Undergraduate Weekly Announcements

 

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

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


Email Address:    psyadvis@pitt.edu

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                       IMPORTANT DATES - 2181

9/4/2017          Labor Day (University closed)
9/8/2017          Add/Drop period ends for Fall Term
9/22/2017       Grade option/audit forms for the Fall Term due in dean's office

10/9/2017        Fall Break for students (no classes); University offices and buildings open 
10/10/2017      Classes scheduled for October 9 will meet on October 10. See Academic Calendar for details 
10/27/2017      Monitored Withdrawal forms for Fall Term due in dean's office 
10/27/2017      Spring Term Veteran Student enrollment appointments begin 
10/30/2017      Monitored Withdrawal forms for Fall Term due in Registrar's Office by 12:00 noon 
10/30/2017      Spring Term non-Veteran Student enrollment appointments begin
11/09/2017      April 2018 graduation applications due
11/10/2017      Last day for Spring Term enrollment appointments 
11/11/2017      Spring Term open enrollment period begins 
11/22/2017      Thanksgiving Recess (no classes, all schools) 
11/23/2017      University closed

12/8/2017        Fall Term: last day for undergraduate day classes 
12/8/2017        Spring Term deadline for continuing students to register 
12/11/2017      Final examination period for undergraduate day classes begins 
12/16/2017      Fall Term ends 
12/17/2017      Winter Recess for students, all schools 
12/22/2017      Winter Recess for faculty and staff; Office of the University Registrar closed
1/2/2018          All University offices and buildings reopen 
1/8/2018          Spring Term classes begin
 

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

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DEPARTMENT OF PSYCHOLOGY INFORMATION

  • Department of Psychology Commencement Ceremony - New Posting
  • PSY 1950:  Senior Seminar - New Posting
  • PSY 1902: Introduction to the Field Course - UPDATED FOR NEW MAJORS
  • Undergraduate Psychology Website, Google Calendar

UNDERGRADUATE RESEARCH / INTERNSHIP / JOB OPPORTUNITIES

  • Latino Mental Health Research Training Program - New Posting
  • University of Utah, Summer Program Research - New Posting
  • Yale Review of Undergraduate Research in Psychology (YRURP) - New Posting
  • PSY 1903 Directed Research Labs Recruiting for Spring Term
  • Diversity Clinical Psychology Networking Reception
  • Backpacking with a Purpose, Operation Groundswell
  • Peer Advisor Internship, Dietrich School of Arts and Sciences 
  • Children's Hospital of Pittsburgh, Internship - UPDATED
  • Office of Undergraduate Research, Scholarship, and Creative Activity (OUR)
  • The Woodlands, part-time job opportunity
  • Sleep and Circadian Rhythms Lab Hiring
  • UPMC Children's Hospital Recruiting Ambassadors 
  • Part-time job opportunity-HaRI Lab 
  • Study Participants Needed 
  • PAT (Peer Advocate Team) Research Opportunity, WPIC  
  • The Horizons Fellowship

UNIVERSITY EVENTS / INFORMATION / RESOURCES

  • UCIS Event Series - New Posting
  • NYC and London Field Studies - DEADLINE EXTENDED
  • G-Grade Enforcement of Policy  
  • Potential Behavioral Economics Club
  • Autism Speaks

SCHOLARSHIP INFORMATION

  • PsychDRIVE Financial Award 
  • Summer Study Abroad Scholarship Information Sessions 
  • Undergraduate Awards
  • The Pittsburgh Foundation Scholarship Opportunities
  • UHC National Scholarship Newsletter

CONFERENCE / GRADUATE PROGRAM INFORMATION

  • Virginia Commonwealth University, PhD in Educational Psychology - New Posting
  • University of Tennessee, Knoxville, PhD in Experimental Psychology - New Posting
  • University of California, Irvine, Post-Baccalaureate Program - New Posting
  • University of Delaware, Department of Linguistics and Cognitive Science, PhD
  • City University of New York, Speech-Language-Hearing Sciences 
  • Dr. Jelena Obradovic PhD, Stanford University
  • Yale University School of Medicine, Child Study Center Fellowship 
  • University of Missouri, Educational, School & Counseling Psychology 
  • Montclair State University, PhD in Clinical Psychology 
  • University of Haifa, International MA Program in Child Development
  • Emory University, Social Developmental Neuroscience Fellowship
  • University of North Carolina at Chapel Hill, Developmental Psychology 
  • Vanderbilt University, Developmental Sciences, PhD 
  • Northwestern University, The center on Media and Human Development (CMHD), PhD 
  • University of Toronto (St. George campus), PhD 
  • Vanderbilt University, Educational Neuroscience, PhD 
  • University of California, Riverside, PhD 
  • Penn State Biobehavioral Health, PhD 
  • UCLA Department of Psychiatry and Biobehavioral Science's Integrated Substance Abuse Program, project coordinator 
  • University of California Merced, Psychological Sciences, PhD 
  • North Carolina State University, Lifespan Developmental Psychology, PhD 
  • University of Maryland, Educational Psychology and Developmental Science, PhD
  • Florida State University, Developmental Psychology
  • University of Massachusetts Boston, Developmental and Brain Sciences 
  • University of Miami, Developmental Psychology 
  • The University of Texas at Dallas - School of Behavioral and Brain Sciences 
  • City University of New York Developmental Psychology Training Area 
  • University of South Florida - Ph.D. in Behavioral & Community Sciences
  • Chatham University, Counseling Psychology, PsyD 
  • University of Miami, Developmental Psychology 
  • University of Southern California, PhD in Occupational Science 
  • University of California Irvine (UCI), PhD Cognitive Science
  • University of Delaware, College of Education & Human Development 
  • University of Maryland, Baltimore County, Applied Developmental Psychology 
  • University of Minnesota Duluth, Masters' of Arts Program
  • University of Nebraska-Lincoln, Ph.D. Program
  • Colorado State University, Department of Human Development and Family Studies
  • Experimental Psychology MS Program
  • What kind of job can I get with a psychology degree?
  • Interested in Graduate School?

POST-GRADUATE EMPLOYMENT OPPORTUNITIES

  • Laboratory Assistant, University of Pittsburgh - New Posting
  • Research Assistant, NIH - New Posting
  • Lab Manager, Northwestern University 
  • UPMC Behavioral Health Opportunities
  • Research Assistant, NIH
  • University of Pittsburgh, Research Associate
  • UCLA, Research Coordinator
  • Columbia University, Research Assistant 
  • Research Assistant Position, Carnegie Mellon University
  • Lab Manager, University of Maryland 
  • Careers in Community Organizing for Social Justice

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DEPARTMENT OF PSYCHOLOGY INFORMATION
 

 

Department of Psychology Commencement Ceremony - New Posting

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

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

 

PSY 1950:  Senior Seminar - New Posting

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

 

PSY 1902: Introduction to the Field Course - UPDATED FOR NEW MAJORS

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

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

 

Undergraduate Psychology Website, Google Calendar

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

 

UNDERGRADUATE RESEARCH / INTERNSHIP / JOB OPPORTUNITIES

 

Latino Mental Health Research Training Program - New Posting

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

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

Must be in at least one of the following categories:

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

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

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

http://dornsife.usc.edu/latino-mental-health/how-to-apply/

 

University of Utah, Summer Program Research - New Posting

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

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

Program Benefits:

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

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

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

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

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

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

 

Yale Review of Undergraduate Research in Psychology (YRURP) - New Posting

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

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

*neuroscience (including behavioral and animal)

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

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

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

Author eligibility

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

Submission requirements

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

Format and length

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

1) Theoretical/Literature Review:

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

2) Empirical Research Paper:

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

3) Short Report:

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

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

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

Submission process: How do I submit?

