Undergraduate Weekly Announcements

 

Undergraduate Advising Office Hours:
Monday – Thursday:     9 a.m. – 4:30 p.m.
Friday:                           9 a.m. – noon


Walk-in Advising Hours:
Monday – Thursday:     10 a.m. – 1 p.m.
Friday:                           9 a.m. – noon

Email Address:    psyadvis@pitt.edu

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                       IMPORTANT DATES - 2184

 

January 2           All University offices and buildings reopen
January 6           Residence halls open
January 8           Spring term registration period ends for all students
                           Spring term classes begin

January 12         Last day to declare a major to meet with departmental advisor for next term
January 15         Dr. Martin Luther King’s birthday observed. University closed

January 19         Spring term add/drop period ends
January 20         Spring term extended drop period begins (see guidelines)

January 26         Spring term extended drop period ends

February 2          Deadline for students to submit Grade Option forms to the dean’s office
February 12        Summer term 2187 enrollment period begins
February 23        Honors Convocation 2018

March 4 – 11       Spring recess for students; no classes
March 9              Spring holiday; University closed
March 16            Spring term deadline for students to submit Monitored Withdrawal forms to dean’s office

March 17             Last day to resign from all classes with Student Appeals office and receive a partial refund
March 23             Deadline to apply for August 2018 graduation
March 26             Fall term enrollment appointments begin

April 4                  Psychology Undergraduate Poster Session

April 6                  Last day for fall term 2191 enrollment appointments
                            Last day to withdraw from all classes in the dean’s office

April 7                  Fall term 2191 open enrollment period begins
April 20                Last day for undergraduate day classes
April 21                Reading day
April 21 – 28        College of General Studies classes, all graduate classes, and evening classes will continue to meet during this period
April 23 – 28        Final examination period for undergraduate day classes
April 27                Department of Psychology Commencement Ceremony
April 28                Spring term ends; official date for degrees awarded in spring term
April 29                Residence halls close
                            Annual Commencement Convocation

Full Dietrich School of Arts & Sciences calendar can be found here.

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DEPARTMENT OF PSYCHOLOGY INFORMATION

  • Department of Psychology Commencement Ceremony 
  • Summer Course Still Available, PSY 0505 Biopsychology
  • PSY 1900 Supervised Field Placement Opportunities - Updated
  • PSY 1903 Directed Research Positions Recruiting - Updated
  • New Fall Term Psychology Courses
  • PSY 1950:  Senior Seminar
  • PSY 0011: Introduction to the Field Course 
  • Undergraduate Psychology Website, Google Calendar

UNDERGRADUATE RESEARCH / INTERNSHIP / JOB OPPORTUNITIES

  • Research Opportunity, Healthy Aging Lab - New Posting
  • Volunteer Opportunity, Allegheny Health Network Hospice Program - New Posting
  • Research Coordinator, NYU Medical Center
  • Summer Volunteer Research Opportunity
  • Summer Opportunity, Pediatric Neuropsychology CHP of UPMC
  • Paid Summer Positions, Watson Institute
  • Direct Care Workers (DCW), Southwood Hospital
  • Summer Counselor Position, Florida International University
  • CORE Lab, University of Pittsburgh
  • Those Early in Recovery From Eating Disorders:  Project HEAL
  • Native Chinese Speakers Wanted
  • Johns Hopkins University Lab for Child Development, Summer Internship
  • Sleep and Circadian Rhythms Lab Hiring
  • Part-time job opportunity-HaRI Lab 
  • The Horizons Fellowship

UNIVERSITY EVENTS / INFORMATION / RESOURCES

  • Writers, Photographers, Illustrators and Copy Editors Positions Available, Pitt News
  • Shadow in your City
  • Fall Course Still Available
  • Office of Undergraduate Research, Scholarship, and Creative Activity

SCHOLARSHIP INFORMATION

  • Kaplan Scholarship
  • Summer Language Institute Scholarships
  • Chrissy Weems Scholarship
  • Chart Westcott Scholarship
  • Scholarship Search, 2018
  • Undergraduate Awards
  • The Pittsburgh Foundation Scholarship Opportunities
  • UHC National Scholarship Newsletter

CONFERENCE / GRADUATE PROGRAM INFORMATION

  • University of Pittsburgh, Katz Specialized Master's Degree Programs
  • IO Psychology Master's Program, Hofstra University
  • Doctoral Student Opportunity, University of Nebraska-Lincoln
  • Texas Christian University, Experimental Psychology
  • Yale Fellowship in Pharmaceutical Research and Clinical Practice
  • University of Tennessee, Knoxville, PhD in Experimental Psychology 
  • University of California, Irvine, Post-Baccalaureate Program 
  • University of Delaware, Department of Linguistics and Cognitive Science, PhD
  • University of Haifa, International MA Program in Child Development
  • Emory University, Social Developmental Neuroscience Fellowship
  • Vanderbilt University, Educational Neuroscience, PhD 
  • University of California, Riverside, PhD 
  • University of Miami, Developmental Psychology 
  • University of Southern California, PhD in Occupational Science 
  • University of Delaware, College of Education & Human Development 
  • University of Minnesota Duluth, Masters' of Arts Program
  • University of Nebraska-Lincoln, Ph.D. Program
  • Colorado State University, Department of Human Development and Family Studies
  • Experimental Psychology MS Program
  • What kind of job can I get with a psychology degree?
  • Interested in Graduate School?

POST-GRADUATE EMPLOYMENT OPPORTUNITIES

  • Lab Manager, University of California - Irvine - New Posting
  • Lab Technician, Duke University - New Posting
  • Research Assistant, Vanderbilt University - New Posting
  • Laboratory Coordinator, University of Maryland
  • Lab Manager/Research Assistant
  • Full-time Lab Manager, Northeastern University, Boston
  • Therapy Technician
  • Full-time Research Assistant, University of Maryland, College Park
  • Full-time Lab Manager, UC Berkeley
  • Research Coordinator - NYU Medical Center
  • Full-time Research Assistant, The Ohio State University Medical Center 
  • Full-time Junior Laboratory Associate
  • Full-time Lab Manager, Johns Hopkins University
  • Full-time Lab Manager, University of Chicago
  • Full-time Research Assistant, Harvard University
  • Full-time Lab Manager, Purdue University
  • Full-time Research Assistants, Brown University 
  • Three Full-time Research Assistants, Harvard University
  • Two Full-time Research Assistants, University of Michigan
  • Laboratory Manager, Massachusetts Institute of Technology
  • Research Assistant, Temple University
  • Research Assistant, Emory University
  • Full-time Research Assistant, Hartford Hospital
  • Full-time Clinical Research Assistant, Brown Medical School & the Miriam Hospital 
  • Clinical Research Coordinator, Massachusetts General Hospital
  • Research Assistant, Rhode Island
  • Full-time Study Coordinator - Virginia Commonwealth University
  • Research Lab Coordinator, University of Iowa
  • Full-time Lab Manager, UPMC/WPIC
  • Full-time Lab Manager, University of Rochester
  • Research Assistant, NIH
  • Lab Manager, Northwestern University 
  • University of Pittsburgh, Research Associate
  • UCLA, Research Coordinator
  • Research Assistant Position, Carnegie Mellon University

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DEPARTMENT OF PSYCHOLOGY INFORMATION

 

Department of Psychology Commencement Ceremony 

The Department of Psychology commencement ceremony is scheduled for Friday, April 27, 2018 at 6:00 p.m. in Soldiers and Sailors Hall, 4141 Fifth Avenue.  This event is expected to last approximately 2-hours.  Tickets are not required for this event.  Seating is first come, first served.  Doors will open at 5:00p.m.

Graduating seniors should expect to receive an invitation to their PITT email address with more information as it becomes available.  Students will be expected to report by 5:00 pm.

For additional information regarding the University site please visit:  http://www.commencement.pitt.edu/.

 

Summer Course Still Available, PSY 0505 Biopsychology

Class # 10569 MoWe / 9:00 am - 12:15 pm / 5404 WWPH

This is a survey course in which the biological bases of behavior are explored. The first part establishes principles of nervous system organization and function, including the actions of various addictive and therapeutic drugs on the chemistry of the brain. Major topics in the second part include: sleep and wakefulness; sexual development and behavior; motivation, reinforcement and addiction; learning and memory; emotions, stress and health. For each, research into possible brain structures and neurotransmitters involved in their control will be discussed. Emphasis is also placed on experimental techniques used to obtain relevant data and on the type of inferences which can be made from these experiments. Clinically relevant topics dealing with Parkinson's and Alzheimer's disease, depression, schizophrenia and behavioral immunology are also covered.

 

PSY 1900 Supervised Field Placement Opportunities - Updated

National Aviary Marketing & Communication - New Site
National Aviary Marketing & Research - New Site
National Aviary Philanthropy - New Site

Allegheny General Hospital: Hospital Elder Life Program (HELP) - New Site

 

PSY 1903 Directed Research Positions - Updated

Dr. Choukas-Bradley:  Teen and Young Adult Development: Understanding Interpersonal and Sociocultural Influences Accepting Applications for Fall, 2018
Dr. Germain:  Military Sleep and Trauma Studies Accepting Applications for Summer, 2018 and Fall, 2018
Drs. Germain and Banihashemi:  Childhood Adversity and the Brain Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Perkins: Reinforcement Enhancing Effects of Nicotine Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Perkins: Applying Conditioning Methodology to Situational Incontinence in Women Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Pilkonis: Personality Studies Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Silk:  Families, Emotions, Neuroscience and Development Accepting Applications for Summer, 2018 and Fall, 2018 
Dr. Fraundorf:  Choosing Study Strategies Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Fraundorf: Understanding Accents and Dialects Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Libertus: Development of Numerical Cognition and Math Abilities  Accepting Applications for Summer, 2018
Dr. Molina:  Pittsburgh ADHD Risk in Infancy Study  Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Rottman:  A 24-Day Smartphone Study on Memory and Causal Reasoning Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Iverson: Infant Vocal, Motor, and Communication Development  Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Libertus: Development of Numerical Cognition and Math Abilities  Accepting Applications for Summer, 2018
Dr. Shaw: Development and Prevention of Children's Conduct Problems and Promotion of School Readiness  Accepting Applications for Summer, 2018
Dr. Gianaros:  Perceived Discrimination and Biological Pathways to Cardiovascular Disease Risk  Accepting Applications for Summer, 2018
Dr. Hall:  Mechanisms and Moderators of Sleep Health (MMoSH Pitt)  Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Kamarck:  Study of Health and Interactions in the Natural Environment (SHINE) Accepting Applications for Fall, 2018
Dr. Steel: A Palliative Care Intervention for Socioeconomically Disadvantaged Patients Diagnosed with Cancer Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Steel: Living Donor Advocacy  Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Steel: Stress and Tumor Associated Inflammation Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Steel: Symptom Management for Patients Awaiting Kidney Transplant  Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Orehek: Social Life and Motivation  Accepting Applications for Summer, 2018 and Fall, 2018

Dr. Wright: Personality Processes and Outcomes Laboratory Accepting Applications for Summer, 2018 and Fall, 2018 

Dr. Schunn:  Arithmetic Training to Improve Complex Math Performance *Accepting Applications for Summer, 2018 and Fall, 2018

Dr. Tokowicz: Cognitive Neuroscientific Studies of First and Second Language Processing * Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Tokowicz: Study of Arabic Vocabulary Learning * Accepting Applications for Summer, 2018 and Fall, 2018
Dr. Tokowicz: Study of Translation Ambiguity Between English and German * Accepting Applications for Summer, 2018 and Fall, 2018

 

 

New Fall Term Psychology Courses

PSY 1052 Topics in Clinical Psychology:  Diversity Issues in Clinical Practice

PSY 1052 Topics in Clinical Psychology: Anxiety: Theory and Treatment

PSY 1053 Topics in Developmental Psychology:  Culture and Development

PSY 1059 Topics in Advanced Research Methods:  Clinical Psychological Science

*  See Psychology Syllabus Archive for additional details.

 

PSY 1950:  Senior Seminar

  • Are you a senior studying within the last two terms before graduating? 
  • Are you still undecided about your path to graduate school or directly into the job market? 
  • Have you changed your post-graduating plans and are now unsure of what types of jobs you will be qualified for upon graduation?

If you've answered 'yes' to any of these questions then Senior Seminar might be for you!

This one-credit course is designed for Psychology majors in their final year of study (either final term or next-to-final term). Course content will include exploration of the field of Psychology, self-assessment of learning experiences, identification of marketable skills for career and graduate school paths, and planning for transition to post-college life.  This course is idea for soon-to-graduate psychology majors who are still unsure if a path toward graduate school or directly into the work world is right for them.  All psychology majors with at least 85 total credits are eligible to self-enroll.  There will be two sections of this course offered in the spring term, Wednesday's from 1:00pm - 1:50pm (Braunsdorf) and Wednesday's from 2:00pm - 2:50pm (Stapel).

 

PSY 0011: Introduction to the Field Course 

This one-credit course is designed for newly declared psychology majors who have earned 85 credits or less.  Course content will provide an introduction to the psychology department, overview of degree requirements, review of experiential learning opportunities, and discussion of graduate school and career options including subfields within psychology and related fields.  Through lectures, guest speakers, in-class exercises, small group discussions and written assignments, students will engage in self-assessment, undertake academic and career planning, develop professional skills and learn to utilize available resources to advance in their careers. 

Interested students will need to obtain a permission number from the Psychology Advising Office by emailing psyadvis@pitt.edu or visiting walk-in hours. For questions, please contact psyadvis@pitt.edu or call 412-624-4540.  This course is taught on Monday's from 2:00pm - 2:50pm.

 

Undergraduate Psychology Website, Google Calendar

The Undergraduate Psychology Advising website now offers a new feature for keeping track of upcoming dates, deadlines and events.  Please view our Google Calendar regularly for important information about upcoming events such as workshops, events and deadlines.

 

UNDERGRADUATE RESEARCH / INTERNSHIP / JOB OPPORTUNITIES

 

Research Opportunity, Healthy Aging Lab - New Posting

Student researchers are needed for a lifestyle intervention study focusing on the relationship between bereavement and circadian rhythms in older adults. The study examines how experiencing the death of a spouse or life partner may contribute to changes in circadian rhythms and vulnerability to mental health symptoms. The intervention uses technology and motivational health coaching to encourage older widows and widowers to engage in a regular routine of sleeping, eating, and physical activity. 

Students will assist with recruitment-related tasks and data entry.  Students will assist with data collection, processing and/or analysis.  Students will attend lab meetings and will learn about health psychology and the clinical assessment of older patients.  Students may have the opportunity to contribute to a research abstract or manuscript.

An 8-hour minimum/week commitment is required.  Contact Thandi Lyew, BS, lyewt@upmc.edu, 412-246-6147 if interested.

 

Volunteer Opportunity, Allegheny Health Network Hospice Program - New Posting

Allegheny Health Network’s hospice program, Healthcare @ Home is currently seeking patient visitor volunteers and bereavement volunteers.  Hospice offers a multidisciplinary approach to disease management for diseases that have no cure.  With hospice care, we recognize that since we cannot cure this disease, we can manage the symptoms, most importantly pain.  We know that pain can be physical, emotional or spiritual and therefore it take a multidisciplinary approach to manage it. Patient Visitor  Volunteers are an important part of this multidisciplinary team by supporting the patient and the family, with dignity and respect, by helping them to review their life and putting value and meaning on their life, allowing them to die a more peaceful death.   After a loved one passes, we follow the bereaved family members for 13 months, helping to get them through all the firsts – the first birthday without their loved one, the first holiday with their loved one, etc.  Bereavement volunteers again play a vital role in this by making phone calls to bereaved family members.  If you are caring and compassionate with excellent communication skills, we would love to work with you!  All background checks and medical testing and necessary training is provided at no cost to you.  For more information, please contact:  Paula DeLuise, Volunteer Coordinator 412-235-8801 or deluisep@healthcareathome.com

 

Research Coordinator, NYU Medical Center

The Center for Early Childhood Health and Development at NYU Medical Center is looking to hire a Research Coordinator starting in Summer 2018.

Research in the Center for Early Childhood Health and Development in the Division of Health and Behavior in the Department of Population Health at the NYU School of Medicine is aimed at developing and evaluating school and family based programs. Current efforts are focused on the evaluation of ParentCorps, an enhancement to Pre-Kindergarten programming that aims to promote positive achievement and behavioral outcomes for students attending high-poverty elementary schools.

