2026 ASEE Annual Conference & Exposition

This project engages undergraduate engineering and technology students in the innovative conversion of a non-operational three-row golf cart into a sustainable vehicle powered by solar photovoltaic (PV) technology and hydrogen fuel cells. While the technical goal was to restore and enhance the cart’s functionality, the educational objective centered on providing students with a unique, hands-on opportunity to integrate renewable energy systems into a practical design challenge. By combining applied research and experiential learning, the project serves as a model for advancing sustainability-focused engineering education.

The conversion process required students to retrofit the existing cart structure with flexible solar panels, strategically mounted on the roof, to capture solar energy and charge a battery system. The battery provided the primary power source for the electric drive components. To address limitations during periods of low solar generation, a hydrogen fuel cell system was integrated as a supplementary power unit. This hybrid configuration enabled students to analyze system-level integration issues, such as balancing energy flow, optimizing storage, and ensuring reliable operation. Students are engaged in iterative design, simulation, and testing cycles, applying concepts learned in coursework to real-world engineering decisions.

Performance metrics, including energy efficiency, operational range, charging times, and system reliability were systematically collected and evaluated by students. These analyses not only assessed the technical effectiveness of the hybrid solar and hydrogen fuel cell system but also provided students with experience in data driven problem solving and experimental validation. Students documented challenges such as energy conversion losses, component compatibility, and weather-dependent variability, using these experiences to develop critical engineering judgment.

Beyond the technical outcomes, the project emphasized professional and educational skill development. Students worked in interdisciplinary teams, practicing collaboration, communication, and project management. They gained exposure to emerging renewable energy technologies, while also grappling with the broader implications of sustainable transportation in engineering practice. Faculty mentorship guided the project, but students were responsible for key design decisions, encouraging independence, creativity, and ownership of the learning process.

The results of this project demonstrate dual impacts. Technically, the golf cart conversion showcases the feasibility of combining solar and hydrogen technologies into small scale electric mobility solutions. Educationally, the project highlights how student-led, sustainability-centered research can be integrated into engineering curricula to strengthen problem-based learning, bridge theory and practice, and prepare students for careers in renewable energy and green technology sectors. Future iterations of this work will explore scaling the model to other student projects, developing structured learning modules around hybrid energy systems, and disseminating best practices for embedding sustainability-focused projects in engineering education.