NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS
#NACAT2018 July 16 - 19, 2018
VOL. 32
Summer 2018
NO. 2
Officer and Board Update
Chairman of the Board Spring is in the air, and that makes me excited! Spring is known as the season of rebirth, when plants and animals emerge from their dormant winter state to grow and flourish in sun and nutrients. These months also mark the return of motorsports from the winter off season (big smile :-) ) and soon it will be time to take my Camaro back out to the dry lakes. I made some tuning changes over the winter, and am anxious to see what that equates to in performance on the track.
I recently attended the VISION Training and Expo in Kansas City. Through the course of the conference, I was informed that at least 4 separate training presenters had mentioned and recommended NACAT in their presentations as a way to get involved in preparing the next generation of technicians. Wow! It feels good to see the hard work of the Board and Officers starting to pay off, and our industry peers are taking notice. We will continue to work and build more improvements into NACAT in the coming months, which will make the spotlight on us even brighter. Did you receive NACAT’s new e-News in your inbox recently? These monthly newsletters are a way for you to stay more connected with NACAT throughout the year. Have you enjoyed it so far? I owe a huge thank you to professional journalist and NACAT member Bob Chabot for spearheading this e-News project and making everything come together so smoothly. Nice job Bob! If you’re not receiving the e-News, check with the NACAT office and they will look into it. The e-News is a members-only benefit, so if your membership has lapsed, now is a great time to renew! Don’t forget to register for the 2018 NACAT Conference, hosted this year by Penn College in Williamsport, Pennsylvania. This will be NACAT’s third visit to Penn, but my first visit – I joined NACAT the year after we made our last visit to PA. We have a great conference team, and are working on building you the best training experience we can deliver – in NACAT’s own family-friendly style. Visit the conference website (www.nacatconference.org) to learn more information and to register. I hope to see you in just a few months in Williamsport!
Steve Gibson, Board Chair
Program Coordinator, K&N Engineering
NACAT 2018 Travel Information - Flying to the Conference The following are the closest airports which serve the Williamsport, Pennsylvania area. Williamsport: • Williamsport Regional Airport (IPT) – American Airlines only - connecting through Philadelphia PA (http://www.flyipt.com/) Other airports: • State College (SCE) 1.5 hours (http://www.universityparkairport.com/) • Wilkes Barre/Scranton International 1.5 hours (https://flyavp.com/) • Harrisburg International Airport (MDT) 2 hours (http://www.flyhia.com/) • Elmira/Corning Regional Airport (ELM) 1.5 hours (http://www.chemungcountyny.gov/departments/a_-_f_departments/airport/index.php)
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Summer 2018 | www.nacat.org | 3
JOIN US ONLINE AT:
HTTP://WWW.NACAT.ORG President 2017 - 2019 Patrick Brown-Harrison
SAIT Polytechnic 1301 16th Ave. N.W. Calgary, Alberta T2M 0L4 Email: patrick.brown-harrison@nacat.org Office Phone: 403.210.5619
Officers
Vice President / President Elect 2017 - 2019 Curt Ward
Treasurer 2017 - 2019 Randy Nussler
Joliet Junior College 1215 Houbolt Road Joliet, IL 60431 Email: curt.ward@nacat.org Office Phone: 815.280.2554
630 Woodduck Dr. SW Olympia, WA 98502 Email: randy.nussler@nacat.org Office Phone: 803.629.7190
Secretary 2016 - 2018 Jim Voth
Red River College Z117-2055 Notre Dame Ave Winnipeg, MB R3H 0J9 Email: jim.voth@nacat.org Office Phone: 204.632.2296
Board Members Chairman of the Board 2017-2018 Steve Gibson
Board Member 2015-2018 Tim Isaac
Board Member 2015-2018 Rick Martineau
Board Member 2015-2018 Mike Richards
Board Member 2016-2019 Ed Martin
Board Member 2016-2019 Keith Santini
Board Member 2017-2020 Tom Millard
Board Member 2017-2020 Stephen Tucker
K&N Engineering 1455 Citrus Street Riverside, CA 92507 Email: steve.gibson@nacat.org Office Phone: 951.826.4000
Pickens Technical College 500 Airport BLVD. Aurora, CO 80011 Email: ed.martin@nacat.org Office Phone: 303.334.4910 x27706
Foothills Composite High School 229 Woodhaven Dr Okotoks, AB T1S 2A7 Email: tim.isaac@nacat.org Office Phone: 403.938.6116
Addison Trail High School 213 N Lombard Road Addison, IL 60101 Email: keith.santini@nacat.org Office Phone: 630.628.4671
ConsuLab 4210 Jean-Marchand Street Quebec City, QC G2C 1Y6 Email: rick.martineau@nacat.org Office Phone: 418.688.9067
Warren Tech 13300 W 2nd PL, Auto Tech BLDG C Lakewood, CO 80228 Email: tom.millard@nacat.org Office Phone: 303.982.8572 x2
Redwood Community College 7351 Tompkins Hill Road Eureka, CA Email: mike.richards@nacat.org Phone: 707.476.4345
SUNY Delhi 2 Main Street Delhi, NY 13753 Email: stephen.tucker@nacat.org Office Phone: 607.746.4144
ADVERTISING INFORMATION
The cover photograph was graciously provided by the Marketing Department at Pennsylvania College of Technology.
ADVERTISING RATES The latest advertising size and rate information can be found at www.nacat.org.
DEADLINE DATES
Fall 2018 - September 1, 2018 Winter 2019 - December 1, 2018 Summer 2019 - March 1, 2019
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.
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
Appointments
Executive VP for 2018 Conference Debbie Miller
Pennsylvania College of Technology One College Avenue Williamsport, PA 17701 Email: nacat2018@nacatconference.org Office Phone: 570.329.4967
NACAT Education Foundation Executive Director 2017-2018 James Curry 717 Old Trolley Road, Sutie 6 - 329 Summerville, SC 29485 Email: office@nacatfoundation.org Office Phone: 843.628.3294
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Summer 2018 | www.nacat.org | 5
Officer and Board Update
NACAT President
I was sitting at my desk, marking tests and reviewing student progress, reflecting on the progress of the current classes. I took a break to put down a few words for this, the last edition of NACAT News before our summer conference. However, I found myself drawn back to the stack of paperwork sitting in front of me and how it is supposed to represent the effort and work that each individual has produced thus far. This suddenly became the subject of my address to you, the NACAT Membership. We are much like the students in our classrooms. We have desires and a drive for accomplishment. We make a conscious decision on where we gain our education to best fulfill our drive and desires. Very similar to the students in our classrooms, we can be overwhelmed with what life throws our way, but we take it in stride and ensure that we don’t let it get in our way of completing what we want to and have to do. There was a point in time that we each made a choice to become an educator. The journey to where we are today has had its many twists, turns, and challenges. We address these and continue to develop and grow as individuals and as educators, much like our students do. There were marks that we received along the way that some said defined us. We didn’t let them. There were moments that we didn’t understand or comprehend what was occurring at that time, but we didn’t give up. We persevered. We allowed people to assist us along our journey, and we reached out to individuals to help us on our journey. Even today we still revisit these moments. I would like to offer a few opportunities for your review. • Do you see an individual in your classroom who reminds you of yourself? Do you see an individual that you feel has what it takes to be an automotive educator? Do you see someone in your class that has what it takes to be a leader? This first opportunity is “what are you doing to help them reach their potential?” • What are you doing to help the automotive industry grow? What are you doing to support the automotive industry? The opportunity is “what are you doing in your community to grow the automotive industry?” • What do you have to offer to automotive education to ensure that it continues to grow to meet the ever-changing needs? I highly recommend sharing NACAT with other educators, inviting other educators to the NACAT conference, sharing NACAT News (electronic and paper versions) with everyone, and being a part of NACAT. For updates on how NACAT is working for the membership, follow along with us at www.nacat.org, and be certain to read both NACAT News and the new, monthly NACAT enews. If you wish to really learn what is happening, discover some of the best practices within the profession and industry, and get involved, then the annual NACAT instructor conference is for you. if you haven’t done so already, go to the conference website at www.nacatconference.org to register for the conference and select the seminars in which you wish to participate. NACAT provides many opportunities for us to develop and grow as educators. I would like you to join me this summer, while at the conference, at Pennsylvania College of Technology in Williamsport, Pennsylvania. While together we will take a moment to thank the faculty and staff at Pennsylvania College of Technology, NACAT staff, NACAT Foundation staff and trustees, and the NACAT board of directors for doing their normal duties plus many hours of extra work to ensure that the conference is the success that we have come to expect. Much like our students we made a decision of where to go for our personal and professional development, we have chosen the NACAT Instructor Conference at Pennsylvania College of Technology because we know what to expect. Not only will we benefit from the training we receive, but our students will also benefit. I look forward to seeing you and all of the people that you have invited to be a part of developing and growing the automotive industry through education.
