Technical Report UMTRI-2018-** 

Development of Human Factors and 

Automotive Standards Curricula Materials 

for the University of Michigan and Beyond 

Paul Green

University of Michigan Transportation Research Institute 

December 14, 2018
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Technical Report Documentation Page

1. Report No.

UMTRI-2018-**

2. Government Accession No. 3. Recipient’s Catalog No.

4. Title and Subtitle

Development of Human Factors and Automotive 

Standards Curricula Materials 

for the University of Michigan and Beyond

5. Report Date

December, 2018

6. Performing Organization Code

7. Author(s)

Paul Green

8. Performing Organization Report No.

9. Performing Organization Name and Address

University of Michigan Transportation Research Institute 

2901 Baxter Road 

Ann Arbor, Michigan 48109-2150 USA

10. Work Unit no. (TRAIS)

11. Contract or Grant No.

Uiversity of Michigan 

12. Sponsoring Agency Name and Address

National Institute of Standards and Technology

100 Bureau Drive, MS 2150

Gaithersburg, MD 20899-2150

13. Type of Report and Period Covered

14. Sponsoring Agency Code

award 70NANB16H267

15. Supplementary Notes

Attention: Mary Jo DiBernardo, Program Manager, Standards Coordination Office

16. Abstract 

 To support National Institute of Standards and Technology’s (NIST) mission to promote U.S. 

innovation and industrial competitiveness by advancing standards and technology, NIST is 

funding several projects to develop educational materials to advance knowledge of standards. 

This project has developed materials related to human factors / ergonomics and humancomputer interaction, as well as materials related to automotive engineering. These topics are 

important because the automotive industry accounts for one of every 22 jobs in the United 

States, and making motor vehicles that are safe and easy to use is a competitive advantage.

 Specifically, what has been produced are 4 PowerPoint modules as well as a YouTube video 

for each, a summary YouTube video, handouts for 2 of the modules to be used in classes, this 

summary report, and a proposed ASEE conference paper on getting started (initially as a 

technical report). The human-computer interaction module has 2 parts (ISO 9241, ISO 25000 

series (Systems and software Quality Requirements and Evaluation) and has 85 slides. The 

human factors / ergonomics module has 3 parts (introduction to standards and ISO, how to find 

ISO standards, core standards). The core SAE standards (52 slides), has 2 parts, classical 

standards (carbon steel, tires specifications, vehicle diagnostics) and new technology (electric 

vehicles, active safety, safety messages, cybersecurity). The 4th module on automotive human 

factors standards (52 slides) emphasizes the standards produced by ISO Technical Committee 

22, Subcommittee 39 and the SAE Safety and Human Factors Committee. These materials will 

be posted on the author’s web site, on a NIST site to be determined, and most likely on an SAE 

web site.

 The major challenges for this project were obtaining the ISO standards and getting the 

YouTube videos recorded and edited.

17. Key Words

standards, ISO, SAE, ANSI, ASTM, NIST, 

human factors, ergonomics, automotive engineering, 

usability, safety

18. Distribution Statement

no restrictions

19. Security Classify. (of this report)

(None) 

20. Security Classify. (of this page)

(None) 

21. No. of pages

22

22. Price

Form DOT F 1700 7 (8-72) Reproduction of completed page authorized
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Note: This is a working draft of a paper being considered to be submitted for consideration for 

the ASEE (American Society of Engineering Education) Annual Meeting in June of 2020. Prior 

to submission, to fit their format, the reference format will be changed from author-year format 

to sequential numbering and other changes are expected. The changes will be made later 

because this manuscript is easier to edit in this format. Of course, at this point, this is just a 

suggestion for a paper, not an accepted submission, and is being submitted as a required 

contract deliverable

.

