Kylo Ren Helmet - Further Progress

I'm approaching completion of my Black Series Kylo Ren helmet modification. After allowing a few days for my previous painting to fully cure, I set out sanding to correct and further smooth out a few area. I also decided to add some of the scratch details with silver paint, which you can see in the pictures below. I still have some minor adjustments to clean up and then I will add several coats of flat clear coat to protect the final product.

 

 

 

 

 

 

 

 

Halloween - Kylo Ren Lightsaber

While my helmet was between coats I decided to start work on a belt hanging prop. I purchased an inexpensive Hasbro telescoping Kylo Ren Lightsaber from Wal-Mart ($13). I started by pulling out the blades and giving it a light sandings so the primer would adhere to the surface. The following pictures depict the progress from primer to finished product; I ended up adding two 17mm sockets wrapped in hockey tape to achieve desired fit in both the top and bottom of the hilt. I've also ordered a 5" leather belt, as well as a 3D printed lightsaber holder and clip, to attach the hilt to the belt.

Applied Ultracote 2X white primer

Applied Rustoleum Metallic Finish paint

 

Added finishing details to give worn appearance

 

Reverse details

 

Details of top (17mm socket visible)

Detail of bottom (17mm socket visible)

 

Halloween - Kylo Ren Progress

I've been continuing to make steady progress for my Halloween build of a Kylo Ren costume. After seeing what others have done, I decided to glue the two halves of the helmet together and repaint it. You can see the steps and results over the last few days in the following pictures.

Applied base coat of white primer, sanded, and reapplied

Applied next layer of primer, black semi-gloss

 

Applied Hammered (Gunmetal) spraypaint (sloppy job covering seams)

 

Applied clear, matte finish protector

 

Removed painters tape, some slight pickup on edges

 

I'm pretty happy with how it has turned out so far, especially considering this is my first undertaking of such a project. There were some slight pickups, scratches, and burrs in the finish, but I plan to use some silver paint to accentuate and give it a scratched steel look. I still have a lot of work to do, but you can see the new features, such as the mesh grill over the eye slit and audio cable, which I use to send audio signals to speaker and transport mic output for processing. I also had a mix up on the robes and tunic for my costume, with the seller sending me these items two sizes too small (measured in accordance with their sizing chart). I've gone and ordered a full-pleated tunic and hope to recieve a new outer robe in the next couple weeks. The 5" wide belt is still proving a bit of a challenge, unless I want to spend some serious money.

Halloween and More: Star Wars Kylo Ren Costume Build

My blog isn't always about work related activities, sometimes I need to focus on fun projects; even if they are design related!

I recently started a new project after stumbling across the Hasbro Kylo Ren Black Series Voice Changer Helmet at a local Toys 'R Us on sale for $59.99. My three-year old and I always play with the inexpensive half-helmet at Target, so I figured why not indulge my geek side. After discussion with the family it was decided this Halloween we would all go with Star Wars themed costumes; my daughter is assembling the components for Rey, my wife is going with a Jyn Erso inspired look, and my son (who LOVES "Bebop") is going for a BB-8 street look. On a side note, we can also use our costumes for the upcoming Star Wars Celebration, which will be held in our hometown of Orlando, as well as side-trips to Walt Disney World (i.e., Mickey's Not So Scary Halloween, sadly no masks allowed).After some research I decided to gut my helmet and replace the stock voice changer, which is plagued by numerous issues, with a couple of options that will support future customization: 1) a trigger-able soundboard loaded with Kylo Ren voice clips, toggle-able (via DPDT switch) 2) aux input, connected to voice modulation.                    

 

 

Kylo Ren Helmet Mod

Here is what I have done so far for the modification of my helmet (about $75 for all components):

1. Removed stock audio board (clipped connections) and wired speaker to an RCA plug (input)
2. Wired ten momentary (tactile) buttons, power source cable (JST input), and an RCA cable to an Adafruit Audio FX Sound Board (2MB; loaded with trigger *.wav files; see their excellent tutorial for details)
3. Wired two RCA cables (input and output) and power source cable (JST input) to an Adafruit mono 2.5w amp
4. Created Y-adapter for power cables (one JST input, two JST output)
5. Created an "audio toggle adapter" using two RCA cables for input; an RCA cable for output; wired to DPDT switch
6. Created a USB power adapter; cut one end off USB cable, isolated power and ground, then wired to JST (output)
7. Modified 3.5mm Apple headphones (with mic) by clipping LEFT earbud off and soldering signal and ground to an RCA (output; very difficult task); also clipped and sealed right earbud
8. Plug all elements together, as follows:

• Adafruit Audio FX sound board to audio toggle adapter input 1
• Apple 3.5mm headphones with mic to audio toggle adapter input 2; slip Apple headphones mic into helmet vocal focus cone (i.e., parabolic dish)
• Audio toggle adapter output to Adafruit mono amp input
• Adafruit mono amp output to speaker RCA input (in helmet)
• Power cable Y-adapter output 1 to Adafruit Audio FX soundboard power input (3-5.5V)
• Power cable Y-adapter output 2 to Adafruit mono amp (2-5.5V)
• Connect USB battery to power cable Y-adapter input

I also drilled out holes for each of the buttons (glued into place) in a plastic project enclosure and then placed the amp, audio toggle adapter, and Audio FX sound board inside, with the power adapter input, audio toggle input 2, and amp RCA output leading out through another drilled hole (for connections, as noted above).

 

For now, I'm using Voice Synth Pro with Willfoxification's [Will Foxwell] Kylo V2.vsp file (check out his great post, adapting Luke Daley's "Voice FX method" here: https://www.facebook.com/groups/KnightsOfRen/1743040749315613/?notif_t=like&notif_id=1460050067551553). However, one of the challenges with using this design is the need to leave the iPhone with the screen OPEN (e.g., significant power draw, risk of incoming calls/texts, accidental control engagement, etc.; unless I missed a setting in VSP), so I will also be exploring integration of a hardware-based solution, such as the Velleman Mk171 Voice Changer board, with my setup. I've also added foam to the interior to muffle my voice and am considering permanently bonding my helmet, filling in gaps, and repainting (maybe in the Spring). I'll try to get some videos up exhibiting some of the new helmet features, soon.

Further Costume Details

Initially, I was going for a low-cost costume build (est. $50-100), but I ended up diving in a little more for the background research and was floored by all the options. I eventually ordered what I consider to be a "mid-range" costume" from overseas (approx. $115, including S/H; multiple layers, patterned cloth, etc.), that should be arriving within the week. I also picked up the Toys 'R Us exclusive Kylo Ren Ultimate FX Lightsaber (it's a bit short, but should be Disney World friendly) and have some workable options for my baseline costume (black lace-less boots, gloves, balaclava, etc.). However, as I continue to learn more I plan to upgrade, piece by piece (e.g., full pleated tunic, gorget, Black Series Lightsaber, etc.). I've not decided if I want to go all in and build a 501st certifiable kit yet. For now, I'm happy with what I've been able to accomplish over the last two-weeks since starting down this path: "Forever will it dominate your destiny. Consume you it will..." (Yoda, 1980, ESB). Truer words could not be used to describe this endeavor.

