~~ Due to federal, state and University of Pittsburgh restrictions the advising office is closed to in-person traffic. Advising office staff is available by email and will continue to provide advising services remotely throughout the spring term. Please email your specific psychology advisor or the general email email@example.com with questions. You may also make use of virtual drop-in advising at https://psychology.pitt.edu/drop-virtual-advising. ~~
Email Address: firstname.lastname@example.org
Connect with us on Facebook: PittPsychology
Important University Dates - Academic Year 2020/2021
Note: Spring Term 2021 date changes as of September 30, 2020
8/19/2020 Fall Term enrollment period ends for all students 8/19/2020 Fall Term classes begin remotely 8/19/2020 Fall term classes continue in-person where appropriate 9/4/2020 Fall Term add/drop period ends (no extended drop period this semester) 9/7/2020 Labor Day (University open, classes in session) 9/16/2020 Deadline to submit Grade Option/Audit forms to the Dean's Office 9/25/2020 Family Weekend 10/14/2020 Student Self-Care Day (no classes) 10/20/2020 Fall Term deadline for students to submit Monitored Withdrawal forms to Dean's Office 10/20/2020 Final Exam Conflict Form Submission Deadline 10/23/2020 Spring Term enrollment appointments begin (Veteran Students) 10/26/2020 Spring Term enrollment appointments begin (Non-Veteran Students) 11/7/2020 Spring Term open enrollment period begins 11/20/2020 Fall Term: Last day for undergraduate day classes 11/23/2020 Final examination period for undergraduate day classes, In-Person Finals only 11/25/2020 Thanksgiving Recess for students (no classes), all schools 11/30/2020 CGS, Saturday Only, graduate, and evening classes meet remotely during this period; final exams held last scheduled class 11/30/2020 Final examination period for undergraduate day classes, Remote Finals only 12/5/2020 Last Day of the Undergraduate Fall Term 12/6/2020 Winter Recess for students (no classes), all schools 12/12/2020 Fall Term Ends: Official date for degrees awarded in Fall Term 12/17/2020 Late Withdrawal request deadline for all December 2020 graduating seniors 1/9/2021 Residence halls open
1/18/2021 Dr. Martin Luther King's birthday observance (University closed)
1/19/2021 Spring Term classes begin
1/19/2021 Spring Term enrollment period ends for all students
2/3/2021 Late Withdrawal deadline for all students for Fall Term 2020 courses
2/5/2021 Spring Term add/drop period ends
2/12/2021 Summer Term open enrollment begins (Veteran Students)
2/15/2021 Summer Term open enrollment begins (Non-Veteran Students)
2/16/2021 Deadline to submit Grade Option/Audit forms to Dean's Office (S/NC)
2/23/2021 Student self-care day (no classes)
3/19/2021 Fall Term enrollment appointments begin (Veteran Students)
3/19/2021 Final Exam Conflict Form submission deadline
3/22/2021 Fall Term enrollment appointments begin (Non-Veteran Students)
3/24/2021 Student self-care day (no classes)
3/26/2021 Spring Term deadline for students to submit Monitored Withdrawal forms to Dean's Office
4/3/2021 Fall Term open enrollment period begins
4/23/2021 Spring Term: Last day for undergraduate day classes
4/24/2021 CGS, Saturday Only, graduate, and evening classes meet during this period; final exams held during last scheduled class
4/26/2021 Final examination period for undergraduate day classes
5/1/2021 Spring Term Ends: Official date for degrees awarded in Spring Term
- Academic Year 2020/2021 FAQ and Student Success Resources
- Advanced Directed Research Course (ADRC) PSY 1064
- APA Center for Workforce Studies, career data in the field
- What kind of job can I get with a psychology degree?
- Pitt Med Advisory Council (PMAC) Virtual Q&A
- Survey of Health and Rehabilitation Professions Course (HRS 1018/REHSCI 1018)
- Pittsburgh Sexual Assault Brochure
- NEW Diversity and Social Justice Website, University of Pittsburgh
- Russian, East European, and Eurasian Studies (REEES), University of Pittsburgh
- Sustainability Survey
- Time Out with the Career Center, A podcast on Anchor
- Study Lab Resources
- Undergraduate Certificate in Global Health
- Student Loan Repayment Information
- NSF Graduate Research Fellowship Program Information Session
- University Events Calendar
- 60+ College Scholarships for Minority Students
- Archival scholar Research Awards (ASRA)
- UHC National Scholarship
- Undergraduate Awards
- 24th Annual Laurel Highlands Virtual Undergraduate Psychology Conference - New Posting
- Information Session, MS in Counseling Psychology at the Univertsity of Southern Mississippi - New Posting
- Research Participation Opportunity for Trans/Non-Binary Pitt Students - New Posting
- Harvard Music Lab Summer Internship - New Posting
- Virtual Information Session, The University of Southern Mississippi, Counseling Psychology Master's Program - New Posting
- Berkeley Early Learning Lab Summer Internship Program, University of California, Berkeley - New Posting
- AP Research Project Participation - New Posting
- Developmental Discovery Days, Columbia University - New Posting
- Summer Undergraduate Research Opportunity, Stanford University
- Summer Treatment Program Staff Positions, Florida International University
- Summer Fellowship Program in Interdisciplinary Mind and Brain Studies, University of Pennsylvania
- APA Undergraduate Research Database
- RISE Summer Undergraduate Internship, Rutgers University
- NSF-Funded Summer Research Program, University of Wisconsin-Madison
- Survey Option, Joint Study w/ Concordia's Psychology and Philosophy Departments
- 2020 UPMC Western Psychiatric Hospital (WPH) Infection Prevention Externship
- Paid Decision-making Experiments, Pittsburgh Experimental Economics Laboratory (PEEL)
- Alzheimer's Disease Research Center (ADRC), Student Research Coalition
- Stanford Social Neuroscience Lab Professional Development Workshops
- APA Psychology Student Network
- Sociology Student Association Journal Paper Submission Requested
- Inclusion of LGBTQ+ People in Bioscience Study
- Research Participants Needed - Antioch University, online
- Post-Baccalaureate Research Assistant, UNC Chapel Hill - New Posting
- Postdoctoral Fellowship, UNC Chapel Hill - New Posting
- M.S. Natural Language Processing (NLP), University of California Santa Cruz Silicon Valley - New Posting
- M.Ed. Counselor Education, University of Virginia
- Marcus Autism Fellowship 2020
- PhD Communication Disorders and Sciences, University of Oregon
- MEd Child Studies, Peabody College of Vanderbilt University
- PhD Experimental Psychology at University of Nevada, Las Vegas
- Getting into Psych Grad School: A Panel for BIPOC Students, recording
- PhD and MA Psychology, Brandeis University
- Human Development and Family Science, Penn State
- MS in Quantitative Economics, University of Pittsburgh
- PhD Studentship in the Educational Psychology Program, University of Alabama College of Education
- PhD Department of Cognitive, Linguistic, and Psychological Sciences (CLPS), Brown University
- Virtual Fall Visitation Events, Heinze College of Information Systems and Public Policy, Carnegie Mellon University
- PsyD Clinical Psychology, Antioch University
- PhD Applied Developmental Science, Colorado State University
- Developmental Science, UMass Amherst
- California State University, Long Beach (CSULB) Psychology Graduate Programs
- New Clinical Psychology Program, University of California, Irvine
- New Certification Available in Occupational Therapy, University of Pittsburgh
- M.S. in Psychology, Saint Joseph's University
- Michigan Program in Survey Methodology
- Guide to Graduate Programs in Forensic and Legal Psychology
- Doctorate in Clinical-Community Psychology, Point Park University
- University of Pittsburgh Graduate School of Public Health Accelerated Bachelor's/Master's Program
- Michigan State University, Communicative Sciences and Disorders, PhD
- Early Intervention, University of Pittsburgh School of Education
Industrial/Organizational Psychology Master's Program, La Salle University
University of Nebraska-Lincoln, PhD
- Hofstra University, IO Psychology Master's Program
University of Delaware, College of Education & Human Development
Experimental Psychology MS Program
- Psychology Job and Internship Opoortunities
- Pathways to Research and Doctoral Careers, Collection of employment and post-bac opportunities
- Lab Coordinator, The Plasticity in Neurodevelopment (PINE) at Northeastern University - New Posting
- Full-time Research Associate, Department of Psychiatry at the University of Pittsburgh - New Posting
- Full-time Research Coordinator, Harvard University - New Posting
- Full-time Project Coordinator, University of Arizona - New Posting
- Research Fellowships, Yale University School of Medicine - New Posting
- Two Full-time Research Coordinators, Arizona Canine Cognition Center and Laboratory for Evolutionary Endocrinology of Primates
- Peace Corps Applications
- Community Partners Job Listings
- Hands of Hope, Residential Care Program
- PennEnvironment is Hiring
Academic Year 2020/2021 FAQ and Student Success Resources
With all of the uncertainty of this academic year the Psychology Advising Office continues to search for and update our website with up-to-date academic information, academic and social resources, as well as changes to dates, deadlines and policies. While many of these are listed at least briefly in the Weekly Announcements, you can also find them throughout our website. Please be sure to review the following links as needed.
Advanced Directed Research Course (ADRC) PSY 1064
The Advanced Directed Research Course (ADRC) is a three-credit course that combines the lab experience of Directed Research with an Advanced Research Methods Lab course. It is designed to provide an enhanced directed research experience and to fulfill the Psychology Major requirement for an advanced lab.
Requirements: Completion of Research Methods, PSY 0035 OR PSY 0036 and PSY 0037
This three-credit course is designed to supplement the directed research experience so as to satisfy the Psychology Major requirement for a Laboratory Methods course. Instead of students enrolling in a second semester of Directed Research (PSY 1903), students can meet the Laboratory Methods course requirement by enrolling in PSY 1064 while continuing to work for a second semester in the same research lab with the same faculty research mentor as though they were enrolled in 1903. To enroll in PSY 1064, students must complete an Advanced Directed Research Course (ADRC) agreement in conjunction with the ADRC instructor and the faculty research mentor. In addition to the required coursework, there is an expectation that students will complete their required lab tasks while enrolled in PSY 1064. Failure to meet this expectation will affect students’ final grade for this course.
Students must have a signed ADRC agreement form, found here, http://psychology.pitt.edu/advanced-directed-research-course-adrc-psy-1064 and have approval from the ADRC faculty advisor, Jennifer Cousins, email@example.com, before receiving a permission number to register for the ADRC course. Only the first 15 students to receive permission numbers will be allowed to enroll.
Here are the instructions to register for PSY 1064:
- Download the ADRC Agreement Form
- Complete the ADRC Agreement Form with your Directed Research faculty mentor and obtain the mentor’s signature (not that of the lab manager).
- Send the completed, signed Agreement Form to Dr. Cousins (4215 Sennott Square) to obtain a permission number. Email Dr. Cousins at firstname.lastname@example.org, or Lorraine Blatt at email@example.com to set up an appointment to discuss the course and receive a permission number.
- Enroll in PSY 1064 through your Student Center via the my.pitt.edu portal.
APA Center for Workforce Studies, career data in the field
APA's Center for Workforce Studies (CWS) collects, analyzes and disseminates data about the psychology workforce and education system.
For example: Did you know that only 14% of psychology bachelor’s degree holders go on to earn a graduate degree in psychology? And that only 4% obtain a doctoral level degree in psychology? To learn more about degree pathways in psychology, see our interactive data tool at https://www.apa.org/workforce/data-tools/degrees-pathways.
Also, did you know that the number of psychology bachelor’s degrees awarded annually has plateaued in recent years? Or that psychology doctorates are most often awarded in the subfield of clinical psychology, whereas master’s degrees are most often awarded in counseling psychology? To learn much more about degrees in psychology, see our interactive data tool at https://www.apa.org/workforce/data-tools/degrees-psychology or download our recent report on psychology graduate degrees awarded within in the last decade: https://www.apa.org/workforce/publications/2017-postsecondary-data
Through the use of surveys, federal statistics and data mining, we gather information about the profession of psychology — including its scientific and educational communities, practitioners and psychologists working in the public interest.
What kind of job can I get with a psychology degree?
Students who earn a psychology degree from the University of Pittsburgh acquire a number of marketable skills and are well qualified for many entry level positions in a variety of career fields. If you are unsure about going to graduate school right after completing your undergraduate degree or not sure graduate school in general is right for you this website is a good place to begin your research about "What kind of job can I get with a psychology degree?" This site includes information for careers that require all levels of a degree in psychology, steps to help facilitate a career path, links to other valuable sites, and salary information. It also has information relevant to related fields (e.g., Social Work).
Pitt Med Advisory Council (PMAC) Virtual Q&A
Survey of Health and Rehabilitation Professions Course (HRS 1018/REHSCI 1018)
HRS 1018/REHSCI 1018 Survey of Health and Rehabilitation Professions Course
2 Credit Course (S/U) Offered:
Fall term: Tuesday, 12 noon to 1:50 pm.
Forbes Tower via Atwood entrance
Meet faculty from each program at the School of Health and Rehabilitation Sciences (SHRS). Learn about SHRS undergraduate and graduate programs and job opportunities. ALL MAJORS welcome!
