VOL. 30
Summer 2016
NO. 2
NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS
Officer and Board Update
Chairman of the Board “What do you want to do when you grow up?” Who remembers hearing those words as a child? I know I do! I was asked this question a lot when I was younger, by my parents, my teachers in school, and you know what? I could never come up with a solid answer. I did know that I wanted to find a career within the automotive industry, but I didn’t know where or how. In addition, the people who were relentlessly asking me what I wanted to do couldn’t provide me any guidance or pointers on how to pursue a career in the automotive industry.
I am very fortunate that I “stumbled” into the career that I have. Actually, it was kind of dropped into my lap, with the freedom and power to turn it into whatever I wanted to, in the best interest of the company. Sometimes I wonder what would have happened, had I been given advice or had someone explain to me what I would need to do in order to find a career in the automotive industry on my own. How would it all have turned out? Would I have ended up in the same place? How many of our members take the time to discuss career paths with your students in class? The term “Career Path” is something you’ll be hearing more about this year and beyond. As a student, I wish I had found the opportunity to establish a career path, a set of steps I could follow to reach a desired outcome – finding employment within the industry I am passionate about. Representatives from other industry companies seem to feel the same way. Much of the talk in this year’s “Educator Think Tank” at the VISION Expo in Kansas City revolved around the future of our industry. Whether you’re a repair facility, aftermarket company, or OEM, our industry is faced with an aging work force, and a deficit of qualified skilled workers to continue the industry into the future. The competition to capture the attention of children, teenagers, and young adults is higher now than ever before. If the industry can reach out with a unified message that 1) cars are cool!!!, 2) the automotive industry is in demand, highly involved with technology, and historically stable, and 3) a path to follow to pursue successful, rewarding careers within the automotive industry, we will be able to grow and cultivate the workforce that will carry the automotive industry into the future. You will see momentum focusing on Career Paths from many different angles over the next few months. I challenge you to be thinking about what you can do in your classroom to help open students’ eyes to the different career paths available to them. If you have ideas to share, success stories, or even tales of dismal failure (yes, those are important too), please share! Get on iATN, LinkedIn, or even write an article for NACAT News so other instructors can benefit and have “take away” to use in their own classrooms. I can guarantee your knowledge will make a difference.
Steve Gibson
Board Chair Program Coordinator, K&N Engineering 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.
SEMAEDucation RE
C A L I B R AT
E
SEMA SHOW STUDENT PROGRAM OCTOBER 31–NOVEMBER 4, 2016
What’s Included: • Complimentary Access to The SEMA Show: The premier automotive specialty products trade event in the world. • Welcome Reception and Lunch • Industry Networking • Onsite Career Services Lounge that connects students with employers and industry jobs. • Education Partners Lunch where faculty and administration can openly discuss career and education opportunities. • Career Education designed to highlight employment opportunities in the automotive aftermarket. • SCRS Repair Driven Education (RDE) Full-Series Discount for Faculty and Students. • Exhibitor Host program that allows students to work side-by-side with industry professionals. • Preferred Hotel Pricing at a SEMA designated hotel. Occupancy limited and determined on a first come, first serve basis • Free Access to SEMA Ignited, the official SEMA Show after party.
Sign your school up for the SEMA Show today. For more information, contact Juliet Marshall, Manager, Education Projects at JulietM@sema.org or visit SEMA.org/student-programs
Winter 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
SAIT Polytechnic 1301 16th Ave. N.W. Calgary, Alberta T2M 0L4 Email: patrick.brown-harrison@nacat.org Office Phone: 403.210.5619
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
Secretary 2014 - 2016 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 2015-2016 Steve Gibson K&N Engineering 1455 Citrus Street Riverside, CA 92507 Email: steve.gibson@nacat.org Office Phone: 951.826.4000
Board Member 2014-2017 Martin Duvic
Louisiana Technical College 3250 N. Acadian Thruway East Baton Rouge, LA 708005 Email: martin.duvic@nacat.org Office Phone: 225.359.9241
Board Member 2015-2018 Mike Richards
Redwood Community College 7351 Tompkins Hill Road Eureka, CA Email: mike.richards@nacat.org Phone: 707.476.4345
The cover photo for this issue is courtesty of Space Center Houston. Please be certain to visit during your time in the Houston / Pasadena area for the 2016 NACAT Conference. 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 2013-2016 Alan Darr
Board Member 2013-2016 Keith Santini
Board Member 2015-2016 Russell C. Ferguson
Addison Trail High School 213 N Lombard Road Addison, IL 60101 Email: keith.santini@nacat.org Office Phone: 630.628.4671
1311 Prescott Avenue Ann Arbor, MI 48103 Email: russell.ferguson@nacat.org Office Phone: 734.223.8591
Board Member 2014-2017 Alan Grant
Board Member 2015-2018 Tim Isaac
Board Member 2015-2018 Rick Martineau
Kathleen High School 1100 Red Devil Way Lakeland, FL 33815 Email: alan.darr@nacat.org Office Phone: 863.499.2655
Automotive Consultants 825 Old Farm Road Thousand Oaks, CA 91362 Email: alan.grant@nacat.org Office Phone: 805.231.4127
Foothills Composite High School 229 Woodhaven Dr Okotoks, AB T1S 2A7 Email: tim.isaac@nacat.org Office Phone: 403.938.6116
SAIT Polytechnic 1301 16th Ave. N.W. Calgary, Alberta T2M 0L4 Email: rick.martineau@nacat.org Office Phone: 403.284.8656
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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 2016 Conference Jeffrey Parks
San Jacinto College 8060 Spencer Highway C16.114 Pasadena, TX 77505 Email: nacat2016@nacatconference.org Office Phone: 281.476.1806
NACAT Education Foundation Executive Director 2015-2016 James Curry PO Box 80010 Charleston, SC 29416 Email: office@nacatfoundation.org Office Phone: 843.628.3294
NACAT 2016 Seminar Preview Are you ready for the 2016 NACAT Conference in Pasadena, Texas? Have you already registered, reserved your hotel room, booked your flights or planned your route, and told everyone you know about the great available training? The following is a preview of the seminars that have been submitted through March 17, 2016. More are being submitted daily.