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

Questions? Email the Editors at yrurpeditors@gmail.com

 

PSY 1903 Directed Research Labs Recruiting for Spring Term

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

 

Diversity Clinical Psychology Networking Reception

January 13, 2018
Loews Vanderbilt Nashville
2100 West End Ave, Nashville, TN 37203
* Discounted group rates available if booked by Dec. 20th

This is an opportunity for outstanding undergraduates or recent graduates from underrepresented groups who are interested in getting a Ph.D. in clinical psychology to learn more about different clinical psychology programs across the nation.  During the reception, there will be an opportunity for students to:

  • Present research posters
  • Meet informally with directors from clinical psychology Ph.D. program
  • Attend professional development workshops about the graduate
  • school application process
  • Learn more about life as a graduate student
  • Receive feedback on their CV

Cash Prizes will be awarded in recognition of best posters
Interested Applicants Should Apply Online At:  https://ttupsych.az1.qualtrics.com/jfe/form/SV_djy58pEiWYObR41

For more information contact us at:
www.facebook.com/CUDCP or email us at cudcpdcp@gmail.com

 

Backpacking with a Purpose, Operation Groundswell

Operation Groundswell is a non-profit organization that runs international volunteering programs, focusing on social justice issues and working alongside local activists, organizations, and communities. We are looking for globally conscious and socially active students who want to spend their summer exploring some of the most complex and beautiful countries in the world!

If you're into cultural exchange, meaningful community service, and off-the-beaten path adventure, apply by November 22nd to secure an interview for your first-choice program!

*Financial assistance is available for all students on five- and six-week programs.

Check out where we go:  www.operationgroundswell.com

Summer programs are open in the following countries and regions:
Bolivia - Environmental Justice
Thailand - Alternative Tourism, Environmental Conservation, or Food Justice
India - Alternative Education or Gender & Religion
Guatemala - Human Rights, Food Justice, or Fair Trade
Cambodia - Environmental Justice or Alternative Education
Peru - Human Rights, Environmental Justice, or Alternative Tourism
Ecuador - Food Justice
Middle East- Peace and Conflict

Can’t travel in the summer? Join us for our alternative breaks in the winter and spring!

 

Peer Advisor Internship, Dietrich School of Arts and Sciences 

The Advising Center for the Dietrich School of Arts & Sciences is now accepting applications for the Peer Advisor program! Students interested in becoming Peer Advisors will complete a two-credit internship course during the Spring 2018 term, which meets on Wednesdays from 3:00 to 5:00pm, beginning Jan. 10th, 2018. Peer Advisors interns will then be eligible to become a student employee in the Advising Center during the summer PittStart orientation sessions for incoming first year students, and/or continue their employment in the Advising Center throughout the 2018-2019 academic year.

Be sure to submit your completed application by Monday, November 20th to the Advising Center front desk (201 Thackeray Hall), or via email to Ed Giles (ed.giles@pitt.edu).

Please stop by the Advising Center or call us at 412-624-6444 if you have any questions!

 

Children's Hospital of Pittsburgh, Internship - UPDATED

Clinical Research Internship at Children’s Hospital of Pittsburgh

I am a Pediatric Neuropsychologist and Clinical Assistant Professor in the Department of Physical Medicine and Rehabilitation in the PITT School of Medicine and the Division of Pediatric Rehabilitation at the Children’s Hospital of Pittsburgh of UPMC (CHP). I am seeking 1-2 PITT undergraduate students to assist with a study involving children with traumatic brain injury (TBI) at CHP. Students will have direct contact with children aged 3-18 years who are hospitalized for TBI and their families. Duties will include screening electronic medical records for patient eligibility, study recruitment and informed consent procedures with families on the inpatient unit, data collection (parent questionnaires, neuropsychological testing of children, collection of blood and saliva samples), and data entry.

Interested students must be a majoring in psychology, neuroscience, or a related field. Students must have a minimum 3.5 GPA. A minimum commitment of 10 hours per week for 2-semesters is required. Students must have excellent communication skills, excellent attention to detail, and the ability to work independently and to maintain confidentiality is essential. Both weekday and evening/weekend hours are available.

This is an excellent opportunity for students interested in pursuing graduate school for clinical or health psychology. Opportunities for development of independent research projects for poster and manuscript submission can be made available for outstanding students.  Possible NROSCI credits to be awarded.

Interested students should send Dr. Amery Treble-Barna their CV and a paragraph detailing their interest in the position to amery.treble@chp.edu.

 

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

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

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

 

The Woodlands, part-time job opportunity 

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

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

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

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

Adapting Arts, Sports, and Recreational Activities

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

Educational Practices

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

Developing Wellness & Rehab Science Skills

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

Healthcare Experience

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

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

 

Sleep and Circadian Rhythms Lab Hiring

Adolescent Sleep Studies         PI: Dr. Brant Hasler

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

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

 

UPMC Children's Hospital Recruiting Ambassadors

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

Some things to know:

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

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

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

 

Part-time job opportunity-HaRI Lab

Supervising faculty: Dr. Bambang Parmanto, Health Information Management

Contact: Zara Ambadar, ambadarz@upmc.edu

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

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

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

 

Study Participants Needed 

Widener University’s Human Sexuality Studies Program 

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

 

PAT (Peer Advocate Team) Research Opportunity, WPIC  

Several positions will open at WPIC – act now if you would like to be considered.  
 
We are seeking 3 upperclass, female students to assist us with a special project, named PAT (Peer Advocate Team). PAT is a unique, ground-breaking patient-centered long term project, the goals of which include increasing patient satisfaction, increasing patient education, and reducing complaints. One of the special attributes of PAT is that participants are recovering community members themselves (meaning former patients) who wish to help patients and share their messages of hope. These particular individuals, currently more advanced in their recovery, now work as peer specialists as part of the UPMC family, yet still serve as work group members related to patient experience efforts as we work to gather first hand input and implement strategies. Currently, when patients contact Patient Relations, information shared such as unease related to an involuntary commitment or disappointment conveyed that no one seems to understand his/her feelings, is addressed telephonically. PAT team members will instead respond to calls for help in a face to face fashion, with a warm smile. PAT team members will assist with complaint resolution, share patient education, and serve as a listening ear during times of unease.  The role of these students is to conduct pre- and post telephonic assessments with patients regarding their interventional encounters with members of the PAT team, that is former patients helping current patients reach their personal recovery goals. 
 
Students should email Dr. Karen Robinson at robinsonkl@upmc.edu an updated copy of their resume and interest in the position.

