Skip Navigation

Human Factors and Ergonomics Society

About HFES
HFES Bulletin
Technical Groups
Public Policy Matters
HFES Meetings
Awards and Fellows
Educational Resources
National Ergonomics Month
Information for Students
Career Center
Consultants Directory
Links of Interest
Advertise with HFES
Getty Images



About Search

Information for Students

Rochester, NY
Department of Psychology

Title: Experimental Psychology (MS), Advanced Certificate in Engineering Psychology
Est: 2006 as Applied Experimental and Engineering Psychology. The program name was changed to Experimental Psychology and the Advanced Certificate in Engineering Psychology established in 2013.
Granted last 3 years: 3
Part-time: yes
Distance learning available: no
HFES student chapter: no
Program: The Master of Science (MS) program in Experimental Psychology is a broad and flexible program that provides students for a solid stepping-stone into careers or continuing education in diverse areas of psychology and human factors/ergonomics. The program has two tracks, Experimental Psychology and Engineering Psychology. Students opting for the Engineering Psychology track will also receive an Advanced Certificate in Engineering Psychology in addition to their MS degree in Experimental Psychology, provided they meet the Advanced Certificate requirements. Faculty from the Department of Psychology, the Department of Industrial & Systems Engineering and the Department of Information Technology all contribute to the teaching of specialty courses in the program. The mission of RIT is to provide technology-based educational programs and to vigorously pursue emerging careers by developing new programs in response to changing technology. This program provides a foundation for further advanced academic study in Engineering Psychology, Human Factors/Ergonomics, or Experimental Psychology. The Advanced Certificate in Engineering Psychology is a post-baccalaureate certificate that provides the students with core knowledge in the key areas of engineering psychology (3 required courses), as well as an opportunity to study particular relevant topics in greater depth through electives (2 open electives). An advanced certificate provides students a formal acknowledgment of their knowledge in engineering psychology and credentials for seeking a career in the human factors/ergonomics field. Teaching and research assistantships are available.
Contact: Esa M. Rantanen, PhD, CPE, Department of Psychology, 01-2353 Eastman Bldg., Rochester Institute of Technology, 18 Lomb Memorial Dr., Rochester, NY 14623, 585/475-4412, fax 585/475-6715,

Deadlines: February 15
Fee: $60 for applicants other than RIT alumni and current students within four quarters of completing another RIT program

GPA: 3.0
GRE: Within 5 years
Other: Applicants are expected to have at least 15 semester credit hours of course work in undergraduate psychology or related field (e.g., engineering, computer science, information technology), including one course in experimental psychology and another in statistics; in addition, applicants should have a minimum GPA of 3.0 for undergraduate work, a Graduate Record Examination (GRE) scores (≤ 5 years), two letters of reference from professors or supervisors, a biographical statement describing the applicant's experience and goals regarding the program, and completed application for graduate admission to RIT.
Research: High
Work experience: A biographical statement describing the applicant's experience and goals regarding the program is required.
Letters: High (minimum of two required)
Interview: High

Students applying last year: 20
Accepted: 9
Entered program: 4
Openings/year: 10

Full time: $18,618/semester
Part time: $1,552/credit hour

% receiving: 100
Amount: varies
Available: teaching and research assistantships
Apply: with application

MS: The program consists of a minimum of 30 semester credits, which include experimental psychology core courses, required engineering psychology courses, two electives, and the completion of a thesis.
Nonthesis option: no

Required experimental core courses (units): Graduate Statistics (3), Graduate Research Methods (3), Graduate Seminar (0), Thesis Proposal (3), Thesis (3)
Required engineering psychology courses (units): Graduate Cognition (3), Graduate Engineering Psychology (3), Graduate Perception (3)
Electives (units): Applied Psychology Methods (3), Graduate Biopsychology (3), Graduate Developmental Psychology (3), Graduate Social Psychology (3), Advanced Graduate Statistics (3), Biomechanics (3), Systems Safety Engineering (3), Foundations of Human-Computer Interaction (3), Information and Interaction Design (3), Usability Testing (3), Topics in HCI for Biomedical Informatics (3), Agent-Based and Cognitive Modeling (3), User-Centered Design Methods (3), Collaboration, Technology, and the Human Experience (3)
Required courses outside department: 2
Recommended courses outside department: 2
Class size: 10

Research facilities: Psychology lab spaces for testing individuals and groups up to 20; a variety of visual-motor testing devices, color vision tests, depth perception tests etc. IE Human Performance Lab with electromyography and electrogoniometry instruments, energy expenditure cart, and a work simulator for measurement of human strength. IT multimedia lab, sound recording studio, usability testing lab, and eye tracking lab. RIT has a strategic alliance with the Rochester General Health System that provides access to the medical community.
Teaching: Mentoring (of undergraduate students) appointments available
Current research: Temporal awareness, visual multiple identity tracking, human error and reliability in health care

Active: 9
First-year students: 4
Mean scores: GRE 156.25 v, 154.75 q

Reynold Bailey, Ph.D. Washington University in St. Louis: computer graphics, applied perception in graphics and visualization
Joseph Baschnagel, Assistant Professor, Ph.D. University at Buffalo: Attention, Smoking Behavior, Post-traumatic Stress Disorder, Psychophysiological Measurement
Kirsten Condry, Associate Professor, Ph.D. University of Minnesota: Child Development, Perceptual & Cognitive Development, Media Influences on Children
Caroline DeLong, Associate Professor. Ph.D. University of Hawaii: Human & Animal Cognition, Perception, Animal Bioacoustics
Nicholas DiFonzo, Professor, Ph.D. Temple University: Rumor accuracy and interpersonal forgiveness
John Edlund, Assistant Professor, Ph.D., Northern Illinois University: Evolutionary, Social, & Forensic Psychology
Anne Haake, Ph.D. 1985, University of South Carolina; developmental biology, biomedical informatics and image retrieval, human-centered, adaptive computing cognitive models of perceptual expertise, multimodal user interfaces
Andrew Herbert, Professor, Ph.D. 1996, University of Western Ontario: Perception, Cognitive Neuroscience
Matthew Marshall, Ph.D. 2002, University of Michigan: Industrial Engineering, human factors/ergonomics, upper extremity biomechanics
Cecilia Ovesdotter Alm, Ph.D. 2008, University of Illinois - Urbana-Champaign, computational linguistics, linguistics, human-computer interaction involving language, knowledge inference in natural language, subjectivity and affect, (multimodal) semantics, language and cognition
Esa Rantanen, Associate Professor, Ph.D. Pennsylvania State University: Human Factors in Complex Systems, Human Performance Measurement & Modeling, Mental Workload, Decision Making, Human Error & Reliability
Lindsay Schenkel, Associate Professor, Ph.D. University of Nebraska-Lincoln: Developmental Psychopathology, Serious Mental Illness, Social Cognition
Audrey Smerbeck, Assistant Professor, Ph.D. University at Buffalo: Autism Spectrum Disorders, Testing & Psychometrics
Tina Sutton, Assistant Professor, Ph.D. University at Albany: Psychology of Language, Cognition & Emotion, Emotion Word Representation Within & Across Languages, Hemispheric Specialization
Tywanquila Walker, Assistant Professor, Ph.D. Cornell University: Child Development, Early Child- hood Interventions, Language Development, Family and Dyadic Interactions

[Updated October 2013]

Go to TOP