Summer 2017 NACAT News

NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS

#NACAT2017 July 17 - 20, 2017

VOL. 31

Summer 2017

NO. 2

Officer and Board Update

Chairman of the Board 2017 is full steam ahead! Or maybe a more relevant term would be “rolling coal”! We are full throttle headed towards the end of the school year, and the summer NACAT Conference won’t be far behind. I look forward to seeing you and meeting you at Macomb Community College in Warren, Michigan this July.

I want to encourage you to run for office in one of NACAT’s leadership positions. NACAT is a volunteer, member-run organization, and we need your help and participation to keep NACAT strong and viable well into the future. You could be the difference maker that helps propel the organization forward.

Some of the current issues and projects the Board and Officers have been working on are: • • • •

Membership – increasing the number of NACAT members, adding additional member benefits.

Marketing – Increasing the “brand awareness” of the NACAT name.

Conference improvements – finding ways to make the NACAT Conference even more exciting.

Industry Partnerships – identifying like-minded companies to work together with to accomplish NACAT goals (the whole is greater than the sum of its parts).

I challenge you to take that step, and submit your name for one of our open positions. We will be electing a VP/President-Elect, Treasurer, and three NACAT Board members. Contact Pete Kaufmann, NACAT Election Chair (kaufmann@worldpath.net) or visit the election page at http://www.nacat.org/index.php/general-election-information.

Why is it important to continuously recruit new volunteers and leaders? Consider this: Fortune Magazine’s annual list of America’s 500 largest public companies (Fortune 500) was first published in 1955. Notable companies on the Fortune 500 list in 1955 included General Motors, IBM, Boeing, and Kellogg’s, each of whom still exist today. Also appearing on the ’55 list were American Motors, Studebaker, and Zenith Electronics. In fact, two thirds of the companies on the original Fortune 500 list had fallen off the list by 1985. In the 1960’s, fewer than 10 new companies were added to the list each year. Today, there are more than 50 new Fortune 500 companies every year*. Much like the world of business, the market for providing instructor training is now more competitive than ever. New members and new volunteers keep the flow of new ideas coming in, and also bring an enthusiasm that builds and drives success. NACAT is in a relatively good place within our industry. But in order to keep NACAT as a leader in instructor training, we need you to volunteer and get involved more than ever before. We need YOU to help make a difference!

Don’t forget – applications are now being accepted for the SEMA-NACAT Education Foundation Award! Now in its second year, this award recognizes instructors who involve the aftermarket in their classroom and curriculum. As we saw with our three 2016 finalists, the level of competition in this award is extremely high! Application information is available on http://www.nacatfoundation.org. The application deadline is August 15, but don’t delay – get your material submitted ASAP! The three finalists receive air, hotel, and admission to the 2017 SEMA Show in Las Vegas, where we will honor them at the SEMA Education Partners Luncheon. The overall winner will also be announced at the SEMA Show, and will receive free registration to the 2018 NACAT Conference at Penn College in Williamsport, PA. I personally cannot wait to see who wins this year. It will be exciting!

I am looking forward to 2017 being a great year!

Steve Gibson, Board Chair

Program Coordinator, K&N Engineering *(Statistics courtesy of the Kauffman Foundation and the American Enterprise Institute)

SEMA Show & PRI Show Student Programs

STUDENT PROGRAM OVERVIEW:

The Student Program offers students and educators the opportunity to attend the annual SEMA and PRI Trade Shows. The primary objective is to provide unique learning experiences that highlight careers in the automotive aftermarket and performance racing industries.

PROGRAM FEATURES*:

PRESENTED BY:

• • • • • • • •

Complimentary access to shows Welcome Reception Networking Career Services & Education Faculty Recognition Industry Education Student Career Day Discounted Hotel Pricing**

STUDENT PROGRAM DATES & LOCATIONS: • 2017 SEMA Show Mon., Oct. 30–Fri., Nov. 3, 2017 Las Vegas Convention Center Las Vegas, Nevada • 2017 PRI Show Thurs., Dec. 7–Sat., Dec. 9, 2017 Indiana Convention Center Indianapolis, Indiana

* Program may vary per venue ** Availability limited, exclusions may apply

Sign your school up for the SEMA Show or PRI Show Student Program today.

For more information, contact Juliet Marshall, Manager, Education Projects at JulietM@sema.org or visit SEMA.org/student-programs

Summer 2017 | 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

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

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

This issue’s cover photo and the photo on page 24 were provided by the GM Heritage Center. We would like to thank them for sharing with us so we could share them with you!

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

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

NACAT News is the official publication of the North American Council of Automotive Teachers and the NACAT Education Foundation. NACAT News is currently published three times per year. NACAT assumes no responsibility for the contents or accuracy of articles, advertising, or editorials. No permission is required to reproduce articles for educational use. Copyrighted material and sources should be credited.

Appointments

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

NACAT 2017 Seminar Preview Are you ready for the 2017 NACAT Conference in Warren, Michigan? 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 10, 2017. More are being submitted daily.

Seminar descriptions are available at http://www.nacatconference.org/index.php/2017-seminar-descriptions.

EDUCATOR TRAINING Rod Boyes, President - Melior-Delaware, Inc. Merging Automotive Career Technical Content with Workplace Readiness Preparation Jason Bronsther, Teacher - Western Quebec Career Centre Competency Based Evaluations and Dichotomous Grading Virginia Catanese, Part-time Lecturer - Macomb Community College Human Values, Technology and the Automobile Jeff Curtis, Instructor - Bellingham Technical College & Tim Dwyer, Education Specialist - ConsuLab • Get On The Bus: Learning Networks • Iron Sharpens Iron Jeff Curtis, Instructor - Bellingham Technical College & Jeff Starkey, Instructor - Washington State Community College Learning Portfolios in Action Michael Duff, President - Carr Tech Inc. Reduce Paper Work & Increase Student Achievement

Continued on Page 10

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Summer 2017 | www.nacat.org | 5

Officer and Board Update

NACAT President

As I sit down to write, Spring Break is upon us and graduation is only seven weeks away. For me, the spring term seems to fly by faster every year. I hope that like me, you have had a productive school year and you feel like you have made a difference in the students’ lives. That feeling is my motivation in the classroom and shop every day. As I look forward to watching our students cross the stage and receive their diplomas, my attention begins to turn toward summer and the annual NACAT Conference.

Macomb Community College will serve as host for the 2017 conference. The faculty and staff have been hard at work for over a year preparing for our arrival. The college has a fantastic facility and they host groups like ours regularly. They have an exciting week planned. There will be great presenters, a fantastic trade show, and the sights and sounds of the motor city will be a few miles away.

The Board and Officers continue to work to refine NACAT and make it more valuable to the members. Although not all changes are visible, I can assure you that NACAT is a much stronger, more viable organization than it was two years ago. I challenge each and every one of you to reach out and share the NACAT story with someone who does not know about our organization. This will allow our organization to continue to grow and serve the instructor needs.

