The Department of Psychology at BARNARD COLLEGE, COLUMBIA UNIVERSITY seeks a Term Assistant Professor to offer undergraduate advising and teaching of courses that would include Developmental Psychology, Developmental Psychology Laboratory, and Statistics, plus other related courses. Teaching load consists of five courses per year. Responsibilities also include supervising undergraduate research projects and advising of undergraduates in their academic programs. Initial appointment begins August 2017; renewable annually for three years, possible renewal for two additional years after need and merit review. Applicants should have strong computer skills (including SPSS), teaching experience, and research experience in Developmental Psychology or related fields. PhD required.
Applications must be submitted online at: http://careers.barnard.edu/postings/2750 and should include a statement of research and teaching interests, CV, and the contact information of three references. Review of applications will begin April 28, 2017. Barnard College is an Equal Opportunity Employer. Barnard does not discriminate due to race, color, creed, religion, sex, sexual orientation, gender and/or gender identity or expression, marital or parental status, national origin, ethnicity, citizenship status, veteran or military status, age, disability, or any other legally protected basis, and to the extent permitted by law. Qualified candidates of diverse ethnic and racial backgrounds are encouraged to apply for vacant positions at all levels.
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Visiting Assistant Professor/Instructor in Psychology – Developmental
2017-2018 The Department of Psychology at Pacific Lutheran University seeks candidates for a one-year position as visiting assistant professor/instructor with specialty in developmental psychology to teach beginning September 1, 2017. In addition to teaching Developmental Psychology each term, the successful candidate will also teach Introduction to Psychology. Commitment to effective teaching is required. Actively including undergraduates in research is encouraged. PhD must be in hand by September 1, 2017 for appointment at the Visiting Assistant Professor level. ABD is required by September 1, 2017 for appointment at the Instructor level. Pacific Lutheran University (PLU) is a comprehensive university with an enrollment of about 3,300 students, including international students from two dozen countries. Located in a scenic region on the Pacific Rim, the university’s campus is 40 miles south of Seattle in suburban Tacoma, Washington. PLU’s academic program is an integration of the liberal arts and professional programs, and the university’s mission is to educate students for lives of thoughtful inquiry, service, leadership, and care. PLU enjoys a healthy and progressive relationship with the Evangelical Lutheran Church in America (ELCA). The university is committed to exploring, affirming and enriching dignity and diversity in the campus community and endorses the goals of equal opportunity and affirmative action. PLU actively seeks applications from women and persons of color. Full description, qualifications, and application are available at http://employment.plu.edu. Review of applications will begin immediately but the position will remain open until filled. For questions or more information, please contact Dr. Wendelyn Shore, Department of Psychology, at [email protected]. Postdoctoral position in Autism Research, Department of Psychology, University of Maryland, College Park.
The Developmental Social Cognitive Neuroscience lab (www.dscn.umd.edu) directed by Dr. Elizabeth Redcay at the University of Maryland has an opening for a Postdoctoral Associate. This position is supported by an NIMH-funded grant investigating how brain network organization contributes to atypical social interaction in children with autism spectrum disorder. Research in the lab is focused on understanding the role of social-cognitive and social-motivational networks in the development of social interaction using functional MRI and behavioral methods in typically developing children and children with autism. The ideal candidate will hold a Ph.D. in Psychology (clinical or developmental areas preferred) and have expertise in autism research and autism assessment, including training on the ADI and ADOS. as well as a strong publication record. Prior experience with fMRI and a developmental cognitive neuroscience background is a plus but not required. The position will involve both diagnostic assessment of children with autism as well as involvement in behavioral and neuroimaging research projects examining social interaction in autism. This is an excellent position for someone who wants to gain expertise in high-priority research fields including autism and developmental neuroscience while being part of a supportive lab environment that prioritizes professional development, including publications and grant-writing experience. Additionally, you would be part of a vibrant intellectual community within UMD and surrounding areas (e.g., NIH, UMD-Baltimore, Johns Hopkins, George Washington, Children’s Hospital DC, Georgetown). This position is open beginning Summer 2017. It is a one-year position renewable up to 3 years, contingent on performance and funding and a minimum two-year commitment is preferred. Interested applicants should send a CV, statement of research experiences and goals, and contact details for three references to Elizabeth Redcay at [email protected]. Applications will be reviewed on a rolling basis until the position is filled. The University of Maryland is an equal opportunity affirmative action employer with a commitment to racial, cultural, and gender diversity. Women and minorities are encouraged to apply. -- Elizabeth Redcay, Ph.D. Assistant Professor Department of Psychology BPS 2147D University of Maryland College Park, MD 20742 email: [email protected] www.dscn.umd.edu Recruitment Specialist position
