1. Comparative Analysis of Unmanned Aircraft System Crewmember Collegiate Curricula UNSY 691 Capstone

2. Background
Microsoft Art
AVUSI (2013) reported that by 2025 $82 billion economic benefit and 100k jobs which will require UAS crewmember qualifications
Growth requires trained and educated UAS crewmembers
Collegiate community creating curricula to prepare workforce
Association for Unmanned Vehicle Systems International. (2013). The Economic Impact of Unmanned Aircraft Systems Integration in the United States. Arlington: AUVSI.

3. Statement of the Problem
Lack of FAA regulatory guidance for UAS crewmember qualifications may lead to non-standardized undergraduate collegiate curricula for UAS crewmembers

4. Key Terms
Crewmember: The FAA defines UAS crewmembers as pilots, sensor/payload operators, visual observers, and any people required for safe flight operations (Federal Aviation Administration, 2013).
Curriculum: Curriculum is comprised of four parts: (a) educational goals; (b) educational experiences to meet those goals, (c) organization of educational experiences; (d) and verification of elements to meet initially identified goals (Tyler, 1949).
Education: Education is the cognitive capabilities garnered from classroom instruction (Cross, 1996).
Training: “Training is measured by what you can do when you've completed it” and consists of hands-on experiences (Cross, 1996).
Cross, J. (1996). Training vs. Education: A Distinction That Makes A Difference. San Francisco: Omega Performance
Federal Aviation Administration. (2013). Integration of Civil Unmanned Aircraft Systems (UAS) in the National Airspace System (NAS) Roadmap First Edition. Washington: Department of Transportation.
Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago: The University of Chicago Press.

5. Method
Examine curricula described in catalogs of 18 undergraduate colleges offering UAS crewmember degrees
Separate curricula into components
General education
Aviation education
UAS education
UAS hands-on training
UAS used for hands-on training
Air Vehicle Type, C3 Link, GCS Type, Power + Propulsion, Automation, GSE
Examine Environmental, Political, and Economic aspects of the curricula

6. Associate Degrees Central Oregon Community College (OR)
Community College of Beaver County (PA)
Northwestern Michigan College (MI)
Sinclair Community College (OH)
Green River College (WA)
Cochise College (AZ)
Hinds Community College (MS)
Yavapai College (AZ)

7. Curriculum Distribution
Curriculum Semester Credit Hours (Associate Degrees)
College Name
General Education
Credit hours
Aviation Education Credit hours
Unmanned Education Credit hours
Hands-on or lab credit hours
Total Credits to complete degree
Green River College
23.33(35)
26.66(40)
6.66(10)
3.33(5)
60(90)
Central Oregon Community College
31.33(47)
21.33(32)
8.66(13)
5.33(8)
66.66(100)
Community College of Beaver County 22 31 12 65
Northwestern Michigan College 18 37 10
Cochise College 23 27 6 8 64
Sinclair Community College 32 13 14 3 62
Hinds Community College 60
Yavapai College
( ) denotes quarter hours

8. FAA Certifications Required
College Name
Private
Instrument
Commercial
Multi-Engine
Certified Flight Instructor
Green River College
Required
Optional
Central Oregon Community College
Community College of Beaver County 
Northwestern Michigan College 
Cochise College 
Sinclair Community College 
Hinds Community College 
Yavapai College

9. Bachelor Degrees University of Louisiana at Monroe (LA)
Liberty University (VA)
Embry-Riddle Aeronautical University (FL)
Kansas State University (KS)
University of North Dakota (ND)
Indiana State University (IN)
Lewis University (IL)
Middle Tennessee State University (TN)
LeTourneau University (TX)
Purdue University (IN)

10. Curriculum Distribution
Curriculum Semester Credit Hours (Bachelor Degrees)
College Name
General Education
Credit hours
Aviation Education Credit hours
Unmanned Education Credit hours
Hands-on or lab credit hours
Total Credits to complete degree
University of Louisiana at Monroe 78
30  9  3 
120 
Liberty University 
60 
39  6 
Embry-Riddle Aeronautical University
59 
36 
18 
122 
Kansas State University  72 40 9 6
127
University of North Dakota  69 37 15 4
125
Indiana State University  62 3
120
Lewis University  66 47
128
Middle Tennessee State University 75 30 12
LeTourneau University  46 58 17 5
126
Purdue University 24 16 18