     

A lot of folks have been working on their own Kylo Ren costumes and are amazing contributors to this massive fanbase. If you would like to learn more, I recommend starting with the following:

• Adam Savage's Ted talk on Costuming: http://www.ted.com/talks/adam_savage_my_love_letter_to_cosplay?language=en
• Knights of Ren Facebook Group: https://www.facebook.com/groups/KnightsOfRen/?ref=bookmarks
• RFP, Knights of Ren Forum: http://www.therpf.com/forumdisplay.php?f=94
• Rebel Legion Forum: http://www.forum.rebellegion.com/forum/index.php?sid=8aee847b5bea4f55fc3b66193adf09cf
• 501st Legion: Vader's Fist (they do awesome charity work): http://www.501st.com

 

PART DETAILS

• Hasbro Kylo Ren Black Series Voice Changer Helmet: http://www.hasbro.com/en-us/product/star-wars-the-black-series-kylo-ren-voice-changer-helmet:4C13DCD2-5056-9047-F51B-D4B60F4D37B1
• Adafruit Audio FX Sound Board: https://www.adafruit.com/product/2133
• Adafruit Mono 2.5W Class D Audio Amplifier: https://www.adafruit.com/product/2130
• Overview of Common Switches: https://learn.sparkfun.com/tutorials/switch-basics/poles-and-throws-open-and-closed
• Hacking a Headphone Jack: http://www.circuitbasics.com/how-to-hack-a-headphone-jack/
• Velleman MK171 Voice Changer: http://www.vellemanusa.com/products/view/?country=us&lang=enu&id=522368

FAA Releases Part 107 and Discusses Details at UAS Stakeholder Telecon

21 June 2016

Part 107 will be enacted 60-days after publication of the rule in the Federal register (5-7 days; late-August)






 







Related Documents and Materials:  

• Press Release – DOT and FAA Finalize Rules for Small Unmanned Aircraft Systems
• FAA Part 107 documents
  • Operation and Certification of Small Unmanned Aircraft Systems
  • Part 107 Fact Sheet
• New FAA sUAS (Remote Pilot) Certification webpages
  • Summary of Small Unmanned Aircraft Rule (Part 107)
  • Becoming a Pilot
  • Fly for Work/Business
  • Beyond the Basics

Paraphrased comments from Marke "Hoot" Gibson

• Significant day in aviation; fundamental change in aviation
• Less than 55 pounds, 400 feet above ground level (AGL) maximum altitude, 100mph/87kts, daytime (some accommodation for 30+/- minutes dawn/twilight with lighting), 16 yrs old minimum age, flight only over participants, Remote PIC (control authority), and accident reporting (within 10 days for $500 or more damage)

Paraphrased comments from John S. Duncan

• Carrying load/cargo permitted (if secured and no adverse impact to flight performance), but only within a State (intrastate operations)
• Compensation permissible
• Maximum Gross Takeoff Weight (MTOW) cannot exceed 55 pounds
• Visual line of sight (VLOS) operations only (unless waiver received for extended or beyond VLOS)
• Testing to occur at existing knowledge testing centers (for non-Part 61 pilots), otherwise completion of an online course (no student pilots, must be 24mo current in aircraft)
• Airworthiness certification not required for UAS
• Part 107 rule does not apply to model aircraft (they follow Special Rule 336)
• There will be waiver provisions (to permit operations from moving aircraft or vehicle, extended/BVLOS, multiple-UAS, near other aircraft, flight over people, maximum speed/altitude, minimum visibility, and distance from clouds)
• Section 333s are still applicable (current applicants will be sorted into categories: Tier I – those that fall under 107, Tier II – those covered by waivers, and Tier III - further exemptions that exceed 107 provisions); will help alleviate backlog of current applications (1k+; 90% expected to be covered under Part 107, applicants will be notified of status and any required action, if needed)
• Micro Aviation Rulemaking Committee (ARC) recommendations (flight over people) are currently being evaluated (see https://www.faa.gov/news/updates/?newsId=85327)

Questions (abbreviated and paraphrased)

• Additional detail to be made available at https://www.faa.gov/uas/
• Will operators still need to report under NTSB requirements? Yes
• What does the FAA define as serious accident or injury? Level 3 or higher (according to abbreviated injury scale)
• How do Part 61 operators remain current for sUAS? Participate in an online knowledge course every 24mos, will also need to remain current in aircraft
• Is Part 107 exclusive, how does it interact with Part 91? Most requirements are applicable (copied), otherwise treated as exception in 107
• Can 333 holders still operate, until exemption expires? Yes, they also have option to choose to operate under 107 (select one). Pending petitions are continuing to be evaluated (by categories) and if applicable, Tier I will be recommended to operate under Part 107; Tier II waiverable petitions will be transferred directly into waiver process (no action needed by petitioner); and Tier III will continued to be processed as 333s.
• When will Part 61 exam be available? On implementation date (late-August), training course material is available today (no examination, complete course and then apply for certificate)
• What about operations in non-Class G airspace? Risk-based procedures for operations in airspace are in development (starting with E and D, then C and B).
• For damage requiring accident reporting, how is $500 defined, does it include sUAS? Damage to aircraft is not included in this total
• Where will Part 61 knowledge test materials be found? Yes, at https://www.faasafety.gov/
• Will pesticide application (spraying) be permissible? Part 137 still applies, there is one UAS that has demonstrated this use case
• Inter/intrastate operations, what is distinction for operations? Intrastate is only applicable for carrying cargo/ external load, otherwise interstate operations permissible
• Part 61 pilot testing, where will testing be provided? It will not be a test, just completion of an online course
• Are Aeronautical Test Centers ready now? They cannot give tests until implementation date, they will be ready by date
• Why was 500ft AGL maximum altitude reduced to 400ft? To provide buffer between general aviation and sUAS operations
• How does rule prevent unauthorized flight over facilities (e.g., temporary flight restrictions [TFRs])? UAS not permitted to fly in  same areas where manned aircraft are prohibited
• How does 500ft setback apply? It does not, must ensure no flight over non-participants (people)
• Would closed set movie making Section 333 (over people) be permissible under 107? Yes, with waiver for flight over people.
• Any specific provisions for research faculty and post-doctorate at Universities? No specific provisions, but waivers and 333 available to support.
• Does rule apply to recreational operators not flying under community-based organization (CBO) guidelines? Yes, it applies to all operating outside of special rule 336
• If a current 333 requests to operate under Part 107, will it be granted? Yes, one or the other
• Will a licensed pilot need a sUAS rating? Yes, will need to take online training course (available now) and then apply for certificate/rating (available when enacted)
• Will authorization be required to enter non-Class G airspace? Yes, FAA is developing risk-based procedures and requests will eventually be made through a web-based portal
• Are notice to airman (NOTAMs) required for routine UAS flights? [NOT ANSWERED]
• Is there an ability to fly above 400ft and within 500ft of a structure (e.g., tower)? Yes, within 400ft of top of tower (structure)
• Is there an insurance requirement, similar to part 135? None, no insurance required
• Are there any provisions for operating near airports outside of controlled airspace? No requirement to coordinate with airport, if in class G, but if any other (B-E) then must not interfere with airport operations (Part 107.43)
• Is part 61 license at risk, if operating sUAS (UAS certificate or all licenses)? Yes, but it will be dependent on the situation. The FAA will investigate, if operating in irresponsible manner that poorly reflects on aeronautical decision making, FAA will take appropriate action.
• Will UAS commercial training be allowed (for compensation) under 107? Yes, a non-licensed pilot can operate under supervision of licensed Remote PIC.
• How are UAS operations in congested areas handled under Part 107? 107 prohibits flight over people (unless waiver approved); exempt from most requirements of Part 91
• Will FAA form 7711-2 be used for waivers? Yes, but online processes are being built to apply and process (no need to fill out form, FAA will complete on applicants behalf)
• Will rule allow flights in National Parks? No FAA rules prohibit such operations, but National Park Service prohibits takeoff and landing from their land (same true for any landholder)
• Should state agencies pursue Part 107 or COA? Will require analysis on part of agency to determine which is preferable
• Are there any provisions to support University research? Part 107 is less burdensome than existing process, but nothing specific addresses research at Universities
• What are examples of 333 that are not waiverable under 107? Example, MTOW exceeding 55 pounds
• Under Part 107 are visual observers required and what requirements will they need to meet? They are allowed, not required
• Will ATC issue a clearance near airport or will pilot advise of intentions? Under 107, it is not advised, it requires positive authorization. This is currently being worked internally and hope to have application and receipt of approval resolved within the next 60 days (i.e., development of online portal to apply for approval).