As many of you may remember, I have been involved in the national effort to resolve the growing technician shortage in the country. I recently spoke to a chapter of ASA Chicago. I asked, by a show of hands, who knew who their local high school and community college instructors were. Only a few hands went up, and even fewer hands went up when I asked who was involved in the local automotive program. When asked if they would be willing to be a part of a local advisory board, nearly 100% of the hands went into the air. This group realizes that their future is sitting in our classrooms today. Moving forward, we have an awesome responsibility to recruit and train the young people who will be successful in the automotive industry. I challenge each of you to reach out to your industry partners and ask them to be a part of these efforts. Ask them to do more than attend an advisory board meeting; get them involved in your program. Together, we can make an incredible impact on this important issue.

I will close by inviting everyone to join us in Warren, Michigan July 17-20 at Macomb Community College for NACAT 2017. Make your plans now; registration is open. We will be in the backyard of the Detroit Three automakers which should create some unique opportunities for the delegates and their families. You can find more information by visiting the conference website at www.nacatconference.org.

Have a great end to the spring semester,

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

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Accelerometer Braking Test: 30-0 MPH Accurately measures: • braking deceleration in g-force • total braking force in newtons • braking distance in feet • braking time in seconds.

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NACAT 2017 Conference Hotel Information The conference planning team for the 2017 NACAT Conference is pleased to announce the following special hotel rates for the 2017 NACAT Conference. Additional information at http://www.nacatconference.org.

Please note: • The cut-off date for the group rate at the primary hotel is June 16, 2017.

• The cut-off date for the group rate at the secondary hotels is June 27, 2017.

• Parking and Wi-Fi are free at all hotels.

• For NACAT guests staying at our secondary hotels, discounted water park tickets at the Wyndham Garden can be purchased for $10 (regular price $25).

Primary Hotel: Wyndham Garden Sterling Heights (cut-off date is June 16, 2017) Phone: 586-979-1400 Hotel website information can be found at http://www.nacatconference.org/index.php/2017-accommodations.

NACAT Group Rate: $99.00 plus taxes for run of house rooms with free access to water park

Secondary Hotels: TownePlace Suites Warren (cut-off date is June 27, 2017) Phone: 586-264-8800 Hotel website information can be found at http://www.nacatconference.org/index.php/2017-accommodations.

NACAT Group Rate: • $109.00 plus taxes for studio suites with king bed and sleeper sofa • $129.00 plus taxes for one bedroom suites Baymont Inn & Suites Warren (cut-off date is June 27, 2017) Phone: 586-977-7270 Call hotel for reservations and request the NACAT group rate.

NACAT Group Rate: $89.99 plus taxes for 2 double beds or 1 king bed with sleeper sofa Comfort Inn Warren (cut-off date is June 27, 2017) Phone: 586-268-9020 Call hotel for reservations and request the NACAT group rate.

NACAT Group Rate: $89.99 plus taxes for 2 queen beds or 1 king bed Hawthorn Suites Warren (cut-off date is June 27, 2017) Phone: 586-558-7870 Call hotel for reservations and request the NACAT group rate.

NACAT Group Rate: • $99.00 plus taxes for a 1 bedroom suite with king bed and sleeper sofa • $115.00 plus taxes for double master suite with 2 double beds and sleeper sofa

8 NACAT News

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Summer 2017 | www.nacat.org |  9

Ever Wonder How NACAT Operates?

NACAT is governed by board of directors made up of general members like you! If you have been a member for two or more years, you are eligible to be a board member. A general member is anyone who is active as an automotive educator. There are nine board members; three are elected at each conference for a three year term.

So, who are the rest of the people I see in the NACAT News, and on stage at the conference?

The board appoints a business manager to run the day-to-day business of the organization, and work with host-schools to host the conference. Our current Manager is Bill Haas. The organization also elects: a president who works with/directs the business manager in the goings on of the organization and emcees the annual conference; a vice-president/president elect who works as an understudy to the president for two years and then takes the helm; a treasurer who looks after the money and bank accounts; and a secretary who takes and keeps the minutes.

Are there other appointments made by the NACAT Board?

The Board appoints a webmaster who puts all the fascinating stuff on the NACAT websites (www.nacat.org and www.nacatconference.org), and makes sure that it all works the way it is supposed to. The only other appointee we have is the NACAT News editor. Currently the webmaster and the news editor are the same person, but it doesn’t have to be! Up until six years ago (Fall 2011), our NACAT News editor was a general member who volunteered to do this job. Rumor has it that we may be looking for a new volunteer for this position.

So, NACAT is mainly run by passionate volunteers?

Yup, most of us volunteer to do this stuff, and every year there is an opportunity for more volunteers to join in the operations of this organization. Want to find out more? Or not sure what position you would like? Come to our board meeting the Sunday before the conference in the Detroit area and find out what everyone does. It will start at 8:00 am and go for just a few hours.

Location for the meeting will be determined just prior to the conference. Or, just run for a position! This summer we will be electing three board members, and a treasurer. Next year we will be electing three more board members and a secretary. I have it on good authority that the incumbent secretary will not be running for the position, so we will need someone to step up!

By the way, we do have some fun too!

Jim Voth, Secretary

NACAT 2017 Seminar Preview

(continued from page 5)

Tim Dwyer, Education Specialist - ConsuLab • Autonomous Automobiles: The Butterfly Effect • Building Diagnostic Confidence Rick Escalambre, Retired / Professor - Skyline College • Systematic Approach to Teaching Computerized Engine Controls Part 1 • Systematic Approach to Teaching Computerized Engine Controls Part 2 Alan Grant, Retired High School Teacher - Automotive Consultants How To Survive in the Teaching Profession Michael Gray, Educator / Author / Publisher - Auto Upkeep / Rolling Hills Publishing • Apps for the Automotive Classroom • Automotive Maintenance and Light Repair – A Guide to Developing a First Course in the NATEF Model • YouTube for the Automotive Classroom Jim Halderman, Author - Pearson & Curt Ward, Professor - Joliet Junior College Free Instructor Resources Phillip Jelinek, Retired High School Automotive Instructor - California Automotive Teachers Association A Different Approach To Teaching Auto Shop Edward Martin, Instructor / Pathway Chair - Pickens Technical College Effective Mentoring

10 NACAT News

Continued on Page 14

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Continued from Winter 2017 page 30

Article

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

Methodology According to Mills (2010) , action research is any systematic inquiry conducted by teacher researchers, principals, school counselors or other stakeholders in the teaching/learning environment to gather information about how their schools operate, how they teach and how well their students learn. In short, action research is done by teachers for themselves. Mills (2010) recommends appropriate methods to collect data in action research, and his five steps of inquiry were used to conduct this action research investigation: (1) identification of problem, (2) collection and organization of data, (3) interpretation of data, (4) action based on data, and (5) reflection.

The problem was identified as lack of focus and inability of middle school students to follow instructions at the beginning of class during courses taught at a high-needs urban middle school of over 1,100 students. A concurrent triangulation mixed method action research design was then developed based on questions for mixed methods study created by Creswell (2009) .

