Undergraduate Weekly Announcements

~~  Due to federal, state and University of Pittsburgh restrictions the advising office is closed to in-person traffic.  Advising office staff is available by email and will continue to provide advising services remotely throughout the fall term.  Please email your specific psychology advisor or the general email psyadvis@pitt.edu with questions.  You may also make use of virtual drop-in advising throughout the 2020-2021 academic year. ~~

Email Address: psyadvis@pitt.edu

Connect with us!  Facebook:  PittPsychology-

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Important University Dates - Academic Year 2020/2021 

Note:  Spring Term 2021 date changes as of September 30, 2020

 

8/19/2020           Fall Term enrollment period ends for all students

8/19/2020           Fall Term classes begin remotely              

8/19/2020           Fall term classes continue in-person where appropriate

9/4/2020             Fall Term add/drop period ends (no extended drop period this semester)

9/7/2020             Labor Day (University open, classes in session)

9/16/2020           Deadline to submit Grade Option/Audit forms to the Dean's Office

9/25/2020           Family Weekend              

10/14/2020         Student Self-Care Day (no classes)           

10/20/2020         Fall Term deadline for students to submit Monitored Withdrawal forms to Dean's Office    

10/20/2020         Final Exam Conflict Form Submission Deadline

10/23/2020         Spring Term enrollment appointments begin (Veteran Students)

10/26/2020         Spring Term enrollment appointments begin (Non-Veteran Students)       

11/7/2020           Spring Term open enrollment period begins     

11/20/2020         Fall Term: Last day for undergraduate day classes            

11/23/2020         Final examination period for undergraduate day classes, In-Person Finals only      

11/25/2020         Thanksgiving Recess for students (no classes), all schools              

11/30/2020         CGS, Saturday Only, graduate, and evening classes meet remotely during this period; final exams held last scheduled class

11/30/2020         Final examination period for undergraduate day classes, Remote Finals only

12/5/2020           Last Day of the Undergraduate Fall Term

12/6/2020           Winter Recess for students (no classes), all schools

12/12/2020         Fall Term Ends: Official date for degrees awarded in Fall Term

1/9/2021             Residence halls open

1/18/2021           Dr. Martin Luther King's birthday observance (University closed)

1/19/2021           Spring Term classes begin            

1/19/2021           Spring Term enrollment period ends for all students

2/5/2021             Spring Term add/drop period ends          

2/12/2021           Summer Term open enrollment begins (Veteran Students)            

2/15/2021           Summer Term open enrollment begins (Non-Veteran Students)   

2/16/2021           Deadline to submit Grade Option/Audit forms to Dean's Office (S/NC)

2/23/2021           Student self-care day (no classes)

3/12/2021           University's observance of Spring Holiday (University closed)       

3/19/2021           Fall Term enrollment appointments begin (Veteran Students)      

3/19/2021           Final Exam Conflict Form submission deadline     

3/22/2021           Fall Term enrollment appointments begin (Non-Veteran Students)            

3/24/2021           Student self-care day (no classes)

3/26/2021           Spring Term deadline for students to submit Monitored Withdrawal forms to Dean's Office

4/3/2021             Fall Term open enrollment period begins             

4/23/2021           Spring Term: Last day for undergraduate day classes       

4/24/2021           CGS, Saturday Only, graduate, and evening classes meet during this period; final exams held during last scheduled class        

4/26/2021           Final examination period for undergraduate day classes

5/1/2021             Spring Term Ends: Official date for degrees awarded in Spring Term

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Office of the University Registrar Academic Calendars
Kenneth P. Dietrich School of Arts and Sciences Undergraduate Student Calendar

 

DEPARTMENT OF PSYCHOLOGY INFORMATION

  • Rewards of Risky Interdependence for Increasing Interracial Trust Virtual Presentation 
  • Advanced Directed Research Course (ADRC) PSY 1064
  • APA Center for Workforce Studies, career data in the field 
  • What kind of job can I get with a psychology degree?

UNIVERSITY EVENTS / INFORMATION / RESOURCES

  • Survey of Health and Rehabilitation Professions Course (HRS 1018/REHSCI 1018) - New Posting
  • Graduation Application Deadlines - UPDATED
  • Winter Session Courses, University of Pittsburgh - Greensburg 
  • Pittsburgh Sexual Assault Brochure 
  • HPS 0630 Science and Pseudoscience 
  • #UntilWeUnite 
  • NEW Diversity and Social Justice Website, University of Pittsburgh 
  • Russian, East European, and Eurasian Studies (REEES), University of Pittsburgh 
  • Sustainability Survey 
  • Time Out with the Career Center, A podcast on Anchor 
  • Study Lab Resources for Fall Term 
  • Undergraduate Certificate in Global Health 
  • Student Loan Repayment Information 
  • NSF Graduate Research Fellowship Program Information Session 
  • University Events Calendar

SCHOLARSHIP INFORMATION

  • 60+ College Scholarships for Minority Students 
  • Archival scholar Research Awards (ASRA) 
  • UHC National Scholarship 
  • Undergraduate Awards 

UNDERGRADUATE RESEARCH / INTERNSHIP / JOB OPPORTUNITIES

  • Peace Corps Online Family & Friends Event - New Posting
  • APA Undergraduate Research Database
  • Online Survey 
  • RISE Summer Undergraduate Internship, Rutgers University 
  • NSF-Funded Summer Research Program, University of Wisconsin-Madison 
  • Survey Option, Joint Study w/ Concordia's Psychology and Philosophy Departments 
  • 2021 Summer Program for Undergraduate Researchers (SPUR), Carnegie Mellon University 
  • Forensic/Counseling Psychology Internship 
  • 2020 UPMC Western Psychiatric Hospital (WPH) Infection Prevention Externship
  • Graduate Application Cafe, Stony Brook University 
  • Paid Decision-making Experiments, Pittsburgh Experimental Economics Laboratory (PEEL)
  • Alzheimer's Disease Research Center (ADRC), Student Research Coalition 
  • Stanford Social Neuroscience Lab Professional Development Workshops 
  • APA Psychology Student Network
  • Sociology Student Association Journal Paper Submission Requested 
  • Inclusion of LGBTQ+ People in Bioscience Study
  • Research Participants Needed - Antioch University, online

GRADUATE PROGRAM INFORMATION

  • M.Ed. Counselor Education, University of Virginia - New Posting
  • PhD Brain and Behavior, University of Southern Mississippi - New Posting
  • Marcus Autism Fellowship 2020 - New Posting
  • PhD Communication Disorders and Sciences, University of Oregon - New Posting
  • PhD and Masters Programs, Ecole Normale Superieure, Paris
  • MEd Child Studies, Peabody College of Vanderbilt University
  • PhD Experimental Psychology at University of Nevada, Las Vegas 
  • PhD Developmental Science, Boston University 
  • Getting into Psych Grad School:  A Panel for BIPOC Students, recording
  • PhD and MA Psychology, Brandeis University
  • Human Development and Family Science, Penn State 
  • PhD Programs in both Experimental and Clinical Psychology, University of North Carolina Greensboro 
  • MS in Quantitative Economics, University of Pittsburgh
  • PhD The Learning, Education, and Play (LEAP) Laboratory, University of Hawai'i at Manoa
  • Master's in Couple and Family Therapy Virtual Open House
  • PhD Developmental Psychology, Arizona State University
  • PhD Educational Statistics and Research Methods, University of Delaware
  • PhD Studentship in the Educational Psychology Program, University of Alabama College of Education 
  • PhD Department of Cognitive, Linguistic, and Psychological Sciences (CLPS), Brown University 
  • Virtual Fall Visitation Events, Heinze College of Information Systems and Public Policy, Carnegie Mellon University
  • PsyD Clinical Psychology, Antioch University 
  • PhD Health & Behavioral Sciences, University of Colorado 
  • PhD Applied Developmental Science, Colorado State University 
  • Developmental Science, UMass Amherst 
  • Graduate Program in Lifespan Developmental Psychology, North Carolina State University 
  • Ph.D. in Developmental Psychology, Boston College 
  • California State University, Long Beach (CSULB) Psychology Graduate Programs 
  • New Clinical Psychology Program, University of California, Irvine
  • New Certification Available in Occupational Therapy, University of Pittsburgh 
  • M.S. in Psychology, Saint Joseph's University 
  • Michigan Program in Survey Methodology
  • Guide to Graduate Programs in Forensic and Legal Psychology
  • Doctorate in Clinical-Community Psychology, Point Park University 
  • University of Pittsburgh Graduate School of Public Health Accelerated Bachelor's/Master's Program 
  • Doctoral Study in Learning Sciences, University of Delaware 
  • Michigan State University, Communicative Sciences and Disorders, PhD
  • Early Intervention, University of Pittsburgh School of Education
  • Industrial/Organizational Psychology Master's Program, La Salle University
  • University of Nebraska-Lincoln, PhD
  • Hofstra University, IO Psychology Master's Program
  • University of Delaware, College of Education & Human Development
  • Experimental Psychology MS Program

POST-GRADUATE EMPLOYMENT OPPORTUNITIES

  • Psychology Job and Internship Opoortunities
  • Pathways to Research and Doctoral Careers, Collection of employment and post-bac opportunities 
  • Research Core Coordinator Position at the Center for Autism and the Developing Brain (CADB) at Weill Cornell Medicine - New Posting
  • Research Specialist, Decision Neuroscience and Psychopathology Lab, University of Pittsburgh - New Posting
  • Research Assistant, Brown University and Rhode Island Hospital 
  • Full-time Research Assistant, University of Chicago Booth School of Business 
  • Research Assistant, Rhode Island Hospital Partial Hospitalization Program and MIDAS Project 
  • Full-time Research Specialist, Weill Cornell Medicine
  • Lab Manager, The Early Social Beliefs Lab at the University of Chicago
  • Two Full-time Research Coordinators, Arizona Canine Cognition Center and Laboratory for Evolutionary Endocrinology of Primates
  • Full-time Research Assistant Fellowship, National Institute of Mental Health 
  • Full-time Research Assistant Fellowship, National Institute of Mental Health 
  • Full-time Research Assistant, University of Chicago Booth School of Business 
  • Peace Corps Applications 
  • Community Partners Job Listings
  • Hands of Hope, Residential Care Program 
  • PennEnvironment is Hiring 

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DEPARTMENT OF PSYCHOLOGY INFORMATION

 

Rewards of Risky Interdependence for Increasing Interracial Trust Virtual Presentation 

Speaker: Hilary Bergsieker PhD, University of Waterloo

Title: Rewards of Risky Interdependence for Increasing Interracial Trust

Abstract: Improving race relations requires trust, not mere liking. Drawing on Interdependence Theory and the Self-Expansion Model, seven studies investigate how interpersonal trust is achieved, maintained, and recovered in cross-race relationships. In Study 1, a dyadic study of cross- and same-race friendships over time, Whites and minorities reported less trust (but comparable liking) for outgroup than ingroup friends, with trust, not liking, predicting fewer friend betrayals a year later. In Study 2, cross-race roommates who experienced a conflict reported larger, longer-lasting trust gaps than their same-race counterparts; trust loss was particularly acute for minorities with White roommates. In Study 3, same- and cross-race dyads completed closeness-inducing ("Fast Friends") or control tasks prior to simulated cooperation or defection in an iterated prisoner's dilemma. After a betrayal, minority participants reported less trust and more anger at Whites (vs. minorities) in the control-task condition, but this race-based trust gap disappeared in the Fast Friends condition. In Studies 4, 6, and 7, same- and cross-race stranger dyads completed the same closeness-building tasks followed by a risky (high-stakes) or safe (low-stakes) interactive prisoner's dilemma. The riskier dilemma created markedly higher trust across all studies, yet in Studies 5a-b, naive participants (forecasters) greatly underestimated the power of this risky situation to forge trust between strangers. Studies 6 and 7 generalize these dyadic trust gains to negotiations, finding that riskier dilemmas produced greater openness and post-negotiation feelings of more trust and less exploitation by one’s partner. In Study 7, participants who had experienced risky (vs. safe) dilemmas displayed less awkwardness and (marginally) more smiling during negotiations, particularly in cross-race dyads. Cumulatively, these studies reveal existing gaps in cross-race trust, as well as interpersonal rewards of escalating interdependence: Placing people in high-stakes situations that entail more “costly” forms of cooperation can enable more trusting intergroup relations. 

Time: Monday November 30th at 11am

Zoom Link: https://pitt.zoom.us/j/92005057187

Meeting ID:920 0505 7187

Passcode: 124396

 

Advanced Directed Research Course (ADRC) PSY 1064 

Course Overview                                                                                                                                       _________________

The Advanced Directed Research Course (ADRC) is a three-credit course that combines the lab experience of Directed Research with an Advanced Research Methods Lab course.  It is designed to provide an enhanced directed research experience and to fulfill the Psychology Major requirement for an advanced lab.  

Requirements: Completion of Research Methods, PSY 0035 OR PSY 0036 and PSY 0037

This three-credit course is designed to supplement the directed research experience so as to satisfy the Psychology Major requirement for a Laboratory Methods course.  Instead of students enrolling in a second semester of Directed Research (PSY 1903), students can meet the Laboratory Methods course requirement by enrolling in PSY 1064 while continuing to work for a second semester in the same research lab with the same faculty research mentor as though they were enrolled in 1903.  To enroll in PSY 1064, students must complete an Advanced Directed Research Course (ADRC) agreement in conjunction with the ADRC instructor and the faculty research mentor.  In addition to the required coursework, there is an expectation that students will complete their required lab tasks while enrolled in PSY 1064. Failure to meet this expectation will affect students’ final grade for this course.

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Students must have a signed ADRC agreement form, found here, http://psychology.pitt.edu/advanced-directed-research-course-adrc-psy-1064  and have approval from the ADRC faculty advisor, Jennifer Cousins, jch55@pitt.edu, before receiving a permission number to register for the ADRC course.  Only the first 15 students to receive permission numbers will be allowed to enroll.

Here are the instructions to register for PSY 1064:

  1. Download the ADRC Agreement Form
  2. Complete the ADRC Agreement Form with your Directed Research faculty mentor and obtain the mentor’s signature (not that of the lab manager).
  3. Send the completed, signed Agreement Form to Dr. Cousins (4215 Sennott Square) to obtain a permission number. Email Dr. Cousins at jch55@pitt.edu, or Lorraine Blatt at lrb66@pitt.edu to set up an appointment to discuss the course and receive a permission number. 
  4. Enroll in PSY 1064 through your Student Center via the my.pitt.edu portal.

 

APA Center for Workforce Studies, career data in the field 

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

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

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

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

 

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

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

 

​  UNIVERSITY EVENTS / INFORMATION / RESOURCES

 

Survey of Health and Rehabilitation Professions Course (HRS 1018/REHSCI 1018)New Posting

HRS 1018/REHSCI 1018  Survey of Health and Rehabilitation Professions Course

2 Credit Course (S/U) Offered:

Fall term: Tuesday, 12 noon to 1:50 pm.

