DOCUMENT RESUME

ED 045 799 VT 010 972

TITLE Community College Guide for Associate DegreePrograms in Auto and Truck Service/Management.

INSTITUTION Automobile Manufacturers-American VocationalAssociation Industry Planning Council.; AutomobileManufacturers Association, Inc., Detroit, Mich.

PUB DATE 69NOTE E1p.AVAILABLE FFCM Automobile Manufacturers Association Inc. 320 New

Center Building, Detroit, Michigan 48202

EDRS PRICEDESCRIPTORS

EDRS Price MF-$0.50 BC Not Available from EDFS.*Associate Degrees, *Community Colleges, CurriculumGuides, Educational Facilities, Profile Evaluation,*Program Guides, *Program Planning, Pupil PersonnelServices, School Industry Relationship, *Trade andIndustrial Education

ABSTRACTRealizing that the community college serves in a

special capacity through the development of varied and flexiblecurriculms, this program guide was developed by the AutomobileManufacturers-American Vocational Association Industry PlanningCouncil. For the benefit of administrators and curriculumspecialists, it gives a setting for associate degree programs inautomotive service/management and provides specifics about itsapplication. Two-year curriculums (four semesters and aninstitutional cr cooperative summer program) are outlined forassociate degrees in Auto Service/Management and in TruckService/Management. Course descriptions include credit hours andclass and laboratory hours. Additional information covers: (1)

guidance and selection of candidates, (2) instructor qualifications,(3) facilities, (4) tools and equipment, and (5) industrycooperaticn. (JS)

Community College Guidefor Associate Degree PrograMs inAuto and Truck Service/Management

Prepared for educators and industryas a special project ofThe Automobile Manufacturers-American Vocational AssociationIndustry Planning Council

in cooperation with theService Managers CommitteeAutomobile Manufacturers As-ociation, Inc.320 New Center BuildingDetroit, Michigan

U.S, DEPARTMENT OF HEALTH, EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

Editorial consultation: Bud Goodman, Inc.

"PERMISSION TO REPRODUCE THIS COPYRIGHTED

MATE AL BY HAS BEEN GRANTED

BY yd., zif itTO ERIC AND ORGANIZATIONS OPERATING UNDERAGREEMENTS WITH THE U. S. OFFICE OF EDUCATION.FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM

REQUIRES PERMISSION OF THE COPYRIGHTOWNER."

© Copyright 1969 by Automobile Manufacturers Association, Inc.

.,

Foreword Associate degree programs in automotiveservice/management are relevant to today'sstudents, schools, and communities.

This publication gives both a setting forsuch education and provides specifics aboutits application.

It is our hope that teachers, board members,presidents, deans, and members of the busi-ness community will recognize in this field ofstudy a challenge and an opportunity.

We in industry recognize the contributionbeing made by our nation's post-secondaryinstitutions. With this "Guide" we indicate ourdeep interest and our continuing support.

NORRIS G. WILTSEChairman, Service Managers CommitteeAutomobile Manufacturers Association

3

Service Managers Committee NORRIS G. WILTSE, ChairmanGeneral Service ManagerKaiser Jeep Corporation

JOHN BATES

Director of ServiceGeneral Motors Corporation

GEORGE E. BROWNGeneral Service ManagerAmerican Motors Corporation

G. J. CUTLERManager, Product ServiceChrysler Corporation

NORMAN KRANDALL

National Service ManagerFord DivisionFord Motor Company

rs

4/5

Automobile Manufacturers-American Vocational AssociationIndustry Planning Council

6

GEORGE R. KINSLERCo-Chairman (Education)Chief, Trade and Industrial Education,Wisconsin Board of Education

MEL H. CHESNEYCo-Chairman (Industry)Service Planning-Marketing Staff,Ford Motor Company, Michigan

DR. ROBERT C. LUSKSecretaryDirector, Educational Services,Automobile Manufacturers Association,Michigan

Members

DEAN JON P. ADAMSDean of Technical-Vocational Education,Schoolcraft College, Michigan

JOSEPH A. ANGIOLILLOSenior Department Head,Albert I. Prince Vocational-Technical School,Connecticut

WILLIAM BERNDT

Specialist, Curriculum Materials,Trade & Industrial Education Branch,Department of Health, Education and Welfare,Washington

DR. ARDEN L. PRATTSpecialist in Occupational Education,American Association of Junior Colleges,Washington

CEDRIC M. HENLEYIndustrial Education, Bemidji State College,Minnesota

DR. JOHN A. JARVISVice President for Academic Affairs,Stout State University, Wisconsin

STEVEN KOTOWSKI

Assistant Director,E. C. Goodwin RegionalVocational-Technical School, Connecticut

MORRIS E. NEWCOMBAutomotive Instructor,W. T. Woodson High School, Virginia

DR. ERNEST B. PARRYPresident, Forsyth Technical Institute,North Carolina

DONALD F. REYNOLDSSupervisor, Trade & Technical Education,Los Angeles City School Districts, California

PROF. RALPH WENRICHChairman,Department of Vocational Education &Practical Arts, School of Education,University of Michigan

Resource

LOUIS GODLA

Director of Vocation Education,Fairfax County School Board, Virginia

FRANK P. PLOVICKService Promotion & Training Manager,Delco-Remy Division, General MotorsCorporation, Indiana

7

Contents 'They're always changing the damn things'. . floating power and free wheeling . . . the`practical' motor truck . . . 118 million cars,trucks and buses . . . the business of the schools. . . what the community requires . . . a nationon wheels . . . the $14 billion-a-year aftermarket. . . opportunities for professionals in service/management. Pages 11-16

Guidance, Counseling and Selection ofCandidates . . . round bottles in square holes. . . social and economic goals . . . personal andprofessional potential . . . self-image . . . ac-ceptance standards . . . how to reach qualifiedcandidates . . . handling the communicationsproblem . . . audience defined . . . the localprogram . . . success profile. Pages 17-23

Curricula for Associate Degrees in Autoand Truck Service/Management . . . stu-dent and industry needs . . . four basic elements. . . recommended minima . . general educationrequirements . . . changes in technology antici-pated . . . a measured 'mix' . . . summer programcredits . . . course descriptions . . . electives . . .

detailed outline of Business Organization andManagement course . . . advanced standingguidelines. Pages 25-42

Contents continued

10

Instructor Qualifications . . . the 'trueteacher' . . . five areas of capability . . . ac-ceptable combinations of education and ex-perience . ... resource personnel . . . continuingeducation for the teacher . . . recruiting sources

. . teacher certification. Pages 43-48

Facilities .. . a rascally word . . . new buildings. . . remodeling, refurbishing . . . extendingexisting plant . . . where to get scale drawings. . . 'model' plans . . . industry informationsources . . . land area . . . the building . . .

entrance and outside storage requirements . . .

utilities . . . heating, cooling, ventilating.Pages 49-57

Tools and Equipment . . . guidelines . . .

automotive laboratory general equipment list. . . shop tools . . . basic tool kits for students . . .

visual aids . . . equipme:71, special tools andeducational assemblies. Pages 59-74

Customer Service at the School and In-dustry Cooperation . . auto makers ready tohelp . . . advisory groups . . . clinical experience. . . how in-school service works . . . source of`customer' cars and trucks . . . preventive main-tenance . . . charges for service . . . why theadvisory group is a 'must'. Pages 75-79

"They're always changingthe damn things."

Marc Connelly, Pulitzer Prize playwright, re-calls in his autobiography, Voices Offstage, avisit with Henry Ford senior.

Connelly notes:

"Mr. Ford invited me to ride with him to hearthe music of the organ just installed in thenewly completed Greenfield Village chapelin Dearborn.

"It was a warm spring day and as we ap-proached the chapel my host stopped the carso that we could hear from a distance thestrains of 'Pomp and Circumstance.'

"After listening for a minute, Mr. Fordsuggested that we say hello to the organist.He released the car's brakes and attempted tostart the ignition. The engine did not respond.He pulled this, turned that, pressed knobs andpedals. He shook his head, looked at meand sighed :

" 'They're always changing the damn things'."* * *

The year was 1931. The "damn things"were, indeed, changing.

Plymouth offered "floating power" rubberengine mountings, Buick went to an eight-cylinder engine, Oldsmobile adopted a syn-chromesh transmission.

Freewheeling was available on Chrysler,Dodge, Plymouth, Lincoln and othersre-member the Marmon, Peerless, Pierce-Arrow,Willys-Knight, Hudson and Essex?

Thirty-one was the year a retractable, hard-top convertible was patented and directors ofthe National Automobile Chamber of Com-merce recommended a standard passenger-carwarranty of 90 days or 4,000 miles.

In 1931, a GMC truck and refrigeratedtrailer delivered 21 tons of California fruit toNew York in 117 hours running time, "proof"of the "efficiency of the motor truck as practi-cal for transporting perishable goods." Todaytrucks haul some 65 percent of fruit andvegetables to the nation's leading markets.

On that spring day in Greenfield Villagewhen Mr. Ford spoke of change, there weresome 26 million cars, trucks and buses onthe road.

By 1975 it is estimated the number will be118 million.

Change and growth. These are "as true astaxes is. And nothing's truer than them."

In 1931, there were some 300-plus "junior"colleges, most of them private institutions.Today there are nearly three times that num-ber, most of them part of the public schoolsystem. Total enrollment is approaching twomillion.

13

What does this onward-and-upward arith-metic mean? What is the relationship betweenthe dynamics of the automotive industry andthe two-year college ?

Consider this:"The Community requires . . . certain kinds

of knowledge and skill to carry on its economi-cal and other activities; and it is the businessof the schools to turn out young peopleequipped with such forms of knowledge andskill."

And this:"If we give our pupils the knowledge which

is 'of most worth'that is the knowledgewhich had indispensable practical value inregulating the affairs of lifewe shall at thesame time give them the best possible mentaltraining; for it is incredible that the pursuit ofthe best kind of knowledge should not alsoafford the best mental discipline."

