Summer 2015 NACAT News

NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS

VOL. 29

Summer 2015

NO. 2

Officer and Board Update

Chairman of the Board

As we all know, women comprise approximately 2% of the automotive industry. And as we also know, those women are incredibly determined to learn, grow and succeed in this industry.

My experience with female students has been that they work hard, take their classes very seriously and more often than not, experience success when they enter the work force.

These women face tremendous odds in entering a non-traditional field. In addition to being the minority, they are often parents (frequently single parents), have other family members to care for, are going to school and working at the same time. They are often at a disadvantage when it comes to math and science skills, tool use and automotive experience of any kind.

Perhaps the greatest barrier women face in this industry is lack of mentoring opportunities.

Mentor relationships are incredibly important for everyone – men and women. Having the support and guidance of a more experienced person shapes a person’s future in so many positive ways. Mentor relationships often become lifelong professional relationships and contribute to the success of both the mentor and the “mentee”. For women entering the automotive industry, there simply aren’t a lot of women to look to as mentors and finding them is sometimes difficult.

I am very pleased to offer an amazing opportunity to your female students to connect with some extremely successful women in all aspects of the automotive field.

The mission of The Valkyrie Project - is “to encourage participation of women in all aspects of the automotive industry” and this group of ladies is offering a very innovative opportunity for students all over the country to form relationships, contribute to a worthy cause and increase the awareness and appreciation of women’s unique contribution to this industry.

The Valkyries will “design, fabricate and ultimately build a uniquely powerful and equally beautiful car” which will then be driven to various events across the country, including the Hot Rod Power Tour, local racing events and the SEMA show in November, 2015. The team will also use the car to fundraise for the Austin Hatcher Foundation for Pediatric Cancer. The car – a 1969 AMC AMX will be completely dismantled and rebuilt and given a custom paint and interior finishes.

The project leads are heavy hitters in the automotive industry – Susan Carpenter of JR Products is managing the project, Dr. Karen Salvaggio of Thunder Valley Racing will oversee the tear down and rebuild as well as race the car. Nan Gelhard from Summit Racing is in charge of product procurement and JoAnn Bortles, owner of Crazy Horse Painting will oversee the body and paint. In addition to these amazing women are a team of volunteers from all aspects of the industry including motorsports, aftermarket parts, marketing, PR, automotive education and the list goes on.

The group would like to offer your female students the opportunity to participate in the build, which will take place in Tampa, FL from March 16 to approximately June 5, 2015. Students must apply for a spot (see linked application) on the team and they will be given several dates to choose from. Students can participate for just a few days, as their schedule allows, or commit to more time. They do not need to commit to the entire 6 weeks. During this time they will be hands-on with the car – dismantling, rebuilding , reassembling and interior and body work. Students may choose which part of the build interests them the most. We are in particular need for paint and body students! Their applications will be reviewed and the project lead will contact them with details. The students will need to fundraise or cover their own cost for travel and accommodations.

This is a tremendous opportunity for your students to form lasting relationships that can help launch their careers, support a worthy non-profit and increase awareness of women’s unique contribution to our industry. Please encourage your female students to apply! If you have any questions – please contact Susan Carpenter at SCarpenter@robacompany.com or on her cell phone, 716-432-5210. For your convenience, the application has been made available at: http://www.nacat.org/images/friends/The_Valkyrie_Project_app.pdf I look forward to meeting your students at the build!

Julia Johnson, Chairman of the Board Professor, Skyline College Auto Tech

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Summer 2015 | www.nacat.org |  3

JOIN US ONLINE AT:

HTTP://WWW.NACAT.ORG President 2013 - 2015 Rob Thompson

South Western Career Academy 4750 Big Run South Road Grove City, OH 43123 Email: rob.thompson@nacat.org Office Phone: 614.801.3400

Officers

Vice President / President Elect 2013 - 2015 Curt Ward Joliet Junior College 1215 Houbolt Road Joliet, IL 60431 Email: curt.ward@nacat.org Office Phone: 815.280.2554

Treasurer 2009 - 2015 Charles Ginther

Midlands Technical College PO Box 2408 Columbia, SC 29202 Email: chuck.ginther@nacat.org Office Phone: 803.790.7522

Secretary 2014 - 2016 Jim Voth

Red River College Z117-2055 Notre Dame Ave Winnipeg, MB R3H 0J9 Email: jim.voth@nacat.org Office Phone: 204.632.2296

Board Members Chairman of the Board 2014- 2015 Julia Johnson Skyline College 3300 College Drive San Bruno, CA 94066 Email: julia.johnson@nacat.org Office Phone: 650.738.4126

Board Member 2013-2016 Alan Darr

Kathleen High School 1100 Red Devil Way Lakeland, FL 33815 Email: alan.darr@nacat.org Office Phone: 863.499.2655

Board Member 2014-2017 Alan Grant

Automotive Consultants 825 Old Farm Road Thousand Oaks, CA 91362 Email: alan.grant@nacat.org Office Phone: 805.231.4127

Elections are held every year. We invite interested and eligible members to run for an office.