EDUCATOR TRAINING
George Arrants, Education Consultant - George Arrants Enterprises How to Successfully Establish an Effective CTE Advisory Committee Useful tips on how to select and recruit advisory board members that will be most effective for your program/district. Arrange meetings that will have the most value for you, your students and your board members. What should your expectations be? How can you provide value to your board members and students? What should you consider when planning meetings? See how an effective advisory board benefits your students, your program, your community and local business and industry. Tim Dwyer, Educational Consultant - ConsuLab Educator Open Forum Would like to facilitate an educator led discussion on current topics affecting automotive education as an industry. We are working with the VisionKC group to see how we can keep the eXchange discussion momentum going throughout the year and NACAT seems to be the perfect venue. https://youtu.be/oaK1SCmOCVY. More details to follow... The Unconference Every year more and more automotive instructors attend the NACAT conference and we realize what a resource this is to the new instructor as well as the veteran instructor. So, we want to tap into all the collective experience that is available! This presentation will be by you and for you – today’s automotive instructor in today’s classroom! What we want to accomplish here is to share ideas of what you are doing in your classroom that is working (or NOT working!)! So, now is your chance to make a short 5 minute presentation and let’s spread the good stuff around! Anyone who wants to initiate a discussion on a topic can claim a time and a space – ( tdwyer@consulab.com) Or you are encourage to just come and lurk! The depth of knowledge and experience from all the dedicated instructors attending NACAT absolutely has to be shared for the benefit of our students. Come join us and let’s see where this goes! Alan Grant, Retired Automotive Educator - Automotive Consultants How to Survive In the High School Environment We will start at the point of being hired and walk through the steps of preparation so that the Instructor will be ready for the first to the last day of Student Instruction. Start with the people to know, rules to know, dividing up the material to fit into the allotted instruction time, how to handle the maintenance of the student’s progress (Grades), Parent interactions, and handling administrator’s inputs and demands Jim Halderman, Author - Pearson Publishing Company Teaching Tires and Wheels This fast paced presentation will showcase not only how tires are made today by machine, but will also answer the following questions: 1. What is the correct inflation pressure? 2. What is considered to be the minimum tread depth? 3. Why must winter ties be used only below 45 degrees? 4. What do those painted dots on the sidewall mean? 5. What does “MO”, “TPC”, “NO” and a star on the sidewall mean? 6. What does this size mean? P245/680R 460 A 7. What size tire should be used on a 7 inch wide rim? 8. What is a “hub centric ring”? 9. What are plastic wheel weights? 10. When should you use a pin plate when balancing wheels? A FREE copy of the presentation will be posted to my website for easy download so it can be used to teach tires and wheels. Donnie Houston, Administrator - Retired Educator Forget the Rainforest, Save My Classroom I will provide scientifically base techniques to improve school climate, teacher’s classroom management skills, increase time on task, improve student achievement, increase teacher retention decrease referrals and bullying incidents.
Continued on Page 12 Summer 2016 | www.nacat.org | 5
Officer and Board Update
NACAT President
Fellow NACAT Members, As I sit to write this letter, the spring semester has reached the midterm and graduation looms on the horizon. With summer break not far behind; my thoughts turn toward our annual NACAT conference. If you have not done so yet, make plans to join us in Houston this summer. The conference staff at San Jacinto College and the NACAT national office are working hard to make this year’s conference one of the best. The schools location, relative to Space Center Houston, makes it a great destination and an awesome place to hold a conference. This year’s conference will have some changes that maximize the benefits for our attendees, sponsors and trade show participants. We can’t wait to share them with you. Many thanks to this year’s sponsors and trade show participants. Your generosity allows us to come together so that we may learn. There are already some exciting seminars by some fantastic presenters on the agenda. For the latest updates on this year’s conference be sure to visit our website at www.nacatconference.org. An important part of our annual summer conference is the election of the organization’s Board and Officers. If you have not done so, please consider running for one of the open positions. It is a great way to give back to an organization that gives us so much. Changes to the day-to-day operation of the organization over the last year make holding an elected position easier and less time consuming than in the past. Again this year on my personal agenda is a commitment to continue working on building the bridges between education and the industry. It has never been clearer; our students are the future of the automotive industry. We must work together with our partners in industry to ensure our student’s success. I look forward to sharing more on this subject with you in July. I want to close by inviting you to join us in Pasadena (Houston) this summer for another great conference. But just as important, reach out to someone who might not be familiar with this great organization and invite them to join us as well. I always look forward to the fellowship and the exchange of information with some of the greatest instructors on the Earth. Remember, we succeed when our students succeed! I look forward to seeing you in Houston,
Curt Ward, President 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 6 NACAT News
Summer 2016 | www.nacat.org |  7
Article
Technology Student Characteristics: Course Taking Patterns as a Pathway to STEM Disciplines (Part I) By: Paul A. Asunda, Eun Sook Kim, & Richard Westberry
Abstract Rising concern about America’s ability to maintain its competitive position in the global economy has renewed interest in STEM education. The power and the promise of STEM education is based on the need for technological literacy. Technology education is a discipline devoted to the delivery of technological literacy for all. Nevertheless, a decision to pursue a STEM major is a longitudinal process that builds during secondary education and carries into postsecondary studies. When analyzed appropriately, course-taking patterns may offer valuable insight into a student’s academic history and momentum through college as well as illuminate patterns that effectively and wisely engage academic resources that may shape students’ entrance in STEM related careers. This study utilized High School Transcipt Study data to examine and compare the patterns of STEM courses taken by technology students and those of high school students as a whole, the patterns of courses taken by technology students and those of high school students as a whole, and the GPAs of technology students with the GPAs of other high school student GPAs. Findings revealed that there was a significant difference in overall GPA between technology students, as defined in this study, and the general student population of the data set. There was also a significant difference in GPAs between technology students and the general student population in STEM courses. Keywords: Course Taking Patterns, GPAs, High School Transcript Data, STEM Adolescents enter high school with different home and neighborhood backgrounds, different levels of academic preparation, varying degrees of commitment to education, and a wide range of aspirations for their post high school years (Stone & Aliaga, 2005). Which concentration pattern a student follows depends on both individual choice and on the sorting mechanisms of schools (Garet & DeLany, 1988). Career and technical education courses, specifically those with a focus on science, technology, engineering, and mathematics (STEM) practices like technology education, can serve many purposes for high school students including helping them explore career options, remain engaged in school, gain skills that are broadly useful in the labor market and prepare for further study in postsecondary education (Hudson & Laird, 2009). Rising concern about America’s ability to maintain its competitive position in the global economy has renewed interest in STEM education. Locke (2009) stated that “In the last decade, it has been perceived by scholars and administrators involved with K–12 STEM education as well as concerned business leaders that the shortage of engineering graduates from U.S. colleges must be resolved” (p. 23). In 2005, for example three pertinent U.S. scientific groups, the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine, jointly issued a report, Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, that called for strengthening the STEM pipeline from primary through postsecondary education (2007). This report recommended increasing investment in STEM programs, enhancing the STEM teaching force, and enlarging the pool of students pursuing degrees and careers in STEM fields. According to Scott (2012), today, many states have created opportunities to increase students’ exposure and engagement in STEM content learning. In order for students to pursue science careers, they must connect with their intended field. Astin reports a wide range of ways students connect to a college or university (Astin, 1984, 1993), and many of the same ideas could be expected to be true for why students complete certain majors. Specifically within the sciences, research has suggested that connecting undergraduates with authentic research experiences helps maintain interest in the pursuit of a science major (Russell, Hancock, & McCullough, 2007; Seymour, Hunter, Laursen, & Deantoni, 2004). (Sweeder & Strong, 2012, p. 52)
Continued on page 10
Paul A. Asunda (pasunda@purdue.edu) is Assistant Professor in the Department of Technology Leadership & Innovation at Purdue University. Eun Sook Kim (ekim3@usf.edu) is Assistant Professor in the Department of Educational and Psychological Studies at the University of South Florida. Richard Westberry (westberr@lssc.edu) is Associate Dean of Workforce Programs at Lake Sumter State College.
