16 jobs found

The Psychology Department at Furman University announces a one-year visiting position to begin August, 2020, with the potential for a one-year renewal. Qualified candidates will be able to teach Introduction to Psychology, Research Methods and Statistics, and an intermediate-level course in their area of training (e.g., Abnormal Psychology, Adulthood & Aging, Psychology of Gender). A PhD by appointment date and teaching experience are required. We will give special consideration to candidates who have previously taught Introduction to Psychology, Research Methods, or Statistics. The Psychology Department has outstanding teaching space, well-equipped laboratories, and excellent university support for teaching and undergraduate research. The teaching load is five courses per year divided over two semesters. The candidate must be committed to exemplary teaching and will also have the opportunity to conduct research in collaboration with undergraduate students. Furman University is an Equal Opportunity Employer committed to increasing the diversity of its faculty and staff. The University aspires to create a community of people representing a multiplicity of identities including, but not limited to, gender, race, religion, spiritual belief, sexual orientation, geographic origin, socioeconomic background, ideology, world view, and varied abilities. For more information: https://furman.wd5.myworkdayjobs.com/Furman_Careers/job/Main-Campus/Visiting-Professor-of-Psychology_R000910   Please provide a letter of application, statement of teaching philosophy, evidence of teaching effectiveness, curriculum vitae, graduate transcript, and contact information for three references.  Review of applications will begin immediately. The deadline for applying is April 1, 2020.        

Peer Review Manager The Association for Psychological Science (APS), a DC-based scientific organization, seeks a highly motivated, detail oriented, and organized individual for the Peer Review Manager position. This is a full-time position in our Dupont Circle headquarters that provides the opportunity to be part of the talented team supporting the publication of APS’s six highly respected scientific journals.   About the Position Reporting to the Director of Publications, the Peer Review Manager Manages all aspects of peer review for APS’s suite of journals to ensure the thorough and timely handling of 3,000+ manuscripts per year, and provides editorial and administrative support to the editors-in-chief and director of publications. Works with the editors-in-chief, Director of Publications, and publisher’s technical support staff to ensure that the web-based peer review system is configured and maintained to support efficient processing of a growing number of submissions. Acts as first point of contact for editors for issues related to the functioning of the submission systems, including troubleshooting specific problems, determining needed workarounds, and, with the help of the publisher’s technical support staff, implementing larger structural changes to the submission and peer review workflows. Oversees the preparation of accepted manuscripts for production, and provides information and reports on accepted manuscripts to the editors-in-chief and managing editors that allow for the tracking and monitoring of articles at each step of the production process. Provides timely, informative reports both on a scheduled and ad hoc basis for editors-in-chief, Director of Publications, and managing editors, and other APS staff to monitor various submission and peer review indicators, editor and reviewer performance, review and publication lags, and more as requested. Maintains and updates materials related to submission and peer review, including submission guidelines, editorial board rosters, system-based email templates, instructions for authors and reviewers, reviewer guidelines, keyword lists, and other materials. Interacts diplomatically (via phone and email) with editors, authors, and reviewers, who represent psychological science and related disciplines worldwide, and answers queries regarding journal and editorial policies and submission procedures, problems with the online submission system, and other questions via a personal email inbox, as well as monitoring multiple journal-specific email inboxes. Maintains and updates guidelines for the Peer Review Coordinator and editors with step-by-step instructions on how to complete editorial and technical tasks in the online portal. Updates the journals sections of the APS website as needed. Supervises the work of the Peer Review Coordinator. Other duties as assigned. Qualifications: 4-year degree required, preferably in English, Psychology, or a related field 3-5 years of experience in scholarly publishing, specifically in supporting the peer review process Proven ability to provide exceptional service and support to scientist editors, authors, and reviewers Exceptional attention to detail, organization, time management, and written and verbal communication skills Proficiency in the use of Microsoft Office 365, Adobe Acrobat, ScholarOne Manuscripts (or its variations, such as SAGE Track) required; knowledge of Cognos Query Studio, iThenticate, LaTeX a plus Strong interpersonal skills and a collaborative, communicative, proactive, flexible, mature, and positive approach APS offers a competitive salary, great benefits, and a collegial environment. Email resume and cover letter, including salary requirements, to hr@psychologicalscience.org. No telephone calls please. APS is an equal opportunity employer.

