Assistant Professor in Counselor Education (Tenure-Track)
Position Summary
The Neag School of Education invites applications for a tenure-track,
assistant professor position in counseling in the Department of
Educational Psychology. The successful candidate will teach graduate
courses in the CACREP-accredited program in School Counseling (http://counseling.education.uconn.edu)
leading to a Master of Arts degree in Educational Psychology and the
program in Counselor Education and Counseling Psychology, leading to a
Ph.D. in Educational Psychology. All programs in counseling emphasize
culture and gender issues, and sensitivity to the needs of special
populations. Persons of color and others from diverse backgrounds are
strongly encouraged to apply. The successful candidate will teach
graduate courses in the counseling program; maintain an active
research agenda; seek external funding; advise students; have academic
as well as clinical experience specific to school counseling; fulfill
service responsibilities to the program, department, school,
university and the broader community; and advocate for the profession
of school counseling.
The University of Connecticut (UConn) is in the midst of a
transformational period of growth supported by the $1.7B Next
Generation Connecticut (http://nextgenct.uconn.edu/) and the $1B
Bioscience Connecticut (http://biosciencect.uchc.edu/) investments and
a bold new Academic Plan: Path to Excellence (http://issuu.com/uconnprovost/docs/academic-plan-single-hi-optimized_1).We
are pleased to continue these investments by inviting applications for
a tenure-track faculty position in the Department of Educational
Psychology at the rank of assistant professor. The Department of
Educational Psychology is ranked 14 in the nation by U.S. News & World
Report. It has 31 tenured/tenure-track faculty members and 247
graduate students, and actively engages in research across several
disciplines. Key strengths for the department include school counselor
education; special education; gifted and talented education;
creativity and innovation; research design, evaluation, and
measurement; educational technology; school psychology; and cognition
and instruction,
The successful candidate will be expected to contribute to research
and scholarship through extramural funding, high quality publications,
impact as measured through citations, and national recognition as
through honorific awards. In the area of teaching, the successful
candidate will share a deep commitment to effective instruction at the
undergraduate and graduate levels, development of innovative courses
and mentoring of students in research, outreach and professional
development. Successful candidates will also be expected to broaden
participation among members of under-represented groups; demonstrate
through their research, teaching, and/or public engagement the
richness of diversity in the learning experience; integrate
multicultural experiences into instructional methods and research
tools; and provide leadership in developing pedagogical techniques
designed to meet the needs of diverse learning styles and intellectual
interests.
Minimum Qualifications
Earned Ph.D. or doctorate in counselor education or related field by
time of appointment; professional identify as a counselor educator as
evidenced by research or professional affiliations associated with the
ASCA National Model, the Education Trust’s Transformed School
Counseling Initiative, or the College Board’s National Office for
School Counselor Advocacy; experience related to promoting educational
equity for underrepresented students; experience supervising school
counseling interns and/or practicum students; and a minimum of two
years’ experience working as a professional school counselor in a K-12
setting.
Preferred Qualifications
College teaching experience; demonstrated research interest in topics
related to equity-based school counseling including social/emotional
learning, academic success, and/or postsecondary readiness counseling.
These topics may include diversity in relation to English Language
Learners, students with disabilities, students of color, and/or gender
identity; experience and or interest with models for creating school,
family, and community partnerships with school districts; demonstrated
skills and abilities for collaborating with university colleagues and
community members; demonstrated skills establishing innovative
research and practice for successful postsecondary and career pathways
for diverse and underrepresented student groups; and a degree from a
CACREP accredited program.
Appointment Terms
This is a full-time, 9-month, tenure track position with an
anticipated start date of August 23, 2017. The successful candidate’s
academic appointment will be at the Storrs campus. Faculty may also be
asked to teach at one of UConn’s regional campuses as part of their
ordinary workload. Salary will be commensurate with qualifications and
experience.
To Apply
Select “Submit” to complete your application. Please submit the
following materials: a cover letter, curriculum vitae, teaching
statement (including teaching philosophy, teaching experience,
commitment to effective learning, concepts for new course development,
etc.); research and scholarship statement (innovative concepts that
will form the basis of academic career, experience in proposal
development, mentorship of graduate students, etc.); commitment to
diversity statement (including broadening participation, integrating
multicultural experiences in instruction and research and pedagogical
techniques to meet the needs of diverse learning styles, etc.); and
sample journal articles or books.
Additionally, please follow the instructions in Academic Jobs Online
to direct five reference writers to submit letters of reference on
your behalf. Evaluation of applicants will begin October 30, 2016.
For more information regarding the Department of Educational
Psychology please visit the department website at
http://epsy.education.uconn.edu
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The University of Connecticut is committed to building and supporting
a multicultural and diverse community of students, faculty and staff.
The diversity of students, faculty and staff continues to increase, as
does the number of honors students, valedictorians and salutatorians
who consistently make UConn their top choice. More than 100 research
centers and institutes serve the University’s teaching, research,
diversity, and outreach missions, leading to UConn’s ranking as one of
the nation’s top research universities. UConn’s faculty and staff are
the critical link to fostering and expanding our vibrant,
multicultural and diverse University community. As an Affirmative
Action/Equal Employment Opportunity employer, UConn encourages
applications from women, veterans, people with disabilities and
members of traditionally underrepresented populations.