8 NACAT News
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Summer 2016 | www.nacat.org | 9
Continued from page 8
Article
The integration of STEM concepts into technology education enhances the goal and promise of technological literacy. Consequently, the field has consistently been described as a discipline devoted to the delivery of technological literacy for all. As a result of studying technology education at the K–12 level, students gain a level of technological literacy, which may be described as one’s “ability to use, manage, assess, and understand technology” (International Technology Education Association [ITEA], 2007, p. 9) (Havice, 2009; Daugherty, 2009). In publishing the Standards for Technological Literacy: Content for the Study of Technology (STL; ITEA, 2007) and Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL; ITEA, 2003) the International Technology and Engineering Educators Association (ITEEA; formerly the International Technology Education Association) has promoted technology education and engineering as viable career options. These documents verbalize well-articulated principles that have assisted technology educators in aligning their teaching to engineering practices as well as understanding the focus of the field as a central area of study in STEM fields (McComas & McComas, 2009). In the STL, the terms science, mathematics, and engineer or engineering are used more than 60 times, 50 times, and 150 times, respectively (McComas & McComas, 2009). Currently, technology and engineering learning activities being taught at the K–12 level seek to connect real-world experiences with curricular content (Havice, 2009). It can then be argued that, technology education as a subject is well placed to provide context for STEM related concepts in future education curriculum. “This is inevitable when we live in a society that needs and uses technology at the pace we are seeing today” (Starkweather, 2011). Therefore, if America is to prepare a STEM ready workforce, there is need for greater participation of all students in technology education courses. However, reports of a serious shortage of students pursuing STEM disciplines continue (e.g., Fox & Hackerman, 1993; National Economic Council, 2011). “While the national demand for motivated students to enter postsecondary STEM fields is at its highest, high school seniors’ interest in and readiness for pursuing these majors have been sluggish” (Wang, 2013, p. 1082). Hagedorn and Kress (2008) stated that for some students, “the only trace of…[their] presence…is found in their transcripts” (p. 8), and as a whole, a student’s transcript serves as a map of the curriculum and their course-taking patterns. N The rationale for using only data from 2000 onwards is based on the introduction of the STL, which was first published in 2000 (ITEA, 2007). evertheless, a decision to pursue a STEM major is a longitudinal process that builds during secondary education and carries into postsecondary studies. When analyzed appropriately, course-taking patterns may offer valuable insight into a student’s academic history and momentum through college and illuminate patterns that effectively and wisely engage academic resources that may shape students’ entrance in STEM related careers. To this end, the essence of this study is based on the National Center for Educational Statistics’ (NCES) High School Transcript Study (HSTS; Chen, 2009; National Center for Educational Statistics [NCES], 2011; Roey et al., 2005), which uses data collected by the U.S. Department of Education. The study utilized HSTS transcript data to examine and compare the patterns of STEM courses taken by technology students and those of high school students as a whole, the patterns of courses taken by technology students and those of high school students as a whole, and technology student grade point averages (GPAs) with other high school student GPAs. Continued on page 20
The NACAT Education Foundation Has A NEW ADDRESS! The NACAT Education Foundation has a new address. This change occurred at the beginning of March 2016 and allows the Foundation to be more flexible in what it can receive from industry partners.
The New NACAT Education Foundation 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. 10 NACAT News
Summer 2016| www.nacat.org |  11
NACAT 2016 Seminar Preview
(continued from page 8)
Edward Martin, Instructor - Pickens Technical College Creating Engaging Lessons In this course I will discuss some of the lessons I have developed that are rigorous yet highly engaging for today’s students. Developing a Career Advisory Program Participants will learn how to develop a Career Advisory (Mentoring) program to help prepare students for working in the automotive repair industry. The program is divided into 6 focus points for each visit. I will also discuss tips on how to successfully recruit mentors from the repair industry to volunteer for the program. Anna Matisak, Program Director - B’laster Corporation Randy Pindor, Vice President of Marketing - B’laster Corporation Welcome to B’laster University The seminar will have three parts: 1. Introduction to B’laster University: general overview including core values, mission statement, features/benefits of enrolling and how to implement it in the classroom. 2. Product Knowledge: in-depth analysis of 15 products, hands-on product demonstrations and detailed explanation of the importance of product knowledge. 3. Safety Data Sheet: the importance SDS, how to read an SDS and how to use the Pro-Tip video: How To Read an SDS in the classroom.
TECHNICAL UPDATE TRAINING
Bruce Amacker, Owner/Trainer - Turbo Training Powerstroke Diesel Aftertreatment Powerstroke Diesel Aftertreatment: This class covers the Diesel Oxidation Catalyst (DOC), Diesel Particulate Filter (DPF), Selective Catalytic Reduction (SCR), and Diesel Exhaust Fluid (DEF) systems used on Powerstroke Diesels. System operation, service, pattern failures, and maintenance peculiarities will be covered in the class, focusing on “Regen” problems, clogged DPFs and what causes them and system diagnostics. Bobby Bassett, Manager of Training - Gates Corporation We Can’t Do It Like We Used To – An Introduction to the Be System Smart During this session we will learn about the new I60R90 Initiative and why past repair practices may no longer be valid for today’s repairs. During this session, we learn about the latest industry information and how Gates I60R90 initiative helps us to become more system aware. You will learn: •Be System Smart - the latest inspection recommendation interval using I-60 & R-90 •Why 40% of the radiators fail after replacement •Why up to 70% of the alternators that are returned for “no charge” have nothing wrong with them. •Why 90% of timing belts fail after belt replacement •How 95% of water pumps fail because of coolant contamination. •Why OE coolant hose failures are spiking at 10 – 11 Bring a written statement of warranty from any coolant manufacturer to the Gates class and be placed in a drawing for a PowerClean™ Flush Tool ($600 value)! Alan Nagel, Director-Technical Serices - Sun Country Highway The Electrification of the Automobile (and Trucks!) featuring the 2016 Chevrolet Volt, Bolt and VIA EREV The electrification of the automobile is well on its way, with new and innovative battery powered products being announced at an ever increasing rate. Leading the charge is the Chevrolet Volt EREV which was the #1 selling plug-in vehicle in North America from 2011-14. 2016 brings a new model Volt, with ground-breaking technologies that push the boundaries of automotive efficiency. Building upon Alan’s past NACAT presentations on the Chevrolet Volt, this presentation provides the latest in updated details on the 2016 Volt’s propulsion system, lithium ion battery, energy and thermal management, and low/high voltage charging systems. As always, maintaining technician SAFETY will be topic of discussion. The seminar winds up with a technical synopsis of the upcoming BEV from Chevrolet- the Bolt, as well as a new line of full-size pickup from VIA Motors that looks to scale the EREV strategy to larger less fuel efficient vehicles. Stephen F Pulcheon, Diagnostics Specialist - Snap-on Industrial The Diagnostic Process: Historical and Modern Perspectives A look at modern and historical methods of diagnosing automobiles and developing a standard operating procedure.
Continued on Page 44 12 NACAT News
Automotive Technology
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www.atechtraining.com Summer 2016 | www.nacat.org | 13
A HUGE thanks to the following sponsors who have already confirmed their support for the 43rd NACAT Conference!
