NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS
VOL. 29
Winter 2015
NO. 1
SEMA SCHOLARSHIPS
COLLEGE IS EXPENSIVE. WE CAN HELP.
Since the fund’s inception in 1984, the SEMA Memorial Scholarship has awarded more than $2 MILLION in scholarships to more than 800 students engaged in studies leading to careers in the automotive aftermarket or related fields.
Scholarship assistance is available for career paths in: • Accounting • Administration • Advertising • Design/Graphics
• Engineering • Information Technology • Manufacturing • Photo/Journalism
• Race Car Driver/Crew • Sales/Marketing • Technicians • Transportation
SEMA Now Accepting Applications For Scholarships and Loan Forgiveness
SEMA Scholarships are available for students pursuing careers in the automotive industry who are working toward 2 or 4-year degrees. “For the past two years I’ve received Loan Forgiveness funds from SEMA and it’s been a huge help in repaying my student loans and reducing what I pay in interest. It’s really great to work in an industry that is so supportive of recent graduates and to have my hard work recognized by SEMA.”
Laura Conrad Mitsubishi Motors North America, Inc
“Being selected by SEMA has greatly boosted my motivation and drive to excel in school. Knowing that I have support within the industry is an incredible feeling. The scholarship will help reduce the heavy financial burden of tuition as I pursue my degree in automotive and diesel technology.”
David Exelbert Pennsylvania College of Technology
Apply now at WWW.SEMA.ORG/SCHOLARSHIPS The application period for all SMSF awards is November 3, 2014 through April 1, 2015. For additional details, visit www.sema.org/scholarships or contact Juliet Marshall at julietm@sema.org or 909-978-6655.
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Winter 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
Oklahoma State University 1801 East 4th Street Okmulgee, OK 74447 Email: tim.dwyer@nacat.org Office Phone: 918.293.4717
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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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
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“We have seen an increase of at least one letter grade when we compare the performance of students who used MindTap with those who didn’t.” – Scott Domowicz, Erie Institute of Technology For more information on MindTap visit www.cengage.com/mindtap To view all automotive products offered by Cengage Learning visit www.cengage.com/automotive/cg For a product demonstration, please contact your sales representative or call 800-423-0563
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Winter 2015 | www.nacat.org | 5
Officer and Board Update
NACAT President
It seems like we were just in Greenville for the 2014 conference and now there is snow on the ground, temps are going up and down like crazy (which is normal for Ohio anyway), and we are getting the all the pieces in place for NACAT 2015 in Joliet, Illinois. The 2015 conference promises to be one of the best. Conference VP and NACAT Vice-President/ President-Elect Curt Ward is bringing in many new sponsors, exhibitors, and presenters. In addition to the training, being close to Chicago presents many opportunities for family activities. Check out the nacatconference.org site for conference updates. If you happen to attend a great training seminar somewhere else this year, ask the presenter about presenting at NACAT 2015. If the person isn’t familiar with NACAT, just point them to the nacatconference.org site where there are links for conference registration and for seminar presenters. While NACAT always has great training sessions, there is always room to add new people and new training content to our ranks. Also, consider putting on a session or two yourself. Many of us have great technical and pedagogical expertise; why not share some of your experience with other NACAT members? As mentioned in the last NACAT News, the board and officers have been busy working on several items of NACAT business. We continue to use Go-To-Meeting for both subcommittee work and holding monthly board meetings. Some items we have been working on include completing a five-year plan, revising the conference planning manual, and addressing changes in the automotive education industry. More work is in progress as the leadership continues to endeavor to make NACAT better each year. If you are interested in becoming a NACAT board member, there will be three board seats up for election in 2015. In addition to three board seats, the NACAT treasurer’s position will also be open. If you would like to join the leadership and help to help run NACAT, check out the elections information in the NACAT News or on the website. You can also contact any current NACAT board member or officer for more information.
