The Tecnam P92 MkII will be a pivotal asset during competitions, showcasing its prowess in message drops, navigation, power-off landings, and various challenging events. Known for its success in Region IX flight competitions, the Eagles Flight Team aims to elevate its performance with this cutting-edge addition.

Ken Byrnes, Embry-Riddle’s assistant dean and flight chair, emphasized the significance of selecting the Tecnam P92 MkII.

• READ MORE: Tecnam P92 MkII Enters New Era 

“Our selection of the Tecnam P92 at Embry-Riddle reflects a step change in the continuation of providing safe, reliable, and cost-efficient platforms for our Eagle’s Flight Team to remain competitive in the future,” Byrnes said.

David Copeland, director of sales at Tecnam U.S., also expressed enthusiasm about the Eagles Flight Team adopting Tecnam’s aircraft.

“The P92 is a stable, solid, and cost-effective platform that has proven to be the go-to aircraft for flight school programs around the world,” Copeland said. “We are excited to see the Eagles Flight Team piloting Tecnams into the future.”

The P92 MkII boasts enhanced short-field performance, superior climb characteristics, and increased efficiency, thanks to its composite fuselage. With an expanded cabin volume offering improved comfort and advanced Garmin G3X touch avionics, including synthetic view and ground proximity warning, the Eagles Flight Team gains a technological edge in its collegiate aviation pursuits.Tecnam stands at the forefront of eco-friendly aviation initiatives—and the P92 MkII is no exception. Recognized as part of the world’s most environmentally friendly training fleet, Tecnam’s commitment to sustainability aligns with the aviation industry’s emissions goals. Flight schools using Tecnam’s single- and twin-engine fleet can reduce carbon dioxide emissions by up to 60 percent, setting a new standard in eco-friendly flight training.

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NAFA Foundation president Jim Blessing and board member Lou Seno  joined Dr. Shanan Gibson, dean of the college of business at Embry-Riddle, at a signing ceremony at NBAA-BACE at the university’s booth in the Las Vegas Convention Center.

The intersection of aviation knowledge with a master’s in business holds particular appeal to a wide cross-section of the aerospace industry, as companies across the board seek applicants possessing both areas of acumen. Seno noted that workforce development tops the list of key concerns for aviation businesses, and he welcomes the collaboration with Gibson and Embry-Riddle as a great way to be in at the ground level.

“At NAFA, we took a step back to try and find a way to be impactful, and it’s hard to beat this [partnership] as a way to help where it really counts,” Blessing said.

Concluded Gibson: “It’s not a little thing…it’s a big thing.”

To donate to the NAFA Foundation’s Endowed Award, visit the main Embry-Riddle donation page and select the award from the list of candidates.

The post Embry-Riddle, NAFA Foundation Partner on Aircraft Financing and Leasing Excellence appeared first on FLYING Magazine.

In the case of commercial aviation, international students are vital contributors to the flight training industry. They fill out classes at flight academies and aviation universities, often for several years before returning to their home countries to fly for commercial airlines or fill other pilot jobs.

In order to remain in the U.S. for training, aspiring pilots need either F-1 or M-1 student visas. Under the F-1 visa, students can stay for 12 months and can extend by another 12 months for additional training. After completing a professional flight training program, and with U.S. Department of Homeland Security approval, a visa holder can be eligible to work as a flight instructor. This allows graduates to build 1,000 hours or more of experience, making them more attractive to airlines and other employers.

• READ MORE: FAA’s English Language Standards Leave Gaps for Learners

The M-1 visa allows students to train for 12 months with a possible 12-month extension if necessary to complete the training. Unlike the F-1 visa, it is meant for students taking individual training courses rather than professional flight programs. 

The Department of Homeland Security also requires international students to conduct all their flight training at flight schools that have been FAA-approved under Part 141.

For a time, it became more difficult for international students to obtain the necessary visas. During the Trump administration, new rules required students applying for visas to show that they planned to return to their home countries at the end of their training programs. Last year the Biden administration enacted rules that gave officials more flexibility in determining what they called “non-immigrant intent,” or a lack of desire to stay in the U.S. long-term, among students seeking visas.

Officials at the University of North Dakota and Embry-Riddle Aeronautical University said their flight programs offer F-1 visas that allow students to work in the U.S., typically as flight instructors, to build time after they complete their training. Some flight schools including Hillsboro Aero Academy in Hillsboro, Oregon, and Phoenix East Aviation in Daytona Beach, Florida, have similar programs. Students are also able to seek sponsorships on their own from employers, allowing them to continue working under H-1B visas after their student visas expire.

