Carnegie Mellon University Assistant Professor (Tenure-Track) Positions

The Department of Psychology at Carnegie Mellon University anticipates making a cluster of tenure-track appointments at the Assistant Professor level over the coming years. We are interested in candidates with a strong grounding in psychological theory, cutting-edge methods, cross-cutting research programs, and high-quality teaching. Our interest is less in specific research areas or methods than in excellence, innovation, and a strong connection to theory-driven research that will facilitate developing a dynamic, successful, and diverse cluster of next generation scientists. For the present hiring cycle we are particularly seeking applicants in the following broad areas:

(1) Social Psychology and Health. We seek applicants with a background in social and/or health psychology. We are open to areas of specialization within these fields. Ideally, applicants will have strong statistical training and quantitative skills.

(2) Cognitive Psychology / Developmental Psychology / Cognitive Neuroscience. We seek applicants addressing issues relevant to human cognition, its development, and its neurobiological basis. We are open to areas of specialization within these fields.

Across all areas of interest, we place high value on programmatic, theory-driven research that contributes to the substantive advancement of the field. Moreover, applicants who have areas of interest that connect areas in our department – cognitive, cognitive neuroscience, developmental, education, and social/health psychology – are especially encouraged to apply.

Successful candidates will join a growing and highly interactive cross-departmental research community invested in human behavior and its psychological and biological bases, as embodied by CMU’s BrainHub, a campus-wide initiative to expand brain research across disciplines, and Simon Initiative, fostering a continuous cycle in which learning science informs educational practice. The Department of Psychology has particularly strong ties to computer science, machine learning, engineering, modern languages, human-computer interaction, philosophy, social and decision sciences, and the Tepper School of Business. Our community is complemented by many collaborations with the University of Pittsburgh, including partnership through the Center for the Neural Basis of Cognition, an interdisciplinary and collaborative research and training center jointly administered across institutions.

Carnegie Mellon is a highly supportive environment for scientists seeking to span disciplines and employ multiple methodologies in their research. Facilities include a state-of-the-art MRI facility, EEG, NIRS, and MEG systems, and large-scale, high-performance computing clusters situated in a highly collaborative environment. Carnegie Mellon offers highly competitive salaries and startup packages in an attractive and highly livable urban environment.

We especially encourage candidates from diverse backgrounds to apply. Completed applications will begin to be reviewed immediately and will be considered on a rolling basis through October 31, 2017. To apply to this position, please see: Questions may be addressed to

Carnegie Mellon University is an affirmative action/equal opportunity employer; we invite and encourage applications from women and minorities. Carnegie Mellon University does not discriminate in admission, employment, or administration of its programs or activities on the basis of race, color, national origin, sex, handicap or disability, age, sexual orientation, gender identity, religion, creed, ancestry, belief, veteran status, or genetic information. Furthermore, Carnegie Mellon University does not discriminate and is required not to discriminate in violation of federal, state, or local laws or executive orders. Inquiries concerning the application of and compliance with this statement should be directed to the vice president for campus affairs, Carnegie Mellon University, 5000 Forbes Avenue, Pittsburgh, PA 15213, telephone 412-268-2056.


Obituary for George Levinger

It is with great sadness that I share the loss of my colleague of many years, George Levinger. As many of you know, George was one of the founders of close relationships theory and research, and his work was instrumental in bringing the study of close relationships into mainstream social psychology.  George died of a heart attack only 12 days after Ann (his wife of 65 years) passed away. Below is their joint obituary.  George and Ann will be greatly missed.

- Paula Pietromonaco

Ann & George Levinger Obituary AMHERST – Ann C. Levinger (1931-2017) and George K. Levinger (1927- 2017), Educators and Psychologists.

When the time came near, Ann's family gathered around her bed and George, her husband of 65 years, sang to her:

Keep the love-light glowing In your eyes so blue Let me call you sweetheart I'm in love with you.

Ann Levinger died peacefully, June 21, 2017, just before sunset on the summer solstice. 12 days later, July 3, George Levinger followed her after his heart suddenly gave out.

United in life in so many ways and on so many levels, Ann and George had adventures all over the world. They reached out and embraced the world, dedicating their lives in service to their family, friends, community and people around the globe. They thought nationally and internationally and engaged in all they did with passion and commitment to their ideals.

Early Years

George Levinger was born February 5, 1927, to a Jewish family in Berlin, Germany. In 1935, his family fled the Nazi regime, first moving to Switzerland and then to London. The family finally entered the United States after a long and winding immigration process, landing on Ellis Island in 1941. At age 16 George enrolled at Columbia University, where he rose to champion chess-player status, placing sixth in the 1944 National Amateur Chess Tournament. He was drafted into the U.S. Army in 1945 and, after completing Japanese language training at the University of Pennsylvania, served in the Army Counterintelligence Corps in Japan.

