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This is Inside M-Side, your favorite podcast for all things Morningside.
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Here's stories from students, alumni, faculty, and more about what makes the
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Morningside experience so special.
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Hello, hello.
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Welcome to Inside M-Side.
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I'm Alysanne, and today we're going to hear from some folks
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from our aviation department.
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I'll pass it off to you guys to introduce yourselves, if you want to go first.
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Yeah.
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Um, I'm Harley Waters.
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I am an assistant professor in the aviation department.
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Um, I've been here, this is my second semester, so I'm pretty new.
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Wonderful.
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My name's Cameron Spellman.
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I'm a senior in the flight program.
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And where are you originally from?
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From Orlando, Florida.
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Wonderful.
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Great.
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Well, there's always something new happening in aviation.
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I feel like Tommy usually comes over and is like, we're doing this new thing.
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And so tell me about, Harley, like, you know, what your experiences in aviation
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and like kind of your background first.
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Yeah.
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Um, so I did my undergraduate degree at Liberty University in aviation.
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I don't know why I ended up in aviation.
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I just did.
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No one in my family is a pilot.
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So it was completely out of the blue.
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Literally just, I just got into it.
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Um, and so I did my degree there.
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Um, my degree was in aviation business administration with a
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concentration in professional flight.
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So I did the flight training, but also did management.
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Um, and then graduated 2019, COVID hit and I didn't know what to do.
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So I said, let's go to grad school.
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So I did that.
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Um, I have a master's degree from Middle Tennessee State in aviation education.
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I ended up graduating in 20, 21, no, 2022, 2022.
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Um, and then they kept me and they kept me up until last year.
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So I was a professor down there, um, teaching lots of different things.
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And I just, I've always loved the teaching aspect of it.
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So now I get to combine this passion with aviation, with my passion for
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teaching and they work together now and it's, it's great.
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Yeah.
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And then how did you end up at Morningside?
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Well, I, so really it is because my husband graduated with his PhD.
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Um, and so when he was done with that, we were kind of like, okay,
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what are we going to do now?
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What's the next chapter?
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And it just happened to be in Iowa.
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Um, I saw an ad for the professor position, um, in the university
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aviation association magazine.
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And I was already, I think two weeks beyond the application deadline.
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And I said, why not?
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I'll try anyways.
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This looks like a really cool place.
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And, um, sure enough, like three days later, I got a call from Tom.
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So it just worked out.
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It's again, one of those things that just happened out of the blue.
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Yeah.
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Love it.
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And Cameron, how did you end up at Morningside with aviation?
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All of it.
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Yeah.
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So when I originally came, I toured the program when I was a junior in high school
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and there was no aviation program since for only three years in.
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So I ended up choosing another university to take it on.
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And when Morningside reached, not reached out, but they posted other
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aviation program, finally going.
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And I was ready to just kind of start new and really like the
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atmosphere at Morningside.
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Love it.
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Love it.
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And then like through your education, what have been some of your favorite
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parts, favorite classes that you've had at Morningside?
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My favorite class is definitely human factors.
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I love learning about all the things that come into play.
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You really see the cause and effect of aviation and how things happen when they
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go wrong and how we can stop them from even occurring before they occur.
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So I, yeah.
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Yeah.
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I love it.
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And that kind of also reminds me, I mean, Harley, we've talked about the grant,
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the ice tracking grant, tell me a little bit more about that from someone
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who's not in the aviation field.
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Yeah.
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So the grant, it's called EYES.
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It's Eye Tracking for Youth Engagement and Safety.
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That's the acronym.
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EYES is a $10,000 grant that we were awarded from the Iowa Space Grant
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Consortium, and what we're doing with it is we're doing eye tracking.
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So we have these eye eye tracking glasses.
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That's a tongue twister that we had students wearing.
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Erin Cam actually has been my student researcher on the project.
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So she's done a lot of the data analysis.
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And so we have students put on these glasses and it tracks their eye movement.
