aerospace leadership and the potential of uavs 13 march ... · aerospace leadership and the...
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UAS
Initiative
Aerospace Leadership and the Potential
of UAVs
13 March 2014
Briefing to the Ohio Board of Regents
Richard Honneywell Executive Director OH/IN UAS Center and Test Complex [email protected] 937-497-6720 (O) 937-716-0944 (C)
UAS
Initiative
“The reasonable man adapts himself to
the world; the unreasonable one persists
in trying to adapt the world to himself.
Therefore all progress depends on the
unreasonable man”
George Bernard Shaw
UAS
Initiative
Planned Capabilities
• Catalysis for commercialization opportunities
• Resource for COA preparation and related Airworthiness and FAA
Reporting processes
• Integrated Safety Management System
• Access to multiple test ranges offering special use and Class D airspace
• Collaboration focal point for RDT&E
• Modeling, simulation and data management
• High bandwidth connectivity across ranges
• Privacy research and policy development
• Business friendly test range services
Mission • Catalyst for UAS Commercialization and Economic Development
• UAS Test Center resource supporting State & Federal Partners
• UAS Test Center supporting Federal Research
OH/IN UAS Center & Test Complex
UAS
Initiative
“What new technology does is
create new opportunities to do a
job that customers want done”
Tim O’Reilly
UAS
Initiative
UAS Economic Opportunity
• Teal Group analysis: UAS industry expected to grow
from $6B/year to $11B/year ($94B over 10 years)
• AUVSI analysis: 100,000 jobs and $82B in total
economic impact over 10 years
• Early Market Sectors:
• Precision Agriculture (>50% market)
• First Responders/EMA
• Fire
• Police
• Resource Survey
• Geospatial Mapping/Survey
• Media
• Infrastructure Inspection
• Logistics
• Micro-delivery
UAS
Initiative
Precision Agriculture Opportunity
Early Capabilities • Crop Assessment • Blight detection • Track invasive insect species • Precision Insecticide control • Precision fertilization • Moisture detection • Harvest-ready detection • Yield Estimates • Insurance Evidence
Technology Needs • Small Fixed wing, and hover vehicles • Visual, Thermal & Multi-spectral sensors • Three dimensional sensing • Endurance • Systems of systems architecture • Data analysis • Knowledge Delivery
UAS
Initiative
Police/Fire Opportunity
Early Capabilities • Track active shooter • Document Accident • Monitor traffic flow/alternative routes • Document Crime Scene • Deterrent Patrols • Detect and locate CBRN hazards • Locate & monitor Illegal drug production • Restore Communications • Public address • Event Situational Awareness
Technology Needs • Small Fixed wing, and hover vehicles • Visual, Thermal & Multi-spectral sensors • Durability & Cost • Operations Development • Rapid Data analysis/evidence • Training
UAS
Initiative
Resource Survey Opportunity
Early Capabilities • Inspect infrastructure • Monitor tree harvest/poaching • Survey construction projects • Monitor drilling sites compliance • Excavation monitoring • Project monitoring & assessment • Assess water quality & effluence • Track invasive species • Inspect amusement park rides • Property Survey and monitoring
Technology Needs • Fixed wing, and hover vehicles • Visual, Thermal & Multi-spectral sensors • Sense and Avoid capabilities • ADS-B capabilities • Secure C2 capabilities • Rapid Data analysis/knowledge transmit
UAS
Initiative
“Whatever it is that the government
does, sensible Americans would
prefer that the government does it
to somebody else”
P.J. O’Rourke
UAS
Initiative
FAA UAS Policy Today
• Current Authority – Certificates of Authorizations (COAs) are required for any UAS flights in USA
outside of DOD Restricted Use Airspace
– COAs are specific to platform and configuration and location(s)
– Only public entity recognized by FAA may apply for COA
– COAs provide authority for flights for up to 2 years
– FAA requires collection and reporting of data associated with flying on
monthly basis
• Typical Operations Authorized
– Small UAS, under 60 lbs
– Flights below 400 feet and away from any airports
– Flights outside of areas with any significant population density
– Flights must occur within Visual Line of Sight
UAS
Initiative
FAA UAS Policy Next Steps
• FAA’s next steps … establish routine operations for – Public sUAS Visual Line of Sight (VLOS) Operations – 2015
– Civil sUAS VLOS – 2015
– Public UAS Ops – 2015
– Civil UAS Ops – 2020
• Concurrent Enabling Policy and Research Efforts – Pilot Certification, Medical and Training Standards
– Air Worthiness Certification Standards
– Airborne Sense and Avoid
– UAS Autonomy
– Ground-Based Sense and Avoid
UAS
Initiative
“Creativity is not the finding of
a thing, but the making
something out of it after it is
found”
James Russell Lowell
UAS
Initiative
State of Ohio’s Strategy
UASC&TC
Economic
Development
Agencies
State & Fed
Agencies
Universities
Colleges
Industry
• R&D
• Training
• Commercial
Collaboration
• Grants
• Operations
• R&D
• Capability
Development
• Grants
• Business Attraction
• Commercialization
Centers
• Investment Capital
• Catalyze
opportunities
• Support
development of use
cases
• Acquire FAA
authority
Supporting development of UAS based business capabilities
UAS
Initiative
“Any sufficiently advanced
technology is indistinguishable from
magic”
Arthur C. Clarke
UAS
Initiative
Key Technologies Knowledge Delivery
Layered Data Processing Heuristics
Domain Dashboard, Metrics & Standards
Platform
Miniaturized sensors and avionics
High energy density (Li Air, Fuel Cell)
Composite Materials
Additive manufacturing
Aero designs optimized for Lower Re
Integration into National Airspace System
Sense and Avoid
ADS-B
Secure Command & Control
Autonomy
Human Factors
Enables FAA Policy to Evolve
Money maker!!
