Integration of Unmanned Aerial Vehicles and Aerial Photogrammetry into a Civil Engineering Course to Enhance Technology Competency

Abstract

Given the increasing use of technology in civil engineering, it is important for students to be proficient in learning and using new technologies. In academic settings, this priority translates into students gaining experience using technology and learning about potential applications. Since technology evolves, it is more important to cultivate technology competency in students than to teach specific technologies, software, coding languages, etc. In this project, our objective was to integrate technology into the civil engineering curriculum by introducing an activity into an existing course where students learned about unmanned aerial vehicles (UAVs) and aerial photogrammetry. Our use of UAVs was motivated by the increasingly common industry practice of using aerial systems for monitoring buildings and environments. We integrated this activity into an existing civil engineering elective course titled 'Heavy Construction Methods.' In the classroom, students learned about the principles of UAVs and aerial photogrammetry. Students then practiced these principles by observing a UAV flight (conducted by a FAA licensed drone pilot), setting and recording coordinates for ground control points, collecting field data, and using Autodesk software (Recap, Recap Photo, and Civil 3d) to create digital surface models. This activity spanned two class sessions. Student attitudes towards technology and learning were captured using a questionnaire conducted in class. A major finding of this project was that faculty can work with students to better integrate technology learning into classroom settings, making technology more approachable and creating meaningful experiences for students. One of the challenges we found in introducing technology into the classroom is that the instructor may need to update their skill set and become proficient in using the technology first. Institutional support was also important to provide and maintain the appropriate equipment and software. Students appreciated the "real world" application, outdoor setting of the first session, and collaborative nature of the activity. Overall, the project demonstrates how technology can be integrated into the civil engineering curriculum in a relevant manner and how collaborative and hands-on activities can cultivate students' ability in using technology.

Evaluation of Safe Landing Site Detection Methods for Unmanned Aerial Vehicles

“…External sensors such as cameras, LiDAR, SONAR, temperature sensors, and proximity sensors vary in size, mission, and range. Cameras play a vital role in providing real-time mission information, while UAVs can also transport water and chemicals for crop spraying [51], [52].…”

DroneSim: a VR-based flight training simulator for drone-mediated building inspections

“…Molina et al (2014) invited an interdisciplinary team of undergraduate engineering students to collaborate and provide solutions to the drones’ range and endurance issues. Very recently, Camarillo et al (2020) integrated drones and photogrammetry in a civil engineering course in order to improve the students’ technology exposure and competency. Despite these attempts, real-world drone training remains a difficult task.…”

“…Specifically, researchers indicated that real-world drone training is associated with the risk of inflight drone crash, especially since mistakes are always part of the learning process (Weldon and Kozak, 2017). For example, Camarillo et al (2020) indicated that students were not involved in the drone flight mission and only observed the data collection workflow, correlating the successfulness of their real-world drone flight with the experience of the drone pilot. In addition, others stated that the risk of inexperienced pilots causing serious accidents in actual drone flights is significant (De la Torre et al , 2016), not to mention the potential monetary damage and struck-by risks associated with drone training over people (Bu et al , 2015).…”