Soon after his return to New York, he decided to attend graduate school in psychology. He studied Clinical Psychology first at Columbia University and then at the University of California, Berkeley, where he received his masters degree in 1951. He then transferred to the Social Psychology program at the University of Michigan, earning his Ph.D. in 1955.

Ann Cotton was born January 21, 1931, in Laurel, Mississippi, to two loving parents from northern states. Growing up during the Depression in the Jim Crow South, Ann learned to treat others with empathy and respect from the role models around her: her parents, her African American nannies, and her Presbyterian Sunday School teachers. Ann attended the University of Michigan, her father's alma mater, receiving a dual bachelors degree in Psychology and Education in 1952.

Already during these college years, Ann displayed the passion for social justice and civil rights that became her lifelong commitment. During her freshman year at the University of Michigan, she served briefly as the vice president of an interracial Southern Students' Social Club, which attracted national press coverage and stirred controversy back home in Mississippi. As president of the Student Religious Association at the university, she worked on projects that helped the disadvantaged, such as advocating the 1951 Congressional Bill on Wheat for India.

Ann and George met in California in 1950 at the Lisle Fellowship, a program that promoted international understanding among young adults from around the world. They found common spiritual ground between their Jewish and Presbyterian traditions in the Quaker meeting at Ann Arbor, Michigan, spurring their commitment to nonviolence and social activism. They married on June 14, 1952.

Professional and Family Life

After their marriage, Ann and George remained in Ann Arbor while George completed his doctoral studies and took up a postdoctoral research position. George then worked for three years as an Assistant Professor at the Bryn Mawr College School of Social Work and Social Research. In 1960, the family moved to Cleveland, Ohio, where George was an Associate Professor of Social Research at Western Reserve University. In 1965, George became an Associate Professor of Psychology at the University of Massachusetts Amherst (UMass). He was promoted to Full Professor in 1967 and remained at UMass until his retirement in 1992.

Ann taught fifth grade for several years in Ann Arbor before becoming the full-time mother of four boisterous boys born between 1955 and 1962. As a mother, she was known for her creative birthday parties and cakes, her inventive ways of resolving conflicts, and the various ways in which she helped as a school volunteer. In the 1970's, she returned to graduate school, receiving a doctorate in counseling from the University of Massachusetts School of Education in 1982 and a clinical psychology license, and working for 12 years as a school psychologist at Swift River Elementary School in New Salem as well as teaching as an adjunct faculty member at UMass throughout this time.

George did pioneering research on interpersonal attraction and close relationships, publishing dozens of scholarly articles and co-editing or co-authoring three influential books: “Close Relationships: Perspectives on the Meaning of Intimacy”, “Divorce and Separation: Context, Causes, and Consequences”, and “Close Relationships”. He also served as editor of “The Journal of Social Issues” from 1984 to 1987. Ann and George used their own long relationship as a case study for their 2003 jointly authored article “Winds of Time and Place: How Context Has Affected a 50-Year Marriage.”

Activism and Community Service

Ann and George strongly believed in and practiced nonviolence. In Cleveland during the early 1960's, Ann was active in the Civil Rights movement, joining local protests for school and housing desegregation. They were staunch opponents of the Vietnam War, participating in weekly anti-war vigils on the Amherst Common and other local and national demonstrations. In the late 1960's and early 1970's, Ann volunteered as a draft counselor, assisting young men who wished to apply for Conscientious Objector status.

As an academic, George sought to apply his knowledge of interpersonal conflicts to promoting the nonviolent resolution of international conflicts. While teaching at Bryn Mawr, he chaired a Quaker working group that examined alternatives to fighting and war, and he was the lead author of a 1961 booklet titled “The Use of Force in International Affairs.” He continued to publish articles on the psychology of conflict and peace well into retirement.

Perhaps their greatest impact was felt at the local level. Many years after Ann's elementary school teaching in the early 1950's, some of her now-adult students have corresponded with her to thank her for her influence on their lives. Ann and George's volunteer work led to lifelong friendships with their surrogate son Bill Foster and with the Cambodian families that they helped resettle in Amherst during the early 1980's.

After retirement, Ann and George participated actively in the Quaker Alternatives to Violence Project, teaching conflict resolution skills to prison inmates in Massachusetts and Connecticut. Ann led discussion groups with young parents at a local family center, and George became active in an organization sponsoring affordable housing for low-income people, and worked with the National Priorities Project, which critically analyzes federal budget priorities.

They traveled widely around the world. Among their many post-retirement adventures, they spent several months teaching English to schoolchildren in China and Vietnam. And as members of the Mount Toby Friends Meeting in Leverett for 52 years, their kindness and wisdom inspired generations of younger Quakers and other friends.