ERAU-W sUAS Buyers Guide - Crowdfunding Campaign

  June Update The ERAU-Worldwide Small UAS Consumer Guide and Operational Test Plan documents are now available. Check them out below.

• ERAU-W sUAS Consumer Guide: http://worldwide.erau.edu/Assets/worldwide/data/erau-suas-consumer-guide-june-2016-release.pdf
• ERAU-W sUAS Consumer Guide - Operational Test Plan: http://worldwide.erau.edu/Assets/worldwide/data/erau-suas-suas-consumer-guide-otp-srb-final-release.pdf

Original Post Help ERAU-Worldwide to develop a comparison and buying guide for small unmanned aircraft systems (sUAS). We'll be using your gift to purchase popular consumer platforms and evaluating with a team of students to share critical insight and operational observations with those new to this technology.

To donate and learn more about the campaign visit the following page: https://crowdfunding.erau.edu/project/1157

Amazon Awarded Experimental Airworthiness Certificate to Pursue UAS R&D

The Federal Aviation Administration (FAA) has awarded Amazon Logistics, Inc. an experimental airworthiness certificate (also referred to a special airworthiness certificate-experimental category [SAC-EC]; FAA, 2014; 2015) for their UAS design to perform research and development: http://www.faa.gov/news/updates/?newsId=82225

The implications of the FAA awarding Amazon Logistics an experimental certificate are far reaching and indicative of the growing collaboration between industry and government. The requirements of the certificate, such as use of certified pilot, aircraft registration and marking, and consistent reporting of flight test metrics (e.g., pilot duty time, malfunctions, deviation from air traffic control [ATC] instruction, and instances of loss of communications) will help the FAA and Amazon better understand how this technology can best be applied in the National Airspace System in a safe manner (Aeronautics and Space, 2004a; 2004b; 2004c; FAA, 2015). This is further evidence of the growing industry need and willingness of government to support the exploration and further development of UAS capabilities, technologies, operational techniques, and safety management strategies. It will be through controlled collaborative research and development efforts, such as this, that we will truly begin to understand how to optimally ensure safety, while still realizing potential efficiency and effectiveness gains in appropriate application (FAA, 2013; 2014; 2015). Read more about this story at the Embry-Riddle Aeronautical University (ERAU; 2015) The Globe website: http://globe.erau.edu/amazon-gains-faa-certificate-to-advance-small-uas-delivery/

REFERENCES
Aeronautics and Space, 14 C.F.R. §21.191 (2004a).

Aeronautics and Space, 14 C.F.R. §21.193 (2004b).

Aeronautics and Space, 14 C.F.R. §21.195 (2004c).

Amazon. (2014). 2014_07_prime-air_high-resolution02-compressor.jpg [image file]. Retrieved from http://s3.amazonaws.com/fedscoop-media/uploads/2014_07_prime-air_high-resolution02-compressor.jpg?mtime=20150109105722

Embry-Riddle Aeronautical University. (2015, March 20). Amazon gains FAA certificate to advance small UAS delivery. The Globe. Retrieved from http://globe.erau.edu/amazon-gains-faa-certificate-to-advance-small-uas-delivery/

Federal Aviation Administration. (2015, March 18). Amazon gets experimental airworthiness certificate. Retrieved from http://www.faa.gov/news/updates/?newsId=82225

Federal Aviation Administration. (2014). Special airworthiness certificate. Retrieved from https://www.faa.gov/aircraft/air_cert/airworthiness_certification/sp_awcert/

Federal Aviation Administration. (2013). Integration of civil unmanned aircraft systems (UAS) in 

the National Airspace System (NAS) roadmap. Retrieved from http://www.faa.gov/uas/media/uas_roadmap_2013.pdf

Grammatical and Format Feedback vs Topical in Assignments

I have observed that many students become concerned over the level and number of grammatical/APA format comments provided in feedback to assignments (sometimes resulting in reduction of topical comments). However, the style and presentation of student work is very important in order to effectively communicate, especially at the graduate level (communication is an integral Program Outcome for many graduate degrees). Avoiding such writing missteps provides instructors significantly more opportunity to focus on providing essential topical content suggestions and guidance. In turn, the focus of student writing will improve and receive more thorough and applicable topical and content suggestions from faculty.

