VOL. 30
Winter 2016
NO. 1
NORTH AMERICAN COUNCIL OF AUTOMOTIVE TEACHERS
Officer and Board Update
Chairman of the Board
Here we are again at the beginning of a new calendar year. The Fall months are always some of the busiest for me, with Automotive Aftermarket Industry Week in Las Vegas (the SEMA and AAPEX shows), advisory committee meetings, not to mention all the hustle and bustle of the holidays. But with all of that behind us, for the first time we catch a glimpse of the end of the school year, and start looking forward to Summer. We have a great NACAT Conference in the works for 2016; I hope you will be able to join us July 18-21 in Pasadena, Texas. I received a number of comments on my Board Chair Update article from Fall 2015 (most of them read “Wow! When did you become Board Chair?”) Many members appreciated the brief bio information I included. Well, if you navigate over to nacat.org and click or tap on “About Us”, you can view bio information on your other NACAT Board Members, Officers, and Business Manager too. Just use the navigation links on the left to choose Officers, Board, etc. Many of the bios were recently updated within the past month or two. Please take the time to get to know us better – we are here to serve you! If you have never been to Automotive Aftermarket Industry Week, I highly encourage you to look into going. There are all kinds of programs and opportunities for both educators and students to be involved in. The Automotive Aftermarket employs 4.3 million people, and is a $328 billion/year industry providing all the automotive products, parts, services, accessories, and tools which do not come from the OE Manufacturers. Within the Aftermarket industry is the Specialty Equipment Market (all the racing, appearance, performance, and custom products) which holds the second largest trade show in the United States. This year, the SEMA Show Student Program saw almost 500 student participants! The Student Program gives students access to training classes, seminars, receptions, and other industry events and is a powerful networking opportunity (and has led to many employment opportunities). There is even a SEMA booth intern program which allows students to volunteer as an intern for a SEMA-member company during the show. Your SEMA badge also allows access to the AAPEX show, which caters more to the traditional “hard parts” world. AAPEX also offers an education track, with many classes on industry trends, employing Millennials, technology updates, and more. Industry Week is packed full with relevant, up-to-date information you can use to improve your program, and students can use to continue their advancement towards a career. And what is more engaging than cool, customized cars?! You can contact Zane Clark (zanec@sema.org) or Juliet Marshall (julietm@sema.org) at SEMA (909-610-2030) to learn more. The NACAT Board continues to move forward as a group, identifying and suggesting ways to improve and grow the organization. Each of our board members makes a difference and contributes their unique qualities to help make NACAT more beneficial for its members. If you have been a NACAT member for more than 2 years, and want to help improve our organization, I would encourage you to consider running for a board position. On the “About Us” page on the website, you will also find the link for “Election Information” and our nomination form. I believe we will have three openings to fill on the board for next year. Your help and participation would be appreciated! If you feel like you want to help, but just aren’t sure how to do the job, NACAT can help you there too. The board is on track to offer a Board and Officers Orientation during our Friday post-conference meeting. Any mysteries, confusion, or doubt you may have about serving will be put at ease among a group of friends. Serving as a NACAT leader is work, but it is also fun and rewarding at the same time. If you have never “volunteered” your name in a NACAT election, I challenge you to take that leap; you won’t regret it! I hope everyone has a great start to the New Year!
Steve Gibson
Board Chair Program Coordinator, K&N Engineering Share Updates, Submit Articles! Do you have an update on a member you would like to share? Do you have information on great or interesting happenings at a school, on a new restoration, congratulations that should be wished or condolences given? We want to hear from you! Of course, you can also send us articles you have written or find interesting. Editorial privilege is implied. Please e-mail any submissions to nacatnews@nacat.org.
MONEY FOR YOUR STUDENT’S EDUCATION.
SEMA SCHOLARSHIPS Tell your students to apply at SEMA.org/Scholarships
Connect with us
The application period is November 1 - March 1.
Winter 2016 | www.nacat.org | 3
JOIN US ONLINE AT:
HTTP://WWW.NACAT.ORG President 2015 - 2017 Curt Ward
Joliet Junior College 1215 Houbolt Road Joliet, IL 60431 Email: curt.ward@nacat.org Office Phone: 815.280.2554
Officers
Vice President / President Elect 2015 - 2017 Patrick Brown-Harrison
SAIT Polytechnic 1301 16th Ave. N.W. Calgary, Alberta T2M 0L4 Email: patrick.brown-harrison@nacat.org Office Phone: 403.210.5619
Treasurer 2015 - 2017 Randy Nussler
South Puget Sound Community College 4330 5th Avenue, NW Olympia, WA 98502 Email: randy.nussler@nacat.org Office Phone: 803.629.7190
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 2015-2016 Steve Gibson K&N Engineering 1455 Citrus Street Riverside, CA 92507 Email: steve.gibson@nacat.org Office Phone: 951.826.4000
Board Member 2014-2017 Martin Duvic
Louisiana Technical College 3250 N. Acadian Thruway East Baton Rouge, LA 708005 Email: martin.duvic@nacat.org Office Phone: 225.359.9241
Board Member 2015-2018 Mike Richards
Redwood Community College 7351 Tompkins Hill Road Eureka, CA Email: mike.richards@nacat.org Phone: 707.476.4345
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 2013-2016 Alan Darr
Board Member 2013-2016 Keith Santini
Board Member 2015-2016 Russell C. Ferguson
Addison Trail High School 213 N Lombard Road Addison, IL 60101 Email: keith.santini@nacat.org Office Phone: 630.628.4671
1311 Prescott Avenue Ann Arbor, MI 48103 Email: russell.ferguson@nacat.org Office Phone: 734.223.8591
Board Member 2014-2017 Alan Grant
Board Member 2015-2018 Tim Isaac
Board Member 2015-2018 Rick Martineau
Kathleen High School 1100 Red Devil Way Lakeland, FL 33815 Email: alan.darr@nacat.org Office Phone: 863.499.2655
Automotive Consultants 825 Old Farm Road Thousand Oaks, CA 91362 Email: alan.grant@nacat.org Office Phone: 805.231.4127
Foothills Composite High School 229 Woodhaven Dr Okotoks, AB T1S 2A7 Email: tim.isaac@nacat.org Office Phone: 403.938.6116
SAIT Polytechnic 1301 16th Ave. N.W. Calgary, Alberta T2M 0L4 Email: rick.martineau@nacat.org Office Phone: 403.284.8656
ADVERTISING INFORMATION
ADVERTISING RATES
DEADLINE DATES
$75 for 1/4 Page
Summer 2016 - March 1, 2016
$150 for 1/2 Page
Fall 2016 - September 1, 2016
$250 for Full Page
Winter 2017 - December 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 2016 Conference Mark Deschner
San Jacinto College 8060 Spencer Highway Pasadena, TX 77505 Email: nacat2016@nacatconference.org Office Phone: 281.476.1865
NACAT Education Foundation Executive Director 2015-2016 James Curry PO Box 80010 Charleston, SC 29416 Email: office@nacatfoundation.org Office Phone: 843.628.3294
Winter 2016 | www.nacat.org |  5
Officer and Board Update Fellow NACAT members,
NACAT President
As I sit down to write this letter, the Fall term is about to draw to a close and the winter break will soon be upon us. I hope your fall term has been as exciting and productive as mine. I am reminded every fall when the new faces arrive on campus how important a job we all have. The direction and support we provide as we help these young men and women work to determine their future path is critical to their success, no matter where they decide it may go. I recently heard from a former student who chose not to complete an automotive degree but rather to pursue his interests in the field of culinary arts. He is now a successful pastry chef in a high end Chicago restaurant and enjoying every minute of his day. He wanted me to know that his success in the culinary field was largely due to the skills he acquired in the automotive program. Not the technical skills, but rather the professional skills that were emphasized in each and every class. Looking backwards, he was most grateful to a group of instructors who cared enough to not only present an automotive curriculum, but also make sure he developed the reading, writing, and public speaking skills that would allow him to be successful in other areas of his life. This brief conversation was not only gratifying, it was a reminder of what an important role we all play in the lives of our students. I want to share with you another exciting path I am beginning. Thanks to an invite by fellow NACAT member Tim Dwyer, I hope to begin work on building stronger bridges between our programs and the industry that will employ our students after they graduate. I will be joining Tim at the Vision conference in early March as a panel member on a discussion of how we can better partner in this endeavor. Our students are the future of this industry and we must work together collectively, so they are successful. My hope is this discussion between educators and industry will generate better support for our programs and build pathways for our graduates as they move into their respective careers. Stay tuned for more exciting news on this subject in the future. As I work to finish the final paperwork on a successful 2015 NACAT conference at Joliet Junior College, I find myself looking forward to the 2016 conference that will be held San Jacinto College in Pasadena, Texas. Mark Deschner, and his team, are hard at work making all the local preparations for a great conference. NACAT Business Manager, Bill Haas, is working hard in the national office to ensure the 2016 conference has all the support it needs from the national organization to have a great conference. We all need to start making plans now to attend the 2016 conference. The details of a very exciting event will be on the website soon. I hope everyone enjoyed the fall NACAT News. I want to thank Editor, James Curry, and NACAT Business Manager Bill Haas for their efforts to bring changes to the newsletter. I feel like it was one of the best newsletters ever. The changes to NACAT News are just one example of work going on behind the scenes by the NACAT Board, Officers and staff to make your NACAT organization a stronger entity in the automotive industry. I appreciate the work this group is doing in conjunction with our industry partners. I look forward to sharing other changes with you in the near future. Have a great spring semester and I look forward to seeing everyone in Pasadena in July. Remember, “We succeed when our students succeed”.
