As Congress prepares to craft and debate the next FAA reauthorization bill, perhaps no topic will be more closely watched than workforce development.
​
It's no secret that a shortage of key frontline workers such as pilots, mechanics, and air traffic controllers is a threat to near-term industry stability and growth. This is why the council and several other industry organizations are calling on Congress to extend and expand the FAA's successful Aviation Workforce Development Programs.

Authorized by language in the 2018 FAA Reauthorization Act, the law empowered the FAA to launch two programs--one for mechanics and one for pilots. They have been wildly successful, attracting nearly $200 million in requests for $20 million in funding distributed so far, including $10 million earlier this year.

Given the documented need to develop more certified mechanics, the council is urging Congress to allocate $50 million for the program in the upcoming FAA reauthorization bill, as recommended in the Youth Access to American Jobs in Aviation Report. ATEC also recommends expanding grant eligibility to include non-profit organizations, clarifying that part 147 schools are eligible for grants and that a past award grant doesn’t bar you from a future grant, and allocating funding to FAA personnel to run the program. A program to share case studies of successful grant awards is also recommended.

The council has sent information and proposed bill language to key lawmakers outlining its plan. Others joining the effort include the Aeronautical Repair Station Association and Aerospace Industries Association, which is calling for grants applicable to manufacturing jobs. A group of key senators is also onboard and has called for the program's expansion in a letter to leaders on the influential senate appropriations committee.

In the most recent round of awards, eleven organizations were given $5 million in Aviation Workforce Development Maintenance Technical Workers grants. The full list of grant awards for both the maintenance-worker and pilot-development grants and related projects is available on the FAA's website.

A subsequent round is expected to open for applications in the coming weeks; ATEC will keep its members informed on any new developments.

The Council is currently accepting submissions of scholarly, research, application, or opinion articles. Authors may be offered the opportunity to publish in the Fall edition of the ATEC Journal and thereafter be considered for live presentations at the next annual ATEC conference.  Suggested topics include, but are not limited to--

• Technical and soft-skills curriculum integration
• Innovative teaching methods
• A history of legislative actions affecting aviation maintenance workforce development
• A study on implementation of employer-education partnerships
• Funding implications stemming from Bureau of Labor Statistics occupational outlooks
• Highlighted innovations in the aviation maintenance industry
• A look at successful online teaching methods and/or subject matter in other technical fields
• Surveying currently used computer-based teaching across aviation maintenance training schools

In addition to these, submissions discussing the current situation in classrooms or industry regarding the effects of COVID restrictions or the implementation of the new FAR 147 are welcome. 
 
Professionals from all segments of the aviation maintenance industry, members and non-members alike, are invited to submit a paper for publication. The submission deadline is October 1.
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For more information and to submit a presentation, visit http://www.atec-amt.org/the-journal.html. 

Women have out-numbered men since the late 1940s and make up about half the country's workforce, U.S. Census data show. But in most aviation occupations, women hold less than 20% of the jobs, and the figure has not moved much in decades.

Helping change this--and get aviation much-needed workers in key positions--was the reason Congress established the Women in Aviation Advisory Board in the 2018 FAA Reauthorization Act. The board's assignment: develop a set of independent recommendations to the FAA Administrator on how to encourage and support female students and aviators to pursue a career in aviation. WIAAB delivered, via a report to the FAA.

Now, some lawmakers want WIAAB to have a permanent place within the FAA. Senators Tammy Duckworth (D-IL), Gary Peters (D-MI), Deb Fischer (R-NE), Kyrsten Sinema (I-AZ) and Jerry Moran (R-KS) have jointly introduced the Promoting Women in Aviation Act. The bipartisan bill would make the WIAAB a permanent body within the FAA so it can continue to provide valuable insight on best efforts to recruit, promote and retain more women in aviation.