The following resources contain excellent guidance and insight regarding citation use, APA formatting, and development of materials:

APA Figure and Table Captions: http://library.nmu.edu/guides/userguides/apacitingtables.htm

APA In-Text Citations and Support of Writing:

• http://blog.apastyle.org/apastyle/2011/01/writing-in-text-citations-in-apa-style.html
• http://www.york.ac.uk/integrity/downloads/15782_APA-webFINAL.pdf

APA Reference List: 

• http://library.flcc.edu/APA_FLCC.pdf
• http://www.citefast.com/styleguide.php?style=APA&sec=gr

Tone of Writing (Formal, Informal, Narrative; graduate academic work typically requires formal tone):

• http://writingcenter.waldenu.edu/Documents/Tone_Final.pdf
• http://libguides.usc.edu/content.php?pid=83009&sid=645284

Reference Credibility (Source of appropriate references, especially peer-reviewed work):

• http://www.adelaide.edu.au/writingcentre/learning_guides/learningGuide_sourceCredibility.pdf
• http://www.louis-hoffman-virtualclassroom.com/psychology%20resources/writing%20resources/determining_scholarly_resources.htm
• http://www.csuchico.edu/lins/handouts/scholarly.pdf

By receiving and properly responding to such mentoring, guidance, and feedback throughout graduate program courses, students will be better prepared for the challenges awaiting them in both their capstone/thesis projects and professional careers. Many graduate courses feature major projects designed to replicate conditions, elements, and topics consistent with responsibilities and activities performed in their respective field or industry (e.g., research, analysis, comparison, requirements derivation, and development of well supported recommendations and conclusions). The experiences students gain in successful completion of such work has the potential to provide improved insight and understanding of how to appropriately undertake such challenges, while also exhibiting supporting evidence and findings in a manner that demonstrates their professionalism and capability as eventual graduates. As a faculty member and program chair of a graduate degree program, I am a stakeholder in student educational and experiential growth. Their success in the classroom and related professional endeavors is also my success as an educator, mentor, and collaborator in this rapidly growing and evolving online educational environment.

Traveling Efficiently and Effectively

I'm on my way to Phoenix to speak at the VerdeXchange AZ conference about changing perceptions of unmanned aircraft and their uses. Since one of focus areas of the VerdeXchange is sustainability (hence Verde; green), I thought I would try something a little different. I'm reducing my overall travel footprint (i.e., bring only what I need for a 36 hour period) by limiting my luggage to a small handheld bag, which has all my necessary electronic devices (still need to work on the road) and two full days of dress clothes (wearing my suit coat onboard). 

While traveling light is not new to me, reducing to this level is. Normally, I focus on minimizing down to a laptop bag (17x12x4"; 816 cubic inches) and a converible backpack (17x11x9"; 1683 cubic inches). I've spent weeks abroad using this packing configuration (2499 cubic inches of total packing space), which does require laundry facilities/services for travel greater than one-week. Besides being inconvenient, this combination is not very ergonomically friendly (backaches abound).

By focusing all my packing efforts on my single, laptop bag (coincidentally, did not bring a laptop), I'll only be using 32.65% (816/2499) of my normal packing configuration. Now to figure out how to fit a UAS in there for next time!

No worries as agent warns about full flight and available space 

All packed up and ready to go

Win 8.1 tablet, folding keyboard, and bluetooth mouse

Why Consider an Online Degree in Unmanned Systems at Embry-Riddle?

1) The Master of Science in Unmanned Systems (MSUS) degree is the first of its kind, a non-engineering graduate degree focused on the application, management, and development of unmanned systems

2) The unmanned systems industry, including development and operation of unmanned aerial systems (UAS), exo-atmospheric robotic systems, rovers, and remotely operated vehicles (ROV)s, is significantly expanding with an increasing number of positions, projects, and opportunities

• The FAA just announced the long-awaited proposed rules for small UAS, which is anticipated to have a significant impact on accessibility of airspace, use of the technology (applications), number of jobs, and economic growth 
• The unmanned systems industry  is anticipated to reach at least $13.6 billion with job creation exceeding 70,000 domestically by 2016 ($30B per year annual growth with 200,000 jobs by 2035)
• We are just starting to see the realization of the growth of UAS as ever increasing numbers of affordable, small UAS (e.g., quadcopters and multirotors) are made available on the market: Parrot, the maker of the A/R Drone and the new Bebop, has sold more than 750,000 aircraft since 2010; they expect to sell 200,000 units this year alone
• By 2035, more than 250,000 (175,000 civil) UAS are expected to be in operation in the U.S. National Airspace System 

3) Embry-Riddle provides a flexible, cost-effective means of pursuing higher education and graduate curricula

• With our interactive online classrooms there is no need to sacrifice your current career, you can succeed in both!
• ERAU is the world's largest, fully accredited university specializing in aviation and aerospace
• Interact with instructors and peers who bring their vast experience to the classroom; our terminally-credentialed faculty have significant experience and subject matter expertise from their various careers in the field (e.g., FAA representatives, DoD engineers and analysts, UAS/RPA pilots and sensor operators, and robotics researchers)

4) We work with industry stakeholders to understand their needs, which are incorporated into our interactive and comprehensive curriculum

• Provides an opportunity to explore the capabilities and foundational concepts underlying this transformative and rapidly evolving technology
• Build experience applying creative, problem-solving techniques to examine and address pressing challenges faced by industry today
• Learn to use tools and methods in practical, real world scenarios
• Pursue interesting and challenging research, collaboratively or independently

5) A career in unmanned systems is not just for pilots, the unmanned systems field and industry has need for analysts, researchers, marketing and business experts, developers, technicians, managers, subject matter experts, and support specialists

• Leverage your existing background and undergraduate education to build new knowledge, skills, and abilities (KSAs) connected to this exciting field
• Become leaders and bridge builders to connect, facilitate, and guide engineers, managers, policymakers, manufacturers, and other stakeholders in the pursuit of solutions
• Learn to develop ideas from conceptual constructs to realizable products; define, derive, and analyze requirements; and effectively develop, document, and communicate in an interactive setting
• Select from a wide variety of concentrations, including UAS, human factors, management, research, operations, safety/emergency response, and education

6) Gain access to a vast breadth of knowledge and published materials through the ERAU Hunt Library, including access to digital textbooks and databases 

Learn more about how to start down your own unique path to a career in unmanned systems today: http://worldwide.erau.edu/unmanned

Disclosure: I am a full time faculty member and the Program Chair of the Master of Science in Unmanned Systems (MSUS) degree for the Embry-Riddle Aeronautical University (ERAU)-Worldwide campus. The postings on this site are my own and do not necessarily represent the positions, strategies or opinions of my employer, ERAU-Worldwide.

Interview-Implications of Proposed FAA sUAS Rules

The following are my responses to a recent interview (16 February 2015) with Molly Justice, Director of Communications for Embry-Riddle Aeronautical University (ERAU)-Worldwide campus, regarding the release of the Federal Aviation Administration (FAA)’s notice of proposed rulemaking (NPRM), Operation and Certification of Small Unmanned Aircraft Systems (Docket No.: FAA-2015-0150; Notice No. 15-01). These proposed rules are open for public comment for 60 days, starting with their release on Sunday 15 February 2015. 

