Winter 2017 NACAT News

#NACAT2017 July 17 - 20, 2017

VOL. 31

Winter 2017

NO. 1

NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS

Officer and Board Update

Chairman of the Board 2017, already??? If you’re like me, you are probably asking yourself where the last 2-3 months went. A lot of things happened in the Fall, which will reap benefits for you, your students, and your automotive program in the future. Here are some of the highlights:

The Specialty Equipment Market Association (SEMA) recently restructured their scholarship committee. Myself and fellow NACAT instructor Julia Johnson (Skyline College) were invited to sit on the new committee panel, along with Laurel Dasher from Magnaflow, Myles Kovacs of DUB Magazine, Rose Kawasaki of Exports International, Nate Shelton of the B&M Group, and Zane Clark from SEMA. SEMA is wholly invested in developing the next generation of automotive professionals through financial support, and also career resources. I think it is wonderful that NACAT has such a powerful voice in steering this committee and shaping the programs to be launched to best benefit you, the recipient. Keep your eye on www.sema.org/scholarships, check out what is available, and take advantage of these great tools!

Speaking of SEMA, in early November was the 50th annual SEMA Show in Las Vegas. Together with Zane Clark (Director of Education, SEMA) and Laura Lyons (President, ATech Training and NACAT Education Foundation Chairwoman), we honored the three finalists of the new SEMA-NACAT Education Foundation Award, and announced the overall winner. The SEMA-NEF Award recognizes instructors who involve the Aftermarket as part of their curriculum. The achievements of each of our three finalists were just mind-boggling, and indicated what amounts of passion they each pour into their students. Congratulations to our finalists, Brian McDonnell (GST BOCES Coopers Education Center, Painted Post, NY), Paul Nelson (Northwest Technical College, Bemidji, MN) and the overall winner, Jordan Engelhardt (Lyons Township H.S., La Grange, IL), who will receive complimentary registration to the 2017 NACAT Conference. A huge shout out of thanks to Zane Clark, Juliet Marshall, Byron Bergmann, and the entire SEMA Education Staff for putting together an amazing event to recognize our finalists in front of an audience of education professionals. It was a highlight of my week – great job! Applications for the 2017 SEMA-NACAT Education Foundation Award will open soon – visit www.nacatfoundation.org for more information and to access application materials.

Looking ahead in 2017, there will be opportunities for you to become involved in NACAT. Start thinking about becoming nominated to serve in one of our leadership positions. NACAT will be voting in new Board Members, a Treasurer, and a Vice President-President Elect. I personally challenge you to get involved with our progress in making NACAT the premiere organization for automotive teachers. NACAT has lots of forward momentum, with industry partnerships, an in-demand product (our students), and is an organization producing quality solutions to the looming problem of technician shortages.

If you are interesting in serving in a leadership position, or have questions about what is required, contact me, or any of the NACAT Board or Officers, and we will be happy to provide answers for you.

I hope everyone enjoyed their Christmas, and is looking forward to the new year as much as I am!

Steve Gibson, Board Chair

Program Coordinator, K&N Engineering Share Updates, Submit Articles!

Do you have an update on a member you would like to share? Do you have information on great or interesting happenings at a school, on a new restoration, congratulations that should be wished or condolences given? We want to hear from you!

Of course, you can also send us articles you have written or find interesting. 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. Based upon a potential number of submissions or factors, included content will be placed in issues based upon timeliness and available space. Some articles may be delayed an issue, but we will keep you informed so you can share the expected publication date with your school (if you wish to do so).

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

Thank You, NACAT!

YOUR TURN

Dear NACAT, Words cannot express how grateful I am for the opportunity you have provided me with. As an automotive enthusiast, attending the SEMA show has always been a dream of mine.

The cost of travel to the SEMA show has been the major reason I have never been able to attend. Your generous award has given me the chance to obtain a goal I have had since I got into the car scene at an early age.

Brigida Romano is ambitious, likes to repair vehicles and is one of over 2,000 students awarded a scholarship to help fund her automotive training. Automotive Aftermarket Scholarship Central features available scholarships for students training to become automotive, heavy duty or collision repair technicians, as well as studying business, engineering or other courses of study.

The trip and show itself was incredible. It was my first time visiting Las Vegas. So, to be able to attend Las Vegas and the SEMA show simultaneously was a great experience.I was able to make a tremendous amount of industry contacts that will benefit our school, students, and future industry. In my career, I have made it a point to make contacts and speak with other trade related teachers. The SEMA show was an opportunity to meet these people in person and share our passion for automobiles and teaching.

My students were very excited to hear about my trip and see all the pictures and videos that I took while there. I was able to bring information from products we use regularly and products that we wish to purchase in the future, not to mention some of the freebies that I picked up.

In closing, I cannot say enough how grateful I am to be considered one of the finalists for the first ever SEMA - NACAT Education Foundation SEMA Show Award.

While I was not the “winner” of the award, I feel wholeheartedly like a winner for being chosen as a finalist for this great award.

I look forward to working with contacts I have made as well as with SEMA and NACAT to further enhance our program and prepare students for the working world.

Hundreds of automotive scholarships are awarded each year. Each completed application will automatically be considered for every scholarship where the criteria is met. To apply, visit www.automotivescholarships.com.

Sincerely, Brian McDonnell Auto Body Repair Instructor GST BOCES Coopers Education Center 9579 Vocation Drive Painted Post, NY 14870

Applications must be completed by March 31, 2017 WWW.AUTOMOTIVESCHOLARSHIPS.COM Winter 2017 | www.nacat.org | 3 1402 half.indd 1

12/1/16 2:07 PM

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

Photos appearing in this issue from the 2016 SEMA Show are provided

by SEMA. 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

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

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

Appointments

Executive VP for 2017 Conference Sherri Doherty

Macomb Community College 14500 E. 12 Mile Road Warren, MI 48088 Email: nacat2017@nacatconference.org Office Phone: 586.447.8618

NACAT Education Foundation Executive Director 2016-2017 James Curry 717 Old Trolley Road, Sutie 6 - 329 Summerville, SC 29485 Email: office@nacatfoundation.org Office Phone: 843.628.3294

Winter 2017 | www.nacat.org |  5

Officer and Board Update

NACAT President

As I sit down to write, the fall term is drawing to a close and the snow has begun to fall in Chicago.

I hope, like me, you have had a productive fall term and are excited about what the spring term will bring to you and your students. It is truly exciting to make a difference in a young person’s life.

I want to begin by again thanking the faculty and staff at San Jacinto College for a fantastic conference this past summer. The facilities were fantastic and the planning was superb. They provided a great opportunity for us to learn and to fellowship together. I also want to thank the many presenters who took the time to come share their knowledge and insight. I would be remiss if I did not again thank the sponsors. It is through their generosity that we are able to come together to learn. Lastly, and no less important, I want to say thank you to our trade show partners. It is always exciting to see what is new for our classrooms and labs.

Since the close of the conference last summer, the NACAT Board and staff have been working diligently with the staff at Macomb Community College to get ready for NACAT 2017 in Warren, Michigan. The Board and NACAT staff have listened very carefully to the comments from our delegates, trade show partners and our sponsors. As a result, there will be some changes to the upcoming conference format. Attendees should look forward to seeing changes in the technical sessions, the trade show, and much more. I believe that these changes will create a better conference for our delegates, our presenters, our trade show partners and our sponsors.

As many of you may remember, I have been involved in the national effort to resolve the growing technician shortage in the country. Progress has been slow, but everyone involved agrees that the future of the industry is sitting in our classrooms today. We have an awesome responsibility to recruit and train the young people who will be successful in the automotive industry moving forward. 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. Begin to make your plans now. 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 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

MONEY FOR YOUR STUDENT’S EDUCATION.