Election information and forms can be found at http://www.nacat.org 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 2012-2015 Tim Dwyer

Board Member 2012-2015 Russell C. Ferguson

Board Member 2012-2015 Tim Isaac

1311 Prescott Avenue Ann Arbor, MI 48103 Email: russell.ferguson@nacat.org Office Phone: 734.223.8591

Foothills Composite High School 229 Woodhaven Dr Otohoks, AB T1S 2A7 Email: tim.isaac@nacat.org Office Phone: 403.938.6116

Board Member 2013-2016 Keith Santini

Board Member 2014-2017 Martin Duvic

Board Member 2014-2017 Steve Gibson

ConsuLab 4210 Jean-Marchand Street Quebec City, QC G2C 1Y6 Email: tim.dwyer@nacat.org Office Phone: 800.567.0791 x6055

Addison Trail High School 213 N Lombard Road Addison, IL 60101 Email: keith.santini@nacat.org Office Phone: 630.628.4671

Louisiana Technical College 3250 N. Acadian Thruway East Baton Rouge, LA 708005 Email: martin.duvic@nacat.org Office Phone: 225.359.9241

K&N Engineering 1455 Citrus Street Riverside, CA 92507 Email: steve.gibson@nacat.org Office Phone: 951.826.4000

ADVERTISING INFORMATION

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DEADLINE DATES

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$250 for Full Page

Summer 2016 - March 1, 2016

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 2015 Conference Curt Ward

Joliet Junior College 1215 Houbolt Road Joliet, IL 60431 Email: nacat2015@nacatconference.org Office Phone: 815.280.2554

NACAT Education Foundation Executive Director 2014-2015 James Curry PO Box 80010 Charleston, SC 29416 Email: office@nacatfoundation.org Office Phone: 843.628.3294

Automotive Technology

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

• 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 Network System (ANS).

• Hard faults can be inserted by using the built in keypad on the Charging System Trainer.

• Ability to perform service manual test procedures.

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

• Battery posts are protected against polarity reversal.

• Includes 12VDC power supply for fault insertion and user interface.

• Connects to and charges a 12VDC automotive battery (not included).

• Keypad displays built in scan tool data.

ATech Training, Inc. 12290 Chandler Drive • Walton, KY 41094 Toll Free: 1-888-738-9924 E-mail: sales@atechtraining.com

Charging System

model 812C

The ATech Charging System Trainer (model 812C) is part of an electrical system program which presents the live operation and study of charging systems. This trainer allows for instructor demonstration, student hands-on reinforcement and troubleshooting practice. Powered by a 12VDC automotive battery (not included).

n a CAN Platform Ve Based o hicle!

www.atechtraining.com Summer 2015 | www.nacat.org | 5

Officer and Board Update

NACAT President

The last two winters have been unusually harsh for my part of the country (central Ohio) and have caused so many interruptions in our school schedule that it’s been hard to remember what day of the week it is and whether or not I’m supposed to be at work or not. Even when we have school, absentee rates are high due to the weather conditions, requiring flexibility to try to keep students on target and engaged. Throw in even more standardized tests and other requirements from the state and federal governments, many of which are of dubious educational value, and summoning up the enthusiasm and energy required to teach day-to-day can sometimes be a challenge. I doubt I’m alone in wondering if sometimes, just maybe, education has become less about teaching and learning and more about checking boxes, completing “tests” and justifying our jobs. And then, occasionally, bright spots appear that remind me why we do this; a graduate returns and thanks us for what we did for him or her; a student, through hard work and patience, masters a skill and can proudly display his or her knowledge. There are countless examples, all of which you are familiar with.

In twenty years of teaching high school automotive, I’ve seen many students, initiatives, and reforms come and go. I’ve had more students than I can remember names of, and to be honest, not all of them made deep enough impressions to be memorable. I am sure that many of them have forgotten me as well. However, more than a few have stuck in my memory and many have remained in touch, stopping by to chat, meeting for lunch, and keeping in contact because a bond developed during their time in my class. You know exactly what I’m talking about and know that one of the intangible benefits of being an educator are moments where students return just to say thank you.

As my term comes to a close I think about the last two years: There have been some challenges but there have been successes as well; such as the retirement of Dan Perrin and the hiring of Bill Haas. Will NACAT continue to face challenges? Of course. Will there be continued successes? Yes, because of the members and especially because of those who choose to become part of the leadership as a board member or an officer. Continued NACAT success depends on being able to deliver the best automotive conference.

I want to say thank you to the NACAT members. It has been a privilege to be the NACAT president over the last two years.

To me, NACAT became more than just a place to get training. Let’s face it, training can be had all over the place and in many different ways, so why is NACAT different? The people that attend and put on the conference. I know that I’m not alone in this or there wouldn’t be so many people that attend year after year and even if they’ve already met their training hours. So to all of you who make NACAT special, thank you and I hope to see you at many more conferences to come.

Rob Thompson, President Be certain to follow NACAT’s web and social media activity: NACAT Website: http://www.nacat.org NACAT Conference Website: http://www.nacatconference.org NACAT Education Foundation Website: http://www.nacatfoundation.org Facebook: https://www.facebook.com/NACAT4autoteachers Linkedin: http://www.linkedin.com/groups/North-American-Council-Automotive-Teachers-7474530 NACAT Family on Facebook: https://www.facebook.com/groups/1444881022460669/ Twitter: https://www.twitter.com/Official_NACAT YouTube: http://www.youtube.com/officialNACAT 6 NACAT News

Summer 2015 | www.nacat.org |  7

4210 Jean-Marchand St, Quebec City, PQ, Canada G2C 1Y6 Phone: 418-688-9067 / 800-567-0791 Fax: 418-843-3444 Email: info@consulab.com

PRODUCT UPDATE

MP-1918 CAN BUS Multiplex trainer The ConsuLab MP-1918-1S is a single-sided CAN BUS Multiplex trainer that communicates in J-1939 protocol. Digital and analog inputs and outputs can be activated. Analog signals can be displayed using the J - 1 9 3 9 display. This unit is equipped with an integrated electronic fault box containing 12 faults.

Educational Advantages: • Students connect modules and components using included jumper wires • Trainer uses SAE J1939 protocol to operate modules • Demonstrates CAN BUS functions including wake up mode, lighting controls, engine brake lighting controls, ECM signals and cluster display • Includes analog/digital intputs and outputs • Includes a J-1939 display that allows student to see system data changes in real time

Wa t c h a c o m p l e t e v i d e o demonstrating this trainer a t w w w. c o n s u l a b . c o m WWW.CONSULAB.COM

8 NACAT News

Officer and Board Update

Business Manager

Who Will do the Work?