Forbes Tower via Atwood entrance


Meet faculty from each program at the School of Health and Rehabilitation Sciences (SHRS).  Learn about SHRS undergraduate and graduate programs and job opportunities.  ALL MAJORS welcome!
 

Graduation Application Deadlines - UPDATED

Remember that you must apply to graduate once you have enrolled in your final term.

The deadline to apply for April 2021 graduation is Friday, January 8, 2021.

You can find application materials and additional information here:  https://www.asundergrad.pitt.edu/student-records 

 

Winter Session Courses, University of Pittsburgh - Greensburg 

UPG will offer 10 remote learning classes during its new Winter Session that will run from December 7, 2020, through January 15, 2021The classes are open to students from all Pitt campuses and will be taught in an asynchronous format. This format means that the class is not bound to a particular time or location, including both the course content and assessments, leaving it up to the students when they participate. Students will have to follow class guidelines and meet key deadlines.

Financial Aid Information

Tuition for Winter Session is incorporated with the spring term. If a student’s total credits for Winter Session and Spring 2021 combined are less than 12 credits, they will be charged tuition on a per-credit basis plus part-time fees; if you are enrolled for 12-18 credits, you will be charged flat rate tuition plus full-time fees; and if you are enrolled for more than 18 credits, you will be charged flat rate tuition plus per-credit tuition for credits in excess of 18. You can use the optional spring 2021 payment plan for your combined Winter Session and spring term charges.

For additional information and course list, visit https://www.greensburg.pitt.edu/academics/class-schedules/winter.

 

Pittsburgh Sexual Assault Brochure 

Who to contact if you have been sexually assaulted sexually abused, or raped.

For all University of Pittsburgh Students, Staff, Faculty, and Administration

Click here for more information.

 

HPS 0630 Science and Pseudoscience 

Science and Pseudoscience - HPS 0630
Instructor: Nedah Nadia Nemati
Monday, 6:30-9 pm
Spring 2021
 
In 2012 Amy Cuddy gave what is now one of the most popular TED talks of all time, with nearly 60 million views. Her studies showed that doing power poses – standing and sitting in high-power positions – makes people feel more powerful and even changes their hormonal physiology.
 
But in 2014, other labs failed to replicate Cuddy’s results, casting doubt on the scientific validity of power poses. Two years later, Nature reported that a staggering 70% of interviewed scientists could not reproduce another group’s experiments! This is the infamous ‘replication crisis of science.’
 
In today’s ‘post truth world’, where ‘alternative facts’ and conspiracy theories run rampant, and where information is abundant and certainty is rare, where science faces scrutiny on all ends, it is all the more pressing to return to a problem in the philosophy of science: 
 
What makes science science ?
 
Join us this spring to answer this deceptively straightforward question. We will assess what criteria make something scientific or unscientific. By journeying to a range of global contexts, our class will consider the scope of science through topics including alternative medicine, conspiracy theories, the replication crisis, placebo effects, and much more. Along the way, we will address the ethical and social dimensions of demarcating science from other enterprises and will question how ‘non-science’ can interact with and contribute to the validity of science.
 
This course will be particularly useful to science students and anyone interested in the philosophy of science, but no background in science or philosophy is required.
 
This class fulfills the humanities general education requirement.
 

#UntilWeUnite

UNTIL WE UNITE

Every revolutionary movement I’ve seen was only represented by one single fist. - Dontavius Butler-Jenkins

This revolution requires more than just one race to act. We all must unite!
 

Until we unite final


UNTIL WE UNITE LOGO AND HASHTAG
The raised fist has been a symbol used by the oppressed throughout history as a call to attention to the need for social justice and equality. The three-fists raised together logo represents the need of people of all races and ethnicities to stand together to fight the systematic racism, ethnic stereotyping, and hatred that has divided our country and weakened our stance as world leaders. People are conditioned to remember things in groups of threes and the logo should be etched in peoples’ minds as a symbol of hope and change. The logo also aligns perfectly with the movement and ultimate goal - #UntilWeUnite.
 
Wholeheartedly, everyone must believe we can all come together for this desperate change we, and the generations to come, deserve. The revolution will peak once we can look ourselves in the mirror with a pure soul.
 
Panthers have long symbolized strength and power. We are all Panthers and collectively, with the strength, power, and consistency of the people, change is indeed possible.

#UntilWeUnite along with the three-fists raised together logo evolved through the collaborative efforts of Pitt students Jaylyn Aminu (T&F), Adrianna Baker and Dontavius Butler-Jenkins (FB) and the athletic department. Pitt Athletics is in full support of this movement and continues to work with students-athletes, campus groups and the community to build unity and togetherness.
 
ABOUT PANTHERS UNITED
In 2019, Pitt Athletics created a Diversity, Equity and Inclusion Committee. Following a Student-Athlete Advisory Council Town Hall meeting with Chancellor Gallagher, Director of Athletics Heather Lyke and Dean of Students Kenyon Bonner in May of 2020, the committee was rebranded Panthers United and five main goals were established; Support, Education & Training, Communication, Taking Action, and Promotion & Marketing.
 
The Panthers United committee, a diverse cross section of more than 45 student-athletes, coaches, administrators and campus partners formed to develop action items to foster a culture of inclusion, has led the charge in devising a pathway to change.
 
KEY INITIATIVES (as of July 2020)

  • Launch of the #UntilWeUnite campaign, which highlights the on-going initiatives and efforts to address racism and social injustice
  • Education & Training for coaches, staff and student-athletes specific to social justice, race and all areas of diversity, equity and inclusion
  • Expansion in support specific for our Black student-athletes and student-athletes of color
  • Expand student-athlete community service programming within diverse communities
  • Assess our business practices, which include attracting more diverse talent and building partnerships with diverse businesses
  • Launch of the Voting Matters Campaign
  • Promote and celebrate the history and culture of diverse communities, (Juneteenth Collaboration with the University Partners)
  • Speaker series beginning in July of 2020 to discuss social justice and community engagement
    • Cameron Heyward of the Pittsburgh Steelers met with football (July 1) and men’s basketball (upcoming) 
    • Guest Speaker, Dr. Jeff O’Brien, Vice President of the Institute for Sport and Social Justice (July 14)

 

NEW Diversity and Social Justice Website, University of Pittsburgh 

The University of Pittsburgh is dedicated to changing internal practices, structures and attitudes in pursuit of a truly more equitable and just Pitt. This is a comprehensive and crosscutting effort, requiring action from all areas of the University.

We are committed to sustaining this transformation over time. As a way to ensure transparency and accountability, this website will provide information about our actions, track our progress and serve as a place for community members to find resources.

We will continue to update this information as our work progresses.  https://www.diversity.pitt.edu/social-justice 

 

Russian, East European, and Eurasian Studies (REEES), University of Pittsburgh 

Many Psychology majors and minors have completed the REEES certificate, combining their studies in your department with the overlapping and interdisciplinary offerings of our program.

If you wish to learn more about Russia, Eastern Europe, and/or Central Asia, please feel free reach out to:  Trevor Erlacher, trevor.erlacher@pitt.edu.

REEES has a wide variety of scholarships, programs, events, and internships to offer Pitt students at all levels and in all disciplines. I would be happy to answer any questions you may have. More information about what REEES has to offer undergraduate and graduate students can be found here: https://www.ucis.pitt.edu/crees/students/

 

Sustainability Survey 

The following survey is to get a measurement of the recycling habits on campus as well as to gauge the interest of the student body on some new technology to help collect recyclables.  My group's goal is to reduce waste on campus by reducing the use of red solo cups and increasing education regarding recycling.  We also hope to introduce the idea of having a Reverse Vending Machine on campus.  We would really appreciate your input regarding these issues so we can create the most effective plan in implementing these changes!

https://docs.google.com/forms/d/e/1FAIpQLSdShTil17Z0d_9ujcmEmIxjQKNJ-gsT...

On-Campus Waste Survey

A voluntary survey to research on-campus recycling and waste practices. This survey takes about 1-2 minutes.

docs.google.com

 

Time Out with the Career Center, A podcast on Anchor 

Subscribe and listen to Time Out with the Career Center to hear about some big-picture ideas to help guide students at the University of Pittsburgh. You will hear about exploring your interests, critical thinking about resumes and networking, job searching tips, and hear from professionals/alumni. This podcast was created to help students understand and navigate the world of work.

 

Study Lab Resources for Fall Term 

Study Lab has updated their offerings for fall term via virtual learning.  Details can be found on their website:  https://www.asundergrad.pitt.edu/study-lab

 

Undergraduate Certificate in Global Health 

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

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

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

 

Student Loan Repayment Information 

Private Education Loan Programs

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

After Graduation

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

Rights and Responsibilities

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

Types of Financial Aid

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

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

 

Univeristy Events Calendar

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

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

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

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

 

SCHOLARSHIP INFORMATION

 

60+ College Scholarships for Minority Students 

"60+ College Scholarships for Minority Students" published by Purdue University Global

This resource shares 60+ financial aid scholarships for future and current students as well as potential graduate students to supplement the cost of education or professional development endeavors. Information on where to find scholarships and grants is supplied. Also highlighted within the resource are opportunities dedicated to specific demographics such as African Americans, Asian Americans, Latino Students, Native Americans, and much more. The featured scholarships are current and are provided by trusted organizations. The resource will constantly be updated to ensure students can apply to the most accurate scholarships available.

https://www.purdueglobal.edu/blog/student-life/scholarships-minority-students/

 

Archival scholar Research Awards (ASRA) 

The University Library System (ULS) in partnership with the Office of Undergraduate Research (OUR) is pleased to offer the Archival Scholar Research Awards (ASRA) opportunity to a diverse community of undergraduate scholars and researchers from the humanities at the University of Pittsburgh.  Since the program’s inception in 2016, ASRA students, who represent a variety of disciplines, interests, and research agendas, have conducted original research using archives, special collections, and primary sources. 

The ASRA program offers the ULS and OUR a positive opportunity to connect with faculty mentors and the ASRA students.  Students assist the ULS with some important collections work that supports both their individual research projects as well as enhancing discoverability of library resources.  For instance, former ASRA students generated detailed information about our holdings of the Black Panther publication, the Elizabeth Nesbitt Children’s collection, and underground newspapers and publications; this information was shared and made available through the ULS LibGuides.  A student assigned to the Frick Fine Arts Library (FFAL) researched how feminist artist books and periodicals address feminist issues and how that culminated in the artistic choices of the artist and authors.  Several students created Tumblr posts to share their research and discussed the major themes, correspondents, events, locations, and significant dates related to their work.  A couple of students have compiled annotated bibliographies of archival material to help identify major themes, correspondents, events, locations, and significant dates.  

The ULS and OUR look forward to supporting ASRA students in their research and discoveries for years to come!  http://library.pitt.edu/asra 

 

UHC National Scholarships

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

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

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


Want to apply? Meet with a Scholar-Mentor.

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

For more information visit the UHC website.

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

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

 

Undergraduate Awards

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

 

 

UNDERGRADUATE RESEARCH / INTERNSHIP / JOB OPPORTUNITIES

 

Peace Corps Online Family & Friends EventNew Posting

Online Family & Friends Event

Invite your family and friends to support your Peace Corps journey! Bring your loved ones to a special presentation designed to address the questions and concerns of family and friends.

The event will feature parents of Volunteers who will discuss topics such as safety, health, staying in contact, and other challenges and rewards of service.


Tuesday, December 8
2:00 PM - 3:00 PM (Central)
Online

  REGISTER  

 

 

APA Undergraduate Research Database 

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

The American Psychological Association (APA) maintains a database of nationwide research opportunities for underg

Applying to Psych Grad School in the Time of COVID - New Postingraduates.  This site is updated often so check back regularly for updated opportunities.

 

Online Survey

My name is Lindsey Bugno, and I am currently a 5th year PhD student at Rosalind Franklin University of Medicine and Science, in North Chicago, IL.   I am writing to request your assistance in disseminating information about a research opportunity for young adults ages 18-25. I would be very appreciative of you sharing this survey with any graduate or undergraduate students in your department or taking classes. A portion of this data will be utilized for my doctoral dissertation.  This study, including this recruitment strategy, has been approved by our internal IRB (protocol # CHP20-245).  In an effort to obtain a large and diverse sample, we are contacting program chairs within psychology, biology, and economics departments at the largest 120 universities and colleges in the country.  

My research seeks to explore adolescent and young adult’s current experiences with the COVID-19 pandemic. The online survey is brief and should take around 25 minutes to complete. We will also be contacting participants 2 weeks after to complete a very brief (approximately 8 min) online survey. Individuals will have the option to win 1 of 5 $20 Amazon gift cards for completing the first survey, and 1 of 5 $30 Amazon gift cards for completing the second survey. 

I would greatly appreciate it if you could share my study with your students in addition to anyone you believe would be willing to participate!

Here is a link to the survey and a QR code for the survey: 

https://rosalindfranklin.qualtrics.com/jfe/form/SV_d1dZsmDobKyewUR

 

RISE Summer Undergraduate Internship, Rutgers University 

Professor Jenny Wang is seeking applicants for funded Summer Undergraduate Internship positions through the RISE program at Rutgers University - New Brunswick. Her lab focuses on understanding the origins of abstract ideas, such as object, number, people, and belief, and how such innate cognitive mechanisms support learning.

RISE at Rutgers is a nationally acclaimed summer research program for outstanding undergraduates from diverse backgrounds. Scholars participate in 10 weeks of cutting-edge research in the biological, physical, and social/ behavioral sciences, math, engineering, and exciting interdisciplinary areas under the guidance of carefully matched faculty mentors. A comprehensive professional development component, including GRE preparation, complements the research. RISE has a strong record of RISE alumni entering graduate school. Top RISE alumni who return to Rutgers for graduate school are eligible for first-year fellowships funded by the Chancellor. 

We particularly encourage applications from students from underrepresented, disadvantaged, non-traditional or first-generation college backgrounds or who attend schools with limited research opportunities.

Application opens on November 1st, 2020, and reviews will start in late January, 2021. The 2021 RISE Summer program starts on June 1st, 2021.

Please reach out to Professor Wang directly to introduce yourselves, and/or if you have any questions!

 

NSF-Funded Summer Research Program, University of Wisconsin-Madison 

There’s this NSF-funded summer research program that provides 10 weeks of intensive mentored research experience at UW Psych plus weekly data science boot camp, for URM/1st gen/low income undergraduates interested in a career in academic psychology. It looks like this deadline is next month to apply. More info below in the link and in the thread.

https://psych.wisc.edu/nsf-reu-site-psychology-research-experience-program/

 

Sign up to be an Election Protection Volunteer 

If you agree that every eligible voter deserves to have their voice count, you can take action from home or in person by serving as a nonpartisan Election Protection volunteer. Will you sign up to be one of them?

VOLUNTEER NOW 

We need your help to protect voters’ rights from the unprecedented threats they will face this year when trying to cast their ballot. Nonpartisan Election Protection volunteers like you will be voters’ first line of defense against restrictive election laws, coronavirus-related voting disruptions, or anything else that could silence their voices.

