Proposal for a
Ph.D. Program in
Applied Cognitive Science and Human Factors
Summary
This is a formal proposal to establish a Doctor of Philosophy degree in Applied Cognitive
Science & Human Factors in the Department of Cognitive and Learning Sciences at Michigan
Technological University. The proposed program will help meet strong demand for Human
Factors professionals, will build on Michigan Tech’s existing strengths in science and
technology, and will enable MTU to develop a nationally recognized program in an emerging
discipline critical to technology. This document provides the rationale for, and details about the
program.
Applied Cognitive Science - Human Factors
Applied cognitive science addresses a diverse array of contemporary human phenomena,
resulting in practical solutions for many real world problems. Through the application of
cognitive psychology’s principles, applied cognitive scientists investigate diverse topics such as
effective modes for the delivery of instruction, eyewitness memory, artificial intelligence, and
human factors considerations in the design of systems.
Human Factors (HF) is the multi-disciplinary science within the purview of cognitive science
that focuses on the needs of the human in the design of products, work processes, and technology
systems in an effort to optimize human well-being and overall system performance. HF is
concerned with the design and evaluation of technological systems from the perspectives of
human needs, abilities, and limitations. HF professionals may examine human-machine
interactions from cognitive, social, biological, physical, or other perspectives.
From an Applied Cognitive Science perspective, Human Factors is involved in conducting
research regarding human cognitive abilities and limitations with respect to the design, operation,
or use of products or systems. It is a subfield of applied cognitive science that focuses upon
human-machine interactions. Overall goals include optimizing human performance, health,
safety, and/or habitability. Thus, the proposed program in Applied Cognitive Science and
Human Factors will integrate the knowledge of human experts (psychology and cognitive
science) and built systems experts (for example, technology and engineering).
Human Factors is a critical area of research because of (a) human safety concerns, (b) market
forces, and (c) environmental sustainability. Human operators are often critical contributors to
lapses in overall system safety. Human errors, for example, have been attributed as the cause of
up to 98,000 preventable patient deaths a year in US medical practice. Despite our desire for
automated, faultless systems, our current technological knowledge is not capable of foolproof
technological fixes to problems of human error. Substantial funding has been allocated to
research on machine intelligence, pattern-recognition technologies, and expert systems, but there
is only one alternative for many complex systems: human operators. Although they have
limitations, humans are excellent pattern recognizers and, unlike current automated systems, are
immensely flexible. HF is concerned with understanding human abilities and limitations,
information critical to the prevention of human-related errors and the preservation of human life
and well-being.
Critical to understanding market forces, HF researchers are motivated to assess customer needs
and desires in order to increase customer satisfaction by improving the usability of products.
User-centered design is a widespread paradigm in information technology and consumer
products. The success of a human factors perspective in improving customer satisfaction in
these industries suggests wider application.
Human Factors is not only important for human safety, well-being, and the economy, but it is
also a critical component in forming a sustainable society. Many environmental disasters, such
as the Exxon Valdez incident, are due to poor HF design, task design, and working conditions.
Good HF design not only prevents human casualties, it also prevents environmental catastrophes.
In addition, HF leads to better consumer products. Customers will discard poorly-designed
products as they seek products they can actually use. Throwing away products because of poor
user design is not a sustainable practice. Therefore, HF design is sustainable design.
There is increasing need for personnel trained in Human Factors in industry, government, and
academia. According to the US Dept. of Labor Occupational Outlook handbook (2008-09
edition), employment for all psychologists (including all specialty areas) is expected to grow 15
percent from 2006 to 2016, faster than the average for all occupations. Further, they state “Job
prospects should be the best for people who have a doctoral degree from a leading university in
an applied specialty…Psychologists with extensive training in quantitative research methods and
computer science may have a competitive edge…” A survey of three doctoral programs in
Human Factors revealed that 90-95% of their graduates have secured positions prior to
graduation, and 99% obtained employment after graduation, typically in the exact sub-discipline
they desired. Clearly, Human Factors is a growth field with immense potential that offers great
career opportunities. Moreover, salaries for human factors specialists are the highest among all
subfields within psychology and cognitive science. According to a 2005 salary survey conducted
by the Human Factors and Ergonomics Society, the mean annual base salary is approximately
$92K for a master’s level profession and $105K for persons holding a doctorate. Doctoral-level
consultants are reported as earning an average of $175K annually.
Opportunities exist and are expanding in all major employer groups: government, not-for-profit
institutions, consulting firms, private industry, and academic institutions. Work settings range
from classroom, to laboratory, to the industrial design team. Applied Experimental and
Engineering Psychology is increasingly employed in litigation involving product and workplace
safety. Salaries are competitive with those of engineers and other professionals who work in
similar settings. In industry, there has been explosive growth in the HF job market with the
development of increasingly complicated consumer products, network-centric business
(electronic commerce), and more stringent product liability laws. With new technology,
businesses are increasingly capable of customizing products for individual users. Jobs in this
area of industry are often titled cognitive engineer, customer experience specialists, ergonomists,
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human factors engineer, knowledge engineer, usability specialist, usability engineer, user
experience specialist, and/or user interface designer. There has also been a surge of employment
in the government sector for personnel trained in HF. For example, employment opportunities
exist in the Department of Defense, Department of Homeland Security, Federal Aviation
Administration, National Aeronautic and Space Agency, transportation, and intelligence
services. The military, for example, has a number of career tracks for Ph.D.-level HF specialists,
including the US Navy’s aviation experimental psychologist, surface research psychologist, and
subsurface research psychologist, the US Army’s research psychologist, and the US Air Force’s
aerospace research physiologist. In terms of government support, the Department of Defense’s
broad agency announcements consistently identify HF research as one of the most critical areas
of research. HF careers are also available in academia, in particular in psychology, which is
currently the second largest undergraduate major in the United States, and in interdisciplinary
programs housed in colleges of engineering, science, and medicine.
Rationale
This graduate program focuses on the application of cognitive science to understanding human
use of and interaction with technology. The Human Factors interdisciplinary field builds upon
psychology, engineering, and computer science/information technology. Emphasis is on using
the methods and theories of cognitive science to create interventions designed to enhance safety
and performance. Implementation of a graduate program in Human Factors is a key component
in the development of a technological university. This facet, currently underdeveloped at
Michigan Tech, builds upon existing strengths in the Department of Cognitive and Learning
Sciences and in other academic units of the university, integrates behavioral science research
with expertise in engineering and natural sciences, and is consistent with Michigan Tech’s
current strategic plan to “offer programs in new and emerging areas, particularly
interdisciplinary areas.” More specifically, the proposed program addresses the following areas
of MTU’s strategic plan:
Goal 2: Deliver a distinctive and rigorous discovery-based learning experience grounded
in science, engineering, technology, sustainability, and the business of innovation.
2.2 Develop undergraduate and graduate programs in new and emerging areas.
Goal 3: Establish world-class research, scholarship and innovation in science,
engineering, and technology that promotes sustainable economic development in
Michigan and the nation.
3.1 Increase interdisciplinary initiatives to expand knowledge and address societal
needs.
…develop and support superior graduate programs.
This program will contribute significantly to the goals of 500 enrolled Ph.D. students at the
university by 2012, and the conferring of 60 Ph.D. degrees annually.
Michigan Tech faculty members possess considerable expertise in cognitive science and applied
cognitive psychology and in science and engineering fields which study the interaction of human
and technological systems. Current expertise in the Department of Cognitive and Learning
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Sciences is in the areas of human memory, perception, attention, and cognition. Current research
projects include work in human-robot interaction, interface design, multi-modal display design,
data visualization, cognitive-perceptual performance assessment, transportation systems,
computer automated systems, covert communication strategies, detection of deception
(polygraph), human performance modeling, and STEM education. Affiliated faculty in the
departments of Computer Science, Civil and Environmental Engineering, Electrical and
Computer Engineering, Exercise Science, Health, and Physical Education, Mechanical
Engineering-Engineering Mechanics, and Biomedical Engineering have expertise in humancomputer interaction, simulations, robotics, biomechanics, and work physiology.
By integrating cognitive and HF psychologists and STEM education researchers with science
and engineering faculty, this program merges cognitive science research with applications in a
wide range of STEM fields. By combining faculty expertise in human subjects research with
scientific and engineering expertise, the program will enhance interdisciplinary research at
Michigan Tech and strengthen the university’s competitiveness on complex projects at the
interface of human and technical systems.
This program responds to the national need to better understand how technological systems are
limited by human operators. The modern world is increasingly being integrated with advanced,
although very complicated, communication equipment. While this speeds up the pace of
transactions, it also introduces new risks for designers who may make products unsuitable for the
intended users. The business world is shifting to fast, lean, agile, just-in-time production
methods. There will increasingly need to be a tight integration between usability-consumer
research and manufacturing. Transportation systems are becoming more complex. Without
seriously considering human operators and their limitations, modern society is setting itself up
for catastrophic loses. Many disasters can be attributed to poor human-machine interaction or
systemic design errors. Our graduates will be well prepared to rectify this situation, and the
skills the program will provide are in very high demand by industry and government.
1. Program Description
The proposed program will be offered by the Department of Cognitive and Learning Sciences.
Affiliated faculty in other academic units will also be directly involved as adjunct faculty in the
program. The program provides a strong scientific basis in human subjects research and in the
core areas of cognitive science necessary to skillfully undertake research on the interface of
human behavior and technological systems. The program is a research-intensive curriculum,
which includes a core in psychology and research methods. Students will select an area of
specialization in which to focus their elective coursework and their dissertation research.
Course Requirements
The doctoral program in Applied Cognitive Science and Human Factors (ACSHF) will require a
minimum of 72 credit hours. This consists of 32 hours from the core courses and required
research, 30 hours of electives, and 10 dissertation research hours. Although most MTU Ph.D.
programs require only 60 credits, nationally, most Human Factors and related programs require
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between 80 and 90 credits. A sampling of such programs yielded an average of 83 credits
required. Likewise, many MTU programs have limited course requirements; however, Applied
Cognitive Science and Human Factors is a field in which students rarely have much
undergraduate preparation, so considerable work in basic subject matter is necessary to prepare
students to conduct appropriate research.
Core Courses and Required Research (32 credits)*
PSY 5100
Applied Cognitive Science (3 hrs)
PSY 5850
Human Factors I (3 hrs)
PSY 5XXX Human Factors II (3 hrs)
PSY 5XXX Research Methods and Statistics (4 hrs)
PSY 5XXX Advanced Statistical Analysis and Design (4 hrs)
PSY 5010
Cognitive Psychology (3 hrs)
PSY 5160
Sensation and Perception (3 hrs)
PSY 5060
Behavioral Neuroscience (3 hrs)
PSY 5998
Master’s Thesis I (3 hours)
PSY 5999
Master’s Thesis II (3 hours)
*Depending upon background of individual students, some of these courses may be waived.
Electives (30 credits)**
PSY 5XXX Human Performance (3 hrs)
PSY 5XXX Human-Computer Interaction (3 hrs)
PSY 5XXX Usability Analysis (3 hrs)
PSY 5060
Behavioral Neuroscience (3 hrs)
PSY 5XXX Ergonomics and Biomechanics (3 hrs)
ED 5510
Educational Technology (3 hrs)
PSY 5XXX Supervised Teaching Practicum (3 hrs)
PSY 5XXX Automation (3 hrs)
PSY 5XXX Displays and Alarms (3 hrs)
PSY 5XXX Independent Research (3 hrs)
PSY 5XXX Current Issues in Human Factors (1-3 hrs)
PSY 5XXX Special Topics in Cognitive Science (3 hrs)
PSY 5XXX Special Topics in Human Factors (3 hrs)
** At least 9 credits must be from coursework; students will select courses in consultation with the advisor.
Additional courses not listed here may be accepted as electives (see Section 7, Other Courses). Up to 21
credits of independent research may be applied towards the 30 required elective hours. A minimum of 9
elective hours must come from coursework, which comprises a student’s area of specialization within
ACSHF.
Dissertation (10 credit hours)
PSY 6999
Dissertation Research (10 hrs)
72 Credit Hours Total
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Students who wish to terminate their studies after two years may acquire a M. S. degree by
completing the core courses and six credits of required thesis research for a 32-credit master’s
degree. Although students may earn a master’s degree en route, it is not our intention to admit
students to a terminal master’s degree program.
2. Rationale
See pp. 2-4, above.
3. Related Programs at MTU and Elsewhere
The proposed Doctorate of Philosophy in Applied Cognitive Science and Human Factors will
complement other programs at Michigan Tech and will be interdisciplinary in nature. There are
no related programs at the university, although faculty in the Department of Cognitive and
Learning Sciences has established a collaborative network for research in Human Factors with
researchers in numerous science, engineering, and related departments. The Department of
Cognitive and Learning Sciences offers a B.S. degree in Psychology.
There are no doctoral programs in Human Factors in Michigan. Central Michigan University
offers a Ph.D. in applied experimental psychology, which potentially overlaps with Cognitive
Science and Human Factors when applied to technological systems. Several Michigan
universities offer graduate programs in Industrial Engineering or Industrial Design, somewhat
related yet distinct disciplines that typically offer a single course pertaining to Human Factors.
Michigan State University offers an interdisciplinary specialization in Cognitive Science, but not
a degree.
In the upper Midwest, only the University of Minnesota-Twin Cities has a comparable degree
program. They offer a graduate minor in Cognitive Science or in Human Factors for Ph.D. or
M.A./M.S. programs. Additionally, they offer a Human Factors emphasis as part of their
Kinesiology Ph.D. program.
The Human Factors and Ergonomics Society lists 120 graduate programs related to human
factors in the Directory of Human Factors/Ergonomics Graduate Programs in the United States
and Canada. Forty-three percent are doctoral programs, most of which are housed either in
Industrial Engineering (41%) or Psychology (39%) departments. The remaining doctoral
programs reside in departments such as Cognitive Science, Environmental Medicine, Design and
Environmental Analysis, or Kinesiology; other programs are of an interdisciplinary nature and
are housed in the graduate school. Of the Industrial Engineering programs, the majority (61%)
offer concentrations through optional coursework rather than specific degrees in human factors
or cognitive science.
Only two of MTU’s benchmark universities offer doctoral programs in Cognitive Science or
Human Factors: Rensselaer (Cognitive Science) and Georgia Tech (Human Factors). Georgia
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Tech offers a Human Factors concentration at the bachelor degree level. None of our benchmark
universities offers an interdisciplinary program combining both fields.
4. Projected Enrollment
We anticipate that two students will enter the program by Fall, 2009. Thereafter, we expect 3
new students per year. Within 6-7 years the program will have between 12 and 15 students and
an average of 3 new Ph.D. students will complete the program annually.
HF Ph.D. Enrollment
2008-09
Attrition = 25% >yr.3
Planning
&
Recruiting
New Students
Returning Students
Total Enrollment
Ph.D.s Awarded
2009-10
(Year 1)
2
2
2010-11
(Year 2)
2
2
4
2011-12
(Year 3)
3
4
7
2012-13
(Year 4)
3
6
9
1
2013-14
(Year 5)
4
7
11
1
2014-15
(Year 6)
2015-16
(Year 7)
4
10
14
2
4
11
15
3
Three students will be supported as GTAs; ten students will be supported by external research
funds; the remainder will be self-supported. External funding is anticipated to come primarily
from US Department of Defense (see page 2), but also the National Science Foundation and
National Institutes of Health. The result will be approximately two Ph.D. students per full-time
graduate faculty member.
5. Scheduling Plans
The program will be a regular on-campus offering, with inception planned for Fall, 2009. The
2008-2009 academic year will be used for student recruiting. All core courses will be offered
regularly (either annually or biennially), beginning Fall, 2009.
6. Curriculum Design
The core courses in the program (see Program Description, above) are designed to provide
students, particularly from engineering and computer science, with fundamental understanding of
human behavior, expertise in conducting research with human subjects, and an overview of the
concepts, tools, and applications of Human Factors psychology. These eight core courses will be
taken during the first 3 semesters in the program and will be taught by Cognitive and Learning
Sciences faculty.
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Areas of Specialization
Upon completion of the core courses, students will identify an area of specialization, from which
they will select at least 18 credits to ensure sufficient depth and expertise to conduct dissertation
research. Potential areas of specialization include the following:
•
•
•
•
•
•
•
•
Human Performance
Human-Computer Interaction
Adaptive Automation/Biosensors
Educational Technology
Environmental Design
Transportation/Geospatial Systems
Manufacturing Systems
Construction
Master’s Thesis
The master’s thesis should be completed during the second year. It is intended to help prepare
students for doctoral level research. The thesis will be supervised by a committee comprised of
three faculty members, at least one of which must be from the Department of Cognitive and
Learning Sciences. At the end of the project, students are expected to present their research to
the Department of Cognitive and Learning Sciences as both a written document and a public
presentation/defense.
Comprehensive Exam
To obtain doctoral candidacy status, students must pass a comprehensive written examination.
The candidacy exam is taken after all required courses and course-based electives are completed.
The comprehensive exam must be passed within five years of starting the ACSHF program and
at least two semesters prior to the dissertation defense. The exam will consist of four sections
with questions covering the following topics: 1) applied cognitive science/cognitive psychology,
2) human factors/human performance, 3) research methodology/statistics, and 4) a specialty
topic within ACSHF. Each section may contain multiple questions evaluating whether the
student is capable of concept integration and application at the doctoral level. Questions for the
first three sections will be provided by ACSHF faculty. A committee comprised of three faculty
members of the student’s choosing will supply questions for the specialty area. The student’s
answers will be graded by a minimum of two faculty members. Passage is required on all four
sections to be considered a doctoral candidate. If a student fails one section, a remediation
project to compensate for an area deficiency will be developed by relevant faculty in
coordination with the student’s advisor. If a student fails two or more sections, the exam is
considered failed en toto. The student must retake and pass the entire exam at the next scheduled
administration. If a student fails to pass all sections of the exam upon retaking it, he/she will be
expelled from the program.
Doctoral Dissertation
Dissertation Committee and Proposal Process
Once a student has doctoral candidacy status, he/she may officially form a dissertation
committee. Students must submit a form signed by all committee members declaring the
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make-up of the committee. Any changes to committee membership must be made in
writing. The committee should have four members, two of whom must be faculty within
the Department of Cognitive and Learning Sciences and one faculty member from
outside the ACSHF Program. One committee member must be designated as the
committee chair. Once the chair is satisfied with the student’s dissertation proposal, a
proposal defense may be scheduled. The defense consists of an oral presentation before
the committee. All committee members must sign-off on the proposal indicating their
approval before the student may begin any data collection.
Oral Dissertation Defense
When the research is complete and the committee chair is satisfied with the manuscript,
the student should send the dissertation to all other committee members to prepare for the
defense. The dissertation defense is public, in that any member of the university
committee may attend. The defense must be advertised a minimum of two weeks in
advance of the scheduled defense date. All committee members must be present at the
defense. After the defense presentation and a period of questioning from committee
members, the committee will hold a private vote on two items. The first is whether the
defense was passed (yea or nay). The second item is the status of the dissertation
manuscript (accepted without revisions, accepted with minor revisions, or not
accepted/needs extensive revisions).
7. New Course Descriptions
PSY 5XXX Human Factors II (3) – An overview of the tools and techniques used by
human factors researchers and practitioners. Topics may include task analysis, link
analysis, human error in systems, workload analysis, and physiological assessment
techniques.
PSY 5XXX Advanced Statistical Analysis and Research Design I (4) – An overview of
research ethics, experimental design, proposal writing, and univariate statistics.
PSY 5XXX Advanced Statistical Analysis and Research Design II (4) – A continuation
of PSY 5XXX covering multivariate and nonparametric statistics.
PSY 5XXX Human Performance (3) – An overview of factors contributing to human
performance in human-machine systems. Topics may include cognitive workload,
attention, fatigue, aging, stress, and perceptual limitations.
PSY 5XXX Human-Computer Interaction (3) – An advanced course covering usercentered design of computer systems.
PSY 5XXX Usability Analysis (3) – An overview of the concepts and skills necessary for
evaluating the intuitiveness of human-machine systems.
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PSY 5XXX Ergonomics and Biomechanics (3) – An overview of the physical aspects of
user-centered design. Specific topics may include anthropometry, repetitive strain
injuries, and physical workload evaluation.
PSY 5XXX Automation (3) – An overview of the changing role of human users in
automated systems. Topics may include levels of automation and factors contributing to
human performance.
PSY 5XXX Displays and Alarms (3) – An overview of display and alarm display design
principles for human-machine systems.
PSY 5XXX Independent Research (3) – TBD.
PSY 5XXX Current Issues in Human Factors (1) – An overview of the state of the field
of human factors, trends, ethics for human factors practitioners, and career development.
PSY 5XXX Special Topics in Human Factors (3) – Study of special topics in human
factors as designed by section title.
PSY 5XXX Special Topics in Cognitive Science (3) – Study of special topics in cognitive
science as designed by section title.
PSY 5998 Research Project I (3) – Proposal and data collection phases of an independent
research project.
PSY 5999 Research Project II (3) – A continuation of PSY 5998, analysis and public
presentation of research results.
PSY 6999 Dissertation Research (10) – Fundamental and applied research in cognitive
science and human factors psychology. Taken by doctoral students in partial fulfillment
of the PhD research requirement.
Other Courses (catalog descriptions are in the Appendix)
PSY 5010
PSY 5100
PSY 5060
PSY 5160
PSY 5850
BE 5110
BE 5700
BL 4470
CE5404
CE 5410
CS 4760
CS 4811
Cognitive Psychology
Applied Cognitive Science
Behavioral Neuroscience
Sensation and Perception
Human Factors I
Neuroengineering
Biosensors
Analysis of Biological Data
Transportation Planning
Intelligent Transportation Systems
Human-Computer Interactions
Artificial Intelligence
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CS5760
CS 5811
ED 5510
EE 4250
EE 4257
EE 5530
EH 4400
EH 4420
EH4500
EH 5350
FW 4130
MA 4720
MEEM 4660
MEEM 4705
MEEM 5602
HCI Evaluation and Usability Testing
Advanced Artificial Intelligence
Special Studies in Educational Technology
Communication Theory
Digital Image Processing
Wireless Digital Communication
Motor Control
Motor Learning and Development
Biomechanics of Human Movement
Special Topics in Kinesiology
Biometrics
Design and Analysis of Experiments
Data Based Modeling & Control
Introduction to Robotics and Mechatronics
Process and Product Design and Improvement
8. Library and Other Learning Resources
Access to scholarly materials is absolutely essential at a research institution such as Michigan
Tech, particularly for faculty mentoring doctoral students through high-quality, funded research.
The Van Pelt library currently subscribes to 23 journals that are core to the Applied Cognitive
Science and Human Factors program. In addition, the library has supporting journal holdings in
engineering, computer science, exercise science, general psychology, and teacher education.
Enhancing our electronic database search engine PsychFirst is required. MTU currently offers
database search access to psychology publications from only the preceding three years. Access
to a more complete database and subscriptions to additional journals beyond our current holdings
will be essential for both faculty and graduate students. This will require the availability of
PsycINFO and PsycARTICLES.
Subscriptions to nine additional journals is essential to the program (see Appendix C).
New library costs include (costs were estimated in consultation with Ellen Seidel):
$3000.00 one-time allotment for the library to purchase core monographs in the area of cognitive
and human factors psychology, allowing the purchase of approximately 90 hard and softcover items.
$5782.00 for nine additional journals.
$7200.00 (annual cost) provides full database search capability of the psychology literature
(through PsycINFO in journal, book, and book chapter, and dissertation records, 1887–
present, and PsycARTICLES records, 1988–present, to all faculty and students.
Additional Interlibrary loan costs will be generated for the library.
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9. Computing Access Fee
Graduate students in the program will pay the standard Computing Access Fee to utilize the
current undergraduate computing lab for Psychology majors.
10. Faculty Curriculum Vitae (vitae attached at end of document)
Cognitive & Learning Sciences Faculty:
Susan L. Amato-Henderson, Ph.D.
Associate Professor of Psychology
PhD, University of North Dakota
Psychology and law (eyewitness memory, credibility assessment, field sobriety testing);
career and educational interests and decision making; self efficacy (your belief in your
ability to do well in a given situation or setting); service learning as a teaching tool;
outcome assessments; experimental design and statistical analysis
J. Christopher Brill, Ph.D.
Assistant Professor of Psychology, Cognitive & Learning Sciences
PhD, University of Central Florida
Tactile communication, mental workload, cognitive resource theory, multi-modal display
and alarm design, spatial audio, human performance assessment, motion and simulator
sickness, Sopite Syndrome (motion-induced drowsiness)
William S. Helton, Ph.D.
Assistant Professor, Department of Cognitive & Learning Sciences
PhD, University of Cincinnati
Engineering (human factors) psychology, environmental psychology,
neurophysiological measures of cognition, psychometrics (stress and workload),
skill acquisition in humans and working dogs
Kedmon N. Hungwe, Ph.D.
Assistant Professor, Cognitive & Learning Sciences
PhD, Michigan State University
Learning and development; educational policy & practice; educational media/technology
Rosalie P. Kern, Ph.D.
Associate Professor of Psychology, Department of Cognitive & Learning Sciences
PhD, Central Michigan University
Emotion, attention, and memory; decision making; perceptions of sexual harassment;
psychology and law (trial consulting); experimental design and statistical analysis
Adjunct Faculty:
Jason Carter, Ph.D.
Chair & Assistant Professor of Exercise Science, Health and Physical Education
Adjunct Assistant Professor, Cognitive & Learning Sciences
Adjunct Assistant Professor, Biological Sciences
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PhD, Michigan Technological University
Regulation of arterial blood pressure, the vestibulosympathetic reflex in humans,
autonomic and cardiovascular adaptations to microgravity and exercise
Amlan Mukherjee, Ph. D.
Assistant Professor of Civil Engineering
Member, Michigan Tech Transportation Institute
Engineering-Environmental (inter-disciplinary program)
PhD, University of Washington
Planning and decision making in construction management using situational simulations,
information visualization, transportation infrastructure management, simulations of
complex systems, system dynamics, expert novice cognition (especially among
construction managers)
Michele Miller, Ph.D.
Associate Professor of Mechanical Engineering
PhD, North Carolina State University
Precision engineering, microelectromechanical systems, engineering education
Michael Neumann, Ph.D.
Professor & Chair of Biomedical Engineering
Adjunct Professor of Electrical Engineering
PhD Case Institute of Technology, MD Case Western Reserve University
Biomedical instrumentation, biomedical sensors, microfabrication technology and
perinatal medicine
Robert Pastel, Ph.D.
Assistant Professor, Computer Science
PhD, University of New Mexico
Human-computer interaction and human-robot interaction
Jindong Tan, Ph.D.
Assistant Professor of Electrical and Computer Engineering
PhD, Michigan State University
Computer engineering, mobile robotics
11. Available/Needed Equipment
Facilities
The department of Cognitive and Learning Sciences operates or has access to seven dedicated
laboratories.
Human-Robot Interaction Laboratory in Advanced Technology Development Center
equipped with unmanned aerial and ground robot vehicles, including 6 ground active-robots, 10
ground Romba robots (Irobot), and 2 remote-controlled helicopters, sensors (laser range finders,
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sonar systems, visual capture systems), computers, and a wide-scale sensor network for
environmental sensing.
Virtual Reality Laboratory in Rehki equipped with a GeoWall 3-d projection system, World
Viz virtual reality system, magnetic and optical tracking equipment, head-up displays,
computers, and interface equipment (joysticks, steering wheels, data-gloves).
Human Fatigue and Vigilance Laboratory in Chemical Sciences equipped with MindWare
Technologies Biomedical Signal Processing Systems, Respironics Actigraphy System,
Companion III Transcranial Doppler Sonography Unit, Seeing Machines Eye-tracker, Arrington
Eye-tracker, and computers programmed with Superlab software.
Multimodal Interface Laboratory in Chemical Sciences equipped with a 24 Channel
Vibrotactile Laboratory Display System, a 8 Channel Vibrotactile Laboratory Display System, a
8 Channel Wireless Vibrotactile Display System, and computer programmed with SuperLab
software.
Emotion and Memory Laboratory in Chemical Sciences equipped with computers
programmed with SuperLab software and other specialized programs.
Detection of Deception Laboratory in Chemical Sciences equipped with video recording
equipment, computers, and a polygraph unit.
Educational Technology Laboratory in Academic Office Building equipped with computers,
Vernier Software and Technology, including sensors for use with our Vernier interfaces.
No additional equipment will be necessary to initiate the program. Additional space needs are
addressed below in Section 13.
12. Program Costs
Additional recurring costs are associated with implementation of this program (Appendix A).
Three new graduate assistant lines to support teaching of introductory psychology courses will
be necessary during the first five years of the program. New human factors faculty will be
necessary to support existing faculty with undergraduate teaching obligations and to teach the
required core courses in the program. New faculty should have expertise in the following areas:
Applied Cognitive Science - Cognitive Ergonomics or Human-Computer Interaction
Human Factors Psychology - Visual Performance and Display
Quantitative Psychology; I/O Psychology: Simulation and Training or Team
Performance
Two new faculty members will be needed when the program is initiated (Fall, 2009). The third
faculty member (in Quantitative Psychology) will be added in the third year of the program, as
externally funded research funds result in greater demands on the time of existing faculty.
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Additional ongoing funds for library journals and online journal access will also be needed (see
#8, above). The addition of these faculty members will enable the program to accommodate up
to 15 students (approximately 2 Ph.D. students per full-time faculty member).
13. Space
Currently, each faculty member has an office and a 100 square foot room for research. The
department also rents a 1000 square foot high bay facility for HF research. Other Human Factors
programs typically provide approximately 1000 square feet of lab space per faculty member,
with space increasing to nearly 2000 square fee for faculty with external funding. In addition,
nearly all programs at other institutions have a dedicated teaching laboratory averaging 700
square feet (Appendix B).
We currently have 1438 square feet consisting of faculty offices, laboratories, a reception area,
and a small conference room. This space is satisfactory for an undergraduate program with
modest research activity, but additional space is essential if the program is to be successful. The
Department of Cognitive and Learning Sciences has no excess space. New faculty will require
office space and research facilities in order to carry out their research and scholarship
obligations. Graduate students will also need office space. Without additional space, the Ph.D.
program cannot be implemented. We are requesting approximately 10,000 square feet of space.
A breakdown of this space request is provided in the table below:
Allocated Use
Approximate
Size (Sq Ft)
7 Faculty Offices (144 sq ft each)
7 Laboratory Suites (1000 sq ft each)
2 GTA Offices (250 sq ft each; 2-3 students in each)
Reception/Common Area
Seminar/Conference Room
Graduate Teaching Laboratory
Total:
1008
7000
500
400
500
600
10,008
14. Policies, Regulations and Rules
No additional policies, regulations, or rules beyond those mandated by the Graduate School.
15. Accreditation Requirements
Accreditation is not necessary for this program.
15
16. Internal Status of Proposal
Dept. of Cognitive & Learning Sciences, __________________, Date Approved_______
Dean, College of Sciences and Arts, _____________________, Date Approved _______
Provost,
_____________________, Date Approved _______
Graduate Faculty Council
_____________________, Date Approved _______
University Support Units,
_____________________, Date Approved _______
University Senate,
_____________________, Date Approved _______
Academic Affairs Officers,
_____________________, Date Approved _______
Board of Control,
_____________________, Date Approved _______
17. Planned Implementation Date
Fall, 2008, for planning, faculty recruiting, and student recruiting. First students begin Fall,
2009.
16
APPENDIX A
Costs and Revenue
Program Costs
One-time start-up costs:
Marketing and Recruiting
Library monographs
Total one-time costs
Continuing costs:
Beginning Year 1 (2009-10)
New faculty (salary + fringes)
New journals
Library online search
Graduate assistantships (2)
Beginning Year 2
Graduate assistantship (1)
Beginning Year 3
New faculty (salary & fringes)
Total annual costs, as of 2011-12
$10,000
$3,000
$13,000
$164,000
$5,782
$7,000
$40,000
$20,000
$82,000
$319,000
Program Revenue
Continuing revenue:
Beginning Year 1 (2009-10)
External research funding
By Year 5 (2013-14, with 8 CLS faculty)
Indirect cost return
Part-time instructional costs assumed by GTAs
Total annual revenue, as of 2013-14
$75,000
$300,000
$168,000
$27,000
$327,000
By year three, the investment in the new program of about $300K annually (3 faculty lines and 3
GTA-ships) will result in an increase of external research funding by approximately the same
amount. Enrollment in the program will have increased by three PhD students per year. By year
five (2013-14), the program is projected to become revenue neutral, if not profitable. By year
seven, the program will produce three PhD graduates annually, while remaining profitable.
17
APPENDIX B
Space Needs
Research Space Survey Summary
Institution
Office Space
per Faculty
Member (Sq
Ft)
Lab
Rooms per
Faculty
Member
Lab Space per Faculty
Member (Sq Ft)
Dedicated Teaching Lab
(Sq Ft)
2 labs, each with 45
computers (1972 sq ft
total)
Univ. of Central Florida
144-180
1-3
Old Dominion
University
168-180
1-2
420-700 (unfunded);
increase to 1500-3500 for
funded projects
500-600 (unfunded);
increase to 1500-2000 for
funded projects
Clemson Univ.
144-180
3-5
1000-2000 (regardless of
funding)
Info Not Available
1 lrg room 400 sq ft, plus
5-6 rooms 120 sq ft each
(approx. 1000-1200 total)
Info Not Available
Univ. of Cincinnati
240-280
4-6
1000-2000 (regardless of
funding)
Univ. of West Florida
144-180
1-3
400-600 (regardless of
funding)
1200 sq ft
200-400; plus shared lab
spaces (e.g., simulation
rooms, neuroergo testing)
500 sq ft
George Mason Univ.