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
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To learn more, contact Christian Meyer at 708.623.1867 or cmeyer@g-w.com Winter 2015 | www.nacat.org | 7
Officer and Board Update
Chairman of the Board
As I write this, our semesters are ending and the holidays are upon us. This time of year seems to move so quickly and I know most teachers are ready to wrap it up and prepare for the coming semester. As you read this, you will have already been on vacation, done your holiday shopping and gathering, and, most likely, will have had a great close to 2014. It is on that high note that I would like to give you a quick update on what the NACAT Board has been working on for the past few months. As I mentioned in my last update, the Board has been putting a lot of effort into streamlining our processes and functions. Our Strategic Planning committee has picked up where previous committees left off and have been working on a SWOT analysis of the organization. SWOT stands for Strengths, Weaknesses, Opportunities and Threats. We are concerned primarily as to the direction that NACAT should take to ensure that the organization remains relevant and meets the memberships needs in a rapidly changing industry. The committee has surveyed the Board (both past and current Board members) and is in the process of compiling the results. The committee’s analysis will be discussed at the board meeting during the upcoming conference in Joliet, IL. The discussion will guide our marketing, membership retention and industry alliance planning for the coming years. If you would like to contribute your thoughts to this discussion, please send me an email at johnsonj@smccd.edu and I will forward it to the Strategic Planning Committee. Your ideas and impressions are important to shaping your organization! In addition to long range planning, Bill Haas, our Executive Manager and James Curry, our Director of Marketing and Communications, have been working on member retention and outreach. They’ve put a lot of effort into contacting past members and inviting instructors to join the organization. Bill has also been networking to improve our industry contacts and partnerships, most recently at the SEMA and AAPEX shows in Las Vegas last month. Growing our membership is vital to our success and your help is needed to encourage instructors to join. Look for our update emails in your inbox and please feel free to forward them to your colleagues. We have appointed two new Trustees to the Foundation – please welcome Judy Wax from Identifix and Laura Lyons from ATech Training. We look forward to adding their expertise and vision to the Foundation. We will also have several Board and Officer positions available this year. If you have been a NACAT member for at least 2 years and would like to serve on the Board or in an elected office, please complete a nomination form and return it to Pete Kaufmann by June 1 to be included on the absentee ballot. The nomination form, position descriptions, and detailed instructions are available at http://www.nacat.org/index.php/general-election-information. This is a great opportunity to contribute your expertise and experience to a great organization. NACAT needs new perspectives and fresh ideas to move us forward and continue to provide quality training to its members. So, that’s the short version of the Board’s recent activities. I would love to hear from the membership about ways we can improve and thoughts on what NACAT already does well. Please feel free to contact me with any thoughts or suggestions and I will be sure that your concerns and compliments are brought to the Board in a timely manner. Until then, I hope you all had a wonderful holiday (and a wonderful holiday break!) and that your new semester has been all you could dream it could be.
Julia Johnson, Chairman of the Board Professor, Skyline College Auto Tech
8 NACAT News
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Winter 2015 | www.nacat.org | 9
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10 NACAT News
42nd Annual NACAT Conference July 20 - 24, 2015 in Joliet, IL
Register Online at http://www.nacatconference.org Are you making plans to attend NACAT 2015? The automotive program staff at Joliet Junior College are hard at work preparing for the 2015 conference that will be held July 20-24. The technical seminars will be held in our state-of-the-art automotive facility. Joliet Junior College is located about 30 miles southwest of Chicago at the crossroads of Interstates 80 and 55. The school and the host hotel are easily accessible from Chicago O’Hare or Chicago Midway airports. The 2015 conference will be a great opportunity to receive up to 20 hours of technical training and to explore the sights and sounds of Chicago. The Clarion Hotel and Convention Center in Joliet will serve as the host hotel and will be the location for the Thursday night banquet. The hotel is about two miles from the school. Reservations can be made at 815-729-2000 using the group code of NACAT 2015. The room rate includes breakfast for two. Make your reservations early as the hotel is expected to sellout. Additional rooms will be available at the Hampton Inn and the Marriot TownPlace Suites near the campus. Plan to bring your family. They will be able to enjoy trips to the Museum of Science and Industry, Navy Pier, the lakefront, and the Museum Campus. Sponsors are currently being solicited to lower the costs of these exciting trips. Start your planning now so you do not miss out on this exciting week of training, fellowship and fun. To register for the conference go to www.nacatconference.org and follow the instructions. For any questions or additional information you may email nacat2015@nacatconference.org or you may call 815-280-2554. Information and registration forms are also available on pages 16, 19, and 26 of this issue. We look forward to seeing you in “J” Town,
Curt Ward and the entire Joliet Junior College Automotive Staff
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. Winter 2015 | www.nacat.org | 11
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 and other training events. Student Scholarships are also available. Have your students go to http://www.nacatfoundation.org/index.php/student-scholarship for additional information on available scholarships sponsored by the Foundation and our friends.
