Preparing for
NATEF/ASE Evaluation
1998
Courtesy of
Snap-on Tool Company
(BLANK PAGE)
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Preparing for
NATEF/ASE Evaluation
1998
Courtesy of
Snap-on Tool Company
1999, Snap-on Tools
Editing and desktop publishing of this document by Patricia Johnson Communicationsphone: (248) 357-1405 e-mail:
If you have any questions regarding this material, you may contact me at or via
Voice Mail at 1-800-786-6600 ext. 5786
Dear Automotive Instructor/Administrator:
This guide is designed to assist schools with Automobile, Collision Repair & Refinish, and Medium/Heavy Truck programs seeking to be certified by NATEF/ASE.
Our aim is to help you, the program instructor or administrator, develop or locate the documentation that is required during the evaluation process.
Our suggestions are based on our experiences in performing actual NATEF/ASE evaluations at community colleges, private technical colleges, and public secondary schools.
Our comments are designed to assist you in making the evaluation process as easy as possible both for your own institution and for the evaluation team.
This document is NOT intended to be all-encompassing, nor a stand-alone guide to certification, but as an aid to be used along with the documents from NATEF/ASE during the evaluation process.
Please note: The suggestions provided in this document are based on our experiences as NATEF Evaluation Team Leaders. These suggestions are not specifically endorsed by ASE or NATEF. Other procedures or strategies may achieve the same results and are equally acceptable.
Yours truly,
If you have any questions regarding this material, you may contact me at or via
Voice Mail at 1-800-786-6600 ext. 5786
George Arrants
NATEF Evaluation Team Leader
ASE Master Automotive Technician
ASE Advanced Engine Performance
Technician
Roger B. Simmons
NATEF Evaluation Team Leader
ASE Master Automotive Technician
ASE Master Auto Body Technician
ASE Master Heavy Duty Truck Technician
ASE Master Mechanist
ASE Advanced Engine Performance
Technician
If you have any questions regarding this material, you may contact me at or via
Voice Mail at 1-800-786-6600 ext. 5786
If you have any questions regarding this material, you may contact me at or via
Voice Mail at 1-800-786-6600 ext. 5786
Table of Contents
Notebook preparation 1
Minimum Requirements 2
Auto Program 2
Collision 3
Med/Heavy Truck 4
Suggestions for Delegating Work Assignments 5
General Suggestions 6
STANDARD 1: Purpose 8
STANDARD 2: Administration 10
STANDARD 3: Learning Resources 15
STANDARD 4: Finances 18
STANDARD 5: Student Services 19
STANDARD 6: Instruction 22
STANDARD 7: Equipment 33
STANDARD 8: Facilities 37
STANDARD 9: Instruction 41
STANDARD 10: Cooperative Agreements 43
Appendix A 45
-- Self-Evaluation Time Mgmt Strategy 46
-- Sample Agenda 47
-- For the Evaluation Team 49
Appendix B/Table of Contents 50
Header Pages 51
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Notebook Preparation
The NATEF guidelines require that the on-site evaluation be conducted while classes are in session. In order to conduct classes without the worry of interruptions during instruction, we suggest you develop a notebook or file system to which the NATEF evaluation team can refer readily. The information in the notebook should address the issues the evaluation team members will be focussing on concerning your program. Thus, they will be able to secure the answers they need without interrupting your classroom instruction.
For your convenience, we have available as an electronic file a suggested Table of Contents and first section pages to follow each tab. This information is also provided as Appendix B in this document.
Save your notebook! Some years later, when you perform a self-evaluation or a re-certification of your program(s), you will need only to update and/or add the relevant information to comply with the standards then in effect.
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Minimum Requirements
Your program must meet minimum requirements in order to become certified, as described below. The program must include laboratory/shop (co-op) experience and classroom instruction. In many cases, programs may meet some requirements for certification through an articulation agreement with another institution.
AUTOMOBILE TRAINING PROGRAM
(Per 1996 NATEF standards)
In order to have your program certified, ASE requires that your school offer instruction in at least four of the eight ASE specialty areas. The first four specialty areas listed below, indicated in bold face, are required. The number of contact hours for each area (encompassing classroom instruction and shop time) is indicated at the right.