In a concurrent triangulation approach, the researcher collects both qualitative and quantitative data concurrently and then compares databases to determine if there is convergence, differences, or some combination [of the two]. Some authors refer to this as confirmation, disconfirmation cross-validation, or corroboration ( Green, Caracelli, & Graham, 1989 ; Morgan, 1998 ; p. 213) This traditional mixed methods model is advantageous to action researchers because it “can result in well-validated and substantiated findings” ( Creswell, 2009, p. 213–214 ).

Materials and Procedure The key elements of this study included a hands-on, problem-solving, STEM activity, written instructions either read by a classroom teacher or delivered through video, an observation checklist, a two-question survey, and seven interview questions asked of a focus group. Table 3 provides a synopsis of the STEM activity and the directions provided to students. The survey questions (Appendix A) asked students to specify how instructions where given to them and then to rate their ability to understand the instructions on a scale from 1–10. The interview questions (Appendix B) asked the students to describe the instructions they were given and to describe their perceptions of the of the instructional delivery method.

Table 3: STEM Activity: Instructions Delivered to Students 1. Work in groups of three.

• If an uneven amount of students, then form two groups of two 2. Work together to use the paper and the tape placed on their desks to design a structure that could hold a regular textbook 10” above the table.

• The lowest part of the textbook and distance to the table had to be at least 10” • Hold as many books as possible • Do not ask any questions about the assignment 3. All groups of 2 or 3 received the following materials: • Four sheets of 8.5” by 11” sheets of regular computer paper • Six inches of masking tape • A pair of scissors • A ruler To ensure the instructions were as similar as possible, a bulleted list of criteria that needed to be covered was created (Appendix C).

The video instructions were filmed with a Canon Rebel T2i video recorder. The video was edited in Adobe Premiere and included some additional materials such as music and text that emphasized the instructions. The video was uploaded to YouTube and can be found at http://www.youtube.com/watch?v=nk4v6xEYN0s .

12 NACAT News

Continued on Page 22

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• Provides an advanced level of

instruction by duplicating actual on-vehicle troubleshooting and service manual procedures.

• Crash simulation using sensor

impact push switches and bag deployment strobe.

• Study of removal and installation of system components and airbag disposal procedures.

• Intermittent and hard faults may be inserted using the Instructor Management Program (IMP) on a computer connected to the trainer or by using the ATech Lab System (ALS).

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The trainer uses an actual SIR System that electrically responds and operates as in the automobile. The Air Bag portion of the trainer is a non-functional disarmed unit. The Supplemental Inflatable Restraint System is based on a CAN platform vehicle.

• Hard faults may be inserted via the User Interface Keypad.

• Includes Courseware consisting of Instructor Guide, Student Manual, and Service Manual Information.

User interface displays built-in scan tool data.

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www.atechtraining.com Summer 2017 | www.nacat.org | 13

NACAT 2017 Seminar Preview

(continued from page 10)

Rick Martineau, Director of Education - ConsuLab Teaching Suspension and Wheel Alignment Andrew Ouimet, Associate Marketing Manager - Cenage The Road to Digital: Automotive Theory Simulations Stephen Pulcheon, Diagnostic Specialist - Snap-on Industrial What do you know about Snap-on’s Diagnostic Tools?

Al Santini, Technical Trainer - ConsuLab A Hands On Approach to Teaching Circuit Analysis and Ohm’s Law Trish Serratore, President - NATEF / AYES NATEF / AYES Update Lyle Taylor, Instructor / Program Developer - ATech Training, Inc. Discover the Benefits of “Hands-On” Electrical/Electronic Diagnostics in Tomorrow’s Classroom Deb Van Batenburg, Educator - ACDC Management Different Strokes for Different Folks

TECHNICAL UPDATE TRAINING

Bruce Amacker, Owner/Trainer - TurboTraining Diesel Exhaust Aftertreatment

Nathan Banke, Director of Business Development - ConsuLab 1234 AC System Updates Jim Bates, Technical Training Center Manager - Johnson Controls Seminar Title To Be Determined (Topic will be Start/Stop system Battery technology, requirements and service considerations.)

Daniel Brown, Manager of the LN Academy - Lucas-Nuelle Teaching Hybrid and Electric Vehicle in the Class Jay M Buckley, Technical Training Director - FRAM Filters Autolite Spark Plugs Modern Filtration Technology Mike Christopherson, Training Manager - JS Products Using Simple Tools To Increase Productivity Peter Coll, Vice President - Neutronics, Inc. Preparing for a Future with R-1234yf Refrigerant Matt Fanslow, Shop Manager / Diagnostic Tech - Riverside Automotive (AESWave Sponsoring) Hands-on PicoScope Bob Feldmaier, Director - Center for Advanced Automotive Technology - Macomb Community College The Road to Autonomous Vehicles Jim Halderman, Author - Pearson & Curt Ward, Professor - Joliet Junior College Diesel OBDII Monitors for the Gasoline Engine Instructor Richard (Rick) Kearns, Technical Product Specialist - Federal Mogul Motorparts • Advanced Brake Systems • Advanced Steering and Suspension

14 NACAT News

Continued on Page 19

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Article

Continued from Winter 2017 page 38

Another Method of Teaching Camber / Caster (Part II) By: Ray Oviyach

Let’s say that one day we have a customer’s car up on the hoist to perform some under car work and we notice that the front tire on this vehicle has more wear on the insides. At first we may think it is due to excessive negative camber. However, when we pass our hand across each of the tires we notice that it does not feel smooth from one edge of the tire tread to the other, which is what excessive camber would cause. Instead, we find that passing our hand from the inside of the tire tread to the outside it feels smooth. However, passing our hand from the outside to the inside on both front wheels it has a jagged or saw tooth feel.

This would indicate that the tire is being dragged sideways and could only be caused by “toe-out.” To prevent that condition both front wheels must be absolutely parallel with each other when rolling down the road. Keeping the wheels that way under all road conditions is almost impossible to do, but we can take some steps to keep it that way most of the time if we understand why it is happening. Below are some examples of tire wear.

One can see and feel the difference between camber wear and tire scrub wear caused by incorrect toe. The lower illustrations show tire wear that are caused by over-inflation and under-inflation. When over-inflated, more of the center of the tire gets worn, whereas an under-inflated tire has its outer edges wear more.

The front-end part designed to keep the wheels parallel with each other is an adjustable “tie-rod”. However, it has a tough job to do because all kinds of conditions are influencing the wheels to turn one way or another and at different speeds. If we think about the fact that we set the camber a bit positive we’ll realize that means the wheels will want to roll outward. At a slow speed the influence of camber will be slight, but as speed is increased the wheels will try to turn outward much more. Understanding that, the toe-in specs will usually call for about 1/8 inch of toe-in. It will be 1/8 inch toe-in at a stand still, but ,as speed is increased, the positive camber will hopefully cause the toe to be zero at about 55 mph as the tie rod gives a little, which is to be expected. That is when the greatest wear would take place.

