Assistant Research Professor

UO HR Website•Eugene, OR

17h•Remote

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), which aims to close the gap between educational research and practice. The HEDCO Institute’s core mechanism for improving practice is through the conduct of living systematic reviews and translational products based on rigorous evidence syntheses that meet the immediate decision-making demands of local, state, and national education leaders. The work of the HEDCO Institute is carried out by a team of faculty and staff who work collaboratively with affiliated faculty at the UO and an external advisory board comprised of research and policy partner institutions, school leadership organizations, professional societies, foundations, and business and industry partners. The HEDCO Institute also provides research and outreach training and experience to students from across the COE and the UO. The UO COE is organized in three academic departments and 14 research and outreach units. All departments include both tenure and career non-tenure track faculty, as well as graduate and undergraduate programs addressing the full range of issues present in educational and social systems. Our faculty are devoted to inspiring and mentoring the approximately 1,500 undergraduate and graduate students in the COE who will be the next generation of educational and social science leaders. A range of academic degrees and majors are offered, including communication disorders and sciences, elementary and secondary education, school psychology, counseling psychology, couples and family therapy, special education, education studies, administrators, and research methodologists. As noted in our mission statement, COE faculty, staff, and students are committed to developing and validating programs that prepare scholars and practitioners, while promoting respect for diversity, equitable opportunities, and inclusive environments. The COE is currently ranked 5th among all public institutions, and 14th among all public and private institutions nationally (U.S. News and World Report, 2019). College of Education graduate programs are some of the highest ranked in the country for both research scholarship and graduate education, including the Educational Leadership, Counseling Psychology, School Psychology, and Special Education Programs. Faculty are dedicated to enhancing multicultural competencies, promoting social justice, and promoting education and prevention sciences and practices. The HEDCO Institute is a central research and outreach unit in the COE that operates within the Dean’s Office. Functions of the HEDCO Institute thus facilitate the success of the entire college as well as external alumni, donors, and community partners. The Assistant Research Professor in the HEDCO Institute for Evidence-Based Educational Practice in the College of Education conducts living systematic reviews within the Institute's meta-analytic research domain (MARD) on school-based mental health prevention, currently encompassing depression, anxiety, and suicide prevention interventions for K-12 students. This individual will take 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. The position also involves developing rapid response briefs that address immediate evidence needs of educators and other related interest-holders. The position requires demonstrated knowledge of research synthesis methods, including experience participating in overviews of reviews, living systematic reviews, and scoping reviews. The position requires a clearly delineated program of research and scholarship related to evidence synthesis and youth mental health prevention in schools. The Assistant Research Professor works closely with other faculty, staff, and students in the Institute to conduct evidence synthesis projects and translate those findings for diverse interest-holder audiences through interactive data dashboards, evidence briefs, and other accessible formats. This position will coordinate with project staff and other investigators to develop new project proposals, including grants, contracts, or other project proposals. The position may also include active advising and mentorship of undergraduate and graduate students, research assistants, and other Institute staff. This position is classified as twelve-month Career Faculty in the Research Professor category. The position’s responsibilities are guided by the COE Non-Tenure Track Professional Responsibilities Policy, United Academics’ Collective Bargaining Agreement, and the COE’s Career and Limited Duration Faculty Review and Promotion Policy. There is a potential for this position to be fully or partially remote.

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, collaborate with colleagues within and across departments
Excellent organizational, interpersonal, and communication skills
Ability to work independently and follow through on completion of 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, currently encompassing 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 that address immediate evidence needs of educators and other related interest-holders.
Works closely with other faculty, staff, and students in the Institute to conduct evidence synthesis projects and translate those findings for diverse interest-holder audiences through interactive data dashboards, evidence briefs, and other accessible formats.
Coordinates with project staff and other investigators to develop new project proposals, including grants, contracts, or other project proposals.
May include active advising and mentorship of undergraduate and graduate students, research assistants, and other Institute staff.