Advisement

Majors are given both academic advisement from the University Office of Academic Assistance in the College of Arts and Sciences and career advisement from the Department of Psychology. The Office of Academic Assistance is located in 418 General Classroom building. Their phone number is (404) 413-5000.

To schedule Undergraduate Advisement, please use our online schedule. If this is your first time scheduling online, you must create an account.

Schedule Psychology Department Undergraduate Advisement  Georgia State Academic Advisement 

Dr. Andrea Weyermann, Careers and Graduate School Advisor

weyermann2sIn the Department of Psychology, Dr. Andrea Weyermann is the Careers and Graduate School Advisor for those students who have questions concerning their future direction in psychology. If you have questions about graduate school or professions in psychology, you may email Dr. Weyermann or make an appointment to see her in Urban Life 1188. If you have questions about specific courses or course requirements, please instead schedule an Undergraduate Advisement appointment above.


Major Map

Psychology Major Map 

Becoming a Major
Students wishing to major in psychology must be first advised by the Office of Academic Assistance where they will receive a PACE form for the psychology major and will receive academic advisement. The Office of Academic Assistance has primary responsibility for all curriculum areas not directly related to the major, that is, all areas other than courses appropriate to the major (Area F) and major requirements (Area G).  See Undergraduate Programs.
Psychology Department Advisement
The Department of Psychology offers advisement through its faculty, advisors, and the undergraduate web site. The web site contains information on both academic advisement and career advisement including information regarding the problems and implications of transition to the semester system. In addition, questions may be sent to the Advisor and to the Undergraduate Advisement Coordinator via e-mail through the web site. These questions are answered promptly. Frequently the web site is the fastest way to get an answer to a question.
Scheduling Appointments for Advisement
Appointments with an advisor may be made in person in the Psychology office (Urban Life Bldg, 11th floor) or by phone. Advisors are also available by appointment and on a walk-in basis (subject to availability). During the semester, weekly times are scheduled where students may go to the Psychology Advisement Office (Urban Life Bldg, 11th floor) and receive assistance from an advisor on accessing the career information available through the World Wide Web using the computers in the laboratory.
Faculty Assistance
Faculty members are available for advisement through individual appointments and during their office hours. All faculty have at least two scheduled office hours weekly during the semester. Detailed questions on academic requirements should be answered by the Office of Academic Assistance or a Psychology advisor. Faculty members are available for advisement about career opportunities and career preparation in their area of specialization. If needed, the advisor can assist in selecting a faculty member knowledgeable in the individual student's area of interest.
Satisfy Degree Requirements

PSYCHOLOGY ADVISORS DO NOT GIVE EXEMPTIONS TO ANY REQUIREMENT. All students are required to satisfy the academic requirements of the university, college and department, INCLUDING PREREQUISITES. If a student believes that an advisor has given an exemption to some rule or policy then the student should ask for clarification.

It is important for the student to realize that we offer advice. The student must fully understand the degree requirements and the implications of different career paths in order to make the best decisions. Only the student can make the best decisions for her or his life. The general catalog states, "It is the responsibility of the student to know and to satisfy the degree requirements of his or her academic program." Advisement by the departmental advisor will assist your planning. We are most knowledgeable about Area F (courses appropriate to the major), Area G (major requirements), and the minor section of Area H. The other core areas are the primary responsibility of the Arts & Sciences Office of Academic Assistance in 724 General Classroom Building.

Problems with the advisement system should be addressed to the Undergraduate Advisement Coordinator.

Class Attendance
The resources of the university are provided for the intellectual growth and development of its students; it is expected that students should attend class regularly. The Department of Veterans Affairs requires that institutions of higher learning immediately report to them when a student discontinues attendance. Georgia State University institutional policy requires that professors report the absence of a veteran student as soon as it is known that the student will not be returning to class. Generally, this should be reported after one week of absences and no later than two weeks of nonattendance by a student. All matters related to student absences, including the making up of work missed, are to be arranged between the student and the professor. All professors will, at the beginning of each semester, make a clear statement in the course syllabus to each of their classes, describing their policies for handling absences. Professors will also be responsible for counseling with their students regarding the academic consequences of absences from their classes or laboratories. Students are obligated to adhere to the requirements of each course and of each professor. Students must be present for announced quizzes, laboratory periods, or final examinations unless the reasons for the absence are acceptable to the professors concerned. A student who is absent because of participation in activities approved by the Provost’s Office will be permitted to make up work missed during his or her absence, provided that the student misses no more than 15 percent of class hours per course per semester. If requested, the appropriate university official will provide a memo stating the official nature of the university business in advance of the activity.
Grade Appeals
The grade appeals procedure is appropriate only when there is alleged capricious, arbitrary, or discriminatory behavior on the part of the instructor. The professional judgment of the instructor cannot be challenged or appealed by these procedures

  1. Arbitrary refers to a grading decision for which there is no sound academic reason, or a decision based solely on preference or whim.
  2. Capricious refers to a grading decision not resulting from a reasonable and announced grading policy and procedure.
  3. Discriminatory refers to a grading decision reflecting differential treatment based on race, religion, color, age, sex, sexual orientation, disability, or national origin.