Patrick Brown-Harrison, President 6 NACAT News
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Sign up your school for the SEMA Show or PRI Trade Show Student Program. Visit SEMA.org/student-programs today. Summer 2018 | www.nacat.org | 7
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 please go to www.nacatfoundation.org.
Educator Awards
Application Deadline: May 1, 2018 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. Cengage Learning Jack Erjavec Innovative Instructor Award Sponsored by Cengage Learning, the Jack Erjavec Innovative Instructor Award will be granted to the instructor who demonstrates the most innovative and effective use of technology in the classroom. The $2500 award provides funding to allow one instructor each year to attend the summer NACAT conference and other training events. Student Scholarships are also available. Have your students go to http://www.nacatfoundation.org/index.php/student-scholarship
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 on Facebook or with Crowdrise. • You can donate to the annual Foundation fundraiser. • 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 refer the Foundation to potential grant opportunit. • 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.
8 NACAT News
Continued from Winter 2018 page 35
Article
Peer Evaluation of Team Member Effectiveness as a Formative Educational Intervention (Part III) By: Nathan Mentzer, Dawn Laux, Angelika Zissimopoulos, and K. Andrew R. Richards
Discussion Teamwork is an essential skill in negotiating life in the 21st century at work and in social settings. As students practice working in groups, they develop the ability to negotiate, share responsibilities, and communicate and can tackle a broader range of challenges. When formative peer evaluation was implemented, students earned higher grades on the final project and in the course and perceived a more student-centered learning environment with an increased feeling of competence. We do need to acknowledge that instructor growth may have some impact on interpreting the findings of this work. It is possible that instructor growth may account for some improvements in the student experience documented here. Improvements in learning climate (more student centered) and competence as well as reductions in doubt have been attributed to increased student persistence (Freeman et al., 2014). If more students persist as a result of the improved experience in the fall 2013 semester, two outcomes may be worth considering. First, as Freeman et al. (2014) suggested, struggling students are more likely to drop courses than high-achieving students. In our study, fewer low-achieving students may have dropped out in the treatment group as a result of the improved learning climate, higher competence, and reduced doubt. This may have depressed final project and course grade scores during the fall 2013 semester, causing the increase documented here to be artificially low and underrepresenting the benefits shown in this study. Second, a longitudinal study may help to uncover the impact on long-term college persistence as it is related to developing a sense of connectedness through improved team-based projects. Peer evaluation used as a formative tool may have the potential to sustain a longer term impact as students engage more successfully with their peers, build competence, and reduce doubt. Teamwork can be frustrating for high-achieving students when other members of their team will receive equal credit without contributing at the same level. Peer team member evaluation holds students accountable, which improves the experiences of the students who want grades to be representative of effort and contribution. Peer evaluation also serves to motivate students who otherwise might not participate. Educators may consider using peer evaluation as both a feedback and accountability mechanism for students. These results suggest that our field should consider including both formative and summative peer evaluation in educational experiences to foster student skill in teamwork as well as improve the success of learning experiences. Instructors interested in implementation strategies may find Mentzer’s (2014) article in the Technology and Engineering Teacher journal to be helpful. Peer evaluation is meant to provide meaningful feedback to learners in a confirmatory, suggestive, or corrective manner (Topping, 2009). Topping (2009) argued that the amount of feedback supplied to an individual is greater than if assessed by a singular source, suggesting that feedback from multiple peers and the instructor is more valuable and potentially more accurate than feedback from the instructor only. When a group of students is working closely on a task, the feedback is more individualized when assessing each other (Brutus & Donia, 2010; Topping, 2009). Additionally, when group members recognize that they will be held accountable for the quality of their work by their peers, more attention to detail and understanding of the task is discussed among the group (Cestone et al., 2008). In a study by Reese-Durham (2005), it was reported that the quality of the learning output improved with formative peer evaluation as compared to previous classes. Teamwork skills such as communication and acceptance of criticism can also be developed through peer assessment by educating students on how to honestly and professionally rate team participation (Topping, 1998). In addition, results of peer evaluation can serve as documentation of student growth over time as evidence of student effectiveness in team environments, which is increasingly critical for meeting graduation requirements and programmatic accreditation (Loughry, Ohland, & Woehr, 2014). Although assessing individual performance in groups can be beneficial, it is prudent to cover the practical issues that can arise and suggestions for mitigating them. The preparedness of the students, with respect to working in teams and evaluating peers, is critical to the success of the assessment process (Kennedy, 2005; Vickerman, 2009).
Continued on page 20 Summer 2018 | www.nacat.org |  9
NACAT 2018 Conference Hotel Information The conference planning team for the 2018 NACAT Conference is pleased to announce the following special hotel rates. Additional information at http://www.nacatconference.org. Hampton Inn – Faxon Exit • Address: 66 Liberty Lane, Williamsport, PA 17701 • Phone: (570) 601-5800 • www.hilton.com • Phone calls and online reservations accepted • $114/night • Group Name: NACAT-Penn College • Online group code: CAT • Reservations must be made by June 16, 2018 (after this date, any remaining rooms in the group block will be released and the group rate will no longer be available) • Individual credit card required at the time of booking • Check in 3pm or later; Check out 12 noon • Complimentary hot breakfast available 6am – 10am Hampton Inn Downtown • Address: 140 Via Bella Street, Williamsport, PA 17701 • Phone: (570) 323-6190 • www.hilton.com • Phone calls and online reservations accepted • $114/night • Group Name: NACAT • Online group code: PNC • Reservations must be made by June 16, 2018 (after this date, any remaining rooms in the group block will be released and the group rate will no longer be available) • Individual credit card required at the time of booking • Check in 3pm or later; Check out 12 noon • Complimentary hot breakfast available 6am – 10am Fairfield Inn & Suites • Address: 104 Maynard Street, Williamsport, PA 17701 • Phone: (570) 601-9200 • Phone reservations only; no online bookings • $99.00 for night of 7/15/2018 only • $109 for nights of 7/16/2018 – 7/19/2018 • Group Name: NACAT • Reservations must be made by June 14, 2018 (after this date, any remaining rooms in the group block will be released and the group rate will no longer be vailable) • Individual credit card required at the time of booking; all major credit cards accepted—cash and personal checks NOT accepted. • Check in 3pm or later; Check out 11am • Complimentary hot breakfast available M-F 6am – 9am, Sat/Sun 7am-10am
Book your room early to ensure availability and to lock-in the discounted rate!
10 NACAT News
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Using this electrical trainer, students can learn:
• Power supply with dual voltages (12V and 5V) • Nine ‘loads’ including resistors, motors, relays, lamps, and solenoid • ON / OFF switch with indicator light • Banana jacks for making wire connections • Connector wires in three colors • Auxiliary jacks for an additional component • Toggle and rotary switches • Three ground connection points • Circuit breaker for device protection • A compact durable enclosure • Courseware includes Student Manual and Instructor Guide
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www.atechtraining.com Summer 2018 | www.nacat.org | 11
Continued from Winter 2018 page 38
Article
Examining Accident Reports Involving Autonomous Vehicles in California (Part II) By: Francesca M. Favarò , Nazanin Nader, Sky O. Eurich, Michelle Tripp, Naresh Varadaraju
3.2.2 Accidents dynamics. The sketches of Fig 6 (previous issue, page 38) point out that most of the accidents are “rear-end” type of collisions, with the Autonomous Vehicle (AV) hit from the rear by an upcoming vehicle. Interestingly, Fig 6 and the descriptions of Table 1 (previous issue, page 37) also indicate that in no case the vehicles involved in the collisions were traveling in opposite directions. Fig 7 summarizes the location of the damage for both the AV and the second vehicle involved in the collision. According to the National Highway Traffic Safety Administration (NHTSA) and the Bureau of Transportation Statistics, 94% of the accidents involving conventional vehicles (i.e., without AT) are related to human errors [1] (with one quarter of those due to distraction, according to [15]). NHTSA estimates that about 30% of Fig 7. Damage location breakdown for vehicles involved in collisions. conventional motor vehicles accident https://doi.org/10.1371/journal.pone.0184952.g007 are rear-end/fender-bender type [16] that involve highly distracted drivers. Careful considerations need to be addressed when comparing the 62% indicated in Fig 7 to the 30% reported by NHTSA for conventional vehicles. At a first-glance it may appear that AV’s probability of rear-end collisions doubles that of conventional vehicles. Our interpretation of this datum however is that the results of Fig 7 suggest that AV technology is capable of preventing all other accident typologies effectively, leaving rear-end collisions with the AV in front the most important failure scenario to be addressed next by manufacturers. Plenty of strategies in fact exist to prevent rear-end collisions when an AV is in the back. Safety margins based on the minimum distance will lead to the deployment of automatic breaking whenever the AV driver gets unintentionally too close to the leading front vehicle, thus limiting the amount of “front damage” scenarios that we see in Fig 7 (note that automatic assisted breaking is an available feature in many Level 2 vehicles currently on the market). Table 1 indicates that in only one occasion the AV was responsible for a rear-end collision, hitting a conventional vehicle from behind (accident number 11 in Fig 6 and Table 1). In this situation however, the AV was driven manually on highway 101, and the probable cause is attributed to flawed operator’s decision-making. Auto-braking is indeed an easily achievable target, making rear-end collisions with an AV in the rear virtually impossible when automation is properly engaged. Current semi-AVs on the market establish ample safety margins on distances that should always be kept between the rear and the front vehicles, automatically activating brakes as soon as those safety margins are no longer respected.