Specialty Area Contact Hours
a. Brakes 100
b. Electrical/Electronic Systems 200
c. Engine Performance 260
d. Suspension & Steering 100
e. Automatic Transmission & Transaxle 120
f. Engine Repair 120
g. Heating & Air Conditioning 80
h. Manual Drive Train & Axles 100
The NATEF task list is divided into three priority areas. The following guidelines must be followed:
95% of all Priority 1 (P-1) items must be taught in the curriculum
80% of all Priority 2 (P-2) items must be taught in the curriculum
50% of all Priority 3 (P-3) items must be taught in the curriculum
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COLLISION REPAIR & REFINISH
(Per 1996 NATEF standards)
ASE defines five specialty areas in Collision Repair and Refinish. The minimum number of classroom/shop/laboratory contact hours in each area is indicated at the right.
Specialty Area Contact Hours
a. Structural Analysis and Damage Repair 300[1]
b. Non-Structural Analysis and Damage Repair 2001
c. Mechanical and Electrical Components 260
d. Plastics and Adhesives 50
e. Painting and Refinishing 300
Schools may apply for certification in (1) all five specialty areas, (2) Painting and Refinishing only, or (3) Structural Analysis and Damage Repair. If certification in Structural Analysis and Damage Repair is sought, its imperative that instruction be provided in two other specialty areas as well, from the above list.
The task list is divided into two priority areas. The following guidelines must be followed:
· HP-G High Priority Group: These are defined as tasks that can be taught through the use of video, demonstration, etc. where students should be tested on the information presented, but are not required to demonstrate hands-on competency.
· HP-I High Priority Individual: These are defined as tasks that require students to demonstrate hands-on competency to the instructor.
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MEDIUM/HEAVY /TRUCK
(Per 1998 NATEF standards)
In order to have your program certified, ASE requires that your school offer instruction in at least five of the eight ASE specialty areas. The first five specialty areas listed below, indicated in bold face, are required. The number of contact hours for each area (encompassing classroom instruction and shop time) is indicated at the right.
Specialty Area Contact Hours
a. Diesel Engines 215
b. Suspension and Steering 90
c. Brakes 125
d. Electrical/Electronic Systems 250
e. Preventive Maintenance Inspection 105
f. Gasoline Engines 95
g. Drive Train 100
h. Heating, Ventilation & Air Conditioning 100
All areas except Gasoline Engines are required for Master Certification designation.
The task list is divided into three priority areas. The following guidelines must be followed:
95% of all Priority 1 (P-1) items must be taught in the curriculum
70% of all Priority 2 (P-2) items must be taught in the curriculum
25% of all Priority 3 (P-3) items must be taught in the curriculum
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Suggestions for Delegating Work Assignments
For NATEF Self-Evaluation
Performing the self-evaluation is normally considered to be the most important component of the ASE/NATEF certification process. You can ensure a successful self-evaluation by developing an organized approach, delegating responsibilities to specific individuals, and establishing a time line for completion.
Listed next to each standard heading is our Recommendations for delegation of work. This is a suggestion of who may be the best individual(s) to most efficiently evaluate each NATEF standard and gather the associated support documentation.
This information is intended to serve as an example and may not completely fit your school/program structure.
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GENERAL SUGGESTIONS
BEFORE THE SELF-EVALUATION
Read the entire NATEF Manual on ASE Certification prior to beginning the self-evaluation. Don't jump right into the forms without having a complete understanding of the policies, procedures and standards.
Involve as many people as possible in the entire evaluation process.
BEFORE THE ON-SITE VISIT
Re-read the entire NATEF Manual on ASE Certification, to refresh your understanding about the information that the Evaluation team will be seeking. If there are any last-minute modifications you wanted to make, or areas that needed extra attention to cleaning and organization, nowis the time to get that done.
Make it as easy as possible for the on-site evaluation team to do their job. Organization is the key to success.
Communicate with the Evaluation Team Leader (ETL) to see what you can do to help him/her to be prepared for the on-site visit. Consult the NATEF Certification Manual for the materials you must send to the ETL prior to the on-site visit.
Make sure the ETL and team has a clear understanding (overview) of your program.
Except for the GO/NO-GO items, compliance with each standard is determined by the average score for the entire standard. Therefore, you don't have to meet every criterion of every standard. The strong items can offset the weaker items. If your self-evaluation score for a standard is lower than a 4, look at all the criteria of that standard to see where you can make improvements.