Curt Ward, President 6 NACAT News
Winter 2016 | www.nacat.org |  7
YOUR TURN
Brigida Romano, is ambitious and likes to repair vehicles. In 2014 she received a University of the Aftermarket Foundation (UAF) scholarship to help fund her automotive training. She is one of over 2,000 students who’ve benefited from scholarships through Automotive Aftermarket Scholarship Central. Scholarships are available for students training to be automotive, heavy duty or collision repair technicians, and to students in business, marketing, engineering or other courses of study.
Attention Automotive Instructors
The Global Automotive Aftermarket Symposium, UAF and more than 30 additional organizations award automotive scholarships each year. That represents over $2 million in direct aid to students since the program started more than 20 years ago and last year the combined organizations granted a record 370 scholarships or more than $400,000 in scholarship awards! When your automotive students complete an application at www.automotivescholarships.com they will automatically be considered by every organization where they meet the qualifications. Tell your students to apply for an automotive scholarship today. Like Brigida, their turn could be next.
Applications must be completed by March 31, 2016
WWW.AUTOMOTIVESCHOLARSHIPS.COM
8 NACAT News
Member Testimonial Dear Ladies and Gentlemen: Where to begin? This past July I attended the NACAT15 conference at Joliet, Illinois and can truthfully say that it was the most fruitful “vacation” that I ever took. It was an event packed with innovative ideas on “how to teach” and much, much more! I was able to meet, in person, the folks that have been “training” me on “how to teach” from iATN. These folks have supplied me with THEIR IDEAS that have been the foundation for positive change here at Washington State Community College in Marietta, Ohio. So much so, I have been labeled an “Agent of Change.” Kind of overwhelming for a modest country boy from southern Ohio. By incorporating these NACAT members into my Personal Learning Network (PLN), as taught at the NACAT Conference, our program is starting to turn around due to increased levels of student engagement and LEARNING! Without the input from these NACAT members, we would continue to operate as “information dispensers” and watch students fall asleep in class. In conclusion: NACAT is one of the best investments that I have ever made....bar none! Simply a “class act” group of people dedicated to enhanced “STUDENT LEARNING!” So honored and humbled to be part of the NACAT team. Sincerely, Jeff Starkey Assistant Professor, Washington State Community College
Welcome NEW NACAT Members! A list of New Members who joined NACAT from September 11, 2015 through December 15, 2015 Jim Coleman Joliet Junior College Joliet, IL 60431
Tonia Haney Clark College Vancouver, WA 98663
Guy Maillet Red Deer College Red Deer, AB T4N 5H5
David Edmonds University of Alaska Anchorage Anchorage, AK 99508
Jason Kruse Ferris State University Big Rapids, MI 49307
Ryan Stackpole Waldo County Technical Center Waldo, ME 04915
Thor Green Lake Area Technical Institute Watertown, SD 57201
Ryan Lasarsky Oklahoma State University Okmulgee, OK 74447
Darcy Steinhubl Red Deer College Red Deer, AB T4N 5H5
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.
Winter 2016 | www.nacat.org | 9
Officer and Board Update
Business Manager
By the time you are reading this the Thanksgiving, Christmas, and New Year’s holidays will be behind us. I expect you had plenty to be thankful for in 2015. I know I did. I think Thanksgiving is an important reminder for everyone to reflect on all we have to be thankful for. We take a lot for granted and often times our routine and busy lives keep us from appreciating all we have. For me I’m most thankful for the opportunity I have to work with and represent the NACAT members. I realized a long time ago, that the reward of helping others is my most gratifying experience. To me the spirit of the Christmas season is magical. I hope your Christmas was filled with magic too! The New Year has begun and I suppose everyone had a few things on their list of resolutions for the New Year. I thought I would share my resolutions for the New Year. I have two. The first is to be more responsive. I will try to answer my phone in person, rather than having people leave messages in my voice mail. I will check email frequently throughout the day and try to respond before the day’s end. My second resolution is to be prepared to engage opportunities when they are presented. In order to be prepared I will need to be better organized at my desk and prioritize the tasks I need to accomplish each day. I started with organizing my desk. I eliminated the piles of stuff I thought I might need some time. It is strange how, a year or two or three later, I had not needed the materials in the piles, and, in fact, could have never found a specific item if I had remembered I saved it. Anything of value was labeled and filed, the rest was discarded. The start of the New Year was a good time to clean up a few years of accumulating stuff. I start every week with a review of what needs to be accomplished for the week, appointments, and priorities. The weekly calendar generates my daily list of tasks. I want to use this to help keep me more focused at work and help me avoid the distractions that cause me to take too long to get things done. Speaking of calendars. Make sure you have the July 18-21 dates blocked out on yours for the NACAT Conference in Pasadena, Texas. When you see me there ask me how I’m doing on my New Year’s resolutions.