300
1-3
Virginia Tech
144
1-3
Georgia Tech
360
Average for Institutions
Surveyed:
226 Sq Ft
3-6
300-400 (regardless of
funding), plus shared spaces
1500-3000; plus shared
spaces (regardless of
funding)
300 sq ft with 25
computers
800 sq ft with 30
computers
3 Rooms
1030 Sq Ft (unfunded);
1928 Sq Ft (with funding)
717 Sq Ft
18
APPENDIX C
Library Holdings and Needs
Journals in J. R. Van Pelt Library
Accident Analysis and Prevention
Applied Cognitive Psychology
Applied Ergonomics
Behavioral and Brain Sciences
Cognition
Cognitive Psychology
Cognitive Science
Emotion
Ergonomics
Journal of Environmental Psychology
Journal of Experimental Psychology: Applied
Journal of Experimental Psychology: General
Journal of Experimental Psychology: Human Perception and Performance
Journal of Experimental Psychology: Learning, Memory and Cognition
Journal of Mind and Behavior
Journal of Occupational and Environmental Hygiene
Medicine and Science in Sports and Exercise
Memory and Cognition
National Academies in Focus / National Academy of Sciences
Physiology and Behavior
Psychological Bulletin
Psychological Science
Research Quarterly for Exercise and Sport
Journals Needed: Essential
Aviation Space & Environmental Medicine
Cognition and Emotion
Human Computer Interaction
Human Factors
International Journal of Human-Computer Interaction
Perception and Psychophysics
Total
Journals Needed: Important
International Journal of Aviation Psychology
Mind, Culture and Activity
Theoretical Issues in Ergonomics Science
Total
$215
$1395
$619
$457
$940
$365
$3991
$645
$375
$771
$1791
Other Needs: Essential
Online Search Database
Total
$7000
$7000
19
Proposal for a
Ph.D. Program in
Applied Cognitive Science and Human Factors
Summary
This is a formal proposal to establish a Doctor of Philosophy degree in Applied Cognitive
Science & Human Factors in the Department of Cognitive and Learning Sciences at Michigan
Technological University. The proposed program will help meet strong demand for Human
Factors professionals, will build on Michigan Tech’s existing strengths in science and
technology, and will enable MTU to develop a nationally recognized program in an emerging
discipline critical to technology. This document provides the rationale for, and details about the
program.
Applied Cognitive Science - Human Factors
Applied cognitive science addresses a diverse array of contemporary human phenomena,
resulting in practical solutions for many real world problems. Through the application of
cognitive psychology’s principles, applied cognitive scientists investigate diverse topics such as
effective modes for the delivery of instruction, eyewitness memory, artificial intelligence, and
human factors considerations in the design of systems.
Human Factors (HF) is the multi-disciplinary science within the purview of cognitive science
that focuses on the needs of the human in the design of products, work processes, and technology
systems in an effort to optimize human well-being and overall system performance. HF is
concerned with the design and evaluation of technological systems from the perspectives of
human needs, abilities, and limitations. HF professionals may examine human-machine
interactions from cognitive, social, biological, physical, or other perspectives.
From an Applied Cognitive Science perspective, Human Factors is involved in conducting
research regarding human cognitive abilities and limitations with respect to the design, operation,
or use of products or systems. It is a subfield of applied cognitive science that focuses upon
human-machine interactions. Overall goals include optimizing human performance, health,
safety, and/or habitability. Thus, the proposed program in Applied Cognitive Science and
Human Factors will integrate the knowledge of human experts (psychology and cognitive
science) and built systems experts (for example, technology and engineering).
Human Factors is a critical area of research because of (a) human safety concerns, (b) market
forces, and (c) environmental sustainability. Human operators are often critical contributors to
lapses in overall system safety. Human errors, for example, have been attributed as the cause of
up to 98,000 preventable patient deaths a year in US medical practice. Despite our desire for
automated, faultless systems, our current technological knowledge is not capable of foolproof
technological fixes to problems of human error. Substantial funding has been allocated to
research on machine intelligence, pattern-recognition technologies, and expert systems, but there
is only one alternative for many complex systems: human operators. Although they have
limitations, humans are excellent pattern recognizers and, unlike current automated systems, are
immensely flexible. HF is concerned with understanding human abilities and limitations,
information critical to the prevention of human-related errors and the preservation of human life
and well-being.
Critical to understanding market forces, HF researchers are motivated to assess customer needs
and desires in order to increase customer satisfaction by improving the usability of products.
User-centered design is a widespread paradigm in information technology and consumer
products. The success of a human factors perspective in improving customer satisfaction in
these industries suggests wider application.
Human Factors is not only important for human safety, well-being, and the economy, but it is
also a critical component in forming a sustainable society. Many environmental disasters, such
as the Exxon Valdez incident, are due to poor HF design, task design, and working conditions.
Good HF design not only prevents human casualties, it also prevents environmental catastrophes.
In addition, HF leads to better consumer products. Customers will discard poorly-designed
products as they seek products they can actually use. Throwing away products because of poor
user design is not a sustainable practice. Therefore, HF design is sustainable design.
There is increasing need for personnel trained in Human Factors in industry, government, and
academia. According to the US Dept. of Labor Occupational Outlook handbook (2008-09
edition), employment for all psychologists (including all specialty areas) is expected to grow 15
percent from 2006 to 2016, faster than the average for all occupations. Further, they state “Job
prospects should be the best for people who have a doctoral degree from a leading university in
an applied specialty…Psychologists with extensive training in quantitative research methods and
computer science may have a competitive edge…” A survey of three doctoral programs in
Human Factors revealed that 90-95% of their graduates have secured positions prior to
graduation, and 99% obtained employment after graduation, typically in the exact sub-discipline
they desired. Clearly, Human Factors is a growth field with immense potential that offers great
career opportunities. Moreover, salaries for human factors specialists are the highest among all
subfields within psychology and cognitive science. According to a 2005 salary survey conducted
by the Human Factors and Ergonomics Society, the mean annual base salary is approximately
$92K for a master’s level profession and $105K for persons holding a doctorate. Doctoral-level
consultants are reported as earning an average of $175K annually.
Opportunities exist and are expanding in all major employer groups: government, not-for-profit
institutions, consulting firms, private industry, and academic institutions. Work settings range
from classroom, to laboratory, to the industrial design team. Applied Experimental and
Engineering Psychology is increasingly employed in litigation involving product and workplace
safety. Salaries are competitive with those of engineers and other professionals who work in
similar settings. In industry, there has been explosive growth in the HF job market with the
development of increasingly complicated consumer products, network-centric business
(electronic commerce), and more stringent product liability laws. With new technology,
businesses are increasingly capable of customizing products for individual users. Jobs in this
area of industry are often titled cognitive engineer, customer experience specialists, ergonomists,
2
human factors engineer, knowledge engineer, usability specialist, usability engineer, user
experience specialist, and/or user interface designer. There has also been a surge of employment
in the government sector for personnel trained in HF. For example, employment opportunities
exist in the Department of Defense, Department of Homeland Security, Federal Aviation
Administration, National Aeronautic and Space Agency, transportation, and intelligence
services. The military, for example, has a number of career tracks for Ph.D.-level HF specialists,
including the US Navy’s aviation experimental psychologist, surface research psychologist, and
subsurface research psychologist, the US Army’s research psychologist, and the US Air Force’s
aerospace research physiologist. In terms of government support, the Department of Defense’s
broad agency announcements consistently identify HF research as one of the most critical areas
of research. HF careers are also available in academia, in particular in psychology, which is
currently the second largest undergraduate major in the United States, and in interdisciplinary
programs housed in colleges of engineering, science, and medicine.
Rationale
This graduate program focuses on the application of cognitive science to understanding human
use of and interaction with technology. The Human Factors interdisciplinary field builds upon
psychology, engineering, and computer science/information technology. Emphasis is on using
the methods and theories of cognitive science to create interventions designed to enhance safety
and performance. Implementation of a graduate program in Human Factors is a key component
in the development of a technological university. This facet, currently underdeveloped at
Michigan Tech, builds upon existing strengths in the Department of Cognitive and Learning
Sciences and in other academic units of the university, integrates behavioral science research
with expertise in engineering and natural sciences, and is consistent with Michigan Tech’s
current strategic plan to “offer programs in new and emerging areas, particularly
interdisciplinary areas.” More specifically, the proposed program addresses the following areas
of MTU’s strategic plan:
Goal 2: Deliver a distinctive and rigorous discovery-based learning experience grounded
in science, engineering, technology, sustainability, and the business of innovation.
2.2 Develop undergraduate and graduate programs in new and emerging areas.
Goal 3: Establish world-class research, scholarship and innovation in science,
engineering, and technology that promotes sustainable economic development in
Michigan and the nation.
3.1 Increase interdisciplinary initiatives to expand knowledge and address societal
needs.
…develop and support superior graduate programs.
This program will contribute significantly to the goals of 500 enrolled Ph.D. students at the
university by 2012, and the conferring of 60 Ph.D. degrees annually.
Michigan Tech faculty members possess considerable expertise in cognitive science and applied
cognitive psychology and in science and engineering fields which study the interaction of human
and technological systems. Current expertise in the Department of Cognitive and Learning
3
Sciences is in the areas of human memory, perception, attention, and cognition. Current research
projects include work in human-robot interaction, interface design, multi-modal display design,
data visualization, cognitive-perceptual performance assessment, transportation systems,
computer automated systems, covert communication strategies, detection of deception
(polygraph), human performance modeling, and STEM education. Affiliated faculty in the
departments of Computer Science, Civil and Environmental Engineering, Electrical and
Computer Engineering, Exercise Science, Health, and Physical Education, Mechanical
Engineering-Engineering Mechanics, and Biomedical Engineering have expertise in humancomputer interaction, simulations, robotics, biomechanics, and work physiology.
By integrating cognitive and HF psychologists and STEM education researchers with science
and engineering faculty, this program merges cognitive science research with applications in a
wide range of STEM fields. By combining faculty expertise in human subjects research with
scientific and engineering expertise, the program will enhance interdisciplinary research at
Michigan Tech and strengthen the university’s competitiveness on complex projects at the
interface of human and technical systems.
This program responds to the national need to better understand how technological systems are
limited by human operators. The modern world is increasingly being integrated with advanced,
although very complicated, communication equipment. While this speeds up the pace of
transactions, it also introduces new risks for designers who may make products unsuitable for the
intended users. The business world is shifting to fast, lean, agile, just-in-time production
methods. There will increasingly need to be a tight integration between usability-consumer
research and manufacturing. Transportation systems are becoming more complex. Without
seriously considering human operators and their limitations, modern society is setting itself up
for catastrophic loses. Many disasters can be attributed to poor human-machine interaction or
systemic design errors. Our graduates will be well prepared to rectify this situation, and the
skills the program will provide are in very high demand by industry and government.
1. Program Description
The proposed program will be offered by the Department of Cognitive and Learning Sciences.
Affiliated faculty in other academic units will also be directly involved as adjunct faculty in the
program. The program provides a strong scientific basis in human subjects research and in the
core areas of cognitive science necessary to skillfully undertake research on the interface of
human behavior and technological systems. The program is a research-intensive curriculum,
which includes a core in psychology and research methods. Students will select an area of
specialization in which to focus their elective coursework and their dissertation research.
Course Requirements
The doctoral program in Applied Cognitive Science and Human Factors (ACSHF) will require a
minimum of 72 credit hours. This consists of 32 hours from the core courses and required
research, 30 hours of electives, and 10 dissertation research hours. Although most MTU Ph.D.
programs require only 60 credits, nationally, most Human Factors and related programs require
4
between 80 and 90 credits. A sampling of such programs yielded an average of 83 credits
required. Likewise, many MTU programs have limited course requirements; however, Applied
Cognitive Science and Human Factors is a field in which students rarely have much
undergraduate preparation, so considerable work in basic subject matter is necessary to prepare
students to conduct appropriate research.
Core Courses and Required Research (32 credits)*
PSY 5100
Applied Cognitive Science (3 hrs)
PSY 5850
Human Factors I (3 hrs)
PSY 5XXX Human Factors II (3 hrs)
PSY 5XXX Research Methods and Statistics (4 hrs)
PSY 5XXX Advanced Statistical Analysis and Design (4 hrs)
PSY 5010
Cognitive Psychology (3 hrs)
PSY 5160
Sensation and Perception (3 hrs)
PSY 5060
Behavioral Neuroscience (3 hrs)
PSY 5998
Master’s Thesis I (3 hours)
PSY 5999
Master’s Thesis II (3 hours)
*Depending upon background of individual students, some of these courses may be waived.
Electives (30 credits)**
PSY 5XXX Human Performance (3 hrs)
PSY 5XXX Human-Computer Interaction (3 hrs)
PSY 5XXX Usability Analysis (3 hrs)
PSY 5060
Behavioral Neuroscience (3 hrs)
PSY 5XXX Ergonomics and Biomechanics (3 hrs)
ED 5510
Educational Technology (3 hrs)
PSY 5XXX Supervised Teaching Practicum (3 hrs)
PSY 5XXX Automation (3 hrs)
PSY 5XXX Displays and Alarms (3 hrs)
PSY 5XXX Independent Research (3 hrs)
PSY 5XXX Current Issues in Human Factors (1-3 hrs)
PSY 5XXX Special Topics in Cognitive Science (3 hrs)
PSY 5XXX Special Topics in Human Factors (3 hrs)
** At least 9 credits must be from coursework; students will select courses in consultation with the advisor.
Additional courses not listed here may be accepted as electives (see Section 7, Other Courses). Up to 21
credits of independent research may be applied towards the 30 required elective hours. A minimum of 9
elective hours must come from coursework, which comprises a student’s area of specialization within
ACSHF.
Dissertation (10 credit hours)
PSY 6999
Dissertation Research (10 hrs)
72 Credit Hours Total
5
Students who wish to terminate their studies after two years may acquire a M. S. degree by
completing the core courses and six credits of required thesis research for a 32-credit master’s
degree. Although students may earn a master’s degree en route, it is not our intention to admit
students to a terminal master’s degree program.
2. Rationale
See pp. 2-4, above.
3. Related Programs at MTU and Elsewhere
The proposed Doctorate of Philosophy in Applied Cognitive Science and Human Factors will
complement other programs at Michigan Tech and will be interdisciplinary in nature. There are
no related programs at the university, although faculty in the Department of Cognitive and
Learning Sciences has established a collaborative network for research in Human Factors with
researchers in numerous science, engineering, and related departments. The Department of
Cognitive and Learning Sciences offers a B.S. degree in Psychology.
There are no doctoral programs in Human Factors in Michigan. Central Michigan University
offers a Ph.D. in applied experimental psychology, which potentially overlaps with Cognitive
Science and Human Factors when applied to technological systems. Several Michigan
universities offer graduate programs in Industrial Engineering or Industrial Design, somewhat
related yet distinct disciplines that typically offer a single course pertaining to Human Factors.
Michigan State University offers an interdisciplinary specialization in Cognitive Science, but not
a degree.
In the upper Midwest, only the University of Minnesota-Twin Cities has a comparable degree
program. They offer a graduate minor in Cognitive Science or in Human Factors for Ph.D. or
M.A./M.S. programs. Additionally, they offer a Human Factors emphasis as part of their
Kinesiology Ph.D. program.
The Human Factors and Ergonomics Society lists 120 graduate programs related to human
factors in the Directory of Human Factors/Ergonomics Graduate Programs in the United States
and Canada. Forty-three percent are doctoral programs, most of which are housed either in
Industrial Engineering (41%) or Psychology (39%) departments. The remaining doctoral
programs reside in departments such as Cognitive Science, Environmental Medicine, Design and
Environmental Analysis, or Kinesiology; other programs are of an interdisciplinary nature and
are housed in the graduate school. Of the Industrial Engineering programs, the majority (61%)
offer concentrations through optional coursework rather than specific degrees in human factors
or cognitive science.
Only two of MTU’s benchmark universities offer doctoral programs in Cognitive Science or
Human Factors: Rensselaer (Cognitive Science) and Georgia Tech (Human Factors). Georgia
6
Tech offers a Human Factors concentration at the bachelor degree level. None of our benchmark
universities offers an interdisciplinary program combining both fields.
4. Projected Enrollment
We anticipate that two students will enter the program by Fall, 2009. Thereafter, we expect 3
new students per year. Within 6-7 years the program will have between 12 and 15 students and
an average of 3 new Ph.D. students will complete the program annually.
HF Ph.D. Enrollment
2008-09
Attrition = 25% >yr.3
Planning
&
Recruiting
New Students
Returning Students
Total Enrollment
Ph.D.s Awarded
2009-10
(Year 1)
2
2
2010-11
(Year 2)
2
2
4
2011-12
(Year 3)
3
4
7
2012-13
(Year 4)
3
6
9
1
2013-14
(Year 5)
4
7
11
1
2014-15
(Year 6)
2015-16
(Year 7)
4
10
14
2
4
11
15
3
Three students will be supported as GTAs; ten students will be supported by external research
funds; the remainder will be self-supported. External funding is anticipated to come primarily
from US Department of Defense (see page 2), but also the National Science Foundation and
National Institutes of Health. The result will be approximately two Ph.D. students per full-time
graduate faculty member.
5. Scheduling Plans
The program will be a regular on-campus offering, with inception planned for Fall, 2009. The
2008-2009 academic year will be used for student recruiting. All core courses will be offered
regularly (either annually or biennially), beginning Fall, 2009.
6. Curriculum Design
The core courses in the program (see Program Description, above) are designed to provide
students, particularly from engineering and computer science, with fundamental understanding of
human behavior, expertise in conducting research with human subjects, and an overview of the
concepts, tools, and applications of Human Factors psychology. These eight core courses will be
taken during the first 3 semesters in the program and will be taught by Cognitive and Learning
Sciences faculty.
7
Areas of Specialization
Upon completion of the core courses, students will identify an area of specialization, from which
they will select at least 18 credits to ensure sufficient depth and expertise to conduct dissertation
research. Potential areas of specialization include the following:
•
•
•
•
•
•
•
•
Human Performance
Human-Computer Interaction
Adaptive Automation/Biosensors
Educational Technology
Environmental Design
Transportation/Geospatial Systems
Manufacturing Systems
Construction
Master’s Thesis
The master’s thesis should be completed during the second year. It is intended to help prepare
students for doctoral level research. The thesis will be supervised by a committee comprised of
three faculty members, at least one of which must be from the Department of Cognitive and
Learning Sciences. At the end of the project, students are expected to present their research to
the Department of Cognitive and Learning Sciences as both a written document and a public
presentation/defense.
Comprehensive Exam
To obtain doctoral candidacy status, students must pass a comprehensive written examination.
The candidacy exam is taken after all required courses and course-based electives are completed.
The comprehensive exam must be passed within five years of starting the ACSHF program and
at least two semesters prior to the dissertation defense. The exam will consist of four sections
with questions covering the following topics: 1) applied cognitive science/cognitive psychology,
2) human factors/human performance, 3) research methodology/statistics, and 4) a specialty
topic within ACSHF. Each section may contain multiple questions evaluating whether the
student is capable of concept integration and application at the doctoral level. Questions for the
first three sections will be provided by ACSHF faculty. A committee comprised of three faculty
members of the student’s choosing will supply questions for the specialty area. The student’s
answers will be graded by a minimum of two faculty members. Passage is required on all four
sections to be considered a doctoral candidate. If a student fails one section, a remediation
project to compensate for an area deficiency will be developed by relevant faculty in
coordination with the student’s advisor. If a student fails two or more sections, the exam is
considered failed en toto. The student must retake and pass the entire exam at the next scheduled
administration. If a student fails to pass all sections of the exam upon retaking it, he/she will be
expelled from the program.
Doctoral Dissertation
Dissertation Committee and Proposal Process
Once a student has doctoral candidacy status, he/she may officially form a dissertation
committee. Students must submit a form signed by all committee members declaring the
8
make-up of the committee. Any changes to committee membership must be made in
writing. The committee should have four members, two of whom must be faculty within
the Department of Cognitive and Learning Sciences and one faculty member from
outside the ACSHF Program. One committee member must be designated as the
committee chair. Once the chair is satisfied with the student’s dissertation proposal, a
proposal defense may be scheduled. The defense consists of an oral presentation before
the committee. All committee members must sign-off on the proposal indicating their
approval before the student may begin any data collection.
Oral Dissertation Defense
When the research is complete and the committee chair is satisfied with the manuscript,
the student should send the dissertation to all other committee members to prepare for the
defense. The dissertation defense is public, in that any member of the university
committee may attend. The defense must be advertised a minimum of two weeks in
advance of the scheduled defense date. All committee members must be present at the
defense. After the defense presentation and a period of questioning from committee
members, the committee will hold a private vote on two items. The first is whether the
defense was passed (yea or nay). The second item is the status of the dissertation
manuscript (accepted without revisions, accepted with minor revisions, or not
accepted/needs extensive revisions).
7. New Course Descriptions
PSY 5XXX Human Factors II (3) – An overview of the tools and techniques used by
human factors researchers and practitioners. Topics may include task analysis, link
analysis, human error in systems, workload analysis, and physiological assessment
techniques.
PSY 5XXX Advanced Statistical Analysis and Research Design I (4) – An overview of
research ethics, experimental design, proposal writing, and univariate statistics.
PSY 5XXX Advanced Statistical Analysis and Research Design II (4) – A continuation
of PSY 5XXX covering multivariate and nonparametric statistics.
PSY 5XXX Human Performance (3) – An overview of factors contributing to human
performance in human-machine systems. Topics may include cognitive workload,
attention, fatigue, aging, stress, and perceptual limitations.
PSY 5XXX Human-Computer Interaction (3) – An advanced course covering usercentered design of computer systems.
PSY 5XXX Usability Analysis (3) – An overview of the concepts and skills necessary for
evaluating the intuitiveness of human-machine systems.
9
PSY 5XXX Ergonomics and Biomechanics (3) – An overview of the physical aspects of
user-centered design. Specific topics may include anthropometry, repetitive strain
injuries, and physical workload evaluation.
PSY 5XXX Automation (3) – An overview of the changing role of human users in
automated systems. Topics may include levels of automation and factors contributing to
human performance.
PSY 5XXX Displays and Alarms (3) – An overview of display and alarm display design
principles for human-machine systems.
PSY 5XXX Independent Research (3) – TBD.
PSY 5XXX Current Issues in Human Factors (1) – An overview of the state of the field
of human factors, trends, ethics for human factors practitioners, and career development.
PSY 5XXX Special Topics in Human Factors (3) – Study of special topics in human
factors as designed by section title.
PSY 5XXX Special Topics in Cognitive Science (3) – Study of special topics in cognitive
science as designed by section title.
PSY 5998 Research Project I (3) – Proposal and data collection phases of an independent
research project.
PSY 5999 Research Project II (3) – A continuation of PSY 5998, analysis and public
presentation of research results.
PSY 6999 Dissertation Research (10) – Fundamental and applied research in cognitive
science and human factors psychology. Taken by doctoral students in partial fulfillment
of the PhD research requirement.
Other Courses (catalog descriptions are in the Appendix)
PSY 5010
PSY 5100
PSY 5060
PSY 5160
PSY 5850
BE 5110
BE 5700
BL 4470
CE5404
CE 5410
CS 4760
CS 4811
Cognitive Psychology
Applied Cognitive Science
Behavioral Neuroscience
Sensation and Perception
Human Factors I
Neuroengineering
Biosensors
Analysis of Biological Data
Transportation Planning
Intelligent Transportation Systems
Human-Computer Interactions
Artificial Intelligence
10
CS5760
CS 5811
ED 5510
EE 4250
EE 4257
EE 5530
EH 4400
EH 4420
EH4500
EH 5350
FW 4130
MA 4720
MEEM 4660
MEEM 4705
MEEM 5602
HCI Evaluation and Usability Testing
Advanced Artificial Intelligence
Special Studies in Educational Technology
Communication Theory
Digital Image Processing
Wireless Digital Communication
Motor Control
Motor Learning and Development
Biomechanics of Human Movement
Special Topics in Kinesiology
Biometrics
Design and Analysis of Experiments
Data Based Modeling & Control
Introduction to Robotics and Mechatronics
Process and Product Design and Improvement
8. Library and Other Learning Resources
Access to scholarly materials is absolutely essential at a research institution such as Michigan
Tech, particularly for faculty mentoring doctoral students through high-quality, funded research.
The Van Pelt library currently subscribes to 23 journals that are core to the Applied Cognitive
Science and Human Factors program. In addition, the library has supporting journal holdings in
engineering, computer science, exercise science, general psychology, and teacher education.
Enhancing our electronic database search engine PsychFirst is required. MTU currently offers
database search access to psychology publications from only the preceding three years. Access
to a more complete database and subscriptions to additional journals beyond our current holdings
will be essential for both faculty and graduate students. This will require the availability of
PsycINFO and PsycARTICLES.
Subscriptions to nine additional journals is essential to the program (see Appendix C).
New library costs include (costs were estimated in consultation with Ellen Seidel):
$3000.00 one-time allotment for the library to purchase core monographs in the area of cognitive
and human factors psychology, allowing the purchase of approximately 90 hard and softcover items.
$5782.00 for nine additional journals.
$7200.00 (annual cost) provides full database search capability of the psychology literature
(through PsycINFO in journal, book, and book chapter, and dissertation records, 1887–
present, and PsycARTICLES records, 1988–present, to all faculty and students.
Additional Interlibrary loan costs will be generated for the library.
11
9. Computing Access Fee
Graduate students in the program will pay the standard Computing Access Fee to utilize the
current undergraduate computing lab for Psychology majors.
10. Faculty Curriculum Vitae (vitae attached at end of document)
Cognitive & Learning Sciences Faculty:
Susan L. Amato-Henderson, Ph.D.
Associate Professor of Psychology
PhD, University of North Dakota
Psychology and law (eyewitness memory, credibility assessment, field sobriety testing);
career and educational interests and decision making; self efficacy (your belief in your
ability to do well in a given situation or setting); service learning as a teaching tool;
outcome assessments; experimental design and statistical analysis
J. Christopher Brill, Ph.D.
Assistant Professor of Psychology, Cognitive & Learning Sciences
PhD, University of Central Florida
Tactile communication, mental workload, cognitive resource theory, multi-modal display
and alarm design, spatial audio, human performance assessment, motion and simulator
sickness, Sopite Syndrome (motion-induced drowsiness)
William S. Helton, Ph.D.
Assistant Professor, Department of Cognitive & Learning Sciences
PhD, University of Cincinnati
Engineering (human factors) psychology, environmental psychology,
neurophysiological measures of cognition, psychometrics (stress and workload),
skill acquisition in humans and working dogs
Kedmon N. Hungwe, Ph.D.
Assistant Professor, Cognitive & Learning Sciences
PhD, Michigan State University
Learning and development; educational policy & practice; educational media/technology
Rosalie P. Kern, Ph.D.
Associate Professor of Psychology, Department of Cognitive & Learning Sciences
PhD, Central Michigan University
Emotion, attention, and memory; decision making; perceptions of sexual harassment;
psychology and law (trial consulting); experimental design and statistical analysis
Adjunct Faculty:
Jason Carter, Ph.D.
Chair & Assistant Professor of Exercise Science, Health and Physical Education
Adjunct Assistant Professor, Cognitive & Learning Sciences
Adjunct Assistant Professor, Biological Sciences
12
PhD, Michigan Technological University
Regulation of arterial blood pressure, the vestibulosympathetic reflex in humans,
autonomic and cardiovascular adaptations to microgravity and exercise
Amlan Mukherjee, Ph. D.
Assistant Professor of Civil Engineering
Member, Michigan Tech Transportation Institute
Engineering-Environmental (inter-disciplinary program)
PhD, University of Washington
Planning and decision making in construction management using situational simulations,
information visualization, transportation infrastructure management, simulations of
complex systems, system dynamics, expert novice cognition (especially among
construction managers)
Michele Miller, Ph.D.
Associate Professor of Mechanical Engineering
PhD, North Carolina State University
Precision engineering, microelectromechanical systems, engineering education
Michael Neumann, Ph.D.
Professor & Chair of Biomedical Engineering
Adjunct Professor of Electrical Engineering
PhD Case Institute of Technology, MD Case Western Reserve University
Biomedical instrumentation, biomedical sensors, microfabrication technology and
perinatal medicine
Robert Pastel, Ph.D.
Assistant Professor, Computer Science
PhD, University of New Mexico
Human-computer interaction and human-robot interaction
Jindong Tan, Ph.D.
Assistant Professor of Electrical and Computer Engineering
PhD, Michigan State University
Computer engineering, mobile robotics
11. Available/Needed Equipment
Facilities
The department of Cognitive and Learning Sciences operates or has access to seven dedicated
laboratories.
Human-Robot Interaction Laboratory in Advanced Technology Development Center
equipped with unmanned aerial and ground robot vehicles, including 6 ground active-robots, 10
ground Romba robots (Irobot), and 2 remote-controlled helicopters, sensors (laser range finders,
13
sonar systems, visual capture systems), computers, and a wide-scale sensor network for
environmental sensing.
Virtual Reality Laboratory in Rehki equipped with a GeoWall 3-d projection system, World
Viz virtual reality system, magnetic and optical tracking equipment, head-up displays,
computers, and interface equipment (joysticks, steering wheels, data-gloves).
Human Fatigue and Vigilance Laboratory in Chemical Sciences equipped with MindWare
Technologies Biomedical Signal Processing Systems, Respironics Actigraphy System,
Companion III Transcranial Doppler Sonography Unit, Seeing Machines Eye-tracker, Arrington
Eye-tracker, and computers programmed with Superlab software.
Multimodal Interface Laboratory in Chemical Sciences equipped with a 24 Channel
Vibrotactile Laboratory Display System, a 8 Channel Vibrotactile Laboratory Display System, a
8 Channel Wireless Vibrotactile Display System, and computer programmed with SuperLab
software.
Emotion and Memory Laboratory in Chemical Sciences equipped with computers
programmed with SuperLab software and other specialized programs.
Detection of Deception Laboratory in Chemical Sciences equipped with video recording
equipment, computers, and a polygraph unit.
Educational Technology Laboratory in Academic Office Building equipped with computers,
Vernier Software and Technology, including sensors for use with our Vernier interfaces.
No additional equipment will be necessary to initiate the program. Additional space needs are
addressed below in Section 13.
12. Program Costs
Additional recurring costs are associated with implementation of this program (Appendix A).
Three new graduate assistant lines to support teaching of introductory psychology courses will
be necessary during the first five years of the program. New human factors faculty will be
necessary to support existing faculty with undergraduate teaching obligations and to teach the
required core courses in the program. New faculty should have expertise in the following areas:
Applied Cognitive Science - Cognitive Ergonomics or Human-Computer Interaction
Human Factors Psychology - Visual Performance and Display
Quantitative Psychology; I/O Psychology: Simulation and Training or Team
Performance
Two new faculty members will be needed when the program is initiated (Fall, 2009). The third
faculty member (in Quantitative Psychology) will be added in the third year of the program, as
externally funded research funds result in greater demands on the time of existing faculty.
14
Additional ongoing funds for library journals and online journal access will also be needed (see
#8, above). The addition of these faculty members will enable the program to accommodate up
to 15 students (approximately 2 Ph.D. students per full-time faculty member).
13. Space
Currently, each faculty member has an office and a 100 square foot room for research. The
department also rents a 1000 square foot high bay facility for HF research. Other Human Factors
programs typically provide approximately 1000 square feet of lab space per faculty member,
with space increasing to nearly 2000 square fee for faculty with external funding. In addition,
nearly all programs at other institutions have a dedicated teaching laboratory averaging 700
square feet (Appendix B).
We currently have 1438 square feet consisting of faculty offices, laboratories, a reception area,
and a small conference room. This space is satisfactory for an undergraduate program with
modest research activity, but additional space is essential if the program is to be successful. The
Department of Cognitive and Learning Sciences has no excess space. New faculty will require
office space and research facilities in order to carry out their research and scholarship
obligations. Graduate students will also need office space. Without additional space, the Ph.D.
program cannot be implemented. We are requesting approximately 10,000 square feet of space.
A breakdown of this space request is provided in the table below:
Allocated Use
Approximate
Size (Sq Ft)
7 Faculty Offices (144 sq ft each)
7 Laboratory Suites (1000 sq ft each)
2 GTA Offices (250 sq ft each; 2-3 students in each)
Reception/Common Area
Seminar/Conference Room
Graduate Teaching Laboratory
Total:
1008
7000
500
400
500
600
10,008
14. Policies, Regulations and Rules
No additional policies, regulations, or rules beyond those mandated by the Graduate School.
15. Accreditation Requirements
Accreditation is not necessary for this program.
15
16. Internal Status of Proposal
Dept. of Cognitive & Learning Sciences, __________________, Date Approved_______
Dean, College of Sciences and Arts, _____________________, Date Approved _______
Provost,
_____________________, Date Approved _______
Graduate Faculty Council
_____________________, Date Approved _______
University Support Units,
_____________________, Date Approved _______
University Senate,
_____________________, Date Approved _______
Academic Affairs Officers,
_____________________, Date Approved _______
Board of Control,
_____________________, Date Approved _______
17. Planned Implementation Date
Fall, 2008, for planning, faculty recruiting, and student recruiting. First students begin Fall,
2009.
16
APPENDIX A
Costs and Revenue
Program Costs
One-time start-up costs:
Marketing and Recruiting
Library monographs
Total one-time costs
Continuing costs:
Beginning Year 1 (2009-10)
New faculty (salary + fringes)
New journals
Library online search
Graduate assistantships (2)
Beginning Year 2
Graduate assistantship (1)
Beginning Year 3
New faculty (salary & fringes)
Total annual costs, as of 2011-12
$10,000
$3,000
$13,000
$164,000
$5,782
$7,000
$40,000
$20,000
$82,000
$319,000
Program Revenue
Continuing revenue:
Beginning Year 1 (2009-10)
External research funding
By Year 5 (2013-14, with 8 CLS faculty)
Indirect cost return
Part-time instructional costs assumed by GTAs
Total annual revenue, as of 2013-14
$75,000
$300,000
$168,000
$27,000
$327,000
By year three, the investment in the new program of about $300K annually (3 faculty lines and 3
GTA-ships) will result in an increase of external research funding by approximately the same
amount. Enrollment in the program will have increased by three PhD students per year. By year
five (2013-14), the program is projected to become revenue neutral, if not profitable. By year
seven, the program will produce three PhD graduates annually, while remaining profitable.