The post Visa Rule Changes Enhance Flight Training Options for International Students appeared first on FLYING Magazine.

The working A&P student endures a version of their version of the Crucible [the Marine Corps’ culminating physical challenge of recruit training]; only it lasts two years, not 54 hours. Before you Marine Corps types come at me, I trained with you guys at NAS Millington and have the utmost respect for your work on and off the base. Let’s leave it at that for now. Ooh-rah. Did the Aviation Structures Mechanic training I received in the Navy help prepare me for A&P School? Sure it did, in technical skill and the ability to twist safety wire on three hours of sleep. 

Staying out all night at a bar—sleeping until 10:50 a.m. to make an 11 a.m. class with optional attendance—is a far cry from working on the flightline until well after midnight only to have your butt in the seat at 7:30 a.m. the following day for the mandatory roll call. We are not the same. OK. Those who read this far must want to know about becoming an aircraft mechanic, so let’s get to it. 

What To Consider 

Autumn is upon us, and with the changing season, high school seniors from all walks of life must map a new path. Some are college bound, 529 savings plans fully funded by grandparents, and the most significant decision looming is which Greek letters will adorn their monogram. Others are not so sure and suffer from occupational insecurity. Some will enter the workforce immediately, either in retail or food service. Those jobs are typically low paying and are at risk of replacement from a dot-com or self-serve kiosk. Gary V preaches going to yard sales and flipping Pokémon cards on eBay. Good luck with that. 

The trades are an excellent way for those with a vocational skill set to earn a decent living. A friend of mine remodels houses, and he couldn’t quote me on a job because he is in Portugal with his family on vacation. My neighbor’s son is 19, is in tech school for welding, and will start his first job at $55 per hour. What about working on airplanes, you ask? Great question; read on ye seeker of knowledge. 

First and foremost, let’s crack into the data. Numbers drive everything these days, from stoplights to Starbucks; everyone needs to see the data before making a decision. The United States Bureau of Labor Statistics (BLS) recently published its statistics on Aircraft and Avionics Equipment Mechanics and Technicians. The BLS also has a link on how to get started. 

When contemplating a career in aircraft maintenance, there are several variables to consider. Deciding to become a certificated aircraft mechanic is a big step. The FAA Advisory Circular AC 65-11B Airframe and Power Plant [sic] Mechanics Certification Information is a good jumping-off point. This AC is an excellent guide that addresses the most common questions asked by those considering the A&P path. 

The next stop on your journey is AC 65-2D Airframe & Powerplant Mechanics Certification Guide. Did you notice how the FAA used two versions of the term powerplant? That is not the first time they will contradict themselves. My apologies to any feds who may be reading. Please know that this comment is not directed toward you. 

A&P School 

A great way to earn your A&P is to enroll in a Part 147 AMTS school. Although each follows the same FAA guidelines, they are widely different in their scope and scale of operation. Do your homework and ask a million questions. Peruse some websites that cater to mechanics and query their school experience.  

Some A&P schools offer perks to their students. My buddy at work and former customer of my engine shop, Skip Moore, went to Spartan College of Aeronautics and Technology and eventually landed a gig at Republic Airways. We swapped stories today at lunch, and he told me that Spartan provided its students with tool kits for school. 

The A&P school I attended made you procure your own tools, although they did offer a program sponsored by Snap-on tools, and that investment is still paying dividends today. Only my rollaway now sits in my garage, not a hangar, and it allows me to change tires on my golf cart instead of a Piper Cheyenne. 

Middle Georgia State University’s Aviation Maintenance Technology (AASAMT) allows the student to obtain an Associate of Applied Science in Aviation Maintenance Technology in conjunction with the A&P certificate. 

My alma mater, Embry Riddle Aeronautical University (ERAU), offers a path beyond the certificate and will help to considerably broaden your career horizon. I completed a bachelor’s degree in aviation maintenance management and could go on to obtain a master’s if I choose to do so. They also now have Ph.D. programs. Now, everyone, just cool your jets for a minute here. The world is not ready for Dr. Scarbrough, and I have way more fun writing for you guys.  

Also, be aware that this month a new rule takes effect for aviation maintenance technician schools (AMTS) and hopes to modernize instruction to better align with the current state of the industry. This rule overhauls Part 147 mentioned above. 