I know the industry is filled with hardworking, dedicated individuals in all segments of our industry. The industry has a history of those same people doing an incredible job of serving customers even when faced with economic, technological or regulatory challenges. Through their efforts the industry continues to grow in spite of any obstacles encountered over the years. Proof of that growth is we have more vehicles on the road and vehicles have a longer service life than ever before.

We have a responsibility to make sure the industry continues to have hardworking, dedicated individuals to serve motorists.

With that said I can’t help but wonder, “Who will do that?” Our industry is graying and a large percent of the current workforce are at the sunset of their career.

I’m not sure the industry recognizes the magnitude of this issue. No this is not a new issue. In fact it has been such a long time in the making I’m concerned some may have an immunity to what the talent pool will be in a few years.

The question that should be at the forefront of everyone’s mind should be “Who will do the work?” In my other job, I own a training and consulting company. Whether I’m at an event speaking to a group on business management topics or working with a shop client through our coaching program, I’m frequently, no, make that always, asked by shop owners and managers where they can find qualified technicians.

The question is usually posed because they need someone now. Actually, many are desperate to hire and will hire in desperation.

Hiring in desperation leads to further problems for the employer because unless they are just plain lucky. The new hire is not a good fit and misses the mark of being a good addition to the team. One of the things I find interesting is that most shops are looking for a quick fix. Their approach is, “I need help, who is available now and get them on board immediately.” Watching technicians change places of employment is like watching a chess match that ends in a stalemate.

I believe the answer to the question of “Who will do the work?” is in your programs. Automotive educators are part of the hardworking, dedicated group I mentioned earlier and you take your responsibility to prepare young men and women for careers in the automotive service and repair industry very seriously.

I was a panelist for a session during the Educator Think Tank at the VISION show in Kansas City. It was obvious from that discussion that many programs need better engagement and participation of the repair community. One of the topics was student placement and considerable time was spent exploring the difficulty that programs have placing students. Of course the discussion only scratched the surface and we did not leave with a solution. Fortunately, it got some attention by a small group and hopefully will be the genesis of continuing dialogue. Going forward the discussion needs representation of the repair community.

I applaud the efforts of all those involved to make the Educator Think Tank panel discussion happen and encourage them to find the energy to continue these discussions.

I’m not sure but I believe your students placed in shops is a long term solution that will be more effective than the quick fix method many shops are using today. Give educators and employers the opportunity to come together and we can answer the question of “Who will do the work?”

We don’t have to wait for another industry event for this discussion to continue. I encourage you to start the discussion in your local market. Put it on the agenda for your next advisory committee , Business Manager meeting, call a special meeting to focus on this topic and knock on some new doors until you get the attention your program and students deserve. billh@nacat.org

Bill Haas

Summer 2015 | www.nacat.org | 9

Diagnosscs for Professionals

Hands-on Hybrid and Electric Vehcile Diagnostic Motor-Generator Set

For teaching groups of all sizes, using actual motor failures from the field, incorporate the Hybrid Motor-Generator Diagnostic Set into your curriculum to efficiently offer hands on instruction for hybrid and electric vehicle motor operation, testing, and diagnosis

Milliohmmeters are useful for hybrid diagnostics to ID shorts between phases, cables terminals and more.

0 Class Hybrid Glove Kits 1000volt AC rated with Leather Protector

Fluke Hybrid Multimeters and Insulation Resistance Testers

AESwave Hybrid

Instructor Discounts Available!

10  NACAT News

Officer and Board Update

NACAT Treasurer

I have been doing the job of treasurer for multiple years, and have not done an article for NACAT News, so I figured if I was ever going to I should do it this time since I am retiring as treasurer in July.

As a non-profit organization run by one employee and a bunch of volunteers, NACAT has a lot going for it. We rely on our yearly conference for revenue to operate for the next year.

Although there are ups and downs in our income, with good budgeting and officer and board oversight, we have weathered the storms. With good communication between officers, any potential day-to-day problems have been quickly resolved.

Over the last 6 years we have been able to refine our financial accounting quite a bit. Thanks to Dan Perrin’s foresight in setting up separate accounts for conference expenses and receipts, we have experienced smooth transitions from year-to-year. We have also transitioned from doing bill pay with paper and stamps to using online banking, which has made accounting and tracking of expenses much more streamlined.

I have enjoyed serving NACAT for the last 6 years as treasurer and it has been interesting to see the inner workings of the organization. My wife and I always enjoy the conferences and the comradery with the other members and spouses. I fully believe the fellowship of educators and families is one of the greatest things NACAT offers.

Thanks for the opportunity to serve the organization.

Chuck Ginther, NACAT Treasurer

Summer 2015 | www.nacat.org |  11

NACAT 2015 Seminar Preview Are you ready for the 2015 NACAT Conference in Joliet, Illinois? Have you already registered, reserved your hotel room, booked your flights or planned your route, and told everyone you know about the great available training? The following is a preview of the seminars that have been submitted through March 21, 2015. More are being submitted daily.

EDUCATOR TRAINING

Rick Escalambre, Professor/Coordinator - Skyline College Does Funding Make Program This class will provide ideas that have proven success in building a viable automotive education program. Vocational programs have to be aggressive, involved, creative, and most importantly, respected. Administrators feed off of the enthusiasm of their faculty. Let that enthusiasm come from your program and good things will happen!

Christian Meyer, National eLearning Consultant - Goodheart-Willcox Publisher Online Learning in Automotive Program: What’s the right mix?

Please join Christian Meyer, Goodheart-Willcox’s National eLearning Consultant, as he demonstrates the latest in automotive online learning and explore the many ways to integrate educational technology. Watch demonstrations of online technology and listen to suggested ways to use. Learn what Christian and your fellow automotive instructors have to say about online instruction.