The Learning Research and Development Center (LRDC) at the University of Pittsburgh is accepting applications for two Postdoctoral Fellowships in youth development and learning across multiple ecological contexts with an emphasis on diversity, opportunity, and equity. The initial appointment will be two years with the possibility of renewal for a third year. The position involves work on several multi-method longitudinal research projects exploring how sociocultural and psychological factors influence youth of color’s identity development, academic learning, and socioemotional wellbeing during middle childhood and adolescence. The work takes an interdisciplinary approach and applies questions and methods from psychological and developmental science to elementary and secondary school settings. Applicants must have a doctorate and a track record of publication in psychology or education, substantive knowledge and background in the field of developmental psychology, child/adolescent development, or learning science, and excellent academic writing and analytic skills. Expertise is necessary in theory, methods, and research framed by dynamic, relational processes of the positive development of diverse youth (particularly youth who have experienced adversity and challenge), in strength-based approaches to research design and program evaluation. Strong quantitative skills (e.g., HLM, SEM, and growth modeling), or experience with longitudinal datasets or mixed-methods approach are preferred.    The fellow will receive strong mentoring with well-established scholars focused on the demanding aspects of producing high quality scholarship. The fellow will be expected to build a research program by formulating research questions, generating research designs, writing grants, conducting analysis, and writing and presenting findings. To apply for this position, please submit (1) a cover letter describing your research goals and training, including why your background and interests are a good match for the position, (2) Curriculum Vitae, (3) two writing samples, (4) three letters of reference to https://app.education.pitt.edu/employment/postings . The online system will prompt applicants to request three letters of recommendation, directly. Reviews of applications will begin immediately and continue until the position is filled. However, interested applicants are strongly encouraged to submit their application no later than 3/1/2020 . Inquiries may be directed to Dr. Ming-Te Wang, at mtwang@pitt.edu , or Dr. James Huguley, at Huguley@pitt.edu   LRDC is an internationally renowned center with the aim of promoting basic and applied research on learning in its cognitive, neural, social, and motivational aspects and to make research and human development links to formal and informal settings. Pittsburgh is repeatedly voted among “The Most Livable City”, with affordable cost of living and access to a wide array of seasonal recreation opportunities, professional and collegiate athletic events, and a vibrant cultural district.

Visiting Assistant Professor in Psychology   The Bates College Department of Psychology invites applications for two one-year positions as Visiting Assistant Professor of Psychology, beginning August 2020. The successful candidates will have a strong commitment to undergraduate teaching and supervision of undergraduate research, as well as demonstrated success in working with underrepresented and marginalized student populations. The candidates will be expected to teach two sections of introductory psychology and three additional courses in their area of specialty. In addition, the candidates will supervise undergraduate thesis research projects. The ability to teach classes related to clinical or counseling psychology is desirable but not required as are courses that would complement existing courses in the psychology department ( http://abacus.bates.edu/acad/depts/psychology/ ). Candidates should hold, or be close to holding, the Ph.D. in any area of psychology. The college’s mission statement celebrates “the transformative power of our differences.”  Accordingly, we believe that campus diversity contributes to student learning, and we embrace our college’s aim to extend access to a Bates education to an ever wider range of students. Candidates who can enhance the diversity of the faculty and/or develop the ability to support an increasingly diverse student body are encouraged to apply.   Consideration of applications begins March 15, 2020, and will continue until the position is filled. Materials should include a cover letter, curriculum vitae, three letters of recommendation, graduate transcripts, statements on teaching and research, and reprints.  Employment is contingent upon successful completion of a background check.  