We’ll help you find the best way to get involved — whether that’s monitoring polling places (from your vehicle, or with proper personal safety equipment), watchdogging social media for disinformation, or reaching out to voters to make sure they know their rights. You’ll connect voters with trained legal professionals who can help them navigate the voting process and cast their ballots safely and securely.

Unfortunately, voters this year will face obstacles that have no place in a modern democracy — and these impediments to voting will hit communities of color the hardest. You can make a major difference for voters in your community by signing up today — we will reach out with all the information you need to get started.  https://protectthevote.net/

 

Survey Option, Joint Study w/ Concordia's Psychology and Philosophy Departments

What is your dream life after university? Our research team would love to hear your view!

This questionnaire investigates student life and career choices, such as your motivation for choosing your major, and should take about 30 minutes. It is part of a joint study by researchers from Concordia's psychology and philosophy departments. Your input is very important to us and highly valued. Participation is strictly voluntary and completely anonymous. The survey has nothing to do with your classes and it is in no way connected to your performance in your classes.

Because we appreciate your help, we will draw names at the end of the study for three $50 Amazon gift cards. Please note, if you have already completed this survey, you cannot do so again.

Survey link: click here

If you have questions about the survey, you can email Dr. Heather Maranges (Postdoctoral Fellow, Department of Psychology and Social Justice Centre, Concordia University): heather.maranges@concordia.ca.​

 

2021 Summer Program for Undergraduate Researchers (SPUR), Carnegie Mellon University 

The Department of Psychology and Program in Interdisciplinary Education Research (PIER) are excited to announce that applications are now being accepted for the 2021 Summer Program for Undergraduate Researchers (SPUR).

SPUR is designed to increase the participation of students from underrepresented groups (including racial/ethnic minorities, first-generation college students, economically disadvantaged students, veterans, and students with disabilities) in graduate school training by providing undergraduate students with research apprenticeship experience during the summer.

This program is a good fit for undergraduate students who may be considering graduate training in one or more of the following disciplines: psychology, learning science, education, cognitive science, cognitive and educational neuroscience, and human-computer interaction. Due to the global COVID-19 pandemic, SPUR 2021 may be offered on a remote basis.

Students accepted into SPUR will receive a fellowship stipend of $3,000. Apartment-style housing will be provided if SPUR 2021 takes place on campus. Guidance and supervision of the research projects will be provided by a faculty member as well as postdoctoral fellows and/or advanced graduate students.

Interested students can apply here. Applications are being accepted until December 15, 2020. Please share this opportunity with interested students.

 

Forensic/Counseling Psychology Internship

Dr. Bernstein is a practicing, licensed psychologist known for his forensic work in child custody and child protective services domains. He conducts child custody evaluations for those in disputes over parenting time,  performs  evaluations for Office of Children Youth and Family Services (OCYF) regarding  issues of abuse, neglect, and trauma of children, conduct interviews, administers psychological testing, evaluates parent/child relationships, and makes recommendations to the courts, Child Protective Services, and parents. Supervised Field Placement students will observe all aspects of the evaluation process and work under the direct supervision of Dr. Bernstein.

Dr. Bernstien is currently accepting applications for Spring Term 2021.  To apply, please send cover letter and resume to Dr. Eric Bernstein, drbernstein@hotmail.com.

 

2020 UPMC Western Psychiatric Hospital (WPH) Infection Prevention Externship 

Are you ready to learn from the best? Does the idea of being a part of Life Changing Medicine inspire you? Are you looking for an opportunity to put into practice the theories you’ve learned? If so, the WPH Infection Prevention Externship program might be the perfect way to spend your semester.

Here at UPMC, we pride ourselves on developing young talent and providing you an opportunity to learn from the best of the best. We want to invest in the future leaders of our organization… you!

As an extern, you will have an opportunity to participate 250 hours within a world-renowned health care provider, whose hospitals are consistently ranked on U.S. News & World Report’s Annual Honor Roll of America’s Best Hospitals. Our program is a highly competitive, job prep for college students interested in business, quality, public health, operational or analytical areas within Health Care.

During your externship program, you will have the opportunity to network with WPIC employees, receive mentorship, enhance your skills with hands on real world experience and training, and most importantly, work on projects that make an impact on patient care while gaining knowledge on how we provide Life Changing Medicine. And a little bit of fun too!

Come spend a semester with us!

A little bit about the WPH Infection Prevention Extern Program:

  • The program consists of 250 hours of service onsite at WPH
  • Hours can be done at your convenience around your school schedule including nights or weekends
  • The work is a mix of independent and interdependent, collaborative work

We’re looking for students and graduates who…

  • Are passionate and determined to make a difference. No mediocracy allowed.
  • Want to challenge the standard and create new ways of thinking and executing.
  • Can’t wait to see what the next challenge will be. Every day will be different and that excites you.
  • Believe in our Core Values. They are not just written on the walls. We demonstrate our commitment to these values daily.
  • Have emerging leadership abilities, excellent communication and analytical skills plus thrive in a collaborative environment.
  • Care about the work they do, the people we work with and the patients we work for.
  • Pride themselves on their integrity. It’s not just about the work we do, but how we do it.

Required qualifications

  • Minimum cumulative GPA of 3.0
  • Currently pursuing or completed a Bachelor’s degree or Master’s required in nursing, medical technology, public health, or similar field.
  • Availability to participate in the 250-hour WPH Infection Prevention Externship, for no less than 4 hours a week with minimal absence (Yes, don’t worry, you can still enjoy some vacation time!)

2020 WPH Infection Prevention Extern opportunities may include:

  • Hand Hygiene compliance monitoring
  • PA Act 52 compliance
  • NHSN surveillance definitions
  • Allegheny County Health Department and PA-NEDSS reporting
  • WPH specific goals
  • Learning surveillance technology
  • Tracking Quality metrics
  • Review of microbiology of interest, testing, and human disease
  • Mock cluster/outbreak/BBP exposure work ups
  • Opportunity to attend TRAPIC regional professional meeting

Recruitment Timeline Expectations*:
Please send a letter of interest electronically or via mail as to why you would like to be considered for this position, transcripts, and a resume to:

Janina-Marie Tatar, MT (ASCP), CIC
Infection Prevention Manager
UPMC Western Psychiatric Hospital
3811 O’Hara Street
1st Fl Suite 143-A
Pittsburgh, PA 15213
tatarj@upmc.edu

The fall 2020 externship position will be posted from the period beginning July 2020 and ending on September 2020. The spring 2020 externship position will be posted from the period beginning October 2020 and ending on December 2020. The summer 2021 externship position will be posted from the period beginning March 2021 and ending on May 2021. We will be conducting video interviews throughout the application process. *Subject to change

Licensure, Certifications, and Clearances: As Required
UPMC is an equal opportunity employer. Minority/Females/Veterans/Individuals with Disabilities

 

Graduate Application Cafe, Stony Brook University

In order to increase the recruitment, retention, and training of diverse doctoral students in psychology, the Psychology Department at Stony Brook University developed a committee of students and faculty dedicated to increasing the diversity of our graduate student population. The Psychology Department accepts applications for its 4 Ph.D. programs (Clinical Psychology, Cognitive Science, Social & Health Psychology, and Integrative Neuroscience) and for the Master's (M.A.) Program. Our graduate programs provide rigorous training in science and research. Students are admitted to work with a faculty mentor and are trained to conduct independent research. 

As a way to increase the number of underrepresented scholars who apply, we will host a weekly virtual Psychology Graduate School Application Cafe throughout the months of October and November, in time for our December 1st application deadline. Interested applicants of diverse backgrounds will hear from current faculty and students who will host these sessions. These weekly sessions will center on the following topics:

Added Benefits

  • Free advice!
  • Potential for application fee waiver
  • Access to personal statements from current students across all psychology areas 

Complete this Google form indicating your interest and a few details about yourself: https://docs.google.com/forms/d/1cHDn9iJfacI994BrCsl_aZJbi4VDeSY_qlrlEIQVMtY/edit 

Please provide a valid email address in order to receive the recurring Zoom invitations, updates, and access to personal statements from current SBU students. 

 

Paid Decision-making Experiments, Pittsburgh Experimental Economics Laboratory (PEEL) 

You are being invited to participate in paid decision-making experiments at Pittsburgh Experimental Economics Laboratory (PEEL). All of our studies are currently being conducted online. Your payment will depend on your decisions, the decisions of others, and chance. You are guaranteed at least $6 for showing up on time, and average payments are in the range of $15 to $20 per hour. Participation does not require any prior knowledge and your anonymity is guaranteed.

To sign up please go to https://pitt-peel.sona-systems.com/student_new_user.aspx.

Once you are signed-up, you will receive email invitations for individual studies and will be able to sign up for the studies that fit your schedule.

Hope to see you soon at PEEL.

 

Alzheimer's Disease Research Center (ADRC), Student Research Coalition

This student research coalition consists of a small community of scholars from different majors and different years all passionate about Alzheimer's research and looking to gain more knowledge and experience of the field. We meet to hear presentations from researchers on the forefront of Alzheimer's disease research and discuss their projects and our own experiences of research with them.

What sets us apart from other research groups is our dedication to being a student-centered and student-driven organization. It is becoming increasingly important for students' voices to be heard and this is something that we have made a central tenet to our organization. We are committed to approaching research in a more holistic way which aims too truly help students grow as researchers in the field. This means having a more intentional approach to mentoring, clearer expectations from both students and researchers alike, and a community space and sentiment where students can freely discuss their experiences and ask each other questions.

Meetings are every third Monday of the month over Zoom. For questions or meeting details, contact Thomas Bower at tsb30@pitt.edu or through the group email at pittadrcresearchgroup@gmail.com

 

Stanford Social Neuroscience Lab Professional Development Workshops 

The @StanfordSNL will host a set of free professional development webinars this summer. Free weekly workshops for psychology undergrads and recent grads!

We are especially interested in making these sessions available to trainees from URM / FLI communities.

Please feel free to register and spread the word! https://bit.ly/ssnlprofdev2020

Topics include: Life in Academia, Breaking into Undergraduate Research, Applying to Graduate School, and more!

 

APA Psychology Student Network 

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

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

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

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

 

Sociology Student Association Journal Paper Submission Requested 

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

 

Inclusion of LGBTQ+ People in Bioscience Study 

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

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

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

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

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

 

Research Participants Needed - Antioch University, online

VOLUNTEERS WANTED FOR A RESEARCH STUDY

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

Eligibility criteria:

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

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

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

If interested, please email rvierra@antioch.edu

 

 GRADUATE PROGRAM INFORMATION

 

M.Ed. Counselor Education, University of VirginiaNew Posting

The UVA School of Education and Human Development invites students interested in becoming school counselors to apply to our M.Ed. in Counselor Education program! The deadline to apply is January 5th, 2021. 

On December 10th at 7pm we will be hosting a virtual Open House to answer any and all questions they may have! Register here.

The Counselor Education program at UVA's School of Education and Human Development was one of the first accredited programs in the nation with a long history of producing graduates committed to promoting equity, access, and justice. Graduates have gone on to become local, regional, and national leaders in the field of counseling.

Strong relationships with faculty, alumni, and practicing school counselors prepare our students to begin careers as collaborators, youth advocates, and agents of change in PK-12 schools.

We offer a two-year, full-time, cohort-style program and invite you to learn more about us on our website School Counseling at UVA.

Please do not hesitate to reach out to our administrative assistant, Vickie Thomas (vat3w@virginia.edu), with any questions. 

 

PHD Brain and Behavior, University of Southern MississippiNew Posting

The University of Southern Mississippi 

BRAIN AND BEHAVIOR PHD PROGRAM

invites potential applicants to learn about our program at a 

Virtual Open House on December 8, 2020 at 1PM!

Our faculty conduct research in several branches of cognitive psychology (metacognition, perception, attention, language, memory) and social psychology (evolutionary, health, cultural, and political psychology).

Program highlights:

  • Cohorts of 6-7 students accepted each year
  • Students work closely with a faculty research mentor
  • Students regularly publish their work in peer-reviewed journals and present at national and regional conferences
  • Students have received university, regional, and national awards and grants for research and independent funding to support their research
  • No GRE required for Fall 2021 admission
  • Full tuition waiver and paid assistantship

Check out our program website https://www.usm.edu/graduate-programs/psychology-brain-behavior.php for more details.

Register in advance for this meeting:

https://usm-edu.zoom.us/meeting/register/tJYkceitpzssHdIi4CPHZvpksyPgfOj9vwon

After registering, you will receive a confirmation email containing information about joining the meeting.

 

Marcus Autism Fellowship 2020 - New Posting

The Marcus Autism Center, in conjunction with the Emory University School of Medicine and Children’s Healthcare of Atlanta, is offering five fellowships: the Cohen Fellowship in Developmental Social Neuroscience, the Simons Fellowship in Computational Neuroscience, the Education Sciences Fellowship, the Clinical Research Fellowship and the Marcus Fellowship in Speech Science and Engineering. Students who will receive a bachelor’s degree by June 2021 will be eligible for the positions. The fellowships will commence in July 2021, 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 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.

The Education Sciences Fellowship will involve research in educational innovations in autism, from early child care through high school. Fellows will learn about classroom-based interventions to increase social emotional engagement and inclusion, gaining experiences with observational research methods, cutting-edge intervention research, and implementation science approaches. 

The Clinical Research Fellowship will involve in-depth clinical and research experience through work with infants, toddlers, and school-aged children spanning the full autism spectrum. Fellows will learn assessment measures across a variety of domains commonly used for clinical and diagnostic characterization of autism and related disorders.

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.

 

PhD Communication Disorders and Sciences, University of OregonNew Posting

The University of Oregon’s Doctoral Program in Communication Disorders and Sciences is now accepting applications for 2020-2021 admissions. Applications are due January 15. We are recruiting graduate students with interests in early language delay and acquisition in Spanish-speaking populations and/or culturally- and linguistically-responsive service provision for young children from Spanish-speaking backgrounds. Four years of funding is guaranteed for students with their Certificate of Clinical Competency in Speech-Language Pathology through graduate employment as a Clinical Supervisor in our HEDCO Clinic. Proficient Spanish speakers are highly encouraged to apply. 

The University of Oregon is a public research intensive (R1) university nestled between rivers, mountains, and rocky coastline in the Pacific Northwest of the US. The Communication Disorders and Sciences program is housed within the Special Education and Clinical Sciences department within the highly-ranked College of Education (ranked No. 4 among graduate schools of education within public institutions). 

Our PhD program prepares graduates to assume academic and leadership roles in institutions of higher education, as well as in research and practice agencies. The program is dedicated to achieving excellence in student preparation via the integration of clinical and classroom education, the generation and application of research, and the provision of community outreach. Our vision is to train leaders in the field in an environment that encourages inclusion, critical thinking, freedom of inquiry, and social justice. Many of our doctoral program graduates assume professor positions at colleges and universities where their responsibilities include teaching, research, and other scholarly activities.  