Skip Saurman, Education Consultant - Megatech Corporation So, Are You Into E-Learning, Yet? Maybe it’s time to finally get started, but you may be confused about all the choices out there. Maybe you’re not happy with the system that you are currently utilizing. Maybe the cost is holding you back. Let’s discuss what the options are and how you can effectively engage your students with blended, multimedia, interactive training; whenever and wherever they have computer access.

Judy Wax-Brevell, ProTech Training Coordinator - Identifix Identifix: Identifix Pro Tech Training partners with schools across the country to prepare their students for the challenges they’ll face when diagnosing and repairing vehicles. See Identifix in action and discover how to take advantage of a one-year, free, renewable subscription to Direct-Hit for your school and how to incorporate Identifix Pro Tech Training in your curriculum.

Successful Students: An overview of verbal and written skills for the automotive instructor.

Ideas and techniques for developing verbal and written skills in the automotive classroom. Focusing on implementation in the classroom to help produce technicians that are successful professionals, as well as good communicators. Study Skills, Sentence Structure, Technical Writing, Essay Writing, and Resume Writing will be discussed with easy ways to utilize them within the automotive classroom. Application and need for skills will be demonstrated.

TECHNICAL UPDATE TRAINING

Daniel Brown, Manager of LN Academy - Lucas-Nuelle Teaching Hybrid and Electric Vehicle Concepts How are you able to teach the fundamentals of operation and safety by just using real vehicles? Sometimes more than the real thing is needed such as specially designed training equipment to impart essential skills and knowledge to help the develop the skills of the trainee. This seminar will show some of the options available and how they can be used for teaching the new technologies found in hybrid and electric vehicles.

Rick Escalambre, Professor/Coordinator - Skyline College Working Smarter not Harder Vacuum, compression, and leakdown gauges have served us all well over the years, but have they seen better days. Lab scopes have become a way of life for today’s diagnostic technician. Combined with vacuum and pressure transducers the lab scope is a more effective diagnostic/teaching tool. If you are teaching the Four Stroke Cycle, Pressure Transducers will give you a “new” techniques for teaching and diagnosing the Four Stroke Cycle.

12 NACAT News

Continued on Page 16

Summer 2015 | www.nacat.org |  13

Continued from Winter 2015 page 38

Article

Automotive Technology Student Learning Styles and Their Implications for Faculty (Part II) By: Mark D. Threeton & Richard A. Walter, The Pennsylvania State University

Findings Research Question 1 The first research question focused on identifying the learning style distribution of postsecondary automotive technology students and was answered by calculating the frequencies and percentages of the learning style data collected from the completed LSI instruments.

The results revealed that all learning styles were represented within the sample. The Accommodating style was most highly represented (39.8%), while the Assimilating was the least (16.5%), suggesting that the sample of postsecondary automotive technology students was a diverse group of learners (see Table 3).

Note. (a) Accommodating people have the ability to learn primarily from hands-on experience; (b) Diverging people are best at viewing concrete situations from diverse points of view; (c) Converging people are best at finding practical uses for ideas and theories; and (d) Assimilating people are best at understanding the information and putting it into logical form (Kolb & Kolb, 2005b).

Table 3: Distribution of Participant Learning Styles (n = 176) Learning Style n % Accommodating 70 39.8 Diverging 37 21 Converging 40 22.7 Assimilating 29 16.5 Total 176 100

The basic descriptive statistics calculated from the completed LSI further revealed: (a) 70 (39.8%) participants identified as Accommodating had a CE and AE preference for learning; (b) 37 (21%) participants identified as Diverging had a CE and RO preference for learning; (c) 40 (22.7%) participants identified as Converging had an AE and AC preference for learning; and (d) 29 (16.5%) participants identified as Assimilating had a RO and AC preference for learning (see Figure 2).

Figure 2. Preference for learning distribution of Participants.

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/bync-sa/3.0/us/ The original article can be found in volume 46, issue 3, of the Journal of Industrial Teacher Education. This journal is available for online viewing by going to http://scholar.lib.vt.edu/ejournals/JITE/v46n3/

14  NACAT News

Continued on page 20

Summer 2015 | www.nacat.org |  15

NACAT 2015 Seminar Preview

(continued from page 12)

James Halderman, Author - Pearson Engine Oil Update Engine oil has changed over the past few years and knowing what to use can be challenge. This fast-paced presentation will discuss: The three types (API groups) of synthetic oil • API standards • ILSAC standards • SAE standards • GM dexos specification • Ford oil specifications • Chrysler oil specification • ACEA (German) oil specifications • Are “high-mileage” oils recommended? • Why should the level of the oil be checked before it is drained? These and many other cool facts about engine oil including SAE 16 (yes 16).

Mark Lemay, Owner/Technician - Auto Aide Troubleshooting Network Concerns Trouble Shooting Network Concerns: Scan tool won’t communicate, U codes, module not communicating, all of these are symptoms of network problems. This class will cover how to categorize the type of network failure and then troubleshoot the problem. Several strategies will be discussed on how to properly diagnose a single module problem, none of the modules are communicating and modules that are setting U codes. Case studies will also be used in this class to highlight said procedures.

Keith Santini, Author/Teacher - CDX/Addison Trail High School Auto Transmission Updates In this seminar we will cover some of changes that have occurred in the field of auto trans over the past few years. This will include some of the 6-speed, 8-speed, and the dual clutch transmissions. We will cover design changes, service techniques and common failures.

Skip Saurman, Education Consultant - Megatech Corporation Maybe There’s A Better Way To LEARN Basic Electrical Sure, we’ve all been teaching it. After all, it’s definitely a priority to know in repairing a modern vehicle. So let’s discuss how YOU do it and how we may be able to improve upon what works with today’s students. Meter reading, voltage drop testing, diagnosing relays, and wiring schematics are just a few areas of weakness that are still prevalent in automotive competitions.