The Institute for Educational Evaluation at the University of Zurich is accepting applications for a Postdoctoral Researcher in statistical and/or computational methods for modeling intensive longitudinal educational and/or developmental data. The initial appointment (80-100% of full time equivalent) will be two years with the option of renewal for a third year and the possibility of promotion into a tenured contract. The position primarily involves work in the methodological research project “Modeling Developmental Trajectories with Intensive Longitudinal Data from Large-Scale Formative Assessments” funded by the Swiss National Science Foundation (PI: Prof. Dr. Martin Tomasik). It is a full research position with no teaching obligations. Your Responsibilities The successful candidate will collaborate in a team comprising another post-doctoral researcher, a technical research assistant, and up to two doctoral students. Against the backdrop of intensive longitudinal data from a computer-based tool for formative student assessment (see Tomasik, Berger & Moser, 2019, in Frontiers of Education ), the successful candidate will apply and develop methods for modelling intraindividual learning trajectories across different subject domains, investigate patterns of heterogeneity in these trajectories, study the longitudinal dynamics between concepts and content domains, and investigate contextual factors predicting learning trajectories. A significant portion of the working time will be devoted to prepare the results of this modelling for publication in scientific journals and presentation at international conferences. The successful candidate will also be involved in mentoring the doctoral students, organizing methodological workshops, and support the team in programming tasks related to the development and the maintenance of the computer-based tool. Your Qualification Requirements Qualified candidates should be self-driven and highly motivated individuals with an established track record, including first-author publications in top-tier international journals. They should have a very strong statistical and/or computational background in order to successfully develop and evaluate methods in the context of time-series analysis, dynamic structural equation modelling, growth mixture modelling, higher-order graph modelling, time-varying effect modelling and/or other related methods capable of separating between-person and within-person variance in order to study interindividual differences in intraindividual change. A solid knowledge of item response theory, good command of machine learning approaches, and advanced programming skills (e.g., Python, C/C++, MATLAB, Perl) is a strong advantage. The successful candidate should have obtained a doctoral degree in mathematics, statistics, computer science, psychometrics, developmental measurement or educational measurement no longer than seven years ago and bring along some experience – or at least strong interest – in developmental and/or educational research. A good command of English and/or German (as the working languages in the project) is mandatory, familiarity with any of the other national languages (i.e., French and Italian) could be helpful.  Our Offer We offer great working conditions on a unique data set ( N ≈ 100.000) and the opportunity to significantly expand one’s publication record. This interdisciplinary research project is conducted in collaboration with leaders in the field of machine learning, signal processing theory, computational social science, and data analytics. The University of Zurich provides great opportunities for networking within and beyond the Digital Society Initiative (see https://www.dsi.uzh.ch/). The Institute offers an attractive salary plus a very generous social benefits package, five weeks of paid vacation per year, flexible working hours as well as a highly motivated and supportive team of scientific and non-scientific personnel. Application Procedure To apply for this position, please submit in one single PDF file (1) a cover letter describing your past training and your future research goals, highlighting why your background and interests are a good match for the position, (2) a one-page curriculum vitae, (3) a full list of publications, (4) a copy of the doctoral certificate, and (5) three writing samples (i.e., papers published or accepted for publication) to Prof. Dr. Martin Tomasik (martin.tomasik@ibe.uzh.ch). Letters of reference (if available) may be sent directly to Prof. Dr. Martin Tomasik. Review of applications will begin immediately and continue until the position is filled. Interested applicants are strongly encouraged to submit their applications at their earliest convenience but not later than March 31, 2020. Preferred starting date is September 1, 2020. Confidential inquiries concerning this vacancy may either be directed to Prof. Dr. Martin Tomasik or Dr. Laura Helbling (laura.helbling@ibe.uzh.ch). About Us The Institute for Educational Evaluation is a nationally renowned and internationally networked research center associated with the University of Zurich. It is mainly engaged in the field of standardized performance measurement and carries out school effectiveness studies as well as educational surveys and longitudinal studies relevant to education. The IBE also develops software for large-scale adaptive testing and formative assessment (see https://www.mindsteps.ch/) which is implemented in several cantons of Switzerland and also used for research purposes. Located close to downtown Zurich and only seven minutes from the main station, the Institute is perfectly accessible by public transportation. The city of Zurich itself has consecutively been awarded “city with the world's best quality of life” seven times on Mercer research. With its culture, nature and urban-style living, it offers numerous opportunities for leisure and social life.

