SUR 4940C | Practicum in UAS MappingClass Number: 12123
Instructor Information•Instructor: Eben Broadbent, Associate Professor — SFFGS faculty profile
•Department: School of Forest, Fisheries, and Geomatics Sciences, University of Florida
•Office: 303 Reed Lab, University of Florida, Gainesville, FL 32611 USA
•Phone (mobile): 1-650-204-1051
•Email: [email protected] (canvas email preferred)
•Lab websites: www.speclab.org
Office HoursBecause this practicum runs as a full-day, intensive 10-day field/lab course, the instructor is effectively available in-person throughout each class day (9:00 AM – 5:00 PM, Monday through Friday, May 11–22) for questions, debriefs, and individual consultations. In addition, formal office hours are held:
•Tuesdays, 2:00–5:00 PM (during class days; in-person at the office or by Canvas / Zoom on non-class Tuesdays)
•Daily wrap-up windows (typically 4:30–5:00 PM) during scheduled class days for quick questions and check-ins
•By appointment for any other time — schedule by email or during class
Communication Preferences•Course-related questions (assignments, deadlines, scheduling, content questions): Canvas messages are preferred — they keep all course correspondence in one place. UF email is also fine. Expect a response within 1 business day during the practicum.
•Urgent / day-of field logistics (running late, can’t make the van, equipment issue in the field): text or call the instructor’s mobile at 1-650-204-1051 for the fastest response.
•Technical issues with Canvas, UF computing accounts, or PC lab access: contact the UF Computing Help Desk at 352-392-HELP (4357) or visit helpdesk.ufl.edu.
Course Details•Catalog Description: Provides hands-on experience with flight planning and safe deployment of small UASs (Unmanned Aerial Systems) and the subsequent processing of the imagery acquired on these flights.
•Pre- and Co-Requisites: Prereq: SUR 4501C
•Credit Hours: 3
•Course Fees / Materials and Supplies Fees: $0.00 (none)
Required and Recommended TextbooksThere are no required or recommended textbooks for this section. All instructional materials (manuals, software references, processing guides, manuscript template) will be provided through the Canvas course page.
Course Goals and ObjectivesThis three-credit course provides students with experience with, in the context of specific deliverable objectives, drone hardware and software, planning UAS mapping operations, data collection using drone systems, and the subsequent processing and analysis of the data acquired on these flights.
Expectations and Student Learning OutcomesBy the end of this course, students will have applied their existing and newly developed knowledge and skills in real-world UAS mapping operations to:
•Operate UAS hardware safely in manual and automated flight modes across a range of platforms (e.g., ANAFI USA GOV, Mavic 3 Pro, GatorEye XTR)
•Plan UAS missions for both photogrammetric and lidar data collection, including flight-line design, altitude/overlap selection, and site-specific safety considerations
•Plan field operations for establishing georeferencing control, including ground control point (GCP) placement strategy
•Compute coordinates of GCPs and checkpoints using differential GNSS and base station workflows for georeferencing UAS datasets
•Acquire and process high-resolution aerial imagery and lidar data from UAS, including photogrammetric processing in Pix4D and lidar point-cloud workflows
•Produce common UAS deliverables, including orthophotos, digital elevation models (DEMs), digital surface models (DSMs), and lidar-derived structural products
•Conduct multi-temporal analyses of DEM/DSM and lidar datasets to quantify change (e.g., erosion/accumulation, vegetation removal, post-fire structural recovery)
•Integrate UAS-derived measurements with field data (e.g., DBH, tree height, canopy density) to calibrate and validate remote sensing products
•Apply AI-based and machine-vision tools (e.g., species identification) in conjunction with UAS imagery to support ecological applications
•Analyze the spatial accuracy and quality of UAS deliverables, including error budgets and ground-truth comparison
•Apply UAS data to address specific applications in forest ecology, hydrology and erosion, coastal change, fire ecology, and forest management
•Communicate UAS workflows and results effectively through written reports, posters, and oral presentations to scientific and professional audiences
Equipment and Hands-On ExperienceStudents will have direct, hands-on flying experience with the ANAFI USA GOV platform across both manual and automated mission scenarios, and hands-on drone-building and maintenance experience with a DJI prop drone used as a teaching aid (disassembly, component identification, reassembly, pre-flight checks).
For insurance and safety reasons, students will not fly or directly operate the GatorEye systems (hybrid and electric) or other high-value research-grade platforms. During GatorEye missions, students will work closely alongside the instructor, who will narrate the actions being taken (mission planning decisions, pre-flight checks, in-flight monitoring, troubleshooting) so that students observe and learn the full operational workflow. Students will then take a full hands-on role in post-processing the resulting datasets (point-cloud processing, DEM/DSM generation, multi-temporal analysis, accuracy assessment).