17
APPENDIX B
Space Needs
Research Space Survey Summary
Institution
Office Space
per Faculty
Member (Sq
Ft)
Lab
Rooms per
Faculty
Member
Lab Space per Faculty
Member (Sq Ft)
Dedicated Teaching Lab
(Sq Ft)
2 labs, each with 45
computers (1972 sq ft
total)
Univ. of Central Florida
144-180
1-3
Old Dominion
University
168-180
1-2
420-700 (unfunded);
increase to 1500-3500 for
funded projects
500-600 (unfunded);
increase to 1500-2000 for
funded projects
Clemson Univ.
144-180
3-5
1000-2000 (regardless of
funding)
Info Not Available
1 lrg room 400 sq ft, plus
5-6 rooms 120 sq ft each
(approx. 1000-1200 total)
Info Not Available
Univ. of Cincinnati
240-280
4-6
1000-2000 (regardless of
funding)
Univ. of West Florida
144-180
1-3
400-600 (regardless of
funding)
1200 sq ft
200-400; plus shared lab
spaces (e.g., simulation
rooms, neuroergo testing)
500 sq ft
George Mason Univ.
300
1-3
Virginia Tech
144
1-3
Georgia Tech
360
Average for Institutions
Surveyed:
226 Sq Ft
3-6
300-400 (regardless of
funding), plus shared spaces
1500-3000; plus shared
spaces (regardless of
funding)
300 sq ft with 25
computers
800 sq ft with 30
computers
3 Rooms
1030 Sq Ft (unfunded);
1928 Sq Ft (with funding)
717 Sq Ft
18
APPENDIX C
Library Holdings and Needs
Journals in J. R. Van Pelt Library
Accident Analysis and Prevention
Applied Cognitive Psychology
Applied Ergonomics
Behavioral and Brain Sciences
Cognition
Cognitive Psychology
Cognitive Science
Emotion
Ergonomics
Journal of Environmental Psychology
Journal of Experimental Psychology: Applied
Journal of Experimental Psychology: General
Journal of Experimental Psychology: Human Perception and Performance
Journal of Experimental Psychology: Learning, Memory and Cognition
Journal of Mind and Behavior
Journal of Occupational and Environmental Hygiene
Medicine and Science in Sports and Exercise
Memory and Cognition
National Academies in Focus / National Academy of Sciences
Physiology and Behavior
Psychological Bulletin
Psychological Science
Research Quarterly for Exercise and Sport
Journals Needed: Essential
Aviation Space & Environmental Medicine
Cognition and Emotion
Human Computer Interaction
Human Factors
International Journal of Human-Computer Interaction
Perception and Psychophysics
Total
Journals Needed: Important
International Journal of Aviation Psychology
Mind, Culture and Activity
Theoretical Issues in Ergonomics Science
Total
$215
$1395
$619
$457
$940
$365
$3991
$645
$375
$771
$1791
Other Needs: Essential
Online Search Database
Total
$7000
$7000
19
William “Deak” S. Helton
Home Address
21725 Woodland Rd.
Houghton, MI 49931
E-mail: wshelton@mtu.edu
Phone: (906) 483-0326
Work Address
Michigan Technological University
Department of Psychology
1400 Townsend Drive
Houghton, MI 49931
E-mail: Deak_Helton@yahoo.com
Phone: (906) 487-4328
ACADEMIC EMPLOYMENT
2005 – Present
Assistant Professor of Psychology (tenure-track)
Michigan Technological University, Houghton, MI
Assistant Professor of Psychology (tenure-track)
Wilmington College, Wilmington, OH
Instructor of Experimental Design
Xavier University, Cincinnati, OH
Research Associate in Department of Psychology
University of Cincinnati, OH
Biostatistician
Cincinnati Children’s Hospital and Medical Center, OH
Research Assistant – Teaching Assistant
University of Cincinnati, OH
2002 – 2005
2001 – 2002
2000 – 2002
1999 – 2000
1995 – 1998
EDUCATION
2002
1998
1995
Ph.D. Human Factors Psychology
University of Cincinnati, OH
Dissertation: “Effects of Signal Salience and Noise on Performance and Stress in
an Abbreviated Vigil”
Advisor: Joel S. Warm, Ph.D.
M.A. Experimental Psychology
University of Cincinnati, OH
Thesis: “Optimism-Pessimism and False Failure Feedback: Effects on Vigilance
Performance and Stress”
Advisor: William N. Dember, Ph.D.
B.A. Philosophy & Mathematics
Evergreen State College, WA
CONSULTING
2003-2004
2002-2003
Statistician: Consulted for Clinton Memorial Hospital, Wilmington, OH
on projects funded by the U.S. Department of Health and Human Services.
Statistician: Consulted for the University of Cincinnati’s Department of
Psychology on projects funded by a MURI Department of Defense grant.
2000-2002
1997-1998
Biostatistician: Consulted for Cincinnati Children’s Hospital and Medical
Research Center, OH on projects funded by the National Institute of
Health.
Program Evaluation: Consulted for Franciscan Healthcare (based in
Cincinnati, OH, now a part of Mercy Healthcare) on Post Traumatic Stress
Disorder project based in Zadar, Croatia.
AWARDS & GRANTS
2007 Principal Investigator, US Air Force, Countermeasures to workload induced cognitive
errors, pending.
2007 Principal Investigator, US Air Force, Collaborative laboratory for Human-Robot
Interaction, with J. Tan, A. Mukherjee, R. Pastel, et al. Award: $467,017
2007 Co-Principal Investigator, Department of Education, Collaborative learning in construction
management through situational simulations, with E. Rojas, C. Dossick and A.
Mukherjee, Award: $436,512
2006 Co-Principal Investigator, Michigan Technological University Research Infrastructure
Grant, A collaborative laboratory in immersive technology at Michigan Tech, with N.
Hutzler, B. Baltensperger, J. Tan, and A. Mukherjee, Award: $50,000
2005 Principal Investigator, Century II Campaign Endowed Equipment Fund, Improving human
factors education at Michigan Tech, Award: $6,000
2004 Principal Investigator, Wilmington College Faculty Research Grant, Dogs with jobs:
attitudes towards canine workers Award: $2,000
2004 Southern Society for Philosophy and Psychology Griffith Prize
2004 Who’s Who Among America’s Teachers
2003 Who’s Who Among America’s Teachers
2003 Summer Fellowship, Deutscher Akademischer Austausch Dienst (DAAD), Munich,
Germany
2003 Principal Investigator, Wilmington College Faculty Research Grant, Animal minds:
changing environmental attitudes with Psychology Award: $1,000
2001 Student Travel Award, Southern Society for Philosophy and Psychology Award: $200
1997 Principal Investigator, Franciscan International Healthcare Grant, Post traumatic stress
disorder among health-care workers in Zadar, Croatia Award: $3,400
1997 University Research Council Summer Fellowship, University of Cincinnati, OH
PROFESSIONAL MEMBERSHIPS
Member, Human Factors and Ergonomics Society; Member, Southern Society for Philosophy
and Psychology; Member, North American Association of Environmental Education; Member,
Midwestern Psychological Association
PUBLICATIONS
1. Helton, W.S. (ed.) (in press). Working dogs: the new science of canine ergonomics.
Edited book for Taylor and Francis.
2. Helton, W.S. (in press). Sustained attention in mine detection dogs. In I. McLean (Ed.)
Remote explosive scent tracing. Geneva, Switzerland; GICHD Press.
3. Helton, W.S., Shaw, T., Warm, J.S., Matthews, G., & Hancock, P.A. (in press). Effects of
warned and unwarned demand transitions on vigilance performance and stress. Anxiety,
Stress and Coping.
4. Helton, W.S. (2008). Expertise acquisition as sustained learning in humans and other
animals: commonalities across species. Animal Cognition, 11, 99-107.
5. Helton, W.S. (2007). Skill in expert dogs. Journal of Experimental Psychology: Applied,
13, 171-178.
6. Helton, W.S., Hollander, T.D., Tripp, L.D., Parsons, K., Warm, J.S., Matthews, G., &
Dember, W.N. (2007). The abbreviated vigilance task and cerebral hemodynamics.
Journal of Clinical and Experimental Neuropsychology, 29, 545-552.
7. Helton, W.S. (2007). Deliberate practice in dogs: a canine model of expertise. Journal of
General Psychology, 134, 247-257.
8. Helton, W.S. & Helton, N.D. (2007). The intrinsic value of nature and moral education.
Journal of Moral Education, 36, 139-150.
9. Helton, W.S., Begoske, S., Pastel, R., & Tan, J. (2007). A case study in canine-human
factors: a remote scent sampler for landmine detection. Proceedings of the Human
Factors and Ergonomics Society, 51, 582-586.
10. Pastel, R., Champlin, J., Harper, M., Paul, N., Helton, W.S. et al. (2007). The difficulty of
remotely navigating corners. Proceedings of the Human Factors and Ergonomics Society,
51, 489-493.
11. Pastel, R., Himes, P., Harper, M., & Helton, W.S. (2007). Gravity mouse design and
evaluation: effects of distracters and target size. Proceedings of the Human Factors and
Ergonomics Society, 51, 444-448.
12. Helton, W.S., Miller, M., & Pastel, R. (2007). Human factors education: bridges, barriers
and the trolls under the bridges. Proceedings of the American Society of Engineering
Education North Midwest Section, 5.
13. Helton, W.S. & Garland, G. (2006). Short Stress State Questionnaire: relationships with
reading comprehension and land navigation. Proceedings of the Human Factors and
Ergonomics Society, 50, 1731-1735.
14. Helton, W.S. & Holmstrom, R. (2006). Cognitive slips-failures and daily stress: further
investigations with the Short Stress State Questionnaire - Daily (SSSQ-D). Proceedings
of the Human Factors and Ergonomics Society, 50, 1240-1244.
15. Helton, W.S. (2006). Canine models of expertise. Proceedings of the Human Factors and
Ergonomics Society, 50, 875-879.
16. Helton, W.S. (2006). Expertise in trained dogs. Proceedings of the Cognitive Science
Society, 28, 1488-1493.
17. Helton, W.S., Hollander, T.D., Warm, J.S., Matthews, G., Dember, W.N., Wallart, M.,
Beauchamp, G., Parasuraman, R., & Hancock, P.A. (2005). Signal regularity and the
mindlessness model of vigilance. British Journal of Psychology, 96, 249-261.
18. Helton, W.S. (2005). Animal expertise, conscious or not. Animal Cognition, 8, 67-74.
19. Helton, W.S., & Helton, N.D. (2005). Changing animal and environmental attitudes with
evidence of animal minds. Applied Environmental Education and Communication, 4,
317-323.
20. Helton, W.S. (2005). Canine factors: Bridging the gap between human factors and
comparative psychology. Proceedings of the Human Factors and Ergonomics Society,
49, 876-880.
21. Helton, W.S., Fields, D., & Thoreson, J.A. (2005). Assessing daily stress with the Short
Stress State Questionnaire (SSSQ): relationships with cognitive slips-failures.
Proceedings of the Human Factors and Ergonomics Society, 49, 886-890.
22. Helton, W.S., Matthews, G., Warm, J.S., & Dember, W.N. (2005). Being optimistic may
not always be advantageous: the relationship between dispositional optimism, coping,
and performance. Proceedings of the Human Factors and Ergonomics Society, 49, 12241228.
23. Helton, W.S. (2004). Utilizing genetic algorithms and neural nets in expert systems: what
animals teach us. Recent Advances in Soft Computing, 5, 177-182.
24. Helton, W.S. (2004). The development of expertise: animal models? Journal of General
Psychology.131, 86-96.
25. Helton, W.S., Shaw, T.H., Warm, J.S., Matthews, G., Dember, W.N., & Hancock, P.A.
(2004). Workload transitions: effects on vigilance performance, and stress. In D.A.
Vincenzi, M. Mouloua, & P.A. Hancock (Eds.) Human performance, situation awareness
and automation: current research and trends (pp. 258-262). Mahwah, NJ: Erlbaum.
26. Helton, W.S. (2004). Validation of a short stress state questionnaire. Proceedings of the
Human Factors and Ergonomics Society, 48, 1238-1242.
27. Helton, W.S., Neu, J.M., Shell, T.A., Ramsey, A.J., & Myers, D.M. (2004). Assessing
and improving user satisfaction in higher education: a role for human factors.
Proceedings of the Human Factors and Ergonomics Society, 48, 1054-1058.
28. Helton, W.S., Hollander, T.D., Warm, J.S., Matthews, G., Dember, W.N., &
Parasuraman, R. (2003) Challenges to the mindlessness model of vigilance through signal
regularity. Proceedings of the Human Factors and Ergonomics Society, 47, 1663-1667.
29. Hollander, T.D., Helton, W.S., Tripp, L.D., Parsons, K., Warm, J.S., Matthews, G., &
Dember, W.N. (2003) Cerebral vascularity and performance on an abbreviated vigilance
task. Proceedings of the Human Factors and Ergonomics Society, 47, 1673-1677.
30. Helton, W.S. & Duerrschnabel, N.B. (2003) Animal minds: changing environmental
attitudes with psychology. Proceedings of the North American Association of
Environmental Education, 32, 40-46.
31. Helton, W.S., Warm, J.S., Mathews, G., Corcoran, K., & Dember, W.N. (2002) Further
tests of the abbreviated vigil: effects of signal salience and noise on performance and
stress. Proceedings of the Human Factors and Ergonomics Society, 46, 1546-1550.
32. Helton, W.S. (2002) Religion: deep ecology and/or social justice? Proceedings of the
North American Association of Environmental Education, 31.
33. Helton, W.S., Dember, W.N., Warm, J.S., & Matthews, G. (2000) Optimism-pessimism
and false failure feedback: effects on vigilance performance. Current Psychology, 18,
311-325.
34. Schwimmer, J.B., Evans, D., Helton, W.S., Bean, J., Ryckman, F.C., Alonso, M.H.,
Balistreri, W.F., & Bucuvalas, J.C. (2000). Linear growth after liver transplantation for
biliary atresia varies by the child's age at transplantation. Gastroentrology, 118, 1105.
MANUSCRIPTS UNDER REVIEW
1. Helton, W.S. (under review, invited paper). Animal expertise. Naturwissenschaften.
2. Helton, W.S. (under review, invited book chapter). Ghostbusting probability: the social
construction of probability and statistical theory.
3. Helton, W.S. & Warm, J.S. (under review). Signal salience and the mindlessness model
of vigilance.
4. Helton, W.S. (under review). Breed differences in trainability and occupational
intelligence in dogs?
5. Helton, W.S., Matthews, G., Warm, J.S., & Dember, W.N. (under revision). Arousal
theory revisited: the case of noise and vigilance.
6. Helton, W.S. (under review). Impulsive responding and the sustained attention to
response task.
MANUSCRIPTS IN PREPARATION
1. Helton, W.S. & Hayter, D.W. (in preparation). Cognitive engineering and canine
ergonomics.
2. Helton, W.S. & Helton, N.D. (in preparation). Teaching scientific epistemology.
3. Helton, W.S. (in preparation). Short Stress State Questionnaire: factor structure,
reliability and validity.
4. Helton, W.S. (in preparation). Phase transitions in canine perception.
REVIEWS
1. Helton, W.S. (2000). Review of a dictionary of statistics for psychologists. Statistical
Methods in Medicine, 9, 522-523.
INVITED PRESENTATIONS
1. Helton, W.S. (2008, February). Canine and human ergonomics. Invited talk at the
Oregon State University, Corvallis, OR.
2. Helton, W.S. (2008, February). Neuroergonomics of vigilance. Invited talk at the
University of Canterbury, Christchurch, New Zealand.
3. Helton, W.S. (2006, October). Using canines to detect substances. Invited talk at the
Department of Civil and Environmental Engineering, Michigan Technological
University, Houghton, MI.
1. Helton, W.S. (2006, May). Vigilance: a case study in neuroergonomics. Invited talk at
the University of Idaho, Moscow, ID.
2. Helton, W.S. (2005, November). Canine expertise. Invited talk at the School of Forestry
and Environmental Sciences, Michigan Technological University, Houghton, MI.
3. Helton, W.S. (2005, July). Automaticity and vigilance in assembly work. Presented at
Honda of America, Marysville, OH.
4. Helton, W.S. (2005, March). Mindfulness and cerebral blood flow. Presented at the
University of Southern Maine, Portland, ME.
5. Helton, W.S. (2004, October). Landmines and the social construction of expertise.
Presented at the Cognition, Action, Perception Lecture Series at the University of
Cincinnati, Cincinnati, OH.
6. Helton, W.S. (2004, February). Animal expertise. Presented at the Cognition, Action,
Perception Lecture Series at the University of Cincinnati, Cincinnati, OH.
7. Helton, W.S. (2003, December). Mindlessness, noise and workload transitions: Tests of a
resource model of vigilance. Presented at the United States Army Research Institute of
Environmental Medicine, Natick, MA.
8. Helton, W.S. (2003, October). Vigilance and near-infrared spectroscopy. Presented at the
University of Central Florida, Orlando, FL.
9. Helton, W.S. (2003, July). Cerebral hemovelocity and vigilance. Presented at a joint
meeting of the United States Medical Research Unit - Europe and the German Space
Agency, Heidelberg, Germany.
10. Helton, W.S. (2003, April). Learned helplessness: an evolutionary critique. Presented at
the Cognition Action Perception Performance Seminar Series, Cincinnati, OH.
11. Helton, W.S., & Shaw, T.H. (2003, March). Workload transitions: effects on vigilance
performance, and stress. Presented at the Cognition Action Perception Performance
Seminar Series, Cincinnati, OH.
12. Helton, W.S. (2003, February). Environmental ethics: a psychological view. Presented at
the Normandy Science and Religion Lecture Series, Dayton, OH. [Televised on local
public access cable.]
REFEREED CONVENTION PRESENTATIONS
1. Helton, W.S., Begoske, S., Pastel, R., & Tan, J. (October, 2007). A case study in caninehuman factors: a remote scent sampler for landmine detection. Presented at the annual
meeting of the Human Factors and Ergonomics Society, Baltimore, MD.
2. Pastel, R., Champlin, J., Harper, M., Paul, N., Helton, W.S. et al. (October, 2007). The
difficulty of remotely navigating corners. Presented at the annual meeting of the Human
Factors and Ergonomics Society, Baltimore, MD.
3. Pastel, R., Himes, P., Harper, M., & Helton, W.S. (October, 2007). Gravity mouse design
and evaluation: effects of distracters and target size. Presented at the annual meeting of
the Human Factors and Ergonomics Society, Baltimore, MD.
4. Helton, W.S., Miller, M., & Pastel, R. (September, 2007). Human factors education:
bridges, barriers and the trolls under the bridges. Presented at the annual meeting of the
American Society of Engineering Education North Midwest Section, Houghton, MI.
5. Helton, W.S., Tamminga, S., & Lopez, N. (May, 2007). Sustained attention to response
with global and global-local letter targets. Presented at the annual meeting of the
Midwestern Psychological Association, Chicago, IL.
6. Helton, W.S. & Garland, G. (October, 2006). Short Stress State Questionnaire:
relationships with reading comprehension and land navigation. Presented at the annual
meeting of the Human Factors and Ergonomics Society, San Francisco, CA.
7. Helton, W.S. & Holmstrom, R. (October, 2006). Cognitive slips-failures and daily stress:
further investigations with the Short Stress State Questionnaire - Daily (SSSQ-D).
Presented at the annual meeting of the Human Factors and Ergonomics Society, San
Francisco, CA.
8. Helton, W.S. (October, 2006). Canine models of expertise. Presented at the annual
meeting of the Human Factors and Ergonomics Society, San Francisco, CA.
9. Helton, W.S. (July, 2006). Canine models of expertise. Presented at the Expertise in
Context conference, Berlin, Germany.
10. Helton, W.S., Fields, D., & Thoreson, J.A. (September, 2005). Assessing daily stress with
the Short Stress State Questionnaire (SSSQ): relationships with cognitive slips-failures.
Presented at the annual meeting of the Human Factors and Ergonomics Society, Orlando,
FL.
11. Helton, W.S. (September, 2005). Canine factors: bridging the gap between human
factors and comparative psychology. Presented at the annual meeting of the Human
Factors and Ergonomics Society, Orlando, FL.
12. Helton, W.S., Matthews, G., Warm, J.S., & Dember, W.N. (September, 2005). Being
optimistic may not always be advantageous: the relationship between dispositional
optimism, coping, and performance. Presented at the annual meeting of the Human
Factors and Ergonomics Society, Orlando, FL.
13. Helton, W.S. (2004, December). Utilizing genetic algorithms and neural nets in expert
systems: what animals teach us. Presented at the 5th International Conference on Recent
Advances in Soft Computing, Nottingham, UK.
14. Helton, W.S. (2004, November). Deep ecology: religion or science? Presented at the
Research Symposium of the North American Association of Environmental Education,
Biloxi, MS.
15. Helton, W.S., Neu, J.M., Shell, T.A., Ramsey, A.J., & Myers, D.M. (2004, September).
Assessing and improving user satisfaction in higher education: a role for human factors.
Presented at the Annual Convention of the Human Factors and Ergonomics Society, New
Orleans, LA.
16. Helton, W.S. (2004, September). Validation of a short stress state questionnaire.
Presented at the Annual Convention of the Human Factors and Ergonomics Society, New
Orleans, LA.
17. Helton, W.S. (2004, April). Conscious or not, animals are often experts. Presented at the
Annual Convention of the Southern Society for Philosophy and Psychology, New
Orleans, LA.
18. Helton, W.S., Matthews, G, Warm, J.S., & Dember, W.N. (2004, April). Coping is a
mediator in the relationship between optimism and task performance. Presented at the
Annual Convention of the Southern Society for Philosophy and Psychology, New
Orleans, LA.
19. Helton, W.S., Shaw, T.H., Warm, J.S., Matthews, G., Dember, W.N., & Hancock, P.A.
(2004, March). Workload transitions: effects on vigilance performance, and stress.
Presented at the Biannual NASA Meeting on Automation, Human Performance, and
Situational Awareness, Daytona Beach, FL.
20. Garland, G., Bailey, J., & Helton, W.S. (2004, February). Exploring the self-reported
stress and workload of orienteering. Presented at the Midwest Sport and Exercise
Psychology Symposium, Bowling Green State University, OH.
21. Helton, W.S., Hollander, T.D., Warm, J.S., Matthews, G., Dember, W.N., &
Parasuraman, R. (2003, October). Challenges to the mindlessness model of vigilance
through signal regularity. Presented at the Annual Convention of the Human Factors and
Ergonomics Society, Denver, CO.
22. Hollander, T.D., Helton, W.S., Tripp, L.D., Parsons, K., Warm, J.S., Matthews, G., &
Dember, W.N. (2003, October). Cerebral vascularity and performance on an abbreviated
vigilance task. Presented at the Annual Convention of the Human Factors and
Ergonomics Society, Denver, CO.
23. Helton, W.S. & Duerrschnabel, N.B. (2003, October). Animal minds: changing
environmental attitudes with psychology. Presented at the Annual Convention of the
North American Association of Environmental Education, Anchorage, AK.
24. Matthews, G., Warm, J.S., & Helton, W.S. (2003, July). Subjective state scales and
performance in stressful environments. Presented at the Biannual Convention of the
International Society for the Study of Individual Differences, Graz, Austria.
25. Duerrschnabel, N.B. & Helton, W.S. (2003, July). Social networks in the urban dog park.
Presented at the Association of Collegiate Schools of Planning – Association of European
Schools of Planning 3rd Joint Congress, Leuven, Belgium.
26. Helton, W.S., Shaw, T.H., Warm, J.S., Matthews, G., Dember, W.N., & Hancock, P.A.
(2003, April). Effects of transitions of signal salience on vigilance performance and
stress. Presented at the Annual Convention of the Southern Society for Philosophy and
Psychology, Atlanta, GA.
27. Helton, W.S. (2003, April). Towards a modest evolutionary psychology: the case of
learned helplessness. Presented at the Annual Convention of the Southern Society for
Philosophy and Psychology, Atlanta, GA.
28. Tripp, L.D., Parsons, K.S., Hamilton, R., Warm, J.S., Matthews, G., Dember, W.N., &
Helton, W.S. (2003, April). Transcranial cerebral oximetry and sustained attention.
Paper presented at the Annual Convention of the Southern Society for Philosophy and
Psychology, Atlanta, GA.
29. Matthews, G., Warm, J.S., & Helton, W.S. (2003, April). Subjective state scales as
predictors of performance in stressful environments. Presented at the Annual Convention
of the Southern Society for Philosophy and Psychology, Atlanta, GA.
30. Helton, W.S., Warm, J.S., Matthews, G., Corcoran, K., & Dember, W.N. (2002,
October). Further tests of the abbreviated vigil: signal salience and noise. Presented at
the Annual Convention of the Human Factors and Ergonomics Society, Baltimore, MD.
31. Helton, W.S. (2002, August). Religion: deep ecology and/or social justice? Presented at
the Annual Convention of the North American Association of Environmental Education,
Boston, MA.
32. Helton, W.S. (2002, March). Noise and signal salience: Effects on an abbreviated
vigilance task. Presented at the Annual Convention of the Southern Society for
Philosophy and Psychology, Nashville, TN.
33. Helton, W.S. (2002, March). Socially desirable responding and the environmental
attitude scale. Presented at the Annual Convention of the Association of American
Geographers, Los Angeles, CA.
34. Helton, W.S. (2002, February). Deep ecology and the new environmental paradigm:
socially desirable responding or actual belief? Poster presented at University of
Cincinnati Research Forum, Cincinnati, OH.
35. Helton, W.S. (2001, April). Expertise: an evolutionary continuum? Presented at the
Annual Convention of the Southern Society for Philosophy and Psychology, New
Orleans, LA.
36. Schwimmer, J., Evans, D., Helton, W.S., Bean, J.A., Ryckman, F., Alonso, M., Balisteri,
W., & Bucavalas, J. (2000, May). Linear growth after liver transplantation for biliary
atresia varies by the child’s age at transplantation. Paper presented at Digestive Disease
Week, San Diego, CA.
37. Helton, W.S., Dember, W.N., Warm, J.S., & Matthews, G. (1998, May). Optimismpessimism and false failure feedback: effects on vigilance performance and stress. Poster
presented at the Annual Convention of the American Psychological Society, Washington,
DC.
PROFESSIONAL SERVICE
Chair of the Expertise Session at the 50th meeting of the Human Factors and Ergonomics
Society, October 2006 San Francisco, CA
Chair of Evolutionary Computing and Fuzzy Systems Session at the 5th International Conference
on Recent Advances in Soft Computing, December 2004 Nottingham, UK
Symposium Roundtable Participant, Special Meeting of the Ohio Psychological Association,
June 2004 Columbus, OH
Chair of Methodological Problems and Prospects in Human Geography: Disaggregate
Approaches Session at the Annual Convention of the Association of American Geographers,
March 2002 Los Angeles, CA
Reviewer for submissions to the journals Animal Cognition, Personality and Social Psychology
Bulletin, Personality and Individual Differences, Human Factors, Proceedings of the Human
Factors and Ergonomics Society
ACADEMIC SERVICE & GOVERNANCE
Faculty Member of the Century II Fund Review Panel, 2007
Faculty Advisor for the Michigan Tech Psychology Club, 2006-present
Faculty Member of the Psychology Program Committee, Michigan Tech, 2006-present
Chair of the Psychology Faculty Search Committee, Michigan Tech, 2006-2007
Faculty Member of the Psychology Search Committee, Wilmington College, 2004-2005
Faculty Member of the Director of Institutional Research Search Committee, Wilmington
College, 2003-2004
Faculty Advisor for the Wilmington College Psychology Club, 2003-2005
Faculty Member of the Affirmative Action Committee, Wilmington College, 2003-2005
Founder and Faculty Advisor for the Wilmington College Orienteering Club, 2002-2005
Faculty Member of the Social Science Evaluation Committee, Wilmington College, 2002-2003
GRADUATE STUDENT SUPERVISION
Kedar Gadgie, M.S. Thesis Committee, Civil Engineering
Huaming Li, Ph.D. Dissertation Committee, Electrical Engineering
COURSES TAUGHT
Michigan Technological University (Semester Courses)
Human Factors Psychology (2)
Behavioral Neuroscience (2)
Principles of Psychology (2)
Environmental Psychology (1)
Tools of Psychology (1)
History and Systems (1)
Research Methods (1)
Wilmington College (Semester Courses)
Introduction to Psychology (5)
Research Methods w/Descriptive Statistics (2)
Research Methods w/Inferential Statistics (6)
Motivation and Emotion (2)
Cognitive Psychology (1)
Personality (2)
Environmental Psychology (1)
Special Topic: Science and Pseudo-Science in Psychology (1)
Xavier University (Semester Courses)
Experimental Design (1)
University of Cincinnati (Quarter Courses)
Introduction to Psychology (6)
Research Methods (4)
Statistics (2)
CURRICULUM VITA
J. Christopher Brill
Michigan Technological University
1400 Townsend Road
Houghton, MI 49931
Office Phone: (906) 487-4329
E-mail: cbrill@mtu.edu
EDUCATION
2007
Doctorate of Philosophy – Applied Experimental and Human Factors
Psychology
University of Central Florida, Orlando
2003
Master of Arts – Industrial/Organizational Psychology
University of West Florida, Pensacola
Area of Concentration: Human Factors Psychology
1996
Bachelor of Arts – Psychology (Cum Laude)
Northern Kentucky University, Highland Heights
Minor: Music
1993
Associate of Arts – Liberal Arts (Magna Cum Laude)
University of Cincinnati, Cincinnati, Ohio
CURRENT EMPLOYMENT
Michigan Technological University, Department of Cognitive & Learning Sciences (8/07 –
Present)
Position: Assistant Professor of Psychology
Courses Taught: Introduction to Psychology, Behavioral Neuroscience, Physiological Psychology,
Sensation and Perception, Advanced Physiological Psychology, and Supervised/Directed
Research.
RESEARCH EXPERIENCE
University of Central Florida, Psychology Department (8/01 – 05/07)
Position: Graduate Research Associate
Duties: Reviewing literature, writing progress reports, writing grant proposals, ordering and
assembling laboratory equipment, collecting and analyzing data, managing fiscal expenditures,
briefing sponsors and VIPs, and supervising undergraduate student assistants for a DARPA
project involving the development of tactile display systems for dismounted soldiers. Additional
work under a MURI grant involved developing a multi-modal (tactile, visual, and auditory)
methodology for assessing reserve cognitive-perceptual capacities and workload.
Naval Aerospace Medical Research Laboratory (7/00 – 7/01)
Position: Research Associate (Contracted through Jackson Foundation for the Advancement of
Military Medicine for a joint research project between NAMRL and Princeton University.)
Duties: Developing laboratory infrastructure, collecting and analyzing data, and writing reports
for a project involving human ability to localize vibrotactile stimuli on the abdomen.
J. CHRISTOPHER BRILL, PH.D.
2
Naval Aerospace Medical Research Laboratory (1/00 – 7/00)
Position: Student Research Assistant
Duties: Developing measurement tools, training research team, collecting and analyzing data,
and report writing on a project investigating the psychophysiological aftereffects of shipdeployed flight simulators.
University of West Florida (5/99 – 4/00)
Position: Graduate Research Assistant
Duties: Conducting literature review, developing measurement tools, collecting and analyzing
data, and writing reports for a project investigating age-related biases in making causal
attributions for mishaps.
TEACHING EXPERIENCE
University of Central Florida (8/04 – 8/07)
Position: Teaching Associate, Adjunct Instructor
Duties: Developing and teaching courses in Physiological Psychology, Sensation and
Perception, Principles of Human Factors Psychology, Neuropsychology, and Cognitive
Psychology. Supervising undergraduate students conducting directed research.
University of Central Florida (8/01 – 5/04)
Position: Graduate Teaching Assistant
Duties: Preparing in-class activities, coordinating study sessions, and generating and grading
exams for courses in physiological psychology and research methods; guest lecturer for
Advanced Sensation and Perception, Research Methods, Principles of Human Factors
Psychology, and Advanced Human-Computer Interaction.
University of West Florida (8/99 – 4/00)
Position: Graduate Teaching Assistant
Duties: Presenting guest lectures, preparing activities, generating exams, and grading tests for
courses in Industrial/Organizational Psychology, Human Factors Psychology, and Psychology of
Learning.
Northern Kentucky University (5/95 – 5/96)
Position: Teaching Assistant
Duties: Preparing class materials, generating test items, and grading exams for Introduction to
Psychology and Social Psychology. Also assisted with editing and writing portions of the
instructor’s guide for the following books:
Manning, G., Curtis, K., & McMillen, S. (1998). Stress: Living and working in a changing world. Whole
Person Associates: Duluth, MN.
Manning, G., Curtis, K., & McMillen, S. (1996). Building community: The human side of work. Thomas
Executive Press: Cincinnati, Ohio.
Northern Kentucky University (8/94 – 5/96)
Position: Academic Tutor
Duties: Tutoring individuals enrolled in psychology, statistics, and music classes.
Courses: Introduction to Statistical Methods, Introduction to Psychology, Research Methods in
Psychology, Abnormal Psychology, Industrial/Organizational Psychology, Human Factors
Psychology, Psychological Testing, Social Psychology, Counseling Psychology, Music Theory I &
II, and Aural Skills I & II.
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J. CHRISTOPHER BRILL, PH.D.
3
FUNDED GRANTS
Brill, J. C. (2008). Learning Tools for Understanding Sensory Processing. Mini-Grant for
Instructional Improvement and Innovation, Michigan Tech Center for Teaching, Learning, and
Faculty Development. Funded $500.
Brill, J. C. (2007). Tactile Interface Technology for Communicating in Extreme Environments.
Michigan Research Excellence Fund Award. Funded $20,000.
Assisted with writing grant proposal for Defense Applied Research Projects Agency (DARPA),
Covert multi-sensory feedback for the dismounted soldier (2003). Funded $806,432. (Principal
Investigator: Richard D. Gilson, PhD)
Brill, J. C. (2000). Investigating Psychophysiological Correlates of Sopite Syndrome. University
of West Florida Graduate Student Scholarly and Creative Activity Grant. Funded $500.
PUBLICATIONS
DISSERTATION
Brill, J. C. (2007). A comparison of attentional reserve capacity across three sensory
modalities. Unpublished doctoral dissertation. University of Central Florida, Orlando.
THESIS
Brill, J. C. (2003). Sensory rearrangement: Stress-induced analgesia, sopite syndrome, and
other physiological effects. Unpublished master’s thesis. University of West Florida, Pensacola.