Gary Stamberger, Training Director - Magnaflow Exhaust Products NEW EXHAUST TECHNOLOGIES including the NEW Clean Diesel In 2007, EPA and CARB introduced new Regulations and Emission standards for Diesel vehicles to be phased in through 2010. Those vehicles are now well entrenched in the market and are beginning to show up in repair shops needing service. Manufactures have adapted their emissions systems to meet the new standards and in some cases the changes are significant. Having a true understanding of these new components and their relationship to each other and the Engine Management system is imperative. We will explore many of these changes from design to functionality and diagnosis, with a special emphasis on the NEW Clean Diesel Technology and how it will affect the repair industry. Diagnosis of catalyst efficiency issues as well as SCR, NAC and DPF systems will be included. Get the information you need to keep these repairs in your shop. Time: 2 Hours OBD II and Catalytic Converter Diagnosis The Automotive Industry is coming on 40 years of emission regulations and controls. Most would agree that we have gotten a handle on this aspect of vehicle technology but the reality is that this is a constantly moving target. This class will explore the latest challenges we are facing from catalyst efficiency codes to excessive NOx emissions. We’ll cover the newest construction technology including advanced substrates, washcoats and metal loading and what affect these have on failure analysis. Diagnostic techniques using Scan Tools, Lab Scopes and temperature probes will be discussed. Learn the importance of EGT’s and exhaust content and flow on lowering emissions. Time: 2 Hours

Continued on Page 24

What does a NACAT Conference presenter get?

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

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

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

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

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

16 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, HWB111A, 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 and convinces him he can troubleshoot vehicle electrical circuit problems. The benefits of this electrical troubleshooting training will last for the rest of their careers. It’s a great way to master electrical troubleshooting skills as students become confident electrical circuit troubleshooters who won’t troubleshoot by changing parts but first troubleshoot by testing a circuit with a DMM to identify a problem. The student below is troubleshooting a problem and recording troubleshooting steps with DMM readings in the student workbook to be reviewed later.

The Starter Kit: Part # H-111A(S) is the first set of troubleshooting trainer circuit boards with step-by-step troubleshooting training. Each Starter Kit contains the two Troubleshooting Trainers shown at the left; Power Board, H-PCB01A and Lamp Board, H-PCB02A. Each H111A(S) is purchased without books. A bag of fixed resistors for inserting problems is included. Student workbooks are purchase separately, as well as the Instructor Guide, H-IG01/02A and Power Point. Other trainers to The Starter Kit include trainers for H-113(S) DC Motor Circuit Troubleshooting, H-115(S) Troubleshooting Relay Circuits, H-116(S) Wire Harness Troubleshooting and H200(S) CAN Bus Troubleshooting.. Each trainer connects to the Starter Kit’s Power Board and Power Supply.

Live circuit repetitive troubleshooting is the only way to learn and develop electrical troubleshooting skills!

Call 972.276.9642 to order or visit www.veejer.com. Scroll down the home page and click on the link “If you are a teacher “click here.” This will take you to the Teacher’s Page with all the details. Special pricing for tech schools with visual aids is available.

Summer 2015 | www.nacat.org | 17

AUTOMOTIVE ONLINE TEXTBOOK CASE Certified Since 1997

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42nd Annual NACAT Conference July 20 - 24, 2015 in Joliet, IL

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Summer 2015 | www.nacat.org | 19

Article

Continued from page 14

Research Question 2 The second research question focused on associations between the students’ learning styles and postgraduate plans to pursue an automotive technology career, and was answered using a Chi-square cross tabulation consisting of a 4x2 analysis between the four learning styles, and postgraduate plans. The results revealed no statistically significant association between the learning styles and whether participants planned to pursue an auto-tech career (see Table 4).

However, the basic descriptive statistics in Table 4 reveal an overwhelming majority (166 of 176) of the students were planning to pursue a postgraduate auto-tech career. Of those planning to pursue an auto-tech career, 66 (40%) were Accommodating style, 35 (21%) Diverging, 38 (22.8%) Converging, and 27 (16.2%) Assimilating. Of the 10 students not planning to pursue an auto-tech career, 4 (40%) were Accommodating style, 2 (20%) Diverging, 2 (20%) Converging, and 2 (20%) Assimilating.

Note. 4 cells (50.0%) have expected counts less than 5. The minimum expected count is 1.65.

Table 4: Crosstabulation of Learning Style by Auto Tech Career Plan Status (n = 176) Do you Plan to Pursue an Auto Tech Career?

Learning Style Yes No Research Question 3 66 (40%) 4 (40%) The third question focused on identifying any Accommodating Diverging

35 (21%)

2 (20%) association between the students’ learning Converging

38 (22.8%)

2 (20%) styles and their automotive technology work Assimilating 27 ( 16.2%) 2 (20%) experience since age 16, and was answered Total

166 (100%)

10 (100%) using a Chi-square cross tabulation consisting χ2(3,N=176)=.120, p =.989. of a 4x2 analysis between the four learning styles and automotive technology work experience since age 16. The Chi-square cross tabulation revealed that there was a statistically significant association between Continued on page 29 those with auto-tech experience since age 16 and learning style (see Table 5).

20 NACAT News

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Schnubel, Today’s Technician: Automotive Suspension & Steering, 6e Hadfield, Today’s Technician: Basic Automotive Service & Systems, 5e Schnubel, Today’s Technician: Automotive Heating & Air Conditioning, 6e Erjavec & Pickerill, Today’s Technician: Automatic Transmissions & Transaxles, 6e Erjavec & Ronan, Today’s Technician: Manual Transmissions & Transaxles, 6e

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Summer 2015 | www.nacat.org | 21

22 NACAT News

Summer Elections - 2015 Early nomination is highly encouraged!

We are once again collecting nominations for NACAT Officer and Board positions. 2015 will see three Board positions, the Treasurer position, and NACAT Vice President / President Elect in open competition. If you wish to serve, please submit your nomination form. Early nominations are preferred as it will ensure your name is on the absentee ballot. The election will occur at the annual conference, held this year in Joliet, Illinois.

