“This approval marks a critical milestone in Sterling’s strategic expansion and reinforces its commitment to delivering exceptional aviation education across multiple locations,” flight school officials said in a statement.

Benefits of Part 141 Programs

Having an FAA Part 141 certification enables the Tallahassee campus to offer a more structured curriculum, “designed to provide an accelerated path to a professional pilot career, meeting the highest standards of safety and efficiency,” according to the company.

“The FAA’s approval of our Tallahassee location for Part 141 training is a testament to our unwavering commitment to excellence in aviation education,” said Wayne Heller, CEO of Sterling Flight Training. “This expansion not only strengthens our ability to train the next generation of pilots but also enhances our capacity to serve the aviation needs of the Tallahassee community and beyond.”

School officials said the 141 program at the new location is designed to complement Sterling Flight Training’s Jacksonville, Florida, operation, which has been providing both recreational and career-oriented flight training for years. Certificate options include remote pilot (drones) through college degree programs and airline careers.

The post Sterling Flight Training Receives Part 141 Certification appeared first on FLYING Magazine.

Flying is one of those things that so many people want to try—or have questions about. We answer some of those frequently asked here.

Learning to fly and obtaining a pilot certificate is not like learning to drive a forklift. You can’t do it in an afternoon. It usually takes a few months, with flying lessons two or three times a week.

It will be expensive, around $6,000 to $10,000 for a private certificate. You do not have to pay the money up front. Be wary about putting money on account at a flight school unless it has a refund policy and it is in writing.

Get your medical certificate early. If you are pursuing a certificate to fly an airplane, you will need to have it before you are allowed to solo. If deferred, don’t give up. There may be an opportunity for special issuance, or you may seek a pilot certificate that doesn’t require a medical certificate, like flying gliders.

You will need an aviation headset and pilot logbook. Bring both with you to your flight lessons. You will want to get a gear bag to carry these materials along with a notebook for taking notes and writing down information in the cockpit.

You will learn to read an aviation sectional, which is a map used for navigation. You will learn how to use the pilot’s operating handbook (POH) for your aircraft to determine its performance.

Part 61 vs. Part 141

The difference between training under Part 61 and Part 141 is structure. Part 141 is the more restrictive of the two. Under Part 141, the use of a syllabus is required, lessons are done in a specific order, only certain airports are authorized for flights to and from, there is a training course outline (TCO), and stage checks are required to advance in training.

• READ MORE: Pointers for Packing Your First Flight Bag

The material covered under Part 61 and Part 141 is identical, but some funding sources will require the applicant to be training at an accredited 141 program.

The benefit of Part 141 is that, in theory, the structure allows for the applicant to achieve the required experience in as little as 35 hours to be eligible for the check ride. Under Part 61, the minimum is 40 hours.

For best results, use a syllabus to make sure all the material is covered in a logical order. Your instructor should have a copy that they refer to, and you should have a copy of it as well.

Be advised, the national average for experience for applicants taking private pilot check rides is around the 60-hour mark, no matter which part you train under.

The benefit of Part 61 is that if there is a hiccup with the issuance of your medical certificate that delays your first solo, you won’t have to stop training. You can move ahead to other dual lessons (that means flying with an instructor) in the syllabus until your medical challenges are resolved. Also, you have more flexibility when it comes to airports you are allowed to fly to, therefore your experience will be broader than someone trained under Part 141.

Use the FAA Airman Certification Standards (ACS), which are the minimum “passable” performance for a pilot, from day one. The ACS provides performance metrics, such as holding altitude within 100 feet and heading within 5 degrees. Remember these are the minimum standards, so strive to do better.

Learn to Use a Mechanical E6-B Flight Computer

Don’t let it intimidate you. The instructions for solving time, speed, and distance problems are printed on the face of the instrument. The backside of the instrument is the wind calculation side, and it can be very useful for visualizing wind correct angles.

For the pilots (often lapsed CFIs) who argue that the cockpits of turboprops and jets have flight management systems and backups on backups for navigation that will tell you wind correction angles, ground speed, time en route, etc., please remember it’s going to be a long time before the private pilots who want to be professional pilots get to that level with those resources.

And not everyone wants to be a professional pilot.

• READ MORE: How To Use a E6B Flight Computer

Learning to use the mechanical E6-B before you go to an electronic version or an app is the aviation version of learning how to do basic math before using a calculator. It gives you an extra tool to use in the cockpit should your electronic device run out of juice, get stolen, or do an uncommanded gravity check with pavement that renders it inoperable.

Structure of Lessons

A traditional flight school is not like attending high school. You won’t be in a classroom or airplane all day. Your ground school can be done face to face and will be a few hours a day, or you can do it online. At the completion of the course you will be endorsed to take a knowledge test (commonly known as the written test, although it is all on computer now) administered by an FAA-approved private contractor.