We are looking for staff to coordinate and manage data activities related to professional learning and implementation of ParentCorps in early childhood settings, and the evaluation of ParentCorps implementation in NYC. We are seeking dynamic, dedicated, and team-oriented candidates with exemplary organizational skills. Candidates will have prior experience working with children and diverse populations, with human subjects’ research and proficiency with technology (e.g., online surveys, data entry in SPSS, PowerPoint). Ideally, candidates will also have experience in early childhood settings and experience in and comfort with implementation of evidence-based interventions. Thorough training in all procedures, training content and ParentCorps will be provided.

Interested Candidates:

Please send a cover letter and CV or resume to Erin Lashua-Shriftman, MA:  Erin.Lashua-Shriftman@nyumc.org.

 

Summer Volunteer Research Opportunity

Development and Prevention of Children’s Conduct Problems and Promotion of School Readiness

Contact: 

Daniel Shaw, Ph.D.
412-624-1836
casey@pitt.edu

Area of Research:  

Studies of developmental antecedents and prevention of young children's and adolescents' problem behaviors (e.g., conduct problems) and other problem behavior (e.g., depression, substance use, high-risk sexual behavior), as well as promotion of school readiness in early childhood.

Description of Research:

These are three NIH-funded, longitudinal investigations of child and family factors associated with the development and prevention of children's and adolescents’ conduct problems, depression, and high-risk problem behaviors, as well as the promotion of school readiness from birth to age 3.  One study is aimed at preventing the onset of serious conduct problems and risk for substance use among high-risk toddlers, for which undergraduates will assist in the assessment of adolescents (now age 16) in their homes, with the aim of seeing whether random assignment to a family-focused intervention administered to families when children were ages 2 to 10 was effective in reducing youth problem behavior. The second study is an ongoing intervention trial, using the same family-focused intervention (the Family Check-Up) in local pediatric settings with a sample of 400 children ages 10-13, with the aim of also preventing high-risk problem behavior. The third study focuses on promoting school readiness among infants at risk for early problem behavior. Families with newborn infants were recruited from the delivery room at Magee Hospital in Pittsburgh and Bellevue Hospital in NYC, and then randomly assigned to a control condition or a combined intervention using Video Interaction Project (VIP) from 1-6 months and the Family Check-Up at 6 and/or 18 months. VIP takes place during previously scheduled well-child check-ups at pediatric offices and is aimed at improving parenting skills. Those families in the VIP treatment condition with parenting, family, or life-skills (e.g., literacy) risk at 6 months will also receive the Family Check-Up. Students will be trained to conduct home- and lab-based assessments with senior staff in this project and attend home-based intervention sessions with staff interventionists.

Duties of Students:

Responsibilities will include conducting assessments of parents and their 6-18 month, 10-14, and 16 year-old participants at families’ homes. In addition, students will learn about the theoretical bases of these three and other ongoing studies in the lab through an ongoing lecture series and are eligible to become undergraduate employees during and following their directed research experience.

 

Summer Opportunity, Pediatric Neuropsychology CHP of UPMC

Pediatric Neuropsychology, Children’s Hospital of Pittsburgh of UPMC

Contact: Daryaneh Badaly, PhD
Email: daryaneh.badaly@chp.edu
Phone: 412-692-6409

Project Description: We are looking for volunteers for the Summer or Fall of 2018 in the Pediatric Neuropsychology Service at the Children’s Hospital of Pittsburgh of UPMC. Volunteers would, first, have the opportunity to be involved in research examining neuropsychological outcomes among children and adolescents with congenital heart defects. Duties would include literature searches, coding neuropsychological and other data into a database, and sorting/filing records. Volunteers would also have the opportunity to observe and assist with neuropsychological evaluations with children and adolescents presenting with a wide range of medical conditions affecting cognition, such as genetic disorders, epilepsy, strokes, and concussions. In addition to shadowing evaluations, duties would include assembling and filing records. Additional opportunities may be available for motivated students. Because of the length of evaluations with patients, we ask that volunteers be able to commit one day per week (8 hours; M-F). This position is ideally suited for students considering a PhD/PsyD in Clinical Psychology. To apply, please submit a current resume and an unofficial grade report to Daryaneh Badaly, Ph.D. (daryaneh.badaly@chp.edu).

 

 

Paid Summer Positions, Watson Institute

We have an ESY (Extended School Year) Program that is an in classroom experience. Positions are available at The Education Center in Sewickley, PA and Bridgeville, PA. The students would be evaluated for paid Instructional Aide positions for Autistic Support Classrooms and Multiple Disabilities Classrooms. Students would gain experience working with Teachers, Occupational Therapists, Speech Therapists, Behavioral Specialists, and Physical Therapists.

We also have Camp Aide positions available for an inclusive camp program for children with special needs. As a paid Camp Aide, the student would be responsible for working with a child with Autism 1 on 1 for the duration of the camp. It is a great social opportunity for our Campers, and a great experience for anyone who is looking for experience in the field.

The Programs both have great paid training, weekday hours, and great support for anyone who might have limited experience or be early in their education or career. They are also a great way to get started at Watson!

Students can get more information and apply directly on our website at:

https://www.thewatsoninstitute.org/about-us/careers/special-education-careers-summer-employment/ or directly to Sarah Klesser, Human Resources Coordinator, 412-749-6424.

 

Direct Care Workers (DCW), Southwood Hospital

Currently, I am looking to fill immediate openings for Direct Care Workers (DCW) at our facility. Southwood serves children and adolescent males ages 6-21 who have mental health related disorders that are co-morbid with Intellectual Disabilities and Autism Spectrum Disorder. Our program utilizes ABA programming, CBT, as well as psychoeducation depending on the unit that the resident is assigned. This position would be a great opportunity for undergraduate students to gain experience working with children who are diagnosed with IDD/ASD.

We offer flexible scheduling for part time and full time staff. Daylight, evening, and overnight shifts are available as well as the choice of weekends and week days. The job responsibilities include educating and assisting residents in gaining independence in daily living, hygiene, managing emotions, effective and functional communication through vocal repertoires, PECS, and/or sign language. A DCW will teach, model, and role-play effective coping skills and social skills. Direct Care Workers will have access to training and feedback from master’s level staff- including myself.

Please contact me at Kelly.Zekan@southwoodhospital.com with any questions and to apply.

 

Summer Counselor Position, Florida International University

The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor positions for 2018. The Summer Treatment Program (STP) provides services to children with Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder, learning problems, and related behavior problems. The program provides treatment tailored to children's individual behavioral and learning difficulties. Counselors will work in the STP-PreK, for children in preschool or entering Kindergarten, or the STP-E, for children ages 6-12 in elementary school. Opportunities are also available for applicants interested in working with children at-risk for pediatric obesity through the Healthy-Lifestyle Intervention Program (HIP). The Center for Children and Families is directed by William E. Pelham, Jr., Ph.D., who is a Distinguished Professor of Psychology and Psychiatry at Florida International University. Paulo Graziano, Ph.D., and Katie Hart, Ph.D., are the Program Directors for the STP-PreK, and Erika Coles, Ph.D., is the Program Director for the STP-E.

            The dates of employment for the Counselor position are Monday, June 4, 2018 through Saturday, August 11, 2018. Counselor hours of employment are 7:00 AM to 7:00 PM, Monday through Friday, and on Saturday, August 11. In addition, Counselors continue to work with the children until 8:30 PM one evening each week while parents participate in weekly parent training groups.

Counselors are paid a salary of $4,000 for the summer. In addition, current students may be able to arrange for academic course credit through their university departments.

For detailed descriptions of each program, and to apply for this position, please visit https://ccf.fiu.edu/opportunities/summer-treatment-program-opportunities...

 

CORE Lab, University of Pittsburgh

Seeking Male Research Assistant for Current Semester

The CORE Lab, under faculty member Dr. Karina Schumann, is seeking a male undergrad for the current semester to run participants in lab-based research. We are looking for an organized, motivated Psychology student who is interested in gaining research experience. Our lab has ongoing projects examining the predictors and consequences of various conflict-related beliefs, emotions, and behaviors, such as apologies, justifications, forgiveness, revenge, and empathy. This is a volunteer position with an expected time commitment of at least 5-6 hours/week. Possibility of continuing in the lab for credit in future semesters.

Additional criteria:

  • 3.0 or higher GPA
  • At least sophomore standing and not currently enrolled in Intro Psych
  • Preferably having already taken 12 credits in psychology, including PSY 0035 (Research Methods)
  • Responsibility, dependability, and ability to follow direction closely and work independently

Please contact Emily Ritchie at emr109@pitt.edu if interested.

 

Those Early in Recovery From Eating Disorders:  Project HEAL

Seeking Mentors for Those Early in Recovery From Eating Disorders: Project HEAL recently launched a new pilot program, Communities of HEALing, designed to explore the ways that peer support and mentorship can help individuals to fully recover from an eating disorder. We are currently studying the program in the context of a randomized controlled trial with researchers at Columbia University. The program includes several separate components: weekly support groups in local communities, possible 1:1 mentorship for those newly out of treatment, other facilitated experiences, and in some cases social support in the form of group cultural and entertainment outings.

We are currently seeking mentors for the study with NO PAST HISTORY OF AN EATING DISORDER.  Social support mentors provide support to mentees in the form of sharing weekly social activities intended to help them build a social support network–going to a museum, seeing a movie, going to a new cultural exhibit–that are not focused on the eating disorder.  Social support mentors make a commitment of about 3 hours per week, which includes the weekly meeting with their mentee and regular supervision calls.

This is a great opportunity to help advance scientific understanding of eating disorders, gain clinical experience, and support those in recovery from an eating disorders. Social support mentors must not have had past experience with an eating disorder, and cannot have any formal clinical training (social work and psychology graduate studies).  Great opportunity for current undergrads in psychology. 

Link to application here.

 

Johns Hopkins Summer Employment Opportunities

Summer 2018 Employment Opportunities

Psychology Instructor and Teaching Assistant

CTY offers challenging academic programs for highly talented elementary, middle, and high school students from across the country and around the world. We are currently seeking highly motivated and qualified candidates to work in our summer programs. Information regarding employment and our summer programs can be found at cty.jhu.edu/jobs/summer.

We are currently seeking individuals for the following psychology-related courses:

  • The Sensory Brain (grades 5 and 6)
  • Foundations of Psychology (grades 7 and above)
  • Cognitive Psychology (grades 7 and above)
  • Neuroscience (grades 7 and above)
  • Madness and Insanity: A Social History (grades 10-12)
  • The Psychology of Religion (grades 10-12)

Why teach for CTY?

opportunity to teach motivated and talented students a subject they love
limited class size (maximum of 18 students) ensures a low student-teacher ratio
all classes are taught by both an instructor and a teaching assistant
opportunity to work in an environment with colleagues who share similar interests
competitive salary plus room and board at our east and west coast residential sites

2018 Program Core Dates*

Session 1: June 21 - July 14, 2017
Session 2: July 14 - August 4, 2017

*Some sites run one week later than these dates. For a full list of locations and dates, please visit www.cty.jhu.edu/jobs/summer/sites_dates.html.

Terms of Employment

Starting salary for two sessions is $4,800 - $6,000 for instructors and $2,400 for TAs
Room and board are provided at residential sites.

Desired Qualifications

  • Teaching assistant candidates are generally graduate or undergraduate students with experience tutoring or as a TA.
  • Instructor candidates generally have independent classroom teaching experience and are graduate students or faculty.

More Information

Instructor and Teaching Assistant positions: http://cty.jhu.edu/jobs/summer/positions
Employment with CTY: www.cty.jhu.edu/jobs/summer
Questions? Please feel free to contact us via email at ctysummer@jhu.edu or by calling 410-735-6185.

 

Native Chinese Speakers Wanted

I'm working on my honors thesis about how we listen to language, and we are recruiting native English speakers and native Chinese speakers to participate in online listening tasks and in-person interviews. The entire experiment should not take more than two hours (one hour in person, one at home to take surveys online). You will receive a $5 Starbucks eGift card and be entered into a raffle for a $25 Visa gift card for participating. If you are interested in participating, please email Claire at CCC47@pitt.edu.

 

Sleep and Circadian Rhythms Lab Hiring

Adolescent Sleep Studies         PI: Dr. Brant Hasler

We are looking for one or more directed research undergraduate students to assist on several studies looking at how sleep and circadian rhythms in adolescents affect their thinking and mood as well as the risk for engaging in drug and alcohol use. The studies all involve overnight visits to the sleep lab, and some also include fMRI scans. Undergraduate students would assist in administering tasks to and monitoring participants during their overnight lab visits. They would also assist in study preparation, data entry, and preprocessing of fMRI data.

Because two of our studies involve working with minors, the student will need to have the Act 33 Child Clearance, Act 34 Criminal Clearance, and Act 73 FBI Clearance. Those interested should contact Dr. Hasler at haslerbp@upmc.edu.

 

Part-time job opportunity-HaRI Lab

Supervising faculty: Dr. Bambang Parmanto, Health Information Management

Contact: Zara Ambadar, ambadarz@upmc.edu

We are seeking a part-time (hourly pay) student research assistant to begin work immediately at the The Health and Rehabilitation Informatics (HaRI) Lab. Primary responsibilities include research support to the various studies on mobile health for people with disability (e.g supporting usability studies, focus group, training patients, contacting patients, collecting data, data entry, etc.). Some administrative work is necessary. Training will be provided. Incumbent must be motivated, enthusiastic, organized, reliable, able to work 3-5 hours /day on average and is interested and able to work long term (at least 2-terms commitment and preferably 2 years or more). Interest and sensitivity to work with individual with disability is important.

Attention to detail and willingness to learn new technology is very important. Student must have a 3-5 hours /day on average in his/her weekly schedule.

For information about the lab, please visit the website: http://www.rercict.pitt.edu/. Hourly rate is competitive.

 

The Horizons Fellowship

The Horizons School of Technology supports 35 outstanding university students in their pursuit to become leaders in technology. Our tuition-free programs provide immersive software engineering and web/mobile development courses geared towards high-achieving college students. Students need not have a computer science background! Our curriculum, developed by ex-Salesforce and Optimizely engineers alongside PhD candidates in computer science, is designed to teach students how to build web, mobile, and desktop applications.

Horizons students have gone on to receive offers from firms such as Google, Slack, Yelp, McKinsey, BCG, Visa, J.P. Morgan, and more

Our Horizons Speaker Series brings in successful founders, investors, and technologists into the classroom. You'll hear from some of the industry's foremost experts. We've had some amazing speakers like the founders of Zenefits, Coinbase, Digital Ocean, Andela, X.ai, Shapeways, and more.

Past Horizonites have come from a variety of schools and backgrounds. Students have hailed from Harvard, Princeton, UPenn/Wharton, Columbia, Northwestern, Brown, Michigan and more. We've welcomed National Math Olympiad winners, USA Computing Olympiad participants, renowned college entrepreneurs, students with perfect SAT/ACT scores, talented designers, photographers, and more as part of our previous cohort.

Course Offerings

  • 4-month semester program
  • 3-month summer program
  • 2-year co-op program


Application Process/Criteria

  • Currently enrolled in (or recently graduated) an undergrad or graduate university program
  • Submission of resume and standardized test scores on www.joinhorizons.com
  • Series of fit and logic interviews
  • Applications are accepted on a rolling basis.

 

UNIVERSITY EVENTS/INFORMATION/RESOURCES

 

Writers, Photographers, Illustrators and Copy Editors Positions Available, Pitt News

The Pitt News is taking applications for writers, photographers, illustrators and copy editors for its weekly summer editions.

Nine summer editions will be published every Wednesday, excluding the week of July 4.  Summer production begins the third week of May and continues regularly throughout June and July, with one additional edition at the end of August. New hires are welcome to continue working at TPN when daily production start up again for the 2018 fall term.

The Pitt News has a reputation of excellence with employers. Many of our staff have gone on to successful careers in journalism, communication and marketing as well as careers in other fields where their work at our publication and the skills they gained through it was a bright spot on their resume.

Prior experience in journalism is not necessary. New hires will receive training as well as opportunities to strengthen their skills as a writer, artist and/or photographer.

Photographers are paid by the picture, illustrators by the drawing, copy editors by the hour and writers by the character.

Staff members are expected to communicate well and handle flexible hours. Pittsburgh-based staff members are needed, although writers, copy editors and illustrators may also work from outside of the city.

If you are interested in working with us, please fill out an application at https://pittnews.com/application/ and indicate in the questions/comments section that you would like to begin work in the summer. Questions can be sent to news@pittnews.com.

 

Shadow in your City

Visit a company or organization during SUMMER 2018!

Take this opportunity to learn more about careers and industries, as well as how to stand out as a job or internship candidate!  Register through Handshake by clicking "Events" and searching "Shadow."

All registrants must attend a mandatory info session. Students must arrange their own transportation to and from their chosen job shadow.

