Undergraduate Weekly Announcements


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

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

Email Address:    psyadvis@pitt.edu



                       IMPORTANT DATES - 2184


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

January 12         Last day to declare a major to meet with departmental advisor for next term
January 15         Dr. Martin Luther King’s birthday observed. University closed
January 19         Spring term add/drop period ends
January 20         Spring term extended drop period begins (see guidelines)
January 26         Spring term extended drop period ends

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

March 4 – 11       Spring recess for students; no classes
March 9              Spring holiday; University closed
March 16            Spring term deadline for students to submit Monitored Withdrawal forms to dean’s office
March 17             Last day to resign from all classes with Student Appeals office and receive a partial refund
March 23             Deadline to apply for August 2018 graduation
March 26             Fall term enrollment appointments begin

April 6                  Last day for fall term 2191 enrollment appointments
                            Last day to withdraw from all classes in the dean’s office
April 7                  Fall term 2191 open enrollment period begins
April 20                Last day for undergraduate day classes
April 21                Reading day
April 21 – 28        College of General Studies classes, all graduate classes, and evening classes will continue to meet during this period
April 23 – 28        Final examination period for undergraduate day classes
April 27                Department of Psychology Commencement Ceremony
April 28                Spring term ends; official date for degrees awarded in spring term
April 29                Residence halls close
                            Annual Commencement Convocation

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




  • PSI CHI Application - New Posting
  • Psychology Club - New Posting
  • Department of Psychology Commencement Ceremony 
  • PSY 1950:  Senior Seminar
  • PSY 1902: Introduction to the Field Course 
  • Undergraduate Psychology Website, Google Calendar


  • University of Texas at Austin, Summer Research - New Posting
  • Duquesne University, Summer Research - New Posting
  • University of Iowa, Developmental Psychopathology Lab - New Posting
  • University of Washington, Early Childhood Cognition Lab - New Posting
  • University of Michigan, Department of Psychology - New Posting
  • Stanford, Summer Research Experience
  • University of Virginia, Diversity Psychology Visit Day
  • Florida International University, Summer Treatment Program
  • Supervised Field Placement Opportunity, WPIC 
  • Latino Mental Health Research Training Program
  • University of Utah, Summer Program Research 
  • Yale Review of Undergraduate Research in Psychology (YRURP) 
  • PSY 1903 Directed Research Labs Recruiting for Spring Term
  • Office of Undergraduate Research, Scholarship, and Creative Activity (OUR)
  • The Woodlands, part-time job opportunity
  • Sleep and Circadian Rhythms Lab Hiring
  • UPMC Children's Hospital Recruiting Ambassadors 
  • Part-time job opportunity-HaRI Lab 
  • Study Participants Needed 
  • The Horizons Fellowship


  • Coalition of Pre-Health Students, Town Hall Meeting - New Posting
  • CDPA Events - New Posting
  • University of Pittsburgh School of Health and Rehabilitation Sciences, Open House - New Posting 
  • G-Grade Enforcement of Policy


  • Undergraduate Awards
  • The Pittsburgh Foundation Scholarship Opportunities
  • UHC National Scholarship Newsletter - Updated


  • Yale Fellowship in Pharmaceutical Research and Clinical Practice
  • University of Delaware, M.A. and PhD
  • Lancaster University, UK, 3 PhD Studentships in Interdisciplinary Infancy Research
  • University of Tennessee, Knoxville, PhD in Experimental Psychology 
  • University of California, Irvine, Post-Baccalaureate Program 
  • University of Delaware, Department of Linguistics and Cognitive Science, PhD
  • Yale University School of Medicine, Child Study Center Fellowship 
  • University of Haifa, International MA Program in Child Development
  • Emory University, Social Developmental Neuroscience Fellowship
  • Vanderbilt University, Educational Neuroscience, PhD 
  • University of California, Riverside, PhD 
  • University of California Merced, Psychological Sciences, PhD 
  • University of Miami, Developmental Psychology 
  • University of Southern California, PhD in Occupational Science 
  • University of Delaware, College of Education & Human Development 
  • University of Minnesota Duluth, Masters' of Arts Program
  • University of Nebraska-Lincoln, Ph.D. Program
  • Colorado State University, Department of Human Development and Family Studies
  • Experimental Psychology MS Program
  • What kind of job can I get with a psychology degree?
  • Interested in Graduate School?


  • Full-time Lab Manager, University of Rochester
  • Fellowship, Yale University
  • Laboratory Assistant, University of Pittsburgh
  • Research Assistant, NIH
  • Lab Manager, Northwestern University 
  • UPMC Behavioral Health Opportunities
  • Research Assistant, NIH
  • University of Pittsburgh, Research Associate
  • UCLA, Research Coordinator
  • Research Assistant Position, Carnegie Mellon University
  • Lab Manager, University of Maryland 
  • Careers in Community Organizing for Social Justice




PSI CHI Application - New Posting

Psi Chi is a large, prestigious, and well-recognized organization in the field of psychology. Its mission is to recognize and promote excellence in the science and application of psychology. Many of the most influential figures in the field have ties to Psi Chi. Aside from the instant recognition you will receive from joining, you will also have many opportunities to become active in the field and develop skills valued by admissions committees and employers. Psi Chi elects new Pitt chapter officers each year, creating exciting leadership opportunities as well.

Learn more about Psi Chi on the International Website or email psichipitt@gmail.com with questions.

Spring 2018 Application - Spring term application deadline: January 26, 2018


Psychology Club - New Posting

Are you interested in psychology and related topics? Come to the University of Pittsburgh Psychology Club Kick Off in the Martin Room (4127) on the 4th floor of Sennot Square, Tuesday, January 16th at 8:30pm! We will be having an introductory presentation on all our officers, which will include a tentative schedule of the semester! After hearing from the officers we will be playing a game of Mafia so you can get to know your fellow peers' faces. We. Will. Have. Pizza! Hope to see you there! 


Department of Psychology Commencement Ceremony 

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

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


PSY 1950:  Senior Seminar

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

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

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


PSY 1902: Introduction to the Field Course 

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

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


Undergraduate Psychology Website, Google Calendar

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




University of Texas at Austin, Summer Research - New Posting

The Summer Undergraduate Research Experience (SURE) is a summer internship program that takes place on The University of Texas at Austin campus for undergraduate students interested in research in psychology and who are currently attending a college or university in the state of Texas. The program provides hands-on training that will make students more competitive for top doctoral training programs.

We strongly encourage students from traditionally underrepresented groups to apply. Students who are accepted into the SURE program will be involved in all aspects of the research process, increasing the student’s knowledge about, and enthusiasm for, laboratory and field work in psychology.


Duquesne University, Summer Research - New Posting

The Duquesne University (Pittsburgh, PA) Pain Undergraduate Research Experience (PURE) and Neurodegenerative Undergraduate Research Experience (NURE) programs were awarded an NIH R25 and I am looking to you for help in spreading the word about these programs and letting undergraduate students know they can apply. Applications are due February 15th 2018. 

Each program is a 10 week research experience where students will be working with Duquesne faculty on research projects in chemistry, biology, pharmacology, pharmaceutics, medicinal chemistry, natural products chemistry, nursing, speech language pathology, biostatistics, and other related fields. The programs include standard summer research components like ethics and professional development seminars but will also include interactions with clinician scientists and patients to show students the application side of their research. No research experience is necessary to apply. 

Student researchers will receive $4400 and free housing during the 10 week program. We are committed to creating an open, interactive, and diverse cohort of scientists so we are interested in applicants from a variety of backgrounds, scientific disciplines, and geographic locations. 


University of Iowa, Developmental Psychopathology Lab - New Posting

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

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

For more information about the position, see the attached job posting (https://jobs.uiowa.edu/content/temp/view.php?job=111040), or contact Dr. Isaac Petersen (isaac-t-petersen@uiowa.edu).


University of Washington, Early Childhood Cognition Lab - New Posting

The Early Childhood Cognition Lab at the University of Washington is offering summer internships to bright, energetic students who are eager to learn more about development psychology. Directed by Professor Jessica Sommerville, the lab conducts research on the development of children's sociomoral concerns (e.g., when and how do infants and children understand distributive fairness?), and their sociomoral behavior (e.g., what motivates infants' and children's prosocial behavior?). To investigate these topics, we use a combination of techniques that include behavioral approaches (e.g., infants' attention to social events, infants' active choices of social partners, infants' use of touch screens to evaluate events, etc.), and psychophysical approaches (e.g., EEG, ERP, pupil dilation, etc.).