Ann and George are survived by their four sons and their spouses. Bill and Tracy of Westminster, Jim and Leah of Concord, Matthew and Cristin of Rockville, Marylan, and David and Angela of Santa Rosa, California; along with eight grandchildren; Ann's two sisters, Jane and Nancy and their families in California and Oregon; and George's brother Bernie and his family in Colorado.

A joint memorial meeting for Ann and George will be held Saturday, Sept. 9, at 2 p.m. at Wesley United Methodist Church, 98 North Maple Street in Hadley, MA.

Contributions in their memory may be made to the American Friends Service Committee or the Amherst Survival Center.

To sign a Guest Book, express condolences, share memories and read other obituaries, go to


ASSISTANT PROFESSOR in the Department of Communication Studies: Relationships and Digital Media

The Department of Communication Studies at the University of Kansas is seeking candidates for a tenure-track Assistant Professor position in Relationships and Digital Media with a strong preference for candidates in interpersonal, intergroup, and/or intercultural communication to begin as early as August 18, 2018. The qualifying candidates must have a Ph.D. in Communication or a closely related field. Ideal candidates should study and teach in the area of Relationships and Digital Media with a strong preference for candidates in interpersonal, intergroup, and/or intercultural communication. Methodologically, we seek a quantitative or qualitative scholar in order to expand our ability to support graduate student research. Applicants will be expected to have demonstrated abilities to conduct and publish scholarly research; secure external funding; and effectively teach undergraduate and graduate courses. Areas of research foci could include: the role of digital media in relationship formation, maintenance, and termination; identity processes; online communities; and big data and social behaviors in local, national, and international contexts.

As part of the position, the ideal candidate would teach four courses per academic year related to Relationships and Digital Media at the undergraduate and graduate levels in the Department of Communication Studies. All faculty members are expected to be active in advising. All faculty members are to take their teaching and advising responsibilities seriously and to strive for excellence in the classroom. In addition, the ideal candidate would conduct research in area of Relationships and Digital Media. Tenure-track faculty members are expected to develop and maintain an active research program, which gains national recognition and is advanced substantially beyond the level of the Ph.D. dissertation. This research program should provide solid evidence that the faculty member is a dedicated scholar whose work will continue to develop in depth and importance throughout their career. Tenure-track faculty members are expected to publish in peer-reviewed journals and to present findings at professional conferences.

The Department of Communication Studies at the University of Kansas has a long and distinguished history dating back to 1925. Situated within the College of Liberal Arts and Sciences, the department has approximately 600 undergraduate majors, houses the top-ranked KU Debate program, and runs the Basic Course program, which provides oral communication knowledge and skills to approximately 3,000 students each year. Along with its popular Bachelor’s degree, the Department of Communication Studies also offers M.A. and Ph.D. Degrees. Situated between Kansas City and Topeka on the bluffs overlooking the Kansas river, Lawrence has fiery history, a nationally recognized arts scene, a rich culture, beautiful scenery, incredible arts and entertainment venues, and, of course, a long-standing basketball tradition. The University of Kansas (KU) is located in Lawrence, Kansas, a bustling and progressive college town of around 94,000.

The University of Kansas is especially interested in hiring faculty members who can contribute to the climate of diversity in the College of Liberal Arts and Sciences and to four key campus-wide strategic initiatives: (1) Sustaining the Planet, Powering the World; (2) Promoting Well-Being, Finding Cures; (3) Building Communities, Expanding Opportunities; and (4) Harnessing Information, Multiplying Knowledge. For more information, see

For a complete announcement and to apply online, go to: A complete online application includes the following materials: (1) a cover letter, (2) a curriculum vitae, (3) a teaching philosophy statement, (4) a research statement, and (5) names and contact information for three professional references. Questions may be directed to Professor Adrianne Kunkel, Search Committee Chair, Department of Communication Studies, 102 Bailey Hall, 1440 Jayhawk Blvd., Lawrence, KS 66045-7574; e-mail: Initial review of applications will begin October 2, 2017 and will continue as long as needed ensure a large, high quality, and diverse applicant pool.

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, retaliation, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies and is the University’s Title IX Coordinator: the Executive Director of the Office of Institutional Opportunity and Access,, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785) 864-6414, 711 TTY.


Tenure Track Position at School of Psychology, University of Auckland

We are inviting applications for a lectureship in Health Psychology or Organisational Psychology (equivalent to tenure-track Assistant Professor). Appointees should have a PhD in Psychology or a related discipline, as well as demonstrated research achievements related to Health Psychology or Organisational Psychology. We are particularly interested in applicants who can connect with existing research and teaching strengths in the School (for more information, see our web page at Candidate with a relationship science background with application to health or work contexts would fit well within the school.

Applicants will need to demonstrate a capacity for achieving research excellence, gaining external research funds, and contributing to the development of research and teaching programmes within the School. Appointees should be ready to contribute to teaching in Health or Organisational Psychology. A willingness to contribute to the teaching of Research Methods would also be an advantage. Appointees should also have the capacity to teach students from a variety of cultural backgrounds.

School of Psychology

The School of Psychology is the largest in New Zealand and has international research leaders across a wide range of research fields, including cognitive neuroscience and social, clinical, developmental, behavioural, and evolutionary psychology. We have professional postgraduate programmes in clinical psychology, applied behaviour analysis, and speech science. The School has extensive research space and a significant investment in research infrastructure, and has just moved into a new building with state-of-the-art facilities. We strive to be an inclusive and collaborative community of scholars.

Auckland and New Zealand

The Faculty of Science – School of Psychology

The Faculty of Science at the University of Auckland is the largest and most highly ranked science faculty in New Zealand. The Faculty of Science is ranked among the top 90 science faculties worldwide by the QS World University Rankings. The 10 departments and schools that form the Faculty of Science represent the breadth and diversity of science in our modern world.

Auckland’s harbour setting, magnificent beaches and verdant bush make it a great place to study and work, while the University’s close proximity to New Zealand’s major businesses and hospitals enables staff and students to rub shoulders with leading practitioners in their field. Auckland offers a diverse range of employment and leisure options, including easy access to high quality schools which prepare students extremely well for the transition to university.

Applications close on Saturday 30 September 2017. See here for more information:


IARR Mentoring Program Guidelines

Mission Statement:

The IARR Mentoring Program is designed to serve as an informal forum for graduate students and early career professionals (ECPs) (mentees) to develop a dialogue with more senior scholars in the field (mentors). This dialogue will center on issues related to mentoring and professional development, which is intended to help the mentee make progress toward her/his professional and scholarly goals. Mentors will also benefit by contributing to the development and success of the new generation of relationship scholars, thereby promoting growth in the field. Mentorship is expected to last approximately one year (August 2017-July 2018).

Expectations and Goals:

What to expect. IARR’s Mentoring Program is designed to allow mentees and mentors to mutually establish expectations on a case-by-case basis, rather than setting concrete, program-wide expectations for all mentorships. We encourage mentees and mentors to establish guidelines for the mentoring relationship (e.g., areas for mentoring and frequency of communication) early in their initial interaction (see information regarding “Contact” below). This affords each mentor-mentee pair to flexibly determine how much they hope to get out of their mentoring relationship by setting person-specific outcome goals.

What not to expect. Mentors of graduate students are not expected to act as a second major advisor, or as a replacement for a student’s current advisor at the student’s home institution. For instance, mentors are not expected to become dissertation committee members, readers of mentee’s papers, or statistical tutors.

Mentors are not necessarily expected to serve as a letter writer for future scholarships, fellowships, or academic positions. Advice and discussions will not typically include the level of detail and depth that is expected of a student’s major advisor. Mentors should simply function as an additional source of professional support for students and ECPs.

Below, we have provided a list of potential areas of support for mentoring. Keep in mind that all mentoring relationships are different. Some may involve many of the areas below, while others might center on discussions unrelated to the areas of support given below. 

Suggested areas of support:

Discussions between mentors and mentees may typically fall under broad areas such as:

  • Applying for fellowships/grants
  • Collaborating with other scholars
  • Developing a program of research
  • Engagement in department/institutional service activities
  • Exploring non-academic jobs or internships
  • Managing relationships with academic advisors or supervisors
  • Managing relationships with departmental/organizational colleagues
  • Teaching
  • The publication process
  • Tenure and promotion
  • Work/family balance
  • Writing a thesis/dissertation

The Roles of Mentees and Mentors:

The role descriptions and expectations below are provided merely as a potential guide or helpful suggestion. This information serves as a broad overview of the general expectations of the mentoring relationship.

Mentees.  Mentees should maintain regular contact with their mentors to ensure that the professional relationship remains beneficial. Mentees should be forthcoming about their abilities, interests, goals, and scholarly concerns once they are contacted initially by their suggested mentors. As part of this initial contact, mentees should aim to do the following:

  • Make relevant introductions (e.g., current professional status [year in graduate school or current position as an ECP], background, areas of expertise)
  • Communicate core areas of concern for professional development
  • Clearly communicate strengths and weaknesses to mentor so that appropriate and useful goal-setting can take place.
  • Be clear about expectations of the mentoring relationship so that appropriate and feasible goal-setting can take place.
  • Lay out an overview of current one-year professional development goals.
  • Be receptive to feedback received from mentor, keeping in mind that mentors offer advice informed by their unique experiences.
  • Openly seek mentor’s support when needed or desired. Ask questions and address problems actively as they come up.
  • Be aware and considerate of the expectations, time and availability of their mentor.

Mentors. Mentors are expected to commit to a 1-year mentorship period (August 2017-July 2018). This me ntorship will begin by mentors initiating contact with the mentee as soon as they are paired. As part of initial contact, mentors should aim to do the following:

  • Make relevant introductions (e.g., mentor’s background, current areas of expertise, particular strengths as a mentor, goals and view of mentoring relationship)
  • Elicit the mentee’s goals and expectations and work with her/him to determine whether the mentees expectations are reasonable, and to assess the feasibility and timeline for a mentee’s goals, based on the strengths and limitations of both parties.
  • Be clear about their own expectations of the relationship, what s/he is able and willing to provide, and whether s/he can meet the mentee’s expectation
  • Be supportive, rather than critical or negative in providing feedback and advice.


Mentors and mentees should expect to contact each other about once per month. Contact can occur via any medium that is most effective for both mentors and mentees, including but not limited to email, phone, and Skype/Google Hangouts. Additionally, mentees and mentors are encouraged to schedule a time to meet in person at IARR (and other related) conferences.


Mentoring relationships require trust and open communication between mentors and mentees. Any communications between mentors and mentees should be kept confidential.

Troubleshooting the mentorship:

Occasionally, the mentoring relationship does not work out. There are a number of personal and/or situation reasons that this can occur – mismatch between the styles of the mentor and mentee, communication issues, insufficient participation from one or both parties, situational constraints on participation in the program (e.g., unexpected difficult events, life transitions such as parenthood). If these sorts of issues come up, it is best to first try to address them with the mentor/mentee. If doing so does not help fix things, please contact Natalie Hengstebeck, New Professional Representative Board Member, at Natalie will work with you to try and find a solution.

End of year evaluation:

At the end of the year, both mentors and mentees will be asked to complete a short survey evaluating their experiences with the mentoring program. This survey will primarily be an open-ended narrative-style reflection on each person’s experiences, and is intended to provide information on the strengths and weaknesses of the program across all participants, rather than a systematic evaluation of specific aspects of the program. The evaluation is structured this way because every mentor-mentee relationship will be unique, and many will feature components that others do not share in common. Moreover, all information will be aggregated across those who complete the survey to obtain a general sense of the strengths, weaknesses and the overall effectiveness of the program as a whole rather than evaluation of specific mentees or mentors.

Extending the mentee-mentor relationship:

After the end of the year, mentors and mentees can choose to continue their mentoring relationship informally if both parties agree to do so. At such a time, the mentoring relationship no longer falls under the purview of the IARR Mentoring Program and its guidelines.


Mutual Conditionings of Gender and Love Conference, Denmark

“Mutual Conditionings of Gender and Love” conference, Sandbjerg Manor House, University of Aarhus, Denmark Conference date: 16th-19th October 2017 Organiser: Marianne Schleicher Call for Papers The International Society for the Study of Gender and Love calls for papers on the mutual conditionings of gender and love. The organisers welcome analytical, artistic and theoretical contributions of all formats and from any discipline, as long as every contribution critically grapples with inconsistencies and gaps of knowledge on how gender and love inter- and intra-act. Given the increasing discontent in gender studies with constructivism’s (in)ability to account for material protests against cultural constructions, especially in studies of aging, disability, queer identities, and the environment, we ask if there are new insights from across disciplines to be gained by testing constructivist understandings up against posthuman and new materialist approaches to gender and love. Key questions to be addressed at the symposium will be:

What material and cultural factors condition our experiences, expressions, and representations of gender and love? What may post-constructivist insights contribute to our understanding of our bodily reactions and emotions and of our agency and latitude for subversion? What do these theoretical developments enable in our reflections on our access to intimacy, whether within the frames of hetero- or homosexual marriage, polyamorist or asexual partnerships, or technologically or medically assisted relationships across time, space, age, and ontologies? Do some or all of these insights have the potential to alter our ethical standards towards others, be they human (young, middle-aged or old), animal, otherwise organic and/or inorganic?


Tenure-track position in Social/Personality Psychology at University of Toronto Mississauga

The Department of Psychology, University of Toronto Mississauga (UTM) invites applications for a tenure-stream appointment at the rank of Assistant Professor in the area of Social/Personality Psychology. This appointment will begin July 1, 2018, with the successful applicant joining the department's Health, Adaptation, and Well-Being Cluster (HAWC).

Applicants should demonstrate research excellence in the area of social/personality psychology. Applicants are expected to use multiple methods, including ecologically valid approaches, and utilize advanced statistics in their program of research. Expertise in a distinct methodology or subject area that complements the existing research strengths of our faculty is especially encouraged.

The successful candidate will have received his or her Ph.D. in psychology or related field by the start date of the appointment, or shortly thereafter. He/she must demonstrate evidence of excellence in both teaching and research in Social or Personality Psychology. Evidence of excellence in teaching will be demonstrated through teaching accomplishments, strong letters of reference and the teaching dossier submitted as part of the application. Candidates also must have a record of excellence in research as demonstrated by a record of sustained contributions and publications in respected field relevant academic journals, presentations at significant conferences, awards and accolades, and strong endorsements by referees of high standing.

The successful applicant will be expected to develop and maintain an active, innovative, externally funded program of research and to contribute to the education and training of undergraduate students as well as graduate students enrolled in the tri-campus University of Toronto Psychology Graduate Program. There will be opportunities to collaborate with UTM psychologists in research clusters focused on Behavioural Neuroscience, Developmental Science, Human Communication, and/or Health, Adaptation and Well-being, as well as with researchers on all three campuses of the University of Toronto.

Salary to be commensurate with qualifications and experience.

For more information on the Department of Psychology, UTM please visit us at

Application Information: All qualified candidates are invited to apply online by visiting and click job # 1700999. Applications should include a cover letter, curriculum vitae, teaching dossier (including a statement of teaching philosophy), a statement outlining current and future research interests, and copies of representative publications. All application materials should be submitted online. Please direct questions to: The application deadline is September 18, 2017.

Submission guidelines can be found at: We recommend combining attachments into one or two files in PDF/MS Word format.

Applicants should also ask [at least] three referees to send letters (signed and on letterhead) directly to the department via e-mail to by the closing date. We encourage applicants to use Interfolio for their letters of reference only.

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons/persons of colour, women, Indigenous/Aboriginal People of North America, persons with disabilities, LGBTO persons, and others who may contribute to the further diversification of ideas.

As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.


Assistant teaching-track professor at Carnegie Mellon University in Qatar

See attached announcement for details.


IARR Mentoring Program

Please see the attached flyer with information about the IARR Mentoring Program.

If you are interested in being a mentee or mentor, please complete the appropriate survey in Qualtrics by June 30th, which will assess your interest in the program, goals for the program, and other information that we will use to help identify mentee-mentor pairs.
Survey link for potential mentees:
Survey link for potential mentors:

If you have any questions or concerns, please contact Dr. Ashley Randall (


Temporary, Full-Time or Part-Time Instructor Position - Mansfield University Department of Communication


Dyadic Data Analysis Workshop, July 10-14, 2017, at Michigan State 

The workshop will focus on analyses for data in which both members of a dyad are measured on the same set of variables. Topics to be addressed include the measurement of nonindependence, the Actor-Partner Interdependence Model, the analysis of distinguishable and indistinguishable dyads, and the analysis of over-time dyadic data (e.g., dyadic growth curve models). The software package used in the workshop will be SPSS. Although the workshop does not require any prior knowledge or experience with multilevel modeling, participants are expected to have a working knowledge of multiple regression and analysis of variance, as well as SPSS. Please see the website for more specific information and a link to the workshop registration:


Full-Time Instructor Position at Mansfield University

See attached flyer for details on this position.


PhD Opportunity with the New Zealand Attitudes and Values Study (NZAVS)

We are seeking a dynamic PhD student with a background in social psychology and quantitative research methods to join the New Zealand Attitudes and Values Study (NZAVS). The NZAVS is a representative longitudinal study that assesses change and stability in the personality, social attitudes, and values of roughly 25,000 New Zealanders each year. This is a fantastic opportunity to be part of a national longitudinal social psychological study. See:

We are offering a fully funded PhD to work with data from the NZAVS to investigate the links between relationship dynamics, social stress, and health and wellbeing. Questions we can answer with the NZAVS data include: How does relationship conflict impact health and wellbeing? How does social stress, such as discrimination, deprivation or job insecurity, impact relationships? What personal and social factors buffer or amplify these pathways, such as social support, sexist attitudes and personality?

This PhD project will involve: (a)    Conducting statistical analysis of longitudinal and nationally representative data from the NZAVS. (b)    Publishing research papers in academic journals, which will form the PhD thesis. ©    Working with Nickola Overall, Chris Sibley and Danny Osborne to integrate interpersonal and intergroup theories to answer the above questions. (d) Working as part of a larger team on the day-to-day operations of the study (data entry, data collection, questionnaire design, etc.).

If you are interested in applying for this PhD (fees and stipend funded) then: •    read over the material on the NZAVS website, read the FAQ, watch the video interviews from other PhD students on the website, look over the questionnaire, and familiarize yourself with the study: •    submit an expression of interest to Nickola Overall ( that includes: (a) an overview of your background, PhD aims and goals, and reasons for interest in this PhD opportunity, (b) your transcript, © summary of research methods training and skills, and (d) a written piece of research work.

For more information about this PhD opportunity or the NZAVS contact Nickola Overall ( or Chris Sibley (


Lab Coordinator position at Mount Holyoke College

************* Laboratory Coordinator Position—Mount Holyoke College

The Relationships, Attachment, and Development Lab, directed by Dr. KC Haydon at the Mount Holyoke College Department of Psychology and Education, seeks a full-time lab coordinator.

The lab coordinator will assist with an NSF-funded study of links between self-regulation, conflict, and sleep disruption in adult couples. The lab uses behavioral observation, physiological, interview, survey, and experience sampling methods. Duties include assisting with participant recruitment, data collection, coding, and analysis. Administrative responsibilities include managing the data collection calendar, overseeing interview transcription, ordering supplies, assisting with annual reports and documentation, and coordinating undergraduate research assistant schedules. The lab coordinator may also attend conferences and contribute to preparation of scientific publications.

The position is ideally suited to a recent college graduate with a bachelor’s degree in psychology, neuroscience, family social science, or a related field who is seeking additional research experience before going on to graduate school. The position requires strong interpersonal, organizational, and time management skills; ability to work independently; emotional maturity and sound judgment; cultural competency; and interest in social contexts of stress and relationship science. Data collection will often occur on evenings and weekends; scheduling flexibility is a must. The lab coordinator should be comfortable facilitating conflict discussions with diverse adult community members, as well as working closely with undergraduate student research assistants. The position requires use of SPSS, R, and MPlus; expertise in at least one of these statistical packages and a willingness to learn others is a must.

Mount Holyoke is a private gender-inclusive women’s liberal arts college located in western Massachusetts. The College is about 90 miles west of Boston in the Connecticut River valley, and is part of the Five College Consortium, along with Amherst, Hampshire, and Smith Colleges, and the University of Massachusetts at Amherst. Mount Holyoke is committed to recruiting and supporting a broadly diverse faculty and staff who will contribute to the college's academic excellence, diversity of viewpoints and experiences, and relevance in a global society.

The Psychology and Education department offers a vibrant, collaborative, and intellectually stimulating community of students, staff, and faculty. The position offers competitive salary and benefits. Review of applications will start immediately and continue until the position is filled. The successful candidate must start in June 2017; a 2-year commitment is required.

Review of applications will begin immediately. To apply, please submit via a cover letter describing your research experiences and career goals, resume, an undergraduate transcript (unofficial transcripts are acceptable), and contact information for three references. Please also be prepared to arrange three letters of recommendation. Contact KC Haydon ( with questions about the position.


Call for Nominees in IARR’s Upcoming Election

Call for Nominees

IARR’s Upcoming Election: Nominations Invited

Please Submit Nominations (including Self-nominations) by April 1, 2017


Each year IARR elects various officers. This year, the IARR Elections Committee seeks nominees (including self-nominees) for the following position:

Member-at-Large (2017-2019)

Please submit nominations (including self-nominations) by April 1 to the Elections Committee chair, Jeff Simpson (

Once nominations have been received, the Elections Committee will identify 2 nominees who will run for this position. Thus, being nominated does not guarantee that one will appear on the ballot: careful consideration, however, will be given to all nominations.

Prior involvement with IARR is desirable, but not required. All nominees will be reviewed by the Elections Committee to ensure candidates are current IARR members.

Thank you for participating in the nomination process.


The IARR Elections Committee

Jeff Simpson, Chair

John Caughlin

Diane Felmlee

John Holmes

Nickola Overall

Jennifer Theiss


EASP Preconference on Relationship & Health

Dear colleagues and friends,

We are excited to invite you to the Preconference on Relationships & Health in Granada on Tuesday July 4th just before the EASP conference. The Preconference is centered around research on the ways in which close relationships shape individuals’ well-being, as well as the ways in which health and well-being affect relationship quality. Five top-leading researchers will give talks (of 35-40 min each with 5-10 min discussion) and we’ll also have a 5 minutes data blitz session. To register for the Preconference, please go to: We are looking forward to seeing you in Granada!

Reine van der Wal & Francesca Righetti


Psychology Lecturer Positions at ASU Message: Psychology Lecturer / Online Lecturer Search

The New College of Interdisciplinary Arts and Sciences at Arizona State University invites applications for full-time, benefits-eligible Lecturers in Psychology who will teach in the online psychology program. Initial appointment is for a 9-month academic year that begins in August 2017. Subsequent annual renewal is possible contingent upon satisfactory performance, availability of resources, and the needs of the school. These lecturers will be members of the faculty in the School of Social and Behavioral Sciences, and will be expected to teach 12 credits of online undergraduate and graduate courses during each of ASU’s fall and spring semesters (a 4/4 load), with the possibility of summer teaching as well. These positions will also be responsible for course redevelopment and maintenance, assisting with program development, and working with ancillary support services connected to ASU Online.

