Associate or Full Professor, Developmental Psychology
Teachers College, Columbia University
December 22, 2017
New York, New York
Full Time - Experienced
Academic / Research
Teachers College, Columbia University is recruiting a developmental psychologist at the mid-career (associate or full professor) level to assume a full-time faculty position to begin Fall, 2018, in the Program in Developmental Psychology. The ideal candidate studies children and youth in various contexts and examines how context and experience contribute to disparities in social, emotional and cognitive learning outcomes. Such a candidate would combine theoretically-framed research with design and evaluation of prevention and enrichment programs. Ideally the populations studied include poor, minority, or immigrant children and youth. Candidates should have substantial experience in teaching a range of courses at the masters and doctoral level in developmental theory and methodology across a wide age range. In addition to scholarly work, candidates will teach masters and doctoral level courses in social-cognitive development and in developmental research methods, as well as in their own areas of specialization. Candidates should submit applications electronically to email@example.com that include a vita, statements of teaching and research interests and qualifications, and the names of three individuals who can be contacted as references. Deadline for applications January 15, 2018.
Teachers College as an institution is committed to a policy of equal opportunity in employment. In offering education, psychology, and health studies, the College is committed to providing expanding employment opportunities to minorities, women, and persons with disabilities in its own activities and in society.
TEACHERS COLLEGE is the graduate school of education, psychology and health professions of Columbia University. The College was founded in 1887 by philanthropist Grace Hoadley Dodge and philosopher Nicholas Murray Butler to provide a new kind of schooling for the teachers of poor children of New York, one that combined a humanitarian concern to help others with a scientific approach to human development