VOL. 30
Fall 2016
NO. 3
NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS
Officer and Board Update
Chairman of the Board
What a summer! NACAT had an amazing 2016 conference. Our host school, San Jacinto College, couldn’t have done a better job. Their facilities were beautiful, the staff was friendly and accommodating, and the activities were expertly planned and organized. The families had several fun-filled days of playing and exploring, the conference sessions provided great training and learning opportunities, and the closing banquet at NASA brought a spectacular close to a fantastic week. If you weren’t able to join us in Texas, you definitely missed out! I hope you’ll be able to join us for our next conference in Warren, Michigan at Macomb Community College, July 17-20, 2017. I had a chance to meet many new people at the conference, as well as many of my NACAT friends I’ve gotten to know over the years. It was a great reminder of how special and unique our conference and our organization are. A new member commented to me that they had been to other training conferences, but had never experienced anything like ours. We welcomed his family. We had planned events outside of the training sessions. We had members who were so excited to attend, that they attend every year. We even had members from outside of the United States! He was so impressed; he had never experienced anything like NACAT. I really hope they return again in 2017. The uniqueness of our conference, and our organization, is something to be embraced. Yes, there are other venues to find training opportunities. NACAT’s uniqueness sets us apart from those other sources. I am excited for what this new school year has to offer. It’s a chance for NACAT to continue being GREAT at the things we are good at. The NACAT Board and Officers you have elected will be working hard this year to find even more ways NACAT can be great (and unique at the same time). If you haven’t already done so, please complete a conference evaluation, which can be found on www.nacat.org. The evaluations are a way for the conference planning team to see through your eyes, both the good things, and the areas which we could improve on. With your help, we can continue working towards greatness. Good luck with your classes this fall. I hope you have found opportunities to apply something you learned at the NACAT Conference with your students, colleagues, or even with your administrators. Maybe those situations will lead to a way to share about NACAT and what we do? You never know where those opportunities will lead to.
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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Fall 2016 | www.nacat.org | 3
JOIN US ONLINE AT:
HTTP://WWW.NACAT.ORG President 2015 - 2017 Curt Ward
Joliet Junior College 1215 Houbolt Road Joliet, IL 60431 Email: curt.ward@nacat.org Office Phone: 815.280.2554
Officers
Vice President / President Elect 2015 - 2017 Patrick Brown-Harrison
Treasurer 2015 - 2017 Randy Nussler
South Puget Sound Community College 4330 5th Avenue, NW Olympia, WA 98502 Email: randy.nussler@nacat.org Office Phone: 803.629.7190
SAIT Polytechnic 1301 16th Ave. N.W. Calgary, Alberta T2M 0L4 Email: patrick.brown-harrison@nacat.org Office Phone: 403.210.5619
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 2016-2017 Steve Gibson K&N Engineering 1455 Citrus Street Riverside, CA 92507 Email: steve.gibson@nacat.org Office Phone: 951.826.4000
Board Member 2015-2018 Rick Martineau
SAIT Polytechnic 1301 16th Ave. N.W. Calgary, Alberta T2M 0L4 Email: rick.martineau@nacat.org Office Phone: 403.284.8656
Board Member 2016-2019 Keith Santini
Addison Trail High School 213 N Lombard Road Addison, IL 60101 Email: keith.santini@nacat.org Office Phone: 630.628.4671
Photos appearing in this issue from the 2016 NACAT Conference at San Jacinto College are provided by Patrick Brown-Harrison. We would like to thank him for his work behind the lens. 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
Board Member 2014-2017 Martin Duvic
Board Member 2014-2017 Alan Grant
Board Member 2015-2018 Tim Isaac
Board Member 2015-2018 Mike Richards
Board Member 2016-2019 Mir Alikhan
Board Member 2016-2019 Ed Martin
Louisiana Technical College 3250 N. Acadian Thruway East Baton Rouge, LA 708005 Email: martin.duvic@nacat.org Office Phone: 225.359.9241
Redwood Community College 7351 Tompkins Hill Road Eureka, CA Email: mike.richards@nacat.org Phone: 707.476.4345
Foothills Composite High School 229 Woodhaven Dr Okotoks, AB T1S 2A7 Email: tim.isaac@nacat.org Office Phone: 403.938.6116
Automotive Consultants 825 Old Farm Road Thousand Oaks, CA 91362 Email: alan.grant@nacat.org Office Phone: 805.231.4127
Saudi Arabian Oil Company P. O. Box 6150 Ras Tanura (Saudi Arabia) 31311 Email: mir.alikhan@nacat.org Office Phone: 817.400.1398
Pickens Technical College 500 Airport BLVD. Aurora, CO 80011 Email: ed.martin@nacat.org Office Phone: 303.334.4910 x27706
ADVERTISING INFORMATION
ADVERTISING RATES The latest advertising size and rate information can be found at www.nacat.org.
DEADLINE DATES
Winter 2017 - December 1, 2016 Summer 2017 - March 1, 2017 Fall 2017 - September 1, 2017
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
Executive VP for 2017 Conference Sherri Doherty
Macomb Community College 14500 E. 12 Mile Road Warren, MI 48088 Email: nacat2017@nacatconference.org Office Phone: 586.447.8618
NACAT Education Foundation Executive Director 2016-2017 James Curry 717 Old Trolley Road, Sutie 6 - 329 Summerville, SC 29485 Email: office@nacatfoundation.org Office Phone: 843.628.3294
Thank You 2016 Conference Presenters and Exhibitors!
Presenters
Please be certain to THANK your presenters for volunteering their time!
Amacker, Bruce - Turbo Training Arabzadegan, Joel - Volkswagen of America Arrants, George - George Arrants Enterprises Bassett, Bobby - Gates Corporation Brady, Glenn - Chrysler Training (retired) Brennan, Erin - Cengage Learning Brown, Scott - iATN Chesney, Chris - CARQUEST Technical Institute Christopherson, Mike - JS Products Collins, Jeff - Volkswagen of America Curtis, Jeffry - Bellingham Technical College Dew, Don - ASE Dwyer, Tim - ConsuLab Fernandez, Sergio - Robert Bosch Fischelli, Vince - Veejer Enterprises Inc. Freestone, Pandora - San Jacinto College Gilbert, David W. Ph.D. - Southern Illinois University Grant, Alan - Automotive Consultants Halderman, Jim - Pearson Publishing Company Jelinek, Phillip - Retired (Past President California Automotive Teachers) Kearns, Richard M. - Federal Mogul Motorparts Krieger, Dick - ConsuLab Lannoo, Sean - Continental Automotive Systems Larez, Ruben - Live Line Safety Lynch, Chuck - AERA Martin, Edward - Pickens Technical College Matisak, Anna - B’laster Corporation McDonald, Don (“Mac”) - Carquest Technical Institute
McLaren, Rory S. - Fluid Power Training Institute Menchu, Jorge - AESwave Mitchell, David - Today’s Class / Melior Inc. Mungle, Gerald - Raytheon / ACDelco Nagel, Alan - Sun Country Highway Nall, Doc - Superwrench and Company Oakes, Pam - DIY Motor City Pindor, Randy - B’laster Corporation Pliss, Joe - Cengage Learning Pulcheon, Stephen F. - Snap-on Industrial Rehkopf, Jeffrey - Florida State College, Jacksonville Rezin, Andrew - Pearson Higher Education Rosebro, Jack - Perfect Sky Santini, Al - ConsuLab Santini, Keith - CDX Automotive Sauriol, Jean Luc - ALLDATA Saurman, Skip - Megatech Corporation Schmidt, Mark - National Alternative Fuels Training Consortium Serratore, Trish - NATEF / AYES Sheehan, Jon - Cengage Learning Taylor, Lyle - ATech Training, Inc. Treanor, Catherine - Electude Van Batenburg, Craig - ACDC Hybrid/EV Training Resources Ward, Curt - Joliet Junior College / Pearson Education Warren, Jon - Skills USA Texas Wedel, Darcy - Electude USA Young, Glenn - Young’s Educational Systems Zack, Steve - Bosch
Exhibitors ACDC EV & Hybrid Training AERA American Ethanol ATech Training AutoEnginuity Automotive Electronics Services Blaster Corporation CCAR Cengage Learning CDX Automotive ConsuLab
Cornwell Tools inc. Electronic Specialties, Inc. Electude Fluid Power Training Institute Gates Corporation Goodheart - Willcox Publisher LKQ Megatech Mitchell1 (Bronze Sponsor) NACAT NACAT 2017 Conference
NACAT Education Foundation / Silent Auction National Alternative Fuels Training Consortium NASTF Odessa College Pearson Publishing Pro-Cut International Red Baron Tools Rousseau Metal Specialty Equipment Market Association Today’s Class (Melior Inc.) Veejer Enterprises Inc.