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And then we put them in the simulator out at the flight school, out at the airport.
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We have a full motion simulator.
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We put students in and we gave them three different scenarios ranging in difficulty.
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The first scenario, very basic, nothing went wrong, we can say, because in the
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flight simulator, we can fail anything we want.
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We can put them, we could put them in the eye of a hurricane in the middle
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of Antarctica if we wanted to.
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So we have a lot of control with the simulator, with what we can do.
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So the first situation the students were in, very basic, normal
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stuff that they do all the time.
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And then the second scenario was we kind of turned up the pressure a little bit.
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We failed in some instruments.
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And then we tracked and recorded how they responded to the situation.
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The third situation was the most intense.
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I don't think anyone successfully landed the plane in that situation.
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But it's a simulator, so it's fine, right?
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So we put them in the simulator.
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We failed their instruments and then we cut their engine.
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So then we tracked what they did with that.
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And so what we're really looking for was any kind of fixation.
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So when you're flying an airplane by only your instruments, you want to avoid fixating
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on one thing, because you need to make sure that you're looking at every little gauge
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in the plane.
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There's so many.
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Yeah, exactly.
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You want to be looking at all of them so that you're able, as a pilot, to put it all
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together and form a big picture idea of what's going on.
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When you're flying an instrument, I don't know if I mentioned this, but you can't see
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out of the plane, like you can't see the ground or anything.
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So you don't even know which way is up or down.
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Body's line.
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Yeah, your body can lie to you and tell you you're flying upside down when you're not.
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It's crazy.
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So we're using the eye tracking to monitor students in these situations and looking at
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their performance and how their eyes track these instruments.
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And we're really looking at how stress was affecting their instrument scan, what we call
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a scan, how they're looking at the instruments and interpolating that data.
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So that's really what we did with the eye tracking.
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We had a whole night where that's all the students did was they came in, we put them
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in the eye tracking and that for hours, right?
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Like we just had one student after another.
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We gave them pizza because students will do anything for free pizza, right?
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They're starving.
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So they came out, had pizza, and then we had them each do these scenarios and we did
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them back to back to back.
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And now we're kind of analyzing that data.
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Cam's really leading the way with analyzing the data so she can speak more to kind of
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where she's at with that.
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Yeah, really, we're looking at narrowing down if there was any patterns that we're
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seeing, like if one of the instruments were obviously omitted, which means that you are
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not scanning it, you're not aware of it.
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And then the fixation, I think we all kind of, we definitely saw a little bit of that.
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It's just they got a little too focused on something, but we got them in the beginning.
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And the more aware you become, a lot of this is awareness.
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Then you can correct it.
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Yes.
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Got you.
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And that's the thing, right?
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We're trying to make aviation safer for not just our students, but for everyone.
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And you don't even have to be in the air to reap those benefits, right?
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Like it makes it safer for people on the ground as well.
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So that's really the goal.
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So that's the eye tracking for safety, right?
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But for youth engagement, we are really wanting to, our goal is to take the eye
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tracking glasses to high schools and have the high school students put them on and
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really interact with it and see kind of what we're doing.
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So that's really the youth engagement is to try and get students at the high school
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level or really any level to really just get excited about research and aviation and
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those two things together.
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And then Cameron, yeah, about the data and the research.
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I mean, what are the findings?
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How can you apply those?
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Yeah, the findings are really showing that the scans that we need to use are more left
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or right. We were definitely, we caught them so early in our flight training.
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I feel like if we definitely redid it again, we'd see growth.
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And that was the whole goal of it.
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Right. But I believe the BSI was omitted.
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That's your vertical speed indicator.
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So how fast you are climbing or descending in feet per minute.
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Yeah. And a little bit of the turn indicator.
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So, yeah, we definitely are going to debrief the students when it's all set and show
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them. So there's definitely multiple ways we can even reapply this research that we've
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done. But I think it's very cool.
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It's fascinating. They were all involved in it and they were excited.
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We actually had to keep them away from each other.