The Infant and Child Studies Consortium at the University of Maryland, College Park is seeking a Recruitment Specialist to enhance recruitment of area families for research participation. This one-year position will begin in May or early June 2017. This is a full-time position with benefits. The ICS Consortium is a group of labs conducting research in developmental science at the University of Maryland, College Park. Individual labs are housed in the Psychology, Human Development and Quantitative Methodology, Linguistics, and Hearing and Speech Sciences departments. For more information, see http://childstudies.umd.edu/ The successful applicant will supervise the ICS Consortium’s ongoing outreach efforts, review our strategy for connecting with area families, and create new programs to further these goals. New programs will increase the range of community events that the Consortium attends, establish educational partnerships with local organizations, and expand our online presence, among other aims. Top candidates will have training and/or experience in marketing or public relations; most importantly, applicants should be prepared to think creatively about ways to increase family signups for research participation. Candidates must have excellent oral and written communication skills, and they must feel equally comfortable interacting with heads of area organizations, parents, and small children. Experience with website design, multimedia development, and database management is a plus. Research experience or studies in developmental science or related fields would be ideal, but these are not required. The minimum educational requirement is a Bachelor’s degree. The University of Maryland, College Park is part of the greater DC area, with easy access to downtown Washington by subway. We actively support a policy of equal employment opportunity and will not discriminate against any employee or applicant because of race, age, gender, color, sexual orientation, physical or mental disability, religion, national origin, or political affiliation. Minorities and women are encouraged to apply. To apply, please send a cover letter detailing your relevant background and goals, a resume, and an unofficial transcript to Noor Qasmieh, at [email protected]. Please also arrange for 2 letters of reference to be sent to the same address. Review of applications will begin immediately, with the aim of concluding this search as soon as an exceptional candidate is found. -- An online record of this listing can be found at: http://umdpsyc.blogspot.com/2017/04/full-time-recruitment-specialist.html Please note- this position is distinct from the Lab Coordinator position I recently shared: http://umdpsyc.blogspot.com/2017/04/need-more-research-experience-before.html -- Jonathan S. Beier Assistant Professor Department of Psychology BPS 2147E University of Maryland College Park, MD 20742 http://socialkidslab.umd.edu/ Doctoral Dissertation Funding Announcement: Head Start and Child Care Graduate Student Research Grants
The Office of Planning, Research and Evaluation (OPRE) in the Administration for Children and Families, U.S. Department of Health and Human Services, has recently published two discretionary research funding announcements titled “Early Care and Education Research Scholars: Head Start Graduate Student Research Grants” and “Early Care and Education Research Scholars: Child Care Research Scholars”, which are summarized below. If you have questions regarding these grant announcements, please email[email protected] or[email protected], respectively, or call 1-877-350-5913. Potential applicants should sign up for updates on grants.gov to receive notifications and updates regarding these Funding Opportunity Announcements. Head Start and Child Care Graduate Student Research Grants The purpose of the Early Care and Education Scholars grants are to support doctoral dissertation research addressing issues related to Head Start and child care. Both funding announcements aim to support work that will inform policy decisions and solutions, particularly for underserved/ understudied populations, utilizing the most rigorous research methodology, and promoting mentor-student relationships that support students’ independent lines of research. The full announcement for “Early Care and Education Research Scholars: Head Start Graduate Student Research Grants” is available at:https://ami.grantsolutions.gov/HHS-2017-ACF-OPRE-YR-1219 The full announcement for “Early Care and Education Research Scholars: Child Care Research Scholars” is available at:https://ami.grantsolutions.gov/HHS-2017-ACF-OPRE-YE-1208 What is the funding award limit and project period? Applicants may apply for project periods up to 24 months with two 12-month budget periods. Up to $25,000 may be awarded for each budget period. What types of research are supported? Proposed projects must address applied research questions that