Fall 2016 | www.nacat.org | 5
Officer and Board Update
NACAT President
As I sit down at the computer the excitement of the fall semester is upon us. It is always great
when the students are returning to the classroom eager to learn. I hope that everyone has an outstanding school year and that you are able to make a difference in your students’ lives. Let me begin by thanking the faculty, staff, and administration at San Jacinto College for hosting an outstanding 2016 summer conference. If you were not present, you missed an incredible event. Everyone worked hard to ensure all the attendees’ needs were met. I would especially like to thank Heather Phillips for her outstanding efforts. Her commitment to ensure it was a great conference was evident from the Sunday social event all the way to the conclusion of the banquet. Thank you to this year’s conference sponsors. Your generosity allowed us to come together and learn. Thank you to the trade-show participants for sharing the latest and greatest in technology for our classroom and laboratories. Thank you to all the presenters for taking the time to prepare and present very timely information. Many commented that the presentations this year were the best ever. A special thanks to Jack, Rob, Tim and Jim for sponsoring this year’s family events. The ability to offer outstanding family activities during the week is one of the reasons delegates continue to bring their family year after year. As we start another school year, I challenge each of you to get involved in the national technician shortage problem and become part of the solution. The future of the industry will walk through our classroom doors. I challenge each of you to get out in the community and meet five new shop owners or service managers in your area. Invite them to be a part of your advisory committee and then get them involved in your program. Remind them that their future employees are in your classroom today. Additionally, we all need to get out and recruit the right students into our programs and then guide them down a path that will allow them to be successful in the industry. Together we can make a real impact locally on this national problem. Stay tuned for more information as NACAT works on a national level to help you with the solution. If you enjoyed your week at San Jacinto College, or you missed out on the outstanding conference, start making your plans now to join us in 2017. Macomb Community College in Warren, Michigan will serve as the host for the 2017 conference. The automotive program, along with the Center for Advanced Automotive Technology, has already laid the groundwork for an outstanding event. We will be in the backyard of the Detroit automakers which should create some unique opportunities for both the delegates and their families. Visit www.nacatconference.org for more information. Have a great fall semester and remember “we succeed when our students succeed.”
Curt Ward, President Share Updates, Submit Articles! Do you have an update on a member you would like to share? Do you have 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! Of course, you can also send us articles you have written or find interesting. Editorial privilege is implied. Please e-mail any submissions to nacatnews@nacat.org.
6 NACAT News
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Fall 2016 | www.nacat.org | 7
Article
Continued from Summer 2016 page 42
Technology Student Characteristics: Course Taking Patterns as a Pathway to STEM Disciplines (Part II) By: Paul A. Asunda, Eun Sook Kim, & Richard Westberry
Procedures and Analysis Using a collection of high school transcript records, students identified as technology education students were compared to the rest of the student population in terms of course enrollment patterns, mean GPA, and the GPA for both mathematics and science classes. The primary challenge of the study was the organization and classification of the coursework reported by high school transcripts and collected by the HSTS study. Although the HSTS research provided tremendous raw data, the classification system was not designed for the reporting or comparisons of either specific courses or the use of alternative classifications. Further, all of the HSTS data is confidential as there are sufficient identifiers in the data for someone to connect a pattern of courses to an individual student. Therefore, several steps were taken by the NCES and the researchers for this study to protect the identity of the individual subjects. This created a challenge for this study because there was no included matrix connecting a student ID directly to a CSSC number. To this end, the first step was to recode the course name data into a CSSC. Each course name was identified with a CSSC number in the HSTS catalog data set, and each student was associated with a course name in the HSTS course data set, thus recoding the course data set to include a CSSC number with each course was the task necessary to connect the two. This was done in SPSS Version 21, and the result was a CSSC code associated with every course taken by every student. The standards for determining the course code included the interpretation of course catalog descriptions and the comparisons of those descriptions to those used by other secondary institutions, which resulted in all the courses reflecting a standardized course number. This particular numbering system, the CSSC, was developed specifically for the HSTS study series. It was also envisioned as a potential common course numbering system, but it has not been adopted by most state secondary systems. The primary issue of working with the HSTS data for this project was that the CSSC classifications did not provide information specific to the course descriptions necessary to distinguish between courses designed for comprehensive high school students and those in specific vocational programs. Because this study is designed to look only at technology education students, there was a necessity for more precise classification of courses. Continued on page 12
Summer Elections - 2017 North American Council of Automotive Teachers (NACAT) is currently accepting nominations from individuals to fill a number of board positions and a 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 2017: • Board Member (3) • Treasurer 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, please go to http://www.nacat.org/index.php/general-election-information.
8 NACAT News
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Cesar Hernandez Wins NACAT Education Foundation Host School Student Scholarship! Cesar Hernandez, a student entering his third semester in the San Jacinto College automotive program, was presented with the 2016 NACAT Education Foundation Host School Student Scholarship during the 43rd annual NACAT conference. A native of Houston, Texas, Hernandez became fascinated with vehicles, and all things mechanical, as a child as he watched his father, a Master Technician, work. Hernandez looks forward to a successful future where his goal is to become an ASE Automobile Master Technican at 19, a GM Certified Technician at 20, and a GM World Class Technician by age 21. James Curry, the NACAT Education Foundation Executive Director, said of Hernandez, “Cesar is an outstanding example of why this scholarship exists. He is an excellent student who, like so many others, needs supplementary resources to be able to ensure his continued ability to matriculate. Our hope is that this scholarship will help him realize his automotive dream.”
Cesar Hernandez (left) is presented the 2016 NACAT Education Foundation Host School Student Scholarship by NACAT Conference Host Jeff Parks during the 2016 NACAT Award Banquet.
The NACAT Education Foundation Host School Student Scholarship award provided $1000 toward school class credits. Funds are disbursed to the student’s account at the school when proof of course registration is provided.
If you would like to support our student scholarships, please go to http://www.nacatfoundation.org/index.php/get-involved Only together can we continue to make a difference and help tomorrow’s technicians!
Kevin Nguyen Wins Larry Cotten Memorial Scholarship The North American Council of Automotive Teachers (NACAT) Education Foundation is proud to announce the winner of the 2016 Larry Cotten Memorial Scholarship. The $1,500 scholarship was awarded to Kevin Nguyen of Bloomington, Minnesota, who is registered at Hannepin Technical College in Eden Prairie, Minnesota. “The NACAT Education Foundation congratulates Kevin as he embarks on his automotive aftermarket career,” said James Curry, Executive Director of the NACAT Education Foundation. “We also would like to thank and congratulate Pete Kornafel Kevin Nguyen: 2016 winner of the Larry and the GAAS Scholarship program for the automotive scholarship website that Cotten Memorial Scholarship. 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 achieve their goals and dreams.” 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. Kevin graciously provided the following thank you message: Thank you for choosing me for the Larry Cotten Memorial Scholarship! This scholarship will help me greatly by allowing me to pursue my career goal of becoming an Auto Body Collision Technician without the worry of funds for school. Again, I thank you NACAT Education members for supporting my education, and it will be put to good use.