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Yeah. Once they didn't finish, you're like, you can't talk about it.
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Like, we keep it perfectly structured.
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So this is what's going to happen.
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Yeah. Yeah.
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I love that. And now that we have the glasses, we can apply it to so many different
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things and we can get students in the future really excited about research and get them
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doing hands-on human factors research.
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That is just a lot of students don't get that opportunity, especially in aviation.
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It's fly, fly, fly, fly, fly.
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So getting this hands-on research is really going to help them in the long term with
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their careers and maybe even open them up to something they didn't even think that was
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even possible before that.
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It got me. I was never really fully into research.
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I was like, I just want to fly a plane.
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But I've really gone into loving to learn about just anything and everything when
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something happens. Most pilots are the ones that want to know why.
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Why does this happen?
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Why? Why cause this?
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It's just that's the nature of pilots, I believe.
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And then we all stop and ask, it's like, what can we do to never let this happen again?
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And that's a question that's asked every time something happens.
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So you really get to see from the textbook, there are certain things we never really see
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in our study or look at again when we're studying.
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But being able to see it applied with the research we're doing, the fixation, because a
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lot of the students, especially fixation and omission, you kind of hear them as terms.
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You're tested on them through the FAA and in class, but you don't really see how you
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can fix it. How can you prevent all this and all that?
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I love it. One of the things.
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Harley, you mentioned was like the hands on portion of it, and I think both of you can
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speak to this, like the aviation department is probably maybe the most hands on out of
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any, you know, tell me about flying, getting up in the air.
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I've heard that you do it like right away.
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That's terrifying to me, but I'm super interested in like, I mean, you get students up in
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the air very quickly.
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So you have you been in the air yet?
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I haven't. We need to do that.
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We'll get you in the air and we should film that.
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Oh, boy. But for me, when I was flying it.
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It's exhilarating, like it is so hands on and you're here at Morningside, you're flying, I
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mean, day one, basically like first day of school, you want to get in the plane.
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We're going to make that happen.
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A lot of other schools, you're on a wait list for maybe a semester or maybe even a whole
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year. And here at Morningside, we have the flexibility.
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If you want to fly first day, come on in.
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We're going to do it. We're going to get it done.
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Right. It's very hands on what you're learning in the classroom.
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It's not just something that, OK, I need to cram this into my brain for a test, take the
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test, and then it goes into like the mental shredder.
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Right. This is stuff that you are going to be using every time you get in a plane.
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It's going to make you a safer pilot.
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It's going to be just applicable.
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Everything is applicable.
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We're a very application based field.
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So from that point of view, I can't think of anything that's more applicable.
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I really can't. It is really interesting.
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You see it in the classroom, you learn something and then in three days you're applying
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it. It's constant learning and applying and seeing how you're picking it up and just
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mastering it. That's the whole goal is getting everything from real memorization, which is
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knowing the facts, to being able to apply it and then become automated and just be able
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to naturally do it. But it's the one thing that you can really see day in and day out.
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You're getting to do a lot of degrees.
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You have to stay in the classroom for four years.
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You don't get to go in the field.
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You don't get to apply the knowledge yet.
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We're very lucky with aviation.
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You do it along the way. It's part of the journey.
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I always do the, I always compare it to like med school.
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We start med school our first day of college.
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Of course, we're automatically in the classroom and then we're applying it and everything
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like that. It just comes a little early at 18.
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00:14:00,640
And that's the thing. I'm like, oh, my gosh, like when I was 18, I was, even now I'm
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like, that's crazy to me that they fly a plane so quickly.
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But I think it's one of the benefits of the program.
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I know Tom has stressed and your department has stressed is that we have the capacity
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for students to get in and start right away.
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So I just think that's really awesome.
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00:14:19,559
Long term goals, Cameron, what are you wanting to do after?
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00:14:20,760
I mean, you said you're a senior.
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Yeah. What do you want to do after graduation?
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00:14:28,440
So after graduation, I'll probably be here for another year or so building my hours to
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go to the airlines and go to the airlines.