Version of December 14, 2018
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TABLE OF CONTENTS

What Are Standards and Why Are They Important?........................................................................1

What is the Problem This Project Addresses?..................................................................................1

What is human factors / ergonomics? ............................................................................................2

What were the project goals?.........................................................................................................2

What Was Done to Accomplish the Project Goals?..........................................................................2

Human-Computer Interaction Module (85 slides + handout) ...........................................................4

Automotive Human Factors and Related Topics Module (52 slides + handout).................................6

Core SAE Vehicle Standards (52 slides) classical, new tech...............................................................8

Getting Started Materials...............................................................................................................9

Final Summary Materials..............................................................................................................10

How will these materials be distributed?......................................................................................10

How Will These Materials Be Used?..............................................................................................10

How Will They Be Evaluated? .......................................................................................................11

Closing Comments .......................................................................................................................12

Acknowledgments .......................................................................................................................12

References...................................................................................................................................12
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What Are Standards and Why Are They Important?

The International Standards Organization (ISO) defines as standard as a ”document, established 

by consensus and approved by a recognized body, that provides, for common and repeated use, 

rules, guidelines or characteristics for activities or their results, aimed at the achievement of the 

optimum degree of order in a given context. ... Standards should be based on the consolidated 

results of science, technology and experience, and aimed at the promotion of optimum 

community benefits.” (International Standards Organization, 2004, page 5). 

Standards, also known as technical standards, are critical to international trade and travel, and 

innovation (Allen and Sriram, 2000; Swamm, 2000; Blind and Jungmittag, 2008; Swann, 2010). 

See also https://youtu.be/W82jFBKWPxE. They make it more apparent how products and 

services should function, and by opening the market place to more vendors across the globe, 

increase competition and reduce cost. Examples include standards for screw threads, one of the 

first topics to be addressed by the International Standards Organization when it was formed, and 

standards for shipping containers, a major factor in the enormous increase in international trade 

over the last few decades (E.H., 2013; Bernhofen, El-Sahli, & Kneller, 2016). “Being aware of 

and compliant with relevant laws, regulations, standards, and codes” has been identified as one 

of the key attributes of a professional engineering of the future by the National Society of 

Professional Engineers (National Society of Professional Engineers, 2013, page 12). In addition, 

use of standards by student is a requirement for ABET accreditation (Accreditation Board for 

Engineering and Technology, 2015). 

What is the Problem This Project Addresses? 

There is a concern that young engineers lack adequate knowledge of standards, especially in the 

United States. Helping to solve that problem is NIST, whose mission is “to promote U.S. 

innovation and industrial competitiveness by advancing measurement science, standards, and 

technology ...” (National Institute of Standards and Technology, 2017). Central to NIST’s

mission is advancing knowledge of standards through a variety of methods, including formal 

academic instruction. 

Why don’t engineering students know much about standards? Khan, Karim, and McClain 

(2013), based on 149 responses to an IEEE listserv survey, reported that the 4 leading 

impediments to learning about standards were the (1) lack of textbook examples, (2) cost of 

access to standards, (3) lack of faculty expertise in their application, and (4) lack of access to 

them. Getting standards into textbooks is beyond what this paper can achieve. However, 

providing information to address the other issues were part of this project. See Green (2018a). 

As part of a program for that purpose funded by NIST, the University of Michigan was awarded

funding to develop course modules to educate engineers about human factors engineering, 

automotive engineering standards, and related topics. Four educational modules were developed 

(human-computer Interaction (HCI), automotive human factors, human factors (HF) standards, 

core vehicle standards), as well as publications associated with getting started (Green, 2018a) 

and a final summary publication (this report). 
2

What is human factors / ergonomics? 

For those unfamiliar with the term, human factors, also known as ergonomics, is defined as “the 

scientific discipline concerned with the understanding of interactions among humans and other 

elements of a system, and the profession that applies theory, principles, data and methods to 

design in order to optimize human well-being and overall system performance.” International 

Ergonomics Association (2017). (See also Green and Torres, 2019.)