Within the framework of these two state-ments (the first by Sir T. Percy Nunn, onetimeprincipal of London Day Training College andprofessor of education, the University ofLondon; the second, by Herbert Spencer) isthe common denominator for auto industry andcommunity college.

14

The key phrases, perhaps, are:

"The community requires certain kinds ofknowledge and skill . . ."

"Knowledge which has indispensable practicalvalue."

What knowledge and skill does the com-munity require that the community collegecan provide?

Is this knowledge truly of "indispensablepractical value ?"

Let's take another look at the automobile.

The auto makers, like educators, anticipatetomorrow's needs today.

Cars, trucks and special-purpose vehiclesmust meet the increasing transportation re-quirements of a society whose social andeconomic structure demands mobility.

In the expanding automotive market, thebuyer is knowledgeable and critical. He wel-comesand, in fact insists onstyling inno-vations. But he is also concerned, and right-fully so, with design and engineering improve-ments.

"They're always changingthe damn things."

Better performance, greater reliability, in-creased safety, extra comfort, more conve-niencethese are changes the consumer ex-pects, these are demands that manufacturers,in an intensely competitive field, are obligedto meet.

That's not all. A nation on wheels insiststhat those wheels keep turning, that cars andtrucks operate at peak performance, thatservice and maintenance facilities are easilyavailable and professionally staffed.

Keeping those wheels turning is no longer asimple matter of personal convenience, familyfun or isolated commercial concern.

Nearly 80 percent of all U.S. families ownautomobiles.

More than 90 percent of inter-city travel isby automobile.

More than 1,000 billion motor-vehicle milesare logged each year.

Nearly 90 percent of all commuting workersuse automobiles to get to and from the job.

School buses carry more than 40 percent ofpublic school students.

More than 50 percent of manufacturers'intercity tonnage is hauled by trucks. Over10 million men and women are employed intruck transportation, working to move some600 million tons of intercity freight alone.

15

The service market, generated by the auto-transportation industry, is a more than $14billion a year business. This "aftermarket,"representing the sale of automotive parts andlabor, is bigger by-the-dollar than annual totalcar sales.

The curve is pointing upin numbers andpercentages.

This is a national not a regional phenome-non. Every community is involved. One busi-ness in every six depends on the manufacture,distribution, servicing and use of motor vehicles.

The service market is opportunitynot aknock-once opportunity but a continuing andexpanding opportunity for professionals inauto and truck service/management.

The "vehicles population" is growing at amuch faster rate than the supporting serviceindustry and has been for more than 20 years.

The service market is opportunity for thecommunity college to provide "certain kindsof knowledge and skill" of "indispensablepractical value."

16

The community requires this knowledge andskill. The community colleges are, in largemeasure, best structured to meet the com-munity need.

Now then, some questions:

Is a course of study leading to an associatedegree in auto (or truck) service/managementconsistent with the educational and communityresponsibility of your college?

How about student interest? Are profes-sional automotive careers appealingearn-ings, status? What are the prerequisites forassociate degree candidates? Is recruiting aproblem ?

Curriculum? What would comprise an ac-ceptable minimum standard ? Is the curriculumflexible enough to permit a "mix" of academicsubjects needed if the student decides to con-tinue his education in a four-year college?

Facilities, tools and equipment? What areneeded?

Teachers? Qualifications?

There are, indeed, a great many questions.We'll try to provide some of the answers.

Guidance, Counselingand Selection of Candidates

"Test Your SkillPut the Round Bottles inthe Square Holes"

Signs with that intriguing suggestion turnup now and then on soft-drink vending ma-chines. The idea : To encourage customers toput empties back in the cases stacked near themachines.

With bottles, it's easy. With people, it won'twork.

As Sydney Smith, 19th Century clergyman,philosopher and wit, once observed :

"We find that the triangular person has gotinto the square hole, the oblong into the tri-angular, and a square person has squeezedhimself into the round hole."

And, as a result, the "doer and the thingdone seldom fit so exactly that we can say theywere almost made for each other."

Successful recruiting of candidates for asso-ciate degree courses in auto service/manage-ment requires an "almost made for each otherfit."

Career opportunities must fit the candidate's

Social and economic goals

Personal and professional potential

Self-image

In turn, the candidate must satisfy the col-lege's acceptance standards and togethercandidate and collegemust satisfy the needsof the growing and expanding automotiveservice industry.

First, how do we fit the candidate and thecollege ? How are qualified young men at-tracted to service/management ? How does theschool reach out to these young people?

It is improbable that any considerable num-ber of young men (or women) ever decidedindependently on an automotive service career.

Too often auto service is equated only withmechanics rather than management. This isunderstandable. College-level, associate de-gree courses in this field are relatively new.

)09

There is therefore a communications prob-lemone of telling rather than selling. Thereis a story to tell and an audience for the story.

In its broadest terms, the recruit reservoircan be measured by estimates of the U.S.Department of Health, Education and Wel-fare. Of every 10 who start high school, sevenare graduated and three of the seven go on tofurther education.

This national audience is being reached,with increasing effectiveness, by the automo-tive industry and related businesses.

The community audience can be reached bythe college through a public-service orientedcommunications program.

The local audience for the service/manage-ment story is primarily among high schoolstudents who are seeking guidance and coun-seling from faculty advisors in choosing acareer and in extending their education toprepare for that career. It is essential, there-fore, that guidance and counseling specialistsare provided with "information kits" and thatliaison is established between the secondaryschool specialists and the college.

20

Students with vocational training in auto-motive skills (at the secondary school level)may well be of associate degree caliber.

Beyond the recruit reservoir in the highschools (and the vocational schools), there areother pools of potential, including those whocan participate part time, evening or day.

These sources often disclose areas of in-terest and leadership (management) capabilitybeyond in-school achievement. Lines of com-munication can be established among:

Franchised auto dealerships and their ser-vice departmentsAuto service centers (operated by depart-ment stores, retail chains, oil companies)Retail gasoline stations (and dealer associa-tions)State employment officesChurch groups(Young People's Fellow-ship, CYO and others)The NAACP, Urban League and similarorganizationsLocal branches of national new and usedcar dealers' associationsLocal branches of national auto serviceorganizationsIndependent garages

Guidance, Counselingand Selection of Candidates

Explorer Scout Posts (Special interest postsemphasize automotive design, styling, engi-neering, safe-driving, hot rods. Co-operat-ing in these Explorer activities are automanufacturers and such groups as the SportsCar Club of America)

A recruiting relationship in this area involvesthe community with the program and identi-cies and strengthens the college's communityrole.

Further, in some instances, the recruitingcampaign will open placement opportunitiesfor service/management graduates.

The audience is defined. How do we tellthe story ?

The answer, of course, is the communica-tions program, a locally-developed effort.

Emphasis is on the increasing need for auto-service specialists and management personnel;the opportunity this provides for qualifiedyoung men (and women); how the schoolmakes it possible for young people to embracethe opportunity.

It's simple but not easy.Background material on the dynimics of

the industry, the "aftermarket," growth pat-terns, employment potential and sought-afterskills is readily available from the AutomobileManufacturers Association and other authori-tative sources.

This information provides the "core" forguidance and counseling "information kits,"for press releases, for speakers appearing be-fore school and community groups, for thecollege catalog and as a direct recruiting tool.

Advantage can be taken of public-service"talk" and "interview" programs on localradio and TV; school pages in daily andweekly newspapers; the scholastic press; houseorgans (church, civic, fraternal as well ascommercial).

21

Personal contact and direct mail open theway for speaking engagements before studentand other groups; participation in schoolCareer Days. Panel discussions can be de-veloped in cooperation with auto industryrepresentatives, service/management personneland others.

In telling the service/management story topotential associate degree candidates the col-lege's minimum entrance requirements mustbe clearly stated.

"Is it for me ?" is as important a questionfor the student as "What's in it for me?"

An acceptable minimum educational pre-requisite for an associate degree course is,generally, a high school diploma or equivalent.The "equivalent" permits some flexibility inconsidering older applicants, dropouts, return-ing veterans and applicants "from the in-dustry."

22

In these categories, and others, it wouldappear that in-depth interviews, aptitude andpersonality testing are required for that "al-most made for each other fit."

One educator has suggested that a successprofile for an "automotive technician" wouldshow an individual whoin some measureand in some circumstances

helps turn ideas and theories into actualresults

works with scientists and engineers

is involved in the making of decisions

uses his talents in bringing decisions to apractical conclusion

works in a blend of doing and thinking

is a cross between an engineer and mechanic

is one with more mechanical skill than theengineer and more engineering theory thanthe mechanic

is ready for employment on graduation

Guidance, Counselingand Selection of Candidates

can work on a project alone

can work with/supervise a crew of mechanics

can interpret and work from drawings

can interpret written instructions

can identify problems if and when en-countered

can analyze and resolve problems

is coherent in oral communication

is coherent in written reports which mayinclude drawings and graphics

has knowledge of world and people aroundhim

can appreciate and enjoy life

can contribute to society

It takes a big man to measure up to a bigopportunity.

And that opportunity presents a big chal-lenge to the individual and the school.

In auto-industry terms we have, to thispoint, considered:

the marketjobs, careers, opportunities,change, growth

raw materialsources, availability, stan-dards and specifications, quality and qualitycontrol

the productautomotive technicians with"more mechanical skill than the engineer,more engineering theory than the mechanic."

Next is manufacturing, turning the rawmaterial into a product to meet the needs anddemands of the market.

Manufacturing is, in effect, the collegeplant, facilities, personnel, tools and equip-ment.

And curricula, the working blueprint andmaster plan.

23

Professional manager-technician curricula forcareers in automobile and truck service weredeveloped to meet the needs of the studentand industry within accepted educationaldisciplines.