This model intentionally mirrors how many commercial UAS operators and research labs structure their workflows: a dedicated, certified pilot team handles complex or high-value systems, while a broader analytics team works extensively with the data products. Exposure to this division of responsibilities is itself a useful preparation for industry and agency work.
Methods of EvaluationThe course will meet daily over a period of 10 days for a total of ~70 hours. Learning will occur through a combination of group and independent assignments, field experience, and the processing of UAS data. Students will work in rotating small groups of 2–3 students, with group composition changing for each project so that students collaborate with different partners across the practicum. The final poster and presentation are conducted independently: each student selects a project — and a specific aspect of that project — to focus on individually, ensuring that every poster and presentation is unique. Full attendance is required to succeed in this course.
Final grades will be calculated according to the following weighted components:
Attendance and Positive Attitude — 40%Because this is an intensive, hands-on practicum compressed into 10 days, consistent attendance is essential — material missed cannot be easily reconstructed outside of class. Students are expected to attend every scheduled session, arriving on time and prepared for both lab and field activities. Equally important is a positive, engaged attitude: active participation in flight operations, willingness to support teammates, adaptability when weather or field conditions shift plans, and a constructive approach to the inevitable troubleshooting that comes with UAS work. Safety-conscious behavior and respect for equipment, sites, and crewmates fall under this component.
Reports — 30% (8 reports × 3.75% each)There are 8 project reports over the course, one per field/processing project on the schedule: San Felasco tree exercise (May 11), UF Stadium (May 12), OSBS (May 13), Blues Creek (May 14), VARIETIES (May 15), Austin Cary Forest logging study (May 18), Seahorse Key (May 19–20, submitted as one report), and Osceola NF burn plots (May 21). Each report is weighted equally at 3.75% of the final grade.
Written reports document each group’s mission planning, field data collection, processing workflows, and analytical results for each project. Because group composition rotates per project, students will produce reports with different partners over the course. Reports should clearly describe flight parameters, ground control configurations, processing steps, and accuracy assessments, supported by appropriate figures, maps, and tables (e.g., orthophotos, DEMs, error statistics). Expectations include clear writing, proper formatting, accurate methods documentation sufficient for reproducibility, and timely submission. Reports are the primary means of demonstrating mastery of the UAS data lifecycle from mission planning through deliverable QA/QC.
Report structure. Each report must follow a standard scientific manuscript format. A Word template will be provided on Canvas, and all reports are expected to use it. Required sections are:
•Title
•Abstract
•Introduction
•Materials and Methods (with subsections for Study design and Study area, plus additional subheadings as appropriate)
•Results (with subsections as appropriate)
•Discussion
•Conclusion
•Acknowledgements
•References
•Tables (numbered, with descriptive captions)
•Figures (numbered, with descriptive captions)
•Supplementary material (as needed)
References. Each report must cite a minimum of 5 references in a consistent standard academic format (e.g., APA, Chicago author-date, or a journal-style format such as Remote Sensing of Environment or ISPRS Journal of Photogrammetry and Remote Sensing — pick one and apply it consistently throughout the report). References should be drawn from peer-reviewed literature, technical documentation, agency reports, and other credible sources directly relevant to the project’s methods, study area, or application context.
Due dates. Specific due dates for each report (and for the presentation and poster) are posted on the Canvas course calendar and listed under the corresponding module where each assignment is linked. As a general rule, reports are due two (2) days after the data collection day for that project (e.g., a Tuesday field day produces a report due Thursday at 11:59 PM, unless otherwise noted on Canvas). Students should always defer to the Canvas calendar and module pages for the authoritative deadline.
Late policy. Late submissions are penalized at 10% per day (counted from 11:59 PM on the due date, with each additional 24-hour period adding another 10% deduction). Given the compressed 10-day schedule and the dependency of later projects on completed earlier ones, students are strongly encouraged to submit on time. Exceptions for documented illness, university-sponsored activities, or other excused absences (see Attendance Policy below) will be handled in accordance with university policy.
Presentation — 10% (1 individual presentation)Each student will independently deliver one oral presentation on a project of their choosing, focused on a specific aspect of that project (e.g., a particular processing workflow, accuracy assessment, application angle, or comparison across sites). Because each student selects their own focus, every presentation will be unique. Presentations are evaluated on clarity of explanation, quality of visual aids (slides, maps, orthomosaics, DEM visualizations), organization, time management, and the student’s ability to respond thoughtfully to questions. This component builds skills essential for client briefings, agency meetings, and professional conferences in surveying, mapping, and geospatial fields.
Poster — 15% (1 individual poster)The poster component consists of one poster, completed independently — each student designs a poster around a self-selected project and chosen aspect of that project, so all posters in the final session will be unique. Posters synthesize the student’s work into a visually effective, standalone format suitable for scientific or professional display, and are graded on visual design, technical content, clarity of the project narrative, appropriate balance of text and graphics (maps, orthophotos, accuracy tables), and the student’s ability to discuss the work in a poster-session format. This trains students in distilling complex geospatial workflows for diverse audiences — an essential skill for conferences such as the ASPRS annual meeting and similar venues.