To expand upon that definition, human factors experts are concerned with a wide range of 

systems: nuclear power plants and control rooms, the controls and displays a driver uses, all user 

related aspects of a snow blower (but in particular the forces required to move it), the legibility 

of labels on a medication bottle (and understanding what they mean), web site usability, and 

even something as simple as the comfortable use and effectiveness of a hammer. To expand on 

the definition, well-being refers to safety, health, comfort, convenience, and other characteristics. 

Overall system performance can include effectiveness, efficiency, total output, and output 

quality. Thus, the ultimate goal of human factors work is to make things – products, devices, 

jobs, and tasks – better for people.

What were the project goals? 

The goal of the project was to create instructional matters that could be immediately used in 

specific courses at the University of Michigan, and then based on that experience, offer those 

materials for use elsewhere to support standards education via a variety of mechanisms described 

later. Specifically, two of the University of Michigan courses were Industrial and Operations 

Engineering (IOE) 436 (Human Factors in Computer Systems and IOE 437 (Automotive Human 

Factors), both 3-credit courses, typically with enrollments about 30 students each, primarily 

undergraduates in IOE with some graduate students and a few students from other disciplines 

(e.g., automotive engineering, mechanical engineering, design). 

In addition, an important application is the University of Michigan Human Factors Engineering 

Short Course (http://isd.engin.umich.edu/professional-programs/human-factorsengineering/index.htm). This two-week continuing education course for those in industry and 

government is now in its 60th year. Attendance the first week is close to 80, about 40 for the 

second week (and climbing). It is the flagship course in the field. For the most part, those taking 

the course have never had formal education in human factors / ergonomics, but have been 

working on some application of that material for a few years. Most often, they are engineers, but 

their college degrees span the full range that universities offer. 

What Was Done to Accomplish the Project Goals? 

As was mentioned earlier, to achieve the project goals, 4 educational modules were produced 

along with supplemental materials (Table 1). 
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Table 1. Project Deliverables.

Deliverable and 

Initial Audience Deliverable Objective

Larger Objective

(in addition to 

supporting NIST)

HCI module: Module for 

human-computer interaction 

class (IOE 436 – 30 

students)

PPT, handout, YouTube 

video

• identify primary standards for 

human-computer interaction 

and their content (PowerPoint 

(PPT) and handout)

• support human factors 

engineering short course (80 

students, once/year)

• support lectures on the topic 

at other universities 

Automotive HF module:

Module for automotive 

human factors class

(IOE 437 – 30 students)

PPT, handout, YouTube 

video

• identify primary standards for 

automotive human factors and 

their content (PPT and 

handout)

• describe process for their 

development (both SAE and 

ISO – PPT, see above)

• support SAE standards in the 

classroom initiative

• support lectures on the topic 

at other universities

HF standards module:

Overview module on human 

factors standards (Human 

Factors Engineering Short 

Course (80 students)

PPT, YouTube video

• identify primary human 

factors standards and their 

content (PPT)

• introduce topic of standards 

and how to find relevant 

standards to some topic

• support lectures on the topic 

at other universities 

Core SAE vehicle 

standards: PPT on most 

important SAE ground 

vehicle standards (SAE 

Committee Activities)

PPT, YouTube video

• describe both classical and 

new technology automotive 

standards

• support SAE Standards in 

the Classroom Initiative

• support SAE project teams 

(Baja SAE, solar car, 

Formula SAE Electric / 

hybrid, Supermileage, 

AutoDrive)

• support lectures on the topic 

at other universities

Getting started in 

standards: report (to be 

submitted as paper to the

Conference)

(faculty elsewhere)

• describe importance of 

standards

• describe types that exist

• describe how and where to 

find them 

• describe what makes for a 

good standard 

• describe how standards are 

developed by ISO

• propose new standards-related 

requirements for publications

• support SAE Standards in 

the Classroom Initiative and 

ANSI Committee on 

Education
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Final summary report –

this document (NIST 

(contractual requirement), 

faculty elsewhere)

• describe project importance

• describe project goals

• describe project outcomes 

(deliverables, the emphasis of 

the report)

• describe dissemination 

methods

• describe evaluation methods

• describe lessons learned

• support SAE Standards in 

the Classroom Initiative and 

ANSI Committee on 

Education

Following are details concerning each of the modules produced. For each of the modules there is 

a YouTube video as well as an introductory YouTube video summarizing the series.

