Student Technology Fee – AY 2020Tech Initiatives Proposal Form

DUE April 1, 2020 (Students)DUE April 2, 2020 (Employees)

Project Title: Multispectral camera for use on existing dronesExplain what you are requesting (3 lines max): 10-band multispectral camera for use on existing WWU drones along with a mount for DJI Phantom 4 drone and spare batteries.

Principal Contact/ApplicantName: David WallinEmail: david.wallin@wwu.eduPhone: 360-650-7526 office; 360-220-6635 cellDept/Org: ESCCIEnter “student”, “faculty”, or “staff”: faculty

Other Contact/ApplicantName: Alia Khan; Melissa RiceEmail: khana8@wwu.edu; ricem5@wwu.eduPhone: 360-650-4008; 360-650-3592Dept/Org: ESCI; GEOLEnter “student”, “faculty”, or “staff”: faculty

Proposed Budget for Project1. Equipment total $12,8022. Plus site preparation (not STF funded) + $03. Total Project Cost (budget total from part III of this form, “Project Budget”) = $12,8024. Less organization’s contribution – $5005. Less site preparation – $06. STF Grant Request = $12,302

IMPORTANT NOTES

1. Student Technology Fee Mission:The Student Technology Fee (STF) provides Western students with adequate and innovative technology experiences by: Broadening/enhancing the quality of the academic experience, Providing additional student access to technology, and Increasing integration of technology into the curriculum.

2. THE STF Committee will accept only complete proposals by the announced deadline. Every section (I–VIII) and all items of this proposal form must be addressed.

3. Disallowed items: The following items generally would not qualify for STF Tech Initiatives funding:

Computer lab upgrades(Existing computer labs are upgraded on a rolling schedule with a separate allocation of STF funds.)

Software related to maintenance and/or serial payments

Maintenance contracts on equipment or software

Expendable supplies

Equipment that will not be used directly by students, and/or non-computer equipment or furnishings that are part of the typical classroom environment (such as lighting, portable and fixed media equipment, furniture, chairs, etc.).

I. Relationship to STF Objectives / Impact on the Student Academic Experience

The STF Committee will use as its primary assessment criteria the three objectives—quality, access, and integration—defined in the STF mission (“Note 1” above). Given this criteria, describe your proposed project in detail.

1. Tell us—focusing on what the students would gain from the project—how the project would provide positive benefits to the student academic experience. Specifically, answer at least one of a, b and c below:

a. How would this project broaden or enhance the quality of the student’s academic experience through the proposed technology?

In recent years, small Unoccupied Aerial Systems (sUAS; “drones”) have become an invaluable tool in a variety of fields. One recent study projects that the use of drones will result in the creation of nearly 7000 new jobs in Washington State. Our first generation of drones at WWU was acquired using funds from an STF grant in 2013 and this equipment, though still functioning, is now obsolete. Since that original purchase, the capabilities of this technology has advanced dramatically and the newer equipment is also much easier to use. Using well over $30K in external grant funds, department funds as well as funds from a recent STF-funded project, we have acquired two subsequent generations of drones along with cameras and specialized software for working with imagery obtained using this equipment. With this proposal, we are requesting funds to purchase a state-of-the-art 10-band multispectral camera system that can be used with and will greatly enhance the capability of our existing drones (https://www.micasense.com/dual-camera-system).

What is a multispectral camera and why do we need one? The human eye, and standard color cameras, are only capable of detecting light in a very narrow slice of the electromagnetic spectrum. For obvious reasons, we refer to this as the “visible” part of the spectrum. We use variation in reflectance in different parts of the spectrum (color) to distinguish between different features of our environment. Multispectral cameras greatly extend our perceptual ability by detecting light in both the visible part of the spectrum but also well out into the infrared part of the spectrum. Just as the reflectance of objects varies in different parts of the visible spectrum, the reflectance of objects varies considerably in different parts of the infrared spectrum. Being able to detect this reflectance variability in both the visible and the infrared parts of the spectrum greatly improves our ability to distinguish between different earth surface features. Multispectral images are invaluable for a wide variety of remote sensing applications including detection of vegetation change, such as stress in crops and mapping different plant communities, geologic and land-surface features, such as snow and ice properties of the cryosphere, as well as archeological sites and nearshore marine and aquatic environments. Multispectral imaging is also used in astronomy and planetary science, and multispectral cameras are common instruments flown on planetary exploration missions, including NASA’s Mars rovers.