“It is frustrating that women are still dramatically underrepresented among pilots, mechanics and other critical roles in our aviation workforce—especially at a time when we face such an acute need for more workers in this industry,” said Senator Duckworth. “As the Chair of the Aviation Safety, Operations and Innovation Subcommittee, I’m proud to help introduce this legislation with Senator Peters to establish a Women in Aviation Advisory Committee so we can help expand outreach, level the playing field for women and encourage them to enter the aviation industry—strengthening the aviation workforce while helping keep the flying public safe.”
​
The bill "would help strengthen the aviation workforce at-large as well as address pilot shortage challenges that have especially disrupted air service in rural areas as well as maintenance technician pipeline challenges that have hurt the aviation supply chain," the senators said in a joint statement.

The council, which supports common-sense legislation that fosters aviation workforce development programs, will follow the bill's progress and keep members up to date.

The 2018 FAA Reauthorization Act directed the Government Accountability Office (GAO) to study the aviation workforce of the future, including the current and future supply of aircraft mechanics. In a report published on May 17, 2023 (GAO-23-105571), GAO found that while the number of newly certificated mechanics grew in recent years, it could not make any concrete conclusions about the suspected shortage of aircraft mechanics.

"The supply of individuals with new mechanic certificates grew from 2017 through 2022. The total pool of mechanic certificates also increased; however, these data provide limited information about the supply of aircraft mechanics, as the number of certificate holders who have left the industry since 2017 is unknown," said the report. "Additionally, available data provide limited information on the extent of demand for aircraft mechanics."

The report went on to say that despite the lack of information, aviation stakeholders interviewed reported challenges maintaining sufficient numbers of mechanics. Those same interviewees reported increased wages--a vital metric evidencing a talent shortage--an indicator that is not yet replicated in Bureau of Labor Statistics' labor market data.

Find the full report and links to previous GAO reports on aviation maintenance workforce on ATEC's Workforce Data landing page.​

One of the biggest hurdles keeping aviation technician school graduates from earning certification is access to FAA-designated examiners--and the issue is only getting more challenging.

The most recent ATEC Pipeline Report showed 40% of graduates do not take the exam necessary to receive FAA mechanic certification. That's up 10% from just a few years ago.

The issue, which remains one of the council's top regulatory priorities, is on the FAA's radar. The agency plans to expand its Organization Designation Authorization (ODA) program to include delegated examiners, but progress has been slow. In early May, the council wrote to FAA Acting Associate Administrator for Aviation Safety David Boulter to reiterate the issue's importance to the aviation maintenance community--and the need to act fast.

"Five years ago, the agency called a meeting with industry stakeholders to discuss a planned expansion to the ODA program that would allow air agency certificate holders (including part 147 schools) to manage their own testing delegates, greatly expanding capacity to meet student testing demand," ATEC wrote. "Since then, industry has eagerly awaited the welcomed change; unfortunately, the policy approval process has stalled while testing capacity challenges have grown worse."

The FAA's plan is to revise the Airman Certification ODA Order (8100.15) to include examiners. But a timeline provided several years ago is slipping. ATEC's letter asks for an updated schedule and urges "expeditious expansion" of the ODA program "to include examiner delegations."

Read the full letter here.

Few things are more important to the council than helping get more prospects through the mechanic pipeline and into jobs. For lawmakers, ensuring our military veterans have ample opportunities to settle into stable, rewarding careers post-service has been a top priority for decades.

Despite these seemingly complementary priorities, ATEC's Pipeline Report shows that civil aviation is capturing less than 10 percent of veterans with at least some aviation maintenance experience.

The primary hurdle? Complex regulatory certification requirements that put undue burden on veterans with valuable experience but no clear path to civilian certification.

This is why the council and several other industry groups are calling on Congress to help construct a better path for qualified, military-trained aviation maintenance technicians to earn their FAA certifications and pursue civil aviation maintenance jobs. Often, competent, skilled technicians trained during their military service lack the breadth and scope of experience required to obtain FAA sign off to test. Those turned away from a local FAA office must enroll in an AMTS school or obtain the 18 months of experience—a bridge too far for many. Unlike military pilots, who have a certification standard designed specifically to assess qualifications required to transition to the airline pilot world, military technicians have no such streamlined pathway. As a result, many veterans take tests and pay fees as if they never spent a day learning their trade in the military, if they enter the civilian industry at all.