Pittsburgh Sexual Assault Brochure
Who to contact if you have been sexually assaulted sexually abused, or raped.
For all University of Pittsburgh Students, Staff, Faculty, and Administration
NEW Diversity and Social Justice Website, University of Pittsburgh
The University of Pittsburgh is dedicated to changing internal practices, structures and attitudes in pursuit of a truly more equitable and just Pitt. This is a comprehensive and crosscutting effort, requiring action from all areas of the University.
We are committed to sustaining this transformation over time. As a way to ensure transparency and accountability, this website will provide information about our actions, track our progress and serve as a place for community members to find resources.
We will continue to update this information as our work progresses. https://www.diversity.pitt.edu/social-justice
Russian, East European, and Eurasian Studies (REEES), University of Pittsburgh
Many Psychology majors and minors have completed the REEES certificate, combining their studies in your department with the overlapping and interdisciplinary offerings of our program.
If you wish to learn more about Russia, Eastern Europe, and/or Central Asia, please feel free reach out to: Trevor Erlacher, firstname.lastname@example.org.
REEES has a wide variety of scholarships, programs, events, and internships to offer Pitt students at all levels and in all disciplines. I would be happy to answer any questions you may have. More information about what REEES has to offer undergraduate and graduate students can be found here: https://www.ucis.pitt.edu/crees/students/
The following survey is to get a measurement of the recycling habits on campus as well as to gauge the interest of the student body on some new technology to help collect recyclables. My group's goal is to reduce waste on campus by reducing the use of red solo cups and increasing education regarding recycling. We also hope to introduce the idea of having a Reverse Vending Machine on campus. We would really appreciate your input regarding these issues so we can create the most effective plan in implementing these changes!
On-Campus Waste Survey
A voluntary survey to research on-campus recycling and waste practices. This survey takes about 1-2 minutes.
Time Out with the Career Center, A podcast on Anchor
Subscribe and listen to Time Out with the Career Center to hear about some big-picture ideas to help guide students at the University of Pittsburgh. You will hear about exploring your interests, critical thinking about resumes and networking, job searching tips, and hear from professionals/alumni. This podcast was created to help students understand and navigate the world of work.
Study Lab Resources
Study Lab has updated their offerings for fall term via virtual learning. Details can be found on their website: https://www.asundergrad.pitt.edu/study-lab
Undergraduate Certificate in Global Health
The Global Studies Center at Pitt is offering an undergraduate certificate in global health. This timely 18 credit certificate in designed for students wanting to get equipped with the analytical tools and professional skills necessary to address our world’s most compelling health issues. Students explore the transnational processes underpinning the global burden of disease and the social determinants of health, as well as related inequalities in access to high-quality medical care. Students are able to tailor a unique program of study based on their academic, personal and career interests, including 18 credits of coursework and co-curricular experiential engagements.
For more information visit https://www.ucis.pitt.edu/global/undergraduate-global-health-certificate
To view certificate courses visit https://www.ucis.pitt.edu/global/program-courses
Explore your options with Elaine Linn, the global health certificate advisor. To schedule an appointment: https://www.ucis.pitt.edu/global/advising
Student Loan Repayment Information
Private Education Loan Programs Students and their families can borrow additional loan funds to assist in financing any gap that may exist between the cost of education and the amount of financial aid received. These private education loans are provided by commercial lenders and are not supported by state or federal financial aid funds. A […]
You have made an investment in your future by borrowing student loans. Be sure to protect your financial future by understanding your options for repayment, the consequences associated with failure to repay your student loan debt, and what to do if you have problems with repayment. Your Lender and Federal Loan Balance The National Student […]
As a student, you have the right to know: What financial aid programs are available. The deadlines for submitting applications for each of the financial aid programs available. How financial aid is distributed and how decisions on that distribution are made. How the student’s financial need is determined. This includes how costs for tuition and […]
In order to make informed decisions about your financial aid, it’s important to know your options and know the difference between types of financial aid. Grants Grants are money provided by the University, federal, or state government entities that do not require any repayment. To apply for grants, you must complete the FAFSA. Here are […]
For more information visit: https://oafa.pitt.edu/?s=loan+repayment
Univeristy Events Calendar
The Office of University Communications has launched a new campus-wide events calendar where all Pitt events are listed under one platform.
The calendar features an enhanced and mobile-responsive user interface and the abilities to:
- search for events by keyword;
- filter events by type, topic or audience;
- view events from individual university units and groups;
- include photos for events to help attract attendees; and
- share events directly from the calendar through social media.
In addition, members of the Pitt community can create an account that will enable them to track individual events, follow events from individual units and add events to their personal calendars.
60+ College Scholarships for Minority Students
"60+ College Scholarships for Minority Students" published by Purdue University Global
This resource shares 60+ financial aid scholarships for future and current students as well as potential graduate students to supplement the cost of education or professional development endeavors. Information on where to find scholarships and grants is supplied. Also highlighted within the resource are opportunities dedicated to specific demographics such as African Americans, Asian Americans, Latino Students, Native Americans, and much more. The featured scholarships are current and are provided by trusted organizations. The resource will constantly be updated to ensure students can apply to the most accurate scholarships available.
Archival scholar Research Awards (ASRA)
The University Library System (ULS) in partnership with the Office of Undergraduate Research (OUR) is pleased to offer the Archival Scholar Research Awards (ASRA) opportunity to a diverse community of undergraduate scholars and researchers from the humanities at the University of Pittsburgh. Since the program’s inception in 2016, ASRA students, who represent a variety of disciplines, interests, and research agendas, have conducted original research using archives, special collections, and primary sources.
The ASRA program offers the ULS and OUR a positive opportunity to connect with faculty mentors and the ASRA students. Students assist the ULS with some important collections work that supports both their individual research projects as well as enhancing discoverability of library resources. For instance, former ASRA students generated detailed information about our holdings of the Black Panther publication, the Elizabeth Nesbitt Children’s collection, and underground newspapers and publications; this information was shared and made available through the ULS LibGuides. A student assigned to the Frick Fine Arts Library (FFAL) researched how feminist artist books and periodicals address feminist issues and how that culminated in the artistic choices of the artist and authors. Several students created Tumblr posts to share their research and discussed the major themes, correspondents, events, locations, and significant dates related to their work. A couple of students have compiled annotated bibliographies of archival material to help identify major themes, correspondents, events, locations, and significant dates.
The ULS and OUR look forward to supporting ASRA students in their research and discoveries for years to come! http://library.pitt.edu/asra
UHC National Scholarships
Pitt's Scholar-Mentors work directly with scholarship committees, and have expert insights about what judges are looking for. Your Scholar-Mentor can:
- Provide guidance and feedback on your essays
- Coach you through practice interviews
- Help you work with your mentors to get better recommendations
You don't have to be an Honors student to work with a Scholar-Mentor. But you do have to start early — several awards require you to get official endorsment from the University, so you have to meet the campus deadlines before the national deadlines.
Want to apply? Meet with a Scholar-Mentor.
Schedule an appointment in Pitt Pathways. Scholarship advising appointments are in the Honors College. Select "NS - initial intake" as your appointment type.
For more information visit the UHC website.
Current UK and Ireland Scholarships for 3rd and 4th year students:
- The Hillary Rodham Clinton Award for Peace and Reconciliation
- The Mitchell Scholarship
- The Saltire Scholarship
- The Churchill Scholarship
- The Gates Cambridge Scholarship
- The Marshall Scholarship
- The Rhodes Scholarship
- Fulbright Scholarship for the UK and Ireland
Undergraduate Awards 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).
24th Annual Laurel Highlands Virtual Undergraduate Psychology Conference - New Posting
24th Annual Laurel Highlands Undergraduate Psychology Conference to be held VIRTUALLY on Saturday, April 17, 2021 hosted by Saint Francis University.
The conference provides undergraduates with a unique opportunity to present research prior to entering graduate school. Paper and poster presentations as well as workshops will be given. Submissions should report the results of empirical studies designed to contribute to basic or applied research. However, strong consideration will also be given to original, innovative contributions in the form of meta-analyses, literature reviews, and papers of historical interest.
For important dates, abstract submission, and conference registration, please see the conference website at https://tinyurl.com/psychologyvirtualconference. The submission deadline is Thursday, April 1st at midnight and the deadline for registration is Monday, April 12th.
Information Session, MS in Counseling Psychology at the Univertsity of Southern Mississippi - New Posting
Join us for an informational session to learn about our MS in Counseling Psychology at the University of Southern Mississippi!
Time: Feb 9, 2021 03:00 PM in Central Time (US and Canada)
For information about the program, visit: https://www.usm.edu/graduate-programs/counseling-psychology.php
To register, visit: https://usm-edu.zoom.us/meeting/register/tJYpdu-uqz8pGdE9whRNP4RiciWxFTg....
Research Participation Opportunity for Trans/Non-Binary Pitt Students - New Posting
A research study being conducted by Assistant Professor of Social Work and GSWS Affiliated Faculty Dr. Rachel Gartner, along with Dr. Liz Miller and Dr. Carla Chugani from Adolescent and Young Adult Medicine, is seeking trans, genderqueer, nonbinary, and otherwise gender-expansive Pitt students to participate in virtual listening sessions (focus groups) in the coming weeks.
About the Study
The researchers are holding listening sessions to learn more about trans, genderqueer, nonbinary, and otherwise gender expansive Pitt students’ experiences with sexual violence prevention and support services since coming to the University.
What Participation Entails
Students who are interested will complete a brief online screening survey with demographic questions to assess eligibility. (See details below.)
Listening sessions will take place via Zoom over the next 4-6 weeks and will last about 90 minutes. The screening survey will ask about availability to identify days and times that work best for potential participants.
Four to six months following the listening sessions, participants will be invited to complete an online follow-up survey.
Listening session participants will receive $45 to thank them for their time.
Participants who complete the follow-up survey in the spring will receive an additional $25 for their time.
How to Participate
Interested students can complete the screening survey by visiting the link provided below. (Note: Completing the screener does not guarantee focus group selection, and there is no compensation for completing the screener.)
Screening Survey Link
Access the screening survey at: https://bit.ly/2TWpKj3
In the event of difficulty with the above link, the survey can be accessed directly by pasting the following URL into a web browser: https://pitt.co1.qualtrics.com/jfe/form/SV_7ORa9prRjwwQF6Z
If you have questions about the study or would like more information, please feel free to contact the PI, Dr. Rachel Gartner at email@example.com.
Harvard Music Lab Summer Internship - New Posting
CALL FOR APPLICATIONS: Harvard Music Lab Summer Internship 2021
At the Music Lab, we study the basic science of music in an effort to understand how and why humans produce and perceive music at all ages and across all cultures. We are recruiting research assistants in psychology to spend their summer with us! We will also consider students from related fields (e.g., music, linguistics, computer science, evolutionary biology, anthropology).
Summer interns will be working on studies investigating the impact of music on infant affect and behavior, universals and cross-cultural variation in music perception and music production, people's use of music in daily life, and long-term effects of the use of music in the home on parent and infant health. Prospective interns are encouraged to read our papers at themusiclab.org before applying.
As an intern, you will have the opportunity to work on both ongoing and new studies from design to manuscript stage. Here's a non-exhaustive list of example projects we'll be working on this summer:
- (If circumstances permit:) In-lab studies exploring the degree to which music can function as a tool for parents to use when their infants are upset.
- Crowd-sourced online studies about music categorization and perception using both traditional study pools of online workers and "citizen science" approaches.
- Mobile app-based data collection from parents of infants and young children concerning infant/child temperament, parenting behaviors, and their relations to one another.
- Studies examining the possibility of links between synchronous activity (music or otherwise) and cooperation, prosociality, and interpersonal affinity.
- Expanding our diverse collection of audio recordings for the Natural History of Song Project and conducting phylogenetic analyses of the corpus.
- Interns are encouraged to propose their own independent projects building on current research at The Music Lab, especially if these projects are amenable to online data collection.
The internship is 10 weeks long, from 7 June to 13 August 2021 and is open to both undergraduate and graduate students. Interns will work 40 hours per week. Depending on the circumstances, the internship may be fully virtual, where interns may work from any time zone. Some evening and weekend work may be required. All applicants are encouraged to apply for funding from their home university; we will support such applications and for exceptional students, we may supplement external funding with up to a $2,200 stipend (pre-tax). Depending on performance and contribution levels, co-authorship on papers is also a possibility.
Visit https://tinyurl.com/musiclabsummer to apply. We will review applications beginning on 1 March 2021. If you have any questions, please contact us at firstname.lastname@example.org.
Virtual Information Session, The University of Southern Mississippi, Counseling Psychology Master's Program - New Posting
Berkeley Early Learning Lab Summer Internship Program, University of California, Berkeley - New Posting
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 2021.
Description of the Program
The goal of this internship is to provide a 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 ongoing 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 physical reasoning, psychological reasoning, social cognition, category learning, 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, as well as papers on diversity and inclusion in academia and beyond.