Another factor that causes the wheels to turn outward is “scrub radius” which is not intended to be adjustable but may be increased if the owner has a wider wheel installed. Scrub radius is the distance on the ground between the wheel center line and the king pin line which is also may be known as the “steering axis line” on vehicles with ball joints or struts.

Continued on page 26 16 NACAT News

Summer 2017 | www.nacat.org |  17

The Light Diesel Corner

By Curt Ward

What is Biodiesel?

Since 2007 when ultra-low diesel fuel was introduced and the aftertreatment systems on many diesel engine equipped vehicles changed, many questions have arisen regarding biodiesel. What is it? Is it safe to choose? Will it affect my warranty? How will it affect my fuel economy? In this article we will look at biodiesel and attempt to answer these questions and more.

First, some background information on biodiesel. Biodiesel was defined as an alternative fuel by the Energy Policy Act of 1992.

It met the government definitions of being substantially non-petroleum, providing substantial energy security benefits, and providing substantial environmental benefits. As a result, subsidies were made available to the growers, the producers, and the users of biodiesel. This increased the interest in the fuel.

Biodiesel is a domestically produced, renewable fuel that can be manufactured from vegetable oils or animal fats. Biodiesel is safe, biodegradable, and reduces serious air pollutants, such as particulate matter, carbon monoxide, and hydrocarbons.

Biodiesel is defined as mono-alkyl esters of long-chain fatty acids derived from vegetable oils or animal fats, which conform to ASTM D6751 specifications for use in diesel engines. Biodiesel refers to the pure fuel before blending with diesel fuel.

Biodiesel provides a number of benefits when it is blended with conventional diesel fuel. Once it is blended it does not separate back out. This leads to a more consistent fuel blend. It improves the lubricity of the fuel, which is so important when it comes to the longevity of the high pressure fuel system. It raises the cetane level of the fuel. Biodiesel has a cetane rating of over 50 which results in a more complete burn and less particulate matter in the exhaust. Biodiesel has no sulphur and no aromatics which allow it to burn cleaner and reduce the toxicity of the exhaust. Lastly, biodiesel has a higher flashpoint than conventional diesel fuel making it safer to transport.

Most original equipment manufacturers who are selling diesel engines in the United States support at least a 5% blend of biodiesel in their vehicles as long as it meets the ASTM fuel standard. Some manufacturers allow up to a 20% blend of biodiesel in select numbers of their engines. The list of companies who allow the use of biodiesel fuel in their engines include passenger car, light duty truck, medium and heavy duty truck and off-road equipment manufacturers. When blended properly, the use of biodiesel has no negative effect on the vehicle warranty.

The use of biodiesel will not have a negative effect on the engine performance or fuel economy of the vehicle when used in the approved blends. Testing by numerous manufacturers has shown that the use of approved biodiesel blends reduces the level of particulate matter, carbon monoxide and unburned hydrocarbons in the exhaust stream while at the same time having no negative effect on the engines performance or fuel economy. The teardown of the test engines after the completion of the testing showed no abnormal wear as a result of the use of the biodiesel blend.

Biodiesel is a permanent part of the diesel fuel marketplace, particularly in the areas where the air quality does not meet the government standards. One of the ways local non-attainment areas can earn credits and improve air quality is to mandate the use of biodiesel blends. A 5% biodiesel blend is a common mandate in these areas. As long as the operator is buying their biodiesel from a reputable source they should have no concerns using the fuel in their vehicle.

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. If the intellectual property rights allow, and it is appropriate for the NACAT audience (no sales pitches, please reserve those for advertisements), we would be pleased to consider it for inclusion in an issue of NACAT News.

Please e-mail any submissions to nacatnews@nacat.org. Editorial privilege is implied.

18  NACAT News

NACAT 2017 Seminar Preview

(continued from page 14)

Nelson A. Kelly, Assistant Director, CAAT - Macomb Community College Fuel Cell Electric Vehicles: the Chemistry, the Cars, the Careers Dick Krieger, Technical Writer - Consulab • Electrical Diagnostic Strategies for Today’s Vehicles • Introduction to the DSO (Digital Storage Oscilloscope) Sean Lannoo, Technical Training Specialist - Continental Automotive Systems TPMS - Deflating the Mystery and Setting the Record Straight Chuck Lynch, Tech Specialist - AERA Sealing Solutions and Technology Jorge Menchu, Owner - AESWave • A Framework for Waveform Analysis • A Framework for Wiring Diagram Analysis Pam Oakes, Owner - USAutoForensics MACS Section 609 Recertification Hector Orlandi, Technical Training Manager - FRAM Group / Autolite Digital Oscilloscope and Scan Tool - A Marriage of Two Great Diagnostic Platforms – The winning combination Al Santini, Technical Trainer - ConsuLab Using the Digital Storage Oscilloscope (DSO) in the Teaching of Various Diagnostic Techniques

Continued on Page 20

Summer 2017 | www.nacat.org | 19

Summer Elections - 2017 North American Council of Automotive Teachers (NACAT) is currently accepting nominations from individuals to fill a number of board positions and two vital officer positions.

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: • Vice President / President Elect (2 years as Vice President followed by 2 years as President; 4 year total commitment) • Board Member (Three seats open, each with a 3 year term) • Treasurer (2 year term) If you feel that you have something to offer NACAT, automotive education, and the automotive industry, please consider running for one of the open positions. You can help us continue to make a difference.

For more information on the open positions, or to learn how to submit a nomination form for one of the open positions, please go to http://www.nacat.org/index.php/general-election-information.

NACAT 2017 Seminar Preview

(continued from page 19)

Jean-Luc Sauriol, Business Development Manager - ALLDATA Fuel Trim Correction Factor Skip Saurman, Education Consultant - Megatech Corporation MLR Electrical Training and More Steve Smith, Educations & Training / National Sales Manager - Pro-Cut International Why Should We Resurface Brake Rotors, Why Not Just Replace?

Lake Speed, Jr., Certified Lubrication Specialist - SEMA along with Driven Oil Modern Motor Oils and Vehicle Specific Fluids Craig Van Batenburg, CEO - ACDC Hybrid / EV Training • The Army Man Marches On • Electric Motor Testing, Diagnosis and Replacement • Regenerative Braking and Inverter Control James Wilson, Senior Training Instructor - Bosch • Chrysler Evaporative Emission Diagnostics Seminar • Gasoline Direct Injection (GDI) Seminar Steve Zack, Technical Instructor - Bosch Collision Avoidance System & Calibrating the Camera/Radar

View updates at: http://www.nacatconference.org/index.php/seminar-presenter-list 20 NACAT News

The Hands-On Vehicle Electrical-Electronics Troubleshooting Training Program from Veejer Enterprises, Garland, Texas Phone:

972.276.9642

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 2017 | www.nacat.org | 21

Continued from page 12

Article

On the first day of class, a group of students who were new to both the course and teacher came into the classroom and a PowerPoint was displayed with instructions to prepare a nametag and await instructions (Appendix D). Once the nametags were prepared, the class was greeted and attendance was taken. Each class was told that in a few moments, there would be instructions given to the entire class and that follow-up questions would not be permitted. Three of six classes were shown the video, and the other three were given verbal instructions and shown a PowerPoint presentation.