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00:14:35,599
And hopefully the goal would be newly because of our professor over here.
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She's got me into looking at the master programs and looking into doing the accident
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investigation. That's something that I've loved learning about, even though for people
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out to hear that, like, oh, she's just learning about crashes all the time.
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But that's how you learn in aviation.
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00:14:55,200
You learn from other people. So you do not do that mistake because it does not happen
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again is my rule. You don't replicate accidents.
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00:15:04,679
Yeah. And then I want to become a work for the FAA, do the crash investigating through
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00:15:07,559
them. And if NTSB can pick me up, that would be great.
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I love it. Love it.
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00:15:15,280
Harley, about like when it comes to teaching, like what's some of the rewarding parts?
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What are some of the things you look forward to in the aviation industry?
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Well, being a morningside now, the highlight for me is getting to know my students
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00:15:32,200
individually. You know, we really I get to know my students, which is just so fulfilling
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00:15:38,760
for me. But for me, like in the classroom, it's the light bulb moments where I'm
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00:15:41,719
explaining something. I might be talking about the lift equation.
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People are like, what are you even talking about?
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Even Cam's like, what are you talking about?
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00:15:50,559
And then when I'm explaining it and I see a student struggling, they're looking at me
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00:15:56,559
with that look of like, I hear what you're saying, but it's not it doesn't mean
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00:16:03,159
anything yet. And then you see a light bulb like, oh, that's why in the plane when I
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00:16:06,479
lifted the nose up, this is what's happening to lift.
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00:16:07,479
I'm increasing lift.
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00:16:15,000
So these light bulb moments where something clicks and they now understand, I know now
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00:16:18,799
I know why I'm doing what I'm doing in the plane.
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It makes sense now.
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00:16:26,080
Those moments to me, that is those are like pieces of gold, like that is priceless to
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00:16:27,679
me, seeing those light bulb moments.
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00:16:33,239
And I'm just really excited for these students who are my freshmen now to get into
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00:16:37,200
the industry and be a part of that change and all the things they're going to see in
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00:16:40,760
their lifetime. It's just constantly moving and changing.
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00:16:41,880
And that's really exciting.
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00:16:44,679
And how do you prepare them for that in your teaching?
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00:16:49,880
Just for me, trying to stay on top of what's happening in the industry.
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00:16:55,880
I teach as closely as I can to what they're going to be doing out in the real world.
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00:16:59,880
So an example of that is instrument charts.
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I teach what we call Jepson charts.
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00:17:07,119
It's a special kind of procedure chart that they're going to be using once they're at
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00:17:11,680
the airlines. That's something they need to know right away.
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00:17:16,760
So I'm going to teach them what they're going to be doing at Delta one day or United
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00:17:18,199
or wherever they end up.
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00:17:24,359
Would you say that going the commercial route is where most of your students want to go?
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00:17:30,280
I will say when they come in and they're freshmen and they're sitting in the classroom
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00:17:33,079
and I ask them, day one, what do you want to be when you grow up?
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00:17:38,119
Ninety eight percent of them will say, I want to fly for Delta.
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00:17:39,479
I want to fly for FedEx.
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00:17:41,239
They want to be airline pilots.
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And that's what they know.
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00:17:43,640
That's what they see.
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And the first class that they take with me is Intro to Aviation.
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00:17:57,319
And in that class, I try and expose them as much as possible to as many different parts
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00:17:58,640
of the industry as I can.
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00:18:05,959
So at the start of the semester, 98 percent say Delta, United, FedEx, airline, cargo.
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00:18:11,199
And then by the end, I would say that number lowers to maybe 70 percent because they
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00:18:13,599
didn't know you could be an accident investigator.
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00:18:18,719
They didn't know that you could fly CEOs around.
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00:18:22,400
They didn't know that you could tow banners.
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00:18:25,319
They didn't know you could manage an airport.
