Undergraduate Weekly Announcements


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

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

Email Address:    psyadvis@pitt.edu


                       IMPORTANT DATES - 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.




  • Department of Psychology Commencement Ceremony 
  • PSY 1950:  Senior Seminar 
  • PSY 1902: Introduction to the Field Course 
  • Undergraduate Psychology Website, Google Calendar


  • Supervised Field Placement Opportunity, WPIC - New Posting
  • University of Pittsburgh, Part-time Research Assistant - New Posting
  • Causal Learning and Decision Making Lab, Research Assistant - New Posting
  • Service Learning Opportunity, Cape Town, South Africa
  • Latino Mental Health Research Training Program
  • University of Utah, Summer Program Research 
  • Yale Review of Undergraduate Research in Psychology (YRURP) 
  • PSY 1903 Directed Research Labs Recruiting for Spring Term
  • Diversity Clinical Psychology Networking Reception
  • Office of Undergraduate Research, Scholarship, and Creative Activity (OUR)
  • The Woodlands, part-time job opportunity
  • Sleep and Circadian Rhythms Lab Hiring
  • UPMC Children's Hospital Recruiting Ambassadors 
  • Part-time job opportunity-HaRI Lab 
  • Study Participants Needed 
  • The Horizons Fellowship


  • G-Grade Enforcement of Policy  
  • Potential Behavioral Economics Club
  • Autism Speaks


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


  • University of Delaware, M.A. and PhD - New Posting
  • Lancaster University, UK, 3 PhD Studentships in Interdisciplinary Infancy Research - New Posting
  • Virginia Commonwealth University, PhD in Educational Psychology
  • University of Tennessee, Knoxville, PhD in Experimental Psychology 
  • University of California, Irvine, Post-Baccalaureate Program 
  • University of Delaware, Department of Linguistics and Cognitive Science, PhD
  • City University of New York, Speech-Language-Hearing Sciences 
  • Yale University School of Medicine, Child Study Center Fellowship 
  • Montclair State University, PhD in Clinical Psychology 
  • University of Haifa, International MA Program in Child Development
  • Emory University, Social Developmental Neuroscience Fellowship
  • Vanderbilt University, Educational Neuroscience, PhD 
  • University of California, Riverside, PhD 
  • UCLA Department of Psychiatry and Biobehavioral Science's Integrated Substance Abuse Program, project coordinator 
  • University of California Merced, Psychological Sciences, PhD 
  • University of Massachusetts Boston, Developmental and Brain Sciences 
  • 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
  • University of Miami, Developmental Psychology 
  • University of Southern California, PhD in Occupational Science 
  • University of Delaware, College of Education & Human Development 
  • University of Minnesota Duluth, Masters' of Arts Program
  • University of Nebraska-Lincoln, Ph.D. Program
  • Colorado State University, Department of Human Development and Family Studies
  • Experimental Psychology MS Program
  • What kind of job can I get with a psychology degree?
  • Interested in Graduate School?


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




Department of Psychology Commencement Ceremony 

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

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


PSY 1950:  Senior Seminar

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 

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.




Supervised Field Placement Opportunity, WPIC - New Posting

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

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

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

University of Pittsburgh, Part-time Research Assistant - New Posting

A collaborative team between the Division of Psycho-Oncology and Surgical Oncology is seeking a research assistant for our clinical research protocol investigating functional recovery and quality of life amongst patients undergoing pancreas surgery. He/she will have regular interaction with patients and families; specifically consenting patients for enrollment in the protocol, conducting in-person and telephone assessments, monitoring and trouble-shooting Fitbit devices, and processing blood samples at Hillman Cancer Center. The position is ideal for candidates interested in pre-medicine, psychology, psychiatry, surgery, and rehabilitation. Hourly wage is $14/hour. One-year commitment preferred. Please see link below to apply:  https://www.pittsource.com/postings/149314


