Undergraduate Weekly Announcements


* Fall term enrollment dates are currently posted and can be verified via your Student Center.


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

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

Email Address:    psyadvis@pitt.edu



                       IMPORTANT DATES - 2184


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

January 12         Last day to declare a major to meet with departmental advisor for next term
January 15         Dr. Martin Luther King’s birthday observed. University closed

January 19         Spring term add/drop period ends
January 20         Spring term extended drop period begins (see guidelines)

January 26         Spring term extended drop period ends

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

March 4 – 11       Spring recess for students; no classes
March 9              Spring holiday; University closed
March 16            Spring term deadline for students to submit Monitored Withdrawal forms to dean’s office

March 17             Last day to resign from all classes with Student Appeals office and receive a partial refund
March 23             Deadline to apply for August 2018 graduation
March 26             Fall term enrollment appointments begin

April 4                  Psychology Undergraduate Poster Session

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

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




  • Psychology Club Election Night
  • PSY 1903 Directed Research Positions
  • New Fall Term Psychology Courses
  • Psychology Undergraduate Poster Session
  • Department of Psychology Commencement Ceremony 
  • PSY 1950:  Senior Seminar
  • PSY 1902: Introduction to the Field Course 
  • Undergraduate Psychology Website, Google Calendar


  • Woodlands Summer Camp
  • ACC Academic Consortium (ACCAC)
  • Paid Summer Positions, Watson Institute
  • Police Academy Prep Course, Westminster College
  • Direct Care Workers (DCW), Southwood Hospital
  • Summer Internship, UC Berkeley
  • Summer Counselor Position, Florida International University
  • Summer Internship, University of Alabama
  • Summer Research Assistant 
  • CORE Lab, University of Pittsburgh
  • Those Early in Recovery From Eating Disorders:  Project HEAL
  • Psychology Conference, UPJ
  • Native Chinese Speakers Wanted
  • Johns Hopkins University Lab for Child Development, Summer Internship
  • University of Iowa, Developmental Psychopathology Lab
  • University of Washington, Early Childhood Cognition Lab
  • University of Utah, Summer Program Research 
  • Sleep and Circadian Rhythms Lab Hiring
  • Part-time job opportunity-HaRI Lab 
  • The Horizons Fellowship


  • CDPA Career Dress Apparel Shopping Event
  • SHRS Counseling Skills Workshops
  • Office of Undergraduate Research, Scholarship, and Creative Activity


  • Scholarship Search, 2018
  • National Institutes of Health Undergraduate Scholarship Program (UGSP)
  • Honors College Research and Creative Programs
  • Undergraduate Awards
  • The Pittsburgh Foundation Scholarship Opportunities
  • UHC National Scholarship Newsletter


  • IO Psychology Master's Program, Hofstra University
  • Doctoral Student Opportunity, University of Nebraska-Lincoln
  • Northwestern University, PhD
  • Texas Christian University, Experimental Psychology
  • Yale Fellowship in Pharmaceutical Research and Clinical Practice
  • 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
  • University of Haifa, International MA Program in Child Development
  • Emory University, Social Developmental Neuroscience Fellowship
  • Vanderbilt University, Educational Neuroscience, PhD 
  • University of California, Riverside, PhD 
  • University of 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?


  • Three Full-time Research Assistants, Harvard University
  • Two Full-time Research Assistants, University of Michigan
  • Laboratory Manager, Massachusetts Institute of Technology
  • Research Assistant, Tulane University
  • Research Assistant, Temple University
  • Research Assistant, Emory University
  • Full-time Research Assistant, Hartford Hospital
  • Full-time Clinical Research Assistant, Brown Medical School & the Miriam Hospital 
  • Clinical Research Coordinator, Massachusetts General Hospital
  • Research Assistant, Rhode Island
  • Full-time Study Coordinator - Virginia Commonwealth University
  • Research Lab Coordinator, University of Iowa
  • Full-time Lab Manager, UPMC/WPIC
  • Full-time Lab Manager, University of Rochester
  • Research Assistant, NIH
  • Lab Manager, Northwestern University 
  • University of Pittsburgh, Research Associate
  • UCLA, Research Coordinator
  • Research Assistant Position, Carnegie Mellon University




Psychology Club Election Night

Election night! The time has come for you to have a say in the psychology club cabinet. If you are interested in running for a officer position, make sure you email us (pantherpsychclub@gmail.com) with the position you are interested and a small blurb about yourself and what you can bring to psych club BY MARCH 12 at 5pm.

After the election we are having our movie night. Make sure you vote on the poll to choose what movie you want to see.

(This meeting is also the last chance to become a member so you can take advantage of the Faculty luncheon in March.)


PSY 1903 Directed Research Positions

Dr. Rottman:  A 24-Day Smartphone Study on Memory and Causal Reasoning  * Accepting Applications for Summer, 2018

Dr. Libertus: Development of Numerical Cognition and Math Abilities * Accepting Applications for Summer, 2018

Want to gain research experience? Love kids? The Kids’ Thinking Lab (http://www.lrdc.pitt.edu/kitlab/) at Pitt is seeking undergraduate research assistants for the summer to help with studies examining how children between 0 and 8 think and learn. Positions are flexible but a commitment beyond the summer is expected. Please complete the application form and email it along with an unofficial copy of your transcript to libertus@pitt.edu. Questions can also be addressed to Dr. Melissa Libertus at libertus@pitt.edu


New Fall Term Psychology Courses

PSY 1052 Topics in Clinical Psychology:  Diversity Issues in Clinical Practice

PSY 1052 Topics in Clinical Psychology: Anxiety: Theory and Treatment

PSY 1053 Topics in Developmental Psychology:  Culture and Development

PSY 1059 Topics in Advanced Research Methods:  Clinical Psychological Science

*  See Psychology Syllabus Archive for additional details.


Psychology Undergraduate Poster Session


April 4th, 2018
2:00-4:00 pm
Martin Colloquium Room
4127 Sennott Square

Please plan to join us for the 19th Annual Psychology Student Research Poster Session!  This event provides the opportunity for students enrolled in Psychology Honors and those enrolled in Psychology Directed Research to present results from their honors research and their participation in faculty labs this past academic year.  The poster session is an opportunity for students and faculty to discuss research ideas, interests, and findings in a collegial and professional conference-type atmosphere.

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.

For additional information regarding the University site please visit:  http://www.commencement.pitt.edu/.


PSY 1950:  Senior Seminar

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

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

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


PSY 1902: Introduction to the Field Course 

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

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


Undergraduate Psychology Website, Google Calendar

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




Woodlands Summer Camp


* Guys especially needed to staff male cabins, but all are welcome to apply!  

The Woodlands …Western PA’s premiere summer camp experience for individuals of all ages with disability and chronic illness…

IS CLOSING OUR INTERVIEW PERIOD for our Summer 2018 (June 2-August 10) staff!

Interview at Our Group Process on March 20th Before Spots Run Out!

Interested applicants should RSVP by email to Patrick Joyal, pjoyal@woodlandsfoundation.org, Talent Acquisition Coordinator, NO LATER THAN WEDNESDAY, MARCH 14th to attend our Group Process Interview Session on Tuesday, March 20th at 5:00pm!

Group Process at the Woodlands is a fun, challenging evening full of hands-on opportunities to demonstrate your strengths and abilities. Check out our Group Process Intro Video Here!

