Department of Psychology

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North Carolina A&T State University

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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

Click here for the --> Freshmen Orientation Spring 2008 PowerPoint

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:

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY

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

Required Non-Psychology Courses – 35 Credit Hours

Free Electives – 17 Credit Hours

Required Psychology Courses – 47 Credit Hours

Psychology Electives (Sensation / Biological / Neuroscience) – Required to take any one of the courses below: (3 Hours)

Psychology Electives (Learning / Memory / Animal) – Required to take any one of the courses below: (3 Hours)

Psychology Electives (General) – Required to take any three of the courses below: (9 Hours)