Undergraduate Weekly Announcements

 

~~  Due to federal, state and University of Pittsburgh restrictions the advising office is closed to in-person traffic.  Advising office staff is available by email and will continue to provide advising services remotely.  Please email your specific psychology advisor with questions or the general psychology advising office email at psyadvis@pitt.edu.  ~~

Email Address: psyadvis@pitt.edu

Connect with us!  Facebook:  PittPsychology

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The Psychology Advising Office has identified several university resources which are remotely available during the mandatory on-line instruction period and may be of some help as you all move through the remainder of this difficult term.  Please note that this is not an exhaustive list and you should check the website of any updates and resources you do not see listed here for service availability and instructions.

Student Emergency Assistance Fund

The Student Emergency Assistance Fund is a joint venture led by the Office of the Provost, Office of Philanthropic & Alumni Engagement, Student Government Board, the Graduate & Professional Student Government, and the Division of Student Affairs at the University of Pittsburgh. The health and safety of our Pitt community, particularly our students, is paramount. The fund, to be administered at the direction of the Provost, will be used to provide financial support for degree-seeking students of the University of Pittsburgh with unanticipated and insurmountable expenses related to emergency situations that may result in students facing financial hardship. Undergraduate, graduate, and professional students may apply for funds when they experience a financial barrier based on an emergency situation, and when they have exhausted all other available resources.

Examples of emergency expenses to be considered include, but are not limited to:

  • Medical necessities
  • Food insecurity
  • Unexpected transportation and travel expenses
  • Overdue utility bills reaching a turn-off notice
  • Homelessness, sudden loss of housing, or imminent eviction
  • Loss of childcare
  • Academic supplies and technology repair or support
  • Financial hardship due to loss of student or parent employment, or significant reduction of wages/hours. Financial hardship could include inability to pay rent and/or utilities, food insecurities, etc.
  • Up to $600 may be requested

Additional details and application found here:  https://www.studentaffairs.pitt.edu/dean/student-emergency-assistance-fund/

PITT VETS CORONAVIRUS EMERGENCY RELIEF FUND

Examples of Expenses Covered (not limited to):

  • Medical necessities.
  • Food insecurity.
  • Overdue utility bills reaching a turn-off notice.
  • Homelessness, sudden loss of housing, or imminent eviction.
  • Financial hardship - could include inability to pay rent and/or utilities, food insecurities, etc.
  • Up to $500 may be requested.

Eligibility

  • Demonstrate financial hardship.
  • Must not have received CARES funds.
  • Was enrolled as a full-time or part-time, degree-seeking student for the 2020 Spring term or is currently enrolled in a degree-seeking program in the Summer 2020 semester at The University of Pittsburgh.

Application

Email: veterans@pitt.edu with explanation of financial hardship or call 412-624-9162 with any questions.

 

The Pitt Pantry

We are no longer able to distribute prepackaged bags, but will continue providing emergency food assistance to members of the Pitt Community via meal passes, which can be used to purchase meals at the Quick Zone in Litchfield Towers. You may request ten meal passes using this form. If you are experiencing any symptoms, including, but not limited to- fever, cough and shortness of breath- please do not fill out the form. Instead, please email pantry@pitt.edu to arrange for resources.

University Counseling Center

Given the local, state, and federal guidelines regarding community response to the COVID-19 pandemic, the University Counseling Center will be closed at its physical location in Nordenberg Hall.
All in-person services (including drop-in services) are momentarily suspended while we work to implement online services and programs that meet the needs of our community.
Online and digital services and resources are available for students by contacting the University Counseling Center at 412-648-7930 x1. Additionally, Therapy Assistance Online resources continue to be available.

The Office of Student Records

Dietrich School administrative units are currently operating remotely. Assistance is available virtually. You may contact any staff member using their University of Pittsburgh email address. For general inquiries, please contact 412-624-6480 or StudentRecords@AS.Pitt.edu.

Career Center

Given the local, state, and federal guidelines regarding community response to the COVID-19 pandemic, the Career Center will be operating virtually.  Please schedule an appointment in Handshake call us at 412-383-4473, or email careers@pitt.edu to connect with our staff.  Please also continue to practice social distancing and take care of your health and wellbeing.

Study Lab

Study Lab will continue to offer tutoring, academic coaching and online workshops throughout the spring 2020 term. All services will be available virtually! Learn more.

Virtual Lab

The Pitt IT Virtual Lab enables you to access much of the same lab software and resources that you use while sitting in a Pitt IT Student Computing Lab on campus. The convenience of the Virtual Lab is that you can access it from any location, using almost any computer or mobile device, at any time of day. It's your personal 24/7, on-the-go lab.

Math Assistance Center

For information on how to proceed with tutoring please see the following link:
MAC Online Instructions
MAC Team Code: 2nhfu2l
MAC Online Hours:
Monday - Friday: 12 PM - 6PM
MAC Online Schedule

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APA Resources for those seeking information and guidance with regards to the COVID-19 pandemic. Be sure to check the APA website weekly for updates and new resources.

APA Commission on Accreditation COVID-19 updates 
The Commission on Accreditation is having discussions to formulate guidance regarding accreditation and OPCA staff are working to communicate this guidance as it is formulated.

COVID-19 Education FAQs 
Addressing issues affecting graduate students, postdocs, interns and faculty with supervision and training responsibilities.

APA electronic resources available for distance learning 
Free access to a variety of books and other academic materials offered during shut-down period.

APA offers free access to Publication Manual and other resources through May 25 
To support academic libraries and their many patrons, we are providing temporary free access to the Publication Manual of the American Psychological Association (6th and 7th editions), the Concise Guide to APA Style, and more than 160 other books published by APA Books through VitalSource and RedShelf.

Advice for psychology supervisors and trainees on caring for patients during the COVID-19 crisis 
As public health and education officials continue to monitor the spread of the coronavirus, here is advice for supervisors and trainees at psychology training programs on how to prepare for and adapt to fluctuating circumstances specific to patient care.

COVID-19 relevant free journal articles 
This free collection includes relevant psychological research published across the APA Journals portfolio. We will update this collection on an ongoing basis.

Free CE series on telepsychology best practice 
For a limited time, APA'S four-part Continuing Education in Psychology series "Telepsychology Best Practice 101" is available free of charge. 

Psychology lesson plans made available to all teachers by APA 
In response to the COVID-19 pandemic, APA Teachers of Psychology in Secondary Schools (TOPSS) has made psychology unit lessons available freely for the benefit all teachers.

Conducting research during the COVID-19 pandemic 
Advice from psychological researchers on protecting participants, animals and research plans.

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Important University Dates - Summer 2020

5/4/2020              SUMMER TERM CLASSES BEGIN

5/11/2020            Summer 12-WEEK, 6-WEEK-1, 4-WEEK-1 sessions enrollment period ends and classes begin

5/13/2020            Summer 4-WEEK-1 and 6-WEEK-1 sessions add/drop period ends

5/15/2020            Summer Term add/drop period ends

5/18/2020            Summer 12-WEEK session add/drop period ends

5/20/2020            DEADLINE TO SUBMIT GRADE OPTION FORMS FOR 6-WEEK-1 COURSES

5/25/2020            Memorial Day (University closed)

5/27/2020            Summer 4-WEEK-1 session deadline for students to submit Monitored Withdrawal forms to Dean's Office

5/29/2020            DEADLINE TO SUBMIT GRADE OPTION FORMS FOR SUMMER TERM AND 12-WEEK COURSES

6/5/2020              Summer 6-WEEK-1 session deadline for students to submit Monitored Withdrawal forms to Dean's Office

6/6/2020              Summer 4-WEEK-1 session ends: Final examinations scheduled during last class meeting

6/8/2020              Summer 4-WEEK-2 session enrollment period ends and classes begin

6/10/2020            Summer 4-WEEK-2 session add/drop period ends

6/12/2020            DEADLINE TO SUBMIT GRADE OPTION FORMS FOR 4-WEEK-2 COURSES

6/20/2020            Summer 6-WEEK-1 session ends: Final examinations scheduled during last class meeting

6/22/2020            Summer 6-WEEK-2 session enrollment period ends and classes begin

6/24/2020            Summer 4-WEEK-2 session deadline for students to submit Monitored Withdrawal forms to Dean's Office

6/24/2020            Summer 6-WEEK-2 session add/drop period ends

7/1/2020              DEADLINE TO SUBMIT GRADE OPTION FORMS FOR 6-WEEK-2 COURSES

7/2/2020              Summer 4-WEEK-2 session ends: Final examinations scheduled during last class meeting

7/2/2020              Summer Term and 12-WEEK session deadline for students to submit Monitored Withdrawal forms to Dean's Office

7/3/2020              Independence Day (University closed)

7/6/2020              Summer 4-WEEK-3 session enrollment period ends and classes begin

7/8/2020              Fall Term deadline for continuing students to register

7/8/2020              Summer 4-WEEK-3 session add/drop period ends

7/8/2020              Fall Term deadline for continuing students to register

7/8/2020              Summer 4-WEEK-2 session grades must be approved by instructors by 11:59 p.m.

7/17/2020            Summer 6-WEEK-2 session deadline for students to submit Monitored Withdrawal forms to Dean's Office

7/22/2020            Summer 4-WEEK-3 session deadline for students to submit Monitored Withdrawal forms to Dean's Office

8/1/2020              Summer 12-WEEK, 6-WEEK-2, 4-WEEK-3 sessions end: Final examinations scheduled during last class meeting

8/5/2020              Summer 12-WEEK, 6-WEEK-2, 4-WEEK-3 sessions grades must be approved by instructors by

8/8/2020              Official date for awarding degrees 8/8/2020 Saturday

8/8/2020              Summer Term Ends: Final examinations scheduled during last class meeting

8/10/2020            Office of International Services (OIS) Graduate and Professional Student Orientation

8/12/2020            Summer Term grades must be approved by instructors by 11:59 p.m

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

 

DEPARTMENT OF PSYCHOLOGY INFORMATION

  • New Field Placement Opportunity for Fall Term 
  • PSY 1064 Advanced Directed Research Course (ADRC) 
  • APA Center for Workforce Studies, career data in the field 
  • What kind of job can I get with a psychology degree?