JOURNAL ARTICLES, BOOK CHAPTERS, AND INVITED MANUSCRIPTS
Stafford, S., Merlo, J., Brill, C., Morgan, J. F., Gilson, R. D., & Hancock, P. (2006). Tactile
cueing: A potential technology to combat a new type of enemy. Journal of Human Performance
in Extreme Environments, 4, 40-42.
Cholewiak, R. C., Brill, J. C., & Schwab, A. (2004). Vibrotactile localization on the abdomen:
Effects of place and space. Perception & Psychophysics, 66(6), 970-987.
Brill, J. C., Gilson, R. D., Mouloua, M., Hancock, P. A., & Terrence, P. I. (2004). Increasing
situation awareness of dismounted soldiers via directional cueing. In D. A. Vincenzi, M. Mouloua,
& P. A. Hancock (Eds.), Human Performance, Situation Awareness, and Automation: Current
Research and Trends (Vol. 1, p. 130-132). Mahwah, NJ: Lawrence Erlbaum Publishers, Inc.
Brill, J. C., Mouloua, M., Hancock, P. A., & Kennedy, R. S. (2003). Evaluating human
performance and advanced technology design in extreme environments. Journal of Human
Performance in Extreme Environments, 7(2), 34-35.
Brill, J. C., & Kass, S. J. (2000). Does a victim's age matter in assigning accident blame? In M.
McDaniel (Ed.) Active scripts & scraps of life: A book for, about, and by seniors, pp. 140-141.
Pensacola, Florida: University of West Florida Foundation.
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J. CHRISTOPHER BRILL, PH.D.
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CONFERENCE PROCEEDINGS PAPERS (REFEREED)
Brill, J. C., Mouloua, M., Gilson, R. D., Rinalducci, E. J., & Kennedy, R. S. (accepted). Effects
of secondary loading task modality on attentional reserve capacity. Proceedings of the 52nd
Annual Meeting of the Human Factors and Ergonomics Society, New York, NY.
Brill, J. C., Gilson, R. D., & Mouloua, M. (2007). Indexing cognitive reserve capacity: A multimodal approach. Proceedings of the 51st Annual Meeting of the Human Factors and
Ergonomics Society, Baltimore, MD, 1133-1137.
Mouloua, M., Brill, J. C., & Shirkey, E. (2007). Gender differences and aggressive driving
behavior: A factor analytic study. Proceedings of the 51st Annual Meeting of the Human Factors
and Ergonomics Society, Baltimore, MD, 1283-1286.
Brill, J. C., & Gilson, R. D. (2006). Tactile technology for covert communications. Proceedings
of the 50th Annual Meeting of the Human Factors and Ergonomics Society, San Francisco, CA.
Brill, J. C., Terrence, P. I., Stafford, S., & Gilson, R. D. (2006). A wireless tactile communication
system for conveying U.S. Army arm-hand signals. Proceedings of the 50th Annual Meeting of
the Human Factors and Ergonomics Society, San Francisco, CA.
Merlo, J., Terrence, P. I., Stafford, S., Brill, C., Gilson, R. D., Hancock, P. A., Redden, E. S.,
Elliot, L. R., Krausman, A., & White, T. L. (2006). A comparison of vibrotactile displays under
simulated operational conditions for dismounted and mounted soldiers. Proceedings of the 25th
Annual Army Science Conference, Orlando, FL.
Terrence, P. I., Brill, J. C., & Gilson, R. D. (2005). Body orientation and the perception of spatial
auditory and tactile cues. Proceedings of the 49th Annual Meeting of the Human Factors and
Ergonomics Society, Orlando, FL.
Brill, J. C., Kass, S. J., & Lawson, B. D. (2004). Mild Motion Questionnaire (MMQ): Further
evidence of construct validity. Proceedings of the 48th Annual Meeting of the Human Factors
and Ergonomics Society, New Orleans, LA.
Brill, J. C., Terrence, P. I., Downs, J. L, Gilson, R. D., Hancock, P. A., & Mouloua, M. (2004).
Search space reduction via multi-sensory directional cueing. Proceedings of the 48th Annual
Meeting of the Human Factors and Ergonomics Society, New Orleans, LA.
Mortimer, C., Evans III, A. W., Brill, J. C., Clark, B., & Stanney, K. M. (2004). Design guidelines
for keypads for the elderly. Proceedings of the 48th Annual Meeting of the Human Factors and
Ergonomics Society, New Orleans, LA.
Mouloua, M., Hancock, P. A., Rinalducci, E., & Brill, C. (2003). Effects of radio tuning on driving
performance. Proceedings of the 47th Annual Meeting of the Human Factors and Ergonomics
Society, Denver, CO.
Mouloua, M., Gilson, R. D., Deaton, J., & Brill, J. C. (2003). Pilot interactions with alarms
systems in the cockpit. Proceedings of the 47th Annual Meeting of the Human Factors and
Ergonomics Society, Denver, CO.
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J. CHRISTOPHER BRILL, PH.D.
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Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., & Kennedy, R. S. (2003). Demonstrating
a methodology for assessing cognitive capacities across sensory systems: M-SWAP.
Proceedings of the 47th Annual Meeting of the Human Factors and Ergonomics Society,
Denver, CO.
Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., & Kennedy, R. S. (2003). A protocol for
assessing reserve cognitive capacity in complex systems. Proceedings of the 6th International
Conference on Naturalistic Decision Making, Pensacola, FL.
Brill, J. C., Hancock, P. A., & Gilson, R. D. (2003). Driver drowsiness: Is something missing?
Proceedings of the 2nd International Symposium on Human Factors in Driver Assessment,
Training, and Vehicle Design, Park City, UT, 138-142.
Mouloua, M., Rinalducci, E., Hancock, P. A., & Brill, J. C. (2003). Evaluating workload
associated with telematic devices via a secondary task protocol. Proceedings of the 2nd
International Symposium on Human Factors in Driver Assessment, Training, and Vehicle
Design, Park City, UT, 67-68.
Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., & Kennedy, R. S. (2003). Assessing
spare attentional capacity of drowsy drivers: Protocol development. Proceedings of the 2nd
International Symposium on Human Factors in Driver Assessment, Training, and Vehicle
Design, Park City, UT, 171-172.
Gilson, R., Brill, C., McDermott, T., & Grigson, W. (2003). Low cost sensory substitution for
effective helicopter training. Proceedings of the AHS International 59th Annual Forum and
Technology Display, Phoenix, AZ.
Hancock, P. A., Brill, J. C., Mouloua, M., Gilson, R. D., & Kennedy, R. S. (2003). M-SWAP: Online workload assessment in aviation. Proceedings of the 12th International Symposium on
Aviation Psychology, Dayton, OH.
Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., Kennedy, R. S., & Smith, M. G. (2002).
A multi-sensory protocol for evaluating workload associated with new army technologies.
Proceedings of the 23rd Annual Army Science Conference, Orlando, FL.
Mouloua, M., Gilson, R., Hancock, P., Brill, C., & Deaton, J. (2002). Development of effective
decision strategies for alarm diagnosis in military aviation. Proceedings of the 23rd Annual Army
Science Conference, Orlando, FL.
Cholewiak, R. W., Collins, A. A., & Brill, J. C. (2001). Vibrotactile spatial resolution in linear
arrays. Abstracts of the Psychonomic Society: 42nd Annual Meeting, Orlando, FL.
Brill, J. C., Muth, E. R., & Lawson, B. D. (2001). A low cost, low technology approach to the
Past-Pointing Task (PPT) to assess virtual environment aftereffects. Proceedings of the 72nd
meeting of the Aerospace Medical Association, Reno, NV.
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J. CHRISTOPHER BRILL, PH.D.
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TECHNICAL REPORTS
Gilson, R. D., & Brill, J. C. (2007). Tactor display selection and configuration. In R. D. Gilson, E.
S. Redden, and L. R. Elliot (Eds.), Remote Tactile Displays for Future Soldiers (Report No. ARLSR-0152), Army Research Laboratory, Aberdeen Proving Ground, MD.
Gilson, R. D., & Brill, J. C. (2007). Tactile stimulus parameters. In R. D. Gilson, E. S. Redden,
and L. R. Elliot (Eds.), Remote Tactile Displays for Future Soldiers (Report No. ARL-SR-0152),
Army Research Laboratory, Aberdeen Proving Ground, MD.
Redden. E., Carstens, C., Turner, D., Brill, C., Stafford, S., & Terrence, P. (2007). Placement fit,
and comparison of two types of tactile displays. In R. D. Gilson, E. S. Redden, and L. R. Elliot
(Eds.), Remote Tactile Displays for Future Soldiers (Report No. ARL-SR-0152), Army Research
Laboratory, Aberdeen Proving Ground, MD.
Brill, C., & Terrence, P. (2007). Discrete tactile versus auditory target cueing. In R. D. Gilson, E.
S. Redden, and L. R. Elliot (Eds.), Remote Tactile Displays for Future Soldiers (Report No. ARLSR-0152), Army Research Laboratory, Aberdeen Proving Ground, MD.
Terrence, P., & Brill, C. (2007). Tactile localization from different body orientations. In R. D.
Gilson, E. S. Redden, and L. R. Elliot (Eds.), Remote Tactile Displays for Future Soldiers
(Report No. ARL-SR-0152), Army Research Laboratory, Aberdeen Proving Ground, MD.
Stafford, S., Gunzelman, K., Terrence, P., Brill, J. C., & Gilson, R. (2007). Constructing tactile
messages. In R. D. Gilson, E. S. Redden, and L. R. Elliot (Eds.), Remote Tactile Displays for
Future Soldiers (Report No. ARL-SR-0152), Army Research Laboratory, Aberdeen Proving
Ground, MD.
Elliot, L., Stafford, S., Brill, C., Terrence, P., & Gilson, R. D. (2007). Sniper soldiers’ evaluations.
In R. D. Gilson, E. S. Redden, and L. R. Elliot (Eds.), Remote Tactile Displays for Future
Soldiers (Report No. ARL-SR-0152), Army Research Laboratory, Aberdeen Proving Ground,
MD.
Stafford, S., Brill, C., & Terrence, P. (2007). Live fire experimental demonstration. In R. D.
Gilson, E. S. Redden, and L. R. Elliot (Eds.), Remote Tactile Displays for Future Soldiers
(Report No. ARL-SR-0152), Army Research Laboratory, Aberdeen Proving Ground, MD.
CONFERENCE PRESENTATIONS, POSTERS, AND SYMPOSIA
Brill, J. C., Mouloua, M., Gilson, R. D., Rinalducci, E. J., & Kennedy, R. S. (accepted). Effects
of secondary loading task modality on attentional reserve capacity. Paper submitted to the 52nd
Annual Meeting of the Human Factors and Ergonomics Society, New York, NY.
Brill, J. C., Mouloua, M., Gilson, R. D., Rinalducci, E., & Kennedy, R. S. (accepted). Validating
a Multi-Modal Secondary Loading Task: Detection Sensitivity and Reserve Capacity. Poster
submitted to the Annual Meeting of the Midwestern Psychological Association, Chicago, IL.
Mouloua, M., Brill, J. C., & Shirkey, E. (submitted). Gender Differences in Self-Reported
Expressions of “Road Rage.” Poster submitted to the Annual Meeting of the Midwestern
Psychological Association, Chicago, IL.
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J. CHRISTOPHER BRILL, PH.D.
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Brill, J. C., Gilson, R. D., & Mouloua, M. (2007). Indexing cognitive reserve capacity: A multimodal approach. Poster presented at the annual meeting of the Human Factors and
Ergonomics Society, Baltimore, MD.
Mouloua, M., Brill, J. C., & Shirkey, E. (2007). Gender differences and aggressive driving
behavior: A factor analytic study. Poster presented at the annual meeting of the Human Factors
and Ergonomics Society, Baltimore, MD.
Brill, J. C., & Gilson, R. D. (2006). Tactile technology for covert communications. Symposium
presented at the Annual Meeting of the Human Factors and Ergonomics Society, San Francisco,
CA.
Brill, J. C., Terrence, P. I., Stafford, S., & Gilson, R. D. (2006). A wireless tactile communication
system for conveying U.S. Army arm-hand signals. Paper presented at the annual meeting of
the Human Factors and Ergonomics Society, San Francisco, CA.
Merlo, J., Terrence, P. I., Stafford, S., Brill, C., Gilson, R. D., Hancock, P. A., Redden, E. S.,
Elliot, L. R., Krausman, A., & White, T. L. (2006). A comparison of vibrotactile displays under
simulated operational conditions for dismounted and mounted soldiers. Paper presented at the
Army Science Conference, Orlando, FL.
Terrence, P. I., Brill, J. C., & Gilson, R. D. (2005). Body orientation and the perception of spatial
auditory and tactile cues. Poster presented at the annual meeting of the Human Factors and
Ergonomics Society, Orlando, FL.
Rinalducci, E. J., Mouloua, M., Smither, J. A, & Brill, C. (2005, April). Aging and driving: Effects
of perceptual and cognitive factors. Poster presented at the Southern Gerontological Society
Meeting.
Brill, J. C., Cholewiak, R. W., & Gilson, R. D. (2005, July). Perceptual tools for developing tactile
displays for virtual environments. Paper presented at the International Conference on HumanComputer Interaction, Las Vegas, Nevada, 22-27 July.
Mouloua, M., Santos, M., & Brill, J. C. (2004, July). Patterns of aggressive behavior among
college students. Paper presented at the American Psychological Association Annual Meeting,
Honolulu, Hawaii.
Brill, J. C., Kass, S. J., & Lawson, B. D. (2004). Mild Motion Questionnaire (MMQ): Further
evidence of construct validity. Paper presented at the annual meeting of the Human Factors and
Ergonomics Society, New Orleans, LA.
Brill, J. C., Terrence, P. I., Downs, J. L, Gilson, R. D., Hancock, P. A., & Mouloua, M. (2004).
Search space reduction via multi-sensory directional cueing. Paper presented at the annual
meeting of the Human Factors and Ergonomics Society, New Orleans, LA.
Mortimer, C., Evans III, A. W., Brill, J. C., Clark, B., & Stanney, K. M. (2004). Design guidelines
for keypads for the elderly. Poster presented at the annual meeting of the Human Factors and
Ergonomics Society, New Orleans, LA.
Morris, C. S., Brill, J. C., Rehfeld, S., & Shirkey, E. C. (2004, March). Can math-based, static
models predict dynamic human performance? Poster presented at the Human Performance,
Situation Awareness, and Automation Technology Conference, Daytona Beach, FL.
Rev. 3/08
J. CHRISTOPHER BRILL, PH.D.
8
Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., & Kennedy, R. S. (2004, March).
Assessment of reserve capacity across sensory modalities in dual task environments. Poster
presented at the Human Performance, Situation Awareness, and Automation Technology
Conference, Daytona Beach, FL.
Mouloua, M., Brill, J. C., & Gilson, R. D. (2004, March). The relationship between stress and
aggressive driving behavior. Poster presented at the annual meeting of the Southeastern
Psychological Association, Atlanta, GA.
Brill, J. C., & Kass, S. J. (2004, March). Mechanisms for motion-induced analgesia. Poster
presented at the annual meeting of the Southeastern Psychological Association, Atlanta, GA.
Mouloua, M., Rinalducci, E., Smither, J., & Brill, J. C. (2004, March). Influence of cognitive and
perceptual factors in aging and driving performance. Poster presented at the annual meeting of
the Southeastern Psychological Association, Atlanta, GA.
Mouloua, M., Rinalducci, E., Hancock, P., Siebert, P., Brill, C., & Kennedy, R. (2004, March).
Effects of telematics on driver distraction. Poster presented at the annual meeting of the
Southeastern Psychological Association, Atlanta, GA.
Brill, J. C., Gilson, R. D., Mouloua, M., Concodora, S. A., Whitehead, K. D., & Hogan, S. (2004,
March). Tactile phi for directional cueing. Poster presented at the annual meeting of the
Southeastern Psychological Association, Atlanta, GA.
Mouloua, M., Hancock, P. A., Rinalducci, E., & Brill, C. (2003). Effects of radio tuning on driving
performance. Poster presented at the annual meeting of the Human Factors and Ergonomics
Society, Denver, CO.
Mouloua, M., Gilson, R. D., Deaton, J., & Brill, J. C. (2003). Pilot interactions with alarms
systems in the cockpit. Poster presented at the annual meeting of the Human Factors and
Ergonomics Society, Denver, CO.
Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., & Kennedy, R. S. (2003). Demonstrating
a methodology for assessing cognitive capacities across sensory systems: M-SWAP. Paper
presented at the annual meeting of the Human Factors and Ergonomics Society, Denver, CO.
Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., & Kennedy, R. S. (2003). A protocol for
assessing reserve cognitive capacity in complex systems. Poster presented at International
Conference on Naturalistic Decision Making, Pensacola, FL.
Brill, J. C., Hancock, P. A., & Gilson, R. D. (2003). Driver drowsiness: Is something missing?
Paper presented at the International Symposium on Human Factors in Driver Assessment,
Training, and Vehicle Design, Park City, UT.
Mouloua, M., Rinalducci, E., Hancock, P. A., & Brill, J. C. (2003). Evaluating workload
associated with telematic devices via a secondary task protocol. Poster presented at the
International Symposium on Human Factors in Driver Assessment, Training, and Vehicle
Design, Park City, UT.
Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., & Kennedy, R. S. (2003). Assessing
spare attentional capacity of drowsy drivers: Protocol development. Poster presented at the
International Symposium on Human Factors in Driver Assessment, Training, and Vehicle
Design, Park City, UT.
Rev. 3/08
J. CHRISTOPHER BRILL, PH.D.
9
Gilson, R., Brill, C., McDermott, T., & Grigson, W. (2003). Low cost sensory substitution for
effective helicopter training. Paper presented at the AHS International Annual Forum and
Technology Display, Phoenix, AZ.
Hancock, P. A., Brill, J. C., Mouloua, M., Gilson, R. D., & Kennedy, R. S. (2003). M-SWAP: Online workload assessment in aviation. Poster presented at the International Symposium on
Aviation Psychology, Dayton, OH.
Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., & Kennedy, R. S. (2003, March). Multisensory workload assessment protocol (M-SWAP): Feasibility of incorporating demand
scalability. Poster presented at the annual meeting of the Southeastern Psychological
Association, New Orleans, LA.
Brill, J. C., Mouloua, M., Hancock, P. A., Gilson, R. D., Kennedy, R. S., & Smith, M. G. (2002).
A multi-sensory protocol for evaluating workload associated with new army technologies. Poster
presented at the annual Army Science Conference, Orlando, FL.
Mouloua, M., Gilson, R., Hancock, P., Brill, C., & Deaton, J. (2002). Development of effective
decision strategies for alarm diagnosis in military aviation. Poster presented at the annual Army
Science Conference, Orlando, FL.
Cholewiak, R. W., Brill, C., & Schwab, A. (2002, November). Parameters of vibrotactile
localization on the abdomen. Paper presented at the annual meeting of the Tactile Research
Group, Kansas City, MO.
Brill, J. C., Mouloua, M., Hancock, P. A., Kennedy, R. S., Gilson, R. D. & Smith, M. G. (2002,
August). A multi-sensory device and protocol for online workload assessment. Poster presented
at the annual meeting of the American Psychological Association, Chicago, IL.
Diaz, D., Hancock, P., Sims, V., & Brill, C. (2002, August). The effect of noise stress during
search for two identical targets in a realistic visual scene. Poster presented at the annual
meeting of the American Psychological Association, Chicago, IL.
Cholewiak, R. W., Collins, A. A., & Brill, J. C. (2001). Vibrotactile spatial resolution in linear
arrays. Paper presented at the Psychonomic Society Annual Meeting, Orlando, FL.
Brill, J. C., Muth, E. R., & Lawson, B. D. (2001). A low cost, low technology approach to the
Past-Pointing Task (PPT) to assess virtual environment aftereffects. Poster presented at the
annual meeting of the Aerospace Medical Association, Reno, NV.
Cholewiak, R. W., Collins, A. A., & Brill, J. C. (2001, July). Spatial factors in vibrotactile pattern
perception. Paper presented at the Eurohaptics Conference, Birmingham, UK.
Kass, S. J., Lawson, B. D., Muth, E., & Brill, J. C. (2001, March). Developing a sopite syndrome
assessment scale using subject-centered descriptors. Poster presented at the annual meeting of
the Southeastern Psychological Association, Atlanta, GA.
Brill, J. C., Kass, S. J., & Schell, T. L. (2000, March). It's your own darn fault: Age differences in
fundamental attribution error. Paper presented at the annual meeting of the Southeastern
Psychological Association, New Orleans, LA.
Rev. 3/08
J. CHRISTOPHER BRILL, PH.D.
10
Brill, J. C. (1996, May). Musical tuning perception: A study of preferences. Poster presented at
the annual meeting of the Midwestern Psychological Association Convention, Chicago, IL.
Brill, J. C. (1995, November). Musical tuning preferences: A preliminary analysis. Paper
presented at the annual meeting of the Kentucky Academy of Science, Bowling Green, KY.
MISCELLANEOUS PUBLICATIONS
Brill, J. C. (2005). Book Review, “Designing for the older adult: Principles and creative human
factors approaches.” Ergonomics in Design, 13(3), 33-34.
Brill, J. C. (2004). Book Review, “Natural born cyborgs: Minds, technology, and the future of
human intelligence.” Ergonomics in Design, 12(4), 8.
Rehfeld, S., & Brill, J. C. (2004). ASTG takes flight. Human Factors and Ergonomics Society
Bulletin, 47(5), 5-6.
INVITED LECTURES
Brill, J. C. (2006). Developing a soldier-centric tactile communication system. Talk presented at
the Department of Psychology, University of South Florida, February 8, Tampa, FL.
Brill, J. C., & Gilson, R. D. (2006). Development of a tactile communication system for soldiers.
Talk presented at the NATO Task Group Meeting on Tactile Displays (NATO RTO-HFM-TG122), January 17, Breckenridge, CO.
Brill, J. C., & Cholewiak, R. W. (2001). Evaluating tactors for usability in research. Talk
presented to Naval Aerospace Medical Research Laboratory, Science and Technology Meeting,
June 27, Pensacola, FL.
PATENTS AND DISCLOSURES
Gilson, R.D. & Brill, J. C. (2006). An electromagnetic field (EMF) tactile display interface and
biosensor. Disclosed to UCF Patent Office on January 10, 2006.
Gilson, R.D. & Brill, J. C. (2005). Tactile temperature grid. Disclosed to UCF Patent Office on
July 14, 2005.
Gilson, R. D., & Brill, J. C. (2004). Guidance cues by touch. Utility patent #60/605,048.
Rev. 3/08
J. CHRISTOPHER BRILL, PH.D.
11
PROFESSIONAL ACTIVITIES AND SERVICE
Ad Hoc Reviewer, Army Research Laboratory, Human Research and Engineering Directorate,
2007 – Present
Book Reviewer, Ergonomics and Design, 2004 – Present
Reviewer, Aerospace Systems Technical Group, Human Factors and Ergonomics Society, 2004
– Present
Reviewer, Perception and Performance Technical Group, Human Factors and Ergonomics
Society, 2005 – Present
Reviewer, Student Research Forum, Human Factors and Ergonomics Society, 2004 – 2005
Conference Session Chair, Multimodal Displays and Virtual Environments Session, Aerospace
Systems Technical Group, Human Factors and Ergonomics Society Annual Meeting, 2004.
Conference Session Chair, Human Performance, Situation Awareness, and Automation
Technology Conference, Daytona Beach, FL, 2004.
MEMBERSHIPS AND AFFILIATIONS
Human Factors and Ergonomics Society, Member
HFES Aerospace Systems Technical Group, Member
HFES Perception and Performance Technical Group, Member
HFES Education Technical Group, Member
Midwestern Psychological Association
Sigma Xi Scientific Research Society, Associate Member
Tactile Research Group, Member
HONORS, AWARDS, AND DISTINCTIONS
Human Factors and Ergonomics Society, Perception and Performance Technical Group, Best
Student Poster Award, 2007
University of Central Florida, Research Fellowship, 2006
Human Factors and Ergonomics Society, Student-Member-with-Honors, 2005
Graduate Travel Fellowship, UCF Office of Graduate Studies, 2002, 2003
Sigma Xi Scientific Research Society, 1996
Omicron Delta Kappa National Leadership Society, 1996
Cincinnati Psychological Association Service Award, 1996
Northern Kentucky University Psychology Department Scholastic Excellence Award, 1996
EXCEL Leadership Society, 1995
Victoria Vincent Excellence in Research Award, Northern Kentucky University, 1995
Pi Kappa Lambda National Music Honor Society, 1994
Psi Chi National Honor Society in Psychology, 1994
University of Cincinnati, Academic Scholarship, 1991
Eagle Scout Award, Boy Scouts of America, 1988
Rev. 3/08
J. CHRISTOPHER BRILL, PH.D.
12
OTHER EMPLOYMENT
Southeastern Psychological Association (SEPA) (9/98 – 7/00)
Position: Workshop Coordinator
Duties: Processing reservations, tracking and distributing continuing education unit certificates,
balancing financial records, analyzing evaluation data, and writing reports.
Mental Health Association of Northern Kentucky (10/96 – 7/98)
Position: Representative Payee Program Coordinator, Case Manager
Duties: Coordinating the representative payee program, managing client finances, budget
negotiation, writing reports, facilitating depression support group, case management, and
presenting lectures for the Stigma Fighters Community Education Program.
OTHER ACTIVITIES
UCF Human Factors and Ergonomics Society Student Chapter, Secretary, 2002 – 04
Established and coordinated graduate student orientation program for University of West Florida
psychology department, 1999 – 00
Psi Chi Psychology Honor Society, Vice President, 1995 – 96
Performed in multiple ensembles playing jazz and classical music, 1993 – 96
Rev. 3/08
1
Vita
Rosalie P. Kern
Communication:
Department of Cognitive and Learning Sciences
310B Chemical Sciences Building
1400 Townsend Drive / Houghton, MI 49931-1295
Phone (906) 487-3571 / Fax: (906) 487-2468
E-mail rpkern@mtu.edu
Home: 1209 Front Street / Lake Linden, MI 49945
Phone: (906) 296-8054
Education
Ph.D.
2001
Central Michigan University
Applied Experimental Psychology
M.S.
1998
Central Michigan University
General Experimental Psychology
B.S.
1996
Central Michigan University
Major: Psychology Minors: Spanish, Latin American Studies
Employment and Experience
2001 – Present
Michigan Technological University
Associate Professor of Psychology
1985-2001
Mid Michigan Community College
Adjunct Instructor - Psychology & Spanish
1999
Carlton Trial Consulting & Research Center. Inc.
Assistant Trial Consultant
1998
American Academy of Forensic Psychology
Contemporary Issues in Forensic Psychology Workshop Series
Publications
Carter JR, Durocher JJ, Ray CA, and Kern RP. Effects of Negative Pictures and Mental
Stress on Neural and Cardiovascular Control in Humans. Journal of Applied
Physiology [In Progress]
Durocher JJ, Kern RP, Carter JR. Effects of emotional and mental stress on muscle
sympathetic nerve activity in humans. Federation of American Societies for
Experimental Biology. [In Press]
Kern, R. P., Libkuman, T. M., & Temple, S. L. (2007). Perceptions of domestic violence
and mock jurors' sentencing decisions. Journal of Interpersonal Violence, 22,
1515-1535.
2
Libkuman, T. M., Otani, H., Kern, R. P., Viger, S. G., & Novak, N. (2007).
Multidimensional normative ratings for the International Affective Picture
System. Behavior Research Methods, Vol 39, 326-334.
Kern, R. P., Libkuman, T. L., Otani, H. & Holmes, K. (2005). Emotional stimuli,
divided attention, and memory. Emotion, 5, 408-417.
Otani, H., Kusumu, T., Kato, K., Matsuda, K., Kern, R. P., Widner, R. L., Jr., & Ohta, N.
(2005). Remembering a nuclear accident in Japan: Did it trigger flashbulb
memories? Memory, 13, 6-20.
Kern, R. P., Libkuman, T. M., & Otani, H. (2002). Memory for negatively arousing and
neutral pictorial stimuli using a repeated testing paradigm. Cognition & Emotion,
16, 749-767.
Libkuman, T. M., Griffith, J. D., Nichols-Whitehead, P. L., & Thomas [Kern], R. P.
(1999). Source of arousal and memory for detail. Memory & Cognition.
27, 166-190.
Presentations
Kern, R. P. & Schaeffer, D. (2008). The effect of arousal, sound and valence on memory
for pictures. Paper accepted for presentation at the Sothern Society for Philosophy
and Psychology conference, New Orleans, Louisiana, March 20-23.
Kern, R. P., Burgess, S., Cruth, M., & Ganger, S.T., (2008). The effects of material
presentation style and recall instructions on memory for news. (2008). Paper
accepted for presentation at the Sothern Society for Philosophy and Psychology
conference, New Orleans, Louisiana, March 20-23.
Kern, R. P. (2007). Valence, sound, and memory for pictures. Poster session presented at the
Society for Applied Research in memory and Cognition (SARMAC), July 25-29,
Lewiston, Maine
Kern, R. P., Woller, M., Luse, M., & Schnieder, M. (2006). Personality traits and perceptions of
sexual harassment. Poster session presented at the Association for Psychological Science
18th Annual Convention, May 25-28, New York, NY.
Kern, R. P. (2005). The effects of valence and theme congruent sounds on memory for pictorial
stimuli. Poster session presented at the Canadian Society for Brain, Behaviour, and
Cognitive Science annual convention, July 14 – 17, Montreal, Canada.
Kern, R. P. (2005). Perceptions of sexual harassment on a college campus. Paper presented at
the Northern Michigan University Undergraduate Conference, April, 25th, Marquette
Michigan.
Kern, R. P., Wilson, A. L., & Gratz, R. (2003). Effects of valence and theme congruent sound on
memory for pictorial stimuli. Paper presented at the Sothern Society for Philosophy and
Psychology conference, Atlanta, Georgia.
Kern, R. P., Libkuman, T. M., & Otani, H. (2002). Emotion and verdict: Outcome
3
depends on the Measure of Emotion. Paper presented at the American Psychology Law Society Biennial Conference, Austin, Texas.
Kern, R. P., Libkuman, T. M., Palosaari, C., & Ziemnick, A. (2002). Personality traits and
perception of sexual harassment. Poster session presented at the American
Psychology - Law Society Biennial Conference, Austin, Texas.
Amato-Henderson, S. L. & Kern, R. P., (2002). What's hot, what's not: The last 50
years in psychology and law. Poster session presented at the American
Psychology - Law Society Biennial Conference, Austin, Texas
Kern, R. P. (2001). Improving students' reading schedules and comprehension. Presented
at The 23rd Annual National Institute on the Teaching of Psychology, St.
Petersberg Beach, Florida.
Kern, R., Temple, S., & Libkuman, T. M. (2000). The effects of perceptions
of domestic violence on mock jurors’ sentencing decisions. Poster session
presented at the American Psychology-Law Society Biennial Conference, New
Orleans, LA.
Viger, S. G., Libkuman, T. M., Thomas [Kern], R. P., Otani, H., Bauer, S., Guzak, D.,
& Ayala, C. (2000). Multidimensional normative ratings for photographs
from the international affective picture system. Poster session presented at the
annual American Psychological Society Annual Convention, Miami, FL.
Thomas [Kern], R. P. , Holmes, K. L., Libkuman, T. L., & Otani, H. (1999). Divided
attention does not alter memory for arousing stimuli. Poster session presented at the
American Psychological Society Annual Convention, Denver, Colorado.
Morton, D., Thomas [Kern], R. P., & Libkuman, T. M. (1999). Removing the material/arousal
confound leads to improvement in background detail memory. Presented at the
American Psychological Society Annual Convention, Denver, Colorado.
Thomas [Kern], R. P., Libkurnan, T. M., & Otani, H. (1998). The effect of arousal on
memory for pictorial stimuli using a repeated testing paradigm. Presented at the
American Psychological Society Annual Convention, Washington, DC.
Babcock, R. L., & Thomas [Kern], R. P. (1998). Analvsis of the age differences in tvpes
of errors on the Raven's Advanced Progressive Matrices. Presented at the
Cognitive Aging Conference, Atlanta, Georgia.
Libkuman, T. M., Kling, A., Richter, C., & Thomas [Kern], R. P. (1997). Anxiety and
memory for emotional events. Presented at the American Psychological Society Annual
Convention, Washington, DC.
Monahan, J. S., & Thomas [Kern], R. P. (1996). Discovering perceptual structure:
Speeded classification and visual search. Presented at the 12th Annual Meeting of the
International Society for Psychonomics, Padova, Italy.
Thomas [Kern], R. P. (1996). Why won't they ask why? Student Question asking
behaviors in universitv and communitv college settings. Paper presented at the
Liberal Arts Network for Development, Grand Rapids, MI
Thomas [Kern], R. P. & Monahan, J. S. (1996). Repetition blindness: The effect of
4
lexical access. Paper presented at the 37th Annual Meeting of the Psychonomic
Society, Chicago, Illinois.
Thomas [Kern], R. P., Libkuman, T. M., Librecht, T. & Utterback, T. (1996). The effects
of Phvsiological and emotional arousal on memory for detail. Poster session presented at
the American Psychological Society Annual Convention, San Francisco, California.
Current Research Projects
Kern, R. P. Personality traits and perceptions of sexual harassment.
Kern, R. P. Dimensions of negative affect.
Kern, R. P. The effects of divided attention, valence, and sound, on memory for pictorial stimuli.
Helton, W. S. & Kern, R. P. Emotion and motor control.
Professional Organization Membership
APA – American Psychological Association
APS – Association for Psychological Science
AP-LS - American Psychology and Law Society
SARMAC - Society for Applied Research in Memory and Cognition
SSPP - Southern Society for Philosophy and Psychology
Professional Service
Reviewer - Journal of Experimental Psychology, Learning, Memory, and Cognition
Editorial Board - Scientific Journals International
Peer Reviewer - Scientific Journals International
Referee - Distinguished Master's Thesis Committee
Referee - American Psychology - Law Society Biennial Conference
Conference Assistant Coordinator - Society for Applied Research in Memory and Cognition
Conference Session Chair - Society for Applied Research in Memory and Cognition
University Service
Faculty Senate Senator
Faculty Review Committee
Instructional Policy Committee Chair
University Assessment Committee
Executive Senate Committee
Thesis Committee – Jill Sajdyk, Humanities Dept.
