustrated how Millard’s dedication leads him to work at the school during weekends and vacations so he can prepare lessons and learn new technology. Beyond accolades from peers, if student appreciation is any indication of Millard’s impact, it is clear that he is definitely an educational leader. Manuel Villalobos, Warren Tech Auto Tech Class President, states, “I have had the privilege to know Mr. Millard for three years now. In those three years he has not only been an instructor to me but also a mentor. At any given moment he is always willing to share knowledge, on or off the clock. While his passion for automotive technology is immense, it is prevalent that teaching is his true calling. He is an advocate for all students in the program, and the program itself. He is a caring person with a consistant happy attitude that is truly contagious.”

Fall 2017 | www.nacat.org |

Article

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Research Questions Two research questions guided the investigation. Multiple data sets and analysis strategies were required to address each question and are discussed separately. The research questions were: 1. Does formative peer evaluation improve student learning, as measured by final project grade and course grade, over summative only peer feedback? 2. Does formative peer evaluation improve studentsâ&#x20AC;&#x2122; perceptions of the learning climate, increase competence, and reduce doubt over summative only peer feedback? Methods Data for this quasi-experimental study were drawn from students enrolled in a university freshman level design thinking course in the fall 2012 and fall 2013 semesters. In both semesters, peer evaluation was used as a summative tool to impact student grades based on the degree to which their teammates perceived that they contributed to the final project. The use of formative peer evaluation was piloted during spring 2013 and implemented in fall 2013. Therefore, data from fall 2013 included both formative and summative peer evaluation ratings, whereas data from fall 2012 only included summative peer evaluation. The Institutional Review Board approved this study as exempt because it involved typical educational procedures. All data were made anonymous and analyses were not conducted until after the conclusion of the fall 2013 semester. Learning Environment The course chosen for the study was a college core course focused on design thinking in a major research university. Most students were freshmen or transfers (mainly from other colleges at the university). This user-centered design course was initially implemented in the 2011â&#x20AC;&#x201C;2012 academic year as the first course in a three-course sequence required for all undergraduate students in the college. Faculty members implementing the course participated in course redesign workshops the year before this study was implemented. Faculty members worked with pedagogical, technological, and information literacy experts to redesign the course from a traditional, large lecture format to a flipped model in which a blend of distance and face-to-face modalities were implemented. Changes were made in learning outcomes, pedagogy, and content using research-backed strategies for sound student-centered teaching and learning. Changes made and described here as part of a course redesign were completed prior to the implementation of this study. During the semesters in which this research study was conducted, students spent substantial time engaged in small-group learning experiences and team-based projects. Sections of the course were limited to 40 students each and situated in a technology-enabled classroom in which each student had a computer. Students were arranged in pods ranging from 4â&#x20AC;&#x201C;6 students, and each pod had the ability to project on a large screen with a data projector. White boards and cameras were accessible for group work and documentation. Multiple instructors were used in course implementation. However, to control for instructor differences, data for this study were drawn from classes taught by one tenure-track assistant professor who, at the start of this study, was in his fourth year at the university. Course content and delivery were held constant during the study with the only change being the treatment, which was the addition of formative feedback during the fall 2013 semester. The following learning outcomes for the course were developed and approved. Students will be able to: 1. 2. 3. 4. 5.

Write a narrowly focused problem statement. Apply ethnographic methods to understand technological problems. Develop a search strategy, access technical databases, and evaluate results and source quality. Create a technical report documenting results of the design process. Manage design projects, develop project timelines, and negotiate individual responsibilities and accountability in the team environment. 6. Apply strategies of ideation to develop novel and innovative solutions. 7. Rapidly prototype solutions for purposes of design, testing, and communication.

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Martin Duvic (right) is presented with an Award of Appreciation for service as a NACAT board member. The award was presented by NACAT Vice-President Patrick Brown-Harrison (left) during the 2017 NACAT Conference.

Steve Gibson (right) is presented with an Award of Appreciation for service as a NACAT board member. The award was presented by NACAT Vice-President Patrick Brown-Harrison (left) during the 2017 NACAT Conference. Steve ran for, and was re-elected to, another board term.

