An Evaluation of an Electric Drive Vehicle Program Based on Student Motivation and Learning Effectiveness

Electric drive vehicles (EDVs) are becoming more and more prevalent in today’s marketplace. As such, there is a growing demand for engineers and mechanics that understand these specific types of systems. The U.S. Department of Energy recently awarded the Missouri University of Science and Technology and partners funding to develop a large-scale training project. The project includes the development of undergraduate and graduate curricula and programs at the university level and for community college vocational programs for mechanics. The project also includes a public dissemination component, including partners from the St. Louis Science Center. This program began recently, in the fall of 2010. In order to provide an initial evaluation of a sample of courses in the program a survey was administered to students currently enrolled in undergraduate and graduate courses that are part of the program. One part of the survey focused on the impact of the courses on motivation and engagement, and the other consisted of Felder’s Inventory of Learning Styles (ILS) [1]. Results indicated that motivation and engagement, in this context, could be conceived of as consisting of five components: active learning, visual learning, challenge, applicability, and interest. Further, students rated the project courses significantly more positive on these dimensions. Finally, students were found to be near the mid-point on the ILS active/reflective and sequential/global dimensions; while strongly favoring a visual and sensing style on the visual/verbal and sensing/intuiting dimensions respectively.