Curricula

The curricula are structured to insure that:

The graduate will be prepared to .take anentry job in automotive service in whichhe will be productive

The training, with a reasonable amount ofexperience, should make it possible for thegraduate to advance to positions of increas-ing responsibility

The foundation provided by the training isbroad enough so that the graduate can dofurther studyfor advanced standing or bytransfer to a four-year college

Further, the curricula reflect four elementsconsidered basic:

Functional utility

Units of instruction in specialized technicalsubjects

Provision for the teaching of principles byapplication

General education values

V2/

The curricula, suggested as a minimum re-quirement for an associate degree in service/management, demands two years of full-timestudy, including one summer session, to pro-vide 68 semester-credit hours of instruction.

In special casesfinancial or other personalproblems provisions can be made for a stu-dent to withdraw from school with an optionto reenter at a more favorable time. Studentsleaving for temporary jobs to finance theireducation should be encouraged and assistedin finding work in some area of the automotiveindustry.

The recommended minimum curricula re-sult from several years of cooperative effortby qualified professionals and practitioners ineducation and the automotive industry. It isthe consensus of those who developed the studyoutline that the basic structure and contentnot be revised.

Because this is a minimum program, dele-tions, substitutions or other substantive changescould result in an imbalance that would handi-cap the graduate in seeking employment andin job advancemer. t.

28

General education elements in the programare vital. The subjects were selected to developqualities of leadership in the graduate, to en-able him to work with others and communi-cate effectively in his own field of technologyand in his relationships with the public.

In the total program, the emphasis onscience, mathematics and technology providesa foundation which will enable the graduateto deal with problem-solving situations he willencounter because of the continuing changesin motor-vehicle technology.

Local conditions may warrant modificationsin non-core segments of the curriculum. Localadministrators or instructors might decide tooffer technical courses of special local interest.

The curriculum recognizes and anticipatesthe inevitable introduction of new materials,new processes, new production techniques andnew engineering developments.

Today's technology will not be adequate toservice and repair tomorrow's auto, trucksand buses.

Consider one of the once "simple" itemselectrical wiring.

The manager of one auto manufacturer'sdevelopment department makes the point:

"In the first 'one-lungers,' there was a wirefrom the spark plug to a magneto, connectedthrough a simple on-off switch and grounded.Then someone added a second cylinder, andtwo more, and then you needed a distributorto make sure the cylinders fired in the rightorder.

"Then came electric headlamps, and thentail lamps and parking lamps and turn signalsand backup lights and warning lights for over-heating and low oil pressure and cigarettelighters and ammeters and lights in glove com-partments and under the hood and in thetrunk, and lights overhead with switches inthe doors, and an upper beam indicator andelectric clocks and courtesy lamps and tapeplayers and fuel gauges and a light to tell youyour emergency brake is set, and electric two-speed windshield wipers and power windowsand power seats and air conditioning . . .

"Our little straggle of wires has become, .amass of colored conductors tied into buncheshalf as big around as your arm . . . "

Curricula

These curricula are directed to provide thestudent with a background in basic science andtechnology and with skills that he can call onto help him solve problems resulting fromprogress.

Provided in the course of study is a mea-sured "mix" of classroom instruction, labora-tory experience and "hands on" work expe-rience with actual vehicles and components.

To capitalize on the interest, enthusiasmand desire that led students to enroll in theprogram, technical courses are introduced inthe first semester.

Two curricula follow. First, for an AssociateDegree in Auto Service/Management ; second,for an Associate Degree in Truck Service/Management.

Included, too, are suggested criteria forsummer program credits, course descriptions,a detailed outline of the course in BusinessOrganization and Management and suggestedguidelines for determining advanced standing.

29

CurriculumAuto Service/Management

araitiOnentation and; Maintenance

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etlediter,

Service. Management

Mathematics Ii

Suspension and. Brakes I .

AuttfAccessonea'..

Engina.13nignosAandlur10:

Cranking `and Charging System

otal hoar

. . .Credit , C lose Leboretorli.. . .

HOUrs s.: ROWS.

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30

CurriculumTruck Service/Management

First YearSemester I

Communication Skills I

Mathematics I

Engines

Electricity

Service Orientation & Maintenance

Total hours

CreditHours

3

3,

3

4

3

16

Class

Hours

3

3

2

2

1

11

Laboratory

Hours

0

0

3

6

6

15

Semester II

Service Management I

Mathematics II

Suspension and Brakes I

Fuel Systems

Engine Diagnosis and Tune-Up

Cranking and. Charging Systems

Total hours

CreditHours

2

3

3

3

3

2

16

Class

Hours

2

3

2

2

2

1

12

Laboratory

Hours

0

0

3

3

3

3

12

Summer Program (Institutional or cooperative with industry.)The suniiner prograM requires Student participation in industry-sponsored schools conducted at facilities operated,by truck manu-facturers, producers of truck engine's or truck compomnts. If thisis not :feasible, arrangeMents may be made: to bring industry-sponsored instruction to the classroom. Arrangements must bemadiiiiinnally for this type'of study.

As an alternate or supplementary approach, schools will arrange aprogram with local automobile dealers or fleet operators to provideschool-supervised work and stady experience on operationalvehicles or components. If institutional facilities are available,program providing practical instruction' may be scheduled' in theschool laboratory. Maximum of 4 credit hours.

Second YearSemester III

Social Science I

Science ,

Air Brakes

Tranimissions and Orive Lines

Service Managernenili

Accounting and Business Organization

Total hours ,-

CreditHours

3

Class, Laboratory

Hours Hours

3 0

.2

Semester IV

Social Science II

Science it

Electrical Circuits

Communication Skills II

Refrigeration and Air Conditioning'

Total hours ,

CreditHours

3

3

Class

Hours

3

2

2

Laboratory

Hours

0

3

0

3

3

12 12

31

Suggested Criteria forSummer Program Credits

32

Summer sessions are an integral part of theassociate degree curricula. These sessions, itwill be noted, are conducted on an institutionalbasis, in cooperation with industry, or incombination.

Credit for work experience has been pro-posedprovided that:

A plan of work experience is approved bythe school advisor before the student startswork.

The student works full time in the approvedfield for two weeks (80 hours) for eachcredit to a maximum of eight weeks andfour credits.

The student submits weekly summaries of thework experience to the school advisor.

The student submits a comprehensive reportat the end of the work period with emphasison relating the experience to the employmentobjective.

The student and employer are visited andcounselled (at least tm ..) during the work-experience period and an evaluation of thelearning experience is made by a fieldsupervisor.

Course Descriptions

Accounting andBusiness OrganizationCREDIT HOURS 3 CLASS HOURS 3 LABORATORY HOURS 0

Business jnanagement procedures related toautomotive service and industrial operation.Fundamentals of accounting and accountingsystems. Exposure to basic business machines.Record keeping, preparation of income andexpense statements, credit control. Parts de-partment practices and procedures. Explana-tion of parts operation from warehouse tolocal level with systems of inventory, ordering,receiving, claims, material return examined.Emphasis on salesmanship and merchandisingwithin the parts operation.

Air BrakesCREDIT HOURS 2 CLASS HOURS I LABORATORY HOURS 3

Theory and principles of air brake systems,design and function. Problems, service, main-tenance. Mechanics of single and double-action compressors, cooling systems.

Curricula

Air ConditioningCREDIT ,IOURS 2 CLASS HOURS 1 LABORATORY HOURS 3

Principles, design, construction, installation,maintenance, removal, problems and serviceof automotive air conditioners, including tem-perature controls and air distribution. Nomen-clature, testing and troubleshooting. Safeservice procedures.

Auto AccessoriesCREDIT HOURS 3 CLASS HOURS 2 LABORATORY HOURS 3

Service and repair of power-operated acces-sories, including: seats, windows, convertibletops, decks, headlights, doors, locks, antennas,windshield wa3hers and wipers, testing units,gauges, signaling, warning and speed-controldevices.

Communication Skills ICREDIT HOURS 3 CLASS HOURS 3 LABORATORY HOURS 0

Spelling, vocabulary, sentence structure, orga-nization of essays, oral communication, busi-ness correspondence and forms, writing oftechnical reports (using illustrations and draw-ings), analysis of written material for tone,style and clarity. Individual speech analysis,business and social conversation, informationtalks, explanations and demonstrations. Sup-plementary reading assignments, includingsuitable models for the student in his writing.

33

Communication Skills IICREDIT HOURS 3 CLASS HOURS 3 LABORATORY HOURS 0

Directed to help the student understand othersand to make himself understood. Practice isprovided in developing business reports, groupspeaking, oral reading, analysis and discussionof general and technical periodical material.The general objective is to provide a gradu-ated scale of activities to help the studentachieve a greater competency of expressionand a sense of confidence in communicatinghis thoughts and ideas. Supplementary readingassignments are in the novel, short story andpoetry. Techniques in preparing and writingresearch papers are explored.

Cranking and Charging SystemsCREDIT HOURS 2 CLASS HOURS 1 LABORATORY HOURS 3

Comprehensive instruction on componentsand circuitry in cranking and charging sys-tems. Function, design, operation, repair pro-cedures, problem analysis, use of tools andinstruments.

ElectricityCREDIT HOURS 4 CLASS HOURS 2 LABORATORY HOURS 6

Fundamental theory, Ohm's Law, circuit iden-tification, electrical symbols, magnetism, in-duction, generators, alternators, motors. Useof such test equipment as the voltmeter, am-meter, ohmmeter and other devices used in

34

troubleshooting and diagnosing automotiveelectrical problems. Principles of automotiveelectrical systems are studied including: bat-teries, charging, cranking and ignition systems,electrical and electronic diagnostic equipment,transistor circuits and electronic control devices.