Patrick Brown-Harrison (right) is presented with an Award of Appreciation for service as VicePresident. The award was presented by President Curt Ward (left) during the 2017 NACAT Conference. Patrick is the NACAT President for 2017-2019.

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Alan Grant (right) is presented with an Award of Appreciation for service as a NACAT board member. The award was presented by NACAT Vice-President Patrick Brown-Harrison (left) during the 2017 NACAT Conference.

Randy Nussler (right) is presented with an Award of Appreciation for service as NACAT treasurer. The award was presented by NACAT VicePresident Patrick Brown-Harrison (left) during the 2017 NACAT Conference. Randy ran for, and was re-elected to, another Treasurer term.

Curt Ward (left) is presented with an Award of Appreciation for service as President. The award was presented by Vice-President Patrick Brown-Harrison (left) during the 2017 NACAT Conference. Curt is the NACAT Vice-President/ President-Elect for 2017-2019.

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Article

Learning experiences based on these outcomes were developed and thematically linked to the domain of technology through the lens of design. Students began the semester generally working individually outside of class and in pairs or small groups in class. As the semester progressed, students gradually transitioned to working outside of class in small groups and working in small and large groups in class. Students typically completed two assignments per week. One assignment was given prior to each class session to engage students in content and prepare them for class, and one assignment was given in class. Assignments were based on course materials and included readings, videos, field work, and student creation of artifacts. As an example, students would read about design thinking, watch a video on ethnography in the context of a design problem, conduct and document observations, and synthesize results based on their data collection leading to defining a problem. An example assignment would include developing constraints and criteria, refining them to be measurable, and identifying solutions for potential development. Students have online access to procedures and rubrics used to grade their submissions. Submissions were graded quickly (in less than 1 week) and returned to the students with feedback and explanation of missed points so that students could improve their approach to coursework. The course grade included 1,000 points, and each assignment was weighted based on its relative complexity so that the student could easily interpret the percentage of their semester grade associated with the assignment. Small projects introduced students to design thinking using a human-centered design model including problem definition, stakeholder identification, benchmarking, solution generation, decision making, prototyping, feedback from stakeholders, and presentation. Students engaged in the final project during the second half of the semester. The project provided students with a context in which to apply concepts learned during the first half of the course to an 8-week learning experience during the second half of the course, culminating with a presentation of the refined conceptual design. Prototypes at the conclusion of the course demonstrated a proof of concept but were not ready for implementation. Final project topics had loose boundaries so that students from various disciplines in the college had the autonomy to focus on a common area of interest, which may or may not have been directly central to their major (although the connection was encouraged). In both the fall 2012 and fall 2013 semesters, final projects were done in teams ranging from 2â&#x20AC;&#x201C;6 students with the typical group being 4â&#x20AC;&#x201C;5 students, which is consistent with research on cooperative learning (Slavin, 1991). Final project teams were created at the beginning of the project (around midterm of the semester). Student teams were self-selected, and each team negotiated the definition of their teamâ&#x20AC;&#x2122;s problem statement.

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Summer Elections - 2018 North American Council of Automotive Teachers (NACAT) is currently accepting nominations from individuals to fill a number of board positions and vital officer position. NACAT is a family-centered organization comprised of member educators who provide mentoring, educational support, and voice for automotive educators in secondary and post-secondary schools throughout North America. The organization is investing in the repair industry of tomorrow, and is recognized for the exemplary cutting-edge conference it provides to educators each year in different regions of the United States or Canada. Are you an individual who currently works in the field of automotive education? Do you want to contribute to the industry that has become your profession? Are you an individual that has the desire and intent to use your unique qualities and talents to make the automotive repair industry a better place for the technician and industry of tomorrow? Do you work well with others in efforts to create a common good? If you answered “yes” to those questions and you are currently a NACAT member of record, and have been for a minimum of 24 months, you are certainly an individual who should consider our open positions. Positions for 2018: • Board Member (Three seats open, each with a 3 year term) • Secretary (2 year term) If you feel that you have something to offer NACAT, automotive education, and the automotive industry, please consider running for one of the open positions. You can help us continue to make a difference. For more information on the open positions, or to learn how to submit a nomination form for one of the open positions, please go to http://www.nacat.org/index.php/general-election-information.