 

Fall Course Still Available

English Literature 500--Introduction to Critical Reading:  Psychoanalysis and Literature (1155-10624, TTH 2:30-3:45)

This course studies literary and film texts along with criticism and theory.  The focus is on psychoanalytic writing from a variety of cultures and its implications for gender, sexuality, and women's studies. Beginning with your own close reading, you will explore the uses and limits of Neo-Freudian approaches.  Texts include novels and short stories from Africa, England, Italy, Russia, and the US.  Credits:  General Education Requirement in Writing, English Major and Minor, English Literature, and the Certificates in Gender, Sexuality, and Women's Studies as well as African, Latin America, Global, and Russian and East European  Studies. 

 

Office of Undergraduate Research, Scholarship, and Creative Activity

Summer Undergraduate Research Awards (SURA) provide students a $3,500 stipend to support their independent, faculty-mentored research over the 12 week summer term.  More information and an application is available online.

https://www.asundergrad.pitt.edu/research/awards-and-funding

The New York City Scholars in Residence (NYC-SR) program is designed to support undergraduates interested in conducting theatre research in the New York Public Library during the 12-week summer term.  Students need not be Theatre Arts majors to apply.  

https://www.asundergrad.pitt.edu/nycsir 

Questions should be addressed to Patrick Mullen, Director of OUR, at 412-624-9150. Thank you for sharing these opportunities with your students.

 

 

SCHOLARSHIP INFORMATION

 

Kaplan Scholarship

The University of Pittsburgh Pre-physician Assistant Association is hosting a raffle to win a $1,250 scholarship from Kaplan.  Tickets are $10 each.  Please use the following link to inquire for further details.  https://docs.google.com/forms/d/e/1FAIpQLSc5LEN9FMMV35zwzjuDUrxpC0b6UT42...

 

Summer Language Institute Scholarships

The University of Pittsburgh’s Summer Language Institute has substantial scholarship funding remaining. 

  • Three $5000 and five $4000 tuition scholarships for Intensive Beginning Turkish, 8-credits (June 4 – July 28, 2018).   
  • Three $4000 and two $3000 tuition scholarships for Intensive Beginning Czech, 6-credits (June 4 – July 13, 2018)
  • Three $4000 and two $3000 tuition scholarships for Intensive Beginning Ukrainian, 6 credits (June 4 – July 13, 2018)
  • Two $4000 and one $3000 tuition scholarship for Intensive Beginning Bosnian/Croatian/Serbian, 6 credits (June 4 – July 13, 2018)
  • Two $4000 and one $3000 tuition scholarship for Intensive Beginning Polish, 6 credits (June 4 – July 13, 2018)
  • One $4000 and one $3000 tuition scholarship for Intensive Intermediate Polish, 6 credits (June 4 – July 13, 2018)

The courses will cover the equivalent of one academic year’s worth of language instruction.  In addition to daily language lessons, students are exposed to culture through classroom activities, singing, films, excursions to relevant local sites and restaurants, and English-language lectures. 

Abroad courses are also available, and students may use these scholarships toward those programs; For details please see sli.pitt.edu 

Apply here, and please note: we will continue to accept applications on a rolling basis until the course is full or we have exhausted our scholarship funds.  Feel free to contact sliadmin@pitt.edu with any questions.

 

Chrissy Weems Scholarship

The Chrissy Weems Scholarship was created to help the future entrepreneurs and small business owners of our world. All high school seniors who have been selected to attend a college or university and current college students are encouraged to apply. To enter for a chance to receive this $1000 scholarship you just have to write a short 500-word essay. Full details can be found below:

Eligibility
You are eligible to apply for this $1000 scholarship if you meet one of the below requirements.

A high school senior that has been accepted into a college or university
A current college student that is not in their final year.

Guidelines
To apply for the $1000 Chrissy Weems Scholarship please write a 500-word essay on the following topic: “Share an adversity in your life that you have fought to overcome and what you have learned from it”.

Application Process
Please completely fill out the form below. By submitting your application for this scholarship you are giving Chrissy Weems permission to use your name and essay for marketing and promotional purposes.

Submission Deadline:  February 28, 2019

A winner will be selected by the scholarship committee in March 2019. Once contacted the winner will have two weeks to respond so the scholarship can be awarded to their school’s financial aid department.
http://chrissyweemsscholarship.com/

 

Chart Westcott Scholarship

The Chart Westcott Scholarship was created to help students get the education needed in preparation for the realities of joining the workforce. With the ever-increasing price of education, the goal is for this scholarship to help a student get one step closer to obtaining their desired degree on their path to adulthood.

Applicants will be required to submit a 500-word essay by no later than February 28, 2019, and the winner will be awarded a $1000 scholarship by March 31, 2019.

Eligibility

You are eligible to submit an application to be considered for the Chart Scholarship if you are

(a) a current high school senior that has been accepted into a university or college or

(b) a current undergraduate university or college student who has not yet reached their final year of study.

Guidelines

Chart Westcott wants to hear your answer to the question, “What is one of the best investments one can make in themselves?”, in 500 words or less.

Application Process

When submitting your application for the Chart Westcott Scholarship, please be sure to fill out each field in the form completely. There are no fees associated with this scholarship, however, if you are selected as the recipient of this scholarship, you are giving Chart Westcott permission to use your name, city, and a portion of your essay for marketing and promotional purposes.

Submission Deadline:  February 28, 2019

Upon receiving all applications, committee members will review all of the applicants and present the top contenders to the greater scholarship committee for the selection of one winner. The winner of the $1000 Chart Westcott Scholarship will be contacted in March 2019 and will have two weeks to respond before a winner up is selected.

Let us know if you have any questions, and please share the link below with departments and students who wish to apply.

http://www.chartwestcottscholarship.com/

 

Scholarship Search, 2018

College is the most expensive it’s ever been. With tuition rates rising an average of 3.5% every year, the average undergraduate now finishes their degree with over $37,000 in student debt.

Scholarships are one of the best ways to reduce these growing costs and scholarship search platforms exist to help students find the most relevant ones. These platforms compile large databases of available scholarships and provide filters to allow students to maximize their searches.

We created this guide to review the best scholarship search platforms and instruct students on how to use them effectively to find as many opportunities as possible.

What we’ll cover in this guide:

  1. The major challenges students face when searching for scholarships
  2. How the right search engine can help students overcome these challenges
  3. What students should know before applying for a scholarship
  4. The most important features of a great scholarship search platform
  5. The best scholarship search platforms of 2017
  6. Advice on early preparation to qualify for scholarships
  7. Tips on applying for scholarships
  8. Our full methodology and scoring process

 

Undergraduate Awards

Undergraduate Awards are the world’s largest academic awards program. It is uniquely pan-discipline, identifying leading creative thinkers through their undergraduate coursework. The Undergraduate Awards provides top performing students with the support, network and opportunities they require to raise their profiles and further their career paths, as well as coming to Dublin for an all-expenses-paid trip to receive their medal. UA discovers academic excellence at the undergraduate level by inviting the world’s top students to submit their coursework (academic papers from courses).

 

The Pittsburgh Foundation Scholarship Opportunities


Established in 1945, The Pittsburgh Foundation is one of the nation’s oldest community foundations and is the 13th largest of more than 750 community foundations across the United States.
As a community foundation, our resources comprise endowment funds established by individuals, businesses and organizations with a passion for charitable giving and a deep commitment to the Pittsburgh community. The Foundation currently has more than 2,000 individual donor funds and, together with its supporting organizations, assets of more than $1.14 billion. Grantmaking benefits a broad spectrum of community life within Pittsburgh and beyond
The Foundation has strengthened its focus on community and the positive impact it strives to achieve through its grantmaking, the engagement of its donors in critical regional issues and its activities around convening and leadership in collaboration with funding and civic partners.

There are multiple scholarship opportunities with varying deadlines.  For more information and scholarship details visit the website.

 

UHC National Scholarships Newsletter


The University Honors College provides guidance and support to undergraduate students and alumni who are interested in pursuing national and international scholarships, fellowships, and grants. These competitive awards create enriching educational opportunities for students that include domestic and international research, foreign language acquisition, and post baccalaureate study.

National scholarship advising is available to all Pitt undergraduates and alumni. As a first step towards national scholarship advising, attend a general information session held on Mondays at 12 PM and Tuesdays at 12 PM on the 37th floor of the Cathedral of Learning,

For more information visit the UHC website.

 

 

CONFERENCE/GRADUATE PROGRAM INFORMATION

 

University of Pittsburgh, Katz Specialized Master's Degree Programs

The Katz Graduate School of Business at PITT has added exciting new graduate program options recently! As a director or advisor to undergraduate students, you may be interested to know that the Katz Specialized Masters degree programs welcome students without work experience who desire to gain specialized business skills to supplement their undergraduate degree studies.

  • MS in Accounting (MAcc)                                                          prepares students for accounting roles & for CPA certification
  • MS in Finance (MSF)                                                                   prepares students for finance roles & for CFA certification
  • MS in Marketing Science (MS-MSci)                                       prepares students for traditional marketing & applied marketing analytics roles
  • MS in Management Information Systems (MS-MIS)         prepares students for IT project management & applied technology roles in business
  • MS in Supply Chain Management (MS-SCM)                        prepares students for broad range of roles, including procurement, logistics, operations, and applied analytics

Each program is 30 credits and may be completed in two full-time terms (August – April). More information about each program can be found on the Katz website, including detailed curriculum plans: https://www.katz.business.pitt.edu/degrees/ms

Alternative options to complete the programs are also available:

Part-time basis (MS-MSci, MS-MIS & MS-SCM) taking advantage of hybrid learning courses

Three-term full-time basis taking advantage of summer study-abroad or experience-based learning opportunities

Extend studies by pursuing a graduate certificate offered by another Pitt school concurrently with a Katz MS degree

In addition, a Graduate Certificate in Business Analytics was launched in January 2018. This credential is available to students enrolled in a Katz program, and leads to a separate University credential in addition to the MS degree. The student completes 15 credits of coursework including a variety of applied business analytics courses: multivariate analysis, data mining, database management, project courses utilizing programming languages such as Python and R, as well as analytical courses in business functions such as marketing and accounting.

 

IO Psychology Master's Program, Hofstra University

Hofstra's industrial/organizational psychology master's program prepares students for careers in such areas as human resources, training, management and organization development, in which they can apply psychological principles to problems that arise in a wide variety of organization settings. It is also designed to enhance the careers of professionals who work in these areas by teaching them to apply psychology to issues that develop in their organizations. Research design, statistics and psychology provide the foundation for advanced study in selection training, performance appraisal, worker motivation and organization development. The curriculum is strengthened by an internship sequence that provides on-site, supervised experience working on applied projects in business and public agencies.

Applications are accepted on a rolling basis.

 

Doctoral Student Opportunity, University of Nebraska-Lincoln

Dr. Marc Goodrich is seeking highly-qualified doctoral students interested in studying how children who are learning more than one language acquire language and literacy skills in their first and second languages. 

Dr. Goodrich is an Assistant Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. His specific research interests focus on how children utilize knowledge and skills from their first language while learning a second language. Additionally, Dr. Goodrich's research focuses on evaluating the effectiveness of instructional strategies designed to improve language and literacy outcomes for children who are acquiring more than one language. 

The doctoral program in special education at the University of Nebraska-Lincoln is a unique program that trains students to design instruction to support children with learning difficulties. Students receive extensive training in high-quality research design, methodology, and statistics. 

Admission is currently being granted on a rolling basis. Please see the attached flyer for more information about the doctoral program at UNL. If you have any questions, please contact Dr. Goodrich (marc.goodrich@unl.edu) for more information. 

 

Texas Christian University, Experimental Psychology

Dr. Naomi Ekas in the Department of Psychology at Texas Christian University invites applications for graduate students in infant and child development to start in Fall 2013. Dr. Ekas is a developmental psychologist who is primarily interested in infancy, early childhood, and the broader family system. Dr. Ekas’ research program employs a developmental psychopathology perspective that focuses on the social and emotional development of typically developing children and children with autism spectrum disorder. Dr. Ekas is especially interested in the development of emotion regulation and the intrinsic (e.g., temperament) and extrinsic (e.g., parent-child attachment relationship) factors that impact regulatory abilities.

The second area of Dr. Ekas’ research program focuses on the development of children with an autism spectrum disorder and the impact of the disorder on families. Once again, she is especially interested in the development of emotion and self-regulation. Having a child with an autism spectrum disorder can be particularly distressing to parents and other family members. Dr. Ekas’ research has focused on examining the psychological well-being of parents, and understanding why some parents cope better than others. She examines factors such as the marital relationship, social supports, and personality factors. In addition, parents complete diaries every evening in order to better capture the dynamics of raising a child with a developmental disability.

Finally, Dr. Ekas is interested in utilizing advanced quantitative techniques, such as Hierarchical Linear Modeling and Structural Equation Modeling, to examine research questions. The experimental psychology program at Texas Christian University provides course offerings in multiple areas of psychology. Through this program you will gain substantial expertise in research, quantitative methods, and college teaching.

A number of graduate assistantships that include stipends and full tuition waivers are available.

For More Information

Naomi Ekas, Ph.D.
Phone: 817-257-7848
E-mail: naomi.ekas@tcu.edu
Web link: http://www.psy.tcu.edu/ekas.htm or http://www.psy.tcu.edu/gradpro.html

 

University of Tennessee, Knoxville, PhD in Experimental Psychology

The Child Development Research Group (CDRG; http://cdrg.utk.edu/) at the University of Tennessee, Knoxville is inviting applications from students interested in pursuing a PhD in Experimental Psychology (Developmental). CDRG is comprised of five active research labs that conduct basic research on human development in infancy and early childhood. Specifically, our research interests focus on understanding the early development of action, perception, cognition, and language.

In addition to enhancing our current knowledge of developmental processes, another goal of our program is to encourage cross-fertilization of ideas, theories, and methodologies for faculty and graduate students alike. In particular, the core developmental faculty offer varied research environments using distinct methodologies (EEG/ERP, fNIRS, eye-tracking, kinematics, preferential looking) and cover a broad range of theoretical approaches (dynamic/developmental systems, statistical learning, information processing, developmental cognitive neuroscience) while promoting a collaborative and interdisciplinary study of early development at multiple levels of analysis. 

Please see below for more information about each lab. Students are invited to contact any of the lab directors directly.

The Infant Language and Perceptual Learning Lab, directed by Dr. Jessica F. Hay (jhay@utk.edu), studies language acquisition, speech perception, and statistical learning. We test both infants and adults using behavioural methodologies (habituation, preferential looking, eye-tracking) to discover how perceptual and experiential factors impact language learning within a developmental framework. We have an ongoing 5-year grant from the NIH – Infant statistical learning: Resilience, longevity, and specificity. Applicants from historically under-represented populations may be eligible for additional funding through an NIH Diversity Supplement. To learn more about our lab please visit our website (infantlanguagelab.utk.edu).

The Developmental Cognitive Neuroscience (DCN) Lab, directed by Dr. Greg D. Reynolds (greynolds@utk.edu), is currently conducting research on: brain-behavior relations in infancy, infant visual attention and recognition memory, neural correlates of categorization in infancy, and intersensory processing of audiovisual speech in infancy. Behavioral, psychophysiological (heart rate, EOG, eye-tracking), and neural (event-related potentials) measures are integrated across studies following a Developmental Systems Theory approach. To learn more about the DCN lab please visit our website (dcnlab.utk.edu).

Attention, Brain, and Cognition (ABC) Lab, directed by Dr. Aaron T. Buss (abuss@utk.edu), studies executive function in early childhood and adulthood. The ABC lab uses various methodologies including behavioral measures, neural measures including functional near-infrared spectroscopy (fNIRS) and functional magnetic resonance imaging (fMRI), and neurocomputational modeling using dynamic field theory. The lab currently has multiple research projects ongoing that examine flexible rule-use, the dynamics of action selection, selective attention, and the interaction of label learning and attention development. To learn more about the ABC lab please visit our website (abclabutk.weebly.com).

The Infant Perception-Action Lab (IPAL), directed by Dr. Daniela Corbetta (dcorbett@utk.edu) investigates the perceptual-motor development of infants in their first year of life. The IPAL lab uses eye-tracking, motion analysis, and behavioral analysis to understand the perceptual, cognitive, attentional, and embodied reorganizational processes underlying the formation of actions.  Currently the lab examines the role of visual attention in the development of reaching, how patterns of spontaneous movement exploration (manual and locomotor) contribute to the formation of goal-directed movements. Many of these questions are explored through dense longitudinal studies. To learn more about IPAL visit http://ipal.utk.edu/

The Infant Visual Cognition (IVC) Lab, directed by Dr. Shannon Ross-Sheehy (rosssheehy@utk.edu) explores visual cognitive development in both typically developing, and at-risk infants. Particular areas of interest include visual attention, visual working memory, and perceptual development, and most studies include a combination of eye tracking and behavioral techniques. We are especially interested in the way infants use their eyes to learn about the world, and how these unique eye movement patterns predict later cognitive development. Check us out at http://ivclab.utk.edu.

