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Faculty Opportunities

Two Positions: Assistant Professor of School Psychology (Tenure Track)

The School Psychology Programs in Fordham University’s Graduate School of Education invites applications for two tenure-track positions in the area of school psychology at the assistant professor level. Review of applications begins on January 31, 2022 and continues until the positions are filled, with employment commencing in August 2022. This is an opportunity to take a major role in shaping the future of one of the leading programs in school psychology located in one of the most vibrant and diverse cities in the world. We are especially interested in attracting candidates with practical experience in school psychology who mirror and engage with the intersectionalities in the broader New York City community.

Expectations and Minimum Qualifications

  • Earned doctorate from an APA-accredited program in school psychology, including those whose doctoral degree will be completed prior to the start date of the appointment.
  • A demonstrated commitment to creating an inclusive learning and working environment and ability to engage effectively with students, faculty, and staff of diverse backgrounds across the school and university.
  • A commitment to excellence in graduate-level teaching in the areas of assessment, consultation, and/or counseling.
  • Ability to establish and maintain a comprehensive agenda of research, grantsmanship and scholarship in an area relevant to the field of school psychology. These areas include but are not limited to anti-racist and/or neuropsychological assessment and prevention, bilingual school psychology, consulation, preschool psychology, therapeutic interventions and resilience.
  • Ability to serve as an academic advisor and research mentor for graduate students in school and counseling psychology.
  • Potential to provide service to schools, professional associations, or other agencies

Preference will be given to candidates who:

  • Are license-eligible in New York State
  • Have completed or are eligible to complete an APPIC or APA-accredited internship
  • Have experience or expressed interest in:
    • teaching graduate-level courses in biological, cognitive, and social bases of human behavior and/or research methods
    • mentoring dissertation research and supporting the publications of student theses
    • becoming adept with instructional technology applications and distance delivery methods for graduate education
    • pursuing external funding to support the training of our students and expand the outreach of our Hagin Assessment Center
    • coordinating outreach activities and/or participatory-action research with educational and other agencies
    • providing service to national school psychology associations

 

TO APPLY:  Submit letter of intent, curriculum vita, names and contact information of three references, and a statement of current and future research plans including explicit discussion of how the applicant will contribute to the school’s core mission of social justice education. We encourage applicants to discuss in their letter of application how their previous professional and academic experiences might contribute to or strengthen a department committed to preparing school psychologists working in an increasingly diverse and connected world.

If you have questions about the search, please contact Dr. Fran Blumberg, Division Chair. Materials and questions can be sent to: peschair@fordham.edu.

Located in Manhattan and Westchester County, Fordham University’s Graduate School of Education is committed to preparing educators, school leaders, counselors, and psychologists to promote social change and equity while serving all individuals in inclusive learning and therapeutic environments. Our graduates are professionals who implement an asset-based perspective that recognizes the cultural wealth that children and clients bring to education and counseling, their individual strengths and needs, and the systemic challenges and opportunities that affect their experiences in schools and the community. GSE’s campus community affirms and celebrates the identity of every individual. We are committed to a continuous process of acknowledging and dismantling racism and other forms of oppression and discrimination that cause systemic inequity. We likewise are committed to justice-focused, equity-driven, and culturally-sustaining practices that lead to improved learning opportunities and better social and mental health outcomes for individuals in all communities. Fordham’s School Psychology programs are nationally recognized by the National Association for School Psychology and by the American Psychological Association. The programs are housed within the Division of Psychological and Educational Services (PES), which also includes the Counseling and Counseling Psychology programs. The other two divisions in GSE are the divisions of Curriculum and Teaching (C&T) and Educational Leadership, Administration and Policy (ELAP). Founded in 1841, Fordham is the Jesuit University of New York, offering exceptional education distinguished by the Jesuit tradition to approximately 15,500 students in its four undergraduate colleges and its six graduate and professional schools. Fordham University is an independent Catholic University in the Jesuit tradition that welcomes men and women of all backgrounds. Fordham is an equal opportunity employer.

Assistant Professor of Educational Leadership, Administration, and Policy Fordham University

Position Description

The Division of Educational Leadership, Administration, and Policy invites candidates to apply for a tenure-track assistant professor position in PreK-12 Educational Leadership, to begin August 2022. The position requires active scholarship and productive teaching and mentoring in the Division’s EdD program and other educational leadership programs.

Interested individuals must have (1) passion and demonstrated commitment to developing leaders who strive to improve the educational opportunities and outcomes of racially, ethnically, culturally, economically, and linguistically diverse communities; (2) an active research agenda or a commitment and capacity to establish an active research agenda; (3) the ability to teach one or more PreK-12 leadership areas; (4) expertise in one or more research methods (quantitative, qualitative, or mixed methods), and (5) outstanding communication skills.  A record of (1) experience as a site, district, or higher education leader who has established collaborative partnerships within PreK-12 communities; and (2) experience or capacity and interest to seek or secure external funding.