Military 

I had the best of both worlds. Having trained and worked as an aircraft structures mechanic in the Navy, I could hit the flightline running when I arrived at A&P school. I was able to serve in the reserves while I was in school. Steven Whatley, one of my colleagues at work, attended ERAU after he left the Air Force. He did not get an A&P from school; he wanted the degree first. How did he do it? Keep reading (USAF). We both took a military path and arrived at the same destination: certificated aircraft mechanic. 

Each Department of Defense entity has specialized programs to help members transition to the civilian world, including those in aircraft maintenance. The U.S. Navy (USN) Credentialing Opportunities On-Line (COOL) program offers intel on transitioning experience from the military to the civilian world. 

The Department of Transportation (DOT) site Veterans Transportation Career Center has a detailed section for Aviation Maintenance Technician.

Another path to working as a certificated aircraft maintenance technician is to sign on with an airline, a maintenance, repair, and overhaul (MRO) operation, or a fixed base operator (FBO) that values military service and, most importantly, will help guide you to certification. One such entity is PSA Airlines and its Maintenance Military Transition Program, which helps with a roadmap, training, and even tuition assistance. 

Experience 

There is another way to gain your certification—old fashioned hard work. A&P school is not for everyone, maybe there is not one close by, or your family does not have the funding. Perhaps you need to work to make ends meet, and time constraints keep you from pulling double duty. I was lucky; the GI Bill paid for my school, and my mother gave me a place to stay and cooked and packed all three meals I would eat during the day.  

The feds address the rules and regulations of using documented work experience to get certified. Remember Whatley from above? He used documented work history from his time in the USAF and his time working as a civilian contractor at Robins Air Force Base to apply to take the exams. Civil Service provided a representative to review everything and provide him with a letter. 

When I owned the 145 repair station, I signed off two guys to take their powerplant tests. I couldn’t offer an airframe letter because we did not do airframe work. 

Are you ready to run out and score your ticket to be an A&P mechanic? Maybe you could hang out your shingle to start offering 100-hour inspections, tire changes, and magneto timing? Like any profession, the job has highs and lows. Watch this space as we continue to unpack all things aircraft maintenance. And as always, if you have a question or comment, please reach out to me at editorial@flying.media.

The post How You Can Forge a Career Path in A&P Maintenance appeared first on FLYING Magazine.

The schools will focus on: 

• Electromagnetic compatibility
• Detect and avoid classifications
• Cybersecurity oversight

“This funding and our ongoing partnerships with these universities will allow the FAA to safely integrate the airspace that has a growing number of diverse aircraft users,” said FAA Acting Administrator Billy Nolen.

The seven schools receiving funding are:

• The University of North Dakota
• The University of Kansas
• Drexel University
• The Ohio State University
• Embry-Riddle Aeronautical University
• Mississippi State University
• Oregon State University

Each school will have a specific research focus. 

Evaluate Unmanned Aircraft Systems (UAS) Electromagnetic Compatibility

The following schools’ research will assess the risks, identify drone design vulnerabilities, identify material and procedural mitigations, and propose guidance for safer electromagnetic compatibility with emitted and static fields.

• The University of North Dakota
• The University of Kansas
• Drexel University

Investigate Detect-and-Avoid Track Classification and Filtering

Schools granted funds for this initiative will provide proposed metrics, guidance, and test methods to assess the effects of false or misleading information on detect-and-avoid capabilities. The findings will support beyond visual line of sight (BVLOS) operations. The schools working on this track are:   

• The Ohio State University 
• Embry-Riddle Aeronautical University 
• Mississippi State University 
• University of North Dakota 

Illustrate the Need for UAS Cybersecurity Oversight and Risk Management

The following school will do research to address this in regards to the National Airspace System and other FAA systems.

• University of Kansas 
• Oregon State University 
• Drexel University 

These funds represent the second round of Alliance for System Safety of UAS through Research Excellence (ASSURE) grants, which brings the total of 15 grants valued at $18.3 million for 2022.

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Connor Cvetan, a junior at the school, and his senior flight instructor, Chris Shields, were practicing pattern work near Palatka, Florida, last Monday and found themselves in the unique situation when they heard a distress call come through their coms.

They noticed an ADS-B target on their iPad about 3 miles out pointed at the airport. They then heard Jim Goolsby, a retired airline pilot flying a light-sport category, single-seat experimental aircraft, on the radio reporting engine failure.