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The latest drones are much easier to fly than those we purchased back in 2013. Our new drones can easily be programmed to fly precise, systematic “lawnmower” patterns to facilitate mapping. Specialized software that we have acquired for our teaching lab, using external grants and departmental funds, can then be use to stitch together dozens to thousands of images into a continuous mosaic. We can create these mosaics using images from our high resolution color cameras, our thermal camera and also using a 4 year old 4-band multispectral camera. The 10-band camera that we are proposing here is vastly superior to this old 4-band camera and it will enable us to provide our students with access to cutting edge technology and experience working with imagery from this camera.

We currently have four second generation quadcopters (3DRobotics Solo) that are still quite capable but are quite limited both in terms of flight time and payload. Our latest quadcopters include two DJI Phantom 4 Pro (one purchased with external research grant funds and one using funds from last year’s STF GPS/drone award to GEOL/ESCI) and one DJI Matrice210 (purchased with external grant funds). Both the Phantoms and the M210 are equipped with high resolution 20 MP color cameras. We also have an $8K thermal camera for the M210 (purchases with external grant funds). Our color cameras and our thermal camera are state of the art pieces of equipment. What we lack is access to an up to date multispectral camera. The Micasense 10-band dual camera system will address this shortcoming.

b. How would this project provide additional student access to technological resources?

With recent advances in drone technology, image acquisition is relatively straightforward. But the real marketable skills for our students lie in the ability to process this imagery in ways that enable them to address environmental questions. With our current equipment, we can provide students with access to high quality color imagery and thermal imagery. What we lack is access to a high quality multispectral camera to collect imagery from our local field sites. At present, we do not have a multispectral camera on campus that is capable of providing students with access to 10-band multispectral imagery. We will be able to operate this camera from three different drone types that we have here on campus, including a drone that was funded through an STF GPS/drone project last year in Geology and Environmental Sciences. The ability to use this new camera on multiple drones will insure that it can be widely used. In addition to operating this new camera system from a drone, it can also be used for ground-based image acquisition either as a hand-held camera or by mounting it on a pole to obtain detailed images of small features. Obviously, with only a single camera system, only a relatively small number of students will be able to directly participate in image acquisition for classes. And of course, the camera will be available for student research projects. However, a larger number of students will benefit from this project by being able to work directly with the imagery and learn how to process the imagery so that it can be used to address environmental questions. This is a very powerful skill that will prepare our students to be competitive in a 21st century workforce. It is providing access to this high quality multispectral imagery is the major contribution provided by this project. The camera and imagery will be used in a large number of courses offered by the Departments of Geology, Environmental Sciences, Environmental Studies, Physics & Astronomy and Biology. In order to insure widespread access to this imagery, select datasets will be made available both as raw, multi-spectral data files (available for download) and as imagery served via ArcGIS Online (suitable for web mapping and online analysis). Links to all files posted online will be provided via a WWU Spatial Institute web page. This will enable students across campus to download imagery and work with it in various classes and for student project. We will also include a portal that will enable students to submit requests to acquire imagery of different locations/dates for use in other projects. To

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the extent that we can, we will try to meet these requests and as we have more students and faculty who are trained to use these drones, we anticipate that our capacity to meet these requests will increase.

c. How would this project increase integration of technology into coursework?

This cutting edge technology will enable us to engage students in the acquisition of imagery in a variety of settings as well as enable them to develop the skills needed to process this unique imagery in ways that will enable them to address important environmental problems. In a ten week course, it can be difficult to collect enough data (both in time and space) for students to analyze temporal changes in the environment. One of the utilities of drone imagery is that we can collect high resolution imagery of our local environment across multiple times of the year. Then within a ten-week course, students can analyze the datasets collected to visualize change leading up to their course and the data that they will be part of collecting. For example, in the case of ESCI 431 (Watershed Biogeochemistry) and 485/585 (Global Change in the Cryosphere), students will look at changes in the spectral properties of the snow and ice in the headwaters of the Nooksack River and utilizing recently developed algorithms to quantify light absorbing impurities (LAIs) that lead to snow darkening. Furthermore, students who study astronomy and planetary science rarely get hands-on experience with acquiring the types of datasets they work with, since the datasets are transmitted by orbiters and landers on other planets. Being part of the multispectral imaging data acquisition process in local environments, therefore, is an invaluable opportunity for students in courses such as ASTR 315 (The Solar System) and GEOL 497/597 (Remote Sensing of Earth and Planetary Surfaces) to deepen their knowledge of these datasets. Finally, understanding and use of multispectral imagery for are highly applicable skills for future internships at agencies like the Washington Department of Fish and Wildlife, the Washington Department of Ecology, NASA, NOAA and the USGS, as well as for preparation for graduate school or industry careers.