THANK YOU! SPONSORSHIP OPPORTUNITIES STILL AVAILABLE! Sponsor information and forms can be found online at ww.nacatconference.org or by e-mailing nacat2016@nacatconference.org and billh@nacat.org. NACAT 2016 Trade Show Preview Exhibitors have started to sign up for the annual Trade Show at the NACAT Conference. It is still very early, so the list is far from complete. However, there are eleven early signees as of March 18, 2016. They are: • • • • • •
ACDC - Hybrid & EV Training ATech Training Cengage Learning CDX Automotive ConsuLab Fluid Power Training Institute
14 NACAT News
• • • • •
Gates Corporation Goodheart - Willcox Publisher Mitchell 1 Pearson Publisher Rousseau Metal
Summer 2016 | www.nacat.org |  15
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16 NACAT News
NACAT 2016 Conference Family Activities The conference planning team for the 2016 NACAT Conference is pleased to announce the following family activities for during the 2016 Conference. Transportation to the activities will be provided. Please be certain to check www.nacatconference.org for updates and additions. Scheduled Group Events Tuesday July 19: Space Center Houston Website: http://www.spacecenter.org Wednesday July 20: Kemah Board Walk Website: http://www.kemahboardwalk.com Thursday July 21: Main Event Entertainment Center Website: http://www.mainevent.com
Ideas For On Your Own Moody Gardens Website: http://www.moodygardens.com Houston Zoo Website: http://www.houstonzoo.org Galveston Beach Parks Website: http://www.galveston.com/beachparks Houston Convention & Visitor’s Bureau Website: http://www.visithoustontexas.com
Be sure to connect with the NACAT Family and Wives groups on Facebook prior to the conference: NACAT Wives: https://www.facebook.com/groups/131508030269002/ NACAT Family: https://www.facebook.com/groups/1444881022460669/
30 + years in the auto industry 20 + years teaching high school automotive technology Past NACAT board member and president
Automtive Technology: A Systems Approach 6e Revised and updated in 2014 Correlated to the NATEF MAST standards. Available as a MindTap product with extensive online content and enhancements.
Image heavy and written by a high school instructor with high school programs in mind. Supplemental workbook has chapter study guides, activities, and select MLR lab worksheets.
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Summer 2016 | www.nacat.org |  17
Article
By: Quentin Swan
Three Ways To Kill Your Program and Put Yourself Out Of Work Simultaneously
When you consider the totality of how you and your automotive program are perceived, research suggests some very interesting facts that can help us survive and grow. These facts apply to the automotive repair industry and are directly aimed at our automotive education programs. UCLA studies have shown that WHAT YOU SAY counts for 7 percent of how you are perceived. That is interesting when you consider that HOW YOU SAY IT counts for 38% of the perception scale. So be careful of not only what you say, but also how you say it. Be aware of your tone of voice, body language and facial expressions. On the 100% perception scale there is 55% left once you subtract the two items mentioned above. The 55% is based on what is seen in three distinct areas of your program. These are all areas that we can do something about. These potential “program killers” apply to all industrial and vocational programs, so be thinking about how they apply to your program. Program Killer #1 is forgetting that the moment the customer comes to your lab area they start to develop an opinion as to whether or not they have made the right decision in taking your class. Who are your customers by the way? Students, administrators, other teachers, parents, business people, and anybody else that walks in the door or gate. You see, you only have one opportunity to make a FIRST IMPRESSION and that is based on what realtors call “CURB APPEAL.” Curb appeal is based on what is seen when we walk into your program area. Is the parking area clean and neat or does it look like an unorganized junk heap? Are there stacks of stuff? Is the lab area clean? Is there a place for everything and everything in its place? Has the equipment been cleaned and polished lately? Are the bench tops clear and clean? How long since the windows have been washed? This list can go on forever but you get the idea. In order to generate a positive impression, you need to have a clean, litter-free parking and storage area, and a facility that has the appearance of a busy professional classroom. A busy professional classroom breeds confidence and confidence builds enrollment. Program Killer #2 is forgetting the importance of our personal appearance. Research at IBM has shown that in the eye of the customer a white shirt and tie represents both honesty and intelligence. You should also greet your customers promptly and courteously, be well groomed, wear clean clothing (white shirt), and, believe it or not, smile. Other things that help in this regard are to wear your ASE patches. Also display your professional certificates in a location where all that come into your room can see them. The patches and certificates denote professional authenticity and breed confidence. Note that research at Yale University shows that people overwhelmingly follow the suggestions of those in a professional uniform. Ask yourself what uniform is worn by your doctor, dentist, banker or lawyer. Do you or the members of your family argue with these professionals or do you listen and take their advice and follow their directions? Program Killer #3 is the most visual and influential area of your facility - your classroom. What do you see in a professional’s waiting room? Doctors, dentists, lawyers and accountants all post their “DIPLOMAS” on the wall. Please understand that these diplomas are not there to be read, they are there to build your confidence in them as a professional. You see they, (doctors, lawyers, etc.) realize that since the mind can’t edit what goes through the eye, all that the customer has to do is SEE the documents in order to be influenced in a positive way. What items can we post? How about our diplomas, ASE certifications, ASC Membership certificates or plaques, organizational membership certificates such as NACAT or EPT, drug free workplace signs, certificates of appreciation, notices of community affiliation, Program of Excellence plaques, NATEF plaques, display trophy’s won by students in the program, Ford/AAA Student Auto Skills awards, pictures of past successful students, pictures of our advance students and many more items. What items should not be posted? Posters or calendars that reflect any type of poor taste, clocks or items that reflect poorly on you or the program. What about the color of the walls in your classroom? Research shows that blues and greens tend to be the most conducive to the transmission of ideas, while reds and oranges are least conducive. Also realize that your classroom has to be neat and clean with as few distractions as possible. Remember that you are the TEACHER, you are not called to HANG with the kids. Old military wisdom says, “Familiarity breeds contempt.” Also students should not call you “coach” or by your first name in class, as this shows lack of respect for you position and for you as an adult. They should call you Mr., Mrs., or MS. In conclusion then, what you say and how you say it is critical to your success. You should never forget to look at your lab and classroom through the eyes of your customers. Be assured that if you pay attention and avoid these program killers your program will succeed and the other teachers who compete for your students will be wondering why all the students are at your place.
18 NACAT News
The Hands-On Vehicle Electrical-Electronics Troubleshooting Training Program from Veejer Enterprises, Garland, Texas Phone:
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Web Site:
www.veejer.com
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.
