GEORGIA INSTITUTE OF TECHNOLOGY
School of Psychology
Title: Engineering Psychology
Granted last 3 years: MS 11, PhD 8
HFES student chapter: yes
Program: Focuses graduate training primarily from the perspective of applied experimental psychology. The foundation areas of study include cognition, sensation, and perception; physiological psychology; research methodology; and statistical inference with specialized courses in the science and practice of engineering psychology. Students have the opportunity to have a research concentration in the following areas: perceptual processes and attention; skill acquisition, transfer, and retention; individual differences and cognitive performance; human-performance-motivated design of technology; instructional system design; training and system design for special populations such as older adults. These basic areas are currently being applied at Georgia Tech in domains such as aviation, driving, education, human-computer interaction (including auditory displays), medical systems, and aware home technology. A fundamental goal is to train students as research scientists and as practitioners of engineering psychology. To that end, graduate students generally participate in both individual research and in research teams. In addition to core psychology courses, graduate students are expected to supplement their course work with courses that require application of that basic, scientific knowledge. Graduates of the program go on to research or management positions in government and industry as well as academic positions that involve both teaching and research.
Contact: Wendy A. Rogers, School of Psychology, Georgia Tech, Atlanta, GA 30332-0170; 404/894-6775; firstname.lastname@example.org, http://www.psychology.gatech.edu/.
Catalog: Obtain information at http://www.psychology.gatech.edu/, or contact Jan Westbrook, School of Psychology, Georgia Tech, Atlanta, GA 30332-0170; mailto:email@example.com.
Deadline: January 1
Fee: $50. Application process is online only through Georgia Tech Graduate Admissions at http://www.gradadmiss.gatech.edu/apply.
GRE: 550 v, 550 q, 1100 v + q, 550 a
Other: Evidence of research experience, math through beginning calculus, and familiarity with programming languages are recommended.
Work experience: low
Students applying last year: 25
Entered program: 3
Openings/year: varies each year
TUITION AND FEES:
% receiving: 100
Available: fellowships, TA, RA, all tuition exempt
Apply: with application
MS: 36 units, defense of thesis, research required; no languages or practical experience required, 2.5 years
Nonthesis option: no
PhD: 63 units, completion of MS defense, preliminary examination, research required; practical experience recommended, no languages, 3 years after MS
Required courses (units): Biomechanics and Human Performance (3), Biopsychology Core (3), Cognitive Core (3), Engineering Psychology I (3), Engineering Psychology II (3), Human Abilities (3), Professional Problems (3), Psychomotor & Cognitive Skills (3), Research Design (3), Sensation & Perception (3), Social Core (3), Stats I (3), Stats II (3), Teaching Practicum (3).
Electives: Seminars in Engineering Psychology (3)
Required courses outside department: 3
Recommended courses outside department: 3
Class size: 5-15
Research facilities: All faculty have active research programs supported by state-of-the-art equipment. A variety of support computers are available to students actively involved in any given laboratory. The department maintains computers and printers for general graduate student usage. In addition to research opportunities within the department, strong ties with local companies, Georgia Tech Research Institute, and the GVU Center provide additional opportunities for research activities.
Teaching: All students are required to take a Teaching Practicum. Classroom teaching opportunities are provided, and teaching assistantships are available.
Current research: Research activities across the various laboratories include the following broad categories: aging and skill acquisition, perceptual processes and attention; skill acquisition, transfer, and retention; individual differences and cognitive performance; human-performance-motivated design of technology; design of auditory displays; situation awareness; and training and system design for special populations such as older adults. These basic areas are being applied at Georgia Tech in domains such as aviation, driving, education, HCI, medical systems, and aware home technology.
Active: 10 men, 11 women
First-year students: 3
Mean scores: MS: GRE 650 v, 685 q, 650 a, GPA 3.5 PhD: GRE 650 v, 685 q, 650 a, GPA 3.4
Richard Catrambone, PhD 1988, U Michigan; problem solving, task analysis, educational technology, instructional design, human-computer interaction, multimedia
Gregory M. Corso, PhD 1978, New Mexico State U; human performance; psychoacoustics, human engineering
Francis T. Durso, PhD 1980, State U of New York at Stony Brook; applied cognition, air traffic control, health care
Arthur D. Fisk, PhD 1982, U Illinois; aging, skill acquisition, HCI, technology design, technology acceptance
Wendy A. Rogers, PhD 1991, Georgia Tech; cognitive aging, technology training, aging-in-place, health care, skill acquisition
Bruce N. Walker, PhD 2001, Rice U; sonification and auditory displays, human-computer interaction, non-traditional interfaces, assistive technology
[Updated December 2009]