PSYCHOLOGY DEPARTMENT HANDBOOK
2008-2009
COLLEGE OF ARTS AND SCIENCES
- NORTH CAROLINA A & T STATE UNIVERSITY
- GREENSBORO, NORTH CAROLINA 27411
- Phone:(336) 285-2267
- FAX: (336) 334-7538
- DR. GEORGE S. ROBINSON, JR., CHAIRMAN
- 360-C SCIENCE BUILDING
- DR. MICHAEL PLATER, DEAN, COLLEGE OF ARTS AND SCIENCES
- GENERAL CLASSROOM BUILDING 411
The Official University Bulletin
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Freshmen Orientation Spring 2008 PowerPoint
Table of Contents I. Statement from the Department Chairperson A. Department Goals/Objective B. Career Opportunities II. Introduction A. Purpose of the Handbook B. Classification of Students C. Tuition Surcharge Statement D. Requirements for Maintaining Financial Aid III. General University Requirements A. University Studies Requirement IV. Major Curriculum Guides) V. Major Requirements VI. Student's Plan of Study A. Curriculum Checklist B. Preparatory Career Activities 1. Student's Specific Career Goals 2. Suggested Electives Leading to Desired Career 3. Suggested Student Organizations 4. Suggested Internships/Coop Opportunities VII. Directory of Faculty A. Titles and Degrees B. Major Concentration/Interests C. Office Location and Telephone
Dear Students:
Welcome to the Department of Psychology at North Carolina A & T State University.
Congratulations on your choice as a psychology major. Understand first and foremost, the
faculty and staff are here to help you achieve your goals. Therefore,
this is your department. Keeping that in mind, I want you to get fully involved from the
very beginning. Participate. Cooperate. Communicate. I also encourage you to join the
Psychology Club, ABPsi, Psycho-Linguistics, and Psi Chi. Become a proactive member of the student body.
Recognize and understand, to a large degree, the future is nothing more than a series
of decisions that you make today. Focus on your future today! What do you plan to do in
four years after you graduate? Do you plan to go to graduate school? If you plan to go to
graduate school, start now, today, preparing yourself for graduate study. Seek out what is
required, and stay focused on your goals. Do you plan to work right after graduation?
Create a plan today!
Being a psychology major necessarily requires hard work and discipline. However, the
payoff is well worth the investment. So have a fun, intellectually stimulating, and
productive four years, as a psychology major here at NCA&TSU. Get psyched!
Sincerely,
George S. Robinson, Jr., Ph.D., Chairperson
DEPARTMENTAL GOALS/OBJECTIVES
MISSION
The Psychology Department orients students to the
various fields of human activities that require application of psychological
knowledge. This is accomplished
through appropriate course work, laboratory sessions, research projects, and
empirical experiences. In addition,
the program seeks to instill core values of commitment, integrity, and
dedication in teaching, research, and community service.
VISION
The Psychology Department is
committed to graduating students who are prepared to make significant
contributions to society through their knowledge.
It is envisioned that the enhancement of the intellectual capacity of
both the faculty and students will be achieved through the use of an
interdisciplinary curriculum and conducting both inter- and intra-disciplinary
research. Furthermore, our extensive
participation in diverse community initiatives will establish the department as
a continued significant source of information for critically addressing the
human condition as it relates to social and emotional concerns.
CORE VALUES
Excellence in, Teaching, Integrity, Scholarship, Leadership, Research,
and Community
Involvement.
GOALS
The goals of the Psychology Department are:
1. To provide the highest quality of instruction that will result in employment at the
baccalaureate level, or entrance to graduate school.
2. To help students develop analytical, critical thinking and problem solving skills in
all areas of psychology.
3. To increase written and oral presentation skills.
4. To develop research and quantitative analysis skills.
5. To enhance interpersonal skills that will enable students to recognize, understand
and appreciate the diversity in human behavior.
6. To enhance the awareness for the needs of human services in the community.
CAREER OPPORTUNITIES
There are also various research/practitioner perspectives which may strongly influence
the type of employment that you may obtain with an advanced degree.