UNIVERSITY EVENTS / INFORMATION / RESOURCES

  • Undergraduate Certificate in Global Health 
  • Fall Course, HPS 1670 Philosophy of Neuroscience
  • Fall Course, HPS 0623 Explanations of Humans and Society
  • Student Loan Repayment Information 
  • Special Course Offering, Scientific Foundations of Precision Medicine 
  • NSF Graduate Research Fellowship Program Information Session 
  • University Events Calendar

SCHOLARSHIP INFORMATION

  • UHC National Scholarship 
  • Undergraduate Awards 

UNDERGRADUATE RESEARCH / INTERNSHIP / JOB OPPORTUNITIES

  • Virtual Summer Undergraduate Research Symposium Opportunity
  • APA Psychology Student Network
  • Student Research Grants: Call for Applications, SIGMA Xi 
  • Research Opportunity 
  • APA Summer Undergraduate Psychology Research Experience (SUPRE) Grants 
  • Sociology Student Association Journal Paper Submission Requested 
  • Inclusion of LGBTQ+ People in Bioscience Study
  • Research Participants Needed - Antioch University, online
  • Volunteers Needed for Paid Research Study, University of Pittsburgh 
  • APA Undergraduate Research Database

GRADUATE PROGRAM INFORMATION

  • New Certification Available in Occupational Therapy, University of Pittsburgh - New Posting
  • Master of Arts Degree, Case Western Reserve University 
  • Experimental Psychology Master's Degree, Western Washington University 
  • PhD Education, Virginia Commonwealth University (VCU) 
  • PhD Developmental and Brain Science, University of Massachusetts Boston 
  • M.S. in Psychology, Saint Joseph's University 
  • Infant and Child Development Lab, San Diego State University, M.A. 
  • Michigan Program in Survey Methodology
  • Developmental Psychology PhD, Loyola University Chicago 
  • Human Development and Family Studies, PhD, Pennsylvania State University
  • Guide to Graduate Programs in Forensic and Legal Psychology
  • Doctorate in Clinical-Community Psychology, Point Park University 
  • University of Pittsburgh Graduate School of Public Health Accelerated Bachelor's/Master's Program 
  • Couple and Family Therapy, Thomas Jefferson University 
  • Doctoral Study in Learning Sciences, University of Delaware 
  • Boston College Graduate Student Positions
  • Michigan State University, Communicative Sciences and Disorders, PhD
  • Early Intervention, University of Pittsburgh School of Education
  • Industrial/Organizational Psychology Master's Program, La Salle University
  • University of Nebraska-Lincoln, PhD
  • Hofstra University, IO Psychology Master's Program
  • University of Delaware, College of Education & Human Development
  • Experimental Psychology MS Program

POST-GRADUATE EMPLOYMENT OPPORTUNITIES

  • Psychology Job and Internship Opoortunities
  • 2 Research Assistant Positions, Northeastern University - New Posting
  • Full-time Program Assistant, Harvard Medical School 
  • Full-time Research Assistant, McLean Hospital 
  • Full-time English/Spanish Bilingual Research Assistant or Coordinator 
  • Full-time Research Assistant, San Diego State University 
  • Full-time Project Manager, University of Delaware 
  • Research Coordinator, University of Michigan 
  • Full-time Research Project Manager, Northwestern University 
  • Full-time Research Assistant, Vanderbilt University Medical Center 
  • Full-time Lab Manager Position, Michigan State University 
  • Research Assistant and Data Manager, UPMC 
  • Clinical Research Coordinator, University of Iowa
  • Technical Research Coordinator, University of Iowa 
  • Full-time Research Assistant, Yale University 
  • Hands of Hope, Residential Care Program 
  • Lab Coordinator, Boston University 
  • Research Assistant and Coordinator Positions, Nationwide Children's Hospital 
  • PennEnvironment is Hiring 

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DEPARTMENT OF PSYCHOLOGY INFORMATION

 

New Field Placement Opportunity for Fall Term

The Department of Psychology is excited to announce a new partnership with Gwen's Girls beginning fall term 2020. 

From the very beginning, Gwen was destined to be a champion for women and girls. She began to break down barriers for women as early as 1964 when she entered the male-dominated military.

She continued to break barriers when she became one of the first African American female police officers in 1976 — and eventually became the first woman promoted to Sergeant and, ultimately, Commander.

During her tenure on the Pittsburgh Police force, she witnessed the struggles of young women and girls who came to the attention of law enforcement, and she was determined to do something that would help girls have a better quality of life — not just for themselves, but for their children and future generations to come.

For additional information about the opportunity to participate for academic credit please visit the field placement website:  https://psychology.pitt.edu/undergraduate/experiential-learning/supervis...

 

PSY 1064 Advanced Directed Research Course (ADRC) 

  • The Advanced Directed Research Course (ADRC) is a three-credit course that combines the lab experience of Directed Research with an Advanced Research Methods Lab course.  It is designed to provide an enhanced directed research experience and to fulfill the Psychology Major requirement for an advanced lab.  
  • Requirements: Completion of Research Methods, PSY 0035 OR PSY 0036 and PSY 0037
  • This three-credit course is designed to supplement the directed research experience so as to satisfy the Psychology Major requirement for a Laboratory Methods course. 
  • Instead of students enrolling in a second semester of Directed Research (PSY 1903), students can meet the Laboratory Methods course requirement by enrolling in PSY 1064 while continuing to work for a second semester in the same research lab with the same faculty research mentor as though they were enrolled in 1903.  The grade for PSY 1064 will be based upon performance in the research lab as evaluated by the faculty research mentor and completion of course assignments carried out under the guidance of the ADRC instructor 
  • Students enrolled in ADRC will share the theoretical and methodological practices from their labs with their fellow students.  This will allow students to gain a more in-depth view of psychological research across different domains of psychology.  With the approval of the Directed Research mentor, students may also share and discuss the research projects that they are conducting in their labs.

To enroll, send an email to Jennifer Cousins, jch55@pitt.edu, stating the section you want to enroll in and an approval email from your faculty research advisor to receive a permission number to register for the ADRC course online.  Email Dr. Cousins with any questions about how to enroll during our current environment.
 

APA Center for Workforce Studies, career data in the field 

APA's Center for Workforce Studies (CWS) collects, analyzes and disseminates data about the psychology workforce and education system. 

For example:  Did you know that only 14% of psychology bachelor’s degree holders go on to earn a graduate degree in psychology?  And that only 4% obtain a doctoral level degree in psychology? To learn more about degree pathways in psychology, see our interactive data tool at https://www.apa.org/workforce/data-tools/degrees-pathways.

Also, did you know that the number of psychology bachelor’s degrees awarded annually has plateaued in recent years? Or that psychology doctorates are most often awarded in the subfield of clinical psychology, whereas master’s degrees are most often awarded in counseling psychology?  To learn much more about degrees in psychology, see our interactive data tool at https://www.apa.org/workforce/data-tools/degrees-psychology or download our recent report on psychology graduate degrees awarded within in the last decade: https://www.apa.org/workforce/publications/2017-postsecondary-data

Through the use of surveys, federal statistics and data mining, we gather information about the profession of psychology — including its scientific and educational communities, practitioners and psychologists working in the public interest.

 

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).

 

​  UNIVERSITY EVENTS / INFORMATION / RESOURCES

 

Undergraduate Certificate in Global Health 

The Global Studies Center at Pitt is offering an undergraduate certificate in global health. This timely 18 credit certificate in designed for students wanting to get equipped with the analytical tools and professional skills necessary to address our world’s most compelling health issues. Students explore the transnational processes underpinning the global burden of disease and the social determinants of health, as well as related inequalities in access to high-quality medical care. Students are able to tailor a unique program of study based on their academic, personal and career interests, including 18 credits of coursework and co-curricular experiential engagements.

For more information visit  https://www.ucis.pitt.edu/global/undergraduate-global-health-certificate
To view certificate courses visit https://www.ucis.pitt.edu/global/program-courses

Explore your options with Elaine Linn, the global health certificate advisor. To schedule an appointment:  https://www.ucis.pitt.edu/global/advising

 

Fall Course, HPS 1670 Philosophy of Neuroscience 

  • How can neuroscience explain my subjective experiences? 
  • How are the mind and brain connected?         
  • Do neuroscience and psychology even relate?     
  • Is there a problem of consciousness?           
  • Can we read minds? 

These are some of the questions now occupying the minds of both philosophers of neuroscience and many neuroscientists. However, approaching such questions empirically does not reveal the underlying assumptions one might incorporate into one’s thinking when formulating questions, developing experiments, and interpreting results.  
 
This course will couple metaphysical theories of mind with contemporary research in both cognitive neuroscience and neurobiology. Throughout the class, we will try to answer some of the questions that popularly occupy contemporary philosophy of neuroscience debates, as well as interrogate and identify, philosophically, where and how these questions, including the research they prompt, arose in the first place. Finally, as neuroscience is a largely tool-driven discipline, students will learn about a range of neurotechnologies and explore whether or not these technologies are likely to get us any closer to reading the mind from the brain.     Background in neuroscience is not required.

 

Fall Course, HPS 0623 Explanations of Humans and Society 

Scientific explanations for human behavior have tremendous authority. They influence medicine, law, and perhaps most importantly, how we understand ourselves and each other. But what constitutes a good explanation for the behavior of human individuals or social groups? In this course, we will investigate the history and philosophy of scientific explanations of human behavior, loosely interpreted. Drawing from debates in biology, psychology, economics, and epidemiology, we will inquire as to what, if anything, makes these scientific models and explanations true, good, or useful, and for whom. In evaluating explanations, we'll draw on history and philosophy of science, feminist epistemology, and philosophy of language. Students of all intellectual backgrounds are welcome in this course. There are no prerequisites for this course.

 

Student Loan Repayment Information 

Private Education Loan Programs

Private Education Loan Programs Students and their families can borrow additional loan funds to assist in financing any gap that may exist between the cost of education and the amount of financial aid received. These private education loans are provided by commercial lenders and are not supported by state or federal financial aid funds. A […]

After Graduation

You have made an investment in your future by borrowing student loans. Be sure to protect your financial future by understanding your options for repayment, the consequences associated with failure to repay your student loan debt, and what to do if you have problems with repayment. Your Lender and Federal Loan Balance The National Student […]

Rights and Responsibilities

As a student, you have the right to know: What financial aid programs are available. The deadlines for submitting applications for each of the financial aid programs available. How financial aid is distributed and how decisions on that distribution are made. How the student’s financial need is determined. This includes how costs for tuition and […]

Types of Financial Aid

In order to make informed decisions about your financial aid, it’s important to know your options and know the difference between types of financial aid. Grants Grants are money provided by the University, federal, or state government entities that do not require any repayment. To apply for grants, you must complete the FAFSA. Here are […]

For more information visit:  https://oafa.pitt.edu/?s=loan+repayment

 

Special Course Offering, Scientific Foundations of Precision Medicine 

Special Course Offering
Fall Term 2020 (Last Chance!)
Genetics Honors Seminar
Scientific Foundations of Precision Medicine
Biosc 1590; 1 cr.
Dr. Lewis Jacobson
Fridays, 1:00-2:50
Limited to 18 students
Prerequisites: Biosc 0350 (Genetics) or Biosc 0350 as co-requisite with permission
Cumulative GPA ≥ 3.25 required or permission of instructor

This course will provide an opportunity for students to gain greater depth and breadth of knowledge of the practical applications in medicine of genetics and of the new genetic technologies and paradigms. Emphasis will be on class discussion, critical reading of primary research papers and integrative thinking.