will inform and improve Head Start and/or Early Head Start (for the Head Start Grants) or child care and Child Care and Development Fund (for the Child Care Grants). For suggestions of topics that may be of interest to ACF, please see each full announcement. For information about previous Head Start Graduate Student Research Grants and Child Care Research Scholar Grants , seehttp://www.acf.hhs.gov/programs/opre/research/project/head-start-graduate-student-research-program-0 or http://www.acf.hhs.gov/programs/opre/research/project/child-care-research-scholars-0, respectively. When is the application deadline? Letters of intent are due May 15, 2017 and applications are due June 12, 2017. If you have questions regarding these grant announcements, please email [email protected],[email protected],or call 1-877-350-5913. 2018 Young Scholars Program Call for Proposals
The Foundation for Child Development's Young Scholars Program (YSP) supports policy and practice-relevant research that is focused on the early learning and development needs of the nation's children who are growing up under conditions of economic insecurity and social exclusion. YSP encourages applications from scholars who are:
All proposed research should focus on the ways in which the knowledge, skills, and dispositions of the early care and education workforce (ECE workforce) can support young children's growth and development across the birth through age eight continuum. Eligibility
The deadline to submit a Letter of Intent is Monday, June 5, 2017 at 3:00pm EST. Click here to download the YSP Guidelines Please send all questions about the application including technical questions about the online system to [email protected]. ABOUT US Research, policy and practice—we connect these pieces to help build early childhood systems that enable children to reach their full potential. Founded in 1900, the Foundation for Child Development identifies needs, fills gaps and integrates knowledge for successful implementation and continuous improvement. Learn more about our focus areas and download resources by clicking these links. STRONGER WORKFORCE EFFECTIVE SYSTEMS PRIORITY POPULATIONS Website Copyright © 2017 Foundation for Child Development, All rights reserved. You're receiving this email because you opted in at our website. Our mailing address is: Foundation for Child Development 295 Madison Avenue 40th Floor New York, NY 10017 *Independent Contractor: Early Childhood Classroom Observation Position*
Please complete the online application (by clicking on this link) to apply. AppleTree Institute for Education Innovation is presently seeking temporary contracted early childhood classroom observers for the outcome wave of its assessment program. AppleTree has established a reputation for excellence in the education of young children in the District of Columbia. Local and national organizations and agencies as well as many families and community members have taken notice of the positive impact our research-driven program has on children’s outcomes and their later academic achievement. POSITION DESCRIPTION: Independent contractor classroom observers are needed for the baseline observation window, commencing May 1st, 2017 and ending May 12th, 2017, Monday through Friday. Assessors must be available for the entire observation window. Assessors will be responsible for conducting classroom observations geared toward improving classroom quality, assisting in professional development, and increasing student language involvement. Observations occur in the morning (approximately 8:00am - 1:00pm). Assessors will be trained on the administration of either the Quality Indicators (QI) or the Classroom Assessment Scoring System (CLASS). Assessors assigned to the QI will attend two days of training, 4/24 and 4/27. Assessors assigned to the CLASS will attend four days of training: 4/24, 4/25, 4/26 (half day), and 4/27. Please note, attending all days of training is mandatory. Failure to attend all days of training will result in dismissal from the project. All contractors must complete two pre-training activities (estimated time for completion is 2 hours) prior to the first day of training (4/24). All contractors must come to the office prior to training to pick up pre-training reading materials. Additional details regarding these materials will be made available should you be invited to training. QUALIFICATIONS: Candidates must possess, at minimum, a Bachelor's Degree (Master’s degree or current graduate students preferred), preferably in Education, Psychology, the Social Sciences, or a related field. Ideally, candidates will have at least 2 years minimum experience working with children, or working in an educational/psychometric setting. Experience in assessment and/or in early childhood settings required. Reliable transportation (our sites are all accessible by Metro and/or by Metrobus), punctuality, and excellent communication skills are a must. All candidates are subject to a criminal background check. COMPENSATION: Training and observations are compensated at $20.00 per hour; a variable compensation plan exists for missing training and/or observation dates. Assessors who miss scheduled observation dates will be compensated at $10.00 per hour. Assessors who do not complete all mandatory training days, and at least one scheduled observation day will not be paid. Assessors must be available all days of the observation window, no exceptions. Assessors will only be compensated for completed observations occurring within the actual length of the entire observation window (if all observations are completed prior to 5/12/17, observers will not be compensated for any remaining days within the observation window). Assessors are not guaranteed observations every day of the observation window. PLEASE NOTE: This is a temporary, independent contracted position. Assessors will be compensated approximately 10 business days after completion of contract. No phone calls, please. -- Chavaughn A. Brown, PhD Student Assessment Manager 415 Michigan Avenue, NE McCormick Pavilion Washington, DC 20017 [email protected] 202.488.3990 office 703.835.7206 cell MPaL 2017: Many Paths to Language Workshop
