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A Closed-Loop Model of Operator Visual Attention, Situation Awareness, and Performance Across Automation Mode Transitions.

, , , and . Hum. Factors, 59 (2): 229-241 (2017)

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Work in progress: Flipping the circuits classroom: The impact of pre-class reading and in-class active learning on student and instructor., and . EDUCON, page 437-440. IEEE, (2017)Developing and Implementing an Aerospace Macroethics Lesson in a Required Sophomore Course., , , , , , and . FIE, page 1-9. IEEE, (2021)The Effect of Assignment Scaffolding on Engineering Judgement., , and . FIE, page 1-7. IEEE, (2021)Consideration for Scaffolding Open-ended Engineering Problems: Instructor Reflections after Three Years., , , , , , , and . FIE, page 1-8. IEEE, (2021)Assessing and Justifying the Reasonableness of Answers to Open-Ended Problems., , , and . FIE, page 1-13. IEEE, (2020)How Students Take Up Open-ended, Real World Problems., , and . FIE, page 1-5. IEEE, (2021)A Closed-Loop Model of Operator Visual Attention, Situation Awareness, and Performance Across Automation Mode Transitions., , , and . Hum. Factors, 59 (2): 229-241 (2017)How a Flexible Classroom Affords Active Learning in Electrical Engineering., , , and . IEEE Trans. Educ., 62 (2): 91-98 (2019)Critical Analyses of Outcomes of Marginalized Undergraduate Engineering Students., , and . FIE, page 1-9. IEEE, (2020)'Let Me See what I Could Do': Students' Epistemic Affect when Solving Open-ended, Real-world Problems., , , and . FIE, page 1-8. IEEE, (2021)