src=

Standard 7 - Instruction

INSTRUCTION MUST BE SYSTEMATIC AND REFLECT PROGRAM GOALS. A TASK LIST AND SPECIFIC PERFORMANCE OBJECTIVES WITH CRITERION REFERENCED MEASURES MUST BE USED.
Standard 7.1 - Program

The training program should progress in logical steps, provide for alternate sequences, where applicable, and be made available to each student.

First Semester
Course Credit Hours
AUTO 111 Safety and Shop Procedures 1
AUTO 118 Basic Electrical (Fall Only) 4
AUTO 119 Automotive Fundamentals and Service 3
AUTO 156 Fuel Systems and Emissions (Fall Only) 4
  Area C Elective 3
  Area A Elective (Math) 3
Total Credit Hours 18
Second Semester
Course Credit Hours
AUTO 140 Manual Drive Trains and Axles (Spring Only) 4
AUTO 161 Suspension and Alignment (Spring Only) 4
AUTO 170 Engine Repair and Service (Spring Only) 5
AUTO 225 Computerized Engine Controls 4
  Area D Elective 2
Total Credit Hours 19
Summer Semester
Course Credit Hours
        Area A Elective 3
Total Credit Hours 3
Third Semester
Course Credit Hours
AUTO 139 Brake Systems (Fall Only) 4
AUTO 235 Advanced Electrical (Fall Only) 4
AUTO 266 Engine Performance (Spring Only) 4
SPCH 103 Fundamentals of Speech 3
PHLE 119 Core Values and Ethical Decision Making 1
  Area C Elective 3
Total Credit Hours 19
Fourth Semester
Course Credit Hours
AUTO 230 Auto Shop Practices and Procedures 1
AUTO 276 Automatic Transmission (Spring Only) 5
AUTO 286 Automotive Internship 3
AUTO 121 Heat and Air Conditioning 3
  Area B Elective 3
Total Credit Hours 16
Total Program Credit Hours 75

  • For evidence, see:
  • Standard 7.2 - Student Training Plan

    A training plan for each student should be developed and used, indicating the student's training goal(s) and specific steps needed to meet that goal. Students should be given a copy of their training plan.

    1. … Show an example of a student training plan or advisement sheet.
      • We require new students to meet with a student advisor prior to enrolling in any automotive class. The advisor prepares a Student Education Plan and an appointment is made with an automotive instructor and the plan is evaluated with the student. This gives us the opportunity to discuss each student's career goals and explore how our program can best meet their needs. We also make sure each student is aware of the extensive on-line support materials available at the Automotive Technology website.
      • The courses in the program are logically sequenced. Each automotive category is supported by at least one course. A second or advanced course is also offered if appropriate. All students must complete a basic safety course at the commencement of their training. A proposed curriculum is available both on line and within the automotive technology pamphlet and student handbook.

      • For evidence, see:
    Standard 7.3 - Preparation Time

    Adequate time should be provided for teacher preparation and program development.

    1. … Show a copy of the Master Schedule and instructor office hours.
      • Current faculty negotiated agreement requires technical education instruction in the learning lab areas varying base load hours. Automotive technology's current base load stipulates 15 contact hours per week in the learning lab. Additionally, 10 office hours complete the 25 hour on-site requirement.
      • The college campus is open and available to faculty and instructor needs from 6 am to 9 pm most weekdays as well as having the campus open on Saturdays.

      • For evidence, see:
    Standard 7.4 - Teaching Load

    The instructor/student ratio and class contact hours should allow time for interaction on a one-to-one basis. A safe working environment should be considered when determining teach/student ratio.

    1. … Show student enrollment sheets, indicate the number of training stations, and identify teaching assistants (if any).
      • Presently, the administration and instructional faculty are currently seeking to employ a new full-time instructor to begin in fall 2014. The automotive lab is scheduled to be revelations with a new external door and the wall removed to combine the two labs. These revelations will improve safety and enhance student learning. An experienced, ASE certified, lab Instructional Assistant is available during lab activities to increase one-to-one instructional opportunities and to improve shop safety. Our current instructor to student ratio is never more than 1 to 10 students and averages 1 to 7.

      • For evidence, see:
    Standard 7.5 - Curriculum

    All tasks have been given a priority rating. Ninety-five percent (95%) of the tasks designated as Priority 1 (P-1) must be taught in the curriculum. Eighty percent (80%) of the tasks designated as Priority 2 (P-2) must be taught in the curriculum. Fifty percent (50%) of the tasks designated as Priority 3 (P-3) must be taught in the curriculum. Additional tasks may be included to meet the needs of local employers. All additional tasks should be approved by the Advisory Committee.