10 NACAT News
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Continued from page 8
Article
In 2003, NCES started a project to create a system to ease longitudinal record keeping and to facilitate secondary course transfers between school districts ( Bradby, Pedroso, & Rogers, 2007 ). This program was called School Codes for the Exchange of Data (SCED) and many states have adopted this coding system for course catalog management. So, the use of state course catalogs provided SCED codes, and the HSTS studies provided CSSC codes. The final step was to convert one to the other. The method used for this conversion was to examine the SCED codes associated with the secondary course catalogs from Illinois ( Illinois State Board of Education, 2012 ) and New Jersey ( State of New Jersey Department of Education, 2013 ) and to use the text descriptors from Florida ( Florida Department of Education, 2011 ) and New Mexico ( New Mexico Public Education Department, 2011 ) to provide validation of those conversions. To provide this conversion, courses identified as STEM or technology education courses in the New Jersey catalog were compared by using the text descriptors to the courses in Illinois, New Mexico, and Florida; additionally, the SCED codes were compared between the Illinois and the New Jersey catalogs. If there was a match, the common descriptors were then compared to the course descriptors in the catalog data set in the HSTS data. If that matched, the CSSC code was added to a list of technology education courses used for comparison in the study. So, if these four state education departments assigned the course as a technology course, it was included for comparison. If there was disagreement, the course was still used as part of the overall comparison for overall GPA but not for STEM reporting. If the course could be classified as either technology education or vocational in the state systems, it was included as part of the STEM comparison group because many of the course catalogs were in flux during the period from 2000–2009 and many technology education programs were administered by vocational divisions or departments. The other complexity introduced into this study by the use of the HSTS data was the determination of variability due to the sampling method used. Unlike many studies, the HSTS research used a complex multistage sampling process, and this invalidates many of the standard methods of calculating variance by violating the assumptions associated with those statistics ( Spence, Cotton, Underwood, & Duncan, 1983 ). The process of sampling is to best approximate the characteristics of a population desired for study and represents a balance between approximating the characteristics of a population as closely as possible, along with insuring that the characteristic of interest in the research is present in the sample. In the case of the HSTS, the sampling design used the jackknife process ( Rodgers, 1999 ), which compares a series of subsample variance measures to compute an overall variance ( Roey et al., 2005 ). This was designed to ensure the inclusion of specific population characteristics relevant to the National Assessment of Educational Progress (NAEP) research that was ongoing. The HSTS researchers used a weighted sampling process to ensure the inclusion of specialized population members for examination, meaning that the probability for selection was not equal across all members of the population. Because most statistical software will tend to assume that this probability is equal across the population, they will tend to underestimate the variability of the population ( Wolter, 2007 ). To address this concern, WesVar software was used to calculate the variability of the sample for each statistical model used. WesVar software is designed for use in variability estimating in projects using complex sampling and uses resampling to determine variability estimates. In the case of the HSTS, 62 sampling weights were provided as part of the data set, and these allowed the WesVar software to replicate the process by creating a series of subsamples using the existing sample base. The variability for each subsample is measured, and by adding and subtracting specific cases from the subsample, the change in variability is calculated. The overall variance can then be estimated by comparison of the subsample variability measures. The other strategy for attempting to increase the accuracy of variance estimation was to use conservative measures for post hoc analysis. This strategy, as described by Hahs-Vaugh (2005) , includes possible strategies such as using an adjusted alpha level, the use of specialized software or using adjusted sampling weights to allow for the disproportionate sampling process. The statistical design of the study is also very straightforward, using linear regression to compare technology students (students taking at least one technology course) to nontechnology students on the basis of the number of mathematics and science grades earned and the GPA associated with those courses. Students were also compared on the basis of overall GPA. The comparisons were done in three operations; each HSTS study was done as a separate comparison.
Continued on page 22 12  NACAT News
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Michael Thomason Named 2016 Mitchell 1 Educator of the Year Michael Thomason was named the 2016 Mitchell 1 Educator of the Year during the North American Council of Automotive Teachers (NACAT) conference held recently in Pasadena, Texas. Each year, Mitchell 1 recognizes one of the nation’s top teachers for excellence in automotive repair instruction.
Michael Thomas (left) is awarded as the 2016 Mitchell 1 Educator of the Year.
Thomason received a one-year complimentary subscription to Mitchell 1’s ProDemand® diagnostic, estimating and repair information software for the school where he teaches. In addition, Mitchell 1 covered his travel expenses and accommodations for himself and a guest to attend the NACAT conference, and presented him with a check for $500 and a recognition certificate.
“Mitchell 1 is proud to join with NACAT to honor those who have demonstrated a commitment to educational excellence in the automotive repair industry,” said Nick DiVerde, senior marketing director, Mitchell 1. “Michael Thomason has an outstanding reputation as an instructor and we feel he is an excellent choice to receive this award. Everyone at Mitchell 1 would like to extend our sincerest congratulations to Michael on his achievement.” Thomason is an automotive service technician instructor at the Great Plains Technology Center in Lawton, Oklahoma, where he has been on faculty for a year. He discovered his love of automotive technology early, passing his first ASE test while still in high school. Prior to teaching, Thomason worked as a service manager at Herb Easley Chevrolet in Wichita Falls, Texas, and before that, as a shop foreman at Cecil Lawson Buick Cadillac in Lawton. He graduated from the automotive service program at the Great Plains Technology Center in May 1989. When reflecting on his first year as a teacher, Thomason said he finds it rewarding to think that his years of experience and respect for the profession could influence young minds and help them achieve success and a fulfilling career as a technician.
Mitchell 1 Names Paul Danenberg 2016 Automotive Technology Outstanding Student Paul Danenberg from Nampa, Idaho, was named the 2016 Mitchell 1 Automotive Technology Outstanding Student during the 43rd annual North American Council of Automotive Teachers (NACAT) conference held in Pasadena, Texas. Each year, Mitchell 1 recognizes one U.S. or Canadian student for outstanding achievement in automotive technology and auto shop repair scholastics. Danenberg received a $2,500 scholarship, a check for $500 and round-trip airfare and accommodations for himself and a guest to attend the NACAT conference. “Mitchell 1 is proud to recognize Paul Danenberg for his outstanding achievement and strong dedication to pursuing educational excellence in the automotive technology field,” said Nick DiVerde, senior marketing director, Mitchell 1. “With Paul’s drive and enthusiasm for auto diagnostics and repair, we know he will one day accomplish his dreams.”
Paul Danenberg (left) is awarded as the 2016 Mitchell 1 Automotive Technology Outstanding Student.
Danenberg attends the College of Southern Idaho where he is enrolled in the automotive program, working toward an associate of applied science degree in automotive technology. When he’s not in school, Danenberg works at Dennis Dillion GMC in Boise, Idaho. He will graduate May 2017 and plans to stay at the dealership until he is able to purchase the tools and gain the experience he needs to either open his own automotive shop or run a business where he travels to different shops to diagnose difficult vehicle problems. 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.
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NACAT Education Foundation - QuickTrick Alignment Alignment Tool Raffles! QuickTrick Alignment has donated twelve QuickTrick Portable Wheel Alignment kits for disbursement to educators. The donation consists of one of each of QuickTrick Total Package Pro (Item 90042), QuickTrick QuickSlide Total Package (Item 90097), and QuickTrick FleetSlide System (Item 90080) each quarter through the second quarter of 2017. The donated items will be disbursed to educators through the use of a raffle system. The NACAT Education Foundation will host the raffles at a predefined schedule and QuickTrick Alignment will ship the donation to the winning educator. The schedule for the raffles will be as follows: Raffle 1: September 15th, QuickTrick Total Package Pro Raffle 2: September 20th, QuickTrick QuickSlide Total Package Raffle 3: September 30th, QuickTrick FleetSlide System Raffle 4: October 20th, QuickTrick QuickSlide Total Package Raffle 5: November 20th, QuickTrick Total Package Pro Raffle 6: December 20th, QuickTrick FleetSlide System Raffle 7: January 20th, QuickTrick FleetSlide System Raffle 8: February 20th, QuickTrick Total Package Pro Raffle 9: March 20th, QuickTrick QuickSlide Total Package Raffle 10: April 20th, QuickTrick Total Package Pro Raffle 11: May 20th, QuickTrick QuickSlide Total Package Raffle 12: June 20th, QuickTrick FleetSlide System “We are pleased that SEMA referred the NACAT Education Foundation to QuickTrick Alignment as a means by which to get products in front of educators,” NACAT Education Foundation Executive Director James Curry said. “The donations will help educators train the next generation of technicians while also bringing added value to NACAT membership. It is only through such donations that the NACAT Education Foundation can truly meet its mission of providing scholarships and grants, primarily for the improvement of automotive education, to teachers, schools, and students of automotive and related technologies. We, and the educators, thank Alignment Simple Solutions for their generosity.” “When we learned about NACAT, we knew we wanted to be involved with helping the schools and students” QuickTrick Alignment CEO Tess Winningham stated. “We realized the need to simplify the alignment process way back in 2010 when we made the first QuickTrick kit. Our tools allow students and others to understand the three primary angles of alignment without the complexity and intimidation of thousands of dollars in equipment”, said Gary Gann, inventor of the QuickTrick Alignment Product line. “Anyone can use our tools once they have a basic understanding of the foundations of vehicle alignment.” Further information on the raffles can be found at: http://www.nacatfoundation.org/index.php/quicktrick-alignment-donation
Reminder of the NACAT Education Foundation’s Address! The NACAT Education Foundation changed its address in the beginning of March 2016. We provided this update in the Summer issue, but wanted to once again announce the change. We appreciate your support!
The NACAT Education Foundation’s Address Is: NACAT Education Foundation 717 Old Trolley Road, Suite 6 - 329 Summerville, SC 29485 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.
16 NACAT News
Steve Gibson Named 2016 NACAT MVP At the recently completed 43rd annual North American Council of Automotive Teachers (NACAT) conference, held in Pasadena Texas, Steve Gibson was named the NACAT MVP by NACAT President Curt Ward. Steve Gibson has been a NACAT member since 2009. Steve has worked as a technician, customer service trainer, and a dealership program coordinator. He is currently the Program Coordinator for Education and Technical Training for K&N Engineering. Steve is also a member of ATMC and a NACAT Education Foundation Trustee.
NACAT President Curt Ward (right) presents the 2016 NACAT MVP Award to Steve Gibson during the 43rd annual NACAT Conference.