Electrical CircuitsCREDIT HOURS 2 CLASS HOURS 1 LABORATORY HOURS 3

Intensive study of chassis and body wiringdiagrams as basis for diagnosis of malfunc-tions. Replacement (or repair) of lights, hornand accessory circuits, gauges, signal andwarning devices. Use of testing instrumentsand tools. Mockup circuits are built on testpanels in the laboratory. Experiments areconducted on generators and alternators withdisassembly and assembly of all electricalcomponents.

EnginesCREDIT HOURS 3 CLASS HOURS 2 LABORATORY HOURS 3

Major objective is to offer the student prac-tical experience in engine maintenance andservice. Foundation knowledge in enginetheory and repair. Principles, design, construc-tion, operation and service procedures arestudied. Development of work skills and r ro-ficiency in engine rebuilding are emphasized.The student learns to disassemble, clean, in-spect, service and assemble an engine.

Engine Diagnosis and Tune UpCREDIT HOURS 3 CLASS HOURS 2 LABORATORY HOURS 3

Diagnosis and tune-up procedures as theypertain to the function and control of theengine with emphasis on the fuel, ignition,starting and charging systems. The student isgiven a broad background in diesel, propane,butane and gasoline fuel applications. Typesof carburetion are studied along with diag-nostic procedures for exhaust and fuel systemmalfunctions. Students perform tests withoscilloscopes, generator, regulator, alternatortesters, battery starter testers and distributortesters. Presented, too, are operation prin-ciples of fluid couplings, torque converterplanetary gears, servos, multiple disc clutches,hydraulic circuitry, disassembly and assemblyprocedure and diagnosis, adjustment and re-pair. Laboratory time is spent working withnecessary equipment in measurement, machin-ing and replacement of worn parts and testing.

Fuel SystemsCREDIT HOURS 3 CLASS HOURS 2 LABORATORY HOURS 3

Introduction of fuel system service for trucksand heavy vehicles. Function, construction,operation, troubleshooting and service of fuelsystems. A thorough study of diesel fuels,primary and secondary fuel, distribution andfuel injection.

Curricula

Mathematics ICREDIT HOURS 3 CLASS HOURS 3 LABORATORY HOURS 0

Basic algebra and trigonometry. Review ofmathematical expressions, notations, funda-mentals, and the laws of exponents. Trigono-metric functions, angular measure using degreeand radian measurement, and the developmentof sine and cosine laws. Slide rule and its usein multiplication, division, powers, roots, com-bined multiplication and division and use ofthe Cl scale.

Mathematics I ICREDIT HOURS 3 CLASS HOURS 3 LABORATORY HOURS 0

Advanced algebra, including an introductionto and use of logarithms and an explanationof exponential equations. Functional notation,graphs of curves and the solution of problemsby utilizing simultaneous linear equations.Special products or expansions, factoring,operation with fractions, complex fractions,solution of formulas and practical problemsolving. Introductory analytical geometry in-volving linear equations is studied as it relatesto slopes of straight lines, the slope interceptformula and sketching graphs.

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Refrigeration andAir ConditioningCREDIT HOURS 3 CLASS HOURS 2 LABORATORY HOURS 3

Principles, design, construction, installation,removal, repair and troubleshooting of truckair conditioners and refrigerators. Tempera-ture controls and air distribution.

Service Management ICREDIT HOURS 2 CLASS HOURS 2 LABORATORY HOURS 0

Various types of business organizations arestudied in relation to the automotive industry,wholesale and retail, with final focus directedto the automotive service department. Servicedepartment management covered in depth,ranging from the large organization to thesmaller shop. The conventional line methodof management is stressed.

Service Management I ICREDIT HOURS 2 CLASS HOURS 2 LABORATORY HOURS 0

The human relations aspect of management isapplied to the service department in the areasof employer-employe relationships, customerrelations and interdepartmental relations. Stu-dents are given an understanding of the roleand function of an automotive service man-ager, staff responsibilities and procedures forcompleting the service of customer vehicles.

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Service Orientationand MaintenanceCREDIT HOURS 3 CLASS HOURS 1 LABORATORY HOURS 6

Students perform minor maintenance and ser-vice on working vehicles, such as lubrication,minor adjustments, replacing simple compo-nents, correcting malfunctions, appearancereconditioning on used cars and preparingnew cars for delivery.

Science ICREDIT HOURS 3 CLASS HOURS 2 LABORATORY HOURS 3

Basic physical principles as applied to modernautomotive technology. Included are: preci-sion measurement, properties of matter, me-chanics of liquids and gases, force, motion,work, energy, power, analysis of basic ma-chines, temperature and effects of heat, thermalexpansion, calorimetry, change of state, heattransfer, elementary thermodynamics, heatengines, refrigeration and air conditioning.

Science I ICREDIT HOURS 3 CLASS HOURS 2 LABORATORY HOURS 3

General physics including: wave motion,sound, acoustics, nature of light, illumination,reflection, refraction, interference, diffraction,polarization, magnetism, electrostatics, basicAC and DC electric theory, circuits and ma-

chines and brief overviews of electronics andnuclear energy. Some metallurgy and fabrica-tion methods as they apply to metal parts.

Social Science ICREDIT HOURS 3 CLASS HOURS 3 LABORATORY HOURS 0

American social and political institutions re-lated to contemporary problems. An examina-tion of the impact of industrialization andurbanization on the family, religion, educationand government; the American political sys-tem and its constitutional foundations; inter-national relations. The processes and deter-minants of overall economic activity: incomeand employment, demand and supply, moneyand banking, monetary and fiscal policy,economic growth, consumer and personaleconomics.

Social Science IICREDIT HOURS 3 CI ASS HOURS 3 LABORATORY HOURS 0

Motivation, feelings, emotions and learningare considered with particular reference totheir application to on-the-job problems. Othertopics investigated are intelligence and apti-tude tests, employe selection, supervision, jobsatisfaction, personal and group dynamics,mental hygiene.

Curricula

Suspension and Brakes ICREDIT HOURS 3 CLASS HOURS 2 LABORATORY HOURS 3

Nomenclatures of suspensions and brakes,theory of operation and service procedures onautomotive suspension systems, brake systems,wheels and tires, steering gears and relatedcomponents.

Suspension and Brakes I ICREDIT HOURS 2 CLASS HOURS 1 LABORATORY HOURS 3

Power systems, major components and sus-pension correction procedures for light framedamage; advanced alignment techniques.

Transmissions and Drive LinesCREDIT HOURS 3 CLASS HOURS 2 LABORATORY HOURS 3

Maintenance and servicing techniques of drive-line units, such as clutch assemblies, manualand automatic transmissions, propeller shaftsand joints, final drives and differentials. Prac-tical experience in disassembly and reassemblyof working units.

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Electives

The fourth semester curricula provide threecredit hours for an elective course comprisingone class hour, six laboratory hours.Suggested as examples of typical electives:

ChemistryBasic principles of inorganic chemistry, no-menclature, chemical calculations and labora-tory techniques, major elements and com-pounds, their chemical reactions, atomic andnuclear structure and the nature of chemicalbonds.

EconomicsEconomic systems, the role of business, gov-ernment, labor; income distribution, the moneyand banking system, the national income andnational product and their determination.

Manufacturing ProcessesTechnical fundamentals of the major manu-facturing processes, engineering materials andthe machine tools used in processing materials.

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MetallergyIntroductory course in metallurgy, followingmetals or their ores from the mining processthrough refinement and purification, the ad-mixture or alloying of metals, to their end useby industry. Development of new metals.

Technical Drafting IIntroduction to the theory of engineeringdrawings, their content and the instrumentsand skill necessary to make acceptable draw-ings. Topics include geometric constructions,lettering and the theory and practice of ortho-graphic projection.

Technical Drafting I IAdvanced course on technical drafting, givingthe student an opportunity to apply his skillsto working situations. The range of workcovers pictorial representation, sections, auxil-iary views and an introduction to dimen-sioning.

Because of the special nature of the Auto-motive Associate Degree program, two specificareas of instruction may require special guidelines: Accounting and Business Organization,and Service/Management I and II.

Suggested Course Outlinesfor Accounting andBusiness Organization &Service/Management I and II

I. Orientation to the Auto Industry

II. Common Channels of DistributionA. Franchises

1. Long line2. Allied lines

III. The Service DepartmentA. Managing

1. Service managers responsibilitiesa.b.C.

d.

PersonnelFacilitiesEstablishing objectivesControlling performance

Traffic controlThe repair order

Curricula

Controlling performance (cont'd)Work schedulesMechanics efficiency recordDaily operations controlEvaluation of return serviceEvaluation of customersatisfaction

B. Service layout1. Traffic flow

a. Parkingcustomers, personnelb. Vehicle storagec. Vehicle protection

2. Space utilizationa. Quick serviceb. Get readyc. Reconditioningd. Body and paint

3. Building facilitiesa. Airb. Electricityc. Lightingd. Ventilatione. Heatingf. Drains

4. Structural facilitiesa. Obstructionsb. Access

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C. Service equipment1. Diagnosis and adjustment services2. Lubrication, wash, tire, undercoat,

etc. services3. Repair services4. Body and paint services5. New car preparation6. Used car reconditioning

D. Personnel management1. Selection

a. Job descriptionb. Selection procedure

2. Traininga. Indoctrinationb. The training programc. Continuation of training

3. Supervisiona. Motivationb. Leadership

4. Compensation (incentive-timeschedule)

E. Merchandising1. Pricing, discounts and paymentplans2. Attracting customers3. Selling additional services

a. Sell service and servicesb. Incentive for additional salesc. Displayd. Follow-up

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4. Advertisinga. Newspaperb. Direct mailc. Telephoned. Radioe. Other media

F. Promotion1. Planning promotions

a. Set objectivesb. Determine budgetc. Instruction

2. Execution3. Analyze results

G. Customer relations1. Pre-delivery and get ready2. Delivery3. Follow-up4. Handling the customer5. Customer complaints

(dissatisfaction)6. AdjustmentsWarranty

IV. The Parts DepartmentA. Facilities

1. Size2. Location3. Arrangement

a. Bins and racksb. Parts managers officesc. Doors, lights, counters, aisles

Arrangement (cont'd)d. Shipping and receiving areae. Displaysf. Securityg. Files, control system, counter

equipment, catalog holdersB. Personnel

1. Selectiona. Job description

parts sales managercountermanoutside salesman (wholesale)inventory control man

b. Selection procedure2. Training

a. Indoctrinationb. The training programc. Continuation of training

3. Supervisiona. Motivationb. Leadership

4. Compensation plans and incentivesC. Establishing objectives

1. Parts sales objectives2. Department and individual

objectivesD. Controlling performance

1. Daily operating control2. Weekly and monthly control

Curricula

Controlling performance (cont'd)3. Scheduling, delegating and

follow-up4. Expense control

a. Overhead expenseb. Indirect expensec. Fraud and theft

E. Stock1. Balanced inventory

a. Overstock ; understockb. Inventory turnover

2. Purchase control3. Stock ordering

a. Parts classificationb. Types of orders

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Considerations fordeterminingadvanced standing

Credit will be based on previous educationand/or work experience. Maximum credit al-lowed for any course should not exceed localcredit standards for similar courses.

