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Students choose to study psychology because:
Biopsychologists: take a comparative and ontogenetic perspective in the experimental analysis of basic psychological processes as they relate to the many ways in which animal species adapt, survive, reproduce and evolve. Child Psychologists: See Child Clinical Psychologists, Developmental Psychologists, School Psychologists, and Social Worker. Child Clinical Psychologists: have about the same preparation as clinical psychologists; in addition, they have the responsibility of becoming acquainted with the developmental characteristics of preadolescent. Clinical Psychologists: are concerned with the diagnosis and treatment of psychological disturbances. After graduate preparation in an accredited university or school of professional psychology, supervised postdoctoral experience, and licensure or certification by the state, some clinical psychologists enter independent practice/consulting roles. Others find themselves responsible for a complete range of psychological services in public settings. Their responsibilities range from administering and scoring psychological tests, to engaging in therapy, to supervising the training of graduate students in the delivery of mental health services, to administering a community mental health program. Some clinical psychologists obtain faculty positions in a college or university where they perform research and train graduate students. Others serve as adjunct (or part-time) faculty, while maintaining independent clinical practices. Many serve as consultants. Ph.D. or Psy.D. needed. Cognitive Psychologists: are concerned with what organisms know and how they come to know it. They study how people perceive objects and events, how they can store past events in memory, how they transform and manipulate knowledge by thinking, and how they analyze their experience to emerge with new and abstract notions. Community Psychologists: are concerned with the application of concepts, tools and skills from the fields of counseling, guidance and rehabilitation psychology. Community psychologists are trained to counsel, treat and/or refer outpatients and to assist in the development of community resources for their clients. Counseling Psychologists: are concerned with counseling, teaching, consulting research, and/or administration. In their work, they are particularly concerned with the role of education and work in an individual's functioning, and with the interaction between individuals and the environments in which they live. Typically, counseling psychologists work with normal or moderately maladjusted persons, individually or in groups. This work includes use of traditional counseling interview methods, interest, ability and personality tests, and educational and occupational information. Most counseling psychologists are employed in educational settings and most of those in colleges or universities. A minority are employed in hospitals, (e.g., the VA), community mental health or rehabilitation centers, industry, government, or in private or community counseling agencies. Developmental Psychologists: are concerned with growth and development from conception through death. All aspects of the animal or human organism (physiological, biological, physical, cognitive, emotional, social, cultural) may be studied. Educational Psychologists: are concerned with a range of activities from initial design through development and evaluation of both materials and procedures for education and training. Such positions exist in public schools, in the military, in private research and development companies, and in industrial concerns. They may deal with analyzing education and training needs, with developing materials for instruction in various media, with designing the best conditions for instruction, and with evaluating the effectiveness of instructional programs. Engineering Psychologists: are concerned with designing and using environments and systems with which human beings live and work. Their job is to improve the interaction between people and their environments. They may help design work areas, equipment, and human-machine systems, as well as the training devices, aids, and requirements needed to prepare people to make such systems function. They work in many different settings, such as the aerospace industry, communications and transportation industries, the military, and other governmental, commercial and industrial enterprises. Experimental Psychologists: a general title applied to a variety of psychologists who are trained in designing and conducting research in specific basic areas like learning, sensation and perception, human performance, and motivation and emotion. A research oriented doctoral degree (Ph.D.) is usually needed. Health or Medical Psychologists: are concerned with understanding how psychological factors can affect physical health. Some representative issues: how certain attitudes and behaviors may cause heart disease; how the state of physical health affects one's psychological well-being; and how living with cancer can affect one's attitude and behavior. They also study the psychology of how people can better cope with physical disease Industrial / Organizational Psychologists: are concerned with the relation between individuals and work. They are employed in business and industry, in government, and in colleges and universities, and may perform a variety of jobs. An industrial/organizational psychologist working in industry may study how work is organized; suggest changes to improve the satisfaction of employees, the quality of the organization's services, and productivity; consult with management on the development of effective training programs for employees; design programs for the early identification of management potential; administer career counseling and pre-retirement counseling programs; develop affirmative action programs; recommend changes in job definition; design a system of performance evaluation. A master's degree in industrial/organizational psychology is a minimum requirement for a position as a psychological associate but a position as a psychologist requires a Ph.D. It is also probably the only field where you can earn a very lucrative