Most flight lessons are at least an hour long for local flights. For cross-country flights that involve going to an airport at least 50 nm away, you will budget more time.

Your first lesson will likely be heading out to the local practice area (your instructor knows where that is) to learn how to do climbs, turns, and descents. Flying in the practice area is like learning to drive a stick shift in an empty parking lot. You want the room to make mistakes.

Learning to fly in the airport traffic pattern is like learning to drive a stick shift in stop-and-go traffic. It is considerably more stressful and can be counterproductive. Learn basic control before the stakes are higher.

Solo Flight

Your first solo is the halfway point of your private pilot training. There are 15 experience requirements listed in the Federal Aviation Regulations/Aeronautical Information Manual (FAR/AIM) rule book under Part 61.87 that are required to be covered before you can be soloed.

Keep in mind that performing the task once doesn’t mean you have learned it or can perform it well, so you will have to practice it a few times before the solo endorsement is given. There also will be an airport-specific knowledge test administered by your instructor before a solo endorsement is given.

Before you launch on your solo cross-country flights, a flight instructor must review your flight plan and provide you with an endorsement, stating they have reviewed your flight plan and you are prepared to make the flight. This endorsement will go into your logbook.

About Your CFI

Your CFI should want to talk before and after each lesson. This is known as the pre-brief (what we are going to do and how we are going to do it) and the post-brief (this is how you did, and what we will do next). This is considered part of your training. Don’t skimp on this.

Understand that most CFIs do the job to build their experience for other jobs, like the airlines. Some of them may be more interested in building their own hours than teaching you to fly, or their teaching style or availability might not work for you. If any of these issues crop up, it’s OK to seek a change of instructor. Conversely, if it’s not working from the CFI’s perspective as they cannot meet your needs, they may suggest a change of instructor.

We can’t control the weather. There may be days the CFI suggests a ground lesson, a lesson in the school flight training device (commonly known as a simulator), or canceling the lesson due to weather that is below VFR weather minimums or beyond your capabilities at the time. This is about you flying, not your CFI showing you what they can do. If you are on your second lesson and the crosswind component or gust factor are beyond the demonstrated component of the aircraft you are flying, it’s likely a better day to stay on the ground.

The post What to Expect When Learning to Fly appeared first on FLYING Magazine.

During a press conference at the Sun ‘n Fun Aerospace Expo (SNF) on Thursday in Lakeland, Florida, the Italian aircraft manufacturer announced HCH Aviation, a Part 141 school based in Nacogdoches, Texas, is transitioning to an all-Tecnam fleet.

According to Tecnam, the school, which is operated in partnership with Stephen F. Austin State University, uses twin-engine P2006Ts for multiengine training. HCH Aviation has ordered 15 of the single-engine Tecnam P-Mentors to augment its fleet. At the present time the school has 75 students—a number expected to double within the coming year.

• READ MORE: Oregon Flight School to Buy 10 Piper Aircraft

“Tecnam has been a wonderful partner in assisting our team in our aircraft needs,” said Kristen Conklin, HCH Aviation president. “Having a standardized fleet using Tecnam makes complete sense for our team from both a business and training perspective.”

Tecnam Aircraft to Brazil

Tecnam and EJ Escola Aeronautica Civil have announced a letter of intention for the Brazilian flight school to add 30 Tecnam P92 MkIIs to its fleet. The school is particularly intrigued by the aircraft’s state-of-the-art glass cockpit designs.

EJ Escola Aeronautica, based in São Paulo, has been training pilots since 1999. It boasts more than 60 aircraft in the fleet, which are spread out in three locations.

Tecnam noted the P92’s short-field performance, excellent climb and efficiency are now combined with the MkII’s composite fuselage for improved cruise performance. The cabin volume has also been increased to allow for wider seats, additional forward and aft adjustment, and improved ergonomics.

The aircraft are equipped with advanced Garmin G3X touch avionics and available with synthetic vision and ground proximity warning, providing additional navigation and situational awareness.

“Tecnam is our choice to take EJ into the new era of modern flying, where fuel efficiency, sustainability, digital technology, and good flight characteristics are a must,” said Josué de Andrade, director and co-founder of EJ Escola Aeronautica Civil.

Said Walter Da Costa, Tecnam’s chief sales officer: “We are very pleased that the most important flight school in Brazil has chosen Tecnam to replace and upgrade its fleet. Today’s students are very demanding and deserve brand new aircraft with the latest technology.”

Throughout the industry there has been an initiative to reduce carbon emissions in aviation, both at the airline level and at flight schools. One of the selling points for the Tecnam designs is its relatively green operation.