Recruiting faculty include:  

Stephanie De Anda, PhD CCC-SLP (Early Dual Language Development Lab) - Professor De Anda’s research interests include understanding language acquisition in typically and atypically developing English- and Spanish-speaking monolingual and bilingual children. She has expertise in behavioral measures of language acquisition in infants, toddlers, and preschoolers. The lab houses an eye tracking system used to examine language processing in young single and dual language learners. In addition, Professor De Anda engages in treatment efficacy research for young preschool and school-age children with language delays.  

Lauren Cycyk, PhD CCC-SLP (Early Dual Language Development Lab)Dr. Cycyk’s research interests include understanding the influence of the sociocultural and environmental context, including caregiver language input and mental well-being, on the dual language development of young children exposed to Spanish and English. Her research also focuses on the provision of culturally- and linguistically-responsive special education services to children from birth through preschool with an emphasis on Spanish-speaking children with communication disorders and their families.  

Questions? Applicants should reach out to potential mentors prior to applying. For general information, applicants can reach out to the Academic Program Coordinator, Autum Loverin (email: cds@uoregon.edu). You can also review the following links:  

 

PhD and Masters Programs, Ecole Normale Superieure, Paris 

The Department of Cognitive Studies (DEC) at Ecole Normale Supérieure is inviting applications for its graduate programs in cognitive science. Our training offer includes: a fully-funded 5-year PhD program and a fully-funded extended 3-year Masters program (which can be followed by a 3-year doctoral grant at ENS or elsewhere in France, conditioned on a mid-term evaluation). 

PhD Program:

We offer a fully-funded 5-year PhD Program in most subfields of cognitive science (including Linguistics, Philosophy, Cognitive Social Science, Psychology, Neuroscience, Modeling). Unlike most PhD programs in Europe, and at the image of PhD programs in North-America, admission in this program does not require an MA-level degree. The PhD program combines a taught component drawing mainly from our Master in Cognitive Science with multiple lab rotations.

Deadline for applications: December 17, 2020 23:59 (Central European Time)

More information on the website: https://graduateschool.dec.ens.fr/

The PhD program is funded by French government grant Frontiers in Cognition.

Fully-funded extended Masters fellowships for international students:

We offer paid three-year fellowships to international students interested in joining our Master in Cognitive Science, which offers interdisciplinary training in Linguistics, Philosophy, Cognitive Social Science, Psychology, Neuroscience, Modeling and Cognitive engineering (https://cogmaster.ens.psl.eu/en). Students can then pursue a fully-funded PhD at ENS or elsewhere in France, conditioned on a mid-term evaluation.

Deadline for applications:   Science track: December 9, 2020   23:59 (Central European Time)
                                               Humanities track: December 29, 2020   23:59 (Central European Time)


More information on the website:  https://cognition.ens.fr/fr/admissions-bourses/etudiants-etrangers-646

 

MEd Child Studies, Peabody College of Vanderbilt University 

Master’s Programs in the Department of Psychology and Human Development

Peabody College of Vanderbilt University

The following are brief descriptions of M.Ed. programs currently available in the Department of Psychology and Human Development at Peabody College, Vanderbilt University. Consult program websites and the Educational Coordinator in Psychology & HD, Ally Armstead (ally.armstead@vanderbilt.edu), for further information.

Child Studies

The Masters of Education (M.Ed.) in Child Studies is a 36-hour program that offers two options:
     Applied Professional Track: For students whose academic and professional goals include preparation for careers working directly with children and families, this program option offers students opportunities for scholarly didactic and in-depth, supervised professional experiences in child and family service organizations. Students are matched with relevant agencies and organizations within the community to gain hands-on experiences in practicum settings. These experiences are complemented by foundational coursework, as students have flexibility to design their program of study around areas of scientific inquiry of substantive interest to them. The Applied Professional Track is well-suited for students whose interests include developing expertise in the application of developmental science in the service of prevention, intervention, advocacy, health, and education of children and their caregivers and preparation for careers implementing evidence-based practices designed to improve outcomes for children and families.

http://peabody.vanderbilt.edu/departments/psych/med_in_child_studies/index

     Clinical & Developmental Research Track: For students whose academic and professional goals include preparation for further graduate study, such as doctoral studies in clinical, developmental, or educational psychology, or positions in research, this program option is designed to strengthen students’ backgrounds for success in these settings and to provide experiences that complement that preparation.  Students are matched with a faculty mentor and provided opportunities to participate on a research team in an area of substantive interest to them. Research methods and statistics coursework and completion of an independent research project appropriate for submission for publication are further requirements; areas of concentration allow further focus in clinical and developmental psychology and other related fields of interest. The Clinical & Developmental Research Track is well-suited for students whose interests include developing expertise in conducting clinical or developmental research and preparing for doctoral studies and eventual careers in academia, research, and other university and clinical settings.

 http://peabody.vanderbilt.edu/departments/psych/med_in_child_studies/index.php

Quantitative Methods                                                                                                               

The Masters of Education (M.Ed.) in Quantitative Methods (QM) is designed to provide students with strong quantitative methods training for applied research settings. Students for whom the program would have interest and value are those who wish to work in school systems, testing, government, industry, dedicated research institutes, academic settings, medical school research, and other similar applied research settings. Students in this 33-hour program take three required core courses in quantitative methods, one required hour of seminar activity, two required hours of internship activity and seven additional courses, of which one may be a content course (i.e., outside the QM area) and one may be a QM course outside of Psychology and Human Development. 

The program culminates in a semester-long or summer-long internship in which students obtain real-world experience producing data analyses for a public or private organization in Nashville or the broader research community.  Potential employers for such students will partially overlap with the internship settings for the QM Master’s students. A particularly strong research setting in need of such employees are medical school research settings, many of which have dedicated research teams that employ data analytic, measurement, and design experts full-time to work on funded biomedical research projects. Another such setting is the public school system, which has increased needs for data analysis, measurement, and reporting expertise that has multiplied dramatically since the implementation of No Child Left Behind and associated school accountability initiatives.

http://peabody.vanderbilt.edu/departments/psych/med_quantitative_methods/index.php

 

PhD Experimental Psychology at University of Nevada, Las Vegas 

We are currently considering applicants for Ph.D. study in Experimental Psychology at University of Nevada, Las Vegas in the Auditory Cognitive Development Lab/Auditory Cognitive Neuroscience Lab. We are particularly eager to find a graduate student interested in working on a funded, multi-lab project examining links between musicality and misophonia in childhood and adulthood, using behavioral and physiological measures (EEG and facial EMG). Across both labs we have facilities supporting adult and child behavioral paradigms (perceptual judgment, sensory-motor synchronization), infant perception (looking time procedures), adult and child electrophysiology (high-density EEG recordings), and transcranial magnetic and electrical brain stimulation and compatible EEG. We address questions about music perception (especially rhythm and beat processing), music acquisition and enculturation during child development, comparisons between music and language, auditory memory, and auditory scene analysis. Interested potential applicants with appropriate qualifications (bachelor’s or master’s degree in Psychology, Cognitive Science, Neuroscience, Computer Science, or other related disciplines) are encouraged to visit the ACDL and ACNL web sites for further information about our research, or email the lab directors (erin.hannon@unlv.edu <mailto:erin.hannon@unlv.edu>, joel.snyder@unlv.edu <mailto:joel.snyder@unlv.edu>) with any questions, and apply directly to the UNLV graduate school. For more information on UNLV, the Ph.D. program, and each lab, please see links below. 

UNLV Grad School: http://www.unlv.edu/graduatecollege <http://www.unlv.edu/graduatecollege>
UNLV Experimental/Psychological and Brain Sciences Ph.D. program: http://www.unlv.edu/psychology/graduateprograms/phd-experimental <http://www.unlv.edu/psychology/graduateprograms/phd-experimental>

ACDL: https://faculty.unlv.edu/ehannon/ <https://faculty.unlv.edu/ehannon/>

ACNL: http://faculty.unlv.edu/jsnyder <http://faculty.unlv.edu/jsnyder>

 

PhD Developmental Science, Boston University 

Faculty members with the graduate program in Developmental Science (DS) at Boston University are seeking talented and motivated students to join their labs. The DS program, which offers students the opportunity to earn a PhD, is part of the Psychological & Brain Sciences Department, one of the fastest-growing and most innovative departments in the country. Applications are currently being accepted for Fall 2021. You can find the full list of lab openings below.

BU’s comprehensive DS doctoral program, which covers the depth and breadth of the entire discipline, provides students advanced training in developmental psychology, with an emphasis on early childhood. Faculty members are nationally and internationally renowned, with projects funded by the National Institutes of Health and the National Science Foundation, as well as by prestigious foundations such as the Simons Foundation and Templeton Foundation. The program features one of only three Autism Centers of Excellence in the country.

The DS graduate program offers unique research opportunities across different developmental domains using multiple methodologies. Robust collaborations—local, national, and international—help drive the program’s progress and innovation. Researchers also work across DS labs and departmental programs, as well as with colleagues in other schools at the University. This distinguishing feature means that DS students gain particularly broad, hands-on training.

Boston University is located in the heart of the historic and culturally vibrant city of Boston, the epicenter of higher education, cutting-edge technology, and pioneering medicine.

The application deadline is Dec. 1, 2020. Information on how to apply can be found here. Please note that submitting GRE scores is optional. Interested students are encouraged to contact potential faculty mentors soon. If you have specific questions about the DS graduate program, please email Amanda Tarullo at atarullo@bu.edu. For general PhD inquiries, please contact Joanne Hebden Palfai, director of academic affairs for the Department of Psychological & Brain Sciences, at jpalfai@bu.edu. General information on the Child Development Labs at Boston University is available at http://www.bu.edu/cdl/.

Below is the full list of DS faculty accepting applicants. 

* Peter Blake directs the Social Development & Learning Lab and studies social cognitive development with a particular focus on how children navigate social interactions in a material world. Research topics include altruism, ownership, cooperation and competition, fairness and other social norms, and social learning and cultural differences. He can be reached at pblake@bu.edu

* Deborah Kelemen studies cognitive development and directs the Child Cognition Lab. Her interests include how children and adults categorize and reason about the artificial and natural worlds; conceptual constraints on intuitive, religious, and scientific theory formation; the development of social and moral cognition; and cultural and individual differences in cognition. She can be reached at dkelemen@bu.edu

* Melissa Kibbe studies how infants, children, and adults represent objects, number, and people, the kinds of computations we can do with these representations, and the ways in which these representations may support formal learning. She directs the Developing Minds Lab and can be reached at kibbe@bu.edu

* Kimberly Saudino is the director of the Boston University Twin Project. She uses twins to study how genetic and environmental factors influence the development of multiple facets of child behavior, including child temperament, parenting, behavior problems, and social cognition. She can be reached at ksaudino@bu.edu

* Helen Tager-Flusberg directs the Center for Autism Research Excellence where she studies language and early development in autism spectrum disorder. Her research addresses questions about the mechanisms underlying language and social communicative impairment using multiple methodologies including EEG/ERP and fNIRS, as well as novel approaches to assessment and intervention. She can be reached at htagerf@bu.edu.

* Amanda Tarullo studies the effects of early-life stress and adversity on neural and behavioral development. Her interests include understanding how parents help young children to regulate stress, the interplay of infant and maternal biological stress, and identifying neural markers of risk in early childhood. She directs the Brain & Early Experiences Lab and can be reached at atarullo@bu.edu.

* Nicholas Wagner examines the enduring impact of early experiences and relationships (e.g., parent-child relationships, sibling relationships) on children’s social and emotional development.

He is particularly interested in the processes through which psychobiological and environmental factors promote psychosocial adaptation or contribute to the emergence of psychopathology. He directs the Biobehavioral and Social Emotional Development Lab and can be reached at njwagner@bu.edu

 

Getting into Psych Grad School:  A Panel for BIPOC Students, recording

Getting into Psych Grad School:  A Panel for BIPOC Students

You can now watch a recording of this panel here.

For more information our panelists are pleased to answer your questions.  If you do so on Twitter, others may benefit from their responses!

Brianna Baker (@BriannaABaker) is in the Counseling Program at Columbia University.  

Dr. Jocelyn Carter (@DrJSmithCarter) is in Department of Psychology in the clinical area at DePaul University

Dr. Kevin Chapman (@drkchap) is at the Kentucky Center for Anxiety and Related Disorders

Dr. Shauna Cooper (@DrShaunaCooper) is in Department of Psychology in the developmental area at UNC Chapel Hill.

Dr. Celeste Malone (@cmonique1023) is in school psychology program in the Department of Education at Howard University.

Also, for more information on the resources discussed in the panel, please see the links below:

List of Diversity Recruitment Programs:  https://z.umn.edu/diversitypsygradweekends

University of Pittsburgh Hot Metal Bridge program:https://www.asgraduate.pitt.edu/hot-metal-bridge-post-bac-program

 

PhD and MA Psychology, Brandeis University 

Applications are open for the PhD and MA programs in Psychology at Brandeis University.

Deadlines: Dec 1 for the PhD program; the MA program has rolling admissions until May 15, but first admission offers are made to applicants who have applied by February 1.

Located in the greater Boston area (Waltham, MA, just 10 miles from downtown Boston), we offer graduate training in a mentorship-based research program. The Master of Arts program provides students with an understanding of the scientific foundations of psychology and direct experience in research methods. Our doctoral program develops excellent researchers and teachers who will become leaders in psychological science. The PhD program offers a track in the integrated study of Brain, Body, and Behavior, funded by a NIGMS training grant.

Information on our programs is available here:

http://www.brandeis.edu/departments/psych/

Potential applicants are encouraged to contact faculty of interest, as not all will be mentoring MA and PhD students in any given year. Faculty are conducting research in the following areas:

Berry, Anne (PhD & MA mentor)

Assistant Professor of Psychology and of the Volen National Center for Complex Systems 

Expertise: cognitive neuroscience, executive function, neuromodulator systems (dopamine, acetylcholine), aging

Cunningham, Joseph (MA mentor)

Professor of Psychology, Undergraduate Advising Head

Expertise: Clinical and developmental psychology, nonverbal communication, emotional development, and gender differences.

DiZio, Paul, (PhD & MA mentor)

Associate Professor of Psychology and of the Volen National Center for Complex Systems

Expertise: Human spatial orientation, posture and balance, movement control and coordination, sensory-motor adaptation, motor development, multi-sensory interactions, space perception, space flight physiology, human factors in virtual environments, motion sickness, and brain-computer interaction.

Gutchess, Angela (PhD & MA mentor)

Graduate Program Head, Professor of Psychology and of the Volen National Center for Complex Systems

Expertise: Neural and behavioral effects of age and culture on memory and social cognition.

Gutsell, Jennifer (PhD & MA mentor)

Associate Professor of Psychology and of the Volen National Center for Complex Systems 

Expertise: Social and affective neuroscience, person perception, interpersonal sensitivity/empathy, intergroup interactions.

