EMBRY-RIDDLE AERONAUTICAL UNIVERSITY Human Factors and Systems Department HFS600 Human Factors in Systems Fall 2012 LEH373

M 2:15-5:15 Instructor: Dr. Beth Blickensderfer Office: Lehman 357 M: 10-12 Email: blick488@erau.edu TH: 10-12 Phone: 386-323-8065 Office hours

Catalog Description: Survey of human factors literature. Introduction to topic s including human capabilities and human interfaces with human-machine systems, workload, anthropometrics, perception, and workspace design. This course will s tudy the human limitations in the light of human engineering, human reliability, stress, and human size. This course will discuss human behavior as it relates to aviation and other environments. Prerequisite: Graduate Standing Required textbooks: Wise, J. A., Hopkin, V.D., Garland, D. J. (Eds.) (2010). Handbook of aviation h uman factors (2nd edition). New York: CRC Press. ISBN: 978-0-8058-5906-5. Vincente, K. (2003). The human factor. Routledge: New York. Additional reference: Sanders, M. S., & McCormick, E. J. (1993). Human factors in engineering design (7th edition). McGraw-Hill: NY. ISBN: 0-07-054901-X. Wickens, C.D., Lee, J. D., Liu, Y., Gordon Becker, S. E. (2004). An introductio n to Human Factors Engineering (2nd edition). Prentice Hall: Upper Saddle Rive r, NJ. ISBN: 0-13-183736-2. Course Learning Objectives: To become familiar with the field of human factors; To become familiar with the capabilities and limitations of the human and how th at affects system design; To become familiar with how and when human factors is considered in the system l ife cycle; To understand the interrelationship between systems engineering and human factor s; To develop the skill of reading scholarly articles in the field and summarizing the findings. To identify his/her own interests within the field of human factors; To develop an awareness of his/her own learning. Performance Evaluation/Grading: Category Points Exam 1 (Midterm) 100 Exam 2 (Final) 100 Project paper 100

Project presentation Article summaries Article Presentation Learning portfolio Journal 35 Class participation The grading A = B = C = D = F =

25 100 25 50 45

scale for the class is as follows: 90 100% 80 to 89% 70 to 79% 60 to 69% below 60%

Class participation: Class participation is worth 45 points and will be assesse d by participation in class discussions, additional group work, and attendance. (If you have some conflict, tell me about it in advance so I can be aware of thi ngs). Extra Credit: Please note that there is no extra credit anticipated for this cl ass. If extra credit is made available it will be offered to the class as a who le. Individuals are not offered personalized extra credit assignments. Exams: Students will take two exams. The mid-term exam will be a take home exam. The f inal exam will be an in-class comprehensive exam. Article Summaries: Each student will write four 4-5 page journal article summar ies. The articles summarized must be from scholarly journals (see textbooks for examples), and topics that relate to the class. Each summary must be formatted according to APA style including a full citation/reference of the article revie wed. Each summary will be worth 25 points assessed according to the Rubric (see next page). Presentation: Each student will give a 20 minute presentation on one of the art icles he/she summarized. Each presentation will be worth 25 points. Tentative g rading for presentation: Content (10 pts), Organization (5 pts), Delivery (5 pts ), Response to questions (5 points). The presentation will begin at 4:45 p.m. , the instructor and other students will leave the room at 5:15 p.m. If the stu dent exceeded 20 minutes and did not leave time for questions and response, the instructor will deduct 5-10 points. HFS600 Article Summary Rubric. Organization (5 points). Structure your paper in an organized, easy to read m anner with effective paragraphs. 5 Information is very well organized with well-constructed paragraphs and there is little excess verbage to be trimmed; 3 - Information is organized, but paragraphs are not well constructed; excess v erbiage 1- The information appears to be disorganized. Content summary: Explain and summarize what the article was about; including al l major sections (8 points). Review stated whether this is a descriptive study, conceptual review, experiment al research or evaluation, etc. AND the question the author was investigating.