SEMA SCHOLARSHIPS Tell your students to apply at SEMA.org/Scholarships

Connect with us

The application period is November 1 - March 1.

Winter 2017 | www.nacat.org | 7

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 Raffle 7: January 20th, QuickTrick FleetSlide System Raffle 8: February 20th, QuickTrick Total Package Pro Raffle 9: March 20th, QuickTrick QuickSlide Total Package Raffle 10: April 20th, QuickTrick Total Package Pro Raffle 11: May 20th, QuickTrick QuickSlide Total Package Raffle 12: June 20th, QuickTrick FleetSlide System Further information on the raffles can be found at: http://www.nacatfoundation.org/index.php/quicktrick-alignment-donation

GAAS, University of the Aftermarket Foundation Unite Representatives from the Global Automotive Symposium, Inc. (GAAS) and the University of the Aftermarket Foundation have worked closely to bring the two organizations together. GAAS will dissolve as a non-for-profit organization and donate its net assets to the foundation. An official confirmation vote was held during the recent University of the Aftermarket Foundation annual board of trustees meeting.

Established with the support of Mort Schwartz, MAAP and the late Jack Creamer, GAAS was formed to raise funds for aftermarket scholarships and educational initiatives and thrived under the leadership of Schwartz, David Caracci, MAAP and Dennis Welvaert, MAAP. Due to an ever more crowded industry events calendar, leadership of the long-standing organization decided to stop holding its annual symposium in 2015 and focused its attention on Automotive Central, its well-regarded scholarship program led by industry veteran Pete Kornafel, MAAP. Kornafel will continue to administer the scholarship program as chairman of the University of the Aftermarket Foundation education and scholarship committee.

“Because GAAS and the University of the Aftermarket Foundation share a similar mission, and the foundation has been the largest source of funds for aftermarket scholarships, it only made sense to join forces to achieve a common goal,” said Tim Lee, MAAP, chairman of the University of the Aftermarket Foundation. “By donating its net assets to the University of Aftermarket Foundation, the proud legacy of GAAS will continue on. We thank Mort, Dave and Denny for 20 successful years of leadership and applaud Jack and Mort for their vision. Together, we begin the next chapter of their mission.”

For more information or to make a donation to the University of the Aftermarket Foundation, visit www.UofAFoundation. com or call Barbara Cunningham at (816) 584-0511. The University of the Aftermarket Foundation is a 501(c) 3 not-forprofit organization and all contributions are tax deductible to the extent provided by law.

8 NACAT News

Winter 2017 | www.nacat.org |  9

Article

Continued from Fall 2016 page 44

Technology Student Characteristics: Course Taking Patterns as a Pathway to STEM Disciplines (Part III) By: Paul A. Asunda, Eun Sook Kim, & Richard Westberry

Conclusions There was a significant difference in overall GPA between technology students, as defined in this study, and the general student population of the data set, with technology students earning a lower overall GPA. There was also a significant difference in GPAs between technology students and general student population in STEM courses, also with technology students earning a lower GPA. Additionally there was a slight decline in enrollment for technology courses and large increase in science and mathematics course enrollments over the study period. It would appear that technology students differ from the majority of the student population, as indicated by this study. This may have implications for postsecondary admissions in selective programs such as engineering as the engineering profession is undergoing changes to make the profession more selective and to require greater credentials for licensure. An example of this if the “Raise the Bar” initiative from the American Society of Civil Engineers ( ASCE, 2015 ), which calls for increased educational credentials for the licensure of civil engineers, and the American Society of Mechanical Engineers’ (2015) push for increasing certifications in the engineering profession, which will raise the requirements for both entering and continuing engineering education.

Limitations The primary limitations of this study are limitations imposed by the data collection used in the HSTS studies. These studies were designed for more generic analysis and were not focused on technology education. As a result the classification of courses, while conforming to the CSSC system, will require an assumption of content in terms of the actual curriculum. Technology education has been in a state of transition with some programs retaining more traditional content and others using a more progressive approach, yet both are classified as the same course offering. This may require some additional validation of the course correlations at a later date. One additional limitation is the necessary translation of course descriptor codes required by the use of SCED course codes for contemporary course descriptions in defining technology education course, and the CSSC codes used in the HSTS studies.

Recommendations One of the major limitations in the study was the lack of consistent data regarding historical high school records. Although the data provided by the NCES were of great value, consistent data structures, labels, and valuation would make comparisons between different high school cohorts easier and of greater value to researchers. It would appear that the collection of comprehensive, systematically unchanging high school data for use in longitudinal and aged cross sectional analysis would be a great tool. Additional research in this area will be hindered by a lack of consistent agreement on STEM course definitions, and this is an area that ITEEA should consider. Perhaps ITEEA could continue providing guidance and policy recommendations through state affiliations, state and local directors, publications, and other professional efforts. At the point of composing this study, there was no method of comparison between states (and in many cases districts) for technology and engineering courses and no standards for defining them. While the Standards for Technological Literacy move in the right direction, there is a lack of concrete standards and this makes direct comparison of curriculum and courses impossible. One additional recommendation would be continuing research on the postsecondary educational destinations followed by technology students. The original hope for these data was that a comparison of educational indicators such as test scores and postgraduation data might be available, but this was not possible using the HSTS data. Research in this direction would also be of great benefit in designing curriculum for best fit with the student population.

Article References Presented on Page 16 This article was 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 27, Number 1, of the Journal of Technology Education. This journal is available for online viewing at https://scholar.lib.vt.edu/ejournals/JTE/v27n1/asunda.html

10 NACAT News

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Dan Rowland Awarded Gates Tools for Schools ASE Instructor of the Year The Automotive Aftermarket division of Gates Corporation, a leading manufacturer of industrial and automotive products, announced, in collaboration with the National Institute for Automotive Service (ASE), that Dan Rowland of Hesperia, California is the 2016 Gates Tools for Schools/ASE Instructor of the Year. Rowland is a NACAT member and an instructor at Victor Valley Community College in Victorville, California.

ASE, a non-profit organization established to improve the quality of automotive repair and service through the testing and certification of technicians and parts specialists, partnered with Gates to recognize a top automotive instructor who displays commitment to his or her students and to the automotive service industry. To qualify for the Gates Bobby Bassett (left) of Gates and Dan Rowland (right) Tools for Schools/ASE Instructor of the Year award, candidates must have registered as an of Victor Valley Community College instructor through ASE, be Master Auto Certified + L1, and have taken at least one ASE test in the last 12 months. They also had to be: a registered Gates Tools for Schools member, a Gates Performance Center administrator with students enrolled in their class, and currently contracted to teach automotive technology.

Rowland bested thousands of ASE technicians who competed for top honors within this category. He and other educators and technicians were honored by the ASE at the annual Fall Board Meeting held November 16, 2016 in Concord, North Carolina.

Rowland has been a technician for 36 years. Originally from northern Illinois, Rowland served in the U.S. Navy from 1973 to 1980 as a missile technician. He’s always enjoyed working on cars, getting his start by working on his and his friends’ vehicles. Eventually this hobby turned into a career. Rowland enjoys the feeling of a job done right and having a satisfied customer express their appreciation. When he’s not teaching, Rowland’s hobbies include taking his classic cars and trucks to car shows and building model railroads.

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12 NACAT News

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.

Please go to http://www.nacatfoundation.org/index.php/get-involved to learn how to obtain the badge.

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Article

Another Method of Teaching Camber / Caster By: Ray Oviyach

While having an independent auto repair shop for a number of years before teaching in a community college, I found it difficult to find a tech that would be able diagnose suspension problems or even understand the angles involved in a wheel alignment. So I found that I had to “grow my own” as the saying goes. I found that the use of graphs was a quicker way of doing so. I asked students to imagine that a graph exists at the bottom of each front wheel, as in the illustration below.