Bill Haas, Business Manager billh@nacat.org
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
10 NACAT News
AUTOMOTIVE
ONLINE TEXTBOOK AND LEARNING RESOURCE CASE Certified Since 1997
Gradebook Student Timer & Reports
Learning Management System
Assessments
Quizzes & Final Exams
Test Creator
COURSE MODULES • All 8 Areas of Maintenance & Light Repair • Traditional ASE Courses • Safety & Personal Skills • Integrated Task Sheets • NEW Automotive Service Technician Courses in All 8 Areas
Our price is competitive and based on your student body. *Free trials are offered to all new instructors
WE OFFER TRIALS FOR INSTRUCTORS! info@todaysclass.com
www.todaysclass.com
1.877.224.0435 Winter 2016| www.nacat.org | 11
NACAT 2016 Conference Hotel Information The conference planning team for the 2016 NACAT Conference is pleased to announce that we have the following special hotel rates available. Please be certain to also stay updated on the NACAT website for any potential additions. Primary Hotel: Hilton Houston NASA Clear Lake Phone: 281-333-9300 Website: http://www3.hilton.com/en/hotels/texas/hilton-houston-nasa-clear-lake-HOUNBHF/index.html TripAdvisor Reviews: http://www.tripadvisor.com/Hotel_Review-g56003-d99058-Reviews-Hilton_Houston_NASA_Clear_Lake-Houston_Texas.html NACAT Group rate: $131 Secondary Hotel: Courtyard Houston NASA/Clear Lake Phone: 281-333-0220 Website: http://www.marriott.com/hotels/travel/houcs-courtyard-houston-nasa-clear-lake/ TripAdvisor Reviews: http://www.tripadvisor.com/Hotel_Review-g56339-d3369751-Reviews-Courtyard_by_ Marriott_Houston_NASA_Clear_Lake-Nassau_Bay_Texas.html NACAT Group rate: $131
Open Letter to Auto/HD Tech Educators, Instructors and Trainers; Independent, OEM, Corporate & College A new 5-minute video, Access to Service & Programming Information from Vehicle OEMs, is now offered to you (free, of course) from NASTF for use in your technical training/education sessions or programs. For more than 10 years, many of you have been voluntarily making your students aware of NASTF membership and benefits, and your kind words are greatly appreciated by NASTF leaders. Several of you have requested a video to include in your instruction, and I hope you will find this edition appropriate and efficient in relating your message to your future or current technician students. This video is hosted on the NASTF YouTube Channel and embedded for your convenience on the NASTF website at www.nastf.org/instructors. The YouTube edition is enabled with closed captions which can be clicked on/off at your own preference. The access page, www.nastf.org/instructors, also provides the YouTube embed code for this video, if needed, and provides a link to an online file storage if you prefer to download an MP4 copy of the video file, 197MB without closed captions. Thank you, in advance, for your kind efforts to make technicians aware of NASTF. Please contact me with your testimonials to use in our marketing efforts and let me know what else NASTF can do to support the work you do to make our service industry more professional. Regards, Skip Potter NASTF Executive Director skippotter@nastf.org
12  NACAT News
4210 Jean-Marchand St, Quebec City, PQ, Canada G2C 1Y6 Phone: 418-688-9067 / 800-567-0791 Fax: 418-688-9526 Email: info@consulab.com
Helping you teach . . .
Steering and suspension C o n s u L a b ’s E M - 1 3 0 h e l p s y o u t e a c h a l i g n m e n t p r i n c i p l e s a n d o b s e r v e r e s u l t s t o C a s t e r, C a m b e r a n d To e a d j u s t m e n t s i n a classroom environment without needing to have a vehicle on a rack. This training aid is more affordable than other c o m p a r a b l e t r a i n e r s i n t h e m a r k e t . Yo u c a n a c c o m p l i s h 1 4 o f t h e N AT E F - r e q u i r e d M L R t a s k s u s i n g t h i s t r a i n i n g a i d ! For a quote or to find out more about this, email sales@consulab.com
• Observe a full range of motion of all suspension components at any angle
EM-130 (52793)
• Aids in identification of components of a MacPherson strut suspension system and rack & pinion system • Perform changes, measure and observe results to Caster, Camber and Toe • Comes with a sway bar link and stabilizer bar that can easily be disconnected for performing service WWW.CONSULAB.COM
Winter 2016 | www.nacat.org | 13
GET INVOLVED with the NACAT Education Foundation! Have you visted the NACAT Education Foundation’s website at www.nacatfoundation.org to learn how you can GET INVOLVED with the Foundation? There are many ways that individuals, small businesses, and large companies can participate in helping the Foundation fulfill its mission.
How To Get Involved • You can donate tools and/or equipment to the Foundation. • You can fundraise for the Foundation. • You can donate to the annual Foundation silent auction. • You can make a one-time or recurring monetary donation to the Foundation. • You can sponsor an award or scholarship for the Foundation. • You can become a Foundation sponsor or patron. • You can become involved with an Hour of Automotive Technology. • You can subscribe to our e-newsletter. • You can share the “Friend of the NACAT Education Foundation” badge on your website or publications to help raise awareness. Learn more At www.nacatfoundation.org The NACAT Education Foundation is an IRS recognized 501c3 organization formed in 1994. Our EIN is 35-1929767.
14 NACAT News
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, 2016 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.
Vehicle Electrical Troubleshooting
SHORTCUTS Batteries Cranking Circuits Charging Circuits Reading Schematics
Teach electrical troubleshooting on-the-vehicle with just a DMM and Current Clamp and quickly indentify electrical problems.
by Vince Fischelli Veejer Enterprises
VEHICLE ELECTRICAL TROUBLESHOOTING By Vince Fischelli (250 pages - 198 diagrams)
SHORTCUTS
Veejer Enterprises • 972.276.9642 • www.veejer.com Winter 2016 | www.nacat.org | 15
43rd Annual NACAT Conference July 18 - 21, 2016 in Pasadena, TX Corporate Sponsorship Information
All Corporate sponsors will receive:
• Full conference registration for at least 2 company representatives (according to level of sponsorship) • Listing on the NACAT 2016 website 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
$7,500 (Only 1 Title Sponsorship Available):
• Three complimentary exhibitor booths ($1,750 value) • Prime booth location at trade show • Full conference registration for 4 company representatives ($1,000 value) • Full-page ad in the conference directory (camera-ready art must be provided before 1 June 2016)
$5,000:
• Three complimentary exhibitor booths ($1,750 value) • Preferred booth locations • Full conference registration for 2 company representatives ($500 value) • Full-page ad in the conference directory (camera-ready art must be provided before 1 June 2016)
$3,500:
• Two complimentary exhibitor booths ($1,200 value) • Select booth location • Full conference registration for 2 company representatives ($500 value) • Half-page ad in the conference directory (camera-ready art must be provided by 1 June 2016)
$2,500:
• One complimentary exhibitor booth ($600 value) • Full conference registration for 2 company representatives ($500 value) • Quarter-page ad in the conference directory (camera-ready art must be provided before 1 June 2016)
Trade Show Exhibitor First Two Booths $600 each, additional booths $550 each: • Opportunity to display your company and its wares to the guests • 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 2016 organizing committee at nacat2016@nacatconference.org for other sponsorship opportunities
Do not miss the opportunity to be part of the 43rd Annual NACAT Conference! The Sponsor Form is on Page 28! 16 NACAT News
HALDERMAN WWW.JAMESHALDERMAN.COM
My website is packed with thousands of FREE resources to assist you in the classroom. You’ll find these features plus much more. To request an exam copy, and for additional instructor resources, follow the links from the Pearson pull-down menu on my website.
www.jameshalderman.com Featuring
Includes these titles plus many more! N !
W
E
• Lesson Plans • Crossword and Word Search Puzzles • Over 450 Custom Animations • Over 3,300 Photo Resources • Over 2,000 Videos • Chapter Images • Sample ASE Tests
Diagnosis, and Service - 5th
Automotive Maintenance And Light Repair
© 2016
© 2014
ORDER ISBN 10: 0-13-399461-9
© 2017
ORDER ISBN 10: 0-13340518-4
ORDER ISBN 10: 0-13-407364-9
N E W !
!
!