A person who wants to embark on a career in either therapy or counseling may become a:
1. Clinical Psychologist who treats persons with mental and emotional disorders or a,
2. Counseling Psychologist who uses interpersonal dialogue
and various treatment therapies to help persons adjust to changes in their lives and make
crucial decisions.
If you want to address society's impact on humans through either basic or applied research, you may want to consider:
3. Community Psychology which is concerned with the relationship between the functioning of the human and the environment in which he/she is to function,
4. Social Psychology which addresses the attitudes and opinions of humans, and how our perceptions are altered by societal demands, or
5. Gender Psychology which focus on the impact of societal
genderization on individual identity and abuse.
If you prefer working in academic settings for youth and teens you may strive to be an:
6. Educational Psychologist who primarily conducts research that reveals how humans learn. The results of research in this field are generally integrated into learning strategies in schools, industry, and technological environments. You may consider studying to join a team of
7. School Psychologists who address the emotional,
psychological, and intellectual development of young people. As public and private school
employees they may counsel students, provide guidance consultation, and deliver workshops
and programs pertinent to student development. It is not uncommon for a school
psychologist to conduct activities to enhance the relationship between students and
teachers and other students.
If you would like to work with specialized milieus you may consider:
8. Environmental Psychology which addresses how the makeup of a given environment contributes to the well-being and functioning of humans. They may emphasize the effects of environmental design on personal space. Related to this discipline is
9. Industrial/Organizational Psychology which is concerned
with the relationship between humans and their work environments. A professional in this
area may address job productivity, development, enhancement, career counseling, retirement
planning, job variety, individual skills, cross training, creative performance, etc.
If you would like to work with brain-injured persons and their families you may pursue a career as a:
10. Rehabilitation Psychologist who provides coping strategies for individuals who suffer from birth trauma, stroke or other debilitating accidents. They also work with families of persons who attempt to over psychological obstacles due to their condition. You may also consider the profession of
11. Neuropsychologist or Biological Psychologist, an individual who studies the relationship between behavior and human physical systems (including the nervous
systems and hormonal system). Although much of their work is performed in the
laboratory in the form of research, they do incorporate their findings in medical settings
and learning environments.
Are you interested in the psychology surrounding the penal system? Then look into:
12. Psychology of Law or Forensic Psychology,
both of which investigate the impact of crime on communities, victims, juries and other
court personnel. They are increasingly bridging gaps between law enforcement and citizens
to improve relationships within given communities.
If you want to focus on the factors that contribute to an individual's growth consider:
13. Developmental Psychology which is a field that promotes the study of various indicants of human development from birth to death. These professionals particularly investigate changes in human behaviors and mental abilities due to age. Another popular area for anyone interested in developmental issues is
14. Psychology of Aging which promotes assessing the effects
of the aging process on psychological makeup and various behaviors. Professionals in this
area assess the collective impact of biology, sociology, psychology, and physiology on
aging and behavior.
If you interested in conducting research and/or assessing the mathematical nature of psychology, you may consider becoming an:
15. Experimental Psychologist who conducts research in every branch of psychology. Their goal, however, is to provide basic information for scholarly purposes. In many laboratories animals are used as models for human behavior. Or you may want to become a
16. Psychometric or Quantitative Psychologist
who focuses on psychological testing and assessment. Tests may include intelligence
factors, psychomotor skills, social learning, etc. Their skills are primarily used at
private research firms, testing companies, colleges and universities, and government
agencies.
If you want to assess the contributions of stress to psychological functioning you may consider:
17. Health Psychology which is designed to assess the effect
of individual health status on his/her psychological makeup. The goals of these
researchers and practitioners are to prevent disease through healthy living and maintain
balanced and healthy psychological makeup (mindsets).
Those interested in group dynamics may entertain becoming a:
18. Family Psychologist who is concerned with the powerful
impact of family structure on the functioning of individuals involved in that group. They
may conduct research on and apply their knowledge in treatment of marital issues, family
problems and sexual dysfunction.
