April 28, 2017 Board Book by America's Automotive Trust

TABLE OF CONTENTS AGENDA

FINANCIALS

YTD FEBRUARY 2017 BALANCE SHEET

YTD FEBRUARY 2017 INCOME STATEMENT

MEETING MINUTES FROM JANUARY 19, 2017

BOARD & AMBASSADOR INFORMATION

2017 RPM BOARD OF DIRECTORS

2017 BOARD GOVERNANCE

2017 RPM AMBASSADORS

2017 RPM BOARD MEETING CALENDAR

PRESIDENT’S REPORT (January-February-March 2017)

BRINGING BACK SHOP CLASS

Q1 MAP – GRANT AWARDEES, PROGRAMS & OUTREACH

CYCLE 1 GRANTS AWARDED

KEY ELEMENTS OF THE 2017 PLAN

SAMPLE RESTRICTED SCHOLARSHIP

DRAFTED TOP SHOP LIST, United States (16)

DRAFTED WAIVER & LIABILITY

POST-SECONDARY AUTOMOTIVE & MOTORCYCLE PROGRAMS AND CURRICULUM SAMPLES

AWARDEE PROGRESS REPORTS

GIG HARBOR BOATSHOP

NOTE ABOUT KOOLPROJECTS & RPM FOUNDATION

WEBSITE GRANT APPLICATION PROCESS

GRANTS AT-A-GLANCE (March 24 Deadline/April 28 Deliberations)

Grant Applications Presented to the Board

Grant Applications Rejected by RPM Staff

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Table of Contents

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2017/2018 GRANT APPLICATION DEADLINES & ANNOUNCEMENT DATES GRANT SUMMARIES

87 88

MARCH 2017 GRANT APPLICATION SUMMARIES

MARCH 2017 REJECTED GRANT APPLICATION SUMMARIES

100

FULL GRANTS

111

BITNEY COLLEGE PREP HIGH SCHOOL+*

111

CENTRAL CAROLINA COMMUNITY COLLEGE (CCCC)FOUDNATION INC.*

121

CHRISTOPHER BEHR*

137

FREEDOM HIGH SCHOOL*

144

GIG HARBOR BOATSHOP*

155

GREAT LAKES BOATBUILDING SCHOOL*

166

LOWELL’S MARITIME FOUNDATION, INC.*

176

McPHERSON COLLEGE*

189

PENNSYLVANIA COLLEGE OF TECHNOLOGY (PCT)*

200

RUIDOSO MUNICIPAL SCHOOL DISTRICT*

238

WESTERN ANTIQUE AEROPLANE & AUTOMOBILE MUSEUM

250

COLLATERAL MATERIALS

261

Cars & Coffee Program Book (Jan 2)

261

Off To The Races With RPM – (Feb 5)

265

Off To The Races With RPM – Road America (Apr 29)

269

Shop Hop Chicago…Continued (Mar 18-19)

271

OpenRoad – RPM Foundation, “Replacing Those Lost Hours”

273

Under the Hood “Fueling the Future” (March 2017 Issue)

275

* = Previous Grant Applicant + = “Recruited” by RPM Foundation

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AGENDA

BREAKFAST WITH THE BOARD & RPM BOARD MEETING Thursday, April 28, 2017 Dial-In Call for Grant Deliberations 11am-12:30pmET/10-11:30amCT/8-9:30amMT & PT Dial-In Details 866-906-9888 Participant Code 9425305

RPM BOARD MEETING AGENDA I. Chairman’s Welcome and Remarks II. Grant Applications Review & Deliberations – Diane Fitzgerald III. Approval of January 19, 2017 Board Meeting Minutes – David Madeira IV. 2017 Financial Report – Dan Beutler V. President’s Report Summary – Diane Fitzgerald VI. June Board Meeting, Tacoma, WA Overview – David Madeira VII. Closing Remarks – David Madeira

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Board Meeting Agenda

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FINANCIALS YTD FEBRUARY 2017 BALANCE SHEET

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YTD February 2017 Income Statement

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YTD February 2017 Income Statement

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YTD FEBRUARY 2017 INCOME STATEMENT

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YTD February 2017 Income Statement

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YTD February 2017 Income Statement

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MEETING MINUTES FROM JANUARY 19, 2017 RPM Board Meeting Minutes January 19, 2017 East Valley Institute of Technology, Mesa, AZ

Called meeting to order at 9:45am MST, 11:45am EST, 10:45am CST, 8:45am EST Board Attendees: Dawn Fisher, Tabetha Hammer, David Madeira, Paul Miller, T.G. Mittler, Mike Stowe Staff Attendees: Diane Fitzgerald, Stacy Puckett Taylor Board Attendees via phone: Dan Beutler, Keith Flickinger Unable to attend: McKeel Hagerty, Jim Menneto I.

CHAIRMANâ&#x20AC;&#x2122;S WELCOME AND REMARKS (DAVID MADEIRA) A. Welcomed all the Board Members to the meeting, both on the phone and in the room. He welcomed RPM Ambassador, Stacy Puckett, to the meeting and noted she was recording the meeting and taking the meeting minutes. B. He informed the rest of the Board of the appointment of Tabetha Hammer as a replacement for Clint Sly. i. Clint has left Hagerty and moved to Florida. ii. David wanted it noted that either he or Diane should send a letter of thanks to Clint for his service on the Board. Diane offered to do so. C. David made note that a quorum was present. D. He informed the Board that although the financial goals of 2016 were not met, there have been great strides made towards the mission of RPM. He stated that the response to the larger message of AAT and RPM is growing. Ed Wellburn is very excited about RPM and is a future Board prospect. i. Diane noted that they talked at the HVA Conference about RPM as well. ii. Keith said that Ed would be great because of the design aspect and his working in Detroit. E. David announced that Pam Dudley is leaving RPM.

II.

APPROVAL OF OCTOBER 6, 2016 BOARD MEETING MINUTES

ACTION ITEM Dawn Fisher â&#x20AC;&#x201D; Motion to approve the October 6, 2016 Board Meeting Minutes. Seconded by Mike Stowe. All approved. Motion carried. April 2017

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III.

TREASURER’S FINANCIAL REPORT (DAN BEUTLER) A. Dan asked everyone to look at the Financial Notes on page 36 of the Board Book. i. Total cash donations were $657,256 and the total donations were $707,256. B. He stated that RPM did not quite reach the amount of revenue that was projected, but that 2016 was a very successful year and the momentum from it should carry forward to 2017. He stated that the reporting is based on where we were at the end of 2016 and where we think we are going to be at the beginning of 2017. C. The donations are approximately 1-year behind on the 5-year projection, but are still on track. This is partially due to the time it took to fill the President’s position. i. The name change to RPM added around $30 – $40K in expenses, however the expenses still came in under budget. Diane and Mike Stowe both thanked Dan for his service to RPM.

ACTION ITEM Keith Flickinger — Motion to approve the October 6, 2016 Board Meeting Minutes. Seconded by T.G. Mittler All approved. Motion carried. IV.

PRESIDENT’S UPDATE (DIANE FITZGERALD) A. In the highlights from 2016, Diane noted that the Summit Meeting on May 4th at EVIT shaped the entire rest of the year and will continue to shape 2017. Now that RPM has a “laboratory” in EVIT, schools are starting to come to her for help in developing curriculum. B. The Shop Hop Chicago was a great success. The idea was born from the Chicago Collections Tour in May, and 6 students were offered paid internships after a day of “flash interviewing”. i. Diane is working with shops in Arizona to develop a Shop Hop Scottsdale program in April. C. Diane stated that the expansion of the mentorship aspects of RPM’s programs has been the biggest use of her time. She intensely worked with 10 students to help them apply for paid internships/jobs. Completing the end of the year planning for 2017 and the 16 programs offered in Arizona. i. The students need mentorship from an organization like RPM. In the future RPM will train volunteer mentors in these specific skills in order for them to work one-on-one with the students. ii. Seven came to Diane needing to hire interns for work in Arizona. Seven did not have a job description or company profile, and needed to be coached by her on how to complete these items. Then the students had something they could give their teachers and dealerships to explain the opportunity being offered to them in Arizona. D. Diane stated that on an organizational level, the year ended differently than expected, because of the departure of Pam Dudley. i. She stated that Stacy Puckett has stepped in to help with the taking of the Minutes for the Board Meeting. ii. The group discussed that RPM now has the opportunity to change the position opened by Pam’s departure.

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iii. iv.

Diane described the Grant Administrator/External Relations position, as well as a research position, a writer and an administrative assistant. David noted that the staffing needs need to be looked at. He stated that he would like to see someone at the Museum in Tacoma, but he would eventually like to see RPM and AAT headquartered in Detroit.

E. Mike asked how costs can be reduced. i. Diane stated that the degree of administrative time that RPM takes up is problematic. She stated that the monthly reporting is also difficult and Mike asked if it could be streamlined. F. Diane stated that there is a perpetual challenge from the “hangover” effect of the “Hagerty Education Program” and other past iterations of the organization. G. Diane wanted to note that Tabatha Hammer was the creator of the RPM name and that the name fits perfectly. It “cuts to the chase” of what the organization does. H. Discussion regarding potential donors contacted by Diane: i. Dean Rogers (original Founder), the Hewitts (original Founders) as well as the Jenkins (original Founders) were given as examples of past donors. Diane estimated that the Hewitts, who she initiated contact with in January of last year and whom she met at the McPherson College Car Show, have been “touched” by RPM conservatively 14 times since first meeting them. She sent them an “ask letter”, because their pledge had ended and they had not given money in a couple of years. They were asked to renew their pledge of $100,000. He said “no” because he, David Hewitt, was still upset at having been a Founder but not knowing that there were changes to the Collector’s Foundation. He felt as a $100,000 donor that he should have had more than “accidental awareness” about the changes to the program. “What would it take to prove that we have health, stability and longevity?” The Jenkins, Claudio Ballard, and everyone that she “inherited” is the same way. New people introduced to RPM have a very different response to asks for support. Program results were outstanding and programs impact fundraising. There is still a “damage control” piece from what HEP was and the new identity. Diane stated that her fundraising results were disappointing this year. ii.

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David stated that the RPM identity is only 6 months old, but that this time the name is right and you can feel it. The transition discussion from 2013 had the Board assigned original donors that they were supposed to inform of the changes in the organization. Some donors did not feel like they got enough attention. At some point, we need to move on. He stated that the fact that Dean Rogers was at the Breakfast With the Board and that he is coming on Saturday is a great sign.

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T.G. also stated that Dawn and her husband also had reservations about the new organization and so they have the perspective that the other original donors had. Dawn now sits on the Board and supports the RPM mission and vision. Keith asked how we could recognize former Board Members or Founding donors. David explained that their names are permanently on the wall at the Museum and they all received a leather jacket as a thank you for their support of the Collector’s Foundation. Keith stated perhaps using their names on some collateral that goes out. Diane explained that in the last issue of Under The Hood she started listing the Board Members and Ambassadors. Diane has felt uncomfortable putting donor names in RPM publications, because it was historical donations and not current support. David also stated that OpenRoad is changing and will have a section for each part of AAT and that a list of donors and milestones can be put in that publication. Tabetha stated that as they continued to see the success, the original donors will come back in their own time. We just have to move forward, as the transition was not smooth and we can do nothing about that now. Paul agreed with Keith’s point that the original donors should be recognized in a publication as the Founders of RPM perhaps as a dual piece in OpenRoad and RPM’s Under the Hood. Diane stated that you could see Key Elements of the 2017 Plan on page 40. I. Dr. Sally Downey entered the meeting, introduced herself to the Board and presented data about EVIT. i. David thanked her and told her how much they enjoyed meeting the students. Dr. Downey described her background and what she has tried to do with the school. She believes every scholar needs a skill. ii. Diane wanted to highlight that Sally has been a great partner. ACIT near Atlantic City, NJ had Diane give a presentation regarding the concept of restoration at ACIT’s Board Meeting and Sally was a dial-in participant. She is on the National Board of the Collision Repair Education Foundation, which RPM is familiar with. This enabled her to speak to several hundred students at SEMA. iii. Dr. Downey thanked everyone for visiting and left the meeting. Diane stated that Sally and her husband will be at the Hagerty Reception on Thursday night. J. Diane highlighted what the Board is going to see with the Grants is that we should be giving $300k of grant money today. The schools are submitting strong grants. The Board might reexamine including funding focus, and consider including funding salaries and start-ups, as schools RPM has funded in the past are succeeding and expanding

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i. ii.

iii.

iv.

David recognized the point, and suggested having the discussion at their next full Board Meeting. T.G. asked if the Board should consider having a Grants Committee and dedicating quarterly meetings to strategic issues. Diane agreed, but said that the Board is too small. David stated that he is working on growing the Board, but the Board candidates need to make a financial commitment. David thought there should be a Funding Committee that could meet and then recommend the grants to the Board and all they do is approve them. T.G. thought that the grant applications get short-changed. David said that he and Diane will discuss it on their next call. Diane stated that Friday, April 28th is the next Board Meeting. That is a dial-in meeting and will only be about grants. This concludes the President’ Update Keith asked Diane to stay in touch with the people who went to the Breakfast With the Board in October in Hershey, PA because he has gotten good feedback. He specifically mentioned Buck Kamphausen, Richie Cline and Ralph Morano. Diane stated that she is in touch with everyone. David stated that Hershey and Scottsdale are the two places are that are the best to network with potential donors.

K. Dan Beutler stated that he wanted to relay McKeel Hagerty’s thoughts: i. He and Mike had lunch with McKeel. He feels there is momentum with everything that is going on. He stated that McKeel wants to challenge the organization as to how it can use technology to connect students with shops, etc. He says that there is a podcast created by a charity that uses it to show donors what they are doing. He is going to send a podcast as an example as to how to communicate with donors. Mike stated that McKeel wants to see us use donors as contacts to work with the kids. Diane stated that RPM now has a tool being used for the first time. “KoolProjects” has unlimited space for our grant awardees to upload their projects and videos and there are natural links to social media. Dan stated that RPM needs to bring tours closer to the donors. McKeel wants them to plan in 2017 and execute in 2018. He stated that if we have some small victories then we can capitalize on them. David said that he and McKeel talked about the same thing in Detroit and that they should add a reminder to look at the link from McKeel and then discuss. David stated that perhaps the Board should do a retreat and spend an entire day on strategic issues, like the AAA board does. V.

GRANT APPLICATIONS A. Diane asked Dan to lead off the discussion with a comment on the grants and the amount of money available in the first cycle of 2017 and how we reached our conclusions. He stated that they took a look at what percentage of grants were historically awarded during each of the cycles. After doing that, he and Diane decided that $100,000 would be a good number to target. Dan

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and Diane did not want to use all of the money in January, but they also thought that the awards create good PR buzz. This number will still leave $75,000 for each of the next grant cycles. Diane noted that page 67 in the Board Book shows the historic percentages of what was awarded and when. B. Diane asked everyone to turn to page 70 and look at the “At-A-Glance” table. The amount of money recommended to give away is $109,750. C. Diane gave a brief run-down of the decision-making process and stated that the applications are in alphabetical order, as requested at the October 2016 Board Meeting. D. The Board decided to discuss each grant and then decide on them all at the end. E. T.G. asked for clarification about the qualified vs. non-qualified grants. Diane explained her reasoning for not giving the new, first-time schools that are a qualified grant any money – there was not enough money to give to everyone. Diane explained the large gap between the amount of money given to McPherson College vs. Pennsylvania College of Technology over the past three years - $432,000 vs. $22,500. F. Grant Applications Reviewed. i.

ALFRED STATE COLLEGE, Alfred, NY Amount requested: $55,000 Suggested amount: $10,000 Awarded amount: $5,000 Category: Auto Request Summary: Purchase proper equipment and tools that will allow them to offer restoration classes in interior restoration, upholstery, and powder coating, leveraging their existing automotive technology facility. $42,000 for equipment + $8,000 for supplies + $5,000 for scholarships = $55,000. Previous Grants Received: a. Years: 2014 b. Total Grants Awarded: $0 c. Purpose: Modify car to attempt a land speed record. Funding Fit: 5 Board Discussion: Diane stated that they have one of the best grant applications she has ever read. They submitted exceptional letters of recommendation. All of the recommendations had “stellar” things to say about the program. The college has been involved with the Great Race. Diane and Tabatha know Jeff Mall, who is an alumni and is an active AACA

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member on the education committee. Diane has been working with them for 2 years. She sat down with the instructors and administration at Hershey in October and discussed what they needed to do to build a restoration curriculum. Tabatha asked for clarification about the program at Alfred and whether or not they currently have a restoration program or if this is a program they want to start. Diane stated they are the post-secondary peer of EVIT – a school with an exceptional automotive program to which restoration can be added. Mike said he is concerned about the newness of the Alfred State program. There was discussion as to whether the program will be a success. Diane said that the program is not new, the proposal includes a 3-year plan and that she thinks the program will stick around. Mike did not think that they have enough follow-up as to what the kids are doing after the grants are awarded and Diane explained that they have progress reports on all of the grants, but that they “cherry pick” what goes into the Board Book to report back to the Board. Paul asked about when Alfred State College is going to have a program in 2017. Diane stated that if the money is awarded, then the program will probably start in the summer semester. Diane recommended $10K to Alfred State and Mike stated that he thinks that is a good starting point for Alfred College. Paul Miller stated that he likes a balance between scholarship and equipment. He asked, “Does the grant indicate how long the restoration will take and do we track that restoration and how long it takes and that the Board knows that the project matures to completion?” Tabatha wanted to know how Alfred State is going to get the rest of the money if they are not awarded all of it by RPM. Diane stated that they do have other avenues. Paul has reservations about the fact that it is a brand new program. T.G. stated that Diane has a high degree of confidence that they will keep their end of the agreement. Dawn disagrees with Alfred State because it is equipment + supplies and because it is only $10,000 instead of the $55,000. Tabatha stated that Alfred State is very active in the classic car community including an area chapter of AACA for their students. David has issues with SUNY not funding the program properly. Dan said that they could restrict to $5,000 for scholarships only. Everyone agreed that ROM would fund $5,000 for scholarships. There was a consensus. Dan said that we could potentially get video footage of a Great Race participant to use with RPM promotion. Action Item: Amount agreed upon by the Board is $5,000 for scholarships only. All awards to be voted on at the end of the discussion of all candidates.

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CARSON HIGH SCHOOL AUTO SHOP – Carson, CA Amount requested: $12,000 Suggested amount: $4,000 Awarded amount: $0 Category: Auto Request summary: Carson High School, despite a very low annual budget of $200, offers shop classes. Thanks to the donations of members, the students have two vehicles to work on and restored. They have a 1948 Commander, a 1951 ¾ ton pickup and a 1963 ½ ton pickup in their shop. $3,000 for tools + $9,000 for parts and materials. Previous Grants received: a. Years: 2012 b. Total Grants Awarded: $16,000 c. Purpose: Auto Shop grant for funding a part-time, professional expert position in the high school's automotive program. Funding Fit: 4 Board Discussion: Diane recommended $4,000. Mike noted that he does not see a lot of commitment from the school. Diane stated that she does not know them well, but the past status is that they applied and were rejected in 2014 and they applied and were awarded money in 2012. Dan asked about the budget and if it is correct that the budget is only $200. Diane responded that the budget is correct, but it does not include the instructor’s salary and only includes the amount of money that is provided to the instructor for projects. Dawn and David stated that because of the finite funds the money should go to a school that is actually committed. The Board recommended awarding nothing to Carson High School. Paul asked that the reason they did not get the grant being the underlying school commitment be relayed to them. Tabatha suggested there be a matching incentive. Diane stated that this is something that the Collector’s Foundation attempted with other grant applicants, but it was not successful. Diane stated that Carson High School is on the cusp of having a car club and that is a beginning to getting the support they need. T.G. stated that being able to show the success at schools like EVIT will help with future commitment.

Action Item: Amount agreed upon by the Board is $0. All awards to be voted on at the end of the discussion of all candidates.

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ii.

CENTRAL CAROLINA COMMUNITY COLLEGE FOUNDATION INC. â&#x20AC;&#x201C; Sanford, NC Amount requested: $30,000 Suggested amount: $10,000 Award amount: $10,000 Category: Auto Request Summary: Due to the prohibitive cost of relocating the existing paint booth from the current location, CCCC is requesting funding to purchase and install a new paint booth in their new 8,800 sq. ft. restoration facility. Previous Grants received: a. Years: 2015 b. Total Grants Awarded: $12,000 c. Purpose: Three $3,000 scholarships to students pursuing diplomas and three $1,000 scholarships to students pursuing certificates in the Automotive Restoration Program. Funding Fit: 5 Board Discussion: The school had taken a year off in order to retrofit a newly purchased building to house their restoration program. Diane stated that Rob Kauffman was very pleased that we had funded the program. The location, being close to NASCAR country, is a good place to be for RPM.

Action Item: Amount agreed upon by the Board is $10,000. All awards to be voted on at the end of the discussion of all candidates. iii.

EAST VALLEY INSTITUTE OF TECHNOLOGY (EVIT) â&#x20AC;&#x201C; Mesa, AZ Amount requested: $20,000 Suggested amount: $10,000 Awarded amount: $20,000 Category: Auto Request Summary: EVIT currently offers a late model collision repair course, but has experienced a demand for restoration, collector car, hot rod and fabrication courses. Their restoration program would teach students who truly want to pursue a career in the restoration industry. Previous Grants received: a. Years: 2016 b. Total Grants Awarded: $0 c. Purpose: For automotive restoration tools for the Collision Repair Shop. Funding Fit: 4

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Board Discussion: They asked for $20,000 and Diane recommended $10,000. Mike stated that this is also a start-up program, but Diane relayed the fact that the start-up is under the direction of the Advisory Committee, on which RPM participates. Action Item: Amount agreed upon by the Board is $20,000. All awards to be voted on at the end of the discussion of all candidates. v.

FREEDOM HIGH SCHOOL – Freedom, WI Amount requested: $9,500 Suggested amount: $4,750 Awarded amount: $4,750 Category: Auto Request Summary: A portable prep station for the paint booth funded by RPM in 2016 would be a necessary addition for function and safety. It will be used to do major sanding projects and cut down on dust in the main shop. It can also be used for sand blasting and spot repairs. Previous Grants received: a. Years: 2016 b. Total Grants Awarded: $10,000 c. Purpose: A portion of the purchase of a paint booth. Funding Fit: 4 Board Discussion: Diane stated that she could recommend $0 for them. That said, she stated that the teacher for this program is remarkable. Many of the teachers RPM encounters are sharing curriculum and ideas across state lines. Diane noted that if we are saying “no” to Carson High School, then we should say no to Freedom High School. She noted that they are a previous grant awardee. The previous award partially funded their paint booth and they are asking for additional support to improve its function. Tabatha wanted to know what the growth in the program has been since we funded the paint booth. Diane stated that it was just last year, so she does not think there has been a noticeable difference in enrollment but expects it will be an excellent recruiting tool in the coming years.