Currently, the Berkeley Early Learning Lab is remote-only. Depending on how things develop in the next few months, that might change. We will be flexible about interns working with us remotely or in person this summer. Interns who do not wish to work on-site will not be required to.
Undergraduate students who are interested in developmental psychology, cognitive psychology, linguistics, philosophy, and cognitive science are welcome to apply to our summer internship program. Applicants should have some course work in developmental psychology, cognitive psychology, basic computer skills (programming skills are highly desirable), and experience working with children.
This internship requires a commitment of 20 hours/week for 8 weeks between Monday, May 31st, 2021 to Friday, July 23rd, 2021. We will allow a late start for students who are enrolled in a quarter system that ends later than May 31st.
Interns will be given a stipend for their participation in the program.
To apply, please see http://babylab.berkeley.edu/summer-internship. The application deadline is February 25, 2021 at 11:59 pm PST.
AP Research Project Participation - New Posting
My survey is for my AP Research project for the Collegeboard AP exam. It is determining if students who have taken a psychology course are deterred from majoring in psychology after learning about vicarious trauma. I have attached a link to my survey to this email and would really appreciate your help. Click here to participate: https://docs.google.com/forms/d/e/1FAIpQLScBxldCx5vn_eNP0XCrY3fj7ylgT2ZY...
Developmental Discovery Days, Columbia University - New Posting
I am writing to let you know about Developmental Discovery Days, hosted by Dima Amso, Nim Tottenham, and myself on August 13th and 14th, 2021. We would very much appreciate your help in sharing this information with any students who may be interested.
The purpose of the Developmental Discovery Days is to provide students with a behind-the-scenes view of the graduate admissions process. The event is geared toward people who are considering applying to PhD programs in developmental psychology, including people planning to apply in Fall 2021, people planning to apply a bit later on after completing their studies and/or obtaining additional research experience, and people who are trying to figure out whether or not they want to apply. It is particularly designed to serve students from marginalized groups that are traditionally underrepresented in the academy (e.g., based on race, gender identity, sexual orientation, immigration status, first-generation student status, or other groups that are marginalized in the academy), and we encourage students from these groups to participate.
The two days will include panels on topics such as deciding if/when/where to apply, preparing application materials such as CVs and personal statements, and applying for funding. We also seek to foster community, both among applicants themselves and between applicants and current students. The event will include time to get to know one another and opportunities to stay in touch after the event is over. Additionally, participants will be matched with a graduate student or post-doctoral mentor who can provide assistance and support after the conclusion of the two-day event.
We are planning a virtual event that will take place in the Eastern time zone. The event will not be recorded, but we plan to post materials (e.g., Power Point slides from the panels, a list of frequently asked questions) after the panels have concluded. Because part of the purpose of the event is to get to know each other, our expectation is that participants will attend both days.
To apply, please fill out a brief form that you can find here: https://columbia.az1.qualtrics.com/jfe/form/SV_3XcnqRqOnMXIJdb. We will begin reviewing applications on March 1st and expect to notify applicants by June 1st.
Summer Undergraduate Research Opportunity, Stanford University
At the Center for the Study of Language and Information (CSLI), interns will work closely with a faculty, postdoc, or grad student mentor on an original cognitive science research project. They will gain experience developing the project, collecting data, and analyzing the results. In addition to their individual projects, interns will attend weekly mentorship meetings and seminars with such topics as reading a scientific paper, introduction to data analysis, statistics and visualization, and presentation skills. The program will culminate with each intern presenting their work to an interdisciplinary audience.
Interns will receive a stipend that will cover housing and other living expenses.
Note: For the 2021 summer, the internship may be remote, in-person or hybrid. We will notify the candidates with an update when we extend offers at the beginning of March.
The topical focus of the program will be on language, learning, computation, and cognition, with an emphasis on giving students the skills they need to complete an independent project. Mentors will be from cognitive science departments across Stanford, including Psychology, Linguistics, Computer Science, and Philosophy.
The program is 8 weeks, from June 21, 2021 to Aug 13, 2021, and is primarily intended for rising college Juniors and Seniors, though we will consider other applicants as well.
Students should plan to be available for the entirety of the summer program in order to attend training sessions at the beginning of the program and final presentations at the end. In general, interns are expected to be working full-time, 40 hours/week, from 9AM - 5PM, Monday - Friday.
One goal of the internship is to increase the diversity of the higher education pipeline, and we therefore especially encourage applicants who come from groups that are historically underrepresented in research careers. We also welcome applications from students without prior research experience and from non-research institutions.
The CSLI Internship Program is supported in part by the NSF's Research Experiences for Undergraduates (REU) program (award #1659585).
Dates: June 21, 2021 - Aug 13, 2021
Application link: https://stanfordcsli.submittable.com/submit
Application due date: February 1, 2021, 11:59 pm Pacific Standard Time
This is an interdisciplinary summer program, and we encourage students from a wide range of majors to apply. The program aims to expand undergraduate access to research, and as such past research experience is NOT a prerequisite and we welcome applications from diverse personal and institutional backgrounds (including teaching-focused colleges). Applications will be evaluated on the basis of the academic foundations that lead to successful research experience, whether or not applicants have had such experience already.
The program is intended for rising college Juniors and Seniors from outside Stanford University, but we will consider all applicants for the program. Stanford undergraduates who are interested in the CSLI program should apply to their department or program's summer fellowship (e.g. Psychology, Linguistics, Symbolic Systems) and speak with their research mentor about participating.
To be eligible, you must be a documented U.S. citizen, a permanent resident in possession of an alien registration card (I-555), or an international student enrolled in a U.S. undergraduate institution.
Summer Treatment Program Staff Positions, Florida International University
The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor, Research Assistant, and Teacher/Classroom Aide positions for 2020. 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. 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.
By participating in the STP, students will:
- Learn evidence-based techniques for working with children who have disruptive behavior disorders
- Gain valuable clinical and research experience to prepare for career and graduate school
- Help children to improve their social skills, sports skills, and academic skills
- Network with faculty members at the Center for Children and Families, as well as students from across the country.
Positions are available in three related programs serving children between the ages of 3-12. In each program, children and counselors are assigned to groups of four or five counselors and 10 to 15 children of similar age. Children participate in a variety of classroom-based and recreational activities. Staff members implement an extensive behavior modification treatment program during all program activities. The behavior modification program includes feedback and associated consequences for positive and negative behaviors, daily and weekly rewards for appropriate behavior, social praise and attention, appropriate commands, and age-appropriate removal from positive reinforcement. Staff members will also be responsible for recording, tracking, and entering daily records of children’s behavior and response to the treatment. Staff members will work under the supervision of experienced faculty and staff members and will receive regular feedback about their performance.
Experience in the STP may be helpful to prepare students for further study or employment in the fields of education, mental health, physical education, pediatrics, psychiatry, recreational therapy, behavior analysis, social work, counseling, and related areas. Staff members have uniformly reported the experience to be the most demanding but also the most rewarding clinical experience of their careers.
More than 100 positions are available across the three programs. Positions are available for undergraduate students, postbaccalaureate students, and graduate students. Detailed descriptions of each program, position descriptions, and application instructions are available at: https://ccf.fiu.edu/summer-programs/index.html
Summer Fellowship Program in Interdisciplinary Mind and Brain Studies, University of Pennsylvania
Lila R. Gleitman Undergraduate Summer Fellowship Program in Interdisciplinary Mind and Brain Studies
University of Pennsylvania
June 7 - August 14, 2021
The Lila R. Gleitman Undergraduate Summer Fellowship Program in Interdisciplinary Mind and Brain Studies at Penn is a full-time, 10-week research experience. Admitted students will be awarded a $4500 salary stipend for research work with a Penn faculty mentor. The first week of the program will include workshop-style sessions with faculty as well as a short training course in R programming, and weekly lunches will bring program participants together for research discussions throughout the summer.
For more information, and to apply, please visit our website: https://mindcore.sas.upenn.edu/research/summer/
The deadline for applications is January 31, 2021.
Questions? Please email us at: email@example.com
APA Undergraduate Research Database
Are you interested in participating in research? Maybe an experience outside of Pittsburgh?
The American Psychological Association (APA) maintains a database of nationwide research opportunities for underg
Applying to Psych Grad School in the Time of COVID - New Postingraduates. This site is updated often so check back regularly for updated opportunities.
RISE Summer Undergraduate Internship, Rutgers University
Professor Jenny Wang is seeking applicants for funded Summer Undergraduate Internship positions through the RISE program at Rutgers University - New Brunswick. Her lab focuses on understanding the origins of abstract ideas, such as object, number, people, and belief, and how such innate cognitive mechanisms support learning.
RISE at Rutgers is a nationally acclaimed summer research program for outstanding undergraduates from diverse backgrounds. Scholars participate in 10 weeks of cutting-edge research in the biological, physical, and social/ behavioral sciences, math, engineering, and exciting interdisciplinary areas under the guidance of carefully matched faculty mentors. A comprehensive professional development component, including GRE preparation, complements the research. RISE has a strong record of RISE alumni entering graduate school. Top RISE alumni who return to Rutgers for graduate school are eligible for first-year fellowships funded by the Chancellor.
We particularly encourage applications from students from underrepresented, disadvantaged, non-traditional or first-generation college backgrounds or who attend schools with limited research opportunities.
Application opens on November 1st, 2020, and reviews will start in late January, 2021. The 2021 RISE Summer program starts on June 1st, 2021.
Please reach out to Professor Wang directly to introduce yourselves, and/or if you have any questions!
NSF-Funded Summer Research Program, University of Wisconsin-Madison
There’s this NSF-funded summer research program that provides 10 weeks of intensive mentored research experience at UW Psych plus weekly data science boot camp, for URM/1st gen/low income undergraduates interested in a career in academic psychology. It looks like this deadline is next month to apply. More info below in the link and in the thread.
Application Deadline: February 15, 2021
Survey Option, Joint Study w/ Concordia's Psychology and Philosophy Departments
What is your dream life after university? Our research team would love to hear your view!
This questionnaire investigates student life and career choices, such as your motivation for choosing your major, and should take about 30 minutes. It is part of a joint study by researchers from Concordia's psychology and philosophy departments. Your input is very important to us and highly valued. Participation is strictly voluntary and completely anonymous. The survey has nothing to do with your classes and it is in no way connected to your performance in your classes.
Because we appreciate your help, we will draw names at the end of the study for three $50 Amazon gift cards. Please note, if you have already completed this survey, you cannot do so again.
Survey link: click here
If you have questions about the survey, you can email Dr. Heather Maranges (Postdoctoral Fellow, Department of Psychology and Social Justice Centre, Concordia University): firstname.lastname@example.org.
2020 UPMC Western Psychiatric Hospital (WPH) Infection Prevention Externship
Are you ready to learn from the best? Does the idea of being a part of Life Changing Medicine inspire you? Are you looking for an opportunity to put into practice the theories you’ve learned? If so, the WPH Infection Prevention Externship program might be the perfect way to spend your semester.
Here at UPMC, we pride ourselves on developing young talent and providing you an opportunity to learn from the best of the best. We want to invest in the future leaders of our organization… you!
As an extern, you will have an opportunity to participate 250 hours within a world-renowned health care provider, whose hospitals are consistently ranked on U.S. News & World Report’s Annual Honor Roll of America’s Best Hospitals. Our program is a highly competitive, job prep for college students interested in business, quality, public health, operational or analytical areas within Health Care.
During your externship program, you will have the opportunity to network with WPIC employees, receive mentorship, enhance your skills with hands on real world experience and training, and most importantly, work on projects that make an impact on patient care while gaining knowledge on how we provide Life Changing Medicine. And a little bit of fun too!
Come spend a semester with us!
A little bit about the WPH Infection Prevention Extern Program:
- The program consists of 250 hours of service onsite at WPH
- Hours can be done at your convenience around your school schedule including nights or weekends
- The work is a mix of independent and interdependent, collaborative work
We’re looking for students and graduates who…
- Are passionate and determined to make a difference. No mediocracy allowed.
- Want to challenge the standard and create new ways of thinking and executing.
- Can’t wait to see what the next challenge will be. Every day will be different and that excites you.
- Believe in our Core Values. They are not just written on the walls. We demonstrate our commitment to these values daily.
- Have emerging leadership abilities, excellent communication and analytical skills plus thrive in a collaborative environment.
- Care about the work they do, the people we work with and the patients we work for.
- Pride themselves on their integrity. It’s not just about the work we do, but how we do it.
- Minimum cumulative GPA of 3.0
- Currently pursuing or completed a Bachelor’s degree or Master’s required in nursing, medical technology, public health, or similar field.
- Availability to participate in the 250-hour WPH Infection Prevention Externship, for no less than 4 hours a week with minimal absence (Yes, don’t worry, you can still enjoy some vacation time!)