Candidates should hold a Bachelors or Masters in Psychology, Neuroscience, Linguistics, Cognitive Science, or related fields. Candidates with previous research experience (undergraduate or post-baccalaureate), knowledge of child development, computer programming and/or statistical analyses are especially encouraged to apply. 

Our department is committed to diversity and inclusion. Thus, we especially welcome applicants from diverse and under-represented populations. The application deadline is December 1, 2017. For more information, visit the Department of Psychology website https://psychology.utk.edu. Apply today at this link:

https://gradschool.utk.edu/admissions/applying-to-graduate-school/

 

University of California, Irvine, Post-Baccalaureate Program

The Department of Psychology and Social Behavior at the University of California, Irvine is currently accepting applications to our post-baccalaureate program in psychology and social behavior (the deadline to apply for Fall 2018 is May 31st). 

Program Overview:  UCI’s Post-Baccalaureate Program in Psychology and Social Behavior is a certificate program that combines psychology coursework with research and/or internship experience. It is designed for people who have a bachelor’s degree (in any discipline); who are interested in a psychology-related graduate program, career development, or career change; and who could benefit from additional coursework, research and/or real-life work experience in psychology. Those interested in a Doctoral-level or Master’s degree program in a range of areas of psychology (including clinical/counseling psychology, social/personality psychology, developmental psychology, health psychology, psychology & the law, and school psychology) or health (e.g., public health, medical school) can strengthen their graduate school applications by completing our program, which offers an individualized course of study based on each person’s qualifications and goals.  Students who have completed our program have been accepted to a wide variety of graduate programs, including Ph.D. programs at UC Berkeley, Cornell University, and UC Irvine; Psy.D. programs at Cal Lutheran, University of Indianapolis, and Yeshiva University, and Master's programs at NYU, Columbia, and UCLA.

Program Description:  The program consists of eight courses, which may include lower- and upper-division lectures, small seminars (including advanced statistics and research methods), hands-on research lab courses, and/or hands-on internship courses.  The program can be completed at the student’s own pace, in as little as 6 months or in as many as 24 months, depending upon one’s schedule and preferences.  A faculty advisor will work closely with students to help plan courses and provide guidance on obtaining letters of recommendation, choosing graduate programs, writing personal statements, and applying for jobs.  In addition, students will have the opportunity to attend our weekly departmental colloquia and other special events and to interact with our community of faculty, researchers, and graduate students.  For more information, please visit: http://psb.soceco.uci.edu/content/post-baccalaureate-program

Information Session:  We will be holding an information session on Friday, December 1st at 11am in Social & Behavioral Sciences Gateway (SBSG) Room 1517 on the UC Irvine campus (http://uci.edu/visit/maps.php).  All are welcome!

 

University of Delaware, Department of Linguistics and Cognitive Science, PhD

The Brain Organization for Language and Literacy Development (BOLD) Lab at the University of Delaware, Department of Linguistics and Cognitive Science, is seeking graduate students with interests in language, literacy, and cognitive development. The BOLD Lab uses MRI and functional Near Infrared Spectroscopy (fNIRS) neuroimaging technology in combination with genetic and behavioral analyses, including field neuroimaging in rural sub-Saharan Africa. Research focuses on children’s development including language (bilingualism, signed languages), reading, and cognition.

Potential graduate students can apply to the PhD program in Linguistics or Psychological and Brain Sciences. Interested students from linguistics, psychology, cognitive science, and/or related fields should contact the laboratory director, Dr. Kaja Jasinska (http://www.haskins.yale.edu/staff/jasinska/), at jasinska@udel.edu. Please also review application procedures and requirements in the following departmental links:

 

University of Haifa, International MA Program in Child Development

Training a cadre of child development professionals and policy leaders in the developing world is of the utmost urgency, as there is a pressing need to improve the lives of children around the world.

In response to this need, the University of Haifa has launched the International MA Program in Child Development for Developing Countries, designed to increase the professional knowledge of childcare professionals who work with children.

This document describs the program, including links that further illustrate the nature of this program:

Link to the program: https://psy.hevra.haifa.ac.il/~intchilddev/

Link to a documentary film about the program: http://thetwoliliesfund.org/

 

Vanderbilt University, Educational Neuroscience, PhD 

Vanderbilt University invites applications for its PhD concentration in Educational Neuroscience, which is housed within the well-regarded Vanderbilt Neuroscience Graduate Program in the Vanderbilt Brain Institute. Our program offers an unparalleled platform from which students can become expert in neuroscience research methods ranging from animal models to functional magnetic resonance imaging in children. World class neuroimaging facilities at the Vanderbilt University Institute for Imaging Sciences are combined with an array of the world’s leading neuroscientists, making Vanderbilt an international hub for cutting-edge neuroscience research. Vanderbilt also boasts one of the most prestigious education schools in the country. Students in the program have the opportunity to work closely with dedicated faculty, gaining experience in research techniques ranging from classroom studies, through intervention studies, to working with atypically developing children in a range of settings.

This program merges psychological investigations, in a broad framework including developmental, cognitive, and affective processes, with neuroscience research spanning multiple levels from genetics to systems in order to better understand core educational areas such as reading, math, science and socio-emotional development. From these collaborative questions a better understanding of how the brain learns, more precise methods for identifying difficulties in atypical learners, and more effective ways of teaching emerges.

More detailed information about our program can be found here:  https://peabody.vanderbilt.edu/research/pro/vanderbilt_research/educatio...

Interested students should apply here: https://apply.vanderbilt.edu/apply/, and highlight their interest in Educational Neuroscience in their statement of interest.

 

University of California, Riverside, PhD 

The following labs at the University of California, Riverside are recruiting graduate students interested in pursuing a PhD in Psychology: the Kids Interaction and Neuro Development Lab (Dr. Kalina Michalska), the CALLA Lab (Dr. Rachel Wu), the Perception, Action, and Development Lab (Dr. John Franchak), the Culture and Child Development Lab (Dr. Cecilia Cheung), the Emotion Regulation Lab (Dr. Elizabeth Davis), the Adversity and Adaptation Lab (Dr. Tuppett Yates), the Childhood Cognition Lab (Dr. Rebekah Richert), the Cognitive Development Lab (Dr. Mary Gauvain), and the Biobehavioral Research Lab (Dr. Chandra Reynolds). The UCR Department of Psychology offers specializations in Developmental, Cognitive, Social/Personality Psychology, and in Systems Neuroscience. The Developmental program at UCR is regarded for its strengths in contextual and cultural influences on child socialization (Cheung, Davis, Gauvain, Michalska, Natsuaki, Richert, Yates), cognitive and perceptual development across the lifespan (Franchak, Gauvain, Reynolds, Richert, Wu), and biological substrates of adjustment (Davis, Michalska, Natsuaki, Reynolds, Yates).  

The diversity of the UCR campus and of the surrounding community make UCR an ideal campus for graduate students interested in studying the ways in which developmental processes are influenced by and interact with variations in environment, especially cultural practices and socioeconomic status. The program of study requires approximately four or five years to complete. Typically, graduate students receive financial support for up to five years. Interested applicants are encouraged to visit the department admissions page for more information: http://www.psych.ucr.edu/grad/admissions.html. More information about each of the recruiting labs is provided below:

The Kids Interaction and Neuro Development Lab (KIND Lab), directed by Dr. Kalina Michalska, conducts research on individual differences in the development of empathy and social competence. Particular emphasis is placed on characterizing how dispositional traits interact with social learning to modulate basic mechanisms of emotional responsiveness and emotional memory. We employ complementary methodologies including functional and structural brain imaging, autonomic responses and behavior observations in typically developing children, as well as in youth with disruptive behavior problems and those with social anxiety.

The CALLA Lab (www.callalab.com, directed by Dr. Rachel Wu) conducts research on cognitive development across the lifespan, from infancy to older adulthood. We use neural (EEG) and behavioral (eye-tracking, accuracy/reaction time) responses to investigate how previously acquired knowledge helps and hinders new learning, and how to induce cognitive development in older adults. The lab is particularly interested in recruiting a graduate student for EEG studies.

The Perception, Action, and Development Lab (padlab.ucr.edu) investigates how people use visual information to guide actions and engage in social interactions. Through our research, we hope to understand 1) how perceptual-motor systems adapt to changes in the body and environment, 2) developmental changes in infants’ everyday visual experiences, and 3) factors that influence infants’ looking behavior. We employ mobile eye tracking and naturalistic observation to examine the natural visual experiences of infants, children, and adults in everyday tasks. 

Research in the Culture and Child Development Lab (http://cheunglab.ucr.edu/) focuses on how the environment influences children’s motivation and achievement across cultural contexts. The lab is seeking Ph.D. students who have strong interest in the role of parents, teachers, and peers in children’s school adjustment. We employ diverse methodologies in our research, including naturalistic and controlled observations, surveys, and measures of physiological reactivity. Recent lines of work involves: (1) an investigation on the role of teacher-student relationships in children’s achievement in 50+ countries; (2) a longitudinal study on parenting and children’s creativity; and (3) a study on the effects of parents’ expectations and children’s performance in the academic arena.  

Research in the Emotion Regulation Lab (directed by Dr. Elizabeth Davis) focuses on understanding how developing emotion and emotion regulation processes relate to adaptive and maladaptive outcomes in childhood. We use a multi-method biopsychosocial approach to characterizing affective processes across levels of analysis (e.g., psychophysiology, cognitive, social, and emotional behavior). The goals of the research in our lab are to identify regulatory strategies that children can use to effectively alleviate negative emotion, and to identify individual differences in children’s biology and social experiences that determine whether and when they can regulate emotion effectively. We also identify mechanisms responsible for effective emotion regulation (e.g., attentional focus) to explain why certain emotion regulation strategies attenuate negative emotion and distress better than others.  

The Adversity and Adaptation Lab (www.adlab.ucr.edu), directed by Dr. Tuppett Yates, is committed to the study of how children are affected by, and in many cases successfully negotiate, adverse life experiences, such as poverty, community and family violence, loss and illness. We endeavor to understand how and why the development of some children is undermined by negative life experience, whereas others are relatively less affected (i.e., resilience). Our research employs multiple methods, including direct observation, physiological recordings, quantitative measures, and qualitative interviews, to examine key relationships that influence the effects of adverse experience on development, including those within the family and community, as well as those among physical, emotional, and behavioral response systems of children and adolescents. Dr. Yates oversees two ongoing longitudinal investigations of high-risk children and youth to clarify processes underlying risk and resilience in an effort to inform the development and implementation of effective prevention, intervention, and policy efforts to help children, their families, and the communities in which they live.

The research in the Childhood Cognition Lab (http://www.ccl.ucr.edu/index.html) explores the influence of religion, fantastical thinking, and media exposure on cognitive development. Current funding in the lab supports a longitudinal study of children’s developing religious concepts (funded by the John Templeton Foundation) and a series of studies examining how children’s social cognition influences STEM learning from different media platforms (funded by NSF REESE).

The Biobehavioral Research Lab led by Dr Chandra Reynolds investigates how and why individuals differ from one another in cognition and health across the lifespan (bbr.ucr.edu).  Lab projects address the following general questions: Why do some individuals show rapid decline in cognitive functioning with age while others remain stable or decline relatively less?  What early life and life-course factors are important to cognitive aging and health?  And,  How do environmental features and environmental selection shape cognitive functioning and health? With emphases in lifespan development and behavioral genetics, we apply longitudinal and quantitative genetic models to understand variations in cognitive aging, health and longevity. 

 

University of Southern California, PhD in Occupational Science 

Dr. Lisa Aziz-Zadeh's laboratory at the Brain and Creativity Institute and the Division of Occupational Science at the University of Southern California is looking to take a new PhD graduate student in Occupational Science starting the Fall of 2018.  The project will focus on brain imaging and behavioral testing of children with autism, children with dyspraxia, and typical controls. This is a 5-year paid PhD graduate student position (http://chan.usc.edu/academics/phd).  Individuals with experience with brain imaging (MRI/fMRI) are especially encouraged to apply. To learn more about our lab, please see: http://chan.usc.edu/academics/phd. To apply, please see: http://chan.usc.edu/admissions.

 

University of Delaware, College of Education & Human Development

Join us at the University of Delaware and become an integral part of collaborative research teams dedicated to improving the lives of children, youth, and families. Learn how to generate, translate, and share research to make a difference.

Our strong faculty are eager to mentor students who are motivated to work on projects that promote school and life success. Our faculty hold grants from NIH, NSF, the Institute of Education Sciences (IES), and private foundations.

We support students in good standing for 5 years of study and prepare them to become leaders in their fields. Highlights of our PhD program in Education with a specialty in Learning Sciences include:

CHANGING EDUCATION CHANGING WORLD for a

  • Our focus is interdisciplinary, bridging education with cognitive science, psychology, and human development. We draw from courses all over the University to equip our graduates with an understanding of how to engender deep learning.
  • We focus on many areas: STEM learning, language, cognitive, and numerical development, learning disabilities, and the use of technology and media in education.
  • We study how learning takes place outside the classroom. Some faculty are involved in bringing learning science to places like supermarkets, homes, museums, and after school programs.
  • Students develop a rich methodological toolkit for designing investigations related to learning and instruction and assessing outcomes of educational interventions.

Graduates of the learning sciences are in demand! They obtain positions at colleges and universities as well as at research, development, and policy agencies.

For more information, visit www.education.udel.edu/doctoral/phd/LS/

Questions? Interested in applying? Contact Dr. Jordan or Dr. Golinkoff. Please also get in touch if you would like to meet at the upcoming CDS meeting in Portland. Many of our current and former students and fellows will be presenting.

Dr. Nancy Jordan: njordan@udel.edu | Dr. Roberta Golinkoff: roberta@udel.edu

 

University of Minnesota Duluth, Masters' of Arts Program 

The Experimental Track of the Master’s of Arts in Psychological Science (MAPS) program at the University of Minnesota Duluth is accepting applications for admissions into the program for Fall 2017. 
Experimental Psychology encompasses a variety of experimental research areas within psychology. Our faculty have backgrounds and current research interests in:
• Biopsychology
• Cognition
• Social psychology
• Evolutionary psychology
• Perception and action
• Psycho-linguistics
A Master’s degree in Experimental Psychology offers a wonderful opportunity to develop research skills that will prepare individuals for a doctoral degree in any field of psychology (including applied fields such as clinical, counseling, and industrial organizational psychology).  Such a degree also prepares students for teaching positions in higher education and research positions in the field.
What Makes the MAPS program at the University of Minnesota Duluth Stand Out?

  • Small student-to-faculty ratio:  Many track-specific courses have fewer than 10 students.  Our program typically admits a maximum of 6 students per track each year.  Students work closely with faculty and receive exceptional mentorship and supervision.  Experimental Faculty members accepting students for Fall 2017 include Drs. Aydin Durgunoglu, Rebecca Gilbertson, Eric Hessler, Robert Lloyd, and Ashley Thompson. For more information on faculty, visit the faculty list on our website.
  • Funding: To date, most graduate students have accepted a one semester teaching assistantship with salary and 50% tuition waiver.  There is also financial support for a supervised research experience and travel, and many students receive departmental grants for their research projects.  Out-of-state students may be eligible to pay only in-state tuition rates.
  • Rigorous academics.  The MAPS program is a rigorous, full-time, 2-year program that prepares students well for doctoral programs or careers at the master’s level.  Most students are deeply involved in research experiences and have opportunities for advanced training in research methodology and statistics.  The department houses a state-of-the art psychophysiology laboratory for use in student projects across all tracks.
  • The Duluth community:  Perched on Lake Superior and nestled between national forests, Duluth is picturesque during all four seasons.  It is deemed one of the top 10 outdoor towns by Outside Magazine cities and is a destination city for outdoor enthusiasts, trail runners, mountain bikers, and rock climbers

Please visit our website z.umn.edu/mapsumd for further information and to apply. Feel free to contact us with any questions at mapsumd@d.umn.edu.

 

University of Nebraska-Lincoln, Ph.D. Program

Announcing a new Ph.D. program in Special Education at the University of Nebraska-Lincoln

Please see attached for a flyer announcing a new Ph.D. program in Special Education at the University of Nebraska-Lincoln. This program is designed to train education researchers in the development of academic interventions for children with learning disabilities.

