Student Learning is Directly Related to the Quality of Instruction

Educational studies indicate that student learning is directly related to the quality of instruction provided. After publishing “On the Electrodynamics of Moving Bodies” better known at the Theory of Special Relativity, Albert Einstein accepted a teaching job. However, according to Walter Isaacson in his Einstein biography Einstein: His Life and Universe, “Einstein was never an inspired teacher, and his lectures tended to be regarded as disorganized”. If true, this is a perfect example of how knowing something does not make one a great instructor. So, how can institutions be certain that those who are teaching their students have both the knowledge and ability to deliver useful and meaningful training accurately and effectively? The answer is simple; encourage their educators to obtain certifications and credentials geared toward both content and content delivery.

The concept of teacher certification is not new. Beginning in 1789 there became a movement to verify, through a credentialing process, that educators can effectively teach the competencies within their curriculum. Sadly, forty to sixty percent of those entering college require remedial English and math courses, while fifty-four percent of all Americans aged 16 to 74, read at or below a sixth-grade reading level (United Stated Department of Education). To help remediate this problem, passing a standardized teacher certification exam is a basic requirement for employment as a teacher in most states. 

Similarly, states and schools needed a standardized measurement of a job applicant’s knowledge and readiness to become an HVACR instructor, regardless of institution, or location. As a result, in 2002, HVAC Excellence established Standard 1068-2002, which created the criteria for instructors in the Heating, Ventilation, Air Conditioning & Refrigeration (HVACR) industry. 

Establishing a world-class HVACR program requires many things, including a laboratory with diverse brands of equipment and technologies, educational trainers, tools, test instruments, curriculum, and administrative support. However, to help fulfil the mission of the program, the most important program acquisition is a world-class instructor. 

When a person transitions from the field into the classroom they may hold various industry certifications, however, an instructor needs a deeper understanding of the physics and theories required to teach their subject matter effectively. This knowledge is verified by taking a special series of credentialing exams, creating specifically for HVACR instructors.

Passing any one of the nine Certified Subject Matter Educator (CSME) credentialing exams demonstrates mastery of a specific discipline. However, as most HVACR programs are taught by a singular instructor, this person must have a multi-faceted mastery of HVACR theory, systems, as well as possess pedagogical skills, which demonstrates mastery of teaching methodologies. To achieve this, they can pursue the title of Certified Master HVACR Educator (CMHE).

To join the ranks of the individuals who have had the title of CMHE bestowed upon them, one must pass seven specific CSME exams with a score of 80% or higher. The exams cover air conditioning, electric heat, electrical, light commercial air conditioning, light commercial refrigeration, teaching methodologies, and one of the following: gas heat, oil heat, or heat pumps. 

The benefits of passing these exams include establishing the minimum requirements for HVACR educators, to ensure HVACR students have access to high-quality learning, which can ultimately lead to high-quality employment opportunities. The exams create a nationally recognized benchmark that aid school administrators in selecting qualified professionals to lead their HVACR programs. The exams also provide HVACR instructors the tools to validate where professional development may be needed. Instructors who earn the title of CMHE have validated that they have the retained knowledge necessary to prepare their students for success in most entry level jobs in the HVACR industry.

As HVACR educator credentialing moves into its third decade, technological innovation is changing the world around us. Nowhere is this more apparent than in the HVACR industry. While the information required for success continues to increase, the hours available in the program continue to decline. As such, to successfully teach our future and incumbent workforce, educators must work effectively, efficiently, and have a deeper understanding of the physics and theories on which our industry relies.

High-quality teachers deliver high-quality instruction, which results in a high-quality learning experience. Students receiving high-quality education are more likely to become successful in the HVACR industry.

HVAC Excellence, a not-for profit, established in 1994, strives to improve education in the HVACR industry. To accomplish this, they offer programmatic accreditation, educator credentialing, progressive levels of certification, industry standards, and professional development. To learn more about how we can assist you, visit https://www.escogroup.org/hvac/.