SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Industrial & Systems Engineering
Program: Human Factors & Ergonomics
College: Engineering
Website: http://ise.sjsu.edu/
- Check here if your website addresses the University Learning Goals.
Program Accreditation (if any): None
Contact Person and Email: Minnie H. Patel Minnie.patel@sjsu.edu
Date of Report: April 23, 2014
Part A
1. List of Program Learning Outcomes (PLOs)
The student outcomes of the master’s degree in HFE are:
1. Student will be able to apply knowledge of the sciences of human factors and workplace
ergonomics.
2. Student will be able to design and conduct experiments, as well as be able to analyze and
interpret data.
3. Student will be able to design a system, component, or process to meet accepted human factors
and workplace ergonomics standards within realistic constraints such as economic,
environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
4. Student will have an ability to function on multi-disciplinary teams.
5. Student will have an ability to identify, formulate and solve human factors and workplace
ergonomics problems.
6. Student will have an understanding of professional and ethical responsibility.
7. Student will be able to communicate effectively.
8. Student will have the broad education necessary to understand the impact of human factors
and workplace ergonomics solutions in a global, economic, environmental, and societal context.
9. Student will have a recognition of the need for, and an ability to engage in, life-long learning.
10. Student will have the knowledge of contemporary issues.
11. Student will be able to use the techniques, skills, and modern human factors and workplace
ergonomics tools necessary for professional practice.
1. Have an ability to apply knowledge of the sciences of
human factors and workplace ergonomics.
2. Have an ability to design and conduct experiments, as
well as to analyze and interpret data.
3. Have an ability to design a system, component, or
process to meet accepted human factors and workplace
ergonomics standards within realistic constraints such as
economic, environmental, social, political, ethical, health
and safety, manufacturability, and sustainability.
X
X
X
X
X
X
X
X
X
X
X
X
X
7. Have an ability to communicate effectively.
8. Have the broad education necessary to understand the
impact of human factors and workplace ergonomics
solutions in a global, economic, environmental, and
societal context.
9. Have a recognition of the need for, and an ability to
engage in, life-long learning.
X
X
X
10. Have the knowledge of contemporary issues.
11. Have an ability to use the techniques, skills, and
modern human factors and workplace ergonomics tools
necessary for professional practice.
Social & Global
Responsibilities
X
4. Have an ability to function on multi-disciplinary teams.
5. Have an ability to identify, formulate and solve human
factors and workplace ergonomics problems.
6. Have an understanding of professional and ethical
responsibility.
Applied
Knowledge
Intellectual Skills
Broad Integrative
Knowledge
PLO/ ULG
Specialized
Knowledge
2. Map of PLOs to University Learning Goals (ULGs)
X
X
X
X
X
X
3. Alignment – Matrix of PLOs to Courses
Matrix mapping of course topics to Program Learning Outcomes
Program
Outcomes
ISE 210
ISE 212
ISE 290
Table 3.1 – HFE Program – Outcome Mapping Matrix
Outcome Mapping Matrix 2013/2014
Course
1
2
3
4
5
6
7
8
Credits
Required Core Courses
3
+++ +++ +++ ++ +++
+
++
++
3
+++
++
++ +++
2
+++ ++ +++
+
++ +++
Other Required Core Course (choose 1)
ISE 135
ISE 202
STAT 245
3
PSYC 273
3
KIN 266
3
+++
++
+
9
10
11
+
+
++
+
+++
+++
+++
++
++
Psychology Courses
TBD for both classes
when the fall 14
semester begins
Kinesiology Courses
Capstone Project or Thesis (choose 1)
ISE 298
PSYC 298
KIN 298
ISE 299
PSYC 299
KIN 299
ISE 215
ISE 217
ISE 218
ISE 112
ISE 114
ISE 131
ISE 149
Total
4
9
++
++
++
+++
++
Elective Courses (choose 3)
+++ +++ ++
++
+
++
++
++
+
+++
+
++ +++
+++
+
++ +++
+++
++
+++
+++
++
++
+++
+++
++
+++
+++
+++
+++
++
+++
+++
++
++
++
++
++
+
+
+
+
+++
++
+++
+++
+++
+++
+++
+++
+++
++
+++
+++
+
++
30
+ Skill level 1 or 2 in Bloom’s Taxonomy ++
 Skills relevant but not presently assessed
Skill level 3 or 4 in Bloom’s Taxonomy
+++
Skill level 5 or 6 in Bloom’s Taxonomy
The Outcome Mapping Matrix in Table 3.1 above indicates across the HF/E curriculum, each
outcome is addressed many times at all levels of Bloom’s Taxonomy.