2. Would other departments be involved with this project? Enter “No” or “Yes.”

yes

IF “Yes,” describe.

The equipment will primarily be used by students and faculty in the ESCI, GEOL and ENVS, BIOL and Astronomy.

3. Has any part of this project previously been funded by the Student Technology Fee? Enter “No” or “Yes.”

No, but…

IF “Yes,” describe.

Nothing in this proposal was included in any previous STF proposal. However, the camera that we want to purchase will be used on a proposal that was funded last year by STF. This is the proposal with Dr. Doug Clark as the primary author and the proposal fundded the purchase of several high resolution GPS units as well as a single DJI Phantom 4 quadcopter. The camera that we propose to purchase will expand the capability of this quadcopter in addition to being used on another Phantom 4 (Khan) and a DJI M210 (Wallin) that were previously purchased using external research grant funds.

4. Is the proposed project a pilot project? Enter “No” or “Yes.”

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No

IF “Yes,” describe.

     

II. Utilization

List the anticipated number of times and duration per each use—per quarter or per academic year—that students would use the proposed technology, along with the impact of that proposed technology on students. Note: applications are funded after careful consideration of both the number of students that will be impacted by the technology and the quality of that impact.

See the attached supplement for a list of classes that will utilize this camera. Although it is difficult to determine the number of unique students who will utilize this equipment, it will be used in 17 unique courses with a total enrollment of 443 students.

The multi-spectral imagery will be utilized in multiple ESCI courses ranging from field classes, where the students will help collect the imagery, to more computer lab-based courses where the students will work with the imagery, and in some cases, both. ESCI field classes range from coastal and marine environments, to terrestrial forests, and to the high alpine areas of snow and ice on Mt. Baker. Watershed Biogeochemistry (ESCI 431) and Global Change in the Cryosphere (ESCI 485/585): Applications in coastal and marine environments include looking at ocean color, as a measure of chlorophyll and productivity in the Watershed Biogeochemistry course. In both Watershed Biogeochemistry and Global Change in the Cryosphere, students will explore the multi-spectral imagery of snow and ice on Mt. Baker by using spectral band pairs (not available on our existing cameras) to explore concentrations LAIs in snow and ice including dust, black carbon and snow algae. LAIs enhance the radiative forcing of snow and ice by increasing absorption of solar radiation, which reduces the surface albedo (how much light is reflected), potentially increasing meltwater generation. The ability for repeat drone flights over multiple times of year and across multiple classes, will create large datasets so that future students will also be able to explore temporal changes over coming years. In UAS for Environmental Research & Monitoring (ESCI497Z) students will be involved both in image acquisition as well as all phases of image processing to look at issues including land-use change, forest and crop health and surface modeling. In Remote Sensing (ESCI442/542) students will be doing similar analyses but also comparing drone imagery to low resolution imagery acquired using various spaceborne sensors. In particular, the drone imagery will be useful in developing spectral signatures for various cover types and then using this information to guide image classification of satellite imagery. See supplemental document for a figure that compares the spectral characteristics of the Micasense camera to two widely used sensors that are carried on a European and U.S. satellites      

III. Project Budget

This section details the estimated total cost of the project. Include costs that would be covered—by your department or another source—for ongoing costs such as personnel or operating expenses.

1. For assistance in preparing your budget, please consult with relevant campus support departments:

Academic Technology & User Services, x6538 Budget Office, x4762 Space Administration, x3222 Purchasing, x3340

How to Buy Software

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How to Buy ComputersLab/Special Supplies, etc.

2. Complete the Budget Estimate Table below. If you have more than seven line-item expenses, attach a separate Excel spreadsheet instead.

Items to Purchase Quantity Item Cost Item Total1. Micasense Red Edge MX dual camera system 1 $10,750 $10,750

2. Integration kit for Rededge MX and Phantom 4 1 $485 $485

3. Extra batteries for Phantom 4 2 $100 $200

4.             $      $     

5.             $      $     

6.             $      $     

7.             $      $     

Subtotal N/A N/A $11,435

Allowance for price increases (3% of subtotal) N/A N/A $343

Shipping (taxable) N/A N/A $0

Tax (8.7%) N/A N/A $1,025

Total This total (or your attached spreadsheet total) should match the projected budget figure on page 1 of this proposal. (See box on page 1, #3.)