12  NACAT News
Winter 2015 | www.nacat.org |  13
Officer and Board Update
Business Manager
Teaching was not the first career choice for most automotive instructors. Often times teaching is an extension of a previous career. Many in the profession of teaching automotive technology today were mechanics/technicians previously. Neither is an easy job and I doubt that anyone made the transition from the repair shop to the classroom because they thought it would be easy. I believe there is a high probability that the career change was the result of the physical demands of the job. Repairing automobiles is hard on the body, knees, lower back, elbows, wrists, neck, etc. The veteran mechanic/technician benefits from the move to the classroom since the physical demands are less. Time in the service bay is excellent preparation for the auto shop instructor. Students benefit from the sharing of knowledge and the real world experience of the former mechanic/technician having “been there, done that.” There are many similarities in the two careers. Understanding system operation and performing diagnostics requires patience, also necessary in a classroom or lab of inquisitive learners. Every mechanic/technician experiences the incredible sense of accomplishment after solving a difficult problem or returning a vehicle to a condition of performing as it was designed to. That is really why we do it, not for the money or prestige, there is not enough of either. Instructors find teaching to offer that same gratification. The reward of seeing some bright mind grasp the concepts presented and then actually go to the lab and perform the tasks is very rewarding. Nobody needs to tell you, “good job,” you know it. Another parallel between the two careers is the constant quest for information and continuous improvement. Staying current with the discipline of instruction is no different than the mechanic/technician staying current with new vehicle technology. To excel in both careers the individual must subscribe to be a lifelong learner. Our mission at NACAT is to assist you in your journey as an auto shop instructor. A large part of our commitment is the NACAT Conference, which will offer sessions on both vehicle system technologies and instructional techniques. It is not too early to start making your plans for NACAT 2015 in Joliet. I hope to see you on the Joliet Junior College campus, July 20-24.
Bill Haas, Business Manager billh@nacat.org
Welcome NEW NACAT Members! A list of New Members who joined NACAT from September 11, 2014 through December 1, 2014 Steve Bernasek Triton Community College River Grove, IL 60171
Douglas Fauley West Texas Training Center San Angelo, TX 76905
James Miller Delta College University Center, MI 48710
Daniel Camber Lyndon Institute Lyndon Center, VT 05850
Jack Kilgore Wil Lou Gray Opportunity School West Columbia, SC 29170
Vance Montgomery Assiniboine Community College Brandon, MB R7A 2Y1
Chris Cordova Pueblo Community College Pueblo, CO 81004
Wendy Lucko Padadena City College Pasadena, CA 91106
Jonathan Strait Gibert High School / Mesa Community College Gilbert, AX 85234
Jonathan Couch Lonestar College - Montgomery Conroe, TX 77384
David McNally Lonestar College Houston, TX 77073
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.
NACAT News is printed, and distributed to Canadian members, through a donation of services from ConsuLab to NACAT.
14 NACAT News
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42nd Annual NACAT Conference July 20 - 24, 2015 in Joliet, IL Corporate Sponsorship Information
All Corporate sponsors will receive:
• Participation in all conference activities for at least 2 people (according to level of sponsorship) • Listing on the NACAT 2015 web site and links to corporate website from NACAT Conference Home Page • Company name on advertising mailings and printed materials • Sponsor signs prominently displayed at all conference activities • Opportunity to furnish large banners advertising your company • Publicity in at least two mailings to NACAT members • Copies of the conference directory
$5,000:
• Three complimentary exhibitor booths ($1,750 value) • Preferred booth locations • Tickets to attend full conference for up to four participants ($1,000 value) • Full-page ad in the conference directory (camera-ready art must be provided before 1 June 2015)
$3,500:
• Two complimentary exhibitor booths ($1,200 value) • Select booth location • Tickets to attend full conference for up to three participants ($750 value) • Half-page ad in the conference directory (camera-ready art must be provided by 1 June 2015)
$2,500:
• One complimentary exhibitor booth ($600 value) • Tickets to full conference for up to two (2) participants ($500 value) • Quarter-page ad in the conference directory (camera-ready art must be provided before 1 June 2015)
Trade Show Exhibitor First Two Booths $600 each, additional booths $550 each: • Opportunity to display your company and its wares to the guests • Ticket to the casual social and main banquet for two participant ($150 value) • Copies of the conference directory
Coffee Sponsor $500:
• Sponsor one of twelve coffee breaks and display your banners and information
Other conference activity sponsor
• Contact the 2015 organizing committee at nacat2015@nacatconference.org for other sponsorship opportunities
Get in early to gain the most publicity!
Do not miss the opportunity to be part of the 42nd Annual NACAT Conference! 16 NACAT News
Winter 2015 | www.nacat.org |  17
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18 NACAT News
42nd Annual NACAT Conference July 20 - 24, 2015 in Joliet, IL
Register Online at http://www.nacatconference.org Please print clearly.
Name:
Address:
City: Phone:(
Province/State: )
-
Postal/ZIP Code:
E-mail Address:
Organization (School, Business, etc): The provided address where correspondence should be sent is:
Home
Work
This is my 1ST NACAT Conference:
Yes
No
Add e-mail to distribution list for all conference updates:
Yes
No
I will need transportation at the conference:
Yes
No
Membership savings: Non-members who join NACAT prior to 5/1/2015 will save $50!
