Position Detail

Assistant Professor of Clinical, Counseling, or School Psychology (#407)

Date Posted:
Faculty in Psychology and Education
Search Status:
Interviewing Candidates - not Accepting Applications
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We are not accepting applications for this position at this time.

The Department of Psychology and Education of Mount Holyoke College invites applications for a full-time tenure-track assistant professor in clinical, counseling, or school psychology beginning July 1, 2017. The successful candidate will demonstrate the ability to build a rigorous program of high quality research that integrally involves the contributions of undergraduate researchers. The successful candidate will have a demonstrated record of strong teaching at the undergraduate level and experience mentoring students who are broadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation, and religion.  The individual will also teach courses at the introductory and advanced level in clinical, counseling, or school psychology and contribute to the department’s core courses of introduction to psychology, statistics, or research methods, a demonstrated interest or experience in the teaching of statistics is preferred. The teaching load is 4 courses per year.

We seek a colleague who can contribute to our curriculum on adult, child or adolescent psychopathology and psychological distress as it manifests in different contexts and communities (e.g., schools, racial, ethnic or cultural groups). Applicants whose work 1) intersects with other subfields represented in our department: developmental/education, social, cognitive, and biological bases and 2) allow us to build stronger bridges between our department and other departments or programs within the College (e.g., Africana Studies, Spanish, Latin American and Latina/o Studies) and potentially across the Five College community (e.g., Five College Certificate in Culture Health and Science) are particularly encouraged to apply. One possible example is a researcher who examines social emotional interventions for school age-children. Another might be a researcher who studies cultural differences in perceptions of psychological well-being.

Mount Holyoke supports faculty scholarship through start-up funds, travel support, internal grants, and sabbaticals. Mount Holyoke also offers a comprehensive faculty mentoring program, a teaching and learning initiative, and invests in faculty across their career span. All candidates should have a doctorate at the time of application; postdoctoral experience is preferred.                  

Applications must be made online at https://jobs.mtholyoke.edu by submitting a cover letter, a CV and statements on the following: (1) teaching philosophy, (2) research plans, and (3) mentoring a diverse student body. Applicants should also arrange to have three letters of reference submitted on their behalf. Electronic prompts to referees will be generated automatically after the completed application has been submitted. To be assured full consideration, applications must be complete by August 31, 2016.

Mount Holyoke is an undergraduate liberal arts college for women with 2,200 students and 220 faculty.  Over half the faculty are women; one-fourth are persons of color.  Mount Holyoke College is located about 80 miles west of Boston in the Connecticut River valley, and is a member of the Five College Consortium consisting of Amherst, Hampshire, Mount Holyoke, and Smith Colleges and the University of Massachusetts. 

Mount Holyoke College is committed to enriching the educational experience it offers through the diversity of its faculty, administration, and staff members.  Mount Holyoke seeks to recruit and support a broadly diverse faculty who will contribute to the college's academic excellence, diversity of viewpoints and experiences, and relevance in a global society.  In furtherance of academic excellence, the College encourages applications from individuals from underrepresented groups in the professoriate, including faculty of color, faculty with diverse gender identities, first generation college students, individuals who have followed non-traditional pathways to college due to exceptional talent and motivation in the face of adversity, such as societal, economic or academic disadvantages, and individuals with a demonstrated commitment to applying and including diverse backgrounds and perspectives to learning, scholarship, service, and leadership in the academy.