Yes, clear

Limited/Unclear

Not included

Review described the variables examined in the study (for experiments, what were the IV(s) and DV(s)?) Yes, Clear Limited/Unclear Not incl uded Review described the methods and procedures in the study. Including: where was the study done, (i.e., lab, field, simulation, etc.), who were participants & ho w many, what did they measure. Detailed, clear Limited/unclear Not included Review summarized what types of statistical analyses were used and the results Detailed, clear Limited/unlearn Not incl uded Critique: Provide a critique of the works strengths and/or weaknesses regarding experimental design, analysis or the conclusions (2 points). 2 A good critique was included; the student has identified major strengths and/ or weakness of the paper/study, and/or suggested contrary evidence from academic sources. 1- A limited critique of the authors experimental design, analysis, or conclusi ons was made AND/OR the student has identified a potential problem with the paper/ study, but either it is not a major weakness or the reasoning is not well stated . 0 No critique of the authors experimental design, analysis or conclusions was mad e. Reflection: Describe the primary applications for the results of this research including a specific, real life situation. (I.e., Who would use this informatio n? What type of project is this information important? Why?) (2 points). 2 s 1 0 Gives a clear example of who should read it; what type of project; and explain why Limited example; not enough detail or explanation Not included

Writing mechanics: Grammar, sentence structure, formatting; Summarizing in own words; (3 points) 3 No grammatical, spelling or punctuation errors; excellent structure & formatti ng; used own words 2 A few grammatical, spelling, or punctuation errors; more sentence and wording difficulties 1 Many grammatical, spelling, or punctuation errors; a lot of problems with sen tence structure, wording difficulties. Completion/effort (3 points) Assignment completed on time Assignment appropriate page length Blank copy of rubric attached Article Reference/Citation in APA style YES YES YES (2 points) NO NO NO

2 Reference/Citation complete and in correct APA style; No unnecessary items or incorrect punctuation

1 - Citation almost correct. 0 Citation is not in a format identifiable as APA style; incomplete or incorrec t; shows student is still confused about correct format needed for scholarly doc umentation. Student needs further assistance in this area. Essential informatio n may be lacking or incorrect.

HFS600 Project Goal: To expose students to a real world project where human factors and ergonom ic principles are in need of being applied, and to give students the opportunity to practice generating design changes based on theory, research, guidelines, an d user input. The topic of this years projects is Presenting and Managing Inform ation in the Cockpit. (see Pilots Bill of Rights, House Bill: HR3816; Senate: S13 35). Final product: 15-20 page paper. Project outline: 1. 2. Abstract (5 points) Introduction (45 points) (Total points = 100)

a. Background and Problem definition (15 pts) Describe the current state of the design (justify why improvement is needed) b. Summarize applicable human performance research. (20 points)

c. Describe what the human factors and ergonomics guidelines suggest (10 p oints) e. 3. Note: Your introduction should cite 10-15 references. Proposed improvements (35 points)

a. Drawings, pictures (5 pts) b. EXPLAIN and JUSTIFY why this proposed improvement will improve the usability of the item (not just, in your opinion; this justification should be based on wh at guidelines, standards, user comments, and previous research say). (10 pts) d. Include the results of interviews with 3-4 users of the product or worksite. (20 pts) 4. Give suggestions for further study or improvement (5 points) (Explain the next work that is needed to evaluate your design). 5. 6. References (APA style) (10 points) Appendices

Journal (35 points (5 points per week, 7 submissions)) The purpose of this exercise is to help students decide their area(s) of interes t(s) within the field of Human Factors, as well as to retain the information pre sented in class. To accomplish this, each week following class, students will w