Summer interns will receive hands-on experience in every step of the research process. Each intern will also be paired with a graduate student or post-doctoral fellow and will work together on a project. Interns will participate in professional development seminars throughout the summer. At the end of the internship, each intern will create and present a poster at a research symposium. The internship is unpaid; applicants are encouraged to apply for funding from their home institutions or other external sources. The program will take place over 9 weeks during the summer of 2018 (mid June - mid August). Interns will work 35-40 hours per week. Past interns have gone on to graduate school or work in full-time research positions.

Duties may include:

  • Recruiting and scheduling lab participants
  • Assisting with stimuli design and creation
  • Conducting studies with infants and children in the lab
  • Coding and analyzing data
  • Discussing relevant journal articles in lab meetings

Required qualifications:

  • Major in Psychology, Cognitive Science, Anthropology, or related field
  • Commitment to at least 35 hours per week for 9 weeks
  • Basic computer skills and proficiency with MS Office
  • Experience working with children

If interested, please send a resume/CV, an unofficial transcript, and completed application form to Rachel Horton, Lab Manager, at eccl@uw.edu. Applications will be accepted until Friday, March 16th, 2018. For more information about the lab please visit our website (http://depts.washington.edu/eccl/). 


University of Michigan, Department of Psychology - New Posting

We are seeking motivated students to participate first hand in developmental psychological research. Our research aims to understand the cognitive and social foundation of young children’s behavior, including how children think about the minds of others, how they cooperate, and how language shapes their thinking.

Our summer internship programs lasts 10 weeks, from June 4 to August 10, 2018. You will be paired with a graduate student or postdoctoral mentor to work on cutting-edge research. You will gain experience and exposure to a variety of research activities, including: conducting experimental studies with children; data analysis using advanced video coding technology and statistical software; recruiting and scheduling child participants and their families; and aiding in the development of research design.  

In addition to participating in research, you will participate in weekly lab meetings and reading groups. This will give you a chance to learn more about current developments in psychological research and provide feedback on ongoing projects. You will learn how to give a poster presentation and how to summarize research findings in writing. We will include sessions on professional development, such as paths towards graduate school and advice on how to write research statements.

This is a cooperation of three laboratories by Dr. Susan Gelman, Dr. Felix Warneken, and Dr. Henry Wellman.

Interested applicants can find more information about our internship program here and fill out an online application form. Please do so no later than the deadline of February 15, 2018.  

An interest in psychology and working with children is essential, and previous experience is a plus. We offer half-time (20 hours a week) and full-time internships (30-40 hours a week). Some funding is available, especially for qualified underrepresented students. Applicants who come from an educational, cultural, or geographic background that is underrepresented in graduate study in their discipline in the United States or at the University of Michigan, should identify as such on the application form.

For questions, please send us an email at MSPICED-admin@umich.edu


Stanford, Summer Research Experience

Join us at Stanford for an interdisciplinary summer research experience program in the cognitive sciences!

At the Center for the Study of Language and Information, interns will work closely with a faculty, postdoc, or grad student mentor on an original cognitive science research project. They will gain experience developing the project, collecting data, and analyzing the results. In addition to their individual projects, interns will attend weekly mentorship meetings and seminars with such topics as reading a scientific paper, introduction to data analysis, statistics and visualization, and presentation skills. The program will culminate with each intern presenting their work to an interdisciplinary audience. Accepted students will receive on-campus room and board, and a stipend to cover travel, and other expenses.

The topical focus of the program will be on language, learning, computation, and cognition, with an emphasis on giving students the skills they need to complete an independent project. Mentors will be from cognitive science departments across Stanford, including psychology, linguistics, computer science, and philosophy.

The program is 8 weeks, from 6/25/18 - 8/17/18, and is primarily intended for rising college Juniors and Seniors, though we will consider other applicants as well. Applications are due by midnight on February 16, 2018. One goal of the internship is to increase the diversity of the graduate school pipeline, and we therefore especially encourage applicants who come from groups that are historically underrepresented in research careers, such as Black/African American, Latinx/Hispanic, American Indian or Alaskan Native, Pacific Islander, and first-generation college students. We also welcome applications from students without prior research experience and from non-research institutions. For more information and an application form, please see https://www-csli.stanford.edu/csli-summer-internship-program-2018.  The CSLI Internship Program is supported in part by the NSF's Research Experiences for Undergraduates (REU) program (award #1659585).


University of Virginia, Diversity Psychology Visit Day

This event is for research-oriented, junior and senior undergraduate students and recent graduates from underrepresented groups (e.g., students who identify as a historically underrepresented ethnic/racial minority or who are the first in their family to attend college) who want to learn more about getting a doctoral degree in psychology and the Psychology Department at UVA (http://psychology.as.virginia.edu/). 


Accepted students will have their travel, meal, and hotel costs covered to spend the day visiting the department on April 20th, 2018.

The visit will include:

  • individual and small group meetings with professors to discuss students’ intellectual interests
  • attending research presentations and lab meetings
  • information on applying to graduate school, funding opportunities, mentoring, and student life
  • information session with the Director of Diversity and Inclusion and the Director of Clinical Training
  • networking with current graduate students
  • a tour of campus  

To apply: students should send:

  1. 1-2 paragraphs describing their research experience and interests, as well as how their research interests align with 1-2 faculty members in the UVA Psychology Department (http://psychology.as.virginia.edu/people), and why they want to attend the Visit Day
  2. an unofficial copy of their transcript
  3. their CV or resume
  4. 1 letter of recommendation that speaks to their capacity for graduate study in psychology (letter writers can submit their letter directly to psychology@virginia.edu)


Please submit all materials by email to psychology@virginia.edu  

Note, students who applied last year but were not invited to the visit day are encouraged to apply again.

Deadline: Applications are due by February 1st, 2018 at 5:00 p.m. EST.     

Questions? Email Dr. Bethany Teachman, Professor and Director of Diversity and Inclusion, at bat5x@virginia.edu, or Jason Sumontha, Graduate Student and Diversity and Inclusion Graduate Fellow, at js4qp@virginia.edu.


Florida International University, Summer Treatment Program

Florida International University
Center for Children and Families
Summer Treatment Program
2018 Counselor Positions
The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor positions for 2018. The Summer Treatment Program (STP) provides services to children with Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder, learning problems, and related behavior problems. The program provides treatment tailored to children's individual behavioral and learning difficulties. Counselors will work in the STP-PreK, for children in preschool or entering Kindergarten, or the STP-E, for children ages 6-12 in elementary school. Opportunities are also available for applicants interested in working with children at-risk for pediatric obesity through the Healthy-Lifestyle Intervention Program (HIP). The Center for Children and Families is directed by William E. Pelham, Jr., Ph.D., who is a Distinguished Professor of Psychology and Psychiatry at Florida International University. Paulo Graziano, Ph.D., and Katie Hart, Ph.D., are the Program Directors for the STP-PreK, and Erika Coles, Ph.D., is the Program Director for the STP-E.
            The dates of employment for the Counselor position are Monday, June 4, 2018 through Saturday, August 11, 2018. Counselor hours of employment are 7:00 AM to 7:00 PM, Monday through Friday, and on Saturday, August 11. In addition, Counselors continue to work with the children until 8:30 PM one evening each week while parents participate in weekly parent training groups.
Counselors are paid a salary of $4,000 for the summer. In addition, current students may be able to arrange for academic course credit through their university departments.
            In each of the programs, children and counselors are assigned to groups that remain constant for the duration of the program. Each group consists of four or five counselors and 10 to 15 children of similar age. Children participate in a variety of classroom-based and recreational activities. Staff members implement an extensive behavior modification treatment program during all program activities. The behavior modification program includes feedback and associated consequences for positive and negative behaviors, daily and weekly rewards for appropriate behavior, social praise and attention, appropriate commands, and age-appropriate removal from positive reinforcement. Counselors will also be responsible for recording, tracking, and entering daily records of children’s behavior and response to the treatment. Counselors will work under the supervision of experienced faculty and staff members and will receive regular feedback about their performance. A brief description of daily activities for each program follows:

  • Counselors in the STP-PreK deliver the treatment components within both classroom and recreational contexts. Counselors will assist in the following each day: (1) leading an academic center (i.e., English/Language Arts, Math, Science, Writing); (2) leading a sport (i.e., soccer, kickball, teeball); (3) delivery of treatment components during large group instruction periods; (4) assisting in the delivery of an evidence-based reading intervention; and (5) tracking the daily behavioral progress for assigned cases. Within the STP-PreK, we serve children with and at-risk for ADHD and related learning problems and disruptive behavior disorders. Sports experience or teaching experience is not a requirement for the STP-PreK program
  • Counselors in the HIP will assist in the following each day: (1) leading and/or supporting daily structured and non-structured physical activities; (2) supporting large- and small-group literacy and academic development; (3) supporting daily social skills and emotional development activities; (4) supporting daily nutritional activities; and (5) implementation of behavioral treatment program and tracking daily behavioral progress for assigned cases. Sports and active exercise experience is a requirement
  • Counselors in the STP-E deliver the treatment components during daily sports-based recreational periods in which children practice and play soccer, teeball/softball, and basketball. Counselors plan and conduct skill drills to address children’s specific skill deficits, provide appropriate coaching, assess children’s knowledge of the game rules and procedures, model appropriate sports skills, and encourage and reinforce appropriate effort, sportsmanship, leadership, and teamwork. All counselors are required to be familiar with the rules and fundamentals of each sport and will be expected to model appropriate skill and enthusiasm. Counselors also assist with daily social skills training sessions, conduct problem solving discussions as necessary, and assist with the implementation of daily report cards and individualized treatment programs. In addition, Counselors organize, prepare and lead weekly Fun Friday activities such as video games, water slides, and field day activities that serve as reinforcers for children who met their behavioral goals for the week. Most of the daily activities take place outdoors and counselors are physically active throughout the day. Counselors in the STP-E spend a substantial amount of time coaching and teaching children sports rules and skills. Therefore, previous experience in teaching, refereeing, or coaching children is preferred. Counselors will be required to transport, setup, and breakdown sports equipment used in games, drills, and recess activities.

Prior to the start of employment, Counselors will be required to read the applicable treatment program manual and to be extensively familiar with behavior modification program and rules and procedures for daily activities, including the rules and fundamentals for the sports played in the program and other daily activities. Counselors will be required to memorize, verbatim, information such the operational definitions for the behavior modification system categories, activity rules, rules for classifying behaviors, and other related information. Counselors will need to spend a significant amount of time preparing prior to the start of employment.
            During the first two weeks of employment, Counselors will participate in a variety of training activities. Training will consist of lectures, slide and video presentations, testing, and daily active role-plays during which staff members will act as counselors and children during activities such as games, drills, discussions, and time out. On the last day of employment, Counselors will complete rating scales regarding progress children made in the program and children’s response to treatment. In addition, Counselors will prepare and summarize information to be included in children’s final treatment reports.
The Summer Treatment Program has been conducted at Florida State University from 1980 to 1986; at Western Psychiatric Institute and Clinic from 1987 to 1996; at the University at Buffalo from 1997 to 2009; and at Florida International University since 2010. The STP was named as a Model Program for Service Delivery for Child and Family Mental Health by the Section on Clinical Child Psychology and Division of Child, Youth, and Family Services of the American Psychological Association. The STP has also been used in clinical trials conducted under the auspices of the National Institute of Mental Health, has been named a Model Program in Child and Family Mental Health by the American Psychological Association and SAMHSA, and has been named a program of the year by CHADD, the national parent advocacy group for children with ADHD. The STP has been listed in SAMHSA's National Registry of Evidence-based Programs and Practices.
Experience in the STP may be helpful to prepare students for further study or employment in the fields of education, mental health, physical education, pediatrics, psychiatry, recreational therapy, behavior analysis, social work, counseling, and related areas. Staff members have uniformly reported the experience to be the most demanding but also the most rewarding clinical experience of their careers.
Desired qualifications for Counselors include: undergraduate-level study in Psychology, Education, Behavior Analysis, Social Work, or related field; experience working with children or adolescents in settings such as summer camps, after-school programs, sports programs, daycare programs, and educational programs; and experience with activities such as organized sports activities, art, music, dance, theater, journalism, photography, and videography.
Additionally, participation in the STP requires staff members to ensure the safety, well-being and treatment of children and adolescents with mental health, learning, attention and behavior problems. Staff must be able to visually scan the environment, effectively attend to and hear verbal exchanges between children, provide neutral, corrective feedback on children’s misbehavior (which can include aggression), provide a consistent, warm, positive climate for children, and actively engage in sports and physical activity. Applicants must be able to meet the above requirements of the position.

  • All finalists must clear a Criminal Background Check initiated by the Division of Human Resources at FIU before an offer of employment will be made. All finalists must be digitally fingerprinted and cleared by the FIU Division of Human Resource before beginning assignment.
  • Employees placed on Temporary Appointments are not eligible to participate in employee benefit programs (i.e., paid leave, health insurances, etc.) but are enrolled in the FICA Alternative plan.
  • Florida International University is a member of the State University System of Florida and is an Equal Opportunity, Equal Access Affirmative Action Employer.

Applications for STP positions will be accepted beginning in October, 2017. There is no cutoff date for applying. Applications received after all positions have been filled will be placed on a waiting list. Positions are competitive so interested individuals should apply as soon as possible.
For detailed descriptions of each program, and to apply for this position, please visit https://ccf.fiu.edu/opportunities/summer-treatment-program-opportunities...


Supervised Field Placement Opportunity, WPIC

Western Psychiatric Institute and Clinic, PAT (Peer Advocate Team)

We are seeking upperclass, female students to assist us with a special project, named PAT (Peer Advocate Team). PAT is a unique, ground-breaking patient-centered long term project, the goals of which include increasing patient satisfaction, increasing patient education, and reducing complaints. One of the special attributes of PAT is that participants are recovering community members themselves (meaning former patients) who wish to help patients and share their messages of hope. These particular individuals, currently more advanced in their recovery, now work as peer specialists as part of the UPMC family, yet still serve as work group members related to patient experience efforts as we work to gather first hand input and implement strategies. Currently, when patients contact Patient Relations, information shared such as unease related to an involuntary commitment or disappointment conveyed that no one seems to understand his/her feelings, is addressed telephonically. PAT team members will instead respond to calls for help in a face to face fashion, with a warm smile. PAT team members will assist with complaint resolution, share patient education, and serve as a listening ear during times of unease.  The role of these students is to conduct pre- and post telephonic assessments with patients regarding their interventional encounters with members of the PAT team, that is former patients helping current patients reach their personal recovery goals.

Students who participate in this experience will gain exposure to career opportunities and education in the field of mental health care.


Latino Mental Health Research Training Program

The on-line application is now open for the NIH/NIMHD-funded Minority Health and Health Disparities International Research Training program (MHIRT) which we refer to as the Latino Mental Health Research Training Program.  The last day to submit an application is February 1, 2018. Undergraduate and pre-doctoral level students who are interested in conducting mental health research in Mexico during the summer of 2018, and who meet the following criteria, are encouraged to apply:

  • 3.0 GPA or better
  • Research career orientation
  • Excellent Spanish language oral and written skills
  • Demonstrated interest and/or commitment to reducing health disparities
  • Background in research methods (quantitative and/or qualitative) and/or demonstrated social/behavioral sciences research experience
  • Undergraduates with junior or senior class standing for 2017-2018 academic year, post-baccalaureate/master level degree students, and pre-doctoral level students. 
  • U.S. citizen, non-citizen national (generally persons born in outlying possessions of the U.S.), or a permanent resident (i.e., possess a currently valid Alien Registration Receipt Card I-551, or other legal verification of such status)

Must be in at least one of the following categories:

From a group underrepresented in biomedical, behavioral, clinical and social sciences, specifically, Black or African American, Latino/Hispanic American, American Indian, Alaskan Native, Native Hawaiian or Pacific Islander

  • Low-income individuals, meaning those whose annual income is below the low-income threshold line. This includes those who have qualified for Federal assistance programs or received loans or scholarships for those in financial need. These loans include: Health Professional Student Loans, and Loans for Disadvantaged Student Programs. These scholarships include any that are awarded by the U.S. Department of Health and Human Services under the category Scholarships for Individuals with Exceptional Financial Need. Refer to the website below to determine if you or your family fall below the low-income threshold line. http://aspe.hhs.gov/poverty-research
  • From a rural area or from rural backgrounds. Refer to the website below to determine if you come from a rural area or background. https://www.raconline.org/am-i-rural

Interested undergraduate and pre-doctoral level students meeting criteria should visit our website:



University of Utah, Summer Program Research

Interested in doing research this summer? Consider applying to the University of Utah’s Summer Program for Undergraduate Research (SPUR)!