Human-Computer Interaction Module (85 slides + handout)

ISO is the primary developer of international standards on human-computer interaction. ISO 

Technical Committee 159, Subcommittee 4 (TC 159/SC 4) (Ergonomics of Human-System 

Interaction), with ISO 9241 being the most important. Currently there are more than 40 subparts 

(and increasing). Table 2 shows the scope of the ISO 9241 series. In fact, ISO 9241 is so 

extensive in its coverage and value, that it could be the focus of an entire NIST project.

Table 2. Scope of ISO 9241

Topic Topic

1: General introduction 11: Guidance on usability

2: Guidance on task requirements 12: Presentation of information

3: Visual display requirements 13: User guidance

4: Keyboard requirements 14: Menu dialogues

5: Workstation layout & postural 

requirements

15: Command dialogues

6: Guidance on the work environment 16: Direct manipulation dialogues

7: Display requirements with reflections 17: Form filling dialogues

8: Requirements for displayed colors 20: Access. guidelines for ICT equip. & 

9: Requirements for non-kb input devices services

10: Dialogue principles

Given the project scope only 2 subparts of ISO 9241 were reviewed though readers will to go the 

next further beginning with the subparts and other standards listed in Table 3.
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Table 3. Standards from ISO TC 159/SC 4 Summarized in the HCI Module 

ISO 

Standard Title

Reviewed

9241-210 Ergonomics of human-system interaction — Part 210: Human-centred design 

for interactive systems-defines usability in terms of effectiveness, efficiency, 

satisfaction

9241-420 Ergonomics of human-system interaction — Part 420: Selection of physical 

input devices, tests to selected devices

Next Steps

9241-302 Ergonomics of human-system interaction — Part 302: Terminology for 

electronic visual displays

9241-303 Ergonomics of human-system interaction — Part 303: Requirements for 

electronic visual displays

9241-304 Ergonomics of human-system interaction — Part 304: User performance test 

methods for electronic visual displays

14915 Software ergonomics for multimedia user interfaces — Part 1: Design 

principles and framework

TR 16982 Ergonomics of human-system interaction -- Usability methods supporting 

human-centred design

Not as well known in the human factors community, but equally important, is the work of 

ISO/IEC JTC 1 (Information Technology), responsible for global information and 

communications technology standards for business and consumer applications (e.g., MPEG, 

smart cards, SQL language). At first glance, the most relevant subcommittee to this project 

would be SC 35 (User Interfaces) with Table 4 providing examples of relevant standards. Again, 

their work is so extensive that it could be the sole focus of a NIST project (Table 3). 

Table 4. Examples of Standards from ISO/IEC JTC 1/SC 35 

ISO/IEC 

Standard Title

9995 Information technology -- Keyboard layouts for text and office systems

10741 Information technology -- User system interfaces -- Dialogue interaction

11581 Information technology -- User system interfaces and symbols –

 Icon Symbols and functions 

15411 Information technology -- Segmented keyboard layouts

17549 Information technology -- User interface guidelines on menu navigation 

However, much of the significant activity is in SC 7, (Software and systems engineering) as part 

of the SQuaRE (Systems and software Quality Requirements and Evaluation) project and it is 

these standards that were reviewed as part of this project (Table 5). As that project is ongoing, 

other standards are anticipated to be added in the near future. NIST was very instrumental in the 

developed of several of the standards in this series. 
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Table 5. Core Standards from ISO/IEC JTC 1/ SC 7 (SQuaRE Project)