Assistant or Associate Professor of Psychology (Clinical-Counseling-School Psychology)   The Psychology Department at the University of Minnesota Duluth invites applications for a tenure-track Assistant Professor or Associate Professor position in Clinical, Counseling, or School Psychology. The appointment will start August 24, 2020. We are seeking a teacher/scholar who is committed to excellence in collegiate teaching, and who possesses the interest and ability to establish an active research program resulting in the creation and dissemination of knowledge. Research interests that address current issues in Clinical, Counseling, or School Psychology are preferred. To complement current faculty interests, areas of research experience might include, but are not limited to: assessment, intervention or prevention; developmental psychology; and advanced measurement and data analysis.   Applicants for the tenure-track Assistant Professor position are required to have: Ph.D. in Psychology, from an accredited university, with a specialty in Clinical, Counseling, or School Psychology or a highly related field completed by start date of appointment, evidence of a strong research agenda, and commitment to working with diverse populations and fostering diversity across campus.   Applicants for the position of Associate Professor must meet the requirements above and have a distinguished record of academic achievement (scholarly research, teaching, and service) that satisfies the criteria for Associate Professor status in the Department of Psychology at the University of Minnesota Duluth.   The successful candidate will be expected to: 1) teach courses in the department's undergraduate program (possible courses include Developmental Psychology; Child and Adolescent Development; Adult Development and Aging; Abnormal Psychology; Basic Helping Skills; Foundations of Clinical Psychology; Theories of Personality; Marriages and Families) and graduate program (Assessment I or II; Advanced Developmental Psychology; Career and Lifestyle Development; Child/Adolescent and Family Therapy; Research Methods and Evaluation; Advanced Statistics); 2) actively engage in research with undergraduate and graduate students; 3) contribute to our Clinical-Counseling track within our Master’s program, including supervision of graduate student research projects and practicum/internship training; 4) advise undergraduate and graduate students; and 5) participate in departmental and university service.     Our department is comprised of an eclectic group of productive faculty, dedicated to our University’s mission of integrating liberal education, research, creative activity, and public engagement to prepare students to thrive as lifelong learners and globally engaged citizens. Our Masters of Arts in Psychological Science program includes tracks in Clinical-Counseling, Experimental, and Industrial/Organizational Psychology. Information about the department may be found at http://www.d.umn.edu/psy. The University of Minnesota Duluth was recently ranked one of the top 50 regional universities in the Midwest (U.S. News & World Report).   The city of Duluth, located approximately two and a half hours north of Minneapolis, is nationally ranked as one of the best and most affordable places to live and work. Perched on the shores of Lake Superior and surrounded by natural forests, Duluth offers some of the best outdoor recreational activities in the Midwest and boasts of thriving industries in technology, healthcare, aviation, and education.   The University of Minnesota requires applicants to apply online. For a complete job description and to apply for this position go to http://www1.umn.edu/ohr/employment/ and search for job opening 335338.   Review of complete applications will begin March 2, 2020 and will continue until the position is filled.   Applicants needing a reasonable accommodation for any part of the application and hiring process should contact a University of Minnesota Access Consultant at 612-624-3316. The University of Minnesota is an equal opportunity educator and employer.   For questions about the position or the application process, please contact the search chair: Rick LaCaille at rlacaill@d.umn.edu or (218) 726-7411.

The Emotion and Self-Control Lab at the University of Michigan is seeking applicants for a Post-Doctoral Research Fellow. Research in the lab focuses broadly on how people can control their emotions to improve our understanding of how self-control works and to discover ways of enhancing self-control in daily life. The lab adopts an integrative approach to address these issues that draws on multiple disciplines within psychology including social, personality, clinical, developmental, and neuroscience. The successful candidate will work with the lab director, Ethan Kross, to design, analyze and write-up projects that focus on current research directions in the lab ( Lab link ).    Applicants should have their Ph.D. by the time they start the position. Salary is competitive and this position is benefits-eligible.  This appointment is renewable annually, contingent on satisfactory performance, and is expected to last at least two years.   QUALIFICATIONS AND SKILL/EXPERIENCES: Ph. D. from an accredited university in psychology, neuroscience, or a related social sciences field Advanced quantitative data analysis and management skills Strong oral and written communication skills Demonstrated experience preparing conference presentations, research findings, and manuscripts for submission to peer-reviewed journals   HOW TO APPLY:   To apply, please submit a cover letter, CV, a referee letter, and the contact information for 2 additional referees to janetykk@umich.edu . Review of applications will begin immediately and continue until the position is filled.   BACKGROUND SCREENING The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third-party administrator to conduct background checks. Background checks will be performed in compliance with the Fair Credit Reporting Act. MISSION STATEMENT The mission of the University of Michigan is to serve the people of Michigan and the world through preeminence in creating, communicating, preserving and applying knowledge, art, and academic values, and in developing leaders and citizens who will challenge the present and enrich the future. The University of Michigan is committed to foster learning, creativity and productivity, and to support the vigorous exchange of ideas and information, not only in the classroom but in the workplace by: Creating a work environment in which people treat each other with respect and dignity, regardless of roles, responsibilities or differences. Providing support, direction and resources enabling us to accomplish the responsibilities of our jobs and to reach the goals that are set for professional and personal growth. U-M EEO/AA STATEMENT The University of Michigan is an equal opportunity/affirmative action employer.