income with only a Masters degree. On occasion, it is almost better to have just a Masters in this field. Personnel Psychologists: Compared to industrial/organizational psychologists, personnel psychologists focus more specifically on the hiring, assignment, and promotion of employees. Such a psychologist may be involved in the continued development and validation of assessment tools for selection, placement, classification and promotion of employees. Although positions as test administrators and interviewers are available for those with B.A.'s and M.A.'s, a Ph.D. is a general prerequisite for a position as a psychologist. Psycholinguists: are concerned with discovering the psychological significance of the properties of language, of linguistic organization, the meaning of words, syntax and how children acquire language. Psychometric (Quantitative) Psychologists: are directly concerned with the measurement of behavior (mostly through the use of tests) and the design of research investigations. Such a psychologist may be analyzing complex sets of data; designing, developing pilot testing, or validating versions of intelligence, personality, or aptitude tests; or deriving new statistics with which to analyze data. The psychometric psychologist is typically well-trained in mathematics, statistics, and in the programming and use of computers. Psychotherapists: A very broad term. Generally, anyone can call him or herself a "Psychotherapist", but ONLY a person with a Ph.D. in Psychology and a license can use the term "Psychologist". Psychotherapists can include anyone without a Ph.D. who tries to help people deal with their problems. Counselors and Social Workers are psychotherapists, but not Psychologists. School Psychologists: are concerned with increasing the effectiveness of schools in improving the intellectual, social and emotional development of children. They may also serve as consultants in education for the handicapped, mentally disturbed or mentally retarded; or in developing special programs in adult education. They typically function in various roles within the school system. They may assist in implementing and evaluating special education programs, may serve as leaders of in-service training programs for teachers, or as consultants to teachers regarding specific teaching or classroom related problems. They may also help to treat children's psychological and educational problems that influence problems in school. They may also administer tests and interpret their results. An M.A. and certification by the State Board of Education are generally required, and a Ph.D. may be required for supervisory positions. Social Psychologists: study the ways in which the social context affects the behavior of the individual and groups in the real world and the laboratory. Social psychologists focus on topics such as social roles, attitude formation and change, affiliation, interpersonal attraction and interaction, conformity, and group processes. Social Workers: attempts to meet social needs by providing leadership in the development of social policy and practice in the field of social welfare. Social Workers help advance the professional practice of social work by enhancing the social functioning of individuals, groups, families, and communities. Two subfields exists in the field of Social Welfare, such as specializations in either direct practice, or management concentrations.
The academic advisor serves as the coordinator of your educational experience. In that role, the advisor can help you clarify your goals, explore career options, plan an educational program, and schedule classes needed to meet the requirements of your program. Also, the advisor monitors and evaluates your progress and attempts to match your needs with UTC's available resources. In order for your advisor to be of assistance to you, you must clearly and consistently convey your intentions and academic-related actions to your advisor. You should also be familiar with course descriptions and titles as well as the prerequisites for various classes. Your advisor is just that - an advisor. You are responsible for making informed choices and for completing registration forms. A few days before registration is NOT a good time for this activity, as sudden demand by all students limits the amount of time that can be given to any individuals. To maximize the effectiveness of your advisor, plan ahead (which includes remembering to check -- and use -- the specific office hours that are established by your professor each semester). A good idea would also be to read through the FAQ at this site before you come for advisement.
The requirements for completing your B.S. or B.A. are either
those listed in the UTC Catalog
under which you began your program or the catalog effective at
graduation--whichever YOU choose. Keep the catalog that was current when you
first began attending UTC. If you decide to switch to your graduation catalog,
notify the Records Office so they know which catalog requirements your course
work must fulfill. Remember, not all courses count towards a degree, and other
restrictions sometimes apply. Just as a reminder, the requirements from the
2000/2001 catalog are summarized here.
General Education: Rhetoric and Composition: Two approved courses in rhetoric and composition (6 hours) Intensive Writing: ENGL 279 (3 hours ) Oral Communication: One approved course in oral communication (3 hours) Computer Literacy: One approved course in computer literacy (3 hours) Cultures and Civilizations: Option (a) Western Humanities I and II (6 hours) and Nonwestern Cultures and Civilizations (3 hours) or option (b) World Civilization I, II, III (9 hours) Humanities and Fine Arts: Two approved humanities and fine arts courses, one from fine arts and one from either (6 hours) Behavioral & Social Sciences: Two approved behavioral or social science courses in two different disciplines other than Psychology. (6 hours) Natural Sciences: Two approved natural science courses, at least on including a laboratory component (7-8 hours) Mathematics: One approved mathematics course (3 hours) Statistics: PSY 201, hours counted towards major (3 hours) Exercise Science, Health and Leisure Studies 021 plus one additional semester exercise science activity.