Grading ScaleLetter
Percentage Value
A
94 – 100%
A-
90 – 93%
B+
87 – 89%
B
83 – 86%
B-
80 – 82%
C+
77 – 79%
C
73 – 76%
C-
70 – 72%
D+
67 – 69%
D
63 – 66%
D-
60 – 62%
E
59% and below
Course ScheduleThe course runs from May 11th through May 22nd, meeting in person daily Monday through Friday. The standard meeting time is 9:00 AM to ~5:00 PM, with earlier departures on field-collect days. Field and lecture timing is contingent on weather and may shift to accommodate field windows. The primary lecture/lab room is Reed Lab 302, with additional access to the 4th-floor PC lab.
Week 1•May 11 (Mon) — Millhopper / San Felasco: Course introduction; drone hardware and software overview (ANAFI USA GOV, Mavic 3 Pro); manual flights; forest tree-finding exercise and image comparison.
•May 12 (Tue) — UF Campus Stadium: Automated flight planning; data collection; Pix4D project setup, GCP placement and tagging, base station processing workflow.
•May 13 (Wed) — Ordway-Swisher Biological Station (OSBS): Field/safari tour; forest tour with collaborator; automated ANAFI flights over ForestGeo plot; image processing and AI-based species identification.
•May 14 (Thu) — Blues Creek: GatorEye XTR lidar and ANAFI visual data collection; DEM/DSM generation and multi-temporal differencing; hydrology and erosion focus.
•May 15 (Fri) — VARIETIES (Millhopper): Site tour and study-design review; automated lidar/visual collection; field calibration (DBH, height, densiometer); tree measurement extraction and growth-rate analysis.
Week 2Week 2 follows the same project-based structure as Week 1, with the addition that the final Friday (May 22) is devoted entirely to individual poster presentations and course wrap-up.
•May 18 (Mon) — Austin Cary Forest (ACF): Selective-logging site tour; lidar and visual data collection over treatment areas; multi-temporal DSM analysis of tree removal and road-length quantification.
•May 19 (Tue) — Seahorse Key: Boat-access field trip; drone lidar and visual data collection; beach transects, trash distribution mapping, forest disturbance documentation.
•May 20 (Wed) — Seahorse Key processing: PC lab DEM analysis of beach erosion/accumulation; trash distribution mapping; DSM-based forest disturbance assessment; figure generation.
•May 21 (Thu) — Osceola National Forest burn plots: Field site visit; GatorEye XTR lidar collection over multi-burn-intensity treatments; multi-temporal lidar comparison of burn effects on understory structure.
•May 22 (Fri) — Poster presentations and wrap-up: Final poster and report production; posters due to Canvas by 10:30 AM for printing; poster presentations 1:00–3:00 PM; equipment return; final reports due 11:59 PM.
A detailed day-by-day schedule (timing, logistics, guest visits, lunch plans, equipment lists, and field-prep notes) is maintained on the course Canvas page and may be updated throughout the practicum. Students are responsible for checking Canvas regularly for the most current version.
Reports and posters should be kept in mind throughout the practicum — figures, photos, and screen captures should be collected along the way for final selection at the poster design and preparation phase.
Class Demeanor and Professional ExpectationsThe expectations below overlap substantially with the Attendance and Positive Attitude component of the grade (40%) described under Methods of Evaluation, and they together define the conduct that supports a successful practicum. This practicum operates in a mix of classroom, computer lab, field, and boat-access environments — many of which involve flying expensive equipment and working in active research locations. Students are expected to:
•Arrive on time, ready to participate. Field van departures are firm; missing a van may mean missing that day’s data collection.
•Treat equipment, sites, hosts, and crewmates with care and respect. UF, research-station staff, agency partners, and guest scientists are hosting us — professional conduct reflects on the program.
•Follow all UAS safety and operational protocols at all times, including pre-flight checks, airspace awareness, and instructor directives during flight operations.
•Silence mobile phones during lectures and guest presentations, though phones are useful field tools (GPS, Google Earth, SEEK, photos) and may be used during fieldwork.
•Engage constructively — ask questions, support teammates, share processing tips, and contribute to a positive learning environment.
•Practice academic integrity — all reports, posters, and presentations must be the student’s (or group’s) original work; sources must be cited; use of AI tools must be disclosed in the report Acknowledgements section if used substantively.
University Policies and ResourcesFor consistent and up-to-date information about university-wide policies and student support resources, please refer to the official UF page:
https://go.ufl.edu/syllabuspolicies
This page includes policies and resources on:
•Grading policies and grade point calculation
•Academic Honesty / Honor Code
•Software Use
•Student privacy
•Campus Helping Resources (counseling, wellness, academic support)
•Disability Resource Center accommodations
•Course evaluations (GatorEvals)
•In-class recording
•Title IX policies
•Religious holidays
•Inclusive learning environment
Instructor-specific guidelines in this syllabus operate alongside and are subject to these UF-wide policies.