In zooming in on the left front wheel, I ask them to now imagine a line that passes down through the upper ball joint and lower ball joint which strikes the center of the graph. In this position the camber is zero and caster is zero.

As can be seen in the illustration to the right, the bottom of the vertical line must be moved inward toward the center of the car or outward in order to change the camber. Moving that line inward on the graph would be making the camber positive and moving it outward from the center of the car would make it negative camber. To change caster, the bottom point of the line must be moved toward the front of the car or rearward.

Moving the line on the graph toward the front of the car would make the caster

positive and moving rearward would make the caster negative.

Usually, the auto manufacturer makes the upper or lower control arms adjustable. This can be done by the use of shims, slots, or cams. For learning purposes, let’s consider the upper control arm to be adjustable on the vehicle we are working on. Usually, most manufacturers want the unloaded vehicle to have about ½ degree of positive camber so that a loaded, rolling vehicle would have approximately zero camber to ensure even treadwear across the width of the tire and the best traction. That way we can be sure that the vehicle owner will get the maximum life life out of the tires.

Now, I would ask a student to focus his/her attention on the adjustable upper control arm, which, in this case, is shim adjustable and could be fastened to the frame either of the four(4) different ways as can be see in the illustrations to the left.

Notice that the solid black parts are to be considered unmovable or actually may be part of the automobile front frame. When the frame is inside of the control arm, I label it as a “Shim A“ type of set up, and, if the frame is out side of the control arm, I label it as a “Shim B” setup.

As can be seen, just by inserting or removing shims one can position the control arm to achieve the proper camber and caster.

One more thing to keep in mind is that those illustrations are meant to be right upper control arms of a vehicle, and the front of the car is to the right. So if we were to move the upper ball joint to the right, the line on the graph will move toward the rear making the caster negative. Also, if we were to move the upper ball joint outward or away from the center of the vehicle, the camber would become more positive.

Continued on Page 22

14 NACAT News

Winter 2017 | www.nacat.org |  15

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, 2017 NACAT Education Foundation New Automotive Teacher Award Presented to support attendance at a NACAT Conference in the US or Canada for a New Automotive Teacher (within the first five years of teaching). The award will provide NACAT Conference registration fees and $1000 toward travel, lodging, and other expenses incurred in attendance.

Delmar Cengage Learning Jack Erjavec Innovative Instructor Award Sponsored by Cengage Learning, the Jack Erjavec Innovative Instructor Award will be granted to the instructor who demonstrates the most innovative and effective use of technology in the classroom. The $2500 award provides funding to allow one instructor each year to attend the summer NACAT conference and other training events.

Student Scholarships are also available. Have your students go to http://www.nacatfoundation.org/index.php/student-scholarship

Article

Continued from page 10

References: American Society of Civil Engineers. (2015). Raise the bar . Retrieved from http://www.asce.org/raise_the_bar/ American Society of Mechanical Engineers. (2015). Certification and training . Retrieved from https://www.asme.org/ career-education/certification-andtraining Bradby, D., Pedroso, R., & Rogers, A. (2007). Secondary school course classification system: School codes for the exchange of data (SCED) (NCES 2007-341). Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2007/2007341.pdf Brown, J. (2011). NAEP high school transcript study 2009 restricted-use data file [Data file]. Washington, DC: National Center for Educational Statistics.

Brown, J. (2008). NAEP high school transcript study 2005 restricted-use data file [Data file]. Washington, DC: National Center for Educational Statistics.

Brown, J. (2004). 2000 high school transcript study restricted-use data file [Data file]. Washington DC: National Center for Educational Statistics.

Chen, X. (2009). Students who study science, technology, engineering and mathematics (STEM) in postsecondary education (NCES 2009-161). Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2009/2009161.pdf Daugherty, M. K. (2009). The “t” and “e” in STEM. In International Technology Education Association, The overlooked STEM imperatives: Technology and engineering K–12 education (pp. 18–25). Reston, VA: Author.

Florida Department of Education. (2011). 2011–2012 course code directory and instructional personnel assignment . Tallahassee, FL: Author.

Fox, M. A., & Hackerman, N. (Eds.). (2003). Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics . Washington, DC: National Academies Press.

Garet, M. S., & DeLany, B. (1988). Students, courses, and stratification. Sociology of Education, 61 (2), 61–77.

Hahs-Vaughn, D. L. (2005). A primer for using and understanding weights with national datasets. The Journal of Experimental Education, 73 (3) 221–248. doi: 10.3200/JEXE.73.3.221-248 Hagedorn, L. S., & Kress, A. M. (2008). Using transcripts in analyses: Directions and opportunities. New Directions for Community Colleges, 2008 (143), 7–17. doi: 10.1002/cc.331

Article References Continued on Page 42

16 NACAT News

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Winter 2017 | www.nacat.org | 17

Source Code: NACAT1116ab

COMING SPRING 2017

The Light Diesel Corner

By Curt Ward

Diesel Exhaust Aftertreatment Systems The exhaust aftertreatment system on a modern diesel engine is very different from its predecessors. Many of the differences are as a result of the changes to diesel emissions rules that were phased in during the 2007 – 2012 timeframe. Much like a gasoline engine, the components in the diesel exhaust aftertreatment system are designed to reduce hydrocarbons, carbon monoxide, and oxides of nitrogen. Additionally, it is designed to reduce the level of particulate matter.

In this article we will look at the operation of the components that make up the typical aftertreatment system. Not all components will be present on every vehicle. Additionally, there is a variety of pressure, temperature, oxygen, and nitrogen sensors that may be used to monitor the operation of these systems that are not covered in this article. The make-up of the exhaust aftertreatment system will be determined by the vehicles emission certification. We will explore: • • • •

Diesel Oxidation Catalyst (DOC) Selective Catalyst Reduction (SCR) NOx Adsorber Catalyst Diesel Particulate Filter (DPF)

The diesel oxidation catalyst (DOC) is typically the first component in the aftertreatment system. Its primary function is to reduce the level of hydrocarbons (NMHC) and carbon monoxide (CO). Additionally, it helps to reduce the level of particulate matter (PM) and other volatile organic compounds (VOC) during the oxidation process. Carbon dioxide (CO2) and water (H2O) are the byproducts of this process. The diesel oxidation catalyst (DOC) is a flow through design and its substrate is coated with a platinum washcoat. The operation of the diesel oxidation catalyst (DOC) is very similar to the hydrocarbon/ carbon monoxide bed of a gasoline engine catalytic converter. The heat generated during the oxidation process is used by the other components in the aftertreatment system.

The selective catalyst reduction (SCR) is designed to reduce the level of Oxides of Nitrogen (NOx) in the exhaust stream.

The catalyst reacts with the ammonia created by the injection of diesel exhaust fluid (DEF) to reduce the NOx into the natural elements of nitrogen and water. Many manufactures have chosen to use this system because it reduces the need for an exhaust gas recirculation (EGR) system. In order for this system to operate properly, the driver must maintain an adequate level of diesel exhaust fluid (DEF) in the system. Failure to do so will cause the system to default into a failsafe mode which may de-rate the engine and reduce the available horsepower.

The NOx adsorber catalyst is also a system that is designed to reduce oxides of nitrogen (NOx). Unlike the selective catalyst reduction (SCR) the use of diesel exhaust fluid (DEF) is not required. The NOx adsorber catalyst tubes interior is covered with a washcoat that is designed to hold NOx emissions during lean operation and reduce them to the natural elements of nitrogen and water during periods of rich operating conditions. The operation of the NOx adsorber catalyst is similar to the NOx bed of a dual bed catalyst on a gasoline engine.