A coalition of industry trade groups including ATEC, the Aeronautical Repair Station Association, the Aerospace Industries Association are working with lawmakers to change this. The goal: develop a concrete pathway for military technicians and codify it in upcoming FAA reauthorization legislation. Central to the plan is a competency test tailored to military technicians, and official recognition of at least 18 months of relevant military experience toward the desired rating.

The coalition in early March made an official request via a letter to key committee members on both the House and Senate sides. As reauthorization activity heats up--the current, five-year bill expires on Sept. 30--the council will keep the pressure on key lawmakers.

Johnson was recognized for his dedication to re-evaluating and developing curriculum that has set a new standard within Liberty’s part 147 program. With more than 20 years of experience in aviation maintenance, Johnson was able to lead Liberty through a program and curriculum overhaul that established clear guidelines and defined safety protocols for students and their instructors. 

Johnson retired as a Master Sergeant from the United States Air Force, serving as a Subject Matter Expert and Quality Assurance on three separate airframes. Johnson has also trained active duty personnel to become qualified aircraft mechanics and was involved in various projects with the U.S. Departments of Defense and Transportation. He holds a Master of Science in Aeronautics with a cognate in Aviation Education from Liberty University and is currently pursuing doctoral work through Florida Institute of Technology’s AvD program. 

Following his career with USAF, Johnson realized he wanted to continue in a training role because of the impact he realized he could have working with new students and mechanics. 

“He is always busy learning, improving, and fixing things, pursuing excellence for himself and the students in his care,” said Liberty University AMTS Instructor David Parish. “On every occasion, Richard has on point and proficient in every task set before him.”

Nominations for educator of the year recognize AMT instructors who, either through a single event or over the span of a career, have a direct impact on aviation maintenance students. ​

ATEC is conducting a survey of FAA Aviation Maintenance Technician Schools (AMTS) to assess key trends in aviation maintenance education and guide future association activities and priorities. Survey response requests were sent to the primary contact at each AMTS location on March 24. A copy of the survey is available here.

Responses to the survey populate the ATEC Pipeline Report, the primary source of information on AMTS supply vs. workforce demand for certificated mechanics. Data is also used to populate ATEC's Online School Directory, which provides real time program and contact information for industry representatives seeking educational partners.

If your school did not receive an invitation to participate or would like to confirm your school's primary contact, please email atec@atec-amt.org. 

The extended deadline to response is May 26.

The FAA recently published the new part 147 online training course for its inspector workforce. The approximately 2-hour asynchronous course is available to industry for a $150 registration fee. Participants can use the instructions below to enroll for the course.

Attendees must first register for an account in the FAA's Designee Registration System if they do not already have one:

• Go to https://av-info.faa.gov/DsgReg/login.aspx
• Select Login
• Login or Create Account

When logged into your DRS account:

• Under Student tab select the Aviation Safety Training for Industry and Other Government Agency Participants for FS courses category
• Select the FAA27100162, Intro to Part 147 Aviation Maintenance Technician Schools for GA Airworthiness ASIs course
• Select Go to Section
• Request and invitation code from the FAA email listed under the Section Description (please allow a few days for a response) 

Once you have the invitation code, you will receive payment instructions and once processed, the course will be available under the "Enrollments" menu.

ATEC members are encouraged to provide any feedback to the FAA course directly to the agency, or to ATEC Executive Director Crystal Maguire.

Reauthorization is the process by which Congress provides funding and operating authority for the Federal Aviation Administration (FAA) and typically serves as a vehicle to address a range of aviation issues. The last reauthorization bill was approved in 2018 and authorized the FAA for five years (it was the first five-year authorization since 1982). That authorization is set to expire September 30, 2023.

Ahead of the October deadline, Congress is actively soliciting industry input. These deliberations provide a relatively rare opportunity for the council to propose and move legislative priorities that further aviation technical workforce initiatives.