11. FAA Certifications Required
College Name
Private
Instrument
Commercial
Multi-Engine
Certified Flight Instructor
University of Louisiana at Monroe 
Required
Liberty University 
Embry-Riddle Aeronautical University 
Kansas State University
University of North Dakota 
Indiana State University 
Optional
Lewis University 
Middle Tennessee State University 
LeTourneau University 
Purdue University

12. Statistical Analysis Utilized descriptive statistics
Mean, Mode, Median, Standard Deviation
Coefficient of variation (CV)
Standard deviation / mean
Can be expressed as a percentage or ratio
Provides a mechanism to compare the relative levels of variation across different areas
Creates context for standard deviations
Calculated CV for each topic to assess level of standardization
CLIPARTSIGN

13. Summary Descriptive Statistics
AAS Curricula Topics
Mean
Median
Mode
Std. dev.
Coefficient of Variation
General Education
Credit Hours
24.83
23.17 18
5.84
0.24
Aviation Education
21.37
24.00
No unique
11.29
0.53
UAS Education
7.04
6.33
6.41
0.91
UAS Training
9.58 8
7.70
0.80
Total Credits to
Complete Degree
62.83 63 60
2.68
0.04
BS Curricula Topics
Mean
Median
Mode
Std. dev.
Coefficient of Variation
General Education
Credit Hours
64.9 64 62
9.28
0.14
Aviation Education
38.1 38
No unique
9.54
0.25
UAS Education
12.6
13.5 9
4.14
0.33
UAS Training
6.6
5.5 3
4.60
0.70
Total Credits to
Complete Degree
122.8
121
120
3.33
0.03

14. Coefficients of Variation

15. Degree Naming Conventions
All of the bachelor degrees are bachelor of science
All of the associate degrees are associate of applied science
Name of degrees vary, but do not correlate with the scope, content or topic distribution in the curriculum
B.S. in Aeronautics with UAS Cognate (LU)
B.S. in Unmanned Aircraft Systems (KSU)
B.S. in Remotely Piloted Aircraft Systems with Pilot Concentration (LeTourneau)
All degrees use the term UAS, even though the curricula focus primarily on sUAS

16. Findings 14 of the 18 colleges required FAA pilot certification
All had hands-on UAS training
All but one used actual aircraft
2 did not have any UAS specific academic coursework
Bachelor degrees had less relative variation than associate degrees
UAS Topics (academic and hands-on) had more relative variation than other topics

17. Findings UAS Hands-on training
All UAS used were classified as small (<55 lbs)
Only one strictly used simulators
Some used simulators and sUAS
Large amount of diversity between systems used, but common manners of operation from GCS and automation capabilities
Lack of standardization between schools’ amount of hands-on training is concerning

18. Conclusions
Potential confusion between the degrees’ focus on sUAS and labeling of UAS
Inconsistent UAS knowledge and flight experience of graduates
High relative variation in UAS topics raises concern about standardization of curricula
Variation in UAS used for hands-on training likely inconsequential

19. Recommendations UAS Curricula
Hands-on
Create UAS flight hour requirements (excluding simulator)
20 hours for AAS degrees
40 hours for BS degrees
Academic
Institute minimum academic UAS credit hours/topics
FAA Certification minimum requirements
Sport Pilot for AAS degrees
Private Pilot + Instrument rating for BS degrees

20. Recommendations Further Analysis
Comparative analysis of UAS simulators used for collegiate purposes and how they impact curricula
Compare the impact to curricula between small UAS and UAS (>55 lbs)
Longitudinal study of the effectiveness of curricula in meeting needs
Employers satisfaction with graduates
Graduates employability
Graduates follow-on education, training, and certification
Repeat comparative analysis after the implementation of regulations to assess any potential stabilizing impact of regulation

21. Recommendations Analysis Improvements
Improve resolution of comparative analysis by investigating curricula at the syllabi level instead of the course catalog level
Better characterize blended classes
Potential resistance from colleges with syllabi and instructional development
Improve resolution of UAS used for hands-on training by examining more characteristics

22. Closing
This research fulfilled the six program outcomes of the Master of Science in Unmanned Systems from Embry-Riddle Aeronautical University’s Worldwide Campus