According to the company, flight schools operating Tecnam’s single- and twin- engine fleets can save as much as 10 tons of carbon dioxide emissions for every single student graduated with a commercial pilot certificate, which represents a 60 percent reduction compared to fleets using 100LL fuel in 155 flight hours.

Kenai Aviation Adds Tecnam to Fleet

Flight schools are not the only entities relying on Tecnam for fleet operations. During a press conference at SNF, Tecnam and Kenai Aviation announced the Alaska-based operator has added a third Tecnam P2012 Traveller to its fleet.

The first P2012 Traveller entered into service with Kenai Aviation in 2022, coming immediately after the delivery ceremony at the Sun ‘n Fun. The second P2012 was delivered a year later. 

The twin-engine aircraft have been used to transport passengers and freight, and according to Kenai Aviation officials, the Traveller is the “aircraft of choice” for the short haul operations in the Anchorage area.

• READ MORE: Tecnam Delivers P2012 To Kenai Aviation at Sun ‘n Fun

The Traveller is a turbocharged twin-engine high-wing aircraft that can be used for freight or to transport nine passengers with one or two pilots. The aircraft is equipped with TKS deicing capabilities, which is a must in Alaska’s challenging and dynamic weather environment.

“Our third P2012 is the proof we have found the aircraft that is perfectly suited for our commuter markets in the state of Alaska,” Joel Caldwell, Kenai Aviation CEO and owner, said in a statement. “The P2012, designed specifically to meet the needs of our scheduled commuter markets in south central Alaska, has exceeded our expectations.”

The post Tecnam Signs Deals for HCH Aviation Fleet Transition appeared first on FLYING Magazine.

The agency issued 69,503 student pilot certificates in 2023, up 24 percent from 2022.

A deeper dive of FAA’s civil airmen data shows the bulk of the certificates were issued in June (7,162) and August (7,813).

• READ MORE: The Cautionary Tale of the Destruction of Meigs Field

The June starts are no surprise. Student pilot starts usually increase in the spring as the weather improves. People receive introductory flights as graduation presents, Mother or Father’s Day gifts, or they decide to use their tax return to check that item off their bucket list or begin a new career.

The August figure may be associated with the beginning of the academic year at Part 141 colleges and universities.

Tips for Finding a School

You cannot control the weather, maintenance issues, or scheduling, but you can manage the amount of effort put into learning. To expedite your training, you will want to fly at least twice a week, although three times is better to make steady progress. Ensure the school has an adequate fleet and enough instructors to go around. 

• READ MORE: The Potentially Deadly Distraction of Social Media

When you do your research, find out how many learners (the FAA’s official term for student pilots) and renters the school has as well as how many airworthy airplanes and active instructors are on staff. You don’t want to find yourself in a situation where there are 40 student pilots and seven instructors and only three airworthy aircraft. 

Don’t be surprised if there is a waiting list for training. Many programs at both Part 141 and Part 61 schools cap their enrollment to protect the limited resources of instructors and aircraft.

Also, find out if you can rent aircraft for solo flight after you have obtained your certificate. Some schools are so busy that they only allow active students to rent for solo flights. Find out in advance so there are no unwelcome surprises.

The post FAA Data Shows Student Pilot Numbers on the Rise appeared first on FLYING Magazine.

What Is Normal?

On your first preflight inspection, your instructor will likely teach you how to perform it, checklist in hand. It doesn’t matter how long you’ve been flying, use the checklist. In addition to providing a logical flow to the inspection, it often offers metrics for normal and safe operations, such as “minimum oil level 5 quarts”.

It is OK, in fact encouraged, to be extra cautious when it comes to potential discrepancies found during the preflight inspection. If you have never flown a particular airplane before, and it is your usual slightly beat-up flight school rental, you will probably find things that give you pause. For example, that crack on the plastic wingtip that terminates in a drilled hole. A good instructor will use this as an opportunity to explain stop-gap drilling.

• READ MORE: Make the Most of the Checklist

Sometimes you will find more than one thing on an airplane that concerns you or have a question about, but you’re so focused on the inspection you may forget that you had a question. This is common. During my student days, I got into the habit of leaving the left wing tied down as a reminder to myself that I had a question for the instructor. Pretty soon my instructors were trained to recognize this symbol. Today my learners use this technique.

There may be a situation where the CFI calls a mechanic for their opinion. The first time I did this was when my learner found a nick in the propeller—a piece of sharp metal sticking up. The mechanic came out and inspected the propeller, then used a file to dress the crack and blade. It was an excellent teachable moment for both the learner and myself, and it taught the learner not to be intimidated by mechanics.

I don’t remember a single time a mechanic became cross with me for asking their opinion on something. One mechanic explained it to me by saying, “These are our airplanes too,” and they’d rather have it be a nonissue than something that creates a problem in the air.