The council’s legislative committee has identified and communicated the following priorities for consideration in the next FAA reauthorization bill:
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• Ensure FAA airman certification standards (ACS) are maintained in support of aviation safety and industry workforce needs. The ACS are a product of a highly successful, decades-long collaboration between the FAA and industry stakeholders to clearly define what a person needs to know, say, and do to obtain airman certification, including mechanic certification. The collaborative process is threatened by recent and overly restrictive interpretation of the Administrative Procedures Act, specifically language on ex parte communications. ATEC asks Congress to implement recommendations submitted by a call-to-action subgroup in direct response to congressional request that call for timely publishing of time-critical safety information and continued engagement with community partners to continually improve the ACS and accompanying guidance materials.

 

• Support a skilled and dynamic aviation workforce by increasing workforce grant program funding. In the 2018 FAA Reauthorization Act, Congress established the Aviation Workforce Development Grants program. The program was massively oversubscribed with more than 350 applicants for just $10 million in available funds in the first round of distributions. The council encourages Congress to expand the program as recommend in the Youth Access to American Jobs in Aviation Report, by allocating $50 million in the next FAA reauthorization bill. ATEC also recommends expanding eligibility to including non-profit organizations, clarifying that part 147 schools are eligible for grants and that a past award grant doesn’t bar you from a future grant, allocating funding to FAA personnel to run the program; improving transparency and industry engagement; and creating a mechanism to share case studies about how grant money has been put to use.

 

• Provide mechanic trainees the opportunity to take a portion of the FAA mechanic test earlier in their training cycle, to support and encourage aviation maintenance programs in high school. Under the current regulatory framework, high school aviation maintenance programs may not—unlike their pilot program counterparts—refer their students to an FAA-approved testing center to take the general written knowledge test. This is a disadvantage to high school maintenance programs who cannot take advantage of the generally adopted consensus that individuals completing a portion of required testing earlier in the training cycle are more likely to ultimately become certified. The council requests that Congress direct the agency to modify part 65 to allow applicants to sit for the general knowledge test prior to meeting those experience requirements

 

• Implement initiatives that will expedite service member transition into civil aviation careers. ATEC estimates the civil aviation industry is capturing less than 10 percent of exiting veterans with aviation maintenance experience. More can and should be done to ease the burden experienced by veterans with valuable experience but no clear path to civilian certification. The council asks its legislative leaders to direct the FAA to create a military competency exam that will provide a pathway to mechanic certification for existing servicemen and women, similar to the pathway available to military pilots.

For more detail on the above priorities, click here.

Plan to join us to push these important initiatives at the Fly-In, taking place September 19-22 in Washington DC.

As follow on to previous advocacy efforts (see related story), a coalition of aviation organizations sent a letter to the FAA's regulatory support division, voicing joint concerns for the future state of the FAA testing system.

The group highlighted the recent change in PSI's third-party testing reimbursement rates as one example of recent missteps by the government contractor that negatively impacts access to testing. "PSI maintains that the fee reductions will not impact applicants, yet the contractor avoids transparency and refuses to provide data necessary for third parties to validate its assertions," said the group. "Specifically, our request for a complete list of testing locations, seating capacity, and the distribution of PSI-owned vs. third-party testing facilities was denied by the contractor."

The letter, signed by a coalition including ATEC, the Aircraft Owners and Pilots Association (AOPA), Aviation Supplies & Academics, the National Air Transportation Association, and the National Association of Flight Instructors, made several recommendations:

1. Perform and publish an independent, FAA assessment of knowledge test accessibility before and after the January 1, 2023 fee change, including quantifying the net change in seat capacity for each FAA test, the impact to testing accessibility (i.e., decreased access geographically), and PSI’s ability to provide quality replacements for third-party testing center seats that leave the network.
2. Develop additional ways to increase testing capacity and lessen industry exposure resulting from the current single-provider framework. Alternative proctoring methods and additional providers should be explored, including virtual proctoring and/or utilization of the current network of accredited institutions holding Part 141 and/or 147 air agency certificates.
3. Using stakeholder feedback, produce and publish an assessment of PSI’s performance under the FAA contract, what benchmarks have not been met, and shortfalls that should be addressed to ensure proper performance through the initial term.
4. Perform an assessment of the FAA’s current certification process, assessing the effectiveness of the Agency’s strong emphasis and reliance on knowledge exams relative to other forms of competency testing.