Topics will include:

  • How we derive genetic concepts from experimental observations
  • Genetic basis of human diversity
  • Genetic basis for precision medical diagnosis & treatment
  • “Mendelian Randomization” and causality in clinical trials
  • Genetic and metabolic factors in cardiovascular disease
  • Genetic and clinical subtypes in diabetes
  • Genetic diversity in cancer
  • Economics and ethics in precision medicine

Students will write one short paper and one longer paper. There will be no exams. Class participation will be taken into account in grading. Letter grade or SNC, your choice.

 

Univeristy Events Calendar

The Office of University Communications has launched a new campus-wide events calendar where all Pitt events are listed under one platform.

The calendar features an enhanced and mobile-responsive user interface and the abilities to:

  • search for events by keyword;
  • filter events by type, topic or audience;
  • view events from individual university units and groups;
  • include photos for events to help attract attendees; and
  • share events directly from the calendar through social media.

In addition, members of the Pitt community can create an account that will enable them to track individual events, follow events from individual units and add events to their personal calendars.

 

SCHOLARSHIP INFORMATION

 

UHC National Scholarships

Pitt's Scholar-Mentors work directly with scholarship committees, and have expert insights about what judges are looking for. Your Scholar-Mentor can:

  • Provide guidance and feedback on your essays
  • Coach you through practice interviews
  • Help you work with your mentors to get better recommendations

You don't have to be an Honors student to work with a Scholar-Mentor. But you do have to start early — several awards require you to get official endorsment from the University, so you have to meet the campus deadlines before the national deadlines. 


Want to apply? Meet with a Scholar-Mentor.

Schedule an appointment in Pitt Pathways. Scholarship advising appointments are in the Honors College. Select "NS - initial intake" as your appointment type.

For more information visit the UHC website.

Current UK and Ireland Scholarships for 3rd and 4th year students:

  • The Hillary Rodham Clinton Award for Peace and Reconciliation
  • The Mitchell Scholarship
  • The Saltire Scholarship
  • The Churchill Scholarship
  • The Gates Cambridge Scholarship
  • The Marshall Scholarship
  • The Rhodes Scholarship
  • Fulbright Scholarship for the UK and Ireland

 

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).

 

 

UNDERGRADUATE RESEARCH / INTERNSHIP / JOB OPPORTUNITIES

 

Virtual Summer Undergraduate Research Symposium Opportunity

As undergraduates who have had their summer plans of research canceled, we feel the pain of losing the opportunity to celebrate all the work that you have accomplished during your hours in the lab. This novel opportunity allows you to present research to other fellow undergraduates virtually in collaboration with the neuroscience, biological sciences and psychology department. By filling out the form we will gauge interest as well as finalize the event based on a popular date and time that works for the majority of presenters. Some of the details asked in the form will allow for us to group presentations together as well as call according faculty so that you have the opportunity to present to prominent members in your field.Apart from just the presentation we will send bi-weekly tips and tricks that will contain poster and slide show tips for making your presentation even better! Towards the first week of August we will host zoom drop in calls where students can come and practice presenting with us as an audience before the big day. We thank you for taking interest in this opportunity and hope you will join us in this unique endeavor panthers!

If you have any questions feel free to contact either of the two organizers of this event:
Hrishit Shah - hrs28@pitt.edu
Shourya Mukherjee - ssm58@pitt.edu
Sign-up form:  https://docs.google.com/forms/d/e/1FAIpQLSfHI1hQnygRqB8mGlJIxWxkRuZvzGP4...

 

APA Psychology Student Network 

APA’s Education Directorate recently published the March 2020 issue of Psychology Student Network.  The online issue contains articles on careers with a bachelor’s degree in psychology, post-baccalaureate programs, study strategies, conducting replication research, and announcements of interest to psychology students.

Featured Article:  Careers with a bachelor's degree in psychology

"Did you know that psychology is one of the most popular undergraduate majors in the U.S., yet only 14% of bachelor’s degree holders earned graduate degrees in psychology? As a student of psychology, I’m sure you’re wondering what kinds of careers are possible with your degree and how the major can prepare you for your future."

To view the issue, visit https://www.apa.org/ed/precollege/psn/

 

Student Research Grants: Call for Applications, SIGMA Xi 

The Sigma Xi Grants in Aid of Research (GIAR) program has provided undergraduate and graduate students with valuable educational experiences since 1922. By encouraging close working relationships between students and mentors, the program promotes scientific excellence and achievement through hands-on learning.

The program awards grants of up to $1,000 to students from most areas of the sciences and engineering. Designated funds from the National Academy of Sciences allow for grants of up to $5,000 for astronomy research and $2,500 for vision related research. Students use the funding to pay for travel expenses to and from a research site, or for purchase of non-standard laboratory equipment necessary to complete a specific research project.

Application Deadlines

Fall cycle: October 1

Program Information found here.

 

Research Opportunity 

Tension, Anxiety, and Brain Imaging

We are looking for directed research students or volunteers to work on a study examining how stress impacts cognition, brain activation, and overall functioning in adults with depression. This study, Tension, Anxiety, and Brain Imaging (TABI,) entails pupillometry, physiology measurements, clinical evaluations, fMRI, and emotional momentary assessment. Taken together, these measurements will give a wholistic view of how stress affects many facets of a person’s life. Our staff is excited to mentor students as they learn more about these topics and the scientific process. 

Duties of Students:

Directed research students will have the opportunity to assist in various portions the study procedure such as preparing for screening visits, setting up equipment for fMRI visits, observing fMRI scans, gathering and organizing data, and other crucial laboratory administrative tasks. Additionally, students will be given the opportunity to learn more about consuming and communicating scientific findings during lab meetings. After the semester completion, you will be informed if you are invited back for next semester.

 Additional Requirements:

Students must have at least a 3.5 GPA and meet the other departmental requirements

Interest in abnormal psychology and/or neuroscience; motivation to contribute to the scientific process

Students will specifically be required to consistently attend one of the following scans: Tuesdays 4pm-8 pm (bi-weekly), Wednesdays 11 am -3 pm (bi-weekly,) Wednesdays 3pm-7pm (bi-weekly) or Saturdays 9am -1 pm (bi-weekly) as well as bi-weekly lab meetings.​

 

Sociology Student Association Journal Paper Submission Requested 

The Sociology Student Association is looking for new members and paper submissions for our academic journal! Our club serves as a community hub for students interested in a variety of sociological issues. A meeting may involve anything from watching documentaries to making editorial decisions for the Pitt Sociology Review, an undergraduate journal that features student papers on topics of sociological relevance. Sociology is incredibly interdisciplinary and has many intersections with the field of psychology, so many papers in this field would fit our criteria! Please contact Meera Sakthivel at mes330@pitt.edu if you're interested in submitting a paper or attending meetings.

 

Inclusion of LGBTQ+ People in Bioscience Study 

The first two surveys are looking for folks who are currently in or have earned a degree in the biosciences. Survey 1 asks that you also identify as an LGBTQ+ person.  Survey 2 is open to anyone in bioscience, and includes a data collection tool called an Implicit Assumption Test, so please make sure that you take this one on a computer with a keyboard (it won’t work on a mobile browser).

Survey 3 is open to anyone in any STEM (science, technology, engineering, or math) field, so long as they identify as LGBTQ+. Because I ask you to compare some of your experiences, you should also have taken at least one course in any bioscience or life science field as well.

Survey 4 is open to anyone who has taken some college coursework, regardless of field or sexual orientation or gender identity. However, this also includes an Implicit Assumption Test, so please make sure that you take this one on a computer with a keyboard (it won’t work on a mobile browser).

An Institutional Review Board responsible for human subjects research at the University of Arizona reviewed this research project and found it to be acceptable, according to applicable state and federal regulations and University policies designed to protect the rights and welfare of participants in research. For questions about your rights as a participant in this study or to discuss other study-related concerns or complaints with someone who is not part of the research team, you may contact the Human Subjects Protection Program at the University of Arizona at 520-626-6721, or online at http://rgw.arizona.edu/compliance/human-subjects-protection-program.

Please contact Tony at tonyrcolella@email.arizona.edu if you have any other questions or comments.

 

Research Participants Needed - Antioch University, online

VOLUNTEERS WANTED FOR A RESEARCH STUDY

We are conducting a research study about increasing motivation in exercisers and looking for your input! The purpose of this study is to create a program that can help people stick to new exercise regimens using both research and input from experienced exerciser. If you’re interested, email rvierra@antioch.edu for screening and appropriate placement. The survey should take about 25-30 minutes and you may be followed up with in a couple months for a similar length survey.

Eligibility criteria:

  • Between 18 and 65 years old
  • Started a new exercise regimen in past 6 months
  • Able to read and understand English
  • Not at medical risk by exercising

To the best of our knowledge, the things you will be doing will have no more risk of harm than you would experience in everyday life.

By participating, you will be eligible to be placed in a raffle for one of several $25 Amazon gift cards.

If interested, please email rvierra@antioch.edu

 

Volunteers Needed for Paid Research Study, University of Pittsburgh

  • Research on German language-learning and musical ability
  • Researchers are recruiting male and female participants age 18 years and older. Participants must be right-handed and have no prior experience with German or Dutch.
  • Study procedures involve learning German words, examining memory for German words, assessments of musical ability (participants do not need to be musicians), and completion of a questionnaire.
  • Time requirements: Three sessions (M-W-F or T-TH-S); total time: approx. 2 hours
  • Scheduling is very flexible & participants will be compensated $10 per hour!

If you are interested in participating or would like more information, please contact languageandmusic@pitt.edu

 

APA Undergraduate Research Database 

Are you interested in participating in research?  Maybe an experience outside of Pittsburgh?