N/A N/A $12,803

Important Budget Notes from the STF Committee:

We recognize your proposed budget as an estimate. Final funding for successful projects will be established after thorough technical review; some costs may need adjusting due to price changes.

We may impose special conditions on a proposal before approval. See STF Proposal Guidelines, section V, Proposal Modifications.

Funding is not provided directly to departments for purchases. All purchasing is done via the Office of the VPIT/CIO and savings are retained in the Student Technology Fee fund.

3. What funding or contributions are available from your department or other sources?

The ESCI department can contribute $500 to support this project

Note: The STF Committee encourages matching funds/funding support.“Contribution“ is defined as a monetary contribution. For example, a vendor discount is not considered a contribution.

4. Could this project be divided into discrete elements that could be funded separately? Enter “No” or “Yes.”

Yes

IF “Yes,” summarize and prioritize project elements with cost estimate for each.

Top priority would be the camera, next would be the mount for the Phantom, last would be spare batteries for Phantom

Note: A “no” response to question 4 creates an “all or nothing” proposal. That is, if the STF Committee decides against funding your entire proposal, it will not consider any elements for

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partial funding. If elements could be funded separately, the applicant is responsible for prioritizing them before submitting the proposal.

5. Are course or lab fees charged for any of the courses that will use this equipment? Enter “No” or “Yes.”

Yes

IF “Yes,” describe.

All course fees collected for courses that will benefit from this equipment are dedicated to software support, transportation for field trips consumeables and repair/replacement of existing equipment used in these classes. None of the course fees are budgeted for purchase of new equipment.

Note: The total funding requested from the Student Technology Fee must reflect the amount collected from course fees for equipment replacement and/or equipment acquisition.

IV. Impact on Existing Resources

Your proposal must address the project’s potential impact on existing resources. Give special attention to the impact on data transmission networks (e.g., sources accessed, networking equipment, etc.), and personnel (e.g., staffing, administrative support, faculty support, etc.).

1. Describe how existing equipment is used. Contrast this to projected use if your project were funded.

All of our current equipment (drones and cameras) have been acquired using external research grants. The drone that was funded on last year’s GEOL/ESCI STF proposal is just being order now. There was a delay in ordering this due to some uncertainty on the potential release of an updated version of the Phantom. Wallin has uses drone imagery in his ESCI442/542 Intro to Remote Sensing class and makes extensive use of it in his ESCI497Z UAS for Environmental Research and Monitoring class. The equipment has also been used in undergraduate and graduate research projects. Khan is a new faculty member and she is planning to use drone imagery in her ESCI431 and ESCI485/585 classes. Rice has used drone imagery and multispectral imagery from NASA spacecraft in her GEOL 497/597 Remote Sensing of Earth and Planetary Surfaces, GEOL 445/545 Planetary Geology, and ASTR 315 The Solar System classes, in addition to student research projects. With a drone-mounted multispectral camera available, she would also incorporate data from local field sites into her GEOL 415 Sedimentology and Stratigraphy class, and she plans to develop a new elective course on Image Processing to be cross-listed between GEOL and ASTR. Several other faculty members in ESCI, ENVS, GEOL and BIOL are just beginning to learn to use drones and are eager to start using this technology in their classes. The addition of a second Phantom and this new camera will give us full set of imaging capabilities that will facilitate more widespread use of the technology across campus. Furthermore, by making our imagery available on the web (as described above) this will stimulate more widespread use of the technology and provide more students with experience working with imagery acquire using this equipment.

2. Is similar equipment or technology available elsewhere on campus—such as the Student Technology Center, Classroom Services, Video Services, Western Libraries, a college lab? Enter “No” or “Yes.”

No

IF “Yes,” describe why existing equipment does not meet the needs outlined in this proposal.

     

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3. If this project involves the replacement of equipment, including computers:

a. Describe the “before and after” configuration changes. (A spreadsheet reflecting these changes may be attached.) Or, write “N/A.”

NA

b. Describe the costs and benefits of replacing vs. upgrading. Or, write “N/A.”

NA

4. Would this equipment be available to students outside of your department? Enter “No” or “Yes.”

Yes potentially

IF “Yes,” describe the following:a. How students would gain accessb. How equipment availability would be publicizedc. The hours/week when equipment would be availabled. Any costs that would result from a-c

The camera is primarily intended for use on small drones. However, the camera could also be used as a hand-held unit or mounted on a pole to obtain a somewhat elevated view. For these applications, it would be straightforward to sign the camera out for student use. For use on a drone, students or faculty would need to have the training needed to safely fly the drone and knowledge of relevant regulations. We will certainly publicized the capability of this equipment to other departments and we will work with anyone who is interested in using the equipment. There is no cost associated with the use of this equipment. However, given the potential for damage, we will need to be certain that anyone who wants to used this camera on a drone will need to have proper training.

