Designing Human Factors Courses with a Human Factors Mind

Liu, Dahai; Baskin, Angela; Greene, Frances; Frederick-Recascino, Christina

doi:10.1177/154193120504900709

Cited by 4 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To achieve this result, various instructional methods are used. Published ergonomics and human factors instructional resources include in‐class exercises (Stone & Moroney, ), demonstrations (Resnick, ; Stone, ; Stone & Moroney, ), field trips (Liu, Baskin, Greene, & Frederick‐Recascino, ; Stone & Moroney, ), guest lectures (Liu et al., ), laboratory sections (Jones, ; Liu et al., ), simulation (Werner & Finkelmeyer, ), interactive learning experiences (Werner & Finkelmeyer, ), case studies (Dyck, ; Stone & Moroney, ), and projects (Dyck, ; Jones, ). These published methods convey ergonomic principles and tools useful to learning about ergonomics; yet, there are few published pedagogies that include developing and implementing solutions outside of the classroom.…”

Section: Introductionmentioning

confidence: 99%

Ergonomics Service Learning Project: Implementing an Alternative Educational Method in an Industrial Engineering Undergraduate Ergonomics Course

Page

Stanley

2014

Hum Ftrs & Erg Mfg Svc

View full text Add to dashboard Cite

The Accreditation Board for Engineering and Technology (ABET) and the Engineer of 2020, an engineering education initiative, have recommended that engineering students be provided with opportunities to participate in real‐world projects to supply them with the skills they will need in the workplace. Service learning is a pedagogical approach where students apply skills they learn in a classroom to a real‐world problem identified by a community organization. In 2009, a service learning project was introduced in an undergraduate Ergonomics Industrial Engineering course composed of engineering and nonengineering students at Montana State University (MSU). Its integration and development in the existing course required creating a detailed project description and finding a partner organization. Students worked with clients or staff at the partner organization to develop ergonomic solutions for workplace health and safety issues and manufacturing productivity. At the end‐of‐semester presentations, the community partners, instructor, and other students assessed each solution's effectiveness. These assessments found that students, compared to the partner's feedback, undervalued their prototypes with regard to how they improved worker and process efficiency, and they overvalued their solution's creativity, cost, and implementation feasibility. In addition, the service learning course's technical and professional skills ranked above the average ABET course outcomes of MSU's Industrial Engineering fall courses. This demonstrates how the service learning project and the intended goals from ABET and Engineer 2020 come together—service learning exposes students to real‐world situations that better prepare and inform them of the skills that will be needed after graduation.

show abstract

Section: Introductionmentioning

confidence: 99%

Ergonomics Service Learning Project: Implementing an Alternative Educational Method in an Industrial Engineering Undergraduate Ergonomics Course

Page

Stanley

2014

Hum Ftrs & Erg Mfg Svc

View full text Add to dashboard Cite

show abstract

“…To become a competent human factors engineer, students must develop a broad knowledge of many disciplines (Liu, Baskin, Greene, & Frederick-Recascino, 2005;Wickens, Lee, Liu, & Gordon Becker, 1997). In doing so, students become more properly equipped to develop and deploy humancentered systems (Guerlian, Hayes, Pritchett, & Smith, 2001).…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Learning Style and Discipline in a Human Factors Course

Schall

Rusch

Thomas

et al. 2011

Proceedings of the Human Factors and Ergonomics Society Annual

View full text Add to dashboard Cite

This study investigated adjustments made to learning materials for an Industrial Engineering Human Factors course at a public research university in the United States. Adjustments were made in an attempt to improve student comprehension of course content. Modifications included creating alternative homework assignments, design exercises, active classroom learning lessons, and lecture presentations to accommodate learning styles defined by Kolb"s experiential learning theory. The same instructor taught the course before and after adjustment. Performance scores (e.g. homework, quizzes, exams) were used to evaluate whether or not the changes in course materials were associated with an improvement in student comprehension of material. Results suggested that while the adjusted materials educated all learning styles similarly, they did not significantly improve student performance. Significant differences were found across various disciplines; however, adjustments reduced these differences over the course of the semester.

show abstract

Incorporating a Hands-On Device-Based Activity in a Human Factors Biomedical Engineering Course in Sub-Saharan Africa

Vweza,

Mehta,

Wettergreen

et al. 2024

Biomed Eng Education

View full text Add to dashboard Cite

A challenge in building the biomedical engineering human factors course at Malawi University of Business and Applied Sciences was integrating meaningful direct experiences with medical products. The instructor also noticed a significant gap between the topics in the course and their surrounding clinical context, a low-income setting. Recognizing that devices should be designed and evaluated in the context of the local users’ needs and situations, new hands-on modules were created and implemented in this BME human factors course. Students were asked to critically evaluate and make recommendations to improve the human factors aspects of the software and hardware of the IMPALA, a vital signs monitoring device developed for use in Malawi. Engaging with this medical device, students observed and understood many issues discussed in human factors, including the design of ports, controls, and other user interfaces. The collaboration between the course and the IMPALA project harnessed the local expertise of students to improve the design of a new patient monitoring system. Thus, the IMPALA project itself benefited from this collaboration. Second, students greatly benefited from applying the class concepts to the IMPALA. Students were engaged far more during the interactive components than during the lecture components. Many students successfully translated their knowledge on human factors to their final-year design project.

show abstract

Designing Human Factors Courses with a Human Factors Mind

Cited by 4 publications

References 3 publications

Ergonomics Service Learning Project: Implementing an Alternative Educational Method in an Industrial Engineering Undergraduate Ergonomics Course

Ergonomics Service Learning Project: Implementing an Alternative Educational Method in an Industrial Engineering Undergraduate Ergonomics Course

An Investigation of Learning Style and Discipline in a Human Factors Course

Incorporating a Hands-On Device-Based Activity in a Human Factors Biomedical Engineering Course in Sub-Saharan Africa

Contact Info

Product

Resources

About