The diesel particulate filter (DPF) is designed to capture, hold and reduce particulate matter (PM) from the exhaust stream. The diesel particulate filter (DPF) is a wall flow design that will capture particulate matter (PM) as small as 50 nanometers in size. The particulate matter (PM) is held in the filter assembly until a restriction in the assembly is measured by an external pressure sensor.

Once the engine control module (ECM) determines the restriction has exceeded a minimum valve and the correct driving conditions are present, the temperature in the diesel particulate filter (DPF) is raised above 600 degrees Fahrenheit and the particulate matter (PM) is reduced to CO2 and ash. Eventually the filter will require service when its ability to hold ash has been exceeded.

The proper operation of these aftertreatment systems is critical to the operation of the modern diesel engine. A malfunction of any of the systems may lead to a decrease in engine performance and reduced fuel economy as well as an increase in tailpipe emissions.

The understanding of the operation of these aftertreatment systems will help the reader to realize how critical it is to properly drive and maintain these vehicles.

18 NACAT News

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1.877.224.0435 - www.todaysclass.com - info@todaysclass.com Winter 2017 | www.nacat.org | 19

Article

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

One need only read the most recent newspaper, periodical or research journal to realize that there is unprecedented change occurring in education. According to Kimmelman (2006) , since the seminal report A Nation at Risk was published in 1985, the call for education reform has increased dramatically over the last 25 years. During the last ten years, the No Child Left Behind Act of 2001 (NCLB) has ensured that educators at every level focus on accountability, use scientifically-based research, be data driven, and use standardized tests in an effort to improve student learning. Love it or hate it, NCLB has been the catalyst for huge changes in the world of education from kindergarten through 12th grade (K–12). Based on new reform models, some researchers have found that too many students enrolled in K–12 classrooms do not achieve at levels necessary to be globally competitive ( National Center for Education Statistics, 2009 ). Clearly, new policies, expectations, and accountability measures have changed the way teachers teach and students learn.

Any discussion of technology and engineering literacy must start with a clear idea of exactly what technology and engineering literacy means.

That, in turn, requires clear definitions of technology. The International Technology Education Association (now the International Technology and Engineering Educators Association) developed the Standards for Technological Literacy: Content for the Study of Technology ( 2000, 2002, & 2007 ), and the definition of technology included in that document was used for purposes of this study: Broadly speaking, technology is how people modify the natural world to suit their own purposes. From the Greek word techne , meaning art or artifice or craft, technology literally means the act of making or crafting, but more generally it refers to the diverse collection of processes and knowledge that people use to extend human abilities to satisfy human needs and wants. ( 2007, p. 2 ) Some believe that technology is a very effective way of engaging young minds and improving student learning ( Carlson, 2005 ). However, considering the explosion of social media, hand-held technology, and numerous ways for Millennials (the generation born between 1980 and 2000) to get screen time, the fear is that students cannot really focus and multi-task effectively, especially when asked to follow specific instructions. To think creatively, work in teams, and have deep understanding of project-based learning, students must understand that technology is a useful tool but not a replacement for human interaction. There is significantly more information available to be consumed today than in past generations, and Millennials have more ways to consume it than ever before. To say that students do not have the ability to learn, engage, and concentrate greatly underestimates their abilities. Learners have simply grown accustomed to acquiring information and communicating by utilizing technology-based methods ( Moore, 2007 ).

The use of technology has become more prevalent in schools and has been shown to facilitate student learning objectives. According to Gulek and Demirtas (2005) , there is substantial evidence that incorporating technology, of any kind, in the classroom as an instructional tool enhances student learning and educational outcomes. Numerous studies ( Gulek & Demirtas, 2005 ; Spires, Lee, Turner, & Johnson, 2008 ; Edwards, 2007 ) have found that that using any technology with students who are considered Millennials boosted both concentration and engagement. Students who use technology were (a) spending more time involved in collaborative work, (b) participating in more project-based instruction, (c) producing writing of higher quality and greater length, (d) gaining increased access to information, (e) improving research analysis skills, and (f) spending more time doing homework digitally. Studies have also determined that using technology at the beginning of class sessions helped students stay on task and concentrate ( Spires et al., 2008 ). Additional research is necessary to confirm the findings of researchers who have studied the incorporation of technology in student learning, provide new knowledge about how Millennials perceive the world and their learning experiences, and to provide new pathways for classroom teachers who wish to make a difference in the lives of students by using all tools available to them. This study used the action research model developed by Mills (2010) to better understand the effect that technology has on the delivery of instruction for hands-on, project-based Science, Technology, Engineering, and Mathematics (STEM) assignments to middle school students.

This research examined the effect on student ability to follow instructions, think critically, and work collaboratively when the instructions given are given directly through in-person communication or pre-recorded video. Technological advancement in the classroom, engaging the millennial student population, and current teaching methods are discussed.

Continued on Page 24 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.

Winter 2017 | www.nacat.org | 21

Article

Continued from page 14

The lower left control arm setup is the “Slot “ type and adjusting it would only require loosening the mounting bolts and sliding the control arm in or out. Sliding the front slot outward will move the upper ball joint forward and outward causing the camber to be more positive and the caster more negative. Yes, just talking about all of this could eventually be confusing, but this author will provide the practice that is needed to reduce the confusion as we go on. Keep the faith.

On the bottom right is what is called the “Cam Setup” and adjusting those to provide the proper camber and caster could create a head ache for a student, but only temporarily. Notice that if we wanted to move the ball joint out and forward, we only need to twist the rear cam clockwise (bolt is fixed to the cam). That move would cause the camber to be more positive and the caster more negative.

So now, let’s imagine we are going to do a front end alignment on a vehicle that has upper control arms that are of the Shim A type as shown in the image to the right.

We are working on the right front upper control arm and the front of the car is to the right, or, in other words, the front license plate is on our right. If we intend to change camber only, we just need to add or subtract an equal number of shims to the front and rear of the control arm. We learned that, by moving the ball joint outward or away from the center (license plate) of the vehicle, the line on the graph under the wheel will move inward making the camber more positive. If we chose to move the ball joint toward number 8, that would make the camber more positive and the caster more negative because the line on the graph would move inward and rearward. In working with the shims, to make the upper ball joint move toward number 8, we would need to just remove a shim from the rear of the control arm and tighten the bolt. In other words, we need only to move the rear of the control arm outward. Remember, the dark bar is the frame and is stationary.

When aligning a vehicle front end we first need to use the Camber/Caster gauge to read the existing camber and caster. We write it down, and then look up and note the “factory specs”. That will tell us which way we need to move the upper ball joint to achieve the factory specs. We do this same procedure on both sides of the vehicle. As a tech doing our job, there is always a chance that we may be distracted and may forget where we left off.

As every tech knows, we hate doing the same job over again. So, to keep us on course, we will take some extra caution. For example, we will draw our graphs on a piece of paper or on the floor in front of the car. Working at the left front wheel, we measure camber and insert that info in a box, then check for the existing caster and also put that in a drawn box. We will then take the existing readings on the right side as well. With those readings, we will now plot it on the graphs using a “zero(0)” as in the example on the left.

Then we gauge the reading on the right side and we enter those numbers as below.

Continued on Page 34

22 NACAT News

Winter 2017 | www.nacat.org |  23

Article

Continued from page 20

Literature Review In 2000, the International Technology Education Association established a formal definition for technological literacy: “Technological literacy is the ability to use, manage, assess, and understand technology” ( International Technology Education Association, 2000, p. 7 ).

