When the automotive room at the high school is closed for renovations, one teacher finds himself standing in front of a class built for hands-on learning but without a single car in sight.

“There’s theory, and then there’s practice,” he said. “And you can’t learn practice through theory.” For the past year and a half, with moving schools and the construction happening here at the new high school, automotive teacher Mr. Schieb has found that his automotive class has been stuck in limbo.

The students who have been expecting hands-on work with cars, gears, and wrenches have found themselves in a class with textbooks and VR headsets. “A lot of kids sign up expecting to work with their hands,” the teacher explained. “When they find out that’s not what they’re doing, it’s hard for anyone. It’s demoralizing.”

To fill in this gap of not having an actual room to work in, the class has been relying on videos, online modules, and virtual reality simulations, which at first seemed very promising. Schieb said, “The VR started out exciting. The first couple of modules were fun, but after that, the novelty wore off.” In these virtual reality simulations, the students can remove tires, replace brake pads, and study an engine without ever touching any of it.

This may sound good, but it gives way to a new problem. Schieb stated, “You’re pulling triggers and waving your arms around, and it just kind of magically happens. You don’t feel the torque, the resistance, the reality.” Schieb also chuckled while describing the difference. “You can’t bump your head on a virtual tire. Sometimes students need that to realize this job isn’t for everyone.”

The lack of hands-on work does not change what the students learn, but it changes how they learn. “It’s been a continuous struggle that I still haven’t fully wrapped my head around,” Schieb admitted, explaining that students were much more engaged when they could use their hands. Now, keeping their attention is a lot harder.

To keep lessons alive, Schieb brings props from home, such as wrenches and bolts, just so that the students can get a feel for them. But without a sink, giving items like those is hard. Schieb said, “Normally, I’d just pick up a piston and pass it around. Now I do what I can with what I’ve got.” The lack of the shop doesn’t affect only the students; it also affects the teacher. Schieb said that he has been “sad” not to provide the students the full experience.

Despite all of this, there is still optimism. Mr. Schieb is already imagining the new automotive room and is very excited for its arrival. Schieb said, “The new space will be brighter, better organized, and safer. We’re hoping for a scissor lift, better lighting, and the ability to work on hybrid and electric vehicles.”

After years of making do with borrowed space and borrowed tools, Schieb is ready to see the program thrive again. “It’s been a rough year and a half, but the thought of getting this program up and running again keeps me going.” He then smiled and said, “I’m excited. I want to leave my fingerprints on this program for years to come.”