“I knew it wasn’t a simulated engine failure by the way he phrased it; it was an actual engine failure” Cvetan said. “But he was only at 900 feet and 3 miles from the airport—I knew he wasn’t going to make it.”

Shields was shocked by the call but knew an engine failure could be severe. 

“It was shocking and uncommon, not something you see everyday. But after the shock, I understood it was a severe distress call,” he said.

This is when Cvetan and Shields decided to depart the pattern and head in the direction of the pilot. After Goolsby noted he was nowhere near safe fields to land in, Cvetan advised Goolsby that his best chance was to land in a nearby retention pond, Goolsby agreed. 

Shields assured Goolsby he would call for help. 

“When he said he had to land in the pond, we let him know we would call emergency services,” Shields said.

When Goolsby touched down in the pond, Cvetan’s heart sank. 

“We were three miles south of him when he hit the water,” he said. “My first thought was, ‘Please don’t be unconscious,’ in case the plane sank.” Cvetan wasn’t sure how deep the pond was. 

After the water landing, Cvetan and Shields jumped into action. They radioed the guard to see if anyone was in the area and explained the situation. 

A Navy helicopter pilot in the area received the coordinates from Cvetan. 

While they waited for help to arrive, they flew overhead to try to see if Goolsby was OK. 

“We had 10 gallons left in our Cessna C150, so we stayed until someone was able to reach him,” Cvetan said.

Connor was relieved to see Goolsby standing atop his aircraft, half submerged in water. 

Retention pond employees saw the incident and were able to reach Goolsby. It was at this point, Cvetan and Shields headed back to refuel. 

After arriving at the pond, the Navy helicopter lowered a bucket to retrieve Goolsby and carry him safely back to the airport. 

At the airport, Cvetan saw ambulances arrive shortly before the helicopter made a safe landing. 

“When the ambulance didn’t move right away we knew he wasn’t harmed,“ he said. 

Much to the relief of everyone involved, Goolsby escaped with no serious injuries. He doesn’t plan on letting this incident stop him from flying in the future. 

History Repeats

This wasn’t the first time Cvetan and Shields found themselves witnessing an aircraft incident. Last year, the two saw a runway incursion at Massey Ranch Airpark (X50). 

Seeing an incident in the past may have prepared Cvetan. 

“I had seen an incident before, so it wasn’t the most unfamiliar thing, so that helped me stay calm,” he said.

Shields mentioned that while this is the second time he witnessed an aircraft incident, the two were very different. 

“The one at Massey Ranch was pilot error, but this was different; the pilot lost an engine, he wasn’t at fault.”

Shields gives the credit of staying calm to the training he received at Embry-Riddle. Students train in extremely realistic simulators where they practice what to do in case of an emergency. In the multiengine course, a lot of in-flight training focuses on one-engine procedures and preparing for the possibility of losing an engine. 

“Embry-Riddle focuses on the emergency procedures to prepare for the real world,” Shields said.

The post Two Embry-Riddle Students Assist a Distressed Pilot During an Engine Failure appeared first on FLYING Magazine.

Holograms, used for decades in the entertainment industry, may soon become part of the aviation training environment thanks to a team of students at Embry-Riddle Aeronautical University, Prescott.

The students are part of ERAU’s Simulation Science, Games and Animation program. Over the summer, the student team developed augmented-reality (AR) holograms, creating 3D models of the CRJ-700.

How it Works

Using HoloLens 2 goggles, the user steps through a series of training modules composed of interactive slides.

The AR aspect of the project allows the student to move around inside the aircraft systems, making learning akin to something out of “Fantastic Voyage,” a classic science-fiction movie where a submarine and its crew is shrunk to microscopic size to allow them venture into the body of an injured colleague to provide life-saving medical treatment.

It allows students to explore the CRJ-700 in a way they never could before.

“We encouraged the team to consider the reasons for using augmented reality rather than virtual reality on the project,” associate professor and SSGA program chair Derek Fisher explained. “They determined that while virtual reality might provide a more immersive alternate experience, AR provides opportunities to focus on interacting with the computer-generated jet while collaborating in the familiar environment of the classroom, with real-life colleagues.”

What’s to Come

Another type of hologram model in development could let the students look around the flight deck, manipulating the buttons, switches, and controls as they would in real life. The HoloLens 2 can even “see” their hands. This feature will be a benefit for tactile and kinetic learners, who need to see and touch something for optimum learning to take place.

The holographic slides contain informational labels. These labels can be manipulated by the user, making them larger or rotating them. The idea is that the users will become familiar with the controls of the aircraft and the system schematics, such as the radar danger zones and exhaust system.