Continued on Page 14
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 12 NACAT News
The Light Diesel Corner
By Curt Ward
Why Should I Teach Diesel in My Traditional Automotive Program? This is a question we wrestled with seven years ago at our school. After much discussion, we added a light duty diesel class as an option to our curriculum. We now have the data that shows that the students who graduate from the program with the addition of the diesel class have higher starting salaries than those who did not when they entered the workforce for their first full-time job. Additionally, we discovered an entire portion of the job market that was underserved. The need for new and replacement light duty diesel technicians was great than the traditional automotive technician. Our students were in demand! In this article I will cover some of the topics I feel a program needs to cover and students need to understand if they are going to be successful repairing light duty diesel vehicles. New diesel powered cars and light duty trucks continue to be one of the fastest growing segments in the automotive industry today. In 2015 light duty diesel sales were up 25% due the addition of new products and the continued demand for existing product. This is expected to continue with new products being launched for the 2018 model year. As the existing product line has come out of warranty, diesel has become a major player in the aftermarket repair business. As a result, more shops have decided to service these vehicles. There are many subjects I believe a student from a traditional automotive program needs to know if they are going to make an impact in the light duty diesel repair industry, however I feel there are six areas that rank near the top of the list. These topics include high-pressure common rail injection, exhaust aftertreatment systems, diesel and bio-diesel fuel, diesel engine maintenance, customer driving habits, and OBDII. The good news is that many of these topics have a direct cross-over from the traditional automotive program and are easy to learn. High pressure common rail injection is at the top of my list because of safety concerns. Today’s modern diesel engine can have injection pressures as high as 36,000 PSI. Pressures this high can inject fuel directly through the skin and into the body. This can result in serious injury or death. All safety warnings must be adhered to when testing high pressure fuel systems to ensure there is not damage to the vehicle or personal injury. While on the topic of fuel, the topic of diesel and bio-diesel come to mind. There is a wide quality range in the fuel sold today. What are the differences between diesel and bio-diesel and how do they impact the combustion process? Can bio-diesel even be used in the vehicle being serviced? Is the diesel being purchased considered top tier? What is the cetane level of the fuel? These are all questions that the student needs to be able to understand and answer. Fuel analysis and fuel conditioning are important skills to have in the workplace as many drivability problems can be traced back to fuel quality. Diesel engine maintenance is an area that a qualified student can have an immediate impact for a shop owner as a new employee. It is much more than oil and filter service. Many manufactures are recommending fuel/water filter service every 10,000 miles. Most modern diesels have more than one cooling system that requires service as frequently as every 40,000 miles. The student needs to understand the nitrate level of the coolant when these services are performed. Does the vehicle use diesel exhaust fluid (DEF)? The fluid may need to be tested for quality if the emissions system detects a problem. The aftermarket light duty diesel service market is increasing at a rate that far exceeds the traditional automobile. The exhaust aftertreatment system behind the modern diesel engine is very different from earlier models. The expenses related to these systems are second only to those related to the high pressure fuel system. The ability to understand the operation of components such as the diesel oxidation catalyst, the selective catalyst reduction system and the diesel particulate filter will lead to a correct diagnosis of any failures that might occur. Conceptually, many of these systems operate in a manner similar to their gasoline engine counterparts.
Continued on Page 33 Summer 2018 | www.nacat.org |  13
Continued from page 12
Article: Autonomous
The data in Figs 6 and 7 lends itself to an analysis of the relative motion of the two vehicles, to better understand the dynamics of the accident. Fig 8 shows the traveling speed of the vehicles involved in the accidents. Not all reports indicated the vehicles speeds, so that gaps are left where the information was not available. As mentioned, the majority of the accidents were rear-end “fender-bender” types, and the speed trends indicates that in most situations the AV was at zero or close-to-zero speed. To gather a sense of the impact force, it is possible to plot the relative speeds between the two vehicles involved in the collision. Doing so leads to Fig 9, where a pie chart also provides a break-down of the relative speeds in six categories (i.e., from low impact to high impact).
Fig 8. Speed distribution for vehicles involved in the AV accidents. The x-axis shows Accidents Identification following the IDs indicated in Table 1 and Fig 6. https://doi.org/10.1371/journal.pone.0184952.g008
Fig 9. Relative speed of the colliding vehicles in reported AV accidents and breakdown. The x-axis shows Accidents Identification following the IDs indicated in Table 1 and Fig 6. https://doi.org/10.1371/journal.pone.0184952.g009
exclusive, but right turn and shoulder lane are not).
Continued on Page 16 14 NACAT News
Finally, an analysis of the location of the accident can be executed. The data contained in [9] shows that 89% of the reported AV accidents happened at an intersection, with a majority of the accidents (48%) occurring in suburban roads, followed by 32% in city roads, and 20% in limitedaccess roads (highways and expressways). Fig 10 (page 16) shows additional categories for sites and locations in which the accidents occurred. Note that those categories are not mutually exclusive in general (e.g., right turn or left turn are
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Continued from page 14
Article: Autonomous
Fig 10. Specific characteristics and locations identified in the AV accident reports. Each column is out of 26 reports; categories are not mutually exclusive. https://doi.org/10.1371/journal.pone.0184952.g010
Continued on Page 24
Summer Elections - 2018 North American Council of Automotive Teachers (NACAT) is currently accepting nominations from individuals to fill a number of board positions and vital officer position. NACAT is a family-centered organization comprised of member educators who provide mentoring, educational support, and voice for automotive educators in secondary and post-secondary schools throughout North America. The organization is investing in the repair industry of tomorrow, and is recognized for the exemplary cutting-edge conference it provides to educators each year in different regions of the United States or Canada. Are you an individual who currently works in the field of automotive education? Do you want to contribute to the industry that has become your profession? Are you an individual that has the desire and intent to use your unique qualities and talents to make the automotive repair industry a better place for the technician and industry of tomorrow? Do you work well with others in efforts to create a common good? If you answered “yes” to those questions and you are currently a NACAT member of record, and have been for a minimum of 24 months, you are certainly an individual who should consider our open positions. Positions for 2018: • Board Member (Three seats open, each with a 3 year term) • Secretary (2 year term) If you feel that you have something to offer NACAT, automotive education, and the automotive industry, please consider running for one of the open positions. You can help us continue to make a difference. For more information on the open positions, or to learn how to submit a nomination form for one of the open positions, please go to http://www.nacat.org/index.php/general-election-information.
16 NACAT News
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H-113(S) Troubleshooting DC Motor Circuits
The DC Motor Troubleshooting Trainer H-PCB03, is at the left utilizing a brushless DC Motor. This board plugs into the bottom of the Power Board, H-PCB01/02A, (from the Starter Kit, H-111A) to form a complete DC motor circuit which is described as an engine-cooling fan circuit to add realism to the comprehensive 37 troubleshooting problems. Circuit problems inserted are OPEN connections, VOLTAGE DROP problems on either the voltage side or the ground side of the circuit, SHORTS-TO-GROUND problems, and SHORTS-TO-VOLTAGE problems. DC Motor Circuit problems are described as “engine running too hot” due to a failure somewhere in the cooling fan circuit. One problem simulates a battery drain problem because the cooling-fan runs all the time when the ignition switch (on the Power Board) is switched OFF. Realism added to the troubleshooting problems maintains interest and relates to real world problems. There are 5 advanced problems to present additional challenges to students who are ready for multiple advanced electrical problems. There’s a total of 42 troubleshooting problems of DC Motor Circuits. Hands-on practice exercises are imbedded in the Student Workbook H-WB113. Troubleshooting starter & blower motor circuits is also covered. The instructor guide H-IG113 has the answers. A Power Point (PP-113) is available. Students learn troubleshooting with hands-on!