The best flight schools are the ones where the CFIs and mechanics work as a team. This begins by respecting each other’s space and skill sets. I rather enjoyed being called upon to assist the mechanics when they have a task like swinging a compass or taking them up on a diagnostic flight. 

If the school is Part 141 only mechanics can touch the aircraft. I’ve been told that even the replacement of a screw in the cowling by someone other than a mechanic can result in sanctions from the FAA. Under Part 61, this apparently isn’t the case, but you should never borrow a tool without permission. The mechanics I know keep their toolboxes very well organized. A missing tool—or one not put back in the right place and therefore perceived as missing can make a mechanic wonder if they left it in an aircraft—is not a good thing.

I can’t borrow tools without permission. I just can’t. One of the worst punishments I received as a child was when I borrowed my father’s hand tools without permission. I was 7, and let’s just say learning took place.

One mechanic I worked with said I could borrow his tools, but he asked that I return them on top of his toolbox with a note indicating that it had been borrowed and now returned. I respected this.

It is extremely disturbing to find a tool where one is not supposed to be—on the ramp, on the runway, or in the airplane. A former colleague found an Allen wrench on the battery of Cessna 172 during a preflight inspection and, for reasons that still escape me, thought it had been put there for him to find as some sort of joke. I am still not sure why he thought it was about him, and I was horrified. I still don’t get how leaving a tool in an engine could be a joke. 

• READ MORE: Flying Checks: Private Pilots Best Practice Before Takeoff

That being said, I do use colorful plastic toy frogs on the exterior of the aircraft and in the cockpit to check a learner’s preflight inspection and start scenario dialogues. For example, a frog on the fuel selector valve might mean the placard of the valve is missing. Is the aircraft still airworthy? Learning takes place. I always collect the frogs after the inspection. 

Most often, though, the learner’s discoveries of potential issues during the preflight inspection are not serious but are quirks of the airplane. It is often a relief to learn that the dent you found along the empennage has been there for months, and it is important that the instructor validate the learner’s observation, especially when it’s tied to their use of the checklist. During the run-up, the learner observed a rough-running magneto. There was too much of a discrepancy between the magnetos, per the checklist, for a safe flight, and I admit I was proud of my learner when he stated this. That was the day he learned how to clear a bad magneto.

When You Find Damage

Sometimes learners are reluctant to report damage they find for fear they will be blamed for it and billed for repairs. I witnessed a pre-solo learner near tears when she found a wingtip light hanging by a wire. Her CFI called me over to take a look. It was obvious the wingtip had collided with something.

“There’s no way you did this,” the CFI told her. “Something hit it.”

A little bit of sleuthing revealed that the line worker pulling the aircraft to the fuel pump had misjudged the distance between the aircraft wing and fence line. The line worker said he thought he felt it drag, but then it came loose so he didn’t think anything of it.

As it was a daytime flight, the lesson took place. However, a placard was inserted and a note made on the dispatch binder advising renters that the aircraft was for daytime VFR only. The lesson for the day included how to report a squawk. At this school the form included what aircraft, who found the squawk, when, were you solo or with a CFI, phase of flight, and action taken, as in which mechanic or administrator did you notify. Sounds like a lot to do, but, as I was told, there was precedence when squawks were verbally reported to the dispatcher, who wasn’t a pilot and often didn’t understand the issue and its impact on airworthiness. The detailed squawk report addressed this.

Squawks Don’t Just Disappear

Just because something is squawked doesn’t mean it gets addressed. If it doesn’t impact airworthiness or safety of flight, it may be deferred until the next inspection. However, be wary of a school that encourages instructors and renters to fly aircraft with known squawks, such as oil leaks or flat spots on tires with cords showing. Big red flag: If the local designated pilot examiners are reluctant to fly in those aircraft, take note.

If you feel uneasy about the mechanical condition of an airplane, remember you are not being forced to fly it. That apprehension could be from a lack of experience, or you could have a valid concern. It’s always best to err on the side of caution.

The post Knowing What’s ‘Normal’ Is a Big Part of Preflight Inspections appeared first on FLYING Magazine.

When something happens, be sure the authorities investigating it will come back to the flight school—and the certified flight instructor (CFI) to see if there were any red flags.

Liability: Part 61 vs. Part 141

Under Part 61 the CFI who endorsed the client for solo is directly responsible for their actions. This is why some CFIs simply refuse to provide solo endorsements, preferring instead to teach only upper-tier tickets such as instrument and commercial. Often this is because something that happened in the past taught the CFI not to do it again. They won’t even sign off on a learner’s solo cross-country plan. Other Part 61 CFIs add caveats to their solo endorsements in an effort to protect themselves.

