The Department of Educational Psychology addresses themes of cognition, behavior, and emotion within our society by generating research, disseminating knowledge, and preparing a diverse body of scholars who take leadership in their fields while enhancing the development and effective functioning of individuals, schools, and families.
The position of postdoctoral scholar is a research-intensive appointment in the Department of Educational Psychology for the Home Instruction for Parents of Preschool Youngsters (HIPPY) project. The position involves the conduct of self-directed research and evaluation of an intervention that involves early childhood development and/or family theory. The postdoctoral scholar will work with large data sets, data collection, and coordination of research with school district administrators and instructional personnel. The focus of the scholar’s research agenda is broadly defined as qualitative or quantitative examination of developmental trajectories that prepare young children for Kindergarten or First Grade, and includes the dynamics of community-based programming through intervening with families in their homes. The scholar will seek additional grant funding to support research projects and publish their work in peer reviewed outlets working under the supervision of the PI and Co-PI of the project, both of whom are tenured faculty in the Department of Educational Psychology. The scholar will also work as a collaborative member of the project team and maintain regular work hours on campus Monday through Friday. Mentorship will be provided by the Principal Investigator and Co-Investigator faculty for HIPPY. The post-doctoral scholar will design proposed research projects and work with the PI and Co-PI to further develop and implement plans for HIPPY.
The position requires a PhD (by May 2021) in Human Development, Family Science, Educational Psychology, Learning Science, or other similar field of inquiry; experience in collaborative team science and comprehensive literature reviews. Quantitative or qualitative research experience in examining developmental trajectories that prepare young children for Kindergarten or First Grade. Experience or interest exploring the dynamics of community-based intervention programming and/or family involvement as it relates to child development.
Demonstrated interest/expertise in longitudinal data analysis or other quantitative developmental research methods is preferred, along with work conducting field research and data collection. Experience initiating research projects in child development, family science, or a related area. Successful grant writing experience. A publication record reflecting scholarship in well-regarded, ranked, peer-reviewed outlets. A reputation for working as a collaborative team member with a variety of constituents in educational contexts.