Howard, James (PhD & MA mentor)
Assistant Professor of Psychology

Expertise: reward, learning, and decision-making in humans, using neuroimaging, associative learning tasks, computational modeling, and non-invasive brain stimulation to understand how the human brain encodes information about upcoming rewards to guide decisions. Understanding how prefrontal circuits function in concert with sensory and thalamic networks to support behavior dependent on representations of specific rewarding outcomes

Jadhav, Shantanu (PhD & MA mentor)

Assistant Professor of Psychology and of the Volen National Center for Complex Systems

Expertise: systems neuroscience, neural mechanisms for learning, memory, and decision making, rodent models.

Katz, Donald, Department Chair (PhD & MA mentor)

Professor of Psychology and of the Volen National Center for Complex Systems

Expertise: Neural dynamics of gustatory perception and learning.

Knight, Raymond (PhD & MA mentor)

Expertise: Clinical psychology and experimental psychopathology, with specific expertise in psychopathy, sexual aggression, and bullying.

Lachman, Margie (PhD & MA mentor)

Minnie and Harold Fierman Professor of Psychology

Expertise: Life-span development, midlife, aging, sense of control, adult personality, memory, health-promoting behaviors, and intervention research to improve cognitive and physical functioning.

Lackner, James (PhD & MA mentor)

Meshulam and Judith Riklis Professor of Physiology and of the Volen National Center for Complex Systems

Expertise: Spatial orientation, human movement control, and adaptation to unusual force environments.

Liu, Xiaodong, Masters Program Coordinator (MA mentor)

Associate Professor of Psychology

Expertise: Applied statistics: linear and non-linear multi-level modeling / Hierarchical Linear Modeling (HLM), Structural Equation Modeling (SEM), General & Generalized Linear Modeling, and longitudinal data analysis. Child development: factors (at individual, familial, communal, & cultural levels) related to child psychological adjustment (internalizing & externalizing) and school performance.

Mitchell, Teresa Vann (MA mentor)

Lecturer in Psychology

Expertise: Effects of age and experience on development, deafness, autism spectrum disorder, eye tracking and EEG techniques.

Sekuler, Robert (PhD & MA mentor)

Louis and Frances Salvage Professor of Psychology and Professor of Neuroscience

Expertise: Visual perception, cognitive processes including visual memory, navigation of complex environments, imitation of seen actions, and age-related changes in cognitive function.

Snyder, Hannah R. (PhD & MA mentor)

Assistant Professor of Psychology

Expertise:  Links between executive function, stress and psychopathology (especially anxiety and depression) in adolescents and young adults.

Wingfield, Arthur.  (MA mentor) 

Senior Scientist, Department of Psychology and Volen National Center for Complex Systems

Expertise:  Effects of adult aging and auditory acuity on speech understanding and linguistic memory; cognitive factors in adaptation to cochlear implants and other novel perturbations of natural speech.

Wright, Ellen J.  (MA mentor)

Associate Professor of Psychology

Expertise: Connections between developmental processes, aspects of gender, and emotion regulation as those processes impact depression, anxiety, and stress.

 

Human Development and Family Science, Penn State

Penn State’s graduate program in Human Development and Family Studies is accepting graduate students for the Fall 2021 academic year.  Our outstanding graduate program has been ranked # 1 in a survey of HDFS graduate programs in North America. Our continuing mission is to serve as a leader in our field and to guide and strengthen developmental science and education.

Our graduate program includes six core areas of focus:

Themes common to all of these areas include health and well-being, by advancing the understanding of factors that promote or undermine mental health, physical health, and  health-risking behaviors such as substance abuse, obesity, and risky sexual behavior; diversity and health disparities, reflecting our priorities in studying individuals and families from diverse, under-represented backgrounds,  innovative methods and design, supporting the continued development, application, and dissemination of cutting-edge statistical methods and research design, and translating research into sustainable practice, advancing our tradition of translating developmental and family science into practice and policy.

Our program provides leading education and training in HDFS by making use of College and University-sponsored research-to-practice and research-to-policy initiatives, and collaborations with College research centers, including the Center for Healthy Aging, the Child Maltreatment Solutions Network, the Center for Child Obesity Research, and the Edna Bennett Pierce Prevention Research Center.

If you, would like to learn more about the HDFS graduate program, please request additional information.

 

PhD Programs in both Experimental and Clinical Psychology, University of North Carolina Greensboro 

Several faculty at UNC Greensboro are looking for talented and motivated students to join their research teams! We have Ph.D. programs in both experimental (cognitive, developmental, and social: https://psy.uncg.edu/graduate/ph-d-experimental/) and clinical psychology (https://psy.uncg.edu/graduate/clinical-psychology/), as well as a terminal master’s program in Experimental Psychology. We are a growing and collegial department in a fun, diverse, and affordable region of the United States. UNC Greensboro is especially proud of the diversity of its undergraduate and graduate student body (https://www.uncgpsychdiversity.com/) and we seek to attract an equally diverse student applicant pool. To that end, we are recruiting a third cohort of Next Gen Scholars, an award designed to recruit and retain talented students from underrepresented groups and to support the next generation of diverse scholars in research and academic pursuits (https://psy.uncg.edu/graduate/next-gen/).

Students at UNCG have the opportunity to study mind, brain, and behavior at multiple levels of analysis (neural, individual, and social) with diverse techniques. In the developmental area, we have a strong core of faculty who study social learning and cognition (which might be of special interest to members of this list!). Equipment facilities include a 64 channel ERP system (Brain Products: actiCHamp and actiCap active electrodes system), remote eye tracking system (SensoMotoric Products), and access to a 3T scanner (Siemens Magnetom Trio).

The following faculty members have openings for new students this year:
Janet Boseovski and Stuart Marcovitch are Co-Directors of the DUCK Lab (Development and Understanding of Children's Knowledge; www.duck-lab.com). Janet’s research examines how children form impressions about other people, optimism biases in childhood, and children’s learning from others in social domains. Stuart’s research focuses on the development of executive function and how it relates to other cognitive and social skills. The DUCK lab offers an enriching, collaborative environment with opportunities to bridge students’ interest in social and cognitive development (e.g., research that examines the relation between executive functioning and social judgments) and to participate in larger ongoing research projects (e.g., children’s learning in a Science Center setting). Janet Boseovski can be reached at jjboseov@uncg.edu and Stuart Marcovitch can be reached at s_marcov@uncg.edu.

Jasmine DeJesus directs the Development, Culture and Health Lab (devculturehealth.com). Her research examines how children’s beliefs and knowledge changes across development (or in some cases, stays the same!), how children’s social and cultural experiences shape their choices and attitudes, and how we can leverage developmental science methods to study health outcomes and promote child and family health and well-being. She can be reached at jmdejes2@uncg.edu.

Shaylene Nancekivell directs the Young Minds Research Lab (www.youngmindsresearch.com). Shaylene has broad interests in conceptual and social-cognitive development. Her work is focused on understanding how theories develop across the lifespan. The bulk of her current work examines children's theories of ownership. However, she also has a second line of work examining adults' intuitive theories of learning and myths about education. She can be reached at senancek@uncg.edu.

The application deadline is December 1 for the Ph.D. program and either December 1 or April 1 for the terminal M.A. program. Information about how to apply can be found here: https://psy.uncg.edu/graduate/applying/. Due to COVID-19, submission of GRE scores is optional. We recommend that applicants consult with their UNCG faculty advisor(s) of interest to further discuss their best application strategy.

If you have questions about the graduate program, contact Mike Kane (our Director of Graduate Studies) at mjkane@uncg.edu. Our graduate handbook is also available online: https://psy.uncg.edu/wp-content/uploads/2019/03/Graduate-Handbook_March-1-2019.docx.

If you are interested in working with a particular faculty member, we encourage you to contact them directly so that you can get to know each other better.

 

MS in Quantitative Economics, University of Pittsburgh

MQE graduates meet employer demand for well-rounded individuals who can bring economic insights and strategic thinking to data science equipped with skill in: 

  • economic modeling and intuition
  • data science and econometrics
  • analytic storytelling and communications

Request Info 

The MQE Program Director will connect with you.

Live Webinars 

Learn about the innovative courses & career services. 

How to Apply

GRE not required. Deadline is March 15, 2021.

MQE is an eight-month STEM degree with career services at the  intersection of economics and data science.

 

PhD The Learning, Education, and Play (LEAP) Laboratory, University of Hawai'i at Manoa 

The Learning, Education, and Play (LEAP) Laboratory, directed by Dr. Emily Daubert, in the Department of Psychology at the University of Hawaiʻi at Mānoa is accepting new graduate students for Fall of 2021.  The LEAP Lab investigates playful learning, play-based interventions, the influence of social interactions on cognitive development, and the development of numerical knowledge in early childhood. Graduate student applicants interested in applying to the Ph.D. program should email Dr. Daubert, edaubert@hawaii.edu prior to the deadline and attach an updated CV.  The application deadline is December 1st, 2020.  For more information about how to apply, visit: https://psychology.manoa.hawaii.edu/applications-admissions/.

The LEAP Lab is situated in the Community, Cultural, and Developmental area of study in the Psychology Department, which has a strong record of interdisciplinary research with real world applications. For a complete list of the faculty members, please visit the department website: https://psychology.manoa.hawaii.edu/faculty/

The University of Hawaiʻi at Mānoa is located on the island of Oʻahu– a short distance from downtown Honolulu, Waikīkī Beach, Chinatown, Diamond Head State Park, Hanauma Bay, Daniel K. Inouye International Airport, and Pearl Harbor. The Mānoa campus and the island of Oʻahu provide a vibrant cultural community with a wide array of outdoor and recreational activities.

 

Master's in Couple and Family Therapy Virtual Open House 

Master’s Specialization in Couple and Family Therapy    Program Information

VIRTUAL OPEN HOUSE

If you are interested in our master’s of science program in Couple and Family Therapy, we are having an open house event on December 11th 2020, where you can virtually tour our clinic and get your questions answered.   

WHEN:  December 11, 2020

4:00 pm to 6:00 pm (drop in anytime)

WHERE:  Zoom:  https://osu.zoom.us/j/99850855665?pwd=dHNONDlCU3FNM3FSZFB4UjgrajI1dz09

Meeting ID: 998 5085 5665

Password: 581620

RSVP:  Suzanne Bartle-Haring at haring.19@osu.edu

Our program is designed to meet the educational requirements for licensure in the state of Ohio.  It is a two year program with coursework, and 500 hours of direct client contact hours with AAMFT Approved and State approved supervision. 

 

PhD Developmental Psychology, Arizona State University 

The Developmental Area in the Department of Psychology at Arizona State University is recruiting graduate students for 2021-2022. Recruiting faculty interests include: cognitive development, social cognition, early learning, communication, and curiosity; development of romantic relationships and adjustment; healthy aging and resilience; twin, molecular genetic, and epigenetic studies of risk and resilience; how genetic and environmental factors contribute to the development of alcohol use disorders with a focus on racial/ethnic minority adolescents and young adults. We are committed to diversity, equity, inclusion, and belonging and highly encourage individuals from underrepresented backgrounds to apply. 

Arizona State University is located in Tempe, Arizona a 20 minute drive or light rail commute to Phoenix - one of the fastest growing (and sunniest!) cities in the United States. Learn more about our program from the attached flyer, our website, and this video. Information about the application process can be found here. The deadline for applications is December 5, 2020. 

Developmental Faculty Recruiting Students Include:

Thao Ha, PhD, directs the @HEART lab. We study the development of adolescent and young adult romantic relationships and aim to better understand how relationship experiences contribute to emotional and behavioral health. Our newest research focuses on how adolescents use social media in their romantic relationships and friendships.

Frank J. Infurna, PhD, leads the Lifespan Development Lab where the lab’s research interests and projects focus on examining resilience to major life stressors and psychosocial predictors of healthy aging in adulthood and old age.

Kathryn Lemery-Chalfant, PhD, leads the Child Emotion Center, where genetically-informed designs (both quantitative twin studies and molecular genetic studies) are used to understand risk and resilient developmental processes from infancy through young adulthood. We examine the role of early adversity and sociocultural resilience on outcomes including mental and physical health. Mechanisms include HPA axis, epigenetics, and emotional dysregulation.

Kelsey Lucca, PhD, directs the Emerging Minds Lab. Research in the lab explores how infants and young children learn about the world around them. Current research areas include the development of curiosity, social cognition, decision making, and communication, as well as the role of social and cultural factors in shaping early development. Our lab is part of ASU's Early Childhood Cognition Research Group, and we work with the Child Study Lab, a preschool for children 15 months to 5 years located in the Psychology Department. 

Jinni Su, PhD, leads the Genes, Environment, and Youth Development Lab where research interests and projects center on understanding how genetic and environmental factors contribute to substance use and related behavioral and emotional health outcomes among adolescents and young adults of diverse racial-ethnic backgrounds.

Other Faculty in the Developmental Area include:
Viridiana Benitez, PhD
 (Learning and Development Lab): Our studies focus on understanding how attention, prediction, and memory processes play a role in young children's monolingual and bilingual word learning
Robert Bradley, PhD: Dr. Bradley is director of the Center for Child and Family Success. His research focuses on parenting, the home environment, socioeconomic and cultural influences on family processes and child development, early education, child care and measurement of environments including the HOME Inventory and the Family Map. 
Leah Doane, PhD (Adolescent Stress and Emotion Lab): We use culturally and genetically informed designs to understand the dynamic daily interplay between socioemotional experiences (e.g., loneliness, coping) and indicators of health and well-being (including physiological stress processes and sleep) in the prediction of subsequent psychopathology, physical health and academic achievement.
Nancy Eisenberg, PhD: Dr. Eisenberg’s research expertise include emotion-related regulation and relations with adjustment and socio-emotional competence; moral and emotional development; altruism; empathy; socialization and cultural factors in emotion regulation/dysregulation; adjustment, social competence, prosocial responding, and developmental psychopathology.
William Fabricius, PhD (Theory of Mind/Father and Divorce Labs): Investigating how young children construct their concepts of the mental world (theory of mind) and the physical world (object permanence). I am also interested in the impact of father-child relationships on children’s long term physical health, and in changing social policy for divorced fathers and children.
Marisol Perez, PhD (Body Image Research and Health Disparities): Research in the lab explores the genetic, biological, psychophysiological, cultural and environmental underpinnings of body image and eating behavior in its development towards unhealthy lifestyles. We continuously translate our basic science research into clinical applications that can improve the health and quality of life of people across the life span.
Armando Pina, PhD (Courage Lab): Studies factors responsible for the developmental course of anxiety in children and adolescents and developing interventions that test theoretical mechanisms implicated in child and family change.

Questions? Please email our graduate coordinator Katie Ulmer (Katie.Ulmer@asu.edu) or developmental area head Leah Doane (Leah.Doane@asu.edu).

 

PhD Educational Statistics and Research Methods, University of Delaware

The University of Delaware’s PhD program in Educational Statistics and Research Methods is now accepting applications for the 2021-2022 academic year.

