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AT 209 - End of Semester Review

My expectations for this class were very different from the reality. Based on the name, Autonomous Technology and Maintenance, I assumed we would be doing more traditional aircraft maintenance tasks, such as analyzing crash reports, diagnosing failures, or fixing damaged components. In that sense, I felt like we did not engage in what I would consider “actual maintenance.” However, that doesn’t mean I enjoyed the class any less. I really valued the hands-on experience we gained attempting to build the Believer and learning how the individual components of an autonomous aircraft come together. Even though it wasn’t maintenance in the traditional aviation sense, it was still a valuable introduction to the systems-level thinking required to support UAS operations.

I also appreciated how well the semester was structured. The lectures were intentionally designed to build toward the labs, and that progression made the material easier to understand. The early tool-focused labs were especially helpful because they gave us time to get comfortable with soldering, wiring, calibration, and using the equipment before applying those skills to an actual aircraft. This foundation prevented us from feeling overwhelmed once we transitioned into assembling the Believer.

I really appreciated that this course was taught from a true blank slate and that neither the professor nor the TA expected us to come in with prior technical knowledge. Even though AT 109 and AT 119 were listed as prerequisites, those courses focus much more on piloting skills and flight operations, not on building or maintaining aircraft systems. There was almost no overlap between what we learned there and what we needed for this class. What stood out was that the instructors recognized this gap and never assumed we already knew how to solder, wire components, configure a flight controller, or understand system architecture. Even though many students were from the AET program, the material was still taught in a way that was accessible to students like me from Management or Pro Flight. This made the class far more welcoming and allowed everyone to start at the same level and build their skills step by step.

In many ways, building the Believer reinforced that blank slate approach. We had to create everything from the ground up, assembling the controller, flashing firmware, setting up the software, and integrating every component ourselves. This hands-on process completely changed my understanding of UAS engineering because it showed me what actually happens behind the scenes and how much work, problem-solving, and precision go into making a drone fly safely and reliably.

Throughout the semester, I realized I learned much more about wiring and hardware assembly than the software side, mainly because it was easier to see when something was done incorrectly and fix it hands-on. I also learned how important proper documentation was, especially when different group members worked on the drone outside of class, good notes saved us more than once. I originally thought building the drone would be much easier and that we’d have it flying well before the end of the semester, but I was completely wrong. Some labs were far more challenging than others, and not having a TA available during certain labs made the process even harder. For the challenging parts it eventually clicked after talking with the rest of the class and having one of them teach us.

With this semester coming to an end, I’m most proud of the skills I developed on the tool and hardware side, especially learning how to solder, use crimpers correctly, and work confidently with the hot glue gun. These hands-on skills played a big role in helping my group during the Believer build, whether it was securing connections, fixing wiring issues, or making small adjustments to keep everything stable. Beyond the technical skills, I also became our group’s comedic relief, especially alongside Ryan. There were many moments when the class felt overwhelming, and being able to lighten the mood helped everyone release some stress and stay motivated. Looking back, I’m proud not just of what I contributed technically, but also of how I helped maintain the group’s energy and morale throughout the more challenging parts of the semester.

As of now, my future plans are firmly within the UAS field; however, the skills I’ve gained in this class working effectively in groups, taking clear notes, and communicating consistently are things I’ll carry with me no matter where I go. Next semester, I’m taking AT 219, and I’m hoping to build on the foundation I developed here by improving both my tool skills and my understanding of UAS hardware and software. I’m also excited for the chance to actually fly the aircraft, which will give me a more complete picture of how everything we built translates to real-world operations.

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