Summer 2016 | www.nacat.org | 19
Continued from page 8
Article
These standards consist of a defined set of 20 technological literacy standards, which are grouped into five general categories: (a) the nature of technology, (b) technology and society, (c) design, (d) abilities for a technological world, and (e) the designed world. These standards prescribe what the outcomes of the study of technology in grades K–12 should be and describe what students should know and be able to do in order to be technologically literate (ITEA, 2007). This study was guided by the following research questions: • What is the average level of technology course taking per year for technology students? • What is the mean level of mathematics coursework achieved by the average technology student and how does it compare with the overall secondary student population? • 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? • What is the mean overall GPA reported for technology students by year as compared to the overall population of secondary school students? Method The primary source of information for this study is the HSTS of 2009, which was the continuation of the transcripts studies performed in 2000 and 2005. In these studies, participating schools submit complete 4-year high school transcripts of graduating students, and additional information about postsecondary education and vocational choices are also solicited from both the students and the staff at the school. These data were collected during the period from May 2009 until October 2009 and included 37,600 students in a nationally representative sample (NCES, 2011). In addition to the 2009 study, researchers in this study relied on the 2000 and 2005 transcript studies for comparison and trends. We utilized a jackknife replicative process to compare various high school student characteristics. Specifically, the areas of focus for the data were (a) specific courses listed and identified in state course catalogs as technology education, mathematics, and science using the Classification of Secondary School Courses (CSSC) system and (b) GPAs and earned grades in science, technology, engineering, and math courses. Study Sample The sample for the 2000 HSTS was composed of 63,790 (all samples are rounded to the nearest ten, as required by confidentiality concerns) students with an overall calculated GPA of 2.88 on a 4-point scale. Of this sample, 53,480 or 83.85% of students enrolled in at least one technology education course during their high school career. The 2005 sample had 29,870 students with a calculated overall GPA of 2.31 on a 4-point scale. Among these students, 17,180 enrolled in at least one technology education course during high school; the participation rate was 57.51%. The student sample for the 2009 study was 4The sample for the 2000 HSTS was composed of 63,790 (all samples are rounded to the nearest ten, as required by confidentiality concerns) students with an overall calculated GPA of 2.88 on a 4-point scale. Of this sample, 53,480 or 83.85% of students enrolled in at least one technology education course during their high school career. The 2005 sample had 29,870 students with a calculated overall GPA of 2.31 on a 4-point scale. Among these students, 17,180 enrolled in at least one technology education course during high school; the participation rate was 57.51%. The student sample for the 2009 study was 41,220, and the calculated overall GPA was 2.91 on a 4-point scale. Of this sample, 23,170 students enrolled in at least one technology education course, and their participation rate was 56.20%. In the period 1996–2009, the number of technology students enrolled as a percentage of the total HSTS sample declined 27.65%, as illustrated in Table 1. Table 1: Technology Students As Compared To Other Students
Technology Students vs. Total Students
1996-2000 2001-2005 2005-2009 Total Sample 63790 29870 41220 Technology Students 53480 17180 23170 % of Technology Students 83.85% 57.51% 56.20%
Continued on page 22 20 NACAT News
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Stop by the Gates booth at NACAT to see the latest Gates display! •
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Continued from page 20
Article
Yearly individual participation rates increased consistently over time with the number of technology courses taken by students rising over the span of their high school career. Table 2 shows the number of courses and the participation rates in the years contributing to each HSTS study with the percentages representing the percentage of individual technology enrollment yearly. Table 2: Number of Courses and the Participation Rates in the Years Contributing to Each HSTS Technology Education Number of Courses % within School Year in Which Course Taken
1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 Cohort Total 7438 8920 11750 15080 43188 9.97% 11.35% 15.48% 26.56%
Technology Education Number of Courses % within School Year in Which Course Taken
2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 Cohort Total 9405 11136 15877 20167 56585 9.61% 10.91% 15.52% 23.40%
Technology Education Number of Courses % within School Year in Which Course Taken
2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009 2009 Cohort Total 10933 14528 20348 25758 71567 7.95% 10.07% 14.06% 23.32%
This would appear to indicate that although the overall numbers of students enrolling in technology courses declined over the span of the study, students who did participate in technology programs tended to increase their participation as they progressed through high school.
Continued on page 34
22 NACAT News
Summer Elections - 2016 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 2016: • Board Member (3) • Secretary 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. You will find general job descriptions and the nomination form for submission. We look forward to working with you.
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Summer 2016 | www.nacat.org | 23
Article
Teaching Basic Electricity - Visually
I doubt I’m alone in finding that students often struggle the most when learning basic electricity. This article first appeared in my newsletter as the first in a series with ideas for helping to teach fundamental electrical concepts using some simple classroom and lab activities. I begin with a class discussion about what students know (or think they know) about electricity. This always brings up common misconceptions and fears students have and is an opportunity to address these topics. During this time we talk about volts, amps, resistance, and watts. Most students have at least heard of volts, amps, and watts. To help visualize and understand what these terms represent, I have the students act out various scenarios related to electricity, such as: • To show how resistance affects current flow, each student becomes an electron, and the class tries to rush out a standard door opening. This is then repeated but with the class rushing out of a garage bay door opening. Discussion of the events follows. Once we have the terms understood, we start talking about measurements, meters, and circuits. To go along with classroom discussion of circuits, I have the students build and test circuits in lab using ordinary automotive bulbs and sockets. The students are given a handout with different types of circuits that they have to build and test. Examples of these circuits are in Figures 1 through 7. I’ve found this approach works well for several reasons: • Using automotive components allows students to work on circuits at normal battery voltages. • They’re using standard automotive bulbs and sockets found on modern vehicles.
Continued on page 38 24 NACAT News
By: Rob Thompson
CDX has the solution for your classroom Discover how our system of print and digital learning tools – all aligned to the latest NATEF standards – will save you time in the classroom and fully engage your students in class and online. CDX Automotive Maintenance and Light Repair Textbook + Online Course
CDX Medium/Heavy Duty Diesel Engines & Vehicle Systems Textbooks + Online Course
CDX Automotive Light Vehicle Textbook + Online Course
COMING IN FALL 2016 Master Level Automotive Technician Series Also Available as textbook supplement for MLR, Light Vehicle and Medium/Heavy Duty Vehicle: •
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Visit www.cdxauto.com/nacat to request more information. Summer 2016| www.nacat.org | 25
26 NACAT News
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, 2016 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.
Bidders and Donors Needed for 2016 NACAT Education Foundation Silent Auction! The annual NACAT Education Foundation silent auction raised $3258.49 in bids and donations during the trade show at the 42nd annual NACAT Conference in Joliet, Illinois. Your generosity ensured that the Foundation could fund its New Teacher Award and Host School Student Scholarship in 2016. However, we can’t rest comfortably as the funds raised during the Silent Auction during the 43rd NACAT Conference, in Pasadena, Texas, will ensure we can continue to offer the award and scholarship in 2017. 2015 has given us goals to try to beat in 2016. We had 68 individual bidders and nearly 50 donors! We can do better this year! The Foundation Trustees and Director are working hard to solicit donations, as we are trying to create packets of tickets, certificates, and products from each state and province. We can’t wait to see the generous donations provided by our members and their families. The extraordinary nature of the donations, whether a hand-made item, a regional specialty, or an antique, really helps give the silent auction a unique appeal. If you have an item (or items) which you would like to donate to the NACAT Education Foundation for the annual silent auction, please bring the items with you to the conference (or you may mail them to the Foundation). The donation form is available at http://www.nacatfoundation.org/images/forms/Silent_Auction_Donation_Form_Extended.pdf. 2015 almost doubled the funds raised in 2014. Let’s see if we can do it again! Tax receipts will be provided to each donor. The NACAT Education Foundation THANKS YOU for your support!
Summer 2016 | www.nacat.org | 27
Welcome NEW NACAT Members! A list of New Members who joined NACAT from December 16, 2015 through March 15, 2016 Louis Bramante, Jr. Vineland Senior High School Vineland, NJ 08361
Jesse Davis Wiregrass Georgia Technical College Fitzgerald, GA 31750
Jim Brouse Tennessee College of Applied Technology - Nashville Nashvill, TN 37029
Pete Meier Advanstar Automotive Group Zephyrhills, FL 33542
Michael Cortese Evergreen Valley College San Jose, CA 95135
John Royals Valdosta Technical College Valdosta, GA 31603
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. Please do not be shy to let us know if you believe there are ways in which we can improve our service to our members. We only exist because of you! Contact information for officers, board members, and appointments is available on page 4 of this issue.