Action Item: Amount agreed upon by the Board is $4,750. All awards to be voted on at the end of the discussion of all candidates. vi.

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HERESHOFF MARINE MUSEUM – Bristol, RI Amount requested: $10,000 Meeting Minutes from January 19, 2017

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Suggested amount: $3,000 Amount awarded: $3,000 Category: Marine Request Summary: The Winter Boat Shop Restoration Program is one of the most significant public education programs run by the Museum. The program focuses on teaching students hands-on boat restoration skills, helping them down the pathway to a career in the marine restoration industry. The $10,000 would fund scholarships to 10 high school students to attend this program. Previous Grants received: a. Years: 2010-2014 b. Total Grants Awarded: $30,000 c. Purpose: Student mentorship programs in classic boat repair and maintenance, tools, materials and equipment. Funding Fit: 4 Board Discussion: Diane noted that she wants to remind the Board Members that the percentage of Auto to Marine funding, as agreed to by the RPM Board, is 80/20. In the past it was 60 % higher and low 20/30. One of the things she was thinking about was not giving any money to marine which would give $7,000 more money award to automotive restoration applicants. The marine applicant numbers six and thirteen. Tabatha asked how the marine applications stack up against the others, as she would not want to pass up a good marine application in order to fund more automotive. Diane stated that they are all really strong applicants. Everyone agreed that the marine programs are good and they are giving scholarships so they are worth consideration. Diane recommended funding three $1,000 scholarships. Action Item: Amount agreed upon by the Board is $3,000. All awards to be voted on at the end of the discussion of all candidates. vii.

JUDSON HIGH SCHOOL â&#x20AC;&#x201C; New Converse, TX Amount requested: $15,000 Suggested amount: 0 Amounted awarded: $300 Category: Auto Request Summary: Their Automotive Collision Repair and Refinishing Program is one of the longest running and most successful programs of the school. Students in 9-12 grades complete

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a sequence of courses, a long list of industry-approved knowledge and skills testing, and participate in hands-on application of those skills within a lab-based environment. $12,500 for materials, tools, and equipment + $2,200 for one summer internship + $300 for fieldtrips. Previous Grants received: a. Years: N/A b. Total Grants Awarded: $0 c. Purpose: N/A Funding Fit: 4 Board Discussion: Diane’s recommendation is $0 because of the reasons stated previously – Judson High School is a first-time applicant and we don’t have enough money to fund everything. T.G. suggested giving the money to fund the $300 program to take students to shops. Tabatha agreed. Mike Stowe offered an open invite to take a student to Keels & Wheels on May 6-7, 2017 and pay expenses. Everyone agreed to fund the $300 program for field trips/shop visits. Action Item: Amount agreed upon by the Board is $300. All awards to be voted on at the end of the discussion of all candidates. viii.

LeMAY AMERICA’S CAR MUSEUM – Tacoma, WA Amount requested: $6,000 Suggested amount: $6,000 Amount awarded: $6,000 Category: Auto Request Summary: This grant will provide a paid, 10-week summer internship to a student enrolled in a post-secondary restoration education program, like the program at McPherson College, the opportunity to enhance their classroom training with valuable, hands-on training and shop experience. The student will have the chance to work on a wide variety of vintage vehicles in the ACM collection Previous Grants received: a. Years: 2004, 2006-2008, 2010-2014 b. Total Grants Awarded: $68,160 c. Purpose: Internships Funding Fit: 5 Board Discussion:

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Diane noted that this is the only request where the amount requested and amount recommended are the same. David explained who the students work with and Paul added how the Collection Volunteers also help the interns. Tabatha asked if the interns all come from McPherson College. Diane answered that no, they have had several from other schools. Diane reminded everyone that last year McPherson actually applied for the grant that funded the intern at the Museum, because of the Museumâ&#x20AC;&#x2122;s desire to avoid exceeding 50 employees. Summer college interns are considered employees of the museum. Action Item: Amount agreed upon by the Board is $6,000. All awards to be voted on at the end of the discussion of all candidates. ix.

McPHERSON COLLEGE â&#x20AC;&#x201C; McPherson, KS Amount requested: $60,000 Suggested amount: $30,000 Amounted awarded: $30,000 Category: Auto Request Summary: The scholarships would be for eight students, at $5,000 per student. Students apply for the scholarship funding through a formal application process. Faculty and staff in the restoration program then make selections of students who demonstrate solid classroom and laboratory performance as well as an aptitude and attitude for the work. Students who are selected for the scholarship will have at least one opportunity to travel to an automotive event within the academic year, further expanding their understanding of the automotive industry. The gap-funding would assist about 15 students at $1,000 - $1,500 per student. Students would use this money to help relieve the additional costs of being an intern over the summer, like transportation and housing. To be eligible for this grant, the student must participate in an approved internship, be able to show the financial need for this grant, and have acceptable performance in all of their classes. Previous Grants received: a. Years: 2005-2006, 2008-2016 b. Total Grants Awarded: $625,084 c. Purpose: Internships in restoration program and capital enhancement program for restoration laboratories. Funding Fit: 5

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Board Discussion: Mike Stowe stated that he is not a fan of gap funding and Diane explained the purpose of gap-funding. Tabatha asked if they know where the students are going or if it is just a blanket request. Stacy explained her previous use of gap-funding and how it works. Mike wanted to know if the Board can receive a report of how the funding is used. David stated that McPherson College is uniquely set up to monitor the funding because of the nature of higher education/financial aid in general. Action Item: Amount agreed upon by the Board is $30,000. All awards to be voted on at the end of the discussion of all candidates. x.

PENNSYLVANIA COLLEGE OF TECHNOLOGY â&#x20AC;&#x201C; Williamsport, PA Amount requested: $30,000 Suggested amount: $20,000 Amounted awarded: $20,000 Category: Auto Request Summary: These scholarship funds would be awarded to six students, at $5,000 per student, who have successfully completed two semesters in Automotive Restoration Technology, are enrolled full-time, demonstrate financial need, and have a G.P.A of 3.0 or higher (on a 4.0 scale). Previous Grants received: a. Years: 2012, 2015-2016 b. Total Grants Awarded: $101,000 c. Purpose: Scholarships, summer internships, purchase start-up equipment for new automotive restoration technology degree program. Funding Fit: 5 Board Discussion: David stated that he loves what he is hearing about the program and thinks that RPM involvement with them is fantastic. Tabatha shared some direct experience she has had with the program that is not positive. She stated that she has concerns about instructor Roy Klinger because he has not been taking up Hagerty opportunities offering fully funded trips to Scottsdale, etc. They have said that they do not have time to choose a student. Diane stated that Roy and she have been talking since August about the need to add staff because his workload has grown exponentially. Tabatha stated that no students were at the HVA Conference and it was an hour drive. Diane responded that Roy was going attend with students, but at the last minute they were not allowed to take them out of school.

April 2017

Meeting Minutes from January 19, 2017

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Diane had a phone meeting with Keith, Dean Brett Reasner and VP Debra Mullin about the program because Keith had concerns about Roy and the program. They confirmed that it was their growing pains. Keith does not want to be on the advisory committee, but does help them in an advisory capacity when he is able. Tabatha stated that she thinks that RPM should continue to fund them as it is a worthwhile program, but they should keep a watchful eye on them. David stated that if a grant is given then we should let them know that there is a key main concern with the Board and they need to participate in other events. Diane informed that Keith relayed that message. Diane stated that they are doing an excellent job of recruiting. Action Item: Amount agreed upon by the Board is $20,000. All awards to be voted on at the end of the discussion of all candidates. xi.

RUIDOSO MUNICIPAL SCHOOL DISTRICT â&#x20AC;&#x201C; Ruidoso, NM Amount requested: $6,000 Suggested amount: $0 Awarded amount: $0 Category: Auto Request Summary: The classes would use the funds to restore the body of a 1967 Chevy pickup truck. The chassis and drivetrain have already been restored. Parts and supplies are needed to replace the fenders, grill, wiring harness, lights and reupholster the interior. Previous Grants received: a. Years: N/A b. Total Grants Awarded: $0 c. Purpose: N/A Funding Fit: 4 Board Discussion: Diane recommended $0.

Action Item: Amount agreed upon by the Board is $0. All awards to be voted on at the end of the discussion of all candidates. xii.

April 2017

SALINA AREA TECHNICAL COLLEGE â&#x20AC;&#x201C; Salina, KS Amount requested: $17,500 Suggested amount: $0 Awarded amount: $0

Meeting Minutes from January 19, 2017

Page 22

Request Summary: Salina Area Technical College has two automotive programs: one is Automotive Collision Repair and the other is Automotive Technology. Both programs teach students how to repair and restore automobiles. Approximately 67 students are enrolled in one of the two programs. Thirty-five students are not able to attend unless they receive additional support from outside funding. This request is for $500 scholarships for 35 students. The State helps to cover a portion of the cost to take these courses. Previous Grants received: a. Years: N/A b. Total Grants Awarded: $0 c. Purpose: N/A Funding Fit: 4 Board Discussion: Diane recommends zero. Action Item: Amount agreed upon by the Board is $0. All awards to be voted on at the end of the discussion of all candidates. xiii.

THE LANDING SCHOOL – Arundel, ME Amount requested: $10,000 Suggested amount: $2,000 Award amount: $2,000 Category: Marine Request Summary: They would like to expand the RPM Foundation Scholarship Program – from four students to five students – for students that have been accepted into the Wooden Boat Building Program. The need-based scholarships will be awarded at $2,000 per student to qualified students who demonstrate talent and an eagerness for a career in the marine restoration industry. Students applying to this program are serious, motivated, and eager to learn with a focus on a career in the marine industry. The Wooden Boat Building Program is a diploma program. Previous Grants received: a. Years: 2005-2015 b. Total Grants Awarded: $63,000 c. Purpose: Scholarships to prepare students for the marine industry. Funding Fit: 5

April 2017

Meeting Minutes from January 19, 2017

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Board Discussion: This was previously discussed during the deliberations of The Hereshoff Marine Museum, #6. Diane recommended funding one $2,000 scholarship. Action Item: Amount agreed upon by the Board is $2,000. All awards to be voted on at the end of the discussion of all candidates. xiv.

THE LEARNING CENTERS AT FAIRPLEX â&#x20AC;&#x201C; Pomona, CA Amount requested: $10,000 Suggested amount: $2,500 Amount awarded: $0 Category: Auto Request Summary: This grant will provide $2,000 scholarships to five students of the AXC program that are pursuing careers in the automotive restoration and maintenance industry. Previous Grants received: a. Years: 2013, 2015, 2016 b. Total Grants Awarded: $7,500 c. Purpose: Program, parts, materials and supplies. Funding Fit: 4 Board Discussion: Diane stated that she will be making a site visit to AXC this year. She said they keep applying and will continue to because of their award in 2013. Mike started the discussion that Bruce Meyer would be a better funding fit. Tabatha stated that they have received large amounts of funding from Bruce Meyer and the Petersen Museum. The Learning Center - denied for now. Diane is going to visit the program. Mike will speak with Bruce Meyer about the program as well.

Action Item: Amount agreed upon by the Board is $0. All awards to be voted on at the end of the discussion of all candidates. xv.

April 2017

THORNTON FRACTIONAL HIGH SCHOOL â&#x20AC;&#x201C; Calumet City, IL Amount requested: $15,000 Suggested amount: $7,500 Amount awarded: $7,500 Category: Auto

Meeting Minutes from January 19, 2017

Page 24

Request Summary: Presently there are 46 students enrolled in the Collision Program. The grant funds would be used to purchase parts and materials needed to restore a 1960 Chevy El Camino and a 1941 Chevy Coupe, while educating students about the history and art of car restoration. Once completed, these vehicles will be used to promote the program in the school district. Previous Grants received: a. Years: 2015 b. Total Grants Awarded: $10,000 c. Purpose: Restoration of a 1970 Impala and a 1941 Chevy. Funding Fit: 5 Board Discussion: Diane stated that they wanted to wait until their initial project that was previously funded was finished. They were a grant awardee in 2015 for that project. She is recommending half of the funding this time. Action Item: Amount agreed upon by the Board is $7,500. All awards to be voted on at the end of the discussion of all candidates. D. Discussion about the grant applications as a whole. i. Diane wanted to remind the Board that one thing she likes about project/program or equipment funding is that it impacts more students. Everyone agreed that if they were giving a larger percentage of the “ask” then that would make a difference ii. Paul Miller noted that the Learning Centers is new performance and he did not see anything that gears them toward restoration. Mike said he would like to hear more about the program because of the performance aspect. Diane said that she is interested in visiting this school. Tabatha asked what the past policy has been on funding modification programs versus restoration. T.G. stated that it has depended on the type of program. Diane stated that most of the hot rod projects previously funded have been at the high school level. iii. EVIT – Consensus on giving EVIT full funding of $20,000. Everyone agreed that Arizona and the area is a great place for RPM to take forward. E. Grants awarded as follows: 1. Alfred State College – $5,000 2. Carson High School – $0 3. CCCC Foundation Inc. – $10,000 4. East Valley Institute of Technology – $20,000 5. Freedom High School – $4,750 6. Herreshoff Marine Museum – $3,000 7. Judson High School – $300 8. LeMay – America’s Car Museum – $6,000 9. McPherson College – $30,000 10. Pennsylvania College of Technology – $20,000 11. Ruidoso Municipal School District – $0 April 2017

Meeting Minutes from January 19, 2017

Page 25

12. Salina Area Technical College – $0 13. The Landing School – $2,000 14. The Learning Centers at Fairplex – $0 15. Thornton Fractional High School – $7,500 ACTION ITEM Mike moved to approve the grant actions request as stated. Dawn seconded the motion. All approved. Motion carried. $108,550 approved. F. The Board discussed the conditions of the Award Agreement and how that is monitored. David said that a challenge would be a way to encourage them to raise the rest of the money. Diane stated that this method has not been successful in the past. G. Diane stated that she hopes the Board will consider the fact the goal is to get more of these programs out there and to impact more students. She will encourage them to keep coming back if they have the band-with, resources and stamina to come out. VI.

Two EVIT Board Members entered the meeting to meet the RPM Board Members and introduce EVIT’s world globe project. A. David suggested that meeting be brought to a close and enter Executive Session. B. Dan commented on the budget. Diane put the 2017 budget together and reviewed it with him. Dan thinks it is reasonable and states that the biggest increase has been on the wage line. He feels it is critical that we get the right staff and do not short ourselves in the short term because he feels it will hold us back in the long term. The bottom line is a net $25,000 increase in net assets. He thinks that is a reasonable target for us and thinks that there is no doubt that they can stick to the numbers. Discussion of $873, 481 goal is what we are proposing for 2017 and this is attainable.

ACTION ITEM Dawn Fisher moved to approve the budget as presented by Dan and Diane. T.G. seconded the motion. All approved. Motion carried. VII.

David closed the meeting and adjourned to the Executive Committee Meeting.

VIII.

Addendum to the minutes of the January 19th Board Meeting A. Diane emailed board members on February 20, 2017 regarding an opportunity provided by BMW Northwest to award $5,000 for two $2,500 RPM scholarships restricted to restoration students of Clover Park College, Lakewood, WA.

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Meeting Minutes from January 19, 2017

Page 26

From: Subject: Date: To:

Diane Fitzgerald diane@rpm.foundation RPM FOUNDATION New Restricted Scholarship Funds from BMW Northwest - Manfred Scharmach February 20, 2017 at 4:48 PM Dan Beutler dbeutler@hagerty.com, David Madeira DLM.CEO@AmericasAutomotiveTrust.org, Dawn Fisher dawn@mfdclassicmotors.com, Jim Menneto jmenneto@hemmings.com, Keith Flickinger kﬂickinger@americascarmuseum.org, McKeel Hagerty mckeel@hagerty.com, Mike Stowe mike@rmstowe.com, Paul E. Miller Paul.Miller@americascarmuseum.org, T. G. Mittler tgmittler@yahoo.com, Tabetha Hammer thammer@hagerty.com Cc: Stacy Puckett (stacy@dspeedshop.com) stacy@dspeedshop.com, Carissa Schugars (CSchugars@HAGERTY.com) CSchugars@HAGERTY.com, Elizabeth Baillie (ebaillie@HAGERTY.com) ebaillie@HAGERTY.com, Katherine Cain (cainkath@gmail.com) cainkath@gmail.com, Kathy Root (kroot@hagerty.com) kroot@hagerty.com, Mary Pat Glover (mpglover@hemmings.com) mpglover@hemmings.com, Valerie O'Shea valerie@americascarmuseum.org

Hello, RPM Board. David has endorsed my request, which I present to you here: OVERVIEW I have recently learned that BMW Northwest recently allocated $5,000 for two $2,500 RPM scholarships restricted for Clover Park College, Lakewood, WA, and restricted for restoration-focused students. The scholarships would be named a combination of RPM and BMW Northwest. We will have the money in hand later this week. Because of the timing of this donation and our recent grant cycle, I’m suggesting we get Board approval for the award “now”, bundled with the December 9th/January 19th grant cycle. The motion would be to approve $5,000 for Clover Park College using the restricted funds donated by BMW Northwest. I would add this motion to the Board Minutes as an addendum to the Meeting. More details about this are below, for anyone wishing more information. Please approve of this via email. I need 100% response for this to meet our By-Laws requirements for Board votes. Thank you. Diane. ADDITIONAL DETAILS Among other things, getting this restricted donation buttoned up now enables me to get balls rolling at Clover Park in time for Manfred & Lori – and maybe me – to attend the Clover Park Scholarship Presentation Luncheon on April 18th. The scholarship students attend the luncheon with the donors. Very nice affair, I’m told. Manfred & Lori would appreciate the “hands-on” aspect of the luncheon. You’ll recall that Clover Park submitted a grant application in this cycle, requesting $60,000 for equipment. RPM did not bring that application to the Board as we felt it was a “funding fit 3” and we brought only 4s and 5s to the Board. RPM funded an endowment at Clover Park in 2007 which has been used for scholarships in automotive restoration since then. Diane Fitzgerald President RPM Foundation Restoration. Preservation. Mentorship. Cell: 312-543-5732 Fax: 312-951-7313

ACTION ITEM Diane presented the award to all board members via email. Approved by all board members, as required by RPM Bylaws.

April 2017

Meeting Minutes from January 19, 2017

Page 27

April 2017

Meeting Minutes from January 19, 2017

Page 28

BOARD & AMBASSADOR INFORMATION 2017 RPM BOARD OF DIRECTORS

Dan Beutler Hagerty 141 Rivers Edge Traverse City, MI 49684 Direct: 231.933.3760 Mobile: 231.357.2145 Email: dbeutler@hagerty.com

David Madeira LeMay – America's Car Museum 2702 East D Street Tacoma, WA 98421 Bus: 253.779.8490 ext. 1001 Mobile: 253.985.0058 E-mail: dlm.ceo@lemaymuseum.org

Dawn Fisher MFD Classic Motors 1701 Park Drive Traverse City, MI 49686 Mobile: 231.883.7007 Email: dawn@mfdclassicmotors.com

Jim Menneto Hemmings Motor News 222 Main Street Bennington, VT 05201 Bus: 802.447.9508 Mobile: 802.578.6801 Email: jmenneto@hemmings.com

Keith Flickinger Precision Motor Cars, Inc. 808 North Fenwick Avenue Allentown, PA 18109 Bus: 484.239.8566 Mobile: 484.239.8566 Email: kflickinger@americascarmuseum.org McKeel Hagerty Hagerty 141 Rivers Edge Traverse City, MI 49684 Direct: 231.933.3733 Mobile: 231.883.3773 E-mail: mckeel@hagerty.com Tabetha Hammer Hagerty 141 Rivers Edge Traverse City, MI 49684 Bus: 231.922.8837 Mobile: 231.313.7475 E-mail: thammer@hagerty.com

April 2017

Paul E. Miller LeMay – America’s Car Museum 2702 East D Street Tacoma, WA 98421 Bus: 253-779-8490 ext. 1006 Mobile: 253.219.7285 E-mail: Paul.Miller@americascarmuseum.org T. G. Mittler 830 Gonzales Road Sante Fe, NM 87501 Mobile: 505.603.7452 Home: 505.820.6014 Email: tgmittler@yahoo.com Mike Stowe Great Lakes Motor Works 976 East Division Boyne City, MI 49712 and PO Box 402, 1345 M-75 South Boyne City, MI 49712 Bus: 231.582.9100 Mobile: 231.622.1061 Email: mike@rmstowe.com

2017 Board of Directors

Page 29

2017 BOARD GOVERNANCE

I. Officers A. Chairman David Madeira B. Vice Chair T.G. Mittler C. Treasurer Dan Beutler D. Secretary Mike Stowe II. Board Classes A. Members By Position 1. McKeel Hagerty, Chairman of Hagerty 2. David Maderia, CEO Americaâ&#x20AC;&#x2122;s Automotive Trust and ACM B. Class of 2017 1. Keith Flickinger 2. T.G. Mittler C. Class of 2018 1. Dawn Fisher 2. Paul E. Miller D. Class of 2019 1. Tabetha Hammer 2. Jim Menneto

April 2017

2017 Board Governance

Page 30

2017 RPM AMBASSADORS

Patrick Barnes Community College Instructor, Retired ACM Volunteer Portland, OR and Indio, CA

Stephen Murphy Curator Chicago Vintage Motor Carriage Chicago, IL

Josh Baum Conservator Private Collection Former Assistant Curator, ACM Goleta, CA

Stacy Puckett Taylor Parts Production Manager Classic & Exotic Services, Inc. Troy, MI

Herb Clark Founder Automotive Restoration Club of Sun City West Sun City West, AZ

Burt Richmond Board Member, ACM, Retired Collectors’ Car Garage Chicago, IL

Drew Feustel NASA Astronaut Houston, TX (training in Russia for 2018 Mission)

David Rising Former Tacoma, WA Resident Automotive Engineer Stuttgart, Germany

Ryan Levesque Body Shop Technician Carr’s Corvettes & Customs Dallas, TX (first RPM Apprentice)

Clint Sly President Collectors Financial Services Belleair, FL

Bud McIntire Director, Retired Great Lakes Boat Building School Winston Salem, NC

Lyn St. James Indy Racer Phoenix, AZ and Indianapolis, IN

April 2017

2017 RPM Ambassadors

Page 31

2017 RPM BOARD MEETING CALENDAR 2017 RPM BOARD MEETING & GRANT APPLICATION/DELIBERATIONS CALENDAR

MONTH

March

June

October

January

MEETING/ PURPOSE Grant Application Deliberations

(Friday, March 24, 2017 Grant Application Deadline; Awardees Announcement Friday, May 5)

RPM Board Meeting (No Grant Application Deliberations)

RPM Board Meeting & Grant Application Deliberations

(Friday, August 25, 2017 Grant Application Deadline; Awardees Announcement Thursday, October 12)

RPM Board Meeting & Grant Application Deliberations (Friday, December 8, 2016 Grant Application Deadline; Awardees Announcement Thursday, January 26, 2017 )

LOCATION

DATE

TIME

Dial-In Call

Friday April 28, 2017

10-11:30amCT

Friday June 2, 2017

1-3pmPT; 3-4pm PT Executive Session

Hershey, PA

Thursday October 5, 2017

9-11amET; 11-12pmET Executive Session

Scottsdale, AZ

Thursday January 19, 2018

9-11amMT; 11-12pmMT Executive Session

Tacoma, WA

2017 has 3 grant cycles, as has been the tradition. The 2018 Grant Application Cycle begins with deadline on Friday, December 8, 2017 with deliberations on Thursday, January 19, 2018 in Scottsdale, AZ.