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PREPARING THE DOCUMENTATION
Organize support documentation in a central location. Many schools use a three-ring binder to organize their self-evaluation and to display the small items used to document responses. Items too large for the binder can be placed in labeled folders with references to them. Of course, some documentation is verified by visiting the lab, classrooms, or other facilities.
Provide documentation for every response. Where helpful, provide a narrative comment to explain a little information about the documentation or where to locate verification of a statement.
If referencing information within a document such as a college catalog, reference the page numbers, tab the pages with sticky notes, and highlight the appropriate information.
Pay particular attention to the Go/No-Go items in the standards. A non-compliance on one of these items will keep the program from achieving certification no matter how good everything else is.
DOCUMENTING TASKS AND HOURS
Its very important to organize materials well, to demonstrate that the minimum number of tasks are being taught in your program. There are many ways to do this.
Cross-reference information such as the NATEF task list and indicate where the minimum required hours for each area are accounted for.
Student tracking instruments are great for showing that a NATEF task is included in the curriculum. Individual student job sheets and lesson plans that are cross-referenced to the NATEF task list are also good methods to demonstrate that the tasks are taught.
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As stated in the NATEFCertification and Self-Evaluation Materials / Our suggestions on where to look or what to do:
STANDARD 1 - PURPOSE
The Automobile, Collision Repair & Refinish, or Medium/Heavy Truck technician training program should have clearly stated program goals, related to the needs of the student and the employers served. / Recommendations for delegation of workAdministrator/Guidance Counselor/Office of Institutional Research or designated person
1.1 Employment Potential
The employment potential for Automobile, Collision Repair & Refinish, or Medium/Heavy Duty Truck technicians, trained to the level for the specialty or general areas outlined in the program goals, should exist in the geographic area served by the program.
A. What percentage of those who complete the program obtain employment in the Automobile, Collision Repair or Medium/Heavy truck industry within six (6) months of program completion? / 1. Conduct a follow-up of graduates employed in their fields of study within six months of program completion.
2. Some states require a follow up of students. Refer to this document if available, or this information may be available from the counselor or other individual responsible for tracking students.
3. Provide documentation (in the notebook) of the percentage of graduates entering into their fields of study, within six months after graduation.
B. Rate the administration and use of an annual survey of employers to determine the needs of their potential employees. / 1. Develop, distribute, collect and tabulate a survey of those employers who hire your program graduates. Assign someone to be responsible for following-up on employers who do not respond to the survey.
2. Provide documentation (in the notebook) of the employer survey. Include both a blank sample of the survey form and completed forms from the current year.
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As stated in the NATEFCertification and Self-Evaluation Materials / Our suggestions on where to look or what to do:
1.2 Program Description/Goals
The written description/goals of the program should be shared with potential students and include admission requirements, employment potential, area(s) of specialty training offered and cost of all tuition and fees. Technical qualification of the faculty and the overall goal(s) of the program should also be included.
A. Rate the program material(s) available (brochure or catalog) on the inclusion of the following:
1. admission requirements
2. employment potential
3. areas of specialty training offered
4. cost of tuition and fees
5. technical qualifications of the instructional staff
6. Overall goals of the program / 1. Refer to the school catalog or brochure for the written description/goals and objectives of the program.
2. Are the prerequisites specified, e.g., age, grade level, entry examination, etc.?
3. Include in the notebook: The employer surveys, Advisory Committee minutes on the topic, local employment information (classified ads or newspaper articles), etc.
4. List (in the notebook) any specialty classes taught in your program.
5. List (in the notebook) the cost of tuition and fees for your program, if any. Provide a copy of the institution catalog and identify the page in the catalog which state the tuition and fees. Include the cost of personal tools and association dues.
6. Provide (in the notebook) copies of each instructors qualifications and educational background. Include ASE certifications and state endorsements or certifications.
7. Prominently displayed ASE certificates are impressive and keep reminding the students that certification in the field is desirable.
8. In the notebook, identify the page(s) of the institution documentation or catalog where the goals or the mission statement of the program are stated.
B. Rate the availability of program materials for students prior to enrollment. / In the notebook, explain how the students and potential students receive the program materials.
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