The letter was accompanied by two Freedom of Information requests filed by AOPA last month, asking for the FAA to make available a copy of the FAA-PSI government contract and a full list of all testing centers, before and after the Jan. 1 change so that industry could make it's own assessment on capacity changes.

The FAA has revised and created a new FAA Form 8610, dividing it up into three separate applications:

• FAA Form 8610-1: Mechanic’s Application for Inspection Authorization. 
• FAA Form 8610-2: Airman Certificate and/or Rating Application – Mechanic and Parachute Rigger.
• FAA Form 8610-3: Airman Certificate and/or Rating Application – Repairman. 

In addition to separating the forms, major changes include:

• Block-by-block form completion instructions for applicants are included in the supplemental information pages of each form.
• Informational text added to various blocks on the form to assist the applicant in entering the appropriate information.
• The Pilot Bill of Rights Written Notification of Investigation to airmen is included in the supplemental information of each form.
• A statement for acknowledgement of receipt of the PBR Written Notification of Investigation to airmen is included within the applicant’s certification section(s) of each form. 

​The new forms are available on the FAA website at www.faa.gov/forms. More information about the revision is available in the recently published Notice 8900.651.

In November 2022, the FAA knowledge test contractor, PSI, notified third-party test centers that fee reimbursements for FAA knowledge tests would be significantly cut in the new year. Since testing rate caps are set by contract (between PSI and the FAA), the change, which went into effect on Jan. 1, effectively reduced the already narrow profit margin for third-party testing centers by about 65 percent.

PSI oversees more than 750 testing centers, many of those are third-party FAA knowledge test providers maintained by educational institutions and small business. The contractor asserts that the changes are necessary due to increased costs associated with operational security and to ensure "all centers providing the same proctored testing services [are] treated equally and operate under a level playing field, which has not been the case to date.”

Given that third-party providers administer a significant majority of FAA knowledge tests, the new fee structure is expected to create substantial financial hardship and ultimately result in a stoppage of service at many third-party testing centers, especially those run by small businesses.

Concerned about the impact on knowledge test accessibility, a coalition of aviation organizations, including ATEC, asked for a delay to the fee structure change--PSI subsequently denied that request. In its response, PSI stated that the decision was made "only after extensive analysis to mitigate against any potential risks." While PSI recognized the change would drive some third-party test centers to discontinue offering testing services, it also claimed that the closures "would not have a material impact on either access or availability of testing to any individual."

After requests for a copy of the FAA-PSI contract and a singular list of all FAA knowledge testing centers (so industry can assess the impact the fee structure change has had on capacity) were also denied, ATEC went to its membership to gather its own data in support of future advocacy efforts.

Ninety-one of the 192 FAA-certificated aviation maintenance technician schools responded to the survey, which was sent to primary contacts on Feb. 2. Preliminary findings suggest:

• More than half of all A&P schools have an FAA knowledge testing center on their campus. Of those, nearly all of those (90%) are managed by the part 147 school as a third-party testing provider.
• Even given the change in reimbursement, only one respondent indicated its testing center would definitely close as a result of the fee change. Respondent comments suggest that despite operating at a loss, the testing center would continue operations as a vital service to its students.
• One third of respondents reported that PSI's change in testing fee reimbursement resulted in a reduction in testing capacity in their area, either through test center closures, reduced hours, or seat reductions. Programs also reported a reduction in area testing centers of around 10 percent, since Jan. 1.
• Fifteen percent of respondents stated that PSI's decision greatly impacted students' access to testing, 40 percent stated the decision somewhat impacted their student's access to testing.

If your program has not submitted a response (or you are not sure), you can submit a response here. The first question requests your A&P school name so that duplicates can be reconciled.

Stay tuned...

​ATEC sent a letter to the Department of Homeland Security, asking the government agency to add a list of aviation maintenance programs to the Department’s STEM Designated Degree Program List. The letter follows an earlier effort to education the While House on the issue.

While some Classification of Instructional Programs (CIP) codes utilized by A&P programs are already included on the list, the CIP codes most often used for aviation maintenance programs are absent. The trade association argued that FAA-certificated programs have as much, if not more, STEM-related content than a number of other disciplines DHS designates as STEM.