April 2017

2017 RPM Board Meeting Calendar

Page 32

PRESIDENT’S REPORT (January-February-March 2017) BRINGING BACK SHOP CLASS

IMPACTING PROGRAMS – A HIGHLIGHT OF Q1 2017 Our “Bring Back Shop Class” movement – started by The Collectors’ Foundation in January 2012 – got the national conversation going about the void created by the changing philosophy of education in the late 1970s and 1980s. With the focus on four years of college for “all students,” schools minimized hands-on education in the trades and started closing shop programs at the high school level. By the late 1990s, it became clear that this cultural shift in American education was saddling post-secondary graduates with enormous debt and the economy was suffering due to the lack of skilled, knowledgeable and talented tradesmen. Educating workers for the trades had been largely overlooked. This cultural shift matters to RPM Foundation. It has shaped who we are and what we do. With the elimination of shop programs, graduating 18 year olds in 1999 had far fewer hours of hands-on learning about “how things work” than the mid-century generations, who are today’s current shop owners. Schools that once had a metal shop or auto shop have repurposed that space for other school programs or have demolished the facility altogether. In today’s world, no matter how strong a community’s commitment is to hands-on education and reintroducing it back into their curriculum, the high capital cost of building, equipping and insuring a shop is astronomical. Shop classes will not come back in the ways they existed in 1965. As it relates to automotive education, there are a vast number of positions being vacated by retiring workers and an inadequate pipeline of workers to replace them, even at the entry level. Addressing this throughout the 2000s, some counties across the United States filled the void with robust automotive programs in expansive state-of-the-art facilities, funded mostly by large automotive corporations and training large numbers of students as automotive service technicians. East Valley Institute of Technology (Mesa, AZ) is a good example of a county vocational program servicing 10 school districts and offering an outstanding automotive program with 200 students in an exceptional facility. As it relates to automotive restoration & preservation, the story of the next generation’s readiness worsens because the technologies used along with the thinking skills and knowledge needed are rarely taught at either the high school or college levels. McPherson College’s (McPherson, KS) 41-year-old Automotive Restoration Technology degree program is the Harvard of restoration and has enjoyed the support of the classic car community for many years, including support from RPM. Since their programs began in 1976, incoming students’ program- readiness has changed as high school shop programs and informal under the hood time disappeared. McPherson’s post-secondary programs replace the “lost hours” of the high school years. Today, McPherson has 147 full-time students enrolled in their restoration programs, and the school enjoys a very high rate of job placement plus a long list of alumni who continue to work in the industry. RPM continues the Collectors’ Foundation’s tradition of proactively looking for other schools teaching automotive restoration & preservation. Central Carolina College’s (Sanford, NC) degree program is 15 years old and their new, $1 million, 40,000sf state-of-the-art facility is opening in September 2017, April 2017

PRESIDENT’S REPORT – Bringing Back Shop Class

Page 33

dedicated solely to automotive restoration. Pennsylvania College of Technology’s (Williamsport, PA) degree program is 5 years old and was born from the success that their car club had in attracting students to the shop after classes. RPM funds both schools with scholarships and gap-funding. Other programs-in-the-making are going through a typical growth process with elective courses to test interest and enrollment levels. Almost all of these are restoration courses, under the hood. Few are preservation (behind the desk, research) courses, although The College of Charleston now offers an automotive elective in their Historic Preservation & Community Planning degree programs thanks to the Historic Vehicle Association (HVA) proactive facilitation. RPM funded some of their students’ attendance at the HVA Conference at the NB American Automotive Heritage Center in Allentown, PA in November. You’ll recall that RPM’s approach to hunting for schools with restoration programs – and their students – started with creating working definitions of “restoration” and “preservation,” with input from a large number of people close to this educational pipeline. We then reviewed the curriculum of the schools we fund, available on their websites, to understand the progression of their coursework before searching for other like-programs around the United States, if they existed. An unexpected outcome of this due diligence work in 2014 was the accumulation of program and coursework curriculum at the schools RPM funds or is “watching”, which we compiled into a 30-page document called Post-Secondary Automotive & Motorcycle Programs and Curriculum Samples (although there is a brief mention of one high school program). RPM-funded schools like Lyons Township High School (La Grange, IL – a feeder school for McPherson College and Pennsylvania College of Technology) and Thornton Fractional High School (Calumet City, IL – a feeder for Truman College) are using the curriculum samples to expand their existing programs and projects. Beginning in 2016 and when asked, we have shared this document with many high schools and colleges who have decided to or are considering weaving restoration into their automotive programs, including East Valley Institute of Technology (EVIT – AZ), Alfred State College (Alfred, NY), Atlantic County Institute of Technology (Mays Landing, NJ) and Truman College (Chicago, IL). All of these schools are vocational schools that have exceptional automotive facilities, large automotive enrollment numbers, “car guy” instructors who are engaged with the collector car industry and an awareness that automotive restoration is a viable career path for their students. These conditions – school type, facility, enrollment, teachers, careers – make each school listed here ripe for finding those “heritage in their hearts” students who will be the next generation of craftsmen & artisans, the stewards of our automotive heritage. By the way, RPM knows that if a school has 200 automotive students, 10-20 of them have heritage in their hearts and they deserve our time and attention – to learn from us about the career possibilities in restoration & preservation and what they need to do to get ready for work in the industry. RPM is inspiring, influencing and shaping restoration courses and programs at high schools and colleges – sharing resources like our curriculum samples to help jumpstart action by the schools. Building relationships like this with schools – mentoring the schools – enables RPM’s reach to impact more students, something very important to our donor base. The curriculum samples document is included in this report.

April 2017

PRESIDENT’S REPORT – Bringing Back Shop Class

Page 34

OTHER HIGHLIGHTS OF Q1 2017  “The work that is being done by RPM Foundation to connect young people to meaningful careers through their love of automobiles is important. From the events and programs they host that engage young people to the funding they provide to high school and college-level programs, RPM is actively engaged in ensuring the skills and craftsmanship of the past are transferred to a new generation.” Amanda Gutierrez, VP for Automotive Restoration, McPherson College, McPherson, KS  RPM’s Q1 Map (Cycle 1 grant awardees, programs, outreach)  Up Close with RPM (impact breakfast with donors)  Shop Hops & Mini Shop Hops (6 shop-stops over 3 weekend days in February, March)  Off To the Races with RPM (launch of 3-track programs)  Club Engagement (Model A Club of Illinois, MiRPA, HRC)  Career Services (resume/letter-writing support, interview coaching)  Donor Spotlight: Patti Engstrom (non car-guy) GETTING THE JOB DONE As a major donor of RPM Foundation, everything I do in my role as president has to do with leading from that perspective – from spending decisions, including staffing, to prioritizing the use of time and workloads. Everything the team does starts with a “will this have positive fundraising impact?” question first, followed with “is this an efficient and effective use of our time?” and “how many students will this impact?” Our team is 14-strong, with 2 ½ employees (1 FT + 2 PT interims, brought on from our volunteer corps), 1 celebrity ambassador and 10 volunteer ambassadors (all are engaged but 4 are very active). RPM’s volunteer ambassadors have orientation to the annual strategic plan so their field work fills real needs and compliments the staff approaches to outreach and follow-up.

April 2017

PRESIDENT’S REPORT – Bringing Back Shop Class

Page 35

RPM FOUNDATION DESCRIPTION RPM Foundation is a services-providing, resource sharing, grant-giving organization that accelerates the growth in the next generation of automotive Restoration and Preservation craftsmen through formal training and Mentorship. Founded through the vision of Hagerty in 2005, RPM Foundation is the educational arm of America’s Automotive Trust. Together, these organizations work to secure and preserve America’s automotive and marine heritage. RPM’s MISSION RPM Foundation is dedicated to ensuring that the critical skills necessary to preserve and restore collector vehicles are not lost, by providing scholarships and educational grants to students and organizations committed to hands-on training of future craftsmen. RPM works closely with educational institutions advising them on the curricula necessary for training of professional craftsmen, as well as helping them identify the proficiencies needed for success in the field. RPM facilitates student scholarships, internships and full-time apprenticeships to ensure students receive the necessary formal education, knowledge and hands-on training to enter the profession successfully. RPM’s VISION 1) YOUNG PEOPLE – That every passionate, young car enthusiast in the United States who loves everything about collector cars learns that there are viable, varied career opportunities in North America focused on the Collector Car Industry, including restoration, by way of exceptional high school and post-secondary educational programs, and they are able to take advantage of them. 2) OLD CARS – That the craftsmanship, skills, knowledge, tools, processes and techniques survive and thrive for generations to come by filling the educational pipeline with the next generation of craftsmen and artisans, the stewards protecting and enjoying our automotive heritage. 3) IMPACT – That the collector car industry, including schools, is organized and centralized, providing information, services and a strong network critical to industry development and growth. RPM’s GOALS & OBJECTIVES 1) Preserve and promote America’s automotive treasures. 2) Cultivate a new generation of craftsmen skilled in the art of automotive and marine restoration and preservation. 3) Promote the importance of the skilled trades and the many career opportunities within the industry. 4) Create opportunities for young people who have an interest in vehicles to learn from professional educators, Master Craftsmen and industry leaders. 5) Develop partnerships with a wide-spectrum of the collector hobby and industry, including shows, Concours, clubs and businesses to promote the education of necessary skills to secure America’s automotive heritage and culture.

April 2017

PRESIDENT’S REPORT – RPM Mission, Vision & Goals

Page 36

Q1 MAP – GRANT AWARDEES, PROGRAMS & OUTREACH

April 2017

PRESIDENT’S REPORT – Q1 Map – Grant Awardees, Programs & Outreach

Page 37

CYCLE 1 GRANTS AWARDED

2017 AT-A-GLANCE

INTERNAL & CONFIDENTIAL

Funding Cycles/Deliberations = 1) December 9th/January 19st Name of Institution

State

Alfred State College

CCCC Foundation Inc./Central Carolina Community College

Amount Amount Purpose of Grant / Reason for Funding Cycle Requested Granted Rejecting Grant Fit Scholarship Funding: $5,000 for 5 $55,000 $5,000 scholarships (only) for 1 Auto automotive restoration students Equipment Funding: Purchase and install a new paint booth at 5 $30,000 $10,000 1 the new restoration building. Auto

East Valley Institute of Technology (EVIT)

$20,000

Freedom High School

$9,500

$4,750

Herreshoff Marine Museum

$10,000

$3,000

Judson High School

$15,000

$300

LeMay – America’s Car Museum (ACM)

$6,000

McPherson College

$60,000

$30,000

Pennsylvania College of Technology

$30,000

$20,000

The Landing School

$10,000

$2,000

April 2017

Equipment Funding: Purchase proper equipment and tools so EVIT can offer restoration curriculum and hands-on training for collector cars and trucks for students enrolled in their automotive programs. Equipment Funding: Purchase a portable prep station that will allow students to work on more projects and free up the paint booth (which was partially funded by HEP in 2016). Scholarship Funding: Scholarships for 3 high school students to attend their 10-week Winter Boat Shop Restoration Program.

4 Auto

4 Marine

Scholarship Funding: Field trips 4 to automotive restoration Auto companies. Gap Funding: One paid intern to work at ACM for 10 weeks 5 during the summer of 2017, as a Auto Collection Assistant. Gap & Scholarship Funding: $5,000 Scholarships for 4 5 students and $1,000 - $1,500 gapAuto funding scholarships for 7 students for summer internships Scholarship Funding: Five $5,000 5 scholarships. Auto Scholarship Funding: Provide a $2,000 scholarship to 1 student 5 of the Wooden Boat Building Marine Program.

PRESIDENT’S REPORT – Clycle 1 Grants Awarded

Page 38

Thornton Fractional High School (TFHS)

$15,000

2017 GRANT STATISTICS CYCLE 1 Total Grant Applications Requested 33 programs/people in 18 States Total Staff-Rejected Applications Total Grants Presented to Board 1-19-17 Total Grants Board-Denied Total Grants Board-Awarded Total Amount Awarded in 2017 to date ($250,000 Budgeted) 2017 Grants Awarded Per Cycle Total Grants Awarded – Cycle 1 (Jan)

Project Funding: Parts and materials for restoration of a 1960 Chevy El Camino and a 1941 Chevy Coupe.

$7,500

33 18 15 4 11 $108,550

$108,500

2017 Awards by Category

Total

# Impacted

Total Awarded for Scholarships Total Awarded for Internships Total Awarded for Equipment Total Awarded for Field Trips Total Awarded for Project Funding

$50,000 $16,000 $34,750 $300 $7,500

13 11 3 1 ?

2017 Awards by Vehicle-Type Total Grants Awarded – Auto (95%) Total Grants Awarded – Marine (5%)

5 Auto

$103,550 $5,000

2017 Number of Students Impact = TBD Actual Number of States = 18 West Coast: 3 Midwest: 5 Northeast: 5 Southeast: 2 Southwest: 3 2005-2017 GRANT STATISTICS Total Grant Applications Requested

494

Total Grants Awarded

257

Total States Represented

Total Number of Students Impacted

25,000

Total $$ Amount Awarded

$2,932,017

April 2017

PRESIDENT’S REPORT – Clycle 1 Grants Awarded

Page 39

KEY ELEMENTS OF THE 2017 PLAN We are leading a restoration/preservation education movement. Here is what we plan to accomplish in 2017:



FUNDRAISING Secure RPM’s financial future with pledges and, eventually, an endowment. Expand Board and get 100% Board participation in donating to RPM. Build the Young People’s Network (YPN). Significantly increase major donations by continuing to tap into new potential donors, with 3 $100,000 donors + 4 $50,000 donors. Increase the number of donors by 6% and the number of donations by 19%. Cultivate corporations and car clubs. Other revenue sources to tackle are matching donations, anniversary appeals and subscription renewals. We need more money to be able to fund more and operate effectively.



SIGNIFICANT IMPACT Breakfasts With the Board, Site Visits and Summit Meetings are significant ways to report impact/progress, raise funds and build community, all with RPM as a “thought leader”. Influencing curriculum development will continue to be essential. Shop Hops bring together students and shops, requiring strong soft skills on both sides in the search for work and talent. Establish a “Restoration Shop Association” membership program. The Apprenticeship Program will expand beyond Allentown, PA. Job opportunities for “RPM students” will continue to present themselves and we will engage in a “student screening” process. “Earn As You Learn” and “Junior Year Abroad”-style programs will be suggested to post-secondary schools. Researching the industry and the value of education, and owning that research, will be an important new aspect of RPM’s workload this year. Adding “heritage in their heart” to the list of knowledge and skills for the next generation will enable us to further improve our vetting process of future craftsmen and artisans. Add RPM Education Center and RPM Career Center to RPM website.



GRANTS AWARDED & YOUNG PEOPLE IMPACTED Revisit funding philosophy. With $250,000 allocated for funding in 2017, we will be faced with the dilemma of having significantly more strong applicants to share our grant funds. We will continue to have 3 grant cycles. Cycle One received 34 applications with 15 strong funding fits. Compare that to 2015’s total of 35 applications and 2016’s 56 applications. As RPM continues doing its job and doing it right, we will find that programs we support are expanding to meet new demands. Students benefit from RPM’s funding but also RPM’s hosting. We expect to impact 1,000 students this year, compared with 973 in 2016 and 410 in 2015. Rolling out RPM programs that schools would offer, using RPM’s templates-forsuccess, some organizational support and funding, will be considered.



AUDIENCE REACH Parents and Guidance Counselors are key targets this year – winning their hearts and minds for restoration & preservation. Continuing relationships with students, schools, shops, clubs, collectors and industry in “turnkey ways”. Consider investors-in-the-industry and what their role might be in the coming years. Expand paid staff. Balance the classic car world with the automotive worlds of the next generations: Hot Rods & Customs. Connect meaningfully with SEMA, at high levels, not just SEMA Education. Initiate RPM Awards of Excellence to shops/craftsmen and teachers.



GEOGRAPHY We’re at staff/volunteer capacity with geographic reach, so travel in 2017 will be 95,000 miles among 5-6 staff and ambassadors. Refine our outreach and monitor momentum and keep the same or decreasing the number of States, site visits and car events, all noted on RPM’s ByThe-Numbers At-A-Glance table provided. Key States: North Carolina, Florida, Virginia, Wisconsin, Texas, Utah and Southern California, while we continue to offer support in our “hot spots” States.

April 2017

PRESIDENT’S REPORT – Key Elements of the 2017 Plan

Page 40

SAMPLE RESTRICTED SCHOLARSHIP

RPM Foundation Scholarship In support of Alfred State College automotive students pursuing a career in automotive restoration and actively engaging with the classic car community. Funding: $5,000 Impacting 2 students ($2,500 Fall/Spring + $2,500 Fall/Spring/), disbursed in two $1,250 payments per scholarship Eligibility Requirements: 1. 3.0 GPA 2. Enrolled full-time 3. Enrolled in Automotive Technology Degree program 4. Financial Need Additional Eligibility Requirements: 5. Must submit a 60-100 word essay on this topic: Everyone who loves cars has a story about that love affair. What is your “car story”? How did you become interested in restoring cars and how will they be part of your future? 6. Must submit a “car guy” photo with caption 7. Must be a current and ongoing member of AACA National and Region 8. Must be actively engaged in the school’s car club and club activities 9. Must be willing and available to engage in an ongoing relationship with RPM Foundation (attending scholarship luncheons, invitations extended to classic/collector car programs/ events, accessing our services & network, providing us with periodic career updates) Scholarship applicants are reviewed and scored by the instructors, including Mike Ronan, using the criteria above.

April 2017

PRESIDENT’S REPORT – Sample Restricted Scholarship

Page 41

DRAFTED TOP SHOP LIST, United States (16)

Automotive Restorations, Inc.

Bain

Kent

Automotive Restorations, Inc.

Babinsky

Steve

Black Horse Garage

Buonanno

Frank

Bobileff Motorcar Company

Bobileff

Gary

Canepa

Bruce

D.L. George Coachworks

George

David

Kevin Kay Restoration

Kay

Kevin

Leydon Restorations Ltd.

Peterson

Eric

Moal Coachbuilders

Moal

Michael

Motion Products Inc. (MPI)

Obry

Wayne

Paul Russell and Company

Russell

Paul

Phil Reilly & Company

Reilly

Phil

Precision Motor Cars*

Flickinger

Keith

Prueitt Automotive Restoration

Prueitt

David

The Creative Workshop

Wenig

Jason

The Healey Werks

Hillinger

Craig

*Private Shop

April 2017

State Count: 5 CA, 4 PA, 2 CT, 1 each FL, IA, MA, NJ, WI, MA

PRESIDENT’S REPORT – Drafted Top Shop List

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DRAFTED WAIVER & LIABILITY

April 2017

PRESIDENT’S REPORT – DRAFTED WAIVER & LIABILITY

Page 43

POST-SECONDARY AUTOMOTIVE & MOTORCYCLE PROGRAMS AND CURRICULUM SAMPLES

April 2017

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OVERVIEW RPM Foundation influences the development of restoration curriculum across the United States, using the website-posted courses at the colleges RPM supports. This compilation of existing programs is meant to inspire the creation of new programs. RPM imagines that your school has an existing automotive technology facility and shop, and that weaving restoration curriculum into your current offerings is a beginning point for a full certificate or degree program in automotive restoration. While the emphasis of the curriculum is “under the hood”, attention is also given to “behind the desk” and preservation. Heritage is a critical part of restoration & preservation and needs to be recognized as part of the curriculum, as well as present in the hearts of the restoration instructors and students. To begin, RPM gives you our working definitions of RESTORATION and PRESERVATION, organizing the disciplines succinctly for ease of reviewing the curriculum. Our At-A-Glance table of schools and curriculum gives a highly summarized look at what you’ll find in the remainder of the document. There are six post-secondary schools featured in this compilation – the Academy of Art University, Baker College, Central Caroline Community College, College of Charleston, McPherson College, and Pennsylvania College of Technology. Each school has a detailed course list with descriptions that relate to their Automotive Restoration Technology certificate or degree program, as well as a car-club description when applicable. An At-A-Glace table for schools with a motorcycle program curriculum is also included, followed by course information and descriptions. These examples show what is currently available to students, and what a well-rounded restoration program might include. RPM’s intent is that discussions about curriculum are ongoing and that curriculum changes with market need. Those discussions should include restoration shop owners/managers and other industry members who can guide thinking to real needs, making students better prepared and shop-ready.

April 2017

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Restoration & Preservation – Working Definitions RESTORATION There are many different interpretations of what an automotive restoration project actually is, ranging from an overall authentic “original” condition restoration to retro-style cars – vehicles that bear characteristics inspired by past cars while still technologically modern. A complete restoration project includes not only repair of the parts visible – body, trim, chrome, wheels, passenger compartment – but also the components that are not visible – engine and engine compartment, engine cooling system, trunk, frame, driveline, brakes, accessories, electrical system, etc. Regardless of the purpose or cause for the work, here is the list of what goes into a full restoration project: THE CAR

DISASSEMBLY

EXTERIOR

INTERIOR

MECHANICALS

SUSPENSION

ASSEMBLY

History

Complete Car Documentation

Body & Steel Fabrication

Upholstery

Engine

Frame/Chassis

Detailing

Culture at the time

Photographs Detailing Every Aspect of the Vehicle

Paint

Trim

Radiator

Brakes

Maintenance

Provenance

Parts Organizing & Tracking

Trim

Instruments

Transmission

Wheels

Chrome

Parts Acquisition

Differential

Shock Absorbers

Wiring/ Electrical

Fuel Tank

Fuel System

Parts Acquisition

Lighting Glass/ Windows Parts Acquisition

Steering Parts Acquisition

April 2017

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PRESERVATION Automotive preservation is the art of knowing what you have, keeping original cars as original as possible, having or compiling excellent documentation and treating cars meticulously without leading to the creation of a “new car”. Preservation is subjective, part of the restoration/preservation decisionmaking process and can vary greatly from project to project. While it is hard to codify in today’s market, preservation is a critical part of our automotive heritage. As preservation gets acknowledged with awards and media attention and as the collector car industry argues the risks and benefits of preservation, more attention is being given to it as seen in the creation of formal training at the post-secondary level at places like College of Charleston in South Carolina. Education and advocacy are critical and include: 1) conservation and heritage programs (higher education degree and certificate programs); 2) the social sciences (studying the impact of cars on our culture); and 3) documentation. There are no set standards for preservation as a practice. The car owner and/or collection manager must determine the intent in owning the car – perhaps it is part of a living collection – then create a plan of use and preservation for that vehicle.