W
W
E
E
N
• 24/7 OPEN ACCESS to Instructors and Students
Automotive Electricity and Electronics 5th
N
• Monthly Informative Newsletters
Automotive Technology Principles,
• No login or password needed 145 Golfwood Dr. Dayton, OH 45449-1523 Office: (937) 859-4107 Fax: (937) 859-1022 jim@jameshalderman.com
Automotive Engine Performance 5th © 2017
ORDER ISBN 10: 0-13-407491-2
Automotive Brake Systems 7th
Automotive Steering, Suspension and Alignment 7th
© 2017
© 2017
ORDER ISBN 10: 0-13-406312-0
ORDER ISBN 10: 0-13-407365-7
Winter 2016 | www.nacat.org | 17
Continued from Fall 2015 page 41
Article
The Relationship Between Personality Type And Learning Style: A Study Of Automotive Technology Students (Part II) By: Mark D. Threeton & Richard A. Walter, The Pennsylvania State University
Methods Target Population Since there is a lack of research on the relationship between personality and learning style in CTE, the study examined this topic through the lens of the trade and industry sector of the profession. The target population for this study was postsecondary automotive technology students in the central region of Pennsylvania. Postsecondary automotive technology students eligible to participate in the study were defined as: (a) first or second year students currently enrolled in a postsecondary automotive technology program in central Pennsylvania 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 to repair automobiles, trucks, buses, and other vehicle repairs on virtually any part or system through a combination of classroom instruction and hands-on experience; and (c) currently enrolled students are at least 18 years of age or older. 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 these institutions’ registrar offices, during the spring semester 2008, there were a total of 310 postsecondary automotive technology students in central Pennsylvania. Thus, 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). In order to obtain an acceptable sample size, postsecondary automotive technology students completed surveys administered by the primary investigator in the participants’ classroom setting. Instrumentation A quantitative research methodology was used to conduct the study. The specific method chosen to investigate the research questions was a series of three paper form questionnaires. The first questionnaire was a participant background information survey, containing a series of questions relating to: gender, age, career plan, automotive work experience, secondary auto-tech course completion and program satisfaction. The remaining two questionnaires included the Self-Directed-Search (SDS) and Learning Style Inventory (LSI). Validity and Reliability for SDS The SDS is available in several versions by age as well as for youth and adults (Holland, Powell & Fritzsche, 1994). This study utilized the adult Form R, 4th edition of the SDS since the sample is drawn from a population of adult postsecondary automotive technology students. Based on a sample of college males and females, Holland et al. (1994) identified the internal consistency reliabilities of the SDS as ranging from .90 to .93. Evans, Forney and Guido-Dibrito (1998) pointed out the testretest reliabilities ranged from .76 to .89 over a four to twelve-week period for high school, college and adult respondents. According to Rayman and Atanasoff (1999), the SDS has well documented empirical validity. In fact, the SDS instrument is offered in several different languages and has reported similar results in different countries (Holland & Gottfredson, 1992). Concurrent validity is measured by “hits” that “equals the percentage of a sample whose high point code and one-letter aspirational or occupational code agree” (Holland, Fritzsche & Powell, 1997, p. 14). Average interest inventories have validity hit rates ranging from 40 to 55%. However, the most recent version of the SDS was found to be at the high end of this range (54.7%) (Holland et al. 1997). With instrument validity concerns, and since the SDS is predominantly used for linking personality to career choice, the primary investigator sent Dr. John L. Holland a copy of the proposed research study along with a letter requesting his professional input. Dr. Holland responded with a personal phone call. When asked whether it appeared unwise to use the SDS as the personality instrument in this research study Dr. John L. Holland stated:
Continued on page 24 18 NACAT News
Diagnosscs for Professionals
4x
Hands-on Hybrid and Electric Vehicle Diagnostic Motor-Generator Set A set of 4 motors, one good reference and three with unique faults or combination of faults. Which motors are faulty? Why is it faulty? Guide your students as they use a variety of meters to document their test results and make a diagnosis.
Fluke Thermal Imagers and meters and leads, 25% off!
uScope! A single channel, pocket-sized, Scope that's small, quick, and powerful.
The PicoScope: free demo software, training videos, and software updates
NACAT2015
Instructor Discounts Available!
Winter 2016 | www.nacat.org |  19
CHIPOLA AUTO INSTRUCTOR TO HOST NATIONAL TV SHOW ROUND 2 MARIANNA—Chipola College Automotive instructor and NACAT member John Gardner has signed on for season 2 of the television show, “Tech Garage,” presented by Advance Auto Parts and airing on Discovery’s Velocity Channel. Tech Garage is an automotive how-to show focusing on theory, operation and diagnostics of vehicle systems. The series has aired since January 2015. Season 2 of Tech Garage will air at 8:30 a.m. EST / 7:30 am CST on Sundays starting January 2016 on Velocity. Approximately 62.3 million American households (53.5% of households with television) receive Velocity. The show also is available on the web. Episodes will be filmed at Chipola College and the new season will air on Velocity beginning in January, 2016. Chipola’s Gardner is no stranger to the camera. Since 2013, he and fellow automotive instructor Chase Vlieg have been the national faces for Advance Auto Parts’ team member video training series used by thousands of employees. As a fellow instructor it is my goal to make educational material available to instructors as a classroom resource. Masters Entertainment Group is producing and hosting the show from Jan 2015 through 2020 so that instructor/schools can access these informative 22 minute programs free of charge. http://www.masterstv.com/vault%20tech%20garage%2015.htm Gardner says, “I want to thank the college, our advisory committee and industry representatives for supporting me in this project. I am very lucky to have so many colleagues who have helped me. ” Gardner mentions that industry support is so critical to the success of our industry and it has been overwhelmingly positive. Please follow us on twitter: https://twitter.com/johngardnertv For information, visit http://www.velocity.com/tech-garage/
iATN Launches Auto Pro Wiki BREA, California — The International Automotive Technicians Network (iATN®) recently launched Auto Pro Wiki, where iATN’s 84,000 members can help shape an essential asset for the automotive service industry. The Wiki, located at iatn.net/wiki, features unbiased biographical information written by members about the companies, products and services that serve the industry, along with members’ expert reviews of the many products and services in use every day in automotive repair shops around the world. iATN members building the Auto Pro Wiki are among the most knowledgeable and experienced automotive service professionals in the industry. On average, iATN members have more than 21 years of experience, and collectively share over two million years of industry knowledge. To ensure unbiased information, iATN members who edit the Wiki must adhere to a neutral point of view when writing about the companies, products and services that make up the Wiki. The information presented includes company and product descriptions, year of origin, headquarters location, website and product URLs, social media links, company logos, product images, and more. A clearly marked area of each page is designated for product reviews to give iATN members the opportunity to share their expert opinions. It’s easy for members to review any product or service, even those that don’t yet have a dedicated page in the Wiki. Companies that partner with iATN are able to add promotions to their company, product and service pages in the Wiki, in clearly marked promotional areas. “With the help of iATN members supporting our mission, we’re excited to build what we hope will become the world’s most comprehensive, dynamically useful product and service guide for the automotive service industry. Having unbiased facts, expert opinions, and valuable offers all in one place should make the guide extremely useful for industry-related purchasing decisions,” said Scott Brown, iATN president.
20 NACAT News
Winter 2016 | www.nacat.org |  21
43rd Annual NACAT Conference July 18 - 21, 2016 in Pasadena, TX
Register Online at http://www.nacatconference.org Presenter Information Form
Please print clearly.
Presenter Name:
Position:
Company:
Address:
City: Phone:(
Province/State: )
-
Postal/ZIP Code:
E-mail Address:
Website: Presenter Background (attach separate page if needed, but please keep to two paragraphs or less):
Seminar Title: Brief Description of Seminar (attach separate page if needed, but please keep brief):
Technical Requirements: Average attendees per session at previous NACAT conference: Willing to Repeat:
Yes
No
Require lab space:
Yes
No
Add email to distribution list:
Yes
No
Please mail the completed form to:
NACAT Conference Attn: Seminars 1820 SHILOH RD STE 1403 TYLER TX 75703 or Email to: office@nacatconference.org Copy: nacat2016@nacatconference.org 22 NACAT News
NACAT or their representatives do NOT pay presenters. Presenters are volunteering their time and this is a donation. All presenters are responsible for their own expenses. • Presenting only: no charge to them • Presenting and attending a function: Presenters pay for the event(s) attended. • Presenting and attending the NACAT Conference: pay the member or non-member conference fee, depending on their status and for the events attended.
Tap into a personalized teaching experience MindTap offers assignments that guide students to analyze, apply, and improve thinking, allowing you to measure skills and outcomes with ease.