Two courses from each of the following lines: No more than 6 hours of one psychology course labeled "r'' and no more than 9 hours of all psychology courses labeled "r'' will count toward the 33 hours required for the major. 2.0 average in psychology courses
Option A Option B Minimum of 30 hours of 300 and 400 level courses Psychology Minor
Intensive Writing: ENGL 279 (3 hours ) Oral Communication: One approved course in oral communication (3 hours) Computer Literacy: One approved course in computer literacy (3 hours) Cultures and Civilizations: Option a: Western Humanities I and II (6 hours) and Nonwestern Cultures and Civilizations (3 hours) or option b: World Civilization I, II, III (9 hours) Humanities and Fine Arts: Two approved humanities and fine arts courses, one from fine arts and one from either (6 hours) Behavioral & Social Sciences: Two approved behavioral or social science courses in two different disciplines other than Psychology. (6 hours) Natural Sciences: Two approved natural science courses, at least on including a laboratory component (7-8 hours) Mathematics: One approved mathematics course (3 hours) Statistics: PSY 201, hours applied to major (3 hours) Exercise Science, Health and Leisure Studies 021 plus one additional semester exercise science activity. Foreign language through second college year Completion of a minor within the College of Arts and Sciences with a minimum 2.0 grade point average
27 hours psychology including 101 and either Psychology 460, 461, or 412 One course from two of the following lines: No more than 6 hours of one psychology course labeled r'' and
no more than 9 hours of all psychology courses labeled r'' will count towards
the 27 hours required for the major. 2.00 average in psychology courses Either Option A or Option B below: Option A
Minimum of 30 hours of 300 and 400 level courses
Courses are numbered from 100 to the 400 level. Course number
on the 100 level are generally geared towards freshmen students and are intended
to provide an overview of the course material and to introduce the related
vocabulary. Course levels numbered 200 and 300 are more specific in content,
while 400-level courses integrate the vocabulary and concepts and introduce the
applications of information learned at the earlier levels. As course numbers
ascend, professors assume that your knowledge and experience will allow you to
handle increasingly self-directed courses of study; therefore, more autonomous
study is usually required at the higher levels.
If you need to add a class and the class is full, you may petition to be included in the class or to at least get on a waiting list, in case an opening becomes available. There is a great deal of schedule changing at the beginning of each semester, and chances are very good that an opening will arise, particularly if you are in your junior or senior year. Remember, dropping a class does not require the signature of your advisor, but you may be overlooking a degree requirement which that class might satisfy. If you are a junior or above, be sure to consult your advisor before changing your schedule. (Caution: Class changes cost the University time and money, so plan ahead as much as possible!) See your STARS (Student Terminal Assisted Registration System) booklet each semester for information on the deadlines for drop, add, or withdrawal). Click here for link to registration on-line. You must have an advisement code from your advisor to do this.
Whether you are just beginning your college experience or have transferred to UTC, new students have much to learn their first year on campus. The following information may be of interest to beginning students:
provide you with the basic skills you will need to
successfully master your subsequent course work, broaden your sphere of
interest, and give you a well-rounded knowledge base. Many advance classes
require certain General Education courses as prerequisites. Therefore, you
should take these core classes early on. For a B.S. in Psychology, for example,
math is required before you can take Statistics, Statistics is required before
you can take Research Methods - all of which is mandatory!
Your sophomore year is the most "quiet" in terms of events and responsibilities, but by the end of your sophomore year, you should have firmly decided about your major (and/or co-major or minor) and whether you will pursue a B.S. or a B.A. so you cant track your progress accordingly. Your junior year is the time to take several important actions, such as applying for the Honors Program and deciding whether to attend graduate school; and if so, where to attend so you can begin application procedures.
You are considered a senior after you have completed 90 or
more semester hours. There is much to get accomplished during your last year as
you prepare to graduate. You should already have decided about graduate school, have learned what undergraduate courses are needed for the graduate program of choice, and have included any prerequisites undergraduate course work into your schedule. You should be preparing to take the Graduate Record Exam (see following section). You should be scheduling a time to take the ACT Comp exams as well as any departmental-specific exams that may be required for graduation. If you are not going to graduate school, you should be in
contact with the Placement
& Student Employment Office as well as the office of Counseling
& Career Planning Center (located in the U. C.) for their assistance in
preparing your resume and for job placement. You should be going over your
catalog and your rap sheet (the printout that lists what classes you have had
and what you still need) with your advisor to make sure that all the
requirements for graduation is met. You can use the graduation
requirement list in this manual as a summarized check-off sheet to ensure
each requirement is met.
Although most professional careers in psychology require a graduate degree, many career options are available to students who complete B.S. or B.A. degrees in psychology. These include (among many others) careers in administration and management, casework, health services, marketing and public relations, personnel, probation and parole, research assisting, sales, teaching, and technical writing.
Job Outlook - Employment of psychologist is expected to grow much faster than the average for all occupations through the year 2005. Largely because of the substantial investment in training required to enter this specialized filed, psychologists have a strong attachment to their occupation - only a relatively small proportion leave the profession each year. Nevertheless, replacement needs are expected to account for most job openings, similar to most occupations. The American Psychological Association (APA) publishes "Careers in Psychology" which provides additional information, including a list of other publications on careers in psychology.
Nationally, 50 % of all psychology students that graduate at the baccalaure level seek full-time employment immediately after graduating (Scheivier & Rogers, 1985). The National Science Foundation's 1986 survey states that seven years after graduation, 90% of psychology majors are employed, with 94% employed 2 years post-graduation. Also according to Cate 1973 study, 24 % of psychology students were pursuing other graduate degrees in education, medical, social work, law, business, and dentistry, which is, another set of options. |
