![]() The distance learning enrollments has totaled 315. Over the three year project the course enrollments on-campus has totaled 1,249. Students across the college of engineering and at all degree levels are integrating these courses into their degree programs. They are offered both on campus and to distance learning students. They are listed across the college in mechanical, chemical, electrical, and materials science and engineering. 2) The educational effectiveness and economic feasibility of the new curriculum: The new courses are offered at both the undergraduate and graduate levels. In addition, nine existing courses were modified by adding HEV material to the courses. The new curriculum, rather uniquely, features two new classes and two new labs that emphasize a vehicle level integration of a hybrid electric powertrain that parallels the vehicle development process used by the OEMs - commercial grade software is used to design a hybrid electric vehicle, hardware-in-the-loop testing is performed on each component until the entire more » powertrain is optimized, the calibration is flashed to a vehicle, ride-and-drives are executed including on board data acquisition. = ,ġ) How the project adds to the education of engineering students in the area of vehicle electrification: This project created and implemented a significant interdisciplinary curriculum in HEV engineering that includes courses focused on the major components (engines, battery cells, e-machines, and power electronics). The graduate courses perhaps will be offered every 2-3 years, and the undergraduate courses most likely on a yearly basis. ![]() Almost all of the 10 courses have healthy enrollments and we do expect them to be offered continuously in the future. After that, the courses were considered together with other existing courses in the planning of teaching schedule and may not be offered each year. In the first 2 years, under the DOE funding, the courses are offered more regularly. The total number of students who took these new courses over the duration of this grant is just over 1,000. The other six courses were developed thereafter. The grant was finalized in September 2009, and four new courses were developed and offered soon after in Winter 2010. The offering and enrollments of the ten undergraduate and graduate courses developed under the support of this educational grant is summarized in the table below. We are very proud that the ARRA money, which was distributed as part of the economy stimulus package back in 2009, was used to invest in laboratories which are already impacting the learning experience of our undergraduate and graduate students, and will continue to do so in the coming decades. The majority of the project cost (~70%) goes toward the establishment of three undergraduate laboratories, which provides critically needed hands-on learning experience for next-generation green mobility engineers. The target audience also changed from general public to K-12 students. We expanded the scope of our “education kit” activity to include some educational materials, mainly in the form of videos. ![]() Therefore, the originally proposed activities: Saturday morning seminar series, and a set of consumer education material were dropped from our scope. The resources should more » then be focused on activities that have less overlap. It was under the suggestion of Joseph Quaranta, the ARRA education Program Director at that time, that we should coordinate and eliminate redundancy. For example, the Odyssey 2010 event held by the West Virginia University team had planned and successfully reached to more than 230,000 attendees, which is way more than what our proposed 100k event could ever reach. When we held the kick-off meeting in NETL in Morgantown back in early 2010 with all the ten ARRA education teams, however, it quickly became clear that among the ten ARRA education grantee teams, our proposed “consume education” activities are not better or with the potential to create bigger impact than some of activities proposed in other teams. The first four deliverables were all successfully developed and offered. In the original proposal, we proposed to develop four graduate courses, six undergraduate courses, four professional short courses, a K-12 electric vehicle education kit, a Saturday morning seminar series, and a set of consumer education material to support the advancement of transportation electrification. This collaborative educational project between the University of Michigan-Ann Arbor, University of Michigan-Dearborn and the Kettering University successfully executed almost all the elements we proposed to do.
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