Kris Everette – Frankfort HS
Last year, my CTE Director and I began exploring the costs associated with acquiring a pair of simulators for our Civil Construction class. To ensure transparency and gather input, we held meetings where students could participate in the decision-making process for selecting the unit we would apply for. After meeting with three different companies to compare notes, options, and pricing, we decided to partner with CM Labs.
With a Perkins Reserve grant secured, we returned to CM Labs and negotiated to keep the pricing within our budget. After considerable effort and numerous emails, our purchase was approved, and I started preparing the classroom by building a countertop to accommodate the units.
When the simulators arrived, the company helped with the online installation of programming. However, we initially faced challenges with access to the school network. After some delays with our busy tech department, we finally got connected, and our license was updated. It was then up to me to learn how to effectively integrate these simulators into our curriculum.
Collaborating with West Side Tractor, I arranged for equipment access, allowing students to practice operating the machinery, specifically the arms and buckets, to improve their efficiency. The simulators are set to mimic John Deere controls, which makes transitioning between the simulator and real machinery much smoother. West Side Tractor generously allowed me to request different sizes of machinery, including excavators and track loaders, often with varying equipment. This flexibility has enabled my students to experience different buckets and learn about various power, strength, and weight ratings, as well as the distinctions between tracked and wheeled vehicles in off-road conditions.
One challenge I’ve discovered with the simulators is the lack of depth perception within the program. When attempting to load a truck, it is difficult to gauge the distance as clearly as in a real-life scenario. Additionally, transitioning from looking up with the bucket to checking the distance to the vehicle can be more complicated in the simulator. Space and budget constraints have limited our ability to invest in upgrades, such as a fully articulated seat or VR headsets, which could offer a more realistic experience. However, I hope that future improvements will allow us to enhance our training methods.
Since we began using the simulators, I’ve noticed that the time spent familiarizing students with controls when equipment returns to campus has significantly decreased. Currently, we are working in my Sandbox to clear a large soil pile containing concrete debris. The head of maintenance requested that students help remove the trash so we can use the equipment to load a dumpster. This provides not only a hands-on learning experience but also contributes to cleaning up our school property.
A downside to simulator training that I’ve observed is that while all students complete OSHA 10 training before operating equipment, the initial experience behind the controls presents a stark reality. The considerable power of these heavy machines can be surprising when students push the controls. Unlike the simulator, where one can easily restart after a mistake, real-life operation does not offer that luxury. It’s crucial for students to maintain respect for the machinery’s capabilities, ensuring they prioritize safety as they learn.
While I have seen students taking risks in the simulator—often aiming for faster times and better grades—I remain concerned about translating that behavior to real machines. Though they haven’t yet exhibited this in actual equipment, it’s a constant consideration for me as their instructor to ensure they balance confidence with safety.