Beloit College invites applications for a visiting assistant professor of Psychology to teach 4 courses (2 per semester) in the 2020-21 academic year. This is a benefits-eligible position, and has the possibility of renewal for up to two additional years. The successful candidate will teach one course in our Research Methods and Statistics course sequence, as well as intermediate and advanced courses in their area of expertise. The ability to offer courses in social psychology, multicultural psychology, cross-cultural psychology, or courses with an emphasis on the psychology of traditionally marginalized groups would be particularly desirable. We seek a colleague who has demonstrated excellence in teaching undergraduates, and whose pedagogies or research align with and engage our increasingly diverse student body. The ability to involve students in research is a plus. A PhD in Psychology by August 2020 is preferred, though applications from advanced ABD applicants will also be considered. Because equity and inclusion are central to our students’ liberal arts education and vital to the thriving of all members of our residential learning community, Beloit College aspires to be an actively anti-racist institution. We recognize our aspiration as ongoing and institution-wide, involving collective commitment and accountability. We seek employees who are committed to and will actively contribute to our efforts to celebrate our cultural and intellectual richness and be resolute in advancing inclusion and equity. Located in a diverse community close to Madison, Milwaukee, and Chicago, Beloit attracts students from across the United States and the world. The college emphasizes excellence in teaching, learning beyond the traditional classroom, international perspectives, and collaborative research among students and faculty. We are recognized as one of the Colleges That Change Lives. Candidates should email a single document (PDF preferred) containing a cover letter, C.V., the names of three references, and a statement of teaching philosophy and/or relevant course syllabi to: bcpsyc2020@beloit.edu . Review of materials will begin on February 20, 2020 and will continue until the position is filled.  Questions about the position should be directed to Kristin Bonnie, department chair, at: bonniek@beloit.edu     

The Memory Dynamics Laboratory at Washington University in St. Louis, under the direction of Dr. Andrew C. Butler, invites applications for a Postdoctoral Research Fellow position. The fellow will work closely with Dr. Butler and his collaborators from across the country on grant-funded research that investigates how to i mplement principles and findings from the science of learning and motivation within educational practice. Themes that are being explored in this project include higher-order learning, the interplay between learning and motivation, knowledge revision and conceptual change, personalization and individual differences, and the impact of technology on learning. An important goal of this position is to provide a postdoctoral experience that will facilitate the Fellow’s development as a scholar in preparation for a career in academia. The Memory Dynamics Laboratory is situated in the Department of Education, but it also has strong ties to the Department of Psychological & Brain Sciences and The Center for Integrative Research on Cognition, Learning, and Education (CIRCLE). More information is available via the links below:      Memory Dynamics Laboratory: https://sites.wustl.edu/mdl1/       Department of Education: http://education.wustl.edu       Department of Psychological & Brain Sciences: http://psychweb.wustl.edu       CIRCLE: https://circle.wustl.edu       Washington University in St. Louis: http://www.wustl.edu Questions about the position should be directed to Dr. Andrew C. Butler ( andrew.butler@wustl.edu) .   Required Qualifications Applicants must have a Ph.D. in cognitive psychology, cognitive science, learning sciences, educational psychology, educational technology, social psychology, or a related field. The ideal candidate will have a background in experimental research on learning and/or motivation, a strong record of refereed publications, experience conducting research in applied settings, and a passion for improving education. The position is available beginning in Summer 2020, but start date is flexible. Applicant Instructions Interested applicants should submit a curriculum vita, statement of research interests, and reference letters from three people who can describe the applicant’s background, interests, and research potential. Applications and supporting documentation must be submitted electronically via Interfolio: apply.interfolio.com/73682 . Candidates should create an account, complete the application form, and upload supporting materials. Applications will be considered until the search is concluded. In order to assure full consideration, candidates must submit an online application and all supporting materials by March 15. After this date, review of applications will continue on a rolling basis until the search is concluded.   EEO/AA Statement   All qualified individuals are encouraged to apply. Washington University is an EEO/AA employer fully committed to employing and advancing in employment all qualified persons regardless of race, color, age, religion, sex, sexual orientation, gender identity or expression, national origin, protected veteran status, disability or genetic information.   Campus Safety Each year Washington University publishes a Safety and Security brochure that details what to do and whom to contact in an emergency. This report also publishes the federally required annual security and fire safety reports, containing campus crime and fire statistics as well as key university policies and procedures. You may access the Safety and Security brochure at https://police.wustl.edu/clery-reports-logs/ .