Steve has been a part of the automotive industry since he was sixteen. In his spare time you will find Steve working on cars, driving karts, hiking and camping, watching NASCAR events or competing in land speed events in his 1971 Chevrolet Camaro.
“During his time with NACAT, Steve has served as a member of the NACAT Board and has served as the Board Chairman”, stated NACAT President Curt Ward. “Since joining the NACAT leadership team Steve has provided a needed perspective of an educator from outside the traditional classroom setting. This perspective is making NACAT a better, more relevant educational organization. I am proud to have presented the 2016 NACAT MVP award to Steve Gibson.”
The MVP winner, selected by NACAT’s President, is awarded to a NACAT member who has served the organization through meritorious and extraordinary service. Congratulations, Steve!
Fall 2016 | www.nacat.org | 17
The Light Diesel Corner
By Curt Ward
Diesel Exhaust Aftertreatment Maintenance The modern diesel vehicle is very different from its predecessors. One of the major differences is in the exhaust system. This is as of a result of the changes to the tailpipe emission rules that were phased in during the 2007-2012 timeframe. The reduction in the allowed level of particulate matter and oxides of nitrogen (NOx) emissions has resulted in changes to the exhaust aftertreatment system. Did you know that the proper maintenance of the vehicle will help ensure the aftertreatment system operate as designed?
Much like a gasoline engine equipped vehicle, the various components of the diesel exhaust aftertreatment system are designed to reduce the level of hydrocarbons, carbon monoxide, and oxides of nitrogen. Additionally, it is designed to reduce the level of particulate matter. In order for the exhaust system to operate as designed, it is imperative that vehicle maintenance be performed according to the manufacturers’ recommendations. In this article we are going to focus on the following customer maintenance items: • • • • • •
Diesel fuel Bio-diesel Motor oil Diesel exhaust fluid Diesel engine maintenance habits Customer driving habits
The use of quality diesel fuel is critical to the longevity of the diesel particulate filter (DPF). Poor fuel quality will result in a larger volume of diesel particulate matter which will shorten service intervals of the DPF. One of the critical measures of the fuel is the cetane level. The higher the cetane level, the lower the point of auto-ignition and the more complete combustion of the air fuel mixture. The more complete the combustion, the smaller the volume of particulate in the exhaust stream. The cetane level in the local fuel was measured by a local laboratory and found it to be 39, which is well below the desired level of 41-43. To improve the cetane number, the fuel was conditioned with a cetane booster. Subsequent testing of the fuel after the cetane booster was added, found the cetane level improved to 41. The result was increased combustion efficiency and a 2 miles-per-gallon increase in fuel economy, as well as a smaller volume of particulate matter. What about bio-diesel; can I use it in my vehicle? The stock answer is to check the manufacturer specific information. For example, a 2012 Ford F250 pickup truck with a 6.7 liter PowerStroke engine is OK to run up to a blend of 20% bio-diesel without any modifications to the truck. A 2012 Volkswagen TDI, by comparison, does not recommend the use of any bio-diesel fuel. The exhaust aftertreatment system will not suffer any ill effects as long as the blend of bio-diesel is within the manufacturers recommendations. The use of the proper diesel motor oil is critical to the longevity of the exhaust aftertreatment. Modern diesel engines require engine oil that meets the CJ-4 SAE specifications. This is low ash motor oil that has been in use since late 2006. The use of this oil meets all the current lubrication requirements and does not have a negative effect on the diesel particulate filter. It should be noted that in late 2016 the CJ-4 oil specification will be replaced by the CK-4 oil specification as the industry meets the requirements of the 2017 and beyond engines. It should also be noted that the CK-4 oil will be backwards compatible. The use of engine oil other than what is recommended by the manufacturer may result in an increased level of particulate in the exhaust stream.
Continued on page 34 18 NACAT News
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www.atechtraining.com Fall 2016 | www.nacat.org | 19
In Memoriam
KENNETH LYNN TANNER JULY 20, 1963 - JULY 28, 2016 NACAT lost a friend and member on July 28, 2016, as Lynn Tanner passed away. Many had just seen Lynn at the 2016 Conference. We would like to take a moment to reflect upon Lynn’s passing. Below you will find a copy of the obituary for Kenneth Lynn Tanner (in italics - extracted from Cobb Funeral Chapel in Moultrie, Georgia). It will be followed by some thoughts from fellow NACAT members and colleagues. Kenneth Lynn Tanner, 53, of Moultrie, died Thursday, July 28, 2016 at Colquitt Regional Medical Center. Funeral services will be held 4:00 PM Sunday, July 31, 2016 at Cobb Funeral Chapel with the Rev. Donnie Sloan and the Rev. Mark Jordan officiating. Interment will follow in Wright’s Chapel Cemetery with the Rev. Brandon Jordan officiating. Casketbearers will be Eric Carelock, Timmy Tanner, Alfred McDonald, Jerry McDonald, Lamar Smith and Jarrod Butler. Billy McDonald, Lavon Sloan, Jimmy Sloan and Randy Tanner will serve as honorary casketbearers. Born July 20, 1963 in Killeen, Tx., he was the son of the late Wilburn Tanner and Betty IvyLyn Watkins Tanner. He was the Automotive Instructor and the State Skills Director USA at Southern Regional Tech College. Mr. Tanner was named Instructor of the Year in 2016 by the GA Association of Career and Technical Education and was a member of Riverside Holiness Church. Survivors include his wife Donna Folsom Tanner of Moultrie, Ga.; three children, Cagney Lee Tanner and Shelby of Lake City, Fla., Merisha Tanner Carelock and Eric, Marcus Mendoza all of Moultrie, Ga.; three grandchildren, Titus Tanner, Eli Tanner and Madilyn Carelock; a brother, Glenn Tanner and Sharon of Moultrie, Ga. and other family members. From Jim Voth: I met Lynn Tanner at my first NACAT conference in Big Rapids in 2000 and I don’t believe either of us missed a conference since. We always enjoyed catching up on the past year at the annual conference. Lynn enjoyed what he did and was very committed to learning all he could to better himself and his students. Just by the way he treated others, you knew that he was changing lives in his chosen vocation. From Jeff Curtis: Sad news indeed. I’m happy that I got to spend a few minutes with Lynn in Houston. From Jim Glass, Southern Regional Technical College Provost: The contributions Lynn Tanner made to our college and to students throughout Georgia are immeasurable. His dedication to the automotive program was exhibited every day through his knowledge, his passion and his desire for excellence. More importantly however, he was a good, caring, and kind person and we will miss him greatly. From Dr. Craig Wentworth, Southern Regional Technical College President: Lynn was a very passionate and superb instructor. Not only was he an exemplary faculty member and program chair, but also a huge supporter and developer of students in student organizations and clubs, as evidenced by his chairing and leading our college’s and state SkillsUSA competitions as well as directing other student activities, organizations, and clubs in concert with our TCSG System Office Staff.
Please see page 24 for a press release on a scholarship Southern Regional Technical College Foundation has established in Lynn’s honor. 20 NACAT News
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Continued from page 12
Article
This was due to the differences in the data structures in each HSTS because the design of each HSTS changed in the process or variable definition to meet the needs of the particular interest area of the study. For example, in the 2005 study ( Brown, 2008 ), data were collected in concert with the NAEP. These data were not included in the 2000 ( Brown, 2004 ) or 2009 ( Brown, 2011 ) HSTS. Although the information essential for this research was included in the datasets, there were subtle differences which made many direct comparisons subject to unreasonable assumptions in the opinion of the researchers. Thus, the decision was made to complete the analysis on each set of data separately and to report them in this manner. There are some overall comparisons deemed to be acceptable, for example, the conversion of grades to a common four point scale which required converting some grade data to a less precise value, in one case, taking values reported on a 4-point scale with two decimal places and rounding them to whole values and, in another, converting values on a 1-to-100 scale to a whole-number 4-point scale. This procedure, although less precise, was held to be acceptable because it is a commonly used measure and was in fact used by one of the HSTS studies as the recorded grade values. The primary statistic for this study was a series of regressions comparing mathematics, science, and technology course-taking patterns and performance scores, including GPA and numbers of enrolled technology, mathematics, and science courses. These regressions report an F statistic for use in determining statistical significance at the .05 level. Findings Specific comparisons between technology and general students were conducted. Each study cohort was classified as either a technology student or a nontechnology student; the number of technology, mathematics, and science classes were quantified; and then the number of each STEM category of classes per student was calculated. The final step was to perform a comparison between the groups to see if there was a difference in the participation level and grade performance level between technology students and the general student population. The reported data have been rounded to the nearest ten to preserve confidentiality. Study findings were achieved by the use of WesVar 5.1.17 and SPSS (Version 21). Excel (Version 2013) was also used to create some of the charts. WesVar was used to evaluate the correlation models, and SPSS was used to provide descriptive information such as frequencies and for the creation of charts. Findings revealed that the overall GPAs differed between technology students and nontechnology students in all of the HSTS dataset years. This was also the case when looking at specific STEM categories with technology students, who earned significantly lower grades in mathematics and science courses (p = .05). Technology course enrollments represented in the sample appeared to decline between 1996 and 2005 and remain steady over the rest of the study period. The findings are addressed in the following paragraphs by research question. With regard to Question 1 (What is the level of technology course taking per year for technology students?), there was a large increase in the number of technology courses taken per student each year from 2000–2005 and the level of participation was similar between the samples during the period 2001–2009. Table 5 illustrates the mean number of technology education courses per year as taken by technology students in each HSTS study. The progression of course enrollment was similar during the entire period of the study, with students tending to take a greater number of technology courses as they progressed through high school. Table 5: Level of Technology Student Participation Grade 2000 2005 2009 Nine 0.14 0.55 0.47 Ten 0.16 0.64 0.63 Eleven 0.21 0.91 0.86 Twelve 0.28 1.16 1.12
Continued on page 27 22  NACAT News
The Hands-On Vehicle Electrical-Electronics Troubleshooting Training Program from Veejer Enterprises, Garland, Texas Phone:
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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!
