Assistant Research Professor

University of Oregon•Eugene, OR

3d•Hybrid

About The Position

The HEDCO Institute for Evidence-Based Educational Practice is a research and outreach unit within the University of Oregon (UO) College of Education (COE), aiming to bridge the gap between educational research and practice. The Institute conducts living systematic reviews and develops translational products based on rigorous evidence synthesheses to meet the immediate decision-making needs of educational leaders. The HEDCO Institute operates collaboratively with UO faculty and an external advisory board, and provides training and experience to students. The UO College of Education is a highly-ranked institution with multiple academic departments and research units, offering a range of programs and degrees. The COE is committed to diversity, equitable opportunities, and inclusive environments, and is dedicated to preparing scholars and practitioners who promote social justice and prevention sciences. The HEDCO Institute is a central unit within the COE, supporting the college's success and external partnerships.

Requirements

Earned Ph.D. in Developmental Science, Psychology, Education, Human Development, Quantitative Methodology, or a closely related field.
Three years of experience conducting research in the field of education, psychology, or related behavioral or social sciences.
One year of experience participating in evidence synthesis projects on school-based interventions to prevent youth mental health disorders.
Record of scholarly contributions to the field through professional products equivalent to assistant professor (e.g., research publications, professional presentations, grant applications).
Ability to conduct, administer, and sustain a rigorous program of research.
Ability to mentor or supervise student research.
Ability to work effectively with individuals from diverse backgrounds and collaborate with colleagues.
Excellent organizational, interpersonal, and communication skills.
Ability to work independently and follow through on project objectives.
Knowledge of quantitative research methods and designs, particularly research synthesis methods and living systematic review approaches.
Evidence of the application of advanced statistical techniques.

Nice To Haves

One or more years of experience participating in overviews of reviews and living systematic reviews, particularly of evidence on school-based interventions to prevent youth mental health disorders.
Experience participating in scoping reviews of the educational literature.
Experience with DistillerSR systematic review management software.
Experience with the R statistical software environment.
Experience developing procedural documents for evidence synthesis projects and teams (e.g., standard operating procedures, lab manuals).
Experience developing evidence products for non-research audiences (e.g., rapid response briefs, policy briefs, evidence summaries).
Experience working as a member and/or leader of an evidence synthesis research team.

Responsibilities

Conducts living systematic reviews within the Institute's meta-analytic research domain (MARD) on school-based mental health prevention, focusing on depression, anxiety, and suicide prevention interventions for K-12 students.
Takes a lead role in implementing overview of reviews and meta-analysis projects across the MARD, including study selection, data collection, critical appraisal, quantitative synthesis, and evidence surveillance.
Develops rapid response briefs to address immediate evidence needs of educators and other stakeholders.
Works closely with faculty, staff, and students to conduct evidence synthesis projects and translate findings for diverse audiences through data dashboards, evidence briefs, and other formats.
Coordinates with project staff and investigators to develop new project proposals, including grants and contracts.
May advise and mentor undergraduate and graduate students, research assistants, and other Institute staff.