ISO 

Standard Title

TR 25060 

Systems and software engineering — Systems and software product Quality 

Requirements and Evaluation (SQuaRE) — Common Industry Format (CIF) for 

usability: General framework for usability-related information 

(ISO/IEC TR 25060:2010)

25062 

Software engineering — Software product Quality Requirements and 

Evaluation (SQuaRE) — Common Industry Format (CIF) for usability test 

reports (ISO/IEC 25062:2006) 

25063 

Systems and software engineering — Systems and software product Quality 

Requirements and Evaluation (SQuaRE) — Common Industry Format (CIF) for 

usability: Context of use description (ISO/IEC: 25063:2014)

25064 

ISO/IEC 25064:2013 Systems and software engineering — Software product 

Quality Requirements and Evaluation (SQuaRE) — Common Industry Format 

(CIF) for usability: User needs report (ISO ISO/IEC 25064:2013)

25065 

Systems and software engineering — Software product Quality Requirements 

and Evaluation (SQuaRE) — Common Industry Format (CIF) for Usability: 

User requirements specification (ISO/DIS 25065)

25066 

Systems and software engineering — Systems and software Quality 

Requirements and Evaluation (SQuaRE) — Common Industry Format (CIF) for 

Usability — Evaluation Report (ISO/IEC 25066:2016)

Thus, the human-computer interaction module consists of 2 parts, (1) ISO SQuaRE series, and 

(2) ISO 9241 (but only 2 standards are reviewed here as examples). 

Automotive Human Factors and Related Topics Module (52 slides + handout) 

This module not only covers a specific standards topic, but because it is intended for students 

who know almost nothing about standards, it provides a significant introduction, covering how 

ISO is organized, and how ISO standards are developed (parts 1 and 2 of the video). The third 

part covers ISO TC 22 (Road Vehicles), Subcommittee 39 (Ergonomics) (Table 6), the SAE 

Safety and Human Factors Committee (Table 7), as well as those produced by the U.S. 

Department of Transportation (the Federal Motor Vehicle Safety Standards). The SAE standards 

are well known to the author because he wrote some of them and commented on many of them 

as a member of the supervising SAE committee. For this section, the approach taken was to be 

more extensive in describing the wide variety of standards that existing and providing fewer 

details about each standard. That approach makes sense because there are other documents that 

provide those details. For a more complete list of standards, see Green (2012) and Green 

(2018a). For related information, see Zhou, Jeong, and Green (2017). 
7

Table 6. Examples of Standards from ISO TC 22/SC 39 

ISO/IEC 

Standard Title

2575 Road vehicles -- Symbols for controls, indicators and tell-tales

3409 Passenger cars -- Lateral spacing of foot controls

3958 Passenger cars -- Driver hand-control reach

4040 Road vehicles -- Location of hand controls, indicators and tell-tales in motor 

vehicles

15005 Road vehicles -- Ergonomic aspects of transport information and control systems -

- Dialogue management principles and compliance procedures

15006 Road vehicles -- Ergonomic aspects of transport information and control systems -

- Specifications for in-vehicle auditory presentation

15007 Road vehicles -- Measurement of driver visual behaviour with respect to transport 

information and control systems

Table 7. Examples of Standards from the SAE Safety and Human Factors Committee

SAE 

Standard Title

J2364 Navigation and Route Guidance Function Accessibility While Driving

J2365 Calculation and Measurement of the Time to Complete In-Vehicle Navigation and 

Route Guidance Tasks

J2395 ITS In-Vehicle Message Priority

J2396 Definitions and Experimental Measures Related to the Specification of Driver 

Visual Behavior Using Video Based Techniques

J2399 Adaptive Cruise Control (ACC) Operating Characteristics and User Interface

J2802 Blind Spot Monitoring System (BSMS): Operating Characteristics and User 

Interface

J2944 Operational Definitions of Driving Performance Measures and Statistics

Human Factors / Ergonomics Standards Module (86 slides)

