Building a College Drone Program: From Idea to Implementation

Several years ago, an unexpected opportunity helped spark the creation of a college-level drone program. With surplus departmental funds available, the purchase of a DJI Phantom 3 Advanced marked the beginning of what would evolve into a comprehensive Unmanned Aircraft Systems (UAS) curriculum. Although the drone cost more than $2,000 at the time, its 2.7K video capability and mapping potential made it a compelling instructional investment.

Initially, the drone supported geography coursework. Students captured imagery of rooftops, buildings and landscapes for mapping projects. Campus maintenance teams also leveraged the aircraft for inspections, demonstrating immediate cross-departmental value.

As industries such as surveying, inspection, mapping, search and rescue, cinematography and data collection increasingly adopted drone technology, it became clear that a formal educational pathway was needed. Simultaneously, the Federal Aviation Administration (FAA) began establishing licensing requirements for commercial drone pilots through the Part 107 exam, further reinforcing the necessity of structured training.

At that point, developing a dedicated UAS Technology and Applications program became both timely and strategic.

Curriculum Development

Designing a drone program differs significantly from creating a GIS curriculum. In addition to academic considerations, institutions must address regulatory compliance, liability exposure, insurance, equipment costs and operational procedures.

Every UAS curriculum must incorporate core FAA subject areas, including:

• Rules and regulations
• Airspace classification
• Weather fundamentals
• Crew resource management
• Emergency procedures
• Aircraft maintenance

Beyond these fundamentals, institutions should assess regional workforce needs. One recommended approach is conducting a DACUM (Developing a Curriculum) process. DACUM workshops use facilitated focus groups composed of industry representatives to identify occupational duties, tasks, required skills and knowledge areas. This method produces a direct snapshot of local workforce expectations and helps ensure curriculum relevance.

In this case, the DACUM process was conducted in collaboration with the National Geospatial Technology Center of Excellence (GeoTech Center) and Palomar College. Leveraging Palomar’s existing UAS curriculum accelerated program design and reduced redundancy.

The resulting program included:

• A Ground School course focused on FAA Part 107 exam preparation
• A core flight operations course emphasizing data collection and processing
• A remote sensing course
• A GIS course
• A business course to support entrepreneurial pathways
• Elective options such as Inspection, Fire Science, Image Analysis, Photography, Videography and Journalism

Two certificate tracks were created:

• Certificate of Proficiency (8 units)
• Includes Ground School, Core Flight Course and one elective. Designed for students seeking introductory exposure within one semester.

Certificate of Achievement (17 units)

Includes all required coursework and deeper emphasis on mapping and remote sensing. Intended for students pursuing employment in the drone industry or launching their own UAS business.

Following curriculum development, proposals were submitted to the campus curriculum committee. Institutions should anticipate approximately one year between proposal submission and catalog publication.

Hardware and Software Investment

Launching a UAS program requires substantial equipment acquisition. Budget planning must include aircraft, sensors, batteries, tablets, software licenses and maintenance.

A tiered flight progression is advisable. Students may begin with smaller drones, such as entry-level quadcopters, before advancing to professional-grade platforms like DJI Inspire or Matrice series aircraft. Exposure to multiple systems broadens operational competency.

Advanced instruction often requires additional sensors, including:

• Radiometric thermal cameras
• Multispectral sensors (near infrared and red edge for vegetation analysis)

Imagery processing software is equally critical. Programs typically require:

• Photogrammetry software (e.g., Pix4D Mapper) for orthomosaic generation
• GIS software (e.g., ArcGIS Pro) for spatial analysis and mapping
• Creative software (e.g., Adobe Creative Cloud) for media production

Ballpark equipment costs (educational pricing) may include:

• Drone with 4K camera: ~$1,500
• Entry-level drone option (e.g., DJI Mavic Mini): ~$300
• Extra batteries: $75–$150 each
• Tablet (e.g., iPad Mini): ~$400
• Radiometric thermal sensor: ~$3,000
• Multispectral sensor: $5,000–$10,000
• Photogrammetry lab license (25 seats): ~$6,700 (one-time)
• GIS software licenses: subscription-based pricing
• Adobe Creative Cloud: annual subscription

Programs focused solely on photography and videography may not require expensive sensors or advanced GIS licenses, reducing initial costs.

Funding Strategy

Equipment and licensing costs can be significant. Successful funding models often combine:

• Perkins Career and Technical Education funding
• Strong Workforce grants
• National Science Foundation grants
• Institutional or state-level workforce development funding

Absent dedicated institutional budgets, faculty leadership and grant writing are essential to program viability.

• From Pilot Purchase to Workforce Pipeline

What began as a single drone purchase evolved into a structured academic program aligned with FAA regulations and industry demand. As UAS applications continue to expand across sectors, colleges and universities play a crucial role in preparing licensed remote pilots, data analysts and drone entrepreneurs.

Establishing a drone program requires regulatory awareness, industry collaboration, careful budgeting and long-term planning. When implemented strategically, however, UAS education provides students with marketable technical skills and institutions with a forward-looking workforce development pathway.