Procedures and Requirements

A. Applications for advanced standing forcredits earned in other educational institutionsshould be made to an accrediting committee.Credit granted for advanced standing shouldbe temporary and subject to revision at theend of the first semester following enrollment.

B. Students should be in residence at theschool for one year to be eligible for gradua-tion and degree honors.

C. The diploma awarded to graduates fromaccredited programs should not be presentedunless the students have obtained satisfactoryachievement in their major fields.

42

D. Accrediting Committee: The local accredit-ing committee for advanced standing shouldconsist of three staff members who could bethe Instructional Supervisor, DepartmentHead, and one other person. Their findings tobe submitted to the school director for approval.

E. The school evaluating advance standingreserves the right to determine questions ofdoubt on advanced standing by tests orexaminations.

F. Grades of less than "C" should not beconsidered for credit evaluation.

G. The responsibility for evidence of creditsearned at other educational institutions shouldrest upon the student.

In assessing credits based on previous educa-tion, the accrediting committee may find help-ful the publication, "Standards for AutomotiveService Instruction in Secondary Schools," aproject of the Automobile ManufacturersAmerican Vocational Association IndustryPlanning Council.

The manual is available, at no charge, from:

AM-AVA Industry Planning CouncilAutomobile Manufacturers Association320 New Center BuildingDetroit, Michigan 48202

Instructor Qualifications

6 the value of a true teacher?

"Give me a log hut, 4th only a single bench,Mark Hopkins on one end and I on the other,and you may have all the buildings, apparatusand libraries without him."

The words are those of an Ohio congress-manborn along a canal towpath, a carpenter,farmer, professor of ancient languages, a col-lege president at 26 and President of theUnited StatesJames Abram Garfield.

Hopkins, of course, was the educationalinnovator and president of Williams College,from which Garfield was graduated in 1856.

But where do you find a Mark Hopkinstoday, a "true teacher" capable of preparingcandidates for associate degrees in automotivetechnology? What are the requirements forinstructors in this field ?

It is not suggested that instructors be ca-pable of conducting classes "in a log hut"without proper facilities, tools and equipment.But they should have:

Broad technical competence in the auto-motive service industryA depth of knowledge in the academic sub-jects equalling or surpassing that completedby associate degree graduatesKnowledge and understanding of teachingand learningKnowledge of student needs and interestsA broad understanding of society

Many states have well-defined certificationstandards which must be met if a program isto qualify for State and Federal funds. Further,most post-secondary institutions have devel-oped criteria for selecting instructors. Theabove qualifications, therefore, are stated ingeneral terms so that they may apply toinstructors in many situations.

The following combinations of educationaland industrial experiences are recommendedand considered preferable, but are not theonly avenues of preparation of instructionalpersonnel:

1. two (2) years of appropriate experienceand a B.S. degree which is based on an as-sociate degree in Automotive Technology.

2. two (2) years of appropriate experiencewith a B.S. Degree in Education with aspecialization in Automotive Service.

46

3. four (4) years of appropriate experienceand a Baccalaureate.

Experience in an appropriate field should berecent and broad in scope so as to insuretechnical competency.

The technical content proposed in this man-ual demands that the laboratory instructorhas experience in

1. Engines2. Engine Tune-up3. Suspensions4. Brakes5. Transmissions and drive lines6. Electrical systems, etc.

Resource PersonnelResource persons should be used to supple-ment full time instructors; they may be usedto teach certain short-term or specialized areassuch as: service/management, personnel man-agement and air conditioning.

Instructor Qualifications

Continuing Education

With the rapid increase in automotive tech-nology, a program of continuing education isnecessary to avoid obsolescence in serviceprocedures and techniques.

Continuing education for the instructor canbe achieved by attending courses at the col-lege or university level, at manufacturer'straining schools and workshops, by participa-tion in meetings of professional and technicalsocieties, through reading and contributing tothe technical and professional literature.

Consideration should be given to the in-structor's participation in these activities, aswea as formal courses in education, whendeterminations are made for salary increases,professional advancements, and certificaterenewal.

In the secondary school "Standards" man-ual, referred to in the section on Curricula(Advanced Standing), several instructor re-cruiting techniques are discussed. "Standards"suggests:

"Teachers should have a creative interest instudents who might be developed into goodinstructors. These young men will be the stu-dents with intense interest in the subject,especially in the fine points of the operationof mechanical devices. They will have above-average skills. They should possess skills inthe area of communicationspeaking and, toa lesser degree, writing. Most of all, theyshould exhibit an intellect, temperament andpersonality adaptable to teaching in bothshop and classroom.

"Often overlooked are the possibilities ofrecruiting capable men from the automotivetrades, men who are not attending schools.These men can be discovered only by theobservations of shop supervisors, service man-agers, or car dealers, who will recognize intheir work force men with noticeable talentsin training helpers or in explaining mechanicalconditions to others.

..; tv1,71,

47

"A major problem in this field is how toexpose men with this background to teachingwithout jeopardizing their present job con-nections. The most desirable solution wouldbe to arrange locally for a leave of absencefrom regular employment to permit handlinga specific teaching assignment on a trial basisfor one semester. Following this experience,the individual will usually be able to make asound decision as to entering teachingfulltime, part time, or not at all.

"The requirements for individuals from in-dustry to teach automotive courses vary, butmost states will issue temporary or provisionalteaching certificates to those who have a highschool diploma and several years of tradeexperience, provided they complete, or agreeto complete, several college level teacher prep-aration courses. These courses might includeprinciples of vocational and adult education,teaching methods and aids, educational psy-chology, and course development.

"In some instances colleges will allow credittoward a degree for trade experience, usuallyafter the completion of a written and a per-formance test, and an oral examination.

48

"In some states, a standard teaching cer-tificate will be issued to replace the provisionalcertificate after the required college levelcourses have been completed, along with sev-eral years of satisfactory teaching. It is thuspossible for a working automobile mechanic,with a high school education and with specificskills and interests, to enter teaching, securemore education, and become a competent andsuccessful instructor."

Recruiting in this area for resource per-sonnel, potential instructors and instructorsreinforces the college's role as a relevant forcewithin the community.

Now, let's look at some "log huts" and abench or two. What facilities and equipmentare needed ?

Facilities is a rascally word.

Torn loose from its Latin roots, this oncepure and precise noun has been forced intowhat Fowler would describe as elegantvariations.

Chicken coops have become poultry facil-ities; a one-burner gas plate is a cooking facil-ity. There are golf, swimming, eating, drinking,boating, medical and military facilities.

Here the concern is automotive facilities,within the definition of Webster's New WorldDictionary of the American Language.

Facilities:

"The means by which something can be moreeasily done."

Providing "the means" is not "easily done."Even under optimum conditionsadequatemoney, suitable land, and plans that expressthe functional needs of the projecta facilityfor teaching automotive technology presentsa challenge.

Facilities

If existing buildings are to be used, thechallenge is sharper. Although budgets maybe limited, there need be no limitation onimagination, innovation and old-fashioned"make-do."

A starting point, for a new building or anupgrading of present facilities, might be aresources inventory. The planning guidelinesincluded in this section were established prin-cipally for schools considering a new-buildingprogram. The suggestions, however, can beadapted to programs for remodeling, refur-bishing or extending existing facilities.

The fourth edition of "Standards of Auto-motive Service Instruction in SecondarySchools" contains scale drawings of facilitieslayout and design, covering:

Entrance requirements

Ideas for aisle and stall arrangements

Relationship of aisle to stall width

Typical requirements for 45, 60 and 90-degree stalls

Suggested arrangement of a mechanical stalland a body repair stall

51

Floor detail showing trench drain and inter-ceptor detail

Suggested floor plan using several stalldrive-in doors

Arrangement using one main drive-in door

Typical automotive body training facility

Automotive hand tool shop

Automotive chassis shop

Automotive engine shop

Suggestions for the construction of basesfor running engines

Suggested transmission shop

Automotive electrical shop

Collision damage and reconditioning shop

52

The secondary schools "Standards" manualis available as noted on page 42.

In addition, manufacturers provide dealer-ships with "model" service department plans,layouts and equipment recommendations thatcan be helpful and often can be obtainedlocally. In some cases, franchised dealers haveeasy access to slidefilms and related materialson service department construction, expansionand upgrading.

* * *

Marcus Porcius Cato, who some 2,200 yearsago handled words like "facilitas" and "facilis"with facility, had some advice on acquiring afarm that, in part, is appropriate to planningthe automotive facility.

"Be not over eager in buying nor spare yourpains in examining. Do not be hasty in des-pising the methods of management adoptedby others . . . see that it be equipped as eco-nomically as possible and that the land be notextravagant . . . it should be well-furnished(but) however great the income, if there isextravagance, little is left."