The American Psychological Association (APA) maintains a database of nationwide research opportunities for undergraduates.  This site is updated often so check back regularly for updated opportunities.

 

 

 GRADUATE PROGRAM INFORMATION

 

New Certification Available in Occupational Therapy, University of PittsburghNew Posting

The University of Pittsburgh School of Health and Rehabilitation Sciences (SHRS) officially announced that its Doctor of Occupational Therapy (OTD) program is the first graduate program in the nation to attain the Academy for Gerontology in Higher Education (AGHE) Program of Merit Health Professions (POM) designation. The program is also the first rehabilitation and occupational therapy program in the U.S. to be awarded this distinction.  

Each of the OTD program’s spring 2020 graduates will receive a POM certificate. This will continue for all OTD students graduating over the next five years, until the OTD program’s next review in June 2025. 

 

Master of Arts Degree, Case Western Reserve University 

We have a new program at the Department of Psychological Sciences at Case Western Reserve University. The program is an applied developmental master’s degree. Students interested in working with very young children would be ideal for this program. There is partial funding for competitive applicants.  Here is the website link: https://psychsciences.case.edu/ma-in-developmental-psychology-with-an-ea...
  
For individuals in Ohio, they will eligible for an Early Intervention Services Certificate (Developmental Specialist) through the Ohio Department of Developmental Disabilities.  

Applications are being accepted at a rolling basis.  For inquiries please contact Dr. Elizabeth J. Short:  ejs3@case.edu

 

Experimental Psychology Master's Degree, Western Washington University 

The Experimental Psychology Master’s degree program at Western Washington University provides an excellent foundation in psychology. Our program is based on a mentorship model in which each incoming student is paired with a faculty member with similar scholarly interests who will advise and mentor the student on his/her academic progress and scholarly activities. Graduates will have a solid background in research design, quantitative methods, and expertise in a specific research area, providing a strong foundation for entering a Psychology Ph.D. program. Many of our students have gone on to earn doctorates from top tier Universities.

Potentially relevant scholars in our department whose work relates to social or developmental psychology include Alex Czopp (stereotypes and prejudice), Jennifer Devenport (psychology and law), Annie Fast (development of prosocial motivations), Antonya Gonzalez (development of intergroup bias), Barbara Lehman (stress, coping, and health), Kristi Lemm (social cognition), Kate McLean (personality and identity development), Annie Riggs (children’s social cognition), David Sattler (environmental issues and disaster stress), Christie Scollon (subjective well-being and culture),and Joseph Trimble (sociocultural change; culture and leadership).

Other researchers with interests related to clinical, counseling and developmental psychology include Anna Ciao (eating disorders and body image), Diana Gruman (prevention interventions in school counseling), Jeff King (cross-cultural psychology), Brent Mallinckrodt (adult attachment; relationships), Jennifer McCabe (maternal-child health), Aaron Smith (military mental health; posttraumatic growth), and Shaun Sowell (school counselor burnout and education).

Faculty working in the areas of behavioral neuroscience and cognitive psychology include Jeff Grimm (neurobiology of drug taking and seeking), Ira Hyman (applied cognitive psychology), Kelly Jantzen (brain behavior relationships; EEG/TMS), Josh Kaplan (rodent models of cannabis efficacy), Jackie Rose (neural plasticity and learning), and Larry Symons (face and motion perception).

 

M.S. in Psychology, Saint Joseph's University

The Department of Psychology at Saint Joseph’s University grants a Master of Science degree in Psychology. The program is offered in two formats, as either a traditional two-year program or as a combined 5-year B.S./M.S. program.

Philosophy
The Saint Joseph’s University graduate program in psychology offers students a general curriculum of study emphasizing experimental psychology. The program is designed to complement the strengths and interests of the present psychology faculty and facilities and reflects the current state of the discipline of psychology. It consists of a traditional and academically oriented forty-eight credit curriculum and requires the successful completion of a qualifying comprehensive examination and an empirical thesis project. The program is designed for successful completion over two academic years.

Degree Requirements (48 credits)
Requirements for the Master of Science degree are divided into four major components:

  1. core and content courses;
  2. research, which includes independent research and attendance at departmental colloquia;
  3. a comprehensive examination to be taken during the fourth semester; and
  4. a Master’s Thesis.

Courses

  1. Common core (8 credits)
    1. All students are required to take Advanced Research Methods, Advanced Statistical Methods, and Advanced Statistical Methods II.
  2. Content courses (24 credits) 
    1. Students elect to take an additional six content courses. These courses include offerings in Abnormal Psychology (child), Abnormal Psychology (adult), Animal Learning and Behavior, Behavioral Neuroscience, Cognitive Psychology, Developmental Psychology, Emotion, Health Psychology (child), Health Psychology (adult), Neuropsychology, and Social Psychology.
  3. Research component (16 credits) 
    1. The research component is comprised of two directed studies in which students work closely with their faculty mentor on their area of research interest and two master’s thesis courses.

Comprehensive Examination and Master’s Thesis
Completion of a comprehensive examination is required of second-year students and all students conduct an empirically based master’s thesis. All students work closely with their mentor and become immersed in a specialty area. The comprehensive exam and thesis facilitate the transition for those students interested in pursuing doctoral-level education.

 

Infant and Child Development Lab, San Diego State University, M.A. 

The Infant and Child Development Lab at San Diego State University will be accepting new Masters students for the term beginning in Fall, 2020. 

Our M.A. Program in Psychology is a research-oriented program designed to prepare students so they are competitive for Ph.D. programs. Students who do not continue onto Ph.D. programs gain experience that prepares them for a number of research jobs in research, medical, and academic settings. In our program, students take classes and conduct research in one of the following exciting areas: Behavioral and Cognitive Neuroscience, Cognitive Psychology, Developmental Psychology, Physical and/or Mental Health, and Social Psychology.

For more detailed information on M.A. our program: http://www.psychology.sdsu.edu/graduate/current-ma-students/ma-program-i...
For information on faculty research programs: http://www.psychology.sdsu.edu/people/faculty-by-research-area/

Our M.S. Program in Applied Psychology is a research-oriented program that prepares students for jobs that require the application of psychological knowledge. This program includes a track in Industrial and Organizational Psychology and a track in Quantitative Methods (Quantitative Methods will be replacing the ‘Program Evaluation’ track). This degree enables students to work in corporations, consulting firms, and research labs, and it also can prepare a student for entry into a Ph.D. program. To earn their degrees, students take classes, work in a research lab, complete a required research thesis, and complete 300 hours in an approved internship.

For more detailed information on our M.S. program: http://www.psychology.sdsu.edu/graduate/current-ms-students/ms-program-i...
For information on faculty research programs: http://www.psychology.sdsu.edu/graduate/current-ms-students/faculty-and-...

 

Michigan Program in Survey Methodology 

University of Michigan’s Program in Survey Methodology (MPSM)

What is survey methodology?

Survey Methodology is an interdisciplinary field applying insights from Statistics, Math, Data Science, Psychology, Human-Computer Interaction and Sociology among other fields to the measurement of public opinion, voter preference, consumer satisfaction, consumer sentiment, public health, unemployment, and so on. The Michigan Program in Survey Methodology offers MS and PhD degrees that emphasize either the statistical, social or data science aspects of the field.  

 

Guide to Graduate Programs in Forensic and Legal Psychology 

This is the 4th edition of the guide. It lists current graduate programs in forensic and legal psychology. Programs are listed alphabetically by degree type: doctoral programs (Ph.D. and Psy.D.), joint programs (Ph.D./J.D., Psy.D./J.D., J.D./M.A., Ph.D./M.L.S.), and masters-level programs. Each program is described using the same categories (department information, student applications/admissions, financial information/assistance, research, internship/practica, employment of department graduates, and any other additional information) to help prospective students make informed choices about graduate training and education in psychology and law. All information or lack of information was reported by the school themselves and was not gleaned by the originators of the guide from publically available sources.

The 1st edition of this guide was produced by Dr. Garret Berman and students. The 2nd edition was revised by Dr. Matthew Huss, with assistance from Betsy Aderhold and Jenna Boulas, at Creighton University. The 3rd edition was revised by Dr. Matthew Huss, with assistance from Jared Ruchensky. In addition, the members of the Teaching, Training, and Careers Committee gave valuable feedback on an earlier version of the guide. Teaching, Training, and Careers Committee Members: Nadja Schreiber (Chair), Alana Cook (Past Chair), Jonathan Golding, Jessi Hart, Derek Hess, Melinda Wolbransky, and Apryl Alexander.

 

Human Development and Family Studies, PhD, Pennsylvania State University

Pennsylvania State University Child Maltreatment Solutions Network

PhD in Human Development and Family Studies

Are you interested in examining how child maltreatment effects the health and development of individuals as they develop across the lifespan in the contexts of relationships, families, schools, and communities? Are you interested in studying the role of prevention or treatment programs to reduce risks of experiencing maltreatment or diminishing its negative effects on later development? Do you want to have a positive impact on the community systems involved in addressing the complex issues of child abuse and neglect? 

As a result of our P50 Capstone Center for Child Maltreatment Research and Training grant from the National Institute of Child Health and Human Development (NICHD; PI: Noll), the Child Maltreatment Solutions Network is able to offer several fully funded slots for new graduate students in Human Development and Family Studies (HDFS). Child Maltreatment Solutions Network faculty in the HDFS PhD program (Jennie Noll,  Chad Shenk, and Christian Connell) are currently accepting graduate students for the coming year. Information about the Center, and about faculty interests can also be found on the Solutions Network website (www.solutionsnetwork.psu.edu). 

Potential applicants are encouraged to contact and indicate interest in working with the following:

Jennie Noll: jgn3@psu.edu

Chad Shenk: ces140@psu.edu 

Christian Connell: cmc128@psu.edu

Visit http://hhd.psu.edu/hdfs/Graduate-Education for more information. 

 

Doctorate in Clinical-Community Psychology, Point Park University 

Point Park University’s Clinical-Community Psychology program offers a Doctorate of Psychology (Psy.D.) in Clinical Psychology with a special focus on the principles and practices of Community Psychology. Clinical Psychology is a subfield of psychology that is concerned with nurturing mental health and well-being. Community Psychology is focused on social and cultural influences on personal well-being, which include research and engagement at the community level to remedy unnecessary human suffering. Our program, therefore, teaches a clinical approach to psychology that emphasizes better understanding the role of socio-cultural factors in mental health and well-being, including the diagnosis, prevention, and treatment of mental illness. Ultimately, our program’s approach is one that seeks to enhance the well-being of individuals, groups and communities through clinical practices, research, and community intervention. The program is accredited on contingency by the Commission on Accreditation of the American Psychological Association. 