6–8 October 2017 Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands. Children show astonishing variation in the way they acquire their native language(s)—each developmental milestone in both production and comprehension is marked by meaningful individual differences. This 3-day workshop explores: · Children’s linguistic and cultural environments, their non-linguistic skills, and the structural properties of the languages they are acquiring as possible sources of variation, alongside · The implications of this variation for the mechanisms that drive and support child language acquisition given the overall robustness of learning in the face of this variability. We invite researchers from all fields to submit their work on variation in language acquisition by 18 June 2017 (23.59 CET). Example topics and more information can be found at http://www.mpi.nl/events/mpal Invited speakers Damián Blasi (University of Zurich) Erika Hoff (Florida Atlantic University) Elena Lieven (University of Manchester) Work sessions: The workshop will also include small-group “work” sessions aimed at advancing interdisciplinary discussion and overcoming methodological hurdles in documenting and interpreting variation in this context. We hope to have a mix of theoretical and practical topics represented. Abstract submission: We invite abstracts for oral or poster presentation. The body of each abstract must be in English and anonymous. Abstracts should also indicate the current state of the work (i.e., complete or in progress—both will be considered). Abstracts must be submitted as plain text (max. 5000 characters) via the workshop webpage: http://www.mpi.nl/events/mpal/abstract. Figures and tables may be uploaded together with the abstract in .PNG, .JPG, .TIFF, or .PDF format (up to four files of max. 5 MB each). During abstract submission, authors will have the option to suggest a topic for the small-group sessions and to nominate themselves for a travel award (see below). Authors will be notified by 1 July 2017. Travel awards: First authors may apply for a travel award at abstract submission. Priority will be given to students, early career researchers, and participants from emergent countries. If applying for a travel award, be ready to provide basic information about where you will be traveling from and the approximate cost of your travel. Virtual participation: We will do our best to ensure virtual participation for those who would like to attend remotely or who are unable to present because of government-implemented travel restrictions. Questions? Please contact us at [email protected] Important Dates: · Abstract submission deadline: 18 June 2017 · Notification of acceptance: 1 July 2017 · Workshop: 6–8 October 2017 New Approaches to Supporting Wellbeing and Education in People with Neurodevelopmental Conditions: A free event for parents, carers and practitioners interested in learning more about how to assess and improve support for mental health, wellbeing and education outcomes in people with neurodevelopmental conditions.
Speakers: Dr. Hayley Crawford, Research Associate Anxiety in Children and Adults with Neurodevelopmental Disorders Dr. Sarah Cassidy, Research Fellow Assessing depression and suicidality in autism Ms. Penny Hannant, Senior Research Assistant The importance of sensorimotor skills in autism spectrum conditions and how to support them in the classroom Dr. Anna Joyce, Research Associate Sleep problems, their effects, and what to do about them Event Info: DATE AND TIME Fri 23 June 2017 12:30 – 17:00 LOCATION Simulation Centre Coventry University Technology Park Puma Way Coventry CV1 2TT Free parking and refreshments will be provided. This is a free event but you must register. For more information and to register, please visit www.coventry.ac.uk/supportingneurodevelopment E-mail questions to: [email protected] We have vacancies coming up for a post-doc and a PhD student on a 3-year Leverhulme-funded project, “Learning to perceive and act under uncertainty”. The project is supervised by Marko Nardini and Ulrik Beierholm at Durham University (UK) and aims to understand how humans learn new sensory and motor mappings and new perceptual priors for perception and action under uncertainty. The post-doc will work on behavioural studies with adults and computational modelling, while the PhD student will address development in childhood. The postdoc can be from anywhere. The PhD studentship is limited to paying UK or EU tuition fees (which are unaffected by Brexit). Prospective applicants can find all the details at http://community.dur.ac.uk/marko.nardini/ and are welcome to contact [email protected] for any more information.
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