1. Golf Cart Driver Safety Course
Purpose of Project
The purpose of this project is to provide golf cart driver safety
training to student workers within the Division of Outreach and
Community Engagement (OCE) who drive University-owned golf
carts on the campus.
The OCE project will serve as a pilot project. If evaluations of the
project prove the training to be effective, a training course will
be developed for all employees who drive University-owned golf
carts on the campus. The campus-wide training course will be
presented to University administration.

2. Golf Cart Driver Safety Course
Need for Training Course
This initial need for this safety training course came from
two sources:
1. Leadership mandate to train student workers
2. University administration requests via email to
campus employees to be cautious of pedestrians and
University property while driving golf carts

3. ADDIE MODEL
This course was designed using the ADDIE Model.
Analysis
• Identified the learning problem – golf cart safety
• Identified goals and objectives for five session
• Identified Learner needs and characteristics through online
surveys and a face-to-face interview
• Examined the learning environment and necessary
technology required to complete the course
• Reviewed delivery options to find the correct one for the
targeted learners
• Developed a tentative class schedule

4. ADDIE MODEL
This course was designed using the ADDIE Model.
Design
• Developed learning objectives with a logical flow of
information
• Created a plan for how the course would look, the design, and
draft content
Development
• Created content based on the design of the course

5. ADDIE MODEL
This course was designed using the ADDIE Model.
Implementation
Delivered the course materials to the student completing the
one-to-one Formative Evaluation.
Evaluation
• Completed an online survey to request feedback on the
course content and presentation.
• Made revisions based on the feedback.

6. Golf Cart Driver Safety Course
Needs Assessment Survey - Community
To assess the community’s perception of the need for training, a
survey was developed in Survey Monkey.
• The survey was sent to members of the campus
community, and those who have taken classes on the campus
or spent time on the campus for other reasons such as
camps, plays, concerts, etc.
• Responders were identified through campus distribution lists
and Facebook
• The survey opened and closed on 7/21/12. The Community
Golf Cart Survey received 19 responses
http://www.surveymonkey.com/s/3PYDC5L

7. Golf Cart Driver Safety Course
Needs Assessment Results - Community
Community survey questions focused on the responders feelings
of safety when sharing sidewalks on the campus with golf carts.
The survey was created to provide community feedback to the
targeted Learner group.
Results indicated that training is needed to ensure pedestrian
safety on sidewalks and proper training of golf cart drivers.
• The majority who use campus sidewalks feel safe (89.5%); however, a
lower percentage (47.4%) believed that golf carts provided no threat to
pedestrians on sidewalks.
• There was some confusion about who has right of way on campus
sidewalks. The survey showed that 78.9% of responders believed that golf
carts yield to pedestrians while 63.2% feel that pedestrians should yield to
golf cart drivers.
• The majority also believed that those driving University golf carts should
attend a driver safety program (73.7%).

8. Golf Cart Driver Safety Course
Needs Assessment Survey - Learner
• This survey was developed in Survey Monkey and sent to
current OCE student workers via campus email
• The survey opened and closed on 7/21/12. This survey
received 6 responses
• The questions focused on the golf cart driver’s familiarity and
comfort level with the golf cart and his/her level of safety
when sharing sidewalks on the campus with pedestrians
http://www.surveymonkey.com/s/3ZSRXK2

9. Golf Cart Driver Safety Course
Needs Assessment Results - Learner
Results indicate that training is needed to ensure pedestrian
safety on sidewalks and proper training of golf cart drivers.
• While majority of learners have experience and feel comfortable driving a
golf cart (66.7%), they also feel that they would benefit from golf cart
safety training (50%)
• There is some confusion about who has right of way on campus sidewalks.
The survey shows that 66.7% believe that golf carts should give right of
way to pedestrians while 50% feel that pedestrians should give right of
way to golf cart drivers, which shows that a review of rules would be
beneficial
• Comments indicate that training is needed in operation of the golf cart
and safety