    Instruction on the legal aspects and responsibilities of the automobile technician in areas such as Environmental Protection Agency regulations, safety regulations, OSHA regulations, and other appropriate requirements should be included in the curriculum. Instruction and practice in filling out work order forms, ordering parts, and basic record keeping should be a part of the training program.

    Tools and equipment must be available to perform the tasks in each of the areas for which certification is requested.

    1. … Cross reference to curriculum and student progress instrument.
      • Course syllabi and first-day handouts detail course and program objectives covered in each course (detailed in 7C). A Student Performance Evaluations is present to the student at midterm and grades are available on-line at Campus Net.
    2. ... The evaluation team will conduct a visual inspection. Provide a copy of the tool inventory / location.
      • The majority of tools and equipment are located in the Parts/Tool room and in the lab in which they are used by the students. Any additional tools necessary to meet the minimum NATEF tool requirement are presently on order or borrowed from different programs, dealerships and individuals.
    3. ... Provide syllabus (with information highlighted), course descriptions, job sheets, student materials, etc.
      • Course syllabi and first-day handouts detail course and program objectives covered in each course (detailed in 7A).
    4. ... Provide samples of work order forms, parts order form, and show how time spent on task is recorded.
    Standard 7.6 - Student Progress

    A record of each student's progress should be maintained through the use of a progress chart or other method. The record should indicate tasks required for program completion

    1. … Provide the school policy on student evaluation, sample of student progress chart, and use an actual record with student identifying information blocked out.
      • Students are given a list of tasks in each of the courses and must have each of the completed tasks signed off by the instructor. They are graded on a pass or fail basis. The instructor also records the student work as he or she progresses the course.
      • Each individual performance level is left to the instructor's discretion because of the great variation in student's past experience with tools and equipment needed to perform the task.

      • For evidence, see:
    Standard 7.7 - Performance Standards

    All instruction should be performance based, with an acceptable performance standard stated for each task. These standards should be shared with students and potential employers. Students should demonstrate "hands-on competency" of a task before the instructor verifies a student's performance

    1. … Provide a task sheet or progress chart.
    2. … Provide the evaluation criteria from the syllabus, progress chart, or task sheet.
    3. … Provide a task sheet or student progress chart.
      • Students receive first day handouts with lab task list and are graded on competency of the task. Students demonstrate their abilities individually to faculty members as a part of their evaluation in the laboratory setting. Students track their own progress with these tasks as they gain experience in the lab setting. A summary of the student's competence within each NATEF task area is completed by the instructor at the end of the term and kept on file.

      • For evidence, see:
    Standard 7.8 - Safety Standards

    Safety instruction should be given prior to lab/shop work and be an integral part of the training program. A safety test should be included in the training program. Students and instructors should comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

    1. … Show an example of the safety test, course of study, course outline, posters, etc.
      • Emphasis on safety is continuous throughout the courses. Signs and placards; regarding safety maybe seen in the classroom and lab areas.
      • All students must pass a Safety Course AUTO 111 before be admitted to work in the auto lab.
      • Safety is reviewed at the beginning of each course and included in text book review throughout the semester.
      • Proper handling and disposal of materials is modeled by the faculty and staff as the shop complies with local, state and federal environmental and safety regulations.
    2. … The evaluation team will conduct a visual inspection of markings on guards and lanes, posting of safety rules and signage, and present an example of a student contract.

    3. For evidence, see:
    Standard 7.9 - Personal Standards

    All training activities and instructional material should emphasize the importance of maintaining high personal standards.

    1. … The evaluation team will conduct a visual inspection. Provide instructional materials, class / lab / shop rules.
    Standard 7.10 - Work Habits/Ethics

    The training program should be organized in such a manner that work habits and ethical practices required on the job are an integral part of the instruction.

    1. … The evaluation team will conduct a visual inspection. Describe attendance policy, etc.
    Standard 7.11 - Provision for Individual Differences

    The training program should be structured in such a manner that students with different levels of cognitive and psychomotor skills can be accommodated.

    1. … Provide ADA information, equipment modifications, differential instruction, and provide an example of an Individual Education Plan (IEP) if applicable.
    Standard 7.12 - Related Instruction

    Instruction in related mathematics, science, communications, and interpersonal relations should be provided and coordinated with ongoing instruction in the training program. This instruction should be provided by a qualified instructor.