After the instructions were given, the instructor stayed in front of the class until groups were formed. Then, each group was given the materials as outlined in Table 3. Researchers utilized an observation sheet to chart student behaviors (Appendix E).

Behaviors observed included the number of questions asked, number of non-three-person groups formed, and if instructions were followed. Each group was given 30 minutes to complete the challenge.

At the conclusion of the challenge, each participant was given a brief survey (Appendix A). One class from each instructional delivery method was invited to remain for a focus-group interview where pizza was served. Twenty-two students were interviewed and served as a focus group for the various delivery methods. The focus group interactions and responses were recorded with an iPhone and were later transcribed.

Participants Participants were self-selected by enrolling in the class in which this research took place. No students who elected to take these classes were excluded. Class sizes were predetermined and unaltered for this study, and participants were not excluded on the basis of ethnicity, gender, or learning ability. It was assumed that participants fairly represent the entire student body because they were obtained from the preexisting class rosters and the classes were open to the entire middle school population. Internal procedures for classroom action research as outlined by the policy manual of the school corporation were followed, and the entire experiment was reviewed and approved by the university institutional review board Six classes were utilized for this study. Three classes, consisting of fifty students, received video instruction and three classes, consisting of thirty-seven students, received in-person instruction (Table 4).

Table 4: Participant Numbers by Class and Instruction Method Utilized Class Students Instruction Medium 1 18 Video 2 14 Verbal 3 24 Video 4 8 Verbal 5 8 Video 6 15 Verbal Results Three data collection methods were used to collect both qualitative and quantitative data for this study. A survey was provided to all students who participated in the exercise, a selected focus group of participants were interviewed, and an observation checklist was used in an effort to triangulate data. Survey data and results from the observation checklist were designed to provide quantitative data, and focus group interviews were designed to provide participant perceptions of the experience and qualitative data. The results of each method of data collection are included, and various appendices are provided so readers have access to instrumentation.

Survey and Focus Group Interview Results and Comparisons Following the activity, all participants were given a survey (Appendix A). They were asked to rate, on a scale from 1–10, their ability to follow the instructions that were given. Of the students that received video instruction, 86.58% stated that they could follow the instructions provided. Of students that received in-person instruction, 85.07% stated that they could follow the instructions.

Continued on Page 30

22  NACAT News

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Summer 2017 | www.nacat.org | 23

Banquet Venue: General Motors Heritage Center The venue for the 2017 NACAT Conference Banquet and Awards Ceremony will be the General Motors Heritage Center!

“The GM Heritage Center serves as a showplace for the vehicles of the GM Heritage Collection, as a corporate conferencing and special events venue, and as the permanent home for the corporation’s collection of historic literature and artifacts which document GM’s rich history of innovation. Located in an 81,000 square foot facility in Sterling Heights, Michigan, the Center has more than 165 vehicles on display. Each of the vehicles in the Collection illustrates a design, technical or sales milestone or accomplishment in the history of General Motors or automotive history.”

Collection “The GM North American Heritage Collection is made up of approximately 600 cars and trucks. Concept cars and specialinterest styling/performance one-offs are part of the mix, along with significant race cars and milestone production vehicles.

The GM Heritage Collection is ever-changing. New vehicles are constantly being obtained to fully represent GM’s product story of the past 100+ years.”

Archive The GM Heritage Center is home to hundreds of the world’s most significant cars and trucks. It also houses a massive collection of archived documents, artifacts and assorted automobilia. From original brochures, manuals and build sheets, to rare examples of badging and signage, this unique and growing repository reflects the historical accomplishments upon which GM is building its future.

(Learn more about the GM Heritage Center by visiting www.gmheritagecenter.com.)

NACAT Education Foundation - QuickTrick Alignment Alignment Tool Raffles!

The QuickTrick Alignment donations raffles continue into 2017. As you may recall, QuickTrick Alignment donated twelve QuickTrick Portable Wheel Alignment kits for disbursement to educators. The donation consists of four of each of the following items: QuickTrick Total Package Pro (Item 90042), QuickTrick QuickSlide Total Package (Item 90097), and QuickTrick FleetSlide System (Item 90080).

The raffle schedule is as follows (winner in orange within parentheses). Be certain to register for your chance to win!

Raffle 1: September 15th, QuickTrick Total Package Pro (Chance Henderson of Dauphin Regional Comprehensive Secondary School) Raffle 2: September 20th, QuickTrick QuickSlide Total Package (Jason Bronsther of Western Québec Career Center) Raffle 3: September 30th, QuickTrick FleetSlide System (Edwin DeRouen of College Street Vocational Center) Raffle 4: October 20th, QuickTrick QuickSlide Total Package (Todd Hills of Northeast Iowa Community College) Raffle 5: November 20th, QuickTrick Total Package Pro (Matt Carpenter of Southerin Alberta Institute of Technology) Raffle 6: December 20th, QuickTrick FleetSlide System (Bruce Crerar of Southerin Alberta Institute of Technology) Raffle 7: January 20th, QuickTrick FleetSlide System (Alan Darr of Kathleen Senior High School) Raffle 8: February 20th, QuickTrick Total Package Pro (David Reuland of Mitchell CTE Academy) 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

24 NACAT News

Diagnosscs for Professionals

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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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Summer 2017 | www.nacat.org |  25

Article

Continued from page 16 As you can see in the figure to the left, the left King Pin Line (KPL) is perpendicular to the ground. The distance between the LPL and the Wheel Center Line (WCL on the ground) is called Scrub Radius. One can also see that if the driver has the brake pedal down and turns the steering wheel, the tire would actually be dragged from one position to another, which would cause flat spotting or excessive wear on the tire as well as hard steering. One can also understand that as the Scrub Radius increases, the amount the wheel would try to turn outward increases. Thus, as the Scrub Radius increases, more toe-in is needed.

The manufacturers deal with this problem by putting the king pin at an angle of about 7 to 10 degrees. The right side of the illustration shows the King Pin Line at an angle. This not only reduces Scrub Radius but also tends to keep the wheel in a straight-ahead position. If the wheel on the right was turned inward, it would tend to fold downward and actually raise the car and axle a bit. In this example, the weight of the front end would actually help the wheels stay in a straight ahead position, and, in turn, make the vehicle handling more stable. On vehicles with control arms the KPL is referred to as Steering Axis Line (STL) and the angle is called Steering Axis Inclination (SAI). The Steering Axis Inclination plus the Camber in usually referred to as the Included Angle.