10. Golf Cart Driver Safety Course
Needs Assessment Results - Learner
A face-to-face Learner interview was also conducted with a
potential new student worker. Like the current students, the new
student is also interested in formal golf cart driver training. She
seemed eager to learn. While online learning would be new for
her, she was open to learning as long as support was available.
Learner Interview
Question Answer
Have you driven a golf cart before? No, but I would like to learn how to drive one.
Do you think safety is important when driving a golf Yes. I guess accidents can happen even in a golf cart. So
cart? yes, safety is important.
What kinds of things would you like to learn about How to actually drive one. What I would need to do if I
driving a golf cart? had an accident.
Have you ever done an online learning class? No, but I would like to learn.
Can you follow directions and work at your own pace? Yes, that is no problem. As long as I can ask a question if I
get stuck, I don’t have a problem.
If you are hired, would you be interested in taking a Yes. I think I would be more comfortable if someone
formal golf cart driver safety course? taught me what I needed to do.
Would you feel more confident in your skills as a golf cart Yes, definitely.
driver if you had formal training?

11. Learner Assessments
• An initial assessment was made of prior knowledge of topic
area; attitudes toward content; attitudes toward potential
delivery system; motivation for instruction; educational and
ability levels; general learning preferences; attitudes toward
training organization and general group characteristics
• Answers were taken from knowledge of the Learner’s work
environment, experience with Learners in earlier instruction;
supervisor information; review of job applications and
observation
• An additional Learner assessment was conducted using
Survey Monkey. The survey collected demographic and
learning style information from the targeted Learner group
http://www.surveymonkey.com/s/MKRGMXZ

12. Description of Learners
• Learners range in age from 19 - 22
• Learners include freshman to graduate level of education
• Learners include five females and one male
• Learners include 2 white and 4 African-American (total of 6 student
workers)
• Learners are proficient in the English language
• Learners have previous work experience
• Collective learning styles include 2 visual, 1 auditory,
3 combination of both
• Major areas of study include:
– Public Administration
– Sociology
– College Student Services and Personnel Administration
– Biology
– Family and Consumer Science Education
• Learners feel the training course is beneficial
• No disabilities were identified by the Learner group

13. Performance Activities and Measures
Using a variety of multi-media, Session 1
includes activities and assessments to facilitate
student learning.
• Practice Worksheet
• You Tube Video
• Class Exercise to brainstorm ideas
• Wordle
• Take-home research activity

14. Performance Measures
• At the end of the course, students will be
assessed through a written test. Test
questions are available to view through Survey
Monkey.
http://www.surveymonkey.com/s/N8FMJH7
• Students will also be evaluated through a
driver’s competency.

15. One-to-One Formative Evaluation
http://www.surveymonkey.com/s/sYFH3V3
Question Response Choices
Are the course objectives clearly Yes or No
defined?
Is the course content logical and well Yes or No
organized?
Are important points emphasized? Yes or No
Does the number of interactions in Yes or No
each lesson make learning easier?
Do graphics make lessons easier to Yes or No
learn?
Are there a sufficient number of Yes or No
examples and practice included in
the course?
Are colors and graphics attractive Yes or No
and not distracting?
Are lessons logically designed and Yes or No
easy to follow?
Was the amount of information Yes or No
presented in each session
comfortable?
Are important points emphasized? Yes or No

16. One-to-One Formative
Evaluation Results
Overall, the course received positive results.
Changes made as a result of the One-to-One
Formative Evaluation are listed below:
• Move Session #5, Objective #3, (How to Drive
a Golf Cart) to Session #1, Objective #3.
• Move Session #1, Objective #3 (Parking on
Campus) to Session #5, Objective #3.

17. End of Course Evaluation
• Learners will also be asked to complete a
written course assessment. To maintain
consistency, Learners will be asked to
complete the same survey used in the
formative evaluation.
• You can view the assessment questions at the
Survey Monkey link below.
http://www.surveymonkey.com/s/SYFH3V3

18. Golf Cart Safety Training
Session 1

19. The purpose of this course is to provide Learners
with the information and skills needed to be
knowledgeable and competent golf cart drivers
on the University of Central Arkansas campus.