One of the most experienced Part 61 CFIs I know told me about a time a student pilot took an airplane into marginal VFR, trying to get a few laps in the pattern before the weather turned worse—and worse it became when he was on downwind. The student—because he was a student in those days—had a valid solo endorsement, and it was his responsibility to receive a weather briefing. The person who dispatched him was not a pilot, and her office was a windowless former closet in the back of the building, so she had no idea the weather was getting worse.

The student launched into what almost immediately turned into heavy rain. Although he claimed he could see the runway, the people on the ground could hear the airplane but not see it. The CFI arrived at the airport just as the student took off. He was surprised to learn the student had taken off and greatly relieved when the student landed after one lap in the pattern. There was a discussion about the preflight weather briefing. Had the student obtained one before the flight? The answer was no, although the student replied it had “looked pretty good” when he got to the ramp.

More discussion followed, and the CFI then added a line to all endorsements he gave for solo flight from that day forward that in addition to the weather minima included “student must obtain and document a weather briefing and determine aircraft performance before flight” and “student must notify CFI before flight.” The latter could be done with a text message. The CFI wanted to create an electronic information trail: “Have you received a weather briefing? What are the winds and ceilings?” is how he often responded to the texts. 

Note: “Looks pretty good” was not an acceptable reply.

Some of the other CFIs at the school jeered at the CFI for being an overprotective nanny. The CFI stuck to his guns, saying he wasn’t about to risk his career over something that could be addressed with a few lines in a logbook.

Under Part 141, the flight school, not the individual instructor, is allegedly responsible if there is an accident or incident. If the learner does something against school policy or violates an endorsement, some schools just remove the learner from their roles. In a best-case scenario, there is a discussion with the learner before separation takes place. Or it can be passive-aggressive—the learner comes in to find out they have been disenrolled from the school, can’t access the online schedule, or they are flying with another instructor—with no explanation. When the learner is forced to switch instructors, they may be forced to repeat their training. This isn’t required under Part 141, and sometimes it is just a ploy on the part of the school to run the learner out of money to get them to leave.

The latter often leads to the learner going to social media to share their negative experience or filing a complaint with the FAA or even the Veterans Affairs if the learner is using VA funds to pay for flight training. Sometimes the separation of the learner from the school is justified—like the learner who has flown with three or four different instructors who all refuse to fly with the learner again because he or she doesn’t follow instructions because they are anti-authority, macho, impulsive, and invulnerable. Does this sound like someone you know?

Things get more complicated when the pilot with the hazardous attitude is a renter pilot. Most flight schools require a checkout flight before you rent their aircraft, and CFIs who witness hazardous behavior can do little more than offer admonishments or counseling to the errant pilot. 

If the renter’s skills are lacking and they are not receptive to more training and practice, it is within the purview of the CFI and business owner to deny the person renter privileges.

When Things Go Wrong

Most business owners would rather turn the person away than deal with the aftermath of an accident or incident. When there is an accident, especially one that results in a fatality, there is often an attempt to project liability on anyone even remotely connected to the flight.

This became vividly apparent in 2012 when there was an accident involving a 30-year-old Seattle area CFI who took two friends for a spontaneous night flight in an airplane that belonged to the flight school he worked at. He was not scheduled to fly that night. It was February, and the night was dark as in very little lunar illumination. The CFI had keys to the school. Security camera footage captured them entering and exiting the building. The aircraft departed and headed toward a mountainous area. Sadly, the flight ended in CFIT, controlled flight into terrain. According to the National Transportation Safety Board (NTSB) it was later determined the CFI had a blood alcohol level “four times the legal limit” to fly.

In the days that followed, the FAA sent representatives to the local flight schools to find out what steps they were taking to “prevent a situation like this from happening again” as it was suggested the flight school was somehow liable for the CFI’s decision to take the aircraft.

Many schools put their aircraft dispatch books under lock and key after the accident—and made it a rule that all flights must be on the schedule. The thought being that if someone took an airplane without permission, without following the rules, the school was not liable because the aircraft was essentially stolen.

Fear of liability can deny opportunities. A CFI that I trained recently told me about the challenges his flight school is having as it tries to set up a Part 141 program and partner with the local community college. The school district slammed on the brakes, fearing the liability issues of offering such a program. There was no room for discussion, and therefore no opportunity for education.

What makes this extra painful is that the Part 61 FBO had provided some introductory aviation classes with the local high school students and they were well received. The FBO was looking into the possibility of obtaining an advanced aviation training device (AATD) to continue the classes, but even that is raising some liability alarm bells. I hope it gets sorted out soon.

Liability usually breaks down to the fear of a lawsuit. The brutal fact is that you can be sued for anything—collecting on a lawsuit is a different story, however. How many teeth the threat of a lawsuit has depends on where you are in life. If you are in the position of supporting a family and have obligations, such as a mortgage or car payments, etc., a lawsuit is more of a threat. You won’t even go there, and no one would blame you. But if you are a 20-something living in a shared apartment with a futon for a bed, stolen milk crates for furniture, and less than $200 in your bank account, you may not feel as if you have as much to lose.