Our Summer Counselor Position is Perfect For Students Studying:

Elementary, Special, Transitional, and Secondary Education

Holistic and Integrated Medicine  

Rehab Science, Creative Therapy, Exercise Science & Adapted Physical Activity, Nutrition & Dietetics

Social Work, Psychology & Counseling, Behavioral Management, and Personal/Family Support


Summer Internship Postings, Handshake

Still looking for a summer internship?

Handshake has more than 2,500 internship postings right now in Pittsburgh, Philadelphia, New York City and Washington, DC. but many expire in March.

Visit Handshake via your my.pitt.edu account anytime for a complete list of available opportunities.


ACC Academic Consortium (ACCAC)

ACC Academic Consortium Fellows Program in Creativity and Innovation
Request for Undergraduate Grant Proposals

Since Pitt is a member of the Atlantic Coast Conference (ACC), Pitt students are eligible to participate in the ACC Academic Consortium (ACCAC) Fellows Program in Creativity and Innovation. This opportunity recognizes and financially supports undergraduates involved in student-driven projects at each of the ACC member campuses.


Criteria for awards include, but are not limited to:

  • Originality
  • Creativity
  • Innovation
  • Experimentation
  • Intellectual risk

Projects supported may include team-driven activities or individual projects, multi-school ventures, artistic endeavors, videos, and creative projects abroad.

The project must result in a deliverable that can be submitted to the ACC—some examples include an audio or DVD recording, photographs or video of a model or display, a written document, and a computer or web application.  Initial progress report is due August 17, 2018, and the final project is due October 26, 2018.



  • University of Pittsburgh degree seeking undergraduate student enrolled in the current semester or continuing enrollment in the subsequent semester. Note that students must be registered for the 2018 Fall term to be eligible.
  • Grants up to $3,500 will be considered. Projects with exceptional promise, team experiences, and expenses including travel abroad will be considered for amounts up to $5,000.
  • Funds may be allocated for both direct expenses as well as stipend support so that a student can carry out the research.
  •  Applications must be received by March 30, 2018. 
  • Award notification will follow as available.

Applications shall include:

  • Project statement from student
  • Project budget
  • Name & email address of a faculty mentor who has agreed to provide a statement of support on your behalf for the proposed project. Note: Competition Space will reach out to faculty mentor to request letter be directly uploaded to your application.
  • Student name, e-mail, and cell phone number

To apply, visit the Competition Space website at https://upitt.infoready4.com/ and select

ACC Academic Consortium Fellows Program in Creativity and Innovation. You will need to log in with your my.pitt.edu credentials.

Questions regarding Competition Space may be directed to Meghan Culpepper at msc80@pitt.edu

Questions regarding the ACCAC Fellows Program in Creativity and Innovation may be directed to Steve Meriney at meriney@pitt.edu


Paid Summer Positions, Watson Institute

We have an ESY (Extended School Year) Program that is an in classroom experience. Positions are available at The Education Center in Sewickley, PA and Bridgeville, PA. The students would be evaluated for paid Instructional Aide positions for Autistic Support Classrooms and Multiple Disabilities Classrooms. Students would gain experience working with Teachers, Occupational Therapists, Speech Therapists, Behavioral Specialists, and Physical Therapists.

We also have Camp Aide positions available for an inclusive camp program for children with special needs. As a paid Camp Aide, the student would be responsible for working with a child with Autism 1 on 1 for the duration of the camp. It is a great social opportunity for our Campers, and a great experience for anyone who is looking for experience in the field.

The Programs both have great paid training, weekday hours, and great support for anyone who might have limited experience or be early in their education or career. They are also a great way to get started at Watson!

Students can get more information and apply directly on our website at:

https://www.thewatsoninstitute.org/about-us/careers/special-education-careers-summer-employment/ or directly to Sarah Klesser, Human Resources Coordinator, 412-749-6424.


Police Academy Prep Course, Westminster College

COST $60








Direct Care Workers (DCW), Southwood Hospital

Currently, I am looking to fill immediate openings for Direct Care Workers (DCW) at our facility. Southwood serves children and adolescent males ages 6-21 who have mental health related disorders that are co-morbid with Intellectual Disabilities and Autism Spectrum Disorder. Our program utilizes ABA programming, CBT, as well as psychoeducation depending on the unit that the resident is assigned. This position would be a great opportunity for undergraduate students to gain experience working with children who are diagnosed with IDD/ASD.

We offer flexible scheduling for part time and full time staff. Daylight, evening, and overnight shifts are available as well as the choice of weekends and week days. The job responsibilities include educating and assisting residents in gaining independence in daily living, hygiene, managing emotions, effective and functional communication through vocal repertoires, PECS, and/or sign language. A DCW will teach, model, and role-play effective coping skills and social skills. Direct Care Workers will have access to training and feedback from master’s level staff- including myself.

Please contact me at Kelly.Zekan@southwoodhospital.com with any questions and to apply.


Summer Internship, UC Berkeley

Berkeley Early Learning Lab Summer Internship Program

The Berkeley Early Learning Lab (BELL), under the direction of Dr. Fei Xu, is now accepting applications from highly motivated undergraduates and graduating seniors for our Summer Internship Program in 2018. 

Descriptions of the Program 
The goal of this internship is to provide hands on research experience to students interested in pursuing graduate work in Cognitive and Language Development or a related field. Successful applicants will be paired with a graduate student or postdoc mentor and will have the opportunity to conduct research at local children’s museums and in the lab, and collaborate on a variety of on-going and new projects. Our lab uses looking time, eye tracking, free play, intervention, and other behavioral methods to investigate inductive learning and statistical inference in social cognition, category learning, physical reasoning, causal learning, word learning, and other domains.

In addition to collaboration with individual graduate students and work on specific projects, weekly lab meetings will give interns a chance to present their own work for feedback and provide feedback to others. We will also discuss current papers being published that relate to the lab's projects.

Berkeley affiliated and Non-Berkeley undergraduates who are interested in developmental psychology and cognitive science are welcome to apply to our summer internship program. Applicants should have some course work in developmental psychology, cognitive science, and programming. Experience working with children is highly desirable. 

This is an unpaid internship and requires a commitment of 20-30 hours/week for 8 weeks between June 4 and July 27.

To apply, please see http://babylab.berkeley.edu/summer-internship. The application deadline is March 16, 2018 11:59p.m. PST.

If you have further questions about the program, please refer to our website (http://babylab.berkeley.edu) or contact us at babylab@berkeley.edu.


Summer Counselor Position, Florida International University

The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor positions for 2018. The Summer Treatment Program (STP) provides services to children with Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder, learning problems, and related behavior problems. The program provides treatment tailored to children's individual behavioral and learning difficulties. Counselors will work in the STP-PreK, for children in preschool or entering Kindergarten, or the STP-E, for children ages 6-12 in elementary school. Opportunities are also available for applicants interested in working with children at-risk for pediatric obesity through the Healthy-Lifestyle Intervention Program (HIP). The Center for Children and Families is directed by William E. Pelham, Jr., Ph.D., who is a Distinguished Professor of Psychology and Psychiatry at Florida International University. Paulo Graziano, Ph.D., and Katie Hart, Ph.D., are the Program Directors for the STP-PreK, and Erika Coles, Ph.D., is the Program Director for the STP-E.