Purpose of Handbook
The Purpose of the handbook is to readily provide important information from various sources, in one publication. This handbook does not take the place of the official University Bulletin. The University Bulletin is the official guide you must follow for rules and regulations. >>>> University Bulletin
CLASSIFICATION OF STUDENTS
Students are classified on the basis of semester hours completed excluding remedial and
deficiency courses. The following classification scale applies to all students regardless
of enrollment date:
CLASSIFICATION SEMESTER HOURS COMPLETED
Freshman 0-29
Sophomore 30-59
Junior 60-89
Senior 90 or above
TWENTY-FIVE PERCENT (25%) TUITION SURCHARGE
The 1993 Regular Session of the General Assembly enacted a special provision
directing the Board of Governors to impose a 25% tuition surcharge on students who take
more than 140 degree credit hours to complete a baccalaureate degree in a four year
program or more than 110% of the credit hours necessary to complete a baccalaureate in any
program officially designated by the Board as a five-year program. Effective with the fall
1994 semester, all new under-graduate seeking a baccalaureate degree at North Carolina
A&T State University is subject to this tuition surcharge. The surcharge cannot be
waived for out-of-state students and does not apply to required fees. The calculation of
these credit hours taken at the University or transferred from a constituent institution
of the University of North Carolina shall exclude hours earned through the College Board's
Advanced Placement or CLEP examinations, through institutional advanced placement or
course validation, through summer term or extension programs, or excess hours taken during
8 semesters for a four year or excess hours taken during 10 semesters for a five year
program.
SATISFACTORY ACADEMIC PROCESS:
Semester Number Average Semester Hours ONE 1.4 12 TWO 1.5 24 THREE 1.6 36 FOUR 1.8 48 FIVE 1.9 60 SIX 2.0 72 SEVEN 2.0 84 EIGHT 2.0 96
Nine 2.0 108
TEN 2.0 124
Curriculum
(NEW)
Requirements
for a Bachelor of Arts in Psychology – (Fall 2006 and After)
(124
Semester Hours)
Required University Studies (UNST) Courses – 25
Credit Hours
|
Foundation
Courses – 13 Credit Hours |
|
|
|
UNST
100 |
University
Experience |
1
|
|
UNST
110 |
Critical
Writing |
3
3 |
|
UNST
120 |
The Contemporary World |
3 |
|
UNST
130 |
Analytical
Reasoning |
3 |
|
UNST
140 |
The
African American Experience: An Interdisciplinary Perspective |
3 |
|
Theme-Based
Courses – 12 Credit Hours |
Select
12 credit hours out of one of the four themes |
12 |
|
1. Science + Technology = Progress? |
|
|
|
2. Energy, Environment and Justice |
|
|
|
3. Community and Conflict (Preparation for Peace) |
|
|
|
4. Health, Lifestyles and the Human Condition |
|
|
Required Non-Psychology Courses – 35 Credit Hours
|
MATH 101, 102 |
Fundamentals of Algebra
and Trigonometry I & II |
6 |
|
ENGL 101, ENGL Elective |
Ideas and Their
Expression & English
Elective |
6 |
|
BIOL 100 |
Biological Science /
With Lab |
4 |
|
FOLA (Foreign Language
Part I & II) |
(Spanish, French,
German, Russian, Japanese, Portuguese, etc.) |
6 |
|
CHEM 100 / 110 |
Physical Science /
Physical Science Laboratory |
4 |
|
SPCH 250 |
Speech Fundamentals |
3 |
|
SOCI 100 |
Principles of Sociology |
3 |
|
Humanities Elective |
Art, Music, Philosophy,
Theater, Dance |
3 |
Free Electives – 17 Credit Hours
|
Free
Electives |
Free
Electives Are Courses Not Required By The Curriculum |
17 |
Required Psychology Courses – 47 Credit Hours
|