Registration Fees and Family Tickets DO NOT purchase Banquet or BBQ Tickets for the Registrant. Only do so for family members. NACAT or ICAIA Member Registration Payments Received BEFORE 5/1/2015
$250 US
Payment Received ON or AFTER 5/1/2015
$300 US
Non-NACAT Member Registration
$350 US
Family Members Attending: Additional Function Tickets For Persons Not Registered as Primary Attendee (Family Members): BBQ (Adult) BBQ (Child under 13) Banquet (Adult) Banquet (Child under 13)
Date
7/21/15 7/21/15 7/23/15 7/23/15
Price
$25 US $10 US $30 US $15 US
Number Desired
Line Total
= = = =
GRAND TOTAL (Registration PLUS Extra Tickets)
$
USD
To pay for your conference registration by check, please mail the completed form with a check in US funds, payable to “NACAT Conference” to: NACAT Conference PO Box 80010 Charleston, SC 29416
Winter 2015 | www.nacat.org | 19
Article
Automotive Technology Student Learning Styles and Their Implications for Faculty (Part I) By: Mark D. Threeton & Richard A. Walter, The Pennsylvania State University
Abstract In an effort to provide Career and Technical Education (CTE) professionals with additional insight on how to better meet the educational needs of the learner, this study sought to identify the preference for learning of postsecondary automotive technology students. While it might appear logical to naturally classify auto-tech students as primarily hands-on-learners, the results suggested that the sample was a diverse group of learners with specific educational preferences within the automotive technology program. With a lack of learning style research within the trade and industry sector of CTE, findings may be useful to trade and industry teachers and or teacher educators interested in diversifying curriculum and instruction via strategies to enhance the educational experience for the student learner. Historical Perspectives Over the years, many students have had a teacher from whom it was difficult to learn. This difficulty may have been related to a lack of student interest in the curriculum, or it could have been that the subject was taught in a manner that didn’t correspond with the student’s preference for learning. According to Gardner, (1999) educators tend to teach the way they were taught. Moreover, Jonassen (1981) identified that a strong relationship exists between a teacher’s learning style and his or her preferred teaching style. Unfortunately, there is not a “one-size fits all” approach to teaching and or learning (Jorgensen, 2006). Thus, this creates a problem that requires attention. “It is clear that a learning style body of knowledge has been accepted into the education literature and professional development agenda since the 1980s” (Hickcox, 2006, p. 4). A large portion of past research has focused on identifying learning styles, personality types, intelligence and/or adaptive strategies of teaching to meet the learning needs of students. However, this research does not, in most cases, specifically align with a Career and Technical Education (CTE) setting. For this reason, it may be difficult to fully comprehend the relevance of learning style literature to CTE without highlighting its importance. Learning Styles and their Importance While not specifically targeted to CTE, there is a vast amount of literature surrounding the topic of learning style, which is relevant in all educational contexts. Kolb, (1984) defined learning as a “process whereby knowledge is created through the transformation of experience” (p.38). A learning style on the other hand is defined as a “mode and/or environment(s) in which individuals learn most effectively and efficiently” (Howell & Wikoff, 1984, p. 119). Sims and Sims (2006) explained that the phrase learning style is often used interchangeably with terms such as “cognitive style,” “learning ability,” and techniques for assessing individuals “learning characteristics.” There is not a “one-size fits all” approach to teaching and or learning (Jorgensen, 2006). However, Hartel (1995) identified that an educator’s teaching style is often determined by his or her own learning style rather than by the learning style of the pupil. A study by Jonassen (1981) identified that a strong relationship exists between the learning style of an educator and his or her preferred teaching style. Additional literature has revealed that educators cannot provide a substantial reason as to why they utilized a particular teaching and or learning style technique (Barkley, 1995). While findings such as these could be considered alarming, Whittington and Raven (1995) suggested that teaching styles can be altered with conscious effort. Heimlich and Norland (1994) indicated that: It is often asserted that educators should adapt their teaching style to the learning style of the students. This advice appears to be a contradiction of the basic meaning of style, which is a function of an individual’s personality, experience, ethnicity, education and other individual traits. An educator cannot and should not “change” personality to satisfy each and every learner. Instead, the teacher can adopt - and - adapt classroom methods, strategies, techniques, and processes to be more consistent with his or her individual style (p. 45). With this “adopt - and - adapt” principle in mind, several studies have provided a pragmatic look at such a concept. Ausburn and Brown (2006) noted that “studies of individual differences in preferred instructional methods and approaches to learning have
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NACAT Education Foundation Names Trustees! Your NACAT Education Foundation is pleased to now be able to announce its full five member Trustee board. All trustees were vetted to ensure those selected are the best fit for the Foundation, its goals, vision, and mission. We are here to help you, the automotive educator, obtain training, supplies, and support. The following individuals have volunteered their time and efforts as NACAT Education Foundation Trustees: • Charles Ginther from Midlands Technical College in Columbia, South Carolina • Russell Ferguson from Ann Arbor, Michigan • Steve Gibson from K&N Engineering, Inc. in Riverside, California • Judy Brevell from Identifix in Las Vegas, Nevada • Laura Lyons from ATech Training in Walton, Kentucky We would like to thank each of these individuals for volunteering to help the Foundation continuously work to improve automotive education. James Curry, from Summerville, South Carolina, is the Executive Director for 2014 - 2015. He can be reached by emailing office@nacatfoundation.org or by calling the Foundation office at 843-628-3294. Please look for continued updates and offerings on the Foundation website at http://www.nacatfoundation.org.
