Department Faculty - Clinical Psychology - Multicultural Psychology, Los Angeles Location

Job Description:

About The Chicago School  

The Chicago School  is a nonprofit university with in-person locations across the United States, a growing online campus, and education partnerships worldwide. The Chicago School serves a broad population with 6,000+ students across 35+ degree programs in psychology, behavioral health, and nursing. The Chicago School is committed to preparing future professional to improve the health and well-being of future generations across a wide range of communities. Founded in 1979 by a group of psychologists and educators, The Chicago School has grown into a dominant and globally respected leader in the fields of psychology and behavioral health sciences. Today, The Chicago School has an annual operating budget of nearly $150M and employs nearly 600 full-time faculty and staff. As an institution, The Chicago School is deeply committed to student success, innovation, and community impact. Our students are meaningfully connected in their communities, donating more than 1.2 million service hours per year through fieldwork, practicum opportunities, and volunteerism. The Chicago School is part of the TCS Education System, a nonprofit system of colleges advancing student success and community impact. 

Position Summary:

The Los Angeles based APA-accredited Clinical Psychology (Psy.D.) program in the College of Professional Psychology has an opening for a Program Faculty with advanced education, training, and/or experience in cultural, contextual, and population-based factors relevant to psychological theory, research and practice. Program faculty work with an engaged community of students, faculty and staff from varied backgrounds in the preparation of students for entry-level practice in health service psychology. Over the course of the three-semester academic year, Program faculty members may be responsible for teaching, student advisement, chairing dissertations, professional service to the School and community, administration, and optional research/scholarship. While program faculty members are fundamentally responsible for teaching in accordance with TCS's workload policy, adjustments to an individual's teaching load may be made by the Department Chair based on program needs first and individual talents and abilities second. Program Faculty members are recommended to the Vice President of Academic Affairs for hire by the Department Chair. 

Principle Duties include, but are not limited to:

• Teaching

  • Teach 18 credit hours over the course of three semesters

  • Hold office hours on a weekly basis

  • Remain current in field of study/teaching expertise and update course content to reflect knowledge updates

  • Prepare course syllabus and plans in accord with Department requirements

  • Select textbooks and teaching aids as required

  • Classroom instruction including lectures, demonstrations, discussions, or other appropriate modes of education delivery in a higher education setting

  • Develop, and regularly update, a system for ongoing evaluation of teaching and student learning

  • Provide students with ongoing, timely feedback regarding their attainment of course and program competencies

• Advising 

  • Maintain an advisee load according to Department needs

  • Spend time with advisees to provide mentorship on matters related to their academic, curricular, and career development

  • Mentor advisees in preparing their vita and training application materials, as well as write recommendation letters

  • Assist the Department Chair in documenting student progress through the program; when necessary, this includes crafting individual Academic Development Plans for Advisees, tracking their compliance, and documenting their progress

  • Present progress of advisees to Faculty at semester Student Review meetings, meet with advisees to gather additional information or communicate Faculty concerns, and report back to Faculty on the results 

• Scholarship

  • Supervise doctoral dissertation projects within the faculty member’s area of expertise using quantitative, qualitative, or program evaluation methods of inquiry

  • Using the Boyer model of scholarship, faculty may pursue additional scholarly interests including qualitative/quantitative research, presentations at professional conferences, scholarship-based community service, etc.

• Service to Institution

  • Partici