2020 WPH Infection Prevention Extern opportunities may include:
- Hand Hygiene compliance monitoring
- PA Act 52 compliance
- NHSN surveillance definitions
- Allegheny County Health Department and PA-NEDSS reporting
- WPH specific goals
- Learning surveillance technology
- Tracking Quality metrics
- Review of microbiology of interest, testing, and human disease
- Mock cluster/outbreak/BBP exposure work ups
- Opportunity to attend TRAPIC regional professional meeting
Recruitment Timeline Expectations*:
Please send a letter of interest electronically or via mail as to why you would like to be considered for this position, transcripts, and a resume to:
Janina-Marie Tatar, MT (ASCP), CIC
Infection Prevention Manager
UPMC Western Psychiatric Hospital
3811 O’Hara Street
1st Fl Suite 143-A
Pittsburgh, PA 15213
The fall 2020 externship position will be posted from the period beginning July 2020 and ending on September 2020. The spring 2020 externship position will be posted from the period beginning October 2020 and ending on December 2020. The summer 2021 externship position will be posted from the period beginning March 2021 and ending on May 2021. We will be conducting video interviews throughout the application process. *Subject to change
Licensure, Certifications, and Clearances: As Required
UPMC is an equal opportunity employer. Minority/Females/Veterans/Individuals with Disabilities
Paid Decision-making Experiments, Pittsburgh Experimental Economics Laboratory (PEEL)
You are being invited to participate in paid decision-making experiments at Pittsburgh Experimental Economics Laboratory (PEEL). All of our studies are currently being conducted online. Your payment will depend on your decisions, the decisions of others, and chance. You are guaranteed at least $6 for showing up on time, and average payments are in the range of $15 to $20 per hour. Participation does not require any prior knowledge and your anonymity is guaranteed.
To sign up please go to https://pitt-peel.sona-systems.com/student_new_user.aspx.
Once you are signed-up, you will receive email invitations for individual studies and will be able to sign up for the studies that fit your schedule.
Hope to see you soon at PEEL.
Alzheimer's Disease Research Center (ADRC), Student Research Coalition
This student research coalition consists of a small community of scholars from different majors and different years all passionate about Alzheimer's research and looking to gain more knowledge and experience of the field. We meet to hear presentations from researchers on the forefront of Alzheimer's disease research and discuss their projects and our own experiences of research with them.
What sets us apart from other research groups is our dedication to being a student-centered and student-driven organization. It is becoming increasingly important for students' voices to be heard and this is something that we have made a central tenet to our organization. We are committed to approaching research in a more holistic way which aims too truly help students grow as researchers in the field. This means having a more intentional approach to mentoring, clearer expectations from both students and researchers alike, and a community space and sentiment where students can freely discuss their experiences and ask each other questions.
Stanford Social Neuroscience Lab Professional Development Workshops
The @StanfordSNL will host a set of free professional development webinars this summer. Free weekly workshops for psychology undergrads and recent grads!
We are especially interested in making these sessions available to trainees from URM / FLI communities.
Please feel free to register and spread the word! https://bit.ly/ssnlprofdev2020
Topics include: Life in Academia, Breaking into Undergraduate Research, Applying to Graduate School, and more!
APA Psychology Student Network
APA’s Education Directorate recently published the March 2020 issue of Psychology Student Network. The online issue contains articles on careers with a bachelor’s degree in psychology, post-baccalaureate programs, study strategies, conducting replication research, and announcements of interest to psychology students.
Featured Article: Careers with a bachelor's degree in psychology
"Did you know that psychology is one of the most popular undergraduate majors in the U.S., yet only 14% of bachelor’s degree holders earned graduate degrees in psychology? As a student of psychology, I’m sure you’re wondering what kinds of careers are possible with your degree and how the major can prepare you for your future."
To view the issue, visit https://www.apa.org/ed/precollege/psn/
Sociology Student Association Journal Paper Submission Requested
The Sociology Student Association is looking for new members and paper submissions for our academic journal! Our club serves as a community hub for students interested in a variety of sociological issues. A meeting may involve anything from watching documentaries to making editorial decisions for the Pitt Sociology Review, an undergraduate journal that features student papers on topics of sociological relevance. Sociology is incredibly interdisciplinary and has many intersections with the field of psychology, so many papers in this field would fit our criteria! Please contact Meera Sakthivel at email@example.com if you're interested in submitting a paper or attending meetings.
Inclusion of LGBTQ+ People in Bioscience Study
The first two surveys are looking for folks who are currently in or have earned a degree in the biosciences. Survey 1 asks that you also identify as an LGBTQ+ person. Survey 2 is open to anyone in bioscience, and includes a data collection tool called an Implicit Assumption Test, so please make sure that you take this one on a computer with a keyboard (it won’t work on a mobile browser).
Survey 3 is open to anyone in any STEM (science, technology, engineering, or math) field, so long as they identify as LGBTQ+. Because I ask you to compare some of your experiences, you should also have taken at least one course in any bioscience or life science field as well.
Survey 4 is open to anyone who has taken some college coursework, regardless of field or sexual orientation or gender identity. However, this also includes an Implicit Assumption Test, so please make sure that you take this one on a computer with a keyboard (it won’t work on a mobile browser).
An Institutional Review Board responsible for human subjects research at the University of Arizona reviewed this research project and found it to be acceptable, according to applicable state and federal regulations and University policies designed to protect the rights and welfare of participants in research. For questions about your rights as a participant in this study or to discuss other study-related concerns or complaints with someone who is not part of the research team, you may contact the Human Subjects Protection Program at the University of Arizona at 520-626-6721, or online at http://rgw.arizona.edu/compliance/human-subjects-protection-program.
Please contact Tony at firstname.lastname@example.org if you have any other questions or comments.
Research Participants Needed - Antioch University, online
VOLUNTEERS WANTED FOR A RESEARCH STUDY
We are conducting a research study about increasing motivation in exercisers and looking for your input! The purpose of this study is to create a program that can help people stick to new exercise regimens using both research and input from experienced exerciser. If you’re interested, email email@example.com for screening and appropriate placement. The survey should take about 25-30 minutes and you may be followed up with in a couple months for a similar length survey.
- Between 18 and 65 years old
- Started a new exercise regimen in past 6 months
- Able to read and understand English
- Not at medical risk by exercising
To the best of our knowledge, the things you will be doing will have no more risk of harm than you would experience in everyday life.
By participating, you will be eligible to be placed in a raffle for one of several $25 Amazon gift cards.
If interested, please email firstname.lastname@example.org
Post-Baccalaureate Research Assistant, UNC Chapel Hill - New Posting
We are seeking up to 2 post-baccalaureate researchers in the Department of Psychology and Neuroscience at UNC Chapel Hill to work on a collaborative project on peers relationships, developmental affective neuroscience, and health risk behaviors. We specifically are looking for BA-level researchers with skills in recruitment, screening, and data collection with adolescent participants and their families who wishes to gain more experience in research for graduate school. Fluency in spoken and written Spanish is highly desirable. The researcher would work on a unique dataset that combines theories and methods in developmental neuroscience (longitudinal fMRI data), social affective neuroscience (emotional processing, social interactions), peer relationships (e.g., peer influence processes), and health behaviors (health risk behaviors, internalizing and externalizing disorders). Experience with fMRI acquisition, managing and processing fMRI data, computer science and coding, experience with social or developmental neuroscience methods, and an interest in adolescent interpersonal experiences, psychological symptoms, emotion, or risk behaviors is a plus. The applicant must have a BA in Psychology, Neuroscience, or related field by the time the position begins. The position also includes opportunities for professional development and unique interdisciplinary training that will be useful for a variety of academic career paths. Positions begin summer 2021.
Applicants should submit a CV, cover letter, and list of 2-3 references for initial review to Emily Bibby at email@example.com. For bilingual applicants, please state explicitly in your cover letter level of fluency in written and spoken Spanish.
Our labs are committed to diversity and inclusion and we encourage individuals who identify as members of groups historically underrepresented in STEM to apply. The University of North Carolina at Chapel Hill is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to age, color, disability, gender, gender expression, gender identity, genetic information, race, national origin, religion, sex, sexual orientation, or status as a protected veteran.
Developmental Discovery Days, Columbia University - New Posting
We are seeking up to 2 postdoctoral researchers in the Department of Psychology and Neuroscience at UNC Chapel Hill to work on a collaborative project on peers, developmental social and affective neuroscience. We specifically are looking for PhD-level researchers with excellent study management and analytic skills who are interested in gaining training using a unique dataset that combines theories and methods in developmental neuroscience (longitudinal fMRI data), social affective neuroscience (emotional processing, social interactions), peer relationships (e.g., peer influence processes), and health behaviors (health risk behaviors, internalizing and externalizing disorders). The ideal applicant will have experience analyzing fMRI data with a focus on multivariate or network approaches, a strong publication record, experience with social or developmental neuroscience methods, and an interest in adolescent interpersonal experiences, psychological symptoms, emotion, or risk behaviors. The applicant must have a PhD in Psychology (Developmental, Clinical, or Social Psychology, for instance), Neuroscience, or related field by the time the position begins. The position also includes opportunities for professional development and unique interdisciplinary training that will be useful for a variety of academic career paths. Positions begin summer 2021, with flexible start date.
Our labs are committed to diversity and inclusion and we encourage individuals who identify as members of groups historically underrepresented in STEM to apply. The University of North Carolina at Chapel Hill is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to age, color, disability, gender, gender expression, gender identity, genetic information, race, national origin, religion, sex, sexual orientation, or status as a protected veteran.
M.S. Natural Language Processing (NLP), University of California Santa Cruz Silicon Valley - New Posting
CALL for APPLICATIONS: 1 year M.S. Program in NLP at UCSC Silicon Valley
Natural language processing (NLP) is a rapidly growing field with applications in many of the technologies we use every day, from virtual assistants and smart speakers to autocorrect. UCSC has created a unique Master’s program in NLP to provide students with the skills and in-depth knowledge of NLP algorithms, technologies, and applications that are in high demand in both industry and academia. Our program goes beyond the classroom by supplying students with industry-relevant projects for the kind of real-world experience that is essential for a successful career in NLP.
Please see the attached brochure and https://grad.soe.ucsc.edu/nlp/ for details.
- 1-year program, including a 3-quarter capstone project
- Core courses covering all aspects of NLP
- Instruction and capstone project collaborations with experts from industry giants like IBM, Microsoft, Amazon and Bloomberg
- State of the art facilities in the heart of Silicon Valley
We are seeking a diverse pool of applicants to this program.
Some partial fellowships may be available.
Applications are now open. See https://grad.soe.ucsc.edu/nlp/ for instructions.
Application deadline is February 3, 2021 for Fall 2021 admission.
Questions can be directed to firstname.lastname@example.org
Marcus Autism Fellowship 2020
The Marcus Autism Center, in conjunction with the Emory University School of Medicine and Children’s Healthcare of Atlanta, is offering five fellowships: the Cohen Fellowship in Developmental Social Neuroscience, the Simons Fellowship in Computational Neuroscience, the Education Sciences Fellowship, the Clinical Research Fellowship and the Marcus Fellowship in Speech Science and Engineering. Students who will receive a bachelor’s degree by June 2021 will be eligible for the positions. The fellowships will commence in July 2021, and they are 2 years in duration. Students can find further details at: cohenfellowship.org and simonsfellowship.org.
The Cohen Fellowship in Developmental Social Neuroscience will involve cutting-edge social neuroscience research in infants, toddlers and adolescents. Fellows will work to further the understanding of autism through eye-tracking research, guiding a project from the point of data collection to publication of results.
The Simons Fellowship in Computational Neuroscience will involve integrating computational strategies with clinical research goals. Fellows will develop methods for the analysis of visual scanning and eye-tracking data, computational models of visual salience, and data visualization techniques, all with the aim of advancing the understanding of autism and efforts at early diagnosis.
The Education Sciences Fellowship will involve research in educational innovations in autism, from early child care through high school. Fellows will learn about classroom-based interventions to increase social emotional engagement and inclusion, gaining experiences with observational research methods, cutting-edge intervention research, and implementation science approaches.
The Clinical Research Fellowship will involve in-depth clinical and research experience through work with infants, toddlers, and school-aged children spanning the full autism spectrum. Fellows will learn assessment measures across a variety of domains commonly used for clinical and diagnostic characterization of autism and related disorders.
The Marcus Fellowship in Speech Science and Engineering will involve researching early vocal development, including speech production and speech perception, as part of a program to map out both typical and atypical development of spoken communication in early childhood.
PhD Communication Disorders and Sciences, University of Oregon
The University of Oregon’s Doctoral Program in Communication Disorders and Sciences is now accepting applications for 2020-2021 admissions. Applications are due January 15. We are recruiting graduate students with interests in early language delay and acquisition in Spanish-speaking populations and/or culturally- and linguistically-responsive service provision for young children from Spanish-speaking backgrounds. Four years of funding is guaranteed for students with their Certificate of Clinical Competency in Speech-Language Pathology through graduate employment as a Clinical Supervisor in our HEDCO Clinic. Proficient Spanish speakers are highly encouraged to apply.
The University of Oregon is a public research intensive (R1) university nestled between rivers, mountains, and rocky coastline in the Pacific Northwest of the US. The Communication Disorders and Sciences program is housed within the Special Education and Clinical Sciences department within the highly-ranked College of Education (ranked No. 4 among graduate schools of education within public institutions).