 

 

The Horizons Fellowship

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

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

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

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

Course Offerings

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


Application Process/Criteria

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

 

UNIVERSITY EVENTS/INFORMATION/RESOURCES

 

UCIS Event Series - New Posting

On November 28th the UCIS International Career Toolkit series will be hosting two events that might be of interest to your students.  The first is a talk about microlending and agriculture in the developing world with Michelle Kirby.  The second event is a site visit to WholeRen, a local social enterprise that helps facilitate education and cultural exchange between the US and China.

 

Michelle Kirby & myAgro:

Helping Farmers Find Financing

UCIS International Career Toolkit Series

Tuesday, November 28rd 12pm Posvar 4217

Are you interested in international development? Do you have a passion for impactful social enterprise? If so, don’t miss the opportunity to hear from Michelle Kirby!

Michelle has spent a decade working across the globe: from Mali to Madagascar, Brazil to Indonesia, DC to the DRC.  She spent three years working for One Acre Fund in Rwanda, she consulted for the World Bank and Madagascar’s Office of National Nutrition. 

She currently serves as the Senegal Country Director for myAgro, an innovative social enterprise that provides financing to small-hold farmers who lack access from traditional banks and microfinance institutions.   myAgro’s innovative bank-less savings scheme has helped increased average harvests for myAgro farmers 50-100% over traditional farms, and net farming income increases $150-$300 per farmer.

 

UCIS International Career

Toolkit Site Visit: WholeRen

Tuesday, November 28th, 4-5:00pm

Pittsburgh is exploding as an education destination with students from across the globe!  Join UCIS and the Asian Studies Center on this month's site visit to WholeRen to learn about their work on integrating and promoting Chinese-American educational opportunities and potential ways that you can get involved.

WholeRen, headquartered in Pittsburgh, was founded by Chinese and American professional educators in 2010 to create and promote cross cultural educational opportunities.  WholeRen integrates a range of educational services geared towards assisting international students succeed in Pittsburgh including high school and college academic application consulting, college transfer services, skills training workshops, on-going academic counseling, immersion classrooms, and Chinese-American cultural exchanges, and executive education.

 

Sign up here: https://goo.gl/forms/bvt2C8FKIkD2wZk93 Space is limited to 10 students so sign up early! Preference is given to Junior and Senior students. You must finalize your registration with a refundable $10 cash deposit to Elaine Linn in the Global Studies Center (Posvar 4100).


 

NYC and London Field Studies - DEADLINE EXTENDED

Experimental Cities: New York Field Studies

Enhance your current research by traveling to New York City with a small group of your peers to conduct research over spring break. Students complete this week-long field studies program as part of a semester-long research project, using the extraordinary resources of New York City to complement their research.

Applications will be accepted from any Dietrich School undergraduate who:

is interested in joining a community of scholars;
has declared a disciplinary major; and
has a faculty sponsor within the project discipline responsible for oversight of the project.

Online Application: 2018 NYC Field Studies Application
Application Deadline: DEADLINE EXTENDED TO MONDAY, NOVEMBER 20 AT 11:59PM

 

Borders and Belonging: London Field Studies

Where do we belong? Where do you feel most at home? In the lab? In the woods? On the raod or at your kitchen table? What defines home for us? Our places of work or our places of rest; the presence or the absence of other people, landscapes, or things? Explore these questions and your own research project in the global city of London; a city in flux, in a region and world in tumult. In this rigorous field study, you will travel to London, England, during the first two weeks of May to access resources unavailable in the United States and to enrich your independent spring and summer term-long research

Applications will be accepted from any Dietrich School undergraduate who:

is interested in joining a community of scholars;
has a faculty mentor within the project discipline responsible for oversight of the project; and
intends to enroll in directed research for spring term.

Online Application: 2018 London Field Studies Application
Application Deadline: DEADLINE EXTENDED TO MONDAY, NOVEMBER 20 AT 11:59PM

 

G-Grade Enforcement of Policy  

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

 

Potential Behavioral Economics Club

Anyone interested in hearing from speakers and discussing the interdisciplinary field of Behavioral Economics? This club will consist of speakers, discussions, and our own research. If you are interested in finding out more, please fill out the Google Form in order to stay informed about the upcoming informational meeting! If you have any other questions, email Rehana Saifee at ras220@pitt.edu.

 

Autism Speaks

Interested in Autism? Know someone on the Spectrum? Want to volunteer and fundraise for research? Then Autism Speaks U Pitt is for you!
Autism Speaks U Pitt is a group of students committed to volunteering, fundraising, and raising awareness for the autism community around campus and throughout the Greater Pittsburgh Area.

What do we do?

  • Volunteer events including group and individual opportunities
  • Fundraise for the Autism Walk in Pittsburgh
  • Interact with individuals on the Spectrum
  • Light Pitt Up Blue

Email: cmp115@pitt.edu or kmm258@pitt.edu with any questions!

 

SCHOLARSHIP INFORMATION

 

PsychDRIVE Financial Award 

Please encourage your undergraduate students to apply for this year’s $500 PsychDRIVE award. The purpose of this award is to help under-represented students (racial/ethnic minority students and first-generation college students) overcome financial barriers to their research and/or professional advancement. Funds can be used to for any research- or career-related activities, including but not limited to fees associated with attending academic or professional conferences, application fees for graduate school, purchasing books or software, or attending workshops. If you have questions about whether an expense is eligible, you can email me at LEK79@pitt.edu.

Applications are due Saturday, November 18th and can be submitted at http://tinyurl.com/PsychDriveAward

 

Summer Study Abroad Scholarship Information Sessions

Our program has granted 1,284 scholarships totaling over $2,865,000 to date. In 2016 we awarded 45 scholarships and $165,000 in award money. If you plan to study abroad next summer, check our eligibility requirements and the list of individual scholarships on the other side of this page. Applicants may apply for two scholarships, but can only receive one award. We welcome students of all majors and courses of study.
To sign up for a scholarship information session, please go to  www.nationalityrooms.pitt.edu/scholarshipsgrants, call (412) 624-6150, or visit our office at 1209 Cathedral of Learning.
 
Tuesday November 22nd • 9:30am-10:30am • 2318 CL
Thursday December 1st • 10am-11am • 540 WPU
Wednesday December 7th • 10:30am-11:30am • 501 CL
Tuesday December 13th • 3pm-4pm • 204 CL
Wednesday January 4th • 10am-11am • 501 CL
 
UNDERGRADUATE REQUIREMENTS
 
  • Must be a U.S. Citizen or permanent resident 
  • Must be a current full-time student on a University of Pittsburgh campus both fall and spring semesters prior to and immediately following the study abroad experience
  • Proposed study abroad program/internship/research must be credit-worthy (i.e. receive credits from the University) and related to career goals
  • Must be available for panel interview in January/February 
  • Minimum stay of five weeks in one country or region during the summer term
  • Must have a G.P.A. of at least 3.0 
  • Must have at least 60 credits by the end of April 2017 (no AP credits will apply); Sophomore or Junior in 20162017 academic year
 
Undergraduate application deadline: January 9, 2018
 
 
Undergraduate Awards

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

 

The Pittsburgh Foundation Scholarship Opportunities


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

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

 

UHC National Scholarships Newsletter


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

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

For more information visit the UHC website.