 

University of Pittsburgh Graduate School of Public Health Accelerated Bachelor's/Master's Program 

Considering a career in health? Planning to attend graduate school? With Pitt Public Health’s accelerated bachelor’s/master’s program, you can reach your goals sooner.
Motivated students with the appropriate undergraduate coursework can earn both degrees in just five years—saving a full year of time and thousands of dollars in tuition.
Apply to the accelerated program in your third year and take graduate courses in your fourth year. You’ll participate fully in the graduate school experience:

  • developing new skills with advanced coursework inleadership, communication, planning, and analysis
  • gaining experience in applying evidence-based approachesto public health through a practicum project or field internship
  • working with world-class researchers to understand andsolve vital, real-world problems

Graduate school is both challenging and rewarding.  And with the accelerated program, a master’s degree can be closer than you think.

For additional information contact Pitt Public Health's Office of Student Affairs at stuaff@pitt.edu

 

Doctoral Study in Learning Sciences, University of Delaware 

Do you want to become an integral part of collaborative research teams dedicated to improving the lives of children, youth, and families?  Do you want to learn how to translate research findings into effective educational practice?  We welcome excellent students into our PhD program in education with a specialty in Learning Sciences.

Our  program:

  • Bridges education with work in cognitive science, psychology, and human development.
  • Emphasizes communication of research findings with both professional and lay audiences.
  • Builds a rich methodological toolkit for designing and assessing outcomes of investigations relating to learning and instruction and interventions of all types.
  • Focuses on areas such as STEM learning; language, cognitive, and numerical development; learning disabilities; and the use of technology and media in education.
  • Provides competitive financial packages for 4 or 5 years of study.
  • Prepares graduates obtain positions at colleges and universities as well research, development, and policy agencies.
  • Is comprised of dedicated and energetic faculty who hold grants from NSF, IES, and private foundations and are eager to mentor students

We would love to hear from you if you are interested in applying.  For more information please go to https://nam05.safelinks.protection.outlook.com/?url=www.education.udel.e.... Professors Nancy Jordan (njordan@ udel.edu),  Roberta Golinkoff (Roberta @udel.edu), and Teya Rutherford (teomara@udel.edu)

 

Boston College Graduate Student Positions

The Ph.D. program in developmental psychology at Boston College’s Department of Psychology is now accepting applications for Fall of 2020. The Psychology Department offers a vibrant and rapidly-growing community, with a strong commitment to interdisciplinary research as well as new and emerging research fields and methods. Successful applicants are guaranteed five years of full tuition and stipend.

Four developmental faculty are currently recruiting graduate students for Fall 2020:

  • Dr. Sara Cordes (Infant and Child Cognition Lab, cordeslab.org), whose research focuses on math cognition and social influences of math learning from infancy to adulthood
  • Dr. Joshua Hartshorne (Language Learning Lab, l3atbc.org), whose research focuses on what makes language learning possible
  • Dr. Angie Johnston (Social Learning Lab, angiemjohnston.com), whose research explores the evolutionary origins of human social learning by comparing children and dogs
  • Dr. Katherine McAuliffe (Cooperation Lab, katherinemcauliffe.com), whose research focuses on the development and evolution of cooperation in humans

Students interested in working with any of these four faculty are encouraged to apply. We also welcome applications from students interested in combining across these research programs -- for example, studying the acquisition of abstract language regarding fairness, the relationship between numerical cognition and the acquisition of number words, the evolutionary origins of human-dog cooperation, or the interrelationship between the development of numerical cognition and cooperation.

Further information about the application can be found on the BC psychology website.

 

Michigan State University, Communicative Sciences and Disorders, PhD

Applications are invited for a funded PhD position in Communicative Sciences and Disorders at Michigan State University. The position will likely begin in Fall 2020 (though start date is flexible) and will be under the mentorship of Dr. Courtney Venker, a speech-language pathologist and Assistant Professor in the Department of Communicative Sciences and Disorders.Dr. Venker directs the Lingo Lab (https://lingolab.msu.edu/), an active research lab focused on language development in children with autism. One line of work (supported by NIH R21 DC016102) investigates how children with autism use auditory and visual information to learn the meanings of words. Another line of work investigates the most beneficial ways for adults to simplify their speech when talking to young children with language delays, including those with autism. The lab uses a variety of methods, including experimental eye-tracking tasks, behavioral coding of parent-child interactions, standardized language and cognitive assessments, and survey methodology. The ultimate goal of this research is to understand how to best support language development in children with language-learning difficulties.

Michigan State University is home to the Center for Research in Autism, Intellectual, and other Neurodevelopmental Disabilities (C-RAIND) and offers unique opportunities for co-mentorship from faculty in Psychology, Education, Communication, Linguistics, and Human Development and Family Studies. 

The ideal candidate will be a bright, curious, committed student with a strong academic record and research-oriented career goals.

Requirements:

  • Bachelor’s Degree in Communicative Sciences and Disorders, Psychology, Education, Linguistics, or a related discipline
  • Prior research experience
  • Experience (and interest) in interacting with young children
  • Master’s degree and clinical certification in speech-language pathology (CCC-SLP) are preferred but not required

To Apply: Email Dr. Venker at cvenker@msu.edu, with “PhD Student Position” in the subject line. Please include:

  • Resume/CV
  • Cover letter (no longer than 1 page) describing relevant skills and experiences and long-term career goals
  • Names of 3 academic and/or clinical professionals who can speak to the applicant’s potential for success in the program

 

Early Intervention, University of Pittsburgh School of Education

The Early Intervention area of concentration in the Special Education Program focuses on young children with disabilities (ages birth to five) and their families. As a field, early intervention promotes the following benefits in this population:

  • Maximizes the developmental potential of young children to eventually live independently in society
  • Reduces the overall cost of educational services through prevention and attenuation
  • Enhances the capabilities of families to meet the needs of their children

The Early Intervention program prepares practitioners in the assessment and educational programming of young children with disabilities. Emphasis is placed on working in partnership with families and collaborating with professionals from other disciplines who also provide services to these young children. The program incorporates material about the wide-variety of program types in which young children are served. Natural and other inclusive environments are stressed.

Graduates obtain positions in as developmental specialists in home-based infant/toddler early intervention, teachers and itinerants in preschool special education, behavior specialist consultants in the behavioral health center, and other locations where children with disabilities are served (e.g., clinics).

 

Industrial/Organizational Psychology Master's Program, La Salle University

La Salle University’s Industrial/Organizational Psychology (IOP) Master’s Program is accepting students for Fall 2019 semester. The La Salle IOP Program in Philadelphia, PA prepares students for this growing field and a bright future in the business world. Students will be trained to deal with many organizational issues which require a unique set of knowledge and skills.  Included in this are selection, performance appraisal and training.

The program was developed by the guidelines of the Society for Industrial and Organizational Psychology (SIOP), and the curriculum offered to our students satisfies SIOP guidelines in order that our graduates will be competitively prepared for their career.

For more information or to apply, go to: www.lasalle.edu/gradiop

 

University of Nebraska-Lincoln, PhD

At the University of Nebraska-Lincoln, our new Ph.D. program in Educational Studies focuses on the design and development of interventions to improve academic outcomes for a variety of groups of children. Faculty within the program have a wide range of interests and expertise, including academic skills such as reading, writing, and mathematics, development of executive function, dual language learners, and promotion of positive behavior outcomes. 

 

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.

 

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:

  • 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 

Deadlines vary by program.

 

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.

 

 

POST-GRADUATE EMPLOYMENT OPPORTUNITIES

 

Psychology Jobs & Internship Opportunities 

This site offers information on jobs and internships for those soon-to-be-graduates maintained by Dr. Camilla McMahon at Miami University.  https://psychologyjobsinternships.wordpress.com/

 

2 Research Assistant Positions, Northeastern UniversityNew Posting

These positions are part of a larger project funded by the Bill and Melinda Gates Foundation examining early brain biomarkers of healthy/at-risk development in global contexts of adversity on several large, existing developmental datasets. These are mentored research-focused RA positions (rather than lab management), with the opportunity for first-authorship on publications stemming from this project. These positions may serve as a launching pad to graduate studies. The RAs will also be able to connect with an interdisciplinary network of scientists through participation in the Gates Foundation Neuroimaging Consortium and the Center for Cognitive and Brain Health at Northeastern University. I encourage applications from members of under-represented groups in science. A one- or two-year commitment is possible, beginning August or September 2020 (remote start possible).

Position 1: focuses on EEG signal processing methods and software development (building new functionality for our HAPPE software).

Primary Responsibilities: (1) software code development, (2) EEG signal processing methods research with mentored supervision, (3) assisting with manuscript preparation, (4) data management and quality control (4) working respectfully and cohesively with others in our lab, center, and consortium.

 

Basic Qualifications:  (1) Proficiency in coding in Matlab and/or Python, (2) background in neuroscience, electrical or computer engineering, computer science, or a related field; (3) excellent organizational and communication skills

Position 2: focuses on using EEG measures in the first years of life to predict later language and cognitive development in the context of early adversity.

Primary Responsibilities: (1) EEG neuroimaging analyses with mentored supervision (2) manuscript preparation, (3) data management and quality control (4) working respectfully and cohesively with others in our lab, center, and consortium.

