Training Tomorrow's Auto Technicians

Also, about 20 to 25 percent of today's automotive technicians receive no fringe benefits, according to the association's findings.

But, is there money to be made? Yes. Entry-level technicians earn an average of $25,018. The most experienced technicians earn more than $40,000 annually; and salaries tend to increase with skills and the value of the cars repaired. To wit: If you are really good, BMW, Porsche and Mercedes-Benz are willing to read your resume.

The goal of the Gudelsky Institute is to get you started. Because it is a public community college, the doors are open to a diversely qualified student body.

There is an intensity about the place reminiscent of an environment in which second chances are being given. Perhaps, it speaks to Montgomery College's stated mission, "We are in the business of changing lives."

It's serious business in many respects because the students are serious. Many of them come to class after working night shifts or day shifts on jobs both menial and professional. They head straight to a classroom to study the design and function of a device such as a mass air-flow sensor; or they check into the institute's well-organized tool room, collect needed equipment, and go to work on one of the donated vehicles in the school's large garage.

Many of the students don't speak English as a first language; and many of those who do speak something that can only be described as "car." It's about as blue-collar as you can get and an important institution of learning in our community.

Montgomery College has launched a $7.5 million fund-raising campaign to improve and expand the facility. Yes, it's a state-funded school. But Maryland, like many other states, is hanging on the fiscal ropes. There isn't much wiggle room for educational funding -- which is odd, considering that a better educated populace could help to generate more wealth. Private funds are needed.

I suppose that is why Donna E. Hoffacker, associate director of the fund-raising campaign, invited me to the institute to see for myself what goes on there, to understand what the school is trying to accomplish. I went. I saw. I was impressed.

Why?

It became clear to me that without those students and their journeyman peers in the workforce, I would not be able to do my job.