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GET INVOLVED with the NACAT Education Foundation! We have recently redesigned the website at www.nacatfoundation.org and have made it easier to learn how you can GET INVOLVED with the NACAT Education Foundation. There are many ways that individuals, small businesses, and large companies can become involved.
How To Get Involved • You can donate tools and/or equipment to the Foundation. • You can fundraise for the Foundation. • You can donate to the annual Foundation silent auction. • You can make a one-time or recurring monetary donation to the Foundation. • You can sponsor an award or scholarship for the Foundation. • You can become a Foundation sponsor or patron. • You can become involved with an Hour of Automotive Technology. • You can subscribe to our e-newsletter. • You can share the “Friend of the NACAT Education Foundation” badge on your website or publications to help raise awareness. Learn more At www.nacatfoundation.org The NACAT Education Foundation is an IRS recognized 501c3 organization formed in 1994. Our EIN is 35-1929767.
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42nd Annual NACAT Conference July 20 - 24, 2015 in Joliet, IL
Register Online at http://www.nacatconference.org Trade Show Registration July 22 - July 23, 2015
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For more information contact Curt Ward 815-280-2554 or e-mail nacat2015@nacatconference.org
Are you also interested in Sponsoring the Conference or Presenting a Seminar during the Conference?
Visit the Conference Website at http://www.nacatconference.org to sign up! 26 NACAT News
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28 NACAT News
Hour of Automotive Technology Join with us to create an “Hour of Automotive Technology!” The NACAT Education Foundation wishes to annually introduce an “Hour of Automotive Technology” to all students in grades K-12. While automotive technology was once considered only a vocational study, it is now much more than just the sum of its parts. Tomorrow’s technicians need to be able to think critically and provide clear and coherent communication. They need to know technology and that starts with an introduction to internal combustion, electric motors, hybrid technology, hydrogen fuel cells, and many other lessons that do not need to be taught in a laboratory environment. Automotive Technology is a STEM (Science Technology Engineering and Mathematics) field and should be introduced to all students. Help us engage students, faculty, and administrations with lessons that can ignite their science, technology, engineering, and math future. The actions taken now will help us to be able to create a library of lessons that will become freely available in support of the first annual “Week of Automotive Technology” in December 2015. Goal: Our goal is not to get all students to become automotive technicians, but rather to provide a venue by which to increase a student’s interest in automotive technology, electrical engineering, electronics, mechanical engineering, or any other related field. To be successful, we need to generate a minimum of 130 one-hour lessons: 10 each for grade levels K-12. The lessons should be archived by July 2015 so as to be available for distribution prior to the “Week of Automotive Technology.” How You Can Help: You can join with us to raise the funds required to make fun, hour long lessons in the subject of automotive technology available for K-12 students and their teachers. You can donate via any of the “Donate Now” buttons on the website or you can create your own fundraising page under our campaign on Crowdrise. In all cases, greater than 90% of all donated funds will go to the program. Funds raised during our campaign will be used to offset classroom costs to utilize the lessons and to help spread the message of an “Hour of Automotive Technology.” Our reach can be great if we work together! Foundation Sponsors and Patrons can direct their donations be used as part of this program. The only exception is with scholarship / award sponsors whose donations must stay for their specific directed purpose. Any educator who wishes can create and donate a fun, engaging, and low cost per student hour long lesson. Lessons are needed which are appropriate for grades K-12. Lessons may include basic electronics and/or electricity, hybrid technology, solar power, mechanical engineering, basic mechanics, hydrogen cells, physical sciences, and numerous other offerings. We would like to have at least 10 available lessons per grade level by July 2015. That means we need to create and archive 130 hour long lessons. We can do it, but only with your help and expertise! Contact us: Email: office@nacatfoundation.org Phone: 843.628.3294
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shown that student learning tends to benefit from identifying such differences and from using them to customize instruction” (p. 17). An example of this includes a meta-analysis of 42 studies conducted between the 1980s and 1990s which found a positive relationship between academic achievement and instruction that matched students’ learning styles (Dunn Griggs, Olsen, Gorman, & Beasley, 1995). Another study by Munday (2002) found that knowledge of the learning strategy preference enhanced academic performance, and as a result, is beneficial to adult students as well as the instructor. These studies have served to highlight the vast amount of research conducted on learning styles. This literature reinforces the importance of the topic of learning styles and personal differences in the teaching and learning process. While the related literature does