Faculty in the Special Education program at UNL have a broad range of research interests, including reading, writing, and mathematics, as well as how cognitive factors such as executive functioning support student learning. Students in this program will gain experience designing interventions and conducting high quality, quantitative education research.

We are currently recruiting students to begin the program in the Fall 2017 semester. Admission is currently being granted on a rolling basis.

 

Colorado State University, Department of Human Development and Family Studies

The Emotion Regulation & Relational Processes(ERRP) Faculty
in the Department of Human Development and Family Studies (HDFS) at Colorado State University invite high-quality applications to our Ph.D. program in Applied Developmental Sciences (ADS) and Master’s programs in Prevention Science and Marriage & Family Therapy (MFT). Both our ADS doctoral program and our MFT Master’s program are ranked in the top 20 in the U.S.  We are also excited to announce our new Prevention Science Master’s program, which prepares students for a variety of careers, from applied work in human services to contributing to the knowledge base as a researcher or policy analyst.

Faculty and graduate students in the ERRP area conduct cutting-edge research on emotion regulation and self-regulation processes in human development, in romantic, familial, and social relationships, in the context of the cultural environment. As part of our emphasis on translational and community-based research, many of us conduct and evaluate interventions to promote positive regulatory processes throughout the lifespan.

Our department provides a collegial and energetic learning environment and excellent interdisciplinary research training.

Questions about our graduate program, research, or funding?  Review our information page or contact us at:  hdfsgradinfo@colostate.edu

 

Experimental Psychology MS Program

The primary goal of our program is to prepare students to be competitive for admittance into a Ph.D. program or for direct entry into research-intensives jobs.

Program Overview
All students complete 36 hours of coursework, or 3 classes per semester, for two years. Our program is organized like most doctoral programs. We have a small number of graduate students who work one on one with faculty. All students begin working with a faculty member by the end of their first semester. Students pursuing a thesis degree develop a thesis proposal in their second semester, and collect data and defend their thesis by the end of their second year. Students pursuing the non-thesis degree work in one or more faculty laboratories as part of their research coursework, developing skills in data collection, data management and analysis. This work culminates either in a literature review or data visualization project at the end of their second year. The non-thesis option with the Data Visualization and Analysis concentration leads to conferral of the MS, plus the specialist certificate in Data Visualization and Analysis. See below for additional information for all options.


For more information can be found on the website.

 

What kind of job can I get with a psychology degree?

Students who earn a psychology degree from the University of Pittsburgh acquire a number of marketable skills and are well qualified for many entry level positions in a variety of career fields.  If you are unsure about going to graduate school right after completing your undergraduate degree or not sure graduate school in general is right for you this website is a good place to begin your research about "What kind of job can I get with a psychology degree?"  This site includes information for careers that require all levels of a degree in psychology, steps to help facilitate a career path, links to other valuable sites, and salary information. It also has information relevant to related fields (e.g., Social Work).

 

Interested in Graduate School?

As it is the time of year when staff and students begin in earnest to reach out to prospective graduate school mentors, we are excited to share with you a new resource that may be of interest to some of them. The Autism Spectrum and Developmental Disorders Special Interest Group (ASDD SIG) of the Association for Behavioral and Cognitive Therapies (ABCT) has been focusing efforts on supporting prospective graduate students interested in ASD in the pursuit of their training goals.

To that end, the ASDD SIG Graduate Training Initiative has yielded a first-of-its-kind (to our knowledge) comprehensive, fully searchable database of faculty who provide doctoral-level training in ASD assessment and intervention. It is our hope that this database will be a unique and useful resource for prospective graduate students who are interested in pursuing doctoral training with a clinical and/or research focus on ASD. We extend our deepest gratitude to Tamara Rosen, Laura Graham Holmes, Jenna Mendelson, the graduate students who spearheaded the effort to compile – and ensure accuracy of – this list.

 

POST-GRADUATE EMPLOYMENT OPPORTUNITIES

 

Lab Manager, University of California - Irvine - New Posting

The Development of Social Cognition Lab (directed under Dr. Nadia Chernyak) at the University of California - Irvine is searching for a lab manager to begin Oct 1, 2018 (with some flexibility). 

Interested candidates are encouraged to check out the lab's research focus here to assess potential fit and contact me (nadia.chernyak@uci.edu) with any questions.

The ideal candidate will have strong organizational skills; be enthusiastic about cognitive development research; comfortable with young children and families; and have strong, self-directed initiative and ability to take on challenges (in particular, with setting up a lab in its beginning phases). Programming, data analysis, and/or web design skills are always a plus.

To apply, please see below (with link and further information). 

Short-listed candidates will be contacted for interviews and may be asked to provide names of 2 people that may be contacted for a letter of recommendation.

Position Description:

 The lab manager will:

  • assist with research in socio-cognitive development: including data collection, creating/programming stimuli, data coding and analysis (with training), and coordinating recruitment efforts both in-lab and off-site
  • supervise and train research assistants: coordinating off-site and in-lab recruitment efforts, hiring research assistants, assigning daily tasks, writing lab manager handbooks, coordinating fingerprinting/orientation/training
  • manage daily and long-term operations within the lab: handling IRBs and other research documentation, building a database of subject and local child care facilities, coordinating lab meetings, managing lab websites and newsletters, and setting up/maintaining lab equipment
  • Lab manager may have opportunities to co-author manuscripts, develop own research projects, and attend conferences.

 
Position is part-time at 80%. 
 
The University of California, Irvine is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.

More information about desired and required qualifications are found at the link provided in the section below:

How To Apply:

Please follow this link:  https://staffing2.hr.uci.edu/CSS_External/ and apply for Job #: 2018-0371.

Please attach a resume/CV and a cover letter indicating your research experience, fit, and interests.

 

Lab Technician, Duke University - New Posting

The Bergelson Lab at Duke, an NIH and NEH funded lab in Duke's Psychology & Neuroscience department, is seeking a lab technician with excellent programming skills for a summer start date.  

The Bergelson Lab studies language acquisition, with a focus on early word learning. Research projects in the lab investigate both the relation between word learning and other aspects of linguistic representation (phonetics, syntax, prosody) and the interface between word learning and socio-cognitive development writ large.

Research in the lab centers around corpus methods, used to analyze the SEEDLingS Corpus (a rich longitudinal audio/video/comprehension/production corpus), and behavioral methods (e.g. eye-tracking, discrimination, and production studies) to query infant language development.

The lab technician will also have the opportunity to be part of an international collaborative project, ACLEW, involving speech-technology, computational modeling, and naturalistic recordings.

The lab technician will work alongside a full-time lab manager, PhD students, postdocs, undergrads, and the PI to maintain our codebase (Bergelson Lab GitHub repo, SEEDLingS GitHub repo), create and document new scripts and workflows (Bergelson Lab OSF Wiki, SEEDLingS OSF wiki), help manage our website, and provide support for working with experimental and naturalistic data in the lab. There are often 1-2 undergraduate RAs directly supervised by the lab technician in this role.

Our lab staff typically go on to excellent research positions and/or PhDs (n=5) at top institutions and have taken advantage of opportunities to co-author research publications and presentations in their own areas of interest and in ongoing projects in the lab.

 

Desiderata include:

  • strong programming background (python along with some combination of matlab, R, ruby, bash, html, Go, C++, java, and latex)
  • experience with Python's scientific libraries (Pandas, NumPy, SciPy, IPython Notebooks) 
  • experience with R's tidyverse. experience with RStudio's Shiny application framework is a plus.
  • high skill level and comfort with Github
  • experience with Linux is a plus 
  • experience with backend server development in Go is a plus
  • familiarity with relevant software (e.g. Praat, Python, Audacity, Datavyu, R, FFmpeg)
  • coursework and research experience in algorithms and data structures, data science, machine learning, human research design and implementation (cognition and/or developmental psych, cogsci, linguistics, and related fields)

Duke Psychology and Neuroscience has a strong community of researchers (see primary faculty here). Colleagues with highly relevant research in the department notably include Drs. Michael Tomasello, Rita Svetlova, and Makeba Wilbourne. We are part of Duke CHILD Studies.

To apply, please send an email to elika.bergelson@gmail.com with the subject line 

"Bergelson Lab Technician Position" and the following items:

  1. current CV (including contact details of 3 references)
  2. sample code (and/or its resulting products) that you’ve written from scratch
  3. letter of Interest highlighting how your background complements the labs' needs and interests.

Applications will be reviewed beginning April 16th and will continue until a suitable candidate is selected in May.

Start date will be early summer. This is a one year position with possibility of renewal.

 

Research Assistant, Vanderbilt University - New Posting

RESEARCH ANALYST-I: Rhythm & Grammar in Children (new position)

The Research Analyst-I in the Vanderbilt Music Cognition Lab in the Department of Otolaryngology (Vanderbilt University Medical Center) is responsible for implementation and coordination of studies on rhythm and language skills in children using behavioral assessments. The Lab is a fast-paced and exciting environment that engages students from a wide range of Vanderbilt undergraduate and graduate programs, and also serves as the hub of the Program for Music, Mind & Society at Vanderbilt, a campus-wide initiative. The RA-I will work collaboratively with students, staff, and the PI (Reyna Gordon, PhD) to carry out a series of ongoing NIH-funded studies that investigate the biological basis of music and speech.
 
Prior experience with language development research or music cognition research strongly preferred; prior experience with Genomic and/or EEG research a plus. This position requires high attention to detail, contact with families and recruitment in the community, willingness to learn new methods, and basic data analysis knowledge. Applicants must have excellent problem-solving, communication, and organizational skills. 

Apply here: https://vanderbilt.taleo.net/careersection/.vu_cs/jobdetail.ftl?job=1803...

RESEARCH ANALYST-II: Social Engagement, Language Development, and Music in Infants and Young Children (recruitment is continuing)

Under supervision, the Research Analyst-II will provide support for research in the Vanderbilt Music Cognition Lab with a particular focus on social engagement, language development, and music in infants and children with and without autism. Current studies are focused on infant development and parent-child social musical experiences including a parent-child music class study. Responsibilities include recruitment of participants, assessments and data collection, data coordination and entry (Redcap), video preparation and coding, data analysis, and general study coordination/maintenance. The candidate will work directly with participants and their families to assist with study protocols including administering measures and questionnaires. The candidate will have opportunity to train in assessment, eye-tracking, behavior coding, acoustic coding, and/or signal processing according to experience. According to experience, opportunities to contribute to study design, data interpretation, and analysis. 

https://vanderbilt.taleo.net/careersection/.vu_cs/jobdetail.ftl?job=1802853

 

Laboratory Coordinator, University of Maryland

The Child Development Lab (CDL) at the University of Maryland under the direction of Nathan Fox is searching for an individual to assume the position of Laboratory Coordinator to be available by June 1. The Laboratory Coordinator responsibilities include management of a multi-site Program Project Grant funded by NICHD as well as management of other NIH funded longitudinal studies. It involves working with both US and foreign institutions on grant and budget preparation/management, submission of progress reports, management of Institutional Review Board submissions, and general study logistics (coordinating travel, scheduling meetings). The Lab Coordinator also manages the day-to-day activities of the CDL including, monitoring and ordering supplies, assisting in the staff hiring process, creating agendas, running lab and study-related meetings, preparing grant budgets and training lab staff on University and lab policies. Information regarding current ongoing studies at the CDL can be found at cdl.umd.edu/current-studies/.

Minimum Qualifications: BA or BS in psychology or related field and a minimum of 2 year post-bac research experience in the social sciences. Skills should include familiarity with budgets, Excel and understanding of IRB study protocol submissions. The position requires keen attention to detail, organizational and planning abilities, and excellent interpersonal skills. The individual in this position will be working on multiple, large-scale projects simultaneously.

Preferences: BA or BS with Two years of research experience is preferred.

There are no physical demands.

Additional Information:  TO apply, please provide cover letter describing research and lab experience, names and contact info of at least three references, and a CV or Resume to Julie Staples-Watson (staples3@umd.edu) and Nathan Fox (fox@umd.edu).

 

Lab Manager/Research Assistant

Professor Jessica Cantlon is seeking a full-time research assistant and lab manager for the Concepts, Actions, and Objects Lab at the University of Rochester/Carnegie Mellon (http://caoslab.bcs.rochester.edu).  The position will offer the opportunity to engage in a wide array of research methods converging on the topic of conceptual thought.  The research focuses on the organization of concepts and categories (e.g., numbers, letters, faces, tools) in the adult and developing brain.  Techniques include functional magnetic resonance imaging (fMRI) and cognitive testing with adults, children, and neuropsychological patients.

Responsibilities will include designing and programming stimulus materials, and data collection and analysis.  Additional responsibilities include participant recruiting, IRB protocol maintenance, and other managerial duties (e.g., supervising undergraduates).  The ideal candidate will have basic programming experience with MATLAB and/or fMRI software (e.g., SPM, BrainVoyager, FSL). Experience testing children in cognitive paradigms is also desired.

Interested applicants should send a CV and cover letter to kidneurolab@gmail.com

 

Full-time Lab Manager, Northeastern University, Boston

The Communication Development Lab (https://www.northeastern.edu/cdl/), directed by Dr. David J. Lewkowicz at Northeastern University in Boston is seeking a full-time lab manager. This is a benefits-earning position that requires a minimum 1-year commitment although a 2-year commitment is preferred. The lab manager’s duties include recruitment and scheduling of infants and young children, testing of infants and children in the lab as well as at off-campus sites (daycare centers, museums), data management and database maintenance, supervision of student research assistants, and administrative responsibilities.

The successful candidate will have a bachelor’s degree in psychology, cognitive science, or related field, and at least 1-year experience working in a research lab with infants and young children. Strong computer, statistical, and managerial skills are essential. In addition, the successful candidate must be highly attentive to details, have excellent interpersonal skills, be capable of working independently as well as with others in a complex, demanding, and exciting research environment, and must enjoy interacting with children and their parents.

Interested applicants may apply for this position at https://neu.peopleadmin.com/postings/54101. Please include a cover letter describing your research experiences and career goals, CV, and 2-3 references with contact information (phone number and email address) for each of the referees. Review of applications will begin immediately with the goal of filling the position sometime between June and July, 2018.

 

Therapy Technician

The Therapy Technician – Level I is responsible for completing job tasks that facilitate the efficient and effective daily operation of the assigned work location.

Job Relationships
Responsible To: Therapy Coordinator at work location or designated supervisor
Workers Supervised: Students and Volunteers

Qualifications
Education: High School diploma or GED required
Licensure: None
Certification: None
Clearances: Act 73 FBI*Act 34 Criminal Clearance*Act 33 Child Clearance)
**Clearances must be obtained within 30 days of hire in order to continue active employment.
Training and Experience: Basic computer skills required and previous experience in a healthcare setting preferred

Job Responsibilities
Prepares patient treatment activities prior to sessions and cleans/organizes treatment area after sessions

  • Assists with patient treatment, such as transfers, group activities and Locomotor training. Reinforces therapist's directions, etc. Assistance with patient treatment always occurs under the direct supervision of a therapist
  • Assists therapists before, during and after treatment sessions as appropriate.
  • Safely transports patients to and from treatment area
  • Completes tasks related video, audiotapes and board maker for  patients or departmental needs
  • Cleans mats and equipment adhering to facility infection control policies
  • Organizes and maintains order in treatment areas and storage areas
  • Identifies low inventory and supply needs to supervisor
  • Restocks linens and other supplies
  • Notifies Supervisor of malfunctioning equipment or equipment in need of repair
  • Completes temperatures logs daily
  • Completes filing and copying for the department
  • Supports office  personnel to answer phones and complete scheduling tasks
  • Performs other related duties as assigned
  • Demonstrates effective professional communication with supervisor, peers and other staff within the facility or outside agencies in accordance with established CI policies including the Professional Conduct policy.
  • Completes all  task and documentation in an accurate and timely fashion
  • Able to model and demonstrate appropriate written and verbal communication.
  • Demonstrates flexibility in meeting department and organizational strategic plan
  • Contributes solutions to identified problems and adapts readily to change
  • Complies with organizational and departmental protocols, policies, and procedures
  • Complies with national, state and regulatory body  laws and regulations
  • Maintains professional boundaries with  staff, patients, families
  • Utilizes supervision and modifies behavior accordingly


Submit cover letter, resume, application and salary requirements to:
Lisa Wakefield
LWA@the-institute.org
The Children's Institute of Pittsburgh
1405 Shady Avenue
Pittsburgh, PA 15217
Fax: 412-420-2299
No phone calls, please. Resumes and cover letters will only be accepted in PDF format if sent via email. You may also fax them to the number above. The Children's Institute of Pittsburgh is an Equal Opportunity Employer.