TREATMENT

PROTECTION

REPAIR & REFURBISHMENT

VALUATION

Photos & Written Documentation

Provenance

Culture at the time

Data Logging & Management

Current Use & Intended Use

Housing

Current Use & Intended Use

Originality

Provenance; Discovering & Recording

Ownership & Maintenance Records

Finishes & Original Materials

Lighting

Parts & Materials, Fabrication

Rarity

Curation: Selection, Preservation, Maintenance, Collection and Archiving

Materials & Materials Sciences: Chemistry, Metallurgy, Wood, etc.

Exercise Program

Humidity & Temperature Control

Reversible Restoration

Official Photo & Written Documentation

Inspection & Appraisal

Detailing & Cleaning

Transportation

(See Automotive Restoration List)

Parts Acquisition

Safety

Retention of Original Parts/Components

Parts Acquisition

THE CAR

ANALYSIS

Historic & Photo Documentation

April 2017

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AUTOMOTIVE RESTORATION CURRICULUM SAMPLES AT-A-GLANCE

Degree

Program Name

Academy of Art University* (CA)

Baker College (MI)

Central Carolina Community College (NC)

College of Charleston (SC)

McPherson College* (KS)

Pennsylvania College of Technology* (PA)

Associate of Arts (A.A.)

Associate of Applied Science Degree (A.A.S.)

Diploma or Certificate

Bachelor (B.A.)

Bachelor of Science in Technology (BA)

Associate of Applied Science Degree (A.A.S.)

Automotive Restoration

Automotive Restoration Technology

2 Majors: - Engine/Drive train Major - Paint/Interior Major

Historic Preservation and Community Planning 1 Auto Elective American Automotive History & Documentation

6 PROGRAM OPTIONS & SUMMER PROGRAM: - Historic Automotive Technology - Automotive Restoration Management - Automotive Communication - Automotive Restoration Design Technology - Automotive Restoration Technology - Motorcycle Restoration Technology - Auto Restoration Summer Institute

2 OPTIONS: - Automotive Restoration Technology (RS) - Collision Repair Technology

Courses/ Credits/ Hours

24 Courses (72 Units)

11 Required Auto Courses/ 54 Hours

14 Courses/ 46 Total Hours

21 HPCP Courses & 1 Auto Elective

12 Auto Restoration Core Courses/ 37 Hours

12 Core Courses/ 58 Total Credits

Cost**

$26,340 tuition & fees

$265 for auto restoration courses

In-state: $72, Out-of-state: $264 (per course)

In-state: $28,890; Out-of-state: $47,048

$25,788 per year â&#x20AC;&#x201C; up to 16 credit hours per semester

In-state: $15,810; Out-of-state: $22,470

AUT 120: Vintage Vehicle Woodworkin g Restoration AUT 290: Vintage Vehicle Electrical Systems

ARST 201: Introduction to Restoration WRK 291B: Professional Career Strategies

ARS 114: Restoration Skills I ARS 117: Automotive Engines

HPCP190001/HIST 210003: American Automotive History & Documentation

TE 262: Machining Technology TE 385: Restoration Assembly Processes

RST201: Restoration Lab I RST210: Structural Repair Theory

2015

2012

Sample Courses (full lists attached)

Program Start Year School Car Club

(No car club)

2001

2016

1976

2012

(N/A)

C.A.R.S. CLUB (College Automotive Restoration Students)

Penn College Classic Cruisers

*Participated in May 4th, 2016 Summit Meeting at EVIT (Mesa, AZ) **Education costs published here are for the 2015-16 school year

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SCHOOLS & PROGRAMS AT-A-GLANCE: The Academy of Art University (CA) Undergraduate Automotive Restoration Courses In this new program, students focus on core courses on key components of successful vehicle restoration, including techniques in woodwork and machine work, sheet metal work, systems knowledge, and processes of disassembly and assembly. This training is complemented by invaluable historical studies and meticulous research of the guidelines to be followed to restore vintage vehicles in the most authentic fashion. As students progress in the program, they gain knowledge by interacting with the classic cars fully restored to the highest standard at the Academyâ&#x20AC;&#x2122;s Automobile Museum. By graduation, students will have practical, collaborative experience from working in a team capable of restoring the systems of a vintage automobile. AUT 120 Vintage Vehicle Woodworking Restoration In this course, students learn concepts and practices of basic woodworking and safety. Topics include planning, fabrication, laser cutting, and finishing. Assignments include making basic wooden frames with various joint types, and replication of vintage vehicle interior wooden parts. AUT 140 Machining Technology & Visual Documentation This course introduces students to precision measurement, visual documentation, and the operation of machine tools such as metal lathes and milling machines. Students use these skills to reproduce a component for a car. Topics include characteristics and uses of common industrial metals used in the machining process, and machine tool maintenance. AUT 159 Vintage Vehicle Disassembly Processes This course introduces the students to practical historical research, disassembly, visual inspection, written and photographic documentation, and planning related to restoring vintage automobiles. Each student researches relevant information required to outline a restoration plan and document vehicle conditions, supported by the photographic record, as the vehicle gets disassembled. AUT 160 Vintage Vehicle Electrical Systems This course covers the basic characteristics and operations of electrical systems used in classic automobiles. Topics will include Ohmâ&#x20AC;&#x2122;s law, electrical circuits, battery power, electrical circuit components restoration and preservation. Students diagnose electrical systems, outline the appropriate repair procedure, repair and replace electrical components. AUT 170 Automotive Sheet Metal Restoration This course introduces students to the basic concepts, techniques, and practices used to cut, bend, form, and weld auto body panels. Students form sheet metal, create new sheet metal components, and assemble components using rivets and thread fasteners. AUT 177 Vintage Vehicle Body Restoration This course covers basic practices of metal body repairs and panel finishing. Students learn how to evaluate conditions of body components and outline appropriate repair procedures. Students strip existing finishes and repair body components. AUT 207 Vintage Vehicle Paint Restoration This course focuses on the basic practices of vintage vehicle paint restoration. Topics include panel preparation, paint systems, operation and maintenance of the equipment, paint application, documentation, and evaluation of auto body painted surface faults. Outlining procedures for correcting painted surface faults is covered. Achieving a perfect paint job is emphasized. April 2017

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The Academy of Art University (CA) (continued) AUT 217 Vintage Vehicle Bright Work Restoration This course introduces students to the practices of restoring and polishing hard trim moldings and components. Students evaluate conditions, plan appropriate procedures, and perform restorations for hard trim moldings and components. Generating specifications for outsourcing will be covered. AUT 230 Vintage Vehicle Upholstery Restoration This course introduces students to vintage automotive interior repair and upholstery restoration. Students learn to disassemble and assemble seats, interior components, and instrument panels. Topics include operation and maintenance of sewing machines, stitching patterns, pattern making, beading, padding, material specifications, and sewing. AUT 250 Vintage Vehicle Component Restoration This course focuses on disassembly, repairing, rebuilding, refinishing and assembly of vintage automotive components. Students diagram and create technical drawings, diagnose conditions of components, disassemble, rebuild or repair, and reassemble automotive components. Preparation for outsourcing the restoration of components is also covered. AUT 280 Vintage Vehicle Restoration Assembly This course focuses on assembling and testing components. Students propose a component to restore on an assigned car, analyze the work needed, perform the necessary historical research, and diagram the work to be done and the process to follow. Emphasis is placed on the quality of the restoration and assembly. AUT 290 Vintage Vehicle Detailing This course focuses on detailing of automobiles as one of the final stages of the automotive restoration process. Topics include detailing products and equipment, techniques and procedures for final conditioning of interior and exterior components and surfaces, for presentation and car shows. Emphasis is placed on achieving visually correct and perfect finishes. AUT 299 Apprenticeship Apprenticeship is only open to qualified second-year students, offering an opportunity to work in a field related to Automotive Restoration.

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Baker College (MI) Automotive Restoration Technology Course Descriptions Baker’s Automotive Restoration Technology program is taught by experienced vehicle restoration experts who understand the value of craftsmanship and historical authenticity. The automotive labs are hands-on facilities, with all the specialized tools and equipment used in restoration today. Students will learn all the required skills and techniques to start their career, including sheet metal fabrication, welding, engine performance, mechanical systems, and more.  This program requires the selection of one of two majors for graduation  Automotive Requirements: 54 Hours ABT 101 Painting and Refinishing I Introduces students to the basics for all automotive refinishing work. Safety precautions, surface preparations, spray gun and related equipment operation, paint mixing and application are covered. 20 hours of lecture and 80 hours of lab are required. Must complete with a C (73%) or better in order to count toward the Certificate or Associate Degree program in Autobody Technician. ABT 102 Painting and Refinishing II Advances the skills taught in ABT 101. In addition it covers paint matching, paint defects – causes and cures, spot repairs, contemporary color coat materials, and final detail. 20 hours of lecture and 80 hours of lab are required. Must complete with a C (73%) or better in order to count toward the Certificate or Associate Degree program in Autobody Technician. ABT 103 Painting and Refinishing Practicum Lab Provides student with the opportunity to put their skills to work on complete full vehicles. The vehicles will be taken from body prep to final painting and detailing. 120 hours of lab are required. Must complete with a C (73%) or better in order to count toward the Certificate or Associate Degree program in Autobody Technician. ABT 106 Introduction to Autobody Introduces students to the Baker College Autobody Technology environment. Students will receive comprehensive instruction on laboratory procedures, policies, shop safety, and proper tool usage. Students are also introduced to the autobody repair processes, computer usage, the autobody industry, and State and industry certifications. 20 hours of lecture and 40 hours of lab are required. ABT 111 Non-Structural Damage Repair I Introduces students to the basics for all automotive non-structural damage repair. Safety precautions, vehicle preparation, elementary repairs, outer body panel repairs, replacements, and adjustments are covered. 20 hours of lecture and 80 hours of lab are required. Must complete with a C (73%) or better in order to count toward the Certificate or Associate Degree program in Autobody Technician. ABT 112 Non-Structural Damage Repair II 6 Quarter Hours Advances the skills taught in ABT 111. In addition it covers metal finishing and body filling, movable glass and hardware repair, plastics and adhesives. Students will develop specific marketable repair skills. 20 hours of lecture and 80 hours of lab are required. Must complete with a C (73%) or better in order to count toward the Certificate or Associate Degree program in Autobody Technician. ABT 113 Non-Structural Damage Repair Practicum Lab Enables students to put their skills to work on complete full vehicles. The vehicles will be taken from start to final prep for painting. 120 hours of lab are required. Must complete with a C (73%) or better in order to count toward the Certificate or Associate Degree program in Autobody Technician.

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Baker College (MI) (continued) ABT 151 MIG Welding Covers the safety precautions in welding and cutting. Besides MIG welding, TIG, oxyacetylene, resistance spot welding, and plasma cutting are included. Students learn the processes used in body repair. 15 hours of lecture and 70 hours of lab are required. Must complete with a C (73%) or better in order to count toward the Certificate or Associate Degree program in Autobody Technician. ARST 201 Introduction to Restoration Introduces students to research, documentation, and planning for restoration projects. Historical significance of the automobile will be studied. Project management including budgeting and PERT charting will also be emphasized. WRK 271A Automotive Work Experience Consists of a 140-hour minimum paid/unpaid, hands-on experience, working in an automotive repair facility. This work experience will focus on the State of Michigan certification areas and is intended to supplement the hours spent in courses on campus for the purpose of attaining at least minimum competency. WRK 291B Professional Career Strategies Covers all phases of securing employment in a required seminar. Major topics include resume preparation, interview strategy, job application, job search action planning, personal appearance, and coordination of the graduateâ&#x20AC;&#x2122;s employment search activity with the College Career Services Office. Students in degree programs may complete the seminar requirement any time during their final two quarters. Certificate students should attend in their last quarter. ARST 211 Engine Theory/Performance Introduces students to engine rebuilding and reconditioning. This course will include diagnosis and engine troubleshooting. Emphasis is placed on vintage and carbureted engines. All aspects of engine rebuilding will be covered. ARST 221 Transmissions, Drive Trains and Axles Focuses on theory of the automatic and manual transmission and its components. Students will cover disassembly, rebuilding and troubleshooting. This course also teaches students the theory of axles and drive line component restoration. Instruction includes suspension operational theory, disassembly and cleaning procedures, sealing and reassembly processes and differential rebuilding procedures. ARST 231 Chassis Restoration Teaches students the basics of automotive chassis restoration and theory. Students will cover disassembly and reconditioning of the frame, suspension and brakes. ARST 241 Machining Technology Teaches students precision measurement, the operation of machine tools, layout techniques and blue print reading. AST 111A Introduction to Automotive Electrical Focuses on the introduction to automotive electrical/electronic systems which includes basic theories, electrical/electronic components, wiring and circuit diagrams, circuit protection, switches, relays solenoids and Automotive battery fundamentals. This course also focuses on the use of test equipment such as digital multimeters, test lights, jumper wires and logic probes used to diagnose basic electrical/electronic faults. 20 hours of lecture and 60 hours of lab are required. Must complete with a C (73%) or better in order to count toward the Certificate or Associate Degree program in Automotive Service Technology.

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Baker College (MI) (continued) ARST 251 Sheet Metal Fabrication Introduces students to the processes used to cut, bend and assemble metal structures. Precision measurement will be taught in conjunction with the use of building from blue prints. Manual and powered variants for cutting will be taught, torching techniques using oxy-fuel or plasma torches. The use of pneumatic hammers such as a planishing hammer will be used to develop the studentsâ&#x20AC;&#x2122; skills in fabrication. Assembly techniques will also be taught including welding, adhesives, riveting and the use of threaded fasteners. ARST 261 Interior Repair I Introduces student to automotive interior repair and upholstery restoration. Students will learn disassembly and assembly of seats, interior components and instrument panels. Sewing and interior design will be introduced. ARST 262 Interior Repair II Builds on the concepts introduced in Interior Repair I. This course includes sewing techniques, seat reconditioning, interior panels and convertible tops. ARST 271 Auto Paint Restoration Teaches students automotive paint restoration. This course also covers advanced painting techniques, panel preparation and concourse correct appearance. ARST 281 Custom Paint and Graphics Teaches the basics of custom painting. Topics include air brushing, pin striping and tapping graphics.

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Central Carolina College (NC) Automotive Restoration Program Course Descriptions* In the Automotive Restoration program students get extensive hands-on training in a variety of subjects such as metal and plastic body restoration, wood and steel component fabrication, automotive engines and drive train, painting and refinishing, automobile upholstery, electrical systems and welding. *Revised in 2015 NOTE: The Automotive Restoration program is on hold during the 2016-2017 academic year to prepare for relocation to an upgraded facility.

ARS 112 Auto Restoration Research This course covers identification and collection of information needed to restore classic automobiles. Emphasis is placed on using books, numbers, emblems, titles, bills of sale, and other documents as resources. Upon completion, students should be able to use reference materials in the area of auto restoration to restore classic vehicles. ARS 113 Automobile Upholstery This course covers automobile upholstery work used in restoration of classic automobiles. Emphasis is placed on removing, repairing, or reconstructing worn/damaged upholstery material in classic automobiles. Upon completion, students should be able to disassemble, repair/reconstruct, or replace the seats, headliners, door panels, and other components in the interior of vehicles. ARS 114 Restoration Skills I This course covers mechanical, electrical, and upholstery restoration. Emphasis is placed on engines, transmissions, brakes, starters, generators, distributors, and replacement or fabrication of upholstery. Upon completion, students should be able to restore, rebuild, or replace specific components in a wide range of classic vehicles. ARS 117 Automotive Engines This course covers the repair, rebuilding, and troubleshooting of internal combustion engines. Emphasis is placed on use of tools and equipment to measure reconditioning tolerances of the internal combustion engine. Upon completion, students should be able to disassemble, repair and/or replace, and reassemble an internal combustion engine. ARS 118 Wood and Metal Restoration This course introduces various wood materials used in early automobile construction including a general overview of woodworking techniques. Emphasis is placed on wood material, metal behavior, and trim construction. Upon completion, students should be able to perform simple woodworking techniques, attach and remove trim, and be familiar with basic hardware techniques. ARS 131 Chassis and Drive Trains This course introduces principles of operation of automotive drive trains, perimeter/ladder/full-framed vehicles, and related restoration processes. Emphasis is placed on the technology related to restoration of manual and automatic transmissions, transaxles, and final drive components used on vehicles. Upon completion, students should be able to describe, diagnose, and determine needed service and repairs in the vehicle restoration industry.

Specific Courses for Automotive Restoration Technology Diploma (D60140) AUB 111 Painting and Refinishing I This course introduces the proper procedures for using automotive refinishing equipment and materials in surface preparation and application. Topics include federal, state, and local regulations, personal safety, refinishing equipment and materials, surface preparation, masking, application techniques, and other related topics. Upon completion, students should be able to identify and use proper equipment and materials in refinishing by following accepted industry standards.

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Central Carolina College (NC) (continued) AUB 112 Painting and Refinishing II This course covers advanced painting techniques and technologies with an emphasis on identifying problems encountered by the refinishing technician. Topics include materials application, color matching, correction of refinishing problems, and other related topics. Upon completion, students should be able to perform spot, panel, and overall refinishing repairs and identify and correct refinish problems. AUB 121 Non-Structural Damage I This course introduces safety, tools, and the basic fundamentals of body repair. Topics include shop safety, damage analysis, tools and equipment, repair techniques, materials selection, materials usage, and other related topics. Upon completion, students should be able to identify and repair minor direct and indirect damage including removal/repairing/replacing of body panels to accepted standards. ENG 102 Applied Communications II 3-0-3 This course is designed to enhance writing and speaking skills for the workplace. Emphasis is placed on generating short writings such as job application documents, memoranda, and reports and developing interpersonal communication skills with employees and the public. Upon completion, students should be able to prepare effective, short, and job-related written and oral communications. The computer is used as a writing and design tool for this course. This is a diploma-level course. MAT 110 Math Measurement & Literacy This course provides an activity-based approach that develops measurement skills and mathematical literacy using technology to solve problems for non-math intensive programs. Topics include unit conversions and estimation within a variety of measurement systems; ratio and proportion; basic geometric concepts; financial literacy; and statistics including measures of central tendency, dispersion, and charting of data. Upon completion, students should be able to demonstrate the use of mathematics and technology to solve practical problems, and to analyze and communicate results. TRN 110 Intro to Transport Tech This course covers workplace safety, hazardous materials, environmental regulations, hand tools, service information, basic concepts, vehicle systems, and common transportation industry terminology. Topics include familiarization with major vehicle systems, proper use of various hand and power tools, material safety data sheets, and personal protective equipment. Upon completion, students should be able to demonstrate appropriate safety procedures, identify and use basic shop tools, and describe government regulations regarding transportation repair facilities. TRN 120 Basic Transp Electricity This course covers basic electrical theory, wiring diagrams, test equipment, and diagnosis, repair and replacement of batteries, starters, and alternators. Topics include Ohm's Law, circuit construction, wiring diagrams, circuit testing, and basic troubleshooting. Upon completion, students should be able to properly use wiring diagrams, diagnose, test, and repair basic wiring, battery, starting, charging, and electrical concerns. TRN 180 Basic Welding for Transp This course covers the terms and procedures for welding various metals used in the transportation industry with an emphasis on personal safety and environmental health. Topics include safety and precautionary measures, setup/operation of MIG equipment, metal identification methods, types of welds/joints, techniques, inspection methods, cutting processes and other related issues. Upon completion, students should be able to demonstrate a basic knowledge of welding operations and safety procedures according to industry standard.

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College of Charleston (SC) American Automotive History & Documentation HPCP 290-001/HIST 210-003 This special topics course is about American automotive history and documenting a unique case study. The case study project, using Historic American Engineering Record guidelines (HAER), will be the Anderson automobiles – South Carolina’s only historic automotive manufacturer, which flourished during the 1910s and 1920s. The final project will be add to the HABS/HAER/HALS archive at the Library of Congress, and the information gathered from the project will be used to nominate the best preserved Anderson automobile to the National Historic Vehicle Register. Students will work together on the documentation project, including in the classroom, in the archives, some fieldwork, and some laboratory work. Fieldtrips will include visiting relevant historic sites and repositories within the Charleston area, as well as optional trips (expenses paid) to Allentown, PA to use the Historic Vehicle Association’s documentation laboratory earlier in the semester and present the project at an international conference later in the semester. Required Class Texts: 1. John Gary Anderson and his Maverick Motor Company: The Rise and Fall of Henry Ford's Rock Hill Rival, by J. Edward Lee, The History Press, ISBN: 9781596292291. 2. Recording Historic Structures (1st or 2nd editions), edited by John A. Burns, John Wiley & Sons Inc. 3. The Stewardship of Historically Important Automobiles, edited by Frederick A. Simeone, Coach Built Press, ISBN: 9780988273306. 4. Articles on OAKS, which will appear in italics.