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Fall 2016 | www.nacat.org | 23
SRTC Remembers Long-Time Faculty Member Lynn Tanner On July 28th, 2016 Southern Regional Technical College (SRTC), the Moultrie Community, and the entire state of Georgia, lost a truly gifted educator and friend. Mr. Lynn Tanner began his career with the former Moultrie Technical Institute 27 years ago. Over the years Tanner was an integral member of the former Moultrie Technical College Faculty and quickly became a leader during the recent merger between Moultrie Technical College and Southwest Georgia Technical College. Tanner served as the Automotive Technology Program Chair at SRTC, was a member of the Internal Foundation Campaign Committee, served on the SRTC Faculty Senate and Graduation Committee, and was the current SkillsUSA Georgia State Director and local SkillsUSA advisor. Additionally, he was a Master ASE certified technician and served as a National Automotive Technicians Education Foundation (NATEF) Evaluation Team Leader (ETL). Lynn was very passionate about the automotive technology program at SRTC but more specifically about his students. It was not uncommon to find Tanner staying late to help a student understand a concept or even reach in his own pocket to assist a student in need. “Mr. Tanner was the greatest instructor I had ever had. He was extremely knowledgeable and kind hearted. He kept me going when I thought I would fail. Mr. Tanner was truly a spectacular teacher, friend, and mentor. I will truly miss this man,” commented J.D. White, 2013 and 2014 Automotive Technology Graduate. Tanner’s enthusiasm for his students didn’t end in the classroom. He was an vital member of the state and local SkillsUSA Georgia Assocation and guided countless students to success at both state and national competitions. SkillsUSA is a national, nonprofit student organization that has developed more than 10 million workers through active partnerships between employers and educators. Hundreds of American industries have turned to SkillsUSA as the source for employees who exemplify “Champions at Work” in both skills and attitudes. (SkillsUSA Georgia , n.d.). On July 12, 2016, Tanner was named post-secondary teacher of the year by the Georgia Association of Career and Technical Education (GACTE). A recognition he was honored to receive and SRTC knew was well-deserved. The Southern Regional Technical College Foundation Inc. has established a scholarship in memory of Mr. Lynn Tanner. “We want to honor Mr. Tanner’s passion and legacy through student scholarships in his memory to provide support for individuals in the automotive program , as well as help SkillsUSA club members participate in state and national competitions,” said Amy Maison, Vice President for Institutional Advancement, Marketing, and Public Relations. Donations can be made in Mr. Tanner’s memory by visiting: https://southernregional.thankyou4caring.org/ or by mail to the SRTC Foundation, attention Amy Maison, at 15689 US Highway 19 N, Thomasville, GA 31792. The SRTC Foundation Board of Trustees, Board of Directors, Administration, Faculty, and Staff are honored to remember Mr. Tanner through this legacy scholarship and assist future SRTC students pursue their dreams in Automotive Technology and as participants in the SkillsUSA club. The SRTC Foundation is a non-profit 501(c)3 and all donations to this fund are tax deductible.
STAR EnviroTech Sponsors US Military Veteran Automotive Scholarship Scholarship Supports Veterans and The Future of the Aftermarket Huntington Beach, CA (May 26, 2016) - STAR EnviroTech is working with the University of the Aftermarket Foundation (UAF) to fund a Military Veteran Automotive Scholarship. The scholarship is open to any active or honorably discharged member of the US Military or Military Reserve enrolled as a full-time student in a qualified automotive, heavy-duty or diesel technician-training program within the U.S. The University of the Aftermarket Foundation Scholarship Committee will choose the 2017 scholarship recipient. “STAR is honored to sponsor this scholarship to give back to those who have served in our military,” said Jim Saffie, STAR EnviroTech CEO. “We have a commitment to donating to military and veterans causes as well as giving back to the future of the automotive aftermarket by supporting education and educators.” Interested students may complete the online application for the STAR EnviroTech Scholarship at automotivescholarships.com/STAR.
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Continued from page 22
It is worth noting that although the participation rate per student increased, the number of students taking technology courses declined during this time frame. This might indicate that there is a cohort of students with a high interest, as indicated by the rate at which they enroll in technology courses, but overall the number of students enrolling in technology education classes is declining. It would also indicate fewer casual students, those who only enroll in one or two technology courses during high school, leaving only those with a strong interest in technology. Regarding Question 2 (What is the mean level of mathematics participation achieved by technology students and how it compared with the overall secondary student population?), the trend reflected in the changes in technology enrollments also appears in the 2000–2009 data for mathematics, with a change in the enrollment level of mathematics courses between the 2000 study and the 2005 study, which then maintains the same general level for the 2009 data. It also would appear that the trend for enrollment by technology students changes from enrolling in fewer courses than the general population to enrolling in more mathematics courses than the general student population. This trend continues in the 2009 study, as indicated in Table 6. Table 6: Mathematics Courses per Student 2000 - 2009 2000 2005 2009 Overall Technology Overall Technology Overall Technology Grade 9 0.58 0.43 1.62 1.79 1.66 1.81 Grade 10 0.56 0.42 1.59 1.76 1.63 1.78 Grade 11 0.52 0.39 1.51 1.66 1.54 1.68 Grade 12 0.36 0.26 1.06 1.14 1.12 1.20 Total 2.06 1.53 5.89 6.47 6.11 6.64 In general, students were enrolling in a larger number of mathematics courses starting in 2005, with the overall mean level of courses per student rising to almost two mathematics courses per year. Continued on page 32
Thanking An Industry Friend (Part 15 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 ad ditional way to thank our many generous industry supporters. This issue we would like to recognize the National Alternative Fuels Training Consortium (NAFTC). Part of West Virginia University and under contract with the U. S. Environmental Protection Agency, the NAFTC is “a pioneer and national leader in developing, managing, and promoting programs and activities that desire to cure America’s addiction to oil, lead to energy independence, and encourage the greater use of cleaner transportation. The NAFTC is the only nationwide alternative fuel vehicle and advanced technology vehicle training organization in the United States.” You can learn more about the NAFTC at http://www.naftc.wvu.edu/. We encourage you to join us at the 2017 NACAT Conference at Macomb Community College in Warren, Michigan. 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 long-term, is appreciated.
Fall 2016 | www.nacat.org | 27
Daniel Foor Wins NACAT Education Foundation New Teacher Award! Daniel Foor, an instructor at Columbus State Community College in Columbus, Ohio, was presented with the 2016 NACAT Education Foundation New Teacher Award during the 43rd annual NACAT conference. Foor is currently in his fourth year of teaching at Columbus State Community College. His department chair, Dr. Andrew A. Rezin, provided a rousing narrative on Foor’s tireless efforts to continuously enhance student offerings by using his industry experience to help increase classroom involvement. Rezin stated, “Danny’s work with TechLINK has exceeded all of our expectations many times over. He is currently actively working with more than 135 employers in our area and all of our students. He has Daniel Foor (left) accepts the NACAT made great strides to intentionally arrange placements that match the skills and Education Foundation New Teacher Award personalities of the students and shops. In addition, through his tireless efforts from the Foundation Chair, Laura Lyons. with area employers, he has inspired several of them to substantially raise their involvement and commitment to the college and to our program.” Laura Lyons, the NACAT Education Foundation Chairperson of the Board, said of Foor’s achievement, “Daniel was a stand-out applicant for the NACAT Education Foundation New Teacher Award. His application was the most well documented I have seen. He went above and beyond, because he wanted his students to see that he does as he teaches them they should do. The attention to detail within the application and supporting materials was outstanding. His dedication to education was evident through his work with the TechLINK program, planning of career pathways, and his devoted teaching. 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.