The U.S. Optional Practical Training (OPT) program allows foreign nationals holding an F1 student visa to obtain employment, while in school or directly after graduation, for up to 12 months. Students that earn a degree designated as a DHS “STEM field of study” may apply for a 24-month STEM OPT Extension, allowing an international student to work in the U.S. for up to three years after graduation.

The change would effectively give foreign national A&P students more opportunity for experience in the U.S., and provide  a steady flow of new entrants to support the aviation industry, which could lead to further employer-based extensions through another visa program.

The DHS designation is targeted at degree programs, but non-degree programs could also benefit from "trickle down" effects since many state-based and funding programs use federal STEM CIP designations as the basis for their own criteria. The effort will also spring board similar initiatives targeted at Department of Labor STEM designations.

The DHS List is updated periodically with no particular timetable set for the next revision. Stakeholders are encouraged to submit a letter of support for the request. A letter template can be downloaded in a Word format, below.

With publication of the new part 147, the trade association has developed the following tools to assist new schools on their path to certification:

1. Airman Certification Standards Alignment Cross-Reference Form. Under part 147, an aviation maintenance technical school must show alignment with the FAA mechanic airman certification standards. This spreadsheet replicates the knowledge, skill, and risk mitigation elements in a format that allows a program to build a handy cross-reference resource for showing compliance.
2. Operations Specifications Request Letter Template. This letter template provides a framework for the program's final submission to the FAA, to include all the information required to populate the part 147 certificate's operations specifications. 
3. Model Quality Control System. Programs that do not have federal accreditation are required to obtain FAA approval of their quality control system. This model manual sets forth the necessary elements to obtain that approval. NOTE: This resource is not intended for use by the majority of part 147 programs that have federal accreditation.

These resources are free or heavily discounted for ATEC members. Use the ATEC member password as the discount code to receive the member rate.

A healthy but expected increase in newly certificated mechanics last year did not offset momentum lost during the pandemic, leaving the new-technician pipeline at least 20 percent below the levels needed to meet rising demand across civil aviation, the latest ATEC Pipeline Report concludes.
 
The latest edition of the Pipeline Report, produced annually to chart U.S. airframe and powerplant (A&P) mechanic workforce trends, found that 6,929 individuals obtained their FAA mechanic certificate in 2021—a 33 percent increase from the previous year. While the jump was the biggest in recent history, the increase left the total number of new mechanics short of 2019 levels and did not make up for the previous year’s 30 percent drop in certifications.
 
Considering the significant decline, ATEC estimates that the pandemic cost industry 5,000 new mechanics.
 
The global aviation maintenance industry was facing a shortage of certified mechanics before the pandemic, and the U.S. market was no exception. The downturn's ramifications mean meeting demand now will be even more challenging.
 
"The number of prospects in the mechanic pipeline needs to grow by at least 20 percent to meet industry's needs," said ATEC President and WSU Tech Aviation Program Dean James Hall. "National enrollment at A&P schools is only growing at about 2 percent per year, so we have a lot of work to do.”
 
The council has several initiatives focused on spreading awareness and funneling more students into A&P programs. “The ATEC community is committed to getting more future mechanics into that pipeline,” said Hall. “The vast majority of the council’s planned activities for the coming year are focused on increasing awareness and removing pathway bottlenecks.”
 
Much of that effort is being driven through Choose Aerospace, an ATEC-backed non-profit that is deploying aviation curriculum into high schools across the country. The initiative is focused on getting students on an earlier path to mechanic certification, while building pipelines directly into A&P programs.
 
Other trends noted in the report:

• Repair stations hired the most new mechanics, scooping up 31 percent of all aviation-employed A&P graduates, followed by regional airlines at 17 percent. Major passenger airlines came in third, but they are the fastest growing aviation employer segment for new mechanic entrants.

 

• Last year, major passenger and cargo airlines combined to hire 25% of all A&P gradates, up from 15 percent in 2020. If this keeps up, it will put more pressure on sources that traditionally feed skilled technicians to large carriers--notably repair stations and regional carriers—to fill open positions.