            The dates of employment for the Counselor position are Monday, June 4, 2018 through Saturday, August 11, 2018. Counselor hours of employment are 7:00 AM to 7:00 PM, Monday through Friday, and on Saturday, August 11. In addition, Counselors continue to work with the children until 8:30 PM one evening each week while parents participate in weekly parent training groups.

Counselors are paid a salary of $4,000 for the summer. In addition, current students may be able to arrange for academic course credit through their university departments.

For detailed descriptions of each program, and to apply for this position, please visit https://ccf.fiu.edu/opportunities/summer-treatment-program-opportunities...


Summer Internship, University of Alabama

Please encourage outstanding undergraduate students, including graduating seniors, seeking research experience to apply for a summer internship at the newly-established Neuroscience of Education Research and Development (N.E.R.D. Lab; nerdlab.ua.edu). As part of the Educational Neuroscience Initiative at the University of Alabama (edneuro.ua.edu), our research examines how the brain supports learning across the lifespan, with a particular focus on the impact of gesture on typical and atypical language acquisition and processing. We use a variety of methods including functional near infrared spectroscopy (fNIRS), electroencephalography (EEG), and eyetracking to investigate how gesture affects the neural mechanisms of language processing and learning in populations including native English speakers, English language learners, and individuals with autism spectrum disorder.

Under the mentorship of the PI, Dr. Laura Morett, summer interns in the N.E.R.D. Lab will receive hands-on experience with research, including participant recruitment, experiment development, data collection, and data entry and cleaning. Interns will attend and participate in lab meetings where cutting-edge research relevant to educational neuroscience will be discussed. By participating in these activities, interns will gain significant knowledge of research on gesture, language acquisition and processing, and the neural bases of learning; hone their ability to dissect research papers; and hands-on experience with behavioral and neural data collection techniques. The ideal candidate for this internship is enthusiastic, conscientious, and willing to learn technical skills necessary to conduct neuroscience research (although no prior experience with these skills is required). Candidates with interests in neuroscience, psychology, linguistics, cognitive science, communication sciences and disorders, or education who are considering careers in fields such as research, medicine, or speech pathology are strongly encouraged to apply. Prior research experience is a plus, but not a requirement. We value diversity and encourage applications from individuals from groups underrepresented in the sciences, including individuals from different backgrounds, races, ethnic groups, and those from other diverse populations or economically disadvantaged backgrounds.

Interns must be available for 10-20 hours per week for 10 consecutive weeks during summer 2018.  Applicants may participate in the internship for course credit or as part of a program with funding through their college or university, or as volunteer interns.  Hourly compensation may be available, but is not guaranteed. Applicants are strongly encouraged to apply for their own funding through relevant opportunities, and we are happy to suggest and support such applications.

To apply, please send a cover letter, CV, unofficial transcript, and 1-2 letters of reference to nerdlab@ua.edu by 5pm on March 16.  The cover letter should describe your academic background and previous relevant work or research experience, interests in language, gesture, development, cognition, and/or neuroscience, and how this internship would contribute to your future goals.  Please direct any questions about the internship to nerdlab@ua.edu.  We look forward to hearing from you and receiving your application!


Summer Research Assistant

The Cooperation Lab at Boston College directed by Katherine McAuliffe is seeking motivated, reliable and enthusiastic summer research assistants who would like to gain experience with research in social cognitive development. Research in the lab focuses on the development of cooperative abilities in children, with a particular focus on how children develop a sense of fairness.


Internship Description 

Summer research responsibilities include participant recruitment, help running studies both in the lab and in outdoor spaces, debriefing parents, data entry and video coding. Additionally, research assistants will be involved in an informal reading and research group and will gain hands-on experience working with data. Research assistants will work closely with other team members and will be supervised by the Cooperation Lab’s director and lab manager.

Eligibility and requirements 

Research assistants are asked to commit approximately 40 hours per week to research in the lab and should be open to the possibility of testing outdoors and on weekends. The tentative start date for positions is as early as May 29th and as late as June 4th. Positions will last for 10-11 weeks. These are unpaid positions so students are encouraged to seek funding from outside sources and/or their home institutions.

Anyone is welcome to apply. To do so, please complete our online application * and send a CV or resume to lmcooperation@gmail.com with the subject line “Summer 2018 Research Assistant Application”. There is no deadline for submission but we are eager to find motivated assistants as soon as possible and so we'll review applications as they come in.

*full link address:  https://goo.gl/forms/VBp3VHJoJlI7SGh32


CORE Lab, University of Pittsburgh

Seeking Male Research Assistant for Current Semester

The CORE Lab, under faculty member Dr. Karina Schumann, is seeking a male undergrad for the current semester to run participants in lab-based research. We are looking for an organized, motivated Psychology student who is interested in gaining research experience. Our lab has ongoing projects examining the predictors and consequences of various conflict-related beliefs, emotions, and behaviors, such as apologies, justifications, forgiveness, revenge, and empathy. This is a volunteer position with an expected time commitment of at least 5-6 hours/week. Possibility of continuing in the lab for credit in future semesters.

Additional criteria:

  • 3.0 or higher GPA
  • At least sophomore standing and not currently enrolled in Intro Psych
  • Preferably having already taken 12 credits in psychology, including PSY 0035 (Research Methods)
  • Responsibility, dependability, and ability to follow direction closely and work independently

Please contact Emily Ritchie at emr109@pitt.edu if interested.


Those Early in Recovery From Eating Disorders:  Project HEAL

Seeking Mentors for Those Early in Recovery From Eating Disorders: Project HEAL recently launched a new pilot program, Communities of HEALing, designed to explore the ways that peer support and mentorship can help individuals to fully recover from an eating disorder. We are currently studying the program in the context of a randomized controlled trial with researchers at Columbia University. The program includes several separate components: weekly support groups in local communities, possible 1:1 mentorship for those newly out of treatment, other facilitated experiences, and in some cases social support in the form of group cultural and entertainment outings.

We are currently seeking mentors for the study with NO PAST HISTORY OF AN EATING DISORDER.  Social support mentors provide support to mentees in the form of sharing weekly social activities intended to help them build a social support network–going to a museum, seeing a movie, going to a new cultural exhibit–that are not focused on the eating disorder.  Social support mentors make a commitment of about 3 hours per week, which includes the weekly meeting with their mentee and regular supervision calls.

This is a great opportunity to help advance scientific understanding of eating disorders, gain clinical experience, and support those in recovery from an eating disorders. Social support mentors must not have had past experience with an eating disorder, and cannot have any formal clinical training (social work and psychology graduate studies).  Great opportunity for current undergrads in psychology. 

Link to application here.


Psychology Conference, UPJ


Saturday, April 14, 2018
University of Pittsburgh at Johnstown

Invited Address by Dr. Jill Cyranowski,

Chatham University

Interpersonal Risk Factors and Anxious Depression: Informing Psychotherapy Research and Practice

More than half of clients who struggle with depression will also report significant symptoms of anxiety.  This anxious-depressed profile is associated with greater symptom severity, diminished interpersonal function, greater stress reactivity, and poorer treatment outcomes.  The current talk will review research on key risk factors faced by anxious-depressed clients, including evidence to support elevated levels of childhood emotional abuse, dysregulated autonomic nervous system function, and diminished social support.  The talk will also present preliminary research on a recently-adapted psychotherapeutic approach developed to enhance treatment outcomes among clients with anxious depression, termed interpersonal psychotherapy for depression with panic spectrum features (IPT-PS).