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H-115(S) Troubleshooting Relay Circuits
A lot of things can go wrong in a relay circuit and it isn’t a bad relay. Teach your students how this happens. The Relay Board, H-PCB05, plugs into the bottom of the Power Board, H-PCB01/02A, (from the Starter Kit, H-111A) to form a complete relay circuit. Students learn about relay circuit operation and practice troubleshooting live relay circuit problems. Hands-on practice exercises imbedded in the Student Workbook H-WB115 with extensive instruction explain relay operation, relay characteristics and troubleshooting. Students learn how relay circuits fail and the troubleshooting techniques to find relay circuit problems when the relay itself is bad or not the problem but elsewhere in the circuit. Students learn to troubleshoot relay circuits by measuring voltage, voltage drops, resistance and current in relay circuits to identify relay circuit problems. Problems inserted are OPEN circuits, VOLTAGE DROP problems on either the voltage side or the ground side of the circuit, SHORTS-TO-GROUND problems, and SHORTS-TO-VOLTAGE problems. This is followed by hands-on practice in relay troubleshooting techniques as students troubleshoot up to 75 individual live relay circuit problems. The relay is called the Fuel Pump Relay and the Lamp simulates fuel pump operation. Relay circuit testing principles and trouble-shooting are explained in the Student Workbook H-WB115 (about 110 pages). A Power Point (PP-115) is available. Students learn electrical troubleshooting with hands-on repetition! Students don’t learn auto/truck electrical-electronics troubleshooting skills by just reading about it or watching someone else do it. They must have repetitive hands-on practice to do it themselves after you show them how. You can teach them to master electrical troubleshooting skills and find any problem in any electrical circuit. Call 972.276.9642 or email Vince@veejer.com for a full color brochure. View our teacher’s web page at http://www.veejer.com/teachers.html. Scroll down the web page and read about all our training programs. Special pricing and packaging for tech schools with visual aids are available.
Summer 2018 | www.nacat.org | 17
James D. Halderman Automotive Teacher Higher Education Assistance Award! Are you an instructor from an automotive service, auto body, or a diesel program seeking to obtain an bachelor’s degree or higher? Could you use additional funding to help make your dream a reality? If so, you should definitely apply for this NEW SCHOLARSHIP! THE PURPOSE Sponsored annually by James Halderman, and administered by the NACAT Education Foundation, each of the two available $1000 (USD) scholarships provide funding to assist an automotive service, auto body, or a diesel program instructor in obtaining a bachelor’s degree or beyond. IMPORTANT DATES Nomination deadline is May 31, 2018. Announcement of the award will be made by June 15, 2018. The award will be presented at NACAT’s 2018 annual conference held in Williamsport, Pennsylvania; July 16 – 19, 2018. The winner must accept the award and its terms in writing, before July 1, 2018. NOMINEES MUST MEET THE FOLLOWING CRITERIA • Nominee must be in attendance at the NACAT conference. • Nominee must be an automotive service, an auto body, or a diesel instructor who works at a public or private secondary or post-secondary school or training center in North America. • Nominee must be currently pursuing a bachelor’s level or higher degree. LEARN MORE To learn more about the “James D. Halderman Automotive Teacher Higher Education Assistance Award” and apply, please visit www.nacatfoundation.org. The application form is available and we look forward to helping you!
Thanking An Industry Friend (Part 20 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 an individual, James Halderman. An author of 17 text books, James Halderman is a long-time supporter of NACAT, and most have attended one of his seminars during the annual conference, as he has a protracted history sharing his vast knowledge. On top of that, for the past few years, he had been donating funds, along with fellow authors Jack Erjavec, Tim Gilles, and Rob Thompson, to provide family friendly activities during the conference. Presently, he has established the “James D. Halderman Automotive Teacher Higher Education Assistance Award” to help instructors seeking a Bachelor’s or higher degree. Please be certain to visit his website, http://www.jameshalderman.com, to learn more about his texts, resources, and to sign up for his newsletter. We encourage you to join us at the 2018 NACAT Conference at Pennsylvania College of Technology in Williamsport, Pennsylvania. While there you will be able to earn your 20 hours of professional development and be able to connect with NACAT’s industry friends. Each year many companies go a long way to make a difference for you. Please help us show them that their contributions, no matter how large or small, are appreciated and that their backing, whether new or long-term, is valued.
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Article: Peer Evaluation
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In an attempt at peer assessment in a computing course, Kennedy (2005) implied that the failure of the assessment and negative perception of the process was due to the lack of understanding about teamwork and how to effectively rate peers. Students were reluctant to judge peers, causing tension among the groups. Kaufman, Felder, and Fuller (2000) provided a list of concerns with peer evaluations, such as collusion among team members, inflating self-ratings, and evaluating on personal prejudices. Kaufman et al. (2000) suggested that these concerns can be managed with a primer for students on how to complete peer evaluations objectively and the skills needed for effective teamwork. Vickerman (2009) and Chen and Lou (2004) also suggested that issues with peer evaluations can be mitigated with clear instructions on how the peer evaluations will be used in the course as well as a validated assessment tool. King and Behnke (2005) voiced concerns with grading by incorporating peer-rating data. They argued that by allowing peers to assess individual contributions to a group assignment, the instructor relinquishes full control of the grade to the team and thus may have an issue with defending a grade if challenged. It was concluded by King and Behnke (2005) that the instructor should just assign one grade to the entire group to avoid this issue. Counter to this concern, Chen and Lou (2004) suggested that “group members spend a substantial amount of time working with each other [on group assignments] and, thus, are in a good position to recognize and assess their peers’ efforts and [the individual] contributions” made by each member of the team (p. 276). Formative peer assessment provides feedback, and students can alter their performance before the evaluative assessment is administered. Brooks and Ammons (2003) implemented assessments multiple times in a course, but the peer evaluations were utilized as summative assessments at the end of each short-term team project in the course. Whether the peer evaluations are formative, summative, or a combination of both, when a grade is assigned based on the outcome of the evaluation, the implementation process is similar (Cestone et al., 2008). Cestone et al. (2008) suggested that student expectations be communicated early in the course, along with how grades will be impacted. It is also recommended that learners are prepared for how to participate in peer evaluations as well as how to interpret feedback. When determining the method in which a peer evaluation instrument will be used, the validity of the chosen evaluation instrument and the behaviors that are to be measured are important factors to consider, especially when the results will be factored into student grades (Baker, 2008). Limitations This study had a few limitations that should be considered regarding generalization to other educational environments. Evaluation of the final project included three main components which were a planning document, a technical document, and a multimedia presentation in video form. The rubric for the video assessment in the fall 2012 semester had a typo which artificially inflated that component of the final project for only that semester. Thus, the comparison between semesters represents only two of three components of the final project rather than the entire project. Further, the grade inflation on the video assessment in 2012 would not have created more than a 1% inflation for some students in the fall 2012 semester. The results of this work show that the fall 2013 semester course grades were significantly higher, but this may slightly underrepresent the overall impact of the treatment. Another limitation of this study was that measures of student learning were limited to course assignments, which were not subjected to rigorous validity and reliability measures. However, the assignments and rubrics used were intentionally codeveloped by a team of four faculty members and two instructional developers to align with the objectives of the course. The instructor of the course initiated the study collaboratively with instructors from other sections of the course and the university’s center for learning and teaching support team. The external members of the research team served to minimize the potential for instructor bias because the course sections studied were not theirs. Although instructor-led studies of courses potentially introduce bias, the study was conceptualized after the conclusion of the semesters in which data were collected, minimizing the impact of evaluation bias on student submissions. An additional limitation related to the instructor is that although he was an experienced faculty member, this study was set in the second and third year the course was offered at the university. This was also the first and second year that this faculty member was the instructor of this course. Therefore, instructor growth during his first and second year instructing this particular course may account for some impact on student experience. Measures of team member contribution were self-reported by students. Students completed the rater calibration function in CATME to help support their calibration with the instrument. Although these reliability and validity safeguards were in place, the actual contribution was not measured. Self-reported and peer-reported contribution were measured, which can be problematic and biased as suggested by Haidt (2012) and Oakley (2002).