 

 

CONFERENCE/GRADUATE PROGRAM INFORMATION

 

Virginia Commonwealth University, PhD in Educational Psychology - New Posting

At Virginia Commonwealth University (VCU) School of Education, we are seeking outstanding candidates for our Education PhD program, with specialty in Educational Psychology (EDPS) and Research and Evaluation (RE) within the Department of Foundations of Education. Faculty in EDPS and RE programs are committed to innovative and impactful work that will prepare scholars and educators for critical and reflective work in a variety of educational settings. We welcome students from diverse backgrounds who are interested in interdisciplinary opportunities for research and scholarly achievement.

Application deadline: December 15, 2017

The Educational Psychology program (Bachelor or Masters degree required) is for research-oriented students who are interested in scholarship that bridges the study of teaching and learning with cognitive science, motivation, self-regulation, and social processes in K12 and higher education settings. Doctoral students will work closely with faculty and peers on classroom-based and laboratory research on interdisciplinary projects such as longitudinal and mixed methods investigations of literacy motivation and self-regulation, experimental studies of cognition, learning strategies and problem-solving in higher education, and teaching and learning in STEM.

Please visit our Ed Psych webpage and the recording of our recent Ed Psych webinar for more information.

The Research and Evaluation program (Masters degree required) is for research-oriented students who are interested in learning how to use research and evaluation methods to improve K12 and higher education programs and outcomes. Doctoral students will work closely with faculty and peers to develop proficiency in quantitative, qualitative, and mixed methods approaches to study educational issues in diverse contexts.

Please visit our Research and Evaluation webpage and the recording of our recent Research and Evaluation webinar for more information.

Both programs are designed to prepare graduates to teach at the university level, pursue future careers in higher education, as well as to take leadership positions in regional and state educational institutions and agencies.

 

University of Tennessee, Knoxville, PhD in Experimental Psychology - New Posting

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

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

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

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

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

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

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

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

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

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

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

 

University of California, Irvine, Post-Baccalaureate Program - New Posting

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

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

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

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

 

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

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

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

 

City University of New York, Speech-Language-Hearing Sciences

The Ph.D. Program in Speech-Language-Hearing Sciences at the Graduate School and University Center of the City University of New York invites students to apply for the 2018-2019 year. The application deadline is January 1st, 2018. We offer our students various 5-year fellowship packages.  The doctoral program is designed to prepare scholars and researchers to contribute to the field of human communication and its disorders. Program requirements include coursework, laboratory experience, and research activities under the supervision of internationally recognized faculty (Loraine Obler, Valerie Shafer, Richard Schwartz, Doug Whalen, Mira Goral, Klara Marton). More information is available on our website: http://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiati...

 

Dr. Jelena Obradovic PhD, Stanford University

Dr. Jelena Obradović is recruiting a doctoral student to matriculate in Fall of 2018 in the Developmental and Psychological Sciences (DAPS) Program at Stanford University. Dr. Obradović directs the Stanford Project on Adaptation and Resilience in Kids — the SPARK Lab — which focuses on examining the role of children’s physiological responses and behavioral self-regulation processes for their adaptation and resilience. Ongoing projects investigate how family context, parenting practices, classroom climate, and teaching practices are related to children’s executive function skills in domestic and international settings. We are developing novel assessment approaches for measuring executive functions, emotion regulation, and intrinsic motivation at scale in educational settings.  Our work also aims to advance conceptualization and analysis of stress physiology as a dynamic process, consisting of reactivity and recovery, and investigate children’s biological sensitivity to various environmental challenges.

Ph.D. Application

Deadline is December 1.

 

Yale University School of Medicine, Child Study Center Fellowship

Hiring Opportunity for Research Fellowships, Yale Child Study Center,

Yale University School of Medicine

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

Yale Fellowship in Developmental Psychopathology and Social Neuroscience

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

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

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

 

Yale Fellowship in Translational Technologies in Development

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

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

 

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

 

University of Missouri, Educational, School & Counseling Psychology

It is our mission to train the next generation of leaders in research, teaching, clinical practice, and policy in psychology and education who are singularly focused on solving significant societal problems. We bring an integrated, systems approach to academic, behavioral, and mental health, evidence-based practice with world-class research lines in prevention science, assessment, and intervention.

The MU School Psychology program offers two programs of study – Doctoral and Educational Specialist.

  • PHD PROGRAM: typically 4 years of coursework, integrated practicum throughout program, intensive involvement in faculty research programs, and scaffolded teaching experiences, followed by a 2000 hour internship.
  • EDS PROGRAM: typically 2 years of coursework, integrated practicum throughout program, and 1200 hour school-based internship.

The PhD program is accredited by the American Psychological Association and approved by the National Association of School Psychologists. Both programs are approved by the MO Department of Elementary and Secondary Education.

Our application deadline (for Fall 2018 admission) is December 1, 2017. Upon review of applications, we will invite a selected group of applicants to campus for interviews on January 26, 2018. 

 

Montclair State University, PhD in Clinical Psychology

The PhD Program in Clinical Psychology at Montclair State University is currently recruiting students for its second cohort to begin in Fall 2018. Montclair State is a public doctoral research university located 30 minutes outside New York City.

Based on the scientist-practitioner training model, the program provides students with extensive training in evidence-based approaches to assessment and intervention, along with thorough grounding in the research process and skills needed to develop, critically evaluate, synthesize, and apply scientific knowledge. The program also features a focus on working with children, adolescents, and families.

Students in the program train at the university’s Center for Clinical Services, a state-of-the-art facility with over 20 treatment rooms equipped with technology for live supervision. Students can also specialize in school or forensic psychology to receive training in evidence-based services for school or legal settings, respectively. Students receive research mentorship from faculty members with active research programs in such topics as child/adolescent anxiety, depression, and posttraumatic stress, autism spectrum disorder, mental health service efficacy and access, school mental health, academic assessment and intervention, neuropsychology, child maltreatment, juvenile justice issues, and forensic assessment and rehabilitation. The program also has a strong commitment to social justice and multiculturalism.

In addition, several faculty members study cognitive processes in developmental disorders, specifically how language and spatial cognition may be affected in children with Autism Spectrum Disorder, Down Syndrome, and Williams syndrome, among other disorders. Prospective students with interests in these areas are especially encouraged to apply and may contact Dr. Laura Lakusta (lakustal@montclair.edu) and/or Dr. Jennifer Yang (yangyi@mail.montclair.edu) with any questions.

The program offers opportunities for full funding, including stipends and tuition waivers, through research fellowships, teaching assistantships, grants, and clinical placements.

Applications for the Fall 2018 class must be submitted to The Graduate School by December 15, 2017. All applicants for Fall 2018 may request an application fee waiver.

 

University of Haifa, International MA Program in Child Development

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

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

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

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

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

 

University of North Carolina at Chapel Hill, Developmental Psychology 

The Developmental Psychology faculty at UNC are excited to announce that we are actively recruiting graduate students for the 2018-2019 academic year!  

The Department of Psychology and Neuroscience at UNC as well as our Developmental Psychology Program are among the top in the nation. Our program provides comprehensive training in developmental theory, methods, and empirical study of the mechanisms that underlie social, emotional, cognitive and biological development in infancy, childhood, adolescence, and adulthood. We are committed to fully funding our graduate students, providing opportunities through research, teaching, and fellowships.  