  • We welcome you to the 21st Annual Laurel Highlands Undergraduate Psychology Conference, which will be held at the University of Pittsburgh at Johnstown. The conference will include both paper and poster presentations. Submissions should report the results of empirical studies designed to contribute to basic or applied research, as well as meta-analyses, and literature reviews.
  • Registration will begin at 10:00 am. The keynote address will begin at 10:30 am.
  • Registration fee is $18 including catered lunch or $12 for the conference only.
  • E-mail the following in a .doc or .docx file by Wednesday, March 21st at 5:00pm to Dr. Stephanie Jimenez at sts97@pitt.edu.
    • Title, Author(s) and institutional affiliations
    • Abstract (100 to 150 words)
    • Phone number and mailing address
    • Name of faculty sponsor, with phone number and email address
    • Desired format (paper or poster)
    • Number of people (including author(s) and faculty mentor) attending who expect to stay for lunch
  • Directions to the conference, information about presentations, final program schedule, and overnight accommodations in Johnstown will be posted on our web page at http://www.upj.pitt.edu/LHconference.
  • Questions? Contact Dr. Laura Dietz via phone (814)-269-1990 or email (lauradietz@pitt.edu or Dr. Stephanie Jimenez via phone (814) 269-2962 or email (sts97@pitt.edu)


Johns Hopkins Summer Employment Opportunities

Summer 2018 Employment Opportunities

Psychology Instructor and Teaching Assistant

CTY offers challenging academic programs for highly talented elementary, middle, and high school students from across the country and around the world. We are currently seeking highly motivated and qualified candidates to work in our summer programs. Information regarding employment and our summer programs can be found at cty.jhu.edu/jobs/summer.

We are currently seeking individuals for the following psychology-related courses:

  • The Sensory Brain (grades 5 and 6)
  • Foundations of Psychology (grades 7 and above)
  • Cognitive Psychology (grades 7 and above)
  • Neuroscience (grades 7 and above)
  • Madness and Insanity: A Social History (grades 10-12)
  • The Psychology of Religion (grades 10-12)

Why teach for CTY?

opportunity to teach motivated and talented students a subject they love
limited class size (maximum of 18 students) ensures a low student-teacher ratio
all classes are taught by both an instructor and a teaching assistant
opportunity to work in an environment with colleagues who share similar interests
competitive salary plus room and board at our east and west coast residential sites

2018 Program Core Dates*

Session 1: June 21 - July 14, 2017
Session 2: July 14 - August 4, 2017

*Some sites run one week later than these dates. For a full list of locations and dates, please visit www.cty.jhu.edu/jobs/summer/sites_dates.html.

Terms of Employment

Starting salary for two sessions is $4,800 - $6,000 for instructors and $2,400 for TAs
Room and board are provided at residential sites.

Desired Qualifications

  • Teaching assistant candidates are generally graduate or undergraduate students with experience tutoring or as a TA.
  • Instructor candidates generally have independent classroom teaching experience and are graduate students or faculty.

More Information

Instructor and Teaching Assistant positions: http://cty.jhu.edu/jobs/summer/positions
Employment with CTY: www.cty.jhu.edu/jobs/summer
Questions? Please feel free to contact us via email at ctysummer@jhu.edu or by calling 410-735-6185.


Native Chinese Speakers Wanted

I'm working on my honors thesis about how we listen to language, and we are recruiting native English speakers and native Chinese speakers to participate in online listening tasks and in-person interviews. The entire experiment should not take more than two hours (one hour in person, one at home to take surveys online). You will receive a $5 Starbucks eGift card and be entered into a raffle for a $25 Visa gift card for participating. If you are interested in participating, please email Claire at CCC47@pitt.edu.


University of Iowa, Developmental Psychopathology Lab

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

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

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


University of Washington, Early Childhood Cognition Lab

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

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

Duties may include:

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

Required qualifications:

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

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


University of 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.

The student application deadline is 11:59 PM (Mountain Time) on Monday, March 19.

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.


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.


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.


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.




CDPA Career Dress Apparel Shopping Event

JCPenney Suit-Up Event
Sunday, March 25, 2018
6:30pm - 9:30pm
Campus Contact, Sharon Mickens, shm102@pitt.edu




EXTRA 40% off select men's and women's career dres apparel & shoes.  Show your Student ID to get your special discount card.


SHRS Counseling Skills Workshops

Solution Focused Therapy – April 6

Solution-focused therapy is an evidence-based approach to psychotherapy. In this workshop, attendees will learn about the differences between more traditional problem-focused counseling methods and the solution-focused approach. Solution-focused interviewing does not focus on the problem but asks, “What would you like to see instead of the problem? What is your goal? What is already working in the right direction?” The client is viewed as capable of formulating his or her goal, coming up with solutions, and executing them. As basic solution-focused counseling techniques are introduced, participants will have the opportunity to practice applying the skills through clinical role-plays.

More details here.


Office of Undergraduate Research, Scholarship, and Creative Activity

Summer Undergraduate Research Awards (SURA) provide students a $3,500 stipend to support their independent, faculty-mentored research over the 12 week summer term.  More information and an application is available online.


The New York City Scholars in Residence (NYC-SR) program is designed to support undergraduates interested in conducting theatre research in the New York Public Library during the 12-week summer term.  Students need not be Theatre Arts majors to apply.  


The OUR will also offer a number of spring workshops and other events. Details can be found here: https://www.asundergrad.pitt.edu/research/upcoming-events

Questions should be addressed to Patrick Mullen, Director of OUR, at 412-624-9150. Thank you for sharing these opportunities with your students.





Scholarship Search, 2018

College is the most expensive it’s ever been. With tuition rates rising an average of 3.5% every year, the average undergraduate now finishes their degree with over $37,000 in student debt.

Scholarships are one of the best ways to reduce these growing costs and scholarship search platforms exist to help students find the most relevant ones. These platforms compile large databases of available scholarships and provide filters to allow students to maximize their searches.

We created this guide to review the best scholarship search platforms and instruct students on how to use them effectively to find as many opportunities as possible.