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In Memoriam
DENNIS R. GRACE AUGUST 6, 1944 - AUGUST 21, 2016 NACAT lost a friend and Charter Member on August 21, 2016, as Dennis Grace passed away. Dennis held many positions both within NACAT and the NACAT Education Foundation over the years, and his passion for automotive education was infectious. We would like to take a moment to reflect. Below you will find a copy of the obituary for Dennis R. Grace (in italics - extracted from The Suchon Funeral Home of Plymouth, Wisconsin). It will be followed by some thoughts from fellow NACAT members. Dennis Grace, age 72, of Elkhart Lake passed away unexpectedly at his home on August 21, 2016. Dennis was born in Milwaukee to Ruth M. and Robert A. Grace. He graduated from Brookfield Central High School and earned his Bachelor’s and Master’s degree in Industrial Education from the University of Wisconsin-Platteville. 48 years ago, on August 10, he married the love of his life, Karen King. They lived in Michigan, Illinois and Sheboygan Falls before moving to their beloved home in Elkhart Lake in 1979. Dennis was an automotive service instructor for more than 34 years. The last 30 ½ years were spent at Lakeshore Technical College. To say that Dennis was passionate about his teaching would be an understatement. Not only was he technically proficient and thoroughly prepared, but he cared deeply about his students and strictly maintained high standards. The successes of his students were a source of tremendous pride for him. The most difficult day of Dennis’ career was his last day of teaching. Dennis believed strongly in ongoing professional development. To that end, he was a proud charter member of the North American Council of Automotive Teachers. He attended NACAT conferences from 1974 – 2016 where he formed lifelong friendships with instructors and industry professionals from throughout the United States and Canada. In his leisure time, Dennis was equally passionate about road racing. According to him, Road America is the happiest place on Earth! Dennis’ race friends always knew just where to find him at the track, too--on corner 5! Dennis faced the challenges of Multiple Scleroses for over 30 years with courage, dignity and a sense of humor. Those who asked how he was doing would invariably be told (with a smile) “Getting better by the minute!” Dennis is survived by his loving wife: Karen of Elkhart Lake; his uncle: Jim Sette Sr. (Delores) of Sacramento, CA; brother: Jim (Nancy) Grace of Bellingham, WA; father-in-law: Jim King of Shullsburg, WI; sister-in-law and brother-in-law: Gayle and Jim Stoycheff of Waterloo, IA; nieces: Dr. Elizabeth Stoycheff of Detroit, MI and Dr. Lindsey Stoycheff of Phoenix, AZ; numerous special cousins and a host of wonderful friends. He was preceded in death by his parents; his brother: Bill Grace, and his mother-in-law: Mavis King. A service celebrating Dennis’ life was held on Saturday, September 3, 2016 in the Tufte Centre (lower level of the new Paddock Shop) at Road America. In lieu of flowers, a memorial donation can be made to the National MS Society. They will be earmarked for research. From Jim Voth: Dennis Grace was a person who appreciated people. After hosting two conferences, what stayed with me about Dennis was his kind words and GREAT attitude about everything. After each conference he and Karen left a very sincere handwritten thank you note. Dennis always had an encouraging word and genuinely enjoyed being around people. After being invited countless times, we had the opportunity to stop by for a visit on the way to Greenville two years ago. Well, we had to go to Road America! That was a place that he loved to share with his friends.
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Article
Continued from page 27
This trend was also reflected in the patterns of technology students with a mean level greater than the general student population, taking six to seven mathematics courses over the span of a high school career. This is about one half course more than the general population mean. With regard to Question 3 (What is the mean level of science coursework achieved by the average technology student and how does it compare with the overall secondary student population?), a trend similar to enrollments in mathematics courses appears in the data for science courses. Although the overall enrollments in science courses declined over the time in high school, the students enrolling in science courses tended to take more than one course a year. This is also observed in technology students with the mean level tending slightly higher than the general population. Table 7: Science Courses per Student 2000 - 2009 2000 2005 2009 Overall Technology Overall Technology Overall Technology Grade 9 0.50 0.37 1.39 1.55 1.45 1.59 Grade 10 0.54 0.50 1.45 1.60 1.53 1.67 Grade 11 0.47 0.35 1.36 1.48 1.46 1.57 Grade 12 0.29 0.21 0.88 0.92 0.95 1.00 Total 1.81 1.34 5.09 5.57 5.41 5.86 Overall, students tended to enroll in fewer science courses than mathematics courses and also tended to take fewer at a time than mathematics courses. Technology students followed a similar pattern, although they tended to enroll in slightly more science courses than the general population. Finally, regarding Question 4 (What is the mean overall GPA reported for technology students by year as compared to the overall population of secondary school students?), comparisons between the different study years were not performed because there were differences between the variable definitions and the data structures in each study sufficient to prohibit direct comparisons of the transcript data. The evaluation process was begun by performing mean calculations for both the general student population and the technology student cohort for the 2000, 2005, and 2009 HSTS. Then, the overall GPAs for the technology student population were compared with the general student population. Finally, the GPA results for mathematics and science courses for technology students were compared to the general student population. The results from each HSTS study are presented in the tables and text to allow the reader to compare results, but caution is advised in the interpretation of differences and similarities between the reported study years because there are differences in the numbers of subjects and because the precise definitions of variables may make easily observed conclusions questionable. The overall GPA was calculated from the reported grades on the transcripts dataset and is listed in Table 8. The 2000 overall GPA was higher than both the 2005 and 2009 levels. There were some grades not reported in the data, which were included in the total count of courses but were treated as missing in the GPA calculations Table 8: Calculated Mean from Reported Transcript Grade Mean Std. Deviation n(Courses) 2000 2.81 1.14 996,756 2005 2.63 1.15 1,309,325 2009 2.63 1.15 1,838,516
Missing 41,442 45,205 56,717
The results of a regression model as performed by WesVar Version 5.1.17 on the 2000 HSTS data are illustrated in Table 9. This process used the jackknife process to perform resampling based on the 62 replicate base weights included in the HSTS studies weights and compared students classified as technology students with the entire population of students based on GPA, as reported on their high school transcripts. The results indicated that there was a significant difference between technology students and the general student population. Similar results were observed in the 2005 and 2009 studies. 32  NACAT News
Continued on page 38
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The Light Diesel Corner
Continued from page 22
Diesel exhaust fluid (DEF) is required in vehicles equipped with a selective catalyst reduction system. Not all diesel vehicles are equipped with this system. The catalyst, in conjunction with the DEF, reduces the level of oxides of nitrogen (NOx) in the exhaust stream. It is important to monitor the level of the diesel exhaust fluid and refill the reservoir when it gets low. Most vehicles are designed to hold enough DEF that it can be refilled at the time of a normal oil service without risk of running out. The vehicles are designed with a series of warning lights to alert the driver when the system gets low. If the system is allowed to run empty or a fluid other than DEF is used to refill the reservoir the vehicle may default to a depowered mode of operation. When refilling the DEF system make sure to use quality fluid that has been stored properly. Regular diesel engine maintenance is critical to the operation of the exhaust aftertreatment system. This would include replacing the diesel fuel filters, air filter and servicing the cooling system with quality replacement parts as required by the manufacturer. Failure to follow these recommendations may result in premature wear in the engine or the high pressure fuel system. Unwanted oil, coolant or diesel fuel in the aftertreatment system are leading causes of exhaust system component failures. The customer driving habits will have a significant effect on the diesel exhaust aftertreatment system performance. The modern diesel engine is designed to driven under a load. Short trip driving, or long stretches of idle time, will diminish the effectiveness of the exhaust aftertreatment system. These maintenance items are not difficult to perform, however, they may differ from a similar vehicle equipped with a gasoline engine. By following the manufacturers’ service recommendations the exhaust aftertreatment system will operate as designed and will provide miles of trouble-free service.
The Light Diesel Corner will be a recurring column in NACAT News!
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Fall 2016 | www.nacat.org | 35
Looking Back at the 43rd Annual Conference
NACAT MEMBER RECOGNITION: AWARDING OF YEAR PINS
* If were unable to attend, please contact us at nacatnews@nacat.org and we will ensure your name is included in the archived copy.