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00:18:30,680
They didn't know you could be a wildlife biologist certified with the FAA and get to
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00:18:35,839
look at bird strike remains and like incorporate biology, which sounds really gross.
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00:18:36,599
And it is.
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00:18:37,319
But also.
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00:18:40,599
Some people really like that.
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00:18:42,119
Yeah, it's a way to go.
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00:18:43,199
It's a path you can take.
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00:18:44,959
So coming in, it's airline.
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00:18:47,640
And then they kind of expand their horizons, I would say.
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00:18:50,680
You can't fail when you're in the air.
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00:18:53,400
What are you doing when you're getting up there?
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00:18:55,239
That's definitely a misconception.
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00:18:59,239
You can't fail. Your instructor is right there beside you through the whole time.
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00:19:04,199
It's meant a lot of flying is a lot of failure and just getting back up and getting in the
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00:19:05,760
next day, you know.
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00:19:09,359
And like your instructor is never going to put you in a position where you're going to
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00:19:10,959
kill them. They don't want to die either.
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00:19:13,640
You know, right. So you do things at high altitude.
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00:19:14,599
You're meant that way.
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00:19:16,119
You have a window. You can lose altitude.
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00:19:18,439
We're not doing deep dives.
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00:19:20,680
We're not doing spins all the time.
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All the time. All the time.
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00:19:27,119
Only sometimes when you're in it, when you're told to do one.
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00:19:34,560
But. Yeah, it's, you know, you it is designed, we want you to fail.
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00:19:43,160
We want you to fail at this stage, because when you get into a 777, a 737, an A320 and
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00:19:45,920
you fail there, disastrous consequences.
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00:19:47,160
We want you to fail here.
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00:19:48,479
It is safe to fail here.
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00:19:51,920
And I think a lot of students really get into their own head about it.
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00:19:57,119
If they fail a check ride, they kind of I've seen students kind of crumble in on
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00:19:58,000
themselves. Right.
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00:20:01,239
And but this is it's safe to fail here.
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00:20:02,920
This is where we want it to be.
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00:20:05,359
We don't want it to be 20 years down the road.
357
00:20:05,640 -->
00:20:08,520
Right. So people say, oh, you can't fail on a plane.
358
00:20:08,560 -->
00:20:11,719
Sure you can. I failed all the time when I was flight training.
359
00:20:12,760 -->
00:20:14,359
I did all kinds of stuff.
360
00:20:14,359 -->
00:20:16,640
But this is that's it's a safe environment.
361
00:20:17,119 -->
00:20:21,400
And it's not so much a failure as much as it is a learning experience.
362
00:20:22,160 -->
00:20:28,400
Yeah. And I guess my I think it also is like, like, what do you say is a failure?
363
00:20:28,640 -->
00:20:30,680
I think if you make it to the ground, then you're good.
364
00:20:31,359 -->
00:20:37,000
Any landing, any landing you can walk away from, then you didn't fail.
365
00:20:37,000 -->
00:20:41,000
I'm like, fail for me in a plane is much harsher.
366
00:20:41,520 -->
00:20:46,079
Our feeling is like you miss the minimum by like 10 feet, 20 feet.
367
00:20:46,239 -->
00:20:53,800
You know, like there is there's no point where like you're going to be too much like
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00:20:53,800 -->
00:20:55,319
you're never in full danger.
369
00:20:55,319 -->
00:20:57,479
Your instructor is fully trained next to you.
370
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00:21:00,319
If you're a student, they want you to fail.
371
00:21:00,319 -->
00:21:01,920
Like it's all been told.
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00:21:06,199
You've learned much more from failures than from good, you know, and it makes it that
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00:21:07,880
much better when you get it right.
374
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00:21:09,239
It makes that feeling more.
375
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00:21:10,599
It makes it so addictive.
376
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00:21:14,160
That's why, like once you see people pass their instrument, they are addicted to the
377
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00:21:19,719
process. And you you generate this such big love where you don't want to live without
378
00:21:19,719 -->
00:21:23,199
it. And like that's the difference when you're looking at the aviation department is
379
00:21:23,199 -->
00:21:26,959
almost everyone's doing what their love and what they dream of doing.
