Introduction

My name is Jim Ripley and I teach in the Automotive Technology Department.

I have many years of experience in many different areas of the automotive
field. This allows me to teach a variety of subjects in Automotive
Technologies. I teach entry level classes and advanced level classes for our
degree and certificate program. The entry level courses I have taught are:
Auto 100 - Intro to Auto Mechanics, Auto 110/111/113 - Electrical Theory,
Auto 120 - Manual Transmissions/Drivelines, Auto 130 - Engines, Auto 150 Suspension and Steering. In addition, I have taught High School Auto
Mechanics for the EISD program at LCC. The advanced level classes I have
taught include: Auto 215/221 Tune Up/ Engine Performance, and Auto 225
Advanced Tune Up/Computers.
My Students
Many students take these classes for a degree or certificate in the
automotive areas, but some students take these classes for self
improvement, or career advancement while they are currently employed in
the field. We also have some students doing career exploration, or have tried
similar fields and did not succeed so they are trying the automotive industry
as a career. As to the age of students, a fair number of our students are just
out of High school or only very shortly out of school. Another slightly smaller
portion of students are older and could be there for a variety of reasons
including being laid off, unemployed, retraining for a new career, or just
decided to get training later in life.
Automotive Department
In our department, a nationally recognized sanctioning body in the Auto
Repair industry called NATEF regulates most of our course outcomes. NATEF
is an acronym for the National Automotive Technicians Education Foundation.
It is an independent nonprofit group that evaluates and certifies educational
facilities. Many of the assignments and experiences we have are part of our
requirements of NATEF. One of the requirements of NATEF is a certain
number of lab and lecture hours spent with students. Typically we spend
approximately 1/4 to 1/3 of our time in face to face lecture. The remaining
time is spent in the lab reinforcing or practicing the theories we learned in
the classroom. This allows instructors to work with students and to give
personal time to each student. The outcomes are spelled out and I have to
work with the given tasks and make them interesting and relevant to real
life. The goals of our courses are to be able to pass the State of Michigan

mechanic certification tests and the ASE certification tests, which are
nationally recognized mechanic certification tests.

Non-Teaching Duties
I have been involved with things other than teaching in the automotive
department. I have developed curriculum. In the past I helped to form a new
curriculum in the High-Performance area of automotive, but more recently
we have revised the whole automotive curriculum. I have helped to develop
approximately 25 new classes, six new certificates, and three new degrees in
the past year and a half. This involved developing the course proposals and
syllabi as well as structuring the degrees and certificates. I am also involved
with building class schedules for Fall, Spring, and Summer. I spend a
significant amount of time advising students, especially with the recent
changes to our curriculum. I help students get into the right classes, and
advise them on what they should or should not take. I also spend a fair
amount of time analyzing and submitting the degree and certificate forms to
be sure that students are completing our program. In addition, I often
contribute to Perkins Project and Major Equipment proposals as well as other
budget matters.
My Philosophy
I personally think that great teachers are human and personal, caring and
involved with their students lives and careers. The instructors I had when I
attended college were that way. I like to take a few minutes every day in
class with my students to get know them and make a personal connection
with them. I believe this creates an friendly environment. I have high
expectations and want everyone to succeed so I tend to push my students a
little bit in their thinking process. I have been told that I never answer any
questions. This may be an exaggeration, but I do like students to think and
not just be able to regurgitate what I tell them. I try to push them out of a
comfort zone.
I believe anybody can learn most anything if they are patient and try new
things. You must take the initiative to learn. The instructor can guide you, but
if you are not willing, no learning will occur. Also, just because the instructor
knows a lot does not mean that learning will happen. I grade somewhat on
this theory. If a student does not take the time to read, do homework or get
their hands dirty in the lab, they are sure to fail. Some students may not be

good book learners but are mechanical minded and can do an excellent job
with the hands on portion of class. These kinds of students are better than
only having book knowledge and being a total mechanical ignoramus.
I try to make learning simple. I try to explain in terms that do not confuse my
students, especially the beginners. I often simplify lessons that may seem
abstract, and then tie them back into a real life situation. I teach like how I
like to learn. I was always frustrated in math class. For example they would
say A2+B2=C2. They never linked it to a real life situation. However, if you
want to build a roof for your house and that this is the formula to find the
length of the boards you pay closer attention. In my opinion, at first students
only need basic information, then we can build upon those theories. If you
are curious, and mechanical minded you will usually find a way to find out
more about a subject and how things really work.
Teaching Style
I teach the way I do from observation of others in my past college
experiences. I have taken classes as a traditional student and later on as
personal interest classes. I always observe different methods of instruction
as I am attending classes as a student. I have also learned from my
colleagues from discussion with them about ideas that work and do not work.
I also completed the Transforming Learning through Teaching class with
Tracy Price through the Center for Teaching Excellence. This opened my eyes
to new teaching methodologies. I participated in the teaching portfolio
project a few years ago. All this has helped me to focus on what I do in the
classroom and how I could improve. I am open to trying new things and often
tweak my courses from semester to semester to see what works.

We start with the basics and progressively build from there. One example is
electrical theory class. In this class there are many laws and theories we
have to know. After we are proficient in the basics we progress to applying
these theories into different systems of the automobile. We lecture on the
theory by using PowerPoint and sometimes just lecture on the board with the
students taking notes. There are also times we have training aids that we go
through a project step by step and relate the simulator board to a real item
on the car. In electrical class we build a relay circuit. We then go to the lab
to do the practical portion with students in groups. By pairing the students
up they often learn something from each other. Student collaboration is
important for many reasons, one of them being able to work with a variety of

other people. In our industry you have to be able to cooperate and get along
with other people to succeed.
To help build rapport with my students we discuss cars. Almost every
student has a favorite car or truck and often students have a project of some
kind they are working on. I also discuss subjects such as racing, hot rods, or
the latest, coolest cars. I also share my projects, like my Dodge Neon that I
have modified. We joke back and forth about Dodge vs. Ford vs. GM and this
gives a healthy discussion in class.

Assessment and Testing

In our industry, the certification tests are multiple choice questions. To make
student familiar with that form of assessment, I use many of these type
questions, and try to teach them how to take this type of test. I do
sometimes include short answer or essay type questions. For the final exam I
use a multiple choice test. Sometimes I give a practical hands on type
exam.
In the lab we often use lab sheets that may be from a textbook or sheets I
have developed according to a task we do. These guide the student through
the tasks we are performing that day.
IDEA Survey Reflection
My overall my IDEA survey scores seem to be above average. Overall the
surveys are sometimes hard to interpret. Often they do not always have a
good sample size to try and make a determination of how well I am doing. I
have also heard and seen feedback about the course itself, as far as too
much material in one course, etc. Other criticism was often due to student
expectations of a course not matching reality. That is a larger problem we
have tried to fix at the departmental level with new courses and curriculum.
I am not sure what, if anything, I would change to improve these scores.

Self Improvement
According to our accrediting body NATEF, we are to do 20 hours of
automotive related training per year. This helps us stay current in the
automotive field and to improve our knowledge. This training can be done
online or face to face. I have often do double or triple the minimum required

hours. This training has been in a variety of areas, everything from test
equipment to hybrid/alternative fuels, in pretty much every area of
automotive repair. I would like to work part time in the repair industry during
the summer months to prevent losing the skills I have acquired.