The deadline for Fall 2018 Admissions is December 5, 2017

Pertinent Websites

Developmental Psychology Page: http://devpsych.unc.edu/

Developmental Psychology Application Process: http://devpsych.unc.edu/application-process/

Center for Developmental Science: http://cds.web.unc.edu/

 

Vanderbilt University, Developmental Sciences, PhD

The Vanderbilt University Developmental Sciences program encourages applications to its PhD program. Review of applications will begin November 18th. The final application deadline is December 1st.

The Developmental Sciences faculty shares a common mission: To understand how learning and development are supported by environmental factors and by basic social and cognitive processes across infancy and childhood. Our faculty brings a variety of perspectives to this common mission. We investigate the role of basic processes in complex actions and reasoning, such as coordinating actions, attention and emotions, comprehending and producing language, understanding others' minds, understanding symbols and media, memory, reading, and solving math problems. We utilize experimental methods to identify causal factors to evaluate change processes, and we assess change both at the behavioral and neural level. This common mission has made it possible for many of our faculty to engage in fruitful collaborations with one another as well as with researchers in other areas and other disciplines.

An important feature of the program is the flexibility students have to design an individualized program. With program requirements as their foundation, students work closely with their major professor and other faculty members in advanced courses and in developing their research interests, skills, and academic programs. All admitted students receive funding for five years.

Learn more about the Developmental Sciences PhD program and our research at:
https://www.vanderbilt.edu/psychological_sciences/graduate/programs/deve...

 

 

Northwestern University, The center on Media and Human Development (CMHD), PhD

The Center on Media and Human Development (CMHD) at Northwestern University, directed by Dr. Ellen Wartella and Dr. Alexis Lauricella, is recruiting new Ph.D. students to join the Media, Technology, and Society (MTS) doctoral program. The MTS doctoral program is an innovative, interdisciplinary, and flexible curriculum focusing on the dynamic media and technology environment and its impact. The Ph.D. program encourages students to pursue their passion by designing individualized programs of study that incorporate relevant classes from across Northwestern University.

Dr. Wartella and the team at CMHD conduct a range of experimental, qualitative, and survey research investigating how parents, adolescents, and children use and learn from media as well as the health effects associated with media use. We are particularly interested in how media like television programs, apps, and games can be used to promote healthy development. Examples of research includes experiments on preschool-aged children’s learning from touchscreen devices, content analyses of advertisements and TV programs, and qualitative research on parents’, children’s, and adolescents’ use of media at home and in school. Ideal candidates will possess excellent writing and analytic skills, and have strong interest in understanding the role of media in human development. Interested applicants can learn more by visiting the lab website (http://cmhd.northwestern.edu) or by contacting Dr. Wartella (ellen-wartella@northwestern.edu) and Dr. Lauricella (a-lauricella@northwestern.edu).

CMHD is housed in the Communication Studies Department at Northwestern University, which offers rigorous, interdisciplinary coursework in communication theories and research methods. The Graduate School at Northwestern offers excellent funding to support students and their research projects throughout their graduate studies.

Applications are due December 1st and should be made through the Communication Studies Department at Northwestern. More information about admissions can be found here.

 

University of Toronto (St. George campus), PhD

The Department of Psychology at the University of Toronto (St. George campus) welcomes applications from talented and motivated individuals to join our Ph.D. program in Fall 2018. Both the Department of Psychology and the University of Toronto enjoy a worldwide reputation for excellence in research and graduate education, with the Department recently ranked 2nd in the world according to the Academic Ranking of World Universities. The Department guarantees financial support to all graduate students for the M.A. year and for the four year Ph.D. program (5 years total). This support is in the form of scholarships, fellowships, research assistantships, and teaching assistantships. The St. George campus is located in the heart of downtown Toronto. 

Key resources available to trainees in the Department include:

A collaborative research environment with particular strengths in cognitive modelling, cognitive neuroscience, and neuropsychology 
Strong relationships with Toronto-area museums for onsite recruitment of child participants
New, state of the art brain imaging centre (http://toni.psych.utoronto.ca) with a Siemens Prisma 3T MRI scanner, conveniently located next door to the Psychology Department
Eyetracking and EEG capabilities
Near-infrared spectroscopy system (coming soon!)

In addition, there is a strong cross-departmental and cross-campus developmental science community at the University of Toronto, including researchers at the Ontario Institute for Studies in Education (OISE) and University of Toronto Mississauga and Scarborough campuses.

For more information about applying to the Psychology graduate program, please visit: http://home.psych.utoronto.ca/graduate/grad_admission.htm 

Applications are due December 1st, supporting documents due December 5th.

 

Vanderbilt University, Educational Neuroscience, PhD 

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

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

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

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

 

University of California, Riverside, PhD 

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

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

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

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

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

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

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

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

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

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

 

Penn State Biobehavioral Health PhD

We invite applicants to our innovative, interdisciplinary Ph.D. program in Biobehavioral Health (BBH). We examine the intersection of biological, psychological, social, environmental, and cultural influences on health and disease throughout the lifespan.

We provide training in three primary training domains as related to health, in addition to statistics/methods, ethics, diversity, and professional development.

Typical career paths of graduates - We train and develop the next health leaders in basic, mechanistic, and applied research that addresses critical issues in health and prevention throughout the lifespan. Our graduates work in diverse settings, such as academia, research centers, government, health care, and private industry.

Resources. Our program is housed in a beautiful building in the heart of campus at University Park (State College, PA). We have access to stellar library, IT, teaching, and research resources and are linked with numerous well-funded centers that provide training and support (http://bbh.hhd.psu.edu/graduate/training).

Deadline for Applications: Dec 1, 2017 For more information see: http://bbh.hhd.psu.edu/graduate

 

UCLA Department of Psychiatry and Biobehavioral Science's Integrated Substance Abuse Program, project coordinator

The UCLA Department of Psychiatry and Biobehavioral Science’s Integrated Substance Abuse Programs is hiring a project coordinator to begin at 50% effort (from approximately January 2018-June 2018), and to become a full-time (100%) position starting approximately July 2018. The role of the project coordinator will be to manage two NIH-funded clinical trials. The first is a study comparing the effectiveness of a novel Intensive Outpatient Program for comorbid social anxiety and alcohol use disorder to standard Intensive Outpatient Program for addiction. The second study aims to develop and evaluate a novel behavioral intervention for young adults who have trouble managing negative affect and misuse cannabis. The project coordinator will (a) recruit, enroll, schedule, and track participants in both studies; (b) manage logistical aspects of both studies, including but not limited to data collection and management, coordinating with the clinic and therapists, and other office-related tasks; (c) supervise undergraduate research assistants; and (d) conduct outcome assessments, including diagnostic interviews and behavioral, objective, and self-report assessments of substance use, anxiety, and other related outcomes. Applicants must have transportation. Bachelor's degree preferred, especially in psychology. Prior research experience, including knowledge of IRB submissions and human subjects research is also preferred. Please email Kate Wolitzky-Taylor at kbtaylor@mednet.ucla.edu with a CV and cover letter. The formal job posting through UCLA HR (search online) can be found using job requisition number H93075 in the search.