Students who believe their final grade is unfair, arbitrary, or discriminatory, can appeal their grade within 10 business days of the start of the following academic term. The grievance policy and procedure can be found at http://enrollment.gsu.edu. Students are encouraged to discuss their grades with their instructors prior to appealing a grade.

Psychology Department Plus/Minus Grading Policy

Beginning with the Fall, 2006 term, instructors will have the option of assigning grades on a plus (+) and minus (-) scale for undergraduate and graduate courses (see http://enrollment.gsu.edu/) for details from Enrollment Services). Departments were encouraged to develop a policy regarding this option.

The Psychology Executive Committee has considered the potential advantages, disadvantages, and ambiguities of plus/minus grading and recommends the following policy:

  1. Instructors of psychology courses may use plus/minus grading so long as
    1. the course syllabus clearly specifies how all grades (including plus/minus grades) will be awarded,
    2. the instructor assigns grades in strict accordance to the guidelines of the syllabus, and
    3. the syllabus includes the reminder that “Courses or criteria that require a grade B or C will continue requiring the same. Grades of B- or C- will not fulfill the requirement.”
  2. Instructors who elect not to use plus/minus grading for a course must indicate this clearly on the syllabus.
  3. Recognizing issues of academic freedom, no department-wide system for awarding points and grades is prescribed. However, course coordinators, in consultation with instructors, are responsible for ensuring that a uniform procedure for assigning plus/minus grades is used for all sections of each multi-section course each semester.

In this period of transition, clarity and consistency will be keys to implementing plus/minus grading in a way that minimizes student complaints and grade appeals. Each instructor should read the information at http://enrollment.gsu.edu/ and should understand how assignment of plus/minus grades affects students’ qualification of prerequisites, eligibility for Honors or other GPA-based activities, and financial aid.

Prerequisite Waiver Request

Prerequisite Waiver Request

  • NOTE: Please complete all fields accurately. Your request will be discarded without consideration if:

      • The request is for a course in a department other than Psychology
      • The course number and CRN do not match
      • The form is incomplete or the information is inaccurate
Missed Appointments
Students who miss their advisement appointment may not schedule another regular advisement appointment that semester. They may receive advisement by attending the walk-in advisement period.
Re-entry
Students seeking re-entry must first contact the Registrar's Office. After gaining re-entry, if the student was not a Psychology major previously, he or she will be placed in the College of Arts & Sciences as an undeclared major. If a student wishes to change his or her major to Psychology, the student must see a Psychology Department advisor before initiating a change of major with the Office of Academic Assistance. If the student was a Psychology major previously, the Registrar's Office will place the student in the College of Arts & Sciences as a Psychology Major.
Change of Major/Minor
Students should go to the Office of Academic Assistance for the college in which they are currently enrolled and fill out a "change of major" form. To declare a major or minor in psychology the student should go to the Office of Academic Assistance for Arts and Sciences, 418 General Classroom Bldg. Students should then make an appointment with the Psychology Advisement Office by calling (404) 413-6200. The student should bring both the Change of Major form, as well as a Academic Evaluation form to that appointment. An advisor will then review the Academic Evaluation form and approve the change.
Course Transfer Petitions
The course number assigned indicates the classification of courses: 1000 level is freshman, 2000 is sophomore, 3000 is junior, and 4000 is senior level. Upon entry to Georgia State, the Academic Assistance office, using criteria established by the University/College/Department, evaluates all transferred courses. Occasionally, when Academic Assistance denies equivalence, the student appeals to the department. The student has the responsibility of making the case for the requested conversion. The course transferred must be equivalent to or exceed the Georgia State course claimed as an equivalent. Students must attach a syllabus, course description and any relevant documents with the appeals form. A catalog description alone will not be sufficient in lieu of a syllabus.
Graduation Audit
Students must apply for graduation THREE (3) semesters prior to the planned completion of their degree requirements. An application can be obtained through the Office of Academic Assistance, 418 General Classroom Building or from the Graduation Office in 255 Sparks Hall. A graduation audit will be sent to the student indicating the remaining requirements. The student will then need to set up an appointment with the psychology advisor by calling (404) 413-6200. The advisor reviews and signs the Academic Evaluation form during the advisement session. The student has the responsibility for returning it to the Office of Academic Assistance promptly. The student must meet with the advisor and CANNOT simply leave the audit to be signed. The advisor IS NOT responsible for sending the audit to Academic Assistance.
Academic Evaluation Forms
The Academic Evaluation form is used to determine both what classes the student has taken as well as the classes that are remaining to be taken. Both academic assistance as well as the psychology advisement office can review Academic Evaluation forms for students.