Disclosure: I am a full time faculty member and the Program Chair of the Master of Science in Unmanned Systems (MSUS) degree for the ERAU-Worldwide campus. The postings on this site are my own and do not necessarily represent the positions, strategies or opinions of my employer, ERAU-Worldwide.

How long have the proposed rules been in the works? It looks like the rules are supposed to be adopted in September?

The proposed rules have been in development since the small aviation rule-making committee (ARC) was first established in 2008. This committee was formed as a result of the need to address small unmanned aircraft system (sUAS) integration and ensure safety is maintained in the National Airspace System (NAS). The actual date the rules will go in effect is unknown as it will be highly dependent on the number and complexity of public comments and the resultant updates to the proposed rules. I estimate six months at the earliest (September 2015), assuming no significant challenges and up to two years (2017), if major changes required.

Were there significant issues that weren't addressed that the industry was looking for guidance on? Was there anything unexpected about the proposed rules - aside from the manner in which the news was released?

That will take time and thorough analysis to determine, which is why the FAA has released these for public comment before enacting. They have asked the stakeholders, parties with an interest in the operation of sUAS, to provide comments and feedback regarding the overall rules and three specific areas. The first specific set of comments they have asked for pertains to whether restrictions should be relaxed for sUAS equipped with technology to overcome known operational limitations, such as the inability to perform see and avoid in the NAS at equivalent level to manned aviation, which could one day be mitigated through detect, sense, and avoid (DSA) technology. The second is whether consideration should be given for permitting transportation of goods for payment in conditions that are proposed to be banned (e.g., over non-operators, beyond line of sight, and outside of constrained or limited environment), which would facilitate potential users such as Amazon. The final area is whether a unique class or series of classes of air carrier certification should be created for UAS operations, such as the group 1-5 designation used by the Department of Defense in categorization of its UAS platforms.

How does this news tie into your coursework, short course instruction, etc. - if at all?

We have designed our courses and the associated projects and activities to be very flexible, knowing that the UAS regulatory environment is subject to significant dynamic influences. As such, the impact required to manage the change will be nominal. However, the impact to the student will be significant in a very positive way. This change represents a much more flexible, less restraining means to access airspace and implement innovative concepts and technology that otherwise has been highly restricted. Students will be able to conceptualize new applications, develop new systems and technology, and gain access to the actual airspace to investigate, test, and analyze their research. 

Training, from both an operational and classroom perspective, will also be impacted positively. With the routine access to airspace provided by these proposed rules (once enacted) it will be possible to transition beyond use of modeling and simulation or indoor flights and perform flight operations in the actual environments the student would encounter as a pilot in the real world. These rules provide increased flexibility for some students to see and experience the effects of dynamic environmental conditions, such as wind and precipitation, while still ensuring optimal safety through use of best practices and safety plans. This would build the same student's experience to perform appropriate maneuvers and operational responses to conditions beyond their control (e.g., sudden onset of weather or wind gusts). While these types of outdoor operations are currently permissible and possible (under 333 exemption to certificate of waiver or authorization [COA]), they require significant lead time to apply for and receive operational approval (approx. 30-120 days), which is not conducive to the rapidly changing needs of students and operators. The proposed rules would change that significantly, by removing the need for requesting approval prior to operation unless within close proximity to an airport (would require contact and approval from FAA Air Traffic Control in support of de-confliction).

Are these rules similar to ones already adopted by other countries?

Yes, they are very similar to Canada, the UK, and Australia

http://www.tc.gc.ca/eng/civilaviation/standards/general-recavi-uav-2265.htm?WT.mc_id=1zfhj#safety

http://www.caa.co.uk/uas

http://www.casa.gov.au/rpa

http://www.workfly.net/news/regulatory-news-about-uav-in-france-c10027.html

(links to the following, in French: http://www.legifrance.gouv.fr/jopdf/common/jo_pdf.jsp?numJO=0&dateJO=20120510&numTexte=9&pageDebut=08655&pageFin=08657)

Do you see the rules creating more/less work in the industry?

From a regulatory perspective, significantly less work to comply and seek approval for operations. From an economic standpoint, this will support the growth of the market and increase the number of jobs and opportunities. This rule will lift the ban on commercial sUAS flights, which to date require review and approval from the FAA for a 333 exemption COA. This means we will see significant opportunity to use this technology to perform applications that otherwise would be subject to reduced efficiency, greater cost, or increased risk using alternative methods. The number and type of applications already envisioned for sUAS are significant, including precision agriculture, public safety, aerial photography, communications, cargo transport, conservation, weather monitoring, and research.

NOTE: Additional follow up questions were answered verbally, but not transcribed. The overall input was used to support Ms. Justice’s article on ERAU-Worldwide’s website: http://worldwide.erau.edu/newsroom/press-releases/job-growth-greater-application-of-small-uas.html

RELATED REFERENCES

The following materials contain details referenced in the answers above, while not cited due to the medium of the interview, they have been provided below as a supplement to support further reader investigation and exploration of the discussed topics. 

DOT delays NPRM until Nov 2014. (2014, January 15). SUASNews. Retrieved from 

http://www.suasnews.com/2014/01/26979/dot-delays-nprm-until-nov-2014/

Federal Aviation Administration. (2015).  Notice of proposed rulemaking (NPRM), operation and certification of small unmanned aircraft systems (Docket No.: FAA-2015-0150; Notice No. 15-01). Retrieved from 

https://www.faa.gov/regulations_policies/rulemaking/recently_published/media/2120-AJ60_NPRM_2-15-2015_joint_signature.pdf

Federal Aviation Administration. (2014). Fact sheet – unmanned aircraft systems (UAS). Retrieved from 

http://www.faa.gov/news/fact_sheets/news_story.cfm?newsId=14153

McNeal, G.S. (2015, February 14). Leaked FAA Document Provides Glimpse Into Drone Regulations. Forbes. Retrieved from http://www.forbes.com/sites/gregorymcneal/2015/02/14/the-faa-may-get-drones-right-after-all-9-insights-into-forthcoming-regulations/

The White House, Office of the Press Secretary. (2015, February 15). Presidential memorandum: Promoting economic competitiveness while safeguarding privacy, civil rights, and civil liberties in domestic use of unmanned aircraft systems. Retrieved from http://www.whitehouse.gov/the-press-office/2015/02/15/presidential-memorandum-promoting-economic-competitiveness-while-safegua

Publications, Presentations, Videos, and Course Designs

PEER REVIEWED PUBLICATIONS

Robbins, J., Terwilliger, B., Ison, D., & Vincenzi, D. (2016). Wide-scale small unmanned aircraft system access to the National Airspace System. In Proceedings of the Association for Unmanned Vehicle Systems International 43rd Annual Symposium. Arlington, VA: Association of Unmanned Vehicle Systems International. 