As an officer or board member you will be expected to attend all board meetings and serve on subcommittees that will require frequent telephone and mail communications to complete assignments. Travel costs to the midyear board meeting are reimbursed by NACAT. This includes two days of meetings at a location to be determined by the Board. The cost of travel and attendance to the annual summer conference is not covered by NACAT. You will be expected to attend a board meeting on the Sunday before the conference starts and stay for the board meeting on Friday at the end of the conference.

The board meeting on Sunday starts at approximately 8:00 am and goes all day. The board meeting on Friday starts after the closing ceremonies and lasts until finished.

If you would like to run for a NACAT office or would like to nominate someone else, please use the nomination form found at http://www.nacat.org. Information from the form will be used on a biography sheet that is sent to the NACAT membership.

Descriptions for the open positions are available at http://www.nacat.org.

To be eligible for NACAT office you must have been a NACAT member of record for at least the previous two years.

Share Updates, Submit Articles!

Do you have an update on a member you would like to share? This is your newsletter, so please send us any information you would like the other NACAT members to know or which you believe they would find interesting. Do you have information on great or interesting happenings at a school, on a new restoration, congratulations that should be wished or condolences given? We want to hear from you!

Of course, you can also send us articles you have written or find interesting. Editorial privilege is implied. Please e-mail any submissions to nacatnews@nacat.org.

NACAT Education Foundation Awards We are pleased to work with industry partners to provide educator awards and student scholarships. To APPLY for an award or scholarship, or to learn how to GET INVOLVED with the NACAT Education Foundation, please go to:

www.nacatfoundation.org Educator Awards

Application Deadline: May 1, 2015 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.

Summer 2015 | www.nacat.org |  23

NACAT 2015 Seminar Preview

(continued from page 16)

Craig Van Batenburg, CEO - ACDC - Hybrid/EV Training ARMY MEN I This Class was created by Craig Van Batenburg and is as unique as Craig is. If you have ever has trouble understanding the 3 parts of electrical energy (Volts, Amps, Resistance) this is your class. In the most simplistic way Craig will explain how to diagnose any electrical problem. One hour will make a huge difference in your students “on the job” ability to fix electrical problems. Called “Electrical Analysis for the Confused” this will make sure your students know the basics in regards to Volts. Amps and Resistance.

This very easy to understand Electrical Training (known as the Army Man class to many). OHM’s Law … a new model. Ohms law is a mathematical formula that helps us understand the relationship between Volts, Ohms and Amps. Many have learned this but forget it quickly. Seems as if there was no real application when it comes to fixing cars. Knowing Ohm’s Law helps a lot! ACDC has a new model that will stick and will help you fix cars better. Enter the “ARMY MEN”. This is the first of a 3 part class.

ARMY MEN II ... AC Story After you have taken ARMY MAN I that deals with DC power it is time to learn the newly revised Alternating Current ARMY MEN. I developed this about 15 years ago when cars came into my shop that had failed the Massachusetts Enhanced Emissions Program and after many attempts to have my techs load test the alternator and using a scope looking for possible signs of a bad diode. I needed a simple way for the techs at Van Batenburg’s Garage to know why the alternator could raise HC. The ARMY MAN model has undergone many revisions but has stayed true to its original concept “Let the techs visualize” what they cannot see. With Hybrid and Electric cars in every shop today, our students need this training. AC is not that hard to understand. These ARMY MEN can change lives of the students that just don’t get it.

ARMY MEN III ... Sensors and Communication Chris Horton, my associate at ACDC, and I have been working hard this year to finally get a new ARMY MAN model done and here it is. If you attended last year’s Electude Presentation you heard Koen Berends explain to all of us that power wires are not anything like communication wires. That got my brain thinking “How do Army Men act when they are sensors or messengers?” I called up Horton and we made plans again for more beer and cigars (that is how we create these things). This will be the debut of this class and will add the missing link to our “Trilogy”. This could be fun. Note: ACDC has a copyright on our work. Please see us at our booth before using ACDC’s a material. We hope you understand.

Hybrid Entry Level Training Tips This will be an interactive class and will finish a month later on the web. We will review what is working and what is not, with Deb taking notes. Craig will facilitate and offer tips as we go through an entry level curriculum for students new to high voltage. Bring your questions, suggestions and tips of your own. We are all in this together, so let’s get together and help our students prepare for a high voltage future. If you are teaching or will be teaching high voltage systems, don’t miss this. If you can’t make this class stop by the ACDC booth and sign up for the free Webinar that will be held a later date.

NACAT 2015 Trade Show Preview Exhibitors have started to sign up for the annual Trade Show at the NACAT Conference. It is still very early, so the list is far from complete. However, there are thirteen early signees as of March 21, 2015. They are: • • • • • • •

ACDC - Hybrid/EV Training Ascend Learning (CDX) ATech Training AutoEnginuity Cengage Learning ConsuLab Gates Corporation

• • • • • •

Illinois Biodiesel Mustang Dynamometer Pearson Pro-Cut International, LLC Rousseau Metal Today’s Class - Melior, Inc.

Current exhibitor, presenter, and sponsor information is available at http://www.nacatconference.org

24 NACAT News

Summer 2015 | www.nacat.org |  25

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26 NACAT News

Hour of Automotive Technology WE NEED YOUR HELP!

In the last issue of NACAT News the NACAT Education Foundation introduced you to their latest program, Hour of Automotive Technology. We need your help! To be successful, this program requires donations of funds and lessons which can be freely shared with other educators. We don’t want any claim to your intellectual property -- you can place a usage license and logo on any lesson submitted. We want to be able to help teachers excite students about career and technical education (CTE) and science, technology, engineering, and math (STEM) opportunities through the use of automotive technology related lessons. Together we can help inspire the next generation of students who will follow in your footsteps. However, no one non-profit or individual can make this happen alone. Gandhi once said, “Be the change that you wish to see in the world.” Please help the NACAT Education Foundation create change one student at a time.