The post When a Learner Messes Up, Who Is Liable? appeared first on FLYING Magazine.

The busy part 141 flight school lost 11 of its 13 aircraft the morning of April 20 when strong winds, known as a gustnado, blew through the area. The aircraft, normally kept in a hangar, were parked on the ramp because the hangar was being prepared to host a fashion show fundraiser for cancer survivors.

Following the incident, social media posts circulating throughout the Kansas City aviation community alleged that the aircraft moved out onto the ramp before the storm hit the area were chocked but had not been tied down in spite of the forecast weather conditions.

The ramp is controlled by Signature Flight Support. A company spokesperson from Signature confirmed in a statement to FLYING that there was an incident at Signature’s KMKC airport location that “involved several aircraft that were damaged because of very severe and unusual weather conditions.”

“The safety and security of our customers and employees is our top priority and we followed standard operating procedures to protect the aircraft staged on the ramp. We are working closely with local authorities and the impacted customer to address the immediate situation. The incident remains under investigation.”

Flight training company's air fleet wiped out by 'gustnado' at downtown Kansas City airport https://t.co/ZsAAQJJhRh

— KMBC (@kmbc) April 21, 2023

The statement continued, saying that the aircraft were removed from the hangar to prepare “for a long-standing, annual fundraising event for a local nonprofit organization. The customer was informed in advance that this would take place. It is not true that the aircraft were not chocked. We followed standard operating procedures to protect the aircraft—in this case, aircraft were triple-chocked.” 

The spokesperson did not confirm if the aircraft were tied down.

Although the forecast warned of severe weather, the aircraft were not tied down. Gustnados, according to the National Weather Service, are not considered tornadoes. The peak winds from Thursday’s storm were estimated to have reached 65 mph. Photos of the aftermath flooded social media. They show aircraft, most of them Pipers, flipped over and some up against a fence. At least one was over the fence. The aircraft have crushed tails and bent wings.

According to the flight school’s webpage, they offer flight training from private pilot through Airline Transport Pilot. Officials from the flight school did not respond to FLYING’s request for comment.

The post ‘Gustnado’ Takes Out Kansas City Flight School Fleet appeared first on FLYING Magazine.

The event was marked by visits from members of the Greater Tallahassee Chamber of Commerce and the community, who came out for a ribbon-cutting ceremony and discovery flights.

“We flew six discovery flights until the winds picked up, so we took down names from everyone who didn’t have the opportunity and will take them up on another day,” said Brock Rees, manager of satellite operations for Epic Flight Academy. Rees described the event as “a great success,” thanking the Chamber and airport personnel for their support.

One of the highlights of the event was the display of an Embraer ERJ-145 belonging to CommuteAir, a regional airline operating for United Airlines. CommuteAir and United Airlines are two of Epic’s recruiting partners.

Danny Perna, Epic founder and CEO, was pleased with the open house.

“The Epic team did a great job opening the school and hosting this event. I’m incredibly proud of them and grateful to Tallahassee for the warm welcome,” Perna said. “We chose Tallahassee as our third location because of its great facilities and proximity to other airports. We train hundreds of airline pilots each year, and it’s important for them to train in all types of airspace.”

About Epic Flight Academy

Epic Flight Academy was founded in 1999, and employs 150 people. The students train in Cessna 172 Skyhawks, Piper PA-44 Seminoles, and a variety of AATDs. The main campus is located at the New Smyrna Beach Airport (KEVB), and includes Epic’s Part 147 aircraft mechanic training facility. Epic also has a satellite flight school at Ocala International Airport (KOCF).

The post Epic Flight Academy Opens New Location in Florida appeared first on FLYING Magazine.

The college or university curriculum has to be approved by the FAA and the school approved for the restricted ATP (R-ATP), which will lead to fewer hours needing to be acquired.

Per FAR 61.160, pilot applicants who hold a bachelor’s degree in an aviation major from a four-year institution that is approved for the R-ATP and a commercial pilot certificate can qualify for the certificate at 1,000 hours total time, and those holding a commercial pilot certificate and an associate’s degree from an approved two-year institution can qualify with 1,250 hours total time.

Per the FARs, the required flight training must be completed as part of an approved Part 141 curriculum at the institution of higher education or at a Part 141 school that has a written training agreement with the institution of higher education.

If the school lacks FAA approval, the R-ATP minimums do not apply.

Some graduates find this out the hard way, after they’ve spent $100,000 on an aviation degree from a two- or four-year program and thousands more to acquire a multiengine commercial pilot certificate through a Part 141 program. Some find out when they’ve been hired at an airline and are going through training—they don’t understand they’re coming up short until they apply for the ATP certificate and learn their school is not authorized for R-ATP.

