7. Conclusion

As solar racing approaches its 20^th anniversary, its merits are being questioned; it is has become clear that solar powered consumer automobiles are quite unlikely and that alternative-energy research dollars might be better spent elsewhere.[75] There have been some direct technological advances spurred by solar racing, such as Bridgestone's Ecopia tires being used on production hybrid automobiles (BFNT 2003) and electric rickshaws powered by NGM motors (Schneider 2004), but perhaps the most important aspect of competitions like the ASC is educational.

The introduction to the Yale College Programs of Study states that the "main goal [of a Yale College education] is to instill in students the development of skills that they can bring to bear in whatever work they eventually choose." (Baker 2005) The Report on Yale College Education lists eight of those skills, including curiosity, initiative, teamwork, and participation in the global community (CYCE 2003). Team Lux membership contributes directly to all of these. The scope and scale of the solar car program allows it to surpass any classroom experience in developing the skills called for in the Report. Combining elements of many fields of engineering, as well as finance, management, and advertising, Team Lux requires students to "work with others in such a way as to construct the larger vision no one could produce on his own." (CYCE 2003) Designing and constructing a complete vehicle every two years requires of every Team Lux member the "sustained and disciplined analysis" called for in the Report. In their survey responses, Team Lux members almost universally described it as the most influential part of their time at Yale.

The learning and leadership opportunities offered by Team Lux have proved extremely valuable in the post-collegiate world. Unfortunately, it is only a small number of students who are participating in an extremely expensive program. A reevaluation of Team Lux is in order; possible areas of improvement include university oversight, the size of the team, and the cost of each car. These improvements must be carefully implemented, however, so as not to strip Team Lux of the character that makes it such a beneficial educational program.

The recent failure to qualify for races could likely have been prevented through improved organization or a more tightly enforced schedule. These and other problems might suggest more active faculty leadership as a solution. However, removing the student leadership aspect of the team would inexorably alter the program; it is the sink or swim nature of the program that forces students to become leaders. Solutions must be found to overcome Team Lux's organizational difficulties and that help guide the program while allowing students to hold responsibility for the success of the car. The university could accomplish this through, motivating deadlines and documentation by tying funding to demonstrated progress. This would retain the student led nature of the team while offering some measure of control over the program.

Although oversight is a problem, many of Team Lux's current difficulties stem even more from the extremely small size of the team. The benefits of the program should sell themselves in recruiting additional members, but clearly more must be done to promote and expand recruitment. Increased participation not only exposes more students to the solar car program, but also helps to retain existing members by decreasing each member's workload. With a sufficiently large group, Team Lux could function properly as an intensive extra-curricular activity, while still allowing members time for their academic workload as well as other interests.

The largest strike against Team Lux is the monetary cost of the program. This could be significantly reduced without major impact to the program. Although Team Lux's most recent cars have been expensive open class vehicles, none of the educational aspects of the program would be lost by entering the stock class. This would cut the cost of the solar array by as much as $50,000. Team Lux already has established the necessary infrastructure for solar car construction, and given Yale's vast network of well-placed alumni, fundraising for a stock class car should not be arduous.

Solar racing may seem out of place at Yale, with its relatively small engineering program and East Coast location in a sport dominated by very large public universities and Mid-West races, but Team Lux fits perfectly into Yale's vision. The solar car program has had only moderate racing success, but winning a race is secondary to the learning that takes place by participating in the engineering competition. As Team Lux offers matchless practical experience to complement traditional classes in meeting Yale's educational goals, collegiate solar racing should remain an integral part of Yale Engineering.