 

• AMTS continue to increase their market share of mechanic production—and by extension their importance in helping industry meet demand. Last year, 67 out of every 100 new mechanics went through A&P school. The other 14 came from military and 19 from civilian work experience.

 

• Females make up 2.63 percent of the population, a number that is trending up, but only slightly. One positive sign is that 9 percent of all new A&P graduates last year were female.

 
Download the 2022 Pipeline Report & Aviation Maintenance Technician School Directory at https://www.atec-amt.org/pipeline-report.html.
 
Learn more about the Choose Aerospace aviation maintenance curriculum at www.chooseaerospace.org.

Submit an abstract to be considered for presentation at the ATEC Annual Conference research roundtable.

The purpose of the research roundtable is to provide a forum for ATEC members to share their research. This roundtable is designed to encourage research collaboration, generate interest in aviation maintenance-related research, and encourage journal submissions to the ATEC Journal. Additionally, educators who require publications and presentations for tenure or promotion can use this as an opportunity to satisfy some of the requirements. Presenters will be selected based on abstract submissions as further outlined below.
 
Abstract submission requirements

• The abstract may be submitted with multiple authors.
• The abstract should contain a maximum of 250 words.
• The abstract should summarize the research and discuss how it is pertinent and beneficial to the ATEC community.

Note: The research project does not need to be completed, but each presenter/group must have current or previous relative findings to present at the conference.
 
Abstract review and selection
The abstract is due on Jan. 15, 2022. The review committee will select the abstracts for presentation by Feb. 1.
 
Presentation
The one-hour conference breakout session will comprise of multiple presentations from the abstracts selected by the review committee.

• Each person or group will prepare a 10-15 minute presentation. The actual duration of the presentation will be assigned as submissions are reviewed.
• There will be a question-and-answer session at the conclusion of all the presentations.
• Presenters may use audio/visual aids, but they must indicate what is needed for their presentation before the conference.
• At least one person (if working in a group) must attend the conference to present. Conference registration fees are not waived for presenters.

For questions and/or comments, contact the roundtable moderator, Daniel H. Siao at Daniel.Siao@mtsu.edu. 

During its annual board meeting, ATEC directors elected WSU Tech Aviation Program Dean James Hall as new council president. Jim was originally elected to the board in 2017 and has served on the executive committee as treasurer and vice president. In addition to his contributions to ATEC, Jim was appointed as a member of the Youth Access to American Jobs in Aviation Task Force, a group that recently published recommendations to the FAA Administrator. Jim will serve a two-year term as president.
 
Southern Illinois University's Karen Johnson, who served as treasurer the last two years, was elected as vice president. Karen is also editor of the ATEC Journal and previous chair of the communications committee. Southern Utah University's Jared Britt will serve as treasurer. Jared is chair of the legislative committee and was a leader in the council’s efforts to advocate for part 147 regulatory reform on Capitol Hill.
 
Pittsburgh Institute of Aeronautics Director of Campus Operations Gary Hoyle will transition to immediate past president and continue as a member of the executive committee, having served the last four years as president. After more than 50 years in the aviation industry, Gary is planning a much-deserved retirement this summer. The Board still expects to see him at council events early and often.
 
The Board is proud to welcome several new directors, each of which will serve a four-year term:
 

• Greg Emerson, VP of Base Maintenance, American Airlines. Greg oversees American's global base maintenance operation. He began his aviation career as a technician in the U.S. Navy and then spent 17 years with Delta Air Lines. He earned a Bachelor of Science in professional aeronautics and aviation safety and management from Embry-Riddle Aeronautical University and a Master of Business Administration from The University of Texas at Arlington.

 

• Suzanne Markle, President and CEO, Pittsburgh Institute of Aeronautics. Suzanne oversees the strategic direction and operation of all PIA locations and programs and has been with the organization in various capacities since 1999. She was appointed by the DOT to serve on its Women in Aviation Advisory Board and is a member of the nomination committee for the National Aviation Hall of Fame. Suzanne holds a Master of Business Administration degree from Seton Hill University, a Bachelor of Science degree in Secondary Education from California University of PA, and a certificate in Diversity and Inclusion from Cornell University.