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McPherson College (KS) Automotive Restoration Technology Course Descriptions The Automotive Restoration Technology Program at McPherson College prepares graduates to step into corporate level restoration entities, become general restorers, step into museum settings and become leaders in the industry. Their four-year bachelorâ&#x20AC;&#x2122;s degree program gives students many advantages including - internships with national museums and restoration shops, career services support, resume building, in-depth learning and dedicated instructors who will personalize your experience. Today, with industry connections spanning the country and internship opportunities in a broad range of automotive settings, McPherson College stands alone as the only school to provide a bachelorâ&#x20AC;&#x2122;s degree in Restoration Technology. TE 100 Intro to Restoration A course designed to provide an overview of the restoration core courses, elective courses, general safety and shop knowledge. This course will provide historical information about the automotive industry, information about research, documentation and planning a restoration project. Prerequisites: None. (Fall) TE 110 Engineering Drawing/CAD This course blends the art and science of freehand sketching and technical drafting as students are introduced to the graphic languages as a medium of technical communication. Topics include freehand (isometric) sketching and traditional (orthographic) drafting as well as an introduction to two and three dimensional CAD (Computer Assisted Drawing) tools and processes. Prerequisites: None. Spring, odd years TE 141 Engine Rebuilding A course designed to teach students the basics of automotive engine restoration. This course includes work in basic engine and related systems, operational theory, disassembly procedures, diagnosis of mechanical faults, evaluating engine condition, engine rebuilding techniques and engine machining processes. Students will work on vintage automobile engines, rebuilding engine components as determined by the instructor. Lab Fee. Prerequisite: TE 100, TE 262 taken concurrently or consent of the instructor. (Fall, Spring) TE 145 Drive Train Rebuilding A course designed to teach students the basics of automotive drive train restoration. This course includes work in basic transmission and differential operational theory, disassembly procedures, diagnosis of mechanical faults and evaluating transmission and final drive condition, transmission and differential rebuilding techniques and procedures. Students will work on vintage automobile transmissions and differential assemblies as determined by the instructor. Lab Fee. Prerequisite: TE 100 taken concurrently. (Fall, Spring) TE 152 Sheet Metal Restoration A course designed to teach students the basics of welding and auto body panel fabrication as used in automobile restoration. This course includes work in basic welding processes, techniques, operational theory and related systems and basic auto body panel fabricating processes, techniques, tool operational theory and related fabrication systems, assembly procedures for auto body panels, and evaluating metal body component condition. Lab Fee. Prerequisite: TE 100 taken concurrently. (Fall, Spring) TE 162 Technical Woodworking This course will introduce students to the concepts and practices of basic woodworking, including planning, fabrication and finishing, while stressing the safe operation of power tools used in basic woodworking. The course will also examine the history and evolution of the American automobile in general and automotive coach building in particular. Prerequisite: TE 100 taken concurrently. Lab Fee. (Fall, Spring) TE 202 Research & Documentation This course will introduce students to practical research, documentation and planning related to restoring antique automobiles. (Fall) April 2017

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McPherson College (KS) (continued) TE 206 Motorcycle History and American Society A study of the evolution of motorcycle culture, and the impact of that culture on American society. Prerequisite: None (Fall, odd years) TE 242 Re-Babbitting An intensive, lab-based course in the restoration and re-Babbitting of antique automotive engines and mechanical components. Lab Fee. Prerequisites: TE 100, TE 141, TE 262 (On Demand) TE 245 The History of Automotive Design Discover and examine the technological and stylistic evolution of automotive design. This course will explore ways in which automobiles, by way of their design, reflect the technology and communicate the values of the culture that produced them. Prerequisites: None. (Spring) TE 252 Vintage Panel Restoration An intensive, lab-based course in the restoration or fabrication of antique auto body panel components (not applicable as an advanced course). Lab Fee. Prerequisites: TE 100, TE 152. (Interterm) TE 262 Machining Technology An introduction to machining technology. Students are introduced to blueprint reading, precision measurement, the theory and operation of machine tools, layout techniques and the use of layout tools, the characteristics of common industrial metals used in machining processes, machine maintenance, and nontraditional machining processes. Lab work required. Lab Fee. Prerequisite: (Fall, Spring) TE 271 Chassis Restoration A course designed to teach students the basics of automotive chassis restoration. This course includes restoration work in basic frame, suspension, wheel, brake and drive train components. Operational theory and other related chassis systems, disassembly procedures, diagnosis of mechanical faults, component condition, and brake systems machining processes are also included. Students will work on vintage automobile chassis and related components. Lab Fee. Prerequisite: TE 100, TE 141, TE 145. (Fall, Spring) TE 275 Automotive Paint Restoration A course designed to teach students the basics of automotive paint restoration. This course emphasizes panel preparation, paint systems and paint application, disassembly and documentation procedures, diagnosis of auto body and interior painted surface faults and evaluating the auto body condition. Students will work on vintage automobile bodies and related components. Lab Fee. Prerequisite: TE 100 taken concurrently or consent of the instructor. (Fall, Spring) TE 281 Automotive Trim A course designed to teach students the basics of automotive trim (upholstery) restoration. This course includes restoration work in basic automotive seats, interior panels, convertible and other top covering restoration. Also included are disassembly procedures, diagnosis of upholstery and trim and interior faults and evaluating the interior condition. Students will work on vintage automobile interiors and related components. Lab Fee. Prerequisite: TE 100. (Fall, Spring) TE 301 Materials and Processes This course will explore the history and cultural impacts of the development of engineering materials and processes. Students will gain a working knowledge of the properties and strengths of materials and gain a working knowledge of classic industrial processes and be able to apply that knowledge to the restoration and preservation of antique automotive systems and structures. This class will include field trips to various industrial facilities. Lab Fee. Prerequisites: None. (Interterm.) TE 311 Advanced Topics in Engineering Drawing/CAD A continuation of TE 110. Includes revolutions, tolerance dimensioning, threads and fasteners, sections, working drawings, surface and solid generation. Prerequisite: TE 110 (On demand) April 2017

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McPherson College (KS) (continued) G-TE/HI 333 Technology and Society An introduction to the historical development of technology as part of society and culture, exploring the ways which society and culture constrain and stimulate technologies, and the ways in which technology then shapes society and culture. Does not require previous specialized technical knowledge. This course is designed for both majors and non-majors. Prerequisite: G-EN 111 or consent of the instructor. (Fall.) TE 341 Advanced Engine Rebuilding This course is designed to build on the skills and knowledge gained in TE 141. This class will focus on designs and construction techniques which apply specifically to vintage engines. This class will also explore the practical application of techniques gained in TE 141 to more complex and vintage engines. Repairing damaged or severely worn components will be the focus of one major Rebuilt engines will then be tested on a dynamometer to assess the rebuild. Lab Fee. Prerequisites: TE 100, TE 141, TE 262. (Fall) TE 342 Motorcycle Engine Rebuilding This course will focus on rebuilding single and multi-cylinder engines used in motorcycles prior to 1970 as well as various other small engines of similar design. Lab Fee. Prerequisite: TE141 (spring) TE 353 Finishing Touches A course designed to teach three skills needed for the restoration of early era vehicles. Students will learn to restore and polish hard trim moldings, restore wood grained Interior moldings and the art of pinstriping. Lab Fee. Prerequisites: TE 100, TE 152, TE 275 or consent of the instructor. (On demand) TE 360 Electrical and Electronic Systems This course will address the characteristics and operations of electrical and electronic systems with special emphasis on their practical application in automotive systems. The course will introduce Ohmâ&#x20AC;&#x2122;s Law, electrical power, circuit elements and magnetism and induction in electrical circuits. Special emphasis is given to the use of this knowledge in the repair, restoration, and preservation of classic and antique automotive electrical systems. Prerequisite: TE 100, TE 141, TE 271. (Fall, spring). TE 371 Motorcycle Drivetrain & Chassis Restoration This course on diagnosing problems, repairing and restoring motorcycle transmissions and chassis components including forks, wheels and tires, and brakes. Lab Fee. Prerequisite: TE271 (on demand) TE 375 Junior Seminar (Juniors, Option V and VI only) This course will explore how to create a professional portfolio, how to properly research restoration, how to manage tasks in relation to a timeline, how to prepare for senior project, and professional ethics. For juniors in Option V and VI only. Prerequisites: TE 100, TE 141, TE145, TE 152 or consent of the instructor, (Fall) TE 380 Applied Diagnostics An exploration of vintage automotive diagnostics, including a basic overview of automotive electrical systems, fuel and ignition systems, drive train and chassis systems. Basic failure modes of these systems will be explored and will be experienced in the laboratory. Integration of the theory and practice of diagnostics will be explored in a classroom and lab setting. Proper use of diagnostic tools, diagnostic literature and methodology will be taught. Students will work with vintage automobiles and related components. Lab Fee. Prerequisites: TE 100, TE 141, TE 145, TE 271, TE 360. (Interterm) TE 385 Restoration Assembly Processes A course designed to allow students to refine their skills from other courses in a comprehensive format. Students will work on vintage automobiles and their components, rebuilding and reassembling these components. Hard metal trim restoration and other specialized restoration processes may also be explored depending on project vehicles available. Lab Fee. Prerequisite: TE 100, TE 141, TE 145, TE 152, TE 162, TE 262, TE 271, TE 275, TE 281 or consent of the instructor. (Fall, Spring) April 2017

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McPherson College (KS) (continued) TE 384 Motorcycle Restoration Assembly Processes A course designed to allow students to refine their skills from other courses in a comprehensive format. Students will work on vintage motorcycles and their components, rebuilding and reassembling these components. Lab Fee. Prerequisite: TE 262, TE 275, TE 281, TE 342, TE 371 or consent of the instructor. (Fall) TE 406 Advanced Topics in Woodworking and Design A study of the nature of wood, identification of wood, and joinery. Special emphasis is given to the use of this knowledge in the design, construction, restoration and preservation of automotive coachwork and related wood products. Prerequisites: TE 110 and TE 162. Lab fee. (On demand) TE 414 Advanced Electrical & Electronic Systems A student-guided study of the design, operation, and characteristics of specialized automotive electrical systems including gauges and instruments, clocks and radios, lighting and accessory systems, and specialized ignition systems. This course will address reading and interpreting automotive wiring diagrams and will include design and construction of authentic wiring looms and harnesses. Special emphasis is given in this course to the repair, restoration and preservation of classic and antique automobile electrical systems. Lab Fee. Prerequisites: TE 360 (spring) TE 452 Advanced Sheet Metal Restoration A study of special sheet metal restoration techniques, including the use of power tools in fabrication, creating complex compound curves, repairing extremely damaged components and the craft of creating custom tooling. Students will build experience and confidence in their skills in the laboratory. Lab Fee. Prerequisites: TE 100, TE 152. (Spring) TE 475 Restoration Technology Senior Project (Seniors, Option V and VI only) This course will be a practical and realistic experience in which students will study a specific aspect of automotive restoration and complete restoration work on one of many college-owned vintage cars or projects related to their study. Students will present the completed research and restoration plan to complete a capstone experience. Prerequisite: TE 375. (Fall) TE 480 Advanced Automotive Paint Restoration This course will build on concepts introduced in TE 275. Safety issues related to painting, paint history, special painting techniques and proper documentation of vehicle components will be a major emphasis. Students will work to increase their painting skills through practical experience. Lab Fee. Prerequisites: TE 100, TE 275. (Fall) TE 481 Applied Trim and Upholstery A course that builds studentsâ&#x20AC;&#x2122; hands-on experience in automotive soft trim restoration and replacement. Lab Fee. Prerequisites: TE 100, TE 281. (Spring) Individualized Courses Available 295/495 Field Experience (1-4 hours) *299/499 Independent Study (1-4 hours) 388 Career Connections (1-12 hours) *445 Readings and Research (1-4 hours)

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McPherson College Auto Restoration Summer Institute (KS) – Workshop Classes Each workshop concentrates on a specific skill area and is 5 days in length. You learn restoration by doing restoration with hands-on experience. Enrollment in each workshop is limited (classes are limited to 9 students per instructor) so all participants benefit from personal attention by our expert instructors with ample time on equipment. With this one-on-one approach, no matter what level of skill you have, you will increase your restoration expertise. Workshops include valuable information on locating tools, materials, and parts. In many cases, you can bring parts from your current restoration project to work on.

Classes offered for Summer 2016: Automotive Electrical Systems by Sam Babb Learn how to solve those nagging electrical and hard-starting problems to get your vintage auto up and running the way it should. Class includes meter reading and automotive troubleshooting of ignition systems, charging systems, lighting systems and automotive wiring systems. Automotive Machining by Garrick Green This class will focus on two main topics: precision measuring to .0001” and using a Southbend lathe. We will learn to face, turn, drill, thread and bore on the lathe as well as other important related topics and processes. No experience needed. Materials and tools will be provided although if you have a 0-1” micrometer, feel free to bring it to class. Automotive Paint Restoration by Garrick Green The theory and practice necessary to successfully use and apply modern paint materials. A 3M 07163 or equiv. full faced respirator is required. *Available for purchase on campus* Brightwork and Finishing Touches by Chris Paulsen Brass, aluminum, stainless restoration and polishing techniques will be taught along with copper and nickel plating. Wood graining and pinstriping paint techniques will be covered as well. *Feel free to bring your own parts to restore Casting & Pattern Making by Chris Paulsen Explore and practice sand casting with aluminum and bronze in our own foundry. Learn to prepare original parts for casting and making new patterns. *Feel free to bring your own parts to cast* Drivetrain Rebuilding by Luke Chennell Students will learn the theory of operation and restoration of manual transmissions and drive axles from different eras, including Model T, A, and vehicles through the 1970s. Students may, if they wish, bring their own projects for restoration. No prior mechanical experience required. Engine Rebuilding by Curt Goodwin This course will cover engine rebuilding including disassembly, inspection, choosing correct machining shop operations, re-assembly and initial run in procedures. *Project engines are supplied by the college. Engine Tune-Up & Diagnostic by Curt Goodwin This course will cover basic ignition systems, fuel systems and diagnostic of these systems. Sheet Metal Restoration by Ed Barr Includes – TIG, MIG, and Oxy-acetylene welding, use of the English wheel, patch panel fabrication, the application of lead body solder, dent repair and metal finishing.

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McPherson College Summer Institute (KS) (continued) Upholstery and Trim by Mike Dudley Learn the fundamentals of automotive upholstery restoration and replacement. Participants will use industrial sewing machines to learn the basics of constructing interior components such as seats, door panels and carpet binding. In addition to lab time, time will also be spent in the classroom going over the history and processes of interior restoration.

Advanced classes: Advanced Sheet Metal Shaping and Fabrication by Ed Barr This class is for the serious hobbyist who has already taken sheet metal restoration from Ed Barr. Includes advanced metal shaping, copying shapes, advanced TIG welding skills, welding multi-piece panels, beading, louvering and buck building. Advanced Upholstery and Trim by Mike Dudley This class is for students who have previously taken Upholstery and Trim. Students will spend their time exclusively in the trim lab perfecting their skills. Instruction will be catered to student requests and personal trim projects. It is encouraged that students bring their own trim projects for this week but it is not required.

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McPherson College (KS) â&#x20AC;&#x201C; C.A.R.S. Club C.A.R.S. Club, or College Automotive Restoration Students, is a student led club open to any McPherson student interested in antique and collector cars. The club gives students an opportunity to get together and share their passion for automobiles outside of the classroom. Club members are able to participate in numerous events throughout the year, including car shows, cruises, travel, old car movie nights, and insider trips to museums and private collections. The culmination of the year is the student led C.A.R.S. Show in the Spring, where students plan their own large car show unlike anything else in the area, attracting participants from around the country.

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Pennsylvania College of Technology (PA) Auto Restoration Course Descriptions Students learn to apply specialized restoration skills in the repair and maintenance of vintage vehicles. The curriculum emphasizes research, structural, mechanical, electrical, and refinishing skills. The fine attention to detail expected by collectors, museums, and contest judges is also emphasized. Project work involves extensive restoration on select 1900-1972 automobiles with additional projects on a variety of antique and classic chassis and components intended to develop an appreciation and transferability of skills necessary for the various facets of the restoration industry. Quality craftsmanship, professionalism and a strong work ethic are expected by the industry and reinforced in all restoration courses. ABC100 Introduction to Non-Structural Collision Repair Analysis of basic principles and industry best practices, including issues of human and environmental safety. Theory/overview of removing, repairing, replacing, and adjusting outer body panels; straightening and roughing out of damaged steel panels and preparing them for body filler; and repairing aluminum panels. Study of proper replacement of corrosion protection to the repaired panels and adjustment of panels for proper fit. Introductory theory of cutting and welding of steel. Group interaction/activities; application of assessment tools. 2 Credits (2 Lecture) ABC104 Introduction to Non-Structural Collision Repair Applications Application of theory, techniques, principles, and industry best practices, including issues of human and environmental safety. Applied skills include removing, repairing, replacing, and adjusting outer body panels; straightening and roughing out damaged steel panels and preparing them for body filler; repairing aluminum panels for proper replacement of corrosion protection; and adjusting panels for proper fit. Group interaction/activities; application of assessment tools. 3 Credits (0 Lecture - 9 Lab) RST100 Automotive History in the 20th Century Historical milestones in the development, manufacturing, and increased availability to the public of the American automobile over the last 100 years. Emphasis on the historical, political, and economic impacts on society. Topics examined include, but are not limited to, the historical impact of the automobile's development on society and on the economy as well as the manufacturing of automobiles and its impact on culture, civil society, the legal system, the political system, workforce migration, urbanization, corporate development, wartime activities, the interstate system, and the Americanization of other countries. 3 Credits (3 Lecture) (Science, Technology and Society) MTT104 Manufacturing Processes and Toolmaking Survey Theory and demonstrations involving manufacturing processes, to include machining (lathe, milling, drilling, boring and grinding), electric discharge machining, and heat treating. ABC125 Basic Refinishing Theoretical aspects of automotive refinishing. Technical overview of safety practices (personal and environmental), surface preparation, application techniques, selection/application of undercoatings for long-term durability, and equipment use. ABC129 Basic Refinishing Applications Demonstration and application of techniques used for refinishing vehicles. Emphasis on vehicle refinishing, personal and environmental safety, and techniques needed to accomplish an undetectable repair. Analysis of defects that commonly occur in collision refinishing. Skills developed include surface preparation, spray application techniques, equipment operation and maintenance, and proper application of undercoatings for longterm durability. RST101 Automotive Research Examination of knowledge and resources necessary to restore a domestic or European vehicle to original equipment manufactures' (OEM) foreign and domestic specifications. Study includes the use of current technologies in durability and preservation in conjunction with era-specific authenticity from pre-1900 through 1972. The history, designs, and trends that influence auto manufacturers are discussed. April 2017

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Pennsylvania College of Technology (PA) (continued) RST102 Introduction to Restoration Procedures Introduction to the theory and practical skills needed to restore a vehicle to original equipment manufacturers' (OEM) specifications. Study includes the use of today's technologies in durability and preservation in conjunction with era-specific authenticity from the 1900s through 1972, with attention to the history of designs, styles, and trends. Processes used when restoring a vehicle will be in accordance to era-specific options. Additional study includes the requirements for safe highway vehicle operation under Pennsylvania inspection codes. RST201 Restoration Laboratory I Application of restoration techniques to a 1900-1972 vintage automobile. In depth on documenting, researching, proper labeling, removing, fabricating, refurbishing, refinishing, fitting, installing, and detailing all structural, nonstructural, mechanical and electrical components and systems. Course work includes additional component projects for broad-based skill development in restoration techniques reflecting the complexity and variety of early automotive operational systems. Emphasis on contest preparation and powertrain disassembly. RST202 Restoration Laboratory II Application of restoration techniques to a 1900-1972 vintage automobile. Emphasis in engine assembly, structural repair, steering, suspension, and brakes. In depth study on documenting, researching, proper labeling, removing, fabricating, refurbishing, refinishing, fitting, installing, and detailing all structural, non-structural, mechanical and electrical components and systems. Course work includes additional component projects for broad-based skill development in restoration techniques reflecting the complexity and variety of early automotive operational systems. RST210 Structural Repair Theory Study of structural restoration and repair procedures for vehicles from 1900-1972 model years. Topics include industry best practices for chassis restoration procedures, including vehicle pre-teardown inspection, digital image archiving, structural and non-structural preliminary measurements, fastener organization, and component storage. Overview of procedures necessary to effectively plan and prepare the vehicle structure for the beginning stages of restoration. RST211 Powertrain Theory Theory and operational understanding of the mechanisms that are used to propel vehicles. Emphasis on drivetrain components used in pre-1972 vehicles. Study includes, but is not limited to, engines, transmissions, and differentials. Additional studies on subsystems in drivetrain operation. RST212 Chassis Theory Overview of the various systems used in the chassis of pre-1972 vehicles. Topics include braking, steering, and suspension systems, and how they function in vehicle operation. Restraints and vehicle wheel alignment are also studied. - OR RST160 Restoration Internship Specialized work experience to be performed in a participating restoration facility. The experience will apply knowledge and skills developed during the first year of automotive restoration instruction.

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Pennsylvania College of Technology (PA) (continued) IFE International Field Experience Elective (2 Options): - ABC160 - International Automotive Studies 5. Study of a selected international automobile manufacturer facilities. The selected site visit will focus on the manufacturing, assembly, and repair processes, as well as how the automobile has impacted the surrounding culture. Designed as a two-course sequence, ABC160 is the lecture component of preparation/exploration, to be followed with ABC161 (lab), which includes travel to the selected destination. - ABC161 - International Automotive Field Experience 6. Study abroad to a selected international automobile manufacturer facility. The selected site visit will focus on the manufacturing, assembly, and repair processes, as well as how the automobile has impacted the surrounding culture. Designed as a two-course sequence, ABC161 is the lab component of travel to the selected site, taken after ABC160 (lecture of preparation/exploration). RST203 Restoration Laboratory III Application of restoration techniques to a 1900-1972 vintage automobile. Emphasis in refinishing, interiors, electrical, and metal structures forming. In depth study on documenting, researching, proper labeling, removing, fabricating, refurbishing, refinishing, fitting, installing, and detailing all structural, non-structural, mechanical and electrical components and systems. Course work includes additional component projects for broad-based skill development in restoration techniques reflecting the complexity and variety of early automotive operational systems. RST204 Restoration Laboratory IV Application of restoration techniques to a 1900-1972 vintage automobile. Emphasis on interiors, HVAC, fit, metal preservation, appraisal and estimating. In depth study on documenting, researching, proper labeling, removing, fabricating, refurbishing, refinishing, fitting, installing, and detailing all structural, non-structural, mechanical and electrical components and systems. Course work includes additional component projects for broad-based skill development in restoration techniques reflecting the complexity and variety of early automotive operational systems. RST220 Paint, Trim, and Interiors Theoretical study of vehicle paint technologies, trim design and interior components. Topics cover basic concepts, designs, installation, and restoration of automotive paint, trim and interior components of vehicles from 1900-1972 model years. RST221 Electrical and HVAC Systems Study of the operating principles of automotive air conditioning and heating systems, and electrical systems. Emphasis on diagnosing common malfunctions and servicing components. Discussion includes the technician's responsibility regarding environmentally hazardous materials and the federal laws and regulations governing them. RST222 Job Estimating, Judging, and Appraising Overview of the knowledge and resources needed to perform an accurate vehicle appraisal according to vehicle age and condition, including managing the shop overhead needed to support a restoration. Vehicle judging provides an in-depth view of the logistics behind show vehicle judging, as well as the expertise required to become an AACA-sanctioned senior judge. Guidelines for judging AACA and Concours d'Elegance events are covered. RST223 Advanced Structural Repair and Final Fit Study of vehicle orientation and safety, automobile construction, hand and power tools, sheet metal fabrication, frame repair analysis, automotive refinishing, final fit and finish, and automotive detailing.

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Pennsylvania College of Technology â&#x20AC;&#x201C; Classic Cruisers (Car Club) The purpose of this car club is to promote interest in the preservation of antique and modified automobiles along with education, good sportsmanship, and fellowship among members. The organization's goals are to work with the Penn College Student Body and Affiliates as a club to promote and expand knowledge of the automotive hobby among its members and the community. The club will assist charitable organizations.