Look for the LOAs

When the FAA authorizes a Part 141 program or an institution for the R-ATP there will be an accompanying letter of authorization (LOA). The LOAs are usually framed and displayed prominently at the school. LOAs indicate when a school is Part 141, and when an advanced aviation training device (AATD) can be used to meet experience requirements. Read the letter carefully.

Recently students at the University of Memphis in Tennessee filed a lawsuit against the school for allegedly leading them to believe that graduating with a four-year degree would enable them to qualify for the R-ATP with 1,000 hours total time. Flight students from U of M complete their training at Crew Training International (CTI) at Millington-Memphis Airport (KNQA), a well-established Part 141 program. On their website, CTI notes the R-ATP minimums apply for graduates of approved universities, but does not mention the University of Memphis.

Kyle Mullen, the president and CEO of CTI, told FLYING that it was his understanding that the university has applied for the letter of authorization, and CTI has been working with the FAA for several years on the project, but the combination of staffing changes at the FAA and the pandemic have slowed the process. Additionally, CTI’s operation at KNQA is considering a satellite operation as their main location is in Fort Lauderdale, Florida, and as such they are required to go through the Miami Flight Standards District Office. According to Mullen, they often wait weeks for correspondence to be answered by the FSDO.

Mullen is skeptical of the allegation that the university misled the students, saying most students were aware of the situation, and suggests a lack of the general public’s understanding about the FAA’s role in certification of programs that are eligible for the R-ATP may be partially to blame.

Interpretation Error

On August 16, 2018, the University of Memphis published a media release announcing its new commercial aviation program.

The last paragraph states “By earning a bachelor’s degree in aviation, pilots reduce the required number of flight hours needed to become commercial pilots by 500 hours. Personnel in University College, including a dedicated academic adviser, will work with students pursuing the degree. In addition, the University College will work closely with CTI personnel to handle administration of student attendance, billing and course selection.”

In addition, FLYING found two news stories about the new program dated in August 2018. 

The Memphis Daily News on August 13 ran the story under the headline “University of Memphis Commercial Aviation degree Takes Flight this Fall.” The story contains the line: “A bachelor’s degree in aviation also reduces the FAA-required flight hours to become a commercial pilot from 1,500 to 1,000 hours, Mullen said, making it more convenient and realistic for people to fly for an airline.”

A story appearing General Aviation News in August 2018 attributed to General Aviation News Staff contains the same information as the story appearing in the Memphis Daily News and ends with the phrase: “By earning a bachelor’s degree in aviation, pilots reduce the required number of flight hours needed to become commercial pilots by 500 hours, university officials said.”

FLYING reached out to the University of Memphis, hearing back from Captain Warren F. Travis, instructor/coordinator/advisor from the Commercial Aviation program, who stated he could not respond to our questions due to pending litigation.

Is a Degree Worth It?

One of the complaints made by a student at the U of M is that he could have enrolled in a flight experience building program instead of wasting four years at college, with the understanding that having a bachelor’s degree would reduce the amount of time needed to be hireable at the airlines.

A degree used to be a requirement in order to work for the airlines as a pilot. Most pilots who attend college aviation programs earn aviation degrees. The lucky ones end up as flight instructors or in other time building jobs. The not-so-lucky ones often have had difficulty finding or holding those time-building aviation jobs, or who realize that the airline life wasn’t for them find themselves unqualified for anything other than flying. This has led to the suggestion that pilots back up their aviation skills by getting a more pragmatic degree such as business or engineering, so they would have something to fall back on.

As the pilot shortage has caused most airlines to drop the degree requirement, there are more pilots who are pursuing accelerated aviation programs to get the required flight experience—and in their spare time, using distance e-learning to acquire backup skills in the event the aviation career doesn’t work out. (You’d be amazed at how many pilots also hold real estate licenses or are state-certified electricians).

If you want a career in aviation, pursue it with passion and enthusiasm—but also have a fallback in case it doesn’t turn out how you expect it to. Think of this plan as your ‘alternate’ if the flight cannot be completed as filed.

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Part 141 programs are more structured than Part 61. Because of this, it is possible to qualify for certification as a private pilot with a minimum of 35 hours total time, and for commercial pilot with 190 hours. The syllabus must be adhered to, however, and there are more stage checks, and often instructors are assigned to the learners.

Under Part 61, you learn the same material, but it takes more hours to qualify for your private pilot and commercial certificates (a minimum of 40 and 250 hours, respectively). With Part 61 there is also greater flexibility in the training. That begins with the ability to choose your own instructor. There are some things for you to consider, though, as you make this all-important choice.

