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Transportation
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Hands-On Learning Drives Faribault’s Automotive Program

classroom learning to actual vehicles. The program provides a variety of path-
At the beginning of the school year, stu- ways for students after graduation. Recent
dents focus on safety and shop procedures before graduates have gone directly into work at local
moving into the technical skills and systems automotive shops, while others have continued
covered throughout the program. As students their education at technical colleges.
progress, they work with increasingly complex For students considering a career in
automotive systems and learn how to diagnose automotive technology, the combination of
and solve problems. classroom instruction, hands-on experience,
“I hope students who have taken any of industry partnerships and work-based learn-
the classes in the automotive program obtain ing provides an opportunity to explore the field
the confidence to solve complex puzzles and fix before graduation.
real-world problems,” says Boyd. The skills students develop also have appli-
Those real-world connections extend cations beyond automotive careers. Diagnosing
beyond the classroom. Faribault High School a vehicle problem requires students to gather
has partnerships with Ford and General Motors information, consider possible causes, use tech-
that provide students with brand-specific train- nology and equipment, and determine a solution.
ing. Students can also take ASE certification Learning to approach those challenges with con-
Faribault Public Schools - ISD 656 levels while developing skills that can be applied tests and have opportunities to earn certifications fidence is one of the most important outcomes of
At Faribault High School, students inter- in the workplace and beyond. through Ford and GM. the program.
ested in automotive technology have the “Automotive Technology is a com- The program also connects students with With access to industry equipment, brand-
opportunity to learn by doing. With approxi- prehensive gateway to the skilled trades by local employers through the school’s work- specific training and opportunities to work in
mately 230 students enrolled in automotive combining electrical, mechanical, fabrication, based learning program. Current students are local shops, Faribault students are gaining prac-
courses this year, the program gives students HVAC, hydraulics, and computer diagnostic working in local automotive shops, giving them tical experience while exploring what a future in
hands-on experience with the systems, tools and systems into a single hands-on learning environ- an opportunity to experience the industry while the skilled trades could look like.
technology used in today’s automotive industry. ment,” says automotive instructor Greg Boyd. still in high school. The goal is not simply to teach students
Faribault offers a variety of automotive The program’s automotive shop gives stu- Work-based learning allows students to see how to work on vehicles. It is to give them the
courses, including Automotive 1, Automotive dents the space and equipment to put those skills how the skills they are developing in the class- knowledge, experience and confidence to solve
2, Exploring Automotive, Powersports, Auto- into practice. The facility includes six automo- room translate to an actual workplace. They gain problems—both in the automotive shop and
motive Services 1 – Brakes, and Automotive tive lifts, an alignment rack and diagnostic experience working alongside professionals wherever their future takes them.
Services 2 – Electrical Diagnostics and Engine equipment for multiple vehicle brands. Students while learning more about the expectations and
Performance. The courses allow students to also work on vehicles that have been donated responsibilities that come with a career in auto- www.faribault.k12.mn.us
explore automotive technology at different to the school, providing opportunities to apply motive technology.

Partnership With a Local Dealership Connects Students to What

Happens in a Real Shop

nection through a partnership with a local, be difficult to diagnose. In the fuel-injection equipment, and other diagnostic tools.
family-owned, Chevrolet dealership. lab, students used testing equipment to evalu- That has allowed us to do more than basic
Dealership technicians Sam and Jordan, ate fuel-system operation, while the battery load maintenance and repair. Modern vehicles require
along with General Manager Chad, came into test showed how test results can be used to make a lot of electrical and computer-based diagnosis,
our program and worked directly with students a repair decision instead of simply replacing a so students need experience reading scan data,
on several hands-on diagnostic labs. We focused part. using test equipment, following wiring dia-
on scan tool diagnosis, smoke machine leak Having technicians from the dealership grams, and working through a problem logically.
detection, fuel-injection testing, and battery load lead these activities made a difference. Students I think that problem-solving side of auto-
testing. could hear directly from people who do this motive work is especially important. A student
The goal was not just to show students how work every day and see that the procedures we may not remember every procedure they learn
the equipment works. We wanted them to go teach in class are the same ones being used in in high school, but if they learn how to test a
through the same kind of process they would be the field. system, gather information, and make a decision
expected to use in an actual shop. We also took a field trip to the dealership based on the evidence, that skill will carry over
For each lab, students had a worksheet so students could see how a working dealership into almost any technical career.
where they had to record their test results, operates and learn about the different careers For our program, the biggest benefit of this
explain what they found, and communicate the available in the automotive industry. Becoming partnership is keeping what we teach connected
problem in a way that would make sense to a a technician is one option, but students also saw to the industry. Schools can teach the fundamen-
shop foreman or customer. That part was impor- opportunities in parts, service advising, sales, tals, but having local employers involved helps
tant because being a good technician is about management, and other areas of a dealership. students see how those skills are actually used
more than knowing how to turn a wrench or For some students, automotive class may be on the job.
hook up a scan tool. You also need to be able their first time seriously considering a career in We hope to continue working with the deal-
Brian Kemmy, Industrial Technology Teacher to explain what you found and why a repair is the field, and seeing those jobs firsthand makes ership and build on what we started this spring. It
Foley Public Schools, I.S.D. 51 needed. those options feel much more real. has been a good way to give students real-world
One of the things I try to do in our automo- During the scan tool lab, students worked The partnership also worked well with experience, expose them to current diagnostic
tive program is make sure students understand with diagnostic trouble codes and live vehicle some new equipment we were able to add to our practices, and help them see where the skills they
that what we do in class connects directly to data instead of simply reading a code and program through grant funding made available are learning can take them.
what happens in a real shop. This spring, we guessing at a failed part. The smoke machine by Resource Training. That equipment included
had a great opportunity to strengthen that con- lab gave them a chance to see how small leaks Autel bidirectional scan tools, digital multime- www.foley.k12.mn.us
can be found in systems that would otherwise ters, smoke machines, fuel-injection testing