Our PhD program prepares graduates to assume academic and leadership roles in institutions of higher education, as well as in research and practice agencies. The program is dedicated to achieving excellence in student preparation via the integration of clinical and classroom education, the generation and application of research, and the provision of community outreach. Our vision is to train leaders in the field in an environment that encourages inclusion, critical thinking, freedom of inquiry, and social justice. Many of our doctoral program graduates assume professor positions at colleges and universities where their responsibilities include teaching, research, and other scholarly activities.
Recruiting faculty include:
Stephanie De Anda, PhD CCC-SLP (Early Dual Language Development Lab) - Professor De Anda’s research interests include understanding language acquisition in typically and atypically developing English- and Spanish-speaking monolingual and bilingual children. She has expertise in behavioral measures of language acquisition in infants, toddlers, and preschoolers. The lab houses an eye tracking system used to examine language processing in young single and dual language learners. In addition, Professor De Anda engages in treatment efficacy research for young preschool and school-age children with language delays.
Lauren Cycyk, PhD CCC-SLP (Early Dual Language Development Lab) – Dr. Cycyk’s research interests include understanding the influence of the sociocultural and environmental context, including caregiver language input and mental well-being, on the dual language development of young children exposed to Spanish and English. Her research also focuses on the provision of culturally- and linguistically-responsive special education services to children from birth through preschool with an emphasis on Spanish-speaking children with communication disorders and their families.
Questions? Applicants should reach out to potential mentors prior to applying. For general information, applicants can reach out to the Academic Program Coordinator, Autum Loverin (email: email@example.com). You can also review the following links:
MEd Child Studies, Peabody College of Vanderbilt University
Master’s Programs in the Department of Psychology and Human Development
Peabody College of Vanderbilt University
The following are brief descriptions of M.Ed. programs currently available in the Department of Psychology and Human Development at Peabody College, Vanderbilt University. Consult program websites and the Educational Coordinator in Psychology & HD, Ally Armstead (firstname.lastname@example.org), for further information.
The Masters of Education (M.Ed.) in Child Studies is a 36-hour program that offers two options:
Applied Professional Track: For students whose academic and professional goals include preparation for careers working directly with children and families, this program option offers students opportunities for scholarly didactic and in-depth, supervised professional experiences in child and family service organizations. Students are matched with relevant agencies and organizations within the community to gain hands-on experiences in practicum settings. These experiences are complemented by foundational coursework, as students have flexibility to design their program of study around areas of scientific inquiry of substantive interest to them. The Applied Professional Track is well-suited for students whose interests include developing expertise in the application of developmental science in the service of prevention, intervention, advocacy, health, and education of children and their caregivers and preparation for careers implementing evidence-based practices designed to improve outcomes for children and families.
Clinical & Developmental Research Track: For students whose academic and professional goals include preparation for further graduate study, such as doctoral studies in clinical, developmental, or educational psychology, or positions in research, this program option is designed to strengthen students’ backgrounds for success in these settings and to provide experiences that complement that preparation. Students are matched with a faculty mentor and provided opportunities to participate on a research team in an area of substantive interest to them. Research methods and statistics coursework and completion of an independent research project appropriate for submission for publication are further requirements; areas of concentration allow further focus in clinical and developmental psychology and other related fields of interest. The Clinical & Developmental Research Track is well-suited for students whose interests include developing expertise in conducting clinical or developmental research and preparing for doctoral studies and eventual careers in academia, research, and other university and clinical settings.
The Masters of Education (M.Ed.) in Quantitative Methods (QM) is designed to provide students with strong quantitative methods training for applied research settings. Students for whom the program would have interest and value are those who wish to work in school systems, testing, government, industry, dedicated research institutes, academic settings, medical school research, and other similar applied research settings. Students in this 33-hour program take three required core courses in quantitative methods, one required hour of seminar activity, two required hours of internship activity and seven additional courses, of which one may be a content course (i.e., outside the QM area) and one may be a QM course outside of Psychology and Human Development.
The program culminates in a semester-long or summer-long internship in which students obtain real-world experience producing data analyses for a public or private organization in Nashville or the broader research community. Potential employers for such students will partially overlap with the internship settings for the QM Master’s students. A particularly strong research setting in need of such employees are medical school research settings, many of which have dedicated research teams that employ data analytic, measurement, and design experts full-time to work on funded biomedical research projects. Another such setting is the public school system, which has increased needs for data analysis, measurement, and reporting expertise that has multiplied dramatically since the implementation of No Child Left Behind and associated school accountability initiatives.
PhD Experimental Psychology at University of Nevada, Las Vegas
We are currently considering applicants for Ph.D. study in Experimental Psychology at University of Nevada, Las Vegas in the Auditory Cognitive Development Lab/Auditory Cognitive Neuroscience Lab. We are particularly eager to find a graduate student interested in working on a funded, multi-lab project examining links between musicality and misophonia in childhood and adulthood, using behavioral and physiological measures (EEG and facial EMG). Across both labs we have facilities supporting adult and child behavioral paradigms (perceptual judgment, sensory-motor synchronization), infant perception (looking time procedures), adult and child electrophysiology (high-density EEG recordings), and transcranial magnetic and electrical brain stimulation and compatible EEG. We address questions about music perception (especially rhythm and beat processing), music acquisition and enculturation during child development, comparisons between music and language, auditory memory, and auditory scene analysis. Interested potential applicants with appropriate qualifications (bachelor’s or master’s degree in Psychology, Cognitive Science, Neuroscience, Computer Science, or other related disciplines) are encouraged to visit the ACDL and ACNL web sites for further information about our research, or email the lab directors (email@example.com <mailto:firstname.lastname@example.org>, email@example.com <mailto:firstname.lastname@example.org>) with any questions, and apply directly to the UNLV graduate school. For more information on UNLV, the Ph.D. program, and each lab, please see links below.
UNLV Grad School: http://www.unlv.edu/graduatecollege <http://www.unlv.edu/graduatecollege>
UNLV Experimental/Psychological and Brain Sciences Ph.D. program: http://www.unlv.edu/psychology/graduateprograms/phd-experimental <http://www.unlv.edu/psychology/graduateprograms/phd-experimental>
Getting into Psych Grad School: A Panel for BIPOC Students, recording
Getting into Psych Grad School: A Panel for BIPOC Students
You can now watch a recording of this panel here.
For more information our panelists are pleased to answer your questions. If you do so on Twitter, others may benefit from their responses!
Dr. Jocelyn Carter (@DrJSmithCarter) is in Department of Psychology in the clinical area at DePaul University
Dr. Shauna Cooper (@DrShaunaCooper) is in Department of Psychology in the developmental area at UNC Chapel Hill.
Dr. Celeste Malone (@cmonique1023) is in school psychology program in the Department of Education at Howard University.
Also, for more information on the resources discussed in the panel, please see the links below:
List of Diversity Recruitment Programs: https://z.umn.edu/diversitypsygradweekends
University of Pittsburgh Hot Metal Bridge program:https://www.asgraduate.pitt.edu/hot-metal-bridge-post-bac-program
PhD and MA Psychology, Brandeis University
Applications are open for the PhD and MA programs in Psychology at Brandeis University.
Deadlines: MA program has rolling admissions until May 15, but first admission offers are made to applicants who have applied by February 1.
Located in the greater Boston area (Waltham, MA, just 10 miles from downtown Boston), we offer graduate training in a mentorship-based research program. The Master of Arts program provides students with an understanding of the scientific foundations of psychology and direct experience in research methods. Our doctoral program develops excellent researchers and teachers who will become leaders in psychological science. The PhD program offers a track in the integrated study of Brain, Body, and Behavior, funded by a NIGMS training grant.
Information on our programs is available here:
Potential applicants are encouraged to contact faculty of interest, as not all will be mentoring MA and PhD students in any given year. Faculty are conducting research in the following areas:
Berry, Anne (PhD & MA mentor)
Assistant Professor of Psychology and of the Volen National Center for Complex Systems
Expertise: cognitive neuroscience, executive function, neuromodulator systems (dopamine, acetylcholine), aging
Cunningham, Joseph (MA mentor)
Professor of Psychology, Undergraduate Advising Head
Expertise: Clinical and developmental psychology, nonverbal communication, emotional development, and gender differences.
DiZio, Paul, (PhD & MA mentor)
Associate Professor of Psychology and of the Volen National Center for Complex Systems
Expertise: Human spatial orientation, posture and balance, movement control and coordination, sensory-motor adaptation, motor development, multi-sensory interactions, space perception, space flight physiology, human factors in virtual environments, motion sickness, and brain-computer interaction.
Gutchess, Angela (PhD & MA mentor)
Graduate Program Head, Professor of Psychology and of the Volen National Center for Complex Systems
Expertise: Neural and behavioral effects of age and culture on memory and social cognition.
Gutsell, Jennifer (PhD & MA mentor)
Associate Professor of Psychology and of the Volen National Center for Complex Systems
Expertise: Social and affective neuroscience, person perception, interpersonal sensitivity/empathy, intergroup interactions.
Howard, James (PhD & MA mentor)
Assistant Professor of Psychology
Expertise: reward, learning, and decision-making in humans, using neuroimaging, associative learning tasks, computational modeling, and non-invasive brain stimulation to understand how the human brain encodes information about upcoming rewards to guide decisions. Understanding how prefrontal circuits function in concert with sensory and thalamic networks to support behavior dependent on representations of specific rewarding outcomes
Jadhav, Shantanu (PhD & MA mentor)
Assistant Professor of Psychology and of the Volen National Center for Complex Systems
Expertise: systems neuroscience, neural mechanisms for learning, memory, and decision making, rodent models.
Katz, Donald, Department Chair (PhD & MA mentor)
Professor of Psychology and of the Volen National Center for Complex Systems
Expertise: Neural dynamics of gustatory perception and learning.
Knight, Raymond (PhD & MA mentor)
Expertise: Clinical psychology and experimental psychopathology, with specific expertise in psychopathy, sexual aggression, and bullying.
Lachman, Margie (PhD & MA mentor)
Minnie and Harold Fierman Professor of Psychology
Expertise: Life-span development, midlife, aging, sense of control, adult personality, memory, health-promoting behaviors, and intervention research to improve cognitive and physical functioning.
Lackner, James (PhD & MA mentor)
Meshulam and Judith Riklis Professor of Physiology and of the Volen National Center for Complex Systems
Expertise: Spatial orientation, human movement control, and adaptation to unusual force environments.
Liu, Xiaodong, Masters Program Coordinator (MA mentor)
Associate Professor of Psychology
Expertise: Applied statistics: linear and non-linear multi-level modeling / Hierarchical Linear Modeling (HLM), Structural Equation Modeling (SEM), General & Generalized Linear Modeling, and longitudinal data analysis. Child development: factors (at individual, familial, communal, & cultural levels) related to child psychological adjustment (internalizing & externalizing) and school performance.
Mitchell, Teresa Vann (MA mentor)
Lecturer in Psychology
Expertise: Effects of age and experience on development, deafness, autism spectrum disorder, eye tracking and EEG techniques.
Sekuler, Robert (PhD & MA mentor)
Louis and Frances Salvage Professor of Psychology and Professor of Neuroscience
Expertise: Visual perception, cognitive processes including visual memory, navigation of complex environments, imitation of seen actions, and age-related changes in cognitive function.
Snyder, Hannah R. (PhD & MA mentor)
Assistant Professor of Psychology
Expertise: Links between executive function, stress and psychopathology (especially anxiety and depression) in adolescents and young adults.
Wingfield, Arthur. (MA mentor)
Senior Scientist, Department of Psychology and Volen National Center for Complex Systems
Expertise: Effects of adult aging and auditory acuity on speech understanding and linguistic memory; cognitive factors in adaptation to cochlear implants and other novel perturbations of natural speech.
Wright, Ellen J. (MA mentor)
Associate Professor of Psychology
Expertise: Connections between developmental processes, aspects of gender, and emotion regulation as those processes impact depression, anxiety, and stress.
Human Development and Family Science, Penn State
Penn State’s graduate program in Human Development and Family Studies is accepting graduate students for the Fall 2021 academic year. Our outstanding graduate program has been ranked # 1 in a survey of HDFS graduate programs in North America. Our continuing mission is to serve as a leader in our field and to guide and strengthen developmental science and education.
Our graduate program includes six core areas of focus:
- Individual development: infancy and early childhood
- Individual development: adolescence
- Individual development: adult development and aging
- Family development and science
- Prevention and intervention
- Developmental methodology
Themes common to all of these areas include health and well-being, by advancing the understanding of factors that promote or undermine mental health, physical health, and health-risking behaviors such as substance abuse, obesity, and risky sexual behavior; diversity and health disparities, reflecting our priorities in studying individuals and families from diverse, under-represented backgrounds, innovative methods and design, supporting the continued development, application, and dissemination of cutting-edge statistical methods and research design, and translating research into sustainable practice, advancing our tradition of translating developmental and family science into practice and policy.
Our program provides leading education and training in HDFS by making use of College and University-sponsored research-to-practice and research-to-policy initiatives, and collaborations with College research centers, including the Center for Healthy Aging, the Child Maltreatment Solutions Network, the Center for Child Obesity Research, and the Edna Bennett Pierce Prevention Research Center.