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NACAT 2018 Seminar Preview Are you ready for the 2018 NACAT Conference in Williamsport, Pennsylvania? 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 list of presenters who have volunteered their time to educate you during this great training event. Bassett, Bobby - Gates Bjorn, Erik - American Honda Motor Co. Briggs, Randy - CARQUEST Technical Institute Brown, Daniel - Lucas-Nuelle Inc Bruckhart, Loren - Pennsylvannia College of Technology Curtis , Jeff - Consulab Dwyer, Tim - Consulab Fancher, Karyn - CDX Learning Systems Fanslow, Matt - AES Favre, Dave - Central Piedmint Community College Gillespie, John - CARQUEST Technical Institute Gonzalez, Joe - Berks Career and Technology Center Halderman, James - Pearson Education Hobbs, Dave - Delphi Technologies Kreiger, Dick - Consulab La Rosa, Gary - CDX Learning Systems Lannoo, Sean - Continental Automotive Systems Looney, Kevin - Turbo Training Masterman, Jeff - Standard Motor Products Menchu, Jorge - AES Miller, Brad - Ford Motor Company Mills, Jared - Ford Motor Company Moczulski, Stan - Today’s Class Morton, Jim - MATS
Oakes , Pam - USAutoTraining.com Ouimet, Andrew - Cengage Primeau, Ryan - Nova Career Centre Rappa, Joe - Snap-On Industrial Rehkopf, Jeff - Florida State College Rezin, Andrew - Pearson Higher Education Santini, Keith - CDX Automotive Santini, Al - Consulab Sauriol, Jean-Luc - ALLDATA Saurman, Skip - Megatech Corporation Snyder, Thomas - Electude Stacey, Derek - Nova Career Centre Swaim, Grant - Digital Automotive Taylor, Lyle - Atech Training Treanor, Catherine - Electude Van Batenburg, Craig - ACDC Van Batenburg, Deb - ACDC Wagner , Joeseph - Joliet Junior College Ward , Curt - Pearson Education Wedel, Darcy - Electude Wilson, Eric - Nova Career Centre Wilson, James - Robert Bosch LLC Witmer, Shaun - Subaru of America, Inc. Zak, Steven - BOSCH
A listing of Presenter Biographies, Presentation Descriptions, and a Seminar Schedule are available at www.nacatconference.org NACAT 2018 Foundation Fundraiser Once again, the NACAT Education Foundation will be holding a fundraiser during the trade show at the annual NACAT conference. Once again, we need your help! We need your help to be able to continue to offer student scholarships and educator awards. Without your help and support, we cannot do it. What do we need? We need donations! We need cash donations. We need donations of items that can be sold or raffled during the fundraiser. We need products from individuals and from companies. We need items that will interest both the educator and their spouse. We need anything you think would be helpful. We need your support. How can you help? For the companies with booths at the trade show, please consider donating an item to the fundraiser. We’ll make sure you get recognition and thanks. If you are attending the conference or presenting at the conference, please consider donating an item, purchasing an item, or making a cash donation. Donations are tax deductible. Thank you! We want to say “Thank you” in advance of the 2018 conference and on behalf of all the NACAT Education Foundation’s past recipients. It has only ever been possible because of your support. Help us to continue to make a difference.
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Article: Autonomous
3.2.3 Accidents’ frequency and vehicle make. Fig 11 examines the distribution of the accident reports not by reporter, but by make of the AV involved. Interestingly, the two types of vehicles currently employed by Google have a similar number of accident events. The Google fleet currently consists of 23 retrofitted vehicles, and 37 prototype design [13]. Fig 11 shows that out of a total of 22 accidents reported by Google, 46% involved Google’s own prototype, and 54% involved the retrofitted Lexus. In 2015, the number of prototypes was up to 50, with 24 vehicles not being driven on public roads [10]. The breakdown of accident frequencies per mileage travelled by vehicle make is an important factor to analyse. Table 2 summarizes the miles travelled by each vehicle make and shows the computed accident frequency per miles travelled and its inverse, i.e. miles driven per accident (average).
Fig 11. Accidents distribution by AV make. https://doi.org/10.1371/journal.pone.0184952.g011
Table 2. Google’s fleet breakdown and accident frequencies. https://doi.org/10.1371/journal.pone.0184952.t002
The results of Table 2 indicate that the accident frequency associated to Google’s own prototype are slightly higher than those for the retrofitted Lexus. The reason for such an analysis is to provide evidence to frame in a scientific approach the debate on whether an anthropomorphic design (such as that of Google’s prototype, sporting a rounded shape with a front design that reminds of a human face) might inspire more trust and confidence to drivers of conventional vehicles (as brought forward in [17]), who would thus be less likely to bump accidentally into it. The current data presented in Table 2 does not support such claim, and neither supports the argument that the prototype may be any “safer” (here intended as having a lower accident frequency) than the other make currently tested by Google. Furthermore, Table 3 provides a summary of the accident frequencies computed for the other vehicle makes and accident reporters. The results of Table 3 can serve a similar purpose to those of Table 2, showing that based on current data there is no scientific merit to the idea that conventional vehicles’ drivers might be distracted by the “unusual” shape of the AV or possibly even tempted to test out the AV performance at the expenses of safety with a more aggressive type of behaviour. Google’s vehicles are the most recognizable on the road, but still show a significantly lower accident frequency compared to the other manufacturers. Note however, all estimations of frequency are at this point preliminary, given the small sample size. [18] estimates that a fleet of 100 vehicles would need to be driven accident-free for 12.5 years, 24 hours a day, 365 days a year, to achieve the mileage needed to reliably estimate acceptable fatality rates.
Table 3. Accident frequencies by reporters/make of AV accidents. https://doi.org/10.1371/journal.pone.0184952.t003
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Article: Peer Evaluation
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On the other hand, Fehr and Gächter (2000) and Henrich and Boyd (2001) suggested that students are very willing to punish noncooperating students (in this case punishment comes in the form of a poor peer evaluation). Further, Henrich and Boyd (2001) suggested there may be a tendency for cooperation to potentially stabilize as students copy the most successful students’ behaviors. Finally, conclusions about the learning climate, competence, and doubt measures were based on data from voluntarily participating students. During the fall 2013 semester, significant differences existed between students who choose to respond and those who did not. Differences discovered included SAT composite scores and ethnicity. These differences should be considered when generalizing the findings in that students’ responses were biased toward students who had lower composite SAT scores and students who identified as White, as compared to other ethnicities. Further Research Future research could provide additional support for this study’s hypothesis by employing a randomized control treatment in an experimental design. Research validated instruments could be used to measure student learning instead of instructor-generated assignments and assessment rubrics. This study purposefully relied on student perceptions of learning climate, competence, and doubt, which are related to student persistence, rather than direct measures of actual competence, for example. Additional research may holistically consider relatedness and student autonomy, which are aspects of self-determination theory that were not directly measured in this study. Further, trends in student contribution and their potential changes across time in a repeated measures design may shed light on how students develop teamwork skills and what “dosage” of peer feedback is appropriate for causing changes. Other measurable indicators of team success might illustrate a larger perspective including overall satisfaction with the course, ability to collaborate with students from other cultures, communication skills, ability to reflect, and ability to respond positively to criticism. Continued on Page 32
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Article: Autonomous
The data presented in this section leads to an average AVs accident frequency of 2.38e-5 (obtained dividing the total number of accidents by the total mileage driven). Based on data from NHTSA and from the Federal Highway Administration (FHWA), it is possible to compute the accident frequency for conventional vehicles in the U.S. for 2015 [19, 20]. The results of the comparison are indicated in Table 4, showing one order of magnitude difference between AVs and conventional vehicles for both accident frequency and its inverse, i.e., the mean mileage driven before accident.
Table 4. Comparison of estimated accident frequencies for AV vs. conventional vehicles. Estimate for conventional vehicles is based on [19, 20] which provide updated data until the end of 2015. Data for 2016 and 2017 is still being process by FHWA and NHTSA. https://doi.org/10.1371/journal.pone.0184952.t004
3.3 Accidents’ detection A careful analysis of the accidents’ descriptions shows that in 22 out of the 26 reported accidents the AV was not-at-fault (a conclusion also highlighted in [12] for the 2014–2015 time span). Additionally, in many instances the AT had been manually disengaged prior to the collision (as indicated in Table 1). In the four situations in which the AV vehicle was at fault, two happened during manual mode (and blame is placed on the human driver in the reports). Fig 12 summarizes the situation that best describes each accident out of the following possible categories (each accident is placed in only one category although they may not look as mutually exclusive): 1. Conventional mode: indicating manual mode was employed before the collision; 2. Manual disengagement before collision: indicating the AT was disengaged by the driver on purpose before the collision occurred; 3. Manual disengagement after collision: indicating the AT was disengaged by the driver on purpose after the collision occurred; 4. Autonomous disengagement: indicating the AT disengaged without intervention from the driver (i.e., actual AT disengagement); 5. Autonomous mode: indicating the AT was not disengaged during the accident sequence.
