ROCHESTER INSTITUTE OF TECHNOLOGY
Department of Psychology
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Title: Applied Experimental and Engineering Psychology (MS)
Granted last 3 years: 6
Distance learning available: no
HFES student chapter: no
Program: The MS Program in Applied Experimental and Engineering Psychology focuses on human behavior and performance in both simple and complex human-machine systems. Engineering psychology examines human capabilities and limitations to sense, perceive, store, and process information and how these human factors impact human interactions with technology. This knowledge is applied to the design, use, and maintenance of human-machine systems. Students will be trained both in research methods of experimental psychology and application of the results in contemporary problems in the industry. 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 prepares students to function as effective engineering psychologists in industrial, governmental, or consulting organizations. The program also provides a foundation for further advanced academic study in Engineering Psychology, Human Factors/Ergonomics, or Experimental Psychology. 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, email@example.com
Deadlines: N/A (rolling admissions)
Fee: $50 for applicants other than RIT alumni and current students within four quarters of completing another RIT program
GRE: Within 5 years
Other: Applicants to this program are expected to have 20 quarter credit hours (or 15 semester 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.
Work experience: A biographical statement describing the applicant's experience and goals regarding the program is required.
Letters: high (minimum of two required)
Students applying last year: 11
Entered program: 2
TUITION AND FEES:
Full time: $11992/quarter
Part time: $999/credit hour
% receiving: 100
Available: teaching and research assistantships
Apply: with application.
MS: The program consists of a minimum of 48 quarter 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 (4), Advanced Perception (4), Research Methodology (4), Advanced Cognition (4)
Required engineering psychology courses (units): Topics in Engineering Psychology (topics may vary; 4), Foundations of Human-Computer Interaction (IT; 4), Advanced Topics: Ergonomics/Human Factors (IE; 4), Systems Safety Engineering (IE; 4).
Electives (units): Computer Programming (IT; 4) Usability Engineering (IT; 4), Usability Testing (IT; 4), Advanced Topics in HCI (IT; 4), Introduction to Computer Graphics (CG; 4), Authoring Multimedia (CG; 4), Graphical User Interface (CG; 4).
Required courses outside department: 3
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
Teaching: mentoring (of undergraduate students) appointments available
Current research: temporal awareness, visual multiple identity tracking, human error and reliability in health care
First-year students: 4
Mean scores: GRE 488 v, 582 q
Cecilia Ovesdotter Alm, PhD 2008, U 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
Joseph Baschnagel, PhD 2006, U at Buffalo, SUNY; attention, posttraumatic stress disorder, psychophysiological measurement
Kirsten Condry, PhD 1999, U of Minnesota; developmental psychology, eye tracking, cognition, perception
Caroline DeLong, PhD 2003, U of Hawaii; auditory perception, cognitive representation, bioacoustics
Nicholas DiFonzo, PhD 1994, Temple U; social and organizational psychology, rumor psychology, forgiveness
John Edlund, PhD 2008, Northern Illinois U; forensic psychology, lineup identifications, jury decisions
Anne Haake, PhD 1985, U of South Carolina; developmental biology, biomedical informatics and image retrieval, human-centered, adaptive computing cognitive models of perceptual expertise, multimodal user interfaces
Roger Harnish, PhD 1974, Oklahoma State U; experimental psychology, hemispheric specialization, cognitive styles
Rhiannon Hart, PhD 2006, U of Pittsburgh; cognitive psychology, memory, neuroscience, bias, executive control
Andrew Herbert, PhD 1994, U of Western Ontario; psychology, visual perception, cognitive neuroscience, face perception, visual illusions
Matthew Marshall, PhD 2002,U of Michigan; industrial engineering, human factors/ergonomics, upper extremity biomechanics
Jacqueline Mozrall, PhD 1994, U at Buffalo, SUNY; industrial engineering, human factors/ergonomics, assessment of human performance
Esa Rantanen, PhD 2000, Penn State U; engineering psychology, human factors in complex systems, human performance measuring and modeling, time and temporal awareness, mental workload, decision making, human error and reliability
Evelyn Rozanski, PhD 1994, U at Buffalo, SUNY; social foundations of education, human-computer interaction, empirical studies with eye tracking to understand users' cognitive behavior, computational cognitive models of users' behavior to inform design, next generation interfaces for collaborative environments
Lindsay Schenkel, PhD 2006, U of Nebraska - Lincoln; social cognition, affect processing, stress
Tywanquila Walker, PhD 2011, Cornell U; developmental psychology, early childhood interventions, language development
[Updated June 2012]