Elevate Thinking Relevant readings, multimedia, and activities are designed to take students up the levels of learning, from basic knowledge to analysis and application.
Easily Set Your Course Personalized teaching becomes yours through a Learning Path built with key student objectives and your syllabus in mind. Control what students see and when they see it.
Promote Better Outcomes Analytics and reports provide a snapshot of class progress, time in course, engagement and completion rates.
MindTaps for Transportation Technology
“We have seen an increase of at least one letter grade when we compare the performance of Erjavec, Automotive Technology: A Systems Approach, Hadfield, Today’s Technician: Automotive Engine Repair & Rebuilding, 5e students who used MindTap with6ethose who didn’t.” — Scott Domowicz, Erie Institute of Technology Bennett, Heavy Duty Truck Systems, 6e Duffy, Auto Body Repair Technology, 6e Gilles, Automotive Service, 5e Pickerill, Today’s Technician: Automotive Brake Systems, 6e Hollembeak, Today’s Technician: Automotive Electricity & Electronics, 6e Pickerill, Today’s Technician: Automotive Engine Performance, 6e
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
“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
Ask about Cengage Learning’s award winning products!
Winter 2016 | www.nacat.org | 23
Article
Continued from page 18
I’ve never seen any version of the SDS used for this purpose. However, given that your study is dealing with aspects of both personality and occupational environment in automotive it seems very appropriate to use the SDS for this study. I have no reservations about my instrument being used for this purpose. I would however suggest using the Form R version since your participants are college students. In the past I saw a similar study on the relationship between personality and learning style. I think it used the MBTI as the personality assessment. The results suggested there was a relationship, but the correlation was very weak if I recall. I’ll be interested to see the results of a similar study, which uses the SDS rather than the MBTI. (personal communication, November 28, 2007). While the SDS has typically been used in linking personality to career choice, the six different personality and environmental types highlight specific characteristics, with the ability to identify the personality type of the adult postsecondary automotive technology students within this study. 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 research 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 allotted 90 minutes of in-class time for data collection. Beginning in January of 2008, thirteen 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 adult postsecondary automotive technology student prior to completing the survey instruments. First, the participants were instructed to complete the general background information survey. Second, students were asked to complete the SDS (Form R 4th Edition) instrument. Third, students were asked to complete the LSI (3.1 Version) instrument. Fourth, and finally, participants were extended a thank you and 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, twelve 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 subjects was 93%. Continued on page 26 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.
24 NACAT News
Winter 2016| www.nacat.org |  25
Article
Continued from page 24
Background of Participants Demographic data were collected from participants via a background information survey asking six questions regarding gender, age, career plan, automotive work experience, secondary auto-tech course completion status and current program satisfaction. Table 1 summarizes the demographic data collected from the background information survey. Findings Analysis of Data In an effort to provide career and technical education (CTE) professionals with additional insight on how to better meet the individual educational needs of postsecondary automotive technology students, this study focused on first identifying the predominant personality type of postsecondary automotive technology students and second examined whether there was a relationship between their predominant personality type and learning style. This study first sought to determine the predominant personality type of the subjects. The first research question was answered by calculating the frequencies and percentages of the personality data collected from the completed SDS instruments. The personality type with the highest frequency and percentage was identified as predominant. Second, the study sought to identify whether there was a relationship between the respondent’s personality and learning style. To answer the second research question, participants first completed the LSI to identify their learning style. Question two was specifically answered by examining the completed SDS and LSI data through a Chi-square analysis of association. Finally, the background information was analyzed by calculating the frequencies and percentages of the data collected from the background information survey. The data were analyzed using the Statistical Package for the Social Sciences (SPSS v16, 2008).
Table 1 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
Research Question 1 What was the predominant personality type of postsecondary automotive technology students? The first research question was answered by calculating the frequencies and percentages of the personality type data collected via the SDS instrument. After calculating the results of the SDS, it was determined that the Realistic personality type was the predominant classification of 148 (84.1%) participants within this study (see Table 2). Table 2: Distribution of Participant Personality Types (n = 176)
Note. (a) Realistic types usually have mechanical and athletic ability, (b) Investigative types usually have Personality Type n % mathematical and scientific ability, (c) Artistic types Realistic 148 84.1 usually enjoy creating origonal work, (d) Social types Investigative 3 1.7 usually have strong social skills and enjoy working with Artistic 6 3.4 people, (e) Enterprising types usually have leadership Social 3 1.7 and speaking skills, (f) Conventional types usually Enterprising 14 8.0 enjoy working with words and numbers (Holland, Conventional 2 1.1 1997). Total 176 100.0
Continued on page 32 26â&#x20AC;&#x192; NACAT News
Automotive Technology
Features:
Automotive Electricity & Electronic Program
• Supports Automotive Electricity Computer Based Instruction (CBI) Software (model 1810W) • Supports Automotive Electronics Computer Based Instruction (CBI) Software (model 1820W) • Hands-on activities and computer animation hold student interest • Provides troubleshooting practice and competency testing
1800 Series
• Classroom management with remote fault insertion capability • Print or export Student Records • A proven product for more than 25 years, used by industry (Bosch, Chrysler, Nissan) and hundreds of public and private schools. • Includes on-trainer, troubleshooting and in-shop worksheets.
ATech’s Automotive Electricity and Electronic Program is supported by the Troubleshooting Trainer (model 1801B).This Trainer supports all 1800 Series Courseboards to provide students with hands-on experience.
model 1801B
• NEW USB connectivity • NEW RJ-45 connection to ATech Network System (ANS)
The Interactive Keypad (model 1802) interfaces with the Troubleshooting Trainer (model 1801B), Computer Concepts Board (model 1840) and TP/MAP Component Board (model 1841).
• NEW RJ-45 connection to ATech Keypad model 1802
ATech Training, Inc. 12290 Chandler Drive • Walton, KY 41094 Toll Free: 1-888-738-9924 E-mail: sales@atechtraining.com
NOW TO PLACE YOUR OR CALL DER !
www.atechtraining.com Winter 2016 | www.nacat.org | 27
43rd Annual NACAT Conference July 18 - 21, 2016 in Pasadena, TX
Register Online at http://www.nacatconference.org Sponsor Information Form Please print clearly.
Company:
Address:
City: Phone:(
Province/State: )
-
Postal/ZIP Code:
E-mail Address:
Representatives Attending:
Interest Level (amounts in US Dollars):
Title Sponsor ($7500 - only 1 allowed)
For more information e-mail Gold Sponsor ($5000) nacat2016@nacatconference.org Silver Sponsor ($3500)
Bronze Sponsor ($2500) Coffee Sponsor ($500) Special Event Sponsor (Contact Us)
How To Pay For Sponsorship
By Postal Mail (Check or Purchase Order) Please mail the completed form with a check in US funds, payable to “NACAT Conference” to:
By Credit Card (Visa, Mastercard, Amex, Discover) Please navigate to the NACAT Conference website at http://www.nacatconference.org.
NACAT Conference Attn: Sponsorship 1820 SHILOH RD STE 1403 Tyler TX 75703
The main menu Sponsor tab will provide a link to purchase the sponsorship via the online shopping cart. If you have used the system previously, you can log-in for ease of process. If you have forgotten your credentials, there is a link in the shopping cart to reset.
28 NACAT News
30 + years in the auto industry 20 + years teaching high school automotive technology Past NACAT board member and president
Automtive Technology: A Systems Approach 6e Revised and updated in 2014
Image heavy and written by a high school instructor with high school programs in mind.
Correlated to the NATEF MAST standards.
Supplemental workbook has chapter study guides, activities, and select MLR lab worksheets.
Available as a MindTap product with extensive online content and enhancements.