Fig 12. Break-down of accidents in the identified categories. https://doi.org/10.1371/journal.pone.0184952.g012
As can be seen from Fig 12, in no occasion the vehicle underwent an autonomous disengagement (category “e”). This can be indicative of two possible situations: i) a cautious attitude on the part of the trained driver, who attempted to manually disengage the car before the collision (or after the collision, if he/she was not fast enough); ii) the AT was not capable of recognizing and detecting the upcoming collision in time (or at all). As noted in Table 1, and in Figs 6 and 7, 62% of the accidents are “rear-end” fender-bender types. Comparing the accident type with the categories highlighted in Fig 12 leads to the following findings:
1. Rear-end accidents are hard to detect, for both the human driver and the autonomous technology. Whenever the AV driver detected the possibility of a rear-end collision in time, he/she went on to disengage the car. This happened in 38% of the total cases of rear-end collisions. 2. In the 62% remaining rear-end cases, the driver was not able to detect the upcoming collision in time, and neither was the AT, which remained engaged. 3. Out of all the accidents, the AT was capable of detecting and reacting to the upcoming accident only 3 out of 26 times. In all those cases the AT reaction was to attempt breaking, at which point the driver manually disengaged the car and took control.
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Article: Peer Evaluation
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References Baker, D. F. (2008). Peer assessment in small groups: A comparison of methods. Journal of Management Education, 32 (2), 183–209. doi:10.1177/1052562907310489 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84 (6), 740–756. doi:10.1002/1098237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3 Brooks, C. M., & Ammons, J. L. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer assessments. Journal of Education for Business, 78 (5), 268–272. doi:10.1080/08832320309598613 Brutus, S., & Donia, M. B. L. (2010). Improving the effectiveness of students in groups with a centralized peer evaluation system. Academy of Management Learning & Education, 9 (4), 652–662. doi:10.5465/AMLE.2010.56659882 Cestone, C. M., Levine, R. E., & Lane, D. R. (2008). Peer assessment and evaluation in team‐based learning. New Directions for Teaching and Learning, 2008 (116), 69–78. doi:10.1002/tl.334 Chen, Y., & Lou, H. (2004). Students’ perceptions of peer evaluation: An expectancy perspective. Journal of Education for Business, 79 (5), 275–282. doi:10.3200/JOEB.79.5.275-282 Cohen, J. (1992). A power primer. Psychological Bulletin, 112 (1), 155–159. doi:10.1037/0033-2909.112.1.155 The College Board. (2009). ACT and SAT® concordance tables . Retrieved from https://research.collegeboard.org/publications/content/2012/05/act-and-sat-concordance-tables Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press. doi:10.1007/978-1-4899-2271-7 Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11 (4), 227–268. doi:10.1207/S15327965PLI1104_01 Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8 (3), 165–183. doi:10.1016/S1041-6080(96)90013-8 Elliott, N., & Higgins, A. (2005). Self and peer assessment—Does it make a difference to student group work? Nurse Education in Practice, 5 (1), 40–48. doi:10.1016/j.nepr.2004.03.004 Fehr, E., & Gächter, S. (2000). Cooperation and punishment in public goods experiments. The American Economic Review, 90 (4), 980–994. doi:10.1257/aer.90.4.980 Fellenz, M. R. (2006). Toward fairness in assessing student groupwork: A protocol for peer evaluation of individual contributions. Journal of Management Education, 30 (4), 570–591. doi:10.1177/1052562906286713 Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). New York, NY: McGraw-Hill. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111 (23), 8410–8415. doi:10.1073/pnas.1319030111 Gay, L. R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson Education. Goldfinch, J., & Raeside, R. (1990). Development of a peer assessment technique for obtaining individual marks on a group project. Assessment & Evaluation in Higher Education, 15 (3), 210–231. doi:10.1080/0260293900150304 Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. New York, NY: Vintage Books.
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J.D. Zajicek Wins 2017 SEMA - NACAT Education Foundation Award!
J.D. Zajicek
Southern Alberta Institute of Technology Calgary, Alberta, Canada
Jeff Wilson
Finalists
Kingwood Park High School Kingwood, Texas
Robert Hill
Santa Ynez High School Santa Ynez, California
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Article: Autonomous
The last finding can be compared to the conclusions highlighted in [21]. In that study the authors show that drivers have a preference for steering and lane changes input/controls rather than breaking when faced with situations of potential accidents due to acceleration/ deceleration mismatches. It is thus interesting to note that in the three situations in which the AT reacted to an off-nominal conditions by attempting to break, the driver took manual control and opted for a different evasive action. 3.4 Correlation with mileage driven One of the main conclusions drawn in [12] was that the number of accidents observed had a significant high correlation with the autonomous miles traveled (i.e., the more cumulative miles traveled, the more cumulative accidents). This trend remains true for the global analysis that takes into account the accidents from 2014 to 2017. Although the statement may seem evident, it is possible (and desirable) for the cumulative accident trend as a function of cumulative miles to reach a plateau region, signifying that the AV technology is learning from its mistakes and getting close to “accident-free” the more miles traveled. As can be seen in Fig 13, the plateau is far from being reached for now. The correlation between the cumulative accidents and cumulative autonomous miles is at 0.986 (p-value < 0.001), showing accordance with the results presented in [12]. The hope for a plateau region in the correlation of Fig 13 has deep ties with the technology that powers AVs functioning. Current testing of these vehicles on public roads is used also to the purpose of training the machine learning algorithms that drive the autonomous “brain” of the car. When such algorithms achieve the “fully-tuned” status it will be possible to see that the car is capable of handling more scenarios and avoiding collisions, thus contributing to decreasing the slope of the line shown in Fig 13, and possibly achieving a steady state plateau region with increasing gaps between subsequent accidents when more miles are driven between each adverse event (and thus an increasing mean time between failures). 4. Conclusions
Fig 13. Correlation between cumulative accidents and cumulative autonomous miles. The data shown is only up to December 2016 as some of the manufacturers have yet to provide the cumulative mileage driven for the first part of 2017. https://doi.org/10.1371/journal.pone.0184952.g013
The work presented in this paper showed an in-depth analysis of the data contained in accident reports filed to the California Department of Motor Vehicles for accidents involving autonomous vehicles that are undergoing testing on the state’s public roads. The accidents here analyzed were reported between September 2014 and March 2017, and reports were filed by five manufacturers out of the thirty currently holding permits for public testing in California.
The data provided important information on AV accidents dynamics, such as the most recurrent type of accidents, the break-down of damages locations and impact forces, and computed accident frequencies. It was found that rear-end collisions, with the AV standing in front of a conventional vehicle, are the most frequent type of collision, happening with a frequency that doubles that of rear-end “fender-benders” for conventional cars. In 60% of the cases the cars underwent a low impact, with relative speeds below 10 mph. Overall, accident frequencies computed for all manufacturers showed that conventional vehicles drive one order of magnitude more miles compared to AVs before encountering an accident, with a mean mileage before a crash for conventional vehicles of about 500,000 miles, compared to 42,017 miles for AVs. Detection and disengagement issues were also analyzed, indicating that the AT technology suffers from the same “deficit” human drivers have in its limitation for detecting and reacting to rear-end type of collisions.