What we’ll cover in this guide:

  1. The major challenges students face when searching for scholarships
  2. How the right search engine can help students overcome these challenges
  3. What students should know before applying for a scholarship
  4. The most important features of a great scholarship search platform
  5. The best scholarship search platforms of 2017
  6. Advice on early preparation to qualify for scholarships
  7. Tips on applying for scholarships
  8. Our full methodology and scoring process


National Institutes of Health Undergraduate Scholarship Program (UGSP)

The National Institutes of Health (NIH) Undergraduate Scholarship Program (UGSP) offers competitive academic scholarships up to $20,000 per academic year to students from financially disadvantaged backgrounds who are committed to careers biomedical, behavioral, and social science health-related research. Scholarships are awarded for 1 year, and can be renewed for up to 4 years.  Please visit our website at: https://www.training.nih.gov/programs/ugsp for additional information. We ask that you share this announcement with your colleagues or candidates who may be interested in this award.
UGSP offers:

  •  Scholarship support
  • Paid research training at the NIH during the summer and after graduation

Eligibility requirements:

  •  U.S.A. citizen or U.S.A. permanent resident
  • Enrolled or accepted for enrollment as a full-time student at an accredited 4-year undergraduate institution located in the United States of America
  • Undergraduate University Grade Point Average of 3.3 or higher on a 4.0-point scale or within the top 5 percent of your class
  • Having 'Exceptional Financial Need' as certified by your undergraduate institution financial aid office (UGSP's Exceptional Financial Need Form (EFN) can be found on the OITE/UGSP website)          

(Dates updated 1 November 2017)

  • January 2, 2018 - Application Opens
  • March 15, 2018 - Application Deadline
  • March 30, 2018 - Letter of Recommendation Deadline
  • May 11, 2018 - EFN Form with 2016 Tax Year Information Deadline
  • Mid-June 2018 - Invitations to Phone Interview Distributed
  • Mid-July 2018 - Phone Interviews for Admission
  • Late-July 2018 - Selection of Scholars

Please contact Adrian D. Warren, NIH Undergraduate Scholarship Program, ugsp@od.nih.gov if you have any questions regarding the UGSP award or Dr. Darryl Murray, Director of the UGSP @ ugsp@od.nih.gov,

Honors College Research and Creative Programs

BE (Brackenridge Experience) - Summer - All majors - https://www.honorscollege.pitt.edu/academics/research/summer-research-op...

THINK (formerly semester Brackenridge and Humanities, Arts, and Social Sciences Research Fellowships) - Fall - All majors -  https://www.honorscollege.pitt.edu/academics/research/fall-spring-resear...

CREaTE (NEW!) - Spring/Summer - For creative projects (limited spots for pilot) - https://www.honorscollege.pitt.edu/create-fellowship-coming-soon

ACT (formerly Community-based Research Fellowship) - Summer & Semester - All majors - https://www.honorscollege.pitt.edu/academics/research/summer-research-op...

Applications for summer are due March 2. Applications for fall are due March 30. 


Questions may be directed to me at jason.sepac@pitt.edu

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.

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

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




IO Psychology Master's Program, Hofstra University

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

Applications are accepted on a rolling basis.


Doctoral Student Opportunity, University of Nebraska-Lincoln

Dr. Marc Goodrich is seeking highly-qualified doctoral students interested in studying how children who are learning more than one language acquire language and literacy skills in their first and second languages. 

Dr. Goodrich is an Assistant Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. His specific research interests focus on how children utilize knowledge and skills from their first language while learning a second language. Additionally, Dr. Goodrich's research focuses on evaluating the effectiveness of instructional strategies designed to improve language and literacy outcomes for children who are acquiring more than one language. 

The doctoral program in special education at the University of Nebraska-Lincoln is a unique program that trains students to design instruction to support children with learning difficulties. Students receive extensive training in high-quality research design, methodology, and statistics. 

Admission is currently being granted on a rolling basis. Please see the attached flyer for more information about the doctoral program at UNL. If you have any questions, please contact Dr. Goodrich (marc.goodrich@unl.edu) for more information. 


Northwestern University, PhD


Northwestern University's Psychology Department is hosting a program on Friday, June 1st and Saturday, June 2nd for students who are members of groups that are traditionally underrepresented in academia (including first-generation college students), and who are potentially interested in pursuing graduate study in psychology. Activities will include workshops designed to help with the graduate school application process and opportunities to meet psychology department faculty members and graduate students to learn what graduate school is like and how they might fit into the various psychology graduate programs (e.g., clinical, social, cognitive neuroscience, etc.). Travel and accommodation costs associated with participation will be covered, and the application process will be fast and free (applications are due by April 2nd @ 5 PM CST).  For more information, please see the program website and access the online application here.

Texas Christian University, Experimental Psychology

Dr. Naomi Ekas in the Department of Psychology at Texas Christian University invites applications for graduate students in infant and child development to start in Fall 2013. Dr. Ekas is a developmental psychologist who is primarily interested in infancy, early childhood, and the broader family system. Dr. Ekas’ research program employs a developmental psychopathology perspective that focuses on the social and emotional development of typically developing children and children with autism spectrum disorder. Dr. Ekas is especially interested in the development of emotion regulation and the intrinsic (e.g., temperament) and extrinsic (e.g., parent-child attachment relationship) factors that impact regulatory abilities.

The second area of Dr. Ekas’ research program focuses on the development of children with an autism spectrum disorder and the impact of the disorder on families. Once again, she is especially interested in the development of emotion and self-regulation. Having a child with an autism spectrum disorder can be particularly distressing to parents and other family members. Dr. Ekas’ research has focused on examining the psychological well-being of parents, and understanding why some parents cope better than others. She examines factors such as the marital relationship, social supports, and personality factors. In addition, parents complete diaries every evening in order to better capture the dynamics of raising a child with a developmental disability.

Finally, Dr. Ekas is interested in utilizing advanced quantitative techniques, such as Hierarchical Linear Modeling and Structural Equation Modeling, to examine research questions. The experimental psychology program at Texas Christian University provides course offerings in multiple areas of psychology. Through this program you will gain substantial expertise in research, quantitative methods, and college teaching.

A number of graduate assistantships that include stipends and full tuition waivers are available.

For More Information

Naomi Ekas, Ph.D.
Phone: 817-257-7848
E-mail: naomi.ekas@tcu.edu
Web link: http://www.psy.tcu.edu/ekas.htm or http://www.psy.tcu.edu/gradpro.html


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:


University of Haifa, International MA Program in Child Development

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

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

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

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

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


Vanderbilt University, Educational Neuroscience, PhD 

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

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

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

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


University of California, Riverside, PhD 

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

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

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

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

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

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

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

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

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

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


University of 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.




Three Full-time Research Assistants, Harvard University

Research Assistant Position, Department of Psychology, Harvard University

The Laboratory for Youth Mental Health (Principal Investigator: John Weisz, Ph.D., ABPP) in the Department of Psychology at Harvard University seeks to hire up to three full-time Research Assistants (RAs). The RA(s) would primarily assist with a school-based effectiveness trial of a cognitive-behavioral intervention for depression, anxiety, and post-traumatic stress, and conduct problems in youth. Responsibilities may include participant recruitment, survey administration to participating youth and families, data entry, literature searches, formatting manuscripts/grants, coding for meta-analyses, volunteer oversight, and other supporting research activities. Successful candidates would become familiar with neuroimaging methods in research and have the opportunity to become proficient in administering fMRI scans.

Basic Qualifications: One year of research or clinical experience in an area related to child and adolescent psychology is required.

Additional Qualifications: A bachelor’s or master’s degree in psychology or a related field, strong academic qualifications, previous psychological research experience, experience working with children and adolescents, and an interest in applying for a graduate degree in psychology are highly preferred. Excellent communication and organizational skills as well as the ability to work independently are required. Research or clinical experience with neuroimaging is desirable but not required.

Additional information: This is a grant-funded position. Applicants should be able to commit to at least two years, although continuation after the first year is contingent upon funding availability. Anticipated start dates are between March and September 2018. More information about the research team and ongoing projects can be found at the lab’s web site: https://weiszlab.fas.harvard.edu/.

Application Information: Interested applicants should submit a resume or CV, cover letter, and names and contact information for 3 references to Dr. Megan Jeffreys at mjeffreys@fas.harvard.edu. Additional application materials (e.g., letters of recommendation, SAT scores) may be requested during the interview phase.