Planning – Assessment Schedule
We plan to assess all the program learning outcomes every two years. The first time these outcomes
will be assessed is during the Fall 2014 semester and then Spring 2015. Our assessment cycle for
program learning outcomes is two-year long, with the first year consisting of collection and analysis
of data and the second year of the cycle consisting of implementation of the recommendations
based on the analysis results obtained from the previous year of the cycle.
Performance measure: 80% of the students score 80% or above.
Table 4.1 Program Learning Outcome Assessment Schedule
MS-HFE Outcome
1
2
3
4
5
6
7
Have an ability to apply knowledge of the
sciences of human factors and workplace
ergonomics.
Have an ability to design and conduct
experiments, as well as to analyze and
interpret data.
Have an ability to design a system,
component, or process to meet accepted
human factors and workplace ergonomics
standards within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability, and sustainability.
Have an ability to function on multidisciplinary teams.
Have an ability to identify, formulate and
solve human factors and workplace
ergonomics problems.
Have an understanding of professional and
ethical responsibility.
Have an ability to communicate effectively.
Performance
Criteria
Complete course
projects
Design and conduct
culminating project
experiment
Course project
Assume team
member and team
leader roles
Culminating project
Discuss ethical
practice,
understand human
subjects
responsibilities
Write acceptable
project proposal
Course
Fall
ISE 217
ISE 210
ISE 212
ISE 215
ISE 210
ISE 298
STAT 245
X
X
ISE 210
ISE 290
ISE 215
X
X
ISE 210
ISE 212
ISE 215
ISE 217
ISE 298
ISE 210
ISE 290
ISE 290
X
ISE 298
ISE 212
X
ISE 210
ISE 212
ISE 290
X
Spring
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
MS-HFE Outcome
Have the broad education necessary to
understand the impact of human factors
and workplace ergonomics solutions in a
global, economic, environmental, and
societal context.
8
Have a recognition of the need for, and an
ability to engage in, life-long learning.
9
Have the knowledge of contemporary
issues.
Have an ability to use the techniques, skills,
and modern human factors and workplace
ergonomics tools necessary for industrial
and systems engineering practice.
10
11
Performance
Criteria
Design a
meaningful project
proposal.
Research proposal
for culminating
project includes
recent references
and concepts.
Seminar
participation
Culminating project
Course
Fall
Spring
ISE 298
X
X
ISE 210
ISE 217
X
X
ISE 290
X
ISE 290
X
ISE 298
X
ISE 290
X
ISE 210
ISE 290
STAT 245
ISE 298
X
X
X
X
X
X
X
4. Student Experience
The PLOs are posted on the HF/E prospective student introductory webpage. The link for this page is:
http://www.engr.sjsu.edu/hfe/prospective-students/intro. The students’ feedback is considered in
defining and improving program objectives via alumni survey. The program learning outcomes are then
revised accordingly since they map to program objectives. Thus students’ feedback is considered
indirectly.
Part B
5. Graduation Rates for Total, Non URM and URM students (per program and degree)
This information is not available for the HF/E program so far as I can determine (LEF)
6. Headcounts of program majors and new students (per program and degree)
The headcount for majors in HF/E has been growing and is reported as follows by ethnicity and
gender. The program enrollment is now 51% female and 49% male. URM enrollment is at 12.2%
The numbers of students applying to, admitted to, and entering the program during the past 5
years are as follows:
The rates of applied, admitted, and entered HF/E applicants during the past 5 years are as follows:
7. SFR and average section size (per program)
There is no separate SFR computation for the HF/E program, since it is comprised of courses and
faculty across several departments. Presented below are the ISE classes typically taken ONLY by
HF/E students.