Graduate School Dean Search Committee
Research Excellence Fund (REF) awards. - Reviewer
Advisory Board for Husky Game Development Enterprise Team
Graduate Faculty
College/Department Service
Promotion and Tenure Committees
5
Annual Departmental Assessment Report
Faculty Search Committee
Department Charter Committee, Chair
Committee member for Assessing the Effectiveness of Science Instruction for Michigan Virtual
University online professional development module.
Faculty Advisor for Psychology Club
Awards
Teaching Service Award - Institute of Electrical and Electronics Engineers
Who’s Who Among American Teachers
Instruction
2001 – Present MTU – Assistant Professor
Principles of Psychology, Cross-Cultural Psychology, Psychology and
Law, Theories of Personality, Abnormal Psychology, Behavior
Modification, Cognitive Psychology, Developmental Psychology,
Independent Study, Directed Study in Teaching, Directed Study in
Research, Experimental Methods and Statistics I, Experimental Methods
and Statistics II.
1985-2001
Mid Michigan Community College
Adjunct Instructor - Psychology & Spanish
Susan Amato-Henderson, Ph.D.
Curriculum Vitae
January, 2008
Associate Professor of Psychology
Department of Education
Michigan Technological University
1400 Townsend Drive
Houghton, Michigan 49931
Email: slamato@mtu.edu
Voice: 906-487-2536
FAX: 906-487-2468
EDUCATION
Ph.D., Experimental Psychology, University of North Dakota, Grand Forks, ND., May, 1996
M.A., Psychology, University of North Dakota, Grand Forks, ND., December, 1993
B.S., Psychology, Northern Michigan University, Marquette, MI., May, 1991
PROFESSIONAL EMPLOYMENT
Associate Professor, Member of Graduate Faculty, Department of Cognitive and Learning
Sciences, Michigan Technological University, Houghton, MI 49931, 2000 – present (Assistant
Professor 2000 – 2006)
Courses taught: Principles of Psychology, Cognitive Psychology, Experimental
Methods, Developmental Psychology, Psychology of Science and Technology,
Psychological Foundations in Education, Physiological Psychology, Statistics in the
Social and Behavioral Sciences, Positive Psychology, Psychology and Law, Behavior
Modification, Introduction to the Psychology Major, Senior Seminar: Psychology
Capstone, Psychology of Gender
Lecturer, Canadian Police College, Polygraph Training Course, Ottawa, Ontario, Canada,
1999 - present
One week courses on Psychophysiology & Psychology as part of 14 week Polygraph
training program for international law enforcement examiner trainees, mentoring of
examiners upon completion of course.
Assistant Professor, Department of Psychology, Boise State University, Boise, ID 83725, 1996
– 2000
Courses taught: General Psychology, Theories of Learning, Statistics, Service
Learning Courses
THESIS AND DISSERTATION
Amato, S.L. (1993). A Survey of Members of the Society for Psychophysiological Research
Regarding the Polygraph: Opinions and Implications. Unpublished Master’s Thesis, University
of North Dakota, Grand Forks, ND.
Amato-Henderson, S. (1996). Effects of Misinformation as Revealed Through the Concealed
Knowledge Test. Dissertation Abstracts International, order # AAC 9701193.
PROFESSIONAL MEMBERSHIPS
American Psychology-Law Society, APA Division 41
Midwestern Psychological Society
Psi Chi, National Honor Society in Psychology
AM AT O - H E N D E R S O N V I T AE
P AG E 2
AWARDS, GRANTS AND RESEARCH CONTRACTS
The Process of Learning Object Search, Selection, and Evaluation by STEM Teachers
(PLOSSE), National Science Foundation, Co-Principal Investigator, $358,960, under review
2008
YES! Expo Assessment, 2007-2008, Dow Foundation, Principal Investigator, $10,000.
YES! Expo Assessment, 2006-2007, Dow Foundation, Principal Investigator, $4023.
Assessing Service Learning & Service Learning Institutionalization within the Copper Country
Intermediate School District (2006-2007), Copper Country Intermediate School District,
Principal Investigator, $20, 643,
RES-Research on Messages and Strategies to Increase Interest in Electrical, Computer, and
Mechanical Engineering for Young Women, National Science Foundation-GSE, Co Principal
Investigator, $500,000 (unfunded)
Center for K-12 Technology and Engineering Education, Proposal submitted to NSF, July,
2005 (unfunded), Senior personnel, assessment for proposed learning center.
Michigan Tech Distinguished Teaching Award nominee & Academy of Teaching Excellence
Inductee, 2002, 2007
Recognition of Continued Dedication to the Polygraph Profession, Canadian Association of
Police Polygraphists Region 5 & the Maine Polygraph Association, 2002
Recognition for Outstanding and Distinguished Service on the Psi Chi National Council, Rocky
Mountain Regional Vice-President, 1999 – 2001
2 2
The Century II Campaign Endowed Equipment Grant (C E ), MTU Internal Award for purchase
of polygraph equipment, $3,075.00, 2001
Utah’s national Parks: Virtual-Learning in Geoscience Education, Consultant
National Science Foundation, Assessment of cd-rom based education materials for earth
science courses, J. Huntoon, Principal Investigator, Award Amount $429,000, 1998-2001
Effects of Various Pretest Procedures on the Validity of Comparison Question Tests, Dept. of
Defense Polygraph Institute, Office of Naval Research, Co-Principal Investigator, $148,273.14
(Approved for funding, budget freeze prevented award allocation), 2000
Validity of Outside-Issue Questions in the Control Question Test, Dept. of Defense Polygraph
Institute, Office of Naval Research, Co-Principal Investigator, $129,042, 1998 – 2000
Faculty Teaching Award, College of Social Sciences and Public Affair, Boise State Univ, 1999
Faculty Research Awards, College of Social Sciences and Public Affairs, Boise State
University, 1996, 1997, 1998, 1999.
Faculty Service Award, College of Social Sciences and Public Affairs, Boise State Univ, 1999
AM AT O - H E N D E R S O N V I T AE
P AG E 3
Faculty Research Associate Award, College of Social Sciences and Public Affairs and Office
of Research Administration, Boise State University, 1999 – 2000
Undergraduate Research Initiative Awards, College of Social Sciences and Public Affairs,
Boise State University, 1998, 1999
The Automated Polygraph Examination (APE), United States Federal Government, CoPrincipal Investigator with Charles R. Honts, Contract Amount: $132,000, 12/11/1997 – 1999
Effects of Misinformation of the Concealed Knowledge Test, Principal Investigator,
Dissertation Research Award through PERSEREC, Office of Naval Research Department of
Defense Polygraph Institute, Award Amount: $14,964, 1995 – 1996
PROFESSIONAL PUBLICATIONS
Student co-authors denoted with ∗
Amato-Henderson, S.L., Lehman, J., Cattelino, P.J. (abstract accepted, manuscript in
progress). Michigan Technological University’s YES! Expo, International Journal of
Engineering Education.
Amato-Henderson, S.L., Mariano, J., Cattelino, P. J., & Hannon, B. G. (2007). Who You Know
Does Matter in Engineering Self Efficacy, Proceedings of the American Society for
Engineering Education North Midwest Sectional Conference.
Cattelino, P.J., Artman, L. A., Amato-Henderson, S.L., Lehman J.B., & Hannon, B. G. (2007).
YES! Expo – Inspiring Youth to Pursue Education and Careers in Science and Engineering,
Proceedings of the American Society for Engineering Education North Midwest Sectional
Conference.
Honts, C. R. & Amato, S.L. (2007). Automation of a screening polygraph test increases
accuracy. Psychology, Crime & Law. 13(2), 187-199.
Honts, C. R., Amato, S., & Gordon, A. (2004). Effects of Outside Issues on the Comparison
Question Test. The Journal of General Psychology, 131(1), 53-74.
Honts, C. R., & Amato, S. (2002). Countermeasures. In M. Kleiner (Ed.), The Handbook of
Polygraph Testing. London: Academic Press, (251 – 264).
Otter-Henderson*, K., Honts, C. R., & Amato, S. L. (2002). Spontaneous countermeasures
during polygraph examinations: An apparent exercise in futility. Polygraph, 31, 9-14.
Honts, C.R. & Amato, S. (2001). Psychophysiological Credibility Assessment, Journal of
Forensic Psychology Practice, 1, 87-99.
Honts, C.R., Amato, S.L. & Gordon, A.K. (2001). Effects of spontaneous countermeasures
used against the comparison question test. Polygraph, 30, 1-9.
Honts, C.R., Raskin, D.C., Amato, S.L., Gordon, A. & Devitt, M. (2000). The Hybrid DirectedLie Test, The Overemphasized comparison question, chimeras and other inventions: A
rejoinder to Abrams (1999). Polygraph, 29, 156-168.
AM AT O - H E N D E R S O N V I T AE
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Raskin, D. C., Honts, C. R., Amato, S., & Kircher, J. C. (2000). The case for the admissibility of
the results of polygraph examinations: In D. L. Faigman, D. Kaye, M. J. Saks, & J. Sanders
(Eds.) Modern scientific evidence: The law and science of expert testimony: Volume 1 2000
Pocket Part (201-217).
Raskin, D. C., Honts, C. R., Amato, S., & Kircher, J. C. (1999). The case for the admissibility
of the results of polygraph examinations: 1999 Pocket Part to Vol. 1 of D. L. Faigman, D.
Kaye, M. J. Saks, & J. Sanders (Eds.) Modern scientific evidence: The law and science of
expert testimony. (pp. 160-174).
Tye, M. C., Amato, S. L., Honts, C. R., Devitt, M. K., & Peters, D. P. (1999). The willingness
of children to lie and the assessment of credibility in an ecologically relevant laboratory setting.
Applied Developmental Science, 3, 92-109.
Plaud, J. J., Gaither, G. A., Amato-Henderson, S. L., & Devitt, M. K. (1997). The long-term
habituation of sexual arousal in human males: A crossover design. The Psychological Record,
47, 385-398.
Gaither, G. A., Rosenkranz, R. R., Amato-Henderson, S. Plaud, J. J., & Bigwood, S. (1996).
The effects of condoms in sexually explicit narratives on male sexual arousal. Journal of Sex
and Marital Therapy, 22, 103-109.
Amato-Henderson, S. L. & Honts, C. R. (1995). Horizontal gaze nystagmus test: The state of
the science in 1995. North Dakota Law Review, 71, 671-700.
PUBLISHED ABSTRACTS AND FINAL REPORTS
Honts, C.R., Amato, S.L. & Gordon, A.K. (2000). Validity of outside-issue questions in the
control question test: Final report on grant no. N00014-98-1-0725. Submitted to the Office of
Naval Research and the Department of Defense Polygraph Institute. Applied Cognition
Research Institute, Boise State University.
Honts, C. R., & Amato, S. L. (1999). The automated polygraph examination: Final report.
Final report of U. S. Government Contract No. 110224-1998-MO. Boise State University.
Amato, S.L. (1996). Effects of Misinformation as Revealed Through the Concealed
Knowledge Test. Department of Defense Polygraph Institute, Report No. DoDPI97-R- 0001.
Amato-Henderson, S. L., Honts, C. R., & Plaud, J. J. (1996). Effects of misinformation on the
Concealed Knowledge Test. Psychophysiology, 33, S18. [Abstract]
Amato, S. L. & Honts, C. R. (1994). What do psychophysiologists think about polygraph
tests? A survey of the membership of SPR. Psychophysiology, 31, S 22. [Abstract]
Honts, C.R., Devitt, M. K., & Amato, S. L. (1992). Neural network classifiers and the detection
of deception revisited: Depth of learning and overfitting. Psychophysiology, 29, S38. [Abstract]
SCIENTIFIC PAPER PRESENTATIONS
Student co-authors denoted with ∗
Amato-Henderson, S.L., *Mariano, J., Cattelino, P. J., & Hannon, B. G. (2007). Who You
Know Does Matter in Engineering Self Efficacy, Paper presentation for the American Society
for Engineering Education North Midwest Sectional Conference.
AM AT O - H E N D E R S O N V I T AE
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SCIENTIFIC PAPER PRESENTATIONS, CONT.
Cattelino, P.J., Artman, L. A., Amato-Henderson, S.L., Lehman J.B., & Hannon, B. G. (2007).
YES! Expo – Inspiring Youth to Pursue Education and Careers in Science and Engineering,
Paper presentation for the American Society for Engineering Education North Midwest
Sectional Conference.
Amato, S.L., Kern, R.P., Niemiec*, D., Christianson*, J., & Cadeau*, L. (April, 2006). The
“Know It All” Effect: The Influence of Expert Witness Expertise on Mock Jurors. Paper
presentation at the American Psychology-Law Society, St. Petersburg, FL.
Hall, *I., Woller*, M., Amato, S.L. (May, 2006). Gender Nonconforming Behavior and Sexuality:
The Validity of Stereotypes. Poster presentation at the Midwestern Psychological Association
conference, Chicago, IL.
Mullins, M.J., Niemiec, D., Amato, S.L. (May, 2006). Factors influencing vocational education
course enrollment by disabled students: An exploratory study. Poster presentation at the
Midwestern Psychological Association conference, Chicago, IL
Niemiec*, D., Mullins*, M.J., Amato, S.L. (May, 2006). The relationship between self efficacy
and self esteem as mediated by Gender. Poster presentation at the Midwestern Psychological
Association conference, Chicago, IL.
Luse, M. M., Niemiec*, D, Mullins*, M.J., Fogle*, K., Amato, S.L. (April, 2005). Understanding
the Benefits of Serive-Learning: A Literature Review. Presentation at the Michigan
Undergraduate Psychology Research Conference, Marquette, MI.
Mullins*, M.J., Neimeic*, D., Luse*, M. M., Fogle*, K., Amato, S.L. (April, 2005). Mental
Images of Time: Questioning a Linear Temporal Representation Model. Presentation at the
Michigan Undergraduate Psychology Research Conference, Marquette, MI.
S. L. Burns, C. R. Leith, H. A. Peterson, S. L. Amato, A. Tomlinson*, J. Peterson*, K.
Livingston*, A. Cross*, D. Bruning*, H. Patrick*, and L. Clemins* (June, 2003). Stereotype
threat and timing influence the outcome on a mental rotation test. Paper presentation at the
th
15 annual American Psychological Society conference, Atlanta, Georgia.
Amato, S.L. (August, 2003). The State of the Science in Polygraph: Past, Present and Future
Directions. Invited address, Canadian Association of Police Polygraphers, Ottawa, Ontario,
Canada.
Amato, S.L. & Kern, R.P. (April, 2002). What's Hot, What's Not? The Last 50 Years in
Psychology and Law. Paper presentation at the Biennial Meeting of the American
Psychology-Law Society, Austin, Texas.
Amato, S.L. (April, 2001). Where’s the Beef? Obtaining and Demonstrating Skills Essential
for Employment and Graduate School. Psi Chi Symposium coordinator and presenter, Rocky
Mountain Psychological Association Annual Meeting, Reno, Nevada.
Amato, S.L. (April, 2001). Strengthening your Vita: Locating and Applying for Awards, Grants
and Field-Related Experiences. Psi Chi Symposium coordinator and presenter, Rocky
Mountain Psychological Association Annual Meeting, Reno, Nevada
AM AT O - H E N D E R S O N V I T AE
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SCIENTIFIC PAPER PRESENTATIONS, CONT.
Amato, S.L. (June, 2001). Thriving in Graduate School: Professional Development.
Symposium presentation for the Annual Psi Chi Convention in conjunction with the Annual
meeting of the American Psychological Society, Toronto.
Amato, S.L., Burns, S. & Leith, C.R. (June, 2001). Estimates of sexual attitudes as a function
of attitudinal scale and gender. Poster presented at the Annual meeting of the American
Psychological Society, Toronto, Canada.
Amato, S.L., Tomasi∗, M., Phillips∗, A., Ravotas, D. (June, 2001). Estimates of child welfare as
an introduction to developmental psychology. Teaching of Psychology poster presented at the
Annual meeting of the American Psychological Society, Toronto, Canada.
Amato, S.L., Dillinger∗, R.J. & Craig, R.A. (August, 2000). Self-serving comparison bias:
Reports of familial interactions. Paper accepted for presentation at the Annual American
Psychology Association meeting, Washington D.C.
Amato, S.L., Dillinger∗, R.J. & Honts, C.R. (March, 2000). Psychophysiological detection of
deception exams in the treatment of sex offenders. Paper presented at the Biennial Meeting of
the American Psychology-Law Society, New Orleans, Louisiana.
Craig, R.A., Amato, S.L., Dillinger∗, R.J., Hodgins∗, D. & Grignol∗, D. (August, 2000).
Examining norms for potentially suspect parent-child interactions. Paper presented at the
Annual American Psychology Association meeting, Washington D.C.
Dillinger∗, R.J. & Amato, S.L. (March, 2000). Does Megan’s law really protect our children?
Paper presented at the Biennial Meeting of the American Psychology-Law Society, New
Orleans, Louisiana.
Dillinger∗, R.J. & Amato, S.L., Diaz∗, C.R., Craig, R. (May, 2000). Frequency of parent-child
touching: Does nudity play a role? Paper presented at the Midwestern Psychological
Association Meeting, Chicago, IL.
Dillinger∗, R.J., Amato, S.L. & Hardy∗, K. (March, 2000). The co-morbidity of zoophilia and
pedophilia. Paper presented at the Midwestern Psychological Association Meeting, Chicago,
IL.
Honts, C. R., Amato, S., & Gordon, A. (March, 2000). Outside issues dramatically reduce the
accuracy of polygraph tests given to innocent individuals. Paper presented at the Biennial
Meeting of the American Psychology-Law Society, New Orleans, Louisiana.
Amato, S. L., & Honts, C. R. (May, 1999). Automated polygraph examination outperforms
human in employment screening context. Paper presented at the annual meeting of the
Midwestern Psychological Association, Chicago, Illinois.
Amato, S. L., & Honts, C. R. (July, 1999). Polygraph testing in the American courts: A
mismatch between science and the law. Paper presented at the International Psychology Law
Conference, Dublin, Ireland.
Amato, S.L. & Olson, R. (May, 1999). The implementation of a service learning component in
a Theories of Learning course. Paper presented at the annual meeting of the Midwestern
Psychological Association, Chicago, Illinois
AM AT O - H E N D E R S O N V I T AE
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SCIENTIFIC PAPER PRESENTATIONS, CONT.
Dillinger∗, R.J. & Amato, S. (1999, April). Marital trends of sex offenders placed in an
outpatient facility. Paper presented at the annual meeting of the Rocky Mountain
Psychological Association, Ft. Collins, Colorado.
Honts, C. R., & Amato, S. (April, 1999). Human v. machine: Research examining the
automation of polygraph testing. Paper presented at the annual meeting of the Rocky
Mountain Psychological Association, Fort Collins, Colorado.
Otter∗, K. D., Amato, S., & Honts, C. R. (1999, April). Spontaneous countermeasures during
polygraph examinations: An apparent exercise in futility. Paper presented at the annual
meeting of the Rocky Mountain Psychological Association, Fort Collins Colorado.
Otter∗, K.D., Amato, S.L. & Norton∗, R. E. (1999, May). From the perpetrator’s perspective:
Abuse characteristics as a function of victim gender and relationship to offender. Paper
presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL
Reed∗, L. & Amato, S.L. (1999). Identification of attitudes, knowledge & misperceptions
regarding the WIC program. Paper presented at the annual meeting of the Rocky Mountain
Psychological Association, Fort Collins Colorado.
Amato, S. (March 1998). Subtle Sexual Abuse: Definitions, Opinions and Juror Ethnocentrism
when Allegations of Abuse Arise. Symposium organized and chaired by Susan Amato,
presented during the biennial meeting of the American Psychology-Law Society (APA Division
41), Redondo Beach, CA.
Amato, S. (April, 1998). Field sobriety tests: (Mis)use of the horizontal gaze nystagmus test.
Paper presented at the joint meeting of the Western and Rocky Mountain Psychological
Associations, Albuquerque, NM.
Amato, S. & Honts, C.R. (March, 1998). The impairing effects of misinformation: Challenging
the permanence of memory. Paper presented at the biennial meeting of the American
Psychology-Law Society (APA Division 41), Redondo Beach, CA.
Amato, S., Nowell∗, B., Lamet∗, J., & Spalding∗, R. (March, 1998). Factors influencing opinions
of appropriateness of parent-child interactions. Paper presented at the biennial meeting of the
American Psychology-Law Society (APA Division 41), Redondo Beach, CA.
Amato, S. & Olson, R. (June, 1998).The ABC’s of Research in Service-Learning: Application,
Benefits and Compatibility. Annual Continuums of Service Conference, Portland, OR.
Baker∗, B.G., Erwin∗, C.S., Amato, S., Norton∗, R.E., & Lyerla∗, E. (April, 1998). Paraphilias:
What they tell us about monitoring sex offenders. Paper presented at the joint meeting of the
Western and Rocky Mountain Psychological Associations, Albuquerque, NM.
Kuehfuss∗, K.A., Amato, S. & Johnson∗, J. (April, 1998). Study habits and exam performance
of introductory psychology students. Paper presented at the joint meeting of the Western and
Rocky Mountain Psychological Associations, Albuquerque, NM.
Lyerla∗, E., Norton∗, R.E., Baker∗, B.G., Amato, S., & Erwin∗, C.S. (April, 1998). Is sexual
offender DSM Diagnosis associated with number of victims? Paper presented at the joint
meeting of the Western and Rocky Mountain Psychological Associations, Albuquerque, NM.
AM AT O - H E N D E R S O N V I T AE
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SCIENTIFIC PAPER PRESENTATIONS, CONT.
Norton∗, R.E., Lyerla∗, E., Amato, S., Baker∗, B., & Erwin∗, C.S. (1998). Diagnostic pattern
between sex offenders DSM Diagnoses and victim age. Paper presented at the joint meeting
of the Western and Rocky Mountain Psychological Associations, Albuquerque, NM.
Otter∗, K.D., Arendt∗, K.M., Amato, S., & Erwin∗, C.S. (April, 1998). Homes, cars, parks,…;
Where does sexual abuse occur? Paper presented at the joint meeting of the Western and
Rocky Mountain Psychological Associations, Albuquerque, NM.
Amato, S.L. & Honts, C.R. (August, 1997). Understanding misinformation’s effect on memory
through a concealed knowledge test paradigm. Paper presented at the American
Psychological Society annual meeting, Washington, DC.
Kuehfuss∗, K., Mathias∗, S., Morrison∗, J. & Amato, S.L. (April, 1997). Credibility Judgments of
“expert” eyewitnesses vs. “non-expert” eyewitnesses. Paper presented at the annual meeting
of the Rocky Mountain Psychological Association, Reno, Nevada.
Nowell∗, B., Lamet∗, J., Amato, S. & Honts, C.R. (April, 1997). Child abuse vs. normal
interactions: A review of the literature. Paper presented at the annual meeting of the Rocky
Mountain Psychological Association, Reno, Nevada.
Amato-Henderson, S., Honts, C. R., & Plaud, J. J. (October, 1996). Effects of misinformation
on the concealed knowledge test. Paper presented at the 36th annual meeting of the Society
for Psychophysiological Research, Vancouver, British Columbia, Canada.
Amato-Henderson, S., Hunter∗, P. J., & Mayer∗, K. A. (March, 1996). Environmental familiarity
and susceptibility to misinformation. Paper presented at the Red River Valley Psychology
Conference, Fargo, ND.
Plaud, J. J., Amato-Henderson, S. A., Devitt, M. K., & Gaither, G. A. (May, 1996). The longterm habituation and spontaneous recovery of sexual arousal in human males: A cross-over
design. Paper presented at the meeting of the Association for Behavior Analysis, San
Francisco, CA.
Robbins, G. M., Holm, J. E., Amato-Henderson, S., & Caraway, J. (April, 1996). Pain
perception and pain tolerance as a function of sex-role stereotypes. Paper presented at the
annual meeting of the Western Psychological Association.
Gaither, G. A., Rosenkranz, R. R., Amato-Henderson, S., Plaud, J. J., & Bigwood, S.
(November, 1995). Condom presence or absence in sexually explicit narratives: Effects on
th
male sexual arousal. Paper presented at the 29 Annual Convention of the Association for
Advancement of Behavior Therapy, Washington, D.C.
Tye, M. J. C., Amato-Henderson, S., & Honts, C. R. (January, 1995). Evaluating children’s
testimonies: CBCA and Lay Subjects. Paper presented at CRIMECON: International Internet
conference on Crime and Criminal Justice.
Amato, S. L., Honts, C. R., (October, 1994). What do psychophysiologists think about
polygraph tests? A survey of the membership of SPR. Paper presented at the annual meeting
of The Society for Psychophysiological Research, Atlanta, GA.
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SCIENTIFIC PAPER PRESENTATIONS, CONT.
Amato, S. L., & Honts, C. R., (March, 1994). A survey of the Society for Psychophysiological
Research regarding the polygraph. Paper presented at the Red River Valley Psychology
Conference, Fargo, ND.
Devitt, M. K., Honts, C. R., Gillund, B. E., Amato, S. L., Peters, D. P., & Norton, M. (March
1994). A study of the willingness of children to make false accusations about a serious matter
in a realistic setting. Paper presented at the biennial meeting of the American Psychology-Law
Society/ Division 41 Mid-year Conference, Santa Fe, NM.
Tye, M. J. C., Amato, S. L., & Honts, C. R. (October, 1994). Evaluating children’s testimonies:
Recent research. Paper presented at the annual meeting of the North Dakota Psychological
Associations, Grand Forks, ND.
Amato, S. L. & Honts, C. R., (October, 1993). Scientific attitudes about the polygraph:
Implications for admissibility following the death of Frye. Paper presented at the annual
meeting of the North Dakota Psychological Association, Fargo, ND.
Honts, C. R., Devitt, M. K., & Amato, S. (June, 1993). Explanatory style predicts perceptions of
expert witness believability. Paper presented at the 1993 Convention of the American
Association of Applied and Preventive Psychology, Chicago, IL.
Devitt, M. K., Honts, C. R., Peters, D. P., & Amato, S. L. (May, 1992). A study of the
willingness of children to make false allegations about a serious matter. Paper presented at
the NATO Advanced Studies Institute, The Child Witness in Context: Cognitive, Social, and
Legal Perspectives. Tuscany, Italy.
Honts, C. R., Devitt, M. K., & Amato, S. L. (October, 1992). Neural network classifiers and the
detection of deception revisited: Depth of learning and overfitting. Paper presented at the
Annual Meeting of the Society for Psychophysiological Research, San Diego, CA.
Honts, C. R., Peters, D. P., Devitt, M. K., & Amato, S. L. (May, 1992). Detecting children’s lies
with Statement Validity Assessment: A pilot study of a laboratory paradigm. Paper presented
at the NATO Advance Studies Institute, The Child Witness in Context: Cognitive, Social, and
Legal Perspectives. Tuscany, Italy.
Amato, S. L., Kilpela, G., Burns, S., & Leith, C. (March, 1991). Male and female judges of
photographic stimuli: Two measures of sexual attitude attributions. Paper presented at the
th
Michigan Academy of Science, Arts, and Letters 95 Annual Meeting, Eastern Michigan
University.
SERVICE TO PROFESSION
Rocky Mountain Regional Vice President, Psi Chi, National Honor Society in Psychology,
1999 – 2001, Elected Member of National Council.
Psi Chi Steering Committee Member, Rocky Mountain Division, 1997 – 1999
Consultant, Pro-Bono, Certified Polygraph Examiners from Canada, United States, Belgium,
United Kingdom, and other countries.
Pro-Bono Expert Witness for court cases -Eyewitness Memory and Field Sobriety Tests
Ad Hoc Editorial Consultant
Department of Defense, Final Report Review, 2002, 2003
Journal of General Psychology, 1998 - 2001
The Journal of Credibility Assessment, 1998 - present
The Journal of Applied Cognitive Psychology, 2003
AM AT O - H E N D E R S O N V I T AE
P AG E 1 0
Text Book Reviewer
Introduction to Psychology, Santrock, 1998
Introduction to Psychology: The Adaptive Mind, Nairne, 1998
Psychology and Law, 1998
Grant Proposal Reviewer
Social Sciences and Humanities Research Council of Canada, Research Proposal
Review, 2007
Department of Defense, Research Award Proposal Reviewer, 2003, 2004
Psi Chi/Thelma Hunt Research Award, 1997, 1998
Psi Chi/APA Edwin B. Newman Graduate Research Award, 1997
Psi Chi Chapter Advisor Research Grants, 1998
Psi Chi/ Allyn & Bacon Psychology Awards, 1997
Psi Chi Undergraduate Research Awards, 1999, 2000
Midwest Association of Graduate Schools Master's Thesis Competition, 2002
Program Review , Peer Review of Submissions
Western Psychological Association, 1998, 1999
Rocky Mountain Psychological Association, 1998 - 2001
American Psychology-Law Society, 1998, 2000, 2002, 2005
Paper Session Chair, Rocky Mountain Psychological Association Meeting, 1997 – 2000
UNIVERSITY SERVICE
Human Subjects IRB Member, 2006
Michigan YES EXPO MTU steering committee (2004, 2005, 2006), creating the MTU display
designed to attract students, especially females and other under-represented groups
into STEM careers.
Michigan YES EXPO, MTU exhibit site co-coordinator, Chrysler Arena (Ann Arbor, MI, 2004),
and Ford Field (Detroit, MI, 2005).
Director of Admissions Hiring Committee, 2005
Crisis Committee, 2005 - present
Mont Ripley Hiring Committee, 2005
Dean of Arts and Sciences Review Committee, 2003-2004
University Senate, 2003-2006
University Senate Curriculum Committee, 2003-2006
University Conflict of Interest Committee, 2002-2005
Mont Ripley Ski Hill Advisory Committee, 2001 - 2004
Benefits Liaison Committee, 2001 – 2003
MTU Assessment Council, 2001- 2002
Interim Director, Service Learning Program, Boise State University, January 2000 - 2001
Advisory Task Force Committee, Boise State University, 1996-1997
Faculty Development Committee, Boise State University, 1996-1998
DEPARTMENTAL SERVICE
Psychology Program Coordinator, 2003 – present
I developed the proposal for our Psychology Bachelor’s degree program, and served
as the primary advocate for the proposal through all steps of approval (University
Administration, senate, Board of Control, etc.) Once implemented, I developed all
advising, marketing, and orientation materials. In support of the new major I have
created many new courses and have worked closely with degree services, first year
programs, admissions, etc. I have also attended numerous MTU recruiting events
representing the psychology program.
Advisor, Psychology Club
Department of Education Library Liaison, 2001 - 2006
AM AT O - H E N D E R S O N V I T AE
P AG E 1 1
Department of Education Charter Committee, 2003-2004
Chair, Dept of Education Faculty Hiring Committee, 2000-2001, 2004-2005
Department of Education Chair Search Committee, 2000-2001
Department of Education Curriculum Committee, 2000-present
Master of Science in Applied Science Education Program committee, 2002 – 2004
Faculty Advisor, Psi Chi National Honor Society, Boise State University Chapter, 1996 – 2001
COMMUNITY SERIVCE
President (2005 – 2007), Hancock Public Schools Board of Education, 2001 – 2008
Hancock Public Schools Foundation Executive Board Member, 2004 – 2005
Service-Learning Advisory Board, Copper Country Intermediate School Dist., 2004 - present
Victim Services Unit Inaugural Member, a collaborative program through Dial Help and the
Houghton County Sheriffs Department, 2004 - 2006
President, Copper Country Alpine Ski Club, 2001-2004
Member, Copper Country Soccer Association Advisory Board, 2000-2001
Participant, Career Day, Calumet High School
Advisory Board Member, SANE Solutions (abuse offender and victim treatment providers),
Boise, ID, 1997 – 2001
Coach, Lego League (Elementary School Robotics Group made it to the State Competition!)
SELECT INVITED ADDRESSES AND COMMUNITY PRESENTATIONS
Service Learning Across the Curriculum (Feb., 2006). Lunch and Learn Series, Center for
Teaching, Learning, and Faculty Development, Michigan Tech University.
Psychology in Action (July, 2005, 2006). 1-week residential Summer Youth Program,
Michigan Tech University, Houghton, MI.
Service Learning (2004, 2005). All-day training for secondary teacher professional
development in-service, Copper Country Intermediate School District.
Careers in Psychology (2004, 2005). Numerous presentations to High School Students in
Adams Township, Houghton, Hancock, Lanse, Calumet, and select schools in Wisconsin and
Illinios.
Psychophysiological Detection of Deception (2004, 2005). Presentations and demonstrations
of polygraph testing to high school students at Lanse and Hancock High Schools.
Stress and Victim Services Providers (2005). Presentation during Dial Help staff training,
Houghton, MI.
Secondary Education Preparation for a Bachelors degree in Psychology (2004). Presentation
to the Western Upper Peninsula High School Counselors’ Roundtable, Hancock, MI.
Service Learning and the Proposed State of Michigan Volunteer Graduation Requirements
(2004). Faculty professional development in-service, Hancock High School.
Psychopharmacology and the Polygraph (October 2002). Invited Feature Address to the
Northwestern Region Polygraph Association Annual Meeting, Portland, Maine.
Child Development (September 2000 - 2003). Presentation given every semester to students
enrolled in the Communicating Science course, Michigan Tech University, Houghton, MI.
AM AT O - H E N D E R S O N V I T AE
P AG E 1 2
Thinking Like a Child: Looking a Life through Junior’s Eyes ( November, 2000; January, 2000;
November, 2001). Presentations given to BHK Child Care/Head-start Parent Groups,
Hancock/South Range, MI.
Research On Polygraph Testing: Admissibility, Automation, And Contamination (December 1,
2000). Psychology Colloquium, Northern Michigan University, Marquette, MI.
WIC Client Satisfaction and Knowledge of the WIC Program. (May, 1999). Women, Infants
and Children (WIC) Program Administration and Staff workshop, Boise, ID.