10 Year Members (from L to R): Martin Duvic & David Reuland
5 Year Members (from L to R): Mark Deschner, Roy Shafer, Doug Poteet, & John Davis 20 Year Member: Mark Mitchell
15 Year Member: Kevin Boden
30 Year Member: Dan Claus
25 Year Members (From L to R): Mike Richards & Jeff Parks
Charter Members: Frederick Peacock (rear) Dennis Grace (front)
36  NACAT News
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Continued from page 32
Article
Table 9: Results of Regression: Technology Student: Transcript GPA Number of replicates: 62 Number of observations read: 23,520 Weighted number of observations read: 3,277,950,131,358 Degree of Freedom = 60 t VALUE: 1.999 Missing: 2532 (UNWEIGHTED) 255,534,468,732 (WEIGHTED) Non Missing: 20990 (UNWEIGHTED) 3,022,415,444,626 (WEIGHTED) R_Square value: 0.017 PROB>|T| = 0.0 Hypothesis Testing Results Test Overall fit Techstudent
F VALUE 90.945 90.945 PROB>F = 0.0
(Rounded)
DENOM. DF 60 (Rounded) 60 (Rounded)
Similar results were also observed when examining comparisons between STEM courses. The technology student GPAs were lower than the general student population. These comparisons for all three HSTS studies are illustrated in Tables 10–12.
Continued on page 40
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44th Annual NACAT Conference July 17 - 20, 2017 in Warren, MI
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NACAT Conference Attn: Seminars 1820 SHILOH RD STE 1403 TYLER TX 75703 or Email to: office@nacatconference.org Copy: nacat2017@nacatconference.org 39 NACAT News
NACAT or their representatives do NOT pay presenters. Presenters are volunteering their time and this is a donation. All presenters are responsible for their own expenses. • Presenting only: no charge to them • Presenting and attending a function: Presenters pay for the event(s) attended. • Presenting and attending the NACAT Conference: pay the member or non-member conference fee, depending on their status and for the events attended.
Fall 2016 | www.nacat.org | 39
Article
Continued from page 38
Table 10: 2000 Science and Mathematics GPA Comparison for Nontechnology vs Technology Student 2000 STEM GPA N Mean Std. Deviation Nontechnology Student Science 2.6860 1.11716 42890 Mathematics 2.4961 1.19214 48670 Technology Student Science 2.5114 1.13892 70390 Mathematics 2.3262 1.20487 80400
Table 11: 2005 Science and Mathematics GPA Comparison for Nontechnology vs Technology Student 2005 STEM GPA N Mean Std. Deviation Nontechnology Student Science 56020 2.7430 1.08904 63840 Mathematics 2.5746 1.16395 Technology Student Science 94750 2.5725 1.12531 109280 Mathematics 2.4222 1.17903
Table 12: 2009 Science and Mathematics GPA Comparison for Nontechnology vs Technology Student 2009 STEM GPA N Mean Std. Deviation 85360 Nontechnology Student Science 2.6980 1.10650 96450 Mathematics 2.5553 1.17312 133300 Technology Student Science 2.5925 1.11263 151610 Mathematics 2.4427 1.17801
Although the overall scores differed only slightly, they are significantly different at the .05 level, and this is observed in all three HSTS studies. The variability of these comparisons is much more acceptable with the standard error of the mean for the 2000 study (.04), for the 2005 (.03), and for the 2009 (.03), which would indicate that these samples conform more closely with the calculated mean GPA for each of the HSTS studies. Confirmative post hoc testing also found a significant difference with the Scheffe used as a conservative measure and the Dunnetts T used as a specific test of unequal variances in the compared samples. The results are illustrated in Tables 13–15 and show that even with a conservative measure; there is a difference between technology students and the other students.
Continued on page 44 40  NACAT News
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Fall 2016| www.nacat.org | 41
Welcome NEW NACAT Members! A list of New Members who joined NACAT from March 16, 2016 through September 12, 2016 Edward Alvarez El Dorado High School/CTE El Paso, TX 79938
Jake Galvan Summer Creek High School Houston, TX 77044
Richard McCracken Tarkington ISD Cleveland, TX 77327
Milton Ayakawa Leeward Community College Pearl City, HI 96782
Robert Gary Snow College Automotive Technology Richfield, UT 84701
Antonio Melendez Westbury High School Houston, TX 77035
David Barrett Hallsville ISD Hallsville, TX 75650
Alan Hughes Dr. Kirk Lewis Career & Technical High School Pasadena, TX 77505
Ruben Parra Skyline College San Bruno, CA 94066
Brandon Belken Kilgore College Kilgore, TX 75662
Mark Ishisaka Leeward Community College Pearl City, HI 96782
Yves Racette EMEMM Montreal, QC H2J 4B7
Dick Bickerstaff Columbus State CC, Auto Tech Dept Columbus, OH 43215
Brett Jolley Kingwood High School Kingwood, TX 77339
Robert Riddle Hastings High School Houston, TX 77072
Beau Biller Plymouth High School Plymouth, WI 53073
Jay Kuykendall Portland Community College Portland, OR 97219
Gerald Sartin Piedmont Technical College Greenwood, SC 29646
Raymond Bouis Longview High School Longview, TX 75605
Sean Lannoo Continental Automotive Systems DeLand, FL 32720
Donald Schumacher California Automotive Teachers Chico, CA 95928
Steven Clampitt Humble High School Humble, TX 77338
John Larson Pearland High School Pearland , TX 77581
Mark Warren WORLDPAC Tucson, AZ 85711
Bruce Crerar SAIT Polytechnic Calgary, AB T2M 0L4
Lance Loftin Royal ISD Pattison, TX 77466
Lloyd ‘Tommie’ Whitaker Atascocita High School Humble, TX 77346
Ernie Cruz Hollenstein Career & Technology Center Fort Worth, TX 76179
Robert Lyle Westbury High School Houston, TX 77035
Jeff Wilson Kingwood High School Kingwood, TX 77339
Daniel Davis Jr El Paso Community College El Paso, TX 79915
Nathan McCann Bryan High School Auto Technology Bryan, TX 77802
If by chance you are a new member whose name was not listed, the ommission would be accidental. It is our hope this listing of new members will help to enhance the NACAT community. Contact information for officers, board members, and appointments is available on page 4 of this issue.
42 NACAT News
Fall 2016 | www.nacat.org |  43
Article
Continued from page 38
Table 13: 2000 Confirmatory Post Hoc Testing 2000 Post Hoc Results Mean Difference Scheffe Technology Education Science 0.4550* Mathematics 0.6422* a Dunnett t (2-sided) Technology Education Mathematics 0.6422*
Std. Error 0.00659 0.00648 0.00648
Note: Based on observed means. The error term is Mean Square (Error) = 1.339. a Dunnett t-tests treat one group as a control, and compare all groups against it. * The mean difference is significant at the 0.05 level.
Table 14: 2005 Confirmatory Post Hoc Testing 2005 Post Hoc Results Mean Difference Scheffe Technology Education Science 0.4882* Mathematics 0.6457* a Dunnett t (2-sided) Science Technology Education -.4882* Mathematics Technology Education -.6457* Note: Based on observed means. The error term is Mean Square (Error) = 1.274. a *
Dunnett t-tests treat one group as a control, and compare all groups against it. The mean difference is significant at the 0.05 level.
Table 15: 2009 Confirmatory Post Hoc Testing 2009 Post Hoc Results Mean Difference Scheffe Technology Education Science 0.5585* Mathematics 0.7057* Dunnett t (2-sided)a Science Technology Education -.5585* Mathematics Technology Education -.7057* Note: Based on observed means. The error term is Mean Square (Error) = 1.271. a *
Std. Error 0.00560 0.00550 0.00560 0.00550
Std. Error 0.00487 0.00480 0.00487 0.00480
Dunnett t-tests treat one group as a control, and compare all groups against it. The mean difference is significant at the 0.05 level.
One additional concern raised during the analysis of the data was based on the working definition of a technology student. The working definition used for this study was any student who had enrolled in one or more technology classes. The issue was the concern that this definition might prove to be too inclusive, with some states mandating enrollment in technology courses as part of revised graduation requirements. This also introduced a concern that as a student proceeded through multiple STEM courses, they may demonstrate higher grading levels as they become more familiar with STEM concepts in general, and this might provide them with an advantage unrelated to the specific content of the course. The method used to address this concern was to compare the GPA of technology students based on the number of courses in each STEM discipline. Using a linear regression, modeling the influence of the number of mathematics courses on mathematics GPA and the same process on science and technology courses, there was no significant difference in specific STEM GPA between students enrolled in one or more courses.