Catalog
Number
Course Title
ISE
210
Hum Factors Des
ISE
212
ISE
215
ISE
217
Hum Cmptr Int
ISE
218
ISE
260
ISE
ISE
Course ID Act
Unit
6591 SEM
3
Hum Factors Exp
6592 SEM
3
Usability Testing
11273 SEM
3
6593 SEM
Adv. Int. Design
Proc Impr Health
261
290
Avg.
Section
Size
36
Graduates Total
(Seats)
(Seats)
Max
Fill Rate
Enrollmen
t
50
72.00%
FTES
Rebenche
d
9
36
36
32
32
32
50
64.00%
28
28
28
50
56.00%
7
3
43
43
43
50
86.00%
10.8
13020 LEC
3
28
28
28
40
70.00%
7
12684 LEC
3
17
17
17
40
42.50%
4.2
Med Errors Reduct
12685 LEC
3
26
26
26
40
65.00%
6.5
HF/Ergo Prof Sem
11625 SEM
2
35
35
35
50
70.00%
5.8
8. Percentage of tenured/tenure-track instructional faculty (per department)
8
There is no single department completely hosting this degree, but a majority of the required and
elective courses for the degree are offered by the ISE Department.
Fall 2013
% Tenured/Prob
Tenured
49.5%
2.885
Industrial & Systems Engineering
Probationary Temp Lecturer
2.941
0
Part C
9. Closing the Loop/Recommended Actions
The following actions have been implemented in since Spring 2013
1. In Spring 2013 admission maximum of 40 students out of 78 applicants was set to help ensure
that class sizes would be in the 30 student range. The show rate was high in the Fall 13
semester, and class sizes were a bit higher than the target (ISE 210 and ISE 290 are typically first
semester courses only taken by HF/E students).
2. In Fall 2013 a new course in Advanced Interaction Design (ISE 218) was approved and scheduled
for Spring 2014. The course will supplement DSID 131, which had been reducing it’s availability
for HF/E students. It is being taught by a highly qualified Adjunct ISE faculty member.
3. The Spring 2014 admission maximum of 40 students out of 77 applicants was not met due to
qualifications of the applicant pool. Thirty-six of the 77 applicants were admitted.
4. Dr. Daniel Nathan-Roberts was hired as a full time tenure track ISE Associate Professor. His
research and development areas of emphasis are in human factors and ergonomics, and he is
expected to take two graduate courses in his assignment beginning next year.
10. Assessment Data
Table 11.1 summarizes classes that will be assessed in the 2014-2015 academic year. No prior
course assessments have been conducted within the HF/E MS program.
Performance measures that will be established will determine if 80% of the students scored 80% or
above on each performance measure. Since the culminating project/thesis is a Cr. – NoCr course, the
proportion of students completing the culminating experience at the time expected will be assessed as
an indicator of program outcomes.
The following table will be used to define and assess outcome indicators for each class.
MS-HFE Outcome
1
Have an ability to apply knowledge of the
sciences of human factors and workplace
ergonomics.
Performance
Criteria
Course
Fall
Complete course
projects
ISE 217
ISE 210
ISE 212
X
X
Spring
X
MS-HFE Outcome
2
3
Have an ability to design and conduct
experiments, as well as to analyze and
interpret data.
Have an ability to design a system,
component, or process to meet accepted
human factors and workplace ergonomics
standards within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability, and sustainability.
4
Have an ability to function on multidisciplinary teams.
5
Have an ability to identify, formulate and
solve human factors and workplace
ergonomics problems.
6
Have an understanding of professional and
ethical responsibility.
7
Have an ability to communicate effectively.