Here, then, is a guide for an automotiveeducational facility in which something can bemore easily and effectively done.

Facilities

Land AreaThe land area needed for the automotivefacilities varies with the type of program andnumber of students.

State and local building codes relative to thelocation of automotive facilities near schools,residences, thoroughfares, public occupancybuildings, and other legal requirements shouldbe checked.

BuildingThe area needed for the building varies. Itssize (a minimum of 10,000 square feet for 16-20students is suggested) depends, however, onthe type of facility and on the size and numberof the classes.

EntranceThe entrance to any lab should not be froma busy thoroughfare. The recommended dis-tance between the sidewalk and the shop door-way should not be less than 25 feet. Thedriveway should be a minimum of 12 feetwide. The entrance approach and doorwayshould provide a straight entrance into the

Facilities

shop. Avoid sharp turns at the entrance way.The grade approaching the doorway shouldbe as slight and gradual as possible, consistentwith good drainage (15 percent maximum).

Outside Storage Area (Fenced, Lighted)

Land area should be provided for outside stor-age of such units as will be used in the labora-tories. There should be two units of storagearea for every unit used in the lab and shouldbe in close proximity to the lab.

Safety AreaThe automobile facilities and storage facilitiesmay be required by code to be a certain openland space distance from other areas in thevicinity.

53

I. Building

A. Doors

1. (Vehicle Entrance Doors) The dooror doors for vehicle entrance shouldbe of the overhead type, carefullycounter-balanced and electricallyoperated. The opening should beat least 12 feet ciear in width forpassenger cars, 14 feet for trucks.The height of the door should be10 feet clear when fully open forcars and 15 feet for trucks.The large doors should be fittedwith windows except in the lowersegment.

2. (Personnel Doors) A small door forpersonnel use should be locatedadjacent to or near the main ve-hicle entrance door. It must complywith fire codes.The student entrance should be adouble door, 6 feet opening mini-mum, and 7 feet high. Mullionsshould be removable. Doors shouldbe equipped with panic bars. Atleast two exits from the shop should

54

be provided, as this practice willreduce the personal hazard in caseof fire.

B. Floors

1. Laboratory floors should be a greaseresistant floor tile or treated con-crete.

C. Stalls (The following stall dimensionsto enable efficient vehicle movementwill serve as a general guide)

1. Stall widtha. Fourteen Foot

Hoist stallsGeneral service stallsWash stalls

b. Twenty FootDynamometerAlignment

2. Stall lengtha. Should be 25' minimum

D. Walls

1. Exterior walls should be glazed,light-colored block or some othersmooth ceramic surface for a heightof not less than 8 feet.

2. Interior partitions should be con-structed of material that wouldallow flexibility.

E. Ceilings

1. Ceiling heights should be based on17 feet minimum, clear of obstruc-tions for passenger car and mediumtruck service. Reinforcements maybe required for monorail or otherinstallations.

2. Because of a school situation, theuse of acoustical material shouldbe a prime consideration.

F. Windows

1. Windows of the fixed type or withadequate mechanical ventilationprovided.

2. If windows are used, considerationshould be given to heat diffusingglass. Skylights are not recom-mended.

Facilities

G. Lab Storage Area

There are several classifications ofstorage concerns that should be indi-vidually planned such as:

1. General storage2. Tool panels3. Volatiles and flammablesCheck the local and state codes forregulations concerning types and loca-tions of storage areas.

H. Lecture Area

A classroom should be provided rea-sonably near the lab area. Blackboardspace, bulletin board, projector, screen,teacher station, files should be pro-vided. Provision for closed circuittelevision is recommended.

Utilities

A. Water

A hot and cold water supply is neededfor instructional and maintenance pur-poses, as well as for personal needs.It is highly recommended that a drink-ing fountahl be provided within theshop, and wash-up facilities areessential.

55

B. Sewer

The sewer system must be providedwith special grease and sand trapsprior to the enclosing of conduits.The floor of each lab should have aproperly graded drain, accessible andeasy to clean.

C. Electrical

Electrical outlets should be placed atapproximately 10 foot intervals aroundthe room.No outlets should be less than 4 feetabove the floor. Outlets should bewired for 115V, 60 cycles, alternatingcurrent, single phase circuits. It isconsidered good practice not to ex-ceed four outlets per fuse or circuitbreaker. Three phase, 230V currentshould be wired into the room fornecessary ventilating fans, and spe-cialized automotive equipment withmotors which develop over 1/2 H.P.Master emergency "stop" switchesshould be included in all power cir-cuits preferably near each exit door.Each machine should be relay con-

56

trolled to prevent the machine startingunexpectedly when the master switchesare activated.

D. Communications

A signal system should provide ameans for giving the clean-up call.installation of the regular schoolchange-of-class bell and a put:lite ad-dress system speaker is also recom-mended. It is desirable to have anoise proof telephone.

E. Lighting

The direct lighting system should pro-vide for a minimum illumination of100 foot-candles at 30" above the floorlevel.

F. Sprinkler System

The paint booth should be providedwith an automatic sprinkler systemin addition to the portable fire ex-tinguishers and a fire alarm box inthe general facility.

Ill. Heating, Cooling, and Ventilating

A. Heating

In addition to the normal heating,cooling, air cleaning, and ventilatingrequirements, it is necessary to con-sider such items as comfort floor tem-perature, effective hot air compensa-tion for heat loss at outside doorareas, and zone heating control.

B. Ventilating

1. Positive air movement should beprovided to minimize carbon mon-oxide danger in all areas of thefacility.

2. The operation of a service facilitynecessitates a high volume exhaustsystem.

3. Sufficient conditioned air changeshould be considered in the designof the ventilating system to provideadequate protection against spe-cific conditions such as toxic gases,common air contamination and lossof temperature control.

4. Local and state health regulationsshould be followed for safe oper-ating conditions.

Facilities

C. Engine Exhaust

1. An external-fan system of ventila-tion is required to carry away theexhaust from running engines. Theunderground system is to be con-nected to openings in the floor (twofor each car stall and one for eachengine stand) to which one end ofa flexible conduit may be attached,the other end being attached to thetail pipe of the car or the engineexhaust pipe.

2. Relatively quiet, a forced convec-tion fan of ample capacity shouldbe provided.

3. For those situations where under-ground vents are impractical, anoverhead exhaust or individual ex-haust system may be used. Theexhaust duct system should be de-signed to allow for corrosive con-densate.

D. Cooling

Some sections of the country need airconditioning facilities.

57

Christien Thomsen, an early 19th Centuryarcheologist, once ventured that human his-tory is divided into three parts.

The first, when metal was unknown, and alltools were made of wood, stone and bone.

Second, when the smelting of copper and itshardening with tin produced bronze.

Finally, when man learned to prepare andwork iron.

But, as Mr. Ford remarked of his Model"A" back in 1931,

"They'm always changing the damn things."

Tools and Equipment

Tools go in and out of fashion, changes inautomotive design often change service pro-cedures. As a result, new tools and equipmentare needed. Obsolescence and wear must beconsidered in budget estimates. Quality andreplacement warranty are prime purchasefactors.

Catalogs of tool manufacturers, some ofthem covering thousands of items, are excellent"shopping guides" and reference works. In-structors, and others involved in purchasing,should be acquainted with local suppliers andmanufacturers' representatives.

Auto manufacturers' service manuals, re-vised regularly, are the best source of informa-tion on special service tools required in theassembly, disassembly and testing of particularcomponents.

In this section a check list for a "basicstudent tool kit" is included. This is in keepingwith the retail service tradition of a technician"owning" the hand tools he uses most fre-quently. However, some instructors may preferthat all tools be drawn as needed from a schooltoolcrib on an individual check-out basis.

The secondary school "Standards" manualsuggests an amortization plan for budgetingand replacement of tools, equipment andsupplies.

6O 61

Hand ToolsNo set schedule, replace when obsolete orworn out

Special ToolsNo set schedule, replace when obsolete

Service Equipment5 yearsupdate to meet current manufac-turer's specifications, replace when worn out

Testing Equipment5 yearsupdate to meet current manufac-turer's specifications

Automotive Assemblies and components3 yearsreplace when obsolete or worn out

62

Tool "life," obviously, is related to properuse, care and maintenance. In course descrip-tions, the phrase "use of tools" includes care.Some instructors have found that a generalintroduction to the history and developmentof hand and machine tools is helpful in cre-ating respect and appreciation for tools.

The tools, equipment and supplies listedhere are generally found in auto-dealershipservice establishments. Quantities, of course,can be decided only on an individual schoolbasis depending on student enrollment. Thelist is a guide, basic but flexible.