Applications are due December 15, 2020.

THE UNIVERSITY OF DELAWARE is a dynamic Research 1 university, committed to the professional development of our graduate students as we prepare them to become the next generation of educational scholars.

Housed in the College of Education and Human Development, the PhD in Educational Statistics and Research Methods (ESRM) is a STEM-designated degree program and prepares students interested in education data science, research methods, statistics, causal inference, psychometrics, and evaluation to develop, critically evaluate, and properly use sophisticated quantitative and mixed methodologies to solve important problems in education. Students design research projects on advancing research methodologies or applying advanced methods to education issues.

Program Experiences:

Gain skills in advanced statistical modeling

Examine how these statistical models are applied to areas such as school effectiveness, economic and social stratification, the structure of human abilities, and achievement growth

Develop assessment instruments and implement program evaluation

Present independent research at conferences, prepare publications for peer-reviewed journals, and complete a dissertation

Learn in a climate of collaboration and camaraderie with small class sizes and supportive faculty mentors

Faculty: Our faculty hold grants from the National Science Foundation, the Institute of Education Sciences and private foundations. They have been recognized for their work by the American Educational Research Association and the Cognitive Development Society.

Our faculty include Lauren Bailes, Christina Areizaga Barbieri, Zachary Collier, Laura Desimone, Elizabeth Farley-Ripple, Joseph Glutting, Henry May, Ratna Nandakumar, Teya Rutherford, and Joshua Wilson.

Financial Support: Full-time students receive support for 4 years through assistantships and tuition scholarships. Students with assistantships receive 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is also available.

Contact Us: To learn more about how you can apply to UD’s PhD in ESRM, contact our program coordinator: Zachary Collier (collierz@udel.edu) and go to www.education.udel.edu/doctoral/phd-esrm

 

PhD Studentship in the Educational Psychology Program, University of Alabama College of Education 

The University of Alabama invites applications for its Ph.D. Educational Psychology Program (https://education.ua.edu/programs/bep/phd/). Full funding and tuition remission is available to qualified students. The Educational Psychology Ph.D. Program consists of human development, learning & motivation, and educational neuroscience tracks with an optional concentration in educational neuroscience (additional information available here: http://edneuro.ua.edu/). Starting students select one of these tracks depending on their interests and plans for future research. We are looking for students who are interested in studying cognitive, affective, and neural mechanisms of learning and exploring educational implications in one or more domains relevant to education (e.g., mathematics learning & cognition, language development and processing, reading, & bilingualism, gesture, moral development, motivation & affect, cognitive and behavioral disorders). Students from diverse disciplines (e.g., education, cognitive science, neuroscience, learning sciences, STEM fields, psychology, computer science) and backgrounds (esp. women and historically underrepresented minorities) are encouraged to apply.

Minimum Qualifications:
  *   Bachelor's or master's degree in a relevant field (e.g., education, cognitive science, neuroscience, psychology, STEM fields)
  *   Interest in conducting interdisciplinary research that incorporates methods and perspectives from education, brain, and/or cognitive sciences
  *   Interest in educational applications broadly defined
  *   Ability to work with students and faculty in a variety of disciplines
  *   Strong quantitative and programming skills
  *   Strong writing and communication skills

Program Faculty & Research Areas
(All faculty open to accepting qualified Ph.D. students)
Dr. Hyemin Han<http://seed.ua.edu/> - Educational neuroscience, social neuroscience, social development, positive psychology, computational simulations, educational interventions

Dr. Laura Morett<http://nerdlab.ua.edu/> - Gesture, language and literacy, developmental cognitive neuroscience, autism spectrum disorder, bilingualism, embodied cognition, eye-tracking, EEG/ERP, fNIRS
Dr. Jason Scofield<http://scofield.people.ua.edu/abcd-research-lab.html> - Child development, cognitive development, language development

Dr. Firat Soylu <http://elden.ua.edu/> - Educational & cognitive neuroscience, mathematical cognition, STEM learning, embodied cognition, EEG/ERP, fMRI
Dr. Macarena Suarez Pellicioni<https://scholar.google.com/citations?user=fdmg8PMAAAAJ&hl=en&oi=ao> - Educational neuroscience, mathematical cognition, child development, learning, fMRI, ERPs

Dr. David Walker<http://ethicaldevelopment.ua.edu/> - Moral psychology & decision making, social & character development

Start Date: August 2021

Location: The University of Alabama is located in Tuscaloosa, a city of approximately 100,000 residents in west central Alabama. Aside from hosting the winningest football team in the Southeastern Conference (Roll Tide!), Tuscaloosa offers a low cost of living and Southern hospitality and charm complemented by a vibrant downtown with a variety of restaurants and family-owned shops, a farmer's market, an outdoor amphitheater, and a folk art center and festival.  Proximity to several state parks, the Appalachian Mountains, and the Gulf Shore provide numerous opportunities for recreational activities including hiking, mountain biking, trail running, spelunking, fishing, and camping. Nearby cities include Birmingham (< 1 hr.), Atlanta (3 hrs.), Chattanooga (3 hrs.), Nashville (3.5 hrs.), Memphis (4 hrs.), and New Orleans (4 hrs.).

Application Process: Please apply online at http://graduate.ua.edu/prospects/application/. A letter of application, curriculum vita, unofficial transcript of all coursework, and three reference letters are required to complete the online application process. For admission for 2021-2022, the requirement to submit GRE and TOEFL scores (for international applicants) has been waived. You should select "Educational Psychology" as your intended major and indicate which track you are interested in your letter of application. Review of applications will begin on December 15, 2020 and will continue until April 15, 2021. Applicants seeking a graduate assistantship or a fellowship are encouraged to apply by December 15. Please contact Dr. Firat Soylu (fsoylu@ua.edu<mailto:fsoylu@ua.edu>), program coordinator, or faculty of interest if you have any questions.

 

PhD Department of Cognitive, Linguistic, and Psychological Sciences (CLPS), Brown University 

The Department of Cognitive, Linguistic, and Psychological Sciences (CLPS) at Brown University invites qualified applicants to apply to our Ph.D. programs for the 2021-2022 academic year. Located in Providence, Rhode Island -- a vibrant, affordable city close to Boston and New York -- Brown University offers interdisciplinary training in developmental science in state-of-the-art facilities. Successful applicants are guaranteed five years of full tuition, stipend, summer funding, and research and travel support.
 
The following faculty are available to train graduate students:

  • Daphna Buchsbaum  studies how children, as well as adults and non-human animals (such as dogs) develop a sophisticated understanding of both the physical and social world from relatively sparse and ambiguous information. http://www.cocodevlab.com/
  • Roman Feiman studies conceptual development, language acquisition, and experimental semantics and pragmatics. His focus is on compositional meaning in language and thought. https://sites.brown.edu/bltlab/  

  • James Morgan investigates cognitive and environmental underpinnings of early language acquisition, with particular focus on speech perception and spoken word recognition.  http://babies.brown.edu/

  • David Sobel examines the development of reasoning and social cognition in both formal and informal learning environments. Topics of interest include causal and scientific reasoning, children's social cognition, selective learning, and learning from parent-child interaction. https://www.brown.edu/research/labs/causality-and-mind/

The CLPS department is home to several cutting-edge methodologies. Resources include:

  • Eye tracking and 3D manual reach tracking
  • Mobile infant laboratory for community testing
  • Strong connections with Providence Children’s Museum for on-site research and dissemination

For more information about the CLPS graduate program or to apply go to http://www.brown.edu/Departments/CLPS/graduate

 

PsyD Clinical Psychology, Antioch University

The PsyD Program at Antioch University New England has been continuously accredited for 38 years, and we are proud of the faculty, students, and alums who carry on the work of our university’s founder, Horace Mann, who proclaimed the virtue of social justice and equity. We believe that our rigorous training is unique in addressing the salient psychological concerns of our society because our faculty have been and continue to be leaders in the field.

Whether it was Roger Peterson, PhD who conceptualized core competencies in his 1991 book The Core Curriculum in Professional Psychology or Kathi Borden, PhD who is serving as a delegate at the Council of Chairs of Training Councils to focus on integrating social responsiveness into psychology training at all levels in September of this year, our faculty have a long tradition of being on the cutting edge of training and mentoring. In fact, we are celebrating  Kathi Borden’s and Lorraine Mangione’s recent achievement of attaining Fellow status in APA Divisions 12 and 49, respectively!

Our generalist curriculum prepares students for multiple roles in clinical psychology. Students gain experience at our Psychological Services Center, Center for Diversity and Social Justice, and Society for Psychoanalytic Psychology. Students who are wanting to gain depth in our major area of study in integrated primary care and Clinical Health Psychology can earn stipends up to $24,000 per year as part of their clinical training. There are also a number of student groups available for students to learn more about various populations, theories, and roles in psychology.

For those wishing to join our Fall 2021 entering class, our early admissions application cycle deadline is November 2, 2020 and our regular admissions cycle deadline is January 4, 2021. Applications can be started here or you can contact dkedziora@antioch.edu (Admissions Counselor) or myself at vpignatiello@antioch.edu

 

PhD Health & Behavioral Sciences, University of Colorado

Our program provides training and mentorship in support of students becoming population health researchers. Our program is interdisciplinary, and draws on theories and methods from across the social and behavioral sciences. Successful applicants will have some research experience, a clear fit with our program, and strong grades and test scores. Admitted students typically receive scholarships for tuition as well as stipends. 

Our faculty believe your students are well suited for our program. I am attaching our department colloquium schedule.  

Please forward this email to any students, faculty, or student clubs that may be interested. If you have any questions, please reach out to me at HBS.PHD@ucdenver.edu. Students can find more information on our website: https://clas.ucdenver.edu/hbsc/degree-programs/phd-program 

Zoom Link: https://ucdenver.zoom.us/j/92098190389 

Time: 2:30-4:00pm  

*Please email HBSAdminSupport@ucdenver.edu for the password to enter the Zoom meeting if you are interested in attending 

December 4th   

  

Student Presentations   

Summer Research Award Recipients      

 

PhD Applied Developmental Science, Colorado State University 

Doctoral training in the field of intellectual and developmental disabilities

The Department of Human Development and Family Studies at Colorado State University is pleased to share information about our PhD program in Applied Developmental Science (https://www.chhs.colostate.edu/hdfs/programs-and-degrees/ph-d-in-applied-developmental-science/). Established in 2009, this doctoral program in Applied Developmental Science offers graduate training in research and its application to issues that affect the quality of life of individuals, families, and communities. Doctoral students with interest in neurodevelopmental conditions can choose a specialization in “Risk, Resilience, and Developmental Psychopathology,” which includes a variety of opportunities for mentorship by experts in the field of intellectual and developmental disabilities (IDD).

Click here to learn more about current Applied Developmental Science student activities, and click here to learn about recent alumni.

The following mentors with expertise in IDD are accepting new students for Fall 2021:

Deborah Fidler

Lisa Daunhauer

Susan Hepburn

Potentially interested students can contact our Applied Developmental Science program head, Dr. Lauren Shomaker, at lauren.shomaker@colostate.edu or any faculty member in our department for questions regarding our program, funding opportunities, and ongoing research projects.

 

Developmental Science, UMass Amherst 

Our multidisciplinary Developmental Science training program at UMass Amherst focuses on integrative and translational research that uses a diverse range of methodologies spanning behavioral, clinical, neuroscience, advanced statistical, and applied techniques. We have collaborative relationships with the Neuroscience and Behavior Program, the Center for Research on Families, the Rudd Adoption Research Program, and have launched the Healthy Development Initiative in Springfield, MA. Our program also leads the broader, cross-department and college Developmental Science Initiative. https://www.umass.edu/pbs/research/centers-and-institutes

We are strongly committed to the support and promotion of diversity in our programs and community. We are part of an outstanding multi-institution Five College Consortium, in a culturally rich region of New England that is surrounded by natural beauty as well as being close to major urban areas.  https://www.umass.edu/pbs/diversityhttps://www.fivecolleges.edu/https://www.visitma.com/regions-towns/western-massachusetts/

To learn more about potential faculty mentors for graduate studies:  https://www.umass.edu/pbs/graduate/developmental-science

Prospective students also are invited to explore our research labs and centers, learn more about our training program, and inquire about our network of excellent training resources on campus.   https://www.umass.edu/pbs/research/developmental-science

Application information:  https://www.umass.edu/pbs/graduate/how-apply

Inquiries: Kirby Deater-Deckard, kdeaterdeck@umass.edu

 

Graduate Program in Lifespan Developmental Psychology, North Carolina State University

We are seeking qualified applicants for our doctoral program in Lifespan Developmental Psychology at North Carolina State University, and we would appreciate your assistance in bringing our program to the attention of potential students. The program as well as the Department of Psychology has an active and growing group of faculty with expertise in development across the lifespan and particular strengths in the intersections among emotion, social cognition, and everyday cognitive functioning. Students in the program obtain a strong grounding in theory, research, and methodology in Lifespan Development, and are supported through graduate research and teaching assistantships.

Lifespan Developmental Psychology Faculty:

Jason Allaire

Everyday cognitive functioning of older adults; antecedents of individual differences in basic cognitive functioning; cognitive interventions; short-term intraindividual variability; health disparities (https://faculty.chass.ncsu.edu/jcallair)

Lynne Baker-Ward

Understanding the processes through which children come to interpret, remember, and share their salient personal experiences, with applications to children’s testimony; autobiographical memory and well-being **Note: Dr. Baker-Ward will not be accepting students for AY 2021. (https://mindlab.wordpress.ncsu.edu/)

Daniel Grühn

Emotional and cognitive development in adulthood and old age, such as empathy, well-being, emotional complexity; and historical, cultural, and biological influences on emotional development across the lifespan (https://acelab.wordpress.ncsu.edu/)

Amy Halberstadt

Emotional experience and expression as embedded within family, school, and cultural contexts, and as related to social justice and inequalities; affective social competence (http://www4.ncsu.edu/~halbers/index.html)

Dana Kotter-Grühn

Socioemotional development in adulthood and old age; age stereotypes and ageism, perceptions of aging; well-being and self-regulation
**Note: Dr. Kotter-Grühn will not be accepting students for the 2021/22 academic year

Kelly Lynn Mulvey

Social-cognitive development; intergroup attitudes; stereotyping and prejudice; theory of mind; social exclusion; resource allocation; social justice; gender; race and ethnicity; peer group dynamics; STEM engagement for underrepresented groups (https://sites.google.com/ncsu.edu/mulveysocialdevelopmentlab).