RPM
X1000
Summer Elections - 2016 Early nomination is highly encouraged! We are once again collecting nominations for NACAT Officer and Board positions. 2016 will see three Board positions and the Secretary position 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 Pasadena, Texas. 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. 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. If you are curious as to what exactly a NACAT board meeting is like, the minutes of past board meetings are available on the NACAT website under the “General Information” tab of the main menu. 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 2016 | www.nacat.org | 29
Get articles, PowerPoints, video, graphics & more... StarEnviroTech.com click on Educator STAR Technology meets SAE International technical papers inert gas recommendations for safer EVAP testing.
The Only OEM-Approved, Contaminant-Free Smoke Dye.
Thanking An Industry Friend (Part 13 of Many) If you have ever visited http://www.nacat.org you would have noticed NACAT’s mission statement. “NACAT’s mission is to promote, update and improve automotive service education. It is the ongoing goal of NACAT to develop and maintain a strong professional organization that will serve the needs of automotive educators in public and private enterprise throughout North America.” Over the years NACAT and the NACAT Education Foundation have worked diligently to guarantee that this mission is upheld to ensure professional and personal development and growth. Without you, both the NACAT membership and industry partners, this would not be possible. We would like to share with you one example of how our industry partners help us to better serve our members. This 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 Megatech Corporation. You may have noticed they have a continued presence in support of NACAT, both in the NACAT News and at the annual NACAT Conference. In this issue, much like most in the past, Megatech has two advertisements (pages 21 & 39). One of their educational consultants, Skip Saurman, provided two seminars at the 2015 conference: one each in the realm of educator training and technical update training. They also had a booth at the trade show. We encourage you to join us at the 2016 NACAT Conference at San Jacinto College in Pasadena, Texas. 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 Summer 2016 issue to see another of our great Industry Friends recognized.
30 NACAT News
Winter 2016 | www.nacat.org |â&#x20AC;&#x192; 31
Continued from page 26
Article Personality Type and Learning Style Relationship
Research Question 2 The second research question sought to identify whether there was a relationship between the postsecondary automotive technology student’s predominant personality type and learning style. To answer this question, participants first completed the LSI to identify their learning style. The results of the LSI were much more equally distributed than the personality classifications of the SDS. 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). Table 3: Distribution of Participant Learning Styles (n = 176) Learning Style n % Accommodating 70 39.8 Diverging 37 21.0 Converging 40 22.7 Assimilating 29 16.5 Total 176 100.0
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 information and putting it into logical form (Kolb & Kolb, 2005b).
Research question two was addressed by a 4x2 crosstabulation analysis conducted using the four learning styles with Realistic classification and an “all other type” personality category. The “all other type” personality category consisted of the five remaining personality types. This 4x2 Chi square analysis was conducted to correct for expected frequency cell counts of less than 5 exceeding the 20% criterion (Utts & Heckard, 2002, p. 460) observed within the learning style and personality distribution. The results of the 4x2 Chi square analysis revealed no statistically significant association between the personality types and learning styles. However, the basic descriptive statistics related to the distribution of learning style and personalities are still valid (see Table 4). This 4x2 Chi-square analysis revealed one cell (12.5%) with expected counts less than 5, which is within the acceptable range of less than 20% (Utts & Heckard, 2002, p. 460). Since the results displayed within Table 4 revealed no statistically significant association, a 4x1 Chi-square analysis was conducted between the four learning styles and the predominant Realistic personality type. The results of the second Chi-square analysis revealed that there was a statistically significant relationship between the predominant Realistic personality type and the Accommodating learning style of 56 participants (37.8%) (see Table 5). Holm’s sequential bonferroni posthoc (1979) method was used to control for type 1 error at p<.05 across all comparisons.
Table 4: Crosstabulation of Learning Style by Personality Type (n = 176) Personality Types Learning Style
Realistic
Accommodating Diverging Converging Assimilating Total
66 (31.8%) 30 (17.0%) 36 (20.5%) 26 (14.8%) 148 (84.1%)
All Other Types 14 (7.9%) 7 (4.0%) 4 (2.3%) 26 (14.8%) 28 (15.9%)
χ2(3,N=176) = 2.84, p< .417. Note.1 cell (12.5%) has expected counts less than 5. The minimum expected count is 4.61.
Table 5: Crosstabulation of Learning Style by Realistic Personality Type (n = 148) Learning Style Accommodating Diverging Converging Assimilating Total
Realistic Personality Type Realistic 56 30 36 26 148
All Other Types 37.8a 20.3b 24.3b 17.6b 100.0
χ2(3,N=148) = 14.38, p < .002. Note. Percentages with no subscript in common differ at p <.05 using Holm’s sequential bonferroni posthoc comparisons.
Continued on page 34 32 NACAT News
Winter 2016 | www.nacat.org |â&#x20AC;&#x192; 33
Article
Continued from page 32
Conclusions and Discussion The majority of the postsecondary automotive technology students who participated in this study had a predominant Realistic personality type resembling the O-Net (2007) classification. While disproportionate, the personality distributions did represent all six categories of Hollandâ&#x20AC;&#x2122;s classifications. Thus, the answer to the first research question is, Realistic is the predominant personality type of postsecondary automotive technology students (see Table 2). The results of the Learning Style Inventory (LSI) were much more equally distributed than the personality classifications of the SDS. 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. Care should be taken by postsecondary automotive technology faculty within central Pennsylvania to differentiate instructional techniques to align with all four learning styles as 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. While past research studies have examined the relationship between personality type and learning style, few have focused on the trade and industry sector of CTE. Contributing to the void of research in this area, the calculated results of the Chi-square analysis (i.e., Table 5) within the study revealed a statistically significant relationship between the Realistic personality type and the Accommodating learning style (p=.002) of 56 participants or 31.8% of the overall sample of postsecondary automotive technology students. Thus, the answer to the second research question was: yes, there was a relationship between the postsecondary automotive technology student predominant personality type and their learning style. However, the relationship between personality and learning style was not observed outside of the 31.8% of participants with both a Realistic personality type and Accommodating learning style classification. It is difficult to compare the results of this study to past personality and learning style correlation studies as they utilized different instrumentation such as the Myers - Briggs Type Indicator (MBTI) and Kolbâ&#x20AC;&#x2122;s LSI (i.e., the modes of grasping experience dimension). However, the results of this study indirectly resemble past research on this topic in that a relationship was found between personality type and learning style. The results further identified a very unique sample of Realistic and Accommodating participants who had the ability to learn primarily from hands-on experience, would rather work with things than people and had an aversion to academic and therapeutic activities (Holland, 1997; Kolb & Kolb, 2005b) (see Figure 3). Figure 3. Characteristics of postsecondary automotive technology with an association between Realistic and Accommodating classifications. Given the findings displayed within Figure 3, the educational specialization of automotive technology appears to be a natural fit. However, with these characteristics come some challenges within the automotive technology profession. For example, an automotive technician is expected to perform preventative maintenance and repairs on a daily basis within the automotive industry. If they would rather work with things than people, they may have a difficult time communicating effectively with a customer while attempting to pinpoint a vehicle drivability problem. Moreover, if they have an aversion to academic activities, they may find it difficult to write a handwritten description of a completed vehicle repair for billing purposes, put forth the effort to read a technical service bulletin (TSB), or calculate their completed flat rate hours to protect themselves from employer fraud.