 

Full-time Research Assistant, University of Maryland, College Park

Full-time Research Assistant Position in Developmental Cognitive Neuroscience

University of Maryland, College Park

Dr. Tracy Riggins in the Department of Psychology at the University of Maryland College Park is seeking a Full-time Research Assistant for a research project examining the role of sleep and brain development on memory during early childhood. This project is in collaboration with Dr. Rebecca Spencer at the University of Massachusetts, Amherst. See www.ncdl.umd.edu for more details about the lab.

Responsibilities will include: (1) conducting experiments with young children (including: recruiting, scheduling, and collection of polysomnography (PSG), and neuroimaging (MRI/fMRI) data; (2) preprocessing and analyzing data; (3) training and supervising undergraduate research assistants; (4) performing general administrative duties, including data management, lab web pages and participant recruiting systems; (5) programming scientific experiments and developing experimental stimuli, (6) assisting with IRB protocol creation and compliance, (7) conducting library searches and literature reviews to assist in manuscript preparation; and (8) providing general support for the PI and other researchers in the laboratory including, but not limited to, purchasing and maintaining lab equipment. Please note: the official payroll title at UMD for this position is “Faculty Assistant.”

Qualifications: Required background and skills include: a bachelor’s degree in a related scientific field (e.g., psychology or neuroscience); reliable transportation; previous research experience with human participants (preferably with children and/or using fMRI, EEG, or PSG); the ability to work independently; keen attention to detail; and the ability to interact warmly and professionally with parents and children. Strong computational, organizational, managerial, problem-solving, and analytic skills are essential.

The position is set to begin June 1, 2018.  A 2-year commitment is required; third year is possible. Review of applications will begin April 6, 2018 and continue until the position is filled. Interested individuals should email a cover letter describing their background and future goals, CV, and names and contact information of 3 references to Lisa Cox at lmcox@umd.edu.  Please include all documents in a single pdf file and include your last name in the file (i.e., “LASTNAME.pdf”).

The University of Maryland, College Park, actively subscribes to a policy of equal employment opportunity, and will not discriminate against any employee or applicant because of race, age, gender, color, sexual orientation, physical or mental disability, religion, national origin, or political affiliation. Minorities and women are encouraged to apply.

 

Full-time Lab Manager, UC Berkeley

Language and Cognitive Development Lab

The Language and Cognitive Development Lab at the UC Berkeley Department of Psychology, directed by Prof. Mahesh Srinivasan, is seeking a full-time lab manager for a 1-2 year appointment beginning this June or July. Research in the lab addresses how linguistic, social, and cognitive abilities arise and interact with one another in human development and across cultures.

Responsibilities for the position will include many research-related activities, such as recruiting and scheduling participants, designing and creating experimental stimuli, testing infants, toddlers, and adults, and assisting with data analysis and the preparation of research for publication. The position will also include administrative duties, such as recruiting and training undergraduate assistants, coordinating with local daycare centers and museums, maintaining participant records, purchasing equipment, and preparing applications for human subjects approval. The position is ideal for a recent college graduate who would like to gain additional research experience before applying to graduate school.

Candidates should have a strong interest in language and cognitive development, and a bachelor's degree in a relevant discipline, including at least two years of coursework in experimental psychology, cognitive science, linguistics, or other relevant fields. Candidates should also have had experience working with human subjects, especially children, in an academic research environment. A general fluency with computer software, and strong organizational, interpersonal, and communication skills (both oral and written) are also required.  Experience with statistical software (e.g., SPSS, JMP, R), computer programming (e.g., Matlab), web design, and video editing are preferred.

The minimum commitment is 1-2 years, and salary and benefits are commensurate with experience, according to the UCB Lab Assistant II pay scale. The position is scheduled to start between June and July 2018.

For information about how to apply, please see posting #24767 on the Berkeley Jobs (https://jobs.berkeley.edu/job-listings). Please include a CV and cover letter detailing your interests and experience, and how they fit with the goals of the lab and requirements of the position. All questions about the position can be directed to Catherine Berner (catherineberner@berkeley.edu).

 

Research Coordinator - NYU Medical Center

The Center for Early Childhood Health and Development at NYU Medical Center is looking to hire a Research Coordinator starting in Summer 2018.

Research in the Center for Early Childhood Health and Development in the Division of Health and Behavior in the Department of Population Health at the NYU School of Medicine is aimed at developing and evaluating school and family based programs. Current efforts are focused on the evaluation of ParentCorps, an enhancement to Pre-Kindergarten programming that aims to promote positive achievement and behavioral outcomes for students attending high-poverty elementary schools. We are looking for staff to coordinate activities related to ParentCorps professional learning and implementation, and the evaluation of ParentCorps implementation in NYC.

The Research Coordinator will liaison between school-based staff and the ParentCorps implementation team, and support the program facilitators (mental health professionals and early childhood educators) in the evaluation and logistical activities associated with implementation of ParentCorps in early childhood settings. We are seeking dynamic, dedicated, and team-oriented candidates with exemplary organizational skills. Candidates will have prior experience working with children and diverse populations, and with human subjects’ research. Ideally, candidates will also have experience in early childhood settings, experience in and comfort with implementation of evidence-based interventions, and proficiency with technology (e.g., online surveys, data entry in SPSS, PowerPoint). Thorough training in all procedures, training content and ParentCorps will be provided.

Interested Candidates:

Please send a cover letter and CV or resume to Rachelle Theise, Psy.D. at rachelle.theise@nyumc.org.

 

Full-time Research Assistant, The Ohio State University Medical Center

The BabyTalk Project at the Buckeye Center for Hearing and Development in the department of Otolaryngology at The Ohio State University Medical Center seeks a curious, motivated, and organized individual to serve as a full-time research assistant for an NIH-funded project studying the language development of children with hearing loss. An ideal candidate will be a recent college graduate who majored in Psychology or a related field and is looking for additional research experience before applying to graduate school.

The BabyTalk Project examines the role of input in children’s speech and language outcomes using a variety of methodologies and experimental designs. The research assistant will be responsible for recruiting and scheduling our participants, some of whom will participate longitudinally. She or he also will coordinate these families’ visits with other team members, including speech-language pathologists and audiologists. Consequently, the ideal candidate will have strong interpersonal and communication skills. Because this individual will assist with data collection using both video studies and behavioral paradigms, she or he should have prior experience working with children and families.

The research assistant will work directly with the project manager to train undergraduate research volunteers and establish and maintain laboratory protocols. Strong time management skills are therefore essential. The ideal candidate will be poised, comfortable balancing various responsibilities at a time. He or she will be patient, eager to learn, and conscientious.

Preferred start date is July 1, 2018 and the position includes benefits.

To apply: please send a CV and cover letter to the project manager, Jessa Reed, Ph.D. at Jessica.Reed2@osumc.edu. Applications will be reviewed on a rolling basis.

 

Students Expanding Access to Sustainability (SEAS)

SEAS- Students Expanding Access to Sustainability. Our mission is to create opportunities for students to pursue a sustainability education. When we took on this project we noticed a lack of sustainability education within the Humanities and Social Sciences, yet we believe the students within these departments have interest in environmental issues and sustainable practices. We are now working to make sustainability education more accessible for these aforementioned students.  If you have some interest or thoughts on sustainability please see link below.

Currently, we are attempting to gauge interest among Humanities and Social Science students with this student interest survey.

 

Full-time Junior Laboratory Associate

Description: The Conceptual Development and Social Cognition Lab (kidconcepts.org) at New York University, directed by Dr. Marjorie Rhodes, is seeking to hire two full-time Junior Laboratory Associates to coordinate research on cognitive and social development. This position is well suited for someone who aims to develop research skills before applying to doctoral programs in developmental or cognitive psychology.

Job Summary: (1) conducting experiments with children and adults in laboratory, museum-based, and school-based settings; (2) training and supervising undergraduate research assistants; (3) administrative duties, including data management and maintenance of budgets, lab web pages, and participant recruiting systems; 4) working with local schools and museums to recruit participants and organize data collection, and 5) providing general support to researchers.

Qualifications: (1) a bachelor's degree in psychology or cognitive science; (2) one or more years of research experience; (3) excellent computer skills; (4) the ability to work independently; (5) keen attention to detail; (6) excellent communication skills. Strong organizational, computational, managerial, problem-solving, and analytic skills are essential.

To apply please visit http://apply.interfolio.com/49794

In accordance with applicable law, all job postings shall include the following tagline: EOE/AA/Minorities/Females/Veterans/Disabled/Sexual Orientation/Gender Identity.

 

Full-time Lab Manager, Johns Hopkins University

Seeking Lab Manager for Laboratory for Child Development at Johns Hopkins University

  • This full-time position will involve overseeing all aspects of cognitive development research with infants, children, and adults in the Johns Hopkins University Laboratory for Child Development, under the direction of Dr. Lisa Feigenson and Dr. Justin Halberda in the Department of Psychological and Brain Sciences.  Duties will include: recruiting research participants, conducting behavioral experiments, coding infant and child behaviors, hiring, training and supervising undergraduate research assistants, maintaining a participant database, interacting with graduate and post-doctoral students, data entry and assisting with data analysis, equipment and computer purchasing and upkeep, and budgetary organization.
  • An undergraduate degree in psychology, cognitive science, education, philosophy, or cognitive neuroscience and experience with psychological research is required.  Ability to work well with parents, infants and young children is a must.  Computer skills and supervisory experience are strongly preferred.
  • The position has a 1-year minimum, with the possibility of extending to 2 or more years.  The position will begin around July 1, 2018, but start-date may be flexible.  Competitive salary and benefits are offered, commensurate with experience.
  • The JHU Lab for Child Development is located within the Department of Psychological and Brain Sciences on the Homewood Campus of Johns Hopkins University in Baltimore, Maryland. 
  • To submit an application, visit the Johns Hopkins University Human Resources website at (job requisition number 9807):  https://jobs.jhu.edu/job/Baltimore-Research-Assistant-MD-21218/466578000/
    • Please note: The JHU Human Resources website will screen out applicants who have not already completed an undergraduate degree.  If you would like to apply and expect to graduate before July 1, 2018, please send application materials directly to pbs@jhu.edu, making sure to note that you are applying for this position.  You should also apply via the online portal linked above.
  • Be sure to include a resume or cv with contacts who will provide you with a letter of reference, as well as a cover letter explaining your interest in and qualifications for the position.  Review of applications will begin immediately.

 

Full-time Lab Manager, University of Chicago

The Communication and Learning Lab, directed by Dr. Daniel Yurovsky at the University of Chicago, seeks a full-time lab manager beginning July 2018. The lab manager will work closely with the PI and other researchers in the lab on empirical and computational analyses investigating how children and their parents co-construct early language learning. The lab manager will have opportunities for scientific involvement in conference presentations and journal articles.

 

Required qualifications:

  • a bachelor's degree (psychology, cognitive science, or a related discipline preferred)
  • one or more years of research experience (experience with children or infants preferred)

 

Preferred qualifications:

  • excellent organizational and communication skills
  • proficient programming skills, ideally in R, Python, or MATLAB
  • experience with web design in JavaScript/HTML/CSS
  • working knowledge of image and/or video design and editing (e.g. in Photoshop, Illustrator, Final Cut)

Apply here:  https://uchicago.wd5.myworkdayjobs.com/en-US/External/job/Hyde-Park-Campus/Lab-Manager_JR00846-1

 

Full-Time Research Assistant, Harvard University

Harvard Lab for Developmental Studies seeking Research Assistant in Language Development

Job Description:

Professor Jesse Snedeker is seeking an energetic and intellectually-engaged research assistant for studies of language comprehension in typically-developing children and adults at the Harvard Lab for Developmental Studies.

This is a two-year, full-time, limited-term position with the possibility of renewal. Review of applications will begin immediately for a flexible start date between June 20th and July 6th 2018.

Responsibilities include:  preparing stimuli, contacting families, testing children and adults, coding data, assisting with data analysis, training undergraduate assistants, managing a summer internship program, maintaining equipment, coordinating the use of space, organizing meetings, and assisting with grant management.

 Necessary qualifications:

  • An undergraduate degree in psychology, linguistics or cognitive science
  • Availability for flexible scheduling, including evenings and weekends, to facilitate data collection
  • A strong interest in the psychology of language, language acquisition, and conceptual development
  • Prior experience working with young children
  • Comfortable with technical trouble shooting
  • Well-organized, attentive to detail, calm under pressure, and comfortable juggling half a dozen things at once

Skills that would be put to good use include:

  • Experience with eye tracking
  • Experience with EEG
  • Experience with R, Matlab and Eprime
  • Experience with CHILDES and corpus analyses
  • Coursework in semantics, pragmatics and syntax
  • A sense of humor

Our lab is embedded in larger communities both within Harvard and in the wider Boston area, which offer rich resources for students interested in developmental psychology, psycholinguistics and linguistics.  Research assistants are encouraged to make use of these resources. Folks who have held this position in the past have gone to graduate programs in psychology, linguistics, speech and hearing sciences, and clinical linguistics.

Potential applicants should email echalmers@fas.harvard.edu a letter of interest, a CV, and three references (email addresses and phone numbers are best).  Please feel free to write with questions as well.

 

Full-Time Lab Manager, Purdue University

The Purdue University Language Learning and Meaning Acquisition (LLAMA) lab is hiring a full-time lab manager to start in Summer 2018.  The lab manager will work closely with Dr. Borovsky on a number of projects that explore how young children learn words and process language.

Position summary:

This successful candidate will have an opportunity to make scientific and technical contributions at the ground level of several projects in a recently built language development laboratory, and will participate in all aspects of the research process.  The position will be based in the Speech, Language and Hearing Sciences Department at Purdue University, in West Lafayette, Indiana. The position involves occasional duties outside of the laboratory (approx. once per month), which may include travel to our recently-opened community laboratory in Indianapolis, and participation in community recruitment and outreach activities. 

Training potential:

Dr. Borovsky is deeply committed to the further development of the candidate’s research skills and potential, and prior laboratory managers and students in her lab have an excellent track record of gaining entry into graduate programs. The successful candidate will meet regularly with Dr. Borovsky to discuss career objectives, and will be encouraged to enhance their training by participating in the broader scholarly community and other professional development activities.  The research assistant will join a collegial community of researchers who study language development and disorders, and will have the opportunity to interact with other graduate students, research associates, speech-language pathologists, as well as Dr. Laurence Leonard, Dr. Amanda Seidl, and Dr. Françoise Brosseau-Lapré, among others. 

Essential requirements:

  • Undergraduate degree in communication disorders, cognitive science, psychology, linguistics or affiliated field
  • A demonstrated interest in language development research
  • Prior experience working with families and children
  • Meticulous attention to detail, well-organized, and ability to work independently and in a team
  • Excellent time management skills and ability to organize priorities among multiple tasks
  • Strong technical trouble-shooting skills
  • Ability to communicate clearly

Other desired skills:

  • Experience with eye-tracking and/or ERP methods
  • Scripting / programming experience (ideally in R / Matlab / Python or similar)
  • Ability to create and edit multiple audio, video and image file formats
  • Experience with statistical analysis

Duties include:

  • Testing young children in multiple experimental methods, including eye tracking and ERP
  • Training and managing a team of undergraduate research assistants
  • Managing participant recruitment, engagement and retention for families at Purdue and Indianapolis
  • Coordination of laboratory testing sessions and resources
  • Maintaining equipment, lab space, databases, and participant records
  • Data management and analysis
  • Preparing audio and visual stimuli for experiments
  • Assisting in dissemination of research findings to scientific and lay audiences 
  • Assistance in IRB management
  • Address specific inquires to Dr. Arielle Borovsky directly: aborovsky@purdue.edu 
  • and applications should be submitted online at: http://purdue.taleo.net/careersection/wl/jobdetail.ftl?job=1800504&tz=GM...

 

Full-Time Research Assistants, Brown University 

We are seeking 1 to 2 full-time Research Assistants (RAs) to assist with our ongoing and upcoming studies in the Department of Psychiatry and Human Behavior, the Warren Alpert Medical School of Brown University.

These include three NIMH-funded studies: (i) examining the interrelationship between life stress and impulsivity in accounting for recurrent suicidal behavior in adolescent inpatients within a multi-wave, prospective design; (ii) evaluating whether transcranial direct current stimulation (tDCS) may modulate impulsive cognition and behavior in adolescent suicide attempters, within a three-group randomized design, through specific neural pathways, as assessed with electroencephalography (EEG)/event-related potentials (ERPs); and (iii) neurocognitive processes underlying short-term risk for suicidal behavior in adolescents. We also have a fourth study focused on delineating the pathophysiology underlying the relation between dysregulation of the gut microbiome (dysbiosis) and depression in young adults.