    1. … Show syllabus with objectives and examples of tasks where related instruction is provided (OHM’s Law, Pascal’s Law, gear ratio, etc.); SkillsUSA Professional Development Program if appropriate.
      • The Automotive Program at Kaskaskia College provides for the individual differences in cognitive and psychomotor ability in the following ways as stated in the Catalog:
      • Approximately twenty-eight percent (28%) of the Degree Program stresses the study of mathematics, science, communications and interpersonal relations. The following are incorporated throughout the Certificate Program
      • Science: Basic principles of operation are explained based on physical properties.
      • Communications: Students are required to provide written reports and note repair findings on work records.
      • Interpersonal Relations: Students are grouped into pairs for most job assignments.
      • The general education instructors are regular faculty members and must meet the requirements for all instructors at the college. Most have a Master's Degree. See the Catalog, Exhibit 1.3 for a listing of the instructors and their credentials.
      • Textbook questions and instructor developed quizzes are used to evaluate the student's knowledge of task performance.
      • Performance tests are used in all courses to evaluate task performance. Task assignments in the labs provide opportunities to observe record and grade students.
      • Curriculum is based on competency testing. Students must obtain a positive performance level to receive a passing evaluation.
      • Kaskaskia College has participated in SkillsUSA
    Standard 7.13 - Testing

    Both written and performance based tests should be used to validate student competency. Students should be encouraged to take industry recognized certification tests, such as the ASE Student Certification Test or ASE Professional Certification test.

    Automotive program uses Delmar’s Today’s Technician text books and e.resource

    1. … Show samples of written tests.
    2. … Show sample job sheets.
    3. … Show sample of the rating scale used.
    4. … Show posters, ASE test registration materials, describe provisions made for taking ASE tests.
      • All students are highly encouraged to take the appropriate certification test for which they have completed the corresponding ASE areas. Kaskaskia College is a test center for ASE testing. The ASE Student Certification test will be started fall 2014.
      • For evidence of ASE testing, see: ASE Flyer
    Standard 7.14 - Evaluation of Instruction

    Instructional procedures should be evaluated in a systematic manner. This evaluation should be through regular reviews by students and the administration. Self-evaluation of instruction should also be utilized on a systematic and regular basis. This system should include input from former students and the Advisory Committee members. Instructional procedures should show responsiveness to the feedback from these evaluations.

    1. … Provide an explanation of the overall program evaluation policy and plan. Show samples of the instructor evaluation instrument, etc.
    Standard 7.15 – On-Vehicle Service and Repair Work

    On-vehicle service and repair work should be scheduled to benefit the student and supplement ongoing instruction on items specified in the NATEF task list. A student should have had instruction and practice on a specific repair task before on-vehicle service and repair work requiring that task is assigned. Vehicles donated by the manufacturers or other sources, customer-owned vehicles, and other training vehicles may be used as the primary source of on-vehicle service and repair work. Training program student-owned vehicles, school buses, and other vehicles owned and operated by the governing body of the school should not be the primary source of on-vehicle service and repair work vehicles. All vehicles in the lab/shop should have a completed industry-type work order attached to or on the vehicle.

    1. … Show task sheets and repair orders. The evaluation team will conduct a visual inspection.
    2. … Show course of study and a copy of the student progress chart.
    3. … Provide a copy of the program policy.
    4. … Show a sample work order. The evaluation team will conduct a visual inspection.
      • The Automotive Technology program used Mitchell auto shop manager program to prepare work orders, estimates, invoices, and track student work. Work orders are prepared on all vehicles in need of repair even school and students. The students evaluated the vehicle for necessary parts for the repair. An estimate with the lad fee and parts cost are prepared by the student using on line ordering service of four parts suppliers for arability and cost. The vehicle owner is then informed of estimate cost and for consent of the repair.

      • For evidence, see:
    Standard 7.16 - Articulation

    Agreements between programs with equivalent competencies should be used to eliminate unnecessary duplication of instruction and foster continued study.

    1. … Show copy of the articulation agreement. Note: this may be N/A.
      • Dual credit agreements have been developed between Kaskaskia College and district high schools that are currently offering corresponding curriculum in their automotive technology program which are Centralia High School, Salem High School, and Okaw Area Vocational Center.

      • For evidence, see: