John Norman is more or less a legend in Spokane Community College’s (SCC) Technical Education department. John has taught students about manufacturing technology, factory automation, and robotics for nearly three decades, and has hardly had a moment to rest in that time, constantly adjusting his classes to new technologies and what employers are looking for in their employees.
John also holds the distinction of having graduated, many years ago, from the same program he now teaches. Like most people though, he didn’t have his career path planned out perfectly from day one.
“Originally, I thought I wanted to do something else,” says John. “But that program was already filled up, so I just took this class. It was my second option. And I’m really glad that I did it, because it actually leaned toward my strengths and what I like doing.”
After completing the program, John built a career in the manufacturing industry, working in Montana and Seattle, and had regional responsibility for operations of a national company. Eventually, he returned to the Inland Northwest and moved into management. “I ended up being a manager for a local company, helping people come up to speed, helping them train and understand how they fit into the company.”
Simultaneously, John served on the advisory board for SCC's Hydraulic and Pneumatic Automation Technician program. Seeing John's potential as a teacher through the training components in his management job, the board started trying to recruit him to be the new program instructor at SCC.
"They asked me, 'Would you be interested in teaching?' I thought, 'No, I'm enjoying what I'm doing.'" says John. "They said, 'Well, you know, you might consider it.' So I came to SCC with the thought that I was only going to teach for one year and then try and help find somebody to actually cover the classes. Well, here I am going on 28 or 29 years later, and I found out this is really what I want to do after that one year."
John's industry experience is typical of SCC instructors, and programs in Technical Education in particular maintain close ties with local firms in their industries, helping to keep course instruction aligned with what employers are looking for as well as providing networking and opportunities for graduates. Advisory boards, like the one John served on, are a critical source of information for shaping what students learn.
"Even now, when we have our advisory boards, I really solicit and ask them about the latest technology is that they’re using," says John. "We need to push the limits. And one of the things that we have done over the last couple of years is changed the name of the program. The new name is a little more descriptive of what we're doing around robotics."
The program formerly known as Hydraulic and Pneumatic Automation is now known as Robotics and Mechatronics Technology, and includes training with a factory robotic arm.
"Part of this is trying to make sure that what we're doing is relevant to what industry is looking for," says John. "When I went to work, I saw how important it was to have the skills that I got in school and how much of a head start it was for me to just jump into industry feeling like I was prepared."
Instructors with industry experience are also able to offer wisdom, advice, and teaching methods that can only be learned by facing work in the real world.
"Instead of starting with lectures or formulas, I try to project a scenario — a problem or condition — that forces students to ask, 'What’s happening here, and how do I respond?' Then we use the technical knowledge as a tool. The learning comes from applying ideas, not memorizing them," says John.
John's teaching style also leverages the positive stress inherent in manufacturing settings.
"The situations I give students aren’t always easy or comfortable," he says. "They can be demanding, even stressful at times, because real technical work is like that. Interestingly, many students thrive in that environment. They enjoy being pushed, solving things independently, and discovering they can handle more complexity than they expected."
Robotics, mechatronics, hydraulics, and pneumatics systems are complex, and it's easy for students to get overwhelmed unless they take the right perspective. Whether they're trying to master a complex technical system or envision their future, John offers his students similar advice: "Don't worry about the big picture. Worry about where you're at right here. Take care of that one thing at a time," says John. "You're trying to put all this stuff together before you have your foundations in place. Keep it simple."
John’s enthusiasm for emerging technology also continues to shape the program’s direction. One area he finds particularly exciting is additive manufacturing. “3D printing is going to revolutionize manufacturing practices,” he says. “Right now, we’re still in its infancy, but companies are already pushing the limits.”
For students, the technology offers both practical and creative opportunities. “It’s a fast way for us to generate parts and projects for students to work on,” John explains. “But more importantly, the materials and capabilities keep expanding.” From printed components to entire structures, John sees the field as a powerful example of how rapidly industry evolves — and why curiosity and adaptability remain essential. “It’s really just the beginning of what’s possible.”
Beyond technology and curriculum, what has kept John in the classroom for nearly three decades is the long view — watching students grow, struggle, and ultimately reshape their lives. “I love seeing students work through the tough stuff,” he says. “Then they get that job, and years later I can ask them, ‘How’s it going?’ and see how their lives have changed.”
Over time, those connections have become generational. “Now I have former students whose kids have taken my classes,” John says. “Their kids are graduating from high school now. It’s rewarding to see how you can impact and change other people’s lives.” For John, this is not unique to one program or discipline. “What I see across both SCC and SFCC is that we change people’s lives,” he explains. “We help people move themselves into a better place in life. That’s really exciting for me.”
Despite his reputation and experience, John is quick to reject the idea that expertise means having all the answers. “There’s more I don’t know than I do know,” he says. “We always need to approach things with the attitude that there’s something new to learn every day.” That mindset shapes both his teaching and his advice to students. Rather than fearing uncertainty, he encourages action. “There’s nothing I’ve ever done where I knew exactly how to do it when I started,” John explains. “But I knew how to do it when I was finished. Sometimes it’s about being willing to do something. Even if it’s wrong — just do something, because you’re going to learn from that.”
John often reminds students that learning is not about memorizing information, but about developing the confidence and adaptability to keep growing. “I’m still a student,” he says. “I’m still learning.”