Students need 120 hours overall to graduate. To determine how many hours you currently have, look at the bottom right of the Academic Evaluation form at HRS APPLIED TO PROGRAM. This number will not include credits you are currently taking.

Students must have 39 hours at the 3000-4000 level course work at Georgia State in order to meet the residency requirement and graduate. Generally, this means students must take an additional 3 classes at the upper level in addition to the required psychology classes. The Academic Evaluation form contains a section which indicates how many courses a student has or will need to fulfill the residency requirement.

Though a minor is not required to complete a degree, getting a minor generally fulfills the requirements to meet residency.

The asterisk (*) symbol on the Academic Evaluation indicates that the requirements for that area are partially completed.

The attached time line will assist you in determining which courses to take and when.

Student Learning Outcomes

To assist with developing student learning outcomes, refer to the Learning Goals and Objectives below.

LEARNING GOALS (shaded) & OBJECTIVES (below GOALS)
  1. Theory and Content: Demonstrate familiarity with major concepts, theoretical perspectives, empirical findings, and historical trends
    1. Students learn the historical development of the discipline, its contemporary context (including social and political contexts, organizational and self-governance), and interaction with other disciplines.
    2. Students learn key psychological theories and concepts (e.g. biological, psychological, and social bases of affect, behavior, and cognition) and the nature and scope of supporting data
  1. Research Methods: Understand and apply basic research methods including research design, data analysis, and interpretation.
    1. Students develop testable hypotheses, differentiate research design and/or statistics, evaluate aptness of research conclusions, and generalize them appropriately.
    2. Students design and conduct quantitative or qualitative research studies in laboratory or field settings.
    3. Students adhere to ethical guidelines for collection, storage, and use of data from human or non-human participants.
    4. Students use print and electronic library resources effectively and appropriately.
  1. Application: Understand and apply psychological principles in personal, social, and organizational matters.
    1. Students identify psychology’s major applications in laboratory and field settings (e.g. clinical, industry, education).
    2. Students articulate how psychology can further social understanding and public policy.
  1. Communication and Collaboration skills: Communicate and work in groups effectively
    1. Students demonstrate effective written communication skills and use discipline specific writing conventions and formats.
    2. Students demonstrate effective oral communication skills.
    3. Students work effectively within groups or teams.
  1. Critical thinking skills: Respect and use critical and creative thinking, skeptical inquiry and the scientific approach.
    1. Students use research data to formulate or evaluate new research questions, using reason and persuasion in a logical argument.
    2. Students summarize and evaluate a body of research including primary literature, and can compare psychology’s methods with other disciplines’ methods.
    3. Students analyze phenomena at multiple levels of analysis including the biological, individual, family, community, & society.
  1. Personal development: Shows insight into one’s own and others’ behavior and mental processes and apply effective strategies for self-management and self-improvement.
    1. Students apply psychology to personal and professional development.
    2. Students are aware of their thoughts, feelings, and behaviors.
    3. Students define personal and professional integrity.
  1. Information and Technological Literacy: Demonstrate information competence and the ability to use computers and other technology for many purposes
    1. Students demonstrate competent, ethical, and responsible use of information in academic work.
    2. Students apply software in research reports (e.g statistical)
    3. Students master computer basics such as Internet navigation, document and spreadsheet generation.
    4. Students assess web-based sources of information, popular presentations of psychological research, as well as pseudoscience.
  1. Values in Psychology: Weigh evidence, tolerate ambiguity, act ethically, and reflect other values underpinning psychology
    1. Students understand the need to behave ethically in personal and professional domains, and appreciate the need to tolerate ambiguity.
    2. Students demonstrate skepticism and intellectual curiosity, attunement to scientific evidence, civic responsibility, and respect for human diversity.
  1. Sociocultural and International Awareness
    1. Students respect individual differences.
    2. Students define diversity and its role in psychological theory and research.
    3. Students consider and explain the role of cultural, racial, ethnic and economic factors, privilege, and discrimination, in affect, behavior, and cognition.
  1. Career Planning and Development: Emerge from the major with realistic ideas about how to use psychological knowledge, skills, and values in various occupations, and in graduate or occupational schools.
    1. Students apply psychological principles to career decision-making.
    2. Students identify and pursue realistic career paths.
    3. Students identify realistic graduate education pathways.
    4. Students take practical career steps.
    5. Students value lifelong learning and ongoing professional development.