The primary teaching responsibilities of this position include contributing to our EdD and Master’s degree programs in school and district leadership and may include teaching in our Ph.D. program in Church and nonpublic School Leadership. Teaching in our three-year cohort-based EdD program (with cohorts on two campuses and online) is a priority. The EdD program is based on the Carnegie Project for the Education Doctorate (CPED) model and uses improvement science, design thinking, and ethics and social justice as frameworks for coursework and dissertations of practice.

Essential duties:

  • High impact research, scholarship, and presentations at the local, state, national and international levels
  • Teaching up to five 3-credit courses during the academic year, at our Manhattan, Bronx, or Westchester campuses or on-line
  • Curriculum and program development
  • Doctoral dissertation mentoring and supervision
  • Collaborating with faculty within and across programs and divisions for program development, teaching, and scholarship
  • Continuous improvement assessment
  • Assistance in program coordination and student support and management
  • Partnership development and support with local school leaders and policymakers
  • Grant submissions and administration
  • Involvement in state, national and international associations and organizations focused on education
  • Dynamic engagement with high-need schools and systems

Required qualifications:

  • Doctorate in Educational Leadership, Education Policy, Public Administration, or relevant emphasis in education
  • Prior administrative/leadership experience in Pre-K-12 educational setting
  • Demonstrated commitment to social justice
  • A proven record of, or potential for, publication and scholarly work in the relevant field such as educational leadership and administration 
  • Successful performance in, or potential for, teaching and conducting research in one or more of the following areas:
  • Urban education
  • Leadership for equity and social justice
  • Transforming schools, districts, and communities
  • Instructional leadership
  • Organizational change
  • Leadership theory
  • Educational policy
  • Applied economics and finance
  • Expertise in research methods in one or more of the following areas:
  • Qualitative (e.g., ethnographic, grounded theory, or case methodology)
  • Quantitative (e.g., social network analysis, large-scale data analysis, facility in analyzing school district and state data sets, and intermediate- to high-level statistical expertise)
  • Mixed methods (including improvement science, design-based research, action research, or related approaches)
  • Program evaluation

 

  • Ability to work with and support diverse student bodies and in diverse communities 
  • Ability to develop effective collaborative partnerships with community stakeholders and colleagues across multiple disciplines 
  • Experience with teaching or willingness to teach in an online modality

Preferred qualifications:

  • Experience or research in urban education
  • Experience or ability to advise graduate students
  • Experience or ability in teaching in higher education
  • Understanding of educational reform, research-based initiatives, and policy analysis 
  • Experience with, or willingness to learn and implement Improvement Science, design-based methods, or related approaches to continuous improvement
  • Ability to successfully supervise dissertations of practice
  • Ability to collaborate on curriculum development and program development 
  • Evidence of strong interpersonal and organizational skills 

Additional information

The Division of Educational Leadership, Administration, and Policy (ELAP) is one of three divisions in the Graduate School of Education. In addition to ELAP’s EdD program in Educational Leadership, the Division prepares master’s and advanced certificate candidates in school and district leadership and Catholic school leadership. The Division also offers a Ph.D. in Church and Nonpublic School Leadership. 

The other two divisions in the Graduate School of Education are the divisions of Curriculum and Teaching (C&T) and Psychology and Educational Services (PES). Fordham University’s Graduate School of Education is committed to preparing educators, school leaders, counselors, and psychologists to promote social change and equity while serving all individuals in inclusive learning and therapeutic environments.

Our graduates are professionals who implement an asset-based perspective that recognizes children’s and clients’ individual strengths and needs, the community cultural wealth they bring with them, and the systemic challenges and opportunities that affect their experiences in schools and the community. GSE’s campus community affirms and celebrates the identity of every individual. We are committed to a continuous process of acknowledging and dismantling racism and other forms of oppression and discrimination that cause systemic inequity. We likewise are committed to justice-focused, equity-driven, and culturally-sustaining practices that lead to improved learning opportunities and better social and mental health outcomes for individuals in all communities.

Fordham is an independent, Jesuit University of the City of New York. Diversifying its faculty and curriculum is at the heart of the mission and vision of Fordham University. We are committed to an application process accessible to individuals with disabilities and encourage applicants to request any needed accommodation(s). We value and are committed to a host of diverse populations and cultures, including, but not limited to, those based on ability, age, ethnicity, gender, gender identity, national origin, race, religion, sexual orientation, veteran status, or any other characteristic protected by law.

Fordham University is committed to excellence through diversity and welcomes candidates of all backgrounds. Fordham is an Equal Opportunity Employer.

To apply

To receive the fullest consideration, applications should be completed by January 31, 2021, but applications will be reviewed until the position is filled. Applicants should provide the following materials to elapgse@fordham.edu.