Continued on page 37 34â&#x20AC;&#x192; NACAT News
Together, We Build Careers New Edition Coming Soon • An up-to-date automotive technology text correlated to the 2013 NATEF Task list • Thoroughly revised to focus on skills needed by entry-level technicians • Online learning with videos, animations, and interactive tools that improve comprehension • A robust instructor’s package with lessons, assessments, and class PowerPoint® presentations
“Modern Automotive Technology is simply the best, most comprehensive teaching resource I have seen in my 18 years in education.” – R. Lacivita, PA
FREE PREVIEW! To learn more, call 800.323.0440
Goodheart-Willcox Publisher Experts in Career and Technical Education Winter 2016 | www.nacat.org | 35
The Hands-On Vehicle Electrical-Electronics Troubleshooting Training Program from Veejer Enterprises, Garland, Texas Phone:
972.276.9642
Web Site:
www.veejer.com
Introducing an effective Hands-On Electrical Troubleshooting Training Program that teaches automotive, truck, diesel and heavy duty service technicians how to troubleshoot vehicle electrical & electronic circuits using Electrical Troubleshooting Trainers designed by Vince Fischelli of Veejer Enterprises. These Troubleshooting Trainers begin with the H-111A(S) shown at the left. They are completely constructed circuit boards that snap together to simulate a live vehicle circuit. Using a Training Workbook, H-WB111A (Revised), a student is guided through a series of circuit voltage tests, voltage drop tests and resistance measurements to learn how to test a live vehicle circuit using a DMM. This focuses electrical training time on actual testing of circuits rather than consuming valuable training time building circuits to test. Once a technician understands essential circuit measurement skills with a DMM, the Instructor Guide, H-IG01/02A, explains how to insert electrical problems on the bottom of the circuit boards. Then the student troubleshoots from the top of the circuit boards while documenting his troubleshooting steps in the Student Workbook, H-WB111A, to compare with answers provided in the instructor guide. Problems are inserted in seconds at various points in the voltage side or the ground side of the circuit to keep technicians busy troubleshooting. By removing a wire jumper on the bottom, an open circuit is created at some point in the circuit. By inserting a fixed resistor a voltage drop problem is created. Inserting wire jumpers at various points create shorts to ground. Technicians learn to successfully troubleshoot vehicle electrical-electronic circuits by doing it rather than watching someone else do it or just by talking about it. Technicians successfully troubleshoot electrical problems by themselves, over and over 32 times until they get it right and electrical circuit troubleshooting becomes second nature. Students practice hands-on troubleshooting a live circuit with real problems to develop self-confidence. Convince students they can troubleshoot vehicle electrical circuit problems. The benefits of this electrical troubleshooting training will last for the rest of their careers. It’s a great way to master electrical troubleshooting skills as students become confident electrical circuit troubleshooters who won’t troubleshoot by changing parts but first troubleshoot by testing a circuit with a DMM to identify a problem. The student below is troubleshooting a problem and recording troubleshooting steps with DMM readings in the student workbook to be reviewed later. The Starter Kit: Part # H-111A(S) is the first set of troubleshooting trainer circuit boards with step-by-step troubleshooting training. Each Starter Kit contains the two Troubleshooting Trainers shown at the left; Power Board, H-PCB01A and Lamp Board, H-PCB02A. Each H111A(S) is purchased without books. A bag of fixed resistors for inserting problems is included. Student workbooks are purchase separately, as well as the Instructor Guide, H-IG01/02A and Power Point. Other trainers to The Starter Kit include trainers for H-113(S) DC Motor Circuit Troubleshooting, H-115(S) Troubleshooting Relay Circuits, H-116(S) Wire Harness Troubleshooting and H200(S) CAN Bus Troubleshooting.. Each trainer connects to the Starter Kit’s Power Board and Power Supply.
Live circuit repetitive troubleshooting is the only way to learn and develop electrical troubleshooting skills!
Call 972.276.9642 to order or visit www.veejer.com. Scroll down the home page and click on the link “If you are a teacher “click here.” This will take you to the Teacher’s Page with all the details. Special pricing for tech schools with visual aids is available.
36 NACAT News
Article
Continued from page 34
These examples highlight standard operating procedures within the automotive technology field, which may conflict with the characteristics of 31.8% of participants. The Realistic and Accommodating learners will not, in most cases, search for opportunities to develop/learn these skill sets without assistance. Therefore, postsecondary automotive technology faculty within central Pennsylvania should supply these students with hands-on experience in occupational specific reading, writing and verbal communication (i.e., TSB reading, writing repair descriptions on work orders and customer communication role plays) including specific training on calculating and documenting completed flat rate hours. 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. A process of “adopting and adapting” instructional techniques and strategies for all learning styles seem more appropriate. 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. A process of adopting and adapting instructional techniques and strategies for all learning styles has the ability to enhance the educational experience for the student learners. This process of adopting and adapting instructional techniques and activities can vary greatly depending on the area of educational specialization. Sample auto-tech activities are shown for each of Kolb’s learning styles in Figure 4 to assist automotive technology faculty. A process of adopting and adapting instructional lesson plans to align with the sample activities/strategies may enhance the educational experience of all four types of learners within the automotive technology program (see Figure 4). Figure 4. Sample activities of Kolb’s learning styles for auto-tech faculty. A cautionary note regarding the personality and learning style results of this study: there are no right or wrong classifications and everyone uses each learning style and personality type 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 and the SDS identified the strength of preference not the degree of personality and 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. References
Continued on page 38
Chapman, A. (2006). Diagrams of Kolb’s Learning Styles. In Kolb learning styles (sec 3). Retrieved April 22, 2008, from Businessballs.com Web site: http://www.businessballs.com/kolblearningstyles.htm Evans, N. J., Forney, D. S., & Guido-Dibrito, F. (1998). Student development in college. Danvers, MA: Jossey Bass. Fallan, L. (2006). Quality reform: Personality type, preferred learning style and majors in a business school. Quality in Higher Education, 12(2), 193-206. Ferrell, B. G. (1983). A factor analytic comparison of four learning-style instruments. Journal of Educational Psychology, 75, 33-40.
Winter 2016 | www.nacat.org | 37
Article References
Continued from page 37
References Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books. Hickcox, L. K. (2006). Learning styles: A review of the inventories. In R. R. Sims & S. J. Sims (Eds.), Learning styles and learning a key to meeting the accountability demands in education (pp. 3 - 15). New York: Nova Science. Highhouse, S., & Doverspike, D. (1987). The validity of the learning Style Inventory 1985 as a predictor of cognitive style and occupational preference. Educational and Psychological Measurement, 47(3), 749-753. Holland, J. L. (1971). A counselor’s guide for use with the self-directed search for educational and vocational planning. Palo Alto, CA: Psychologists. Holland, J. L. (1994). Self-Directed-Search assessment booklet (Form R 4th ed.). Lutz, FL: Psychological Assessment Resources. Holland, J. L. (1997). Making vocational choices: a theory of vocational personalities and work environments. Odessa, FL: Psychological Assessment Resources. Holland, J. L., Fritzsche, B. A., & Powell, A. B. (Eds.). (1997). The Self-directed-search technical manual (4th ed.). Lutz, FL: Psychological Assessment Resources. (Original work published 1985) Holland, J. L., & Gottfredson, G. D. (1992). Studies of the hexagonal model: An evaluation. Journal of Vocational Behavior, 40, 158-170. Holland, J. L., Powell, A. B., & Fritzsche, B. A. (1994). The self-directed-search (SDS) professional user’s guide. Odessa, FL: Psychological Assessment Resources. Holm, S. (1979). A simple sequential rejective multiple test procedure. Scandinavian Journal of Statistics, 6, 65-70. Isaac, S., & Michael, W. B. (1997). Handbook in research and evaluation (3rd ed.). San Diego: Educational and Industrial Testing Services. Jonassen, D. H. (1981). Personality and cognitive style, predictors of teaching style, preferences: An exploratory study. In Association for the Educational Communications and Technology convention. Symposium conducted at The Annual Convention of the Association for Educational Communications and Technology, Philadelphia, PA. Jorgensen, G. W. (2006). One size doesn’t fit all: Achieving accountability through application of learning patterns. In R. R. Sims & S. J. Sims (Eds.), Learning styles and learning a key to meeting the accountability demands in education (pp. 211-226). New York: Nova Science. Kolb, A. Y., & Kolb, D. A. (2005a). Kolb’s Learning Style Inventory 3.1 technical manual. Boston: Haygroup. Retrieved from http://www.haygroup.com/tl/Downloads/LSI_Technical_Manual.pdf Kolb, A. Y., & Kolb, D. A. (2005b). Learning style and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 192-212. Kolb, D. A. (1976). Learning style inventory: Technical manual. Boston: McBer & Company. Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A. (1993). Learning style inventory (3.1 ed.). Boston: Hay Group. O-NET. (2007). Automotive technicians. In Basic skills. Retrieved October 30, 2006, from Occupational Information Network database: http://online.onetcenter.org/link/summary/49-3023.01 Penney, R. B., & Cahill, M. (2002). Effective career counseling: Relationship between work personality, learning style and client intervention preferences. The Canadian Journal of Career Development, 1(1), 28-35. Retrieved May 2, 2008, from http://www.contactpoint.ca/cjcd/v1-n1/article4.pdf Rayman, J., & Atanasoff, L. (1999). Holland’s theory and career intervention: The power of the hexagon. Journal of Vocational Behavior, 55(1), 114-127. Ritchie, H. (1975). Learning styles relevant to identified personality types of selected nursing students and selected registered nurses. Abstract obtained from Eric Report. (ERIC Document Reproduction Service No. ED139485) Smith, D. M., & Kolb, D. A. (1986). User’s guide for the learning style inventory. Boston: McBer. Utts, J. M., & Heckard, R. F. (2002). Mind on statistics. Pacific Grove, CA: Duxbury.