Defending Against the Horizontal Gaze Nystagmus Test (March, 1999). Idaho Association of
Criminal Defense Lawyers, 1999 Winter Seminar: World Class Defenders & World Class
Skiing. Elkhorn Resort, Sun Valley, Idaho
Public vs. Client Knowledge and Perceptions regarding the WIC Program. (March, 1999).
Brown Bag Colloquium Series, Department of Psychology, Boise State University.
Whats happening… Fourth Credit Option at BSU (Friday, September 11, 1998). Feature
article in Idaho Statesman, page 2B, concerning Service-Learning implementation in Statistical
Methods Course.
SELECT INVITED ADDRESSES AND COMMUNITY PRESENTATIONS, CONT.
Eyewitness Memory. (May 21, 1998). Invited Address for the Third-Thursday Meeting of the
Federal Defenders of Eastern Washington and Idaho.
Abuse Locations and Methods for keeping the secret: Idaho’s Treated Sex Offender Data,
(March 18, 1998). College of Social Sciences and Public Affairs, Brown Bag Colloquium,
Boise State University.
Service- Learning (March & August, 1998). Faculty Workshop presentations, Co-presenter
Rose Olson, Boise State University.
Subtle Sexual Abuse: Definitions, Opinions and Juror Ethnocentrism when Allegations of
Abuse Arise. (March, 1998). Symposium organized and chaired by Susan Amato, presented
during the biennial meeting of the American Psychology-Law Society (APA Division 41),
Redondo Beach, CA.
Understanding the Effects of Misinformation of Memory. (March, 1996). Invited presentation
at Northern Michigan University Colloquium, Department of Psychology, Marquette, MI.
The Effects of Misinformation as revealed through the Concealed Knowledge Test. (February
1996). Boise State University, Department of Psychology, Boise, ID.
Understanding the Effects of Misinformation on Memory and the Concealed Knowledge Test.
(January, 1996). Invited presentation at the University of North Dakota Colloquium Series
offered by the Department of Psychology, Grand Forks, ND.
SPECIALIZED TRAINING
Statement Validity Assessment Workshop. Drs. David Raskin and Philip Esplin, Instructors.
Sponsored by the Office of Continuing Education, University of Utah. Salt Lake City, Utah
(January, 1996)
AM AT O - H E N D E R S O N V I T AE
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Child Witnesses, Children’s Eyewitness Testimony, and Interview and Assessment
Techniques in Child Sexual Abuse Cases Workshop. Drs. Charles Honts and Douglas Peters,
Instructors. Grand Forks, ND (July, 1991).
CBA 103- School Finance and School Budget, School Board Member Training provided by the
Michigan Association of School Boards, Lansing, MI (October, 2005)
IRB 101 – Pre-conference workshop at Annual Human Research Protection Programs (HRPP)
Conference, Washington D.C., (November 14, 2006).
KN Hungwe, 10/2007
KEDMON NYASHA HUNGWE
VITA
October, 2007
PERSONAL BACKGROUND
206 Academic Office Building
Michigan Technological University,
1400 Townsend Dr.
MI 49931
khungwe@mtu.edu
EDUCATIONAL HISTORY
Doctor of Philosophy, 1999. Educational Psychology.
Advisor: Dr. King Beach III. Dissertation topic: Becoming a machinist in a changing trade.
Master of Science, 1987. University of Wisconsin-Madison, Curriculum and Instruction. Area of
concentration: Educational Communications and Technology.
Graduate Certificate in Education. 1980. University of Zimbabwe. Certification in secondary
school science and mathematics education.
Bachelor of Science, 1978. University of Rhodesia (now University of Zimbabwe). Joint majors in
Physics and Mathematics.
PROFESSIONAL WORK HISTORY
Michigan Technological
University
August 2002present.
Assistant Professor, Department of
Cognitive and Learning Sciences,
Division of Teacher Education.
University of Zimbabwe
September 1987April, 2002
Senior Lecturer, Center for Educational
Technology.
(Lecturer, ’87-’92).
Adjunct: Department of Teacher
Education & Department of Curriculum
Studies. I was on study leave at
Michigan State from August 1992 to
May 1997)
Michigan State
University
1993-1996
Teaching/Research Assistant
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KN Hungwe, 10/2007
Ministry of Education,
Zimbabwe, Zimbabwe
Secondary Schools
Science Project.
Jan 1984-June ‘85.
Lecturer. The goal of the Zimbabwe
Secondary Schools Science project was
to provide a complete science course for
four years of secondary education
through the use of specially prepared
teachers’ guides, students’ study guides,
and comprehensive low-cost science
kits. The work activities were 1) writing
and revising texts; 2) Designing
laboratory experiences; and 3)
conducting in-service professional
development courses for teachers.
Ministry of Education,
Zimbabwe, Harare High
School.
Jan 1981-Dec 1983
High school science and mathematics
teacher.
RESEARCH ACTIVITY AND LIST OF PUBLICATIONS
Books
ZimScience Project Team (1987). Zimbabwe Secondary School Science Study Year 1.
Harare: Longmans. (~400 pages)
ZimScience Project Team (1987). Zimbabwe Secondary School (Teacher’s guide) Year 1.
Harare: Longmans. (272 pages)
ZimScience Project Team (1988). Zimbabwe Secondary School Science. Study Year 2.
Harare: Longman. (421 pages)
ZimScience Project Team (1988). Zimbabwe Secondary School Science (Teacher’s
guide) Year 2. Harare: Longman. (342 pages).
Instructional modules
Hungwe, K. (1984). Energy in waves. Study guide. Harare: Ministry of Education &
University of Zimbabwe (19 pages)
Hungwe, K. (1984). Energy in waves. Teacher’s guide. Harare: Ministry of Education &
University of Zimbabwe. (~40 pages)
Mandizha, G. & Hungwe, K. (1984). The environment. Study guide. Harare: Ministry of
Education & University of Zimbabwe (61 pages)
Mandizha, G. & Hungwe, K. (1984). The environment. Teachers’ guide. Harare: Ministry
of Education & University of Zimbabwe (~30 pages)
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KN Hungwe, 10/2007
Articles
Hungwe, K. Sorby, S. & Drummer, T., Molzon, R. (2007). Preparing K-12 students for
engineering studies by improving 3-D spatial skills. International Journal of Learning, 14(2),
127-134.
Hungwe, K. (2007) Language policy in Zimbabwean education: Historical antecedents
and contemporary issues. Compare, 33, 135-149.
Parolini, L. Sorby, S. & Hungwe, K., (2006). Developing 3-D Spatial Skills for K-12
Students. Engineering Design Graphics Journal, 70 (3), 1-11.
Natsa, A & Hungwe, K. (2006). Language teachers' conceptions of literacy in
Zimbabwean secondary schools. Journal of language and learning. 4, 74-85.
Hungwe, K. (2005). Narrative and Ideology: Fifty years of film-making in Zimbabwe.
Media, Culture and Society, 27, 83-99.
Hungwe, K (2002). Emergent Literacies: Raising questions about the place of computer
technologies in education and society. Zambezia, 29, 121-141.
Hungwe, K. & Hungwe, C. (2000). Essay Review of Africa Works: Disorder as political
instrument. By Patrick Chabal & Jean-Pascal Daloz. Oxford: James Currey. 1999. Zambezia, 27,
269-281.
Smith, J. P. & Hungwe, K. (1998). Conjecture and verification in research and teaching:
Conversations with young mathematicians. For the Learning of Mathematics, 18(3), 40-46.
Hungwe, K. (1994). A decade of science education in Zimbabwe: Nationalist vision and
post-colonial realities. Journal of Curriculum Studies, 26(1), 83-95.
Hungwe, K. (1994). Educational policy in African colonial contexts: The case of
instructional media in Southern Rhodesia (1930-1980). African Study Monographs, 15: 1-36.
[available online at: http://www.africa.kyoto-u.ac.jp/kiroku/asm_normal/abstracts/ASM_151.html]
Hungwe, K. (1992). Film in post-colonial Zimbabwe. Journal of Popular Film and
Television 19(4), 165-171.
Hungwe, K. (1991). Southern Rhodesia propaganda and education films for peasant
farmers (1948-1955). Historical Journal of Film, Radio and Television, 19(4), 229-241.
Hungwe, K. (1989). Computers and cognition: Conflicting views. Bulletin of the
Associate College Centre, 25 (2), 14-20.
Hungwe, K. (1989). Culturally appropriate media and technology: A perspective from
Zimbabwe. TechTrends, 34(1), 22-23.
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KN Hungwe, 10/2007
Book Chapters
Hungwe, K. (2003). Methods and media in teaching. In F. Zindi, M. Nyota & R.
Batidzirayi (Eds.) Improving teacher preparation: Teaching practice guide (pp. 81-95). Harare:
University of Zimbabwe.
Hungwe, K. (2001). Narrative and Ideology: Fifty years of film-making in Zimbabwe. In
M. T. Vambe (Ed.). Orality and cultural identities in Zimbabwe, pp. 73-85. Gweru: Mambo
Press. (A revised and expanded version was published as journal article, 2005).
Hungwe, K. (2000). Breaking the silence: Fax transmissions and the movement for multiparty democracy in Malawi. In A. De Vaney, S. Gance & Y. Ma (Eds.) Technology and
resistance: Digital communications and new coalitions around the world, pp. 51-69. New York:
Peter Lang.
Hungwe, K. (1992). Issues in computer oriented innovations in Zimbabwean education.
In S. Grant Lewis & J. Samoff (Eds.) Microcomputers in African Development: Critical
Perspectives, pp. 185-211. Boulder: Westview.
Hungwe, K. (1988). Innovation in science education in Zimbabwe. In C. Chikombah, E.
Johnston, A. Schneller & J. Schwille (Eds.). Education in the new Zimbabwe pp. 106-115. East
Lansing: Michigan State University.
Hungwe, K. (1988). Equality of access to audiovisual resources in Zimbabwe. In C.
Chikombah, E. Johnston, A. Schneller & J. Schwille (Eds.). Education in the new Zimbabwe, pp.
68-77. East Lansing: Michigan State University.
Book reviews
The Sociocultural Research Group . Michigan State University (1995). Review of H. M.
Collins’ Artificial experts: Social knowledge and intelligent machines. Mind, culture and activity,
2(1), 62-64.
Hungwe, K. (1999). Review of Louis Nell’s Images of yesteryear: Film-making in
Central Africa. Zambezia, 26, 229-232.
Peer reviewed conference proceedings
Zekavat, S., Hungwe, K. & Bulleit, W. (2007). A novel integrated class/web curriculum
for the course “Introduction to Electrical Engineering for non-majors”: Progress made—Lessons
learned. Proceedings of the 37th ASEE/IEEE Frontiers in Education Conference, October 10-13,
2007, Milwaukee, Wisconsin.
Hungwe, K., Sorby, S. Drummer, T., & Molzon, R. (2007). Preparing K-12 Students for
Engineering Studies by Improving 3-D Spatial Skills. Paper presented at the 14th international
conference on learning, University of Witwaterstand, Johannesburg, 26-29 June, 2007
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KN Hungwe, 10/2007
Sorby, S. & Hungwe, K. (2007). A longitudinal study of the impact of spatial skills
training for non-engineering students. Proceedings of the American Society of Engineering
Education Conference, June 24-27, Honolulu, Hawaii
Sorby, S., Drummer, T. Molzon, R. Hungwe, K. (2007). Effective strategies in
developing 3-D spatial skills among K-12 students. In Jon M. Duff (Ed.). Proceedings of the 61st
Midyear Design Graphics Division. San Diego, California.
Hungwe, K., Zekavat, R. & Archer, G. (2006). Gender perspectives on the optimization
of the interdisciplinary course curriculum “Introduction to electrical engineering for non-majors”
Proceedings of American Society for Engineering Education conference, June 18-21, Chicago,
2006.
Sorby, S., Drummer, T. , Hungwe, K., Parolini, L. & Molzan, R. (2006). Preparing for
engineering studies. Improving 3-D spatial skills of K-12 students. Proceedings of the 9th
international conference on engineering education. San Juan, Puerto Rico, July 23-28, 2006
Parolini, L, Sorby, S. & Hungwe, K. (2005). Developing 3D spatial skills for K-12
students. Proceedings of the American Society for Engineering Education Conference
(Engineering Design and Graphic Division). Ft. Luderdale, Florida, December 3-6, 2005.
Zekavat, S. A., Hungwe, K. & Sorby, S. (2005). An optimized approach for teaching the
interdisciplinary course electrical engineering for non majors. Proceedings of the American
Society for Engineering Education conference, Portland Oregon, June 12-15, 2005.
Sorby, S., Drummer, T., Hungwe, K., & Charlesworth, P. (2005). Developing 3-D
spatial visualization skills for non-engineering students, Proceedings of the American Society for
Engineering Education conference, Portland Oregon, June 12-15, 2005.
Zekavat, S. A., Sandu, C. Archer, G. & Hungwe, K. (2004). An evaluation of the
teaching approach for the interdisciplinary course electrical engineering for Non Majors.
Proceedings of the American Society for Engineering Education conference February 2-6, 2004,
Biloxi, Mississippi.
Hungwe, K. (2005). Transitioning to algebra: A case study in the development of
mathematical competence in the middle school. Poster presented at the annual meeting of the
American Educational Research Association, Montreal April 11-15, 2005.
Hungwe, K. (2004). Literacy, pedagogy and globalization: The search of quality and
relevancy in Zimbabwean Education. Paper presented at the 48th Annual Conference of the
Comparative and International Conference, Salt Lake, Utah, March 9-12 March, 2004.
Hungwe, K. (2003). ‘Whose line is it anyway?': Learning to be a pupil in first grade
classrooms. Paper presented at the 84th Annual meeting of the American Educational Research
Association, Chicago, April 21-25, 2003.
Hungwe, K. (2003). Reflections on workplace and adult learning: A teacher educator's
search for 'big' ideas. Paper presented at the 84th Annual meeting of the American Educational
Research Association, Chicago, April 21-25, 2003.
5
KN Hungwe, 10/2007
Hungwe, K. & Beach, K. (1996).The development of knowledge during the transition to
computerized technologies in the machining trades. Presented as part of a structured poster
session “Sociocultural Studies of Development and Learning at Work” at Annual Conference of
the American Educational Research Association, San Francisco, CA, 1996.
Hungwe, K & Smith, J. P. (1996). Intuition in Education: the case of rational number
concepts. Paper presented at the Annual Conference of the American Educational Research
Association, San Francisco, CA, 1996.
Smith, J. & Hungwe, K. (1994). Evolving expertise with rational numbers. Paper
presented at the annual conference of the American Educational Research Association, New
Orleans, L.A. 1994.
Hungwe, K. (1991).A decade of science education in Zimbabwe: Nationalist vision and
post-colonial realities. Paper presented at the Comparative and International Education Society
conference, University of Pittsburgh, Mar. 11-14, 1991.
Presentations (invited)
Hungwe, K. & Parolini, L. (2007). Improving the Spatial Skills of High School and
Middle School Students. Paper presented at the Spatial Skills Curriculum Workshop
Michigan Technological University, Houghton, MI May 16-18, 2007.
Hungwe, K., Sorby, S., Drummer, T. & Molzon, R. (2007). Effective strategies for
developing 3-D spatial skills among K-12 students. Poster presented at the NSF Joint Annual
Meeting, Washington DC, April 25-26, 2005.
Zekavat, R., Hungwe, K., Archer, G. Rogers, T. & Bulleit, W. (2007). A Novel
Curriculum for the Interdisciplinary Course Electrical Engineering for Non-EE Majors:
Approach and Progress. A poster presented at the Engineering Education NSF Awardees
Conference, Arlington, VA, September 26-29, 2007.
Hungwe, K. Drummer, T., Sorby, S. & Charlesworth, P. (2005). Developing 3-D
spatial skills for non-engineering college students. Poster presented at the NSF Joint Annual
Meeting, Washington DC, April 25-26, 2005.
Hungwe, K, Kohn , W. & Kohn, A. (1999). The MEDical Information COmmunity
(MEDICO) program: A telehealth project for improved health education and
communication using internet technologies. Paper presented at the Health Informatics in
Africa (HELENA) conference. University of Zimbabwe Medical School, 29 November - 2
December 1999.
Hungwe, K. (1997). The development of resource materials for early childhood
education in African contexts. Report on the Regional Conference on Early Childhood
Education in Higher Education, Kadoma, Zimbabwe, February 5-7, 1997, p. 37-42. Harare:
University of Zimbabwe.
Hungwe, K. (1996). Globalization and the role of computer technology in
Zimbabwean education. Brown bag lecture series, Michigan State University, April,1996.
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KN Hungwe, 10/2007
Hungwe, K. (1992). Computers in Zimbabwean Education. Paper presented at the
Computer Education Group Biennial Conference, Nottingham University, UK. 8-10 April
1992.
Hungwe, K. (1989). Using instructional technologies in special education. Annual
Conference of the Schools Psychological Services, Ministry of Education, Zimbabwe, 1989.
Hungwe, K. (1988). The cost-effectiveness of distance education. In R. Grant (Ed.)
Proceeding of the conference, ‘The Education Crisis in Zimbabwe: What distance
education?’ Harare, University of Zimbabwe, DATE, pp. 72-89. Harare: University of
Zimbabwe.
Hungwe, K. (1990). Southern Rhodesia films for peasant farmers: propaganda or
education? Oral Traditions Association of Southern Africa: Proceedings of the second
biennial seminar Harare, University of Zimbabwe, 11-15 September, 1989, pp. 153-162.
Harare: OTAZI/UNESCO.[revised and published]
Hungwe, K. (1988). The use of visual aids in oral historical research. Paper
presented at a workshop of the Oral Traditions Association of Zimbabwe (OTAZI), Harare,
Queen Victoria Museum.
Research websites (created and edited)
African cinema: reviews, criticism and theory
(http://www.ed.mtu.edu/~khungwe/afrika/)
Current contents
By Kimani Gecau (Department of Media Studies, University of Zimbabwe)
• Mwanasikana: In Search of an Audience in Zimbabwe (research paper)
By Kedmon Hungwe
• Film-making in Central Africa (book review)
• Fifty years of film-making in Zimbabwe (research paper)
• Interview with Ben Zulu - African Movies and the Global Mainstream
• Interview with Michael Raeburn-Independent Filmmaker
By Martin Mhando (Media Studies, Murdoch University, Australia)
• Film review: Fogata
• Southern African Cinema: Towards a regional narration of the nation
Content Reviews
Rwambiwa, J. (2001). Instructional Media and Technology, Harare, Zimbabwe Open
University.
Fetsco, T. & McClure, J. (2005). Educational Psychology: An integrated approach to
classroom decisions. NY Pearson.
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KN Hungwe, 10/2007
TEACHING EXPERIENCE
Undergraduate Teacher Education
Michigan Technological University (2002 - present)
Courses
• Fundamentals of Instruction (developed and taught)
• Psychological Foundations of Education
• Instructional Technology
University of Zimbabwe (1987—2002)
Courses
• The Development and Use of Texts: Focus on theoretical and practical skills for the local
production of texts using microcomputers and related technologies (focus on elementary
school education). (developed and taught)
• Learning and Development through Play and Information Technologies in Early
Childhood Environments.
• Methods and Media in Instruction (developed and taught)
Michigan State University (Graduate Teaching Assistant) (Fall 1995-Fall 1996).
• Reflections on Learning
Graduate Teacher Education
Michigan Technological University (2002 - present)
Masters level teacher education
Co-created and co-taught the following online courses
• Science Education Research (co-developed and co-taught with Dr W. Yarroch)
• Science Learning Materials, Inquiry and Assessment (Co-developed with Drs W.
Yarroch, M. Hindelang. Co-taught with Dr Yarroch)
• Connecting Michigan Science Benchmarks and Research. (Developed by Dr. W.Yarroch)
Ad hoc Professional development courses for teachers
These are one credit course offerings for teachers from across the state delivered through both
face-to-face and distance education. Teachers engage in action research in their own
classrooms.
• Special Content Studies
• Special Topics in Education
Graduate Student Advising
Currently advisor to 16 part-time teacher graduate students.
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KN Hungwe, 10/2007
Four advisees have graduated. Their research projects are:
ƒ Jennifer Toivonen. Using GIS and inquiry-based education to teach hominid
evolution, 2004
ƒ Melissa Maxson. Inquiry through teaching water quality, 2005
ƒ Charles Schepke. A qualitative study using Michigan’s Keweenaw Peninsula’s
paleomagnetic past as a resource for teaching secondary science, 2005
ƒ Debra Zolynsky. Motivating students to become scientifically literate through
inquiry, 2007
University of Zimbabwe (1987- 2002)
Co-founding member, Center for Educational Technology. Co-developed the program and
courses with Dr John Rwambiwa.
New Graduate Courses developed and taught
• Computer literacy: Computer literacy considered in historical perspective and in relation
to other literacies (e.g. print and television literacy).
• Educational Technology Foundations. Theoretical ideas on learning and development,
perception theories, and communication theories that inform the practice of Educational
Technology.
• Communication Technologies. The educational impact of new technologies, and in
particular satellite-based communication technologies and the internet.
• Research Methods and Statistics.
Other Graduate courses taught
• Psychological Foundations of the Curriculum: Psychological theories that have
influenced curriculum planning, development and evaluation.
• Methods and products of selected curriculum development projects in Zimbabwe.
Developed and taught course.
• Use of computers in Educational Administration. Developed and taught course.
Graduate Student Advising
Over thirty graduate student projects; several masters theses; one doctoral thesis
as a co-advisor.
RESEARCH GRANTS
Michigan Technological University (2002 - present)
Externally Funded Grants
•
PI (since Jan 2007) on Removing Barriers to Success: Reducing Gender Differences in 3-D
Spatial Skills. National Science Foundation. Co-PIs Paul Charlesworth, Thomas Drummer
(National Science Foundation ($499,534.00 (10/01/04 - 9/30/2008.). Grant awarded with
Sheryl Sorby as PI.
•
Co-PI on Optimizing the Interdisciplinary Course: Introduction to Electrical Engineering
(EE) for Non-EE Majors. National Science Foundation: Principal Investigator Seyed Zekavat.
9
KN Hungwe, 10/2007
CO-PI(s) Kedmon Hungwe, Glen Archer, David Nelson, William Bulleit $462,398.00
(09/01/04-8/31-2008)
University of Zimbabwe (1987-2002)
Internally Funded Grants
•
•
•
A study of the uses of computer technologies in schools. University of Zimbabwe
Research Board 1988-1990 (~ US$6,000)
A study of teaching and learning in three urban primary schools. University of
Zimbabwe Research Board. Research Board 1999-2000 (~US$5,000)
Three travel grants to present papers at professional meetings in the United Kingdom
& USA.
OTHER
Consultantships
ƒ
ƒ
Department for International Development, United Kingdom, 2002.
Adelphi University, Evaluation of Teacher-Leader quality program grant (formerly Dwight
D. Eisenhower Grant), 2007
ƒ
Visiting positions
ƒ
Michigan State University, Visiting Scholar (instructor), African Studies Center,
Summer 2001.
SERVICE
Professional memberships and service
Current Memberships
ƒ Michigan Science Teachers Association
ƒ National Council of Teachers of Mathematics
ƒ American Educational Research Association.
ƒ American Society for Engineering Education
Review of journal articles
ƒ Journal for Research in Mathematics Education, Guest reviewer
ƒ Journal of Psychology in Africa, Guest reviewer
ƒ Journal of Women and Minorities in Science and Engineering, Guest reviewer
Review of conference papers
ƒ American Educational Research Association Annual Conference (Division C - Learning and
Instruction)
ƒ IPSI BgD Transactions on Internet Research
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KN Hungwe, 10/2007
University Service
Michigan Technological University (2002 - present)
• Assessment Council (since 2006).
• Graduate Faculty Council (2002-2005)
• Advisor: African Praise Fellowship (since 2005)
University of Zimbabwe (1987-2002)
• Acting Chairperson, Center for Educational Technology, May 1997-August, 1998; 2001.
• Faculty Higher Degree Research Committee, 1997-2002.
• Faculty of Education Planning Committee, 1997-1998; 2001.
• Senate (1997-1999; 2001)
• Coordinator, Diploma in Educational Technology Program, 1991-1992.
Service on examination boards (1987-2002)
External member of the examination boards for the following teacher education colleges in
Zimbabwe.
Gweru Teachers College, Mutare Teachers college, Seke Teachers College, Masvingo
Teachers College;Hillside Teachers College, Belvedere Teachers’ College.
AWARDS & HONORS
Recipient of the RG Mugabe Fellowship, Center for African Studies, Michigan State
University. One of three fellowships awarded to outstanding junior faculty from the University of
Zimbabwe for advanced graduate studies at Michigan State University. The fellowship funded
my PhD studies in Educational Psychology, 1992-1997. Tuition and living expenses.
Recipient of the W.B. & Candace Thoman Fellowship, 1994-95. Awarded to outstanding
international scholars completing their doctoral studies who show achievement and promise in
scholarship, leadership, and dedication to search for solutions to the problems of poverty and
hunger. Program activities included volunteer work with 4-H clubs in Lansing, Michigan.
Recipient of a United States Agency for International Development fellowship. Awarded
to outstanding young professionals from Zimbabwe to undertake advanced studies in the USA. I
earned an MS in Curriculum and Instruction at the University of Wisconsin—Madison (19851987). Tuition and living expenses.
Recipient of a World University Service scholarship. Awarded to students of African
descent studying at the University of Rhodesia. Tuition and living expenses (1976-1978).
Phi Kappa Phi honor society, Michigan State University, 1995.
Selected for inclusion in Marquis Who's Who in America, 2006, 2007 & 2008 editions.
11
FF
Principal Investigator/Program Director (Last, first,
middle):
BIOGRAPHICAL SKETCH
Provide the following information for the key personnel in the order listed for Form Page 2.
Photocopy this page or follow this format for each person.
NAME
POSITION TITLE
Michael R. Neuman
Professor of Biomedical Engineering and Chairman
EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, and include postdoctoral training.)
DEGREE
(if applicable)
INSTITUTION AND LOCATION
YEAR(s)
FIELD OF STUDY
Case Institute of Technology
BSEE
1961
Electrical Engineering
Case Institute of Technology
MSEE
1963
Electrical Engineering
Case Institute of Technology
PhD
1966
Engineering
Case Western Reserve University School of Medicine
MD
1974
Medicine
RESEARCH AND PROFESSIONAL EXPERIENCE: Concluding with present position, list, in chronological order, previous employment, experience,
and honors. Include present membership on any Federal Government public advisory committee. List, in chronological order, the titles, all authors,
and complete references to all publications during the past three years and to representative earlier publications pertinent to this application. If the
list of publications in the last three years exceeds two pages, select the most pertinent publications. DO NOT EXCEED TWO PAGES.
June, 2003 May, 1998 – July, 2003
June 2000- July, 2003
July, 1974 –1998
Feb. 1980 - Aug. 1980
July, 1970 - June, 1974
Sept. 1966 - June, 1970
Professor and Chairman, Department of Biomedical Engineering, Michigan Technological University
Herff Professor of Biomedical Engineering, University of Memphis
Professor, Department of Pediatrics, University of Tennessee Health Science Center
Associate Professor of Biomedical Engineering in Reproductive Biology, Case Western Reserve Univ.
Guest Professor, Universitatsspital Frauenklinik, Zurich, Switzerland
Associate Professor of Biomedical and Electrical Engineering, Case Western Reserve University
Assistant Professor of Engineering, Case Western Reserve
PROFESSIONAL ACTIVITIES
Editor, Physiological Measurement, 2002 Editor-in-Chief, IEEE Transactions on Biomedical Engineering, 1989-1996.
NIH-FDA Consensus Development Conference on Infant Apnea and Home Monitoring, 1986
President-International Society on Biotelemetry, 1984-1988.
FDA OB/GYN Devices Advisory Committee, 1992-1996.
Program co-chairman, IEEE-EMBS International Meeting, Amsterdam, 1996.
PUBLICATIONS (160 Papers and book chapters; 228 abstracts and presentations; 5 patents)
1) Neuman, MR and Kim, Y. The Undergraduate Biomedical Engineering Curriculum: Devices and Instruments, Ann Biomed
Engrg, 34:226-231, 2006.
2) Silvestri JM ; Lister G ; Corwin MJ ; Smok-Pearsall SM ; Baird TM ; Crowell DH ; Cantey-Kiser J ; Hunt CE ; Tinsley L ;
Palmer PH ; Mendenhall RS ; Hoppenbrouwers TT ; Neuman MR ; Weese-Mayer DE ; Willinger M and the CHIME Study
Group. Factors that influence use of a home cardiorespiratory monitor for infants: the collaborative home infant monitoring
evaluation, Arch Pediatr Adolesc Med (Archives of pediatrics & adolescent medicine.) 2005 Jan; 159(1): 18-24.
3) DH Crowell, LJ Brooks, MJ Corwin, S Davidson-Ward, CE Hunt, LE Kapuniai, MR Neuman, JM Silvestri, LR Tinsley, DE
Weese-Mayer, J DiFiore, M Peucker, JS Grove, JW Pearce, and the CHIME Study Group. Ontogeny of Arousal, J. Clin.
Neurophysiol, 12:290-300, 2004.
4) E Sazonov, N Sazonova, S Schuckers, MR Neuman, and the CHIME Study Group. Activity-Based Sleep-Wake
Identification in Infants, Physiol. Meas., 25:1291-1304, 2004.
5)
SB Knisley and MR Neuman, Simultaneous electrical and optical mapping in rabbit hearts, Ann Biomed Engrg, 31:32-41, 2003.
6) Livia Nagy, Geza Nagy, Robert E. Gyurcsányi, Michael R. Neuman, Ernő Lindner, Development and study of an
amperometric biosensor for the in-vitro measurement of low concentration of putrescine in blood, J. Biophys. Biochem.
Methods, 2002, 53, 165-175.
7) R. E. Gyurcsanyi, Andrea Bereczki, Geza Nagy, Michael R. Neuman, Ernö Lindner, Amperometric microcells for alkaline
phosphatase assay, Analyst, 2002, 127, 235-240.
PHS 398 (REV. 5/95)
(Form Page 6) Page 11
Number pages consecutively at the bottom throughout the application. Do not use suffixes such as 3a, 3b.
FF
8) Michael R. Neuman, Herman Watson, Rebecca S. Mendenhall, John T. Zoldak, Juliann M. DiFiore, Mark Peucker, Terry M.
Baird, David H. Crowell, Toke T. Hoppenbrouwers, David Hufford, Carl E. Hunt, Michael J. Corwin, Larry R. Tinsley,
Debra E. Weese-Mayer, Marvin A. Sackner, and the CHIME Study Group, Cardiopulmonary Monitoring at Home: The
CHIME Monitor, Physiol. Meas. 22:267-286, 2001.
9) Ramanathan R, Corwin MF, Hunt CE, Lister G, Tinsley L, Baird L, Silvestri JM, Crowell DH, Hufford D, Martin RJ,
Neuman MR, Weese-Mayer DM, Cupples LA, Peucker M, Willinger M, Keens TG, and the Collaborative Home Infant
Monitoring Evaluation (CHIME) Study Group: Cardiorespiratory events recorded in the home: Comparison of healthy
infant with those at increased risk for SIDS, JAMA, 285:2199-2207, 2001.
10) Robert E. Gyurcsányi , Géza Nagy, Livia Nagy, Alessandra Cristalli, Richard P. Buck, Michael R. Neuman, H. Troy Nagle,
Stefan Ufer, Ernö Lindner, Amperometric microcells for diagnostic enzyme activity measurements, Biomedical Diagnostic
Reagents, A. M. Usmani ed. Marcel Dekker, Submitted Feb. 04, 2000
11) Robert E. Gyurcsányi , Alessandra Cristalli, Géza Nagy, Livia Nagy, Cara Corder, Bradford D. Pendley, Stefan Ufer, H.
Troy Nagle, Michael R. Neuman, Ernö Lindner, Analytical performance characteristics of thin and thick film amperometric
microcells, Fresenius Journal of Anal. Chem, 369:286-294, 2001.
12) Nagy, R.E. Gyurcsanyi, A. Cristalli, M. R. Neuman, E. Lindner, Screen printed amperometric microcell for proline
iminopeptidase enzyme assay, Biosensors and Bioelectronics, 2000, 15. 265-272
13) Weese-Mayer DE, Corwin MJ, Peucker MR, Di Fiore JM, Hufford DR, Tinsley LE, Neuman MR, Martin RJ, Brooks LJ,
Davidson Ward SL, Lister G, Willinger M, and The CHIME Study Group: Comparison of CHIME monitor identified apnea
with end-tidal CO2 and thermistor. American Journal of Respiratory and Critical Care Medicine, 2000 Aug; 162 (2 Pt 1):
471-80.
14) Hunt CE, Corwin MJ, Lister G, Weese-Mayer DE, Peucker M, Neuman MR, Tinsley L, Baird TM, Keens TG, and The
CHIME Study Group: Longitudinal assessment of hemoglobin oxygen saturation in healthy infants during the first six
months of age. J. Pediatr, 1999;134:580-586.
15) M. R. Neuman, Thirty Years of Fetal and Neonatal Physiologic Measurements: Have They Made A Difference?, Clinics in
Perinatology, 26:1017-1030, (1999).
16) G. Nagy, C. X. Xu, R. P. Buck, E. Lindner, and M. R. Neuman, Amperometric Microcell for Enzyme Activity
Measurements, Analytical Chemistry, 70:2156-2162, (1998).
17) H. Qiu, L. Hedlund, M. R. Neuman, R. Black, G. P. Cofer, and G. A. Johnson; Measuring the Progression of Foreign Body
Reaction to Silicone Implants using in vivo MR Microscopy, IEEE Trans. Biomed. Engrg., 45:921-927, (1998).
18) A.Sharkawy, M. R. Neuman, & W. M. Reichert; Sensorcompatability: Design Considerations for Biosensor-based Closed
Loop Drug Delivery, in K. Parks (ed.), Controlled Drug Delivery: The Next Generation, ACS Series on Drug Delivery,
(1998).
19) V. V. Cosofret, M. Erdosy, T. A. Johnson, D. A. Bellinger, R. P. Buck, R. B. Ash, and M. R. Neuman; Electroanalytical and
Surface Characterization of Encapsulated Implantable Membrane Planar Microsensors, Analytica Chimica Acta, 314:1-11,
(1995).