Basic Qualifications:  (1) background in developmental psychology, neuroscience, public health, or a related field; (2) excellent organizational and communication skills

Interested candidates should submit a resume and cover letter to l.gabard-durnam@northeastern.edu   

 

Full-time Program Assistant, Harvard Medical School 

Program Assistant at the Center for Effective Child Therapy at Judge Baker Children’s Center/Harvard Medical School

Job Overview: Judge Baker Children’s Center (JBCC), a Harvard Medical School affiliate, is currently accepting applications for a full-time Program Assistant to provide a wide range of support services to the Associate Director of Training and the Center for Effective Child Therapy (CECT), as well as staff clinicians and internal trainees at CECT, JBCC’s outpatient training clinic. In this role, the Program Assistant will provide direct administrative and operational assistance in support of business operations at CECT. The efforts of the Program Assistant will help support JBCC in providing the highest quality of behavioral health care and other services for the children and families we serve. In addition, the Program Assistant will help support early career mental health professionals and clinical training students, who provide treatment at CECT or who are trained by JBCC faculty. These trainees may include practicum students, pre-doctoral interns, and postdoctoral fellows completing training programs at JBCC as well as community-based providers participating in one of JBCC’s Training Institute initiatives. The training initiatives may include publically or private funded programs focused on training community mental health providers in evidence-based psychotherapy. We are looking for an individual who is excited about supporting a collaborative, dynamic team of professionals working to improve mental health care for youth and families. Individuals seeking experience in the mental health field prior to applying to graduate school in clinical psychology or another related field are strongly encouraged to apply. Past individuals who have held this role have gone on to successful careers as child and family mental health professionals and have been competitive applicants for doctoral programs in psychology. A minimum two (2) year commitment is required for the position.  JBCC also has an active Cultural Humility, Diversity, Equity, and Inclusion Program to promote diversity in service delivery and staff/faculty recruitment and retention.  Applicants representing a diversity of individual and cultural backgrounds are strongly encouraged to join our team!

Essential Duties and Responsibilities:

  • Coordinate the intake process for families by: conducting in-depth clinical phone interviews with caregivers, coordinating with providers regarding client referrals, answering clinic questions, managing assessment scheduling, facilitating case assignment, and maintaining client waitlists.
  • Supervise a team of undergraduate volunteers, including a full-time cooperative education student.
  • Administer, score, and interpret standardized assessment questionnaires and support undergraduate volunteers in these efforts.
  • Assist in writing portions of diagnostic assessment reports and pediatrician letters.
  • Administer behavioral assessments of children’s emotional and social development during initial evaluation.
  • Use skills and principles of Parent Child Interaction Therapy to effectively engage in play with young children.
  • Participate in weekly supervision, assessment, and evidence-based practice meetings.
  • Support clinical staff by managing confidential documents and preparing supplies and equipment for assessments and treatment sessions.
  • Assist with office management services such as: checking in clients, processing payments, and communicating with clients via phone and email.
  • Coordinate with Associate Director of Training and CECT to maintain compliance with Department of Public Health standards.
  • Manage the application and interview process for incoming externs, interns, postdoctoral fellows, and volunteers.
  • Assist in coordinating logistics for internal and external trainings and events by ordering supplies, preparing materials, securing event space, and coordinating travel and catering.
  • Produce and distribute meeting minutes.
  • Facilitate submission and tracking of Continuing Education credits for trainings.
  • Assist in the tracking operations of internal training programs.
  • Work collaboratively with JBCC Communications Specialist to keep the department website updated and to develop public relations documents.
  • Facilitate tracking of mental health provider certification process.
  • Assist in advertising and marketing efforts, such as creating, updating, and distributing brochures and other marketing materials.
  • Support the Associate Director of Training and CECT in other administrative and operational support as needed.

Qualifications and Skills:

Candidates must meet all of the following requirements:

  • A Bachelor’s degree (or foreign equivalent) in Psychology (or related field) from an accredited academic program.
  • Excellent interpersonal, organizational and communication skills allowing for skillful interactions with caregivers, children, JBCC staff, undergraduate volunteers, and professionals from other fields.
  • Strong project coordination skills.
  • Proficient with Microsoft Office (Word, Excel, PowerPoint).
  • Must be able to demonstrate discretion and independent judgement while collaborating with a team.
  • Must be flexible, have strong time management skills, and an ability to handle multiple projects at one time.

Strong applicants will have:

  • A career interest in mental health services.
  • Knowledge of mental health, education, child welfare, and/or juvenile justice systems.
  • Experience with statistical analysis using SPSS for quality improvement or evaluation purposes.
  • Experience using online database systems and/or survey tools.

Compensation:

  • Full time, salaried position commensurate with experience.
  • A generous benefits package is provided.

Applications

Applications will be reviewed as they are received until the position is filled. 

 

Full-time Research Assistant, McLean Hospital

The Laboratory for Brain and Cognitive Health Technology (BaCH Tech Lab) at McLean Hospital (a Harvard Medical School hospital) seeks a highly-skilled and motivated candidate for appointment as a full-time research assistant starting ASAP! The BaCH Tech Lab works at the intersection of cognitive health, technology development, and participant engagement to understand how cognition is associated with variations in physiology and psychological status. See the lab website (cognitivehealth.tech) or online research laboratory (testmybrain.org) for more information. The current position will include both technical and lab administrative responsibilities, and the candidate should expect to receive on the job training in the management of web software and databases, analysis of large datasets, as well as study administration and support.

If interested, please send brief cover letter and curriculum vitae to:
Dr. Laura Germine
McLean Hospital
115 Mill St.
Belmont, MA 02478
lgermine@mclean.harvard.edu

http://cognitivehealth.tech/clinical-research-assistant-at-mclean-harvar...

 

Full-time English/Spanish Bilingual Research Assistant or Coordinator

We are seeking an English-Spanish bilingual candidate to join our team at the Department of Pediatrics at NYU Grossman School of Medicine. Our group, based at NYC H+H/Bellevue, delivers and studies parenting programs designed to improve child development outcomes in at-risk populations (led by PI Alan Mendelsohn, MD; videointeractionproject.org). The candidate will be responsible for research/project tasks and will work with a multidisciplinary team of pediatricians, psychologists, and others.  Research takes place at NYC H+H/Bellevue and potentially at collaborating institutions, including in Flint, Michigan and/or Pittsburgh, PA.

Tasks:

  • Perform standardized developmental assessments of toddler, preschool, and school aged children’s cognitive and language development, and development of self-regulation
  • Conduct standardized, structured interviews with parents about a range of topics, including screens for depression and questions about their child’s development and behaviors
  • Engage in data entry, processing, coding, and transcribing; schedule/track visits with families, track incentives, maintain inventory of materials, and coordinate other operational aspects of study
  • Oversee volunteers, volunteer schedules, and volunteer training
  • Translate and back-translate of research-related documents
  • Conduct literature reviews; assistance with other research, programmatic, and operational tasks

For the Coordinator-level position (dependent on position availability):

  • Coordinate research studies at NYC H+H/Bellevue that are looking at impacts of parent education programs on child development
  • Oversee ongoing research tasks across studies, such as video coding, transcription, data entry, data cleaning
  • Assist with study monitoring and reporting with the IRB, funding agencies, and other regulatory organizations.
  • Coordinate schedules, assist with onboarding, training, and supervision of study staff
  • Maintain, update, and develop databases and data organization systems
  • Coordinate with other staff and investigators at other study locations
  • Participate in and support research tasks such as writing abstracts for scientific conferences and grant support
  • Ensure accurate execution of research protocols in accordance with Good Clinical Practices, HIPAA and required obligations to patient/subject, Principal Investigator, research team and sponsor.

 Requirements:  

  • Fluency in both English and Spanish
  • Bachelor’s Degree in child development, child life, infancy, special education, family processes, maternal and child health, or related field (for the Coordinator position, Master’s Degree preferred)
  • Previous experience working with children and parents in educational, hospital or mental health settings
  • Previous research experience
  • The ideal candidate will demonstrate enthusiasm for working with families and can flexibly adjust to project demands
  • For the coordinator position, some travel may be expected

To apply:  If interested, please fill out an online Interest Form: https://is.gd/belleprojectapplication

If you have any questions or require additional assistance, please reach out to Yuliya Gurevich via email: yuliya.gurevich@nyulangone.org.  Please include "BELLE Job Application" in the subject line. 

A verbal 1- to 2-year commitment is required. Full time positions come with comprehensive benefits packages.  Note that NYU Langone Health is an equal opportunity and affirmative action employer committed to diversity and inclusion in all aspects of recruiting and employment. All qualified individuals are encouraged to apply.

 

Full-time Research Assistant, San Diego State University 

Drs. Lea Dougherty (University of Maryland College Park) and Jillian Wiggins (San Diego State University) and the Translational Emotion Neuroscience and Development Lab (https://tendlab.sdsu.edu/) in the Department of Psychology at San Diego State University (SDSU) in San Diego, CA is seeking to hire (pending funding approval) a full-time post-baccalaureate research assistant for an NIMH-funded research project examining neural mechanisms of risk and resilience in early childhood irritability. We use functional and structural MRI methods, observational laboratory-based measures, and clinical diagnostic interviews.

Successful candidates should have keen attention to detail; ability to work professionally with parents and children; and strong organization, problem solving, and analytic skills. Prior background in psychology, development, or neuroscience is also a plus but not required. We seek a post-bac who is motivated and ambitious, who is prepared for a hands-on research experience including the use of new tasks and techniques. Responsibilities will include: (1) conducting experiments in young children (behavioral and MRI data collection); (2) training and supervising undergraduate students; (3) contributing to administrative duties of the lab; and (4) assisting with research protocols and compliance.

The position will start in September 2020. Review of applications will begin immediately and continue until the positions are filled. This is a one-year position renewable contingent on performance and funding. Interested individuals should email a cover letter, CV, and names and contact information of 3 references to Lea Dougherty at ldougher@umd.edu.  Please include all documents in a single pdf file and include your last name in the file (i.e., “LASTNAME.pdf”).

SDSU is an equal opportunity affirmative action employer with a commitment to racial, cultural, and gender diversity.  Women and minorities are encouraged to apply.

 

Full-time Project Manager, University of Delaware 

This exciting new NSF-funded 4-year project will explore individual differences in first graders’ informal math knowledge and how we can build this knowledge to help children profit from formal instruction. We seek a recent college graduate in psychology, education, or related fields.  The position provides an excellent platform for acquiring the skills necessary for eventual doctoral-level study.    (PIs Nancy Jordan, Nora Newcombe, Christina Barbieri)

Responsibilities:

  • Collecting data in schools
  • Coordinating data collection schedules
  • Communicating with school personnel about data collection and findings
  • Providing training to team members in data collection procedures
  • Preparing research materials and activities
  • Coding and analyzing data
  • Collaborating on conference presentations and manuscript preparation
  • Assisting with of IRB processes with districts and the University of Delaware
  • Performing other research-related activities as assigned

Qualifications:

  • Bachelor’s degree
  • Strong interest in children’s math learning and education
  • Experience working with children preferred
  • Some experience with research methods
  • Excellent written and verbal communication skills
  • Strong problem-solving skills and attention to detail
  • Interest in doctoral level study

Please contact Nancy C. Jordan, Dean Family Endowed Chair of Education & Professor, <njordan@udel.edu if you are interested in applying.  Start date 9/1/20.