Two Full-time Research Assistants, University of Michigan

The Michigan Neurogenetics and Developmental Psychopathology (MiND) lab, directed by Dr. Luke Hyde, is seeking 2 full-time research assistants/lab managers. The lab examines the development of youth risk and resilience from multiple levels of analysis using fMRI, molecular and behavioral genetics, longitudinal approaches, and in-home interviews with at-risk families. The research assistants will help to coordinate and collect data on multiple projects in the lab with a focus on the MTwiNS Project. MTwiNS is a longitudinal study of families with twins ages 10 – 18 living in impoverished neighborhoods in collaboration with S. Alexandra Burt at Michigan State University. Families visit the MiND lab for a full day visit including MRI scans, psychiatric interviews, family interaction tasks, biospecimen assay (e.g., saliva, blood), and survey measures. The lab currently has 4 Research Technicians and aims to hire 2 more. These new positions aim to help fill needs in additional experience with data management/MRI processing, training and oversight of undergraduate students in the lab, and project coordination.

For more information about the MiND lab please visit: http://mindlab.psych.lsa.umich.edu/.  Questions about the position should be directed to mindlaboratory@umich.edu

Duties for this position will include coordinating projects (e.g., training undergraduate students on their projects and tasks, scheduling and recruiting participants, organizing and cleaning data), doing in-home and in-lab visits with children and families (including psychiatric interviews, administering self-report measures, and functionally supervising undergraduate assistants), running child participants (ages 10 – 18) through MRI scans, and processing and analyzing MRI data. As some of these projects are being done jointly with other labs, the position entails coordinating with these other labs.

This position is ideal for those interested in pursuing a PhD in clinical or developmental psychology or neuroscience. A successful applicant will have a Bachelor’s in psychology, neuroscience, or a related field, interest in clinical and developmental psychology or neuroscience.  Successful applicants are likely to have experience in several of the following areas: psychiatric interviewing, working with high risk families in the community, computer programing experience (e.g., Matlab), and experience with fMRI.  Must have experience with children and families and strong organizational, interpersonal, and time management skills. A very successful applicant will have the opportunity to contribute to the writing of empirical papers.

To apply, go to: http://careers.umich.edu/job_detail/154609/research_technician_associate


Laboratory Manager, Massachusetts Institute of Technology

Job Description:

LABORATORY MANAGER, Brain and Cognitive Sciences-Social Cognition Neuroscience Lab, to be
responsible for administrative tasks including maintaining the lab’s website, review board protocols,
financial records, and participant database; recruitment and outreach; and assisting with data collection.
The position involves interacting with parents, children, and the broader community. Administrative
responsibilities include communicating with MIT Institutional Review Board about research protocols;
maintaining and updating protocols; maintaining financial records; communication with PI and fiscal
officer(s) about finances; expense reporting (local and travel); database management; organizing lab
meetings and trips, including planning and expenses. Recruitment and outreach includes recruiting
prospective participants via posters, social media and in-person events; corresponding with
parents/caregivers; relationship building through newsletters and social media; maintaining databases;
and website management. Coordinating and assisting fMRI and fNIRs studies of infants, children, and
adults includes reserving testing space, equipment, and parking; scheduling research personnel;
assisting with data collection; meeting participants on arrival, communicating about the study, and
collecting informed consent/assent; assisting participants with fMRI or fNIRS equipment; running the
study protocol; and debriefing.

Taking an active role in all stages of the research will be encouraged, including initiating independent
research projects; participating in lab activities, reading groups, and research seminars; and taking
relevant courses at MIT. It is typically held for two years as a transition to graduate study.

Job Requirements:
REQUIRED: bachelor's degree; interest in cognitive science, neuroscience, and/or cognitive
development; initiative; flexibility; ability to develop and maintain complex organizational systems and
work in a fast-paced and changing environment; comfort interacting with children, parents,
undergraduate students, and community members; and self-motivation. Experience with programming,
social media/website development, or cognitive neuroscience research a plus. Job #15758

Must be flexible enough to change hours, including evenings and weekends.
To apply, please visit:  https://careers.peopleclick.com/careerscp/client_mit/external/jobDetails/jobDetail.html?jobPostId=12174&localeCode=en-us


Research Assistant, Tulane University

The Learning and Brain Development Lab at Tulane University (https://lbdlab.tulane.edu), directed by Dr. Julie Markant, is seeking a full-time research assistant/lab manager to coordinate and conduct research with infants, young children, and adults. The lab manager will be responsible for daily operations of the lab and will work closely with Dr. Markant and graduate and undergraduate students in the lab. 

The lab manager will contribute to all aspects of multiple research projects examining the development of attention and memory. Primary responsibilities will include coordinating participant recruitment, supervising undergraduate research assistants, and collecting and analyzing data using a variety of techniques (e.g., eye tracking, genetics). The lab manager will also assist with administrative duties and have the opportunity to contribute to study design and manuscript preparation. 

Necessary qualifications:

  • Demonstrated interest in developmental and/or cognitive neuroscience research
  • Bachelor’s degree in psychology, child development, neuroscience, cognitive science, or a related field
  • Excellent communication and interpersonal skills, especially with families
  • Ability to work independently
  • Organized and detail-oriented
  • Strong computer skills (e.g., Microsoft Office) and willingness to learn additional computer skills

Preferred qualifications:

  • Previous experience in a developmental or cognitive neuroscience research lab
  • Advanced computer skills (e.g., knowledge of SPSS, Filemaker Pro, Matlab)

A two-year commitment is preferred. Preferred start date is June 1, 2018. To apply please send a cover letter describing your research experiences and career goals, CV, and the names and contact information for two references to Dr. Markant (jmarkant@tulane.edu). Applications will be reviewed beginning March 15, 2018. Applicants from under-represented groups are particularly encouraged to apply. Tulane University is an equal opportunity/affirmative action employer.


Research Assistant, Temple University

Multiple Research Assistant Positions are open in the Child and Adolescent Development of Emotion, Personality, and Psychopathology laboratory (PI: Thomas Olino). RAs will be responsible for assistance with federally-funded neuroimaging study on risk for adolescent depression. Job duties include: assisting with research protocols; facilitating recruitment of research participants; administering select assessment instruments; managing and organizing the data collected in appropriate spreadsheet formats; and general academic research efforts as appropriate. RAs will receive training in the administration of semi-structured diagnostic interviews with adults and children and life stress interviews with children. There are opportunities for preparation of scientific products and other areas of professional development. 

The link to apply is: https://temple.taleo.net/careersection/tu_ex_staff/jobdetail.ftl?job=180...


Research Assistant, Emory University

Position Description:  A Research Assistant/Interviewer position will be available starting May/June of 2018 in the Translational Research in Affective Disorders Laboratory in the Department of Psychology at Emory University (PI, Dr. Michael Treadway). The Research Interviewer will assist with all aspects of the research process (designing/programming experiments, recruiting/running participants, analyzing behavioral and neuroimaging data). This is an excellent position for anyone seeking research experience and training in clinical and cognitive neuroscience before applying to graduate programs.