1.          A letter of introduction and description of professional goals, research plans, and accomplishments

2.          An academic vita and sample of recent publications/manuscripts in preparation/or academic papers.

3.          Exemplar teaching evaluations and graduate courses within your areas of expertise (if available)

4.          Three letters of reference or names of individuals to contact for recommendations

Date: 12-1-2021

Full-Time Assistant Professor Position (Ecologist)

The Department of Natural Sciences, located at Fordham College at Lincoln Center, has a full time, tenure-track position available for an ecologist, starting fall 2022.  The department offers an interdisciplinary undergraduate major in Natural Science with the opportunity for majors to complete a concentration within the major in Cellular and Molecular Biology, Organismal Biology or Chemical Sciences.  The Department also participates in several interdisciplinary programs including the Environmental Science Program and the Integrative Neurosciences major.  Recent graduates of the Natural Science, Integrative Neuroscience, and Environmental Studies majors have pursued careers in health professions such as medicine, dentistry, veterinary medicine, pharmacy, and optometry as well as disciplinary graduate programs in ecology, conservation biology, chemistry, neuroscience, and forensic science.  Our mission is to provide undergraduates with the best possible education in lecture and laboratory classes and in faculty-mentored research.

The successful candidate is expected to develop an active research program in the field of ecology (or related) that will involve undergraduate students.  Our location is well-suited for candidates with an interest in urban ecology and there are opportunities for collaboration with the American Museum of Natural History, the Wildlife Conservation Society, and others in the NYC area.  Candidates must be excellent teachers and must evince a strong commitment to mentoring undergraduate researchers.  The department is seeking a candidate who is interested in innovative teaching techniques in the sciences.  Teaching responsibilities will include Ecology with lab and Environmental Science as well as other courses that support the major.  The applicant must have a Ph.D. in Biology or Ecology, with teaching experience.  Post-doctoral experience is highly desirable.

Fordham is an independent, Catholic University in the Jesuit tradition committed to excellence through diversity.  Fordham is an equal opportunity employer, and we especially encourage women, people of color, veterans, and people with disabilities to apply.

Additionally, Fordham University is proud to be one of only 13 institutions specifically designated in Ambassador Luce’s bequest to receive funding in perpetuity to support women in STEM; this support includes opportunities for Fordham students as well as funding for a Clare Boothe Luce Professorship.  The finalist for this position may also be eligible for further consideration for a Clare Boothe Luce Professorship for beginning tenure-track faculty.

Submit curriculum vitae and statements of teaching and research interests, and arrange to have three letters of reference submitted to: Interfolio ID:87591or submit all materials to Dr. Martin Di Grandi, Chair, Department of Natural Sciences at mdigrandi@fordham.edu. Applications will be acted upon as received; no new applications will be accepted after January 15, 2022.

Date: 10-05-2021

Full-Time, Non-Tenure-Track Lecturer Position in Journalism

Fordham University, the Jesuit University of New York, invites applications for a full-time, non-tenure-track Lecturer position in the Department of Communication and Media Studies, to start January 2022. The position is split between our Manhattan and Bronx campuses, with office space provided at both. This is a full-time, salaried position, with opportunity for ongoing renewal as a full-year position beginning in September 2022.

The ideal candidate will be a resourceful, responsive teacher-practitioner of multimedia journalism, proficient in one or more of the following areas: digital storytelling, audio or video narrative, data journalism, mobile reporting and production, data visualization, or participatory media design. Candidates must have teaching competency in multimedia production, including digital content consistent with current journalistic practice. Beat area topical expertise a plus. Lecturers will teach undergraduate courses in the various types and stages of journalistic reporting and storytelling across media platforms from introductory to advanced and will advise undergraduate students in course selection and career development. There is potential to teach in our Public Media MA program in our multi-platform journalism concentration. We are especially keen to receive applications from candidates with experience covering social justice issues and/or communities of color.

Qualifications

  • Master’s Degree in Journalism, Communication or related field, or significant professional experience
  • Professional experience in journalism, including a solid grounding in contemporary journalistic challenges, standards, practices, and ethics
  • Previous university teaching experience
  • Competency in a minimum of one multimedia production area
  • Commitment to mentoring and advising students
  • Ability to advise campus media outlets desirable
  • Candidates who have a demonstrated commitment to equal opportunity and experience in multicultural environments preferred

To Apply

Submit application electronically via INTERFOLIO apply.interfolio.com/93220

Include (1) a cover letter with qualifications; (2) curriculum vitae with the names of three references; (3) up to three samples of journalistic content (one of which can also be a piece of academic writing); and (4) teaching evaluations from relevant university courses.

DEADLINE: FRIDAY, OCTOBER 15, 2021.