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Article: Peer Evaluation
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Henrich, J., & Boyd, R. (2001). Why people punish defectors. Weak conformist transmission can stabilize costly enforcement of norms in cooperative dilemmas. Jornal of Theoretical Biology, 208 (1), 79–89. doi:10.1006/jtbi.2000.2202 Holland, N., & Feigenbaum, L. (1998). Using peer evaluations to assign grades on group projects. Journal of Construction Education, 3 (3), 182–188. Retrieved from http://www.ascjournal.ascweb.org/journal/1998/no3/Fall%201998,%20Vol.%203,%20No.%203,%20pp.%20182-188.pdf Jassawalla, A., Sashittal, H., & Malshe, A. (2009). Students’ perceptions of social loafing: Its antecedents and consequences in undergraduate business classroom teams. Academy of Management Learning & Education, 8 (1), 42–54. doi:10.5465/ AMLE.2009.37012178 Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change: The Magazine of Higher Learning, 30 (4), 26–35. doi:10.1080/00091389809602629 Kao, G. Y.-M. (2013). Enhancing the quality of peer review by reducing student “free riding”: Peer assessment with positive interdependence. British Journal of Educational Technology, 44 (1), 112–124. doi:10.1111/j.1467-8535.2011.01278.x Kaufman, D. B., Felder, R. M., & Fuller, H. (2000). Accounting for individual effort in cooperative learning teams. Journal of Engineering Education, 89 (2), 133–140. doi:10.1002/j.2168-9830.2000.tb00507.x Kench, P. L., Field, N., Agudera, M., & Gill, M. (2009). Peer assessment of individual contributions to a group project: student perceptions. Radiography, 15 (2), 158–165. doi:10.1016/j.radi.2008.04.004 Kennedy, G. J. (2005). Peer-assessment in group projects: Is it worth it? In A. Young & D. Tolhurst (Eds.), Proceedings of the 7th Australasian conference on computing education (Vol. 42, pp. 59–65). Darlinghurst, Australia: Australian Computer Society. King, P. E., & Behnke, R. R. (2005). Problems associated with evaluating student performance in groups. College Teaching, 53 (2), 57–61. doi:10.3200/CTCH.53.2.57-61 Levesque-Bristol, C., Knapp, T. D., & Fisher, B. J. (2010). The effectiveness of service-learning: It’s not always what you think. Journal of Experiential Education, 33 (3), 208–224. doi:10.1177/105382590113300302 Loughry, M. L., Ohland, M. W., & Moore, D. D. (2007). Development of a theory-based assessment of team member effectiveness. Educational and Psychological Measurement, 67 (3), 505–524. doi:10.1177/0013164406292085 Loughry, M. L., Ohland, M. W., & Woehr, D. J. (2014). Assessing teamwork skills for assurance of learning using CATME team tools. Journal of Marketing Education, 36 (1), 5–19. doi:10.1177/0273475313499023 Maiden, B., & Perry, B. (2011). Dealing with free‐riders in assessed group work: Results from a study at a UK university. Assessment & Evaluation in Higher Education, 36 (4), 451–464. doi:10.1080/02602930903429302 Mentzer, N. (2014). Holding students accountable in team design projects. Technology and Engineering Teacher, 74 (3), 14–20. Millis, B. J. (2010). Why faculty should adopt cooperative learning approaches. In B. Millis (Ed.), Cooperative learning in higher education: Across the disciplines, across the academy (pp. 1–9). Sterling, VA: Stylus. National Research Council. (2011). Assessing 21st century skills: Summary of a workshop. Washington, DC: National Academies Press. doi:10.17226/13215 Oakley, B. (2002). It takes two to tango: How “good” students enable problematic behavior in teams. Journal of Student Centered Learning, 1 (1), 19–27. Ohland, M. W., Bullard, L., Felder, R., Finelli, C., Layton, R., Loughery, M., . . Woehr, D. (2005). CATME. West Lafayette, IN: Purdue University. Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., . . . Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self and peer evaluation. Academy of Management Learning & Education, 11 (4), 609–630. doi:10.5465/amle.2010.0177
References Continued on Page 36 32 NACAT News
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Article: Why Should I Teach Diesel
Issues related to drivability and the check engine light is very common with the modern light duty diesel engine. Check engine lights are one of the top reasons these vehicles are in the shop. In many cases when the check engine light is illuminated the engine is de-rated or depowered forcing the driver to bring the vehicle in for service. The OBDII diagnostic procedures on a light duty diesel in many cases are more clearly defined than the gasoline engine counterpart. Many of the same processes that are developed in a gasoline OBDII course also apply to the diesel engine. Customer driving habits seems like a strange topic to be included in this list; however, many light duty diesel concerns are created by the customer. Many customers do not understand how the vehicle should be driven, or maintained. By understanding how the vehicle needs to be operated and maintained the student will be well equipped to help the operator make the needed changes to make their ownership experience trouble free. The last challenge we faced when we decided to add a light duty diesel class to our curriculum was a lack of a current textbook. While there were many choices for heavy duty and off-road diesels, almost nothing existed for the light duty market. I was fortunate to be able to partner with one of the best authors in the industry; James Halderman. Together we co-authored a light diesel engine textbook that meets the needs of the modern light duty diesel classroom. It is available through Pearson Education. It is my hope that I have asked and answered some of the questions you might have as you consider adding the subject of light duty diesel to your traditional automotive program. I have found the students who perform well in a traditional automotive program also perform well in the light duty diesel class. If you have additional questions related to adding light duty diesel to your curriculum, I can be reached at curt@curtward.net. I will do my best to provide you an answer or share my experiences from the class on our campus.
Curt Ward and James Halderman will be presenting at the 2018 NACAT Conference. Will you be in their class?
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Article: Autonomous
Continued from page 30
The results presented in this paper are preliminary in nature and leave many fruitful venues for future studies. One of the accomplishments of this research was the creation of a unified database from the fragmented data that is currently publicly available from the California Department of Motor Vehicle. The authors are currently engaged in the definition of safety critical scenarios for testing of human subjects placed in a situation of AT disengagement, with driver-in-the-loop simulation. The analysis presented in this work will inform the creation of such scenarios. Studies of reaction times and responses to disengagements will guide the next steps of the authors’ research. Acknowledgments The present work was funded by the San Jose State University College of Engineering 2017 Grant for Research Professors. The work of the RiSA2S research center is also supported by the Mineta Transportation Institute (MTI) of San Jose, CA. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. References 1. Singh S, for NHTSA. Critical reasons for crashes investigated in the national motor vehicle crash causation survey—DOT HS 812 115, US Department of Transportation, available from https://crashstats.nhtsa.dot.gov/Api/Public/ViewPublication/812115, 2015. 2. Anderson JM, Nidhi K, Stanley KD, Sorensen P, Samaras C, Oluwatola OA. Autonomous vehicle technology: A guide for policymakers. Rand Corporation, 2014. 3. U.S. Department of Transportation. Federal Automated Vehicle Policy–Accelerating the Next Revolution in Roadway Safety. NHTSA, National Highway Traffic Safety Administration, September 2016. 4. NCSL–National Conference of State Legislatures, database on Autonomous Vehicles Legislation, available from http://www.ncsl. org/research/transportation/autonomous-vehicles-legislative-database.aspx, query executed on 03/27/2017. 5. SAE. Society of Automotive Engineers. On-Road Automated Vehicle Standards Committee, 2014. Taxonomy and definitions for terms related to on-road motor vehicle automated driving systems. 6. California Department of Motor Vehicles (CA DMV). Article 3.7 –Autonomous Vehicles. Title 13, Division 1, par. 227, Available from https://www.dmv.ca.gov/portal/dmv/detail/vr/autonomous/testing, September 2016. 7. California Department of Motor Vehicles (CA DMV). Summary of Draft Autonomous Vehicles Deployment Regulations December 16, 2015, available from https://www.dmv.ca.gov/portal/dmv/detail/vr/autonomous/auto 8. DoT-National Highway Traffic Safety Administration (NHTSA). Office of Defective Investigation–Preliminary Report Summary 2015 Tesla Model S Crash of May 7, 2016. Available from https://static.nhtsa.gov/odi/inv/2016/INCLA-PE16007-7876.PDF 9. Davies A. The Very Human Problem Blocking the Path to Self-Driving Cars, appeared on https://www.wired.com/2017/01/humanproblem-blocking-path-self-driving-cars/, January 2017 10. CA DMV–Autonomous Vehicles Disengagement Reports Database–Available from https://www.dmv.ca.gov/portal/dmv/detail/ vr/autonomous/disengagement_report 11. CA DMV–Reports of Traffic Accidents Involving an Autonomous Vehicle–OL316 Available from https://www.dmv.ca.gov/portal/ dmv/detail/vr/autonomous/autonomousveh_ol316+ 12. Dixit VV, Chand S, Nair DJ. Autonomous vehicles: disengagements, accidents and reaction times. PLoS one, 11(12), p.e0168054, 2016. pmid:27997566 13. Favarò FM, Nader N, Eurich SO, Tripp M, Varadaraju N. Analysis of Autonomous Vehicles Accidents and Considerations on Human-Machine Interactions. Presented at PSAM Topical 2017 on Human Reliability, Quantitative Human Factors, and Risk Management, Munich, Germany, June 7th-9th, 2017. 14. Waymo–Fleet on the road, Available from https://waymo.com/ontheroad/, cited July 2017
References Continued on Page 38 34 NACAT News
HELP YOUR STUDENTS SEARCH FOR EXCITING CAREERS IN THE AUTOMOTIVE INDUSTRY BY USING THE SEMA CAREER CENTER.