Required
to take all of the courses below: (32 Hours) |
Absolutely
Required |
|
|
PSYC 242 |
Information
Processing Techniques in Behavioral Research |
3 |
|
PSYC 321 |
Elementary Psychology |
3
3 |
|
PSYC
322 (Pre-requisite: PSYC 242) |
Introduction to Psychological Statistics |
3 |
|
PSYC
323 |
Introduction to Psychological Statistics Lab |
1 |
|
PSYC
324 |
Developmental
Psychology |
3 |
|
PSYC 420 |
Social Psychology |
3 |
|
PSYC 434 |
Abnormal Psychology |
3 |
|
PSYC
439 |
Theories
of Personality |
3 |
|
PSYC
440 (Pre-requisite: PSYC 322/323) |
Introduction
to Methods of Psychological Research |
3 |
|
PSYC
441 |
Introduction
to Methods of Psychological Research Lab |
1 |
|
PSYC
542 |
Seminar in Psychology |
3 |
PSYC
544
|
Psychological Testing |
3 |
Psychology
Electives (Sensation / Biological / Neuroscience) – Required to take any one
of the courses below: (3 Hours)
|
PSYC 463 |
Sensation and
Perception |
3 |
|
PSYC 553 |
Cognitive Neuroscience |
3 |
|
PSYC 540 |
Biological Psychology |
3 |
|
|
|
|
Psychology
Electives (Learning / Memory / Animal) – Required to take any one of the
courses below: (3 Hours)
|
PSYC 460 |
Learning and Motivation |
3 |
|
PSYC 550 |
Psychology of Animal
Behavior |
3 |
|
PSYC 461 |
Memory and Cognition |
3 |
|
|
|
|
Psychology Electives
(General) – Required to take any three of the courses below: (9 Hours)
|
PSYC 445 |
Industrial Psychology |
3 |
|
PSYC
510 |
Psychological
Perspectives of Hip Hop |
3 |
|
PSYC
460 |
Learning
and Motivation |
3 |
|
PSYC 530 |
Forensic Psychology |
3 |
|
PSYC
461 |
Memory
and Cognition |
3 |
|
PSYC 540 |
Biological Psychology |
3 |
|
PSYC 462 |
Introduction to Psychopharmacology |
3 |
|
PSYC
545 |
History
and Systems of Psychology |
3 |
|
PSYC 463 |
Sensation
and Perception |
3 |
|
PSYC
550 |
Psychology
of Animal Behavior |
3 |
|
PSYC
500 |
Independent
Study |
3 |
|
PSYC
551 |
Psychology
of Women |
3 |
|
PSYC
501 |
Special
Topics in Developmental Psychology |
3 |
|
PSYC
553 |
Cognitive
Neuroscience |
3 |
|
PSYC
502 |
Advanced
Statistics and Computer Applications |
3 |
|
PSYC
625 |
Introduction
to Clinical Psychology |
3 |
|
PSYC
504 |
Cross-Cultural Psychology |
3 |
|
PSYC
644 |
Applied
Health Psychology |
|
|
PSYC 505 |
Internship
in Psychology I |
3 |
|
PSYC
645 |
Behavior
Modification |
3 |
|
PSYC
506 |
Internship
in Psychology II |
3 |
|
|
|
|
|
|
|
|
|
|
|
|
|
You
must make at least a grade of “C” in ALL psychology courses. |
You
must maintain an overall GPA of 2.5 in order to graduate. |
THE VARIOUS PROFESSIONS IN PSYCHOLOGY
There are also various research/practitioner perspectives which may strongly influence
the type of employment that you may obtain with an advanced degree.
A person who wants to embark on a career in either therapy or counseling may become a:
1. Clinical Psychologist who treats persons with mental and emotional disorders or a,
2. Counseling Psychologist who uses interpersonal dialogue and various
treatment therapies to help persons adjust to changes in their lives and make crucial
decisions.
If you want to address society's impact on humans through either basic or applied research, you may want to consider:
3. Community Psychology which is concerned with the relationship between the functioning of the human and the environment in which he/she is to function,
4. Social Psychology which addresses the attitudes and opinions of humans, and how our perceptions are altered by societal demands, or
5. Gender Psychology which focus on the impact of societal
genderization on individual identity and abuse.