8
Have the broad education necessary to
understand the impact of human factors
and workplace ergonomics solutions in a
global, economic, environmental, and
societal context.
9
10
11
Have a recognition of the need for, and an
ability to engage in, life-long learning.
Have the knowledge of contemporary
issues.
Have an ability to use the techniques, skills,
and modern human factors and workplace
ergonomics tools necessary for industrial
and systems engineering practice.
Performance
Criteria
Design and conduct
culminating project
experiment
Course project
Assume team
member and team
leader roles
Culminating project
Discuss ethical
practice,
understand human
subjects
responsibilities
Write acceptable
project proposal
Design a
meaningful project
proposal.
Research proposal
for culminating
project includes
recent references
and concepts.
Seminar
participation
Culminating project
Course
ISE 215
ISE 210
ISE 298
STAT 245
Fall
Spring
X
X
X
X
ISE 210
ISE 290
ISE 215
X
X
ISE 210
ISE 212
ISE 215
ISE 217
ISE 298
ISE 210
ISE 290
ISE 290
X
ISE 298
ISE 212
X
ISE 210
ISE 212
ISE 290
ISE 298
ISE 210
ISE 217
X
ISE 290
X
ISE 290
X
ISE 298
X
ISE 290
X
ISE 210
ISE 290
STAT 245
ISE 298
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1. Analysis
Many program outcomes are evidenced by the successful completion of the culminating project or
thesis. The following table lists the students who completed a project or Thesis in 2013.
Reflecting the interdisciplinary nature of the program, advisors for these students included Drs. Freund
Andre (ISE), Dr. Wughalter (KIN), and Drs. Jordan, Feria and Laraway (Psychology).
Human Factors / Ergonomics Culminating Projects and Theses
Completed in 2013
Last Name
First
Title
Hunt
Sarah
The Impact of Trajectory Prediction Uncertainty on Reliance Strategy
and Trust Attitude in an Automated Air Traffic Management Environment
Thesis
Gannon
Kathy
Improving Children's E-books through Text Treatments
Project
Koo
David
The Effects of Gesture Interfaces on Cognitive Load While Performing
Simulated Driving Tasks
Project
Zhang
Jian
The Effects of Menu Structure and Speech Rate on User Experience
of Interactive Voice Response Systems
Project
Salud
Ellen
Developing a library of display effects on pilot performance: Methods,
meta-analyses, and performance estimates
Thesis
Taula
Margarita
Effect of Level of Automation and Failure Frequency on Operator
Performance
Thesis
Istan
Gabriela
Designing Affordances on Embedded Interfaces
Thesis
Blosch
Justin
Effects of Chronic Regulatory Focus and Feedback Framing on
Persuasive Technology
Project
Mangini
Joseph
Gaming and Vigilance Tasks as a Predictor for X-Ray Scanning Abilities
Project
Whitaker
Carson
The Influence of Voice and Touch Screen Controls on Driver Distraction,
Situation Awareness, and Cognitive Load
Project
Vaidyanathan
Vidya
A comparative study of simple computer interactions using touchscreen
and 3D hand gestures
Project
Nissenbaum
Daniel
Direct and Indirect Input Modality In-Car Telematics Systems
Project
Kyi
Joyce
Effects of Laptop Tilt Angle and Distance on Posture and Muscle Activity
Project
Mamaghani
Abe
Effective Auditory Alarms For Medical Devices
Project
Luu
Jessica
The Influence of Input Controls For Vehicle Entertainment Systems on
Driver's Situation Awareness
Project
2. Proposed changes and goals (if any)
<Please list proposed changes and goals for the next academic year and the future, and identify
areas to be assessed. >
1. Dr. Dan Nathan-Roberts will begin teaching two core classes in the HF/E curriculum starting fall
14.
2. The program faculty is preparing an application to the Human Factors and Ergonomics Society for
program accreditation. This will be submitted in fall 14.
3. An HF/E concentration in experimental research methods is being designed by members of the
program faculty.