 

University of California Merced, Psychological Sciences PhD

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

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

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

 

North Carolina State University, Lifespan Developmental Psychology PhD

North Carolina State University - Graduate Program in Lifespan Developmental Psychology

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.

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. For more information, please contact Tom Hess (thomas_hess@ncsu.edu).

 

University of Maryland, Educational Psychology and Developmental Science, PhD

The Department of Human Development and Quantitative Methodology houses both Developmental Science and Educational Psychology PhD specializations. We have a stellar set of 15 faculty members, many of whom are cross-listed in both Developmental Science and Educational Psychology specializations.

Graduate students receive comprehensive, interdisciplinary training, attending seminars and workshops across campus in areas such as developmental psychology, cognitive neuroscience, educational psychology, philosophy, and linguistics.

Developmental Science. Research covering topics on development from infancy to adolescence, including math and number development, prosocial behavior, cognitive development, moral development, motivation, play, temperament, origins of prejudice and bias, fatherhood, low-income families, head start, learning, and developmental neuroscience.

Educational Psychology. Research covering topics on cognitive development, as it relates to language, literacy, mathematics, and reading, social and academic aspects of motivation and self-regulation, and parent, teacher and peer relationships as they relate to school success.

University of Maryland’s proximity to Washington D.C. provides unparalleled opportunities to interact directly with a wide range of national science organizations. Organizations such as SRCD, NIH, NSF, AAAS, and the National Academies of Science regularly hold talks and workshops that provide our graduate students with opportunities to network. While the Human Development and Quantitative Methodology program prepares students for an academic career in research and teaching, we also provide students with excellent preparation for many alternative career paths in science policy, research administration, and other opportunities.

Our mentorship model requires that interested students contact individual faculty members with whom they would like to work with, visit the faculty lab web pages, and apply to the program by December 1, 2017.

 

Florida State University, Developmental Psychology PhD

The Developmental Psychology program at Florida State University invites highly-qualified applicants to apply to our Ph.D. program starting in the 2018-2019 academic year. We offer world-class, multidisciplinary training in developmental research spanning the lifespan. Unique highlights of our program include advanced training in statistical methods and opportunities to collaborate with researchers at the Florida Center for Reading Research and the Florida Center for Research in STEM. Students receive full funding, and enjoy a low cost of living in warm, sunny, and beautiful Tallahassee.

Faculty research covers basic and applied approaches to development. Training opportunities include a variety of current methodologies including behavioral genetics, eye-tracking, intervention studies, and advanced statistical approaches.

The following laboratory groups are accepting new members for the upcoming year:

Dr. Don Compton’s research involves modeling individual differences in the development of children's reading skills and the identification and treatment of children with reading disabilities. compton@psy.fsu.edu

The Math Thinking and Learning Lab, directed by Dr. Colleen Ganley, examines social, cognitive, and affective factors related to mathematical learning including gender stereotypes, math anxiety, working memory, and spatial skills. ganley@psy.fsu.edu.

The Individual Differences in Cognitive Development Lab, directed by Dr. Sara Hart, explores individual differences in cognitive development, utilizing theories and methodologies from psychology, education, and behavioral genetics. Lab website, hart@psy.fsu.edu.

The Preschool Research Group, directed by Dr. Christopher Lonigan, specializes in developmental psychopathology, with a principal focus on emotional and motivational influences on the development of psychopathology, as well as early language/literacy intervention. lonigan@psy.fsu.edu.

The Education Science Methods and Modeling Lab, directed by Dr. Chris Schatschneider, studies the development of reading and reading-related skills. There is a particular focus on combining this area of inquiry with scientific methodology and statistical modeling. Lab website, schatschneider@psy.fsu.edu.

The Florida Learning Disabilities Research Center, directed by Dr. Richard Wagner, is focused on understanding dyslexia and other learning disabilities. The long-term goal of our research is to substantially increase knowledge about learning disabilities and to implement this knowledge in tools that can improve the outcomes of individuals with learning disabilities and their families. Lab website, rkwagner@psy.fsu.edu

Other faculty from other areas in Psychology who are affiliated with Developmental Psychology (but are not recruiting students in Developmental Psychology for 2017-2018) include Drs. Neil Charness, Frank Johnson, Mike Kaschak, Janet Kistner, and Natalie Sachs-Ericsson.

Applicants can apply here before December 1, 2017. Any general questions about FSU’s Developmental Psychology program can be directed to Dr. Sara Hart, Developmental Area Director (hart@psy.fsu.edu).

 

University of Massachusetts Boston, Developmental and Brain Sciences 

The Developmental and Brain Sciences PhD program at the University of Massachusetts Boston is currently accepting applications! Review of applications will begin December 15th.

The PhD program in Developmental and Brain Sciences at the University of Massachusetts Boston is focused on understanding cognition, perception, and behavior when underlying neural and hormonal mechanisms are developing. It is an intensive, developmentally-focused, research-based program using both human and animal models. Core faculty engage in research ranging from cognitive development and psychophysics to neuroendocrinology and behavioral genetics. Students may follow a Cognitive Neuroscience specialization investigating functional changes in perceptual and cognitive abilities or a Behavioral Neuroscience specialization investigating neural and hormonal correlates of behavior. All DBS students receive rigorous core training in methods (dry and wet lab skills, advanced statistical methods, computational tools like MATLAB) and work in labs using multiple levels of investigation including psychophysical and neuropsychological evaluation, functional brain imaging (NIRS, ERP), and neuropharmacological, molecular/cellular, and genetic/epigenetic methods. New lab spaces for the program are now housed in the Integrated Sciences Building, part of our campus on the Columbia Point peninsula. This location is just a few miles south of downtown, neighbors metro Boston’s other world-class research universities, and offers wonderful views of the city and Boston Harbor. Applicants will likely have a BS and significant research experience. We especially encourage members of underrepresented populations in neuroscience to apply.

For more information or to apply, please visit dbs.psych.umb.edu.

 

University of Miami, Developmental Psychology

The Developmental Psychology doctoral program at the University of Miami invites applications for Fall 2018. The deadline is December 1st. Students are typically fully funded and receive excellent training for careers in research and teaching. Our program focuses on understanding the mechanisms of children’s cognitive, language, social, and emotional development in typically-developing, atypically-developing, and at-risk populations. Our developmental studies often include bilingual children and children from diverse ethnic and cultural backgrounds. The outstanding faculty in our program are committed to graduate training and mentorship.

 Please visit us at www.psy.miami.edu/graduate/child-division/developmental for more information about our faculty and research.

 

The University of Texas at Dallas - School of Behavioral and Brain Sciences 

Interested in exploring the bridge between basic and applied research in cognitive development? Consider applying to the Ph.D. program in Psychological Sciences at the University of Texas at Dallas.