Many authors ( Mentzer & Becker, 2010 ; Gamire & Pearson, 2006 ; Pearson & Young, 2002 ) declare a unifying theme, relative to technological literacy, is that technologically literate people are able to function in our modern technological society. One element that is often contained in the discussion of technological literacy is the concept of technological competence. Autio and Hansen (2002) defined technological competence as an interrelationship between technical abilities in psychomotor, cognitive, and affective areas. Researchers ( Layton, 1994 ; Autio, 2011 ) have also established three components that are considered dimensions of technological competence: 1) technological knowledge is defined as knowing something about technological concepts, principles, and connections as well as the nature and history of technology; 2) technological skill is defined as tactile and kinesthetic ability as well as practical intelligence (often called psychomotor skills); and 3) technological will is defined as being active and enterprising with regard to technology. It is important for technology education faculty, especially those teaching middle school students, to understand that current students have very different knowledge, skill sets, and understanding of both technological literacy and competence. The concepts of technological knowledge, skill, and will must be considered as STEM educators continue efforts to increase student achievement in a reform-based educational environment.

Using technology to engage students has recently become a topic of research, yet there are vast resources available and the literature has grown significantly in the past five years. There is substantial evidence that incorporating technology, of any kind, in the classroom as an instructional tool enhances student learning and educational outcomes. Gulek and Demirtas (2005) provided students with laptops and observed an increase in collaborative work, better research skills, greater quantity and quality of writing, and more time spent doing homework. Caruso and Kvavik (2005) found that students tend to use technology for convenience for both academic and social activities. Additionally, these researchers found that laptop ownership increased by more than 10% from 2004 to 2005. Students who perceive their instructors to be effective users of technology report greater course engagement, more interest in the subject matter, and better understanding of complex concepts ( Caruso & Kvavik, 2005 ).

Using technology in the classroom has a far greater effect than benefiting just the student population. Gulek and Demirtas (2005) report that teachers that incorporate technology in classrooms generally have a constructivist approach to teaching.

They also suggest that the use of technology makes teachers feel more empowered in the classroom and consequently spend less time lecturing because their students are involved in critical-thinking based problem solving activities, active learning, and interactions with fellow students.

Currently, K–12 educators are faced with challenges in both technological literacy and competence. One of the greatest tasks facing educators is how to educate and engage students that live in a world of “ubiquitous information and communications-related digital technologies (e.g. web, hand-held devices, cell phones, and gaming consoles)” ( Spires et al., 2008, p. 497 ). McGlynn (2008) believes that student engagement is the key to academic motivation, persistence, and degree completion. Certainly engaged students are more likely to become technologically literate and competent. Researchers from the discipline of technology education ( Koch & Sanders, 2011 ; Jonassen, 2000 ; Todd, 1999 ; Williams, 2000 ) found that engagement is often maximized if students are exposed to hands-on, project-based curriculum that requires them to solve problems. Students who are provided assignments that give them an opportunity to observe, evaluate, communicate, model, generate ideas, research/investigate, produce, and document success/failure are often selfdirected and engaged ( Williams, 2000 ; Koch & Sanders, 2011 ).

According to Spires et al., (2008) students want their schools to look more like the world around them. They want items in their environment that inspire and motivate them to learn and achieve. In a recent study, when middle school students were asked to describe their ideal educational environments they described schools that had wireless technology, flexible work environments, and work areas that mimic the workplaces of today ( Edwards, 2007 ). Clearly, some researchers believe that educational institutions at all levels, but particularly in middle school, should focus on creating learning environments that emulate the professional environments in which students may one day work.

Continued on Page 26 Timothy J. Devlin is a former Technology and Engineering Teacher at Lynhurst Middle School in Indianapolis, Indiana, Charles R. Feldhaus is Associate Professor and Co-Director of the STEM Education Research Institute (SERI) at Indiana University Purdue University Indianapolis, and Kristin M. Bentrem is a Ph.D. student in the Higher Education and Administration program at Indiana University Purdue University Indianapolis.

24 NACAT News

Winter 2017 | www.nacat.org |  25

Article

Continued from page 24

Millennials and the Art of Educating the Digital Native Sometimes referred to in the media as “Generation Y,” Millennials are the children of the post-WWII baby boomer generation.

The Millennial generation has been immersed in technology from birth and thrives on collaboration. This generation imitates previous generations by displaying the light from their cell phones at concerts where once lighters were held high; they don’t remember Elton John being in the rock and roll genre, and their parents are older than Kermit the frog ( Moore, 2007 ). Yet, many teacher-training programs are centered on industrial models that existed during the mid-twentieth century. These dated educational methods have created frequent misunderstandings, often prepared newly trained teachers to fail, and, perhaps more importantly, impeded educational improvement, advancement, and change ( Woempner, 2010 ).

Millennials have already been pegged and defined by academics, trend spotters, and futurists: They are smart but impatient. They expect results immediately. They carry an arsenal of electronic devices—the more portable the better. Raised amid a barrage of information, they are able to juggle a conversation on Instant Messenger, a Web-surfing session, and an iTunes playlist while reading Twelfth Night for homework. Whether or not they are absorbing the fine points of the play is a matter of debate ( Carlson, 2005, p. A34 ).

Carlson (2005) concludes that Millennials expect to be able to choose what, where, when, and how they learn. Educators should be prepared to include blogs, videos, video games, even handheld devices such as iPads and Blackberries. Although throwing out textbooks and traditional teaching methods might be met with resistance, teachers should understand that “Millennials consume and learn from a wide variety of media, often simultaneously” ( Carlson, 2005 ). McGlynn (2008) believes that the process of reaching these students in order to engage, motivate, and inspire them cannot be ignored. There must be an intersection between how Millennials learn and how educators teach.

The challenge for the educators and technology developers of the future will be to find a way to ensure that this new learning is highly situated, personal, collaborative and long term; in other words, truly learner-centered learning. ( Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 36 ) Wisniewski (2010) observes two major paradigms in today’s schools: behaviorist and constructivist. Advocates for the behaviorist paradigm believe that the purpose of educators is to transfer knowledge to another in the form of direct instruction and memorization and then to judge effectiveness with a traditional assessment. Efficiency is key, and the transfer of knowledge is time sensitive and normally done through lectures. In contrast, advocates of the constructivist paradigm believe in a very different approach.

Constructivists believe that knowledge is built on top of existing knowledge. They also believe in demonstrating real world connections to increase engagement and authenticity. The core belief of this form of education is that students play an active role in constructing new knowledge. The learning is student-centered and the teacher takes on the role of facilitator. Shaw (2009) contrasts these methods in recent research, and the differences between the two methods can be seen in Table 1.

Continued on Page 30

Fundraise for the NACAT Education Foundation!

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

Everyone can Fundraise for the Foundation with Crowdrise!

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.

26 NACAT News

GM J1850 OBD II model 2652

GM J1850 OBD II Features: » Performs OBD II Drive Cycle. » Connects to Scan Tool (not included) via the DLC Connector. » Fuel Trim Control

Electronic Ignition (EI) System model 1772

Features: • New vehicle components, connectors, and factory wire colors.

• Operate as stand-alone trainers to teach and demonstrate engine control, transmission control, and electronic ignition.

• Combined operation with the optional Interconnect Cable (model 2657).

• Provides an advanced level of instruction by duplicating on-vehicle troubleshooting procedures.

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

• Hard faults can be inserted by using the built-in keypad on each trainer.

• Ability to perform service manual test procedures.

• Network and interconnect circuits are protected against over-current and polarity reversal.

• Courseware includes Instructor Guide, Student Manual, and Service Manual Information.

Electronic Ignition System Features: » Circuit Identification with Probe Points. » Actual Primary & Secondary Ignition Operation. » RPM Control

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Automotive Technology Winter 2017 | www.nacat.org | 27

Do Your Students Know About Available Scholarships?