If you, would like to learn more about the HDFS graduate program, please request additional information.
MS in Quantitative Economics, University of Pittsburgh
MQE graduates meet employer demand for well-rounded individuals who can bring economic insights and strategic thinking to data science equipped with skill in:
- economic modeling and intuition
- data science and econometrics
- analytic storytelling and communications
PhD Studentship in the Educational Psychology Program, University of Alabama College of Education
The University of Alabama invites applications for its Ph.D. Educational Psychology Program (https://education.ua.edu/programs/bep/phd/). Full funding and tuition remission is available to qualified students. The Educational Psychology Ph.D. Program consists of human development, learning & motivation, and educational neuroscience tracks with an optional concentration in educational neuroscience (additional information available here: http://edneuro.ua.edu/). Starting students select one of these tracks depending on their interests and plans for future research. We are looking for students who are interested in studying cognitive, affective, and neural mechanisms of learning and exploring educational implications in one or more domains relevant to education (e.g., mathematics learning & cognition, language development and processing, reading, & bilingualism, gesture, moral development, motivation & affect, cognitive and behavioral disorders). Students from diverse disciplines (e.g., education, cognitive science, neuroscience, learning sciences, STEM fields, psychology, computer science) and backgrounds (esp. women and historically underrepresented minorities) are encouraged to apply.
* Bachelor's or master's degree in a relevant field (e.g., education, cognitive science, neuroscience, psychology, STEM fields)
* Interest in conducting interdisciplinary research that incorporates methods and perspectives from education, brain, and/or cognitive sciences
* Interest in educational applications broadly defined
* Ability to work with students and faculty in a variety of disciplines
* Strong quantitative and programming skills
* Strong writing and communication skills
Program Faculty & Research Areas
(All faculty open to accepting qualified Ph.D. students)
Dr. Hyemin Han<http://seed.ua.edu/> - Educational neuroscience, social neuroscience, social development, positive psychology, computational simulations, educational interventions
Dr. Laura Morett<http://nerdlab.ua.edu/> - Gesture, language and literacy, developmental cognitive neuroscience, autism spectrum disorder, bilingualism, embodied cognition, eye-tracking, EEG/ERP, fNIRS
Dr. Jason Scofield<http://scofield.people.ua.edu/abcd-research-lab.html> - Child development, cognitive development, language development
Dr. Firat Soylu <http://elden.ua.edu/> - Educational & cognitive neuroscience, mathematical cognition, STEM learning, embodied cognition, EEG/ERP, fMRI
Dr. Macarena Suarez Pellicioni<https://scholar.google.com/citations?user=fdmg8PMAAAAJ&hl=en&oi=ao> - Educational neuroscience, mathematical cognition, child development, learning, fMRI, ERPs
Dr. David Walker<http://ethicaldevelopment.ua.edu/> - Moral psychology & decision making, social & character development
Start Date: August 2021
Location: The University of Alabama is located in Tuscaloosa, a city of approximately 100,000 residents in west central Alabama. Aside from hosting the winningest football team in the Southeastern Conference (Roll Tide!), Tuscaloosa offers a low cost of living and Southern hospitality and charm complemented by a vibrant downtown with a variety of restaurants and family-owned shops, a farmer's market, an outdoor amphitheater, and a folk art center and festival. Proximity to several state parks, the Appalachian Mountains, and the Gulf Shore provide numerous opportunities for recreational activities including hiking, mountain biking, trail running, spelunking, fishing, and camping. Nearby cities include Birmingham (< 1 hr.), Atlanta (3 hrs.), Chattanooga (3 hrs.), Nashville (3.5 hrs.), Memphis (4 hrs.), and New Orleans (4 hrs.).
Application Process: Please apply online at http://graduate.ua.edu/prospects/application/. A letter of application, curriculum vita, unofficial transcript of all coursework, and three reference letters are required to complete the online application process. For admission for 2021-2022, the requirement to submit GRE and TOEFL scores (for international applicants) has been waived. You should select "Educational Psychology" as your intended major and indicate which track you are interested in your letter of application. Review of applications will begin on December 15, 2020 and will continue until April 15, 2021. Applicants seeking a graduate assistantship or a fellowship are encouraged to apply by December 15. Please contact Dr. Firat Soylu (email@example.com<mailto:firstname.lastname@example.org>), program coordinator, or faculty of interest if you have any questions.
PhD Department of Cognitive, Linguistic, and Psychological Sciences (CLPS), Brown University
The Department of Cognitive, Linguistic, and Psychological Sciences (CLPS) at Brown University invites qualified applicants to apply to our Ph.D. programs for the 2021-2022 academic year. Located in Providence, Rhode Island -- a vibrant, affordable city close to Boston and New York -- Brown University offers interdisciplinary training in developmental science in state-of-the-art facilities. Successful applicants are guaranteed five years of full tuition, stipend, summer funding, and research and travel support.
The following faculty are available to train graduate students:
- Daphna Buchsbaum studies how children, as well as adults and non-human animals (such as dogs) develop a sophisticated understanding of both the physical and social world from relatively sparse and ambiguous information. http://www.cocodevlab.com/
- Roman Feiman studies conceptual development, language acquisition, and experimental semantics and pragmatics. His focus is on compositional meaning in language and thought. https://sites.brown.edu/bltlab/
- James Morgan investigates cognitive and environmental underpinnings of early language acquisition, with particular focus on speech perception and spoken word recognition. http://babies.brown.edu/
- David Sobel examines the development of reasoning and social cognition in both formal and informal learning environments. Topics of interest include causal and scientific reasoning, children's social cognition, selective learning, and learning from parent-child interaction. https://www.brown.edu/research/labs/causality-and-mind/
The CLPS department is home to several cutting-edge methodologies. Resources include:
- Eye tracking and 3D manual reach tracking
- Mobile infant laboratory for community testing
- Strong connections with Providence Children’s Museum for on-site research and dissemination
For more information about the CLPS graduate program or to apply go to http://www.brown.edu/Departments/CLPS/graduate
PsyD Clinical Psychology, Antioch University
The PsyD Program at Antioch University New England has been continuously accredited for 38 years, and we are proud of the faculty, students, and alums who carry on the work of our university’s founder, Horace Mann, who proclaimed the virtue of social justice and equity. We believe that our rigorous training is unique in addressing the salient psychological concerns of our society because our faculty have been and continue to be leaders in the field.
Whether it was Roger Peterson, PhD who conceptualized core competencies in his 1991 book The Core Curriculum in Professional Psychology or Kathi Borden, PhD who is serving as a delegate at the Council of Chairs of Training Councils to focus on integrating social responsiveness into psychology training at all levels in September of this year, our faculty have a long tradition of being on the cutting edge of training and mentoring. In fact, we are celebrating Kathi Borden’s and Lorraine Mangione’s recent achievement of attaining Fellow status in APA Divisions 12 and 49, respectively!
Our generalist curriculum prepares students for multiple roles in clinical psychology. Students gain experience at our Psychological Services Center, Center for Diversity and Social Justice, and Society for Psychoanalytic Psychology. Students who are wanting to gain depth in our major area of study in integrated primary care and Clinical Health Psychology can earn stipends up to $24,000 per year as part of their clinical training. There are also a number of student groups available for students to learn more about various populations, theories, and roles in psychology.
For those wishing to join our Fall 2021 entering class, our early admissions application cycle deadline is November 2, 2020 and our regular admissions cycle deadline is January 4, 2021. Applications can be started here or you can contact email@example.com (Admissions Counselor) or myself at firstname.lastname@example.org.
PhD Applied Developmental Science, Colorado State University
Doctoral training in the field of intellectual and developmental disabilities
The Department of Human Development and Family Studies at Colorado State University is pleased to share information about our PhD program in Applied Developmental Science (https://www.chhs.colostate.edu/hdfs/programs-and-degrees/ph-d-in-applied-developmental-science/). Established in 2009, this doctoral program in Applied Developmental Science offers graduate training in research and its application to issues that affect the quality of life of individuals, families, and communities. Doctoral students with interest in neurodevelopmental conditions can choose a specialization in “Risk, Resilience, and Developmental Psychopathology,” which includes a variety of opportunities for mentorship by experts in the field of intellectual and developmental disabilities (IDD).
The following mentors with expertise in IDD are accepting new students for Fall 2021:
Potentially interested students can contact our Applied Developmental Science program head, Dr. Lauren Shomaker, at email@example.com or any faculty member in our department for questions regarding our program, funding opportunities, and ongoing research projects.
Developmental Science, UMass Amherst
Our multidisciplinary Developmental Science training program at UMass Amherst focuses on integrative and translational research that uses a diverse range of methodologies spanning behavioral, clinical, neuroscience, advanced statistical, and applied techniques. We have collaborative relationships with the Neuroscience and Behavior Program, the Center for Research on Families, the Rudd Adoption Research Program, and have launched the Healthy Development Initiative in Springfield, MA. Our program also leads the broader, cross-department and college Developmental Science Initiative. https://www.umass.edu/pbs/research/centers-and-institutes
We are strongly committed to the support and promotion of diversity in our programs and community. We are part of an outstanding multi-institution Five College Consortium, in a culturally rich region of New England that is surrounded by natural beauty as well as being close to major urban areas. https://www.umass.edu/pbs/diversity, https://www.fivecolleges.edu/, https://www.visitma.com/regions-towns/western-massachusetts/
To learn more about potential faculty mentors for graduate studies: https://www.umass.edu/pbs/graduate/developmental-science
Prospective students also are invited to explore our research labs and centers, learn more about our training program, and inquire about our network of excellent training resources on campus. https://www.umass.edu/pbs/research/developmental-science
Application information: https://www.umass.edu/pbs/graduate/how-apply
Inquiries: Kirby Deater-Deckard, firstname.lastname@example.org
California State University, Long Beach (CSULB) Psychology Graduate Programs
Please find attached promotional flyers for the California State University, Long Beach (CSULB) Psychology graduate programs: MA-Psychological Research (MAPR), MS-Human Factors (MSHF), and MS-Industrial/Organizational Psychology (MSIO). Information regarding our Fall 2021 application to these programs may be found via the interactive links at the bottom of the flyers. Note: We will not be requiring the General GREs for Fall 2021 consideration.
GPS program includes:
- Departmental visits with faculty members, administrators and graduate/professional students
- Workshops regarding essential Graduate/Professional school components
- Meals according to the GPS schedule
- Hotel accommodation at the Blackwell Inn on the Ohio State campus
- Up to a $300 honorarium (Honorarium may be used to recoup some or all of your expense for travel to Ohio State for GPS; students from local [Columbus area] universities are not eligible for this honorarium)
New Clinical Psychology Program, University of California, Irvine
The University of California at Irvine, Department of Psychological Science will be accepting applications this fall for a new concentration in Clinical Psychology to begin September 2021. The Clinical Ph.D. concentration will offer training guided by a clinical science model to prepare future leaders for careers as clinical scholars and mental health care leaders.
The Department of Psychological Science has existing areas in Development, Health, Social and Personality Psychology, and Affective Science. Students are also able to work with faculty from within these concentrations whose work has relevance to clinical science.
Students will gain from the interdisciplinary orientation of the School of Social Ecology with faculty/programs in UCI’s Schools of Medicine, Public Health, Nursing, Law, Education, Social Sciences, Biological Sciences, Arts, and Engineering, and UCI’s Institute for Clinical and Translational Science and the Institute for Memory Impairment and Neurological Disorders. Training will feature a close partnership with Psychiatry and Human Behavior as well as community mental health agencies. Additionally, the School of Social Ecology houses the Institute for Interdisciplinary Salivary Bioscience Research, the Center for Psychology and Law, and the Newkirk Center for Science and Society, and UCI’s Campus Center for Neuroimaging. In addition to these educational and research resources, as well as being consistently ranked as a top 10 public university by US News and World Report, the UCI campus is located between Los Angeles and San Diego, and is just minutes from the Pacific ocean.
Core clinical faculty include:
Jessica Borelli, PhD (developmental psychopathology, attachment, emotion, prevention of mental health problems in children and adolescents)
Susan Charles, PhD (emotional processes across the adult life span, subjective experience and cognitive processes, health and emotion)
Kate Kuhlman, PhD (developmental psychopathology, psychoneuroimmunology, psychoneuroendocrinology, early life stress, and adolescent depression)
Elizabeth Martin, PhD and Interim Director of Clinical Training (emotion and social functioning in individuals with psychosis and psychosis-risk)
Daniel Nation, PhD (clinical neuropsychology)
Ray Novaco, PhD (anger, violence, stress, trauma, and interventions)
Stephen Schueller, PhD (clinical psychology, depression, mHealth, technology, implementation science, treatment and prevention, positive psychology)
Jason Schiffman, PhD (identification and prevention of early psychosis among individuals at clinical high-risk). (Joining the faculty as Director of Clinical Training fall of 2021)
Alyson Zalta, PhD (clinical psychology, trauma, post-traumatic stress disorder, resilience, treatment & prevention)
The program will prepare students for a broad range of high-demand careers. These include university faculty positions and research tracks; positions in behavioral medicine and health psychology in medical schools and healthcare organizations; positions as clinical psychologists in public- and private-sector mental health facilities; positions in forensic psychology; and applied research positions in companies, organizations, and programs that address mental health.
