The Aerospace Experimental Psychology Program is directed toward promoting the safety and operational effectiveness of Naval aviation fleet operators and maintainers. Professional activity spans all phases of the systems development and acquisition process, i.e., research, development, test and evaluation, and a wide range of technology application areas including human engineering of platforms, aviation selection, training, and simulation and training. The aim of the program is to improve the operability and maintainability of fleet weapons systems, thereby enhancing fleet readiness. The role of Aerospace Experimental Psychology in the acquisition process and related supporting technologies is to develop, refine, and apply technology that emerges from four main areas of emphasis: human performance, human engineering, aviation selection, and training and simulation.

• The area of Human Performance focuses on the development of databases which characterize the capabilities and limitations of aircrew personnel under stressors and conditions posed by advanced weapons systems, combat and survival environments.
  
  
• Human Engineering focuses on the development and implementation of guidelines and methods to optimize integration of the human component into systems (man-man, man-machine, man-machine-system) design. These guidelines / methods emerge from technical efforts in a spectrum of human engineering- related areas, e.g., environmental medicine, sensory systems, expert systems, psychophysiology, decision making, decision aiding, knowledge engineering, and advanced display formatting.
  
  
• Aviation Selection / Assessment focuses on the development and implementation of innovative methods for identifying, classifying, and assessing aviation candidates to ensure high probability of training success.
  
  
• The area of Training and Simulation focuses on the development of design guidelines for cost-effective aviation combat simulation systems as well as research and development of cutting edge Virtual Environments. This requires the development of visual systems, motion systems, instructional support stations, training diagnostic systems, and innovative technologies, i.e., embedded training and team training, to meet future battle force training requirements.

Junior Officers (LT-LCDR) perform duties in a variety of military laboratories and field activities to develop skills in the conduct, application, and systems integration of emerging technology into one or more of these emphasis areas. Additionally, officers may function as aeromedical safety officers responsible for mishap analyses and establishment of programs to reduce the high costs of mishaps. These functions require the ability to understand, use, and in particular, integrate information from a variety of system design and human performance technologies. Junior officers are indoctrinated as to the importance of the researcher-practitioner model. Model indoctrination emphasizes understanding the "real world" environment and the tempo of aviation operations as prerequisite to resolving operational requirements and deficiencies. Knowledgeable and experienced uniformed scientific officers integrate emerging technology into the systems acquisition process and translate operational problems into research requirements.

Mid-grade officers (LCDR-CDR) perform duties as project managers; serve as heads of branches, divisions, and departments within laboratories and field activities; and as program managers and technical focal points within headquarters commands, CNO, COMNAVAIRLANT, COMNAVAIRSYSCOM, and CHBUMED. Emphasis on professional development is to refine leadership, program management and systems integration and acquisition skills for efficient and effective staff support, and to encourage the greatest possible breadth of experience across emphasis areas.

Senior officers (CDR-CAPT) perform duties that require proficiency in leadership, acquisition, program and manpower management skills. These skills are prerequisite for command responsibility within the Medical Service Corps, for senior executive positions within CNO, COMNAVAIRSYSCOM, CHBUMED, major laboratories, and to represent Navy R&D perspective in DoD, tri-service, and international organizations. 

Professional Qualifications

Aerospace Experimental Psychology requires a PhD in psychology with primary emphasis in the areas of industrial, experimental, engineering, personnel, training, cognition, operations research, or physiological psychology. Demonstrated competence in computer information management systems, higher order computer languages, research design, and advanced statistics is highly desired. The present authorization provides for consideration of applicants who have completed a Masters degree in one of the major areas of emphasis and four (4) years prior commissioned service. This provision emphasizes the importance of military experience to conduct and transition technology. Outservice training for the PhD is utilized to enhance their professional qualifications. All applicants must be U.S. citizens.

Physical Standards and Training

Candidates for duty as Aerospace Experimental Psychologists must:

• Meet aviation physical standards.
  
  
• Be a graduate of the six month Naval Aerospace Psychologist Training curriculum conducted at the Naval Operational Medicine Institute, Pensacola, Florida.
  
  
• Successfully complete the prescribed flight training syllabus.
  
  
• Be available to serve a utilization tour on active duty as a Naval Aerospace Experimental Psychologist.

Typical Duty Assignments

Aerospace Experimental Psychologist may be assigned to duty positions in the following organizations:

Location of AEP Billets