The purpose of SPUR is to provide undergraduate students with an intensive 10-week research experience under the mentorship of a University of Utah faculty member. Projects are available in a variety of disciplines. SPUR 2018 will begin on May 23, 2018 and end on August 3, 2018.

Program Benefits:

  • $4,000 stipend (less applicable taxes)
  • On-campus housing (optional)
  • Travel reimbursement of up to $500 (if eligible)
  • Social programming
  • Professional development events
  • Publication and presentation opportunities

For more information or to apply, visit https://our.utah.edu/spur/.

Link to Dr. Conradt's project: https://our.utah.edu/spur/2018-projects/baby-study/

Link to SPUR student application: https://ugs.formstack.com/forms/spur_student_application

Link to SPUR site: https://our.utah.edu/spur/

If you have questions, please contact Megan Shannahan, SPUR Coordinator, at megan.shannahan@utah.edu or 801-581-2478.


Yale Review of Undergraduate Research in Psychology (YRURP) 

Submit to The Yale Review of Undergraduate Research in Psychology by January 15, 2018.

The Yale Review of Undergraduate Research in Psychology (YRURP) welcomes submissions by undergraduates of their original research articles, literature reviews, and other scientific writing in the field of psychology. Our journal staff, in conjunction with graduate and faculty advisors, is prepared to review submissions in the following areas:

*neuroscience (including behavioral and animal)

  • clinical psychology
  • cognitive psychology/ cognitive science
  • developmental psychology
  • social & personality psychology

Submissions in other areas related to psychology (for example: educational psychology, psychology and the law, and so on) will also be considered.

SUBMISSION GUIDELINES (For complete guidelines, to be read BEFORE submitting, please visit yale.edu/yrurp/. You may also email the editors with questions at yrurpeditors@gmail.com)

Author eligibility

The lead author must have conducted her or his research while an undergraduate (or equivalent) student at an accredited college or university anywhere in the world. Additional authors may be graduate students or faculty.

Submission requirements

Research may be of either an empirical nature or more theoretical, as in a literature review. The work presented must be original, unpublished, and the author's own. Where applicable, studies must be ethics committee-approved.

Format and length

The Yale Review of Undergraduate Research in Psychology will consider three main types of submissions:

1) Theoretical/Literature Review:

  • This type of submission may (a) give perspectives on current problems, issues, or new developments in the field of psychology; (b) review and synthesize literature in the field  of psychology, and/or (c) present new/emergent theoretical frameworks in the field of psychology. Senior theses and comprehensive projects would be appropriate submissions in this category.

2) Empirical Research Paper:

  • This type of submission should follow the classic format of an APA-style empirical psychology journal article, with an abstract as well as introduction, methods, results, and discussion sections.

3) Short Report:

  • This type of submission is expected to present new and innovative empirical research in a concise format.

Page numbers are flexible and other types of submissions will be considered, provided that they are APA formatted. Clear, parsimonious writing is expected in all cases.

Submissions must be formatted as Microsoft Word documents (.doc) and according to the guidelines of the most recent edition of the Publication Manual of the American Psychological Association.

Submission process: How do I submit?

Please visit yale.edu/yrurp/ for complete submission guidelines and instructions.

Questions? Email the Editors at yrurpeditors@gmail.com


PSY 1903 Directed Research Labs Recruiting for Spring Term

Dr. Bylsma:  Emotion, Depression, and Development Accepting Applications for Spring 2018
Dr. Forbes: Brain Development, Neural Reward Circuitry, and Adolescent Mental Health - Accepting Applications for Spring 2018
Dr. Germain:  Military Sleep and Trauma Studies - Accepting Applications for Spring 2018
Dr. Hipwell: Preconception Stress Exposure: Impact on Pregnancy and Offspring NeurodevelopmentAccepting Applications for Spring 2018
Dr. Sayette: Cigarette Craving/Smoking, Alcohol Use/Abuse *- Accepting Applications for Spring 2018
Dr. Stepp:  Preschooler Emotion Regulation in the Context of Maternal Borderline Personality Disorder Accepting Applications for Spring 2018
Drs. Stepp and Scott: Development of Borderline Personality Disorder in Youth - Accepting Applications for Spring 2018
Dr. Wright: Personality Processes and Outcomes Laboratory: Directed Research Experience*- Accepting Applications for Spring 2018
Dr. Libertus: Development of Numerical Cognition and Math Abilities * - Accepting Applications for Spring 2018
Dr. Schunn:  Arithmetic Training to Improve Complex Math Performance *- Accepting Applications for Spring 2018
Dr. Forbes: Brain Development, Neural Reward Circuitry, and Adolescent Mental Health Accepting Applications for Spring 2018
Dr. Hall:  Mechanisms and Moderators of Sleep Health (MMoSH Pitt) Accepting Applications for Spring 2018
Dr. Inagaki:  Neurobiology of Social Bonding *- Accepting Applications for Spring 2018
Dr. Marsland:  Impact of Psychosocial Factors on the Immune System *- Accepting Applications for Spring 2018
Dr. Steel: Living Donor Advocacy -  Accepting Applications for Spring 2018
Dr. Steel: Stress and Tumor Associated Inflammation Accepting Applications for Spring 2018
Dr. Steel: Symptom Management for Patients Awaiting Kidney Transplant Accepting Applications for Spring 2018


Office of Undergraduate Research, Scholarship, and Creative Activity (OUR) 

No matter what you’re curious about, the Office of Undergraduate Research, Scholarship, and Creative Activity (OUR) has a program to help you explore it. Whether you are in your first year at Pitt or nearing graduation, and no matter what your major or field of study, you can be a part of the meaningful research being done at Pitt. You may want to work closely with one of Pitt’s expert faculty members on a project he or she is leading, or you may want to propose a project of your own. No matter which path you choose, you’ll grow as both a researcher and a creative thinker while achieving significant milestones in your academic career.

All you need is a question and the desire to know more. So go ahead. Choose a program as your starting point. And see where you can go when you follow your curiosity.


The Woodlands, part-time job opportunity 


You  -- a student leader in the fields of integrated medicine, education, therapeutic support, art and self-expression, social services, public service, and advocacy!


  • Group Process at The Woodlands is a fun, challenging evening full of active opportunities to demonstrate your strengths and abilities!
  • Learn more about Group Process, the Woodlands, our summer positions, and hear from current camp participants and staff members here.


  • February 12, 2018 at 4:00pm.
  • (If you’re offered a summer staff position, you’ll be on-site for our full camp season: June 2nd-August 17th.)


  • 134 Shenot Road, Wexford, PA 15090


  • Summer Staff have unparalleled, hands-on opportunities to develop and refine professional skills that make them valuable future employees in a variety of fields!


You’ll learn to work in the areas of: adapted arts, sports, and recreational activities; wellness and rehabilitation science; education; and adapted healthcare in an exciting, fast-paced, and supportive camp environment.

Woodlands Summer Staff members are routinely recruited by distinguished medical schools, hospitals, school districts, therapeutic support programs, social advocacy organizations, adapted art and fitness programs, and transitional programs.


Email Patrick Joyal, Talent Acquisition Coordinator at pjoyal@woodlandsfoundation.org  to RSVP for Group Process before February 1, 2018! You’ll also submit an employment application and resume via email prior to attending our event.