According to the engineers, caster also places a turning influence on a wheel. Positive caster causes the wheels to turn outward and negative caster causes the wheels to turn inward. So, if a suspension tech or crew chief is worth his or her salt they need to fully understand all the normal influences that affect the pull on a wheel in order to decide what camber and caster should be set to on a particular vehicle when doing an alignment.

While adjusting camber and caster, we probably threw toe and the steering wheel way out of whack. So the last adjustment we do during an alignment is to set the toe and make sure the steering wheel is in the same position as it was when the vehicle left the factory. The driver expects it to be that way. This can only be checked during a road test.

There is one more angle given on a factory spec sheet that is worth mentioning, and that is Toe-Out-On-Turns. It is nonadjustable, but can indicate whether or not the lever (steering arm) on each steering knuckle may be bent. When a vehicle makes a turn, the wheel on the inside of the turn has to turn a bit more than the outer one in order to follow its respective arc. The inner wheel is on a smaller circle than the outer one. So to check it while on the turn tables, if we turn the wheel to the right 20 degrees as indicated on the right turn table, the left wheel would read about 3 degrees less on its turn table, and vice versa.

In this article we addressed only the front of the vehicle and years ago if was simply known as a “front end alignment.”

However, in today’s service shops, with computerized equipment for suspension alignments and vehicle alignments, it is marketed as “4-wheel alignments”. Four-wheel alignments are really not new because, when it was necessary to resolve rear suspension problems years ago, it was a whole new ball game and usually it was not a routine repair. In this author’s opinion, the reason rear suspension problems were rare years ago was because most of the older vehicle bodies were bolted to strong and rigid frames. Today, most vehicles do not have a “frame” as such and are built to absorb shock that occurs during an accident. The modern frame is often referred to as a “unitized” body, which is kind of like a wheel attached to four corners of a box. Because of that, auto manufacturers recommend “4-Wheel Alignments.”

What does a NACAT Conference presenter get?

• All presenters do so freely of their of their own will, NACAT does not provide stipends or any type of payments for animating a presentation.

• Presenters will be recognized, with their name, background information, and seminar title(s)/description(s) on the NACAT Conference website and in the Conference Program.

• Presenters are easily spotted amongst the crowd at the NACAT Conference due to a specific conference identification.

• Presenters gain the appreciation and thanks of a large international group of transportation technology educators.

Please be certain to THANK your presenters for volunteering their time!

26 NACAT News

Summer 2017 | www.nacat.org |  27

2017 Second Quarter Training Schedule Announced by Sherwin-Williams Automotive Finishes Continuing to provide first-class training to collision repair professionals. Sherwin-Williams Automotive Finishes announced its second quarter training schedule starting April through June, 2017, with classes to be held at its training centers across the country.

These training sessions provide participants with the skills needed to succeed in the automotive collision repair industry. Shop owners, managers, painters and technicians will learn through a combination of classroom, web and hands-on training settings.

The following courses will be offered during the second quarter of 2017: • Painter Certification • Advanced Painter Certification • AWX Performance PlusTM Waterborne Painter Certification • ATX™ Refinish System Painter Certification • Color Adjustment and Blending • AWX Performance PlusTM Waterborne Refinish System • Fleet CFR Further details regarding the 2017 second quarter schedule for training centers, dates, specific course descriptions and locations, are listed below: Sherwin-Williams Automotive Finishes 2017 Second Quarter Training Schedule Training Center Atlanta Atlanta Atlanta Chicago Chicago Chicago Chicago Dallas Dallas Dallas Philadelphia Philadelphia Fredericksburg Reno Reno Reno

Date 4/11/2017 4/25/2017 6/27/2017 5/16/2017 5/22/2017 6/26/2017 7/10/2017 x/08/2017 x/15/2017 5/31/2017 5/8/2017 5/30/2017 6/27/2017 4/24/2017 4/26/2017 5/16/2017

Training Course Description Painter Certification Color Adjustment and Blending Painter Certification AWX Performance PlusTM Waterborne Painter Certification Color Adjustment and Blending ATXTM Refinish System Painter Certification Painter Certification Painter Certification Color Adjustment and Blending Advanced Painter Certification Painter Certification Painter Certification Painter Certification AWX Performance PlusTM Waterborne Painter Certification Color Adjustment and Blending Fleet CFG

Number of Days 3 3 3 3 3 2 3 3 3 2 3 3 3 2 2 3

For more information about Sherwin-Williams Automotive Finishes courses, visit its training section at www.sherwin-automotive.com/refinish/training-support/ or call 1-800-SWULTRA (1-800-798-5872).

Fundraise for the NACAT Education Foundation!

The NACAT Education Foundation needs you! If you can eat, sleep, run, or have a hobby, you can fundraise for the NACAT Education Foundation. By utilizing the Fundraise Button, everyone can Fundraise for the Foundation with Crowdrise!

Visit https://www.crowdrise.com/fundraise-and-volunteer/signup/create/0/nacatedufoundation to create a fundraiser of your choice to help the NACAT Education Foundation fulfill its mission.

28 NACAT News

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Summer 2017 | www.nacat.org | 29

Article

Continued from page 22

Findings reveal differences in the ability of participants to follow instruction based on the instruction-delivery method. The percentage of participant-groups that completed the activity differed by 1.51%. However, during the activity, it was observed that many students in both classes were watching other groups and then troubleshooting their own design to resemble the groups that were successful.

When observing the number of questions each group tried to ask the teacher, a significant difference between groups emerged, as seen in Figure 1. The participants that were given the video instructions asked an average of ten questions, while the classes that were given in-person instructions asked an average of sixteen. Additionally, Figure 1. Average number of questions asked per class. students in the video-instruction group asked if they were allowed to make statements as opposed to asking questions. It was observed that students who received video-based instruction were more likely to correct each other when they started to ask a question than those students that received in-person instruction.

There was also a difference in the number of participants that either asked their own groups if they could get more materials, tried to take more materials, or asked the instructor for more materials, as seen in Figure 2. An average of four groups from the participants given in-person instructions tried to acquire more materials, while only an average of two groups who received video-based instruction asked for more materials. One group that was given verbal instructions tried to organize the class into one large group so they could share all of their materials. The participants that received video-based instruction were less likely to request or try to acquire more materials for their project.

As part of the instructions given, group size was also observed and noted as to number of participants in each group (Figure 3). The participants shown video-based instructions were more likely to follow the instructions, while the participants shown the in-person instructions had an average of two student-groups that did not follow instructions. Because it was the first day of classes, some students arrived after the instructions were given.

Figure 2. Amount of requests for different materials.

The classes that were shown the video instructions were able to explain to the newcomers that they had to find a group that contained only two students. It was observed that if a group with four participants formed, those students were more likely to disengage earlier than other groups. Observations found that participants given video-based instruction were more likely to remain engaged when compared to participants given in-person instruction. It was also noted that students given video-based instruction were more likely to accurately follow the instructions than groups that were given in-person instruction.

Figure 3. Groups formed not containing 2 or 3 members.

