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 ( 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 ( and the $1B Bioscience Connecticut ( investments and a bold new Academic Plan: Path to Excellence ( 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

Visit Evaluation of applicants will begin October 30, 2016