Get articles, PowerPoints, video, graphics & more... StarEnviroTech.com click on Educator STAR Technology meets SAE International technical papers inert gas recommendations for safer EVAP testing.
28  NACAT News
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Summer 2016 | www.nacat.org | 29
NACAT 2016 Conference Hotel Information The conference planning team for the 2016 NACAT Conference is pleased to announce that we have the following special hotel rates available. Please be certain to also stay updated on the NACAT website for any potential additions. Primary Hotel: Hilton Houston NASA Clear Lake Phone: 281-333-9300 Website: http://www3.hilton.com/en/hotels/texas/hilton-houston-nasa-clear-lake-HOUNBHF/index.html TripAdvisor Reviews: http://www.tripadvisor.com/Hotel_Review-g56003-d99058-Reviews-Hilton_Houston_NASA_Clear_Lake-Houston_Texas.html NACAT Group rate: $131 Secondary Hotel: Courtyard Houston NASA/Clear Lake Phone: 281-333-0220 Website: http://www.marriott.com/hotels/travel/houcs-courtyard-houston-nasa-clear-lake/ TripAdvisor Reviews: http://www.tripadvisor.com/Hotel_Review-g56339-d3369751-Reviews-Courtyard_by_ Marriott_Houston_NASA_Clear_Lake-Nassau_Bay_Texas.html NACAT Group rate: $131
Rotary Lift’s Video Series Answers Frequently Asked Questions On Thursday Febraury 18, 2016, Rotary Lift announced its new video series entitled “90 Second Know How” that cover frequently asked questions about light-duty and heavy-duty lifts, including two-post, four-post and inground lifts. “Rotary Lift’s customer service team gets more than 190,000 phone calls a year,” says David Fischmer, Rotary Lift marketing director. “Our customers are busy, and when they need help, time is money. But when a customer isn’t standing at the lift when calling, verbal explanations can be difficult to convey and hard to understand. This new video format is like being in the customer’s shop to demonstrate the answer—in just 90 seconds.” The first six videos are online now. Those videos cover: • • • • • •
Spotline laser positioning and syncing Mach Series mobile column lift error messages Greasing SmartLift plungers Four-post lift cable adjustment Y-Lift calibration Two-post lift cable adjustment
“Our inspiration in developing the 90 Second Know How video format was to not waste people’s time,” said Brad McAlister, video and multimedia specialist at Rotary Lift. “Cut to the chase and get right to the point. We even included a small 90-second running stopwatch in the bottom left corner that’s counting down the whole time the video is running. The 90 Second Know How videos provide just what our customers tell us they want—the technical information they need—not a commercial.” The videos may be found at: http://www.rotarylift.com/News-and-Resources/Training-Video-Library/
30 NACAT News
Summer 2016 | www.nacat.org |  31
43rd Annual NACAT Conference July 18 - 21, 2016 in Pasadena, TX
Register Online at http://www.nacatconference.org Trade Show Registration July 20 - July 21, 2016
Please print clearly.
Company:
Address:
City: Phone:(
Province/State: )
-
Postal/ZIP Code:
E-mail Address:
Representatives Attending:
Add e-mail to distribution list for all conference updates: Booth Count and Fees: First 2 Booths Additional Booths
Price
$600 US Each $550 US Each
Yes
Number Desired
No Line Total
= =
GRAND TOTAL (ALL BOOTHS) $
To pay for your Trade Show Booths by check, please mail the completed form with a check in US funds, payable to “NACAT Conference” to: NACAT CONFERENCE 1820 SHILOH RD STE 1403 TYLER TX 75703
USD
IMPORTANT TRADE SHOW INFORMATION
Booth Specifications: • 8’ x 10’
Special Request:
• We politely request that each trade show participant please provide 1 door prize with a minimum value of $25.00.
For more information e-mail nacat2016@nacatconference.org
Are you also interested in Sponsoring the Conference or Presenting a Seminar during the Conference?
Visit the Conference Website at http://www.nacatconference.org to sign up! 32 NACAT News
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H y b r i d Ve h i c l e D r i v e t r a i n s C o n s u L a b ’s h y b r i d p l a n e t a r y g e a r s e t i s d e s i g n e d t o h e l p instructors teach students how to understand the somewhat complex operation of a typical hybrid vehicle drivetrain. The c o m p o n e n t s a r e b a s e d o n a To y o t a h y b r i d d r i v e t r a i n a n d clearly demonstrates the operation of ICE, MG1, MG2 and
• The element chart identifies which component is held, driven and/or spins freely in each mode. Students can either hold or turn hand cranks to demonstrate each mode. This demonstrates full visualization of each mode for better understanding of system operation. Each of the four components will react exactly as it does in the vehicle including changes in the direction of rotation of MG1. Diagnostic scenarios can also be created for example by showing what would happen if MG1 fails. For a quote or to find out more about this training aid, email sales@consulab.com
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Summer 2016 | www.nacat.org | 33
Continued from page 22
Article Math and Science Participation Rates
Mathematics participation during this same time period remained consistent, with little change in participation rates during the study duration or in the individual high school career span. As illustrated in Table 3, about half of the total STEM enrollment was in mathematics courses, and this remained consistent with a slight decline in individual participation rates as time progressed. The total number of mathematics courses was much higher, not only due to the individual participation rates but also due to mathematics participation reflecting both technology and nontechnology students enrolling in mathematics classes. Table 3: Enrollment in Mathematics 1996 - 2009 Mathematics Number of Courses % within School Year in Which Course Taken
1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 Cohort Total 35909 35707 33664 22944 128224 43.18% 45.43% 44.36% 44.41%
Mathematics Number of Courses % within School Year in Which Course Taken
2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 Cohort Total 47474 47620 45697 38308 179099 48.50% 45.65% 44.68% 44.45%
Mathematics Number of Courses % within School Year in Which Course Taken
2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009 2009 Cohort Total 67370 66837 64093 45771 244071 49.01% 46.34% 44.30% 41.44%
Continued on page 42
Vehicle Electrical Troubleshooting
SHORTCUTS Batteries Cranking Circuits Charging Circuits Reading Schematics
Teach electrical troubleshooting on-the-vehicle with just a DMM and Current Clamp and quickly indentify electrical problems.