The labels are removed when it is time for testing and the students can be asked to identify the parts and systems that they’ve been studying.

How Students are Learning

Evan LaBate, a senior SSGA major, notes he is gaining valuable experience as part of the developmental team, and envisions the simulations will not only enhance flight training on campus, but may also be used in other technical fields.

“Participating on this project has helped me decide that I want to do virtual or augmented reality simulations, either for military or police, as my career,” LaBate said. “I believe this technology can be used to help the military simulate live firefights, or even help with the Air Force, in giving pilots updated heads-up displays.”

“This project was a massive learning experience,” says Josh Snow, a SSGA senior. “Jobs in the field of interactive technology are plentiful but demanding, often working on large projects in small teams. The skills I have picked up from this research opportunity have better prepared me for all facets of working on and or managing a team in my career.”

The initial project was funded by an Undergraduate Research Institute grant. Now the team is focusing on improving the software to allow multiple users to interact with the same jet simulation simultaneously. After testing the new prototype, the group will seek funding to expand the program to a full-class experience.

“This is the first step down a very good road for us as a university, potentially toward an entire class in AR,” said Dr. Michelle Hight, assistant professor of aeronautical science and fixed wing program chair.

“Even if students had to attend class from home, this brings the jet to life. Every student who has a HoloLens 2 could join in 3D, standing or sitting in a virtual classroom, interacting with hologram learning tools rather than a flat screen. This is a timely pedagogical development for a world evolving and responding to a global pandemic.”

The Right Move

ERAU’s application of augmented reality is the next logical step in flight training, said Michael Puoci, a Seattle-area pilot and video game designer with more than 20 years of experience. Aviation games, especially those that involve vintage aircraft cockpits, are a passion for Puoci. During his student pilot days, he often used virtual-reality computer cockpits that he designed to practice real-world flights.

“Augmented reality will be what pushes aviation training devices to a new level,” Puoci said. “With VR, you have a mouse and screens. With AR, the person will put on the glasses and what used to be presented on screens will be a digital fabrication and full immersion and far better fidelity for simulation training for new pilots.”

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Frontier Airlines and Embry-Riddle Aeronautical University have teamed up to help meet the challenge of the once-again-growing pilot shortage. In a news release, Frontier’s vice president of flight operations, Brad Lambert, said, “As many pilots across the aviation industry approach retirement age, Frontier expects to hire hundreds if not thousands of aviators during the next decade to staff its 500 and growing number of daily flights. The new Frontier/Embry-Riddle Aeronautical University Pilot Hiring Program will tap top-performing flight students who consistently demonstrate the work ethic, flying skill, aviation knowledge, professional attitude and demeanor to eventually become successful crew members for Frontier Airlines.” The new hiring program also represents an important component of Frontier’s broader pilot recruiting and hiring strategy.

“Frontier’s agreement with Embry-Riddle will provide high-quality jobs for exceptional students while bolstering the aviation industry workforce in service to air travelers,” according to Dr. Alan Stolzer, dean of the College of Aviation on Embry-Riddle’s Daytona Beach Campus. As part of the new program representatives from Frontier Airlines will visit the Daytona Beach Campus twice annually to meet with students and faculty.

To be considered for the Frontier Airlines program, Embry-Riddle students must have a letter of recommendation from a flight department manager that supports a stellar history of flight performance, attendance and professional conduct throughout their aviation education. Candidates must be enrolled in the Aeronautical Science degree program, hold a minimum class status of senior, maintain a grade point average above 3.2, and have the ability to hold a first class medical certificate. Prior to employment with Frontier Airlines, participants must be employed by Embry-Riddle as a flight instructor and must also obtain the R-ATP required experience.

The post Frontier Airlines and ERAU Cultivating the Next Generation of Pilots appeared first on FLYING Magazine.

The pandemic forced the 2021 NIFA SAFECON (National Intercollegiate Flying Association’s Safety and Flight Evaluation Conference) Championship to be held virtually this year without the flying segments. After completion of the online events, Embry-Riddle Aeronautical University’s Golden Eagles Flight Team from its Prescott, Arizona, campus won the event, making them 13-time national SAFECON champions and the winningest collegiate flight team of the past 25 years.