The Department of Psychology at Brock University, located in the Niagara region of Canada, invites applications for a probationary tenure-track position in Community Psychology at the rank of Assistant Professor to commence as early as July 1, 2020. Review of applications will begin immediately; posting closes March 2, 2020. We have openings for:   Individuals with a focus on how the environment impacts (mental) health, or with an emphasis on poverty, diversity, and/or Indigenous populations, are especially encouraged to apply here: https://brocku.wd3.myworkdayjobs.com/brocku_careers/job/St-Catharines-Main-Campus/Assistant-Professor--Community-Psychology_JR-1004962   Inquiries should be directed to Dr. Kimberly Cote, Chair of Psychology, 905-688-5550 x4806, psychchair@brocku.ca .

PSYCHOLOGY, Visiting Assistant Professor, area open, with a preference for clinical or health psychology. The Department of Psychology at Colby College invites applications for a one-year visiting assistant professor position; the area is open though the preference is for candidates in the fields of health or clinical psychology or who study psychopathology in an allied discipline. Teaching responsibilities for this one-year position include introductory and advanced courses in the candidate’s area of training, participation in a team-taught introduction to psychology course, and supervision of student independent research. The ability to contribute to the department’s methodology and statistics offerings is desirable. We are especially interested in candidates who are committed to reproducible science, and who have research interests that would be compatible with and complementary to the current research programs in the department.  We believe the best way to learn the science of psychology is by engaging our faculty and students in a collaborative search for new knowledge about human cognition, emotion, and behavior. To this end, we have a unique curriculum that engages students in research at all levels. The successful candidate will be expected to teach with passion, to be engaged in an active and sustained program of research that contributes to the global effort to advance psychological knowledge, and to involve Colby’s exceptional undergraduates in that research. We are especially interested in candidates who, through their research and/or teaching, will promote diversity, inclusion, and equity at Colby. For more information about the department, please see our web site at http://www.colby.edu/psychology . The Ph.D. should be completed by the start date of September 1, 2020.  Colby is a highly selective liberal arts college recognized for excellence in undergraduate education and close student-faculty interaction. Applicants should submit a cover letter, curriculum vitae, statements of teaching and research interests, a summary of teaching evaluations, copies of publications or in-press manuscripts, and three letters of recommendation.  Electronic submission of application materials through Interfolio is required http://apply.interfolio.com/72870 .  Review of applications will begin February 17, 2020, and will continue until the position is filled. Questions about this search should be directed to: Dr. Melissa Glenn at psychologysearch@colby.edu .   Colby is a private, coeducational liberal arts college that admits students and makes employment decisions on the basis of the individual's qualifications to contribute to Colby's educational objectives and institutional needs. Colby College does not discriminate on the basis of race, color, gender, sexual orientation, gender identity or expression, disability, religion, ancestry or national origin, age, marital status, genetic information, or veteran’s status in employment or in our educational programs. Colby is an Equal Opportunity employer, committed to excellence through diversity, and encourages applications from qualified persons of color, women, persons with disabilities, military veterans and members of other under-represented groups. Colby complies with Title IX, which prohibits discrimination on the basis of sex in an institution’s education programs and activities. Questions regarding Title IX may be referred to Colby’s Title IX coordinator or to the federal Office of Civil Rights. For more information about the College, please visit our website: www.colby.edu