URL: https://scholar.lib.vt.edu/ejournals/JITE/v46n2/threeton.html 38 NACAT News
Winter 2016 | www.nacat.org |â&#x20AC;&#x192; 39
43rd Annual NACAT Conference July 18 - 21, 2016 in Pasadena, TX
Register Online at http://www.nacatconference.org Trade Show Registration July 20 - July 21, 2016
Please print clearly.
Company:
Address:
City:
Province/State:
Phone:(
)
-
Postal/ZIP Code:
E-mail Address:
Representatives Attending:
Add e-mail to distribution list for all conference updates: Booth Count and Fees:
Price
First 2 Booths Additional Booths
$600 US Each $550 US Each
Yes
Number Desired
No Line Total
= =
GRAND TOTAL (ALL BOOTHS) $ USD
To pay for your Trade Show Booths by check, please mail the completed form with a check in US funds, payable to “NACAT Conference” to: NACAT CONFERENCE 1820 SHILOH RD STE 1403 TYLER TX 75703
IMPORTANT TRADE SHOW INFORMATION
Booth Specifications: • 8’ x 10’ • Wi-Fi Available
Special Request:
• We politely request that each trade show participant please provide 1 door prize with a minimum value of $25.00.
For more information e-mail nacat2016@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! 40 NACAT News
Winter 2016| www.nacat.org |â&#x20AC;&#x192; 41
Hybrid, Plug-in Hybrid & ElEctric VEHiclE (EMV) training & rEsourcEs ACDC is yOur place for “one-stop shopping” • Safety Equipment • Used EMV Parts • Books and Training Aids
• Live Webinars • Cut-away EMV Parts • Tools and Equipment
W
hen order ing ment ion th is for a disco ad on yo unt u purch r ase
uP your VoltagE! Our Premier EV/Hybrid class. Six-days (50-hours) of handsIntroduction to HEV, PHEV and EVs
on training, limited to 16 students. Volt, Leaf, Prius, Honda, Ford: ACDC owns over 10 vehicles you will learn/work on. This class is held in Seekonk, Massachusetts.
For Technicians and Students New to High-Volt age Systems
acdc dEdicatEd training Facility Do you have a new Instructor? Let ACDC get them ready to
By Craig Van Bate
nburg
teach. We offer 3- and 5-day TRAIN-THE-TRAINER Classes.
asE l3 PrEP class We can help you pass the ASE L3 hybrid test. Use ACDC’s L3 Study Guide which includes a practice test and webinar.
www.fixhybrid.com
vanbat55@yahoo.com Call Deb or Craig: 800.939.7909 Email:
Upcoming NACAT Education Foundation Fundraisers As you may know, The NACAT Education Foundation is an IRS recognized 501c3 organization formed in 1994. The Foundation’s mission is “To provide scholarships and grants primarily for the improvement of automotive education, to teachers, schools, and students of automotive and related technologies.” To fulfill this mission, the Foundation needs your help! While we apply for grants, request in-kind donations, and seek aid so that we might best service the transportation technology industry, we often rely on the giving nature of our friends and industry family to help us generate funds for the core scholarships and grants we provide. The NACAT Education Foundation is planning TWO auction type fundraisers in the coming months. One is an online auction which will begin on April 15 and the other is the annual silent auction on the more traditional dates during the 2016 conference, July 20 - 21. The Foundation trustees and director are actively soliciting donations for both: corporate donations will be accepted for both fundraisers and we hope the NACAT members and their families will once again provide the many great items that populate the table during the silent auction. Additionally, a THIRD fundraiser is being planned. It is conditional to the rules and regulations in Pasadena, Texas, as well as time and space available during the conference. While this fundraiser may not appeal to everyone, one of our goals entering 2016 is to hold a “Beverage Pull” during one of the conference evenings. You may have more traditionally hear of this as a “Wine Pull”, but we are hoping to put a twist on it by including wine, liquor, and beer -- ideally with local flavor. We need many varieties, both with regard to brand and expense, in the pull. Then, for a set ticket price, a person will be able to trade a ticket for a number. The bottle which matches that number will be the item won by the ticket. Participants will not be allowed an advance view of which bottle corresponds to which number. We are beginning to solicit donations as we finalize all regulatory checks. We do this for you and with your help. If you want to learn more, please visit http://www.nacatfoundation.org. If you would like to help us solicit donations, please contact James Curry, the Foundation Director, at office@nacatfoundation.org. He can provide you with information and a donation solicitation kit if requested.
42 NACAT News
43rd Annual NACAT Conference July 18 - 21, 2016 in Pasadena, TX
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 address provided above 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 5/1/2016 will save $100!
Registration Fees and Family Tickets DO NOT purchase Banquet or BBQ Tickets for the Registrant. Only do so for family members. NACAT Member Registration Payments Received BEFORE 5/1/2016
$250 US
Payment Received ON or AFTER 5/1/2016
$300 US
Non-NACAT Member Registration
$400 US
Family Members Attending: Additional Function Tickets For Persons Not Registered as Primary Attendee (Family Members): Date
BBQ (Adult) 7/19/16 BBQ (Child under 13) 7/19/16 Banquet (Adult) 7/21/16 Banquet (Child under 13) 7/21/16
Price
Number Desired
$30 $15 $50 $25
= = = =
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 1820 SHILOH RD STE 1403 TYLER TX 75703 Winter 2016 | www.nacat.org | 43
BUSINESS MANAGER Bill Haas NACAT 1820 SHILOH RD STE 1403 TYLER TX 75703
www.NACAT.org How You Can Join NACAT
In order to receive your membership promptly, please fill-in the appropriate spaces below and mail this application form with your check or money order to NACAT's “International Headquarters.” North American Council of Automotive Teachers 1820 SHILOH RD STE 1403 Tyler TX 75703 Name_____________________________________ E-mail Address (Work or Home) _________________________________ Is this a NEW or RENEWAL Membership
____New
____Renewal
If a renewal, in what year did you join NACAT: ____________ Send Membership info to: ___Home ___Work Home Street Address ______________________________ City________________ State/Prov.________Zip ______________ School/Business Name____________________________________________________________________________________ School/Business Street_____________________________ City________________ State/Prov.________Zip ______________ School/Business Phone number __________________________ Membership Class* ___General ___Associate ___Retired *General Members are voting members who are educators. Associate Members are non-voting members who are non-educators working at a business or school.
You may pay by credit card or online check at www.nacat.org
[
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