Next Generation Manufacturing
UAS
Initiative
STEM Opportunities
• UAS offers significant motivator for STEM activities • Air Vehicle design and flight • Command and Control • Sensors and data management • Operational research • …
• K-12
• Experiential flight opportunities • Science Fairs
• University/Community Colleges
• Demonstration of theory • Applied research • Thesis support • Workforce development
UAS
Initiative
UAS Air Operations Challenge • Multi-year Challenge Event sponsored by NASA and AF
• Phase 1 Competition April 28 – May 9, 2014 $500K Prize – Fly 4-Dimensional Trajectories (4DT)
– Employ NEXTGEN Technology
– Detect & Avoid cooperative air traffic
– Operate safely in a number of contingency situations.
– Communicating verbally with Air Traffic Control when deviating from flight plan
– Option to Detect & Avoid uncooperative air traffic
– Option to Demonstrate navigation w/degraded or loss of GPS
• Future – Phase 2 Competition – Sense and Avoid $1M Prize
– Phase 3 Competition – Complex Ground Operations (TBD)
UAS
Initiative
Summary
• Ohio bringing together needed collaboration across
broad range of partners
• Working to establish Memorandum of Agreements
that align Ohio UAS activities
– State Agencies
– Universities
– Federal Agencies
• Moving forward with a broad range of activities that
enable:
– Economic Development
– Support of State and University partners
– Federal research
GETTING TO 30
Establishing Ohio’s One-Year Option Credit Articulation System
Ohio Board of Regents Meeting
Miami University Thursday, March 13, 2014
LEGISLATION
2
Not later than June 30, 2014, the Chancellor of the Board
of Regents shall establish a One-Year Option credit
articulation system in which graduates of Ohio Technical
Centers who complete a 900-hour program of study and
obtain an industry-recognized credential approved by the
Chancellor shall receive 30 college technical credit hours
toward a technical degree upon enrollment in an
institution of higher education.
CHANCELLOR’S GOAL
3
Not later than June 30, 2014, the Chancellor of the Board
of Regents shall establish a One-Year Option credit
articulation system in which graduates of Ohio Technical
Centers who complete a 900-hour program of study and
obtain an industry-recognized credential approved by the
Chancellor shall receive 30 college technical credit hours
toward a technical degree upon enrollment in an
institution of higher education.
STUDENTS
1. Must Complete a 900 Hour Program of Study.
2. Then Obtain an Industry Recognized Credential,
approved by the Chancellor.
3. They Shall Receive 30 College Technical Credit
Hours Toward a Technical Degree.
4. Will Receive These 30 Credits Upon Enrollment
into an Institution of Higher Learning.
6
FIRST MEETING’S GOAL
Develop and Agree on Framework(s)
that Award 30 College Credits from a
900+ Clock Hour Program with an
Industry Recognized Credential
7
OHIO’S CREDIT TRANSFER SYSTEM
Credit Transfer System’s Components:
• Ohio Transfer Model (OTM)
• Transfer Assurance Guides (TAGs)
• Career-Technical Credit Transfer Guides
(CTAGs)
• Advanced Placement (AP)
• Military Credit Transfer
• Prior Learning Assessment (PLA)
• Apprenticeship Articulation
8
ATS FRAMEWORK
Agreed on exploring the Associate
of Technical Study (ATS) degree
• This degree applies a set of outside hours or
experiences from an OTC or other entities in
the form of a block of credits– “Block
Credit”– in order to meet one-half of an
institution’s degree requirements.
9
WHAT IS AN ATS DEGREE?