Responsibilities will include: data collection and management; participant recruitment, retention, and reimbursement; interfacing with the hospital clinical staff; supervision of undergraduate volunteers; and IRB submissions and modifications. RAs who perform exceptionally well have opportunities for training/involvement in conducting independent research, submitting presentations to national conferences, and preparing manuscripts for publication. This position is particularly suited for individuals interested in gaining research and clinical experience prior to graduate or medical school.

The ideal candidate will have a Bachelor's degree in psychology or related field, be very detail oriented, have excellent oral and written communication skills, and be able to work autonomously as well within a collaborative team environment. Experience with data management and statistical software (e.g., SPSS, Mplus, R) and with writing scripts in E-Prime are preferred but not required.

The RA(s) will work under the mentorship of Drs. Anthony Spirito and Richard Liu. The position(s) will begin this summer. Interested applicants are encouraged to submit a cover letter and CV to: teenmoodandbehavior@brown.edu

 

Three Full-time Research Assistants, Harvard University

Research Assistant Position, Department of Psychology, Harvard University

The Laboratory for Youth Mental Health (Principal Investigator: John Weisz, Ph.D., ABPP) in the Department of Psychology at Harvard University seeks to hire up to three full-time Research Assistants (RAs). The RA(s) would primarily assist with a school-based effectiveness trial of a cognitive-behavioral intervention for depression, anxiety, and post-traumatic stress, and conduct problems in youth. Responsibilities may include participant recruitment, survey administration to participating youth and families, data entry, literature searches, formatting manuscripts/grants, coding for meta-analyses, volunteer oversight, and other supporting research activities. Successful candidates would become familiar with neuroimaging methods in research and have the opportunity to become proficient in administering fMRI scans.

Basic Qualifications: One year of research or clinical experience in an area related to child and adolescent psychology is required.

Additional Qualifications: A bachelor’s or master’s degree in psychology or a related field, strong academic qualifications, previous psychological research experience, experience working with children and adolescents, and an interest in applying for a graduate degree in psychology are highly preferred. Excellent communication and organizational skills as well as the ability to work independently are required. Research or clinical experience with neuroimaging is desirable but not required.

Additional information: This is a grant-funded position. Applicants should be able to commit to at least two years, although continuation after the first year is contingent upon funding availability. Anticipated start dates are between March and September 2018. More information about the research team and ongoing projects can be found at the lab’s web site: https://weiszlab.fas.harvard.edu/.

Application Information: Interested applicants should submit a resume or CV, cover letter, and names and contact information for 3 references to Dr. Megan Jeffreys at mjeffreys@fas.harvard.edu. Additional application materials (e.g., letters of recommendation, SAT scores) may be requested during the interview phase.

 

Two Full-time Research Assistants, University of Michigan

The Michigan Neurogenetics and Developmental Psychopathology (MiND) lab, directed by Dr. Luke Hyde, is seeking 2 full-time research assistants/lab managers. The lab examines the development of youth risk and resilience from multiple levels of analysis using fMRI, molecular and behavioral genetics, longitudinal approaches, and in-home interviews with at-risk families. The research assistants will help to coordinate and collect data on multiple projects in the lab with a focus on the MTwiNS Project. MTwiNS is a longitudinal study of families with twins ages 10 – 18 living in impoverished neighborhoods in collaboration with S. Alexandra Burt at Michigan State University. Families visit the MiND lab for a full day visit including MRI scans, psychiatric interviews, family interaction tasks, biospecimen assay (e.g., saliva, blood), and survey measures. The lab currently has 4 Research Technicians and aims to hire 2 more. These new positions aim to help fill needs in additional experience with data management/MRI processing, training and oversight of undergraduate students in the lab, and project coordination.

For more information about the MiND lab please visit: http://mindlab.psych.lsa.umich.edu/.  Questions about the position should be directed to mindlaboratory@umich.edu

Duties for this position will include coordinating projects (e.g., training undergraduate students on their projects and tasks, scheduling and recruiting participants, organizing and cleaning data), doing in-home and in-lab visits with children and families (including psychiatric interviews, administering self-report measures, and functionally supervising undergraduate assistants), running child participants (ages 10 – 18) through MRI scans, and processing and analyzing MRI data. As some of these projects are being done jointly with other labs, the position entails coordinating with these other labs.

This position is ideal for those interested in pursuing a PhD in clinical or developmental psychology or neuroscience. A successful applicant will have a Bachelor’s in psychology, neuroscience, or a related field, interest in clinical and developmental psychology or neuroscience.  Successful applicants are likely to have experience in several of the following areas: psychiatric interviewing, working with high risk families in the community, computer programing experience (e.g., Matlab), and experience with fMRI.  Must have experience with children and families and strong organizational, interpersonal, and time management skills. A very successful applicant will have the opportunity to contribute to the writing of empirical papers.

To apply, go to: http://careers.umich.edu/job_detail/154609/research_technician_associate

 

Laboratory Manager, Massachusetts Institute of Technology

Job Description:

LABORATORY MANAGER, Brain and Cognitive Sciences-Social Cognition Neuroscience Lab, to be
responsible for administrative tasks including maintaining the lab’s website, review board protocols,
financial records, and participant database; recruitment and outreach; and assisting with data collection.
The position involves interacting with parents, children, and the broader community. Administrative
responsibilities include communicating with MIT Institutional Review Board about research protocols;
maintaining and updating protocols; maintaining financial records; communication with PI and fiscal
officer(s) about finances; expense reporting (local and travel); database management; organizing lab
meetings and trips, including planning and expenses. Recruitment and outreach includes recruiting
prospective participants via posters, social media and in-person events; corresponding with
parents/caregivers; relationship building through newsletters and social media; maintaining databases;
and website management. Coordinating and assisting fMRI and fNIRs studies of infants, children, and
adults includes reserving testing space, equipment, and parking; scheduling research personnel;
assisting with data collection; meeting participants on arrival, communicating about the study, and
collecting informed consent/assent; assisting participants with fMRI or fNIRS equipment; running the
study protocol; and debriefing.

Taking an active role in all stages of the research will be encouraged, including initiating independent
research projects; participating in lab activities, reading groups, and research seminars; and taking
relevant courses at MIT. It is typically held for two years as a transition to graduate study.

Job Requirements:
REQUIRED: bachelor's degree; interest in cognitive science, neuroscience, and/or cognitive
development; initiative; flexibility; ability to develop and maintain complex organizational systems and
work in a fast-paced and changing environment; comfort interacting with children, parents,
undergraduate students, and community members; and self-motivation. Experience with programming,
social media/website development, or cognitive neuroscience research a plus. Job #15758

Must be flexible enough to change hours, including evenings and weekends.
To apply, please visit:  https://careers.peopleclick.com/careerscp/client_mit/external/jobDetails/jobDetail.html?jobPostId=12174&localeCode=en-us

 

Research Assistant, Temple University

Multiple Research Assistant Positions are open in the Child and Adolescent Development of Emotion, Personality, and Psychopathology laboratory (PI: Thomas Olino). RAs will be responsible for assistance with federally-funded neuroimaging study on risk for adolescent depression. Job duties include: assisting with research protocols; facilitating recruitment of research participants; administering select assessment instruments; managing and organizing the data collected in appropriate spreadsheet formats; and general academic research efforts as appropriate. RAs will receive training in the administration of semi-structured diagnostic interviews with adults and children and life stress interviews with children. There are opportunities for preparation of scientific products and other areas of professional development. 

The link to apply is: https://temple.taleo.net/careersection/tu_ex_staff/jobdetail.ftl?job=180...

 

Research Assistant, Emory University

Position Description:  A Research Assistant/Interviewer position will be available starting May/June of 2018 in the Translational Research in Affective Disorders Laboratory in the Department of Psychology at Emory University (PI, Dr. Michael Treadway). The Research Interviewer will assist with all aspects of the research process (designing/programming experiments, recruiting/running participants, analyzing behavioral and neuroimaging data). This is an excellent position for anyone seeking research experience and training in clinical and cognitive neuroscience before applying to graduate programs.

Preferred Qualifications: A bachelor's degree or higher in cognitive science, neuroscience, computer science, psychology, math, biology, or other related field. Strong computer programming skills (especially MATLAB and/or Python) are required. Candidate should be self-motivated, independent, and reliable. Strong organizational and communication skills are also essential. Prior experience in human affective, clinical or cognitive neuroscience (e.g., conducting and analyzing fMRI or MRI studies), behavioral experiment administration, IRB management, or clinical interviewing experience will all be viewed positively, but are not required. A two-year commitment is required.

More information about current studies can be found at treadlab.org. To apply, please send letter of interest, CV/resume, and contact information of three references to brittany.devries@emory.edu.

 

Full-time Research Assistant, Hartford Hospital

PSYCHOLOGY RESEARCH ASSISTANT: The Anxiety Disorders Center at the Institute of Living/Hartford Hospital (Director: David Tolin, Ph.D.) is seeking a full-time Research Assistant to coordinate projects in psychological and psychiatric research.  This is a full-time grant-funded research assistant position with primary responsibilities on a study investigating the psychophysiology of anxiety and secondary responsibilities on related treatment outcome research in clinical populations.  Duties will include coordinating participant recruitment, collecting study data, and database management. Other responsibilities may include assistance with grant preparation and article writing, preparation of study materials, and data analysis.  The research assistant will have opportunities to co-author scientific papers and journal articles.

Qualifications include a BA/BS in psychology or related field, including coursework in research methods and/or statistics. Advanced degrees beyond the BA/BS are not needed.  Successful candidates will demonstrate a conscientious work style and strong interpersonal skills. This is an excellent entry-level position for a college graduate who is interested in gaining additional research experience before going on to graduate study.

Anticipated start date is in Summer 2018.  Applications will be accepted until the position is filled. Please e-mail resume/curriculum vitae and two letters of recommendation to:

Heather M. Latin, Ph.D., Anxiety Disorders Center, The Institute of Living/Hartford Hospital at heather.latin@hhchealth.org

 


Full-time Clinical Research Assistant, Brown Medical School & the Miriam Hospital

This is a full-time research position involving a longitudinal study of substance use during pregnancy and infant behavior, brain development, and biology in the laboratory of Dr. Laura Stroud (https://vivo.brown.edu/display/lstroud). Position also involves the opportunity to be uniquely trained in developmental examinations in newborns in the hospital and through home visits in the Providence area and to be trained in placenta collection. The research assistant would also be involved with dataset management, data entry, and data analysis. Additional responsibilities include assistance with recruitment and screening. Research experience, background in statistics/SPSS and REDCap data entry is an asset. Evening and weekend availability and reliable transportation are required. 

Many opportunities to conduct independent research, submit presentations to conferences, prepare papers for publication.  

Applications from women and minority members are encouraged. To be considered for this position, please send resume and cover letter to Carrie Best.

cbest@lifespan.org

 

Clinical Research Coordinator, Massachusetts General Hospital

Seeking CRC II MGH, Psychiatry, Position opening 5/1/2018

Clinical Research Coordinator II (CRCII)- Department of Psychiatry, Psychiatric Neuroscience, Sleep and Anxiety Disorders Laboratory, Massachusetts General Hospital, Charlestown, MA

The Clinical Research Coordinator II (CRC II) will work closely with the PI, Post-Doctoral Fellow and a second CRC II on an NIMH-funded project studying sleep and brain activity among individuals who have recently experienced psychological trauma. The CRC II will recruit potential research subjects, conduct ambulatory polysomnography (PSG) studies, participate in fMRI scanning, organize and analyze fMRI, psychophysiological and self-report data, organize and submit IRB amendments, and perform biannual NIMH data-sharing tasks.

Requirement of this job include:

  • 1. Undergraduate degree in psychology, neuroscience or related field
  • 2. Good interpersonal skills
  • 3. Willingness to work evening hours several days per week
  • 4. Willingness to make a 2-year commitment
  • 5. Prior experience with or the ability to rapidly master technical and analytic skills including ambulatory PSG, psychophysiological measurements, operation of  3T MRI scanner, fMRI analyses using SPM.

At least 1 year of related research and /or clinical experience is preferable. Preference will also be given to those with advanced statistical knowledge or prior experience in relevant research techniques such as Matlab programming, MRI analytic software (e.g., SPM, FSL, Freesurfer), resting state functional connectivity, DTI analyses, or quantitative EEG.

If interested, or if you would like to learn more about this position, please contact:

Edward F. Pace-Schott, Ph.D.
Assistant Professor of Psychiatry
Harvard Medical School
Massachusetts General Hospital - East
CNY 149 13th Street Room 2605
Charlestown, MA 02129
Phone: 508-523-4288
Fax: 617-726-4078
Email: epace-schott@mgh.harvard.edu

 

Research Assistant, Rhode Island

Research Assistant Position, Rhode Island Consortium for Autism Research & Treatment, Warren Alpert Medical School, Brown University, Providence, Rhode Island

JOB DESCRIPTION:
The Rhode Island Consortium for Autism Research & Treatment (RI-CART) is looking for a highly organized and energetic person to serve as a research assistant. The RA will assist in the acquisition and analysis of participant information for clinical research projects. Duties will include interviewing participants and/or families to gather information and obtain informed consent, and other day-to-day study activities. There will be opportunities to participate in qualitative/quantitative analysis of data and possibly assist in first draft preparation of manuscripts. An important part of the position will be to assist in recruiting efforts (e.g., contact providers, attending local events, and coordinating recruitment from affiliated clinical programs). RI-CART is an exciting and unique state-wide research consortium and patient registry effort. Since its inception in 2013, RI-CART has enrolled over 1,500 individuals into the patient registry, and has developed strong partnerships with community providers and stakeholders. The successful applicant will have the opportunity to work as part of a growing multidisciplinary team. More information about RI-CART can be found at www.AutismRI.org.

REQUIRED EXPERIENCE:

  • Bachelor's degree or equivalent in psychology, linguistics, cognitive science, neuroscience, or a related field
  • Minimum 1-2 years of research experience (preferably in a clinical research setting)
  • Experience working with patient populations
  • Proficiency with Microsoft Office (Word, Excel, PowerPoint). Familiarity and/or willingness to learn SPSS or equivalent statistical package, stimulus presentation programs (e.g., E-Prime), database systems (Access; REDCap).
  • Excellent verbal communication skills are essential as duties involve interacting with parents and clinical providers
  • Strong organization and writing skills
  • Must have own transportation

PREFERRED QUALIFICATIONS:

  • Training in experimental design and statistical analysis
  • Experience with eye tracking methodologies, including experimental programming and analysis, and/or experience with signal processing methods
  • Proficiency with statistical analysis software (R, SPSS, etc.)
  • Bilingual Spanish-speaking candidates strongly preferred


Anticipated start date: Summer 2018

Interested applicants should contact Carrie Best, RI-CART Project Coordinator, at CBest@lifespan.org.

Please be sure to include a cover letter and CV/resume. Please also be prepared to arrange for three letters of recommendation to be emailed upon request.

 

Full-time Study Coordinator, Virginia Commonwealth University

The Promoting Adolescent School Success (P.A.S.S.; http://pass.vcu.edu) research group in the Virginia Commonwealth University (VCU) Department of Psychology is recruiting to fill a full-time Study Coordinator position. The anticipated start date is June, 2018.  The duties and responsibilities of this position are to organize and oversee the day-to-day operations of a federally funded research study titled “Longitudinal Evaluation of the Impact of Sleep on the Academic and Social Functioning of Adolescents with and without ADHD” (Institute of Education Sciences – R305A160126; PIs Langberg/Becker - https://psychology.vcu.edu/people/faculty/langberg-1.html. This is a multi-site study which includes the collection of subjective and objective measures of sleep, symptoms, and functioning at five timepoints across the transition from middle to high school for 300 participants (150 ADHD and 150 comparison). The study coordinator plays an integral role in assuring that the study objectives are met and are accomplished within the specified timeframe. The coordinator is responsible for organizing, scheduling, and helping to administer all of the study follow-up evaluations. The coordinator is also responsible for tracking and assisting with participant retention activities and reporting weekly to the PI on progress towards goals. In addition, the coordinator is responsible for all aspects of data collection, including ensuring that rating scales are administered to parents, teachers, and students and are completed, scored, and entered within the expected timeframe.