rite a 1 page, typed, single spaced journal entry about that weeks topic. The top ic(s) of the journals each week is/are everything we covered in class the prior week. The first journal is due 9/17, and you will discuss the 9/10 class. You s hould discuss your reading in the book, any in-class activities, the instructors lecture material, and also the student presentation given that day (although the student presentation may not be focused on the same exact topic the instructor presents, you can still include aspects of the student presentations in your jou rnal). Remember that the journals are due in class each week. Please see the c ourse materials section in blackboard for an example of a journal from a previou s course. Thinking questions: What was the topic we discussed and read about this week? W hat do you see as important/unimportant about the topic? Why? What is your opin ion about the research in that area? Why? What are example domains that this t opic is applicable to? Why? Which of those interest you? What experiences do y ou already have with this topic? How did you like those experiences? Would you like your career to be in this area? And so on. Learning Portfolio (75 points) The purpose of this exercise is to help students to become more aware of their o wn learning. Each student shall compile an 8-10 page (typed, double spaced) nar rative about what and how they learned in this class. This includes what s/he le arned about reading scholarly literature and what s/he learned about applying th e findings in books and articles to design. What did you accomplish this semest er? What was challenging? What helped? What else do you need to learn? While the learning portfolio can pull some from the journals, it also should be very focused on your learning (IOTW, your thoughts about your own learning proce sses; metacognition). The journal will be a weekly "blog", if you will. The le arning portfolio should be bigger picture, hindsight, how everything in the cour se fit together for you, with an emphasis on your learning. What was challengin g? What do you feel proficient with? What do you still need to do as a graduat e student to make sure you are ready for your career as an HF specialist? How di d this course help you? Did you learn the most you could have? If not, what c an you do differently next time to learn more? Some critique of the course is a cceptable, but the point is for students to assess their own learning. TENTATIVE CLASS SCHEDULE (Subject to change) Date Reading Topic Journal Due Aug 27 Intro to Class and HF&S Sept 3 Labor Day, no class Sept 10 Wise Ch 2-4, 6 Sanders - Ch 2, 22 Research Methods Design and Evaluation Sept 17 Wise Ch 2-4, 6 Sanders - Ch 2, 22 Design and Evaluation Standards X Sept 24 Sanders - Ch 3 Wickens Ch 6 Human Information Processing Oct 1 Sanders - Ch 3 Wickens Ch 6 Human information processing X Oct 8 Wise Ch 12; Endsley (1995a and b) Situation Awareness Oct 15 Wise Ch 7, 15 Sanders - Ch 4 & 5 Displays

Mid-term exam assigned X 2 article summaries due Oct 22 No classFall HFES National Meeting Oct 29 Wise - Ch 7, 8, 15 Displays Mid-term exam Nov 5 Wise Ch 15 Sanders - Chap 9, 10, 11 Nov 12 Veterans Day No class Nov 19 Sanders - Ch 12, 13, ools X Nov 26 Dec 3

Break Automation due Controls Holiday 14, 15 X Anthropometry & Workspace design, Hand t

Project presentations Project Papers due IITSEC in Orlando (Field trip)

Leave ERAU at 12PM return at 8-9 PM 2 article summaries due Saturday Dec 8 12:30 PM 2:30 PM

Final Exam

Endsley, M. R. (1995a). Towards a theory of situational awareness in dynamic en vironments. Human Factors, 37, 32-64. Endsley, M. R. (1995b). Measurement of situation awareness in dynamic systems. Human Factors, 37, 65-84. Class Policies 1. Material on the tests will be drawn from the book chapters, articles dis cussed in class, and lectures. There is not possibly enough time to discuss ever ything in the book during the class. You are still responsible for studying the book material for tests, as well as reviewing your class notes. 2. Tests will be given on the date specified in class and on the syllabus. Make-up tests will be given at the discretion of the instructor and you maybe a sked to provide a legitimate documentation of your absence (e.g. doctors note). If you must miss a test (for illness or emergency only) MAKE UP EXAMS WILL NOT BE GIVEN WITHOUT THE STUDENT NOTIFYING THE INSTRUCTOR PRIOR TO THE EXAM. It is your responsibility to contact the instructor prior to the test time to let her know about your absence. The instructor can be reached via phone or email. Mak e-up exams will cover the same chapters as the missed exam, however the make-up test format is subject to change at the discretion of the instructor. 3. If taking a make-up exam, it is up to the student to schedule the test w ith the instructor at the earliest possible date. Exams taken more than 3 days late are subject to a 10% grade reduction for that exam. Exams taken more than 5 days and less than 1 week late are subject to a 20% grade reduction. Exams ca n not be taken more than 1 week late. 4. Questions about tests should be asked promptly. If you believe there is an error in grading your test, see the instructor in a timely manner, within a few days of the exam being returned. 5. It is up to the student to get copies of all lecture notes and handouts. Students can pick-up missed handouts from the instructor during office hours.

6. Cheating is not acceptable behavior. Anyone engaged in academic dishone sty, if caught, will receive an automatic F in the class and will be referred to t

he Dean of Students office for disciplinary action. 7. Please resist the urge to send email, texts or tweets, check Facebook, r ead the news, or otherwise engage online via your computer or phone during class . Those activities distract you, the other students, and also the instructor. Date Aug 27 Sept 10 Sept 17 Sept 24 Oct 1 Oct 8 Oct 15 Oct 22 Oct 29 Nov 5 Nov 12 Nov 19 Nov 26 Dec 3 Student Presenter 1 none None

Fall Break Veterans Day Holiday None