20) G. Nagy, Clarke X Xu, E. Lindner, R. P. Buck, and M. R. Neuman, "Wet and Dry Chemistry Kits for Creatine Kinase Using
a Small-Volume, Microfabricated, Planar, Amperometric cell", Anal. Chim. Acta, 377:1-12, (1998).
21) E. Linder, V. V. Cosofret, R. P. Buck, T. A. Johnson, R. B. Ash, M. R. Neuman, W. J. Kao and J. M. Anderson;
Electroanalytical and Biocompatability Studies on Microfabricated Array Sensors, Electroanalysis, 7:864-870, (1995).
22) P. Buck, V. V. Cosofret, E. Lindner, S. Ufer, M. Madaras, T. A. Johnson, R. B. Ash, and M. R. Neuman; Microfabrication
Technology of Flexible Membrane-Based Sensors for in Vivo Applications, Electroanalysis, 7:846-851, (1995).
23) M. R. Neuman; Cardio-Pulmonary Monitoring, Chapter 12 in Y. W. Brans & W. W. Hay (eds.), Perinatal Biomedical
Technology, Oxford Univ. Press, (1995), pp 209 - 223.
24) E. Linder, V. V. Cosofret, R. P. Buck, J. W. Kao, M. R. Neuman, and J. M. Anderson; Ion-Selective Membranes with Low
Plasticizer Content: Electroanalytical Characterization and Biocompatability Studies, J. Biomed. Mat. Res., 28:591-601,
(1994).
25) VV Cosofret, E Linder, T Johnson, and MR Neuman; pH Planar Microsensors for Cardiovascular Use, Talanta, 41:931-938,
(1994).
26) Lazebnik, N, Neuman, M.R., Lysikiewicz, A., Dierker, L., and Mann, L.I.; Correlation of Fetal Heart Rate Response to
Scalp Stimulation with Acid-Base Status, Am. J. Perinatology, 9:226-230 (1992).
27) Baird, T.M., Goydos, J.M., and Neuman, M.R.; Optimal Electrode Location for Monitoring the ECG and Breathing in
Neonates, Pediatr. Pulmonology, 12:247-250, (1992).
28) Artal, R., Sokol, R.J., Neuman, M.R., Burstein, A.H. and Stojkov, J.; "Mechanical Properties of Prematurely and
Nonprematurely Ruptured Membranes: Methods and Preliminary Results", American Journal of Obstetrics and
Gynecology, 125: 655-659, (July 1, 1976).
PHS 398 (REV. 5/95)
(Form Page 6) Page 12
Number pages consecutively at the bottom throughout the application. Do not use suffixes such as 3a, 3b.
FF
Robert Pastel
M. S. Computer Science and Ph. D. Physics
2012-F Woodmar Dr.
Houghton, MI 49931
(906) 483-8042
rpastel@mtu.edu
SUMMARY
Over 10 years experience teaching computer science, physics and mathematics at the university
and college level. Research in experimental computer science. and physics.
TEACHING EXPERIENCE
Michigan Tech. University, Houghton, MI - CS Assistant Professor (2006-present)
Taught 3-6 credits per semester and conducted research in HCI computer science
Human-computer Interaction: User centered design, undergraduate course
Human-computer Interaction: Usability Testing, graduate course
Introduction to Data Structure , undergraduate course
Michigan Tech. University, Houghton, MI - CS Lecturer (2001- 05)
Taught 9-12 credits per semester and conducted research in HCI computer science.
Introduction to Algorithms
Human-computer Interaction
Introduction to Data Structure
Numerical Methods using Fortran
Introductory Fortran
Michigan Tech. University, Houghton, MI - Visiting Assistant Professor (1997-2000)
Taught 9-12 credits per quarter and conducted research in optical physics.
Calculus-based and Algebra-based Introductory Physics: Lecture and Recitation
Calculus and Pre-calculus
Senior Level Electrodynamics: Lecture and Recitation
Senior Level Optics: Laboratory
Junior Level Computers and Physics: Laboratory
Adams State College, Alamosa, CO - Visiting Instructor (1996-97)
Taught 12 credits per semester and conducted community service
Junior Level Analogue and Digital Electronics: Lecture and Laboratory
Algebra-based Introductory Physics: Lecture and Recitation
Mechanical Drawing: Lecture and Laboratory
Statics: Lecture and Recitation
Harford Community College, Aberdeen, MD - Adjunct Professor (1996)
Introductory Astronomy
College of Santa Fe, Santa Fe, NM - Adjunct Instructor (1994-95)
Introductory Programming: Lecture and Laboratory
Introductory Computers: Lecture and Laboratory
Robert Pastel
Page 2 of 8
EDUCATION
M. S. Computer Science
Describing VLIW Architectures
Using a Domain Specific Language
Michigan Tech. University, 2001
Ph. D. Physics
Br* Laser and Quenching
University of New Mexico, 1994
M. S. Engineering Science
Aircraft Wing Vibration due to
Atmospheric Turbulence
University of Tennessee, 1980
B. S. Mathematics
Virginia Polytechnic Inst., 1977
PUBLICATIONS
The Difficulty of Centering Circular Discs
Pastel, R.
Proceedings of Human Factors and Ergonomics Society 2008,
Computer Systems Technical Group (submitted)
Human factors education: bridges, barriers and the trolls under the bridges.
Helton, W.S., Miller, M., & Pastel, R. (2007). Proceedings of the American Society of
Engineering Education North Midwest Section, 5
A Case Study in Canine-Human Factors: A Remote Scent Sampler for Landmine Detection
Helton, W, Begoske, S., Pastel, R., and Tan, J.
Proceedings of Human Factors and Ergonomics Society 2007,
General Session, Baltimore MD, October 1-5, 2007, pp. 582-586
The Usability of Gravity Mouse
Pastel, R.., Himes, P. and Harper, M.
Proceedings of Human Factors and Ergonomics Society 2007,
Computer Systems Technical Group, Baltimore MD, October 1-5, 2007, pp. 444-448
The Difficulty of Remotely Negotiating Corners
Pastel, R., Champlin, J., Harper, M., Paul, N., Helton, W., Schedlbauer, M. and Heines, J.,
Proceedings of Human Factors and Ergonomics Society 2007,
Computer Systems Technical Group, Baltimore MD, October 1-5, 2007, pp. 489-493
RFID Cards: A New Deal for Elderly Accessibility
Pastel, R., C. Wallace, and J. Heines
Proceedings of Human Computer Interaction International (ACM HCII’07),
Universal Access in Human Computer Interaction, Beijing, China, July 22-27, 2007, pp. 990-999
A Tool for Enabling Scientific Exploration of Human Performance Models in HCI Education.
Schedlbauer, M.,and Pastel, R.,
In Proceedings of HCI Educators 2007, Aveiro, Portugal, March, 2007, pp. 116-121.
Effects of Posture on Target Acquisition with a Trackball and Touch Screen
M. Schedlbauer, R. Pastel, and J. Heines
ITI’06, June 2006, Dubrovnik, Croatia, awarded best student paper
“Measuring the Difficulty of Steering Through Corners”
Pastel, R.
ACM CHI’06, p. 1087-1096, Montreal, Canada, April 24-28, 2006
Robert Pastel
Integrating Science and Research in a HCI Design Course
R. Pastel
ACM SIGCSE’05, p. 31-35 , St. Louis, USA, Feb. 23-26, 2005.
Page 3 of 8
Object-Action Association: A HCI Design Model
R. Pastel and N. Skalsky
ACM IUI’04, p. 295-7, Maderia, Portugal, Jan. 13-16, 2004.
Demonstrating Information in Simple Gestures
R. Pastel and N. Skalsky
ACM IUI’04, p. 360-1, Maderia, Portugal, Jan. 13-16, 2004.
Transportable Research Instrument: a PDA-based Laboratory for Science Experiments
N. Skalsky and R. Pastel
IEEE WMTE’04, p. , Jhongli, Taiwan, March 23-24, 2004.
Measuring Evaporation Rates for Laser Trapped Droplets Using Morphology Dependent
Resonances
R.L. Pastel and A. Struthers
Applied Optics, vol.40, no.15 p. 2510-14.
Materials Aspects of Laser Guided Direct Writing
E.M. Nadgorny, R.L. Pastel, A.A. Struthers, and A. Miner
International Conference Proceedings of Mass and Charge Transport in Inorganic Materials, Italy,
May 2000.
Laser Trapping of Microscopic Particles for Undergraduate Experiments
R.L. Pastel, A. Struthers, Ryan Ringle, J. Rogers, C. Rohde, and P. Geiser
American Journal of Physics 68, 993 (2000)
Spectral Differentiation of trace Concentration by Laser Photofragmentation with Fragment
Ionization at 226 nm and 456 nm: Quantive Analysis of NO-NO2 Mixtures
R.L. Pastel, and R. Sausa
Applied Optics 39, p. 2487-95 (2000)
Laser Guidance and Trapping and transport of Microscopic Particles in Hollow-core Optical
Fibers
M.J. Renn, R. L. Pastel and H. A. Lewandowski
Pys. Rev. Lett. 82, p. 1574 (1999)
Laser Particle Manipulation and Surface Patterning by Laser Guidance
M.J. Renn and R. L. Pastel
J. Vac. Sic. Technol. B16, p. 3859 (1998)
Detection of NO and NO2 by (2+2) Resonance Enhanced Multiphoton Ionization and
Photoacustic Spectroscopy
R. L. Pastel, and R. Sausa
Applied Optics, Vol. 35, No.21, p. 4046
Detection of NO using Laser-Induced Photoacoustic Spectroscopy
C. Williamson, R. L. Pastel, and R. Sausa
Applied Spectroscopy, Vol. 50, p. 205, 1996.
Atomic Quenching of Br* by I and Br
R. L. Pastel, H. G. Miller, G. D. Hager, and J. K. McIver
Journal of Chemical Physics, Vol. 100, p.3624, 1994.
Robert Pastel
Page 4 of 8
Measurement of the 2-photon and 3-photon detachment for HE. P. MacKerrow, H. C. Bryant, R. A. Giannelli, M. S. Gulley, M. Halka, P. B. Keating, R. L.
Pastel, A. H. Mohaghi, W. A. Miller, C. Y. Tang, S. Cohen, J. B. Donahue, A. H. Hsu, C. R. Quick,
J. J. Tiee, and K.Rozsa
American Physical Society and American Physics Teachers, Vol. 39, No. 2, 1994.
Parametric Study of Longitudinally Pumped Br* Laser
S. Brennan, R. L. Pastel, J. K. McIver, H. G. Miller, and G. D. Hager
Proc. Inter. Conf. Laser '92, p.185, 1992.
Efficient Br* Laser Pumped by Frequency-doubled Nd:YAG and Electronic-to-Vibrational
Transfer-pumped CO2 and HCN Laser
R. L. Pastel, G. D. Hager, H. G. Miller, and S. R. Leone
Chemical Physics Letters, Vol.183, No.6, p.565, 1991.
Intra-cavity Doubling of a CO2 TEA Laser with Thallium-arsenic-selenide Crystal
R. L. Pastel
Applied Optics, Vol.26, No.9, p.1574, 1986.
Morphology-dependent Resonance at small size parameter
R.L. Pastel, R. Ringle, and M. Renn
QthD3, C.LEO/QUEL 1999
Baltimore, MD, May 1999
Direct Writing of Materials by Laser Guidance
M.J. Renn and R.L. Pastel
CFC4, C.LEO/QUEL 1999
Baltimore, MD, May 1999
Laser Trapping of Crystallites in Hollow Optical Fibers
R. L. Pastel, and H. Lewandowski and M. Renn
PDL 14, Bulletin of the American Physical Society, Division of Atomic, Molecular, and Optical
Physics, Vol. 43, No. 3, Santa Fe , N.M. May 1998.
Laser Particle Manipulation and Surface Patterning by Laser Guidance
M.J. Renn and R.L. Pastel
AM-4, Electron Ion Photon Beam Nanofabrication
Chicago, IL, June 1998
Trace Analysis of Ambient Nitrocompounds by using 452 nm Laser
Photofragmentation/Fragment Detection Spectrometry
R. L. Pastel, and R. Sausa
CLEO/QELS, laser diagnostics, May 1995.
Polarization and Intensity Effects on Multiphoton Detachment of H- and H0
E. P. MacKerrow, H. C. Bryant, M. Halka, A. H. Mohagheghi, R. L. Pastel, C. Y. Tang, C. R.
Quick, J. B. Donahue, A. Hsu, J. Tiee, and K. Rozsa
Big Sky Workshop on Super-Intense Laser-Atom Physics, June 22-25, 1991.
Polarization and Intensity Effects on Multiphoton Detachment of HE. P. MacKerrow, H. C. Bryant, M. Halka, A. H. Mohagheghi, R. L. Pastel, C. Y. Tang, C. R.
Quick, J. B. Donahue, A. Hsu, J. Tiee, and K. Rozsa
Bull. Amer. Phys. Soc., Vol. 36, p. 1163, 1991.
Robert Pastel
Rapid Tuning Mechanism for CO2 Lasers
R. L. Pastel, D. L. Dines, Singh, and Gottlieb
IRIS Proc., Active Systems, John Hopkins University, Laurel MD, 1986.
Page 5 of 8
Parallel Electric Fields and Anomalous Resistivity in Classical Penning Discharge
R. L. Pastel, J. R. Roth, and P. D. Spence
Paper 8R-1B, Proc. American Physics Society, Vol.27, No.8, part II, p.1106, 1984.
A Paired Comparison of High Frequency RF Emission from Two Configurations of Electric Field
Dominated Plasma
J. R. Roth, P. W. Hayman, and R. L. Pastel
Paper IIP-II-02, Proc. Int. Conf. Plasma Physics, Gutenborg, Sweden, p.250, 1983.
Axial Profile of Electrostatic Potential and Electron Number Density in a Classical Penning
Discharge
R. L. Pastel, P. D. Spence, and J. R. Roth
Proc. IEEE Int. Conf. of Plasma Sci., San Diego CA, 1983.
A Paired Comparison of High Frequency RF Emission from Two Configurations of Electric Field
Dominated Plasma
J. R. Roth, P. W. Hayman, and R. L. Pastel
Paper 3E1, Proc. IEEE Int. Conf. of Plasma Sci., Ottawa, Canada, p. 65, 1982.
Aircraft Wing Vibration due to Atmospheric Turbulence
R. L. Pastel, J. E. Caruthers, and W. Frost
NASA Contract Report 3431, 1980.
Passive Q-Switching of CO2 TEA Laser Using SF6
R. L. Pastel
U. S. Army Report, Night Vision Lab., AMSEL-NV-TR-0056, 1986.
INVITED TALKS
Steering through Corners
R. Pastel
University of Massachusetts at Lowell
Lowell, MA, April 2006.
Laser Deposition and Trapping of Microscopic Particles
R. Pastel
Army Research Laboratory
Fort Aberdeen, May 1999.
Frequency Response of Laser Trapped Crystals in Hollow Optical Fibers
R. Pastel
Invited Talk, Michigan Technological University, Houghton, MI, March 1998
PATENTS and DISCLOSURES
Gravity Mouse: Technique for Assisting Target Acquisition using a Mouse
R. Pastel
Disclosure submitted to MTU IPO.
Robert Pastel
Page 6 of 8
Transportable Research Instrument: PDA-based Laboratory (PBL) for Science Experimentation
N. Skalsky and R. Pastel
Provisional patent
Collaborative Learning
R. Pastel
Disclosure submitted to MTU IPO.
Laser-guided Manipulation of Non-atomic Particles
M. Renn, D. Odde, and R. Pastel
Patent No. 68,231,24 issued 11/23/2004
A Device and Process for Detecting and Discriminating NO and NO2 from Nitrocompounds in
real-time and in situ
R. Pastel, and R. C. Sausa
GRANTS and PENDING PROPOSALS
Pending
Enabling Email for Computer Users with Alzheimer’s Disease
PI: R. Pastel, Co-PI: C. Wallace, W. Helton
Alzheimer’s Association, 2007, $200,000
Graspable Interfaces: A scalable visual approach to HCI using RFID Cards
PI: R. Pastel, Co-PI: C. Wallace, W. Helton
National Science Foundation, 2007, $449,000
Funded
DURIP: Human-Robot Interaction Laboratory Equipment
PI: W. Helton, Co-PI: R. Pastel, T. Jindong, A. Mukherjee, Y. Li, N. Onder, J. Carter
Department of Defense, $467,017 (2007)
Enterprise: Set Top Box Discovery Project
PI: R. Pastel, Co-PI: Mary Raber, Rick Berky
T2 Communications LLC, 1/07-12/07, $15,000
Improving Human Factors Education at MTU
PI: W. S. Helton Co-PI: R. Pastel, M. Miller
MTU Century II Campaign Endowed Equipment, 11/30/06, $4,500
"Laser Direct Write Lithography for Electronic Circuits"
Pi: M. Renn, Co-Pi: R. Pastel, A. Struthers, and E. Nadgrony
DARPA MICE Subcontract funded at $300K
Declined
MRI: Development of a Robotic Hazard-mitigation and Urban Sensor Network Experimental
Platform
PI: T. Jindong Co-PI: R. Pastel, M. C. Friedrich, W. S. Helton, Y. Li,
National Science Foundation, 7/01/07 - 7/01/09, ~$250,000
Simulating Interest in IT Careers: Empowering Teachers to Make a Difference
PI: L. Ott Co-PI: C. S. Anderson, K, Hungwe, N. Onder, R. Pastel
National Science Foundation, 1/1/08 - 1/1/10, $1,168,238
Robert Pastel
Page 7 of 8
HCC: Improving Computer Accessibility for the Elderly through Tangible User Interfaces
PI: R. Pastel Co-PI: C. Wallace, J. Heines
National Science Foundation, 8/20/07 - 8/19/10, $449,694
NSP ESI-ITEST: “Making a Difference with Computers: Engaging Women & Minorities”
L. Ott, C. Anderson, K. Hungwe, J. Lehmann, N. Onder, B. Choi, J. Lowther SP: R. Pastel
proposed: $1,198,739 for 2006-9
RET Site: Engineering the Future - Enhancing Teacher Content Knowledge Through Research
PI: P. L. Bergstom Co-PI: C. Anderson, C. Friedrich, S. A. Sorby, J. W. Sutherland, SP: R. Pastel
Integrated Microsystems Enterprise: TRIcoder Project
PI: R. Pastel
National Collegiate Inventors and Innovators Alliance, 3/1/04 - 2/28/05, $19,399
BOOK REVIEWS and PUBLISHER SYMPOSIUMS
Data Structures & Their Algorithms , Darry R. Lewis and Larry Denenberg
Addison-Wesley
Seeing Is Believing, Hollie Endres
Red Brick Learning
Data Structure and Algorithms in Java 3/e, Michael Goodrich and Roberto Tamassia
Wiley
Symposium in Data Structure in Java, Chicago, June 16 – 18, 2004
McGraw-Dill Higher Education
Data Structures and the Java Collections Framework, William Collins
McGraw Hill
Software Design and Data Structures in Java, Koffman
Addison-Wesley
Data Structures and Other Objects Using Java, 2/e, Michael Main
Addison-Wesley
GRADUATE STUDENT ADVISING
Chris Brown, MS, MTU, Advisor 2007 - present
Jon Woods, MS, MTU, Advisor 2007- present
Keith Rutkowski, Ph.D., Advisor 2007-present
Chris Blazek, MS, MTU, Advisor 2005 – 2007
“A Field Study of Menu Selection and Number Entry in a Confidential Web Page”
Martin Schedbauer, Sc.D., UML, Committee member, 2005 – 2007
“An Empirical Derived Model for Predicting Completion Time of Cursor Positioning Task in
Dual-talk Environments”
Abu Ashraf, MS, MTU, Committee member, 2005,
“Design and Use of Instruments for the Measurement of Software Usefulness”
Robert Pastel
Page 8 of 8
UNDERGRADUATE RESEACH STUNDENTS
Brandyn Phelps, 2008
Arlo Moran, 2007
Jon Perich, 2007
Andy Spina, 2007
Joseph Ross 2006-07
Paul Himmes, 2004-2006
JacobChamplin, 2005-06
Matt Harper, 2005-06
Nathan Paul, 2004-2006
N. Skalsky, 2004
Chris Balzek, 2003-05
Joseph Vailancourt, 2003
Peter Geiser, 1999
Charles Rohde, 1998-99
Ryan Ringle, 1998-99
H. Lewandowski, 1998
COMMUNITY SERVICE
Psychology Adjunct Professor, 2008-present
Faculty Advisor for Husky Game Enterprise, (informal) 2004-05 (formal) 2006-present.
Faculty Advisor for MTU Linux Users Group, 2002 - 2005.
Faculty Advisor for DDR social club, 2002 – 2006.
Faculty Advisor for Integrated Microsystems Enterprise, 2003.
Department representative for New Computer Science Building, 2001- 2002.
Lead Physics Judge for 48th Annual San Luis Valley Regional Science Fair, 1997.
Assisted with Engineers’ Day at Adams State College, 1997.
Organized and developed new Physics Laboratories at Adams State College, 1997.
Organized and Monitored Life Drawing Group, 1985-87.
Maintained Aircraft for UTSI Glider Club, 1983.
Scout Master, Tullahoma TN, 1977-78.
Robert Pastel
ART EXHIBITS AND THEATER PRODUCTIONS
"Too Jewish,” Westside Theater, 43 St. & 9 Ave., NY, NY
Scenery design and painting
"Reckless,” Rail Yard Performance Center, Santa Fe, NM
Scenery design and painting
Eli Levin 20th Anniversary Show, Raelian Studio, Albuquerque, NM
Gallery Realistic, Santa Fe, NM
Two pen and ink drawings
Blue Tarps Exhibition, Callnan Gallery, Albuquerque, NM
Two oil paintings
Outdoor Studio Exhibition, John Sommers Gallery, Albuquerque, NM
Two oil paintings
REFERENCES
Linda Ott,
Chair and Professor
Computer Science Department
Michigan Technological University
Houghton, MI 49931
Phone: (906) 487-2209
linda@mtu.edu
Charles Wallace,
Assistant Professor
Computer Science Department
Michigan Technological University
Houghton, MI 49931
Phone: (906) 487-3431
wallace@mtu.edu
Jesse Heines,
Associate Professor
Computer Science Department
University of Massachusetts Lowell
Lowell, MA 01854
Phone (978) 934-3634
heines@cs.uml.edu
Page 9 of 8
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12/93
6/93
5/93
10/92
9/92
Amlan Mukherjee, Ph.D.
Assistant Professor – Dept. Civil & Env. Engineering - Michigan Technological University
Houghton, MI 49931-1295 - Office: (906) 487-1952 Home:(906) 370-5240 E-mail:amukherj@mtu.edu
PROFESSIONAL SUMMARY
Dr. Mukherjee is an Assistant Professor in Civil and Environmental Engineering. He focuses his
research and professional activities primarily in the area of planning and decision making in
construction management and transportation infrastructure management. He conducts research on
developing conceptual frameworks and implementing models that can aid decision makers assess
alternatives and explore what-if scenarios. He combines research methods that involve the development
and application of interactive simulations, life cycle cost and environmental analysis with advances in
information technology. The goal is to collect and mine existing data in order to investigate and forecast
behavior of civil infrastructure systems, and develop new methods and processes that support and
enhance decision-making.
EDUCATION
UNIVERSITY OF WASHINGTON, SEATTLE
Doctorate of Philosophy in Civil Engineering, June, 2005
UNIVERSITY AT BUFFALO (SUNY)
Master of Science in Civil Engineering, August 2001
BIRLA INSTITUTE OF TECHNOLOGY AND SCIENCE, PILANI, INDIA
Bachelor of Science in Civil Engineering, July 2000
APPOINTMENTS
MICHIGAN TECHNOLOGICAL UNIVERSITY, HOUGHTON, MI
Department of Civil and Environmental Engineering
2005-Present
Assistant Professor
UNIVERSITY OF WASHINGTON, SEATTLE, WA
Department of Civil and Environmental Engineering
2004-2005
Pre-Doctoral Instructor
HUMAN INTERFACE TECHNOLOGY LABORATORY, SEATTLE, WA
University of Washington
2001-2003
Research Associate
NORTH STAR LEADERSHIP GROUP, PHOENIX, AZ
Management Consultants
July – December 2004
Consultant
UNIVERSITY AT BUFFALO, BUFFALO, NY
Department of Civil and Environmental Engineering
August 2000-2001
_____
Graduate Assistant
DEVELOPMENT CONSULTNATS LTD., BOMBAY, INDIA
Engineering Consultants
January – July 2000
Design Engineer
SELECTED PUBLICATIONS
Journals:
Muga, H., Mukherjee, A., & Van Dam, T. (2006) “Towards Building Sustainable Concrete
Pavements,” Journal of Infrastructure Systems, ASCE (Submitted with response to reviewer’s
comments August 2007)
Anderson, G. Ryan, Mukherjee, A. and Onder, N. (2007) “Traversing and Querying Constraint Driven
Temporal Networks to Estimate Construction Contingencies,” Journal of Construction Automation,
Elsevier (Submitted first week of September 2007)
Watkins, M. T. and Mukherjee, A. (2007) “Using Adaptive Simulations to Develop Situational
Models of Human Decision-making,” Journal of Technology, Instruction, Cognition and Learning
(TICL), American Education Research Association (AERA) (Submitted last week of October 2007)
Mukherjee, A., Griffis, V. W., Watkins, M. T., Auer N. A. and Auer M.T. (2007) “Visualizing
Complex Systems to Aid Decision Making: A study of the Lake Superior Water Shed,” Journal of
Computing in Civil Engineering, Special Issue on 3D Graphics Visualization in Architecture,
Engineering and Construction Industry (Submitted last week of November 2007)
Muga, H. and Mukherjee, A.(2007) “An Integrated Assessment of the Sustainability of Green and
Conventional Roofs,” Journal of Green Building (Submitted first week of December 2007)
Watkins, M. T., Mukherjee, A., Onder, N. and Mattila, K.G. (2007) “Using Agent Based Modeling to
Study Construction Labor Productivity as an Emergent Property of Individual and Crew
Interactions”Journal of Construction Engineering and Management, ASCE (Submitted first week of
December)
Rojas, E.M. and Mukherjee, A. (2007) “Virtual Coach: A Situational Simulation Environment for
Construction Management Education,” Revista Ingenieria de Construccion, Vol. 22, No. 1
Rojas, E. and Mukherjee, A. (2006). “A Multi-Agent Framework for General-Purpose Situational
Simulations in the Construction Management Domain.” Journal of Computing in Civil Engineering,
ASCE, 20(6), 1-12
Rojas, E. and Mukherjee, A. (2005). “A General-Purpose Situational Simulation Environment for
Construction Education.” Journal of Construction Engineering and Management, ASCE, 131 (3). 319329
Rojas, E. and Mukherjee, A. (2005). “Temporal Interval Logic in General-Purpose Situational
Simulations.” Journal of Computing in Civil Engineering, ASCE, 19 (1), 83-93.
Rojas, E. and Mukherjee, A. (2003). “Modeling the Construction Management Process to Support
Situational Simulations.” Journal of Computing in Civil Engineering, ASCE, 17 (4), 273-280
Conferences:
Watkins, M., Mukherjee, A., Onder, N., and Mattila, K. (2007) “Understanding Labor Productivity as
an Emergent Property of Individual and Crew Interactions on a Construction Site,” In the Proceedings
of the Annual Conference of the International Group on Lean Construction (IGLC), July 2007 at
Lansing, MI. (also presented)
Anderson, G. R., Onder, N. & Mukherjee, A. “Expecting The Unexpected: Representing And
Reasoning About Construction Crisis Scenarios” In the Proceedings of the Winter Simulation
Conference 2007, Washington DC in December 9th-12th, 2007 (also presented)
Muga, H., and Mukherjee, A. “An Integrated Assessment of the Sustainability of Green Roofs”
International Conference on Sustainability in Engineering, Pittsburg, PA, April 10-12th 2007.
Mukherjee, A., Muga, H. & Van Dam, T. (2006) “Towards Building Sustainable Concrete
Pavements,” In the Proceedings of the 1st. International Construction Speciality Conference, Canadian
Society of Civil Engineering (CSCE), May 23-26, 2006, Calgary Canada, 2006. (also presented)
Mukherjee, A., Rojas, E. & Winn, W. (2005) “Exploring Mental Models of Construction Managers”
Construction Congress, ASCE, San Diego.
Mukherjee, A., Rojas, E. & Winn, W. (2005) “Understanding Cognitive and Meta- Cognitive
Processes in Construction Management: The System Dynamics Perspective” Construction Congress,
ASCE, San Diego.
Mukherjee, A., Winn, W. & Rojas, E. (2005) “Using Agent Driven Situational Simulations for
Training Construction Managers” American Educational Researcher's Annual Meeting, Montreal,
2005.
Mukherjee, A., Rojas, E. & Winn, W. (2004) “Implementing A General Purpose Framework Using
Multi-Agents For Construction Management Education,” Winter Simulation Conference,
ACM/SIGSIM, Washington DC, December, 2004
Mukherjee, A. & Rojas, E. (2003) “Reasoning about Actions and Events in Situational Simulations,”
Winter Simulation Conference, ACM/SIGSIM, New Orleans, December 7th-10th, 2003.
SELECTED EXTERNALLY FUNDED RESEARCH GRANTS __
• Understanding Mental Models of Expertise in Construction management Using Interactive
Adaptive Simulations, PI: Amlan Mukherjee, Funding Agency: National Science Foundation.
(Project Value: $228,086, December 2006 – December 2009)
o Effective construction management decision-making under constraints of time, resource, and rapidly
unfolding events requires knowledge of complex inter-relationships between several simultaneous events
and apprehending uncertainty and risk arising from feedbacks delocalized in time and space. Such
knowledge is inductively constructed by assimilating and organizing experiential knowledge into patterns
of information that are difficult to formalize or analytically perceive. The researchers propose to use an
interdisciplinary approach to understand how expert and novice construction managers differ in their
knowledge organization, information processing, risk assessment, and decision-making in construction
management crisis scenarios. Recent advances in simulations and data analysis techniques will be used to
investigate the cognitive and engineering aspects of decision making in complex dynamic construction
management scenarios. Though the research effort will focus on the construction management domain, the
results from the research will have broader impacts in furthering the understanding of effective decisionmaking and its impacts in other high stakes, dynamic, time-critical situations like first response to natural
and human-induced disasters.
• Collaborative Learning in Construction management through Situational Simulations, Michigan
Tech. PI: Amlan Mukherjee Funding Agency: Fund for the Improvement of Secondary
Education (FIPSE), US Department of Education. (Project Value: $270,773, January 2007 –
December 2009)
o The researchers propose to develop and use situational simulations for student-centered problem-based
learning, which can be shared across institutions and programs. The main objective of situational
simulations is to help learners further develop their decision-making skills. The specific goals are to (i)
create a web-based collaborative learning environment using interactive situational simulation and
visualization techniques, (ii) encourage and facilitate the creation of a construction engineering knowledge
base or repository of educational-oriented simulations and complementary activities that expand the
learning horizons of students and allow them to take more responsibility for their own learning (iii) create
a consortium of universities throughout the country to leverage resources and expertise in order to generate
a richer, more cost-efficient, environment for the learner in the construction engineering and management
domain.
ACADEMIC ADVISING
PhD Students:
Helen Muga, Civil and Environmental Engineering (Expected graduation summer 2008)
MS Students:
Matt Watkins, Computer Science (Expected graduation summer 2008)
G. Ryan Anderson, Computer Science (2007)
Kedar Gadgil, Civil and Environmental Engineering (2006)
RELATED ACTIVITIES
Professional memberships:
ƒ Associate Member, American Society of Civil Engineers
ƒ Member, Construction Research Council
ƒ Member, American Education Research Association
ƒ Member, Association of Computing Machinery (ACM) Special Interest Group in Simulations
(SIGSIM)
Publications reviewed for:
ƒ Journal of Construction Engineering and Management, American Society of Civil
Engineering,(ASCE) (1)
ƒ Journal of Materials in Civil Engineering, ASCE (1)
ƒ Journal of Water Resources Planning and Management, ASCE (1)
ƒ Construction Research Congress, 2005, ASCE (Referred conference) (2)
ƒ Winter Simulation Conference, 2007, ACM/SIG-SIM/IEEE, (Referred conference) (1)
J INDONG TAN
Assistant Professor
Department of Electrical and Computer Engineering
Michigan Technological University
Houghton, MI 49931
Phone: 906 487 3115
Email: jitan@mtu.edu
http://www.ece.mtu.edu/resl
A PPOINTMENTS
Assistant Professor, Computer Engineering, Michigan Technological University
Graduate assistant, Electrical Engineering, Michigan State University,
Assistant professor, Northeastern University, China
Graduate assistant, Northeastern University, China
2002–present
1998–2002
1995–1998
1992–1995
P ROFESSIONAL P REPARATION
Ph.D. in Electrical and Computer Engineering, Michigan State University
M.S. in Electrical Engineering, Northeastern University, China
B.S. in Electrical Engineering, Lanzhou University of Science and Technology, China
2002
1995
1992
S YNERGISTIC ACTIVITIES
Jindong Tan’s synergistic research activities include mobile robotics, hybrid sensor networks and body area
sensor networks. A hybrid sensor network consists of many small sensors and some mobile robotic sensors.
His current effects in this area include (a) the development of a distributed dynamic model using graph theory; (b) self-organization algorithms to enhance sensing and communication using mobility; (c) dynamic
clustering for energy efficient routing and tracking; (d) coordination and navigation algorithms for a complex network of mobile and static sensors; (e) sensor network applications in Intelligent Transportation
Systems. A Body Sensor Network (BSN) consists of a hybrid of wearable, swallowable and implantable
wireless miniature sensors, which collectively monitor the medical condition of a patient and provide physicians with immediate feedback. Dr. Tan’s research focus is the development of energy-efficient communication and networking techniques for embedded body area sensor networks. His work has innovative merits
in ultra-low power and reliable communication and sensor fusion in body area sensor networks. Dr. Tan’s
other areas of interests include networked sensing and control, embedded systems and tele-operation. Dr.