Do your students know about the various scholarships for which they can apply? Of course, the NACAT Education Foundation sponsors the collision repair based Larry Cotten Memorial Scholarship through the University of the Aftermarket Foundation’s Automotive Scholarships portal, but there are many more available. Some through that same portal where one application allows a student to apply for a great many scholarships.

This list is nowhere near extensive, but please make certain your students apply for scholarships at the following: • Automotive Hall of Fame Scholarships (www.automotivehalloffame.org/education/scholarships) • Automotive Women’s Alliance Foundation (www.awafoundation.org/pages/Scholarships) • BUICK Achievers Scholarships (www.buickachievers.com) • SEMA Scholarships (www.sema.org/scholarships) • University of the Aftermarket Foundation Automotive Scholarships (www.automotivescholarships.com) If you know of more student scholarship websites, and would like to share, please email the link to office@nacatfoundation.org.

We will continue to compile and update the list which is shown with the foundation student scholarships at : http://www.nacatfoundation.org/index.php/student-scholarship

Thanking An Industry Friend (Part 16 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 the Specialty Equipment Market Association (SEMA). As you have hopefully noticed, through industry activity and content within this issue, SEMA has been actively involved in trying to enhance and support the next generation of technicians. The SEMA Memorial Scholarship Fund is “dedicated to fostering the next generation of automotive aftermarket industry leaders and innovators” (http://www.sema.org/scholarships). The SEMA Show Student Program is “designed for qualified and motivated students. The primary objective is to provide unique learning experiences that integrate the student’s field of study with actual business and tradeshow opportunities in the automotive aftermarket and performance racing industries” (http://www.sema.org/student-programs). SEMA has also stepped forward to sponsor the SEMA - NACAT Education Foundation SEMA Show Award. The award recognizes and supports top instructors who develop exemplary aftermarket curriculum, inspire student involvement and elevate the quality of future industry professionals. In 2016, three finalists received funding (hotel/air) to attend the SEMA Show and the winner, Jordan Engelhardt, will also have his registration fee paid for the 2017 NACAT Conference, to be held July 17-20, 2017 in Warren, Michigan. A thank you letter from one of the finalists, Brian McDonnell, is featured on page 3 of this issue. Information on the 2017 award will be available at http://www.nacatfoundation.org.

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.

28 NACAT News

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Winter 2017 | www.nacat.org |  29

Article Table 1: 20th Century vs. 21st Century Education (Shaw, 2009) 20th Century Classroom

Continued from page 26 21st Century Classroom

Time-based

Outcome-based

Focus on memorization of discrete facts

Focus on what students know and can do

Lessons focus on the lower levels of Bloom’s taxonomy: knowledge, comprehension, and application

Lessons emphasize upper levels of Bloom’s taxonomy: synthesis, analysis, and evaluation

Textbook-driven

Research-driven

Passive learning

Active learning

Learners work in isolation

Learners work collaboratively with classmates and others around the world

Teacher-centered: teacher is center of attention and provider of information

Student-centered: teacher is facilitator/coach

Fragmented Curriculum

Integrated and interdisciplinary curriculum

Teacher is judge. No one else sees student work

Self, peer, and authentic assessments

Curriculum/Scholl is irrelevant and meaningless to the students

Curriculum is connected to students’ interests, experiences, talents, and the real world

Print is the primary vehicle of learning and assessment

Performance, projects, and multiple forms of media are used to learning and assessment

Literacy is the 3 R’s -- reading, writing, and math

Multiple literacies of the 21st century -- aligned to living and working in a globalized new millenium

Most schools are involved in a paradigm shift as they move away from traditional methods and more toward a constructivist approach ( Wisniewski, 2010 ). Studies show that today’s college graduates have spent less than 5,000 hours of their lives reading text, while they have spent over 10,000 hours playing video games and 20,000 hours watching television ( Prensky, 2001 ). This generation has been characterized as digital natives ( Prensky, 2001 ). A digital native is defined as a person that has grown up immersed in technology and often has the characteristics seen in Table 2. The educators that are trying to engage students are considered digital immigrants , and often they are learning digital technology as if it was a second language ( Prensky, 2001 ).

Table 2: Digital Native Characteristics (Prensky, 2001) Grew up with technology

Function best when networked

Parallel process and multi-task

Thrive on instant gratification and frequent rewards

Prefer graphics before text

Expect adults to consult and include them

Prefer random access Generational misunderstandings regarding technology use can hamper communication. However, if the digital immigrant generation would utilize technology in the same way as the Millennials, it would break down communication barriers and ultimately benefit the educational process. Educators need to modernize their methods and ignore their generational preferences if they truly want to engage every student ( Woempner, 2007 ).

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

30 NACAT News

Winter 2017 | www.nacat.org |  31

SEMA - NACAT Education Foundation Finalists Honored!

The three finalists of the SEMA - NACAT Education Foundation SEMA Show Award were honored, and the winner announced, during the 2016 SEMA Show in Las Vegas.

The three finalists were: • Jordan Engelhardt, Lyons Township High School in La Grange, Illinois.

• Paul L. Nelson, Northwest Technical College in Bemidji, Minnesota.

• Brian McDonnell, GST BOCES Coopers Education Center in Painted Post, New York.

Zane Clark (left) of SEMA with finalists Brian McDonnel, Paul Nelson, and Jordan Engelhardt (l-r) as well as NACAT Education Foundation Chair Laura Lyons and NACAT Chair Steve Gibson.

Jordan Englelhardt was declared the overall inaugural award winner.

We would like to share a brief biography of each finalist. What an outstanding group of educators!

Jordan Engelhardt is the Automotive Technology instructor at Lyons Township High School in La Grange, Illinois. To teach the principles of automotive technology, Jordan combines creative instructional methods with products and relationships he has sourced from the Aftermarket.

Jordan’s students are able to tour local performance shops, fabricate custom go karts and modify them for increased performance, take a small 6.5 horsepower engine and modifying it to double its power output, and then applying those same principles to full size Small Block Chevy or LS1 V8’s. Jordan’s students are also building some ground-up vehicle projects they hope to debut at the SEMA Show – a 1929 Model A, and a scratch-built 8 foot long Lamborghini Aventador replica! Jordan says he is very thankful “to be able to make student dreams become reality on a daily basis.”

Congratulations!

Zane Clark (left) of SEMA with Brian McDonnell as well as NACAT Chair Steve Gibson and NACAT Education Foundation Chair Laura Lyons.

Brian McDonnell is a Collision Repair instructor at the Greater Southern Tier Board of Cooperative Education Services (GST BOCES) Coopers Education Center in Painted Post, New York. Brian strives to create a “real world” shop environment for his students. According to Brian, in the rapidly changing collision industry “staying on top of the latest advances in technology is imperative to professional growth.” Brian’s students learn using the same advanced components and technologies used in the collision repair industry today, from welders and metalworking equipment to paint and refinishing products. Brian says “students need a great base for them to go off into the workforce. Part of that base is learning the best options available to them. The SEMA Show is the epitome of product advancement.”

Paul Nelson is an instructor of High Performance Engine Machining at Northwest Technical College in Bemidji, Minnesota. Paul’s experience as an instructor comes from 38 years working in the Aftermarket, from parts sales to managing shops to owning his own machine shop. According to Paul, everything he does with engine machining is related to the Aftermarket, and it appeals to students who are interested in automotive performance, but don’t want to become a technician. Paul hopes to gain new perspectives through SEMA and NACAT about career opportunities for students, and ways to bring attention to engine machining programs nationwide.

32 NACAT News

Zane Clark (left) of SEMA with Jordan Engelhardt as well as NACAT Chair Steve Gibson and NACAT Education Foundation Chair Laura Lyons.