20. Entry Competencies
• Learners must be identified as drivers of
University-owned golf carts
• Learners must understand the
importance of a formal golf cart driver
safety course
• Learners must have the ability to follow
instructions
• Learners must hold a valid Driver’s
License
• Learners must wear correct lenses if
prescribed by medical personnel

21. Session 1:
Cart Operator Functions
INSTRUCTIONAL OBJECTIVES:
1. Using a PowerPoint slides and Wordle, the
Learner will discuss the purpose of the
training, define “cart,” and how learn how this
affects the Learner’s role as a golf cart driver.
2. Using a hand-out graphic of a golf
cart, Learner will identify and label the
functional components.
3. Using a You Tube video, Learner will learn
how to drive a golf cart.
4. Learner will examine cart maintenance issues
through small group scenario discussion and
create a maintenance checklist.
5. Learner will analyze his/her department’s cart
rules based on pre-determined questionnaire
and report the information back to the class in
Session 5.

22. MAYBE? Is this a Cart?
NO?

23. A cart is…
any vehicle that cannot
exceed 20 miles per hour.
National Highway Traffic Safety Administration
(NHTSA), DOT

24. How does this training relate to you as
a Golf Cart Driver?

25. Golf Cart Functional Components
FORWARD
(Right Shift)
NEUTRAL BRAKE
(Center) AND
REVERSE PARKING BRAKE
(Left Shift)
KEY SWITCH ACCELERATOR

26. Golf Cart Functional Components
KEY SWITCH
The Key Switch is located on the support panel. The switch
enables the basic electrical system of the cart to be turned off
and on.
When Unattended:
– Do not leave the key switch in the ON position
– Do not leave the key in the switch
KEY SWITCH

27. Golf Cart Functional Components
BRAKE/PARKING BRAKE
The brake pedal is used to stop the cart. It includes a parking
brake feature.
– To engage, push DOWN on the top section of the pedal until it locks in
place. The parking brake will release when the bottom of the brake
pedal is depressed.
– Use the BOTTOM section of the brake pedal to operate the regular
brake system.
BRAKE
AND
PARKING BRAKE

28. Golf Cart Functional Components
ACCELERATOR
The ACCELERATOR is used to make the cart move forward and
backward.
– To release the parking brake, press the accelerator.
– To start the motor, press the accelerator.
– To stop the motor, take your foot off the accelerator.
ACCELERATOR

29. Golf Cart Functional Components
FORWARD/NEUTRAL/REVERSE LEVER
The FORWARD/NEUTRAL/REVERSE LEVER is used to put the cart
in gear It is located on the seat support.
– Before starting the cart, make sure the lever is in the desired position.
– Come to a complete stop before shifting the lever.
– Leave the cart in neutral when unattended.
FORWARD
(Right Shift)
NEUTRAL
(Center)
REVERSE
(Left Shift)

30. PRACTICE ACTIVITY

31. How to Drive a Golf Cart
Watch this video:
HOW TO DRIVE A GOLF CART
http://www.youtube.com/watch?v=wAOt_4B7gDE

32. Cart Maintenance
There are two types of maintenance:
Daily Maintenance
Yearly Maintenance

33. Daily Maintenance Checklist
 Check tires
 Fluid leaks
 Cart damage
 Steering
 Brakes
 Gas Tank
 Alarms (if applicable)
 Lights (if applicable)
 Signals (if applicable)
Report anything not in proper working
order to your supervisor! Do not use the
cart until repairs are made!

34. Yearly Maintenance Checklist
 Check tires
 Fluid levels
 Steering
 Brakes
 Battery
 Alarms (if applicable)
 Lights (if applicable)
 Signals (if applicable)
The physical plant motor pool shop
maintains and repairs University-owned
carts.

35. Maintenance Checklists
Class Activity
Daily Maintenance Checklist Yearly Maintenance Checklist
1. On a sticky note, write 1. On a sticky note, write
down a maintenance down a maintenance
activity that should take activity that should take
place everyday. place once a year.
2. Place your sticky on the 2. Place your sticky on the
poster board poster board
labeled, “Daily labeled, “Yearly
Maintenance.” Maintenance.”

36. Small-Group Discussion Activity
SCENARIO
What would happen if the cart failed while you
were running errands or transporting a high-
profile guest on the campus? What if the cause
was determined to be lack of maintenance?
How would this make you feel?
Would you be embarrassed? Angry?