Preferred Qualifications: A bachelor's degree or higher in cognitive science, neuroscience, computer science, psychology, math, biology, or other related field. Strong computer programming skills (especially MATLAB and/or Python) are required. Candidate should be self-motivated, independent, and reliable. Strong organizational and communication skills are also essential. Prior experience in human affective, clinical or cognitive neuroscience (e.g., conducting and analyzing fMRI or MRI studies), behavioral experiment administration, IRB management, or clinical interviewing experience will all be viewed positively, but are not required. A two-year commitment is required.

More information about current studies can be found at treadlab.org. To apply, please send letter of interest, CV/resume, and contact information of three references to brittany.devries@emory.edu.


Full-time Research Assistant, Hartford Hospital

PSYCHOLOGY RESEARCH ASSISTANT: The Anxiety Disorders Center at the Institute of Living/Hartford Hospital (Director: David Tolin, Ph.D.) is seeking a full-time Research Assistant to coordinate projects in psychological and psychiatric research.  This is a full-time grant-funded research assistant position with primary responsibilities on a study investigating the psychophysiology of anxiety and secondary responsibilities on related treatment outcome research in clinical populations.  Duties will include coordinating participant recruitment, collecting study data, and database management. Other responsibilities may include assistance with grant preparation and article writing, preparation of study materials, and data analysis.  The research assistant will have opportunities to co-author scientific papers and journal articles.

Qualifications include a BA/BS in psychology or related field, including coursework in research methods and/or statistics. Advanced degrees beyond the BA/BS are not needed.  Successful candidates will demonstrate a conscientious work style and strong interpersonal skills. This is an excellent entry-level position for a college graduate who is interested in gaining additional research experience before going on to graduate study.

Anticipated start date is in Summer 2018.  Applications will be accepted until the position is filled. Please e-mail resume/curriculum vitae and two letters of recommendation to:

Heather M. Latin, Ph.D., Anxiety Disorders Center, The Institute of Living/Hartford Hospital at heather.latin@hhchealth.org


Full-time Clinical Research Assistant, Brown Medical School & the Miriam Hospital

This is a full-time research position involving a longitudinal study of substance use during pregnancy and infant behavior, brain development, and biology in the laboratory of Dr. Laura Stroud (https://vivo.brown.edu/display/lstroud). Position also involves the opportunity to be uniquely trained in developmental examinations in newborns in the hospital and through home visits in the Providence area and to be trained in placenta collection. The research assistant would also be involved with dataset management, data entry, and data analysis. Additional responsibilities include assistance with recruitment and screening. Research experience, background in statistics/SPSS and REDCap data entry is an asset. Evening and weekend availability and reliable transportation are required. 

Many opportunities to conduct independent research, submit presentations to conferences, prepare papers for publication.  

Applications from women and minority members are encouraged. To be considered for this position, please send resume and cover letter to Carrie Best.



Clinical Research Coordinator, Massachusetts General Hospital

Seeking CRC II MGH, Psychiatry, Position opening 5/1/2018

Clinical Research Coordinator II (CRCII)- Department of Psychiatry, Psychiatric Neuroscience, Sleep and Anxiety Disorders Laboratory, Massachusetts General Hospital, Charlestown, MA

The Clinical Research Coordinator II (CRC II) will work closely with the PI, Post-Doctoral Fellow and a second CRC II on an NIMH-funded project studying sleep and brain activity among individuals who have recently experienced psychological trauma. The CRC II will recruit potential research subjects, conduct ambulatory polysomnography (PSG) studies, participate in fMRI scanning, organize and analyze fMRI, psychophysiological and self-report data, organize and submit IRB amendments, and perform biannual NIMH data-sharing tasks.

Requirement of this job include:

  • 1. Undergraduate degree in psychology, neuroscience or related field
  • 2. Good interpersonal skills
  • 3. Willingness to work evening hours several days per week
  • 4. Willingness to make a 2-year commitment
  • 5. Prior experience with or the ability to rapidly master technical and analytic skills including ambulatory PSG, psychophysiological measurements, operation of  3T MRI scanner, fMRI analyses using SPM.

At least 1 year of related research and /or clinical experience is preferable. Preference will also be given to those with advanced statistical knowledge or prior experience in relevant research techniques such as Matlab programming, MRI analytic software (e.g., SPM, FSL, Freesurfer), resting state functional connectivity, DTI analyses, or quantitative EEG.

If interested, or if you would like to learn more about this position, please contact:

Edward F. Pace-Schott, Ph.D.
Assistant Professor of Psychiatry
Harvard Medical School
Massachusetts General Hospital - East
CNY 149 13th Street Room 2605
Charlestown, MA 02129
Phone: 508-523-4288
Fax: 617-726-4078
Email: epace-schott@mgh.harvard.edu


Research Assistant, Rhode Island

Research Assistant Position, Rhode Island Consortium for Autism Research & Treatment, Warren Alpert Medical School, Brown University, Providence, Rhode Island

The Rhode Island Consortium for Autism Research & Treatment (RI-CART) is looking for a highly organized and energetic person to serve as a research assistant. The RA will assist in the acquisition and analysis of participant information for clinical research projects. Duties will include interviewing participants and/or families to gather information and obtain informed consent, and other day-to-day study activities. There will be opportunities to participate in qualitative/quantitative analysis of data and possibly assist in first draft preparation of manuscripts. An important part of the position will be to assist in recruiting efforts (e.g., contact providers, attending local events, and coordinating recruitment from affiliated clinical programs). RI-CART is an exciting and unique state-wide research consortium and patient registry effort. Since its inception in 2013, RI-CART has enrolled over 1,500 individuals into the patient registry, and has developed strong partnerships with community providers and stakeholders. The successful applicant will have the opportunity to work as part of a growing multidisciplinary team. More information about RI-CART can be found at www.AutismRI.org.


  • Bachelor's degree or equivalent in psychology, linguistics, cognitive science, neuroscience, or a related field
  • Minimum 1-2 years of research experience (preferably in a clinical research setting)
  • Experience working with patient populations
  • Proficiency with Microsoft Office (Word, Excel, PowerPoint). Familiarity and/or willingness to learn SPSS or equivalent statistical package, stimulus presentation programs (e.g., E-Prime), database systems (Access; REDCap).
  • Excellent verbal communication skills are essential as duties involve interacting with parents and clinical providers
  • Strong organization and writing skills
  • Must have own transportation


  • Training in experimental design and statistical analysis
  • Experience with eye tracking methodologies, including experimental programming and analysis, and/or experience with signal processing methods
  • Proficiency with statistical analysis software (R, SPSS, etc.)
  • Bilingual Spanish-speaking candidates strongly preferred

Anticipated start date: Summer 2018

Interested applicants should contact Carrie Best, RI-CART Project Coordinator, at CBest@lifespan.org.

Please be sure to include a cover letter and CV/resume. Please also be prepared to arrange for three letters of recommendation to be emailed upon request.