Zane Clark (left) of SEMA with Paul Nelson as well as NACAT Chair Steve Gibson and NACAT Education Foundation Chair Laura Lyons.

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Continued from page 22

Article

Next step is to get the factory specs and enter them in an adjacent box and plot them on the graphs using an “X”. Now we can see what the prevailing settings are and where they are on the graphs as well as the specs are and what the camber and caster should be as indicated below.

The 0 is where the camber and caster is and the X is where we want it to be.

Once we have all our readings we need to focus on the Shim A vehicle upper control arms which are shown below. On the left side, our intention now is to move the point on the graph from the 0 position on the graph to where the X is. Which means we need to move the ball joint in the opposite direction.

compensate for it.

Some students may wonder why the auto manufacturer allows the camber and caster to be adjustable.

The reason for that is due to the fact that the vehicle will be driven on all kinds of roads, such as flat super highways or perhaps on city roads that are crowned. In other words, the center of the road may be higher than each side in order for rain water to roll toward the curb where the sewers are. So, in the city the vehicles will be riding on a sloped road and the vehicle will tend to pull toward the lower side of the road. The auto engineers tell us that camber and/or caster angles may be used to

People may have noticed that when rolling a wheel and tire by hand, to get it to roll to the right, one would have to lean the top of the wheel to the right. Leaning the wheel to the right would mean putting some camber on that wheel which would cause it to “pull right.” Could we label the camber as positive or negative? That depends on how we look at the leaning of the wheel. When the wheel is mounted on the left front side of the car and we adjust it so that it moves inward at the bottom, we would refer to it as having positive camber. Then when the car rolls down the road it would tend the make the vehicle pull to the left. Positive camber on the right side would make the vehicle pull right.

If the positive camber on the right and left sides are equal, the vehicle will go straight because both sides are canceling the pull of the opposite side. Why would we want to ever do that? What’s the point? If we want the vehicle to pull straight on a level road, why not leave both cambers perfectly vertical at zero. That’s because the more load we put in a vehicle the more the front wheels tend to go negative on the camber. That causes more wear on the insides of the tires. If we want to get maximum miles on the front tires we should try to keep as much tread on the ground as possible so that the tires wear evenly all across the width of the tire. That also provides the best traction.

As an automotive technology instructor, I find that it is a good time to talk about work ethics when I know I have the student’s full attention. As a crew chief in the Air Force, it was my job to assure the pilot the plane he was about to fly was in first class shape and that every thing worked as it should. While having an independent auto repair shop prior to teaching, I saw the car owner in the same light. I always wanted him or her to believe the car they owned was also really up to snuff, as I was their crew chief. I wanted them to know that I cared for their safety for the least possible cost. I tried to assure that every part on the car had the maximum life the manufacturer claimed. Sometimes, in order to do so, I needed to know the customer’s driving habits. Was he or she babying the car or abusing it? I even did some counseling even if they did not like it.

If they liked my advice they stayed with me. If not, they needed to find another crew chief. Enough said.

Continued on page 38 34 NACAT News

Learning Needs To Be Active For Today’s Students!

In order to continue to best serve the automotive industry and to better help you teach technology, a new division of ConsuLab has been formalized. The Education department will be responsible for the educational aspects of all products and services provided by ConsuLab. The initial step was to hire Rick Martineau as the Director of Education. Rick has more than 25 years of experience in automotive education and is a current member of the NACAT board. In this role, he will be responsible for managing the Education department of ConsuLab. A key area of development will be working with the other departments in developing the educational outcomes of everything from training aids to manuals to curriculum.

The job of an educator is very difficult today. The amount of technology that is in today’s vehicles is unbelievable. The increasing difficulties of managing a classroom and keeping students interested and motivated is huge. Consulab hardware is a great step to assist in speeding up and improving the quality of learning but more help is needed. “Our trainers are not cheap. We have to make sure that we maximize the teaching value of our products, as well as ensure that teachers know how to maximize student learning while using our trainers,” said ConsuLab President Kevin Boden. “The creation of our Education department will ensure that we help with the teaching experience and technical knowledge.”

Joining the educational team, headed by Rick, will be Dick Krieger, Al Santini and Tim Dwyer. Together these three educators have more than 100 years of automotive education experience. They will offer training at various conferences and schools throughout the U.S. This aligns well with Boden’s vision for the company.

A key area of ConsuLab’s education department will be in training. Consulab does provide training for all their available products.

Rick said, “We have been training on site at schools or at a variety of conferences and trade shows across North America. This type of training will continue and grow. Our new classroom in our facility in Quebec is already up and running providing training.”

Rick’s pedagogical philosophy is what helps ConsuLab truly adhere to the philosophy of helping you teach technology. “I believe that there is a difference between memorizing information and repeating it successfully versus understanding the subject matter,” Rick said.

“When students learn, and understand how something works they can easily answer test questions. I also feel that there is more than one path to understanding and an instructor must use a variety of methods to meet the different needs of the students. Learning needs to be active with the students fully participating in the lesson.”

Helping you teach technology through training 4210 Jean-Marchand St, Quebec City, PQ, Canada G2C 1Y6 Phone: 418-688-9067 / 800-567-0791 Fax: 418-688-9526 Email: info@consulab.com

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Winter 2017 | www.nacat.org | 35

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.

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

36 NACAT News

Winter 2017 | www.nacat.org |  37

Continued from page 34

Article

Now, back to the subject of camber and caster. I would like to bring your attention to an older vehicle or perhaps a truck front suspension that uses an I-beam for the front axle. When it comes off the assembly line with a 4-cylinder engine it may look like Figure 1 below.

Figure 1: No Camber

Figure 2: Negative Camber

Figure 3: Positive Camber

After installing a V-8 engine in the vehicle, it may look like No. 2. So one may have to bend the axle so it looks like No.3. Then when the driver gets in, it may once again look like No. 1 in order to get the maximum tire life and traction. How do we adjust camber on a vehicle with an I-beam axle? We use special tools and we bend it. If we want No. 3 vehicle to pull slightly left to compensate for road crown we would set one of the wheels to Zero camber. Will the tire with positive camber wear unevenly?

Yes, but we are going to recommend wheel rotation every so many miles. That way the driver does not have to worry about a pulling condition or excessive tire wear. Are we doing great as a crew chief or what?

By the way, vehicles that have control arms are designed to behave in the same way. If the front of the vehicle is pushed down the camber goes negative. If you raise the front end in the center with a jack the front wheels go positive.

The suspension experts tell us that another way to influence “pull” is by using caster. When it comes to caster, viewing it from the side, the line we need to focus on is the line that passes through the king pin on an I-beam axle system or the line that passes through the upper and lower ball joints on a vehicle that uses control arms.

Caster is considered to be an non-wearing angle, which means that no matter what angle we set caster to it will not cause tire wear; unlike camber. There are a few factors that cause “pull” besides unequal camber and caster that we need to keep in mind. For example, unequal tire inflation in the front end could cause pull. That is because the tire with less air will cause the wheel diameter to be less in diameter than the opposite side and going down the road it will have to spin faster and will cause some resistance to roll; thereby pulling will occur toward the side with the underinflated tire. Other causes of pull include tread design mismatch and anything else that affects “rolling resistance”. We will cover other causes as we go on.

To Be Continued in the Summer 2017 Issue

NACAT New Year’s Resolutions?

Happy New Year!!!! We’ve visited the wonderous time of the year when people often seek to make a fresh start. Resolutions have most likely been made, and some have probably been broken. However, we keep trying. We keep moving forward. We do our best to become our best. So, with that in mind, here is a list of “NACAT New Year’s resolutions” you could make for 2017.

