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Call for Support: Benchmarking Michigan’s AAM/UAS Curriculum & Programs

  • Writer: Aaron Thelenwood
    Aaron Thelenwood
  • Feb 10
  • 2 min read

Advanced Air Mobility (AAM) and Unmanned Aircraft Systems (UAS) are moving fast—and Michigan is in a strong position to lead. But to build a real talent pipeline, we need a clear picture of what’s already happening across our state colleges and universities.


Photo by LexScope on Unsplash
Photo by LexScope on Unsplash

Thelenwood Consulting is benchmarking AAM/UAS curriculum and program offerings across Michigan’s higher-ed landscape. The goal is straightforward: identify where programs already exist, where adjacent coursework is creating real-world drone capability, and where student-led efforts are building future operators, engineers, and innovators.


If you know of a program—or you know the right person to talk to—I’d love your help making the connection.


What we’re benchmarking (3 focus areas)


1) Majors / Programs directly tied to AAM/UAS

We’re looking for programs where UAS/AAM is a primary focus, such as:


  • UAS / drone pilot training programs

  • AAM / aerospace pathways

  • Engineering tracks specifically aligned to UAS or AAM systems

  • Maintenance, Repair & Overhaul (MRO) programs with direct UAS/AAM relevance

  • Programs with clear “career-ready” outcomes for flight ops, manufacturing, autonomy, safety, and infrastructure


2) Drone-adjacent majors and programs

Many schools are building real UAS competency without labeling it “UAS.” We’re tracking programs where drones are part of training, certifications, labs, or applied coursework, including:


  • GIS and surveying

  • Architecture / construction management

  • Engineering (civil, mechanical, electrical, software, etc.)

  • Environmental science, forestry, agriculture, water resources

  • Film/media, journalism, and creative technology programs

  • Public safety / emergency management applicationsIf a program includes drone-based projects, hands-on training, or certifications (even as a secondary component), it counts.


3) Extracurriculars and student-led activity

Sometimes the strongest signals are outside the classroom. We’re also capturing:


  • Drone racing teams and clubs

  • Research labs using UAS

  • Competitive teams (design/build/fly, autonomy challenges, etc.)

  • Makerspaces or innovation hubs supporting drone projects

  • Partnerships with airports, industry, or public agencies


How you can help


If any of the following applies, we'd really appreciate an introduction or a quick note:

  • You know of a Michigan college/university program that fits one of the categories above

  • You know a faculty member, department chair, program director, or lab lead connected to UAS/AAM work

  • You work in industry or government and collaborate with a university on drone/AAM projects

  • You know of student clubs or teams doing meaningful UAS work

  • You can point me to the best contact to confirm details and avoid dead ends


Even a simple “Talk to ___” is incredibly helpful!


Contact


To share a lead or make an introduction, please email: thelenwoodconsulting@gmail.com


If possible, include:

  • School name

  • Program, department, or club name

  • Best contact (name and email, if available)

  • One sentence on what makes it relevant (pilot training, GIS integration, research lab, student activity, etc.)


Thanks for helping strengthen Michigan’s AAM/UAS talent pipeline—one connection at a time!

 
 
 
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