FACULTY POSITION ANNOUNCEMENT
K-6 LITERACY READING & LITERACY PROGRAM Department of Educational Psychology College of Education University of Utah
The Department of Educational Psychology (http://ed-psych.utah.edu/) in the College of Education at the University of Utah invites applications for a tenure-track position at the Assistant Professor level with primary responsibilities in teaching and research in the area of K-6 Literacy in the Reading & Literacy program. With the growing diversity of its schools and communities, the University of Utah is committed to train future professionals engaged in working with diverse populations. The Reading & Literacy program in the Department of Educational Psychology offers undergraduate and graduate education in the areas of early literacy acquisition, reading comprehension, struggling readers, assessment and intervention of reading difficulties, content area literacy, children’s literature, and reading/writing pedagogy. Faculty members conduct basic or applied research in their area of expertise, and also provide support to the department’s other graduate degree programs in Learning Sciences, Counseling Psychology, and School Psychology.
Responsibilities: In addition to service at the program, college, and university levels, responsibilities will include: (1) developing and maintaining an ongoing program of scholarly research related to a central area of literacy, such as but not limited to early literacy and methods, struggling readers, reading/writing pedagogy, and teacher education; (2) designing, teaching, and coordinating core courses at the undergraduate and graduate levels to include K-6 preservice reading/writing methods, advanced courses in reading acquisition and comprehension, and in their areas of expertise in literacy; (3) supervising graduate student masters theses and doctoral dissertations; and (4) seeking and securing external funding to support research.
Qualifications: This position requires an earned doctorate in Educational Psychology, Curriculum & Instruction, or a related field with an emphasis on reading instruction. Candidates should have a strong program of theory-driven research that includes early literacy, struggling readers, or other literacy related specialties as well as K-6 classroom teaching. Candidates should be able to teach undergraduate level courses in reading/writing methods and graduate level courses in reading acquisition, reading methods, and related areas. Preference will be given to candidates with a strong commitment to research that is grounded in psychological theories of learning and cognition, and candidates must demonstrate a commitment to diversity and social justice.
Application Process: All applications must be submitted on-line (https://utah.peopleadmin.com/postings/98198)
via the University of Utah web site. Do not send application materials directly to the department. As part of the application process, you are required to upload (1) a letter of application that outlines interests and qualifications, (2) curriculum vitae, (3) selected research manuscripts or journal articles, and (4) contact information for three individuals from whom letters of recommendation can be requested. File review will begin October 14, 2019, and continue until the position is filled. Inquiries and requests for further information should be directed to the Search Committee Chair, Seung-Hee Claire Son ([email protected]).
Setting: The Reading & Literacy program offers Ph.D., M.S. and M.Ed. (in Reading & Literacy and Elementary Education) degrees through the department of Educational Psychology, University of Utah. The Reading & Literacy program works closely with the Urban Institute of Teacher Education (UITE) in the College of Education by providing course work in K-6 reading and writing methods and children’s literature. The program also works closely with the University of Utah Reading Clinic (UURC), which provides intensive instruction for struggling readers from many school districts throughout the state of Utah. Much of the graduate level course work provided by the program can be used by teachers to satisfy reading endorsements provided by the Utah State Board of Education.
Located in metropolitan Salt Lake City in the foothills of the Wasatch Mountains, the University of Utah is the state's flagship research institution and emphasizes exceptional scholarship, quality teaching, and professional service. The university serves over 32,000 students from across the U.S. and the world with over 72 major subjects at the undergraduate level and more than 90 major fields of study at the graduate level, including law and medicine. Known for its proximity to seven world-class ski resorts within 40 minutes of campus, the University of Utah encourages an active, holistic lifestyle, innovation and collaborative thinking to engage students, faculty and business leaders. Salt Lake City is a vibrant major metropolitan area with a diverse, multicultural population and numerous cultural and outdoor activities.
EEO/Diversity Information The University of Utah is an Affirmative Action/Equal Opportunity employer and does not discriminate based upon race, national origin, color, religion, sex, age, sexual orientation, gender identity/expression, status as a person with a disability, genetic information, or Protected Veteran status. Individuals from historically underrepresented groups, such as minorities, women, qualified persons with disabilities and protected veterans are encouraged to apply. Veterans’ preference is extended to qualified applicants, upon request and consistent with University policy and Utah state law. Upon request, reasonable accommodations in the application process will be provided to individuals with disabilities. To inquire about the University’s nondiscrimination or affirmative action policies or to request disability accommodation, please contact: Director, Office of Equal Opportunity and Affirmative Action, 201 S. Presidents Circle, Rm 135, (801) 581-8365.
The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.