Fordham is an independent, Catholic University in the Jesuit tradition that welcomes applications from all backgrounds. Fordham is a

 

Date: 08-16-2021

Non-Tenure Track Teaching Postdoc

Applications are invited for a non-tenure track teaching postdoc position in the Department of Biological Sciences at Fordham’s Rose Hill Campus in the Bronx for Fall 2021. This position has an initial appointment of one year with the possibility of renewal contingent upon performance, availability of resources, and the needs of the department.

Teaching postdoc duties consist of teaching three (3) sections each semester. Candidates must have earned a Ph.D. in some area of Biological Sciences and have shown potential for excellence in undergraduate teaching. The Department of Biological Sciences values diversity among its members, is committed to building a diverse intellectual community, and strongly encourages applications from all underrepresented groups. Further details about positions and our department may be found at https://www.fordham.edu/biology.

Applicants should email a cover letter and curriculum vitae to franks@fordham.edu. Address the cover letter to Dr. Steven Franks, Chair, Department of Biological Sciences, Fordham University, Bronx, NY 10458. Review of applications will begin immediately.


Date: 04-19-2021

Fordham University
Graduate School of Education
Programs in School Psychology

Position: Assistant Professor of School Psychology (Tenure Track)

Primary responsibilities for this position include teaching in the Master's, Advanced Certificate, and the APA-accredited PhD Programs in School Psychology. The successful applicant will also be expected to establish and maintain a comprehensive agenda of research and scholarship in the area of integrated behavioral health, with particular attention to intervention services for children who are ethnic minority and historically underrepresented in healthcare and school systems. The candidate will also be expected to provide effective mentorship to promote graduate students’ professional competence, skill development, and research, including doctoral dissertations; contribute to initiatives and activities in the division and university, and pursue external funding for research, teaching, and service. Furthermore, given our multicultural emphasis, applicants should possess a demonstrated commitment to issues of diversity.

Minimum Qualifications:

  • Earned doctorate from an APA­ accredited program in school psychology
  • Commitment to diversity and excellence in graduate preparation;
  • Established record of (or demonstrated ability to establish) a comprehensive and sustained agenda of research, scholarship, and grants in culturally-relevant school psychology, and prevention;
  • Competence to make major contributions to instruction of graduate-level courses in consultation and counseling.
  • Skills to serve as an academic adviser and research mentor for graduate students;
  • Ability to work collaboratively with faculty and students across the college and university;
  • Potential to provide service to schools, professional associations, and other agencies;
  • Must hold licensure as a psychologist in New York.

Preference will be given to candidates who also have:

  • Strong evidence of scholarly writing for publications and/or grant proposal writing;
  • Competence in teaching a division-wide course in the biological bases of human behavior;
  • Evidence of success in prior graduate instruction, program development, student mentoring, and dissertation advisement;
  • Experience with instructional technology applications and distance delivery methods for graduate education;
  • Successful outreach activities with educational and other agencies and service to national school psychology associations.

For more information contact the Chair of the Search Committee, Dr. Yi Ding, Program Director.

To Apply: Submit letter of intent, curriculum vita, statement of current, future research plans, and names and contact information of three references. Materials should be sent to: yding4@fordham.edu.

Review of applications will begin immediately and continue until the position is filled. Position begins September 2020.

The School Psychology Program at Fordham University is a part of the NCATE-accredited Graduate School of Education. Located in Manhattan, the program is committed to addressing educational issues that arise in a diverse community of people ranging from the economically disadvantaged to the wealthy. It is a large community that demands many varied psychological and educational services and requires sensitivity and understanding of the special needs of those whose cultural backgrounds and/or language skills make their receiving quality education a challenge.

Fordham University is committed to excellence through diversity and welcomes candidates of all backgrounds. Fordham is an Equal Opportunity Employer.

Located in Manhattan and Westchester County, Fordham University’s Graduate School of Education is committed to urban education and to increasing faculty diversity.  Fordham’s Graduate School of Education is NCATE accredited and the School Psychology programs are nationally recognized by the National Association for School Psychology and by the American Psychological Association. Founded in 1841, Fordham is the Jesuit University of New York, offering exceptional education distinguished by the Jesuit tradition to approximately 15,500 students in its four undergraduate colleges and its six graduate and professional schools. Fordham University is an independent Catholic University in the Jesuit tradition that welcomes men and women of all backgrounds. Fordham is an equal opportunity employer.


Fordham is an independent, Catholic University in the Jesuit tradition. Diversifying its faculty and curriculum is at the heart of the mission and vision of Fordham University. We are committed to an application process accessible to individuals with disabilities and encourage applicants to request any needed accommodation(s). We value and are committed to a host of diverse populations and cultures, including, but not limited to, those based on ability, age, ethnicity, gender, gender identity, national origin, race, religion, sexual orientation, veteran status, or any other characteristic protected by law. Fordham is an equal opportunity employer.