 

• Sheryl Oxley, Aviation Program Coordinator, Tulsa Tech. Sheryl joined Tulsa Tech in 2004 as an instructor and has taught A&P curriculum for both high school and adult learners. Prior to joining Tulsa Tech, Sheryl served 27 years in the Air Force and worked with Delta Airlines, Atlantic Southeast Airlines, and Bombardier Aerospace. She regularly volunteers for EAA AirVenture and KidVenture and serves as a PAMA Olympic and MRO AMC coach. She has been a Designated Mechanic Examiner since 2008. Sheryl has a Bachelor of Science in Career and Technical Education from Oklahoma State University.

 

• Jim Smith, Director of Aviation Maintenance Technology, Marshall University. Jim led the development of Marshall's new part 147 program, writing the curriculum and overseeing certification, construction, staffing, and grant development. He is the former director of RCBI aerospace at the Robert C Byrd Institute, part of the Marshall University Research Corporation, and previously served as the deputy director of Huntington Tristate Airport, and airport operations specialist at Lexington Bluegrass airport. Jim holds a Bachelor’s in aviation business management from Utah Valley University and is currently pursuing his Master's in aviation safety at the University of Central Missouri.

 

• Scott Sykes, Chief Development Officer, U.S. Aviation Academy. Scott was instrumental in standing up U.S. Aviation Academy's part 147 program, which obtained FAA certification in 2021. He obtained his private pilot license at US Aviation Academy and started the airframe and powerplant program in January 2021. Scott graduated from Baylor University with a Bachelor's degree in economics and a Master's in economics from the University of North Texas.

 
During its annual meeting the board also recognized exiting and long-time director Ryan Goertzen. Ryan has served on the ATEC board for a decade, including four years as president. Under his leadership, the trade association's operating budget increase 400 percent and its membership more than doubled. He was steadfast in the pursuit to reform 14 CFR part 147, leading congressional advocacy efforts culminating in what ultimately passed Congress as a direct rule. As recognition of his work, fellow directors presented Ryan with a red line copy of the law that directed the FAA to remove and replace part 147 with ATEC-crafted language.
 
While Ryan's term on the ATEC board has ended, he continues on as a founding director and president of ATEC's sister organization, Choose Aerospace. In that role he leads pursuit of an aggressive goal to enroll 10,000 students in the Choose Aerospace aviation maintenance curriculum by 2027. The aviation technician education community is indebted to Ryan for his service and continued dedication to this community.
 
See the entire directory of ATEC's elected, volunteer leaders at www.atec-amt.org/leadership.
 
Learn more about the Choose Aerospace aviation maintenance curriculum for high school programs at www.chooseaerospace.org/curriculum.

The new part 147 provides new opportunities for aviation maintenance technician schools looking to better prepare students for careers in aviation maintenance. Several annual conference breakouts will focus on these opportunities. To that end, ATEC is seeking representatives from schools and industry to share best practices and experience on the following topics:

• Industry-driven curriculum. How is your program incorporating employer-driven specifics into your curriculum? How are you leveraging the new rule to better prepare your students to serve local employers? How are industry stakeholders involved in those efforts to tailor coursework to their specific needs?
• Additional training locations. Under the new rule, schools can teach away from their primary location. How is your program leveraging local employers and/or secondary education to create more exposure for A&P students? How are you leveraging facilities and equipment outside of the school to enhance learning and better prepare students for local jobs? What does the company-educator partnership look like and what challenges did you overcome to put the partnership into place?
• Competency-based programs. Now that FAA seat time mandates are a thing of the past, how is your program utilizing competencies to move students through the program at their own pace? What other factors (e.g., accreditors, administration buyoff) did the program have to consider when adopting a competency-based program?

Have other innovative ideas or changes you’re making to your program under the new rule on a topic not listed above? We’d love to hear those as well! Send a short summary to crystal.maguire@atec-amt.org. All proposals will be considered by the annual conference committee for presentation at the conference.