 

Research Coordinator, University of Michigan

RESEARCH COORDINATOR position expected in the Psychiatry Department at the University of Michigan to work on the Neural Mechanisms of Mindfulness-Based Cognitive Therapy (MBCT) for Post-traumatic Stress Disorder (PTSD) Project (Dr. Anthony King, PhD Principal Investigator). The MBCT for PTSD project is a NIMH R61/R33 funded intervention study. The project tests how two different Mind-Body Therapies: MBCT & Progressive Muscular Relaxation (PMR) affect brain activity when used in the treatment of PTSD. We aim to recruit a diverse sample of females (with histories of interpersonal-trauma) and males (with histories of combat related-trauma) both in terms of SES and race/ethnicity.

The Research Coordinator will be responsible for overseeing the day-to-day operations of the project. They will be responsible for recruitment and scheduling of participants, managing undergraduate research assistants, preparation of IRB materials, data collection and maintaining study databases. There may also be opportunities to receive training on the administration of group interventions and formal clinical assessments with participants including diagnostic interviews.

Candidates should have a master's degree (preferred) or bachelor’s degree in Psychology or a related field and have related research experience. Competitive candidates will have strong communication and interpersonal skills, excellent organizational skills, and a proven ability to work independently. The University of Michigan is an Affirmative Action/Equal Opportunity employer and we especially encourage applications from women and members of under-represented minorities. As per University of Michigan policy, this position requires a criminal background check. Successful applicants will need to submit to a criminal background check prior to employment.

To apply for this position, please send a curriculum vita and have two to three letters of recommendation sent via email to Dr. Anthony King (samadhi@med.umich.edu) and Elizabeth Hinckley (ehinckly@med.umich.edu). 

 

Full-time Research Project Manager, Northwestern University

POSITION OVERVIEW

The Research Project Manager is a full-time (40 hours/week) entry-level position to oversee daily operations and assist with clinical interviews for an intervention study and a longitudinal study. The Project Manager will work closely with the Director of Translational Science, and members of the Family Institute on three studies. The first study is a multi-site RCT testing the processes and mechanisms of change accounting for significant reductions in intimate partner violence in an ACT-based intervention. The second study is a pilot test of a novel prevention program for young couples that includes attention to multiple domains of relationship functioning (e.g., conflict, support, emotional intimacy, sex). The third study is a multi-wave, longitudinal study to assess whether and how to adapt our current models and interventions for couple functioning in minority populations.  

PRIMARY RESPONSIBILITIES

  • Manage daily operations including staff supervision
  • Conduct clinical interviews
  • Train team members on protocols and clinical interviews
  • Data management and analysis
  • Assist in submission of grants (including drafting grant budgets)
  • Assist in submission of presentations and publications
  • Manage IRB submissions and IRB training across the lab and different projects
  • Assist in scheduling participants, trainings, and other research meetings
  • Assist with processing payments for research participants
  • Administrative duties for other research projects at The Family Institute (i.e., managing or assisting with IRB submissions, assisting with and managing applications to do research at The Family Institute)
  • Manage administrative groups (e.g., clinical research interest group, research oversight committee)

SUMMARY OF QUALIFICATIONS

Knowledge and Skills:

  • Strong written, verbal, and interpersonal communication skills
  • Strong organizational skills, planning abilities and attention to detail
  • Supervisory skills
  • Ability to work in a fast-paced environment within a multidisciplinary research team
  • Ability to multi-task work projects, managing several projects simultaneously
  • Ability to work a flexible schedule to accommodate participant visits

Minimum Hiring Specifications:

  • BA/BS Degree
  • Minimum of one year of prior experience with clinical research
  • Experience with project coordination and IRB/grant submissions desirable

 

Full-time Research Assistant, Vanderbilt University Medical Center 

Full time research assistant needed to join a laboratory within the Vanderbilt Psychiatric Hospital focused on the study of psychotic disorders. Under direct supervision, the research assistant will be responsible for recruiting research subjects into various clinical research studies and assisting investigators in the collection and analysis of study data. 

Studies will include a randomized-controlled trial (RCT) of a psychotherapy intervention for persecutory delusions, conducted within the psychotic disorders program. The research assistant will be responsible for performing psychiatric diagnostic and symptom interviews, administering cognitive tests, and carrying out neuroimaging study protocols. The research assistant will be an integral part of the study team, will regularly attend clinical meetings and will assist with recruitment in both inpatient and outpatient settings.

Additional responsibilities include assisting with the development of IRBs, database management, analysis of behavioral and brain imaging data, and assisting with manuscript preparation.  The ideal candidate should be highly motivated and capable of working independently.  Individuals interested in mental health, the biological basis of mental disorders, and psychosocial clinical trials are especially encouraged to apply.  The position requires a high level of interpersonal skills, organization, attention to detail, and problem-solving abilities.  It is ideal for individuals interested in pursuing a PhD in clinical psychology (or related field). Minimum qualifications include a Bachelors degree in psychology or a related field (e.g. neuroscience, human development).  Experience in a clinical research setting is highly desirable.  Working knowledge of Microsoft Office (Word, Excel, Powerpoint) is essential.  Experience using the Statistical Package for Social Sciences (SPSS) is preferred.  Training in diagnostic interviewing methods, cognitive testing, and neuroimaging data analysis will be provided.  Please send resume to: Julia.sheffield@vumc.org 

 

Full-time Lab Manager Position, Michigan State University

The MSU Autism Research Lab, directed by Brooke Ingersoll, PhD, is seeking a full-time lab manager to begin around June, 2020.  The MSU Autism Lab is focused on the development, evaluation, and implementation of community-viable interventions for children with ASD and their families. 

The lab manager will be responsible for coordinating and conducting research, overseeing undergraduate research assistants, and carrying out administrative duties. The MSU Autism Lab is a supportive and collaborative environment.  This position is ideal for a candidate looking to gain additional research experience in clinical psychology before applying to graduate school. 

Specific tasks include: 1) coordinating participant recruitment; 2) completing IRB revisions and renewals; 3) running lab meetings and assisting with data management; 4) training and supervising undergrad volunteers; 5) overseeing budgets and assisting with writing annual reports; and 6) coordinating community trainings.  Depending on interests and experience, tasks may also include conducting assessments and providing intervention with child participants. 

The ideal candidate would have –

  • Bachelor’s degree in psychology, social work, or related discipline.
  • Minimum of 1 year of research experience working in a research laboratory.
  • Demonstrated interest in intervention research and experience working with children, especially children with autism.
  • Strong organizational, interpersonal, and communication skills, including the ability to manage undergraduate research assistants and coordinate with off-site collaborators.
  • Strong computer skills, including word processing; familiarity with Microsoft Word and Excel and SPSS software
  • Excellent written and verbal communication skills.
  • Ability to work 40 hours per week. Hours are typically scheduled between 9am-5pm Monday through Friday but may be required to work outside these hours (evenings/weekends).

Experience with web design, database management, and video editing are preferred. 

Applications are being accepted immediately.  We require a one-year commitment, but we will prioritize applicants who are interested in a two-year commitment. 

To apply, please submit a cover letter, CV, and three references to: Brooke Ingersoll at: ingers19@msu.edu.

To learn more about our lab, please visit:  http://psychology.psy.msu.edu/autismlab/

 

Research Assistant and Data Manager, UPMC 

The Longitudinal Research Program in Late-Life Suicide (PI: Katalin Szanto, gsuicide.pitt.edu) is seeking applicants for the following positions:

Research Assistant and Data Manager. Our lab uses behavioral and neuroimaging techniques, combined with clinical and cognitive assessments to investigate risk and protective factors that lead to elevated suicide rates in late-life. Both Research Assistant and Data Manager will work closely with highly trained staff members and post-doctoral fellows to conduct and coordinate clinical and cognitive assessments and behavioral components of our studies. Research Assistant will primarily provide support to the PI and other lab members, including participant recruitment, and clinical, behavioral and neuroimaging data collection. Data Manager will focus on database management across platforms including REDCap and Access, with the opportunity to aid in data collection if interested. A successful applicant will be a self-starter, motivated, and have the ability to work independently with minimal supervision.

 
Education and Experience
Applicants should have Bachelor's or Master's degree or should be enrolled in a terminal bachelor’s degree program in psychology, cognitive science, neuroscience, epidemiology, statistics or a related field; prior research experience is preferred; excellent oral and written communication skills and a demonstrable interest in brain and behavior desired. Ideally, a candidate would be interested in pursuing a related graduate education in the future. Additional requirements for Data Manager: Some experience with SQL, R, Matlab, or with other programming systems; education in biostatistics and experience collecting and/or analyzing clinical, behavioral, MRI data is an advantage. More advanced programming skills are a definite plus.
 
For both positions, a minimum of two-year commitment is required, and applicants must be a United States citizen or possess a green card. 
 
To apply, please submit a resume/CV with cover letter, and a list of references to Michelle Perry (perryma@upmc.edu) by email. Review of applications will begin immediately and will continue until the positions have been filled.  

 

Clinical Research Coordinator, University of Iowa 

Position Specific Summary:

The new Neurodevelopment and Psychopathology (NaP) Lab at the University of Iowa is looking for a clinical research coordinator to assist in research studies examining the role of sleep in the emergence of mental illness. The overarching goal of the NaP lab is to identify sleep-related targets for prevention and treatment of various psychopathologies including psychosis and anxiety, with a strong emphasis on neural mechanisms. The techniques employed include polysomnography (sleep electroencephalography), magnetic resonance imaging (fMRI, DTI, etc.) and event-related potentials. The research coordinator will work closely with the Principal Investigator, other lab staff, and collaborators on all aspects of the research projects. Primary responsibilities include managing multiple study protocols (participant recruitment, screening, scheduling and characterization of participants, conducting batteries of neural and behavioral testing), maintaining accurate records, and assisting with IRB applications. The position will start in September 2020 and a two-year commitment is required.
 
This is an excellent research opportunity for someone bound for graduate school in psychology, cognitive neuroscience, or medicine. In addition to the training in several neuroscience research methods, it offers opportunities for co-authorships on publications and presenting work at conferences.
 