by Vince Fischelli Veejer Enterprises
VEHICLE ELECTRICAL TROUBLESHOOTING By Vince Fischelli (250 pages - 198 diagrams)
SHORTCUTS
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Summer 2016 | www.nacat.org | 35
Member Testimonial Dear Ladies and Gentlemen: I attended my first NACAT conference in Spokane, WA in 1995 and have attended almost every conference since. I became a NATEF ETL in Spokane and have led dozens of NATEF Evaluation Teams in multiple states. That experience alone was worth more than I can put into words here to my overall professional growth in automotive education. The reason I choose the NACAT Conference as my primary resource for professional development year after year is, from my first conference to the most recent, the training seminars have been taught by many of the top trainers in the automotive industry, covered current industry trends and the latest diagnostic techniques, offer a wide range of topics to choose from and, offer sufficient hours of training to meet your annual NATEF requirement in one conference, outside of normal class time. Additionally, the NACAT Trade Show offers automotive educators the opportunity to review the latest textbooks, teaching/ training aids, diagnostic and other general automotive related equipment, in an up close and personal setting with top notch representatives on hand to answer any questions you might have. On top of all that I really enjoy the opportunity to network with other automotive professionals, the sense of camaraderie, and the many personal friendships I have developed through NACAT over the last 21 years has been invaluable to me in my career. My relationship with NACAT and its impact on automotive education has been phenomenal! Professional growth and development is one of the most important aspects of being an automotive educator, due to constantly evolving automotive technology and trends and innovations in the field of education. I would highly recommend NACAT as the primary resource for professional development for automotive educators!! Sincerely, Michael Richards Professor, Automotive Technology, College of the Redwoods, Eureka, CA
Thanking An Industry Friend (Part 14 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 the Global Automotive Aftermarket Symposium (GAAS). It is through the GAAS student scholarship platform (www.automotivescholarships.com) that the NACAT Education Foundation and Mitchell 1 are able to collect a vast many applications for the student scholarships awarded at the NACAT Conference. Many other companies also use the service. In 2015, for example, 362 student scholarships, worth more than $400,000 were awarded. If your students aren’t applying for these scholarships, they should. (The application deadline is March 31 of each year.) GAAS is providing a vital assist in ensuring programs have students to turn into the technicians of tomorrow. We encourage you to join us at the 2016 NACAT Conference at San Jacinto College in Pasadena, Texas. 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.
36 NACAT News
Diagnosscs for Professionals
Hands-on Hybrid and Electric Vehcile Diagnostic Motor-Generator Set
For teaching groups of all sizes, using actual motor failures from the field, incorporate the Hybrid Motor-Generator Diagnostic Set into your curriculum to efficiently offer hands on instruction for hybrid and electric vehicle motor operation, testing, and diagnosis
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uTest - Advanced Terminal Test Kit includes 110 of the most essential terminals
Fluke Hybrid Multimeters ForInsulation the new California and Resistance Smog program Testers
AESwave Hybrid
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Summer 2016 | www.nacat.org |  37
Article
Continued from page 24
Teaching Basic Electricity - Visually Figure 6
By: Rob Thompson
• By mixing in some “bad” bulbs and sockets, students begin troubleshooting circuit problems quickly. • Circuits, such as that in Figure 2, tend to generate quite a bit of confusion at first but end up as a great example of how voltage drops can really affect a circuit. For this circuit, the students are told the 1157 type of bulb is supposed to work.
Figure 7
Figure 8
Figure 9
38 NACAT News
Students will typically make and test between 10 and 20 different circuits like those shown in Figures 1 - 7. The number of circuits depends on the needs of the particular student as some grasp the concepts more quickly than others. Once completed, students then have a pass/fail lab test based on creating, diagramming, and testing a series-parallel circuit. Once a student is able to build, test, and explain the operation of a circuit such as that in Figure 7, he or she is ready to move on to on-vehicle work. As part of the classroom and lab activities, and to demonstrate how resistance and amperage relate in a lighting circuit, I build a basic bulb circuit and connect a scope. Figures 8 and 9 show a single 194-type bulb with voltage and amperage measurements. Quite a bit of discussion about bulbs and circuit operation can take place just from these images.
Summer 2016 | www.nacat.org |  39
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How Do You Get Kids Interested in STEM? How do you get children interested in Science, Technology, Engineering, and Math (STEM) subjects? This is a question being asked frequently as a strategy is being developed to ensure children develop an interest in becoming the engineers and technicians of the future. The early years are a vital part of the professional conveyor belt. What is being done to enhance the analytical and inquisitive nature of youth and lead them down the STEM pathways? Throughout the world, soccer (football) players who show potential are selected and nutured from a young age: often as early as 5 - 6 years old. They enter academies and train to become the athletic heroes of tomorrow. The professional organizations understand the importance of the production line to their industry and have worked very hard to ensure they did not incur a skills gap and player shortage. What is the transportation technology industry doing to prevent the skills gap and employee shortage? The NACAT Education Foundation created the “Hour of Automotive Technology”, and it appears other steps are being taken to nurture youth within a STEM, and even aftermarket, environment. Toys have been created that allow children to “work” on vehicles (see images of the Klein Toys Speed Race Car Station) and not have the vehicles “work” until correctly repaired. There are items to provide stimulation within solar power production, basic electricity, robotics, computer coding, fuel cells, and general mechanics. Is this enough? Will it capture the imagination of youth and make them want to be the next generation of engineers and technicians? How will the aftermarket continue to address the issue? If you have a good example of what is being done to help children become interested in STEM careers, please let us know. We would like to be able to run articles on the subject in future issues of NACAT News. Help us learn how to help the next generation of engineers and technicians discover their pathway. E-mail nacatnews@nacat.org to share your story!
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Summer 2016| www.nacat.org | 41
Continued from page 34
Article
Participation in science courses tended to decline during the individual high school career timespan. Roughly half of the STEM enrollments in the first 1 or 2 years tended to be in science classes, and this declines by 5–10% by the senior year (Table 4). It would appear that many students were replacing science enrollments with technology courses in the last 2 years of high school in addition to enrolling in non-STEM classes. This observation is based on the median number of technology courses per student increasing over time. Additionally, despite the percentage changes appearing congruent between science and technology enrollments, the numbers of individual courses are not congruent with enrollment in technology courses not accounting for the decline in the number of science courses. Table 4: Enrollment in Science 1996 - 2009 Science Number of Courses % within School Year in Which Course Taken
1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 Cohort Total 31270 33980 30470 18760 114480 41.91% 43.23% 40.15% 33.04%
Science Number of Courses % within School Year in Which Course Taken
2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 Cohort Total 41000 43320 40710 27720 152750 41.89% 42.44% 39.80% 32.16%
Science Number of Courses % within School Year in Which Course Taken
2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009 2009 Cohort Total 59150 62860 60250 38920 221180 43.03% 43.58% 41.64% 35.24%
Overall, the enrollment in mathematics and science courses substantially exceeded those of technology offerings in the samples. This may be accounted for by the graduation requirements in many states detailing the completion of certain levels of mathematics and science for a high school diploma and many technology courses counting for elective credit, with the caveat that many programs also have a requirement for completion of a technology course in either middle or high school. This may account for the high overall participation rate in technology courses.
To Be Continued Next Issue: What were the Procedures and Analysis? iATN Launches Mobile App
BREA, California — The new mobile app from iATN® gives its members the opportunity to fully participate in all network discussions from their iPhone or iPad. With iATN: Auto Pro Community, members can reply to existing discussions, start new ones and attach photos and videos to their messages. They also can receive notifications when someone replies to their message or participates in a discussion to which they’re subscribed. Premium iATN subscribers can use the app to search the iATN Knowledge Base, using traditional keyword searches or by scanning a VIN barcode for a vehicle in their shop. Users with a basic iATN membership have the option to enable a Mobile Pass with an in-app purchase, good for seven, 14 or 30 days of Knowledge Base access. “Within a few seconds from a mobile device, one can scan a VIN barcode and quickly search all of iATN for relevant information, or record a video, photo, etc., and post it for conversation in very short order,” said Scott Brown, iATN president. “We are living in some very interesting times, and we look forward to opening up new ways for iATN members to communicate and leverage the technology they carry in their pockets.” iATN plans to integrate additional features into the mobile app, including Auto Pro Careers and Auto Pro Wiki, two new services iATN has released in the past year. To offer suggestions and improvements, members are encouraged to use the app’s “feedback” option. iATN has released the free app for iPhone and iPad first, due to the popularity of these devices among members. A version targeting Android 4.4 and above is in development.