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MOTORCYCLE PROGRAMS & CURRICULUM SAMPLES AT-A-GLANCE – 2016 – McPherson College (KS)

Washtenaw Community College (MI)

Coastline Regional Occupation Program (CA)

Bachelor’s

Certificate & Advanced Certificate

N/A, High School Program

Program Name

Motorcycle Restoration Technology

Motorcycle Service Technology I & II

Auto Technology

Courses/Hours /Credits

18 Courses/61 hours

I = 20 Credits; II = 14 Credits

Sample Course

TE 206 – Motorcycle History and American Society

MST 210 – Performance Engine Technology

$26,498

1 credit = $94 (= $155 out of district)

Degree

Tuition Cost

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SCHOOLS & PROGRAMS AT-A-GLANCE:

McPherson College (KS) – Motorcycle Restoration Technology Option Motorcycle Restoration Technology is the option for the student who intends to pursue the authentic restoration of vintage and classic motorcycles and to help develop values of craftsmanship, with attention to detail and an emphasis on authenticity. Graduates will not only possess a wide range of knowledge of the processes necessary to complete the restoration but have the research skills to ensure an accurate and authentic restoration. Graduates will understand the technical systems of the motorcycle as well as its role in society and the world of transportation. Program Objectives (Option VI) This program achieves its purposes when its graduates:  Demonstrate an understanding of the major technical systems of the motorcycle.  Demonstrate an understanding of authentic antique and vintage motorcycle restoration materials, methods and techniques.  Possess knowledge of historical motorcycle research material sources, methods and techniques necessary to complete and document historically accurate motorcycle restorations.  Demonstrate proficiency in the use of the materials and tools necessary to complete authentic motorcycle restoration work.  Demonstrate the attitudes, knowledge and skills necessary to pursue a successful business career in antique and vintage motorcycle restoration.  Demonstrate knowledge of the historical role of the motorcycle in modern society. Requirements TE 206 Motorcycle History and American Society (3 hours) TE 100 Intro to Restoration (2 hours) TE 141 Engine Rebuilding (4 hours) TE 145 Drive Train Restoration (4 hours) TE 152 Sheet Metal Restoration (4 hours) TE 262 Machining Technology (3 hours) TE 271 Chassis Restoration (3 hours) TE 275 Automotive Paint Restoration (4 hours) TE 281 Automotive Trim (4 hours) TE 360 Electrical & Electronic Systems (4 hours) TE 385 Restoration Assembly Processes (4 hours) TE 341 Motorcycle Engines (3 hours) TE 371 Motorcycle Chassis & Drive Train (3 hours) TE 384 Motorcycle Assembly Processes (3 hours) TE 375 Junior Seminar (Restoration) (1 hours) TE 475 Senior Project (4 hour) Choice of one advanced course: 3 hours TE 452 Advanced Sheet Metal Restoration – with Motorcycle Option TE 480 Advanced Paint – with Motorcycle Option TE 481 Applied Trim & Upholstery – with Motorcycle Option Choice of one of the following courses: 3 hours TE 353 Finishing Touches (3) TE 301 Materials and Processes (3) TE 380 Applied Diagnostics (3) TE 388 Internship

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McPherson College (KS) â&#x20AC;&#x201C; Motorcycle (continued) 61 hours in major http://mcphersoncat16.wpengine.com/catalog-16-17/undergraduate-curriculum/technology/auto-restorationtechnology-program/ Sample of Course Descriptions: TE 206 Motorcycle History and American Society A study of the evolution of motorcycle culture, and the impact of that culture on American society. TE 342 Motorcycle Engine Rebuilding This course will focus on rebuilding single and multi-cylinder engines used in motorcycles prior to 1970 as well as various other small engines of similar design. TE 371 Motorcycle Drivetrain & Chassis Restoration This course on diagnosing problems, repairing and restoring motorcycle transmissions and chassis components including forks, wheels and tires, and brakes. TE 384 Motorcycle Restoration Assembly Processes A course designed to allow students to refine their skills from other courses in a comprehensive format. Students will work on vintage motorcycles and their components, rebuilding and reassembling these components. http://mcphersoncat16.wpengine.com/catalog-16-17/undergraduate-curriculum/technology/auto-restorationtechnology-course-descriptions/

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Washtenaw Community College (MI) – Motorcycle Service Technology Program Motorcycle Service Technology I (CTMST1) Certificate The purpose of the Motorcycle Service Technology I program is to provide the student with fundamental certification as a motorcycle technician. The student will receive skill training in service department operations, vehicle set-up, mileage-based maintenances, and damage repair estimating. Areas of instruction include; troubleshooting, diagnosing, servicing, and the repair of primary and final drive systems, transmissions, brakes, suspensions, electrical, and induction systems. The program will provide the skills for the student to test for the State of Michigan Motorcycle Mechanics License. Major/Area Requirements: MST 110 – Motorcycle Service Technology I (4) MST 120 – Motorcycle Service Technology II (4) MST 130 – Motorcycle Service Technology III (4) MST 140 – Motorcycle Service Technology IV (4) MTT 102 – Machining for Auto Applications (2) WAF 105 – Introduction to Welding Processes (2) Total Credits Required: 20 Motorcycle Service Technology II (CVMST2) Advanced Certificate The purpose of the Motorcycle Service Technology II Advanced Certificate program is to improve the student's skills as a motorcycle technician. Emphasis is placed on engine performance technology, dynamometer operations, and welding. Admissions Requirements: Completion of the Motorcycle Service Technology I Certificate Major/Area Requirements: MST 210 – Performance Engine Technology (4) MST 220 – Dynamometer Operations (4) MST 225 – Advanced Dynamometer Tuning Systems (4) WAF 103 – Introduction to Gas Tungsten Arc Welding (2) Total Credits Required: 14

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Coastline Regional Occupation Program (CA) Coastline ROP is a career and technical education (CTE) provider that prepares high school student for a wide range of careers and further educational opportunities. They are a California state-funded public education program. One of the schools they support is Laguna Hills High School. Project Name: Restoration Motorcycles: The History of the Motorcycle Goals: To give students the historical knowledge and appreciation plus hands-on experience of restoring motorcycles. By working on the simpler engines of motorcycles, students will quickly gain a strong foundation about how engines work. Also, a project of this size is normally completed in one school years, giving the students the benefit of working on the project from start to finish. This is a heavy hands-on curriculum with a strong safety component.

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AWARDEE PROGRESS REPORTS GIG HARBOR BOATSHOP

Gig Harbor BoatShop Maritime Mentorship Program Progress Report to: RPM Foundation

MMP Project #2 - Gannet Sailing Dinghy 3/9/17 Intern Eric Gettle with Mentor Tom Regan 3/10/2017

Gig Harbor Boat Shop 3805 Harborview Drive Gig Harbor WA 98332 Ph. 253 857 9344 C ontact: Guy H oppen guyhoppen@c omc ast .net 253 432 9454

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Gig Harbor BoatShop MMP Project #2 - Gannet Sailing Dinghy Intern Christopher Sean Williams June 30 to Se ptembe r 9 , 2016

Christopher describes the Maritime Mentorship Experience: “I am incredibly thankful for the Gig Harbor BoatShop. I think the world needs more opportunities like the one it offers to the community. I came in with virtual no boatbuilding experience but left with a decent idea on what to do as a beginner. But it doesn't end there. The skills I learned were foundational, and proved to be a portal into the entire world of woodworking. They are techniques I learned that I originally thought were just for boatbuilding, but as time has gone on and people have presented me with ideas for projects, I've found ways to flex the techniques to other areas such as lapstrake boat planking method for the siding of a house and router mirror image techniques to recreate a series of antique Christmas sleds. My only regret is not being able to do it for longer. I would really love a mentorship that offered involvement during the entire construction of the boat, that would be invaluable. Thanks again for giving me a chance as a beginner. I will be benefiting from the things I learned from this internship for years.”

Above L to R - Christopher Williams framing the Gannet transom - Checking half model shape.

Christopher’s Gannet Sailing Dinghy Work Log 6/30 - Begin lofting the boat. Draw the lofting grid, and then start loft with the ‘long’ lines. 7/7 - Continue lofting. Make first mold for station No. 4. 7/14 - Make a transom pattern, and cut out transom. Cut patterns for transom framing. Laminate inner stem piece. 7/21 - Plane stem to size, cut and fit to keel. Mill planking. Erect station molds. Mill wood for transom frames. Clean shop thoroughly. 7/28 - Milled wood for centerboard trunk. Cut a new push stick for table saw. Cut transom framing, smoothed/fit joints and glued together. 8/4 - Beveled transom edges, scarp epoxy from transom framing joints. Hang transom and mortise tip of the keelson to fit. Mill and scarf ribbands. 8/11 - Line off planking. Bevel transom edge to fit ribbands. Bevel stem to fit ribbands. Bevel bow and stem sides of keelson. Assemble centerboard trunk. Paint three coats of graphite epoxy on centerboard trunk.

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8/18 - Made pattern for centerboard. Fully bevel keelson edges to fit station molds. Fit and install garboard strake. 8/25 - Hang port and starboard broad strakes. Bevel starboard garboard strake. 9/1 - Fit centerboard to trunk. Cut out laminates for rest of centerboard. Find measurements, draw full size, and cut out rudder. Paint centerboard and rudder with epoxy. 9/7 - Layout and cut upper rudder parts. Mill next layer of strakes. 9/15 - Mill new layer of starboard side strakes. Solved the problem of the asymmetric mold. Laminate centerboard. Fit and fastened strake layer.

Gig Harbor BoatShop MMP Project #2 - Gannet Sailing Dinghy Intern Will Smallwood S ep te mbe r 17 to De ce mbe r 16 , 2016

Will describes the Maritime Mentorship Experience: â&#x20AC;&#x153;I very much enjoyed the internship at Gig Harbor BoatShop. The Gannett project allowed me to immediately build on the skills I learned in the traditional small craft program at North West School for Wooden Boat Building. Tom Regan was a joy to work with; he was very patient, always offering constructive advice on how to best complete the task at hand and letting me work on my own when I felt confident enough to do so. Tom was also very safety conscious, and was able to manage a myriad of tasks with volunteers and constant interruptions and still make forward progress on the project. He is a great asset to GHB! I always felt welcome and supported throughout the internship by all the wonderful staff and volunteers I met during my time there. I would highly recommend the internship to anyone wanting to learn wooden boatbuilding.â&#x20AC;?

Above L to R - Will fitting a deck beam - Mentor Tom Regan and Will clamping a deck beam into place.

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Will’s Gannet Sailing Dinghy Work Log 9/22 - Fit and hang strake # 7, port and starboard. Take bevels for sheer strake. 9/29 - Fit stem cheeks. Glue stem. Fill screw holes. 10/8 - Faired stem. Fit keel. Attached keel and bilge floors. 10/13 - Determined, lined, cut, fair sheer strake - each side. Pattern and cut forward bulkhead. Clean shop. Scrape glue from seams. 10/20 - Remove molds, fill holes. Finish port sheer strake. Make and install inwales. Spiled floor timbers. Make and install support rings for bulkhead hatches. Fill screw holes in planking. Fit floor timber patterns and mill floor timber stock. Make deck beam bending jig. Clamp deck beams #1 and #2 in place. 11/3 - Fair port sheer inwale. Lay out and cut notches for deck beams. Saw and plane deck beams #3 and #4. 11/16 - Fit deck beam #4. Cut and fit thwart supports. 11/17 - Fasten deck beams. Fasten thwart supports. Fasten seat risers. Rough cut port bench bulkheads. Fit port bench bulkheads #7 and #8. 11/25 - Finish and install bench bulkheads. Make carlins for forward bench edges. 12/1 - Clean glue fillets from bench bulkheads. Pattern and cut bench risers. Pattern bench tops. 12/16 - Pattern side decks. Cut access portholes in bench risers. Make backing rings for ports, fit. Fasten bench risers.

Gig Harbor BoatShop MMP Project #2 - Gannet Sailing Dinghy Intern Eric Gettle January 5 to March 16 , 2017

Erik describes the Maritime Mentorship Experience: “The Gig Harbor BoatShop has helped me realize my potential as a craftsperson. I have learned so much from a warm and encouraging mentor whose passion for building small craft is contagious. Seeing first hand what time and effort goes into wooden boat building has been inspiring. I think I'll keep doing it as long as I can. Thanks so much for this experience and for making the boat shop possible. It has meant a lot to me.”

Above L to R - Eric and Mentor Tom Regan - Eric and Tom reviewing next steps.

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Eric’s Gannet Sailing Dinghy Work Log 1/5 - We Fabricated timbers for floorboards. The process involves using templates and creating a tight fit. It is important that the timbers are even with each other or else the floor will have problems. Tom recommended going into varnishing as a good place to start. 1/12 - Today we milled all of the wood for the floors. I made a big mistake by setting the table saw an inch short on a critical cut. Tom was unphased and said, "There's nothing we can't fix". 1/19 - Faired the deck beams today. 1/4 inch deck was ready to fit in roughly. Lots of plane work today. Began an Airfoil shape for the rudder using plywood (which is really nice to use because it acts like a topographical map as you cross the glue lines. Felt productive and fun. Learned how to read plans a little bit. 1/26 - Finished the foil shape of the rudder with a spokeshave and reinforced the leading edge with dynel fabric and epoxy. Knees for the carlin were cut and fit with epoxy at each station line aft of the bulkhead. These were all designed on the fly. 2/2 - The dynel on the rudder had to be sanded down to a featheredge. Then we coated both the centerboard and rudder with a microlight filler epoxy mix, which should fill all of the imperfections. We will sand those down again next week. Tom brought all of his gear to cast bronze hardware for the project. I learned the very careful work of creating a mold with foundry sand and then getting to pour the molten metal into a bronze casting. 2/9 - Started today by building a large sanding block for fairing the rudder and centerboard. Laying down chalk before you sand a surface helps to show the low spots. We fit the floorboards a bit better as well by spacing them evenly. ¼” deck was also planed down to a precise fit. 2/16 - In order to fair the centerboard and the rudder, I rolled on epoxy with graphite meant to fill the very small low spots. Tom milled a few strips of wood to make the boom. The strips nestled into each other in an octagonal shape that would be hollow in the center and the corners smoothed down. Using the plans provided, I learned to scale up the drawing of a tiller and to make a full size template. We milled strips of oak and yellow cedar to laminate a strong yet light tiller. 2/23 - Light sanding and more graphite on the rudder and centerboard for the fairing process. Painted under the benches and under the deck. The rudder needed a little stopper glued on it to keep it from going to far forward in the water. I cut the piece from the checks. Using the template from last week I made a mold for laminating the tiller from a 2x4. 3/2 - A few more strips of white oak had to be cut and then I used epoxy to clamp the pieces of the tiller together. Fitting the bench required a lot of fairing and filling with epoxy. 3/9 - Sanding and fairing and more graphite on the centerboard and rudder. The tiller glued really well. I spent most of the day shaping it and made it taper into the cheeks for the rudder. Note: At the time of MMP report delivery Eric has two work sessions remaining.

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Gig Harbor BoatShop Maritime Mentorship Program Mid-Project #1 Internal Analysis

The Good 

MMP mentor and all interns are working well together. Mentor Tom Regan is universally liked and appreciated for his knowledge, teaching ability and boatbuilding skill.



MMP Interns have each expressed satisfaction with the experience. See intern descriptions of MMP experience.



The Maritime Mentorship Program has activated the boatyard site one more full day (Thursdays) per week, thereby generating more BoatShop visits and community interest in the MMP project and process.



The MMP Super Sport project has created the foundation for future MMP projects. GHB is dedicated to utilizing this program to perpetuate boat building, boat repair and boat restoration knowledge and skill.



Addressed the project #1 “needs improvement” issue of one day a week being insufficient to finish a MMP project in a timely matter by using the project as the focal point of an additional program; the Community Boat Restoration Program on Saturdays. Thereby working on the project two days a week.



MMP project # 1’s “needs improvement” of intern outreach has been addressed. We are gaining more MMP candidates from more places, including Evergreen State College, UW Tacoma, Olympic College and NW School for Wooden Boat Building. Spring quarter’s intern, Fiona Hessert, is attending Evergreen State College.

Needs Improvement We continue to seek a funding model for material and mentor expenses. Project #2 materials and mentor funded through our general fund. We hope to sell the project #2 Gannet Sailing Dinghy to recover funds.

are

Midway MMP Project # 2 Conclusions The Gig Harbor BoatShop Maritime Mentorship Program project #2 is absolutely achieving the goal of engaging a new generation in the craft and art of boat restoration and building.

“What impressed me most from all three interns is their enthusiasm and their striving to do their best work. Although only one had experience with boatbuilding and the tools of the trade, by the end of the quarter they all were capable of working independently to complete assigned tasks. As their mentor, It was very rewarding to see the progress they have made during their time with the MMP. Negatives? None come to mind.” Tom Regan MMP Project #2 Mentor The RPM Foundation’s decision to contribute grant funds to the Maritime Mentorship Program project #2 continues to be the catalyst that inspires the BoatShop to move forward with planning a project #3. We appreciate the support and hope RPM is satisfied with our progress. Please call or email with questions or comments.

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Gig Harbor BoatShop Maritime Mentorship Program Mid-Project #2 Budget Status ď&#x201A;ˇ ď&#x201A;ˇ

RPM funds used to date: $4647.64 Remaining balance: $3352.36

Sincerely,

Guy Hoppen

Guy Hoppen Gig Harbor BoatShop, President 253 432 9

January 2017

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NOTE ABOUT KOOLPROJECTS & RPM FOUNDATION

KoolProjects.com is a sharing platform that makes documenting and showcasing long-term restoration projects efficient and easy. KoolProjects hosts restoration projects of any kind, including automobiles, boats, bridges, churches, buildings and more! Once an account is created, grant awardees can upload and post photos, videos and written entries as a way to provide real-time progress reports that RPM can “follow”. RPM grant awardees, such as The Northwest School of Wooden Boatbuilding, have done an excellent job of regularly posting project updates as part of their agreement with RPM. To visit RPM Foundation’s KoolProjects page and view awardee postings, visit: http://www.koolprojects.com/project/rpm-foundation.

SAMPLES FROM RPM’S PAGE ON KOOLPROJECTS.COM:

The Northwest School of Wooden Boatbuilding Oct. 17, 2016 Classic Woodworking & Beginning Projects The Class of 2017 begins their school year by learning classic woodworking. This course teaches students how to care for and use hand and power tools, provides them with knowledge of important woodworking practices, and develops their skills in executing typical joinery found in wooden boatbuilding.

Instructor Olivier teaches a student the techniques of using a table saw. April 2017

Awardee Progress Reports – KoolProjects & RPM

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Nov. 16, 2016 Lofting

The Class of 2017 is hard at work lofting the Herreshoff Sixteen. Lofting teaches students how to lay down the lines of a boat and make developments from which they will make patterns to transfer to building stock. Learning lofting brings an appreciation of the lines of a hull with an understanding of its structure. The precise application of sound lofting principles is an essential skill. It is here that the real construction of a boat begins.

Students in the Hammond Shop pair up to tackle lofting the Herreshoff Sixteen. Photo: Nicole Sanders

Dec. 05, 2016 Boatbuilding Begins! Skiff construciton marks the beginning of boatbuilding for the Class of 2017! Students in the Westrem shop construct a strongback and molds for their 14' Flatbottom Skiff by William Atwell. During skiff construction, students are introduced to basic wooden boatbuilding by integrating skills and joinery techniques practiced in classic woodworking. Students work with the bench-project team to build a small skiff that puts all their new woodworking skills directly to work. Half-laps, rolling bevels, and jointed edges are practiced as students use their spokeshaves and planes to shape gunwales, transom, and oars. They are introduced to the powerful technique of spiling, which they continue to use and refine throughout their boatbuilding education.

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A team of students begin construction of a flatbottom skiff by building a strongback and molds.

Jan. 11, 2017 The Thin Lizzy

The Thin Lizzy was the one of the first boats built by the Class of 2017. Finish work is all that's left before hitting the water.

April 2017

Awardee Progress Reports â&#x20AC;&#x201C; KoolProjects & RPM

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WEBSITE GRANT APPLICATION PROCESS

April 2017

Website Grant Application Process

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GRANTS AT-A-GLANCE (March 24 Deadline/April 28 Deliberations) Grant Applications Presented to the Board Grant Statistics

CCCC Foundation Inc./Central Carolina Community College* (Pgs. 89, 121-136)

Christopher Behr* (Pgs. 90, 137-143)

Auto

Freedom High School* (Pgs. 91, 144-154)

Auto

Gig Harbor Boatshop* (Pgs. 92, 155-165)

Marine

Great Lakes Boatbuilding School* (Pgs. 93, 166-175)

Lowell’s Maritime Foundation* (Pgs. 94, 176-188)

McPherson College* (Pgs. 95, 189-199)

Pennsylvania College of 9. Technology (PCT)* (Pgs. 96-97, 200-237)

10.

Ruidoso Municipal School District* (Pgs. 98, 238-249)

Western Antique Aeroplane & 11. Automobile Museum (Pgs. 99, 250-260)

Auto

Marine

Auto

New Returning from 2015/2017 Grant Awardee in 2015, 2017 Returning from 2016 Grant Awardee in 2016 Returning from 2016/2017 Grant Awardee in 2016/2017 Returning from 2015/2016 Grant Awardee in 2015/2016 Returning from 20072013, 20142016 Grant Awardee 2007 – 2012, 2014 - 2016

Returning from 2016

13 awarded/ 17 applied

Purpose of Grant

$20,980

$7,000

Equipment Funding: Expansion of the existing auto restoration program to include welding and advanced fabrication capabilities.

$12,000

$12,000 5

Scholarship Funding: 10 students specifically in Automotive Restoration Technology. Their new facility will launch in Fall 2017.

5 awarded/ 12 applied

8 awarded/ 11 applied

$5,684.80

$5,000

2 awarded/ 2 applied

$4,609

9 awarded/ 17 applied

$21,145

$3,500

Internship Funding: 6 paid internships for post-secondary age individuals and materials.

23 awarded/ 46 applied

Scholarship Funding: 3 scholarships for students enrolled in the full-time second year program, beginning September 18, 2017.

3 awarded/ 8 applied

Returning from 20052006,20082009, 2011KS 2012, 20142017/ Grant Awardee in 2016 Returning from 2016/ PA Grant Awardee in 2016

1 awarded/ 3 applied

8 awarded/ 11 applied

$10,000

$30,000

$20,865

$3,500

$2,500

$30,000 5

$10,500 5

Apprentice gap-funding: Living expenses while completing a 28-week apprenticeship at Precision Motor Cars, Allentown, PA. Equipment Funding: Replace old and out-of-date welders. They were unable to accept their award from Jan. 2017 because of lack of additional funding from their school Board.

Apprenticeship Funding: 4 Senior Apprentices in the Hiram Lowell Apprentice Program. Scholarship and Gap-Funding: $10,000 for 2 scholarships and $20,000 to support gap-funding for internships helping 16 students afford summer internships. Gap-Funding: 8 first-year students completing internships in the summer of 2017.

Auto

Returning from 2017

0 awarded/ 1 applied

$6,000

$2,000

Program Funding: Complete the restoration of a 1967 Chevy 1/2 ton 2WD pick-up. Ruidoso High School was a first-time application in Cycle 1, when we systematically denied awards to first-time applicants.

