EIN4245_Reflection1_2024
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University of Florida *
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Industrial Engineering
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Feb 20, 2024
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Spring 2024 EIN4245: Human Factors Applications Instructor: Dr. Wayne Giang Date: 01/17/24 Submission Instructions: Submit pdf via Canvas. Copy answers from part 1 to your group discussion board for case 1. Part 1. Student Name: Yousef Bani Ahmad Program (Grad/Undergrad, discipline): Undergraduate, Human Systems Engineering Track Hometown: Amman, Jordan List of other courses you are taking this semester: Operations research 1, Operations research 2, Data Analytics 1, Elements of Electrical Engineering Expected graduation date (term and year)? Fall 2025 Plans after graduation? Start my career in the semiconductors industry. When was the last time you noticed a bad design
, and what was the issue? A bad design I deal with constantly is the user interface of my washing machine, there exists more than 14 different icons each representing a washing cycle/program. Despite how overstimulating that can be, manually adjusting the cycle to change the temperature for example can often be a nightmare. What are your interests and expectations in taking this course? Learn how to implement human systems engineering in the different domains of engineering. Give 3-5 words to describe your initial perceptions of this course? This can be anything about the course. For example, you might first think of the content, your feelings about it, difficulty level, application areas, etc. (EX: design, usability, robots) Robot, Manufacturing, Safety, Improvement, technological implementation.
Part 2. Reflection Answer the following questions based on the readings for the introduction. The goal of this reflection is for you to understand the content of the papers, and for you to make connections to your own knowledge and experiences. Your answers should be no more than 2 paragraphs each. If multiple answers are applicable, focus on the most important (or most relevant) topics or themes. You will be graded based on appropriateness of the answers, based on the readings, and connecting your own reflections and answers to the content of the readings. When possible, provide evidence from the paper to support your statements. 1.
Based on the reading “Education of Future Human Factors Professionals”, what are the major challenges faced in educating Human Factors and Ergonomics students? The most important challenge addressed by this paper was the misalignment of knowledge and skills needed in the workplace and that taught by academic institution. This can be reasoned with the slow and gradual process of academic programs when compared to the required skillset and knowledge expectations of the labor market that constantly changes as technology evolves. Another major challenge is the current structure of academic programs focusing on HF/E. Boyle explains that “
depending on the program origin, each program can have a different focus.
”
, this raises a concern of not knowing what skillset to be expected by human factors student. Despite their differences, HF/E programs share a challenge when it comes to the depth and breadth of covered content. That is because undergraduate students are often now aware of HF/E until their senior year. This is a highly relevant challenge in the national context of higher education as developing an encompassing program that offers a “
T-
Shaped education
”
is becoming more and more difficult to cover in-depth knowledge without compromising the interdisciplinary status. 2.
What are the major disagreements between the approaches discussed by the panelists? One point of disagreement between the panelists was to what extent. should HF/E programs incorporate an interdisciplinary approach. In the context of user experience and design, Hannon said that they often hear complaints about offering deeper content or research fundamentals that students find unnecessary in their experience with e workforce. As such, Hannon shared that the department is focusing its effort into providing a more holistic approach that can fit and encompass students from various programs such as graphic designers, business/marketing and Mechanical Engineering. John Lee shares a similar perspective, especially since he believes that many HF/E students will likely find jobs that “
require them to develop new skills and that their initial degree was a small part of the expertise they need to develop.
”
. Boyle, however, believes that there are benefits of having a standard set of skills/ knowledge that is shared among all HF/E programs, despite possible challenges that may arise.
3.
Which of the approaches discussed by the panelists most closely aligns with your personal goals for learning about human factors? How does this compare with what you’ve learned so far in your career?
I personally believe that established a shared identity among all HF/E programs gives both students and potential employers a standardized toolbox of skills that can be used in the different domains that students choose to pursue. This approach aligns with my experience with the undergraduate program at UF, where students are given both standard knowledge of HF/E, and experience in implementing it in potential domains. I personally think that this model allows students to develop the ability to see potential implementation of HF/E concepts, regardless of the industry they end up pursuing a career in. 4.