If you prefer working in academic settings for youth and teens you may strive to be an:
6. Educational Psychologist who primarily conducts research that reveals how humans learn. The results of research in this field are generally integrated into learning strategies in schools, industry, and technological environments. You may consider studying to join a team of
7. School Psychologists who address the emotional, psychological, and
intellectual development of young people. As public and private school employees they may
counsel students, provide guidance consultation, and deliver workshops and programs
pertinent to student development. It is not uncommon for a school psychologist to conduct
activities to enhance the relationship between students and teachers and other students.
If you would like to work with specialized milieus you may consider:
8. Environmental Psychology which addresses how the makeup of a given environment contributes to the well-being and functioning of humans. They may emphasize the effects of environmental design on personal space. Related to this discipline is
9. Industrial/Organizational Psychology which is concerned with the
relationship between humans and their work environments. A professional in this area may
address job productivity, development, enhancement, career counseling, retirement
planning, job variety, individual skills, cross training, creative performance, etc.
If you would like to work with brain-injured persons and their families you may pursue a career as a:
10. Rehabilitation Psychologist who provides coping strategies for individuals who suffer from birth trauma, stroke or other debilitating accidents. They also work with families of persons who attempt to over psychological obstacles due to their condition. You may also consider the profession of
11. Neuropsychologist or Biological Psychology, an
individual who studies the relationship between behavior and human physical systems
(including the nervous systems and hormonal system). Although much of their work is
performed in the laboratory in the form of research, they do incorporate their findings in
medical settings and learning environments.
Are you interested in the psychology surrounding the penal system? Then look into:
12. Psychology of Law or Forensic Psychology, both of which
investigate the impact of crime on communities, victims, juries and other court personnel.
They are increasingly bridging gaps between law enforcement and citizens to improve
relationships within given communities.
If you want to focus on the factors that contribute to an individual's growth consider:
13. Developmental Psychology which is a field that promotes the study of various indicants of human development from birth to death. These professionals particularly investigate changes in human behaviors and mental abilities due to age. Another popular area for anyone interested in developmental issues is
14. Psychology of Aging which promotes assessing the effects of the
aging process on psychological makeup and various behaviors. Professionals in this area
assess the collective impact of biology, sociology, psychology, and physiology on aging
and behavior.
If you interested in conducting research and/or assessing the mathematical nature of psychology, you may consider becoming an:
15. Experimental Psychologist who conducts research in every branch of psychology. Their goal, however, is to provide basic information for scholarly purposes. In many laboratories animals are used as models for human behavior. Or you may want to become a
16. Psychometric or Quantitative Psychologist who focuses on
psychological testing and assessment. Tests may include intelligence factors, psychomotor
skills, social learning, etc. Their skills are primarily used at private research firms,
testing companies, colleges and universities, and government agencies.
If you want to assess the contributions of stress to psychological functioning you may consider:
17. Health Psychology which is designed to assess the effect of
individual health status on his/her psychological makeup. The goals of these researchers
and practitioners are to prevent disease through healthy living and maintain balanced and
healthy psychological makeup (mindsets).
Those interested in group dynamics may entertain becoming a:
18. Family Psychologist who is concerned with the powerful impact of
family structure on the functioning of individuals involved in that group. They may
conduct research on and apply their knowledge in treatment of marital issues, family
problems and sexual dysfunction.
PSYCHOLOGY MAJOR AND MINOR COMBINATIONS
Following are some possible minor choices with a major in psychology and a
summary of potential research and job opportunities for which the combination may prepare
you. Please keep in mind that the following descriptions do not exhaust all the
possibilities that a minor combination affords the student with a bachelor's and/or
advanced degree.
Psychology and Chemistry
- especially instrumental in further training in pharmacy, especially psychopharmaceutical agents
- psychopharmacology advocacy
- consultants to practitioners who issue psychotropic agents
- creative manufacture of effective yet less harmful psychopharmaceutical agents
- consulting in addictive behaviors and functioning of the nervous system
- substance abuse rehabilitation and counseling
Psychology and Business
- implement training programs in personal productivity and style, intra- and inter-organizational relationships, and "adequate" job placement
- consulting in organizational adjustment
- consulting in the growing changes in organizational culture make-up
- foundation for the study of industrial psychology or organizational behavior
Psychology and Biology
- foundation to further training in biological psychology research
- investigate the biology of motivation, sleep, dreaming, aggression, success, etc.