 

Terwilliger, B., Vincenzi, D., Ison, D., Liu, D., & Kleinke, S. (2016). Selection of optimal UAS using task requirements and platform parameters to optimize operational performance. Proceedings of the 2016 Industrial and Systems Engineering Research Conference. Norcross, GA: Institute of Industrial Engineers.

 

Terwilliger, B., Vincenzi, D., Ison, D., & Smith, T. (2015). Assessment of unmanned aircraft platform performance using modeling and simulation (paper no. 15006). In Volume 2015: Proceedings of the 2015 Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC). Arlington, VA: National Training and Simulation Association.

 

Sanders, B., Terwilliger, B., Witcher, K., Leary, M., Ohlman, J., & Tucker, C. (2015). Design of an educational tool for unmanned air vehicle design and analysis (paper no. 15086). In Volume 2015: Proceedings of the 2015 Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC). Arlington, VA: National Training and Simulation Association.

 

Vincenzi, D., Terwilliger, B., & Ison, D. (2015). Unmanned aerial system (UAS) human-machine interfaces: New paradigms in command and control. In Proceedings of the 6th International Conference on Applied Human Factors and Ergonomics (AHFE 2015) and the Affiliated Conferences. doi:10.1016/j.promfg.2015.07.139

 

Terwilliger, B., Vincenzi, D., Ison, D., Herron, R., & Smith, T. (2015). UAS capabilities and performance modeling for application analysis. In Proceedings of the Association for Unmanned Vehicle Systems International 42nd Annual Symposium. Arlington, VA: Association of Unmanned Vehicle Systems International. 

 

Stansbury, R., Robbins, J., Towhidnejad, M., Terwilliger, B., Moallemi, M., & Clifford, J. (2015). Modeling and simulation for UAS integration into the United States National Airspace System and NextGen. In Hodicky, J. (Ed.), Modelling and Simulation for Autonomous Systems, Information Systems and Applications, incl. Internet/Web, and HCI, 9055 (pp. 40-59). New York, NY: Springer International Publishing. doi: 10.1007/978-3-319-22383-4

 

Terwilliger, B., Vincenzi, D., & Ison, D. (2015). Unmanned aerial systems: Collaborative innovation to support emergency response. Journal of Unmanned Vehicle Systems, 3(2), 31-34. doi: 10.1139/juvs-2015-0004

 

Terwilliger, B. Vincenzi, D., Ison, D., Witcher, K., Thirtyacre, D., & Khalid, A. (2015). Influencing factors for use of unmanned aerial systems in support of aviation accident and emergency response. Journal of Automation and Control Engineering, 3(3), 246-252. doi: 10.12720/joace.3.3.246-252

 

Ison, D.C., Terwilliger, B., & Vincenzi, D. (2014). Privacy, restriction, and regulation involving federal, state and local legislation: More hurdles for unmanned aerial systems (UAS) integration?. The Journal of Aviation/Aerospace Education & Research, 24(1), 41-80. Retrieved from http://commons.erau.edu/jaaer/vol24/iss1/3

 

Terwilliger, B., Ison, D., Vincenzi, D., & Liu, D. (2014).  Advancement and application of unmanned aerial system human-machine-interface (HMI) technology. In Yamamoto, S. (Ed.), Human Interface and the Management of Information. Information and Knowledge in Applications and Services, Lecture Notes in Computer Science, 8522 (pp. 273-283). New York, NY: Springer International Publishing. doi: 10.1007/978-3-319-07863-2_27

 

Vincenzi, D., Ison, D., & Terwilliger, B. (2014). The role of unmanned aircraft systems (UAS) in disaster response and recovery efforts: Historical, current, and future. In Proceedings of the Association for Unmanned Vehicle Systems International 41st Annual Symposium. Arlington, VA: Association of Unmanned Vehicle Systems International. 

 

Terwilliger, B.A., & Ison, D. (2014). Implementing low cost two-person supervisory control for small unmanned aerial systems. Journal of Unmanned Vehicle Systems, 902(2), 1-16. doi: 10.1139/juvs-2013-0020

 

Khalid, A., Terwilliger, B., Coppola, A., Marion, J., Ison, D., Shepherd, A., & Sanders, B. (2014). Real World Design Challenge (RWDC) – an overview. Advanced Materials Research, 902, 437-447.doi: 10.4028/www.scientific.net/AMR.902.437

 

Ison, D., Terwilliger, B., & Vincenzi, D. (2013). Designing simulation to meet UAS training needs. In Yamamoto, S. (Ed.), Human Interface and the Management of Information. Information and Interaction for Health, Safety, Mobility and Complex Environments (Part IV, pp.  585-595). doi: 10.1007/978-3-642-39215-3_67

 

Terwilliger, B. (2012). Effects of visual interaction methods on simulated unmanned aircraft operator situational awareness (paper no. 12435). In Volume 2012: Proceedings of the 2015 Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC). Arlington, VA: National Training and Simulation Association.

 

PRESENTATIONS

Terwilliger, B. & Robbins, J. (2016). UAS education and resources: Enhancing Florida business. Florida Aviation Business Association, Conference, Sarasota, FL.

 

Terwilliger, B. & Cirillo, G. (2016). Unmanned aircraft systems: Transformational technology to support business aviation. Aviation Directors Roundtable Meeting, Houston, TX. 

 

Terwilliger, B. & Sanders, B. (2016). Virtual environments. Embry-Riddle Aeronautical University-Worldwide Industry Advisory Board Meeting, Daytona Beach, FL.

 

Robbins, J., Terwilliger, B., Ison, D., & Vincenzi, D. (2016). Wide-scale small unmanned aircraft system access to the National Airspace System. Paper presented at 2016 XPonential Conference, New Orleans, LA. 

 

Griffith, J., & Terwilliger, B. (2016). Adaptation of JTAC/FAC concept for civilian UAS emergency services operations. Presented at the Aviation, Aeronautics, and Aerospace Conference (A3IRCon), Phoenix, AZ.

 

Vincenzi, D., Terwilliger, B., Ison, D., & Smith, T. (2015). Assessment of unmanned aircraft platform performance using modeling and simulation (paper no. 15006). Paper presented at the 2015 Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC), Orlando, FL.

 

Terwilliger, B., Sanders, B., Witcher, K., Leary, M., Ohlman, J., & Tucker, C. (2015). Design of an educational tool for unmanned air vehicle design and analysis (paper no. 15086). Paper presented at the 2015 Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC), Orlando, FL.