Fall 2017 | www.nacat.org |

Scott Little Named 2017 Mitchell 1 Educator of the Year Scott Little was named the Mitchell 1 Educator of the Year during the 44th annual North American Council of Automotive Teachers (NACAT) conference held in Warren, Michigan. Each year, Mitchell 1 recognizes one of the nation’s top teachers for their commitment to educational excellence in the automotive repair industry. As the 2017 recipient, Little receives 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 a check for $500 and a recognition certificate. “Scott Little’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 Scott’s dedication to helping develop skilled professionals for the car care industry, and we extend our sincerest congratulations to him on this achievement.” Scott Little (right) is awarded as the 2017 Mitchell 1 Educator of the Year.

Little is an instructor at the Porter and Chester Institute at the Branford, Connecticut campus where he has taught automotive technology classes since 2007. Little graduated from Gateway Community Technical College in 1996 with an associate of applied science degree in automotive technology and a certificate from the General Motors Automotive Service Educational Program (ASEP). He completed a certificate program in alternative fuels technology from Gateway in 1997 and completed the Connecticut Emissions EDGE program in 1998. He has also earned several ASE certifications, including Master Technician in 1996. Selection criteria for the Mitchell 1 Educator of the Year award requires 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).

Alix Rivard Wins NACAT Education Foundation Host School Student Scholarship! Alix Rivard, an outstanding student in the Macomb Community College automotive program, was presented the 2017 NACAT Education Foundation Host School Student Scholarship during the 44th annual NACAT conference. Rivard is pursuing a career in the automotive field because it has always been one of her passions. She currently works as a technician and relays that it is a job which she loves. She appreciates that every day can be a challenge and is thankful that Macomb Community College has given her the chance to learn and become a better technician. Rivard’s long term goal is to become a high-performance engine builder / machinist. She states, “Engine building, to me, means a chance to create something all your own. I’ve always been a creative person. I love fabricating and using problem-solving to make things work. Engine building really challenges me in this way, and I feel like it would even more so in the high-performance industry.” To schieve her dream, she plans to continue her education after obtaining her degree from Macomb Community College.

Alix Rivard (right) is presented the 2017 NACAT Education Foundation Host School Student Scholarship by Macomb Community College Professor David Roland during the 2017 NACAT Award Banquet.

James Curry, the NACAT Education Foundation Executive Director, said of Rivard, “Alix is an outstanding example of why this scholarship exists. She is an excellent student who, like so many others, needs supplementary resources to be able to ensure her continued ability to matriculate. Our hope is that this scholarship will help her realize her automotive dream.” The NACAT Education Foundation Host School Student Scholarship award provided $1000 toward school class credits.

