Overview

Our course of study is specifically designed to provide practical hands-on learning experiences in the field in conjunction with theoretical knowledge you learn in coursework. One of our goals in this program is that through students' supervised field experience and coursework, our students will be able to make informed decisions about career or educational plans following graduation from this program.

The information included here is intended to give you information about the fieldwork component of this program that will help you make your decision about where pursue your undergraduate course of study.

The Fieldwork Sequence

This program is a two-year transfer program that begins in the junior year. During the time you are here, you are involved in a two-year sequence of fieldwork activities. These activities are intended to help students learn about the field of psychology. During the first of semester of the two-year sequence (four consecutive semesters), students focus on assessing specific abilities, interests, values, and personality characteristics. Students research a variety of sites by hearing site supervisors' descriptions of their work and by conducting informational interviews. As a result of self-exploration, research about sites, conducting informational interviews (and with guidance from instructors and the coordinator of the fieldwork for this program), students select a fieldsite and start fieldwork at the beginning of second semester of the field sequence (which is the spring semester).

While doing fieldwork, students explore topics related to being in the field. For example, students explore the kinds of work that their supervisors do. Students also explore their own developing professional development, roles, and interpersonal dynamics between people at the site. This process is facilitated through discussion groups and written logs. Students also learn about relevant ethical issues and professional standards in the field.

During the third and fourth semester (the senior year), our aim is for students to gain in-depth exposure to the work in the field so students are in one setting for these two semesters. Students learn how to relate theory to practice as they continue to process fieldwork experiences through discussion groups and written logs. Students also explore the ways that the field experiences relate to the ways they are implementing life-planning decisions.

The Fieldwork Experience

This program is a three-semester program that typically begins in the junior year. During the time you are here, you are involved in a three-semester sequence of fieldwork activities. These activities are intended to help students learn about the field of psychology. During the first of semester of the sequence, students focus on assessing specific abilities, interests, values, and personality characteristics. Students research a variety of sites by hearing site supervisors' descriptions of their work and by conducting informational interviews. As a result of self-exploration, research about sites, conducting informational interviews (and with guidance from instructors and the coordinator of the fieldwork for this program), students select a field-site or research team and start fieldwork at the beginning of the second semester of their fieldwork sequence.

While doing fieldwork, students explore topics related to being in the field. For example, students explore the kinds of work that their supervisors do. Students also explore their own developing professional development, roles, and interpersonal dynamics between people at the site. This process is facilitated through discussion groups and written logs. Students also learn about relevant ethical issues and professional standards in the field.

During the second and third semesters of fieldwork, our aim is for students to gain in-depth exposure to the work in the field so students are in one setting for these two semesters. Students learn how to relate theory to practice as they continue to process fieldwork experiences through discussion groups and written logs. Students also explore the ways that the field experiences relate to the ways they are implementing life-planning decisions.