The following researchers with interests focused on cognitive development are recruiting new doctoral students for the upcoming academic year:

Shayla Holub (sholub@utdallas.edu). Dr. Holub leads the Healthy Development Project—a lab that focuses on how families socialize healthy eating habits and healthy body size attitudes in young children. Her research examines various self-related cognitions, including perceived competence and body esteem. Ongoing research examines the development of prejudice, specifically the preconceptions children hold because of others’ weight, and how to lessen weight bias.  http://healthydevelopmentproject.utdallas.edu

Mandy Maguire (mandy.maguire@utdallas.edu). Dr. Maguire leads the Developmental Neurolinguistics lab, which uses EEG to study how the brain supports typical language development. Her current research, funded by NSF, is related to how a childhood in poverty impacts brain and language development, specifically vocabulary growth, in grade schoolers (ages 8-15).  https://www.utdallas.edu/bbs/brainlab/

Candice Mills (candice.mills@utdallas.edu). Dr. Mills leads the Think Lab, which examines different aspects of how children learn from others, including how they make decisions about when and how to go to others to gather new information as well as how they evaluate explanations varying in quality. An ongoing NSF grant examines how elementary school-aged children learn about science through explanations from others. http://www.utdallas.edu/thinklab/

Margaret Owen (mowen@utdallas.edu; http://ccf.utdallas.edu). Dr. Owen’s Children and Families Lab is examining the development of children’s self-regulation and executive function skills, school readiness and later achievement in low-income African American and Hispanic children followed longitudinally beginning at age 2½ years. With a new 5-year NIH grant, the children are now being followed as they transition to middle school, tracing their developmental trajectories in these domains in contexts of their family relationships, cultural socialization and identities, and school experiences. http://www.utdallas.edu/bbs/dprep/

Melanie Spence (mspence@utdallas.edu). Dr. Spence studies the development of young infants' perception of communicative signals. Her research includes studying young infants’ discrimination of infant-directed speech (IDS) signals that communicate different emotions and intent, as well as how facial motion and emotion affect infants’ attention to speech and faces. Opportunities exist within the lab, the Infant Learning Project, to collaborate with other faculty and students who have expertise in speech sciences.  http://www.utdallas.edu/bbs/ilp/

Other faculty members in Psychological Sciences have current research interests connected to developmental psychology, including Jackie Nelson (parenting and emotional development, family stress), Noah Sasson (social cognition in autism in adulthood), and Marion Underwood (children’s anger and aggression, peer relations, digital communication, and developmental psychopathology).

Prospective students are encouraged to contact faculty members of interest. But for more general information about the program, please go to: http://www.utdallas.edu/bbs/degrees/psy-degrees/

Or contact Jasmin Stubblefield, Academic Support Coordinator at jasmin.stubblefield@utdallas.edu

Applications are due December 1st.

 

City University of New York - Developmental Psychology Training Area 

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

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

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

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

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

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

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

 

University of South Florida - Ph.D. in Behavioral & Community Sciences 

The Ph.D. in Behavioral & Community Sciences is an interdisciplinary program that prepares students to conduct research to enhance the quality of life and productivity of individuals with social, emotional, and behavioral challenges (e.g., mental illness, substance use disorders, co-occurring disorders, developmental delays and disabilities, and behavior disorders) and socio-cultural challenges (e.g., poverty, disparities, homelessness).

Applications will be considered for admission in fall and spring semesters. Applicants who wish to be considered for graduate assistantship funding should apply for admission in the Fall semester. Applications will be reviewed on a rolling basis so applicants should submit their materials early. The deadline for Fall admission is December 15th. The deadline for Spring admission is October 15th. The link to the online application may be found on the doctoral program website.

Additional information about the program may be found at
http://www.usf.edu/cbcs/graduate/bcs.aspx

 

Chatham University, Counseling Psychology PsyD 

Our PsyD program in Counseling Psychology will be accepting applications from Bachelors level students beginning with the 2018-19 academic year.  The revised curriculum will allow students to complete their MS en route to the PsyD without re-applying for doctoral study.

Our program is well suited for students seeking to pursue a career in direct, evidenced-based practice as licensed psychologists.  We are housed in Chatham's School of Health Sciences and offer practicum training experiences in integrated care sites as well as traditional mental health settings.  Our program is APA-Accredited.

Admissions requirements include 15 credits of undergraduate psychology preparation, a 3.5 overall GPA, strong GRE scores, and an on campus interview.  The deadline for applications is December 1st.

 

University of Miami, Developmental Psychology

The Developmental Psychology Doctoral Program at the University of Miami invites applications for fall 2018. The deadline is December 1st. Students are typically fully funded and receive excellent training for careers in research and teaching. Our program focuses on understanding the mechanisms of children’s cognitive, language, social, and emotional development in typically-developing, atypically-developing, and at-risk populations. Our developmental studies often include bilingual children and children from diverse ethnic and cultural backgrounds. The outstanding faculty in our program are committed to graduate training and mentorship.

Please see our brochure (http://www.psy.miami.edu/faculty/dmessinger/UM_Dev.pdf) and visit our page (www.psy.miami.edu/graduate/child-division/developmental) for more information about our faculty and research.

 

University of Southern California, PhD in Occupational Science 

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

 

University of California Irvine (UCI), PhD Cognitive Science 

Faculty in the cognitive development cluster in the Department of Cognitive Sciences at the University of California Irvine (UCI) will be recruiting graduate students interested in pursuing a PhD in Cognitive Sciences starting Fall 2018. UCI CogSci is a highly unique, interdisciplinary department with faculty who conduct research across a wide range of areas, including cognitive and conceptual development, social cognition, linguistics, decision-making, memory, philosophy, and neuroscience. Faculty research employs a variety of methods, including behavioral, neuroscientific, and computational. In addition, there is a strong developmental presence in neighboring departments, including the Department of Psychology and Social Behavior and the School of Education.

UCI is a public research university located in the heart of Southern California with an excellent track record of serving underrepresented populations. Successful applicants will be guaranteed full funding for five years.

Laboratories seeking students interested in cognitive development include:

The Development of Social Cognition Lab (DoSC Lab; PI: Nadia Chernyak) investigates early childhood cognition and learning. Specific topics include the development of prosocial behavior, fairness and cooperation, free will and agency beliefs, and conceptual thought.

The Computation of Language Laboratory (CoLaLab; PI: Lisa Pearl) investigates the complex system we call human language, focusing on language acquisition and information extraction from language.

The Sarnecka Cognitive Development Lab (PI: Barbara Sarnecka) conducts behavioral studies of conceptual and language development in young children, especially in numerical cognition.

Prospective students who have overlapping interests with one or more of the above faculty are encouraged to apply. Applications are due December 1st, 2017. For more information, please visit https://www.cogsci.uci.edu/graduate/program.php

 

University of Delaware, College of Education & Human Development

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

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

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

CHANGING EDUCATION CHANGING WORLD for a

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

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

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

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

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

 

University of Maryland, Baltimore County, Applied Developmental Psychology

The Applied Developmental Psychology Program reflects the intersection of developmental psychology and applied science by considering questions of developmental import within the social context of individuals’ everyday lives. Students in the program will acquire knowledge and skills to conduct research and work in jobs focused on child/adolescents, family, and school well-being, particularly in underserved and underrepresented groups as well as cultural minority and cross-cultural contexts. Graduates have taken positions teaching and conducting research at universities, analyzing public policy, working in hospital settings, conducting evaluations of infants, toddlers and children, and designing interventions for children/adolescents and their families. In consultation with their mentor, students enrolled in the program develop a program of course work, research and practicum experiences tailored to the demands of their specific career aspirations.