Attendance PolicyExcused and Unexcused AbsencesStudents may only participate in classes if they are registered officially or approved to audit with evidence of having paid audit fees. The Office of the University Registrar provides official class rolls to instructors.
Students are responsible for satisfying all academic objectives as defined by the instructor. Absences count from the first-class meeting.
Acceptable reasons for absence from or failure to engage in class include illness; Title IX-related situations; serious accidents or emergencies affecting the student, their roommates, or their family; special curricular requirements (e.g., judging trips, field trips, professional conferences); military obligation; severe weather conditions that prevent class participation; religious holidays; participation in official university activities (e.g., music performances, athletic competition, debate); and court-imposed legal obligations (e.g., jury duty or subpoena). Other reasons (e.g., a job interview or club activity) may be deemed acceptable if approved by the instructor.
For all planned absences, a student in a situation that allows an excused absence from a class, or any required class activity must inform the instructor as early as possible prior to the class. For all unplanned absences because of accidents or emergency situations, students should contact their instructor as soon as conditions permit.
Students shall be permitted a reasonable amount of time to make up the material or activities covered during absence from class or inability to engage in class activities because of the reasons outlined above.
If a student does not participate in at least one of the first two class meetings of a course or laboratory in which they are registered, and they have not contacted the department to indicate their intent, the student can be dropped from the course. Students must not assume that they will be dropped, however. The department will notify students if they have been dropped from a course or laboratory.
The university recognizes the right of the instructor to make attendance mandatory and require documentation for absences (except for religious holidays), missed work, or inability to fully engage in class. After due warning, an instructor can prohibit further attendance and subsequently assign a failing grade for excessive absences.
Religious Holidays GuidelinesAt the University of Florida, students and faculty work together to allow students the opportunity to observe the holy days of their faith. A student should inform the faculty member of the religious observances of their faith that will conflict with class attendance, with tests or examinations, or with other class activities prior to the class or occurrence of that test or activity. The faculty member is then obligated to accommodate that particular student’s religious observances. Because students represent a myriad of cultures and many faiths, the University of Florida is not able to assure that scheduled academic activities do not conflict with the holy days of all religious groups. Accordingly, individual students should make their need for an excused absence known in advance of the scheduled activities.
The Florida Board of Education and state law govern university policy regarding observance of religious holidays.
Guidelines:
•Students, upon prior notification to their instructors, shall be excused from class or other scheduled academic activity to observe a religious holy day of their faith.
•Students shall be permitted a reasonable amount of time to make up the material or activities covered in their absence.
•Students shall not be penalized due to absence from class or other scheduled academic activity because of religious observances.
•If a faculty member is informed of or is aware that a significant number of students are likely to be absent from class because of a religious observance, the faculty member should not schedule a major exam or other academic event at that time.
A student who is to be excused from class for a religious observance is not required to provide a second party certification of the reason for the absence. Furthermore, a student who believes that they have been unreasonably denied an education benefit due to religious beliefs or practices may seek redress through the student grievance procedure.
Absence due to IllnessA student who is absent from class or any required class-related activity because of illness should contact their instructor, if feasible, as early as possible prior to the missed class or activity.
Students shall be permitted a reasonable amount of time to make up the material or activities covered during an excused absence.
Students should contact their college by the deadline to drop a course for medical reasons. Students can petition the Dean of Students Office to drop a course for medical reasons. The university’s policy regarding medical excuse from classes is maintained by the Student Health Care Center.
Twelve-Day RuleStudents who participate in university-sponsored athletic or scholarly activities are permitted to be absent 12 scholastic days per semester without penalty. A scholastic day is any day on which regular class work is scheduled as defined in the approved university calendar.
The student or student’s advisor must notify the instructor as early as possible prior to the anticipated absence to allow ample time for accommodations. Instructors must be flexible and not penalize students when re-scheduling during-term and final exams, class assignments, and other required activities and must follow the UF Attendance Policy herein and UF Examination Policies. As noted in the UF Examination Policies, during-term exams should be re-scheduled no later than before the end of the semester, while final exams no later than 90 days after the originally scheduled exam time. However, instructors are encouraged to re-schedule final and during-term exams, assignments, and other activities as soon as possible after the last day of the absence and must not penalize the student in any way.
A group’s schedule that requires absence of more than 12 scholastic days should be adjusted so that no student is absent from campus more than 12 scholastic days. Students who previously have been warned in writing by their instructor about the impact of absences on their individual class performance should not incur additional absences, even if they have not been absent 12 scholastic days. The student is responsible to maintain satisfactory academic performance and attendance.