Ohio’s Approved Associate Degrees:
• Associate of Arts
• Associate of Science
• Associate of Applied Business
• Associate of Applied Science
• Associate of Technical Study
• Associate of Individualized Study
10
CLOSER TO 30
• Agreed to use the ATS degree
structure
• Chancellor approved industry-
recognized credential
• Created a framework for affirming
the 30 technical college credits
11
PROPOSAL TO THE CHANCELLOR
• Use a “standardized” ATS degree
structure
• Credit Affirmation Teams
• Costs and Timeline for
Implementation
12
ISSUES AND CONCERNS
13
• Higher Learning Commission
– Student Transcripts
– Peer Review
• Timeline
• Communication Strategy
• College Residency Requirements
• Proportional Credit
MIAMI UNIVERSITY Co1 n<.L 01 Eot:< .\liON,
HF.Ail H & So< II TV
Board of Regents March 13, 2014
Who are our students? Early Middle
Childhood Childhood AYA 668 254 431
36% 14% 23% 0
• 3.32 Average GPA
• 25 Average ACT
• 87.5% (6 year) Graduation rate
• 600 Hours student teaching
• 125-364 minimum hours in f ield
Special Education
373
20%
Art 50
3%
Music 103
5%
• 1,828 of teaching candidates engage in experiential learning
• 93% employed in a f ield related to their program
A Y A Language Arts Candidate
Credits to complete program
80 cred its content preparation
English • literature Global Perspectives • Science
35 credits Professional Education
Ad olescent language Arts Assessment & Evaluation in Educat ion
Classroom Mangement • Read ing methods
15 credi ts Student Teaching
Required GPA for admission: 2.75
Program Average GPA: 3.32
Field hours
125 Field Hours Observation and participation Developmentally sequenced
sp read over 3 semesters• embedd ed in coursework
600 Student Teaching Hours
Emily Pruckno
ECE Candidate
Credits to complete program
46·50 credits Miami Plan Requirements
English · literature · Math Global Perspectives • Science
8 credits Math
9 credits Science
45 credits 3 Method Blocks
include methods for teaching math, science. reading and instruction in dyslexia
Required GPA for admission: 2.75
Program Average GPA: 3.32
Field Hours
125 Field Hours Observation and participation Developmentally sequenced
spread over 3 semesters .. embedded in coursework
600 Student Teaching Hours
All AVA Science AVA Language Arts AVA Math Eerly Childhood
lduc:etlon . 1.1$ Ml:&ml J11An GI•A
8tnchm~tk 1 • l•n» l'raxb I (17) In rc;Adlng, 172 In tnlilh. I 12 In writing) or At.'T of21/s.A'I' of 980 • AdmbsJon to 1(:Kht'r Edun\tlonJCohorl
. C"A!Iculu.s ~oqutnc:t,
33 hours or S<lcn<e 21 hu oflrangu.ng<' M'I'11 22Z. M'l'l•l 408. • • 5 hoo" of:lOO·•OO
• 2.S cumui:Ul\'e, • €1)'1'190 lmroduc· arts contenl courses M'I'J 1/STA COUI'.ki conh!lll , 0111d tlon to the '!Caching • £0'1'190 lntro(hK·
E01'190 lntroduc· Benchmark 2 edunuion GPKs l,rofesliiOn tion to th<-•teaching • lO crt'dit hours
• I-:OP20 I P.duCo\t iona I • El)l.2().4 CultumJ J)mfC$51nn tkln to the T~chlng
Psythology Studies In F,dtKatlon f.01.20·1 Cuhuml Profession
• P.DI.204 Culturol 6-4 toud crcdll ho~•rs SCudk.'$1n P.d~rion • . Swdle-§ in Educ:uioo
1- • 64 total credit hours_
• Succ~ful completicm o( all Block vi COUI'$C$ . .,t leas1 2 Miami Pian science courses
2.S cumulo..th·~. conttnt Su«eufuJ completion Success(ul completion Succcs~ful completion • M'l'li liS and 116
Btn(hMirk 3 arta(s). and cducatk'lfi of EDT 01 (1st of EDT aJ\d all othe-r • Min. 64 total cttdit CPA's methods courst) block da.ssts ofF.IYr43J hours
• F.CE IScnchrnark •4 • moving into aJ<>ck rl3
• Successful completion of Ulod:s I & Z
. Succe$$fuJ compleiioo aU Methods c.ourses and blocks,. l.S c:u·
Benchmark 4 mulativ~. contt·nt. &
TAKE OAE Content A$$C$$mtnts prior to student teaching education GPA's • Compltte 96 hour& • 'fAKE OAE content
assessments
Stnchm•rk S J•as.s OAE. PIX Exam; StKccssfuUy complete stud~tt teaching and all otht.'f degree program requirements . . Must pass cdl'J•A to pass student teaching. Total (Minimum) of 128 credit hours . Grad $llrvtf Benc-hmark 6 • Alumni sur"ey
Faculty ~lemher Irene Kleiman Literacy courses for the early and middle school programs Foundations of Literacy • Phonics • Reading Methods • Language and Literacy
3/4 teaching load (3 courses in one semester, 4 the next)
Key assessments: • Submits assessment data •Submits d isposi tional data • implements and superv ises field experiences for 2 programs
• Setting up requires 60 hours in the f irst 2 weeks
• 8 hours meeting with her class in the schools • 10 hours superv ising each week in the