The module for this topic consists of 3 parts (1) and introduction to standards and their value, 

(2) how to find ISO standards, and (3) core human factors / ergonomics standards. This module 

was created specifically for human factors practitioners This module builds upon a webinar 

presented to the Human Factors and Ergonomics Society and supplements the first lecture in the 

Human Factors Engineering Short Course. There are 8 collections standards of general 

importance to human factors engineering (Table 6). Of these, the most important is Military 

Standard 1472, the human factors “Bible,” by far the most common referenced human factors 

standard. 
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Table 6. Primary Human Factors / Ergonomics Standards 

Standard Title

ANSI/AAMI HE75

& ANSI/AAMI/IEC 

62366

Human Factors Engineering – Design of Medical Devices

(Medical devices: Application of Usability Engineering to Medical 

 Devices)

ANSI/HFES 100, 200 Human Factors Engineering of Computer Workstations, Human 

Factors Engineering of Software User Interfaces

FAA HF-Std-100 Human Factors Design Standard

ISO TC 159/ SC 4 

standards

multiple standards from that subcommittee, especially ISO 9241

Military Standard

1472

Human Engineering Design Criteria

NASA/SP 2010-3047 Human Integration Design Handbook

NUREG 0700 Human-System Interface Design Review Guidelines

OSHA standards

For additional information, see https://webstore.ansi.org/industry/ergonomics/control-centreergonomics, Furman, Theofanos and Chapman (2013), and Furman, Theofanos and Wald (2014). 

Core SAE Vehicle Standards (52 slides) classical, new tech

The module consists of 2 parts, classical standards (Table 7) and those related to new technology 

(Table 8). As with ISO, the challenge was identifying the most significant work, here from 609 

committees. The classical standards are those that have been existence for some time, that every 

automotive engineer should know about, and are likely to be important in the future. Their 

selection was guided by sales data provided by SAE. The new technology standards concern 

active safety, automation, cyber security, electrification, and vehicle communications. For the 

new technology standards, the reviews were more cursory because there were so many standards 

that were important to mention. 

Table 7. Classical Motor Vehicle Standards Reviewed

SAE 

Standard Title

J182 Motor Vehicle Fiducial Marks and Three-dimensional Reference System (2015)

J300 Engine Oil Viscosity Classification (2015)

J403 Chemical Compositions of SAE Carbon Steels (2014)

J607 Small Spark Ignition Engine Test Code (1988)

J670 Vehicle Dynamics Terminology (2008)

J918 Passenger Car Tire Performance Requirements and Test Procedures (2018)

J1100 Motor Vehicle Dimensions (2009)

J1978 OBD II Scan Tool — Equivalent to ISO/DIS 15031-4:December 14, 2001 (2002)

J1979 E/E Diagnostic Test Modes (2017)

J2944 Operational Definitions of Driving Performance Measures and Statistics (2015)
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Table 8. New Technology Motor Vehicle Standards Reviewed 

SAE 

Standard Title

J1772 SAE Electric Vehicle and Plug in Hybrid Electric Vehicle Conductive Charge 

Coupler (2017)

J2907 Performance Characterization of Electrified Powertrain Motor-Drive Subsystem 

(2018)

J2954 Wireless Power Transfer for Light-Duty Plug-In/Electric Vehicles and Alignment 

Methodology (2017)

J3063 Active Safety Systems Terms & Definitions (2015)

J3116 Active Safety Pedestrian Test Mannequin Recommendation (2017)

J3087 Automatic Emergency Braking (AEB) System Performance Testing (2017)

J2945 Dedicated Short Range Communication (DSRC) Systems Engineering Process 

Guidance for SAE J2945/X Documents and Common Design Concepts (2017)

J2735 Dedicated Short Range Communications (DSRC) Message Set Dictionary (2016)