Applicants are required to have an earned doctorate in psychology or a related field by time of appointment. Further, applicants are required to have experience teaching at the postsecondary level in the field of psychology in the online environment.

Desired qualifications include extensive experience with online teaching, experience with online learning platforms such as Blackboard and Learning Studio, experience with creating new online courses, ability to teach a broad variety of courses within the field of psychology, with strengths in areas that match program needs, such as cognitive science or neurocognition, statistics, family studies, positive psychology, and graduate-level research methodology, willingness to remain in the position for subsequent years, demonstrated excellence in teaching (either online or in-person), excellent communication skills, and experience mentoring or advising undergraduate and graduate students, with graduate-level teaching experience preferred.

Salary is commensurate with experience. More information about New College's psychology programs can be found at, and information about ASU’s online programs can be found at

Deadline: 27 March, 2017, if not filled, the end of each month thereafter until search is closed.

Application process: Send your Curriculum Vitae along with a letter of application that includes a teaching statement that speaks to the applicant’s ability to teach in the online program, and contact information for three references to Ms. Jamie Howell at: Electronic submission of your application material is required; contact Jamie Howell with any inquiries about the position. Applicants should reference position #11907 in their application.

A background check is required for employment.

Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity/Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. ASU's full non-discrimination statement (ACD 401) and Title IX policy are located at and


Submit Proposals for the 2017 NCFR Annual Conference 

Submit your proposal by March 1 for the National Council on Family Relations (NCFR) 2017 Annual Conference, planned for Nov. 15-18 in Orlando, Florida. The conference theme is “Families as Catalysts: Shaping Neurons, Neighborhoods, and Nations.”

In today’s society, much of the dialogue about families focuses on the economic and social “costs” of families. The 2017 NCFR Annual Conference will turn the tide on that notion, highlighting research, teaching, and practices that illustrate how families serve as catalysts to create and support healthy children, neighborhoods, communities, and societies. Possible presentation formats include papers, posters, roundtables, symposia, workshops, poster symposia, and lightning paper sessions.

Submit your proposal online by 11:59 p.m. Pacific time on Wednesday, March 1, 2017. Find more details about the conference and proposal submission at

With questions, please email or call NCFR at 888-781-9331.


Assistant Professor Position at the Utrecht University, The Netherlands

Please note the vacancy for an Assistant Professor in Interdisciplinary Social Science: Youth Studies at Utrecht University:

We would appreciate it if you were to share this vacancy with people for whom this position may be of interest. For more information, please contact Prof. Catrin Finkenauer (


Assistant Professor Position at the University of Alabama

THE DEPARTMENT OF COMMUNICATION STUDIES AT THE UNIVERSITY OF ALABAMA invites applications for a full-time, tenure-earning, assistant professor position in interpersonal communication to begin 16 August 2017. Applicants must have a completed Ph.D. prior to the start date. Those with an already-established program of research and publication are preferred.

The successful candidate will be eligible for graduate faculty status in an interdisciplinary doctoral program in Communication & Information Sciences, will be expected to maintain an active, ongoing program of research and professional activities within a growing and dynamic departmental community, and will have a strong commitment to instructional excellence. Experience in research grant writing is desirable. Instructional responsibilities include teaching two courses per semester, as assigned, collaborating in developing interpersonal communication as a research area in the departmental M.A. and college-wide doctoral programs, directing and serving on thesis and dissertation committees, and advising undergraduate and graduate students, at both M.A. and doctoral levels.

The desired candidate’s research and teaching interests will be primarily focused in interpersonal communication, with particular expertise in one or more of the following areas preferred: family or relational communication, nonverbal, health, coping, civility, conflict, mediated identities, and prosocial, deceptive, or transgressive communication. We welcome all methodological orientations. As a member of the department, the successful candidate will teach both undergraduate and graduate courses, both M.A. and doctoral, which match the research and teaching interests of the candidate. The candidate will also serve on department, college, and university committees and help contribute to a collegial, inclusive, and dynamic scholarly community.

Those with an interest in the position may apply at Follow the online directions to upload these required materials: (1) a cover letter providing evidence of scholarship and teaching ability, (2) a current curriculum vitae, (3) a statement of the candidate’s teaching philosophy, (4) a description of the candidate’s research program, and (5) the names and communication addresses of three professional references. Only completed files will be evaluated. Review of applicants will begin 1 March and continue until the position is filled.

For additional information, please contact the Search Committee Chair: Dr. Mary Meares at

The University of Alabama is committed to promoting diversity. Women, members of minority groups, and persons with disabilities are encouraged to apply. The University of Alabama is an Affirmative Action/Equal Opportunity employer.

Visit our website at