 

Terwilliger, B., Thirtyacre, D., Ford, P., Robbins, J., & Deering, T. (2015). UAS applications, operations, and support: Key topics of industry. Embry-Riddle Aeronautical University, Worldwide Campus, Las Vegas, NV. 

 

Terwilliger, B. (2015). From Hobby to Career: The growing opportunities of unmanned aviation. Presented at the National Business Aviation Association, Business Aviation Conference and Exposition, Careers in Business Aviation Day: Explore the Possibilities, Las Vegas, NV.

 

Ison, D., Terwilliger, B., Vincenzi, D., & Kleinke, S. (2015). Airport bird activity – monitoring and mitigation: The unmanned aerial system (UAS) approach. Presented at the 2015 North American Bird Strike Conference, Montreal, QC. 

 

Terwilliger, B. (2015). Master of Science in Unmanned Systems: Town Hall. Daytona Beach, FL: Embry-Riddle Aeronautical University, Worldwide Campus.

 

Terwilliger, B. (2015). Unmanned systems and simulation: Orlando Campus open house. Orlando, FL: Embry-Riddle Aeronautical University, 

Worldwide Campus, Orlando.

 

Vincenzi, D., Terwilliger, B., & Ison, D. (2015). Unmanned aerial system (UAS) human-machine interfaces: New paradigms in command and control. Paper presented at the 6th International Conference on Applied Human Factors and Ergonomics (AHFE 2015) and the Affiliated Conferences, Las Vegas, NV.

 

Terwilliger, B., Robbins, J., & Haritos, T. (2015). Unmanned aircraft systems: Supporting Florida business. Presented at the Florida Aviation Business Association 69th Annual Conference and Tradeshow, Orlando, FL.

 

Vincenzi, D., Ison, D., Terwilliger, B., & Heron, R. (2015). Enhanced aviation accident planning and rescue: Unmanned and human interaction considerations. Presented at the Human-Computer Interaction International 2015 Conference, Los Angeles, CA.

 

Terwilliger, B. (2015). Examining UAS applications: Breaking the conventional view. Presented at the VerdeXchange conference, Phoenix, AZ.

 

Terwilliger, B., Sanders, B., Marion, J., Baker, R., Thirtyacre, D., Kleinke, S., & Lange, P. (2015). Real World Design Challenge FY15 State UAS Challenge: Precision pesticide application, question and answer session. Embry-Riddle Aeronautical University, Worldwide Campus, Online.

 

 

Kleinke, S., Terwilliger, B., Baker, R., & Vincenzi, D. (2015). Proposal for a Bachelor of Science in Unmanned Systems Application course outline. Presented at the February Embry-Riddle Aeronautical University-Worldwide Faculty Senate Meeting, Online.

 

Terwilliger, B., Robbins, J., Thirtyacre, D., & Deering, T. (2015). UAS applications, operations, and support: Key topics of industry. Embry-Riddle Aeronautical University, Worldwide Campus, Berlin, GE. 

 

Worrells, D., Witcher, K., Ison, D., & Terwilliger, B. (2015). Unmanned aerial system and airport master plans (#1141). Presented at the 2015 Aviation / Aeronautics / Aerospace International Research (A3IR) conference, Phoenix, AZ.   

 

Ison, D., Terwilliger, B., Vincenzi, D., & Smith, T. (2015). Unmanned aerial system use in airport rescue and fire fighting (#1078). Presented at the 2015 Aviation / Aeronautics / Aerospace International Research (A3IR) conference, Phoenix, AZ.   

 

Terwilliger, B., Mirot, A., Robbins, J., Anderson, P., Vincenzi, D., & McGuirk, S. (2014). Embry-Riddle Aeronautical University: Unmanned aircraft systems Short-course. Embry-Riddle Aeronautical University, Daytona Beach, FL.

 

Terwilliger, B. (2014). FY15 State UAS Challenge: Precision pesticide application. Presented at the Real World Design Challenge National Finals Event, Chevy Chase, MD.

 

Vincenzi, D., Terwilliger, B. Smith, T., Ison, D., Witcher, K., Thirtyacre, D., & Khalid, A. (2014). Development and analysis of unmanned aerial systems aviation rescue and firefighting response framework. Presented at Unmanned Systems Canada Annual Conference, Montreal, QC.

 

Terwilliger, B. (2014). Embry-Riddle Aeronautical University-Worldwide: Unmanned systems curriculum and research. Presented at the Ohio UAS Conference, Dayton, OH.

 

Terwilliger, B., Robbins, J., Thirtyacre, D., & Deering, T. (2014). UAS applications, operations, and support: Key topics of industry. Embry-Riddle Aeronautical University, Worldwide Campus, Houston, TX. 

 

Thirtyacre, D., Terwilliger, B. Vincenzi, D., Ison, D., Witcher, K., & Khalid, A. (2014). Influencing factors for use of unmanned aerial systems in support of aviation accident and emergency response. Presented at the 2014 2nd International Conference on Control, Robotics, and Cybernetics, Singapore.

 

Terwilliger, B. (2014). ERAU-Worldwide UAS research and education overview: Presentation to NUAIR. Presented at the Northeastern UAS Airspace Integration Research Alliance University Partners Spring 14’ Meeting, Syracuse, NY. 

 

Terwilliger, B., Ison, D., Vincenzi, D., & Liu, D. (2014).  Advancement and application of unmanned aerial system human-machine-interface (HMI) technology. Presented at the Human-Computer Interaction International Conference 2014, Crete, Greece.

 

Vincenzi, D., Ison, D., & Terwilliger, B. (2014). The role of unmanned aircraft systems (UAS) in disaster response and recovery efforts: Historical, current, and future. Poster presentation at the Association for Unmanned Vehicle Systems International 41st Symposium, Orlando, FL.  

 

Terwilliger, B. (2014). Master of Science in Unmanned Systems: Town Hall. Embry-Riddle Aeronautical University, Worldwide Campus, Online.

 

Terwilliger, B., & Deering, T. (2014). UAS applications, operations, and support: Key topics of industry. Embry-Riddle Aeronautical University, Worldwide Campus, San Diego, CA. 

 

Terwilliger, B. (2014). ERAU-Worldwide and UAS: An overview of curriculum & research. Presented at the Sinclair Community College and Embry-Riddle Aeronautical University - Worldwide: UAS Open House Event, Dayton, OH.

 

Terwilliger, B., & Deering, T. (2014). UAS applications, operations, and support: Key topics of industry. Embry-Riddle Aeronautical University-Worldwide, Las Vegas, NV.

 

Terwilliger, B. (2014). Master of Science in Unmanned Systems (MSUS) degree proposal. Presented at the February Embry-Riddle Aeronautical University-Worldwide Faculty Senate Meeting, Online.

