The Bates College Department of Psychology invites applications for a tenure-track position in Clinical or Counseling Psychology at the rank of Assistant Professor beginning in August 2024. We particularly desire someone whose research or teaching focuses on such topics as cultural or social determinants of mental health or psychopathology, mental health disparities and inequities, health and wellness in marginalized or oppressed groups, public or community-based mental health, or clinical health psychology. The successful candidate will share our enthusiasm for fostering students’ ability and motivation to engage in scientific inquiry and to apply the resulting knowledge. The successful candidate will have a strong commitment to undergraduate teaching (typically 4-5 courses/year including labs), including supervision of undergraduate theses. The candidate will be expected to maintain an active research program as well as to teach foundational courses (one of which will be Abnormal Psychology), courses in their specialty area, and courses that are part of our general education curriculum. Strongest consideration will be given to candidates whose teaching offers opportunities for collaboration with the Department of Anthropology, given a commitment from Psychology for this position to offer one cross-listed course in Anthropology. As appropriate, courses may include a community-engaged component (e.g., field placement), and a successful candidate may also teach statistics, research methods (community-based or lab-based), or other courses that would complement the curriculum in the psychology department and across the college.
The college’s mission statement celebrates “the transformative power of our differences.” Accordingly, we believe that campus diversity can contribute to student learning, and we embrace the college’s aim to extend access to a Bates education to an ever-wider range of students. We strongly encourage applications from individuals in underrepresented groups, individuals who have followed non-traditional pathways to higher education due to societal, economic, or academic disadvantages, and individuals with a demonstrated capacity to advance the college’s continuing commitments to equity and inclusion.