The Department of Educational Psychology, College of Education and Human Development, University of Minnesota seeks an individual to contribute to the research, teaching, and service with a primary affiliation within the School Psychology Program. The position, beginning August 30, 2020, is full-time tenure-track position at the Assistant Professor level in a highly regarded college of a major urban research university. The salary is competitive and commensurate with experience.
We seek an individual with expertise in school-based data-based decision making and/or intervening within integrated service delivery models with an emphasis on academic development in K12 settings. We are especially interested in individuals whose research addresses learners from diverse populations, which may include historically marginalized groups, including individuals with intensive educational needs. Located in the culturally diverse cities of Minneapolis and Saint Paul, the University offers unique opportunities for research and participation in varied cultural communities.
The College of Education and Human Development is one of the top ranked professional schools of education in the nation. We are an inclusive, nationally distinctive college that explores education and human development across the lifespan to increase the intellectual synergy and cooperative inquiry required to address the complexity of educational and social issues facing children, youth, and families in the 21st century. As stated in our mission: The College of Education and Human Development is a world leader in discovering, creating, sharing, and applying principles and practices of multiculturalism and multidisciplinary scholarship to advance teaching and learning and to enhance the psychological, physical, and social development of children, youth, and adults across the lifespan in families, organizations, and communities.Additional information about the college and the department can be found at:http://cehd.umn.edu.
â‹Develop and sustain a strong and coherent record of scholarship, pertinent to data-based decision making and/or intervening within integrated service delivery models with an emphasis on students’ academic development in school settings. Applicants should be committed to securing external funds in support of their scholarly inquiry. Research in educational settings is preferred
â‹â‹Graduate Advising and Teaching
â‹Mentor doctoral-level student research. Teach graduate-level courses on topics such as academic prevention and intervention, assessment, and/or research methods. Course assignment(s) will build on the individual’s areas of expertise and research, and may include undergraduate course development and teaching in school psychology or other areas of the department. Serve on graduate committees for specialist students and graduate students in other areas of the department and college. This person is expected to make strong contributions to the ongoing activities of the department, school psychology program, the college, and the University.
â‹Participate in department, college, university, and other outreach and public engagement activities, including service on internal committees or task forces, making presentations to external constituencies. Participation in the activities of relevant professional organizations in school psychology is required.
An earned doctorate in school psychology from a program accredited by the American Psychological Association. Applications from doctoral candidates will be considered provided the individual can document that they are on track to complete the doctorate no later than the start date of this position.
Research background and experience in data-based decision making and/or intervening with an emphasis on academic development within P12 school settings.
Evidence of a programmatic line of research and resultant research productivity or the potential for productivity in the form of peer-reviewed publications and conference presentations and other relevant research products (e.g., book chapters, books, research reports).
Eligibility for state certification as a school psychologist in Minnesota or national certification as a school psychologist.
Applied fieldwork or employment in P12 educational settings.
Evidence of success in or potential for securing external funding.
Higher education teaching and student advising experience at the graduate level.
Commitment to advancing equity and diversity in school psychology and beyond.
Scholarship that addresses mathematics development of individuals with varying levels of instructional needs.
Record of community/school collaborations and public engagement activities.
Demonstrated ability or potential to work collaboratively and collegially in department, college, university, and community service and governance.
Ability or potential to engage in interdisciplinary research.
Internal Number: 332915
About University of Minnesota, Twin Cities
The University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education for a diverse community; and to the application of this knowledge to benefit the people of the state, the nation, and the world.