Shevaun Neupert

Daily stressors and their associations with affect, physical health, and memory across the lifespan; socioeconomic disparities in health; statistical techniques for examining change and intraindividual variability (go.ncsu.edu/wellbeinglab)

We encourage our students to engage in collaborations with research labs in other programs that also have developmental interests. Affiliated faculty with developmental interests include:

Jeni Burnette -- Mindsets and their role in self-regulation and goal achievement using a wide variety of research designs, ranging from interventions to basic experimental methods to longitudinal surveys (http://jeniburnette.com/)

Jing Feng—Human attention and cognition, with applications of cognitive principles to human factors; individual differences and age-related changes in attention and spatial skills, as well as the effects of cognitive training; aging and driving, driver distraction and the design of information displays (http://www4.ncsu.edu/~jfeng2/)

Mary Haskett—Bidirectional relations between parenting and children’s social-emotional functioning, with a particular interest in how these relations operate within families experiencing child maltreatment (https://faculty.chass.ncsu.edu/mehasket)

Elan Hope -- Assets-based approach to investigate identity, ideology, and behavioral factors that promote academic, civic, and psychological well-being for racially marginalized adolescents and emerging adults (http://www.elanhope.com/)

Chris Mayhorn—Memory, decision making, human-computer interaction, home medical device design (https://faculty.chass.ncsu.edu/cbmayhor)

Anne McLaughlin—Human learning and the application of training, particularly age-related changes in cognition; maintenance of cognitive abilities and the application of feedback during training (https://psychology.chass.ncsu.edu/faculty_staff/acmclaug)

Kate Norwalk -- Social dynamics of elementary and middle school students, the impact of students’ classroom social dynamics on their social, behavioral, and academic functioning, and ways in which teachers can leverage these naturally occurring dynamics to improve classroom functioning and student outcomes. (https://faculty.chass.ncsu.edu/knorwal)

Vanessa Volpe – racial/ethnic health disparities; racism; strengths-based and critical approaches, psychophysiology and intensive longitudinal data; Black and Latinx adolescents, emerging, and young adults (https://faculty.chass.ncsu.edu/vvvolpe)

Interested students are encouraged to find out more about our program at: https://psychology.chass.ncsu.edu/Lifespan/

NCSU is located in Raleigh, a dynamic city representing the eastern point of the research triangle. It is consistently rated as one of the best places to live in the US:

http://www.raleighnc.gov/government/content/PubAffairs/Articles/Accolade...

The deadline for applications is December 1, 2020. For more information, please contact Shevaun Neupert, area coordinator (shevaun_neupert@ncsu.edu).

 

Ph.D. in Developmental Psychology, Boston College 

The Ph.D. program in Developmental Psychology at Boston College’s Department of Psychology and Neuroscience is now accepting applications for Fall of 2021. The Psychology and Neuroscience Department offers a vibrant and rapidly-growing community, with a strong commitment to interdisciplinary research as well as new and emerging research fields and methods. Successful applicants are guaranteed five years of full tuition and stipend.

Three developmental faculty are currently recruiting graduate students for Fall 2021: 

  • Dr. Sara Cordes (Infant and Child Cognition Lab, www.cordeslab.org), whose research focuses on numerical cognition and social influences of math learning, including math and spatial gender stereotypes
  • Dr. Angie Johnston (Social Learning Lab, https://sites.bc.edu/doglab/), whose research explores the evolutionary origins of human social learning by comparing children and dogs 
  • Dr. Katherine McAuliffe (Cooperation Lab, www.bccooperationlab.com), whose research focuses on the development and evolution of cooperation in humans (please email Dr. McAuliffe in advance if you plan to apply to the Cooperation Lab)

Students interested in working with any of these four faculty are strongly encouraged to apply. For more information, please feel free to contact the corresponding faculty members. Further information about the application can be found on the BC Psychology and Neuroscience website (https://www.bc.edu/bc-web/schools/mcas/departments/psychology/graduate.html). The deadline for applications is December 15, 2020.

 

California State University, Long Beach (CSULB) Psychology Graduate Programs 

Please find attached promotional flyers for the California State University, Long Beach (CSULB) Psychology graduate programs: MA-Psychological Research (MAPR), MS-Human Factors (MSHF), and MS-Industrial/Organizational Psychology (MSIO).  Information regarding our Fall 2021 application to these programs may be found via the interactive links at the bottom of the flyers.  Note: We will not be requiring the General GREs for Fall 2021 consideration. 

​GPS program includes:

  • Departmental visits with faculty members, administrators and graduate/professional students
  • Workshops regarding essential Graduate/Professional school components
  • Meals according to the GPS schedule
  • Hotel accommodation at the Blackwell Inn on the Ohio State campus
  • Up to a $300 honorarium (Honorarium may be used to recoup some or all of your expense for travel to Ohio State for GPS; students from local [Columbus area] universities are not eligible for this honorarium)

 

New Clinical Psychology Program, University of California, Irvine

The University of California at Irvine, Department of Psychological Science will be accepting applications this fall for a new concentration in Clinical Psychology to begin September 2021. The Clinical Ph.D. concentration will offer training guided by a clinical science model to prepare future leaders for careers as clinical scholars and mental health care leaders. 

The Department of Psychological Science has existing areas in Development, Health, Social and Personality Psychology, and Affective Science. Students are also able to work with faculty from within these concentrations whose work has relevance to clinical science.

Students will gain from the interdisciplinary orientation of the School of Social Ecology with faculty/programs in UCI’s Schools of Medicine, Public Health, Nursing, Law, Education, Social Sciences, Biological Sciences, Arts, and Engineering, and UCI’s Institute for Clinical and Translational Science and the Institute for Memory Impairment and Neurological Disorders. Training will feature a close partnership with Psychiatry and Human Behavior as well as community mental health agencies. Additionally, the School of Social Ecology houses the Institute for Interdisciplinary Salivary Bioscience Research, the Center for Psychology and Law, and the Newkirk Center for Science and Society, and UCI’s Campus Center for Neuroimaging. In addition to these educational and research resources, as well as being consistently ranked as a top 10 public university by US News and World Report, the UCI campus is located between Los Angeles and San Diego, and is just minutes from the Pacific ocean.

Core clinical faculty include:

Jessica Borelli, PhD (developmental psychopathology, attachment, emotion, prevention of mental health problems in children and adolescents)
Susan Charles, PhD (emotional processes across the adult life span, subjective experience and cognitive processes, health and emotion)
Kate Kuhlman, PhD (developmental psychopathology, psychoneuroimmunology, psychoneuroendocrinology, early life stress, and adolescent depression)
Elizabeth Martin, PhD and Interim Director of Clinical Training (emotion and social functioning in individuals with psychosis and psychosis-risk)
Daniel Nation, PhD (clinical neuropsychology)
Ray Novaco, PhD (anger, violence, stress, trauma, and interventions)
Stephen Schueller, PhD (clinical psychology, depression, mHealth, technology, implementation science, treatment and prevention, positive psychology)
Jason Schiffman, PhD (identification and prevention of early psychosis among individuals at clinical high-risk). (Joining the faculty as Director of Clinical Training fall of 2021)
Alyson Zalta, PhD (clinical psychology, trauma, post-traumatic stress disorder, resilience, treatment & prevention)

The program will prepare students for a broad range of high-demand careers. These include university faculty positions and research tracks; positions in behavioral medicine and health psychology in medical schools and healthcare organizations; positions as clinical psychologists in public- and private-sector mental health facilities; positions in forensic psychology; and applied research positions in companies, organizations, and programs that address mental health.

As a minority serving institution, UCI is committed to attracting doctoral students who can help meet the mental health needs of a racially, ethnically, and culturally diverse population. We seek to attract a diverse applicant pool to increase student diversity and diversity in clinical psychology more broadly. 

Notably, following the American Psychological Association’s timeline for accreditation, our program will likely have obtained accreditation status before the graduation of our inaugural class (i.e., students can expect to graduate from an APA accredited program).

For more information, please contact Elizabeth Martin, PhD, Interim Director of Clinical Training at emartin8@uci.edu.

 

New Certification Available in Occupational Therapy, University of Pittsburgh 

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

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

 

Master of Arts Degree, Case Western Reserve University 

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

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

 

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

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

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

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

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

Courses

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

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

 

Michigan Program in Survey Methodology 

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

What is survey methodology?

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

 

Guide to Graduate Programs in Forensic and Legal Psychology 

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

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

 

Doctorate in Clinical-Community Psychology, Point Park University 

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

 

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

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

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

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

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

 

Doctoral Study in Learning Sciences, University of Delaware 

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

Our  program:

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

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

 

Michigan State University, Communicative Sciences and Disorders, PhD

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

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

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

Requirements:

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

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

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

 

Early Intervention, University of Pittsburgh School of Education

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

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

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

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

 

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

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

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

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

 

University of Nebraska-Lincoln, PhD

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

 

IO Psychology Master's Program, Hofstra University

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

Applications are accepted on a rolling basis.

 

University of Delaware, College of Education & Human Development

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

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

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

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

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

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

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

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

Deadlines vary by program.

 

Experimental Psychology MS Program

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

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

For more information can be found on the website.

 

 

POST-GRADUATE EMPLOYMENT OPPORTUNITIES

 

Psychology Jobs & Internship Opportunities 

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

 

Pathways to Research and Doctoral Careers, Collection of employment and post-bac opportunities

PREDOC: Pathways to Research and Doctoral Careers, a new consortium of universities and research institutions that aims to foster a talented, diverse, and inclusive population in the social sciences.  

PREDOC's website, https://predoc.org, has already quickly become a premier hub to find full-time, paid, post-baccalaureate research assistantships at universities and research institutions around the country. As of today, PREDOC lists over 70 job postings for literally 100s of predoc positions, with positions available at such places as Stanford, Harvard, MIT, Princeton, Yale, the University of Chicago, the Federal Reserve System, Berkeley, Northwestern, NYU, and others. PREDOC's website also contains additional general information about such research positions, some material to prepare before applying, and information about doctoral careers more generally. 

These post-baccalaureate positions are especially useful for those students who are looking for a job right after college (as most of these positions are full-time staff positions, with full benefits), and/or want some additional exposure to research before applying to a PhD, or even before taking the decision on whether to pursue doctoral studies or go to the industry. Indeed, by working alongside the best researchers in the country, these students can get inspired to pursue doctoral careers or, if not, they can easily go on to the private sector. The additional job experience and training acquired during their predoc experience will surely help them in any career of their choosing. 

 

Research Core Coordinator Position at the Center for Autism and the Developing Brain (CADB) at Weill Cornell MedicineNew Posting

The Center for Autism and the Developing Brain (CADB) Research Core at Weill Cornell Medicine is currently seeking a full-time research coordinator to work on clinical research studies involving children with autism spectrum disorders (ASD) (PIs: Steve Kanne, Jeremy Veenstra-VanderWeele, So Hyun “Sophy” Kim).

Primary responsibilities

  • Recruits subjects for research studies based on study recruitment criteria.
  • Perform screenings to determine eligibility, conduct research interviews and surveys, work with families to answer questions & ensure form completion.
  • Assist with study organization, assemble study charts, participant packets, process subject payments.
  • Extract data from patient records and perform data entry of medical and psychological testing data
  • Maintains paper and electronic research and clinical records.
  • Oversee the IRB applications and amendments for research core projects.
  • Support Research Core Director and Manager to supervise research staff.

Expected start date:  Rolling basis

Minimum Requirements

  • Bachelor’s degree in psychology or related field and related experience.
  • Transportation required for local travel.

Highly Desired Requirements

Master’s degree in psychology or related fields. Previous research administrative experience such as coordinating research studies (e.g., data management, recruitment, and IRB preparations) and supervising research staff.

Note: No relocation assistance is provided for this position. Visa sponsorship is not available for this position. Weill Cornell Medical College is an employer and educator recognized for valuing AA/EOE/M/F/Protected Veterans, and Individuals with Disabilities.

Contact

Interested applicants should send a CV, names and contact information for 2 references, and a cover letter describing relevant experience, interests, and long-term goals to Dr. Sophy Kim (sok2015@med.cornell.edu).

 

Research Specialist, Decision Neuroscience and Psychopathology Lab, University of PittsburghNew Posting

The candidate will work on several NIH-supported lines of research in close collaboration with Michael Hallquist’s Developmental Personality Neuroscience Laboratory at UNC Chapel Hill. Our lab studies decision-making and learning in mental disorders including borderline personality, depression, and suicide. We are particularly interested in social decision-making and in how people resolve the tradeoff between exploiting known valuable options and exploring unfamiliar ones. The position will support 3 ongoing projects in the lab. All projects use reinforcement learning models applied to behavioral and neuroimaging data to study:
  • examine how in depressed older adults, high cognitive demands and impaired decision making can lead to progression from suicide ideation to action
  • examine neural mechanisms of interpersonal dysfunction and decision making deficits in the predisposition for suicidal behavior
  • a novel 28-day EMA protocol collecting mood, EEG, EKG data to examine affective instability in daily life and how mood relates to reward learning in borderline personality disorder
More information about our lab can be found on our website: dnpl.pitt.edu.
 
Responsibilities for the current position include, but are not limited to, assistance with research design and protocols, data collection, data management, participant recruitment and retention, lab administration, and analysis of behavioral and neuroimaging data. Successful candidates should have keen attention to detail; clinical, interpersonal, and communication skills to deal with sensitive topics; and strong organization, problem solving, and analytic skills. Prior background in the following is a plus but not required. Programming Languages: R, Matlab, Bash or similar. Clinical interviewing: SCID, MINI, SIDP, common depression & suicide risk scales, neuropsychological assessments. Neuroimaging: fMRI. Above all, we seek a candidate who is motivated and ambitious, who is prepared for a hands-on research experience including the use of new tasks and techniques. Extensive training opportunities will be provided to learn the above skills. Successful candidates will have opportunities for independent projects.
 
The default position for a recent graduate is Research Specialist. The candidate will be expected to relocate to Pittsburgh and start in February 2021. Majority of the responsibilities can be done working from home but there will be some in person duties (fMRI scanning).
 
Education
Required: BA/BS in neuroscience, psychology, engineering, economics, statistics, math, or any relevant science field.
 
Given the extensive training required, a 2- or 3-year commitment is preferred. To apply, please submit a CV, cover letter that describes research interests, and a list of three references to Amy Lu (qlu@pitt.edu). Review of applications will begin immediately and will continue until the position has been filled. We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, gender identity, sexual orientation, pregnancy and pregnancy-related conditions or any other characteristic protected by law.

 

Research Assistant, Brown University and Rhode Island Hospital 

The position is for a Research Assistant (RA) in the Department of Psychiatry at Brown University and Rhode Island Hospital. The RA would work with Drs. Jennifer Wolff and Jacqueline Nesi to coordinate a number of projects, including a project examining parenting strategies for managing adolescents’ social media use and a grant examining a randomized control trial of a computerized parenting intervention in a community setting.  These projects are part of the Adolescent Mental Health Collaborative that aims to improve the mental health of youth through coordinated research, treatment, and training:  https://sites.brown.edu/charrm/.

The RA’s responsibilities will include data collection via the administration of in-person clinical assessments and ecological momentary assessment.  Responsibilities will also include participant recruiting and screening, observational coding of parent-teen interaction tasks, as well as completing literature reviews, contributing to on-going research reports and presentations, and other research tasks assigned by study personnel.  The RA is expected to work with adult and adolescent participants, as well as with all study personnel and community therapists to advance the scientific aims of the study.  