Scheduling and Time of Lesson

Selecting an instructor begins with finding one whose schedule matches your own. If you are working full time and can only fly on the weekends, that narrows the field of available instructors. To make decent progress, you should fly at least twice a week, and three times is better. The lessons should be about an hour to two hours total. Not all of that time is spent in the aircraft.

When you select a CFI, you are essentially hiring a professional to do a job. As such, they should be interviewed. Some questions you should consider asking:

1. Why are you a flight instructor?

The most common response is “building hours to become an airline pilot.”

If that is the CFI’s goal and they are getting close to the hiring minimums, you may want to think twice about working with them. Under a Part 61 program, it is not uncommon to have to repeat training when you change instructors.

If you are lucky, you may encounter an instructor who is there for the love of teaching aviation and seeing his or her learners succeed. They can be rare, and as such are highly prized.

2. Do You Use a Syllabus?

If the answer is yes, ask which one, and ask to see it. You should have a copy of it during training. Unlike Part 141, a specific syllabus is not required under Part 61, but it is the best way to keep your training on track and to help you prepare for each lesson. If the answer is no, or “it’s not required,” move on—unless you are in no hurry and money is no object.

3. Do You Teach Ground School? Can You Recommend a Ground School?

You will need knowledge in addition to skill to be a pilot, this is usually acquired from ground school—if the school does not offer one in house or you do not have the time to be in the class, there are many online courses to choose from: Gold Seal, King Schools, Sporty’s, etc. Ask the CFI which school they would recommend.

Some instructors do not teach ground school beyond the preflight and postflight briefings because they only get paid when the propeller is turning. Sometimes they do not have the confidence or skill set for ground instruction and will tell you to “read the book.” Look for an instructor who is comfortable teaching on the ground as well as in the air.

4. What Is Your First Time Pass Rate? How Do I Know You Are Committed To Instructing?

Flight instructors who have an 80 percent pass rate for first-time applicants are eligible for the FAA Gold Seal designation. This is a one-time-only accolade that recognizes the CFI for excellence of instruction. Some CFIs pride themselves on maintaining that pass rate and will tell you so.

Another means to determine an instructor’s commitment to the educational process is the Master Instructor designation from either the National Association of Flight Instructors (NAFI) or the Society of Aviation and Flight Educators (SAFE). To achieve the designation, the instructor must perform and document several hundred hours of activities designed to improve their teaching skills. For the instructor, it is like getting an associate degree in aviation. The designation is renewed every two years.

5. How Are the Lessons Structured?

Key words and phrases to listen for are “preflight brief,” “airman certification standards,” “syllabus,” and “postflight brief.”

Each lesson should begin with a preflight brief, which tells you what tasks you will be doing and how to do them, progress to doing the lesson/accomplishing the tasks to the standards, and conclude with a postflight brief that critiques your performance, discusses methods for achieving a better performance what will be done in the next lesson. If the CFI responds with, “We just go out and fly,” you will not be getting your money’s worth.

6. What Experience Do I Need To Earn the (Insert Certificate or Rating Here)?

A good CFI will pull out a current copy of the FAR/AIM and show you the appropriate entry under Part 61. Many learners do not know how to use the FAR/AIM to become acquainted with the experience and knowledge they need—a good CFI will teach you how to do this, allowing you to take ownership of your training. Bonus points to the CFI who explains the three stages of private pilot training: pre-solo (the 15 things per FAR 61.87), post-solo experience-building and cross-country flight, and check ride prep.

7. Can I Have an Introductory Flight?

An introductory flight, also known as an Intro Flight, is basically a working interview for the CFI—it is the first flight lesson. The purpose of this flight is for you to determine if the CFI’s teaching style works with your learning style. It should begin with a lesson on how to do a preflight inspection of the aircraft.

8. What Do We Do If the Weather Is Too Poor To fly?

The CFI should explain weather minimums and assure you that you will be taught how to check the weather using FAA approved sources. If the weather is too poor to fly, the choices are to do a ground lesson or to cancel.

9. What Is Your Fee?

Flight instruction is a service, and you can expect to pay for instruction both on the ground and in the air. Please note if the CFI is working at a flight school that charges the learners, let’s say $60 an hour for instruction, the CFI is getting significantly less than that. Do not be surprised if the CFI cannot give you a hard number as to how much the entire certificate will cost—the good ones can ballpark it, but there are often too many variables to give you a fixed price.

Listen to your gut during the initial meeting. If the CFI reminds you of someone you do not like, this could get in the way of the educational process. If the CFI looks like they just rolled out of bed or gives the impression that they would rather be someplace else, i.e., looking at their watch or their phone—move on.

No one expects a Part 61 CFI to be wearing a dress shirt and tie (bonus points for those who do), but they should look professional and act professional—because for that hour or so you spend with them, you are the most important person in the world. Their job is to help you fulfill your aviation dreams.

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