schools includ ing travel • Lias on projects for schools
• created l iteracy enrichment materials for each school (30 hours)
• c reated year-long calendar (30 hours) • d etailed descriptions of each of our tutoring
programs (30 hours) • Advising - provide counseling and assistance with course and program planning for 45 students • 32 Summer Or ientation sessions
Time spent on 3 courses: • g hours instruction •approx. 18 hours preparation (planning and preparing instruction. class activi ties. grading, staying up-to-date in field)
Service: •university committees such as the Assessment Advisory Committee (generally 3-4 meetings annually) •Tutoring Partnership Committee ( 20 hours/ semester) • Talawanda/Miami Partnerships • Book projects, Goals for Li fe •Mentoring new faculty •Test preparation for students
Scholarship: • 3-4 presentations at national conferences per year
Teaching of Reading
5 Essential Components of Reading Instruction
• Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension
Both Undergraduate (ECE and MCE) and Graduate students recerve:
• dedicated and intense training in al l f ive of these areas
• intense practice, including tutoring struggling readers (UG) and working in a reading clinic (G)
Serving Communities
• First grad certificate on forming Family-School
Community partnerships
• Community-based Leadership minor
• Residential Urban Teaching Cohort
Econo1nic impact on the state of Ohio
• 150 Partnerships between Miami School of Education and regional
school d istricts
• 340 EHS students engage in tutoring each year
• 46,851 EHS Alumni
• 23,476 Alumni in Ohio
• 343,835 (on average) hours spent annually by the unit in classrooms
• 4 40 candidates; each spend 600 hours per year per student
• 93% of graduates are employed in a f ield related to their programs
Economic impact on the state of Ohio: $10 Million Approx. per year
What do I need to pay on top of tuition?
• Core academic ski lls (Previously Praxis I) $85 each (reading,
writing, math) or $135 for al l 3 combined (Preparation materials
17.50 for an interact ive pract ice)
• OAE Content Area tests $105
• OAE Professional Knowledge tests $105
• edTPA $300
• Fingerprint ing and FBI Background check - val id for one year- two
are necessary for one for f ield and one for student teaching
because they occur in three different years ($60 each= $180)
• TB test $46
• Licensure application $160
• Graduation application $35 = $1,066
Barriers • Clinical Placements
Incentive for cooperating teachers (part of evaluation plan, stipend)
• Unfair expense of student teaching
Allow for pay for student teaching similar to other internships & co-ops in other disciplines
• Not all providers have same accountability in Ohio
• Space, time & resources to support innovation
Initiatives • Direct admits to EHS for
high performers
• Partnership schools for c linical experience
• Scholarships for direct admits and UASP
• Use of simulation techniques: Teachlive
• Alternative careers to education
• Campus Mentors
• UTC
CAMPUS MENTORS
~11pt/ / www. youtube.<:om/ wotc hWv=p oO BXgtpRNM
Four model components:
• Located on college
campus
• Academic tutors
• One-on-one mentors
• At-risk population
STUDENT I.EARNING lmp...,....;i erod•t .,tt&ni'MIIt GP-' 50·100 h~ld lllolelti'Mf\U
w1th oott partnenh p
PoJIU"" IOclllon •
C!Mee<:>nt..:t • v. 1thiM Ei
30 7'~'~ ·12'~'~ grade
students SCI'Iool Dlstflt:t
50-100 Preservlce Teachers University/
College
• LOW·COil, lo...· ma.nteMn~•
Gr'Hl~r ton ltd Oli*r 8J&perlenctK
Me•ts kCtl!d l .. t_ u.rgau
BENEFITS OF ('.l.~IPIJS ~IE~ TORS FINANCING • Funded with student FTEs • Teacher is an already-eMjsting
dtsl:rict employee • Transportation is the only
outstanding cost of this partnership
MIAMI UNIVERSITY
St:k'!Ot*. ot [ot:.:Lult• .... HI 41 rH A "w 1rT-o
Model Flexibility
Grade level served
E-learning options
level of experience (early field, methods, service learning)
Type of support (tutoring, mentoring, teaching)
Type of instruction (teaching Common Gore, career prep, social skills, e-learning)
Student researcher presentlng her findings
Recognition
..... CAEP invited presentations
...... Presidential Service Award
:1 N amed a up rom ising prod ice" by AACTE
_ Middletown campus expansion
_ Requests. for site visits from KY, Ml, lA
o MHJ Fdn. g rant for r·eplication i 14-'15
o Potential replication at higher profile
institutions ' 15-' 16