Instructor Information•Instructor: Eben Broadbent, Associate Professor — SFFGS faculty profile
•Department: School of Forest, Fisheries, and Geomatics Sciences, University of Florida
•Office: 303 Reed Lab, University of Florida, Gainesville, FL 32611 USA
•Phone (mobile): 1-650-204-1051
•Email: [email protected] (canvas email preferred)
•Lab websites: www.speclab.org
Office HoursBecause this practicum runs as a full-day, intensive 10-day field/lab course, the instructor is effectively available in-person throughout each class day (9:00 AM – 5:00 PM, Monday through Friday, May 11–22) for questions, debriefs, and individual consultations. In addition, formal office hours are held:
•Tuesdays, 2:00–5:00 PM (during class days; in-person at the office or by Canvas / Zoom on non-class Tuesdays)
•Daily wrap-up windows (typically 4:30–5:00 PM) during scheduled class days for quick questions and check-ins
•By appointment for any other time — schedule by email or during class
Communication Preferences•Course-related questions (assignments, deadlines, scheduling, content questions): Canvas messages are preferred — they keep all course correspondence in one place. UF email is also fine. Expect a response within 1 business day during the practicum.
•Urgent / day-of field logistics (running late, can’t make the van, equipment issue in the field): text or call the instructor’s mobile at 1-650-204-1051 for the fastest response.
•Technical issues with Canvas, UF computing accounts, or PC lab access: contact the UF Computing Help Desk at 352-392-HELP (4357) or visit helpdesk.ufl.edu.
Course Details•Catalog Description: Provides hands-on experience with flight planning and safe deployment of small UASs (Unmanned Aerial Systems) and the subsequent processing of the imagery acquired on these flights.
•Pre- and Co-Requisites: Prereq: SUR 4501C
•Credit Hours: 3
•Course Fees / Materials and Supplies Fees: $0.00 (none)
Required and Recommended TextbooksThere are no required or recommended textbooks for this section. All instructional materials (manuals, software references, processing guides, manuscript template) will be provided through the Canvas course page.
Course Goals and ObjectivesThis three-credit course provides students with experience with, in the context of specific deliverable objectives, drone hardware and software, planning UAS mapping operations, data collection using drone systems, and the subsequent processing and analysis of the data acquired on these flights.
Expectations and Student Learning OutcomesBy the end of this course, students will have applied their existing and newly developed knowledge and skills in real-world UAS mapping operations to:
•Operate UAS hardware safely in manual and automated flight modes across a range of platforms (e.g., ANAFI USA GOV, Mavic 3 Pro, GatorEye XTR)
•Plan UAS missions for both photogrammetric and lidar data collection, including flight-line design, altitude/overlap selection, and site-specific safety considerations
•Plan field operations for establishing georeferencing control, including ground control point (GCP) placement strategy
•Compute coordinates of GCPs and checkpoints using differential GNSS and base station workflows for georeferencing UAS datasets
•Acquire and process high-resolution aerial imagery and lidar data from UAS, including photogrammetric processing in Pix4D and lidar point-cloud workflows
•Produce common UAS deliverables, including orthophotos, digital elevation models (DEMs), digital surface models (DSMs), and lidar-derived structural products
•Conduct multi-temporal analyses of DEM/DSM and lidar datasets to quantify change (e.g., erosion/accumulation, vegetation removal, post-fire structural recovery)
•Integrate UAS-derived measurements with field data (e.g., DBH, tree height, canopy density) to calibrate and validate remote sensing products
•Apply AI-based and machine-vision tools (e.g., species identification) in conjunction with UAS imagery to support ecological applications
•Analyze the spatial accuracy and quality of UAS deliverables, including error budgets and ground-truth comparison
•Apply UAS data to address specific applications in forest ecology, hydrology and erosion, coastal change, fire ecology, and forest management
•Communicate UAS workflows and results effectively through written reports, posters, and oral presentations to scientific and professional audiences
Equipment and Hands-On ExperienceStudents will have direct, hands-on flying experience with the ANAFI USA GOV platform across both manual and automated mission scenarios, and hands-on drone-building and maintenance experience with a DJI prop drone used as a teaching aid (disassembly, component identification, reassembly, pre-flight checks).
For insurance and safety reasons, students will not fly or directly operate the GatorEye systems (hybrid and electric) or other high-value research-grade platforms. During GatorEye missions, students will work closely alongside the instructor, who will narrate the actions being taken (mission planning decisions, pre-flight checks, in-flight monitoring, troubleshooting) so that students observe and learn the full operational workflow. Students will then take a full hands-on role in post-processing the resulting datasets (point-cloud processing, DEM/DSM generation, multi-temporal analysis, accuracy assessment).