To Be Continued Next Issue: Conclusions, Limitations, Recommendations and References 44  NACAT News
Did you read about the NACAT Education Foundation - QuickTrick Alignment Tool Raffles? The winner of the first raffle, held September 15, 2016, was Chance Henderson from Dauphin Regional Comprehensive Secondary School in Dauphin Manitoba. We hope you and your students enjoy the QuickTrick Total Package Pro! We will have had two other raffles by the time this issue gets to your hands. One on September 20 and another on September 30, each announced through social media, press release, and on the NACAT Education Foundation website. If you happened to miss those, please note the schedule and link below. Raffle 4: Raffle 5: Raffle 6: Raffle 7: Raffle 8:
October 20th, QuickTrick QuickSlide Total Package November 20th, QuickTrick Total Package Pro December 20th, QuickTrick FleetSlide System January 20th, QuickTrick FleetSlide System February 20th, QuickTrick Total Package Pro
Raffle 9: March 20th, QuickTrick QuickSlide Total Package Raffle 10: April 20th, QuickTrick Total Package Pro Raffle 11: May 20th, QuickTrick QuickSlide Total Package Raffle 12: June 20th, QuickTrick FleetSlide System
Further information on the raffles can be found at: http://www.nacatfoundation.org/index.php/quicktrick-alignment-donation
Fall 2016 | www.nacat.org |  45
NACAT Education Foundation Awards We are pleased to work with industry partners to provide educator awards and student scholarships. To APPLY for an award or scholarship, or to learn how to GET INVOLVED with the NACAT Education Foundation, please go to:
www.nacatfoundation.org
Educator Awards
Application Deadline: May 1, 2017 NACAT Education Foundation New Automotive Teacher Award Presented to support attendance at a NACAT Conference in the US or Canada for a New Automotive Teacher (within the first five years of teaching). The award will provide NACAT Conference registration fees and $1000 toward travel, lodging, and other expenses incurred in attendance. Delmar Cengage Learning Jack Erjavec Innovative Instructor Award Sponsored by Cengage Learning, the Jack Erjavec Innovative Instructor Award will be granted to the instructor who demonstrates the most innovative and effective use of technology in the classroom. The $2500 award provides funding to allow one instructor each year to attend the summer NACAT conference and other training events. Student Scholarships are also available. Have your students go to http://www.nacatfoundation.org/index.php/student-scholarship for additional information on available scholarships sponsored by the Foundation and our friends.
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Fall 2016 | www.nacat.org |  47
In Memoriam
Continued From Page 30
DENNIS R. GRACE AUGUST 6, 1944 - AUGUST 21, 2016
From Jorge Menchu: Working with Dennis on the NACAT Foundation was a joy. The highlight was the Foundation’s trip to the Vision tradeshow where Dennis manned the Foundation booth. He stayed very busy spreading the NACAT word and encouraging shop owners to get involved with their local schools. When I could, I would go over to check in with him but he was always busy and going full speed. He and all of us had such a great time. If you know Dennis, you know how much he loves NACAT, all of you and the industry. I was fortunate enough to make it to the celebration of life held in his honor at Road America Raceway. It was an honor to hear stories from his friends and family and see the depth of those relationships - a glimpse into how blessed his life was.
Dennis Grace (front) with (L-R) Tim Dwyer, Bobby Bassett, Jorge Menchu, and Jim Voth at the 2013 VISION KC trade show.
Spending time with Dennis was something I always looked forward to. He radiated an inspiring spirit through his enthusiasm, a soft spoken kindness and confident words of encouragement. The more I got to know him, the more I admired him. Summed up in one word: Pure. R.I. P. Dennis and thank you. From Wayne Olson: When I got the news that Dennis had passed, I was immediately saddened about losing a long time friend and NACAT colleague. But then almost right away I brightened up when I realized that I was fortunate to have spent time with him at the 2016 NACAT conference in Texas. Dennis was one of those guys you see year after year at the conference, always had a smile and willing to spend a few moments with you talking about old times, current times and anything mechanical, technical or instructional. He was one of many friends I have gained over the many years of going to the conferences all over the U.S. & Canada. Friendships at NACAT continue year after year and often are rekindled even though we see each other only once a year. With Dennis there was never any doubt you were a friend no matter how long it had been since you’d seen him. And what a valuable resource to NACAT as he was a founding member and had served in many capacities over the years as an officer, board member, special committees and the list goes on. He will be remembered by many for his service and friendship that he gladly gave to anyone who crossed his path. He exemplified what NACAT is all about – Professionalism, Career Advancement, Knowledge Sharing and Gain, Service, Humor and Friendship. A model to us all ! From Bill Haas: A friend to all and a mentor to so many. I guess his work here was done. In my prayers now and my thoughts forever. From Richard Kreiger: Dennis had an unexplainable power to make the best of any and everything. He was always upbeat. He took one of my classes at this summer’s NACAT and was engaged and participatory. He always had a kind word for anyone. Karen and Dennis were always CLASS people. I will miss him, but am comforted that his suffering has ended. R.I.P. Dennis.
48 NACAT News
Fall 2016 | www.nacat.org |  49
Justin Strader Wins Cengage Learning Jack Erjavec Innovative Instructor Award! Justin Strader, from Delaware Technical Community College in Georgetown, Delaware, was awarded the $2500 Jack Erjavec Innovative Instructor Award at the 43rd annual 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. Justin Strader (center) is presented the 2016 Cengage Learning Jack Erjavec Innovative Instructor Award by Jack Erjavec (left) and Cengage Learning Marketing Manager Jonathan Sheehan (right) during the 2016 NACAT Conference.
Justin is a graduate (2007) of the same institution at which he currently teaches. His Department Chairperson, Mark Swarbrick, who also was one of Justin’s educators, revealed, “I had the pleasure of teaching Justin during his time at Delaware Tech, and I told him back then I felt he would be an excellent instructor. He graduated, worked for Toyota, was in TIME magazine, and he worked in the Independent shop for years becoming the lead technician. With his education and diverse experience Justin is now the first year instructor incorporating the latest technology into the classroom and laboratory.” It was further revealed that Strader utilizes Socrative (app), Pocket Prep (ASE test prep app), Mind Tap, and Blackboard Intereractive. He further integrates QR codes and YouTube videos into lessons, creates educational videos by using a GoPro system, and has students utilize electronic repair orders. The award was presented to Justin by Jack Erjavec and Jonathan Sheehan, Marketing Manager for Cengage Learning. After meeting Justin, Jack said “Justin is an outstanding and talented young man. I am pleased to be able to recognize him for his profesionalism and dedication to bringing technology into the classroom.”
Did You Know? Aside from sponsoring the Innovative Instructor Award, Cengage Learning was both the 2016 NACAT Conference Title Sponsor and the sponsor of a First-time Attendee Lunch. Jack Erjavec was one of four authors (along with Tim Gilles, Jim Halderman, and Rob Thompson) who sponsored family activities. Thank you!
Apply for the 2017 Cengage Learning - Jack Erjavec Innovative Instructor Award! Sponsored annually by Cengage Learning, the Jack Erjavec Innovative Instructor Award will be granted to the instructor who demonstrates the most innovative and effective use of technology in the classroom. The $2500 award provides funding to allow one instructor each year to attend the summer NACAT conference. A list of previous winners includes: 2007: 2008: 2009: 2010: 2011: 2012: 2013: 2014: 2015: 2016:
David Briscoe (Tyler Junior College) Gerald A. Lickey, Jr. (Crestwood High School) Mark Steinle (Northwest Iowa Community College) Julia Johnson (Skyline College) Randy Nussler (Midlands Technical College) Vincenzo Rigaglia (Bronx Community College) Jason Bronsther (Western Québec Career Center) Chuck DeBernardi (Kaskaskia College) Justin Morgan (Snow College) Justin Strader (Delaware Technical Community College) Will you be next?
50 NACAT News
17 0 2 , 0 2 – 17 Y L U J • ! E SAVE THE DAT Each year, instructors and trainers of automotive technology travel from all parts of the United States and Canada to attend the North American Council of Automotive Teachers (NACAT) Conference.
Join us at the 2017 NACAT Conference to be held at Macomb Community College in Warren, Michigan. You’ll find quality training offerings and have opportunities to meet some of the best trainers and educators in the automotive industry.
HAVE FUN IN AND AROUND THE MOTOR CITY WITH: · Morley Candy Factory Tour · The Mall at Partridge Creek · Detroit’s Belle Isle · Diamond Jack’s River Tour · Detroit Institute of Arts · Detroit Historical Museum · Michigan Science Center
· Charles H. Wright Museum of African American History · Detroit Public Library · The Henry Ford: Museum, Greenfield Village and IMAX · Ford Rouge Factory Tour · Edsel and Eleanor Ford House · CJ Barrymore’s Family Entertainment Center · DNR Outdoor Adventure Center
For more information, Email: CAAT@Macomb.edu or call: 586.445.7126 www.nacat.org
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BUSINESS MANAGER Bill Haas NACAT 1820 SHILOH RD STE 1403 TYLER TX 75703
www.NACAT.org NACAT Member Benefits • NACAT members received 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, scholarships, grants and donations through the NACAT Education Foundation. • NACAT members receive three issues of the NACAT News 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.