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Article

Treatment Method Various methods of approaching peer evaluation have been developed and published including paper- and computer-based surveys. A web-based survey called the Comprehensive Assessment for Team-Member Effectiveness (CATME), which is available for a nominal fee to educational institutions, was used in this study (for more information about CATME, see www.CATME.org). CATME was selected because it has been determined to be reliable and valid (Loughry, Ohland, & Moore, 2007; Ohland et al., 2012), which is essential when the results will be factored into student grades (Baker, 2008). The CATME instrument is a behaviorally anchored rating scale that describes behaviors typical of various levels of performance. Raters select the category of behaviors that most closely matches the actual behavior of each student (including themselves) on their team (Ohland et al., 2012). Five scales of teamwork are included in this survey: Contributing to the Team’s Work, Interacting with Teammates, Keeping the Team on Track, Expecting Quality, and Having Relevant Knowledge Skills and Abilities. The CATME interface asks students to rate themselves and their peers by selecting one of five behavioral descriptions per metric selected by the instructor. For Interacting with Teammates, for example, which best describes your peer: “asks for and shows an interest in teammates’ ideas and contributions,” “respects and responds to feedback from teammates,” or “interrupts, ignores, bosses, or makes fun of teammates?” (Ohland et al., 2005). (Please note that the descriptions are greatly abbreviated here; please see the survey for more detailed descriptions.) The instrument quantifies these behavioral ratings such that high-quality interactions receive a 5, average interactions receive a 3, and poor interactions receive a 1. After students were surveyed, the instructor released results back to the students. Results included the student’s self-rating compared to how their peers rated them and the average of their team for each metric. In both comparison and treatment semesters, peer evaluations were administered during each of three major project deliverables, as shown in Figure 1. During the comparison semester, the peer evaluations were functionally summative because of the timing. The process of administering the survey and receiving feedback spanned at least 2 weeks and overlapped the next project component. Therefore, students did not have a chance to learn from the evaluation results prior to the next evaluation period. In the treatment semester, the evaluation process was rescheduled such that cycles of work, peer evaluation, and feedback occurred more rapidly. This rapid succession resulted in students having the ability to receive feedback prior to engaging in the next main deliverable, and the evaluation experience was more formative in nature. During the treatment semester, peer evaluation was also implemented an additional two times during early stages of the final project. These two additional formative evaluations were spaced apart so that students had an opportunity to review results and discuss them in class prior to the next iteration. As a result, students in the comparison semester experienced predominately summative evaluation, whereas students in the treatment semester experienced five cycles of formative evaluation. In addition to the formative evaluations, the treatment group received an opportunity to experience peer evaluation at the end of a small short-term group project early in the semester. This evaluation was not included in the data for the study because it was considered practice and because student groups differed from the final project groups. Figure 1. Peer evaluation schedule for comparison and treatment groups by weeks During this practice evaluation, students were required in the term and design project. The schedule is approximate and represents the time cycles from survey administration to release. to complete a peer evaluation for a short-term team project. Students were provided with instruction on how to give and receive feedback and interpret the results through a brief in a class discussion, as suggested by Cestone, Levine, and Lane (2008). The second and third implementations of peer evaluation occurred at the beginning of the final projects after teams had formed. These evaluations had no impact on student grades, and implementation timing provided students with an opportunity to practice with the interface, see the results, and discuss the results with their teammates and instructor.

To be continued next issue

Hurricane Harvey White Paper CCAR (The Coordinating Committee For Automotive Repair) has published a Hurricane Harvey white paper regarding the handling, disposal, and repair of flooded vehicles from Texas and Louisiana. The document is available at: http://ccar-greenlink.org/wp-content/uploads/09-07-17-Hurricane-Harvey-White-Paper.pdf

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SEMA - NACAT Education Foundation SEMA Show Award Finalists Announced! SEMA and the NACAT Education Foundation have announced the three finalists for the 2017 SEMA – NACAT Education Foundation 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. Each of the finalists will be granted airfare to the SEMA Show while having their hotel accommodations paid for three nights. The finalists will be recognized at the SEMA Show Student Program Education Partners’ Lunch, on October 31st, at which time the over-all winner will be revealed. The yet-to-be-named award winner will also have their registration fee paid for the 2018 NACAT Conference, to be held July 16-19, 2018, in Williamsport, Pennsylvania. James Curry, NACAT Education Foundation Executive Director stated, “We received many quality applications, and the judging was very close! It is exciting to learn how educators are bringing the aftermarket into the classroom to assist in student betterment. We would like to congratulate the finalists and ask those who were not finalists this year to please apply again for the 2018 award. Thank you for participating and for being such positive models within the industry and education. The dedication that was inherent in each application illustrates the hard work being done by countless educators to help diminish the skills gap and lead the next generation of technicians.” Zane Clark, SEMA Senior Director of Education, stated, “The NACAT Education Foundation is a natural partner as we share a common interest in recognizing automotive instructors. Educators that promote the aftermarket and inspire students to live out their passion will sustain our industry for years to come.” The three finalists are: • JD Zajicek: JD is an educator at Southern Alberta Institute of Technology (SAIT) in Calgary, Alberta • Jeff Wilson: Jeff is a teacher at Kingwood Park High School in Kingwood, Texas • Robert Hill: Robert is a teacher at Santa Ynez High School in Santa Ynez, California SEMA and the NACAT Education Foundation would once more like to congratulate the finalists.