- helpful to individuals interested in pursuing psychiatry in medical school
Psychology and Computer science
- research in human factors
- write computer programs for tests and measurements (psychometrics)
- investigation of brain processes using the computer as a model
- customized programming for research projects
- consultant in using computer technology to teach psychology and other social science
courses
Psychology and Statistics
- statistical consultation in research
- psychometrics
- foundation for further training in behavioral statistics
- conduct research in neurometrics
Psychology and Foreign language
- may enhance future clinical experience in situations where the client is from a culture in which English is not the first language
- introduces individuals to emotions of different cultures
- consulting in inter-cultural business and political transactions
- foundation for clinical training in which the professional is required to work with persons of different cultures
- serve as liaison between military personnel and the individuals from other cultures
with whom they must communicate
Psychology and Economics
- consulting in the role that economic status plays in the psychological balance of individuals
- research in economic status and individual productivity and responsibility
Psychology and Politics
- research on attitudes, persuasion, and perceptions
- consult public officials on understanding audiences and how people who make up those
audiences think
Psychology and the Arts
a. Psychology-theater
b. Psychology-music
c. Psychology-visual arts
- In general, the combination of the above disciplines may allow one to engage in art therapy.
- excellent foundation for role playing in therapy
- enhances one's knowledge on thought processes involved in
- interpersonal interactions
- foundation for the use of art in psychological healing
- Opportunities may exist for the investigation of cognitive styles of artists compared to non-artists.
- As a clinician one may apply knowledge of the disciplines to the development of special populations - namely, autism, cognitively
challenged, individuals who experience excessive distress, and Alzheimer sufferers.
- Opportunities may exist to treat individuals of normal functioning, however, they may have general adjustment problems that require more
training in balancing one's life
- research on the effects of various types of art experience on one's emotional makeup
Psychology and Speech Communications
- may assist professionals in persuasive speech writing
- rhetorical analyst
- consult lawyers with presentation of cases (especially available with an advanced degree)
- consult with the media about understanding the behaviors of the people on whom they report
- research assistant for communications experts
Psychology and Physical Education
- useful as background for advanced study in Sports Psychology
- work with camps for children who have special physical needs
- work as a teacher's assistant in health and physical fitness courses
- a foundation for the advanced study of health psychology
- may work in biofeedback clinics as an assistant
- possible employment as an assistant to a physical therapist
Psychology and Education
- preparation for teacher certification
- preparation for advanced study in educational counseling and drug rehabilitation
- work as teacher's assistant with children with troubles
- with additional certification, you may work as a tutoring consultant
- foundation for pursuing a career in school psychology
Psychology and English
- work as a proofreader
- assist in the writing of papers and grants
- serve as a writing tutor for students
- write advertisements and product descriptions
- work as public relations personnel in colleges and universities, and other settings
- with adequate computer skills, you may consult as a desktop publisher
CLUBS AND ORGANIZATIONS
Psi Chi, the National Honor Society in Psychology, was founded to encourage, stimulate and maintain excellence in scholarship and advance the science of psychology. Membership in the NCA&T Chapter of Psi Chi is open to both graduate and undergraduate students at A & T who either major or minor in psychology and maintain a 3.0 GPA overall and in psychology courses, and who have completed at least 9 semester hours in psychology, and who have completed at least 3 semesters at A&T. Activities of the local chapter include community service projects, fund raisers, participation in scientific meetings and sponsoring various workshops and programs of benefit to psychology majors. The members also assist the majors academically. Initiation of new members occurs semiannually.
The purpose of the Psychology Club is primarily to promote the fields of Psychology and Mental Health. The club focuses on motivating members to feel a connection to the psychology department on a level that makes them comfortable with voicing opinions, raising issues, addressing problems, and making suggestions. Our main goal is to provide a social outlet in which the student can become more aware of the events occurring in the department.