The Woodlands, a Wexford-area nonprofit providing retreat and respite services for individuals experiencing disability and chronic illness, is currently seeking motivated and passionate students to immediately fill open weekend positions supporting our participants in all aspects of their time with us on a 52-acre, barrier-free campus. These employment opportunities are scheduled on weekends, Fridays at 4pm through Sundays at 12pm (overnight Friday and Saturday evenings) with housing and meals provided. They include:

  • Counselors: perfect for aspiring, educators, therapists and trainers, social workers, and counselors, role; and
  • Healthcare Associates: geared towards future nurses, doctors, medical technicians, and physician assistants.

Counselors earn $64/day; healthcare associates $75. Weekend staff members work directly with participants of all ages, adapting PT, RT, and OT-based activities, engaging in direct, holistic personal care, and practicing both individual and group instruction.  Many students use these paid positions to satisfy internship, practicum, observational, or fieldwork requirements as dictated by their academic programs. Staff typically accrue between 40 and 60 hours of work per month, 20 per weekend.

The skills garnered at the Woodlands are prized the region’s academic community and employers in a variety of fields. Students will especially learn to apply these skills through a variety of hands-on experiences, including:

Adapting Arts, Sports, and Recreational Activities

  • Students learn to: coordinate, facilitate, and evaluate recreational, leisure, and self-expressive activities and interventions for participants in a barrier-free environment
  • Students help participants experiencing disability develop gross and fine motor skills
  • Students refine leadership, planning, observational, and self-assessment abilities

Educational Practices

  • Students refine: group management, instructional, and intervention skills while working in large-group, small-group, and one-to-one settings
  • Students practice differentiated instruction within a variety of participant age groups
  • Students work directly with IEPs, ISPs, behavioral plans, support staff, and personal care aids

Developing Wellness & Rehab Science Skills

  • Students implement a variety of therapeutic interventions
  • Students assistant participants practice activities of daily living across the lifespan
  • Students work with adaptive technologies including mobility, communication, and support tools
  • Students interact with participants families, support staff, and medical professionals across the continuum of care

Healthcare Experience

  • Students practice direct personal care with licensed RNs
  • Students check and distribute medications, practice interview skills, and engage in brief physical examinations under RN supervision
  • Students become familiar with varying medications, primary and secondary diagnoses, diabetes management, wound care, and other medical conditions and practices

Because of the immersive learning environment and hands-on work these positions offer employees, the application process is highly competitive, but Pitt students have always proven to be some of our most dedicated, compassionate, and talented staff members. We look forward to reaching as many as possible, and with their help continue to advance the Woodlands’ mission. Students are encouraged to apply for our open positions by sending a resume and completed employment application to pjoyal@woodlandsfoundation.org. Note that interviews are scheduled on a first-come, first-served basis, and these positions, once filled, will not typically re-open for a semester or longer. Those interested should reach out with application materials as soon as possible.


Sleep and Circadian Rhythms Lab Hiring

Adolescent Sleep Studies         PI: Dr. Brant Hasler

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

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


UPMC Children's Hospital Recruiting Ambassadors

This is great experience for anyone interested in this field; you will be helping people, the schedule is entirely flexible, and compensation will be provided. Here are more details about contributing to the project: https://sova.pitt.edu/blog and feel free to email Cassandra long at cassandra.long@chp.edu with any questions. We are excited to offer the members of Pitt's Psychology community an opportunity to join the team, please forward this information to them and let me know if you have any questions about the project.

Some things to know:

We want Ambassadors to try to write one blog post a month and comment on blog posts once a week
Our team helps them edit the posts and come up with ideas!
Ambassadors would receive compensation (Every month that they write a blog post, they will receive $10. If in that month, they also comment once a week, they will receive an additional $5. If they complete the 3 month survey, they will also receive $10.)
Blogging may help individuals deal with their own stress and worry, and looks great on resumes and CVs

Here is our YouTube video with more info: https://www.youtube.com/watch?v=oKUNdyk7-Jo

Feel free to check out our website for more information sova.pitt.edu


Part-time job opportunity-HaRI Lab

Supervising faculty: Dr. Bambang Parmanto, Health Information Management

Contact: Zara Ambadar, ambadarz@upmc.edu

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

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

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


Study Participants Needed 

Widener University’s Human Sexuality Studies Program 

We are using an online survey to collect data from transgender people of color about their experiences of everyday, commonplace acts of discrimination known as microaggressions. The survey is anonymous and takes approximately 15 minutes to complete. At the end of the survey, participants can click a separate link and enter to win a $50.00 Amazon gift card.
In order to be in the study, you must be:
1.      18 years of age
2.      Identify as a person of color
3.      Identify as transgender
If you are interested in participating in the survey, please click on the link: https://widener.qualtrics.com/jfe/form/SV_6GdCYq1Q5tsHipT


The Horizons Fellowship

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

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

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

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

Course Offerings

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

Application Process/Criteria

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




Coalition of Pre-Health Students, Town Hall Meeting - New Posting

The Coalition of Pre-Health Students (CPHS) at Pitt is hosting a Town Hall this upcoming Thursday, January 18 from 7-8pm in the Cathedral of Learning G8. This Town Hall will allow pre-health students the opportunity to meet with pre-health advisors along with members from the Student Government Board and our own CPHS members, in order to provide feedback to the University regarding improvement of the pre-health experience at Pitt. Students in attendance will also be entered to win an exclusive prize from CPHS.


CDPA Events - New Posting


Open to students from all schools on campus and will provide you a guaranteed internship placement, customized to your career goals, in an international city of your choice.  English-language internship placements are available in Berlin, Germany; Dublin, Ireland; Prague, Czech Republic; and San Francisco, USA.  Language intensive internship placements are available in Berlin, Germany; Madrid, Spain; and Paris, France.

For more information, including program pricing and the program application, visit abroad.pitt.edu/iip. Applications are due Sunday, January 28!



9:30 a.m. - 2:00 p.m. | Saturday, January 20, 2018 | William Pitt Union

9:30 - 10:00 a.m. – Conference begins: “In Your Shoes” TED Talks

10:15 – 11:30 a.m. - Concurrent Breakout Sessions

·         11:30 a.m. - 12:30 p.m. - FREE LUNCH

·         12:30 - 2:00 p.m. – Employer-Student Networking

Log into LinkedIn or Handshake to find out more. No pre-registration required.



January 22-26, 2018

January 22 | Internship Week Opening Ceremonies | 11:30 AM - 1:30 PM in 224 WPU


Visit www.internships.pitt.edu for full week schedule!


University of Pittsburgh School of Health and Rehabilitation Sciences, Open House - New Posting 

The University of Pittsburgh School of Health and Rehabilitation Sciences is hosting its first-ever Virtual Open House January 29 - February 2, 2018! Students and advisors are welcome to register and attend.

Log in from any computer, tablet, or smartphone to learn more about what it takes to become a Physical or Occupational Therapist, Physician Assistant, Athletic Trainer, Speech-Language Pathologist, Audiologist and much more! Attend a program overview presentation, sample a class, and chat with current students, alumni and faculty to learn if Pitt SHRS is the right fit for your future.


G-Grade Enforcement of Policy  

The Registrar's Office will be enforcing University policy that students must complete all outstanding incomplete work (G or I grades) within one calendar year after the semester in which the course was taken. 
  • Students will only have until the end of the summer of 2017 to complete outstanding work for classes taken in the summer of 2016. 
  • Students will only have until the end of the fall 2017 semester to complete work for classes taken in the fall of 2016. 
  • Students will only have until the end of the spring 2018 semester to complete work for classes taken in the spring of 2017.
All change of grade requests are to be submitted on Grade Change Requests Forms and require written explanations of the reason for the changes.




Undergraduate Awards

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


The Pittsburgh Foundation Scholarship Opportunities

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

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


UHC National Scholarships Newsletter

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

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

For more information visit the UHC website.

ACLE Information Session
Tuesday, February 13 @ 6:00 PM in CL 35th Floor Reading Room Register
Feat. Pitt and ACLE alum Juliette Rihl ('17, English Writing and Political Science)
Looking for a summer job? Ever dream of living in Italy? ACLE (Associazione Culturale Linguistica Educational) is a non-profit association endorsed by the Italian Ministry of Education. As an ACLE tutor, you can make money by teaching English at summer camps throughout Italy.  By living with a host family and working with local teachers, you have the opportunity to be immersed in Italian culture. While no Italian or previous teaching experience is required, this is also a great opportunity to gain language skills.