This model intentionally mirrors how many commercial UAS operators and research labs structure their workflows: a dedicated, certified pilot team handles complex or high-value systems, while a broader analytics team works extensively with the data products. Exposure to this division of responsibilities is itself a useful preparation for industry and agency work.
Methods of EvaluationThe course will meet daily over a period of 10 days for a total of ~70 hours. Learning will occur through a combination of group and independent assignments, field experience, and the processing of UAS data. Students will work in rotating small groups of 2–3 students, with group composition changing for each project so that students collaborate with different partners across the practicum. The final poster and presentation are conducted independently: each student selects a project — and a specific aspect of that project — to focus on individually, ensuring that every poster and presentation is unique. Full attendance is required to succeed in this course.
Final grades will be calculated according to the following weighted components:
Attendance and Positive Attitude — 40%Because this is an intensive, hands-on practicum compressed into 10 days, consistent attendance is essential — material missed cannot be easily reconstructed outside of class. Students are expected to attend every scheduled session, arriving on time and prepared for both lab and field activities. Equally important is a positive, engaged attitude: active participation in flight operations, willingness to support teammates, adaptability when weather or field conditions shift plans, and a constructive approach to the inevitable troubleshooting that comes with UAS work. Safety-conscious behavior and respect for equipment, sites, and crewmates fall under this component.
Reports — 30% (8 reports × 3.75% each)There are 8 project reports over the course, one per field/processing project on the schedule: San Felasco tree exercise (May 11), UF Stadium (May 12), OSBS (May 13), Blues Creek (May 14), VARIETIES (May 15), Austin Cary Forest logging study (May 18), Seahorse Key (May 19–20, submitted as one report), and Osceola NF burn plots (May 21). Each report is weighted equally at 3.75% of the final grade.
Written reports document each group’s mission planning, field data collection, processing workflows, and analytical results for each project. Because group composition rotates per project, students will produce reports with different partners over the course. Reports should clearly describe flight parameters, ground control configurations, processing steps, and accuracy assessments, supported by appropriate figures, maps, and tables (e.g., orthophotos, DEMs, error statistics). Expectations include clear writing, proper formatting, accurate methods documentation sufficient for reproducibility, and timely submission. Reports are the primary means of demonstrating mastery of the UAS data lifecycle from mission planning through deliverable QA/QC.
Report structure. Each report must follow a standard scientific manuscript format. A Word template will be provided on Canvas, and all reports are expected to use it. Required sections are:
•Title
•Abstract
•Introduction
•Materials and Methods (with subsections for Study design and Study area, plus additional subheadings as appropriate)
•Results (with subsections as appropriate)
•Discussion
•Conclusion
•Acknowledgements
•References
•Tables (numbered, with descriptive captions)
•Figures (numbered, with descriptive captions)
•Supplementary material (as needed)
References. Each report must cite a minimum of 5 references in a consistent standard academic format (e.g., APA, Chicago author-date, or a journal-style format such as Remote Sensing of Environment or ISPRS Journal of Photogrammetry and Remote Sensing — pick one and apply it consistently throughout the report). References should be drawn from peer-reviewed literature, technical documentation, agency reports, and other credible sources directly relevant to the project’s methods, study area, or application context.
Due dates. Specific due dates for each report (and for the presentation and poster) are posted on the Canvas course calendar and listed under the corresponding module where each assignment is linked. As a general rule, reports are due two (2) days after the data collection day for that project (e.g., a Tuesday field day produces a report due Thursday at 11:59 PM, unless otherwise noted on Canvas). Students should always defer to the Canvas calendar and module pages for the authoritative deadline.
Late policy. Late submissions are penalized at 10% per day (counted from 11:59 PM on the due date, with each additional 24-hour period adding another 10% deduction). Given the compressed 10-day schedule and the dependency of later projects on completed earlier ones, students are strongly encouraged to submit on time. Exceptions for documented illness, university-sponsored activities, or other excused absences (see Attendance Policy below) will be handled in accordance with university policy.
Presentation — 10% (1 individual presentation)Each student will independently deliver one oral presentation on a project of their choosing, focused on a specific aspect of that project (e.g., a particular processing workflow, accuracy assessment, application angle, or comparison across sites). Because each student selects their own focus, every presentation will be unique. Presentations are evaluated on clarity of explanation, quality of visual aids (slides, maps, orthomosaics, DEM visualizations), organization, time management, and the student’s ability to respond thoughtfully to questions. This component builds skills essential for client briefings, agency meetings, and professional conferences in surveying, mapping, and geospatial fields.
Poster — 15% (1 individual poster)The poster component consists of one poster, completed independently — each student designs a poster around a self-selected project and chosen aspect of that project, so all posters in the final session will be unique. Posters synthesize the student’s work into a visually effective, standalone format suitable for scientific or professional display, and are graded on visual design, technical content, clarity of the project narrative, appropriate balance of text and graphics (maps, orthophotos, accuracy tables), and the student’s ability to discuss the work in a poster-session format. This trains students in distilling complex geospatial workflows for diverse audiences — an essential skill for conferences such as the ASPRS annual meeting and similar venues.