Please share!

To submit a lesson (K-12): http://www.nacatfoundation.org/index.php/create-a-lesson To campaign / fundraise for the Foundation: https://www.crowdrise.com/hourofautomotivetechnology To read FAQs about the program: http://www.nacatfoundation.org/images/hat/Hour_of_Automotive_Technology_FAQ.pdf

Thanking An Industry Friend (Part 11 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, our membership and our 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 will be a continuing theme in future issues of NACAT News with a different partner being recognized in each of the upcoming issues. 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 Illinois Biodiesel. You may be wondering exactly who that is, as it may not be a name with which you have familiarity. As the name might suggest, they are part of the Illinois Soybean Association.

Thanks in no small part to a relationship with 2015 Conference Vice-President and current NACAT President-elect Curt Ward, Illinois Biodiesel has established their inaugural relationship with NACAT. They will be a GOLD sponsor at the 2015 Conference and will be exhibiting at the trade show.

We encourage you to join us at the 2015 NACAT Conference at Joliet Junior College in Joliet, Illinois. 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.

Please check back in the Fall 2015 issue to see another of our great Industry Friends recognized.

Summer 2015 | www.nacat.org | 27

28 NACAT News

Article

Continued from page 20

In examining the percentages within the experience versus no experience, the primary investigator noticed the following patterns.

First, participants with work experience, by a ratio of approximately 2 to 1, were accommodating style learners. Second, those with no experience, by slightly more than a 2 to 1 ratio, were Assimilating style learners as compared to experienced Assimilating learners. As detailed within Table 5, the majority of the participants (145 of 176) had auto-tech experience since they were 16 years of age including 63 (43.5%) Accommodating style learners, 28 (19.3%) Diverging, 35 (24.1%) Converging, and 19 (13.1%) Assimilating. Only 31 had no work experience, the majority of whom, ten (32.3%), were classified as Assimilating style learners followed by Diverging style with nine (29%).

Note. 0 cells (.0%) have expected counts less than 5. The minimum expected count is 5.11.

Table 5: Crosstabulation of Learning Style by Work Experience Status (n = 176) Auto Tech Work Experience Since Age 16

Learning Style No Experience Experience Research Question 4 7 (22.6%) 63 (43.5%) The fourth question focused on identifying any Accommodating Diverging

9 (29%)

28 (19.3%) association between the students’ learning styles Converging

5 (16.1%)

35 (24.1%) and completion of an automotive technology 10 (32.3%) 19 (13.1%) course in high school, and was answered using Assimilating Total

31 (100%)

145 (100%) a Chi-square cross tabulation consisting of a χ2(3,N=176)= 1.03, p =.016, Cramer’s V=.016.

4x2 analysis between the four learning styles and whether participants had completed an automotive technology course in high school. The results revealed no statistically significant association between learning styles and completion of a secondary auto-tech course (see Table 6).

As displayed within Table 6, a majority of the participants (121 of 176) did not complete an auto-tech course in high school, including 46 (38%) Accommodating style learners, 26 (21.5%) Diverging style, 25 (20.7%) Converging style, and 24 (19.8%) Assimilating style.

Only 55 completed an auto-tech course in high school, of which 24 (43.6%) were classified as Accommodating style, followed by 15 (27.3%) Converging style learners.

Note. 0 cells (.0%) have expected counts less than 5. The minimum expected Table 6: Crosstabulation of Learning Style by Secondary Auto Tech count is 9.06.

Course Completion Status (n = 176) Did you Complete a Secondary Auto Tech Course?

Conclusions and Discussion In an effort to provide career and Learning Style Yes No technical education (CTE) professionals Accommodating 24 (43.6%) 46 (38%) with additional insight on how to better Diverging 11 (20%) 26 (21.5%) meet the individual educational needs Converging 15 (27.3%) 5 (20.7%) of postsecondary automotive technology Assimilating 5 (9.1%) 24 (19.8%) students, this study sought to examine Total 55 (100%) 121(100%) their preferences for learning. While it χ2(3,N=176)= 3.71, p =.294. might appear logical to classify auto-tech students as primarily hands-on-learners, the results for research question one suggested that the sample was a diverse group of learners with specific educational preferences (see Figure 2). More specifically, the Learning Style Inventory (LSI) revealed that all learning styles were represented within the sample with the Accommodating style most highly represented (39.8%), and the Assimilating classification the least (16.5%), thus indirectly resembling the diversity of learning style classifications by educational specialization within the LSI technical manual (i.e., Table 1).

Given that the sample of participants statistically represents the population with 95% confidence at the p<.05 level, and since all four learning styles were collectively represented by the sample, postsecondary automotive technology faculty within central Pennsylvania should guard against disproportionately teaching to one learning style over another.

Continued on page 36 Summer 2015 | www.nacat.org | 29

Welcome NEW NACAT Members!

A list of New Members who joined NACAT from December 2, 2014 through March 15, 2015 Brad Klimkowski Glenbrook South High School Glenview, IL 60026 Mathew McKenzie Allegany College of Maryland Cumberland, MD 21502 Vance Montgomery Assiniboine Community College Brandon, MB R7A 2Y1

If by chance you are a new member whose name was not listed, the ommission would be accidental. It is our hope this listing of new members will help to enhance the NACAT community.

Please do not be shy to let us know if you believe there are ways in which we can improve our service to our members. We only exist because of you!

Contact information for officers, board members, and appointments is available on page 4 of this issue.

Ronald Morris Carl Sandburg Orland Park, IL 60462

Mark Murphy Lincoln Technical Institute South Plainfield, NJ 07080 Derek Stacey Nova Career Centre Chateauguay, QC J6J 3P8 Jeff Starkey Washington State Community College Marietta, OH 45750 Isma\â&#x20AC;&#x2122;ila Y. Shehu Abubakar Tafawa Balewa University Bauchi, BA 74002 (Nigeria)

Are you interested in Sponsoring the Conference, Exhibiting at the Conference Trade Show, or Presenting a Seminar during the Conference?