Fulbright U.S. Student Program Information Sessions
All at 12:00 PM in CL 3704 Register
Friday, February 16
Tuesday, February 27
Friday, March 16
Tuesday, March 27
Friday, April 14

The Fulbright U.S. Student Program provides grants for one year of post-baccalaureate research, study, or English teaching assistantship abroad. U.S. citizenship is required. The application opens in early April, 2018. Attendance at an information session is MANDATORY for all undergraduates or recent alums who intend to apply for a Fulbright this season. Interested graduate students should contact Jessica Sun: jessicasun@pitt.edu.




Yale Fellowship in Pharmaceutical Research and Clinical Practice

The Yale Fellowship in Pharmaceutical Research and Clinical Practice at the Yale Child Study Center is recruiting highly qualified students for an intensive pre-doctoral fellowship for current graduates or graduating seniors interested in a combined clinical and research career in autism treatment. The position will commence June 2018.

This is a two-year, full-time, work-training program dedicated to autism pharmaceutical research and clinical experience. The fellowship combines elements of experiential learning with supervision, self-directed learning, and shadowing. Research training encompasses learning to lead and coordinate multiple pharmaceutical clinical trials involving children and adults living with autism spectrum disorders. The fellows will be immersed in clinical training, including training on assessments used in autism evaluation and observation of a range of therapeutic strategies used during patient sessions and psychiatric consultations. They will be directly involved in communication with parents and schools regarding patient treatment and medication management. After the necessary skills have been acquired, fellows will have the opportunity to mentor an individual with autism. Fellows will also be involved in community outreach and will develop leadership skills while directing organized social groups for families and individuals living with autism spectrum disorder. With research mentorship, selected applicants will be expected to present and potentially publish results of their own work related to psychopharmacology and autism.  Successful candidates will have a high degree of initiative and independence with strong organizational skills and ability to work effectively with many types of people across different settings. Flexibility and endurance are also essential qualities. Fellows are awarded $30,000 the 1st year and $32,000 the 2nd year, as well as full healthcare coverage.


Eligibility Requirements

Eligible are college graduates who will have obtained a bachelor's degree by June 2018. While previous relevant experience is preferred, applicants from a wide variety of backgrounds are encouraged. U.S. citizenship is not a requirement of the fellowship.

Please note that this fellowship is not offered concurrently with graduate studies. However, we do hope that the fellowship will serve as an important stepping-stone towards future medical or graduate studies.

Application Information

For more specific questions, interested applicants should contact Dr. Roger Jou. Electronic submissions are preferable when possible. A complete application includes 1 copy of each of the following items:

  • Resume or CV 
  • Official transcripts, undergraduate and graduate (if applicable) 
  • A 2-page personal statement containing biographic material, relevant experience, and career goals - can be single or double spaced 
  • Two sealed and signed letters of recommendation that speak directly to the candidate's potential

Interested students should send materials no later than February 1, 2018 in order to be considered for the position to

Roger Jou, M.D., M.P.H., Ph.D.  
230 South Frontage Rd, Rm G-130 
New Haven, CT 06519
(203) 737-7142

Questions regarding the Yale Fellowship in Autism Research and Clinical Practice may be directed to Dr. Roger Jou at roger.jou@yale.edu.


University of Delaware, M.A. and PhD

The Department of Linguistics and Cognitive Science at the University of Delaware is accepting graduate applicants with interests in the neural and cognitive mechanisms of language processing, language acquisition, literacy development and developmental disorders of language.

Faculty actively recruiting graduate students include:

Arild Hestivik
Kaja Jasinska
Zhenghan Qi

This group uses state-of-art behavioral and neuroimaging methods, including eye-tracking, EEG/ERP,  fNIRS, and MRI/fMRI. There are rich collaborations with researchers in allied fields including the Department of Psychological and Brain Sciences and the Graduate Program of Communication Sciences and Disorders.

Located in scenic Newark, Delaware, within 2 hours of New York, Philadelphia, Baltimore, and Washington, D.C., the University is a Land Grant, Sea Grant, Space Grant, and Carnegie Research University (with very high research activity, a designation accorded to fewer than 3% of degree-granting institutions in the U.S.), and with external funding exceeding $200 million. A state-assisted, privately governed institution, the University enrolls approximately 17,000 undergraduates and 4,000 graduate students.

The application deadline for Fall 2018 admission is Feb 1. Applicants can go to the following website for more information.



Lancaster University, UK, 3 PhD Studentships in Interdisciplinary Infancy Research

See www.lancaster.ac.uk/leverhulme-dsp .

Deadline for applications: 5 February, 2018

Lancaster University, one of the top 10 universities in the United Kingdom, has one of the largest infancy research groups in Europe. Here, we study cognitive, language, social and emotional development in populations ranging from foetuses to pre-school children and beyond with a large range of methods (e.g., remote and head-mounted eye tracking, EEG, computational modelling, NIRS, 4D ultrasound, EMG).  

We are now inviting applications for three fully funded PhD scholarships in infancy research for entry in October 2018.  All scholarships will cover UK/EU fees (or a portion of overseas fees) and provide a living stipend (approximately £14,500 per year) and access to a grant for research training support. The studentships are part of the Leverhulme Trust Doctoral Scholarship Programme  in Interdisciplinary Research on Infant Development (http://wp.lancs.ac.uk/leverhulme-dsp/) which, together with match funding from the University, provides a total of 22 studentships. Applicants should have an excellent undergraduate and  Masters degree in Psychology or a related discipline.

The Programme is based in the Psychology Department of Lancaster University (UK; see http://www.lancaster.ac.uk/psychology/ ). These studentships will have a strong interdisciplinary focus with the expectation to employ multiple methodologies. Applications that bring important and innovative ideas to match and complement the research interest of current staff are more likely to be successful. Informal enquiries should be directed to members of staff prior to application. For potential supervisors in this Programme see http://wp.lancs.ac.uk/leverhulme-dsp/academic-staff/ . 


For information on how to apply see http://wp.lancs.ac.uk/leverhulme-dsp/apply/ .

For further information concerning the studentships, please contact Prof. Gert Westermann (g.westermann@lancaster.ac.uk), and about postgraduate study more generally, please contact the Department of Psychology postgraduate office (postgraduate.psychology@lancaster.ac.uk). See the Lancaster Leverhulme Scholarship Programme website http://www.lancs.ac.uk/leverhulme-dsp/ for more information. Further information about PhD study at Lancaster can be found here: www.psych.lancs.ac.uk/postgraduate/phd/.


University of Tennessee, Knoxville, PhD in Experimental Psychology

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

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

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

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

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

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

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

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

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

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



University of California, Irvine, Post-Baccalaureate Program

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

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

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

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


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

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

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


Yale University School of Medicine, Child Study Center Fellowship

Hiring Opportunity for Research Fellowships, Yale Child Study Center,

Yale University School of Medicine

The Yale Early Social Cognition Lab at the Yale Child Study Center is interested in recruiting highly qualified students for exciting pre-doctoral fellowships for current graduates or graduating seniors.  The positions will commence July 2018.

Yale Fellowship in Developmental Psychopathology and Social Neuroscience

Successful applicants will be involved in a 2-year training program involving clinical research experience. The primary training experience will be in daily activities related to behavioral, psychophysiological, eye-tracking and neuroimaging studies of infants and toddlers with and without autism. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results.

Interested students should send cover page, CV, official transcripts, and personal statements no later than January 15, 2018 in order to be considered for the position. Letters of recommendation are due by January 29, 2018.  Additional information about the lab can be found on our website:  http://www.childstudycenter.yale.edu/yescog/ 

Questions regarding the Yale Fellowship in Developmental Psychopathology and Social Neuroscience may be directed to Dr. Suzanne Macari at yescog@yale.edu.