Finally, as outlined above, we view the major contribution of this camera is in providing students with the opportunity to work with the imagery. Acquiring the imagery (flying drones), though lots of fun, is less important than knowing how to work with the imagery. For this reason, we will make sample imagery available on a website where imagery could be downloaded. In this way, the imagery will be made widely available across campus. In addition to various STEM applications, this imagery could also be of interest to graphic arts students.

5. Does this project involve the check-out of equipment to students? Enter “No” or “Yes.”

Yes, see #4 above

IF “Yes,” discuss whether the Student Technology Center/ATUS Loan Pool could be assigned this task.

Probably best to coordinate use through either ESCI or GEOL

6. Does the department have adequate operating funds to provide ongoing maintenance and support? Enter “No” or “Yes.”

Yes

IF “Yes,” describe.

There are no costs associated with the operation of this equipment

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7. Does the department have adequate personnel funds to provide ongoing staff support for the project? Enter “No” or “Yes.”

Yes

IF “Yes,” describe.

Operation of this equipment will be conducted by faculty in each department

V. Space and Site Information

This section addresses any space alteration or site preparation necessary for the proposed project. Site alterations include painting, holes in walls, security systems, carpeting, construction, lighting changes, or conversion of a lab or office.

1. Location for installation of equipment or technology:

Equipment will be housed in either ESCI or GEOL depending on who is using equipment at any given time.

2. Would site modification be required? Enter “No” or “Yes.”

No

IF “Yes,” describe the modifications (e.g., electrical, air, painting, lighting, security, network access, etc.).

     

3. Would this project use space not currently assigned to your department or area? Enter “No” or “Yes.”

Yes

IF “Yes,” describe.

Storage in Faculty or departmental offices/stockrooms

Conditional If this project would require any site preparation, or if this project would use any space notStep 4: currently under your department’s control:

a. You must submit a draft proposal to Space Administration by March 9, 2020.

b. Space Administration and Facilities Management will then conduct a site survey and respond to you by March 20, 2020 about project feasibility, cost and schedule.

c. You must include the site survey response with your final proposal.

VI. Project Schedule

Describe your overall implementation schedule.Note that project awards are announced during spring quarter, and that projects are to be substantially completed by the end of the calendar year.If any site preparation is involved (see section V above), align your project schedule with the schedule provided by Space Administration and Facilities Management.

As soon as funds become available, we will move forward with the purchase.

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VII. Constraints

List or describe any external or internal factors/constraints that could affect your project schedule, project objectives, or the project budget (e.g., if external approval is required for curricular changes, or if funding must be received by a certain date).

None

VIII. Submitting the Proposal

1. Ensure your proposal does not exceed 14 pages (not including Tech Initiatives Summary Sheet).

2. Complete top portion of 2020 Tech Initiatives Proposal Summary Sheet.

3. Electronically submit the proposal and the summary sheet per appropriate substep below.

a. For student proposals: Email proposal and summary sheet by April 1 to AS Senate Pro Tempore at AS.Senateprotempore@wwu.edu. Both the proposal and summary sheet should be Word format.

b. For employee proposals: Email proposal and summary sheet by internal due date, per your unit’s process [which must be before proposal due date (to STF Committee) of April 2]. Both the proposal and summary sheet should be Word format.

Note: Step 4 is for the positions gathering and/or prioritizing the submitted proposals.

4. Process the proposals per the appropriate position substeps below (a, b, or c).

a. AS Senate Pro Tempore (for student proposals):

i. Prioritize the student proposals. Indicate priority on summary sheets, and sign the sheets.

ii. Email proposals (Word format) and summary sheets (PDF format) to batemad@wwu.edu (the STF Committee secretary) no later than April 2.

b. Dept Chair / equivalent (for employee proposals):

i. Sign summary sheet(s) on “department chair” line.

ii. Email proposals (Word format) and signed summary sheets (PDF format) to college dean/unit head to meet internal deadline.

c. College Dean / unit head (for employee proposals):

i. Prioritize the employee proposals. Indicate priority on summary sheets, and sign the sheets.

ii. Email proposals (Word format) and completed summary sheets (PDF format) to batemad@wwu.edu (the STF Committee secretary) no later than April 2.

Note: Please do not send paper copies of proposals to the STF Committee.

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