Degrees Offered

The Department of Psychology offers graduate programs leading to Ph.D. degrees in Applied Developmental Psychology (ADP) and Human Services Psychology (HSP). Students in the ADP program can elect to earn an M.A. in ADP en route to earning their doctorate.

Program Admissions

  • Admission to the program is based on a review by the admissions committee of
  • The applicant's grade point average in the baccalaureate degree; must be a minimum GPA of 3.00 on a 4.00 scale; • Performance in relevant courses of study;
  • GRE scores on Verbal, Quantitative, and Analytic;
  • Evaluation by referees;
  • Relevant research and practical experience;
  • Identification of an area of research interest compatible with the research interests and competence of the program's faculty.

The deadline for applications is December 1, 2017. Individuals wishing to apply for admission to this program should contact the Graduate Program Director for further information.

For More Information Visit: http://psychology.umbc.edu/adp/

Contact: Susan Sonnenschein Graduate Program Director 410-455-2361 sonnensc@umbc.edu

UMBC 1000 Hilltop Circle Baltimore, MD 21250 410-455-2537 www.umbc.edu/gradschool/ umbcgrad@umbc.edu

 

Penn State College of Health and Human Development, Behavioral Health 

Deadline for Applications: Dec 1, 2017.   For more information see: http://bbh.hhd.psu.edu/graduate
 
We invite applicants to our innovative, interdisciplinary Ph.D. program in Biobehavioral Health (BBH). We examine the intersection of biological, psychological, social, environmental, and cultural influences on health and disease throughout the lifespan.  We provide training in three primary training domains as related to health, in addition to statistics/methods, ethics, diversity, and professional development.
Typical career paths of graduates - We train and develop the next health leaders in basic, mechanistic, and applied research that addresses critical issues in health and prevention throughout the lifespan. Our graduates work in diverse settings, such as academia, research centers, government, health care, and private industry.


Eligibility – A competitive applicant will have an undergraduate or a health professions degree in a relevant field (e.g., Psychology, Neuroscience, Health Promotion, Biology, Epidemiology, etc.); a 3.5 GPA or higher (3.0 min); GRE scores at 50th% or higher; strong letters of recommendation; research or lab experience; and at least some basic training in statistical/quantitative methods (e.g., Intro Statistics and Research Methods). A master’s degree and/or publications are valued but not required. Visit our website for additional details.


Application process - The deadline for full consideration is December 1, 2017. Visit our website to complete the online application. 


Funding - We provide 5 years of funding to all students who maintain good standing. Visit our website for more details, including fellowships, training grants, and summer support opportunities.
Additional training options - Penn State currently offers dual-title degrees and minors in a variety of programs, such as Bioethics, Clinical and Translational Science, Neuroscience, and Demography.

 

University of Minnesota Duluth, Masters' of Arts Program 

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

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

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

 

University of Nebraska-Lincoln, Ph.D. Program

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

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

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

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

 

Colorado State University, Department of Human Development and Family Studies

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

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

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

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

 

Experimental Psychology MS Program

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

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


For more information can be found on the website.

 

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

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

 

Interested in Graduate School?

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

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

 

POST-GRADUATE EMPLOYMENT OPPORTUNITIES

 

Laboratory Assistant, University of Pittsburgh - New Posting

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

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

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

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

 

Research Assistant, NIH - New Posting

Research Assistant Position

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

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

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

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

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

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

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

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

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

DHHS and NIH are Equal Opportunity Employers

 

Lab Manager, Northwestern University

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

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

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

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

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

 

UPMC Behavioral Health Opportunities

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

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


 

NIH, Research Assistant

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

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

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

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

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

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

 

University of Pittsburgh, Research Associate

Research Associate Position
Department of Psychiatry, University of Pittsburgh

Examining biomarkers and mechanisms of health disparities in sexual minority women

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

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

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

Qualifications:

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

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

 

UCLA, Research Coordinator

Research Coordinator Position at UCLA ADRC

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

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

 

Columbia University, Research Assistant

Employer: Columbia University College of Physicians & Surgeons, Division of Child and Adolescent Psychiatry

Laboratory PI: Randy P. Auerbach, Ph.D., ABPP

Location: New York, NY, USA

Positions available: January 1, 2018

A Research Assistant position is available within Dr. Randy Auerbach’s laboratory at Columbia University. Ongoing studies in Dr. Auerbach’s lab focus on identifying mechanisms implicated in the onset of adolescent depression and suicidal behaviors as well testing predictors of treatment response among youth (e.g., CBT, internet-based CBT). These studies employ a variety of approaches, including EEG, MRI (e.g., structural, functional, resting), and MRS. Dr. Auerbach also is the Co-Director of the WHO College Mental Health Project, which is: (a) characterizing mental disorders in student populations (~75,000 students), (b) developing internet-based treatments, and (c) using machine learning to predict treatment response. The research assistant position is fulltime, starting January 1, 2018. A two-year commitment is requested, and renewal of the appointment is contingent upon continued funding. A period of evaluation will be required. Flexibility in working hours is a plus.

Duties and Responsibilities:

Duties will include initiating and maintaining contact with study participants; screening applicants, ensuring they meet appropriate criteria, and making independent judgment as to the suitability of their participation; working in concert with Principal Investigator to develop and to implement patient/participant recruitment; organizing and maintaining the databases; conducting experiments with neuroimaging (EEG, fMRI, MRS) data and experimental tasks; assisting the Principal Investigator in manuscript and grant preparation as well as presentation of research data; performing library searches; assisting with management of laboratory budget, including ordering equipment; assisting in completion of institutional review board applications.

 

SKILLS/ABILITIES/COMPETENCIES REQUIRED:

  • Ability to work independently.
  • Analytical skills and the ability to resolve technical or research problems and issues and to interpret the acceptability of data results.
  • Excellent interpersonal skills are required for working with the study participants.
  • Good oral and written communication skills.
  • Knowledge of clinical research protocols.
  • High degree of computer literacy.
  • Excellent organization skills and ability to prioritize a variety of tasks.
  • Careful attention to detail.
  • Ability to demonstrate professionalism and respect for subjects’ rights and individual needs.
  • Knowledge of data management programs.

REQUIRED EDUCATION:

BA/BS in Psychology, or related fields preferred. Experience working with patients with mood disorders, including familiarity with clinical assessments (e.g., K-SADS, SCID), is a plus, but not a requirement. Computing and software skills in multiple platforms are helpful as well as familiarity with software packages (e.g., SPSS, R, Matlab, SPM). Must have the ability to work independently and as part of a team.

APPLICATION:

Review of applications will begin immediately and questions about the position can be sent directly to Dr. Auerbach (randy.auerbach@nyspi.columbia.edu). Interested applicants should submit a cover letter, CV, and contact information for 3 professional references. 

 

Emory University, Social Developmental Neuroscience Fellowship

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

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

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

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

 

Lab Manager, University of Maryland 

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

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

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

Requirements:

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

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

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

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

 

Careers in Community Organizing for Social Justice 

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

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

RSVP at www.thedartcenter.org/Pitt

Positions start January 16, 2018 in Miami, FL, Daytona Beach, FL, Ft. Lauderdale, FL, Topeka, KS and Columbia, SC.

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

Starting salary $34,000/year + benefits.

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

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