 

Ison, D., Terwilliger, B., & Vincenzi, D. (2014). State and local legislation: More hurdles for unmanned aerial systems (UAS) integration?. Presented at the 2014 Aviation / Aeronautics / Aerospace International Research (A3IR) conference, Phoenix, AZ.

 

Ison, D., Terwilliger, B., & Vincenzi, D. (2014). UAS regulation in foreign countries: Alternatives to UAS operations in the United States. Presented at the 2014 Aviation / Aeronautics / Aerospace International Research (A3IR) conference, Phoenix, AZ.

 

Terwilliger, B., & Ison, D. (2013). Implementing low cost two-person supervisory control for small unmanned aerial systems. Presented at the Unmanned Systems Canada Annual Conference, Vancouver, BC.

 

Terwilliger, B. (2013). FY14 state unmanned aircraft system challenge: Precision agriculture, announcement. Presented at the Real World Design Challenge Kick-off Announcement, Washington, DC.

 

Terwilliger, B., Hernandez, D., & Burgess, S. (2013). Incorporation of concurrent design principles into course development. Presented at 2013 Embry-Riddle Aeronautical University-Worldwide Conference, Atlanta, GA. 

 

Ison, D., Terwilliger, B., & Vincenzi, D. (2013). Designing simulation to meet UAS training needs. Presented at the Human-Computer Interaction International Conference 2013, Las Vegas, NV.

 

Terwilliger, B. (2013). Embry-Riddle Aeronautical University-Worldwide, College of Aeronautics, UAS curriculum and research. Presented at the Ohio UAS Conference, Dayton, OH.

 

Terwilliger, B. (2012). Effects of visual interaction methods on simulated unmanned aircraft operator situational awareness. Paper presented at the Interservice/Industry Training, Simulation, and Education Conference 2012, Orlando, FL.

 

Terwilliger, B. (2012). ERAU-Worldwide UAS academic curriculum. Presented at the ERAU-Worldwide Industry Advisory Board Meeting, Colorado Springs, CO.

 

WRITING (NON-PEER REVIEWED / MANUSCRIPTS)

Terwilliger, B. (2016). Remote Connection Teleoperated Unmanned Aircraft Systems (RemCon TeleUAS) system design document. 

 

Embry-Riddle Aeronautical University. (2016). Small unmanned aircraft system consumer guide. Daytona Beach, FL: Author, Worldwide campus. Retrieved from http://www.worldwide.erau.edu/Assets/worldwide/data/erau-suas-consumer-guide-june-2016-release.pdf

 

Embry-Riddle Aeronautical University. (2016). Small unmanned aircraft system consumer guide: Operational test plan. Daytona Beach, FL: Author, Worldwide campus. Retrieved from http://www.worldwide.erau.edu/Assets/worldwide/data/erau-suas-suas-consumer-guide-otp-srb-final-release.pdf

 

Terwilliger, B. (2016). ERAU-Worldwide unmanned systems related career opportunities: 2016. Daytona Beach, FL: Embry-Riddle Aeronautical University, Worldwide Campus, College of Aeronautics. 

 

Embry-Riddle Aeronautical University. (2016). Small unmanned aircraft systems operational knowledge study guide. Daytona Beach, FL: Author, Worldwide campus.

 

Terwilliger, B. (2015, June). How UAS are poised to change the aviation industry. Washington, DC: National Business Aviation Association, Corporate Aviation Management Committee, UAS Subcommittee.

 

Terwilliger, B. (2015). ERAU-Worldwide unmanned systems related career opportunities: 2015. Daytona Beach, FL: Embry-Riddle Aeronautical University, Worldwide Campus, College of Aeronautics. Retrieved from http://worldwide.erau.edu/Assets/worldwide/forms/ERAU%20Unmanned%20System%20Graduates%20Potential%20Job%20Opportunities%202015b.pdf

 

Terwilliger, B., Shepherd, A., Sanders, B., Khalid, A., Marion, J., Lange, P., Bourdeau, D., & Kleinke, S. (2014). FY15 state unmanned aircraft system challenge: Precision pesticide application, detailed background document. Washington, DC: Real World Design Challenge. 

 

Terwilliger, B., Shepherd, A., Sanders, B., Khalid, A., Marion, J., Lange, P., & Bourdeau, D. (2014). FY15 state unmanned aircraft system challenge: Precision pesticide application, challenge statement. Washington, DC: Real World Design Challenge. 

 

Terwilliger, B., Shepherd, A., Sanders, B., Khalid, A., Marion, J., Lange, P., & Bourdeau, D. (2014). FY15 state unmanned aircraft system challenge: Precision pesticide application, student, coaches, and mentors guide. Washington, DC: Real World Design Challenge. 

 

Terwilliger, B., Shepherd, A., Sanders, B., Khalid, A., & Marion, J. (2014). FY14 national unmanned aircraft system challenge: Precision agriculture, detailed background document. Washington, DC: Real World Design Challenge. 

 

Terwilliger, B. (2013). How can higher education best support UAS growth in America?. University Aviation Association Collegiate Aviation Review, 31(2), 1-5. 

 

Terwilliger, B., Shepherd, A., Sanders, B., Khalid, A., Marion, J., Lange, P., & Bourdeau, D. (2013). FY14 state unmanned aircraft system challenge: Precision agriculture, detailed background document. Washington, DC: Real World Design Challenge. 

 

Terwilliger, B., Shepherd, A., Sanders, B., Khalid, A., Marion, J., Lange, P., & Bourdeau, D. (2013). FY14 state unmanned aircraft system challenge: Precision agriculture, challenge statement. Washington, DC: Real World Design Challenge. 

 

Terwilliger, B., Shepherd, A., Sanders, B., Khalid, A., Marion, J., Lange, P., & Bourdeau, D. (2013). FY14 state unmanned aircraft system challenge: Precision agriculture, student, coaches, and mentors guide. Washington, DC: Real World Design Challenge. 

 

Terwilliger, B. Hernandez, D., & Burgess, S. (2013). Incorporation of concurrent design principles into experimental course development process [unpublished manuscript]. Daytona Beach, FL: Embry-Riddle Aeronautical University, Worldwide Campus, College of Aeronautics. 

 

Terwilliger, B., & Ison, D. (2013). Implementing low cost two-person supervisory small unmanned aerial system control [Unpublished Manuscript], Daytona Beach, FL: Embry-Riddle Aeronautical University, Worldwide Campus, College of Aeronautics.

 

Terwilliger, B., & Ison, D. (2013). Low cost two-person supervisory control for small unmanned aerial systems solution detailed design and validation document [Unpublished Manuscript], Daytona Beach, FL: Embry-Riddle Aeronautical University, Worldwide Campus, College of Aeronautics.

 

Terwilliger, B. (2012). Examining effects of visual interaction methods on unmanned aircraft operator situational awareness (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3516061; ISBN: 9781267488626)