Advisement Information
The Department of Psychology offers the following programs:
- B.S. in Psychology and Human Services
- Minor in Psychology
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Advisors
The College of Arts and Sciences has two types of advisors: the general academic advisors and faculty. The general academic advisors are full-time advisors who specialize in the freshman and sophomore advising.
Advisor assignments for the B.S. in Psychology and Human Services are determined in the following manner:
- If a student has not yet completed 60 hours (junior status), a general academic advisor is assigned. The general academic advisors are assigned alphabetically by the students last name. Those assignments are provided on the
College of Arts and Sciences Academic Advising Center's Web page.
- If a student has completed 60 hours (junior status), a faculty advisor is assigned. Please consult your DUCK record for your advisor assignment, and go
here for advisor contact information.
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Degree Requirements & Program
Guides
Currently, there are 3 available Program Guides for the major. Choose the one that is appropriate for you, depending on your year of entry to Clayton State:
-
VERSION A (pre-Fall 2005) PSYC & HMSV Curriculum (Microsoft Word format)
-
VERSION B (Fall 2005-Summer 2008) PSYC & HMSV Curriculum (Microsoft Word format)
-
VERSION C (Fall 2008) PSYC & HMSV Curriculum (Microsoft Word format)
As of Spring of 2009, a MINOR in Psychology is also available. Please consult the flyer posted below for further information:
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Graduation Applications
Please note: there are THREE applications available here.
If you are graduating, and entered CSU BEFORE Fall 2005, click
here.
If you entered CSU between Fall 2005 and Summer 2008, click
here.
If you entered CSU beginning in the Fall of 2008, click
here.
If you wish to graduate with a Minor in Psychology, please also
click here.
Please contact your advisor with any questions.
Graduation Application Deadlines
Graduation applications submitted after the published deadline
will not be accepted. If you miss the published deadline, you will
need to apply for the next available term.
Please see the
Registrar's page for the updated deadlines.
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Course Sequencing
Course sequencing plans provide recommendations for the order in which courses within a program should be taken. The sequencing plans take prerequisites and co-requisites into account. The course sequencing plan for the B.S. in Psychology and Human Services is provided in the Academic Catalog applicable to the date when the student declared Psychology and Human Services as his or her major. The current sequencing plan is available from the following link:
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Advisor and Student Roles and
Responsibilities
- The Advisor’s Role and Responsibilities
- To create a welcoming and safe environment where students feel comfortable.
- To clarify college policies, regulations, programs, and procedures about which the student may have questions.
- To be available to meet with students each semester.
- To keep regular office hours and be adequately available to meet with students.
- To offer advice on selecting courses and to assist students in developing an academic plan that satisfies degree requirements.
- To assist students in planning programs of study, both short-term and long-term, that are consistent with each student’s abilities and interests. (This includes course load and factors such as academic background, program demands, employment or personal commitments).
- To be a responsive listener and to refer students to appropriate support services within the college when needed.
- To discuss the student’s academic performance and the implications of their performance for the undergraduate programs, graduate programs and professional programs the student desires to pursue.
- To help students identify special needs and acquaint them with services and programs provided at Clayton State University.
- To refer students to other services, departments, and specific individuals as special needs are identified.
- To help students to explore their unique interests, abilities, and goals and to relate them to academic majors.
- To monitor the student’s progress toward educational goals and keep accurate, up-to-date records of their academic progress.
- To respect the student’s right to privacy of educational records and discuss confidential information only with appropriate individuals.
- To help students assume responsibility for their own decisions and actions.
- To be knowledgeable about career opportunities.
- To offer students the opportunity to participate in a mentoring relationship which will help them become more independent and self-directed.
- The Student’s Role and Responsibilities
- To take the initiative to contact their advisor.
- To have and be familiar with the Academic Catalog, the Course Schedule and their student record in DUCK.
- To prepare a list of courses, questions or concerns written down before each meeting.
- To gather all relevant decision-making information.
- To seek resources on campus will assist them in making academic and career decisions.
- To ask questions and be knowledgeable about policies, procedures and requirements.
- To be familiar with their degree requirements.
- To be aware of the prerequisites for each course.
- To follow college procedures for registering courses and course adjustments.
- To observe academic deadlines.
- To keep advisors informed about changes in their academic progress, course selection, and academic/career goals.
- To keep a personal record of their degree progress and official university documents (program worksheets, copy of schedule changes and advisement appointment notes, etc.).
- To understand academic performance standards, academic probation, academic dismissal, and to know GPA requirements.
- To inform an advisor or the Dean's Office immediately whenever a serious problem (medical, financial, personal) disrupts the students’ ability to attend classes or interferes one’s ability to focus on their education.
- To make final decisions and be actively responsible for their academic career.
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Training and Assessment Plans
Training Plan
Advising Handbook. The University maintains an
online Advising Handbook, which provide information on advising for advisors. Each new advisor is required to read the Advising Handbook prior to being assigned advisors.
Mentoring Program. Each new faulty member is assigned a another faculty member as his or her mentor. One role of the mentor is to help prepare the new faculty member to advise students. Typically, new faculty members will be required to shadow experienced advisors to see real advising situations and questions.
Workshops. Workshops involving advising are often provided by the Office of Academic Affairs during Faculty Development days. Additionally, the College of Arts and Sciences has provided
workshops on the Core Curriculum. Also the Advising Council presents workshops on advising topics.
Webinars. The Office of Academic Affairs sponsors Webinars on advising topics which are open to faculty.
Participation in these training opportunities is reported to the department head annually and is plays a role in the annual faculty evaluation process.
Assessment Plan
Advisement Survey. An assessment survey on advising is conducted annually. Results of that assessment are provided to deans and department heads to assist them in making improvements in their advising programs.
Faculty advisement questionnaire. After each advising session, the student completes as short survey to provide feedback on the quality of advisement.
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Useful Links
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