• Register and attend #NACAT2017 at Macomb Community College in Warren, Michigan!

• Present a seminar at #NACAT2017!

• Write an article for NACAT News!

• Renew your NACAT membership!

• Get involved with the NACAT Education Foundation!

• Run for a NACAT officer or board position!

• Volunteer to host a NACAT Conference!

• Apply for a NACAT Education Foundation Award!

• Enjoy your work, friends, and family!

• Share scholarship websites with your students!

• Continue to be a great student as well as a great teacher!

• Share NACAT with others!

• Have an outstanding teaching year!

38 NACAT News

39 NACAT News

Winter 2017 | www.nacat.org | 39

44th Annual NACAT Conference July 17 - 20, 2017 in Warren, MI

Register Online at http://www.nacatconference.org Presenter Information Form

Please print clearly.

Presenter Name:

Position:

Company:

Address:

City: Phone:(

Province/State: )

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E-mail Address:

Website: Presenter Background (attach separate page if needed, but please keep to two paragraphs or less):

Seminar Title: Brief Description of Seminar (attach separate page if needed, but please keep brief):

Technical Requirements: Average attendees per session at previous NACAT conference: Willing to Repeat:

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Require lab space:

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Please mail the completed form to:

NACAT Conference Attn: Seminars 1820 SHILOH RD STE 1403 TYLER TX 75703

or Email to: office@nacatconference.org Copy: nacat2017@nacatconference.org 40 NACAT News

NACAT or their representatives do NOT pay presenters. Presenters are volunteering their time and this is a donation. All presenters are responsible for their own expenses.

• Presenting only: no charge to them • Presenting and attending a function: Presenters pay for the event(s) attended.

• Presenting and attending the NACAT Conference: pay the member or non-member conference fee, depending on their status and for the events attended.

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.

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Article

Continued from page 10

References: Havice, W. (2009). The power and promise of a STEM education: Thriving in a complex technological world. In International Technology Education Association, The overlooked STEM imperatives: Technology and engineering K–12 education (pp. 10–17). Reston, VA: Author.

Hudson, L., & Laird, J. (2009). New indicators of high school career/technical education coursetaking: Class of 2005 (NCES 2009038). Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2009/2009038.pdf Illinois State Board of Education. (2012). Illinois State Board of Education secondary course catalog . Springfield, IL: Author International Technology Education Association. (2007). Standards for technological literacy: Content for the study of technology (3rd ed.). Reston, VA: Author.

International Technology Education Association. (2003). Advancing excellence in technological literacy: Student assessment, professional development, and program standards . Reston, VA: Author.

Locke, E. (2009). Proposed model for a streamlined, cohesive, and optimized K- 12 STEM curriculum with a focus on engineering.

The Journal of Technology Studies, 35 (2), 23–35. Retrieved from https://scholar.lib.vt.edu/ejournals/JOTS/v35/v35n2/pdf/locke.pdf McComas, W. F., & McComas, K. K. (2009). The contributions of science and mathematics to STEM education: A view from beyond the disciplines of technology and engineering. In International Technology Education Association (Ed.), The overlooked STEM imperatives: Technology and engineering K–12 education (pp. 26–35). Reston, VA: Author.

National Academy of Sciences, National Academy of Engineering, & Institute of Medicine. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future . Washington, DC: National Academies Press.

National Center for Educational Statistics. (2011). The 2009 high school transcript study: Users guide (NCES 2011-465).

Washington, DC: Author. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/studies/2011465.pdf National Economic Council. (2011). A strategy for American innovation: Driving towards sustainable growth and quality jobs . Retrieved from http://www.whitehouse.gov/administration/eop/nec/StrategyforAmericanInnovation New Mexico Public Education Department. (2011). Student-Teacher Accountability Reporting System: Volume 2: Reference Materials . Santa Fe, NM: Author. Retrieved from http://ped.state.nm.us/stars/dl11/SY2011%20STARS%20Manual%20 Volume%202_Final%2020110218.pdf Roey, S., Caldwell, N., Rust, K., Hicks, L., Lee, J., Perkins, R., & Brown, J. (2005). The 2000 high school transcript study user’s guide and technical report (NCES 2005-483). Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2005/2005483.pdf Rodgers, J. L. (1999). The bootstrap, the jackknife, and the randomization test: A sampling taxonomy. Multivariate Behavioral Research, 34 (4), 411–456. doi: 10.1207/S15327906MBR3404_2 Scott, C. (2012). An investigation of science, technology, engineering and mathematics (STEM) focused high schools in the U.S. Journal of STEM Education, 13 (5), 30–39. Retrieved from http://ojs.jstem.org/index.php?journal=JSTEM&page=arti cle&op=view&pa th%5B%5D=1629 Spence, J. T., Cotton, J. W., Underwood, B. J., & Duncan, C. P. (1983). Elementary statistics (4th ed.). Englewood Cliffs, NJ: Prentice Hall.

SPSS (Version 21) [Computer software]. Armonk, NY. IBM Corporation Starkweather, K. N. (2011). Branding: Putting a little dent in the universe. Technology & Engineering Teacher, 70 (6), 36–40.

Retrieved from http://www.iteea.org/Publications/TTT/mar11.pdf State of New Jersey Department of Education. (2013). NCES SCED course codes [SCED Spreadsheet]. Trenton, NJ: Author.

Stone, R. J., III, & Aliaga, A. O. (2005). Career & technical education and school-to-work at the end of the 20th century: Participation and outcomes. Journal of Career and Technical Education Research, 30 (2), 125–144.

Sweeder, R. D., & Strong, P. E. (2012). Impact of a sophomore seminar on the desire of STEM majors to pursue a science career. Journal of STEM Education, 13 (3), 52–61. Retrieved from http://ojs.jstem.org/index.php?journal=JSTEM&page=a rticle&op=view&path[]=1623&path[]=1461 Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50 (5), 1081–1121. doi: 10.3102/0002831213488622 WesVar (Version 5.1.17) [Computer software]. Rockland, MD: Westat.

Wolter, K. M. (2007). Introduction to variance estimation (2nd ed.). New York, NY: Springer. doi: 10.1007/978-0-387-35099-8

42 NACAT News

17 0 2 , 0 2 – 17 Y L U J • !

E SAVE THE DAT Each year, instructors and trainers of automotive technology travel from all parts of the United States and Canada to attend the North American Council of Automotive Teachers (NACAT) Conference.

Join us at the 2017 NACAT Conference to be held at Macomb Community College in Warren, Michigan.

You’ll find quality training offerings and have opportunities to meet some of the best trainers and educators in the automotive industry.

HAVE FUN IN AND AROUND THE MOTOR CITY WITH: · Morley Candy Factory Tour · The Mall at Partridge Creek · Detroit’s Belle Isle · Diamond Jack’s River Tour · Detroit Institute of Arts · Detroit Historical Museum · Michigan Science Center

For more information, Email: CAAT@Macomb.edu or call: 586.445.7126 www.nacat.org

· Charles H. Wright Museum of African American History · Detroit Public Library · The Henry Ford: Museum, Greenfield Village and IMAX · Ford Rouge Factory Tour · Edsel and Eleanor Ford House · CJ Barrymore’s Family Entertainment Center · DNR Outdoor Adventure Center

2136-16

Winter 2017 | www.nacat.org | 43

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

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

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

• NACAT members receive three issues of the NACAT News per year.

• NACAT members receive preferred pricing on equipment, subscriptions, tools and training aides from NACAT’s industry friends. This information is available in the NACAT News and the NACAT website.

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

• NACAT members make life-long friendships through this network of like-minded individuals.

Members are part of a family of educators preparing people for careers in the automotive industry or wherever life may lead them.