Grading ScaleLetter
Percentage Value
A
94 – 100%
A-
90 – 93%
B+
87 – 89%
B
83 – 86%
B-
80 – 82%
C+
77 – 79%
C
73 – 76%
C-
70 – 72%
D+
67 – 69%
D
63 – 66%
D-
60 – 62%
E
59% and below
Course ScheduleThe course runs from May 11th through May 22nd, meeting in person daily Monday through Friday. The standard meeting time is 9:00 AM to ~5:00 PM, with earlier departures on field-collect days. Field and lecture timing is contingent on weather and may shift to accommodate field windows. The primary lecture/lab room is Reed Lab 302, with additional access to the 4th-floor PC lab.
Week 1•May 11 (Mon) — Millhopper / San Felasco: Course introduction; drone hardware and software overview (ANAFI USA GOV, Mavic 3 Pro); manual flights; forest tree-finding exercise and image comparison.
•May 12 (Tue) — UF Campus Stadium: Automated flight planning; data collection; Pix4D project setup, GCP placement and tagging, base station processing workflow.
•May 13 (Wed) — Ordway-Swisher Biological Station (OSBS): Field/safari tour; forest tour with collaborator; automated ANAFI flights over ForestGeo plot; image processing and AI-based species identification.
•May 14 (Thu) — Blues Creek: GatorEye XTR lidar and ANAFI visual data collection; DEM/DSM generation and multi-temporal differencing; hydrology and erosion focus.
•May 15 (Fri) — VARIETIES (Millhopper): Site tour and study-design review; automated lidar/visual collection; field calibration (DBH, height, densiometer); tree measurement extraction and growth-rate analysis.
Week 2Week 2 follows the same project-based structure as Week 1, with the addition that the final Friday (May 22) is devoted entirely to individual poster presentations and course wrap-up.
•May 18 (Mon) — Austin Cary Forest (ACF): Selective-logging site tour; lidar and visual data collection over treatment areas; multi-temporal DSM analysis of tree removal and road-length quantification.
•May 19 (Tue) — Seahorse Key: Boat-access field trip; drone lidar and visual data collection; beach transects, trash distribution mapping, forest disturbance documentation.
•May 20 (Wed) — Seahorse Key processing: PC lab DEM analysis of beach erosion/accumulation; trash distribution mapping; DSM-based forest disturbance assessment; figure generation.
•May 21 (Thu) — Osceola National Forest burn plots: Field site visit; GatorEye XTR lidar collection over multi-burn-intensity treatments; multi-temporal lidar comparison of burn effects on understory structure.
•May 22 (Fri) — Poster presentations and wrap-up: Final poster and report production; posters due to Canvas by 10:30 AM for printing; poster presentations 1:00–3:00 PM; equipment return; final reports due 11:59 PM.
A detailed day-by-day schedule (timing, logistics, guest visits, lunch plans, equipment lists, and field-prep notes) is maintained on the course Canvas page and may be updated throughout the practicum. Students are responsible for checking Canvas regularly for the most current version.
Reports and posters should be kept in mind throughout the practicum — figures, photos, and screen captures should be collected along the way for final selection at the poster design and preparation phase.
Class Demeanor and Professional ExpectationsThe expectations below overlap substantially with the Attendance and Positive Attitude component of the grade (40%) described under Methods of Evaluation, and they together define the conduct that supports a successful practicum. This practicum operates in a mix of classroom, computer lab, field, and boat-access environments — many of which involve flying expensive equipment and working in active research locations. Students are expected to:
•Arrive on time, ready to participate. Field van departures are firm; missing a van may mean missing that day’s data collection.
•Treat equipment, sites, hosts, and crewmates with care and respect. UF, research-station staff, agency partners, and guest scientists are hosting us — professional conduct reflects on the program.
•Follow all UAS safety and operational protocols at all times, including pre-flight checks, airspace awareness, and instructor directives during flight operations.
•Silence mobile phones during lectures and guest presentations, though phones are useful field tools (GPS, Google Earth, SEEK, photos) and may be used during fieldwork.
•Engage constructively — ask questions, support teammates, share processing tips, and contribute to a positive learning environment.
•Practice academic integrity — all reports, posters, and presentations must be the student’s (or group’s) original work; sources must be cited; use of AI tools must be disclosed in the report Acknowledgements section if used substantively.
University Policies and ResourcesFor consistent and up-to-date information about university-wide policies and student support resources, please refer to the official UF page:
https://go.ufl.edu/syllabuspolicies
This page includes policies and resources on:
•Grading policies and grade point calculation
•Academic Honesty / Honor Code
•Software Use
•Student privacy
•Campus Helping Resources (counseling, wellness, academic support)
•Disability Resource Center accommodations
•Course evaluations (GatorEvals)
•In-class recording
•Title IX policies
•Religious holidays
•Inclusive learning environment
Instructor-specific guidelines in this syllabus operate alongside and are subject to these UF-wide policies.