37. Department Cart Rules
Each department has specific rules and
regulations for cart use, as well as procedures
for check-in and check-out and cart storage.
Use the Practice Activity to analyze
department’s cart rules.
Report the information back to the class in
Session 5.

38. PRACTICE ACTIVITY

39. Session 2:
Safety Precautions
INSTRUCTIONAL OBJECTIVES:
• Learner will identify and discuss
rain, snow and ice driving
conditions and situations.
• Learner will identify various
emergency situations and assess
how to handle them.
• Learner will identify pedestrians by
taking a quiz.
• Learner will identify passengers by
taking a quiz.

40. Weather Impacts Driving
• “It’s not so much the rain or snow
that causes crashes, but driver’s
ability to adapt to change.”
http://drivesteady.com

41. Driving in Rain
• When the road is wet, the film of the water on the
asphalt causes tires to lose traction.
• Less obvious is the fact that rain reduces driver
perception — it's harder to see through the rain — and
also decreases visibility through its action on headlights,
windshields and the road itself.
• While most people know to slow down in the rain, there
are definitely other tips that will help keep you, and
those who share the road with you, from becoming a
statistic. (http://www.edmunds.com)

42. Rain Safety Tips
• Allow more time for travel
• Brake earlier and with less force
• Stay toward the middle of the road, when possible
• Don’t attempt to cross running water
• Watch for pedestrians
• Give extra distance to anyone traveling in front of you
• If you start to hydroplane, do not brake suddenly or turn
the wheel

43. Driving on Ice and Snow
• In temperatures at or just above 32-degrees, a thin
layer of water can turn to or cover ice, causing
extremely dangerous, slippery driving conditions
• When the road is icy, tires lose traction
• Ice reduces driver perception — it's hard to see icy
patches

44. Ice and Snow Safety Tips
• Travel, steer and brake more slowly than usual
• Be cautious when driving your car into shaded
areas, and slow down during your approach
• Use extra caution when driving on
bridges, overpasses and tunnels
• Remember that POSTED SPEED LIMITS are
only to be followed during ideal weather
conditions. Slow down while driving on snow
or ice

45. Small-Group Discussion Activity
Have you had to deal with weather safety issues
related to rain, snow or ice?
If so, what happened?
How did you handle the situation?
Share with your small-group.

46. Assessing Emergency Situations
If you are traveling the campus, there is a
possibility that you will encounter an emergency
situation such as those listed below.
• Campus visitor with an emergency
• Sick person
• Car accident

47. Assessing Emergency Situations
• Travel with a cell phone
• Call the campus police if you feel threatened
or realize a situation is more than you can
handle
• Call your supervisor to report any unusual
situation
• Call 911

48. Class Discussion Activity
Discuss the following scenarios as a class and
provide input.
• Traveling across campus, you notice a student passed
out on the lawn. What do you do?
• Traveling across campus, you watch a car accident at
the intersection while you are waiting for your turn.
What do you do?
• Traveling across campus, a visitor stops you to say
she has lost her purse. What do you do?

49. Are you a pedestrian?
Pedestrians are people who are on foot, using non-
motorized wheels such as bicycles and skateboards, and
those using assistive devices such as wheelchairs and
walkers.
Pedestrians always have the right of way on campus
sidewalks and streets.

50. Are you a passenger?
• Passengers are those we transport in our cart.
• Passengers can be fellow workers, students, campus
guests and/or visitors.
• Be mindful of the weight/passenger limit of the vehicle
• Be mindful of special needs such as wheelchair or
walkers

51. Session 3:
Rules of the Road
INSTRUCTIONAL OBJECTIVES:
• Learner will define “hand-held device”
and create list of examples with the
class.
• Learner will discuss and demonstrate
correct hand signal.
• Learner will define and discuss state
laws that apply to drivers of carts.
• Using a You Tube example, Learners
will review and categorize driver and
passenger safety into acceptable and
unacceptable behaviors.