Causal Learning and Decision Making Lab, Research Assistant - New Posting

The Causal Learning and Decision Making lab (http://www.lrdc.pitt.edu/rottman/) is seeking an undergrad research assistant for 10 hours per week for a paid position. We are just starting a series of new studies on how people learn cause-effect relations in everyday life (e.g., does taking a medicine make me feel better, does running improve my mood, etc.). We will conduct a 24 day smartphone study to track participants’ memories as well as their final decisions. Duties of Students: Debugging the smartphone app (no technical experience necessary), recruiting and running participants and contacting participants during the 24-day study, potentially data analysis. If interested, please see the two files in this link for how to apply. http://bit.ly/2AMUdZ7


Service Learning Opportunity, Cape Town, South Africa

One Heart Source is currently accepting applications for our 2018 Service Learning Programs. We are offering 2 and 4 week Health Innovation programs in South Africa!

As an OHS Volunteer you will:

  • Gain international experience on the ground in global health initiatives.
  • Mentor students who strive to become healthcare professionals and cultivate lifelong relationships.
  • Immerse yourself in diversity through service and excursions.
  • Collaborate with groups of university students from around the world.
  • Develop leadership and entrepreneurial skills through the pursuit of social justice.
  • Enhance health care skills in real-world environments

Apply here for our Volunteer Programs: 2018 Application

Application Deadline: December 31, 2017

Learn more about our Health Program here.


Latino Mental Health Research Training Program

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

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

Must be in at least one of the following categories:

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

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

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



University of Utah, Summer Program Research

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

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

Program Benefits:

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

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

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

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

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

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


Yale Review of Undergraduate Research in Psychology (YRURP) 

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

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

*neuroscience (including behavioral and animal)

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

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

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

Author eligibility

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

Submission requirements

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

Format and length

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

1) Theoretical/Literature Review:

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

2) Empirical Research Paper:

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

3) Short Report:

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

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

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

Submission process: How do I submit?

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

Questions? Email the Editors at yrurpeditors@gmail.com


PSY 1903 Directed Research Labs Recruiting for Spring Term

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


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


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.




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!




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 December 13th • 3pm-4pm • 204 CL
Wednesday January 4th • 10am-11am • 501 CL
  • 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.





University of Delaware, M.A. and PhD - New Posting

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

Faculty actively recruiting graduate students include:

Arild Hestivik
Kaja Jasinska
Zhenghan Qi

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

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

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



Lancaster University, UK, 3 PhD Studentships in Interdisciplinary Infancy Research - New Posting

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

Deadline for applications: 5 February, 2018

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

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

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


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

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


Virginia Commonwealth University, PhD in Educational Psychology

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

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

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

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

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

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

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

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

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

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

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



University of California, Irvine, Post-Baccalaureate Program

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

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

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

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


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

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

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


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...


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.


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/


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. 


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).


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.


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


University of Southern California, PhD in Occupational Science 

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


University of Delaware, College of Education & Human Development

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

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

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


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

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

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

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

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


University of Minnesota Duluth, Masters' of Arts Program 

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

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

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


University of Nebraska-Lincoln, Ph.D. Program

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

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

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

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


Colorado State University, Department of Human Development and Family Studies

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

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

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

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


Experimental Psychology MS Program

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

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

For more information can be found on the website.


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

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


Interested in Graduate School?

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

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




Fellowship, Yale University - New Posting

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

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

Eligibility Requirements:

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

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

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

Submitting Your Application:

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

Paper applications may be submitted to:

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


Laboratory Assistant, University of Pittsburgh

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

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

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

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


Research Assistant, NIH

Research Assistant Position

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

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

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

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

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

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


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

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

DHHS and NIH are Equal Opportunity Employers


Lab Manager, Northwestern University

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

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

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

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

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


UPMC Behavioral Health Opportunities

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

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


NIH, Research Assistant

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

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

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

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

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

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


University of Pittsburgh, Research Associate

Research Associate Position
Department of Psychiatry, University of Pittsburgh

Examining biomarkers and mechanisms of health disparities in sexual minority women

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

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

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


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

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


UCLA, Research Coordinator

Research Coordinator Position at UCLA ADRC

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

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


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.



  • 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.


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.


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.


  • 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.