SEMA CAREER CENTER SEARCH JOBS. FIND CAREERS. SEMA.ORG/JOBS Summer 2018| www.nacat.org |â&#x20AC;&#x192; 35
Article: Peer Evaluation
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Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93 (3), 223–231. doi:10.1002/j.2168-9830.2004.tb00809.x Reese-Durham, N. (2005). Peer evaluation as an active learning technique. Journal of Instructional Psychology, 32 (4), 338–345. Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48 (5), 71–82. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199102_slavin.pdf Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education, 94 (1), 87–101. doi:10.1002/j.2168-9830.2005.tb00831.x Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson/Allyn & Bacon. Tessier, J. T. (2012). Effect of peer evaluation format on student engagement in a group project. The Journal of Effective Teaching, 12 (2), 15–22. Retrieved from http://www.uncw.edu/jet/articles/Vol12_2/Tessier.pdf Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68 (3), 249–276. doi:10.3102/00346543068003249 Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48 (1), 20–27. doi:10.1080/00405840802577569 Vickerman, P. (2009). Student perspectives on formative peer assessment: An attempt to deepen learning? Assessment & Evaluation in Higher Education, 34 (2), 221–230. doi:10.1080/02602930801955986 Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques (2nd ed.). Thousand Oaks, CA: Sage. Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70 (4), 767–779. doi:10.1037/0022-3514.70.4.767 Appendix: Questions Included on the Student Perceptions Survey Learning Climate, Competence, and Doubt Scale Items All items measured on a 7-point, Likert-type scale ranging from strongly agree to strongly disagree. Learning Climate Questionnaire 1. My instructor provided me with choices and options on how to complete the work. 2. My instructor understood my perspective. 3. My instructor encouraged me to ask questions. 4. My instructor listened to how I would like to do things. 5. My instructor tried to understand how I saw things before suggesting a new way to do things. 6. My instructor stimulated my interest in the subject. 7. My instructor made sure I really understood the goals of the course and what I needed to do. Competence and Doubt 1. Competence a. People in this course told me I was good at what I was doing. b. I was able to learn interesting new skills in this course. c. Most days, I felt a sense of accomplishment from being in this course. 2. Doubt a. I did not feel very competent in this course. b. In this course, I did not get much of a chance to show how capable I was. c. When I was in this course, I often did not feel very capable.
36 NACAT News
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NACAT eNews: Have You Seen It? At the writing of this issue of NACAT News, three issues of NACAT eNews have been delivered. A huge thank you to Bob Chabot and Manic Media for spearheading the project. Have you seen it? It has been emailed to members, so if you have not yet viewed an issue, please check your various folders and ensure bob@manicmediallc.com is on your whitelist of allowed addresses. You may also wish to double-check with Bill Haas (billh@nacat.org) to verify your correct email address is on the distribution list. Each issue of NACAT eNews is divided into sections. The sections include, but are not limited to “Directions”, “A Day in the Life”, “Instruction Spotlight”, and “Student Spotlight”. A listing of titles per category provided to date is given below. • Directions: “Ready to Teach Vehicle Security?”, “Sourcing Tomorrow’s Technicians”, and “Careers in Cars” • A Day in the Life: “Bill Haas, NACAT Business Manager”, “Ed Martin: It’s the Relationships”, and “Tim Dwyer: Life Comes at You Fast” • Instruction Spotlight: “Keep Honing Your Instructional Edge”, “The Diagnostic Tool Dilemma”, and “Making an Auto Program Successful” • Student Spotlight: “Plan Your Educational Path”, “An Open Letter to my Students”, and “Flash or Pass”
Summer 2018 | www.nacat.org | 37
Article: Autonomous
Continued from page 34
15. Young K, Regan M, Hammer M. “Driver distraction: A review of the literature. Distracted driving (2007): 379–405. 16. Singh S, for NHTSA. Driver attributes and rear-end crash involvement propensity—DOT HS-809 540, US Department of Transportations, available from https://crashstats.nhtsa.dot.gov/Api/Public/ViewPublication/809540, 2003. 17. Waytz A, Heafner J, Epley N. The mind in the machine: Anthropomorphism increases trust in an autonomous vehicle. Journal of Experimental Social Psychology, 52, pp.113–117, 2014. 18. Kalra N, Paddock SM. Driving to safety: How many miles of driving would it take to demonstrate autonomous vehicle reliability?. Transportation Research Part A: Policy and Practice, 94, pp.182–193, 2016. 19. National Highway Traffic Safety Administration (NHTSA). 2015 motor vehicle crashes: overview—DOT HS 812 318. Traffic safety facts research note, 2016, pp.1–9. 20. Federal Highway Administration (FHWA). Traffic Volume Trends. Available from https://www.fhwa.dot.gov/policyinformation/travel_monitoring/tvt.cfm 21. Nilsson J, Strand N, Falcone P, Vinter J. Driver performance in the presence of adaptive cruise control related failures: Implications for safety analysis and fault tolerance. In Dependable Systems and Networks Workshop (DSN-W), 2013 43rd Annual IEEE/IFIP Conference (pp. 1–10). IEEE
Helping Children Cope with Tragedy The events of the past couple months, the Marjory Stoneman Douglas High School mass shooting in Parkland, Florida and the 17-minute National Student Walkout, create a situation where I, as editor, wish to revisit something shared in the Winter 2013 issue of NACAT News. That was the issue immediately following the mass shooting at Sandy Hook Elementary School in Newtown, Connecticut. I’ll state now, as I did then, that I am sharing this information due to the school being the educator’s second home. The following are some links to quality information if you ever find yourself in need of explaining tragic events to your class, a child or grandchild while helping them cope with the aftermath. Hopefully, you never have to do so. I know a large quantiy of the information that will be presented is geared toward k-12 and that many of you are post-secondary educators. It may not be specifically age-relevent to your students. Nonetheless, I believe there is much that can be gained. The American Academy of Pediatrics (http://www.apa.org) has a great resource on Children and Disasters available at http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Children-and-Disasters/Pages/default.aspx. On the page you will find how to talk to children about disasters and a list of topics (in the left menu “Topics” tab) for which they provide resources. The National Child Traumatic Stress Network provides many resources to assist parents, caregivers, and school personnel discover a manner in which to speak to children about tragedy. A listing of resources per audience type can be found at http://www.nctsn.org/resources/audiences. Simply select from which perspective you would be facilitating. Another good source of information is the National Association of School Psychologists. You will find a listing of “School Safety and Crisis Resources” available at http://www.nasponline.org/resources/crisis_safety/index.aspx. A portable document format (PDF) file titled “Talking to Children About Violence: Tips for Parents and Teachers” is made available at http://www.nasponline.org/resources/crisis_safety/terror_general.aspx. Additionally, they provide an article entitled “A National Tragedy: Helping Children Cope”, which was reprinted on page 26 in the NACAT News Winter 2013 issue.
Share Updates, Submit Articles! Do you have an update on a member you would like to share? Information on great or interesting happenings at a school, on a new restoration, congratulations that should be wished or condolences given? We want to hear from you! Please e-mail any submissions to nacatnews@nacat.org. Editorial privilege is implied.
38 NACAT News
PENN COLLEGE
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Join us at Pennsylvania College of Technology in Williamsport, PA for the 2018 NACAT Conference
Register Now July 16-19, 2018
This is the third time Penn College will host the North American Council of Automotive Teachers (NACAT) Conference, and we are excited to welcome you back to campus. Unique sessions offered will include collision repair, diesel, and of course the quality automotive training and instruction you have come to know from NACAT educators and presenters. Williamsport and the surrounding area offer everything from antiquing and wineries to historic tours and family-friendly activities…and of course the home of Little League Baseball ! ®
Events planned for attendees to include: Wine tasting dinner at Le Jeune Chef Restaurant Tuesday night BBQ and valve cover races held at Herman and Luther’s, a renovated 1770 barn Little League Baseball National Headquarters and Museum
Email collegeevents@pct.edu or call 570-327-4510
Hiawatha riverboat cruise on the Susquehanna River Clyde Peeling’s Reptiland Knoebels Amusement Resort Trolley tour of Millionaire’s Row Historic District And more!
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Summer 2018 | 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 (3) issues of the NACAT News per year. • NACAT Members receive nine (9) issues of the NACAT eNews per year. • NACAT members receive preferred pricing on equipment, subscriptions, tools and training aides from NACAT’s industry friends. This information is available in the NACAT News and the NACAT website. • NACAT members have access to the shared resources repository at the NACAT website. • NACAT members make life-long friendships through this network of like-minded individuals. Members are part of a family of educators preparing people for careers in the automotive industry or wherever life may lead them.