380
00:21:27,040 -->
00:21:31,640
We're living the dream in a way it sounds so cringy, but there's nothing I'd rather do
381
00:21:31,920 -->
00:21:33,040
than fly a plane.
382
00:21:33,040 -->
00:21:34,400
And I get to do that.
383
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00:21:37,839
Do you guys have anything else you want to add about the aviation department, about your
384
00:21:37,839 -->
00:21:39,239
experiences here?
385
00:21:40,640 -->
00:21:43,719
This is the most fulfilled I have ever been teaching.
386
00:21:44,160 -->
00:21:46,280
It's been during my time at Morningside.
387
00:21:47,280 -->
00:21:50,640
The students blow me away all the time, like all the time.
388
00:21:50,640 -->
00:21:59,040
I'm learning something new from them or they just surprise me in all these unique ways.
389
00:21:59,040 -->
00:22:00,959
And it's been great. I'm very impressed.
390
00:22:00,959 -->
00:22:02,239
We have a great program.
391
00:22:03,119 -->
00:22:08,520
I only see it growing from here because we're only year, this is year three technically,
392
00:22:09,199 -->
00:22:15,839
and there's lots of really big things planned that will be making waves in the next couple
393
00:22:15,839 -->
00:22:18,079
of years. And I'm really excited about all the growth.
394
00:22:18,119 -->
00:22:21,719
Love it. I love the fact that I'll be an alumni from this program.
395
00:22:21,719 -->
00:22:28,400
I know it's going to be in her hands and in Larry Brock's hands, our other professor.
396
00:22:28,800 -->
00:22:31,000
They do great. There's no wrong that they can do.
397
00:22:31,000 -->
00:22:33,319
It's like they just want better for the program.
398
00:22:33,680 -->
00:22:35,199
And that's only better for me.
399
00:22:35,199 -->
00:22:37,760
Like, I want to be able to look back and be like, this is massive.
400
00:22:37,760 -->
00:22:43,000
Like, I was just like, even when it's so tiny, I love it.
401
00:22:43,079 -->
00:22:44,319
I love it being small.
402
00:22:44,760 -->
00:22:49,280
We get to talk like she knows my weekend plans, like every week, you know, she knows who my
403
00:22:49,280 -->
00:22:51,160
friends are. She knows who I talk to.
404
00:22:51,160 -->
00:22:52,680
And I think that's the nice part.
405
00:22:52,680 -->
00:22:55,000
It's not just a face that's lecturing.
406
00:22:55,000 -->
00:22:58,959
We know each other and everyone's so invested in everyone's journey here.
407
00:22:58,959 -->
00:23:03,719
It's like we don't you don't really isolate yourself in the program because everyone in
408
00:23:03,719 -->
00:23:07,280
the program is going through the same trials and errors that you're going through.
409
00:23:07,280 -->
00:23:09,560
And there's a seeding at the end of the day.
410
00:23:09,560 -->
00:23:12,719
And it's been really cool to watch it all go.
411
00:23:12,800 -->
00:23:14,160
Yeah, we're all trauma bonded.
412
00:23:14,560 -->
00:23:15,319
Don't include that.
413
00:23:18,920 -->
00:23:23,479
I love it. Well, thank you both for sitting down with me and chatting all about aviation
414
00:23:23,479 -->
00:23:28,400
and Morningside. It's so interesting for me being outside of that realm to hear about.
415
00:23:28,400 -->
00:23:32,640
And yeah, thank you guys just so much for stopping by and talking about it.
416
00:23:32,680 -->
00:23:34,160
We love your program.
417
00:23:35,160 -->
00:23:36,599
Thank you for having us.
418
00:23:36,800 -->
00:23:41,239
Wonderful. Well, thank you all inside and outside listeners.
419
00:23:41,239 -->
00:23:43,239
And we'll see you next time.