not specifically align with a CTE setting, educators within the profession should take this information seriously as comprehending learning style characteristics has the ability to enhance the educational experience for the learner. The Problem According to Gardner (1999), teachers tend to teach the way they were taught. Jonassen (1981) identified that a strong relationship exists between a teacher’s learning style and preferred teaching style. These critical findings present a problem that requires attention as we do not all come from the same mold in regard to our specific learning style or personality. Hickcox (2006) suggested that all learning style research and application efforts should stress the development of the individual and the whole learner. Therefore, learning styles should be accounted for when considering the topic of curriculum development and instruction. With the overload of curricular assessment demands, and the numerous learning style models, educators may find themselves in a state of confusion regarding the use of learning style models in the classroom (Hickcox, 2006). Purpose and Research Questions While several studies have examined student-learning styles within education, few have examined this topic in the trade and industrial sector of CTE. Thus, this study sought to identify the learning styles of postsecondary automotive technology students, and determine whether there is an association between the students’ learning styles and selected background information: (a) years of auto-tech work experience, (b) high school auto-tech course completion, and (c) postgraduate career plan. This topic was examined for the purpose of providing more information regarding how to better serve the educational needs in preparing this student population for the world-of-work. Therefore, this study sought to answer the following questions: 1. What is the learning style distribution of postsecondary automotive technology students? 2. Is there an association between the students’ learning styles and their postgraduate plans to pursue an automotive technology career? 3. Is there an association between the students’ learning styles and their automotive technology work experience since age 16? 4. Is there an association between the students’ learning styles and their completion of a high school auto-tech course? Theoretical Framework Over the years, the topic of learning has been examined extensively and has received considerable attention in scholarly journals as well as the popular press. A large portion of this past research has focused on the concept of experiential learning, generally used by educators to describe a series of pragmatic activities sequenced in such a way that it is thought to enhance the educational experience for the student learner. Therefore, the theoretical framework utilized in this CTE focused research study was Kolb’s Experiential Learning Theory (ELT). Kolb’s ELT has steadily gained acceptance and popularity in education and serves as an invaluable resource for teaching and learning (Kolb & Kolb, 2006). Kolb draws upon the works of Dewey, which stressed the role of experience in the learning process (Rudowski, 1996). Thus, this learning model is grounded in the theoretical framework of personal experience (Ausburn & Brown, 2006). Kolb’s ELT is built on six propositions (Kolb & Kolb, 2005) that include: a. Learning is best conceived as a process, not in terms of outcomes. To improve learning in higher education, the primary focus should be on engaging students in a process that best enhances their learning, a process that includes feedback on the effectiveness of their learning efforts. b. All learning is relearning. Learning is best facilitated by a process that draws out the students’ beliefs and ideas about a topic so that they can be examined, tested, and integrated with new, more refined ideas.
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Congratulations, Randy Nussler! Congratulations, Randy Nussler, from Midlands Technical College in Columbia, South Carolina, for being selected as the 2014 Gates Tools for Schools/ASE Instructor of the Year. Nussler, who has also been honored with the 2008 NACAT Education Foundation New Teacher Award and the 2011 Cengage Learning - Jack Erjavec Innovative Instructor Award, was recognized at the annual ASE Fall Awards meeting on November 19, 2014 in Ft. Lauderdale, Florida. Nussler has been ASE certified for 25 years and was recognized for his involvement in the Gates Tools for Schools program as well as for his ASE certifications. Nussler has been an Automotive Technology instructor at Midlands Technical College full-time for the past nine years and has spent a total of 18 years as an under-the-hood technician.
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. 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.
Thanking An Industry Friend (Part 10 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 I would like to Gates Corporation. They were recognized with the “Friend of NACAT” award in 2012. Bobby Bassett, Gates Corporation Manager of Training North America, provided 5 years of service to the NACAT Education Foundation, where he served as Chair from 2010 - 2013. In addition, Bassett and Gates have worked tirelessly with other industry entities on behalf of automotive education. If you have not done so already, you can check out their “Tools for Schools” program at http://www.gates.com/education. 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 their contributions, no matter how large or small, are appreciated.
Please check back in the Summer 2015 issue to see another of our great Industry Friends recognized.