Attendance PolicyExcused and Unexcused AbsencesStudents may only participate in classes if they are registered officially or approved to audit with evidence of having paid audit fees. The Office of the University Registrar provides official class rolls to instructors.
Students are responsible for satisfying all academic objectives as defined by the instructor. Absences count from the first-class meeting.
Acceptable reasons for absence from or failure to engage in class include illness; Title IX-related situations; serious accidents or emergencies affecting the student, their roommates, or their family; special curricular requirements (e.g., judging trips, field trips, professional conferences); military obligation; severe weather conditions that prevent class participation; religious holidays; participation in official university activities (e.g., music performances, athletic competition, debate); and court-imposed legal obligations (e.g., jury duty or subpoena). Other reasons (e.g., a job interview or club activity) may be deemed acceptable if approved by the instructor.
For all planned absences, a student in a situation that allows an excused absence from a class, or any required class activity must inform the instructor as early as possible prior to the class. For all unplanned absences because of accidents or emergency situations, students should contact their instructor as soon as conditions permit.
Students shall be permitted a reasonable amount of time to make up the material or activities covered during absence from class or inability to engage in class activities because of the reasons outlined above.
If a student does not participate in at least one of the first two class meetings of a course or laboratory in which they are registered, and they have not contacted the department to indicate their intent, the student can be dropped from the course. Students must not assume that they will be dropped, however. The department will notify students if they have been dropped from a course or laboratory.
The university recognizes the right of the instructor to make attendance mandatory and require documentation for absences (except for religious holidays), missed work, or inability to fully engage in class. After due warning, an instructor can prohibit further attendance and subsequently assign a failing grade for excessive absences.
Religious Holidays GuidelinesAt the University of Florida, students and faculty work together to allow students the opportunity to observe the holy days of their faith. A student should inform the faculty member of the religious observances of their faith that will conflict with class attendance, with tests or examinations, or with other class activities prior to the class or occurrence of that test or activity. The faculty member is then obligated to accommodate that particular student’s religious observances. Because students represent a myriad of cultures and many faiths, the University of Florida is not able to assure that scheduled academic activities do not conflict with the holy days of all religious groups. Accordingly, individual students should make their need for an excused absence known in advance of the scheduled activities.
The Florida Board of Education and state law govern university policy regarding observance of religious holidays.
Guidelines:
•Students, upon prior notification to their instructors, shall be excused from class or other scheduled academic activity to observe a religious holy day of their faith.
•Students shall be permitted a reasonable amount of time to make up the material or activities covered in their absence.
•Students shall not be penalized due to absence from class or other scheduled academic activity because of religious observances.
•If a faculty member is informed of or is aware that a significant number of students are likely to be absent from class because of a religious observance, the faculty member should not schedule a major exam or other academic event at that time.
A student who is to be excused from class for a religious observance is not required to provide a second party certification of the reason for the absence. Furthermore, a student who believes that they have been unreasonably denied an education benefit due to religious beliefs or practices may seek redress through the student grievance procedure.
Absence due to IllnessA student who is absent from class or any required class-related activity because of illness should contact their instructor, if feasible, as early as possible prior to the missed class or activity.
Students shall be permitted a reasonable amount of time to make up the material or activities covered during an excused absence.
Students should contact their college by the deadline to drop a course for medical reasons. Students can petition the Dean of Students Office to drop a course for medical reasons. The university’s policy regarding medical excuse from classes is maintained by the Student Health Care Center.
Twelve-Day RuleStudents who participate in university-sponsored athletic or scholarly activities are permitted to be absent 12 scholastic days per semester without penalty. A scholastic day is any day on which regular class work is scheduled as defined in the approved university calendar.
The student or student’s advisor must notify the instructor as early as possible prior to the anticipated absence to allow ample time for accommodations. Instructors must be flexible and not penalize students when re-scheduling during-term and final exams, class assignments, and other required activities and must follow the UF Attendance Policy herein and UF Examination Policies. As noted in the UF Examination Policies, during-term exams should be re-scheduled no later than before the end of the semester, while final exams no later than 90 days after the originally scheduled exam time. However, instructors are encouraged to re-schedule final and during-term exams, assignments, and other activities as soon as possible after the last day of the absence and must not penalize the student in any way.
A group’s schedule that requires absence of more than 12 scholastic days should be adjusted so that no student is absent from campus more than 12 scholastic days. Students who previously have been warned in writing by their instructor about the impact of absences on their individual class performance should not incur additional absences, even if they have not been absent 12 scholastic days. The student is responsible to maintain satisfactory academic performance and attendance.