The position will provide the employee with extensive training and experience interacting with youth with ADHD and their families and implementing and publishing research studies. The P.A.S.S. research group has many on-going and recently completed studies that the coordinator may collaborate on, including school-based intervention randomized controlled trials with middle, high school, and college students with ADHD. The candidate will have the opportunity to develop independent research questions, learn to analyze data, and to present findings at conferences and through publication. This position would be ideal for an individual with a long-term goal of completing graduate training in psychology.

Qualifications

The position requires excellent writing skills; initiative, flexibility, the ability to work independently, and strong interpersonal and organizational skills. Specific requirements:

 

  • Bachelor’s degree in psychology or equivalent combination of education & experience
  • 2-year commitment (e.g., apply to graduate school at beginning of 2nd year)
  • Prior experience assisting with the coordination of research studies
  • Experience with REDCap is strongly preferred
  • Strong attention to detail and organizational & analytical skills
  • Ability to prioritize tasks, handle multiple requests, and keep a positive attitude
  • Proficient in Microsoft Office (Word, Excel in particular) 
  • Ability to clearly and respectfully communicate with other study staff, parents, and teachers

Please e-mail the PI, Dr. Langberg, with questions or to convey interest and attach a C.V./resume to the e-mail that includes undergraduate major and GPA – jlangberg@vcu.edu

 

Research Lab Coordinator, University of Iowa

College of Liberal Arts/Psychology Department

Lab Coordinator- Isaac Petersen

Job Posting:  https://jobs.uiowa.edu/content/temp/view.php?job=111040

Position Specific Summary:

The Developmental Psychopathology Lab at the University of Iowa (Director: Dr. Isaac Petersen) is looking for a research lab coordinator to assist in research studies examining the mechanisms in the development of externalizing behavior problems (e.g., aggression, conduct problems), self-regulation, and school readiness in young children, with special emphasis on neural mechanisms (EEG/ERP). Responsibilities include participant recruitment, scheduling, conducting batteries of neural and behavioral testing with children, data management and analysis, coordination of research assistants, and performing other research tasks as coordinator of the research team. Qualifications include a bachelor’s degree in psychology or a related discipline, substantial research or work experience with young children, and experience using software such as Microsoft Word and Excel. Experience with EEG/ERP is highly desirable but not required. Experience with computer software such as REDCap, R, and E-Prime is desirable but not required. The initial appointment will be for one year beginning in Summer 2018, with the possibility of renewal for a 2nd year depending on performance and available funding.

The ideal candidate would have –

  •  Bachelor’s degree in psychology, neuroscience, public health, social work, or related discipline or an equivalent combination of education and progressively responsible experience.
  •  Minimum of 6 months – 1 year of research experience working in a laboratory.
  •  Ability to work 40 hours per week. Typically scheduled between 9am-5pm Monday through Friday but may be required to work outside these hours (early morning/evenings/weekends) for the purpose of working with participants.
  •  Experience working with young children (2–7-years of age).
  •  Excellent written and verbal communication skills; ability to speak clearly enough to be understood by young children. (Basic application)
  •  Attention to detail and high level of organization, especially for scheduling participants. (Basic application)
  •  Able to work well with young children and their parents, and help them feel at ease. Able to handle situations when children get upset, able to quickly calm and soothe children. (Basic application)
  •  Able to supervise undergraduate research assistants. (Basic application)
  •  Capable of independent, self-directed work. (Basic application)
  •  Database management and data entry skills. (Basic application)

This is an hourly position, which does not include fringe benefits. The rate of pay is $17.93/hr. This position provides a fantastic preparation for future graduate and research careers. In addition to being a context for learning invaluable research skills, it offers opportunities for co-authorships on publications and presenting work at conferences.

Application Instructions:

Please email 1) a copy of your resume/CV, 2) a letter of interest with a description of your relevant experiences, and 3) have two letters of recommendation sent to isaac-t-petersen@uiowa.edu

 

Full-time Lab Manager, UPMC/WPIC

Research Specialist: Full-Time position, with some flexibility, Western Psychiatric Institute and Clinic of UPMC, WPIC/UPMC, WPT-Szanto Department, Location-Oakland. 

We are seeking a bright, compassionate and motivated person who will perform clinical and laboratory research with adults (aged 18 to 80) at risk for suicide under the supervision of Drs. Katalin Szanto and Alexandre Dombrovski.  The purpose of the study is to understand what makes people vulnerable to suicide by examining their emotions, behavior, decision-making, and brain activity.  Clinical, neuroscience, and computer training, collaboration with a team of psychiatrists and neuroscientists, and optional academic activities provide excellent opportunities for professional growth.  An ideal candidate should be interested in psychiatry/psychology/neuroscience and have some research experience.  For outstanding and interested candidates, we offer independent/supervised research and publication opportunities, as well as training in brain imaging.

Educational/Knowledge Requirements: 

  • Bachelors degree in a field related to human behavior or mental health, such as Psychology, Social Work, Public Health, Health Care Administration, or biological/research sciences/engineering (Biology, Neuroscience) required.  Spring 2018 graduates are encouraged to apply. 
  • One year of research/clinical or relevant related experience required (undergraduate experience may be accepted if relevant).
  • Proven ability and motivation to ensure high quality standards in collecting data, attention to detail
  • Excellent communication, interpersonal, problem-solving, and especially organizational skills
  • Ability to prioritize and perform tasks in a flexible and efficient manner
  • Intermediate computer skills (Excel, PowerPoint)
  • Must be able to travel to participants' homes or long-term care facilities
  • Willing to agree to a 3-year commitment
  • Preferred: Mental Health experience working with adults or in the field of geriatrics, Matlab/R scripting, and motivation to learn new software, prior training in semi-structured clinical interviews and assessment scales (SCID, SIDP) and commonly used scales in depression  (e.g. HDRS, BPRS, Beck Scale for Suicidal Ideation, Beck Suicide Intent Scale)  and neuropsychological (e.g. Folstein MMSE) research. 

Licensure/Certification: 

  • Acts 33/34/73 Clearances required (can be obtained during recruitment).
  • Valid Driver's Licensure preferred.

Responsibilities

  • Participant recruitment., ie. manage advertisements, track recruitment, and develop strategies to increase response in targeted populations.
  • Schedule assessments and ensure complete follow-up whenever possible
  • Conduct in-person and telephone semi-structured interviews and clinical assessments, and write descriptive clinical summaries (after necessary on-the-job training)
  • Assist in acquisition, transfer, and processing of fMRI and EMA data (on-the-job training).
  • Assess suicidal risk and contact physician investigators when further assessment and intervention are needed
  • Assist investigators with grant proposal submissions
  • Ensure that complete data are turned in promptly 
  • Submit regular reports detailing the progress of the research, including NIH progress reports and IRB renewals.
  • Participate in the faculty and staff review process.
  • Performs other duties as assigned.

*The above statement reflects the general details considered necessary to describe the principal functions of the job identified, and shall not be construed as a detailed description of all of the work requirements that may be inherent in the job, nor shall it be interpreted as limiting an employee in performing duties other than those normally performed or from helping employees in other position or units.

Interested candidates should forward a resume and cover letter to dnpl@upmc.edu.

 

Full-time Lab Manager, University of Rochester

The Social Cognition and Psychopathology Lab at the University of Rochester, directed by David Dodell-Feder, Ph.D., is seeking a full-time lab manager to coordinate and oversee a series of research projects aimed at understanding and intervening upon social cognitive impairment and social dysfunction in psychopathology, particularly among those at risk for and diagnosed with schizophrenia-spectrum disorders. Primary responsibilities include data collection using interview, behavioral, and neuroimaging methods (e.g., fMRI), data analysis, participant recruitment and screening, administrative management of research studies, and assistance in the preparation of grants, presentations, and manuscripts. This position is well-suited for someone interested in pursuing graduate studies in clinical psychology, cognitive neuroscience, or a related field. Start date is early/mid-2018 and a two-year commitment is strongly preferred.

Requirements: Bachelor’s degree in psychology or a related field with at least 1-2 years of research experience; excellent organizational, communication, and interpersonal skills; ability to multi-task and work independently; comfort interacting with people of diverse backgrounds, including individuals with serious mental illness; schedule flexibility to work some weeknights/weekends; programming, statistical, and/or web development experience/skills (e.g., R, Matlab, Python). The following experiences are highly preferred, but are not required to be considered for the position: Experience collecting and analyzing functional/structural magnetic resonance imaging (MRI) data; prior work with clinical populations (e.g., clinical interviewing) or in clinical settings.

To Apply: Interested applicants should email a cover letter (outlining interest in the position, relevant experience, and long-term goals) and CV, and have two letters of recommendations emailed directly to David Dodell-Feder at ddfeder@gmail.com. Review of applications will start immediately and will be ongoing until the position is filled. Applicants will also need to apply through Human Resources at the University of Rochester (EOE Minorities/Females/Protected Veterans/Disabled) at a later time.
 

 

Research Assistant, NIH

Research Assistant Position

The Department of Health and Human Services (DHHS), National Institutes of Health (NIH), National Institute of Mental Health (NIMH), Emotion and Development Branch, Section on Mood Dysregulation and Neuroscience (SMDN), in Bethesda, Maryland, seeks qualified individuals to fill IRTA (Intramural Research Training Award) positions, with employment starting late May/early June 2018.

SMDN conducts research on the brain mechanisms and treatment of mental illness in youth.  Our particular research interest involves the investigation of the brain mechanisms associated with chronic irritability in children and adolescents, and in using this brain-based knowledge to develop new treatments.  These new treatments include computer-based psychological interventions and new applications of Cognitive Behavioral Therapy (CBT).

The full-time positions require a bachelor’s degree and a U.S. citizenship or permanent resident status (resident alien).  A minimum commitment of one year is expected; however, a two-year commitment is strongly preferred.  Duties and responsibilities include assistance with and participation in all aspects of the research enterprise:  patient and healthy volunteer screening and recruitment; protocol implementation; data collection, entry, and analysis; and manuscript preparation.  This work involves using computer statistical and graphics programs, preparing blood samples, and researching scientific literature.  In addition, the position involves regular patient contact during outpatient cognitive behavioral therapy (CBT) and computer-based psychological treatment clinic visits. IRTAs can observe diagnostic interviews with patients and become familiar with standard psychometric procedures.  IRTAs are also involved in training subjects to participate in neuroimaging and analyzing neuroimaging data.

IRTAs will work as part of a multidisciplinary research team including physicians, psychologists, clinical social workers, and psychiatric nurses at the nation’s largest medical research center, the NIH in Bethesda, Maryland.

Successful applicants will be awarded post-baccalaureate Intramural Research Training Award (IRTA) Fellowships, which provide opportunities for recent college graduates to spend time engaged in biomedical investigation. During their tenure in the program, post-baccalaureate fellows are also expected to initiate the application process for graduate or medical school.

Interested individuals should complete the online application found at the following website (link can be found under “Application Procedure”):

https://www.training.nih.gov/programs/postbac_irta                                                      

Following completion of the online application, individuals should also forward a letter of interest and resume to:

Julia Brooks
National Institute of Mental Health
National Institutes of Health
Department of Health and Human Services
julia.brooks@nih.gov
301-435-6647

DHHS and NIH are Equal Opportunity Employers

 

Lab Manager, Northwestern University

We seek a full-time research study coordinator to manage a very active research program at the Project on Child Development (http://www.childdevelopment.northwestern.edu/). Our research examines early language and conceptual development in infants from 3 months to 3 years, and this position involves a healthy mix of research and administrative duties. The coordinator will work in close collaboration with a dynamic, interactive lab team that includes Professor Waxman, students (both undergraduate and PhD level), and postdocs in the lab.

The research coordinator will be responsible for conducting and helping to oversee experimental procedures, coding behavioral data, managing data files, and conducting analyses. The coordinator will be responsible for interacting with families and infants who visit the lab, conducting informed consent and debriefing procedures, and maintaining the laboratory’s established human subject procedures.

Basic Qualifications: Candidates must have a background in cognitive psychology, developmental psychology and/or linguistics (with a specific interest in development), confidence with technology, confidence with writing, and experience with infants or toddlers. Also required are excellent organizational abilities, excellent social skills, and a friendly, team-leading personality.

Additional Qualifications: One year or more of psychology research work, ability to interact with infants and their parents, and familiarity with programming software (e.g., MATLAB, R) are all very relevant skills, but most can be learned on the job. Experience with eye tracking and EEG is strongly preferred. Strong writing skills are important, as the coordinator collaborates on publications and grant reports. Attention to detail and an ability to multi-task are also essential.

Additional Information: This is a one-year, grant-funded position with the possibility of renewal. The university offers excellent benefits and a dynamic working environment. To apply, please submit your cover letter, CV, and a list of 2-3 professional references (with email addresses and phone numbers) to j-woodring@northwestern.edu. We will begin reviewing applications immediately and will continue until the position is filled.

 

University of Pittsburgh, Research Associate

Research Associate Position
Department of Psychiatry, University of Pittsburgh

Examining biomarkers and mechanisms of health disparities in sexual minority women

The Western Psychiatric Institute and Clinic (WPIC) at The University of Pittsburgh is hiring full-time research assistants to start immediately.  Research assistants will assist the principal investigator in carrying out an NIH-funded study, designed to investigate mechanisms that may explain greater health risks among minority populations, particularly lesbian, gay and bisexual (LGB) women.

We will be recruiting 270 LGB women and 270 heterosexual participants, with whom we will conduct laboratory-based assessments of 1) health risks, 2) reactivity to a discrimination stressor, and 3) targeted covariates in early adulthood.  The primary responsibilities of the research assistants is to collect data in the form of questionnaires, diagnostic interviews and observational paradigms including, but not limited to blood pressure, heart rate, waist circumference, Body Mass Index, and pedometer recorded activity.  Research assistants will also be trained to collect, saliva and blood samples. There will be opportunities to participate in data analysis and dissemination.  This position is excellent for candidates planning to pursue graduate study in clinical psychology or a related field. Applicants from ethnic and racial minority groups are encouraged to apply. 

70% Collect data from participants in the lab and by phone
10% Assist with recruitment
10% Data management and coding
5% Participate in data analysis and dissemination
5% Perform other work duties as assigned

Qualifications:

  • Bachelor's degree in a field relevant to the research being conducted required. 
  • Knowledge in relevant scientific field required.
  • Knowledge of research techniques or methods required.
  • Analytical skills required.
  • Problem-solving skills required.
  • Attention to detail required.
  • Organizational skills required.
  • Verbal and written communication skills required.
  • Ability to work independently and as part of a team required.
  • Knowledge of Microsoft Office required. 
  • A minimum of one year of relevant research experience preferred. 
  • A non-binding two-year commitment is requested.

For more information contact Dr. Alison Hipwell, hipwae@upmc.edu

 

UCLA, Research Coordinator

Research Coordinator Position at UCLA ADRC

The Anxiety and Depression Research Center (ADRC) at University of California, Los Angeles is looking to hire a research coordinator, with the position beginning as early as November, 2017. Under the supervision of the Michelle Craske, Ph.D., the research coordinator will coordinate novel intervention studies for the treatment of anxiety and depression. Responsibilities include scheduling participants, running behavioral sessions, training research assistants on data entry and related tasks, conducting semi-structured interviews (e.g. SCID), and managing study data. The research coordinator will also focus on participant retention and maintain contact with study participants. Experience with online questionnaire platforms and psychophysiological data collection is preferred.

To apply, please send cover letter and CV to Amy Sewart, MA at amysewart@ucla.edu. For additional information, please contact Amy Sewart.

 

Emory University, Social Developmental Neuroscience Fellowship

The Marcus Autism Center, in conjunction with the Emory University School of Medicine and Children’s Healthcare of Atlanta, is offering three fellowships: the Cohen Fellowship in Developmental Social Neuroscience, the Marcus Fellowship in Speech Science and Engineering, and the Simons Fellowship in Computational Neuroscience. Students who will receive a bachelor’s degree by June 2018 will be eligible for the positions. The fellowships will commence in July 2018, and they are 2 years in duration. Students can find further details at: cohenfellowship.org and simonsfellowship.org.

The Cohen Fellowship in Developmental Social Neuroscience will involve cutting-edge social neuroscience research in infants, toddlers and adolescents. Fellows will work to further the understanding of autism through eye-tracking research, guiding a project from the point of data collection to publication of results.

The Marcus Fellowship in Speech Science and Engineering will involve researching early vocal development, including speech production and speech perception, as part of a program to map out both typical and atypical development of spoken communication in early childhood.

The Simons Fellowship in Computational Neuroscience will involve integrating computational strategies with clinical research goals. Fellows will develop methods for the analysis of visual scanning and eye-tracking data, computational models of visual salience, and data visualization techniques, all with the aim of advancing the understanding of autism and efforts at early diagnosis.