Focus Group Interview Results Question #1. Participants were asked various questions (Appendix B), and a variety of sub-questions, during the focus-group interview. Student responses revealed a difference in the ability to reflect on the instructions depending on how instructions were delivered. Participants were asked to describe the instructions they were given. Students who received in-person instructions offered a brief recollection of the instructions that were given. They were not able to reflect on or offer any comments to describe the instructions. The only response other than reciting the instructions came from one student that said, “The instructions were easy.” Some responses included erroneous information such as “We were told we couldn’t ask questions” and “We were given four pieces of paper and three pieces of tape and we had to hold a book six inches off the table.”

Continued on Page 36 30 NACAT News

Introducing SEMA CAREER CENTER Connect your students with top automotive aftermarket employers.

Visit us today at SEMA.org/JOBS For more information visit SEMA.org/jobs or contact SEMA Education Director, Zane Clark at ZaneC@sema.org

SEMA Education

CONNECT SEMA.org

Summer 2017 | www.nacat.org |  31

Education Partners Closing the Skills Gap!

SEMA SHOW TRIP NACAT CONFERENCE BRAGGING RIGHTS APPLICATION INF ORMATION AVAIL ABLE AT nacatfoundation.org

Education Foundation

Involving the Aftermarket in the Classroom!

32  NACAT News

NACAT 2017 Conference Family Activities The conference planning team for the 2017 NACAT Conference is pleased to announce the following family activities.

Please be certain to check http://www.nacatconference.org/index.php/2017-family-activities for updates, website links, and additional information.

Monday: Choice of Partridge Creek Shopping Center, or C.J. Barrymore’s.

Tuesday: Choice of Detroit Institute of Arts, Detroit Historical Museum, Charles H. Wright Museum of African American History, the Michigan Science Center, Detroit Public Library or the International Institute of Metropolitan Detroit.

Wednesday: Belle Isle Tour, or choice of DNR Outdoor Adventure Center or Edsel and Eleanor Ford House.

Thursday: The Henry Ford includes the Henry Ford Museum, Greenfield Village, or the Ford Rouge Factory Tour.

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/

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Do You Have A Website or Publication? Do you want to show your support for the NACAT Education Foundation?

If the answer is “Yes”, then please consider placing the “Friend of the NACAT Education Foundation” badge in your publications or on your website.

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www.fixhybrid.com Summer 2017 | www.nacat.org | 33

Car Show Alert: Tuesday July 18, 2017 The Tuesday evening activities during NACAT 2017 have gotten even more diverse. There will not only be the BBQ social and world-famous valve cover races, but there will also be a car show! Our hosts at Macomb Community College are encouraging the NACAT attendees to display their classic cars. They are also inviting non-attendees.

The car show will be held from 4:30 - 7:30 PM on the Macomb Community College South Campus outside of K Building (14500 East 12 Mile Road, Warren, Michigan). Will you and/or your favorite car be there?

If you have a classic car you wish to show, please contact Nelson Kelly at kellyn@macomb.edu or 586-447-8619.

To further get you in the mood, here’s a look back at a few of the vehicles present for the car show held during the 2011 NACAT Conference at Red River College in Winnipeg. There were some great cars present which helped facilitate some outstanding fellowship and sharing between some of North America’s best automotive educators. While it may be almost six years since that event, we would like to once again thank Jim Voth, Neil Cooke, and everyone at Red River College who were responsible.

GET INVOLVED with the NACAT Education Foundation!

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

How To Get Involved • You can donate tools and/or equipment to the Foundation.

• You can fundraise for the Foundation.

• You can donate to the annual Foundation silent auction.

• You can make a one-time or recurring monetary donation to the Foundation.

• You can sponsor an award or scholarship for the Foundation.

• You can become a Foundation sponsor or patron.

• You can become involved with an Hour of Automotive Technology.

• You can subscribe to our e-newsletter.

• You can share the “Friend of the NACAT Education Foundation” badge on your website or publications to help raise awareness.

Learn more At www.nacatfoundation.org Phone: 843.628.3294 E-Mail: office@nacatfoundation.org The NACAT Education Foundation is an IRS recognized 501c3 organization formed in 1994. Our EIN is 35-1929767.

34 NACAT News

Jordan Engelhardt Wins 2016 SEMA - NACAT Education Foundation Award!

Jordan Engelhardt

Lyons Township High School LaGrange, Illinois

Brian McDonnell

GST BOCES Coopers Education Center Painted Post, New York

Paul L. Nelson

Northwest Technical College Bemidji, Minnesota

WE INVI TE YOU TO SUBMI T YOUR 20 1 7 APPLICATION TODAY!

Education Foundation

Involving the Aftermarket in the Classroom!

Summer 2017 | www.nacat.org |  35

Article

Continued from page 30

In contrast, when asked to describe the instructions, students who received video-based instruction offered a greater amount of reflection.

Students perceived the video-based instructions to be easier, more likely to be understood, and easier to recall. Participants observed that they were more likely to pay attention because it was a video and not a teacher. One student commented on attention span stating that participants had to concentrate on the video, rather than being able to talk to each other. Most students described a sort of novelty to the video instructions, which resulted in their own observation of higher engagement. One participant said, “Our instructions were given over video, which I thought was pretty cool… you have to push yourself to pay attention, it pushes you to remember.” Additionally, some participants felt that “kids will focus on (video-based instructions) more than when a teacher gives them.” Another student simply stated, “It is harder to concentrate when a teacher is talking.”

Question #2. Next, participants were asked to describe what they liked most and least about the instructions. Participants given the in-person instruction were less responsive to this question. Student comments include having an increased understanding of the instructions “because it was from [the teacher] and not the computers” and “that [delivery of the instruction] wasn’t going too fast or too slow.” Other students felt that the instructions were straightforward and questions did not need to be asked. The less reflective nature of their answers could be a result of the students being given instructions in the same manner that they are used to receiving them, and students shown video-based instructions had something to compare to the status quo instruction delivery methods.

Participant responses reinforced the novelty of using video and, correspondingly, increased student engagement. One student said that the “first thing I liked was that it was on a video, I had never seen that before,” and another felt that “it was a new way to understand things and it made me understand them a lot more.” Other comments from students included general observations such as “the video was more fun” and “cool.” Students felt that video-based instruction “[got] to what you need to do quicker so you [could] do better than what the teacher said.” Participants also felt that teachers were apt to provide extraneous information saying, “I liked how the video was to the point… the extra stuff confuses me” and “[the video is] easier because when a teacher talks it takes way too long.” Contrary to these comments, another student thought that “Teachers leave out parts of the instructions [and that watching a] video makes it more simple.”

Participant comments reinforced their trust in technology communication and were further emphasized because the instructions that were given in-person were the same as video-based instruction. Additionally, students perceived the video as more informational than verbal instructions even though the teacher provided additional examples in the in-person instruction. One student was able to succinctly sum up this general feeling by saying, “In a video you are shown instead of told.”

