Viola said his goal as department chair is to produce students with the knowledge and skills that employers seek. Viola replaces longtime chair Pete Calkins, who moved on to Shoreline Community College in Shoreline, Wash.
"We coordinate our program with the real world," Viola said. "While enrolled, the students work for the OEMs or independents.
"Over the years, I have employed students," Viola said. "ACC students always turned out to be the finest techs that I employed in my shop."
Backed by General Motors, DaimlerChrysler, and Nissan Motor Co., ACC's Automotive Technology program is attractive to both aspiring technicians and local dealerships who employ them, Viola said.
ACC offers the following automotive courses of study: General Motors Automotive Service Educational Program (GM-ASEP), DaimlerChrysler College Apprenticeship Program (CAP), Nissan Denver Technician Apprenticeship Program, and a general program for independents, Automotive Service Technology Program.
During the two-year program, students can earn an Associate of Applied Science (AAS) degree or a certificate. They have the opportunity to work on the newest vehicles with the newest tools, thanks to automaker donations, Viola said. While enrolled, he said, students are required to work at a dealership or independent shop to supplement classroom instruction with on-the-job training.
ACC automotive students have access to nearly $1 million in vehicles, Viola said, adding that vehicles such as the Pontiac Solstice, Chrysler 300, and Infiniti M45 are available. The school's diagnostic-equipment donations eclipse the value of the vehicles, he said, adding that its tool inventory includes the Tech 2 (GM), the DRB 3 and Star-C (DaimlerChrysler), and Consult (Nissan/Infiniti).
"The students actually work on them," Viola said of the fleet of new cars. "We want them to study the latest technology."
The school also has individual components such as engines, transmissions, and differentials that are used for classroom instruction, Viola said.
The complexity of modern cars that contain, on average, five networked computers, requires that technicians have advanced training, Viola said.
"Only a small percentage of technicians have a college degree," he said. "That was fine in the past when everything was mechanical."
Automakers are continually adding complex technology that will require technicians to never stop learning, Viola said.
DaimlerChrysler, for example, is working on an accident avoidance system that will electronically apply brakes to slow the vehicle down, Viola said. On some OnStar-equipped vehicles the headlamp intensity can be adjusted via satellite, he said.
"It's a continuous educational process," he said. "The students have to think down the road and anticipate new technology, including alternative-powered vehicles."
The education process includes a breadth and depth of knowledge, Viola said. The breadth of ACC's offerings parallels the eight National Institution for Automotive Service Excellence (ASE) vehicle repair segments, he said, and depth is acquired through on-the-job training. The courses of study, he said, include engine repair, automatic transmissions and transaxles, manual drivetrains and axles, suspension and steering, brakes, electrical and electronic systems, heating and A/C, and engine performance.
"Depth is gained with experience," he said, which cannot simply be attained from books and labs. On average, people retain only 70 percent of what they hear; a 90 percent retention rate is achieved with hands-on experience, he said. "That's why the apprenticeship is so important."
Viola said he also stresses that his students are proficient in English (writing), math, physics, computers, and interpersonal communication, all of which technicians use on the job.
Math, he said, is used in many repair processes, such as measuring brake rotors; knowledge of physics is required to understand an engine's horsepower and torque; computers have spread to most vehicle systems, requiring the use of scan tools to retrieve trouble codes; English is required to communicate in written form on repair orders; and students must learn interpersonal communication to convey to vehicle owners why they need repairs.
"Life is competitive, and I want to make sure my students are on pace," Viola said, adding that studying automotive technology and not academics is like eating dessert without having your vegetables.
Administrative Assistant Christi Maes said she calls recent ACC graduates once a year to keep up with their careers. Most of them still work in the industry, she said, adding that some move on to the Automotive Industry Management program at Colorado State University-Pueblo to earn a four-year degree.
A good example of career success is Sarah Powell, a 2005 ACC graduate, who has appeared on the DIY Network, Viola said. She is employed as a technician at Infiniti of Denver and serves as an ACC teaching assistant. Viola said his son, Jerome "Doc" Viola, graduated with Powell, worked for his father, and is now employed at a Tilden Car Care Center.
The advent of electronic vehicle technology has opened the door for female technicians, Viola said. The infrequency of major repairs eliminates heavy lifting, he said, adding that male and female technicians have equal footing now. "Most failures in new cars are electronic."
Viola pointed out, however, that there are still obstacles, mainly parents and guidance counselors who don't view automotive repair as a first-choice program.
Many students can earn good money right out of school, he said. "They should put this career opportunity in front of people."