Auto

New

1 awarded/ 3 applied

$25,000

Scholarship Funding: 10 students in the WAAAM Historic Automobile Restoration Program.

TOTAL AMOUNT REQUESTED/SUGGESTED April 2017

Funding Fit

Bitney College Prep High School+* (Pgs. 88, 111-120)

State Statistics 2005-Present

Suggested Amount

Auto/ Past Status Marine

● None at this time

Amount Requested

Individual / Institution Name

Restricted Funds Available

● 22 Grants were submitted ● 11 Rejected Applicants

State

● 12 Applicants sought grant assistance ● 14 Past Applicants, 8 New Applicants

$166,283.80 $80,609

Grant Applications At-A-Glance

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State

State Statistics 2005-Present

Amount Requested

Funding Fit

Grant Applications Rejected by RPM Staff Reason for Postponing or Rejecting Grant

5 awarded/ 12 applied

$10,000

They are a start-up organization run by Thurman Exum with two students currently participating.

0 awarded/ 1 applied

$10,000

STEM-based program and is not a pathway to careers for their students.

Auto

Returning from 2012

0 awarded/ 1 applied

$2,500

Classic and Rods (CARS) (Pg. 103)

Auto

New

13 awarded/ 17 applied

$55,000

16.

Flying Leatherneck Historical Foundation (Pg. 104)

Auto

New

13 awarded/ 17 applied

$10,000

17.

IYRS (Pg. 105)

Marine

Returning from 20072009, 20142016

2 awarded/ 2 applied

$20,000

18.

North Platte Community College (Pg. 106)

Auto

Returning from 2016

0 awarded/ 1 applied

$10,000

19.

Northeastern Junior College Foundation (Pg. 107)

Auto

New

1 awarded/ 4 applied

$20,000

20.

Penn State Harrisburg (Pgs. 108)*

Auto

New

8 awarded/ 11 applied

$10,000

21.

Sunnyland Chapter ACBS (Pg. 109)

Marine

Returning from 2014

1 awarded/ 7 applied

$12,000

22.

United States Lightship Museum* (Pg. 110)

Marine

Returning from 2017

M A

3 awarded/ 8 applied

$22,500

Individual / Institution Name

Auto/ Marine

Past Status

12.

5820 STEM Foundation (Pg. 100)

Auto

New

13.

Bowling Green Area Chamber Foundation (Pg. 101)

Auto

New

14.

City Garage Car Museum (Pg. 102)

15.

The school is focused on modern automotive technology. Their pathway to careers is specifically in dealerships and other ASE type certified work. The school focuses only on modern auto technology and does not show a pathway to careers for students seeing jobs in the restoration field. This is a first-time restoration project at Penn State Harrisburg. They are seeking support both through the RPM grant program, as well as through RPM’s mentorship and guidance. This program is focused on at-risk youth and does not provide a pathway to careers in the restoration industry. The application states that the project has been offered to several regional vocation schools in the Boston area. It does not say however, that a partnership has been struck with any of these schools.

$182,000

TOTAL AMOUNT REJECTED * Sought Grant Assistance from RPM Staff

There is not enough information on the partnership with Green Technology Center and the number of students who would participate in the BRAT restoration. No letters of recommendation or other support information included in their full application. The program focuses on youth currently on probation or parole. The museum is largely focused on airplanes with only a brief mention of “tactical vehicles being restored”. The students range in age from 18-65. The program is largely geared toward high-tech industries such as aerospace and F1. There is little to no talk of restoration.

+ “Recruited” by RPM

March 24th Deadline/April 28th Deliberations TOTAL AMOUNT REQUESTED FUNDS AVAILABLE THIS GRANT CYCLE TOTAL SUGGESTED AMOUNT TO FUND

$348,283.80 $75,000 $80,609

TOTAL APPROVED AMOUNT TO FUND

2017 BUDGETED FUNDS

$250,000

Year-To-Date Statistics Targeted percentage split = Auto 80% + Marine 20% Total Grants Awarded 2017 (YTD) $108,550 11 Cycle 1 Total Automotive Grants Awarded $103,550 95% Cycle 1 Total Marine Grants Awarded $5,000 5% April 2017

Grants At-A-Glance – REJECTED

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2017/2018 GRANT APPLICATION DEADLINES & ANNOUNCEMENT DATES

Digital Deadline**

Announcement Date

March 24, 2017

May 5, 2017

August 25, 2017

October 12, 2017

December 8, 2017

January 26, 2018

**In addition to a digital copy, applicants are asked to submit a hardcopy application, for document-quality purpose

April 2017

2017/2018 Grant Application Deadlines & Announcement Dates

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GRANT SUMMARIES * = Previous Grant Applicant + = “Recruited” by RPM Foundation

MARCH 2017 GRANT APPLICATION SUMMARIES 1) BITNEY COLLEGE PREP HIGH SCHOOL+* – Grass Valley, CA (Automotive, pgs 111-120) About Them: Bitney College Prep High School has had a four-year-long partnership with James Long, with over 50 of their students taking elective automotive restoration classes. Six students have also served as interns – they attended the Pebble Beach Concours as well as SVRA events. The school has had success with the program and is hoping to expand it. Amount Requesting: $20,980 Requested Grant Money Used For: Expansion of the existing auto restoration program to include welding and advanced fabrication capabilities. Request Summary: The funding for the program expansion would double or triple the number of students who are able to take the courses. The school would also offer summer courses and weekend intensives. Interns would attend and participate in regional and national classic car events and would present the results of the project at an international conference of educators known as Big Bang. Goals: To provide career tech training and teach specific job skills in auto restoration, fabrication, machining and welding technologies for high school students. Special Notes: i. The bulk of the grant would go towards purchasing equipment for welding and fabrication. ii. The additional tools would increase what the students can do in the program. iii. They have also requested money from LRNG Innovators Challenge to rehab their current school van and buy a second to increase their field trip options. Previous Grants Submitted/Received: i. ii. iii.

Years: N/A Total Grants Awarded: N/A Purpose: N/A

Funding Fit: 4

April 2017

March 2017 Grant Application Summaries

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2) CENTRAL CAROLINA COMMUNITY COLLEGE FOUNDATION INC.* â&#x20AC;&#x201C; Sanford, NC (Automotive pgs 121-136) About Them: Central Carolina Community College (CCCC) has operated a successful automotive restoration program since 2001. They are investing in the program by building a $1 million dollar up-fit of an existing building. The new building is 8,800 sq. ft. and has 5 bays, expanding from their current building with 4,800 sq. ft. and 3 bays. The Automotive Restoration program will be the only program housed in the new building. CCCC manages the only automotive restoration curriculum program offered by the North Carolina Community College system. Amount Requesting: $12,000 Requested Grant Money Used For: Scholarship funding. Request Summary: The grant would fund ten student scholarships specifically for Automotive Restoration Technology Students. Goals: To aid students both in the diploma and certificate programs in Automotive Restoration Technology by helping to remove financial barriers that make it difficult to complete academic programs. Special Notes: The maximum enrollment in the old facility was 14 students per program and will more than double to 30 students in the new facility. The programs are also available to students at Lee Early College (LEC), a public high school with 400 students meeting on CCCCâ&#x20AC;&#x2122;s Sanford Campus. The program allows high school students to complete their high school diploma and a two-year college degree in just four to five years. Previous Grants Submitted/Received: i. ii. iii.

Years: 2015, 2017 Total Grants Awarded: $22,000 Purpose: Scholarship funding; purchase and install a new paint booth in the new restoration building.

Funding Fit: 5

April 2017

March 2017 Grant Application Summaries

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3) CHRIS BEHR* – Sellersville, PA (Automotive pgs 137-143) About Him: Chris Behr graduated with an Associate’s Degree in Automotive Restoration Technology from the Pennsylvania College of Technology in the spring of 2016. He is a lifelong car enthusiast who was introduced to the hobby by his father and his father’s 1968 Mercury Cougar. Chris attended four years of auto collision technical school while also attending high school. Chris worked as a painter’s helper at Thornton Reproductions, a shop specializing in Oldsmobile 442s, for three years and is now working as an apprentice at Precision Motor Cars in Allentown, PA. Amount Requesting: $5,684.80 Requested Grant Money Used For: Apprenticeship gap funding. Request Summary: Funding to help with living expenses while completing a 28-week apprenticeship at Precision Motor Cars in Allentown, PA. Goals: To attain a full-time position at Precision Motor Cars after the successful completion of his apprenticeship. Special notes: Board member Keith Flickinger has provided a letter of recommendation for Chris Behr, included in Chris’ full application. Previous grants Submitted/Received: i. ii. iii.

Years: 2016 Total Grants Awarded: $5,000 Purpose: To help with housing, transportation and other living expenses for Chris’ first apprenticeship with Precision Motor Cars.

Funding Fit: 5

April 2017

March 2017 Grant Application Summaries

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4) FREEDOM HIGH SCHOOL (FHS)* – Freedom, WI (Automotive, pgs 144-154) About Them: Freedom High School (FHS) started their automotive program in 1972 the same time Bob Abitz began teaching collision repair. He had a strong automotive and collision repair background and instantly drew students into his program. In 1978, students in the program started competing in several contests and competitions in both automotive and collision repair categories. Since then, they have won several awards. His son, Jay, a graduate of FHS, took over the program in 2007. Their program blends the old and the new with restoration projects like the restoration of a 1967 Mohs Ostentatienne Opera Sedan in 2009. Amount Requesting: $4,609 Requested Grant Money Used For: To replace old and out-of-date welders. Request Summary: The welders in the automotive program are old and out-of-date. The department spends a lot of time just keeping them functional. The school will receive a discounted rate from Miller, a welding equipment manufacturer, on new welders, thanks to a school board member who works for the company. Goals: To expand the students’ welding experience by teaching new processes and using more up-to-date equipment that will better prepare them for a career. Special Notes: Freedom High School was unable to accept the grant awarded in Cycle 1 of 2017 – $4,750 for a portable paint prep station (requested $9,500) – due to the lack of additional funding available from the school district. Previous Grants Submitted/Received: i. ii. iii.

Years: 2016 Total Grants Awarded: $10,000 Purpose: To purchase a cross draft paint booth.

Funding Fit: 4

April 2017

March 2017 Grant Application Summaries

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5) GIG HARBOR BOATSHOP – Gig Harbor, WA* (Marine, pgs 155-165) About Them: The Maritime Mentorship Program at the Gig Harbor BoatShop pairs college-age interns with master craftsmen in a one-on-one, hands-on environment to complete a boat restoration or boatbuilding project. The program provides young people with exposure to maritime trades and provides a strong foundation for further education and career readiness. Amount Requesting: $21,145 Requested Grant Money Used For: To support the Maritime Mentorship Program’s third project providing 6 paid internships – at $1,920 per person – to post-secondary age individuals and $9,625 for supplies and materials. Request Summary: Project #3 focuses on the complete restoration of a 1941 Chris Craft 101 Deluxe, a classic 16’ wooden runabout. The restoration is anticipated to begin in September 2017 and be completed in winter 2019. It will be led by guest mentor Bruce Bronson, Chris Craft restoration expert and owner of Bronson Boatworks. Goals: To impact young adults by teaching them viable skills that translate directly to college, vocational and career readiness, as well as expose them to the practical aspects of running a small boatbuilding or restoration business further setting them up for successful careers in these fields. Special Notes: The program’s Project #2 is currently in progress and is expected to be complete in fall 2017. The program has provided – eight internships to date. Previous Grants Submitted/Received: i. ii. iii.

Years: 2015, 2016 Total Grants Awarded: $20,000 Purpose: Funding internships in the Maritime Mentorship Program.

Funding Fit: 5

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6) GREAT LAKES BOATBUILDING SCHOOL* – Cedarville, MI (Marine, pgs 166175) About Them: The Great Lakes Boat Building School opened in 2007. They are an educational institution that provides a diverse student base with full-time vocational courses in the art and craft of traditional and contemporary wooden boat building. They offer a oneyear certificate and a two-year diploma program. These programs strive to provide the students with the skills to pursue a career in the boat building industry. Their emphasis is on the traditional hands-on skills used in the building and restoration of wooden boats. They have an exceptional record of student placement post-graduation. Amount Requesting: $10,000 Requested Grant Money Used For: Scholarship funding. Request Summary: The grant would fund three scholarships for students who are enrolled in the full-time, second year program beginning September 18, 2017. Goals: To secure additional scholarship funding for second-year students in order to retain and educate additional students for the duration of their program. Special Notes: The program had a 100% job placement rate in 2014 and 2015. The graduates have been hired by over 30 different employers. Previous Grants Submitted/Received: i. ii. iii.

Years: 2007 – 2012, 2014 – 2016 Total Grants Awarded: $52,500 Purpose: Scholarships for students, web site renovations, expanded marketing & admission effort.

Funding Fit: 5

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7) LOWELL’S MARITIME FOUNDATION, INC. (DBA. LOWELL’S BOAT SHOP)* – Amesbury, MA (Marine, pgs 176-188) About Them: Lowell’s Boat Shop is a National Landmark as well as a working museum. The boat shop was established in 1793 and is the oldest continuously operating boat shop in the United States. It is cited as the birthplace of the fishing dory. The shop passed through seven generations of the Lowell family before it was passed to the Odell family in the 1980’s and then to the Newburyport Maritime Society in the 1990’s. It was purchased by Lowell’s Maritime Foundation, a non-profit group in 2006. Their mission is “to preserve and perpetuate the art and craft of wooden boat building and promote the history of Lowell’s Boat shop and its environs”. The Hiram Lowell Apprentice Program, started in 2012, offers high school apprentices experience working with skilled professional boat builders to learn the art and craft of traditional wooden boat building in an historic environment. They work closely with boat builders in every phase of the boat building process, as well as help preparing estimates, procuring and evaluating materials, and managing the budget. The program opens doors for youth by preparing them for career and educational opportunities in the maritime fields. Amount Requesting: $10,000 Requested Grant Money Used For: Fund four “Senior Apprentices”. Request Summary: The grant would fund the participation of four local high school seniors as Senior Apprentices in the Hiram Lowell Apprentice Program at Lowell’s Boat Shop. Goals: To expose career and educational opportunities in the maritime fields to Senior Apprentices through the unique experience of learning the art and craft of traditional wooden boat building in an historic environment. Special Notes: i. Letter of recommendation from Harold A. Burnham, National Endowment for the Arts National Heritage Fellow & Master Shipwright. ii. A letter from Brianna M. Wickard, former apprentice at Lowell’s Boat Shop is also included in the full application. Previous Grants Submitted/Received: i. ii. iii.

Years: 2016 Total Grants Awarded: $0 Purpose: To fund the Hiram Lowell Apprentice Program

Funding Fit: 4

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8) McPHERSON COLLEGE* – McPherson, KS (Automotive pgs 189-199) About Them: McPherson College is the only college where you can earn a Bachelor’s Degree in Automotive Restoration Technology. The mission of their program is to be the center of excellence for students serious about careers in automotive restoration. Their program is celebrating its 41st anniversary in 2017. Amount Requesting: $30,000 Requested Grant Money Used For: $10,000 to fund 2 scholarships, $20,000 to support gap funding for internships, helping 16 students afford summer internship living expenses. Request Summary: The grant would directly assist students interested in a career within the automotive world by allowing them to pursue their goals with some assistance. Goals: To offer students the chance to focus more fully on their classwork with less financial concern, as well as encourage students to participate in internships which allow them to receive a hands-on education alongside industry experts. These internships take place during the summer and the students would receive assistance with the cost of travel, short-term lodging and other living expenses that could thwart their ability to pursue such an experience. Special Notes: i. Fall enrollment is at an all-time high with 656 full-time students enrolled at the school 147 of which are restoration students. ii. The program acquired a 1953 Mercedes-Benz 300S project car to restore and show at Pebble Beach. iii. The program has hired an additional instructor to teach paint. iv. Included in the application is information on previous RPM scholarship recipients. Previous Grants Submitted/Received: i. ii. iii.

Years: 2005 – 2006, 2008 – 2009, 2011 – 2012, 2014 – 2017 Total Grants Awarded: $660,584 Purpose: Scholarships, capital enhancement program for restoration laboratories, gap-funding for internships.

Funding Fit: 5

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9) PENNSYLVANIA COLLEGE OF TECHNOLOGY (PCT)* – Williamsport, PA (Automotive, pgs 200-237) About Them: PCT offers one of only a few college-level vintage vehicle restoration degree programs on the east coast. PCT students learn specialized restoration skills in the repair and maintenance of these rare, historical vehicles. With a rich curriculum in research, structural, mechanical, electrical and refinishing skills, students are taught a fine attention to detail, quality craftsmanship and professionalism that the automotive restoration industry demands. Amount Requesting: $20,865 Requested Grant Money Used For: Gap-funding for eight student internships for summer 2017. Request Summary: Eight students have applied for gap-funding through PCT for summer internships for the summer of 2017. VINCENT BRUNO: Requesting $2,500 to help with housing, transportation and other living expenses while interning at Pollock Auto Restoration, Pottstown, PA for six weeks. Vincent is a first-year student at PCT. While in school he has continued working on his own projects including a 1909 Chalmers and has been to shows promoting the restoration major at PCT, including the AACA Fall Meet at Hershey. His application includes a letter of recommendation from Roy Klinger, Co-Department Head of Automotive Restoration & Collision Repair. REBA CROWL: Requesting $400 to help cover transportation costs while interning at Circle W Restorations, East Berlin, PA for six weeks. Reba is a first-year student at PCT. She has attended the AACA Winter Convention, as well as Motorama and Country Fest. Her interest in restoration began while helping her stepfather work on his 1967 Ford F150. ANTHONY DI LIBERTO: Requesting $2,250 to help with housing, transportation and other living expenses while interning at Speakeasy Motors, Wallkill, NY for six weeks. Anthony is a first-year student at PCT. He has been interested in cars his entire life and from a young age knew he wanted a job in the automotive industry. His first car was a 1962 Chrysler New Port that he has since modified, including custom paint, grille and exhaust. He was hired by SEVEN LLC for a paid internship as a detailer at the 2017 Amelia Island Concours d’Elegance. NICHOLAS HOWLAND: Requesting $4,652 to help with transportation and other living expenses while interning at Vintage Motorcar Company, Inwood, WV for six weeks in the summer of 2017. Nick is a first-year student at PCT. He was placed on the Dean’s List with a 3.7 GPA and has attended the AACA Winter Convention. He was hired by SEVEN LLC for a paid internship as a detailer at the 2017 Amelia Island Concours d’Elegance.

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BREANNA JURY: Requesting $1,700 to help with housing, transportation and other living expenses while interning at Buckeye Automotive Restoration, Canfield, OH for six weeks. Breanna is a first-year student at PCT. Her love of cars comes from working with her father on several different projects including an engine rebuild for their 1979 Bronco. She has attended industry events including the AACA Winter Convention and the Hershey Fall Meet. Her application includes a letter of recommendation from Roy Klinger, CoDepartment Head of Automotive Restoration & Collision Repair. ALEX MICHAEL KOSER: Requesting $3,263 for housing, transportation and other living expenses while completing an internship at Anghel Restorations, Scottsdale, AZ for five weeks. Alex is a first-year student at PCT. He is an active member of the Penn College Classic Cruisers, the AACA and was chosen to participate in a student presentation about Kaiser-Frazier history at the Society of Automotive Historians Annual Banquet in 2016. He also worked with a faculty advisor in high school to start a car club that still exists today. His application includes a letter of recommendation from Roy Klinger, Co-Department Head of Automotive Restoration & Collision Repair. KEVIN KYLE: Requesting $1,100 for transportation and other living expenses while completing an internship at JD’s Auto Restoration, Huntington Valley, PA for six weeks. Kevin is a first-year student at PCT. He has had a life-long passion for cars. His stepfather gave him his first opportunity to work on cars by letting him help prepare a 1977 Monte Carlo for paint. He has since restored his own 1991 Chevy S10. He is a member of several car clubs including the Time Bandits, Penn College Classic Cruisers, Penn College Motorsports Association and has attended the Moonlight Memories Car Show, Hatboro and Vargo Dragway Car Show. DILLON VON ZWEHL: Requesting $5,000 for housing, transportation and other living expenses while interning at Eagle Auto Body, Middletown, NY for seven weeks. Dillon has been working at his father’s shop since he was eight years old. He acquired the family’s Jeep Wrangler through working for his father and has since transformed it into his own by learning how to weld and build his own bumpers. Dillon is a first-year student at PCT. He attended the Hershey Fall Meet in 2016 and was hired by SEVEN LLC for a paid internship as a detailer at the 2017 Amelia Island Concours d’Elegance. He is the Vice President of the PCT Classic Cruisers. His application includes a letter of recommendation from Roy Klinger, Co-Department Head of Automotive Restoration & Collision Repair. Previous Grants Submitted/Received: i. ii. iii.

Years: 2012, 2015, 2016, 2017 Total Grants Awarded: $121,000 Purpose: Scholarships, equipment purchase, gap-funding.

Funding Fit: 5

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10) RUIDOSO MUNICIPAL SCHOOL DISTRICT* â&#x20AC;&#x201C; Ruidoso, NM (Automotive pgs 238-249) About Them: The Mechanics and Welding program at Ruidoso High School has previously rebuilt and restored a 1992 Chevy half-ton, four-wheel drive pickup, a 1987 Chevy threequarter ton, four-wheel drive pickup and are currently working on a 1976 Ford Pinto wagon. They have received a donation of a 1967 Chevy pickup, which will be their first complete restoration project. Amount Requesting: $6,000 Requested Grant Money Used For: Funding to complete the restoration of their 1967 Chevy half-ton two-wheel drive pickup. Request Summary: The grant would help complete the restoration of the body, as they have already restored the chassis and drive-train. Goals: To help the shop students of RHS by allowing them a hand-on experience in the total restoration of a vehicle. Special Notes: Six classes averaging 20 students per class will be participating and benefitting from the restoration project. Upon completion, the truck will be on display and used for school and community functions. The school has solid community support for the project and uses local car clubs members as advisers when needed. Previous Grants Submitted/Received: i. ii. iii.

Years: 2017 Total Grants Awarded: $0 Purpose: Funding to complete the restoration of their 1967 Chevy half-ton two-wheel drive pickup.