Yale Fellowship in Translational Technologies in Development

The recipient of the fellowship will be involved in a 2-year training program in data science, cutting-edge computational technologies in a clinically based developmental disabilities research lab.  The primary experience will be in daily activities related to training in rapid prototyping and robust development of translational technologies, which may include eye-tracking technologies, image processing, physiological sensing technologies, machine learning projects and experimental paradigms. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results.

Interested students should send cover page, CV, official transcripts, and personal statements no later than January 15, 2018 in order to be considered for the position. Letters of recommendation are due by January 29, 2018.  Additional information about the lab can be found on our website:  http://www.childstudycenter.yale.edu/yescog/ 


Questions regarding the Yale Fellowship in Translational Technologies in Development may be directed to Dr. Quan Wang at quan.wang@yale.edu.


University of Haifa, International MA Program in Child Development

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

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

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

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

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


Vanderbilt University, Educational Neuroscience, PhD 

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

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

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

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


University of California, Riverside, PhD 

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

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

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

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

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

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

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

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

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

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


University of California Merced, Psychological Sciences PhD

The Psychological Sciences graduate program at the University of California Merced is currently recruiting motivated students interested in pursuing a PhD in Psychological Sciences with a concentration in Developmental Psychology. We offer an interdisciplinary training program with a strong emphasis on conducting original empirical research. Students have the opportunity to work closely with internationally recognized faculty in Health and Quantitate Psychology and interdisciplinary collaboration with other units on campus, such as the Cognitive and Information Sciences program, is encouraged. Students in good standing are eligible for year-round financial support, including payment of fees and tuition.

The University of California Merced is a dynamic new university campus which opened in 2005 as the tenth campus of the University of California and first American research university of the 21st century. The diversity of the campus community and the surrounding San Joaquin Valley region offers unique opportunities for conducting behavioral research, especially research on the influence of cultural, linguistic, and socioeconomic factors on developmental processes. 

The application deadline is January 15, 2018. For more information about the application process or to submit an application, please see http://graduatedivision.ucmerced.edu. For additional details on the Psychological Sciences program, visit our website http://psychology.ucmerced.edu or contact our graduate group chair, Jan Wallander (jwallander@ucmerced.edu).


City University of New York - Developmental Psychology Training Area 

Professors Sarah Berger, Jennifer Wagner, Lana Karasik are looking for talented and motivated Ph.D. students to join their labs at the College of Staten Island and the Graduate Center of the City University of New York for Fall 2018. They are within the Developmental Psychology training area in Psychology at the Graduate Center. Their research focuses on infancy and early child development.

Students accepted into the Developmental Psychology program represent a variety of undergraduate specializations including (but not limited to) psychology, education, linguistics, philosophy, literature, anthropology, sociology, and the natural sciences. Applicants to the Graduate Center must have earned a Bachelor’s degree or equivalent from an accredited institution. An undergraduate major in psychology is not necessary for admission, but undergraduate courses in experimental psychology (or research methods) and statistics are required. All applicants must submit transcripts from all undergraduate and graduate institutions, GRE scores, letters of recommendation, and personal statement of interests. Interested students should apply to the Developmental Psychology training area. The deadline for fall admissions is December 1. For information about applying, https://www.gc.cuny.edu/Prospective-Current-Students/Prospective-Student...

Dr. Sarah Berger - Dr. Berger studies the relation between cognitive and motor development, specifically how changing motor expertise shapes infants’ problem-solving abilities. Another line of work examines the impact of sleep on motor learning in newly walking infants. Dr. Berger has full funding for 5 years for a doctoral student interested in these topics. To learn more about Dr. Berger’s research, please visit her website (https://csivc.csi.cuny.edu/Sarah.Berger/files/Lab/Home.html) or email her directly at sarah.berger@csi.cuny.edu.

Dr. Jennifer Wagner - Dr. Wagner is studying social and cognitive development in infants and young children using eye-tracking, psychophysiological responses, and neural measures.  This work spans typically-developing children as well as those at risk for later developmental difficulties, such as infant siblings of children with autism spectrum disorder. To learn more about Dr. Wagner’s research, please visit her website (http://www.csibabylab.com) or email her directly at jennifer.wagner@csi.cuny.edu.

Dr. Lana Karasik - Dr. Karasik studies how culture and context affect infants’ perceptual-motor abilities; how newly acquired motor skills change infants’ social interactions with their mothers; and how social information from caregivers affects infants’ actions and motor decisions. Studies include lab experiments and home observations in the U.S. and abroad. To learn more about Dr. Karasik’s research, please visit her website (http://lanakarasik.wixsite.com/karasiklab ) or email her directly at lana.karasik@csi.cuny.edu.

Other faculty of the Developmental Psychology Training Area at the Graduate Center, CUNY, work on such diverse topics as language development, effects of urban poverty, access to education, migration, parent-child relations, effects of societal conflict and change, children’s rights, work-place environments, new technologies, individual differences, disabilities. We strongly encourage joint mentorship and collaboration.

Student funding in Developmental Psychology includes Graduate Center Fellows (GCFs) or Five-Year Tuition Fellowships. We especially welcome applications from under-represented ethnic minorities who may be eligible for Presidential MAGNET Fellowships https://www.gc.cuny.edu/CUNY_GC/media/CUNY-Graduate-Center/PDF/Financial...


University of Southern California, PhD in Occupational Science 

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


University of Delaware, College of Education & Human Development

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

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

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


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

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

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

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

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


University of Minnesota Duluth, Masters' of Arts Program 

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

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

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


University of Nebraska-Lincoln, Ph.D. Program

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

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

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

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


Colorado State University, Department of Human Development and Family Studies

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

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

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

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


Experimental Psychology MS Program

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

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

For more information can be found on the website.


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

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


Interested in Graduate School?

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

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




Full-time Lab Manager, University of Rochester

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

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

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


Fellowship, Yale University

The Sara S. Sparrow Fellowship in Clinical Neuroscience seeks highly qualified college graduates to participate in cutting-edge clinical research on autism spectrum disorder in the McPartland Lab and the Yale Developmental Disabilities Clinic at the Yale Child Study Center. The Child Study Center is a leading institution for clinical research on autism and related disabilities, with a multidisciplinary approach spanning behavioral neuroscience, neuroimaging, genetics, and treatment. Successful applicants will be involved in a two-year program of training incorporating both clinical and research experiences, commencing on or before July 1, 2018. The primary training experience will be in daily activities related to clinical neuroscience research. The fellowship’s curriculum includes participation in a weekly seminar on autism taught by Drs. James McPartland and Fred Volkmar (1 semester), weekly rounds in the Yale Developmental Disabilities Clinic (year-long), biweekly autism lectures (year-long), weekly lab me  meetings (year-long), and other didactic experiences at the Yale Child Study Center. Fellows will gain experience working with infants, children, and adults with autism and their families, as well as individuals with other neurodevelopmental disorders and with typical development. Training and research opportunities include electrophysiological brain recording using electroencephalography (EEG) and event related potentials (ERP), eye tracking, functional near-infrared spectroscopy (fNIRS), transcranial magnetic stimulation (TMS), positron emission tomography (PET), and behavioral assessment and treatment for ASD, including participation on multidisciplinary clinical teams in the Developmental Disabilities Clinic. Fellows will gain experience and exposure to all aspects of clinical research, from recruiting participants to analyzing data and authoring manuscripts. Fellows will also be provided opportunities to submit research for conference presentation and eventual publication. Successful applicants will be directly mentored by Dr. McPartland and be involved in a highly active and productive community of clinical research scientists at Yale and at collaborating groups in the United States and abroad. Sponsor Institution: Yale Child Study Center, Yale University Lab Director: James McPartland Collaborating Faculty: Fred Volkmar, Kasia Chawarska, George Anderson, Denis Sukhodolsky, Linda Mayes, Flora Vaccarino, Michael Crowley, Pamela Ventola, Wendy Silverman, Julie Wolf, Alan Anticevic, Vinod Srihari, Roger Jou, Joy Hirsch, David Matuskey, David Grodberg, Phil Corlett, James Leckman, Adam Naples, Brianna Lewis

Award Amount: $30,000 in Year 1; $32,000 in Year 2 (plus full healthcare coverage)
Term of Award: 2 years
Submission Deadline: February 1, 2018

Eligibility Requirements:

  • College graduates who will have received a bachelor's degree by June 2018 are eligible.
  • Candidates with previous experience with autism, children, experimental psychology, or
  • neuroscience research will be favorably reviewed.
  • Please note that this fellowship is not offered concurrently with graduate studies. However, we do hope that the fellowship will serve as an important stepping-stone towards future graduate studies upon completion of the program.