As a minority serving institution, UCI is committed to attracting doctoral students who can help meet the mental health needs of a racially, ethnically, and culturally diverse population. We seek to attract a diverse applicant pool to increase student diversity and diversity in clinical psychology more broadly.
Notably, following the American Psychological Association’s timeline for accreditation, our program will likely have obtained accreditation status before the graduation of our inaugural class (i.e., students can expect to graduate from an APA accredited program).
For more information, please contact Elizabeth Martin, PhD, Interim Director of Clinical Training at email@example.com.
New Certification Available in Occupational Therapy, University of Pittsburgh
The University of Pittsburgh School of Health and Rehabilitation Sciences (SHRS) officially announced that its Doctor of Occupational Therapy (OTD) program is the first graduate program in the nation to attain the Academy for Gerontology in Higher Education (AGHE) Program of Merit Health Professions (POM) designation. The program is also the first rehabilitation and occupational therapy program in the U.S. to be awarded this distinction.
Each of the OTD program’s spring 2020 graduates will receive a POM certificate. This will continue for all OTD students graduating over the next five years, until the OTD program’s next review in June 2025.
Master of Arts Degree, Case Western Reserve University
We have a new program at the Department of Psychological Sciences at Case Western Reserve University. The program is an applied developmental master’s degree. Students interested in working with very young children would be ideal for this program. There is partial funding for competitive applicants. Here is the website link: https://psychsciences.case.edu/ma-in-developmental-psychology-with-an-ea...
For individuals in Ohio, they will eligible for an Early Intervention Services Certificate (Developmental Specialist) through the Ohio Department of Developmental Disabilities.
Applications are being accepted at a rolling basis. For inquiries please contact Dr. Elizabeth J. Short: firstname.lastname@example.org
M.S. in Psychology, Saint Joseph's University
The Department of Psychology at Saint Joseph’s University grants a Master of Science degree in Psychology. The program is offered in two formats, as either a traditional two-year program or as a combined 5-year B.S./M.S. program.
The Saint Joseph’s University graduate program in psychology offers students a general curriculum of study emphasizing experimental psychology. The program is designed to complement the strengths and interests of the present psychology faculty and facilities and reflects the current state of the discipline of psychology. It consists of a traditional and academically oriented forty-eight credit curriculum and requires the successful completion of a qualifying comprehensive examination and an empirical thesis project. The program is designed for successful completion over two academic years.
Degree Requirements (48 credits)
Requirements for the Master of Science degree are divided into four major components:
- core and content courses;
- research, which includes independent research and attendance at departmental colloquia;
- a comprehensive examination to be taken during the fourth semester; and
- a Master’s Thesis.
- Common core (8 credits)
- All students are required to take Advanced Research Methods, Advanced Statistical Methods, and Advanced Statistical Methods II.
- Content courses (24 credits)
- Students elect to take an additional six content courses. These courses include offerings in Abnormal Psychology (child), Abnormal Psychology (adult), Animal Learning and Behavior, Behavioral Neuroscience, Cognitive Psychology, Developmental Psychology, Emotion, Health Psychology (child), Health Psychology (adult), Neuropsychology, and Social Psychology.
- Research component (16 credits)
- The research component is comprised of two directed studies in which students work closely with their faculty mentor on their area of research interest and two master’s thesis courses.
Comprehensive Examination and Master’s Thesis
Completion of a comprehensive examination is required of second-year students and all students conduct an empirically based master’s thesis. All students work closely with their mentor and become immersed in a specialty area. The comprehensive exam and thesis facilitate the transition for those students interested in pursuing doctoral-level education.
Michigan Program in Survey Methodology
What is survey methodology?
Survey Methodology is an interdisciplinary field applying insights from Statistics, Math, Data Science, Psychology, Human-Computer Interaction and Sociology among other fields to the measurement of public opinion, voter preference, consumer satisfaction, consumer sentiment, public health, unemployment, and so on. The Michigan Program in Survey Methodology offers MS and PhD degrees that emphasize either the statistical, social or data science aspects of the field.
Guide to Graduate Programs in Forensic and Legal Psychology
This is the 4th edition of the guide. It lists current graduate programs in forensic and legal psychology. Programs are listed alphabetically by degree type: doctoral programs (Ph.D. and Psy.D.), joint programs (Ph.D./J.D., Psy.D./J.D., J.D./M.A., Ph.D./M.L.S.), and masters-level programs. Each program is described using the same categories (department information, student applications/admissions, financial information/assistance, research, internship/practica, employment of department graduates, and any other additional information) to help prospective students make informed choices about graduate training and education in psychology and law. All information or lack of information was reported by the school themselves and was not gleaned by the originators of the guide from publically available sources.
The 1st edition of this guide was produced by Dr. Garret Berman and students. The 2nd edition was revised by Dr. Matthew Huss, with assistance from Betsy Aderhold and Jenna Boulas, at Creighton University. The 3rd edition was revised by Dr. Matthew Huss, with assistance from Jared Ruchensky. In addition, the members of the Teaching, Training, and Careers Committee gave valuable feedback on an earlier version of the guide. Teaching, Training, and Careers Committee Members: Nadja Schreiber (Chair), Alana Cook (Past Chair), Jonathan Golding, Jessi Hart, Derek Hess, Melinda Wolbransky, and Apryl Alexander.
Doctorate in Clinical-Community Psychology, Point Park University
Point Park University’s Clinical-Community Psychology program offers a Doctorate of Psychology (Psy.D.) in Clinical Psychology with a special focus on the principles and practices of Community Psychology. Clinical Psychology is a subfield of psychology that is concerned with nurturing mental health and well-being. Community Psychology is focused on social and cultural influences on personal well-being, which include research and engagement at the community level to remedy unnecessary human suffering. Our program, therefore, teaches a clinical approach to psychology that emphasizes better understanding the role of socio-cultural factors in mental health and well-being, including the diagnosis, prevention, and treatment of mental illness. Ultimately, our program’s approach is one that seeks to enhance the well-being of individuals, groups and communities through clinical practices, research, and community intervention. The program is accredited on contingency by the Commission on Accreditation of the American Psychological Association.
University of Pittsburgh Graduate School of Public Health Accelerated Bachelor's/Master's Program
Considering a career in health? Planning to attend graduate school? With Pitt Public Health’s accelerated bachelor’s/master’s program, you can reach your goals sooner.
Motivated students with the appropriate undergraduate coursework can earn both degrees in just five years—saving a full year of time and thousands of dollars in tuition.
Apply to the accelerated program in your third year and take graduate courses in your fourth year. You’ll participate fully in the graduate school experience:
- developing new skills with advanced coursework inleadership, communication, planning, and analysis
- gaining experience in applying evidence-based approachesto public health through a practicum project or field internship
- working with world-class researchers to understand andsolve vital, real-world problems
Graduate school is both challenging and rewarding. And with the accelerated program, a master’s degree can be closer than you think.
For additional information contact Pitt Public Health's Office of Student Affairs at email@example.com
Michigan State University, Communicative Sciences and Disorders, PhD
Applications are invited for a funded PhD position in Communicative Sciences and Disorders at Michigan State University. The position will likely begin in Fall 2020 (though start date is flexible) and will be under the mentorship of Dr. Courtney Venker, a speech-language pathologist and Assistant Professor in the Department of Communicative Sciences and Disorders.Dr. Venker directs the Lingo Lab (https://lingolab.msu.edu/), an active research lab focused on language development in children with autism. One line of work (supported by NIH R21 DC016102) investigates how children with autism use auditory and visual information to learn the meanings of words. Another line of work investigates the most beneficial ways for adults to simplify their speech when talking to young children with language delays, including those with autism. The lab uses a variety of methods, including experimental eye-tracking tasks, behavioral coding of parent-child interactions, standardized language and cognitive assessments, and survey methodology. The ultimate goal of this research is to understand how to best support language development in children with language-learning difficulties.
Michigan State University is home to the Center for Research in Autism, Intellectual, and other Neurodevelopmental Disabilities (C-RAIND) and offers unique opportunities for co-mentorship from faculty in Psychology, Education, Communication, Linguistics, and Human Development and Family Studies.
The ideal candidate will be a bright, curious, committed student with a strong academic record and research-oriented career goals.
- Bachelor’s Degree in Communicative Sciences and Disorders, Psychology, Education, Linguistics, or a related discipline
- Prior research experience
- Experience (and interest) in interacting with young children
- Master’s degree and clinical certification in speech-language pathology (CCC-SLP) are preferred but not required
To Apply: Email Dr. Venker at firstname.lastname@example.org, with “PhD Student Position” in the subject line. Please include:
- Cover letter (no longer than 1 page) describing relevant skills and experiences and long-term career goals
- Names of 3 academic and/or clinical professionals who can speak to the applicant’s potential for success in the program
Early Intervention, University of Pittsburgh School of Education
The Early Intervention area of concentration in the Special Education Program focuses on young children with disabilities (ages birth to five) and their families. As a field, early intervention promotes the following benefits in this population:
- Maximizes the developmental potential of young children to eventually live independently in society
- Reduces the overall cost of educational services through prevention and attenuation
- Enhances the capabilities of families to meet the needs of their children
The Early Intervention program prepares practitioners in the assessment and educational programming of young children with disabilities. Emphasis is placed on working in partnership with families and collaborating with professionals from other disciplines who also provide services to these young children. The program incorporates material about the wide-variety of program types in which young children are served. Natural and other inclusive environments are stressed.
Graduates obtain positions in as developmental specialists in home-based infant/toddler early intervention, teachers and itinerants in preschool special education, behavior specialist consultants in the behavioral health center, and other locations where children with disabilities are served (e.g., clinics).
Industrial/Organizational Psychology Master's Program, La Salle University
La Salle University’s Industrial/Organizational Psychology (IOP) Master’s Program is accepting students for Fall 2019 semester. The La Salle IOP Program in Philadelphia, PA prepares students for this growing field and a bright future in the business world. Students will be trained to deal with many organizational issues which require a unique set of knowledge and skills. Included in this are selection, performance appraisal and training.
The program was developed by the guidelines of the Society for Industrial and Organizational Psychology (SIOP), and the curriculum offered to our students satisfies SIOP guidelines in order that our graduates will be competitively prepared for their career.
For more information or to apply, go to: www.lasalle.edu/gradiop
University of Nebraska-Lincoln, PhD
At the University of Nebraska-Lincoln, our new Ph.D. program in Educational Studies focuses on the design and development of interventions to improve academic outcomes for a variety of groups of children. Faculty within the program have a wide range of interests and expertise, including academic skills such as reading, writing, and mathematics, development of executive function, dual language learners, and promotion of positive behavior outcomes.
IO Psychology Master's Program, Hofstra University
Hofstra's industrial/organizational psychology master's program prepares students for careers in such areas as human resources, training, management and organization development, in which they can apply psychological principles to problems that arise in a wide variety of organization settings. It is also designed to enhance the careers of professionals who work in these areas by teaching them to apply psychology to issues that develop in their organizations. Research design, statistics and psychology provide the foundation for advanced study in selection training, performance appraisal, worker motivation and organization development. The curriculum is strengthened by an internship sequence that provides on-site, supervised experience working on applied projects in business and public agencies.
Applications are accepted on a rolling basis.
University of Delaware, College of Education & Human Development
Join us at the University of Delaware and become an integral part of collaborative research teams dedicated to improving the lives of children, youth, and families. Learn how to generate, translate, and share research to make a diﬀerence.
Our strong faculty are eager to mentor students who are motivated to work on projects that promote school and life success. Our faculty hold grants from NIH, NSF, the Institute of Education Sciences (IES), and private foundations.
We support students in good standing for 5 years of study and prepare them to become leaders in their ﬁelds. Highlights of our PhD program in Education with a specialty in Learning Sciences include:
- Our focus is interdisciplinary, bridging education with cognitive science, psychology, and human development. We draw from courses all over the University to equip our graduates with an understanding of how to engender deep learning.
- We focus on many areas: STEM learning, language, cognitive, and numerical development, learning disabilities, and the use of technology and media in education.
- We study how learning takes place outside the classroom. Some faculty are involved in bringing learning science to places like supermarkets, homes, museums, and after school programs.
- Students develop a rich methodological toolkit for designing investigations related to learning and instruction and assessing outcomes of educational interventions.
Graduates of the learning sciences are in demand! They obtain positions at colleges and universities as well as at research, development, and policy agencies.
For more information, visit www.education.udel.edu/doctoral/phd/LS/
Questions? Interested in applying? Contact Dr. Jordan or Dr. Golinkoﬀ. Please also get in touch if you would like to meet at the upcoming CDS meeting in Portland. Many of our current and former students and fellows will be presenting.
Deadlines vary by program.
Experimental Psychology MS Program
The primary goal of our program is to prepare students to be competitive for admittance into a Ph.D. program or for direct entry into research-intensives jobs.