Qualifications

  • BS or BA in Psychology or closely related field and 1-2 years’ research experience and/or equivalent combination of education and experience.
  • Previous experience with human subject research is preferred.
  • Knowledge of experimental research methodology and knowledge of clinical research procedures is preferred.
  • RAs should be experienced with computer applications, including word processing and excel.
  • Previous experience with statistical software (e.g., SPSS, R) and database management is preferred.
  • Fluency in Spanish is preferred.

 

Job Competencies

This position requires excellent time management and multi-tasking skills.  RAs must demonstrate excellent interpersonal, organizational, computer, and communication (verbal and written) skills as well as good attention to detail, flexibility and ability to work well with team members. 

Mentorship

Mentorship is very important to the Adolescent Mental Health Collaborative and all of our prior Clinical Research Assistants have matriculated to graduate or medical school. 

Other Information

This position entails joining an active research team and sharing a strong commitment to accomplishing the goals of the research programs with the highest degree of quality and integrity. This position represents a critical element of our ongoing research. The RA selected for this position will be provided with a significant amount of high-quality training in administering assessments in community settings. These skills will be invaluable to any candidate who wishes to pursue a career and/or advanced study in a mental health related field. Because of the nature of the position, the RA will be trusted with a great deal of responsibility for facilitating the ongoing research in accordance with established scientific protocol. This position requires a skilled individual to recruit and interview a sometimes challenging population of teens and parents and requires clinical, interpersonal, and communication skill to deal with sensitive topics. Flexibility, conscientiousness, and commitment to the programs goals and objectives are essential. 

RAs are expected to attend regular supervision meetings with the PIs and study personnel.  Due to the nature of the studies, flexibility in scheduling is also required (e.g., willingness to occasionally work week nights and weekends to accommodate participants for completion of follow-up interviews) and the RA must provide his/her own transportation. 

For additional information, and to apply, please submit a resume and cover letter by emailing Jennifer Wolff at jennifer_wolff@brown.edu and Jacqueline Nesi at jacqueline_nesi@brown.edu.

 

Full-time Research Assistant, University of Chicago Booth School of Business 

We’re excited to announce additional searches for Research Professionals at the University of Chicago Booth School of Business have opened. We’re currently hiring full-time research assistants to start around July 1, 2021, though other start dates will be considered. The research assistants will work closely on faculty research, with faculty across an array of disciplines hiring this fall.  We currently have positions open with Emanuele Colonnelli & Kilian Huber (finance and macroeconomics), Quentin Vandeweyer (finance), and Giovanni Compiani, Sarah Moshary, and Bradley Shapiro (marketing). Interested applicants can learn more about these positions and the application process by visiting our website, and job seekers can sign up at our mailing list to be directly contacted about new positions as they open.  We are eager to recruit students of diverse academic backgrounds with strong quantitative skills, not just economists.

Research Professionals and similar positions at other universities are relatively new to the academic pipeline, but they are quickly becoming an integral positions in economics departments and at business schools.  Such positions are an excellent option for anyone considering a PhD program who is still uncertain, or as an alternative for anyone considering a Master’s degree as a step toward a PhD.  Anyone who would like to learn more should visit www.predoc.org for more information and an aggregated list of opportunities from several institutions. 

Interested students should email ResearchProfessional@lists.chicagobooth.edu to learn more.  

 

Research Assistant, Rhode Island Hospital Partial Hospitalization Program and MIDAS Project

Research Assistant Position Available

Rhode Island Hospital Partial Hospitalization Program and MIDAS Project

The Rhode Island Methods to Improve Diagnostic Assessment and Services (MIDAS) project is looking to hire a research assistant (RA), with a potential start date of May/June 2021. Candidates should be a recent or upcoming college graduate with a psychology or neuroscience major and an interest in going to graduate or medical school. In the Rhode Island Hospital outpatient psychiatry and partial hospital practices, we have integrated research assessments into clinical practice. The MIDAS project is one of the largest clinical epidemiological studies using semi-structured diagnostic interviews ever conducted, and we have published more than 350 papers from our database. The RA will be trained in conducting diagnostic interviews and writing clinical reports. The RA will also be responsible for managing databases and entering data, submitting IRB applications, recruiting participants, and conducting other tasks associated with various ongoing assessment and treatment research projects in the outpatient and partial hospital practices. Opportunities are available (and encouraged) for presenting research at national meetings and writing manuscripts for publication. Prior research assistants have published papers as first authors and have been successful at getting into top level graduate and medical schools.

Please send applications (cover letter and CV) to Mark Zimmerman, MD at mzimmerman@lifespan.org.

 

Full-time Research Specialist, Weill Cornell Medicine

Research Specialist Position at the Center for Autism and the Developing Brain (CADB) at Weill Cornell Medicine  
The Center for Autism and the Developing Brain (CADB) Research Core at Weill Cornell Medicine is currently seeking a full-time research specialist to work on clinical research studies involving children with autism spectrum disorders (ASD) (PIs: Steve Kanne, Jeremy Veenstra-VanderWeele, So Hyun “Sophy” Kim).   
 
Primary responsibilities 
  • Organizes, schedules, and conducts clinical research assessments using specialized interviews and psychological assessment measures (e.g., cognitive testing, such as Mullen Scales for Early Learning, and autism testing, such as Autism Diagnostic Observation Schedule (ADOS)) under the supervision of licensed psychologists.
  • Prepares written reports of assessments.
  • Recruits subjects for research studies based on study recruitment criteria.
  • Maintains paper and electronic research and clinical records.
  • Conducts literature searches and provides manuscript preparation support.
  • Assists with preparation of grant proposals, manuscript writing and IRB applications and amendments.
  • Collects, enter, and updates data sets including test scores, demographics, and training records.
Expected start date:  Rolling basis 
Minimum Requirements: 
  • Bachelor’s degree in psychology or related field and related experience. 
  • Transportation required for local travel. 
  • Highly Desired Requirements 
  • Clinical experience such as assessment and/or intervention with autism or with children and families with developmental disabilities or mental health issues.  
Note: No relocation assistance is provided for this position.  Visa sponsorship is not available for this position. Weill Cornell Medical College is an employer and educator recognized for valuing AA/EOE/M/F/Protected Veterans, and Individuals with Disabilities. 
Contact:  Interested applicants should send a CV, names and contact information for 2 references, and a cover letter describing relevant experience, interests, and long-term goals to Dr. Sophy Kim (sok2015@med.cornell.edu). 
 

Lab Manager, The Early Social Beliefs Lab at the University of Chicago 

JOB TITLE: Lab Manager

DEPARTMENT: Psychology

Principle Investigator:  Dr. Lin Bian

Job Summary:

The Early Social Beliefs Laboratory at the University of Chicago, directed by Dr. Lin Bian, is recruiting a lab manager to begin in January 2021. The lab studies how children reason about the social world, including how children form stereotypes about social categories and how they make sense of intergroup interactions. The lab manager is essential to the smooth and productive functioning of the lab. There may also be opportunities to develop independent projects, attend conferences, and co-author manuscripts, therefore, this position is ideal for highly motivated individuals planning to pursue a PhD in developmental psychology, social psychology or related fields. The position can be renewed to multiple years, depending on the performance and career plan of the individual.

Required qualifications:

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

Position Description: The lab manager will:

  • Assist with research in socio-cognitive development, including: 
  • conducting data collection
  • designing and creating experimental stimuli
  • coding and analyzing data (with training)
  • preparing research manuscripts and reports

·  Manage daily and long-term operations within the lab, including: 

-          coordinating off-site, in-lab and online recruitment efforts

-          hiring and training research assistants

  • handling IRBs and other research documentation
  • coordinating lab meetings
  • managing lab websites and newsletters
  • setting up/maintaining lab equipment

Required Documents:

  • CV
  • Cover letter
  • Two reference letters

APPLY:

Applications received by November 15, 2020 will be given high priority, but the position will remain open until filled. To apply please visit:
https://uchicago.wd5.myworkdayjobs.com/External/job/Hyde-Park-Campus/Lab-Manager---Psychology_JR09379

 

Two Full-time Research Coordinators, The Arizona Canine Cognition Center and Laboratory for Evolutionary Endocrinology of Primates 

POSITION SUMMARY:  The Arizona Canine Cognition Center (PI Evan MacLean) and Laboratory for the Evolutionary Endocrinology of Primates (PI Stacey Tecot) seek two full-time Research Coordinators to assist with studies on the biology of human-animal interaction.

DUTIES & RESPONSIBILITIES: The Research Coordinator will be responsible for overseeing and participating in all day-to-day operations of our research on dog-child interactions, including:

  • Recruiting participants for campus-based studies with dogs and children
  • Conducting behavioral studies involving social interactions between dogs and 8-10 year-old children
  • Collecting biological samples from children and dogs
  • Running neuroendocrine assays
  • Behavioral data coding
  • Managing research ethics protocols
  • Supervising undergraduate research assistants
  • Purchasing lab supplies and processing receipts
  • Maintaining a clean and organized lab
  • Other duties as assigned

MINIMUM QUALIFICATIONS

  • Bachelor’s degree in a field appropriate to the area of assignment AND one year of laboratory activities experience; OR
  • five years of laboratory activities or related experience; OR
  • any equivalent combination of experience, training and/or education
  • Previous coursework or experience in fields related to animal behavior, developmental psychology, neuroscience, or endocrinology

PREFERRED QUALIFICATIONS

  • Previous research experience working with human children, families and/or domestic dogs
  • Laboratory skills (pipetting, immunoassays, sample purification) 

APPLICATION INSTRUCTIONS: To apply, please upload your CV and a cover letter describing your interest and qualifications for the position at: https://arizona.csod.com/ux/ats/careersite/4/home/requisition/2657?c=ari...

 

Full-time Research Assistant Fellowship, National Institute of Mental Health

Section of Clinical and Computational Psychiatry, 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 2021. IRTAs are part of a multidisciplinary research team of clinicians, researchers, and data scientists at the nation’s largest medical research center, the National Institutes of Health in Bethesda, Maryland.

The Section of Clinical and Computational Psychiatry (COMP-Ψ) is led by principal investigator Argyris Stringaris, MD PhD, and conducts research using fMRI and MEG 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. Formerly, our group was known as the Mood Brain and Development Unit (MBDU).

As a research assistant with COMP-Ψ you will gain experience working with large publicly available neuroimaging data sets as well as the highly sampled longitudinal samples our group has collected. You will build and deploy neuroimaging processing pipelines and develop new imaging processing approaches and statistical analysis techniques. You will assist the team in conducting reproducible research using modern software development practices and have the opportunity to teach these skills both within the group and in the broader NIMH community.

Depending on your interests and career goals, you will also have the opportunity to work with patients in inpatient and outpatient settings. You can 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.

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 position requires 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 midnight December 13, 2020. Please note we are accepting applications on a rolling basis: https://forms.gle/b4QbE9KNzy8FsR3g7 Please forward an updated resume and unofficial transcript to: Payton Fors, payton.fors@nih.gov, 301-827-0313. Please complete the universal NIH IRTA application no later than January 15, 2021: https://www.training.nih.gov/programs/postbac_irta

 

Full-time Research Assistant Fellowship, National Institute of Mental Health 

Section of Clinical and Computational Psychiatry, National Institute of Mental Health

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

The Section of Clinical and Computational Psychiatry (COMP-Ψ)is seeking qualified applicants for a twoyear, paid Intramural Research Training Award (IRTA) Fellowship, with employment starting in June 2021. 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.

The Section of Clinical and Computational Psychiatry (COMP-Ψ) is led by principal investigator Argyris Stringaris, MD PhD, and conducts research using fMRI and MEG 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. Formerly, our group was known as the Mood Brain and Development Unit (MBDU).

As a research assistant with COMP-Ψ 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 position requires 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 midnight December 13, 2020. Please note we are accepting applications on a rolling basis: https://forms.gle/b4QbE9KNzy8FsR3g7 Please forward an updated resume and unofficial transcript to: Payton Fors, payton.fors@nih.gov, 301-827-0313 Please complete the universal NIH IRTA application no later than January 15, 2021: https://www.training.nih.gov/programs/postbac_irta

 

Full-time Research Assistant, University of Chicago Booth School of Business 

We’re excited to announce the Fall 2020 recruiting period for Research Professionals at the University of Chicago Booth School of Business. We’re currently hiring full-time research assistants to start around July 1, 2021, though other start dates will be considered. The research assistants will work closely on faculty research, with faculty across an array of disciplines hiring this fall.  We currently have positions open with our Accounting and Microeconomics faculty. Additional positions will be opened throughout the fall and can be found at our website, and job seekers can sign up at our mailing list to be directly contacted about new positions.  We are eager to recruit students of diverse academic backgrounds with strong quantitative skills, not just economists.

Research Professionals and similar positions at other universities are relatively new to the academic pipeline, but they are quickly becoming an integral part of it in economics departments and at business schools.  Such positions are an excellent option for anyone considering a PhD program who is still uncertain, or as an alternative for anyone considering a Master’s degree as a step toward a PhD.  Anyone who would like to learn more should visit www.predoc.org for more information and an aggregated list of opportunities from several institutions. 

If there is any student who you think is particularly worthy of a close look, please don’t hesitate to let me know directly or to encourage interested students to email Research.Professional@lists.chicagobooth.edu to learn more.  This position has been an excellent preparation for PhD programs in the quantitative social sciences, with previous participants going on to institutions like Harvard, Berkeley, Stanford, and UChicago. Job descriptions for current openings can be found at https://www.chicagobooth.edu/faculty/research-staff/join-our-team

 

Peace Corps Applications

Although we have temporarily suspended operations overseas in response to the COVID-19, we are still accepting and processing applications. Once we return to normal operations, we will need future Volunteers like you to resume our Peace Corps mission, and bring sustainable change to a community overseas. 

The Application Process

Filling out the Peace Corps Application takes less than an hour. Click the button below to learn more about the application process.

  LEARN MORE  

 

Community Partners Job Listings 

Community Living and Support Services (CLASS) supports folks with disabilities of all kinds and is currently hiring for a couple positions that would be a great fit for recent grads and current undergrads.

CLASS is a nonprofit organization that offers different services to individuals of varying abilities. Originally chartered as UCP of Pittsburgh, CLASS has grown into new regions and continues to expand its services.

CLASS is driven by organizational values that foster community inclusion for people with disabilities. The organization offers a variety of individualized services ranging from independent living skills training in the classroom to community-based case management for social, recreational, and residential supports.

Here is the job listing for our Community Partners Program. These jobs, particularly the Community Partners job, are great for recent grads because they offer flexible scheduling as well as opportunities to learn about Pittsburgh’s non-profit landscape while working with individuals in a holistic manner (e.g., case management, community integration, skill-building). It’s more than traditional case management and it’s a very rewarding way to develop work experience.

 

Hands of Hope, Residential Care Program 

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

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

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

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

PennEnvironment is Hiring

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

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

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

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