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c. Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world. Conflict, differences, and disagreement are what drive the learning process. In the process of learning one is called upon to move back and forth between opposing modes of reflection and action and feeling and thinking. d. Learning is a holistic process of adaptation to the world. Not just the result of cognition, learning involves the experiential integrated functioning of the total person; thinking, feeling, perceiving, and behaving. e. Learning results from synergetic transactions between the person and the environment. f. Learning is the process of creating knowledge (p. 194). Kolb’s ELT (1984) identified two dialectically related modes of grasping experience: Concrete Experience (CE) and Abstract Conceptualization (AC); and two dialectically related modes of transforming experience: Reflective Observation (RO), Active Experimentation (AE). Based on the preferences for one of the polar opposites of each of the aforementioned modes appears four learning styles including: (a) Converging, (b) Diverging, (c) Assimilating and (d) Accommodating (Evans, Forney & Guido-Dibrito, 1998) (see Figure 1). Kolb’s ELT naturally aligned with this study and its focus on the learning styles, and preferences for learning, of postsecondary automotive technology students.
Figure 1. Kolb’s learning styles (Chapman, 2006).
This article is being reprinted with permission under a Creative Commons AttributionNoncommercial-Share Alike 3.0 United States license. The license can be viewed at: http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Findings and references will be posted in the Summer 2015 issue of NACAT News.
Methods Kolb’s ETL uses an instrument known as the Learning Style Inventory (LSI) to assess individual learning style and preference for learning. The LSI is set up in a simple format, which usually provides an interesting self-examination and discussion, that identifies valuable information regarding the individual’s approaches to learning (Kolb & Kolb, 2005). Table 1 presents the LSI technical manual normal distributions of undergraduate, graduate students and adult learners according to their learning style classifications and particular educational specialization as observed after completing the assessment.
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36 NACAT News
• Switches allow the sensor to be disconnected/ connected in the circuit for real-world testing
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Table 1: Distribution of Learning Style by Educational Specialization (n=4679) Learning Style Educational Specialization Accomodating Diverging Converging Assimilating Accounting Agriculture Architecture Business Computer Sci/IS Education Engineering App. & Fine Arts Health Humanities Language Law Literature Medicine Other Phys. Education Psychology Science/Math Social Sciences Total
39 (26.2%) 6 (31.6%) 2 (28.6%) 290 (31.2%) 54 (49.1%) 54 (26.2%) 92 (38.3%) 103 (23.6) 23 (30.7%) 82 (31.4%) 28 (25.2%) 8 (30.8%) 29 (26.4%) 5 (13.2%) 88 (27.8%) 301 (31.8%) 12 (50%) 53 (33.1%) 53 (18.5%) 68 (29.7%) 1390 (29.7%)
26 (17.4%) 6 (31.6%) 0 (0%) 165 (17.8%) 17 (15.5%) 35 (17%) 46 (19.2%) 50 (11.5%) 20 (26.7%) 48 (18.4%) 24 (21.6%) 4 (15.4%) 16 (14.5%) 15 (39.5%) 50 (15.8%) 213 (22.5%) 5 (20.8%) 40 (25%) 35 (12.2%) 51 (23.3%) 866 (18.5%)
42 (28.2%) 6 (31.6%) 1 (14.3%) 215 (23.1%) 20 (18.2%) 55 (26.7%) 41 (17.1%) 145 (33.3%) 12 (16%) 59 (22.6%) 19 (17.1%) 5 (19.2%) 23 (20.9%) 8 (21.1%) 96 (30.4%) 185 (19.5%) 3 (12.5%) 15 (9.4%) 88 (30.8%) 38 (16.6%) 1076 (23%)
42 (28.2%) 1 (5.3%) 4 (57.1%) 259 (27.9%) 19 (17.3%) 62 (30.1%) 61 (25.4%) 138 (31.7%) 20 (26.7%) 72 (27.6%) 40 (36%) 9 (34.6%) 42 (38.2%) 10 (26.3%) 82 (25.9%) 248 (26.2%) 4 (16.7%) 52 (32.5%) 110 (38.5%) 72 (31.4%) 1347 (28.8%)
(Kolb & Kolb, 2005a, p 71) Note. The sample within this table includes both undergraduate college students, graduate students and adult learners with an approximate age range of <19 to >55. Target Population The target population for this study was postsecondary automotive technology students in the central region of Pennsylvania (i.e., from New York to Maryland), and was defined as: (a) first or second year students currently enrolled in a postsecondary automotive technology program providing career preparation in the automotive technology field (i.e., general certificate programs, associate of applied science degree programs, and automotive manufacturer GM Asset programs); (b) students currently learning, through a combination of classroom instruction and hands-on experience, to repair automobiles, trucks, buses, and other vehicles; and (c) currently enrolled students who are at least 18 years of age. During the data collection phase of this study, there were three public postsecondary colleges with automotive technology programs in the central region of Pennsylvania. According to these institutions’ offices of the Registrar, during the spring semester 2008, there were a total of 310 postsecondary automotive technology students in central Pennsylvania. Therefore, a minimum sample size of 172 was required for the study to represent the population with no more than a 5% margin of error with 95% confidence (Isaac & Michael, 1997). To secure an acceptable sample size, the surveys were administered by the primary investigator during sessions held in the participating postsecondary automotive technology students’ regular community college classrooms. Instrumentation A quantitative research methodology was used to conduct the study with data collection accomplished through two paper form questionnaires. The first focused on participant demographic information through a series of questions relating to: (a) gender, (b) age, (c) career plan, (d) automotive work experience, (e) secondary auto-tech course completion, and (f) program satisfaction. The second was Kolb’s Learning Style Inventory (LSI).