The ideal candidate would have –

  • Bachelor’s degree in psychology, neuroscience public health, social work, or related discipline.
  • Minimum of 1 year of research experience working in a laboratory. 
  • Experience working with clinical populations especially individuals with mental illness or those at clinical high risk.
  • Strong interpersonal skills, including demonstrated experience with professional communication and conflict management.
  • 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 during naps or overnight sleep.  
  • Excellent written and verbal communication skills.
  • Attention to detail and high level of organization, especially for scheduling participants.
  • Ability to supervise undergraduate research assistants.
  • Capable of independent, self-directed work.
  • Database management and data entry skills.
  • Comfort with independently navigating resources to solve problems and learn new programs, materials, and techniques.

 Experience with MRI and/or EEG/ERP is highly desirable but not required. Experience with computer tools such as REDCap, SPSS, and E-Prime is desirable but not required. A background in psychology, statistics, and neuroscience is an asset.  A mentored research project is encouraged.  
 
Application Instructions:
Please submit a cover letter, a resume, writing sample, college transcript (unofficial is fine) and contact information for three references to Bengi Baran bbaran@mgh.harvard.edu
 Applications will be accepted until the position is filled.  There is no application deadline.  The position will start 09/01/2020.

 

Technical Research Coordinator, University of Iowa 

Position Specific Summary:

The new Neurodevelopment and Psychopathology (NaP) Lab at the University of Iowa is looking for a technical research coordinator to assist in research studies examining the role of sleep in the emergence of mental illness. The overarching goal of the NaP lab is to identify sleep-related targets for prevention and treatment of various psychopathologies including psychosis and anxiety, with a strong emphasis on neural mechanisms. The techniques employed include polysomnography (sleep electroencephalography), magnetic resonance imaging (fMRI, DTI, etc.) and event-related potentials. The research coordinator will work closely with the Principal Investigator, other lab staff, and collaborators on all aspects of the research projects. Primary responsibilities include data management (cloud storage, preprocessing and analysis based on established pipelines) as well as setup and maintenance of lab equipment (e.g. EEG acquisition systems) and lab website. Secondary duties may include participant recruitment and retention, scheduling and conducting sleep EEG and MRI studies in adolescents and adults with various psychopathologies. The position will start in September 2020 and a two-year commitment is required.

This is an excellent research opportunity for someone bound for graduate school in cognitive neuroscience, psychology or medicine. In addition to training in several neuroscience research methods, the position offers opportunities for co-authorships on publications and presentations at conferences.

The ideal candidate would have –

  • Bachelor’s degree in neuroscience, psychology, engineering or a related discipline.
  • Minimum of 1 year of research experience working in a laboratory. 
  • Strong quantitative abilities and substantial experience with Matlab and Linux/UNIX.
  • Database management and data entry skills.
  • 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 during naps or overnight sleep. 
  • Excellent written and verbal communication skills.
  • Attention to detail and high level of organization.
  • Ability to supervise undergraduate research assistants.
  • Capable of independent, self-directed work.
  • Comfort with independently navigating resources to solve problems and learn new programs, materials, and techniques. 
  • Experience with MRI and/or EEG/ERP is highly desirable but not required. Experience with tools such as REDCap, SPSS, and E-Prime is desirable but not required. A background in neuroscience and statistics an asset.  A mentored research project is encouraged.  

Application Instructions:
Please submit a cover letter, resume, writing sample, college transcript (unofficial is fine) and contact information for three references to Bengi Baran bbaran@mgh.harvard.edu
 Applications will be accepted until the position is filled.  There is no application deadline.  The position will start Fall /2020.

 

Full-time Research Assistant, Yale University 

The Clinical Affective Neuroscience & Development Lab at Yale, directed by Dr. Dylan Gee, is seeking a full-time research assistant to begin in summer 2020 (start date flexible). The lab uses behavioral, psychophysiological, and neuroimaging techniques to study early-life adversity and the development of anxiety and stress-related disorders across childhood and adolescence. We are especially interested in typical and atypical trajectories of brain development related to emotional behavior, the effects of early-life stress, and translating knowledge from basic science to optimize clinical treatments for youth. The laboratory is located within the Department of Psychology, which provides an excellent research and training environment, and has close ties with the Department of Psychiatry and the Yale Child Study Center.                                                                                

Primary responsibilities will include screening and recruiting participants; acquiring data (behavioral, psychophysiological, MRI); managing and analyzing data; working with children, adolescents, and their parents in a research setting; administering clinical assessments; assisting in experimental paradigm development; and managing the lab and performing administrative duties (e.g., assisting with IRB protocols and grants).

Requirements include a Bachelor’s degree in psychology, neuroscience, or related field; interest in clinical developmental neuroscience; strong statistical and technical skills (e.g., R, MATLAB, Python); and excellent organizational, interpersonal, communication, and time management skills. Competitive candidates will have prior research experience with children and adolescents, neuroimaging experience (e.g., fMRI data analysis in FSL, AFNI, or a similar platform), and familiarity with IRB protocol submissions. A 2-year commitment is required.

This position is ideal for those interested in pursuing a Ph.D. in clinical or developmental psychology or neuroscience. The research assistant will participate in all aspects of the research process, have opportunities to work on a variety of exciting research projects, and gain experience working with both typically developing and clinical populations. The ideal candidate will likely make intellectual contributions to the lab’s research, which may result in opportunities to co-author manuscripts, and will benefit from the vibrant scientific community at Yale.

Applicants should send a cover letter (describing research experiences, interests, and long-term goals), CV, and contact information for 2-3 references to Dylan Gee at dylan.gee@yale.edu.

 

Hands of Hope, Residential Care Program 

​I am with Casa de Esperanza, a non-profit in Houston, Texas.  Casa de Esperanza provides residential care to children birth through six who are in crisis due to abuse, neglect, or the effects of HIV.  Care is provided in our neighborhood by our Hands of Hope interns.  Our interns, most of whom are recent college graduates, join us for a year of service (a twelve-month full-time post-graduation internship).  Applicants wishing to complete shorter internships are considered on a case by case basis.  We provide on-site housing (interns live with the children they are caring for) and interns join us from all over the United States to be part of our internship program. 

Information about our internship may be found here:  https://www.casahope.org/hands-of-hope-internship

The application for our internship may be found here:  https://www.casahope.org/application-part-one

Interns in our program gain valuable experience that is relevant to a number of fields and future career goals while simultaneously making a meaningful difference in the lives of a vulnerable group of children.

 

Lab Coordinator, Boston University 

Dr. Kathleen Corriveau and the Social Learning Lab at Boston University (http://www.bulearnlab.com) are hiring a resourceful and enthusiastic Lab Coordinator. The lab is interested in the development of social cognition in formal and informal learning environments. This will be a full-time paid position. Start date is Spring or Summer 2020. The Lab Coordinator will be responsible for managing the administration of a number of studies including but not limited to:

  • Collaborations with local educators and the Museum of Science to examine the effectiveness of scientific inquiry to improve children’s understanding and acquisition of scientific concepts, funded by the National Science Foundation.
  • Explorations of parents’ and children’s conceptions of religious and scientific entities and events, funded by the Templeton Foundation.

Responsibilities will include: supervising and training research assistants, facilitating partnerships with schools and other local institutions, recruiting participants, coordinating testing logistics and scheduling, assisting with paperwork for IRB compliance, and managing lab expenses. The Lab Coordinator will also be actively involved in research, with ample opportunities for study design, data collection, data analysis, and contributions to conference presentations.

Required Qualifications

  • B.A or B.S. in Psychology, Child Development, Education, or a related field.
  • Minimum of one year of research experience in related fields, preferably with children.
  • Proficiency in interacting with children, families, educators, and school/museum administrators.
  • Ability to use effective time management to ensure the tasks and goals for multiple projects are completed in order of priority.
  • Excellent cultural sensitivity.
  • Ability to use, learn, and/or troubleshoot essential software such as the Microsoft Office suite, SPSS, Qualtrics, R, etc.
  • Current work eligibility in the United States.

Preferred Qualifications

  • Prior experience managing personnel in research or other contexts.
  • Experience working with schools and community organizations.
  • Understanding of data collection procedures and statistical methods.
  • Experience with verbal and behavioral video coding.

Please submit the following materials  to learnlab@bu.edu with the subject "Lab Coordinator Application". Review of applications will begin immediately and continue until a suitable candidate is found.

 

Research Assistant and Coordinator Positions, Nationwide Children's Hospital 

The Center for Biobehavioral Health (CBH) at Nationwide Children’s Hospital (NCH) in Columbus, Ohio anticipates hiring 10-12 fulltime Research Assistants or Coordinators in the spring/summer of 2020 to work on investigations relevant to the psychosocial and medical outcomes experienced by children, adolescents, young adults, and their families facing developmental and health challenges.  Studies include observational research and clinical trials with a variety of populations, e.g., congenital heart disease, epilepsy, palliative care, pediatric cancer, prematurity, and traumatic brain injury.  Learning opportunities, depending on the position, include training in early childhood development, neuropsychological assessment, neuroimaging techniques, and/or assessment of diverse phenomena such as peer relationships, physical activity and other health behaviors, and family interactions. Research staff will recruit participants; collect data in clinical, research, and community settings; code and manage data; and participate in data analysis and dissemination of research results.

CBH is committed to the professional development of research staff, providing seminars and 1:1 mentoring to build research skills and assist with applications to graduate programs as well as career planning. 

Individuals interested in learning more are invited to submit a CV or resume through the link below.  After submitting your CV, you will be asked to provide an email address to which we can send a list of the CBH research teams that will have open positions in 2020. 

https://is.gd/NCH_RAapplication

Questions may be directed to Jennifer.Beck@NationwideChildrens.org

 

PennEnvironment is Hiring

​PennEnvironment is a people powered organization dedicated to protecting Pennsylvania's air, water and open spaces. We investigate problems, craft solutions, educate the public and decision-makers, and help the public make their voices heard in local, state and national debates over the quality of our environment and our lives.

Right now PennEnvironment is hiring for a Conservation Associate to defend our cornerstone conservation programs from attack at the federal and state level; work to promote and increase stewardship of our public lands and open spaces; and tackle the threat that single-use plastics like bags, straws and foam takeout containers are having on our communities, our waterways and our wildlife.

In addition, we are hiring for a Western Pennsylvania Field Organizer (based in Pittsburgh) to educate and energize the public on the most critical environmental issues facing the planet, including tackling climate change, halting fracking, reducing air and water pollution, and getting off of single-use plastics. Our organizer will work to build the power needed to convince our elected officials to tackle these issues, including grassroots mobilization, activating coalition partners and decision makers and garnering media attention.

Interested folks can learn more about these jobs with PennEnvironment at http://pennenvironment.org/page/pae/jobs.