Tan synergistic teaching activities include the development of two graduate level courses for the computer
engineering program: multi-robot systems and applications, and embedded sensor networks.
F IVE P UBLICATIONS R ELATED
TO THE
P ROPOSED P ROJECT
1. Atul Verma, Hemjit Sawant, and Jindong Tan. Selection and navigation of mobile sensor nodes using a
sensor network. Pervasive and Mobile Computing, 2(1):65–84, 2006.
2. Suresh Shenony and Jindong Tan. Simultaneous localization and mobile robot navigation in a hybrid sensor
network. In IEEE/RSJ International Conference on Intelligent Robots and Systems, Edmonton, Alberta,
Canada, August 2005.
3. Jindong Tan. A scalable graph model and coordination algorithms for mobile sensor networks. Wireless
Sensor Networks and Applications Section I Network Design and Network Modelling, Yingshu Li, My Thai,
and Weili Wu(Eds), pages 104–131, 2005.
4. Hemjit Sawant, Jindong Tan, and Qingyan Yang. A sensor networked approach for intelligent transportation
systems. In IEEE/RSJ International Conference on Intelligent Robots and Systems, Sendai, Japan, 2004.
5. Jindong Tan, Ning Xi, Amit Goradia, and Weihua Sheng. Coordination of human and formations of
mobile manipulators in a perceptive reference frame. International Journal on Vehicle Autonomous Systems,
2(3/4):201–206, 2004.
E-1
US PATENT
Hybrid Robot Motion Task Level Control System, US patent No. 6 456 901
G RADUATE S TUDENT A DVISEES
PhD students:
MS students:
L IST
OF
Huaming Li,
Hemjit Sawant,
Andrew J. Zobro,
Jin He,
Suresh Shenoy,
Bharat Choudhary,
Lufeng Shi,
Atul Verma,
Rohit Itticheria,
Jiang Li,
Qian Zheng,
An Qi,
Sheng Hu.
Alok Sabherwal,
Xin Jin.
C OLLABORATORS (L AST F OUR Y EARS )
Ning Xi,
Wai Keung Fung,
William Helton,
Fathi Salam,
Yantao Shen,
Amlan Mukherjee,
OTHER P UBLICATIONS R ELATED
Weihua Sheng,
R. Lal Tummala,
Byung Choi
TO THE
Jizhong Xiao,
Rob Nowak,
Wei Kang,
Parmesh Ramanathan,
P ROPOSED P ROJECT
1. Jin He, Huaming Li, and Jindong Tan. Real-time daily activity classification with wireless sensor networks
using hidden markov model. In Proceedings of the 29th Annual International Conference of the IEEE
Engineering in Medicine and Biology Society, Lyon, France, August 2007.
2. Jindong Tan, Ning Xi, and Yuechao Wang. A singularity-free motion control algorithm for robot manipulators — a hybrid system approach. Automatica, 40(7):1239–1245, 2004.
3. Yu Sun, Ning Xi, and Jindong Tan. Interactive model identification for nonholonomic cart pushing by a
mobile manipulator. Robotics and Autonomous Systems, 46(1):29–46, 2004.
4. Jindong Tan, Ning Xi, and Yuechao Wang. Integration sensing, task planning and control of mobile
manipulators. International Journal of Robotics Research, 22(5):337–354, 2003.
5. Atul Verma, Hemjit Sawant, and Jindong Tan. Selection and navigation of mobile sensor nodes using a
sensor network. In Proceedings of IEEE International Conferences on Pervasive Computing and Communications, Hawaii, USA, 2005.
6. Huaming Li and Jindong Tan. An ultra-low-power medium access control protocol for body sensor networks. In Proceedings of the 62nd IEEE Vehicular Technology Conference, Dallas, TX, September 2005.
7. Hemjit Sawant, Jindong Tan, and Qingyan Yang. Study of an inter-vehicle communication protocol for
vehicle-infrastructure integration (VII). In Proceedings of Transportation Research Board 84th Annual
Meeting, Washington, DC, 2005.
8. Hemjit Sawant, Jindong Tan, and Qingyan Yang. Using bluetooth and sensor networks for intelligent
transportation systems. In Proceedings of IEEE Intelligent Transportation Systems Council Conference,
Washington, DC, USA, 2004.
9. Wei Kang, Ning Xi, Jindong Tan, and Yuechao Wang. Formation control of multiple autonomous robots:
Theory and experimentation. Journal of Intelligent Automation and Soft Computing, 10(2):1–17, 2004.
10. Jindong Tan and Ning Xi. Peer-to-peer model for the area coverage and cooperative control of mobile
sensor networks. In Proceedings of SPIE symposium on Defense and Security, Orlando, FL, USA, 2004.
11. Jindong Tan, Oscar Mateo Lozano, Ning Xi, and Weihua Sheng. Multiple vehicle systems for sensor
network area coverage. In Proceedings of World Congress on Intelligent Control and Automation, 2004.
12. Jindong Tan, Ning Xi, Amit Goradia, and Weihua Sheng. Coordination of human and mobile manipulator
formation in a perceptive reference frame. In Proceedings of IEEE International Conference on Robotics
and Automation, Taiwan, 2003.
13. Jindong Tan and Ning Xi. Integration sensing and task planning of mobile manipulators. In proceedings of
IEEE International Conference on Robotics and Automation, Washington D.C., USA, 2002.
E-2
BIOGRAPHICAL SKETCH
Provide the following information for the key personnel and other significant contributors.
Follow this format for each person. DO NOT EXCEED FOUR PAGES.
NAME
POSITION TITLE
Jason R. Carter
Chair & Assistant Professor
eRA COMMONS USER NAME
EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, and include postdoctoral training.)
INSTITUTION AND LOCATION
DEGREE
(if applicable)
YEAR(s)
Michigan Technological University, Houghton, MI
Penn State College of Medicine, Hershey, PA
Michigan Technological University, Houghton, MI
B.S.
Ph.D. Intern
Ph.D.
2000
2002, 2003
2003
FIELD OF STUDY
Biological Sciences
Human Physiology
Human Physiology
A. Positions and Honors
Professional Positions:
2000 – 2003
2002, 2003
2002 – 2006
2004 – present
2006 – present
Graduate Research Assistant, Department of Biomedical Engineering, Michigan
Technological University, Houghton, MI
Summer Research Assistant, Department of Medicine (Cardiology), Penn State
University College of Medicine, Hershey, PA
Science Teacher, Houghton-Portage Township High School, Houghton, MI
Adjunct Assistant Professor, Department of Biological Sciences, Michigan
Technological University, Houghton, MI
Chair & Assistant Professor, Department of Exercise Science, Health and Physical
Education, Michigan Technological University, Houghton, MI
Other Experience and Professional Memberships:
2000 – 2003
2002 – 2004
2004
2004
2002 – present
2006 – present
Member, American College of Sports Medicine
Member, Michigan Education Association
Invited Speaker, Experimental Biology Conference, Washington, D.C.
Consultant, National Evaluation System, Lansing, MI
Member, American Physiological Society
Member, American Heart Association
Honors:
2000
2003
2003
2004
2004, 2005
Summa Cum Laude, Michigan Technological University
Caroline tum Suden/Francis A. Hellebrandt Professional Opportunity
Award, American Physiological Society
K-12 Educator Incentive Award, Michigan Space Grant Consortium
State of Michigan Blue Ribbon Teacher Award, Houghton High School
Who’s Who Among America’s Teachers, Houghton High School
B. Research Publications
1. Cooke WH, Reynolds BV, Yandl MG, Carter JR, Tahvanainen KUO, and Kuusela TA. Effects of
exercise training on cardiovagal and sympathetic responses to Valsalva’s maneuver. Medicine and
Science in Sports and Exercise 34:928-935, 2002.
2. Carter JR, Ray CA, and Cooke WH. Vestibulosympathetic reflex during mental stress. Journal of
Applied Physiology 93:1260-1264, 2002.
3. Carter JR, Sauder CL, and Ray CA. Effect of morphine on sympathetic nerve activity in humans.
Journal of Applied Physiology 93:1764-1769, 2002.
4. Ray CA and Carter JR. Vestibular activation of sympathetic nerve activity. Acta Physiological
Scandinavica 177:313-319, 2003.
5. Carter JR, Ray CA, Downs EM, and Cooke WH. Strength training reduces arterial blood pressure but
not sympathetic neural activity in young normotensive subjects. Journal of Applied Physiology
94:2212-2216, 2003. Epub Jan 31, 2003.
6. Cooke WH, Carter JR, and Kuusela TA. Muscle sympathetic nerve activation during the Valsalva
maneuver: interpretive and analytical caveats. Aviation, Space, and Environmental Medicine 74:731737, 2003.
7. Cooke WH, Carter JR, and Kuusela TA. Human cerebrovacular and autonomic rhythms during
vestibular activation. American Journal of Physiology (Regulatory, Integrative, and Comparative
Physiology) 286:R838-843, 2004. Epub Jan 8, 2004.
8. Carter JR, Cooke WH, and Ray CA. Forearm neurovascular responses during mental stress and
vestibular activation. American Journal of Physiology (Heart and Circulatory Physiology) 288:H904907, 2005. Epub Oct 14, 2004.
9. Cooke WH and Carter JR. Strength training does not affect vagal-cardiac control or cardiovagal
baroreflex sensitivity in young healthy subjects. European Journal of Applied Physiology 93:719-725,
2005. Epub Oct 29, 2004.
10. Carter JR, Kupiers NT, and Ray CA. Neurovascular responses to mental stress. Journal of
Physiology (London). 564:321-327, 2005. Epub Feb 10, 2005.
11. Carter JR and Ray CA. Effects of dimenhydrinate on autonomic activity in humans. Clinical
Autonomic Research. 17:186-92, 2007. Epub Mar 25, 2007.
12. Ray CA and Carter JR. Central modulation of exercise-induced muscle pain in humans. Journal of
Physiology (London). 585(Part 1):287-294, 2007. Epub Oct 11, 2007.
13. Carter JR and Lawrence JE. Effects of the menstrual cycle on sympathetic neural responses to
mental stress in humans. Journal of Physiology (London). 585(Part 2):635-641, 2007. Epub Oct 11,
2007.
14. Carter JR and Ray CA. Sympathetic responses to vestibular activation in humans. American Journal
of Physiology (Regulatory, Integrative, and Comparative Physiology). [In Press]
15. Kuipers NT, Sauder CL, Carter JR, and Ray CA. Neurovascular responses to mental stress in the
supine and upright postures. Journal of Applied Physiology. [In Press]
C. Research Support
Ongoing Research Support:
FA-9550-07-1-0500 Helton (PI)
07/01/07 – 06/30/08
U.S. Department of Defense – Defense University Research Instrumentation Program
A Collaborative Laboratory for Human-Robot Interaction at Michigan Technological University
The purpose of this project is to build a collaborative laboratory between seven departments on campus to
examine human-robot interactions. $467,017 (direct).
Role: Co-Investigator
REF-070529 Carter (PI)
07/01/07 – 06/30/08
State of Michigan – Michigan Tech University (REF Award)
Enhancement of the Exercise Science Research Infrastructure at Michigan Tech
The purpose of this project is to renovate research laboratories and graduate space for the Exercise
Science department. $34,520 (direct)
Role: Principal Investigator
PHS-070614 Carter (PI)
09/01/07 – 08/31/08
Portage Health Sports Medicine Institute
Optimizing Lactate Clearance in Collegiate Athletes
The purpose of this project is to examine the effect of post-game submaximal exercise on lactate clearance
in collegiate hockey players. $2,273 (direct).
Role: Principal Investigator
R15 HL-088689 Carter (PI)
02/01/2008 – 01/31/2011
National Institutes of Health (NHLBI)
Fish Oil and Neurovascular Control in Humans
The purpose of this project is to examine the effect of fish oil on neural and cardiovascular responses to
mental stress in normotensive and hypertensive individuals.
Role: Principal Investigator
Completed Research Support:
PHS-060620 (PI)
07/01/06 – 06/30/07
Portage Health Sports Medicine Institute
Physiological Gender Differences in Hockey Players During On-Ice Graded Exercise
The major goal of this project was to examine ventilatory and lactate thresholds in male and female
hockey players during an on-ice graded exercise protocol. $2,273 (direct).
Role: Principal Investigator
REF-060605 Carter (PI)
07/01/06 – 08/31/07
State of Michigan – Michigan Tech University (REF Award)
The Influence of Reproductive Hormones on Sympathetic Responses to Mental Stress
The purpose of this project is to examine muscle sympathetic neural and cardiovascular responses to
mental stress in women during the different phases of the menstrual cycle. $50,000 (direct)
Role: Principal Investigator
Michele H. Miller
Michigan Technological University
1400 Townsend Drive
Houghton, MI 49931-1295
Phone: (906)487-3025
E-mail: mhmiller@mtu.edu
EDUCATION:
North Carolina State University, Mechanical Engineering, Ph.D. 1994
North Carolina State University, Mechanical Engineering, M.S. 1991
Duke University, Mechanical Engineering, B.S. 1986
EXPERIENCE:
2000 to present
2001 to 2002
1994 to 2000
1989 to 1994
1986 to 1989
Associate Professor, Michigan Technological University, Houghton, MI
Visiting Associate Professor, Boston University, Boston, MA
Assistant Professor, Michigan Technological University, Houghton, MI
Research Assistant, NCSU Precision Engineering Center, Raleigh, NC
Manufacturing Engineer, General Motors, Warren, MI
RESEARCH INTERESTS:
Micro-electromechanical systems
Modeling material removal processes
Engineering education
HONORS:
SME Outstanding Young Manufacturing Engineer Award, 2001
NSF CAREER Award, 1999
NSF Summer Student in Japan, 1991
COURSES TAUGHT:
Integrated Design and Manufacturing
Analysis of Dynamic Systems
Material Removal Processes and Machine Tools
Metrology and Computer-Aided Inspection
Tool Engineering
Automatic Controls
Precision Machine Design
Human Factors in Engineering
SELECTED PUBLICATIONS:
Miller, M. H. and D. D. Charlesworth, “Problem Solving Obstacles in the Research Lab:
Perceptions of Graduate Students and Faculty, Proc. of ASEE North Midwest Section
Conference, Houghton, MI, Sept. 2007.
Helton, W. S., M. H. Miller and R. L. Pastel, “Barriers, Bridges, and Trolls Under the
Bridge: Issues in Human Factors Education for Engineers and Others,” Proc. of ASEE
North Midwest Section Conference, Houghton, MI, Sept. 2007.
Fan, X. and M. H. Miller, “Force Analysis for Grinding with Segmental Wheels,”
2
Machining Science and Technology, Vol. 10, 2006, pp. 435-455.
Miller, M. H., J. A. Perrault, G. G. Parker, B. P. Bettig and T. G. Bifano, “Simple models
for piston type micromirror behavior,” J. Micromechanics and Microengineering, Vol.
16, No. 2, 2006, pp. 303-313.
Lee, H., M. H. Miller and T. G. Bifano, “CMOS Chip Planarization by Chemical
Mechanical Polishing for a Vertically Stacked Metal MEMS Integration,” J.
Micromechanics and Microengineering, Vol. 14, No. 1, 2004, pp. 108-115.
Salisbury, E. J., K. V. Domala, K. S. Moon, M. H. Miller and J. W. Sutherland, “A Three
Dimensional Model for the Surface Texture in Surface Grinding, Part 1—Surface
Generation Model,” ASME Journal of Mfg Sci. and Engineering, Vol. 123, No. 4,
2001, pp. 576-581.
Salisbury, E. J., K. V. Domala, K. S. Moon, M. H. Miller and J. W. Sutherland, “A Three
Dimensional Model for the Surface Texture in Surface Grinding, Part 2—Grinding
Wheel Model,” ASME Journal of Mfg Sci. and Engineering, Vol. 123, No. 4, 2001, pp.
582-590.
Qu, W., K. Wang, M. H. Miller, Y. Huang and A. Chandra, “Using Vibration Assisted
Grinding to Reduce Subsurface Damage,” Precision Engineering, Vol. 24, No. 4,
2000, pp. 329-337.
Chandra, A., K. Wang, Y. Huang, G. Subhash, M. H. Miller and W. Qu, “Role of
Unloading in Machining of Brittle Materials,” ASME Journal of Mfg. Sci. and
Engineering, Vol. 122, No. 3, 2000, pp. 452-462.
Sharp, K. W., M. H. Miller and R. O. Scattergood, “Analysis of the Grain Depth-of-Cut in
Plunge Grinding,” Precision Engineering, Vol. 24, No. 3, 2000, pp. 220-230.
Miller, M. H. and T. A. Dow, “Influence of the Grinding Wheel in the Ductile Grinding of
Brittle Materials: Development and Verification of Kinematic Based Model,” ASME
Journal of Mfg Sci. and Engineering, Vol. 121, No. 4, 1999, pp. 638-646.
Wang, Y., K. S. Moon and M. H. Miller, “A New Method for Improving the Surface
Grinding Process,” International Journal for Manufacturing Science and Production,
Vol. 1, No. 3, 1998, pp. 159-167.
Miller, M. H. and T. A. Dow, “Wheel Speed Equilibria in Precision Contour Grinding,”
Precision Engineering, Vol. 19, No. 2/3, 1996, pp. 148-156.
Miller, M. H., K. P. Garrard, T. A. Dow and L. W. Taylor, “A Controller Architecture for
Integrating a Fast Tool Servo into a Diamond Turning Machine,” Precision
Engineering, Vol. 16, No. 1, 1994, pp. 42-48.
Dow, T. A., M. H. Miller and P. J. Falter, “Application of a Fast Tool Servo for Diamond
Turning of Nonrotationally Symmetric Surfaces,” Precision Engineering, Vol. 13, No.
4., 1991, pp. 243-250.
PROFESSIONAL ACTIVITIES:
Board of Directors (1997-99, 2004-06), Treasurer (1998-99), Chair of Nominating
Committee (2005) of American Society for Precision Engineering
Chair of Organizing Committee for 2003 ASPE Annual Meeting in Portland, OR
Memberships: American Society of Mechanical Engineers (ASME), American Society for
Precision Engineering (ASPE), Society of Manufacturing Engineers (SME), American
Society of Engineering Educators (ASEE), Human Factors and Ergonomics Society
(HFES)
Letter from the Dean
1 of 3
http://www.gradschool.mtu.edu/news/Dean_letter_0708.html
Prospective Students • Current Students • M
Graduate Students
Letter from the Dean of the Graduate School
July 18, 2008
I want to let you know about some changes to Michigan Technological University’s policies regarding graduate student
tuition and stipends that will be put into place starting in fall 2008.
The changes were proposed by a group of faculty, graduate students, and the dean of the Gra duate School who were given
a charge in January 2007 by the Executive Team to examine University policies related to graduate tuition and stipends.
The group’s final report was presented to the Executive Team in May 2008. [The entire repor t is available on the President's
website at: www.mtu.edu/mtuonly/reports/ ]. The Executive Team presented its recommendations to the University’s Board
of Control in June 2008. The Board of Control approved the recommendations that are describ ed below. These changes will
become effective in fall 2008.
If you have any comments or questions, please contact either Jackie Huntoon or Nancy Byers Sprague (in the Graduate
School). We will try to answer any questions or address any concerns.
Jackie Huntoon, dean of the Graduate School
I. Changes to Tuition Policies:
A. Old policy:
All graduate students must register for at least 9 credits at the regular tuition rate to b e considered full-time.
B. New policy:
1. PhD students who have satisfactorily completed both their qualifying and dissertation proposal exams
as well as all courses required for their degree (as applicable) can move into full-time re search-only
mode. The Graduate School will continue to enter documentation of completion of the proposa l exam
(or equivalent) into BANNER when the D6 form is received in the Graduate School. Department al
staff members will need to continue to enter the results of the qualifying exam (or equivalent exam,
typically reported using the D4 form). Students in research-only mode will be eligible to register for
full-time research for 9 credits and be charged a graduate research-only tuition rate that is equal to
1/3 of the normal graduate tuition rate at the start of the first semester following the student’s
completion of the required milestones. Students will petition (using a standard form available online)
the Graduate School for permission to enter research-only mode.
2. MS students will also be allowed to move into full-time research-only mode at the start of the first
semester following completion all required courses as well as the required number of credit s for their
degree.
C. Rationale:
Purpose is to provide assistance to faculty who are supporting graduate researchers on exte rnal funds and
assist self-supported students who wish to be full-time as well as international students who must be full-time
for reasons related to immigration.
II. Changes to Minimum Stipend Policies:
A. Old policy:
1. All supported MS students were required to receive a minimum stipend of $4684 per semester during
2007-08.
2. All supported PhD students were required to receive a minimum stipend of $5438 per semester
during 2007-08.
B. New policy:
Table 1
summarizes the changes to the minimum stipend levels for MS and PhD students. The Graduate School is
9/10/2008 1:45 PM
Letter from the Dean
2 of 3
http://www.gradschool.mtu.edu/news/Dean_letter_0708.html
working to streamline methods for running BANNER reports that will help departmental staff determine which
category the students within their unit fall. A training session for staff members will be offered as soon as the
programming is completed that will allow the reports to be generated on a department-by-dep artment or
program-by-program basis. Students will be eligible for the increased stipend and the start of the first
semester following completion of the required milestones.
C. Rationale:
Purpose is to encourage students to complete required milestones and begin working on their research in a
timely manner.
III. Changes to Continuous Enrollment Policies:
A. Old policy:
1. Students who needed time out for special circumstances and due to enrollment in programs wi th
inactive terms enrolled in UN5951 (Graduate Status - Maintenance of Continuous Enrollment).
Course carried a $100 fee. A special “no-fee” section was available for students on active military
duty (proof of active status was required), Applied Science Education (SASE) students, and students
pursuing on-line degrees.
2. Students who were engaged in writing or revising a report, thesis, or dissertation while off campus
could enroll in UN5952 (Report, Thesis, Dissertation – Independent Writing and Revision) fo r 0.25
credits.
3. Students who needed to enroll in one credit to comply with Michigan Tech ’s requirement that
students must be enrolled in a minimum of one credit during their defense semester could en roll in
UN5953 (Final Term Graduate Registration).
B. New policy:
1. Allow students who need a "time-out" due to extenuating circumstances (such as illness) or lack of
available courses (for students in online or blended degree programs) to register for the n o-fee
section of UN5951. Graduate School permission (using an online form) is needed prior to reg istration
for this course. The Graduate School will require a doctor’s recommendation for a leave of absence if
registration in UN5951 is requested due to illness.
2. UN5952 is now eliminated. Students must register for at least one full credit per academic- year
semester to remain continuously enrolled.
3. UN5953 will continue to be used for final-semester enrollment and can now also be used for
continuous enrollment purposes if it is more appropriate for a student than enrollment in a single
credit of thesis research. Departmental permission is needed prior to students’ registratio n for this
course. Departments will use the same process that is used to grant permission to register for
research credits.
C. Rationale:
Purpose is to eliminate fee for UN5951, eliminate the 0.25 credit course UN5952, standardiz e the required
minimum enrollment, and reduce the financial incentive for students to leave campus prior t o completing their
degrees.
Table 1:
Schedule for minimum stipend rates for MS and PhD students at Michigan Tech during 2008-09. Minimum stipends for the
2007-08 are noted for comparison purposes.
Graduate Student Minimum1 Stipend Rate
Categories for 2008-09
MS Students
Incoming PhDs Lacking an MS Degree
2
Continuing PhDs Lacking an MS Degree
Incoming or Continuing PhDs with an MS Degree
3
PhDs After Passing Qualifying Exam (with or without MS)
PhDs After Passing Qualifying and Proposal Defense
Exam (with or without MS)
Minimum 2008-09
Minimum 2007-08 Rates For
Rates
Comparison
$ 4,871
$ 4,684
$ 5,438
$ 5,438
$ 5,438
$ 5,438
$ 5,656
$ 5,438
$ 5,906
$ 5,438
$ 6,156
$ 5,438
1. Departments or faculty can use funds from external or Michigan Tech Fund sources to provid e students with higher
stipends up to a maximum of $30,000 per year. Support from Michigan Tech Fund sources can a lso be used to
supplement stipends funded from Michigan Tech's General Fund (i.e., GTA stipends).
9/10/2008 1:45 PM
Letter from the Dean
3 of 3
http://www.gradschool.mtu.edu/news/Dean_letter_0708.html
2. Incoming PhD students who lack an MS who have already been made offers of support will be "grandfathered in" and
receive support at the 2007-08 minimum PhD stipend level. Beginning in fall 2009, all newly accepted PhD students
lacking an MS will receive minimum support at a level equal to the MS rate. After completion of the qualifying exam, all
PhD students will receive minimum support at the post-qualifying exam rate.
3. This stipend rate will be used by Research and Sponsored Programs for all PhD students dur ing the preparation of
budgets for proposals to external sponsors.
Last reviewed on 07/28/2008
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9/10/2008 1:45 PM
Memo To: Graduate Faculty Council RE: Information regarding distribution of Graduate Teaching Assistant (GTA) support From: Jackie Huntoon, Grad School Date: September 2, 2008 As you know, the University’s Board of Control and our Executive Team are committed to increasing the amount of research and the number of graduate students (particularly PhD students) at Michigan Tech. The method the Graduate School uses to allocate internal support for graduate students is intended to contribute to this goal by rewarding units that are currently graduating many graduate students (PhD in particular) and by making it possible for other units to increase their graduate numbers and graduation rates. Since I became dean, I have reviewed the allocation of internally supported GTA “lines” each year based on data from the preceding three academic years. I do this so that resources are allocated based on recent events rather than historical precedent. A unit’s allocation is not considered part of its “base” budget, as it may either increase or decrease from one year to the next. My guiding principal is that no unit will ever lose more than two lines in a given allocation cycle. Therefore, if you know what your unit’s allocation is this year, you can be certain that next year you will receive, at a minimum, no fewer than your current allocation minus two. I am writing this memo because many faculty members have told me that they are unfamiliar with the procedure used to allocate the GTA resources and about what individual units can do to potentially increase their allotted resources. The steps in the allocation decision‐making process are described below. The Graduate School works with the college deans during the final stages of the process. Step 1: Data collection – Data for the last three years are used. All data were originally collected by Institutional Analysis. All data are considered at the department or school level. The data used in the allocation decision‐making process are: a.
b.
c.
d.
e.
Number of laboratory student credit hours taught. Number of non‐laboratory student credit hours taught. Number of MS graduates per year. Number of PhD graduates per year. Number of full‐time equivalent tenure and tenure‐track faculty (T/TT). Step 2: Data normalization – All data are averaged over the preceding three‐year period. Credit hour and graduation values are converted to values per T/TT. Time averaging is used to smooth out 1 anomalous highs or lows in the data. Conversion to per T/TT is used to reduce the impact that large (or small) department or school size can have on the data. Step 3: Goal for graduate student graduation rates – The goals are based in part on the University’s Strategic Goals for 2012. For example, the 2012 goal for the number of graduate students (overall) is 1250. Of these, 750 are anticipated to be MS students and 500 are anticipated to be PhD students. An unspecified number of the 750 MS are intended to be involved in “professional” master’s programs. All of the PhD students are intended to be research active. While having students on campus is very important, it is even more important to eventually have them graduate. To develop numeric goals for graduation it is assumed that, on average, a.
b.
c.
d.
MS students take three years to complete their degrees PhD students take five years to complete their degrees 75% of MS students complete their degrees 60% of PhD students complete their degrees Given the current number of T/TT in MS‐granting units on campus (281) and the current number of T/TT in PhD‐granting units (254), the strategic plan goals for numbers of MS and PhD students, and the assumptions regarding completion rates listed directly above, graduation‐rate goals (based on current faculty numbers) are calculated. • MSgoal = 750/3*0.75/281 = 0.67 (MS graduates per year per T/TT) o This means that if we are at goal with our current faculty numbers, we will be graduating, on average, two MS students per T/TT every three years. • PhDgoal = 500/5*0.6/254 = 0.24 (PhD graduates per year per T/TT) o This means that if we are at goal with our current faculty numbers, we will be graduating, on average, one PhD student per T/TT every four years. Step 4: Actual vs. Goal for graduate student graduation rates – The actual graduate student graduation rate (per T/TT) is compared to the goal rates (per T/TT) by dividing the actual by the goal: • MSprod = ActualMS/MSgoal o ActualMS equals the three‐year average of the number of MS graduates divided by the three‐year average of the number of T/TT. • PhDprod = 3*ActualPhD/PhDGoal o ActualPhD equals the three‐year average of the number of PhD graduates divided by the three‐year average of the number of T/TT. Note that PhD graduation rates are weighted, using a weighting factor of three. This means that PhD graduation rates “count” three times as much as MS graduation rates. 2 If a unit is graduating (based on averages for last three years) 0.67 MS students per T/TT, MSprod = 1. If a unit is graduating greater than 0.67 MS students per T/TT, MSprod>1 and if they are graduating less than 0.67 MS students per T/TT, MSprod<1. If a unit is graduating (based on averages for last three years) 0.24 PhD students per T/TT, PhDprod = 1. If a unit is graduating greater than 0.24 PhD students per T/TT, PhDprod>1 and if they are graduating less than 0.24 MS students per T/TT, PhDprod<1. Finally, an overall graduate student graduation productivity is calculated, which is equal to the sum of the MSprod and PhDprod scores divided by four. The divisor is set to four because this is would be equal to the sum of MSprod and PhDprod if a unit’s actual values are equal to the goal values for both MS and PhD students. Step 5: Goal for student credit hours – Goals for the number of student credit hours taught by a unit are based on the assumption that a full‐time teaching‐only faculty member can be expected to teach some number of student credit hours (SCHs). The actual number varies from unit to unit. Lecture/recitation and laboratory SCHs are considered independently because a one‐credit laboratory course may require two‐three contact hours per week, while a one‐credit lecture course involves one contact hour per week. Step 6: Actual vs. Goal for student credit hours – Units with MSprod or PhDprod values ≥ 0 receive “credit” for their work with graduate students. The expected teaching load per T/TT is reduced from full‐
time teaching levels based on the overall graduate student graduation productivity value. There is a minimum expectation for average teaching load per T/TT within each unit however. This minimum is equal to either 225 lecture SCHs per year (approximately three three‐credit lecture sections per year with 25 students per section) or 100 laboratory SCHs per year (about five one‐credit laboratory sections per year with 20 students per section). For example, if the expected full‐time teaching load for a unit is equal to 450 lecture SCHs per year per T/TT, and the unit’s graduate student graduation productivity value is equal to four, the goal for the number of lecture SCHs to be taught by the department would be equal to 225 SCHs per year per T/TT. If the unit’s graduate student graduation productivity value is equal to 0, the goal for the number of lecture SCHs to be taught by the department would be equal to 450 SCHs per year per T/TT. If the unit’s graduate student graduation productivity value is equal to two, the goal for the number of SCHs to be taught by the department would be equal to 338 SCHs per year per T/TT. Note that 338 is half‐way between 450 and 225. Step 7: Allocation of Resources – The number of GTA lines allocated to a unit are based on the calculated number needed to bring each unit to its goal teaching load in terms of SCHs per T/TT (see Step 6 above). 3 Step 8: Final Allocation – The final allocation of GTAs for FY09 is shown in table 1. New funds that were made available to the Graduate School as part of the FY09 budget allocation process were used to provide assistance to units that were most in need of additional support. Chem
Comp Sci
Exer Sci
Human
Math
Phys
Soc Sci
Sch Tech
1
4
0
5
5
2
9
1
24 12.5 2 22 22 17.5 4 0 Table 1: GTA Allocations, by department, for the FY09 year. Department / Number of Number of School MS GTAs PhD GTAs Business 3 Biomed 3.5 Chem Eng 2.5 5 Civil Eng 7 11 Elec Eng 6.5 14.5 Geol 1.5 4 Mat Sci & Eng 2 2 MEEM 10 24.5 Forestry 2 10 Bio 3 7 How to Increase a Unit’s Allocation – The most effective way to increase the number of allocated GTA lines is to increase the number of PhD students graduating each year. In a resource‐limited environment, this would only result in reallocation of resources from one unit to another, but Michigan Tech’s Board of Control is very supportive of having the University increase its PhD graduation numbers. We all have good reason to expect that progress toward this important Strategic Plan goal will result in an increase in resources in the future. Some Strategies for Increasing PhD Graduation Numbers – 1) Accept and matriculate more PhD students. a. Encourage promising Michigan Tech bachelor’s and master’s students to continue on for a PhD. b. Recruit from other sources when on travel or at meetings. c. Network with colleagues and encourage them to send good students to Michigan Tech. d. Use the Graduate Schools resources (materials, booth, expertise, personnel) to support recruiting efforts. e. Make it clear on departmental or other websites when applications are due and when they will be considered by the departmental or program review committee. f. Include information about funding opportunities on departmental or other websites. g. Separate acceptance decisions from funding decisions. Accept good students quickly (within one month to 6 weeks of receipt of a completed application). Remember that not all students need our funding because their home government (or ours), their corporations, or they themselves are prepared to pay their way. h. Make funding offers early. GTA assignments are made in late February. The earliest that graduate students can be required to commit to an offer is April 15. Therefore, the 4 month of March is a critical time as this is when the best students get their offers and make their decisions. i. Make sure that PhD students receive offers of support for multiple years (three‐five years). Ideally PhD students will spend some of their time on a GTA assignment and some of their time on a research grant or contract. The best students will only come here if their funding is secure. The new tuition and stipend rules make it much easier for researchers to support students with external funding. These new rules are anticipated to result in an increase in the number of PhD students on campus. j. Encourage students to visit campus and discuss potential research opportunities. k. Interview students using the internet or by phone if visits are not possible or if there are concerns related to language or other skills/interests. Use SKYPE or another tool to conduct online interviews at very low cost. I personally have found that the TOEFL is not a perfect predictor of many international students’ verbal skills. Having the opportunity to talk to and see someone while we are talking has been very helpful to me in evaluating verbal skills. 2) Help the students that we have on campus make continual good progress toward completion of their degrees. They can be some of our best recruiters. 3) Require students to publish the results of their research in internationally respected peer‐
reviewed journals (with their advisors as appropriate). Prospective students learn about Michigan Tech and its research through these publications. 5