52. What is a hand-held device?
Watch this video to learn more about hand-held devices and
driving.
TEXTING AND DRIVING: GOLF CART EXPERIMENT
http://www.youtube.com/watch?v=_pE9XQwiocg

53. Class Activity
Learners will identify hand-held
devices and make a list on the
whiteboard.

54. Hand Signals
• Most carts do not have turn signals. On a busy
campus, it is important for those on the road
with us to understand where we are going.
Left
Right
Slow or Stop

55. Left Turn

56. Right Turn

57. Slow or Stop

58. Small Group Activity
Demonstrate proper hand signals
in your small groups by taking turns
showing the group LEFT, RIGHT, SLOW OR STOP.

59. State Laws and Golf Cart Drivers
• It is important to note that State laws pertaining to
drivers of cars and trucks on the roads and highways
also pertain to drivers of golf carts.
• If you were tested over it to obtain your driver’s
license, it is valid information for a golf cart.
Interesting Fact:
You can get a DWI/DUI driving a golf cart just
like you can while driving a car.

60. Class Discussion Activity
Discuss Arkansas State laws as found in the
Arkansas Driver’s Study Manual.
Identify any areas that need clarification and/or
follow up.

61. Driver/Passenger Behavior
Driving a golf cart is no different than driving a
car. Both the driver and passenger should refrain
from behavior that could be potentially
dangerous to themselves or others.
• Keep hands and feet in the cart at all times
• Remain seated when the vehicle is in motion
• No wreckless driving
• No alcoholic beverages

62. Small Group Activity
Watch this video.
JUMP OVER A GOLF CART
http://www.youtube.com/watch?v=nqewxdb063I
In your small group, act out scenarios of what is acceptable and
non-acceptable behavior while driving or riding in a golf cart.

63. Session 4:
Rules of the Campus
INSTRUCTIONAL OBJECTIVES:
• Learner will review and discuss
University policies that relate to
drivers of carts.
• Learner will review and discuss
designated campus travel paths
acceptable for cart travel.
• Learner will understand University
expectations for traveling within
construction zones.
• Learner will understand how to
travel during high-profile events
such as football games.

64. University Policies
• Several policies affect golf cart drivers. Specific
policies are listed below.
• Drug Free Work Place (505)
• Smoking and Tobacco Use (519)
• Traffic and Parking Regulations (421)

65. Small Group Activity
Review the hand-outs of the policies.
• In your small group, review each policy and look for
information that affects golf cart drivers.
• Using a highlighter, designate someone in your group to
highlight the information within each policy.
• Each small group will share their highlighted information with
the class.

66. Campus Travel Paths
You cannot drive a golf cart:
• On sidewalks
You can drive a golf cart:
• On campus streets

67. Class Activity
• Can you think of other areas on the campus that a golf cart is
regularly driven for which we have not accounted?
• Can you think of exceptions?

68. Campus Construction
The campus always has an area under construction.
The University web site (http://www.uca.edu) publishes
information about current construction projects.
Remember these tips:
• Do not drive in construction zone areas
• Look for alternate paths to your destination
• Allow for extra time

69. Class Activity
• Identify areas currently under construction.
• Can you share alternate routes?

70. Campus Events
The campus hosts many events each year. The University
web site (http://www.uca.edu) publishes information about
current events.
Remember these tips:
• Do not drive on sidewalks
• If the usual path has a large number of
pedestrians, look for alternate paths to your
destination
• Allow for extra time

71. Class Activity
• Make a list of campus events including those events that
happen during times of the year when other things might be a
issue such as weather.
• Learners can write their event on a sticky note and place it on
a poster labeled, “Campus Events.”

72. Session 5:
Driver Competency
INSTRUCTIONAL OBJECTIVES:
• Learner will review and discuss
information presented in previous
sessions.
• Using various pictures, Learner will
learn about parking on campus
• Learner will take a written test to
assess knowledge from all sessions.
• Learner will complete a driver
competency assessment.

73. REVIEW
We will review your questions from the pre-
instructional activity.

74. Parking on campus?
• Parking a cart is not much different than
parking any other motorized vehicle.
• You can receive a ticket for parking while
driving a cart.
Pay attention to the next several pictures!

75. Can I park here?

76. Can I park here?

77. Can I park here?

78. Can I park here?

79. Can I park here?

80. Can I park here?

81. Can I park here?

82. Evaluations!
Thank you for participation in the training
course. Please remember to complete your
course evaluation so we can improve and
make the course even better!