• Faculty and Advisors
• Faculty Research Interests

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• Advisement
  •  Program Guides and Graduation Applications

    • ALL GRADUATING SENIORS WHO ENTERED CSU FALL 2008 OR LATER MUST TAKE EITHER PSYC 4999A OR PSYC 4999B (A ZERO CREDIT HOUR SENIOR EVALUATION SEMINAR).  ALSO, ANY STUDENTS WHO ENTERED EARLIER THAN FALL 2008 BUT “SAT OUT” FOR TWO YEARS OR MORE WILL ALSO BE REQUIRED TO TAKE PSYC 4999. 

    • As of 6/2011: No more than two grades of D in upper-division courses are allowed.  Upper-division courses are all courses other than those of Areas A through F of the core curriculum.  1000- or 2000-level courses used in the upper division are included in this restriction.

  • Student Academic Advisement Responsibilities Agreement - Please download, print, sign, and bring to your next advisement appointment (necessary for meetings with a FACULTY advisor only).

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• Internship Information
• Internship Site List

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• Psi Chi (the Psychology Honor Society)
• Annual Psychology and Human Services and Undergraduate Research in Psychology Awards
• Student Research and other Experiential Opportunities
• Employment Outlook for Graduates
• Academic Advisory Committee on Psychology
• Psychology Speakers
  

(You will need to obtain the username and password to access these talks. Please contact your instructor for this information.)

Advisement Information

• Programs
• Advisors
• Degree Requirements & Program Guides & Graduation Applications
• Course Sequencing
• Advisor and Student Roles and Responsibilities
• Training & Assessment Plans
• Useful Links

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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 & Graduation Applications

As of 6/2011: No more than two grades of D in upper-division courses are allowed.  Upper-division courses are all courses other than those of Areas A through F of the core curriculum.  1000- or 2000-level courses used in the upper division are included in this restriction.

ALL GRADUATING SENIORS WHO ENTERED CSU FALL 2008 OR LATER MUST TAKE EITHER PSYC 4999A OR PSYC 4999B (A ZERO CREDIT HOUR SENIOR EVALUATION SEMINAR).

(there is no additional fee for this course, which meets 3 times during the semester)

 

ALSO, ANY STUDENTS WHO ENTERED EARLIER THAN FALL 2008 BUT “SAT OUT” FOR TWO YEARS OR MORE WILL ALSO BE REQUIRED TO TAKE PSYC 4999. 


PSYC 4999A IS FOR SENIORS WHO HAVE TAKEN ALL OF THEIR UPPER DIVISION PSYCHOLOGY COURSES AT CSU. 

PSYC 4999B IS FOR SENIORS WHO TOOK SOME OF THEIR UPPER DIVISION PSYCHOLOGY COURSES AT INSTITUTIONS OTHER THAN CSU.

Choose the Program Guide that is appropriate for you, depending on your year of entry to Clayton State:

• VERSION D (Fall 2010-present) with AREA F REVISION (approved March 2011)

• VERSION D (Fall 2010-present) PSYC & HMSV Curriculum

  •  Graduation Application (Fall 2010-present, including Area F Revision).

• VERSION C (Fall 2008-Summer 2010) PSYC & HMSV Curriculum

  • Graduation Application (Fall 2008-Summer 2010)

• VERSION B (Fall 2005-Summer 2008) PSYC & HMSV Curriculum

  • Graduation Application (Fall 2005-Summer 2008)

• VERSION A (pre-Fall 2005) PSYC & HMSV Curriculum

  • Graduation Application (pre-Fall 2005)

• Minor in Psychology - Form to Declare a Minor

  • Minor in Psychology Graduation Worksheet

• Want to take a Minor in Psychology?  Please download and complete this form, and then bring it to either Dr. Donna McCarty (donnamccarty@mail.clayton.edu) or Dr. Antoinette Miller (antoinettemiller@mail.clayton.edu) to complete the process.

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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:

• Department of Psychology: B.S. in Psychology and Human Services

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Advisor and Student Roles and Responsibilities

ACADEMIC ADVISEMENT Disclaimer - Please download, print, sign, and bring to your next advisement appointment.

1. 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.
2. 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

• Advising Handbook
• Academic Catalogs
• Academic Calendar
• Arts and Sciences Advisement Center
• AdvisorTrac Login
• Core Curriculum Information

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