Full-time Study Coordinator, Virginia Commonwealth University

The Promoting Adolescent School Success (P.A.S.S.; http://pass.vcu.edu) research group in the Virginia Commonwealth University (VCU) Department of Psychology is recruiting to fill a full-time Study Coordinator position. The anticipated start date is June, 2018.  The duties and responsibilities of this position are to organize and oversee the day-to-day operations of a federally funded research study titled “Longitudinal Evaluation of the Impact of Sleep on the Academic and Social Functioning of Adolescents with and without ADHD” (Institute of Education Sciences – R305A160126; PIs Langberg/Becker - https://psychology.vcu.edu/people/faculty/langberg-1.html. This is a multi-site study which includes the collection of subjective and objective measures of sleep, symptoms, and functioning at five timepoints across the transition from middle to high school for 300 participants (150 ADHD and 150 comparison). The study coordinator plays an integral role in assuring that the study objectives are met and are accomplished within the specified timeframe. The coordinator is responsible for organizing, scheduling, and helping to administer all of the study follow-up evaluations. The coordinator is also responsible for tracking and assisting with participant retention activities and reporting weekly to the PI on progress towards goals. In addition, the coordinator is responsible for all aspects of data collection, including ensuring that rating scales are administered to parents, teachers, and students and are completed, scored, and entered within the expected timeframe.

The position will provide the employee with extensive training and experience interacting with youth with ADHD and their families and implementing and publishing research studies. The P.A.S.S. research group has many on-going and recently completed studies that the coordinator may collaborate on, including school-based intervention randomized controlled trials with middle, high school, and college students with ADHD. The candidate will have the opportunity to develop independent research questions, learn to analyze data, and to present findings at conferences and through publication. This position would be ideal for an individual with a long-term goal of completing graduate training in psychology.


The position requires excellent writing skills; initiative, flexibility, the ability to work independently, and strong interpersonal and organizational skills. Specific requirements:


  • Bachelor’s degree in psychology or equivalent combination of education & experience
  • 2-year commitment (e.g., apply to graduate school at beginning of 2nd year)
  • Prior experience assisting with the coordination of research studies
  • Experience with REDCap is strongly preferred
  • Strong attention to detail and organizational & analytical skills
  • Ability to prioritize tasks, handle multiple requests, and keep a positive attitude
  • Proficient in Microsoft Office (Word, Excel in particular) 
  • Ability to clearly and respectfully communicate with other study staff, parents, and teachers

Please e-mail the PI, Dr. Langberg, with questions or to convey interest and attach a C.V./resume to the e-mail that includes undergraduate major and GPA – jlangberg@vcu.edu


Research Lab Coordinator, University of Iowa

College of Liberal Arts/Psychology Department

Lab Coordinator- Isaac Petersen

Job Posting:  https://jobs.uiowa.edu/content/temp/view.php?job=111040

Position Specific Summary:

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

The ideal candidate would have –

  •  Bachelor’s degree in psychology, neuroscience, public health, social work, or related discipline or an equivalent combination of education and progressively responsible experience.
  •  Minimum of 6 months – 1 year of research experience working in a laboratory.
  •  Ability to work 40 hours per week. Typically scheduled between 9am-5pm Monday through Friday but may be required to work outside these hours (early morning/evenings/weekends) for the purpose of working with participants.
  •  Experience working with young children (2–7-years of age).
  •  Excellent written and verbal communication skills; ability to speak clearly enough to be understood by young children. (Basic application)
  •  Attention to detail and high level of organization, especially for scheduling participants. (Basic application)
  •  Able to work well with young children and their parents, and help them feel at ease. Able to handle situations when children get upset, able to quickly calm and soothe children. (Basic application)
  •  Able to supervise undergraduate research assistants. (Basic application)
  •  Capable of independent, self-directed work. (Basic application)
  •  Database management and data entry skills. (Basic application)

This is an hourly position, which does not include fringe benefits. The rate of pay is $17.93/hr. This position provides a fantastic preparation for future graduate and research careers. In addition to being a context for learning invaluable research skills, it offers opportunities for co-authorships on publications and presenting work at conferences.

Application Instructions:

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


Full-time Lab Manager, UPMC/WPIC

Research Specialist: Full-Time position, with some flexibility, Western Psychiatric Institute and Clinic of UPMC, WPIC/UPMC, WPT-Szanto Department, Location-Oakland. 

We are seeking a bright, compassionate and motivated person who will perform clinical and laboratory research with adults (aged 18 to 80) at risk for suicide under the supervision of Drs. Katalin Szanto and Alexandre Dombrovski.  The purpose of the study is to understand what makes people vulnerable to suicide by examining their emotions, behavior, decision-making, and brain activity.  Clinical, neuroscience, and computer training, collaboration with a team of psychiatrists and neuroscientists, and optional academic activities provide excellent opportunities for professional growth.  An ideal candidate should be interested in psychiatry/psychology/neuroscience and have some research experience.  For outstanding and interested candidates, we offer independent/supervised research and publication opportunities, as well as training in brain imaging.

Educational/Knowledge Requirements: 

  • Bachelors degree in a field related to human behavior or mental health, such as Psychology, Social Work, Public Health, Health Care Administration, or biological/research sciences/engineering (Biology, Neuroscience) required.  Spring 2018 graduates are encouraged to apply. 
  • One year of research/clinical or relevant related experience required (undergraduate experience may be accepted if relevant).
  • Proven ability and motivation to ensure high quality standards in collecting data, attention to detail
  • Excellent communication, interpersonal, problem-solving, and especially organizational skills
  • Ability to prioritize and perform tasks in a flexible and efficient manner
  • Intermediate computer skills (Excel, PowerPoint)
  • Must be able to travel to participants' homes or long-term care facilities
  • Willing to agree to a 3-year commitment
  • Preferred: Mental Health experience working with adults or in the field of geriatrics, Matlab/R scripting, and motivation to learn new software, prior training in semi-structured clinical interviews and assessment scales (SCID, SIDP) and commonly used scales in depression  (e.g. HDRS, BPRS, Beck Scale for Suicidal Ideation, Beck Suicide Intent Scale)  and neuropsychological (e.g. Folstein MMSE) research. 


  • Acts 33/34/73 Clearances required (can be obtained during recruitment).
  • Valid Driver's Licensure preferred.


  • Participant recruitment., ie. manage advertisements, track recruitment, and develop strategies to increase response in targeted populations.
  • Schedule assessments and ensure complete follow-up whenever possible
  • Conduct in-person and telephone semi-structured interviews and clinical assessments, and write descriptive clinical summaries (after necessary on-the-job training)
  • Assist in acquisition, transfer, and processing of fMRI and EMA data (on-the-job training).
  • Assess suicidal risk and contact physician investigators when further assessment and intervention are needed
  • Assist investigators with grant proposal submissions
  • Ensure that complete data are turned in promptly 
  • Submit regular reports detailing the progress of the research, including NIH progress reports and IRB renewals.
  • Participate in the faculty and staff review process.
  • Performs other duties as assigned.

*The above statement reflects the general details considered necessary to describe the principal functions of the job identified, and shall not be construed as a detailed description of all of the work requirements that may be inherent in the job, nor shall it be interpreted as limiting an employee in performing duties other than those normally performed or from helping employees in other position or units.

Interested candidates should forward a resume and cover letter to dnpl@upmc.edu.


Full-time Lab Manager, University of Rochester

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

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

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


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.


University of Pittsburgh, Research Associate

Research Associate Position
Department of Psychiatry, University of Pittsburgh

Examining biomarkers and mechanisms of health disparities in sexual minority women

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

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

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


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

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


UCLA, Research Coordinator

Research Coordinator Position at UCLA ADRC

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

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


Emory University, Social Developmental Neuroscience Fellowship

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

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

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

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