Application Information
For more specific questions, interested applicants should contact mcp.lab@yale.edu or call
(203) 737-4586.

A complete application includes 1 copy of each of the following items (please include your full
name on every page of your application):
1. A completed application form.
2. A resume or CV.
3. Undergraduate and graduate (if applicable) transcripts. They need not be official.
4. A two-page personal statement containing biographic material, relevant experience, and
career goals. This can be single or double-spaced.
5. Two signed letters of recommendation that speak directly to the candidate's potential (sent
separately by the recommender).
6. SAT, ACT, or GRE scores (official score reports not needed; see application form).
7. A sample of the candidate’s scientific writing (at least five pages).

Submitting Your Application:

Electronic applications (with separate letters of recommendation emailed directly from referees) are preferred and can be sent directly to mcp.lab@yale.edu.

Paper applications may be submitted to:

McPartland Lab
Yale Child Study Center
230 South Frontage Rd.
New Haven, CT 06520


Laboratory Assistant, University of Pittsburgh

The University of Pittsburgh’s Psychology Department is seeking a qualified Laboratory Assistant. This position is 20 hours per week and will be in an immunology wet lab. The incumbent will perform bench work on research projects examining pathways between psychological factors, the immune system, and susceptibility to disease in humans.

The incumbent will be responsible for the processing and analysis of biomarkers from human blood and hair samples, with techniques including cell culture, ELISAs, and other immune assays. Duties include preparing samples for storage, setting up experiments/assays, recording results into study databases, and assisting with the maintenance of laboratory inventories and equipment.

The candidate should be independent, responsible, ensure a safe working environment, and maintain all regulations, such as OSHA. In addition, the candidate must have excellent organizational skills and pay special attention to detail. The individual must be able to work in a diverse, University environment. The candidate will be trained and supervised by a laboratory manager and faculty member.

NOTE: The hiring range is for full-time positions and will be prorated based on 53% effort.  Job opportunity can be found on PittSource:  https://www.pittsource.com/postings/148279


Research Assistant, NIH

Research Assistant Position

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

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

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

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

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

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


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

Julia Brooks
National Institute of Mental Health
National Institutes of Health
Department of Health and Human Services

DHHS and NIH are Equal Opportunity Employers


Lab Manager, Northwestern University

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

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

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

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

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


UPMC Behavioral Health Opportunities

UPMC Behavioral Health Current Opportunities!  Please apply directly to our UPMC Career Site: www.upmc.com/careers

Your UPMC Behavioral Health Recruiters:
Mary Barton, clackom@upmc.edu
Alison Jarrett, jarrettae@upmc.edu 
Matt O’Hara, oharam4@upmc.edu


NIH, Research Assistant

Mood, Brain & Development Unit, National Institute of Mental Health

Are you interested in neuroscience research and working with children/adolescents?

The Mood, Brain and Development Unit (MBDU) is seeking qualified applicants for a two-year, paid Intramural Research Training Award (IRTA) Fellowship, with employment starting in June 2018. IRTAs are part of a multidisciplinary research team of physicians, psychologists, clinical social workers, and psychiatric nurses at the nation’s largest medical research center, the National Institutes of Health in Bethesda, Maryland.

Within the Emotion and Development Branch of the NIMH, the Mood, Brain and Development Unit is led by principal investigator Argyris Stringaris, MD PhD, and conducts research using fMRI data to study the pathophysiology, treatment, and prevention of childhood-onset mental illness. Our studies are on the cutting edge of longitudinal research studying children and adolescents with major depression.
As a research assistant with MBDU you will gain experience working with patients in inpatient and outpatient settings. You will be involved in all aspects of the research process including observing diagnostic interviews with patients, administering standard psychometric measures, training subjects to participate in neuroimaging, and analyzing neuroimaging data. Duties and responsibilities include: patient and healthy volunteer screening and recruitment; protocol implementation; data collection, entry, and analysis; and manuscript preparation. This work involves using statistical and graphics programs and researching scientific literature.

Successful applicants will be awarded post-baccalaureate IRTA Fellowships which provide opportunities for recent college graduates to engage in biomedical investigation. The full-time, two-year positions require a bachelor’s degree and a U.S. citizenship or permanent resident status (resident alien). Post-baccalaureate fellows are also expected to initiate the application process for graduate or medical school. DHHS and NIH are Equal Opportunity Employers.

Please complete the MBDU application found at the following website no later than December 15, 2017:  https://goo.gl/forms/KTMM4Qwc3XxrJHaw2
Resume and unofficial transcript may be sent by email to Aria Vitale, aria.vitale@nih.gov, (301) 496-2179
Please complete the universal NIH IRTA application no later than January 15, 2017https://www.training.nih.gov/programs/postbac_irta


University of Pittsburgh, Research Associate

Research Associate Position
Department of Psychiatry, University of Pittsburgh

Examining biomarkers and mechanisms of health disparities in sexual minority women

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

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

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


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

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


UCLA, Research Coordinator

Research Coordinator Position at UCLA ADRC

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

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


Emory University, Social Developmental Neuroscience Fellowship

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

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

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

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


Lab Manager, University of Maryland 

The Social and Moral Development Laboratory at the University of Maryland, supervised by Professor Melanie Killen, is recruiting a lab manager.  The lab manager will be responsible for overseeing research projects on topics related to morality, the development of fairness and equality concepts, prejudice and bias in childhood, intergroup friendships, mental state knowledge in the context of morality and intergroup relationships, and peer-based social inclusion and exclusion.

Data recruitment (contacting school administrators for participation agreements, obtaining consent forms, and managing compensations for school participants), data collection (administering protocols to children and adolescents), coordination of communication with the lab team, instrument development, submission of IRB protocol forms, management of the lab and the lab website, coordination with the university lab preschool research staff, and general execution of research projects.  The lab manager will work closely with the P.I., graduate students, and undergraduate research assistants.

This position is a great opportunity for recent college graduates who would like full-time research experience prior to enrolling in a graduate program in developmental psychology, developmental science or related fields.  Collaborative research opportunities with the P.I. and the research team are part of this position. University of Maryland is 30 minutes from Washington D.C., affording research, educational, and cultural opportunities.


  • B.A. or B.S. in psychology, human development, or a related field
  • Background in child development, developmental psychology, or related fields
  • Interest in an organizational position with responsibilities
  • Experience working with schools and/or teachers
  • Desire to learn about the topics studied by the lab group
  • Familiarity with research software (e.g., SPSS, Excel, Power Point, Qualtrics)

If interested, please submit the following to moraldevelopment@gmail.com

  1. Curriculum Vitae
  2. Cover letter detailing interest in the position and previous research experience
  3. Unofficial academic transcripts
  4. Contact information for three professional references

The position is currently open, and review of applications will begin immediately.  Start date is January 15, 2018, or sooner. For questions about the position, send an email to Professor Melanie Killen at mkillen@umd.edu.


Careers in Community Organizing for Social Justice 

DART hires and trains organizers to build organizations that have successfully addressed issues including:

* Plugging the school-to-prison pipeline
* Reining in predatory lending practices
* Expanding access to primary health and dental care
* Prioritizing funding for affordable housing and job training
* Education reform in low-performing public schools
* Fighting for immigrants' rights

RSVP at www.thedartcenter.org/Pitt

Positions start August 13, 2018 in Knoxville, TN, Columbia, SC, Lexington, KY, Topeka, KS, Richmond, VA, and Daytona Beach, St. Petersburg, Jacksonville, Tampa, West Palm Beach, Miami and Ft. Lauderdale, FL.

Starting salary $34,000/year + benefits.

Although it may be helpful, no prior organizing experience is necessary. Fluent Spanish speakers are encouraged to apply.

To find out more about DART or to apply, we encourage you to visit www.thedartcenter.org. Still have questions? Contact Hannah Wittmer at hannah@thedartcenter.org or (202) 841-0353.