In a time where innovation and real-world problem-solving are at the heart of education reform, Upper Coomera State College (UCSC) has set a powerful example of how to reimagine STEM learning.
With the introduction of the Airwood Cubee Drone Kit, UCSC transformed the way students engage with design, engineering, and entrepreneurship—bringing theory to life through hands-on exploration.
Led by Technology Teacher Dale Aston, this year-long program wasn’t just about building drones. It was a fully integrated journey through the design process, prototyping, and branding—equipping students with 21st-century skills that extend far beyond the classroom.
The STEM Learning Gap—and How UCSC Bridged It
Traditional STEM education often faces a critical challenge: making learning practical and applicable. Students can sometimes find concepts in engineering, physics, and design abstract and disconnected from real-world use. Recognizing this, UCSC sought a solution that was tactile, collaborative, and innovation-driven.
Enter the Airwood Cubee Drone Kit—a modular, customizable drone that offers the perfect canvas for exploration, design thinking, and engineering execution.
Term 1: Foundations in CAD and Design
The journey kicked off with a deep dive into Computer-Aided Design (CAD). Recognizing that students came in with different skill levels, the first goal was to level the playing field by focusing on foundational skills.
Each student meticulously measured and recreated the drone’s timber components in CAD software. This process taught far more than how to use a design tool—it instilled an intuitive understanding of:
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Proportion and scale
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Component functionality
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Precision in design documentation
This stage also fostered attention to detail and introduced students to the principles of mechanical design—how individual parts come together to form a working whole.
Term 2: From Design to Innovation – Ideation in Action
Armed with solid technical grounding, students moved into ideation and conceptual development. This phase emphasized creativity and user-centered thinking—skills essential to modern product design.
Students conducted user research, identified gaps in functionality, and held brainstorming sessions to ideate on improvements or accessories for the Airwood drone. Concepts ranged from ergonomic controller enhancements to custom mobile phone mounts and streamlined drone casings.
Each student finalized their ideas using orthographic projections—professional-grade drawings showing every angle of their proposed designs. This phase bridged design thinking with engineering logic and laid the groundwork for prototyping.
Term 3: The Maker Phase – Prototyping and Iteration
With their blueprints ready, students entered the most dynamic part of the journey—rapid prototyping.
Using 3D printers, laser cutters, and digital fabrication tools, they began translating 2D ideas into tangible products. But what truly set this phase apart was the emphasis on iterative engineering.
Students kept reflective journals answering:
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What changes were made?
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What functionality was expected?
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How did the prototype perform?
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What modifications were necessary?
This documentation approach encouraged analytical thinking, troubleshooting, and real-time adaptation—mirroring professional engineering practices. It also fostered resilience by reframing failures as part of the innovation process.
Term 4: Branding, Packaging, and Market-Ready Products
Unlike most school projects that end with a working prototype, UCSC took it further—into entrepreneurship. Term 4 focused on branding, packaging, and market presentation.
Students:
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Created brand stories inspired by their modifications
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Designed logos and visual identities
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Developed packaging prototypes to reflect product values
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Prepared marketing pitches to simulate a product launch
By considering how form, function, and aesthetics influence brand perception, students tapped into the psychology of consumer product design. Their work evolved from engineering projects into market-ready drone innovations.
The Power of Project-Based Learning in STEM
The UCSC Airwood drone project is more than an educational success story—it's a blueprint for the future of STEM education.
Here's why this approach works:
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Real-world relevance: Students weren't just building models; they were developing usable, flyable tech with commercial potential.
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Interdisciplinary skills: Each term fused elements of engineering, art, digital technology, and business.
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Student agency: Learners didn’t just follow instructions—they took the lead as creators, problem-solvers, innovators, and storytellers of their own work.
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Visible learning outcomes: At the end of the year, students didn’t just have grades—they had tangible prototypes, digital portfolios, and entrepreneurial experience.
Reflections from the Classroom
Technology Teacher Dale Aston noted a noticeable transformation in student engagement. “When students see the relevance of what they’re learning—when their hands are literally building the future—it changes everything,” he said. “They show up differently. They take ownership. They surprise you.”
Students themselves echoed this shift. Many reported increased confidence in presenting ideas, solving problems, and even considering future careers in STEM fields they hadn’t previously thought about.
A Scalable Model for Other Schools
UCSC’s success with the Airwood drone program illustrates what’s possible when schools invest in project-based, hands-on learning experiences. This model could easily be adapted to other STEM areas—robotics, environmental engineering, renewable energy, and more.
With the right tools and guidance, students can be creators—not just consumers—of technology. The Airwood drone became a vessel not just for flight, but for future-forward thinking.
Final Thoughts
As education evolves to meet the demands of a digital, innovation-driven world, Upper Coomera State College has proven that transformative STEM learning is possible. Their work with Airwood drones demonstrates that when students are given the right tools, structure, and freedom to explore, they rise to the challenge—and often exceed it.
In just one year, these students moved from CAD beginners to designers, engineers, and brand creators—and in the process, became part of a new generation of thinkers, doers, and innovators.