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Validity and reliability for LSI Kolb’s ELT uses a self-administered, scored and interpreted educational assessment instrument, the Learning Style Inventory (LSI), to assess individual learning style, which was utilized in the study (3.1 Version). Smith and Kolb (1986) identified the reliability Cronbach alpha coefficients of the LSI as ranging from .73 to .88. Watson and Bruckner (Evens et al., 1998) found the reliability Cronbach alpha coefficients of the LSI ranged from .76 to .85. While the LSI appears to be a reliable assessment tool yielding internally consistent scores, Kolb (1976) has suggested the best measure of his instrument is not reliability but rather construct validity. As an example, Ferrell (1983) conducted a factor-analytic comparison of four learning style instruments and determined a match was present between the factors and learning style on the original LSI contributing to construct validity. Furthermore, Evans et al. (1998) noted construct and concurrent validity of the LSI have received several endorsements. Data Collection The data collection phase of this study was conducted during the spring of 2008 at the three public postsecondary institutions in central Pennsylvania offering automotive technology as a program of study. The appropriate clearance was obtained from the Pennsylvania State University Office for Research Protections regarding the inclusion of human subjects in this research study. Access was also granted by the automotive technology faculty members at the participating institutions. These faculty members selected specific automotive technology classes to participate in this study for a total of 189 potential research participants. Faculty members allotted 90 minutes of class time for data collection. Beginning in January of 2008, 13 face-to-face data collection sessions were conducted with automotive technology students at the three institutions. After a brief introduction and explanation of the research purpose, students were invited to participate in the study. The students were informed that participation was voluntary and their identity would be kept confidential. A signed informed consent form was obtained from each participating student prior to his or her completion of the survey instruments. The participants were instructed to first complete the general background information survey. Second, students were asked to complete the LSI (3.1 Version) instrument. Third and finally, participants were extended a thank you as the primary investigator collected the survey packets from each student. Rate of Return The face-to-face data collection sessions yielded 188 participants/instruments (i.e., 99% response rate) or approximately 60% of the total population. However, 12 survey packets were removed from the study due to incomplete information. Thus, the total count of usable instruments within this study was 176 or 56.7% of the target population. The usable response rate from the sample of 189 sub jects was 93%. Analysis of Data The first research question was answered by calculating the frequencies and percentages of the learning style data collected from the completed LSI instruments. Next, the second research question was answered by calculating the frequencies and percentages of the data collected from the background information survey. Finally, the remaining two research questions were answered through a series of Chi-square cross tabulations examining the association between the students’ learning styles and selected background information: (a) years of auto-tech work experience, (b) high school auto-tech course completion, and (c) career plan. All data were analyzed using the Statistical Package for the Social Sciences (SPSS v16, 2008). Background of Participants Demographic data were collected from participants via six questions regarding gender, age, career plan, automotive work experience, secondary auto-tech course completion status, and current program satisfaction. Table 2 summarizes the demographic data collected from the background information survey.
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Table 2 Participant Demographic Data (n=176)
n % Gender Male 173 98 Female 3 2 Age of Participants 18-20 yrs. 141 80 21-23 yrs. 24 14 24-26 yrs. 4 2 27-30 yrs. 2 1 31-45 yrs. 5 3 Plan to Pursue a Career in Auto-Tech Yes 166 94 No 10 6 Years of Auto-Tech Work Experience Since Age 16 None 31 18 <1 yrs. 43 24 1-5 yrs. 98 56 6-10 yrs. 2 1 11-15 yrs. 0 0 16 or > yrs. 2 1 Completed Auto-Tech Course in High School Yes 55 31 No 121 69 Overall Satisfaction with Current Auto-Tech Progam Very Satisfied 90 51 Moderately Satisfied 82 47 Low Satisfaction 4 2 No Satisfaction 0 0
To Be Continued Next Issue: What Were The Findings?
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I am enclosing a check or money order in US funds for (check one only) ] Annual Dues - $50.00 US Funds [ ] 3 Year dues - $135.00 US Funds [ ] 5 Year Member - $225.00 US Funds Please make copies of this application, if needed If you would like more information about NACAT, please phone or visit our website: Phone 903-747-8234 or visit www.NACAT.org