All students complete 36 hours of coursework, or 3 classes per semester, for two years. Our program is organized like most doctoral programs. We have a small number of graduate students who work one on one with faculty. All students begin working with a faculty member by the end of their first semester. Students pursuing a thesis degree develop a thesis proposal in their second semester, and collect data and defend their thesis by the end of their second year. Students pursuing the non-thesis degree work in one or more faculty laboratories as part of their research coursework, developing skills in data collection, data management and analysis. This work culminates either in a literature review or data visualization project at the end of their second year. The non-thesis option with the Data Visualization and Analysis concentration leads to conferral of the MS, plus the specialist certificate in Data Visualization and Analysis. See below for additional information for all options.
For more information can be found on the website.
POST-GRADUATE EMPLOYMENT OPPORTUNITIES
Psychology Jobs & Internship Opportunities
This site offers information on jobs and internships for those soon-to-be-graduates maintained by Dr. Camilla McMahon at Miami University. https://psychologyjobsinternships.wordpress.com/
Pathways to Research and Doctoral Careers, Collection of employment and post-bac opportunities
PREDOC: Pathways to Research and Doctoral Careers, a new consortium of universities and research institutions that aims to foster a talented, diverse, and inclusive population in the social sciences.
PREDOC's website, https://predoc.org, has already quickly become a premier hub to find full-time, paid, post-baccalaureate research assistantships at universities and research institutions around the country. As of today, PREDOC lists over 70 job postings for literally 100s of predoc positions, with positions available at such places as Stanford, Harvard, MIT, Princeton, Yale, the University of Chicago, the Federal Reserve System, Berkeley, Northwestern, NYU, and others. PREDOC's website also contains additional general information about such research positions, some material to prepare before applying, and information about doctoral careers more generally.
These post-baccalaureate positions are especially useful for those students who are looking for a job right after college (as most of these positions are full-time staff positions, with full benefits), and/or want some additional exposure to research before applying to a PhD, or even before taking the decision on whether to pursue doctoral studies or go to the industry. Indeed, by working alongside the best researchers in the country, these students can get inspired to pursue doctoral careers or, if not, they can easily go on to the private sector. The additional job experience and training acquired during their predoc experience will surely help them in any career of their choosing.
Lab Coordinator, The Plasticity in Neurodevelopment (PINE) at Northeastern University - New Posting
The Plasticity in Neurodevelopment (PINE) Lab at Northeastern University (PI: Laurel Gabard-Durnam) is hiring a lab coordinator to start late spring/early summer 2021. This person will have the opportunity to work on a series of projects using neuroimaging to examine neurodevelopmental mechanisms linking experiences of stress and adversity to social and affective learning. The person in this role will gain experience with all aspects of the research process, which could serve as a launch pad to graduate studies. A two-year full-time commitment is preferred, and we encourage applications from members of under-represented groups in science! Please share with any interested undergraduates or post-bacc students? Thanks so much!
To find full details of the position and apply, please use this link: https://careers.hrm.northeastern.edu/en-us/job/505489/research-coordinator
To find out more about our lab's research and culture, you can visit our website: https://www.plasticityinneurodevelopmentlab.com/
Full-time Research Associate, Department of Psychiatry at the University of Pittsburgh - New Posting
- Bachelor's degree in Psychology or related field
- Minimum one year work or volunteer experience in a psychology or psychiatry research setting
- Act 33/34/73 Clearances (Child Abuse/Criminal History/FBI)
Full-time Research Coordinator, Harvard University - New Posting
An experienced, independent, and highly-organized individual is sought for a full-time Research Coordinator position in the Stress and Development Laboratory at Harvard University Psychology Department, run by Katie McLaughlin, PhD. The position will begin in late spring or early summer 2021. Our research examines the impact of environmental experience on children’s development. Most of our studies are focused on identifying developmental mechanisms linking adverse environmental experiences to the onset of psychopathology.
Under the supervision of Dr. McLaughlin, the individual in this position will be involved in managing an active research lab with several large grants and participate in many aspects of the research process, including recruitment of children and adolescents into research, preparation of IRB applications, data collection from children and caregivers, supervision of volunteer research assistants, data management, programming behavioral tasks, and maintenance of a database for participant recruitment and tracking. These duties will primarily focus on either an intensive repeated-measures fMRI study examining dynamic changes in emotion, behavior, and brain function following exposure to stress in adolescents. Data collection for this study involves acquisition of psychophysiology and MRI data in addition to assessments of mental health and exposure to stress and adversity.
We strive to provide enriching opportunities for all trainees, including those from backgrounds traditionally under-represented in psychology. Please see the Join Us page on our lab website (https://sdlab.fas.harvard.edu/) for more details on our lab’s commitment to Diversity, Inclusion, and Belonging.
Duties and Responsibilities:
- Recruitment and screening of participants
- Data collection with children, adolescents, and caregivers in multi-modal studies involving psychophysiology, neuroimaging, clinical interviews, ecological momentary assessment, passive mobile sensing (e.g. Fitbits, screen time, call/text data) and mental health assessments
- Supervise a team of research assistants in data collection and data management
- Prepare IRB applications
- Program behavioral tasks
- Clean and organize data for analysis
- Maintain databases for participant recruitment and tracking
- General administrative duties to maintain the workings of the laboratory
- Bachelor’s degree in a relevant academic area
- Experience working with children and adolescents (e.g. data collection or clinical experience) is preferred
- Experience in collecting and/or analyzing neuroimaging data (i.e., MRI, fMRI, DTI) and comfort working in a command-line environment (e.g., Linux) is preferred but not required
Please click the link below to apply!
If you have any further questions please feel free to reach out to our lab at email@example.com.
Full-time Project Coordinator, University of Arizona - New Posting
The Neuroscience of Emotion and Thought Lab (PI: Dr. Jessica Andrews-Hanna) and the Lab for Social Connectedness and Health (PI: Dr. David Sbarra) at the University of Arizona are seeking a full-time project coordinator to manage a new NIMH-funded R01 study (pending final budgetary approval). The project will the examine the neural, behavioral, and real-world correlates of empathy and ruminative thought in adult couples using functional and structural MRI methods, observational laboratory-based measures, psychophysiology, surveys, and experience sampling methods.
The project coordinator will manage the day-to-day activities of this collaborative, multi-session project. Duties will primarily include assisting with participant recruitment and data collection, managing human subjects protocols, recruiting, training, and supervising research assistants, participating in data preprocessing, ordering supplies, and assisting with annual reports and documentation. The project coordinator may also have the opportunity to present data at conferences and contribute to preparation of scientific publications.
The position is ideally suited for a recent college graduate with a bachelor’s degree in psychology, neuroscience, family social science, or a related field with at least one year of research experience. The position requires strong interpersonal, organizational, and time management skills, ability to work independently, and interest in the neural and social correlates of mental health. Given the nature of the study, data collection will often occur on evenings and weekends. The project coordinator should be comfortable interacting with diverse adult couples from the community, as well as working closely with undergraduate student research assistants, graduate students, and post-docs.
Experience with Microsoft Word, Excel, and PowerPoint and with searching literature databases (e.g., PubMed, Google Scholar) is required. Preference will be given for experience with programming (e.g., R, Matlab, Python) and/or use of neuroscience methods, particularly fMRI, but these are not requirements to be competitive for the position. Proficiency with statistical analysis software (e.g., R, SPSS) is preferred.
The position will ideally start early 2021; exact start date is flexible. This is a one-year position renewable contingent on performance. Salary will be commensurate with experience and will include health benefits. Review of applications will begin immediately and continue until the position is filled. Interested individuals should email a cover letter, CV, and contact information of 2-3 references to Dr. Erin Maresh at firstname.lastname@example.org. Please include all documents in a single pdf file and include your last name in the file. Questions regarding the position can also be directed to Dr. Erin Maresh.
Located in the beautiful Southwest desert, Tucson is nestled between the Catalina and Tucson Mountains. This bicycle-friendly city has a rich history of cultural diversity and is known for its thriving arts, music, and food scenes, excellent cost-of-living, and year-round outdoor activities, from hiking desert trails to skiing Mt. Lemmon.
Outstanding UA benefits include health, dental, and vision insurance plans; life insurance and disability programs; paid vacation, sick leave, and holidays; UA/ASU/NAU tuition reduction for the employee and qualified family members; state and optional retirement plans; access to UA recreation and cultural activities; and more!
Research Fellowships, Yale University School of Medicine - New Posting
The Yale Autism Center of Excellence (ACE) and Yale Social and Affective Neuroscience of Autism Program (SANA) is interested in recruiting highly qualified students for exciting pre-doctoral fellowships for current graduates or graduating seniors. Anticipated start date is September 2021 and may start remotely in accordance with Yale University guidance around COVID-19.
- Yale Fellowship in Developmental Psychopathology and Social Neuroscience
Successful applicants will be involved in a 1-to-2-year training program involving clinical research experience. The primary training experience will be in daily activities related to behavioral, psychophysiological, eye-tracking and neuroimaging studies of toddlers and children with and without autism. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results.
Completed applications including cover page, CV, official transcripts, letters of recommendation and personal statements are due no later than February 7, 2021.
Additional information about the lab can be found on our website: https://medicine.yale.edu/lab/chawarska/jobs/postgrad/
Questions regarding the Yale Fellowship in Developmental Psychopathology and Social Neuroscience may be directed to Dr. Suzanne Macari at email@example.com.
- Yale Fellowship in Developmental Neuroscience of Autism
The recipient of the fellowship will be involved in a 1-to-2-year training program in data science, cutting-edge computational technologies in a clinically based developmental disabilities research lab. The primary experience will be in daily activities related to training in rapid prototyping and robust development of translational technologies, which may include eye-tracking technologies, image processing, physiological sensing technologies, machine learning projects and experimental paradigms. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results.
Completed applications including cover page, CV, official transcripts, letters of recommendation and personal statements are due no later than February 7, 2021.
Additional information about the lab can be found on our website: https://medicine.yale.edu/lab/chawarska/jobs/translational/
Questions regarding the Yale Fellowship in Developmental Neuroscience of Autism may be directed to
Dr. Angelina Vernetti at firstname.lastname@example.org.
Peace Corps Applications
Although we have temporarily suspended operations overseas in response to the COVID-19, we are still accepting and processing applications. Once we return to normal operations, we will need future Volunteers like you to resume our Peace Corps mission, and bring sustainable change to a community overseas.
Community Partners Job Listings
Community Living and Support Services (CLASS) supports folks with disabilities of all kinds and is currently hiring for a couple positions that would be a great fit for recent grads and current undergrads.
CLASS is a nonprofit organization that offers different services to individuals of varying abilities. Originally chartered as UCP of Pittsburgh, CLASS has grown into new regions and continues to expand its services.
CLASS is driven by organizational values that foster community inclusion for people with disabilities. The organization offers a variety of individualized services ranging from independent living skills training in the classroom to community-based case management for social, recreational, and residential supports.
Here is the job listing for our Community Partners Program. These jobs, particularly the Community Partners job, are great for recent grads because they offer flexible scheduling as well as opportunities to learn about Pittsburgh’s non-profit landscape while working with individuals in a holistic manner (e.g., case management, community integration, skill-building). It’s more than traditional case management and it’s a very rewarding way to develop work experience.
Hands of Hope, Residential Care Program
I am with Casa de Esperanza, a non-profit in Houston, Texas. Casa de Esperanza provides residential care to children birth through six who are in crisis due to abuse, neglect, or the effects of HIV. Care is provided in our neighborhood by our Hands of Hope interns. Our interns, most of whom are recent college graduates, join us for a year of service (a twelve-month full-time post-graduation internship). Applicants wishing to complete shorter internships are considered on a case by case basis. We provide on-site housing (interns live with the children they are caring for) and interns join us from all over the United States to be part of our internship program.
Information about our internship may be found here: https://www.casahope.org/hands-of-hope-internship
The application for our internship may be found here: https://www.casahope.org/application-part-one
Interns in our program gain valuable experience that is relevant to a number of fields and future career goals while simultaneously making a meaningful difference in the lives of a vulnerable group of children.
PennEnvironment is Hiring
PennEnvironment is a people powered organization dedicated to protecting Pennsylvania's air, water and open spaces. We investigate problems, craft solutions, educate the public and decision-makers, and help the public make their voices heard in local, state and national debates over the quality of our environment and our lives.
Right now PennEnvironment is hiring for a Conservation Associate to defend our cornerstone conservation programs from attack at the federal and state level; work to promote and increase stewardship of our public lands and open spaces; and tackle the threat that single-use plastics like bags, straws and foam takeout containers are having on our communities, our waterways and our wildlife.
In addition, we are hiring for a Western Pennsylvania Field Organizer (based in Pittsburgh) to educate and energize the public on the most critical environmental issues facing the planet, including tackling climate change, halting fracking, reducing air and water pollution, and getting off of single-use plastics. Our organizer will work to build the power needed to convince our elected officials to tackle these issues, including grassroots mobilization, activating coalition partners and decision makers and garnering media attention.
Interested folks can learn more about these jobs with PennEnvironment at http://pennenvironment.org/page/pae/jobs.