During the virtual championship between teams from 28 universities, ERAU flight students competed in Aircraft Recognition, Computer Accuracy, SCAN (Flight Planning), Preflight Inspection, and Ground Trainer competitions. All competitors took tests at their schools, with NIFA judges watching via Zoom calls. ERAU’s team had 35 members this past year, with 10 of those being freshmen brought on to the team in late 2020. “NIFA SAFECON is to collegiate aviation what the Super Bowl is to the NFL or the Stanley Cup is to the NHL,” ERAU said.

NIFA exists as a forum for collegiate aviators to expand their studies and further their careers by participating in competitive and non-competitive events, networking with industry and peers, and applying themselves to push beyond their ordinary curriculum. The organization can trace its roots back to a group of students at Columbia University that formed a flying club in 1919. Their first competition was held on May 7, 1920, and Yale University took first place, assisted by Juan Trippe, future founder of Pan American Airways, flying a war-surplus Curtis JN-4 Jenny.

According to NIFA, Popular Aviation magazine said of the organization, “A National intercollegiate aviation association was organized at Washington, DC in December to put competitive flying activities between colleges in a class with football, baseball, and other major sports. Delegates from most of the leading universities were present.”

“I think the biggest thing I’m proud of in the team is the level of perseverance and the many obstacles that we had to overcome in the last 10 months,” said Shaun Shephard, the ERAU Golden Eagles Flight Team’s head coach. “There were numerous times where we didn’t know what was going to come in the next week, our regionals were pushed until February, we had an extended winter break, and we had a time of shut down in early fall semester. All of our meetings and practices were socially distanced, and we had very little time that the team could come together, so we were always being taken out of our comfort zone.”

In each of the timed virtual events, students were presented with a series of questions that were augmented by Powerpoint presentations prepared by NIFA. Anyone who has ever taken an FAA written exam would easily recognize the kinds of navigation, performance, weight and balance, and other questions the student competitors had to answer. In the Aircraft Recognition category, students were shown photos of various airplane makes and models via a Powerpoint slide deck and given three seconds to view each slide and fifteen to thirty seconds to name the correct manufacturer, model number, and common name.

“I have been reminding the team about what that word team really means is ‘Together Everyone Achieves More,’” Shephard added. “We were successful in nationals not because computer accuracy swept the top five spots or aircraft identification took five of the top six spots, but because everybody continued to push each member of the team to be the best they could when it mattered. We will enjoy this 13th championship, but we are already looking forward to next year to complete a repeat championship.”

ERAU-Prescott won the Judges Trophy with 1,832.5 total points. The University of North Dakota can in a close second, with 1,822 points, and the Southern Illinois University team came in third, with 1,702 points. The next NIFA SAFECON is planned for 2022.

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Embry-Riddle Aeronautical University (ERAU) researchers just published a paper demonstrating the bias faced by aspiring female and minority commercial pilots and showed consumers—and even other pilots—respond more favorably to white male pilots over female and minority pilots. It represents a scientific look at consumers’ perceptions of pilot quality based on their gender or race and could provide strong guidance to the aviation industry, especially as companies consider potential new employees. The research was published in Technology in Society. The experiment involved showing photographs of female and male pilots of various races to participants, then asking them to rate how well they thought the pilots would perform. Respondents gave higher ratings to white male pilots.

Embry-Riddle Ph.D. student Nadine Ragbir, the paper’s lead author, said the most valuable part of the research was demonstrating that implicit, or unconscious, biases exist. “While some people know they are being biased or prejudiced against an individual, others may not even know they feel that way,” she said. “Just being able to make people aware that there are unconscious biases that could influence their thoughts and actions is a step forward.”

Ragbir, who developed a childhood interest in aviation when her paratrooper uncle taught her about different kinds of aircraft, earned both her bachelor’s and master’s degrees in HumanFactors at Embry-Riddle’s Daytona Beach Campus. She said the topic of the research came about through collaboration, while the authors discussed a type of software tool used in behavioral research that can reveal implicit bias based on the participants’ response times. Basically, response times are longer when implicit bias is involved, because participants are reluctant to blatantly admit to biased responses and tend to take more time to consider.

ERAU professor of Human Factors Stephen Rice said, “The aviation industry needs to be aware that this bias exists because they need to make sure their hiring process is fair to women and minorities. They need to do whatever it takes to help women and minorities overcome these societal problems.”

Other students who worked on the research, which was funded internally by the Department of Human Factors and Behavioral Neurobiology, included Bradley Baugh, Mattie Milner (now graduated), Madhur Gupta, Drishti Valecha, Karla Candelaria-Oquendo and John Capps.

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