Visit the Conference Website at http://www.nacatconference.org to sign up!

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32 NACAT News

NACAT Wives FaceBook Page!

TO ALL WIVES OF NACAT MEMBERS: Several of the ladies, who have husbands in NACAT, have been discussing a way for all of us to be able to communicate with each other throughout the year so that we can get to know one another better. We would like the wives to become a more cohesive group, which would enable us to more fully enjoy our actual time together at NACAT conferences as well as to form lasting friendships. However, each year when we meet again, we have often forgotten each others’ names and generally don’t know much about one another. I’m hoping most of you feel the same.

Several years ago, a Facebook page was created for the wives of NACAT members; however, it never really took off, mainly due to the difficulty in advertising the page to the wives at large. Now, thankfully, the NACAT Board members have graciously allowed me to place this letter in their newsletter with the hope that the spouses will bring the FB page to your attention. Placing this in their newsletter does not imply any association with NACAT other than the fact that our spouses all belong to this organization. It is because we share this commonality that I feel a FB page would be helpful and enjoyable for us all. The page is essentially unmonitored other than for inappropriate or mean-spirited comments, which I would not expect to be an issue. It will be open to all, which includes male spouses of female NACAT members. I hope that you will all feel free to introduce yourselves to each of us when you join us.

It is my hope, as well as that of those who already participate, that our group will develop in such a way as to help support the family-oriented philosophy of NACAT, which would ultimately be beneficial for all. Please post your friend request to: NACAT Wives group on Facebook. Any current member can add you to the group. Please share information about our site with other NACAT wives that you know. If you have any comments, suggestions, or questions, please feel free to contact me at: eklmcrn555@cox.net. The FaceBook url is https://www.facebook.com/groups/131508030269002/ NACAT members: I thank you for ensuring that your wives receive this information!

Sincerely, Lisse Duvic

Summer 2015 | www.nacat.org | 33

34 NACAT News

A HUGE thanks to the following sponsors who have already confirmed their support for the 42nd NACAT Conference! (as of March 21, 2015)

SPONSORSHIP OPPORTUNITIES STILL AVAILABLE! There are still sponsorship opportunities available for the 2015 NACAT Conference in Joliet, Illinois!

Gold - $5,000 US Silver - $3,500 US Bronze - $2,500 US Coffee - $500 US

For other conference event sponsorships (welcome reception, family activities, etc.) please contact the organizing committee for more information.

Sponsor benefit information and forms can be found online at www.nacatconference.org or by emailing the organizing committee at nacat2015@nacatconference.org.

BECOME A FRIEND OF THE NACAT EDUCATION FOUNDATION 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.

NACAT News is printed, and distributed to Canadian members, through a donation of services from ConsuLab to NACAT.

Summer 2015 | www.nacat.org | 35

Article

Continued from page 29

Even when an association between the students’ learning styles and the status of automotive technology work experience since age 16 was revealed, all learning styles were represented by the sample. This is particularly important since past research has shown that educators tend to teach the way they were taught (Gardner, 1999), and the sample of postsecondary automotive technology students was identified as a diverse group of learners. Thus, a process of adopting and adapting instructional techniques and strategies for all learning styles seems most appropriate and is recommended by the authors as it has the ability to enhance the educational experience for the student learner.

This process of adopting and adapting instructional techniques and activities can vary greatly depending on the area of educational specialization. Sample auto-tech activities, as well as the role of instructor, are shown for each of Kolb’s learning styles in Figure 3 to assist automotive technology faculty with enhancing the learning environment for which they are responsible.

Figure 3. Sample activities and role of the auto-tech faculty for Kolb’s learning styles.

A cautionary note regarding the learning style/ preference results of this study; there are no right or wrong classifications, and everyone uses each learning style and preference for learning to some degree. While the results do represent the population with no more than a 5% margin of error with 95% confidence, the findings of this study are limited in a sense because: (a) they are not generalizable outside of the target population; and (b) the instrumentation format was self-reporting in nature and could have been incorrectly reported by participants. Thus, the results should be viewed as a tool to assist in better understanding the population of postsecondary automotive technology students in central Pennsylvania. The results of the LSI identified the strength of preference not the degree of learning style use. Therefore, type biases and/or negative stereotyping of this student population as a result of the findings within this study should be avoided at all costs.

Recommendations We now know the learning style distribution of postsecondary automotive technology students in central Pennsylvania. Based on the conclusions of the study, the authors make the following recommendations. First, pre-service automotive technology teachers within central Pennsylvania should be introduced to the practical implications of learning style characteristics within an accredited teacher education program prior to working with students. Second, all first year postsecondary automotive technology students within central Pennsylvania should complete the Learning Style Inventory (LSI) during the first month of the academic year to assist both students and faculty members in identifying characteristics critical within the teaching and learning process. Third, postsecondary automotive technology faculty members within central Pennsylvania should implement an educational system of adopting and adapting instructional strategies and activities that naturally align with their students’ learning style preference/characteristics identified from the completed LSI assessments. Fourth, since the CTE discipline has never been analyzed or reported, the distribution of postsecondary automotive technology learning styles within Table 3 should be placed in the learning style by educational specialization section of the LSI technical manual (i.e., Table 1). Finally, since there is a dearth of learning style studies within the trade and industry sector of career and technical education, this study should be replicated in specializations such automotive collision repair, building trades, welding, and precision machining.

Mark D. Threeton, is an Assistant Professor of Education in the Learning and Performance Systems Department at The Pennsylvania State University. He can be reached at mdt177@psu.edu.

Richard A. Walter, is an Associate Professor of Education in the Learning and Performance Systems Department at The Pennsylvania State University. He can be reached at raw18@psu.edu.

Continued on page 39

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