Key Takeaways
- Students and one instructor from College of the Canyons’ Automotive Technology program protested the discontinuation of “live work” (hands‑on repair on real customer and staff vehicles) and criticized disengaged teaching methods.
- Chase Roman said that, aside from two classes (including one taught by Gary Sornborger), he felt he learned little despite the tuition spent.
- Grant Prince emphasized that live work bridges classroom theory and real‑world industry readiness, providing experience that simulations cannot replicate.
- Board member Fred Arnold thanked the speakers and suggested an “Up Close and Personal” presentation to highlight the department’s work and explore the issues further.
- The college has been investing in a new Advanced Technology Center (ATC) to bolster career‑technical education, but students argue that instructional shortcomings persist regardless of facilities.
- Concerns include vehicles not being test‑driven, lab‑sheet tasks lacking contextual explanation, and instructors adopting a hands‑off approach that diminishes student motivation and learning.
Student Concerns Voiced at the Board Meeting
At the regular board meeting on Wednesday, eleven Automotive Technology students and one instructor filled the front rows to speak during public comment on non‑agenda items. Their primary grievances centered on two interconnected issues: the removal of live‑work components from the curriculum and what they described as disengaged, ineffective instruction in many classes. The students argued that these changes have eroded the program’s ability to prepare them for employment in the automotive industry.
Chase Roman’s Critique of Current Instruction
Chase Roman, a COC student, told board members that, with the exception of two classes—one of which was taught by Gary Sornborger, the instructor who accompanied the students to the meeting—he believed the Automotive Technology courses he had taken were largely ineffective for learning. He stated that, aside from those two classes, he did not think he would have learned a single thing given the money he has invested so far at the college. Roman’s remarks underscored a perception that the majority of the program’s delivery fails to translate tuition into meaningful skill acquisition.
Grant Prince on the Value of Live Work
Grant Prince defended the live‑work model as indispensable to the program’s purpose. He described live work as more than mere hands‑on practice; it is the bridge between classroom learning and the real automotive industry. By working on actual customer and staff vehicles, students acquire real‑world experience that cannot be replicated through simulations alone. Prince argued that this exposure prepares them for the fast‑paced environments of dealerships and independent repair shops, making them employable upon graduation.
Board Member Fred Arnold’s Response and Proposal
Board member Fred Arnold thanked the students for sharing their experiences and acknowledged their passion for the college. He proposed bringing members of the Automotive Technology department forward for an “Up Close and Personal” presentation—a regular board‑meeting slot where college departments showcase their accomplishments. Arnold suggested that such a session could provide a deeper dive into the topics raised, allowing the board to better understand the program’s strengths and challenges.
Historical Context of the Live‑Work Discontinuation
The discontinuation of live work has been a point of contention for several months. A message sent to The Signal in January highlighted student dissatisfaction with the program change. Students at the podium reiterated that live work is essential not only for practicing technical skills but also for replicating the conditions they will encounter in professional settings. They contended that removing this component undermines the program’s alignment with industry expectations.
College’s Investment in the Advanced Technology Center
Despite the students’ concerns, the college has prioritized strengthening its career and technical education offerings. COC Superintendent/President Jasmine Ruys noted at a recent open house for the interim Advanced Technology Center that discussions about building a permanent ATC began in 2018, driven by the need to prepare students for the evolving manufacturing jobs market. A new ATC building has since become one of the college’s most aggressively pursued facility projects, intended to provide training suited to Santa Clarita’s job‑market demands. Former interim CEO David Andrus emphasized that, once completed, the ATC will deliver state‑of‑the‑art training, reinforce COC’s reputation as an industry partner, and support local economic development.
Persistent Instructional Gaps Beyond Facilities
Chase Roman argued that even aside from the loss of live work, the Automotive Technology classes lack the rigor needed to make students industry‑ready. He pointed out that the vehicles students work on are not test‑driven, and tasks are assigned via lab sheets without explanation of why those tasks matter. This procedural approach leaves students uncertain about the relevance of their work and hampers deeper comprehension.
Instructor Engagement and Its Impact on Learning
Roman further criticized the teaching style of certain instructors, claiming that in six classes over three semesters, two instructors never once got up to work on the vehicles alongside the students. He said these instructors do not demonstrate techniques or provide close‑up guidance, and their indifference transfers to the students, who then sense that the instructors do not care whether they truly understand what they are doing. This disengagement, according to Roman, diminishes motivation and impedes the development of practical competence.
Conclusion: Bridging the Gap Between Policy and Practice
The board meeting highlighted a clear disconnect between the college’s strategic investments—such as the Advanced Technology Center—and the day‑to‑day instructional realities experienced by Automotive Technology students. While facilities and long‑term planning receive attention, students insist that immediate improvements in curriculum design—particularly the reinstatement of live work and more engaged, demonstrative teaching—are essential to ensure that their education translates into employable skills. Addressing these concerns could help align the program’s outcomes with the college’s goal of being a trusted industry partner and driver of regional economic development.