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Article References

Layton, D. (1994). A school subject in the making? The search for fundamentals. In D. Layton (Ed.), Innovations in science and technology education (vol. 5). Paris: Unesco. McGlynn, A. P. (2008). Millennials in college: How do we motivate them? The Hispanic Outlook in Higher Education, 17, 34–36. Mentzer, N., & Becker, K. (2010). Academic preparedness as a predictor of achievement in an engineering design course. Journal of Technology Education, 22 (1), 22–42. Mills, G. E. (2010). Action research: A guide for the teacher researcher. New York, NY: Pearson Publishing. Moore, A. (2007). They’ve never taken a swim and thought about Jaws: Understanding the Millennial Generation. College and University, 82, 41–48. Morgan, D. (2007). Paradigms lost and pragmatism regained: Methodological implications of combining qualitative and quantitative methods. Journal of Mixed Methods Research, 1 (1). 48–76. Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning (Report No. 11). Bristol, UK: Futurelab. National Center for Education Statistics. (2009). Learner Outcomes. Retrieved from http://nces.ed.gov/quicktables/result.asp?SrchKeyword=&topic=Elementary%2FSecondary&Year=2009 No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107–110, § 115, Stat. 1425 (2002). Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/index.html Pearson, G., & Young, A. T. (Eds.). (2002). Technically speaking: Why all Americans need to know more about technology. Washington, DC: National Academy of Engineering. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9, 1–6. Shaw, A. (2009). Education in the 21st Century. Journal of Social Education Victoria, 17, 11–17. Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J. (2008). Having our say: Middle school perspectives on school, technology, and academic engagement. Journal of Research on Technology in Education, 40, 497–515. Todd, R. (1999). Design and technology yields a new paradigm for elementary schooling. Journal of Technology Studies, 25 (2), 26–33. Williams, P. J. (2000). Design: The only methodology of technology? Journal of Technology Education, 7 (2), 55–71. Wisniewski, M. A. (2010). Leadership and the Millennials: Transferring today’s technological teens into tomorrow’s leaders. Journal of Leadership Education, 9 (1), 53–68. Woempner, C. (2007). Teaching the next generation. Mid-continent Research for Education and Learning, 1-5.

Fundraise for the NACAT Education Foundation! The NACAT Education Foundation needs you! We have previously shown many ways in which an individual or company can get involved with the foundation, and now we have another. With this method, anyone can help whether or not they have funds or goods to personally donate. Everyone can Fundraise for the Foundation with Crowdrise!

NACAT News

PENN COLLEGE

Join us at Pennsylvania College of Technology in Williamsport, PA for the 2018 NACAT Conference

Save the Date July 16-19, 2018

This is the third time Penn College will host the North American Council of Automotive Teachers (NACAT) Conference, and we are excited to welcome you back to campus. Unique sessions offered will include collision repair, diesel, and of course the quality automotive training and instruction you have come to know from NACAT educators and presenters. Williamsport and the surrounding area offer everything from antiquing and wineries to historic tours and family-friendly activities…and of course the home of Little League Baseball ! ®

Events planned for attendees to include: Wine tasting dinner at Le Jeune Chef Restaurant Tuesday night BBQ and valve cover races held at Herman and Luther’s, a renovated 1770 barn Little League Baseball National Headquarters and Museum

E-mail collegeevents@pct.edu or call 570-327-4510

Hiawatha riverboat cruise on the Susquehanna River Clyde Peeling’s Reptiland Knoebels Amusement Resort Trolley tour of Millionaire’s Row Historic District And more!

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Fall 2017 | www.nacat.org |

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www.NACAT.org NACAT Member 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.

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NACAT members are eligible to receive awards, scholarships, grants and donations through the NACAT Education Foundation.

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NACAT members receive three (3) issues of the NACAT News per year.

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NACAT Members receive nine (9) issues of the NACAT eNews per year.

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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.

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NACAT members have access to the shared resources repository at the NACAT website.

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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.