Based on the reading “Cognitive Engineering Across Domains: What the Wide
-
angle View can Provide”, what are the strengths of applying human factors and cognitive engineering across different types of work applications? The biggest strength of applying HF and cognitive engineering across different domains are the wide applicability across the complex socio-technical systems. Despite how niche and specific a specific work fomanis can be, through developing it further and as such developing the HF and cognitive engineering approaches, we can further develop other domains subsequently. This applies to all the different domains as HF and cognitive engineering focuses on the deeper connections that focus on the deeper cognitive tasks using a methodical and holistic approach, that can be later used in other domains with different constraints. 5.
What are the major challenges of applying HF methods and techniques to very different domains? Provide at least 2 examples provided by the panelists. In the domain of network management, Catherine Burns conducted two. projects. Despite the shared risk and high level of importance and confidentiality, the two projects had vast differences. That is because the networks consist of hardware and software architecture, albeit working together, these systems “
do not correspond functionally or in locations with each other.
” This experience highlights the challenges faced when applying cognitive work analysis to different projects, even within the same domain. In Jamieson discussion of future design of highly automated plants highlights the wide array of methods and techniques that need to place when approaching such a complex domain. The biggest challenge is developing this project and its technical complexities in accordance to social considerations. This is highly relevant in the nuclear plant examples due to the high risk levels associated with the plants. This high risk is highlighted when looking at the scale of integration of automation. 6.
Based on your current understanding, which of the domains or problems discussed is of interest to you and why? What skills, knowledge, or experience do you think you need to work on such a problem?
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The domain I am most interested in is designing highly automated plants, as I am interested in the design of autonomous and closed systems that require minimal human interaction. The specific industry I would like to build fabrication plants for is the semiconductor industry. In the semiconductor, the implications of social challenges and the placement of global chain of microelectronics, an industry I consider one of the most important in modern history.
Part 3.
What is Academic Misconduct? •
Cheating •
Plagiarism •
Aiding and Abetting another to Cheat or Plagiarize •
Destruction or Removal of Academic Materials Generally, academic misconduct can be thought of as any behavior that involves the giving, taking, or presenting of information by a student that unethically or fraudulently aids the student or another on any work which is to be considered in the determination of a grade or the completion of academic requirements or the enhancement of that student’s record or academic career.
Cheating:
The most common behaviors include copying from another assignment or test, collaborating with others on an assignment when the professor has required independent work, using outside resources when completing an assignment or test, and falsifying test answers or grades.
When students submit an assignment to the professor, the student is providing an assurance that the work is the result of the student’s own thought and study, produced without assistance, and stated in that student’s own words, except when quotation marks,
references, or footnotes acknowledge the use of other sources. You will need to abide by the AI tool usage policy outlined in the course syllabus. The use of AI tools must be discussed with the course instructor, and any use must not conflict with the teaching goals of the assignment. In most cases, whether a student acted intentionally or “meant” to cheat is not relevant when deciding if the student is actually responsible for the allegation. Plagiarism:
Plagiarism is defined as either
(a) representing the work of others as his or her own; or (b) submitting written materials without proper attribution or acknowledgment of the source. Students must obtain approval from the course instructor before using any artificial intelligence (AI) tools, such as Chat-GPT, in their coursework. This approval must be obtained as early as possible. If permission is granted, students must provide a clear plan outlining their intended use of the AI tool. The instructor reserves the right to prohibit any use of AI tools that do not align with the assignment's pedagogical and evaluation requirements. Submitting work that has been entirely written by AI or that goes against the instructor's instructions is strictly prohibited and will be considered a violation of the university's academic honesty policy for this class. Aiding and Abetting Others to Cheat or Plagiarize:
The most common violations include providing portions of an academic evaluation to another student, providing unauthorized aid to another student, and sharing academic materials.
As with cheating, a student should always consult with the professor prior to aiding another student. In addition, students should never make assumptions about the appropriateness of providing aid to others. This includes sharing past exams. Destruction of Academic Materials:
Destruction of academic materials is defined as either (a) Removing or attempting to remove, destroy, steal, or make inaccessible library or other academic material without authorization; or (b) Willfully damaging the academic work or efforts of another. By electronically signing my name below, I understand what defines academic misconduct. If I violate any of the above definitions, I understand that I am in violation with University of Florida Honor Code, and the situation will be handled as seen fit by the instructor. Student Signature: Yousef Bani Ahmad Date: 1/15/2024