Automotive Laboratory

General Equipment

Benches, work bench cabinet type 28" x 72",combination study, work and audiovisual

Cable, extension 14 ga. min., 3 conductorCompressor, airair and water cleaner

Hose, air, 25' length, 1/4" 1.D., completewith 1/4" pipe fitting and should beequipped with "quick disconnects", 4-6Hose, water, 50' length 1/2" I.D., 2-3

ContainersCan, gasoline, safety, size to be deter-mined by local safety code.Can, dirty rags, coveredCan, waste, covered

CoversFender (2 per vehicle)Seat

Creepers, 6-12Flat, head rest with casters

Dispenser, lubricant fluidDrain, lift, 5 gal. capacityDrills

electric, heavy-duty 1/4" with 90° attach-ment with stand and accessorieselectric, heavy-duty 1/2" with stand andaccessories

Tools and Equipment

Drill press, bench model and accessoriesDynamometer, chassis type with accessoriesGlasses, safetyGrinders

pedestal, heavy-duty 1/2" h.p. (grindingwheel-wire brush combination)pedestal, heavy-duty 1/2" h.p. (7 "X"wheels), 1 fine grit, 1 coarse grit

JacksBumper, air, hydraulicHand, hydraulic, 2 ton-8 ton capacitiesService, hydraulic, 2 ton capacityService, hydraulic, 5 ton capacityTransmission, hydraulic

LiftsFrame contactFrame contact (surface mounted or port-able)Twin post

Lubrication equipmentchassis, air, low-high pressure with adapt-ers hand gun

Pans, oil drainStands

Hi-lift, used with liftSafety, adjustable

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Shop Tools

A kit of hand tools should be available to eachstudent. The general laboratory tools shouldinclude 3 additional student kits plus thefollowing:Bars, pryBrushes

Parts cleaningWire, wooden handle, also motor driven

BustersNutRivet

Calipers 6" I.D.Calipers 6" O.D.Cars, oilC-Clamps, assorted sizesChisel-punch sets, 2Cord, extensionCutter, boltDispensers, oil, engine, transmissionDrills

Fractional set 1/16" through 1/2"Numbered set 0 through 80Spark plug drills and taps

Droplights, reel typeExtractor, screw (set)Files, assorted, with handles

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GaugesFeeler set, flatThread

Gun, air blowHammers

Ball pein 4 oz. to 32 oz.PlasticRubberSledge

Knives, puttyLeads, jumperMetric sized tools, appropriate, where requiredPans, water drainPliers

Diagonal 7"Hose clampNeedle nose 6"Slip jointSnap ring externalSnap ring internalSnap ring truarc, internal, external, as-sorted tipsVise grip 5"-8"

Pullers, universalAxleBearingGearSteering wheel

Saw, hacksaw, adjustable frameScale, 6"Scraper, carbonScrewdrivers

AllenClutch head, setPhillips, setStandard 11/2 to 12"

Snips, tinCurvedStraight

Socket sets1/2" drive1/2" driveY8" drive, universal sockets1/2" drive, 6 point and 12 point1/2" driveV.," drive, deep sockets

StethoscopeStone, oilStud removing setTap and die setTap set, spark plug and drain plugVise, 4" jaw, heavy-duty

Tools and Equipment

WrenchesBox set, shortBox set, longOpen end, 1/2" to 11/2"Open end, box combinationPipe set, 6", 10", 18"Torque

0-120 in/lbs0-150 ft/lbs0-250 ft/lbs

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Basic Student Tool KitChassis Service1 /2" DriveRatchet 10"Breaker Bar2-1/2" Extension10" ExtensionUniversal AdapterSocket 1/2"Socket 9/16"Socket 5/8"Socket 11/16"Socket 3/4"Socket 13/16"Socket 7/8"Socket 15/16"Socket 1"Socket 1-1/16"Socket 1-1/8"

3/8" DriveRatchet3" Extension6" ExtensionSpeed WrenchSocket 3/8" (Regular)Socket 7/16" (Regular)Socket 1/2" (Regular)Socket 9/16" (Regular)Socket 5/8" (Regular)Socket 11/16" (Regular)Socket 3/4" (Regular)Socket 1/2" (Deep)Socket 9/16" (Deep)Socket 5/8" (Deep)Socket 11/16" (Deep)Socket 7/16" UniversalSocket 1/2" UniversalSocket 9/16" UniversalSocket 5/8" UniversalSocket 11/16" UniversalSocket 5/8" (Spark Plug)Socket 13/16" (Spark Plug)

Adapters3/8" Male-1/2" Female1/2" Female-3/8" Male

1/4" DriveRatchet2" ExtensionSocket 3/16" (Regular)Socket 1/4" (Regular)Socket 5/16" (Regular)Socket 3/8" (Regular)Socket 7/16" (Regular)

WrenchesBox Wrench 1/4" x 9/32"Box Wrench 5/16" x 3/8"Box Wrench 3/8" x 7/16"Box Wrench 7/16" x 1/2"Box Wrench 9/16" x 5/8"Box Wrench 11/16" x 3/4"Box Wrench 13/16" x 7/8"Box Wrench 15/16" x 1"Open End Wrench 1/4" x 5/16"Open End Wrench 5/16" x 3/8"Open End Wrench 7/16" x 1/2"Open End Wrench 1/2" x 9/16"Open End Wrench 9/16" x 5/8"Open End Wrench 5/8" x 3/4"Open End Wrench 11/16" x 3/4"Open End Wrench 13/16" x 7/8"Open End Wrench 15/16" x 1"Allen Wrenches (7) with Case

HammersHammer, Ball Peen 12 oz.Hammer, Ball Peen 24 oz.Hammer, RubberHammer, Plastic

ScrewdriversStraight Screwdriver 2-1/2"Straight Screwdriver 6"Straight Screwdriver 8"Phillips Screwdriver #1Phillips Screwdriver #2-9/16"Phillips Screwdriver #2-4-1/4"

PliersPliers, 6-1/2" Slip-JointPliers, 7" DiagonalPliers, 6-3/4" Needle-NosePliers, 8" Vise-GripPliers, Hose Clamp

MiscellaneousPunch, Drift 10-1/4" x 3/8"Punch, Pin 1/8"Punch, Pin 1/16"Chisel, 1/2"File, Mill 10"File, Round 8"File, Ignition PointScratch AwlMagnetic Pickup Tool 18"Gasket ScraperFeeler Gauge Set:

.0015" thru .040"Wire BrushSpark Plug Gauge Set:

.022", .025", .027", .028",

.030", .032", .035", .040"

Torque Wrench 0-150 lb. ft.w/Ratchet Head

Tool Box

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Tools and Equipment

Basic Student Tool KitBody Service1 /2" DriveRatchetFlex Head3" Extension6" ExtensionSocket 1/2"Socket 9/16"Socket 5/8"Socket 11/16"Socket 3/4"Socket 13/16"Socket 7/8"Socket 15/16"Socket 1"

3/8" DriveRatchet3" Extension6" ExtensionUniversal JointSocket 3/8" (Regular)Socket 7/16" (Regular)Socket 1/2" (Regular)Socket 9/16" (Regular)Socket 5/8" (Regular)Socket 11/16" (Regular)Socket 3/4" (Regular)Socket 13/16" (Regular)Socket 3/8" (Deep)Socket 7/16" (Deep)Socket 1/2" (Deep)Socket 9/16" (Deep)

1 /4" DriveRatchet2" Extension6" Extension

Nut SpinnerSliding BarUniversal JointSocket 3/16" (Regular)Socket 7/32" (Regular)Socket 1/4" (Regular)Socket 9/32" (Regular)Socket 5/16" (Regular)Socket 11/32" (Regular)Socket 3/8" (Regular)Socket 7/16" (Regular)Socket 1/2" (Regular)Socket 3/8" (Deep)Socket 7/16" (Deep)Socket 1/2" (Deep)

WrenchesAdjustable Wrench 10"Combination Wrench 1/4"Combination Wrench 5/16"Combination Wrench 11/32"Combination Wrench 3/8"Combination Wrench 7/16"Combination Wrench 1/2"Combination Wrench 9/16"Combination Wrench 5/8"Combination Wrench 11/16"Combination Wrench 3/4"Combination Wrench 13/16"Combination Wrench 7/8"Ratchet End Wrench 3/8" x 7/16"Ratchet End Wrench 1/2" x 9/16"

ScrewdriversStraight Screwdriver 4"Straight Screwdriver 8"Straight Screwdriver 12"Straight Stubby Screwdriver

Phillips Screwdriver #1Phillips Screwdriver #2Phillips Screwdriver #3Phillips Stubby Screwdriver

PliersPliers 8" Slip-JointPliers, DiagonalPliers, Vise Grip 7"

Metal repair hand toolsGeneral Purpose DollyRoughing DollyToe DollyUtility (Pick) HammerDinging HammerCurved Face HammerBall Peen Hammer 24 oz.Long Curved SpoonDinging SpoonShort Chisel Bit PickFlat Body File w/Wood HolderShell File w/Wood HolderHack Saw

MiscellaneousLine-Up Punch 12"Center Punch 6"Chisel 6"File, Mill 10"Door Inside Handle ToolDoor Trim Removal ToolScratch AwlTin Snips

Tool Box

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Visual AidsProjectors

16 mm motion picture projector and stand35 mm filmstrip projector (tape andrecord)Overhead projector

ReproducersDitto master producerTransparency producer

Screens

Teaching machines (programmed instruction)

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Air Conditioningand RefrigerationEducational AssembliesCompressorsCondensersControlsEvaporatorsMockup (operational) air conditioning systemsTubing

EquipmentPortable air conditioning service station in-cluding:

Equipment, test and chargingEquipment and tools, special, to overhaul

and service different makes and modelsTools, general hand

Brake SystemsEducational AssembliesAssemblies, complete, including wheel, brake

cylinder, linkage, master cylinder, andfoot pedal for instruction on brakes (hy-draulic and air brake units)

Assemblies, disc brakeAssemblies, individual brake (front and rear)Components, air brake, (compressor, brake

actuators, treadle valve assembly, andtank and valve assembly)

Display board, exploded view display of units,such as: master cylinder, wheel cylinders,power brake cylinders, etc.

