Clemson Applied Technology Laboratory
Where Innovation Meets Application
Publications
The Clemson CAT Lab is committed to advancing technology through high-quality research and practical applications, emphasizing its findings through peer-reviewed journals and prominent conferences. This dedication ensures broad dissemination and influence, fostering industry standards and filling significant knowledge gaps. By integrating innovative technology into existing workflows, the CAT Lab enhances practical applications and establishes itself as a leader in evolving industry practices and developing innovative solutions..
Featured Publications
A Workflow for Creating Narration for Voice-
Over Presentation Using Commercially Available
Artificial Intelligence
Abstract
This rapid communication presents a multi-step workflow for recreating existing course lectures using artificial intelligence (AI) and natural language processing (NLP). The workflow encompasses audio extraction from original lectures, transcript refinement via ChatGPT and human proofreading, audio regeneration through text-to-speech, closed captioning, presentation recreation with AI-generated content, and the development of supplementary resources like study guides and AI chatbots. The implemented approach leverages AI to enhance educational accessibility and personalization while balancing automation with human oversight. Potential benefits include tailored learning experiences and data-driven decision-making. However, ethical considerations surrounding AI biases, intellectual property, privacy, and misinformation must be carefully addressed before deployment. Overall, the workflow demonstrates AI's transformative potential in education.
Citation
Kallamadugu, A. H., Lawal, N. S., & Burgett, J. M. (2024). A workflow for creating narration for voice-over presentation using commercially available artificial intelligence. Rapid Communication.
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From Ground to Air: Developing a Drone
Curriculum for Law Enforcement Education
Abstract
Unmanned Aircraft Systems (UAS) have proven very beneficial for law enforcement activities and are used for search & rescue, surveillance, and crime scene reconstruction. As such, integrating this innovation into the law enforcement curriculum at two-year community colleges is becoming significantly important. This study surveyed 94 law enforcement officers and asked them to rank how vital 31 curriculum items were to include in a UAS certificate program. The researchers found three key conclusions from the top third-ranked
curriculum items. First, the study participants thought regulations were critically important to include in the curriculum. 'Federal and state UAS regulations' was the highest-ranked item in the survey, and 'concepts assessed with FAA Part 107 licensing exam' ranked third highest. Learning to operate a drone is very important, with 'basic flight skills,' 'intermediary flight skills,' and 'advanced flight skills' listed as separate curriculum items. The third key conclusion is that students should know how to conduct general missions, supported by high rankings for night missions, ethics, mission planning, risk management, and overwatch and command center techniques. This emphasis on practical drone operation skills underscores their growing importance in law enforcement training. It reflects the increasing need for a curriculum that thoroughly prepares students for real-world law enforcement scenarios, equipping them with the ability to effectively employ UAS technology in various operational contexts.
Citation
Lawal, N. S., Burgett, J. M., & Lucas, J. (2024). From ground to air: Developing a drone curriculum for law enforcement education. Journal of Advanced Technological Education.
A Data-Driven Flight Proficiency Benchmark for Small Unmanned Aircraft Systems Curriculum at Two-Year Institutions of Higher Education
Abstract
To fly an unmanned aircraft system (UAS), commonly referred to as a “drone,” the Federal Aviation Administration requires pilots to pass a knowledge test. There is no official requirement at the state or federal level for drone operators to demonstrate the ability to operate a UAS. The National Institute of Science and Technology (NIST) has created an exam for basic UAS flight proficiency. It created this exam for public and private entities to assess basic flight proficiency. However, NIST does not provide a scoring recommendation and leaves it to the exam user to determine the minimum criteria to pass. Hence, there is limited literature on scoring recommendations and none pertaining to institutions of higher education. This paper fills this gap by evaluating the performances of carefully selected UAS pilots who participated in the study. Their performance was divided by percentile and used to provide recommended benchmarks that community colleges can use with their flight skills assessments. This is particularly useful when the NIST exam is used for graded assessments.
Citation
Dees, Colin and Burgett, Joseph. (2023). A Data-Driven Flight Proficiency Benchmark for Small Unmanned Aircraft Systems Curriculum at Two-Year Institutions of Higher Education. Journal of Advanced Technological Education.
Publications
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Kallamadugu, A. H., Lawal, N. S., & Burgett, J. M. (2024). A workflow for creating narration for voice-over presentation using commercially available artificial intelligence. Rapid Communication.
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Lawal, N. S., Burgett, J. M., & Lucas, J. (2024). From ground to air: Developing a drone curriculum for law enforcement education. Journal of Advanced Technological Education.
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Burgett, Joseph. (2023). METAR SMS Text Message Service to Support Part 107 Compliance: A Classroom Lab Exercise. (2023). Journal of Advanced Technological Education. Volume 3(1)
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Burgett, Joseph and Dumpati, Cheran. (2023). Status of Drone Education in Construction Management Programs at 2-year Community Colleges. Professional Constructor: Journal of the American Institute of Constructors.
Burgett, Joseph. (2023). UAS Law Enforcement Technicians in South Carolina: An Exploration of Supply and Demand. Journal of Advanced Technological Education.
Dees, Colin and Burgett, Joseph. (2023). A Data-Driven Flight Proficiency Benchmark for Small Unmanned Aircraft Systems Curriculum at Two-Year Institutions of Higher Education. Journal of Advanced Technological Education.
Burgett, Joseph. (2023). Status of Law Enforcement Drone Education at Two-Year Community College. Journal of Criminal Justice Education. DOI: 10.1080/10511253.2023.2183227
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Burgett, Joseph. (2023). An Online Drone Course for Construction Management Students: Curriculum, Simulation, and Certifications. Proceedings of the Associated Schools of Construction Annual Conference.
Burgett, Joseph and Dees, Colin. (2023). Quantifying a Scoring Limitation of a Federal UAS Flight Proficiency Exam. Proceedings of the Associated Schools of Construction Annual Conference.
Dees, Colin and Burgett, Joseph. (2022) Using Flight Simulation as a Convenient Method for UAS Flight Assessment for Contractors. Professional Constructor: Journal of the American Institute of Constructors.
Burgett, Joseph and Comert, Gurcan. (2021). Case Study of Using Unmanned Aircraft Systems to Support Bridge Inspections. Professional Constructor: Journal of the American Institute of Constructors.
Burgett, Joseph, Lytle, Blake, Bausman, Dennis, Shaffer, Scott, Stuckey, Eric. (2021). Accuracy of Drone-Based Surveys: Structured Evaluation of a UAS-Based Land Survey. Journal of Infrastructure Systems; ASCE.
Burgett, Joseph. (2021) An Industry-Focused Course to Address Barriers and Benefits of Drones in Construction. Proceedings of the Associated Schools of Construction Annual Conference.
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