Funding Fit: 4

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11) WESTERN ANTIQUE AEROPLANE & AUTOMOBILE MUSEUM – Hood River, OR (Automotive pgs 250-260) About Them: The Western Antique Aeroplane & Automobile Museum (WAAAM) has one of the largest collections of still-flying antique aeroplanes and still-driving antique automobiles in the country. It was established in 2007 and is now home to more than 325+ airplanes, automobiles and motorcycles. They are displayed in over 3.5 acres of indoor hangar space. The collection focuses on the Golden Age of Transportation and Aviation – roughly the 1900s to the 1960s. The Museum was founded by Terry Brandt who has restored and donated over sixty airplanes and several automobiles currently on display in the Museum. In addition to the airplanes, the museum has 130 cars on display, as well as motorcycles and tractors. Their restoration program started in 2016. Currently, 1,500 square feet of space has been dedicated to the Historic Vehicle Restoration education and a viewing demonstration for the public. An additional 1,400 square feet of the museum campus is now equipped and used for machining, fabrication and upholstery restoration. Amount Requesting: $25,000 Requested Grant Money Used For: Scholarship funding. Request Summary: The grant would fund 10 student scholarships in the WAAAM Historic Automobile Restoration Program. Goals: To fill the gap that has been left by the shutting down of the automotive programs at area schools by offering a series of five Historic Vehicle Restoration certifications. Their five-year plan includes another 6,000 square foot hangar dedicated to car restoration and will provide room for future program growth. The program is a start-up and is “currently taking applications.” Special Notes: The certifications are 500 hours each and are all taught by qualified experts. The tuition for the program is $2,500 per 500 hour certification level. Previous Grants Submitted/Received: i. ii. iii.

Years: N/A Total Grants Awarded: N/A Purpose: N/A

Funding Fit: 4

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MARCH 2017 REJECTED GRANT APPLICATION SUMMARIES 12) 5820 STEM Foundation Inc. – Greensboro, NC (Automotive) About Them: 5820 STEM Foundation is a start-up organization. Its mission is to identify and develop skill sets that are important to today’s careers for graduates of high school or college. Their objective is to teach students the basic and fundamental skills necessary to further enrich the students to be productive in STEM-related fields. Amount Requesting: $10,000 Requested Grant Money Used For: $2,000 for supplies and tools, $8,000 for recruitment and scholarships. Request Summary: Funding for a training program to provide learners with the skill sets needed to understand and apply mechanical concepts, principals and laws that will enable them to repair and maintain pre 1980 vehicles. It will also explain the use of mathematical formulas to determine the torque and horsepower of an engine, as well as powertrain ratios. The program will provide understanding of the six simple machines, mechanical advantage and power transmission in addition to applications of math to repair and fabricate mechanical systems (add, subtract, multiply, divide, fractions, decimals, standard, metric). Goals: Help young people of high school and college age learn through hands-on training and practical application to restore and maintain vintage cars and trucks – specifically through learning math, science and technology processes. Special Notes: They are a start-up organization run by Thurman Exum with two students currently participating. Previous Grants Submitted/Received: i. Years: N/A ii. Total Grants Awarded: N/A iii. Purpose: N/A Funding Fit: 1

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13) The Bowling Green Area Chamber Foundation â&#x20AC;&#x201C; Bowling Green, KY (Automotive) About Them: The On Track Initiative is a community partnership coordinated by the Bowling Green Area Chamber Foundation. It provides local students with hands-on opportunities to develop and apply STEM skills in preparation for existing opportunities related to the automotive industry. On Track provides one car each to Southcentral Kentucky Community and Technical College and the Warren County Area Technical Center for students to compete against each other, designing and rebuilding the vehicles during the school year. Amount Requesting: $10,000 Requested Grant Money Used For: Purchase of a Snap-On Diagnostic Scanner with accessories and attachments. Request Summary: The On Track Initiative received tremendous support from the community in the first year. The program would significantly benefit from the acquisition of a Snap-On Diagnostic Scanner with accessories and attachments. This equipment will allow students to use computerized diagnostics in cars that date back to 1980. Currently the program depends on Holley engineers to come over and hook up to the computer to diagnose the engine. The grant would enable the purchase of equipment and provide the resources needed to reach more students and share information about careers in the automotive industry. Goals: To turn young high school and college-aged car enthusiasts into the future automotive workforce. Special Notes: i. The program has no other pending funding requests to cover the purchase of the Snap-On Diagnostic Scanner. ii. The On Track program was launched in May of 2015. iii. The rebuild cars throughout the school year and then participate in the Holley Performance LS Fest in September of each year. Previous Grants Submitted/Received: i. ii. iii.

Years: N/A Total Grants Awarded: N/A Purpose: N/A

Funding Fit: 2

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14) CITY GARAGE CAR MUSEUM â&#x20AC;&#x201C; Greenville, TN (Automotive) About Them: The City Garage Museum has proposed a collaboration and partnership with the Greene Technology Center to promote restoration of antique automobiles. Students at the Technology Center enrolled in auto mechanics and auto body shop would be involved in the restoration of a 1982 Subaru BRAT (Bi-drive Recreational All-terrain Transporter). The restoration projects would be at least two years and would involve several students at the Technology Center. Amount Requesting: $2,500 Requested Grant Money Used For: Purchase of parts and materials to help with the restoration of the 1982 Subaru BRAT to museum standards. Request Summary: To help fund the restoration of a 1982 Subaru BRAT purchased by the City Garage Car Museum. The students at the Greene Technology Center will be providing the hands-on labor to restore the vehicle as part of their class training and to increase their knowledge and interest in the restoring of antique automobiles. After restoration, the BRAT will be displayed at the City Garage Car Museum giving recognition to the Greene Technology Center and each of the students involved in the restoration. Goals: To restore a 1982 Subaru BRAT and provide hands-on training to students at the Greene Technology Center. Special Notes: i. Letter of support from the Director of Tourism, Greene County Partnership/Chamber of Commerce. ii. Greeneville City School (which includes the Greene Technology Center) ranked #1 Best Public School District in Tennessee by the Business Insider for 2016. Previous Grants Submitted/Received: i. ii. iii.

Years: 2012 Total Grants Awarded: $0 Purpose: Challenge grant to restore a 1949 Ford Howe Fire Apparatus for parades to teach youth vehicle restoration and preservation of Maricopa's History.

Funding Fit: 3

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15) CLASSIC AND RODS (CARS) â&#x20AC;&#x201C; Santa Rosa, CA (Automotive) About Them: Classics and Rods (CARS) is a free vocational training program for individuals 15 years old and older who are on probation, parole, or dealing with other barriers in their lives. It is a two-year program teaching the necessary skills and training to repair classic and non-classic vehicles. Students are eligible to take the ASE Certification exam after completing the course. The program was started by Suede Beradino â&#x20AC;&#x201C; he wanted to provide young individuals who have experienced challenges in life with the opportunity to improve themselves by learning a skilled trade. Amount Requesting: $55,000 Requested Grant Money Used For: Funding for the general operating costs of CARS vocational training program. Request Summary: The funding for CARS would be used to support web-based education materials for students, student supplies, on-site and off-site training and the costs for disposal of student materials and supplies as well as equipment for students. Goals: To provide individuals who have experienced barriers in their lives with the opportunity to improve themselves, learn a skilled trade and begin on a new positive life path. Special Notes: i. The program is currently training 7 students. ii. Students are required to complete 2,000 hours of training. iii. No letters of recommendation or other support information included in their full application. Previous Grants Submitted/Received: i. ii. iii.

Years: N/A Total Grants Awarded: N/A Purpose: N/A

Funding Fit: 1

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16) FLYING LEATHERNECK HISTORICAL FOUNDATION â&#x20AC;&#x201C; San Diego, CA (Automotive/Aeronautical) About Them: The Flying Leathernek Foundation supports the Miramar Aviation Museum. They help with the restoration and display of Marine Corp Aircraft and other artifacts of historical significance. The foundation supports the museum both financially and through hours contributed by volunteers. The museum is the only aviation-themed museum of the U.S. Marine Corps. Amount Requesting: $10,000 Requested Grant Money Used For: Funding for the 2017 summer internship program. Request Summary: The funding would support the 2017 summer internship program to provide hands-on training in vintage military aircraft and tactical vehicle restoration to four college-age students in the San Diego area. Goals: To provide an independent hands-on learning experience for individuals who have shown an interest in restoration work through completion of coursework in areas such as airframes and power plants. Special Notes: i. Letter of appreciation from Colonel Jason Woodworth, Commanding Officer at the Marine Corps Air Station Miramar. ii. An article on volunteer Robert Cramsle in the Circuit, January 2017. Vol 63, no 1, p. 9. iii. Program is largely aviation based with only the mention of tactical vehicle restoration. Museum staff and volunteers act as the instructors for the interns. Previous Grants Submitted/Received: i. ii. iii.

Years: N/A Total Grants Awarded: N/A Purpose: N/A

Funding Fit: 2

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17) INTERNATIONAL YACHT RESTORATION SCHOOL SCHOOL OF TECHNOLOGY & TRADES (IYRS) â&#x20AC;&#x201C; Newport, RI (Automotive) About Them: IYRS School of Composites Technology is a post-secondary 6-month training program. Students come from all over the United States and abroad with an average age of 27. The school has a 12:1 teacher ratio and provides a highly personalized and handson focused curriculum. IYRS currently has over 120 students enrolled in its three academic programs. Amount Requesting: $20,000 Requested Grant Money Used For: Scholarship funding. Request Summary: The grant would fund four $5,000 scholarships for its 6-month Composites Technology program. Goals: To educate and certify students to be workforce ready with a skill set applicable to high-skilled careers in industries such as aerospace, aviation, manufacturing, automotive, energy production, defense, custom construction, architectural industries and much more. Special Notes: The program currently has over 120 students enrolled in its three academic programs. The students range in age from 18-65. The program is largely geared toward hightech industries such as aerospace and F1. There is little to no talk of restoration. Previous Grants Submitted/Received: i.

ii. iii.

Years: 2007 cycle 4 (not funded) 2008 cycle 1 (funded) 2009 cycle 4 (not funded) 2014 cycle 1 (funded) 2014 cycle 3 (funded) 2015 cycle 3 (funded) 2016 cycle 1 (funded) 2016 cycle 2 (funded) Total Grants Awarded: $51,000 Purpose: Challenge grant toward the IYRS scholarship fund for a full-ride scholarship, Scholarship funding, new student experience and addition to the schoolâ&#x20AC;&#x2122;s curriculum

Funding Fit: 3

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18) NORTH PLATTE COMMUNITY COLLEGE FOUNDATION (NPCC) â&#x20AC;&#x201C; North Platte, NE (Automotive) About Them: Mid-Plains Community College is a comprehensive, open-access, public twoyear community college serving a vast, highly rural, 18-county area in West Central Nebraska. The NPCC is the supportive arm for North Platte Community College, a division of Mid-Plains Community College. According to graduate survey data collected from 2014 2015 MPCC graduates, 81% of Technical Graduates secure employment within the 18county area and of the Auto Body Technology graduates, 100% reported they were employed in training-related jobs. Amount Requesting: $10,000 Requested Grant Money Used For: Scholarship funding. Request Summary: The grant would provide tuition scholarships to assist five first- year Auto Body Technology students in completing their two year program of study and acquire an Associates of Applied Science Degree, an Auto Body Technology Diploma and/or an Automotive Technology Certificate in Customization and Restoration. Goals: To enable students who would otherwise have little or no access to post-secondary education the opportunity to attain a certificate, diploma or degree. Special Notes: Auto Body Technology instructors work closely with local businesses in the industry to ensure alignment of training, skills and equipment used. MPCC Auto Body Technology graduates contribute to the local economy through seamless integration into independent repair shops, automotive service departments and insurance adjusters. Previous Grants Submitted/Received: iv. v. vi.

Years: 2016 Total Grants Awarded: $0 Purpose: To purchase a mustang dynamometer.

Funding Fit: 3

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19) NORTHEASTERN JUNIOR COLLEGE FOUNDATION (NJC) â&#x20AC;&#x201C; Sterling, CO (Automotive) About Them: The Northeastern Junior College Colorado Automotive Technology Department has a history of teaching students hands-on skills to instruct and train young people to obtain entry-level positions in service centers and automotive dealerships. They are a two-year college. Amount Requesting: $20,000 Requested Grant Money Used For: Scholarship funding. Request Summary: The grant would provide: 1) 5 scholarships to eligible freshman students for $1,000 each to assist in paying tuition, campus required iPads, and texts; 2) 5 scholarships to eligible sophomore students for $2,000 each to assist them buying quality tool sets required for the program; and, 3) $5,000 to be applied toward finishing the bodywork for a 1991 4x4 chassis currently owned by the program. Goals: To increase recruitment to the Auto Technology Program at Northeastern Junior College. Special Notes: The school focuses only on modern auto technology and does not show a pathway to careers for students seeking jobs in the restoration field. Previous Grants Submitted/Received: i. ii. iii.

Years: N/A Total Grants Awarded: N/A Purpose: N/A

Funding Fit: 3

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20) PENN STATE PHILANTHROPIC FUND* – University Park, PA (Automotive) About Them: Penn State, Harrisburg is an undergraduate college and graduate school of the Pennsylvania State University. “Obsidian” is a student group under the direction and supervision of Dr. Fariborz Tavangarian, a mechanical engineering professor at the school of Science, Engineering and Technology. The students who join explicitly express an interest in expanding their knowledge through hands-on projects. All members of the group are freshman-engineering students. Amount Requesting: $10,000 Requested Grant Money Used For: Scholarship funding. Request Summary: The grant would support scholarships for students working on the proposed restoration project with Obsidian. Goals: To offer financial support to students who have expressed an interest in hands-on learning by joining the student group Obsidian in order to allow them the extra time necessary to participate in the group and devote time to their automotive restoration passion. Special Notes: This is a first-time restoration project at Penn State Harrisburg. They are seeking support both through the RPM grant program, as well as through RPM’s mentorship and guidance. Previous Grants Submitted/Received: i. ii. iii.

Years: N/A Total Grants Awarded: N/A Purpose: N/A

Funding Fit: 2

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21) SUNNYLAND CHAPTER ACBS â&#x20AC;&#x201C; Mount Dora, Florida (Marine) About Them: The Sunnyland Chapter ACBS has a successful youth boat building program now entering its seventh year. Last year they expanded the program to include at-risk youth. Students can attend classes in order to work towards a GED. This program is hands-on and focuses on teaching a skill that will translate into an employment opportunity. Students are either placed in the program by their school or by the court system. Amount Requesting: $12,000 Requested Grant Money Used For: Program funding. Request Summary: The grant would fund the new at-risk youth program which relies solely on outside financial support. Goals: To offer hands-on training to at-risk youth, as well as classes for the students to work toward earning their GED. Special Notes: This program is focused on at-risk youth and does not provide a pathway to careers in the restoration industry. Previous Grants Submitted/Received: i. ii. iii.

Years: 2014 Total Grants Awarded: $0 Purpose: Supplying materials for boat building for children ages 10 -15 years old.

Funding Fit: 1

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22) UNITED STATES LIGHTSHIP MUSEUM – East Boston, MA (Marine) About Them: The United States Lightship Museum owns the Nantucket/LV-112 that is berthed in its original home port of Boston and is a floating Museum open to the public. From 1936 - 1975, this famous US Coast Guard 150-foot “floating lighthouse” – the largest US lightship ever built – was anchored 100 miles off the mainland, guiding transoceanic ships past the dangerous Nantucket Shoals. This was the first symbol of America seen by Trans-Atlantic immigrants and was affectionately known as the “Statue of Liberty of the Sea.” The Museum is comprised entirely of volunteers. Amount Requesting: $22,500 Requested Grant Money Used For: Funding to restore the remaining three auxiliary engines to operational condition. Request Summary: The grant would fund the restoration of the remaining three auxiliary engines to operational condition in partnership with vocational schools with a diesel mechanics curriculum. Goals: To restore and preserve Nantucket Lightship LV-112, the largest and most famous U.S. Lightship ever built. Special Notes: The application states that the project has been offered to several regional vocation schools in the Boston area. It does not say however, that a partnership has been struck with any of these schools. Previous Grants Submitted/Received: i. ii. iii.

Years: 2017 Total Grants Awarded: $0 Purpose: Funding to restore the remaining three auxiliary engines to operational condition.

Funding Fit: 2

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FULL GRANTS BITNEY COLLEGE PREP HIGH SCHOOL+*

April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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CENTRAL CAROLINA COMMUNITY COLLEGE (CCCC)FOUDNATION INC.*

April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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April 2017

Central Carolina Community College (CCCC) Foundation Inc.

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CHRISTOPHER BEHR*

April 2017

Christopher Behr â&#x20AC;&#x201C; Grant Application

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April 2017

Christopher Behr â&#x20AC;&#x201C; Grant Application

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April 2017

Christopher Behr â&#x20AC;&#x201C; Grant Application

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Christopher Behr â&#x20AC;&#x201C; Grant Application

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Christopher Behr â&#x20AC;&#x201C; Grant Application

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Christopher Behr â&#x20AC;&#x201C; Grant Application

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Christopher Behr â&#x20AC;&#x201C; Grant Application

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FREEDOM HIGH SCHOOL*

April 2017

Freedom High School

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April 2017

Freedom High School

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April 2017

Freedom High School

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April 2017

Freedom High School

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April 2017

Freedom High School

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April 2017

Freedom High School

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April 2017

Freedom High School

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April 2017

Freedom High School

Page 151

April 2017

Freedom High School

Page 152

April 2017

Freedom High School

Page 153

April 2017

Freedom High School

Page 154

GIG HARBOR BOATSHOP*

April 2017

Gig Harbor Boatshop

Page 155

April 2017

Gig Harbor Boatshop

Page 156

April 2017

Gig Harbor Boatshop

Page 157

April 2017

Gig Harbor Boatshop

Page 158

April 2017

Gig Harbor Boatshop

Page 159

April 2017

Gig Harbor Boatshop

Page 160

April 2017

Gig Harbor Boatshop

Page 161

April 2017

Gig Harbor Boatshop

Page 162

April 2017

Gig Harbor Boatshop

Page 163

April 2017

Gig Harbor Boatshop

Page 164

April 2017

Gig Harbor Boatshop

Page 165

GREAT LAKES BOATBUILDING SCHOOL*

April 2017

Great Lakes Boatbuilding School

Page 166

April 2017

Great Lakes Boatbuilding School

Page 167

April 2017

Great Lakes Boatbuilding School

Page 168

April 2017

Great Lakes Boatbuilding School

Page 169

April 2017

Great Lakes Boatbuilding School

Page 170

April 2017

Great Lakes Boatbuilding School

Page 171

April 2017

Great Lakes Boatbuilding School

Page 172

April 2017

Great Lakes Boatbuilding School

Page 173

April 2017

Great Lakes Boatbuilding School

Page 174

April 2017

Great Lakes Boatbuilding School

Page 175

LOWELL’S MARITIME FOUNDATION, INC.*

April 2017

Lowell’s Maritime Foundation, Inc.

Page 176

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 177

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 178

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 179

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 180

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 181

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 182

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 183

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 184

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 185

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 186

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 187

April 2017

Lowellâ&#x20AC;&#x2122;s Maritime Foundation, Inc.

Page 188

McPHERSON COLLEGE*

April 2017

McPherson College

Page 189

April 2017

McPherson College

Page 190

April 2017

McPherson College

Page 191

April 2017

McPherson College

Page 192

April 2017

McPherson College

Page 193

April 2017

McPherson College

Page 194

April 2017

McPherson College

Page 195

April 2017

McPherson College

Page 196

April 2017

McPherson College

Page 197

April 2017

McPherson College

Page 198

April 2017

McPherson College

Page 199

PENNSYLVANIA COLLEGE OF TECHNOLOGY (PCT)*

April 2017

Pennsylvania College of Technology

Page 200

April 2017

Pennsylvania College of Technology

Page 201

April 2017

Pennsylvania College of Technology

Page 202

April 2017

Pennsylvania College of Technology

Page 203

April 2017

Pennsylvania College of Technology

Page 204

April 2017

Pennsylvania College of Technology

Page 205

April 2017

Pennsylvania College of Technology

Page 206

April 2017

Pennsylvania College of Technology

Page 207

April 2017

Pennsylvania College of Technology

Page 208

April 2017

Pennsylvania College of Technology

Page 209

April 2017

Pennsylvania College of Technology

Page 210

April 2017

Pennsylvania College of Technology

Page 211

April 2017

Pennsylvania College of Technology

Page 212

April 2017

Pennsylvania College of Technology

Page 213

April 2017

Pennsylvania College of Technology

Page 214

April 2017

Pennsylvania College of Technology

Page 215

April 2017

Pennsylvania College of Technology

Page 216

April 2017

Pennsylvania College of Technology

Page 217

April 2017

Pennsylvania College of Technology

Page 218

April 2017

Pennsylvania College of Technology

Page 219

April 2017

Pennsylvania College of Technology

Page 220

April 2017

Pennsylvania College of Technology

Page 221

April 2017

Pennsylvania College of Technology

Page 222

April 2017

Pennsylvania College of Technology

Page 223

April 2017

Pennsylvania College of Technology

Page 224

April 2017

Pennsylvania College of Technology

Page 225

April 2017

Pennsylvania College of Technology

Page 226

April 2017

Pennsylvania College of Technology

Page 227

April 2017

Pennsylvania College of Technology

Page 228

April 2017

Pennsylvania College of Technology

Page 229

April 2017

Pennsylvania College of Technology

Page 230

April 2017

Pennsylvania College of Technology

Page 231

April 2017

Pennsylvania College of Technology

Page 232

April 2017

Pennsylvania College of Technology

Page 233

April 2017

Pennsylvania College of Technology

Page 234

April 2017

Pennsylvania College of Technology

Page 235

April 2017

Pennsylvania College of Technology

Page 236

April 2017

Pennsylvania College of Technology

Page 237

RUIDOSO MUNICIPAL SCHOOL DISTRICT*

April 2017

Ruidoso Municipal School District

Page 238

April 2017

Ruidoso Municipal School District

Page 239

April 2017

Ruidoso Municipal School District

Page 240

April 2017

Ruidoso Municipal School District

Page 241

April 2017

Ruidoso Municipal School District

Page 242

April 2017

Ruidoso Municipal School District

Page 243

April 2017

Ruidoso Municipal School District

Page 244

April 2017

Ruidoso Municipal School District

Page 245

April 2017

Ruidoso Municipal School District

Page 246

April 2017

Ruidoso Municipal School District

Page 247

April 2017

Ruidoso Municipal School District

Page 248

April 2017

Ruidoso Municipal School District

Page 249

WESTERN ANTIQUE AEROPLANE & AUTOMOBILE MUSEUM

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 250

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 251

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 252

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 253

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 254

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 255

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 256

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 257

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 258

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 259

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 260

COLLATERAL MATERIALS Cars & Coffee Program Book (Jan 2)

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 261

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 262

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 263

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 264

Off To The Races With RPM â&#x20AC;&#x201C; (Feb 5)

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 265

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 266

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 267

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 268

Off To The Races With RPM â&#x20AC;&#x201C; Road America (Apr 29)

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 269

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 270

Shop Hop Chicagoâ&#x20AC;¦Continued (Mar 18-19)

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 271

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 272

OpenRoad – RPM Foundation, “Replacing Those Lost Hours”

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 273

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 274

Under the Hood “Fueling the Future” (March 2017 Issue)

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 275

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 276

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 277

April 2017

Western Antique Aeroplane & Automobile Museum (WAAAM)

Page 278