12 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.        

The Duke Early Experience and the Developing Brain (DEED) Lab, an NIH funded lab in Duke's Psychology & Neuroscience department, is seeking a Research Technician II with significant interest in child psychopathology, child development, and clinical interviewing .  The DEED Lab (sites.duke.edu/deed/) studies the transactional relationships between early life experiences and brain development, with a central focus on how our understanding of functional brain developmentduring the first six years of life can be used to help children with early emerging disruptions in socioemotional development.Techniques routinely used in the lab to investigate these relationships include functional Magnetic Resonance Imaging (fMRI), electroencephalography (EEG), dyadic head-mounted eye-tracking, and behavioral testing. Children visiting the lab frequently include infants, toddlers, and preschoolers exhibiting early emerging features of depression or autism spectrum disorder. Through our innovative research and training, the DEED Lab strives to inform social policies that will support a strong foundation for young, vulnerable children. This position will support the Neurodevelopmental Trajectories of Reward Processing in Very Early Emerging Risk for Depression study, a federally funded longitudinal program of research investigating brain development and risk for depression in preschoolers. Main responsibilities will include interviewing caregivers about their preschool-age child’s development and mental health using a semi-structured psychiatric interview, assisting with study recruitment and scheduling, assisting the principal investigator with grant-related administrative requirements and reporting, and monitoring the daily activities of undergraduate research assistants. Opportunities for child testing will also be possible. The Research Technician II will also have opportunities to co-author research publications and presentations in their own areas of interest and in ongoing projects in the lab. Desired skills/experience include:   * A high degree of comfort in working with young children and their families. * Interactive communication skills and ability to constructively work with others including researchers, staff, students, and participating families * Previous experience with clinical/psychiatric interviewing is a plus * Familiarity with DSM-5 diagnostic criteria * Familiarity with REDCap is a plus * Master’s degree in Psychology, Social Work, or related field. Research experience in relevant   field(s) for two or more years will also be viewed favorably (e.g., clinical psychology, developmental psychology, social work, etc.   Please apply here: https://careers.duke.edu/s/axpHac Please include the following items with your application: current CV (including contact details of 2-3 references) letter of Interest highlighting how your background complements the needs of the position. Review of applications will begin immediatelyand continue until a suitable candidate is selected. Any questions should be emailed to ellen.gaffrey@duke.edu

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.