42 NACAT News
Summer 2016 | www.nacat.org |  43
NACAT 2016 Seminar Preview
(continued from page 12)
Keith Santini, Author / Video Producer - CDX Automotive Teaching Automatic Transmissions In this seminar we will go through some of the tips and tricks to help teach automatic transmissions to students. Group discussion will be encouraged to share what works and does not work. Transmission updates regarding newer makes and models of transmissions will be covered. Whats new in CDX for 2016 In this session we will cover what is new in CDX for 2016 including new videos and animations. We will cover the new MASTER level content that is being released this fall for Automatic Transmissions, Engine Repair, Basic Electrical, and Advanced Electrical. Jean-Luc Sauriol, Business Development Manager - ALLDATA Fuel Trim Correction Factor Diagnostic Vehicle diagnostics can be a challenge—but ALLDATA is here to help. Try a new approach when performing diagnostics on engine drivability problems that will help point you in the right direction.The ability to analyze Total Fuel Trim correction in different fuel cells will help pinpoint your diagnostics and save time. We’ll cover O2 functionality, different types of O2 sensors (such as Zirconia, Titan and LAF) and how to test the sensors quickly. We will also discuss the impact of the PCM using a speed density (MAP) type or MAF calculation process, as this will have an impact on the Fuel Trim correction factor. We will talk about the difference between the two and how it will impact the corrections based on engine load or volume efficiency. Skip Saurman, Automotive Consultant - Megatech Corporation CAN Bus Simplified In 2008 the Society of Automotive Engineers (SAE) required CAN Bus communications protocol for 100% of new vehicles sold in the United States. It should be easy to locate information and vehicles to train on. Find out how easy it can be utilizing the concept of theory/practice/application in this hands-on session. Trish Serratore, President - NATEF / AYES What’s new with NATEF and AYES Review of NATEF program accreditation and the AYES student model including updates on the new ASE Student Career Link and the new accreditation portal/website. Lyle Taylor, Instructor / Program Developer - ATech Training, Inc. Teaching Advanced Electrical Diagnostics in the Classroom The Automotive/Diesel Industry is drastically changing, as far as the electrical/electronic systems in a vehicle. Exploring the need for “Structured Skilled Development” can still be one way to approach training; by building from fact to understanding, working from simple to complex, learning through discovery, and then transferring knowledge to problem solving. While taking this approach we will explore teaching methods in this class, using a number of electrical trainers with hands-on activities. Focusing on advanced electrical diagnostics and troubleshooting systems while in the classroom. Dusty Wright, Certified Lubrication Specialist - Wright Oil Upcoming Changes in Gas / Diesel Engine Oils I start with different types of crude, refining methods, base oils, additives, lubricant formulations, current API specifications, upcoming changes in 2017 with CAFE 6 and PC-11. OEM warranty concerns. impact of aftermarket engine oil additives and if time allows I cover diesel fuel issues since 2006 and new issues that have risen since 2012 and upcoming issues in 2017. Steve Zack, Technical Instructor - Bosch Volumetric Efficiency This class will develop the technician’s skill for testing Engine Performance with a Scan Tool using Datastream. The class will focus on Volumetric Efficiency using the calculator and Datastream to determine the cause of the drivability complaint. When the test results and the repair information point the technician to test a component they will be better equipped to perform those test effectively. The course will improve the technicians diagnostic efficiency. VE Calculator VE Diagnostics MAP Test MAF Test Fuel Trim Tests H02S Test AFR Test Catalytic Convertor Test.
44 NACAT News
Introducing SEMA CAREER CENTER Connect your students with top automotive aftermarket employers.
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Summer 2016 | www.nacat.org |  45
43rd Annual NACAT Conference July 18 - 21, 2016 in Pasadena, TX
Register Online at http://www.nacatconference.org Presenter Information Form
Please print clearly.
Presenter Name:
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City: Phone:(
Province/State: )
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Website: Presenter Background (attach separate page if needed, but please keep to two paragraphs or less):
Seminar Title: Brief Description of Seminar (attach separate page if needed, but please keep brief):
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Please mail the completed form to:
NACAT Conference Attn: Seminars 1820 SHILOH RD STE 1403 TYLER TX 75703 or Email to: office@nacatconference.org Copy: nacat2016@nacatconference.org 46 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.
43rd Annual NACAT Conference July 18 - 21, 2016 in Pasadena, TX
Register Online at http://www.nacatconference.org Please print clearly.
Name:
Address:
City: Phone:(
Province/State: )
-
Postal/ZIP Code:
E-mail Address:
Organization (School, Business, etc): The address provided above is:
Home
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This is my 1ST NACAT Conference:
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Add e-mail to distribution list for all conference updates:
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I will need transportation at the conference:
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Membership savings: Non-members who join NACAT prior to 5/1/2016 will save $100!
Registration Fees and Family Tickets DO NOT purchase Banquet or BBQ Tickets for the Registrant. Only do so for family members. NACAT Member Registration Payments Received BEFORE 5/1/2016
$250 US
Payment Received ON or AFTER 5/1/2016
$300 US
Non-NACAT Member Registration
$400 US
Family Members Attending: Additional Function Tickets For Persons Not Registered as Primary Attendee (Family Members): Date
BBQ (Adult) 7/19/16 BBQ (Child under 13) 7/19/16 Banquet (Adult) 7/21/16 Banquet (Child under 13) 7/21/16
Price
Number Desired
$30 $15 $50 $25
= = = =
Line Total
GRAND TOTAL (Registration PLUS Extra Tickets) $
USD
To pay for your conference registration by check, please mail the completed form with a check in US funds, payable to “NACAT Conference” to: NACAT CONFERENCE 1820 SHILOH RD STE 1403 TYLER TX 75703 Summer 2016 | www.nacat.org | 47
BUSINESS MANAGER Bill Haas NACAT 1820 SHILOH RD STE 1403 TYLER TX 75703
www.NACAT.org How You Can Join NACAT
In order to receive your membership promptly, please fill-in the appropriate spaces below and mail this application form with your check or money order to NACAT's “International Headquarters.” Name_____________________________________ E-mail Address (Work or Home) _________________________________ Is this a NEW or RENEWAL Membership
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If a renewal, in what year did you join NACAT: ____________ Send Membership info to: ___Home ___Work Home Street Address ______________________________ City________________ State/Prov.________Zip ______________ School/Business Name____________________________________________________________________________________ School/Business Street_____________________________ City________________ State/Prov.________Zip ______________ School/Business Phone number __________________________ Membership Class* ___General ___Associate ___Retired *General Members are voting members who are educators. Associate Members are non-voting members who are non-educators working at a business or school.
You may pay by credit card or online check at www.nacat.org
[
I am enclosing a check or money order in US funds for (check one only) ] Annual Dues - $50.00 US Funds [ ] 3 Year dues - $135.00 US Funds [ ] 5 Year Member - $225.00 US Funds Please make copies of this application, if needed If you would like more information about NACAT, please phone 903-747-8234 or visit www.NACAT.org. North American Council of Automotive Teachers 1820 SHILOH RD STE 1403 Tyler TX 75703