ABPsi (Association of Black Psychologists)
Psycho-Linguistic
SUGGESTED INTERNSHIPS/COOP OPPORTUNITIES
Pathways Family Center
Charter Hills Hospital
Black Child Development Institute
Center for Creative Leadership
Summit House Greensboro
YMCA & YWCA
Greensboro Public Schools
Triad Health Project
Hospice of Greensboro
Moses Cone Behavioral Unit
Human Relations Department
Police Department
American Friends Services Association
Big Brothers / Big Sisters
Greensboro Library
Mental Health Association
Social Services
DIRECTORY OF FULL-TIME FACULTY
Renee Alleyne, B.A., Hampton University, Ph.D., Virginia Commonwealth University; Assistant Professor
Phyllis Ford-Booker, B.A., Howard University; M.S., Howard University; Ph.D., Howard University; Associate Professor
Alvin Keyes, B.A., Wake Forest University; M.A., University of North Carolina at Greensboro; Ph.D., University of North Carolina at Greensboro; Associate Professor
Marvin Hall, B.A., North Carolina A&T State University; Ed.D., Western Michigan University; Adjunct Professor
George S. Robinson, Jr., B.A., N.C. A&T State University; Ph.D., The University of North Carolina at Chapel Hill; Postdoc., National Institutes of Health; Postdoc (Neurobiology)., The University of North Carolina at Chapel Hill; Associate Professor and Chairman
Susan Schumacher, B.A., Roanoke College; M.A., Hollins College;
Ph.D., The University of North Carolina at Greensboro; Associate Professor
Sarla Sharma, B.A., Banaras Hindu University; M.A., The University of Chicago; Ed.D., The University of North Carolina at Greensboro; Full Professor
Brian Sims, B.A., Florida A&M University, Ph.D., University of Michigan; Assistant Professor
FULL-TIME FACULTY MAJOR CONCENTRATION/INTEREST
Dr. George S. Robinson, Jr.'s research is focused on the
neuroelectrophysiological substrates of perceptual and cognitive processes. He is also interested in researching
noninvasive brain-machine interfaces, and using the
results to improve how humans use their brains and to further understand how the
brain works.
Dr. Phyllis Ford-Booker's area of expertise is neuropsychology. Thus, her research
interests center on the relationship between central nervous system insult and behaviors.
One of her current research interests is the effect of strokes on human behaviors, and the
role that risk factors such as hypertension and cardiovascular disease play on the onset
of this condition, particularly in African Americans.
Dr. Alvin Keyes currently records event -related potentials and is interested in the
morphology of potentials as a function of selective attention processes. He is currently
investigating selective attention process in psychopaths. He is interested in using his
research findings to help design tools to retain brain-damaged individuals to more
efficiently process spatial and language-related stimuli.
Dr. Susan Schumacher is currently investigating rat models of genetic hypertension
and hyperactivity. Her research consists of evaluating physiological and behavioral
differences among these models and their controls. She also conducts comparative studies
between human adults and these models, examining altered circadian rhythms, attention
deficit disorders, and hyperactivity.
Dr. Sarla Sharma's scholarly efforts focus on psychological testing, minority and women issues, and uses and abuses of alcohol. One representative study reflecting her interests is titled "Relationships Between Sex-Role Behavior, Body Weight, and Alcohol Consumption in Undergraduate Men and Women." She has also conducted research on domestic violence from an international perspective.
Dr. Brain Sims' research focuses on factors affecting African-American
college student achievement, including learning strategy usage, self-efficacy,
and racial identity.
Dr. Alleyne's research focuses on ethnic differences in health behaviors
that are linked to health disparities. She
is particularly interested in health behaviors among African American women.
FULL-TIME FACULTY OFFICE LOCATION
New Science Building
Dr. Sarla Sharma - 362
Dr. Susan Schumacher - 226
Dr. George S. Robinson, Jr. - 360-C
Dr. Alvin Keyes - 236
Dr. Phyllis Ford-Booker - 368
Dr. Marvin Hall - 366
Dr. Brian Sims - 228
Dr. Renee Alleyne - 230
Staff
Mrs. Sarah Falkener
360 New Science Building