Equipment and Special ToolsBrake drum

Lathe with attachmentsMicrometer

Brake shoeAdjusting toolsGrinderRetaining spring pliers

Clamps, wheel cylinderDisc brake equipment for cutting and grinding

for proper finishFlaring tool (double flare) and tubing cutter

kitHone, cylinderPliers, brake spring

Tools and Equipment

Pressure bleeder and accessoriesPuller, wheel and axleTesting station, brake performanceWrenches, bleeder valve box

Electrical SystemsEducational AssembliesAlternators and regulators, 10Assemblies, windshield wiper motor, 5Batteries, 10Coils and condensers (disassembled units are

available from manufacturers)Display boards

Individual circuits (cranking, ignition,charging, lighting, etc.) mounted on sepa-rate boards

Distributors, units from current model ve-hicles including distributors used withtransistorized systems, 10

Generators and regulators, D.C., 10Motors, crankingRelaysSolenoids, 10Spark plugs, with insulator tip color and con-

dition showing different heat range con-ditions

Wiring, complete system, all units operational

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Equipment and Special ToolsAlternator

Alternator-generator test bench, speeds0-5000 rpmService tool kitTest equipment

ArmatureGrowlerLathe and under cutter

BatteryChargers

Fast chargeSlow charge

Service toolsCable pliersCarrierCleaning equipmentTerminal pliersWater container, syringe

TestersBatteries, 12v.HydrometerLight loadStarter tester

Diode testing equipment

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Distributor tester, off-the-carDynamometer, chassis (portable controls) (not

recommending dual purpose equipment,e.g. engine and break testing combina-tions)

Engine analyzer, complete, should include:Oscilloscope, tach-dwell meter, cylinderleakage tester, ohmmeter, ignition ad-vance tester, vacuum gauge, coil-con-denser tester, exhaust gas analyzer

GaugesSpring tensionSpark plug feeler

Headlight aimer (portable)Indicator, dialLight(s), timingPliers, insulatedPullers (generator-alternator drive pulley)Pulse amplifier for pointless distributorsRheostat, variableScope simulatorSpark plug

Adapter setCleaner and testerSockets, insulated, various sizesTaps 14MM, 18MM

Voltage regulator tool kitVolt-amp meterWrench kit, ignition

Engine AreaEducational AssembliesAssemblies, head, 10. The head assemblies

should include the valve, valve springretainers and rocker arm assemblies. Avariety should be chosen to representthose currently being used.

Assemblies, piston and connecting rodCamshafts (good condition and others with

worn lobes)Cutaway Units

Assembly, headAssembly, manifold, showing heat con-

trol valveAssembly, piston and connecting rodEngine cylinder and cooling systemPump, oilPump, water

Display board showing a variety of oil sealsand retainers

Display board of engine bearings (comparisonof good and defective units)

Display of timing gears and timing chain andsprockets

Engines, cylinder, mounted in portable stands,5-6, (complete and in running condition).These engines should be reasonably cur-rent models and they should represent across section of the 6 cylinder enginesbeing used.

Tools and Equipment

Engines, V-8, mounted in portable stands, 5,(complete and in running condition).These engines should be reasonably cur-rent models and they should represent across section of the V-8 engines beingused.

Lifters, hydraulic (variety)Pumps, oil (gear and rotor types)

Equipment and ToolsCleaner, high pressure water and airCrankshaft pulleyCylinder

Dial indicAt,A17'1 -lead holdirg fixturesHone, flexibleHone, rigid

Detector, bearing leakDispensers, engine oilDrain pans

RadiatorOil

Dynamometer, engineExhaust system servicing tools:

Air-cutting tools with accessoriesTailpipe cutterTailpipe expander tool

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Gauges, engineCompression, with flexible hose and con-

nectionsCooling system pressureFan belt tensionOil pressureVacuum and pressure

Hydraulic LifterPullersLeak-down tester

Hydrometer, antifreezeMicrometer set

Inside dia. 11/2" to 8"Outside dia. 0" to 5"

Piston ringCompressorGroove cleanerRemoving and installing tool

Pliers, hose clampRadiator

FillerReverse flush gun

Reamer, ridgeRemover, studSlings, engineStands, portable engineTester, thermostatThermometer

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ValveGuide cleanersReconditioning equipment (This should

include the necessary equipment toservice: valves, valve seats, rocker armsand valve guides, valve lifters)

Spring compressor, I headSpring compressor, L headSpring tester

WrenchesDrain plugOil filter removing toolTappet 7/16" to 9/16" opening rangeTorque indicating, 0-150 ft. lb. range

1/2" driveGeneral hand tools will be listed in the

basic tool section.

Fuel SystemsEducational AssembliesCarburetors

A variety of single barrel, double barreland four barrel carburetors represent-ing popular current models

Filters and regulators, fuelGauges, fuel, dash and tank unitsPumps, fuel

Double actionElectricSingle action

Special ToolsCarburetor

StandsTool kits to overhaul and service:

CarterRochesterOthers currently being used

TestersCleaner, airPump. fuel (vacuum, pressure and volume)

Suspension SystemsEducational AssembliesAbsorbers, shockAssemblies, individual suspensionAssemblies, steering gearBars, torsionI/2 Chassis units (portable) representative of

current model vehicles, including uni-tized body construction models

Columns, steering, energy absorbing tilt andtelescopic

Springs, leafUnits, power steering

Tools and Equipment

Equipment and Special ToolsAlignment, wheel

Pit typePortableRamp type

Balancer, wheelon-the-caroff-the-car

Ball joint checking equipment and gauges tocheck upper and lower ball joints

Bending equipment (truck)Gauges

ScuffTorsion bar height

Packer, wheel bearingPullers and drivers, sealSpecial Tools

Coil spring retaining toolDrive set, impact air wrench 1/2"Hub cap and dust cover toolPuller, pitman armSockets, drag linkSocket set, ball joint removing and in-

stallingSpreader, tie rod sleeveWeight, wheelWrenches for removing and installing

shimsWrench set, caster-camber

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Tire Service Equipment and ToolsBead

BreakerExpander

Changer, automatic tireTesters

Tire pressureTubeless tire

Wrench, lug

Transmission andDrive Line UnitsEducational AssembliesAssemblies, clutch, various typesAssemblies, propeller shaft. Units from cur-

rent model vehicles including the constantvelocity joint

Assemblies, rear axle (complete). Units Fromcurrent model vehicles, should includeconventional and limited slippage differ-entials.

Transmissions, automatic. Units from currentmodel vehicles including units with a fluidcoupling, and those with torque con-verters.

Transmissions, standard. Units from currentmodel vehicles, 3-speed and 4-speed units.

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Equipment and Special ToolsAutomatic transmission

Filler funnelTester (This equipment is recommended

as a teaching aid to facilitate learningefficiency)

Tools for overhauling current modelsTools for servicing and adjusting trans-

mission and linkageClutch shaft aligning tool setIndicator, dialTransmission

Holding fixturesJack

Customer Serviceand Industry Cooperation

"The Community College (also known asJunior College, Technical Institute or TradeTechnical College) is one of the fastest grow-ing segments of technical or vocational train-ing.

"The quality of the automotive courses isexcellent.

"The students are more mature and manyhave made personal and financial sacrifices toattend, attesting to the seriousness with whichthey view a career in automotive service. Ifyou have one in your community, the schoolwill welcome a visit from you, a talk by you, anoffer by you to serve on their advisory com-mittee, and an invitation to visit your dealer-ship. It could be a steady supply of qualitymanpower."

In that message to dealers, one auto manu-facturer answers a basic question for com-munity colleges:

"Will the auto industry cooperate? Will in-dustry representatives work on advisory groupswith college faculty and staff ?"

The answer is emphatically, "Yes."

The initiative for cooperation has beentaken by industry. The dealer message citedabove from a manpower booklet is notunique. There is help available.

One area in which this help is essential is inestablishing a "customer service" procedurewhere work is performed on cars and trucksat the school's shop.

Automotive interns need this clinical ex-perience.

And for the experience to be of maximumbenefit, an Advisory Group is requiredastanding committee of school, dealer and otherindustry representatives. The Advisory Groupwill be charged with recommending policiesand procedures in operating school facilitiesin "out-patient" activity.

Cars and trucks to be serviced in the schoolwill come from teachers and students, fromthe community generally, from operators oftruck fleets, car and truck leasing operationsand by purchase. Teacher and student carsare ideal for preventive maintenance instruc-tion.

In all cases, the amount of service workperformed must not conflict or compete withlocal business interests.

7'© 77

It is important that the school be insuredagainst any contingency. For the school's and"customer's" protection, customers will signa release to comply with the insurance carriedby the school.

When a vehicle is brought into the schoolshop for service a complete diagnosis of mal-functions and other problems should be madeby a student "service salesman." The studentwill recommend work to be done and afterconsulting with an instructor, a descriptiverepair order is written.

Only parts meeting manufacturer's specifi-cations should be used, and only parts actuallyinstalled during the training session should beinvoiced. Charges for parts should be made atmanufacturer's suggested list price, plus ap-plicable state and local taxes. In most casesthere should be some additional charge againstoverhead. The amount will, obviously, varywith local conditions. It may, however, bebased on a percentage of the list price of parts,or a percentage of normal labor charge for theservice. The overhead charge may also be afixed amount per repair order.

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In diagnosing service needs and writingrepair orders, the manufacturers' ServiceManual, Flat Rate Manual and Parts Bookare helpful. Instructions to the student shouldnote the Flat Rate Manual operation numberand name of the operation.

Flat rate times for service operations arebased on work done by experienced mechanicsand technicians, following procedures out-lined in manufacturers' manuals and usingwhatever special tools are required. Studentsshould not be expected to perform servicework in the flat :ate times suggested by thefactory. The flat rate is, however, a convenientguide to student performance under actualworking conditions.

Finances involved in a customer serviceoperation should be made part of the school'sgeneral accounting procedures. It is recom-mended that the school cashier handle moneyand receipts to relieve students and instructorsof the responsibility.

In customer service and, in fact, in everyphase of an automotive technology program,the counsel and assistance of an AdvisoryGroup is a "must."

Customer Serviceand Industry Cooperation

Industry is asking its people to

Get acquainted with local automotive teachersthey can be helpful in identifying particularlyadept students and help steer them your way

Hire automotive teachers to help you in your service department during the summer monthstheywill likely appreciate the opportunity for part-time employment . . . particularly in their own field

Offer scholarships to top students

Give summer employment to students

Arrange a co-op program with the schools

Industry is ready if you are.

"For Education is, Making Men;So is it now, so was it whenMark Hopkins sat on one end of a logAnd James Garfield sat on the other."

EducationArthur Guiterman (1871-1943)

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