J3016 Taxonomy and Definitions for Terms Related to Driving Automation Systems for 

On-Road Motor Vehicles (2018)

J3114 Human Factors Definitions for Automated Driving and Related Research Topics

(2016)

J3018 Guidelines for Safe On-Road Testing of SAE Level 3, 4, and 5 Prototype 

Automated Driving Systems (ADS) (2015)

J3061 Cybersecurity Guidebook for Cyber-Physical Vehicle Systems (2016)

Getting Started Materials

The goal of this deliverable (Green, 2018a) is to help faculty at other universities prepare course 

materials on standards. Having given many presentations on standards to professionals, the 

author has observed that many in academia know little or nothing about standards. 

To incentivize faculty and students to connect research with practice though standards, the 

getting started report (eventually to be an ASEE paper) proposes a change in the submission 

requirements for engineering conference papers and journal articles. Specifically, when 

appropriate, authors must list the relevant standards as keywords after the abstract and include 

revised language for that standard based on the research. These requirements should be waived 

for where basic research is being reported. 

To achieve this change, faculty and students will need to know much more, and thus most of the 

report contains “standards 101” material. That includes information to make (1) faculty and 

students aware of the importance of standards, and to describe (2) the types that exist 

(definitions-focused, methods-focused, etc.), (3) how and where to find them (e.g., using IHS 

Markit, Techstreet, or the ISO online browsing platform), (4) what makes for a good standard 

(e.g., table of contents, readability, references, sourced definitions), and (5) how standards are 
10

developed by ISO (to maximize the utilization of faculty and student research). Extensive lists 

of web-based search tools for standards (e.g., ANSI, ISO, ITU, NIST, SAE) and web sites with 

instructional materials on standards (e.g., ANSI, ASTM, IEEE) are provided to support finding 

standards and learning more about them. Additional information for this purpose is contained in 

all of the PowerPoint modules and YouTube videos. 

Final Summary Materials

The purpose of this report, required by the contract, is to (1) describe the project and its 

importance, (2) explain the original project goal, (3) describe the project outcomes, (4) describe 

how the output is evaluated, (5) report lessons learned, and (6) describe how the output will be 

disseminated. Of these topics, description of the primary project deliverables, the PowerPoint 

modules, is covered in the greatest detail. Further development of this report into a presentation 

at the American Society for Engineering Education (ASEE) annual conference, an audience who 

should find this project of particular interest, is being explored. 

How will these materials be distributed? 

Each of the PowerPoint modules will be available on the public site of the author’s research team 

(www.umich.edu/~driving), probably on a NIST site to be determined, and probably on an SAE 

web site (to be determined). Of course, the YouTube videos will be available for YouTube and 

the ASEE paper will be on their web site (assuming it is accepted) was well as the author’s web 

site. There are a number of web sites where those most passionate about standards education 

post materials, candidate sites for this project as well. They include the International 

Cooperation for Education about Standardization (ICES, http://www.standardseducation.org/workshops), Donald Percell’s web site (http://www.strategicstandards.com/), and 

Mike Anthony’s site (http://standardsmichigan.com). 

Of course, these materials will be on the web sites for the course with which they are associated 

(IOE 436, IOE 437, Human Factors Engineering Short Course). 

Also, the author is part of an effort within the Human Factors and Ergonomics Society to require 

citing standards in its journal articles and conference papers. The project materials are central to 

that effort, and posting on the HFES.org web site is being considered. 

Finally, is it expected that the various committees of which the author is a member (ANSI 

Committee on Education, the SAE Technical Standards Board (TSB) Standards in the Classroom 

Advisory Group), and others will distribute information though newsletters of their 

organizations. 

How Will These Materials Be Used? 