When asked what they liked least, both groups of students sighted frustration with not being able to ask questions. Although this was the limit of complaints for the video-based instruction group, the in-person instruction group was more prolific and varied in their responses, oftentimes contradicting each other. One student responded with, “I would prefer the teacher [in-person] over a YouTube video, unless I was in a big class then I would want videos.” One participant suggests that “it would have been easier watching a video because you could have answered more questions” and “video can show better examples,” while another suggests the opposite, “it’s easier to understand the person than to watch the movie, even if you play it back over and over.”

Question #3. Some respondents recognized that a teacher could use video-based methods to complement instruction effectiveness and aid in student understanding. Students displayed an appreciation for in-person instruction by explaining that a teacher can modify their instructions, but a video can only repeat the pre-recorded instructions. Participants cited potential barriers to effective video instruction included audio issues, lack of understanding, and not being shown how to complete the project. Students who received video-based instruction communicated their understanding that technology is not always reliable and a teacher can always supply more instruction.

One student, extended beyond their comfort zone, stated, “(I) had to ask my group more questions, and I don’t do that much.” Another student spoke to group collaboration, “Afterwards, I couldn’t figure out what to do, I couldn’t ask questions so I had to stick to my group.”

Although provided as “negative” evidence of the video-based instruction, these statements are quite positive in providing both social and cognitive problem solving development. “The video helped us know who we were working with, [it] helped us know the other people,” as said by one student. Many listed not being able to ask questions as a barrier. However, students shown the video-based instructions seemed to consistently say that the instructions forced them to work more collaboratively and think more critically.

Continued on Page 38 36 NACAT News

If the article on “Another Method of Teaching Canber / Caster” in the last issue of the NACAT news was of interest to you and would like to use those graphics in your presentations, the author is now making a DVD available with not only those graphics but about 200 more. The graphics on the DVD were created by the author for use on classroom handouts while teaching STEERING & SUSPENSION, POWERPLANT OVERHAUL, MEASUREMENT as it relates to automotive repair, and NATEF. This DVD contains illustrations only. Once purchased, the author, Ray Oviyach, would be pleased to answer any questions regarding the illustrations provided and or explain the reason for which they were developed. In general, they were used as transparencies for overhead projectors, in computer projectors, as well as handouts and games for the purpose of making learning easy or enjoyable for students.

The cost of the DVD is $50.00 with free shipping and a money-back guarantee. The check or purchase order should be addressed to: Raymond H. Oviyach 1718 Laurel Springs Lane Kingwood, TX 77339-2940 May be contacted by email at roviyach@aol.com

Thanking An Industry Friend (Part 17 of Many) If you have ever visited http://www.nacat.org you would have noticed NACAT’s mission statement. “NACAT’s mission is to promote, update and improve automotive service education. It is the ongoing goal of NACAT to develop and maintain a strong professional organization that will serve the needs of automotive educators in public and private enterprise throughout North America.” Over the years NACAT and the NACAT Education Foundation have worked diligently to guarantee that this mission is upheld to ensure professional and personal development and growth. Without you, both the NACAT membership and industry partners, this would not be possible.

We would like to share with you one example of how our industry partners help us to better serve our members. This is a continuing theme from past issues and will be featured in future issues of NACAT News. We do not do this to single out any one partner above or beyond another – we do this to have an additional way to thank our many generous industry supporters.

This issue we would like to recognize our friends from Goodheart-Willcox Publisher. You currently see them advertising in every issue of NACAT News (page 15 in this issue), and they were the first inline to submit for an exhibitor booth for the conference trade show. They show an outstanding commitment to NACAT as well as transportation technology students and educators. If you would like to learn more about their offerings or are an educator who would like to request a preview copy of one of their texts, please visit their website at www.g-w.com/preview.

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.

Summer 2017 | www.nacat.org | 37

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Continued from page 36

Question #4. Participants were then asked how they overcame the barriers they described. Both groups expressed that they were more likely to look to their groups in order to have their questions answered. However, their main reasoning for this was not because of the instructions they were given but as a result of them not being able to ask any questions. In support of this finding, one group responded, “If no one on the team knew, we would keep thinking [until we] figure it out.”

Question #5. Finally, both groups were asked to provide any comments regarding the delivered instruction. Some general negative responses received from the in-person instructions group included “[in-person] instructions stay in my head easier, while videos I can just zone out” and “sometimes videos are a little more confusing.” Positive comments from this group included “I liked how you were very straight to the point; you told it how it is” and “It was fun being forced to figure it out.”

Another student thought that a “teacher would have more time to help” than just watching a video.

The student responses indicated that in-person instruction could be more confusing if the teacher elaborated. Students also thought that videos could be fun and interesting in some situations. Some participants were in favor of a multifaceted approach that utilized both in-person and video-based instruction stating that “It would be cool to have both” and “I think it would help to have both video and a teacher.”

Students who preferred the video-instruction felt that “it was a lot better than sitting down and watching a teacher talk” and that “watching a video made me more interested to get [my work] done.” One participant who felt more comfortable with the video stated, “I would definitely watch a video before asking a teacher [a question].” One student interested in skill development suggested, “It made me work more with a group than I normally do and that is something I need to do more.” The researchers found that some students perceived that the instruction was better simply because it was presented using video; “I think they were better instructions because they were on a video.”

Students all agreed that the class could not take place without the teacher, and they expressed their appreciation for a teacher’s ability to incorporate videos into instruction. Student perceptions seemed to agree with Caruso and Kvavik’s (2005) findings that teachers who possess the ability to incorporate technology affect higher student engagement, more student interest, and greater student understanding.

An analysis of the student responses from transcribed focus group sessions revealed numerous common themes. Student focus group common themes are detailed in Table 5.

Table 5: Findings / Common Themes Student Focus Group Common Themes Video-Based Critical thinking demonstrated through responses X More responsive answers X Perceived instructions novelty of technology X Perceived instructions were informative X Perceived instructions aided understanding X Perceived instructions were reliable Perceived instructions helped critical thinking X Perceived instructions helped collaborative work X Perceived instructor could help faciliate understanding X Perceived extraneous information could be confusing

In-Person

X X X

To Be Continued Next Issue This article is being reprinted with permission under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States license. The license can be viewed at: http://creativecommons.org/licenses/by-nc-sa/3.0/us/ The original article can be found in Volume 25, Number 1, of the Journal of Technology Education. This journal is available for online viewing at http://scholar.lib.vt.edu/ejournals/JTE////v25n1/devlin.html

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Summer 2017 | www.nacat.org |  39

BUSINESS MANAGER Bill Haas NACAT 1820 SHILOH RD STE 1403 TYLER TX 75703

www.NACAT.org NACAT Member Benefits • NACAT members receive a discounted registration to the NACAT Conference. This annual event provides technical training and professional development classes. The sessions are presented by the industry’s leading subject matter experts. The conference tradeshow provides attendees time to meet textbook authors, publishers and manufacturers of training aides. There is plenty of time for networking, fun, and industry awards in a very family friendly atmosphere.

• 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.