The modules that are directly linked to courses at the University of Michigan, Human-Computer 

Interaction (IOE 436), Automotive Human Factors (IOE 437), Human Factors / Ergonomics 

(Human Factors Short Course) have already been used at least once and will continue to be used 

and improved over time. The core SAE standards module will be used in conjunction with 
11

variety of SAE activities. It is expected that other universities needing coverage of these topics 

will use the YouTube videos though making the PPT available will allow faculty to modify them 

as desired. It is expected that this report and the getting started report (Green, 2018a) will be 

used to support those activities, as well as a potential ASEE conference paper version of this 

report.

To a large degree, use of the materials depends on promotion. SAE clearly wants to get the work 

out (though the Safety and Human Factors Steering Committee, the Committee on Standards in 

the Classroom, and other groups). UMTRI will give it some publicity (as a news item on its 

home page), and now that UMTRI is part of the College of Engineering, there could be 

additional opportunities. In addition, the author will use his LinkedIn site, which has almost 

2000 connections.

How Will They Be Evaluated?

For educational materials of this type, the most common method to evaluate them is to survey 

users after the fact. That could be done for the Human Factors Engineering Short Course, but is 

likely that in other instances, the response rate will be too low to provide meaningful data. Thus, 

that application, the focus will be on comments that users provide directly to the author. For the 

application in IOE 436 and 437, sample sizes given response rates are too small for the scoring to 

be useful, so again the focus will be on making improvements based on comments. However, 

there will be a review of the homework assignments associated with the standards modules. 

Keep in mind that there were versions of these 2 modules prior to this project, but they were not

nearly as complete. 

Outside of the University, feedback will be sought from members of the SAE Standards in the 

Classroom Committee, the ANSI Committee on Education, the SAE staff in Detroit and in 

Warrendale, and from the Human Factors and Ergonomics Society Task Force on Standards. 

That Task Force, formed in October of 2018 and of which the author is the chair, is exploring 

implementing the requirements in the Getting Started paper (Green, 2018a) for its publications. 

For that to occur, the materials produced for this project are critical and without them, that 

proposal would have no traction.

Some feedback is expected from the proposed ASEE publications, with the most important 

feedback being emails, though download counts will be examined as well. For reasons not 

apparent to the author, ASEE papers generally do not have high citation counts.

That would seem to suggest that no quantitative evaluation is anticipated. The most important 

indication of use will be counts the downloads of the PowerPoints from the author’s web site 

(and others), the viewing times for on-line materials (did they skim them or read them), the 

number of views of the YouTube videos, and the distribution of viewing times (if available), of 

the YouTube videos. As an example, the author was involved with a promotional video for the 

Human Factors Engineering Short Course. Currently, that video has been viewed 8,600 times. 

As the YouTube videos will be course material, and significant promotion is anticipated, a 

similar level of viewing seems feasible.
12

Closing Comments

This report was written as requested by NIST, potentially to satisfy administrative requirements. 

However, the author has elected to provide considerable addition information about standards 

relevant to this topic, both reviewed and not reviewed. This is consistent with the project goal of 

providing materials for faculty and students at other universities to learn about standards, and to 

those in industry seeking an introduction to this topic with the goals of finding and applying 

standards. 

Acknowledgments

The funding provided by NIST will enable working with students to develop improved teaching 

materials to be used in courses where standards pertaining to motor vehicle design in general, 

and human factors/human-computer interaction in particular are taught, at the University of 

Michigan and elsewhere. I want to thank the program manager, Mary Jo DiBernardo of NIST 

for supporting this project, for her input, and for her encouragement. The author would like to 

thank Tali Gorokhovsky, Beijia Wang, and Christine Fischer, all of the University of Michigan, 

and Mike Anthony of Standards Michigan, for their comments on this report. 

This paper was prepared by the University of Michigan under award 70NANB16H267 from the 

National Institute of Standards and Technology, U.S. Department of Commerce. The statements, 

findings, conclusions, and recommendations are those of the author and do not necessarily reflect 

the views of the National Institute of Standards and Technology or the U.S. Department of 

Commerce.

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