The School of Sciences and Health at Elizabethtown College seeks a collaborative and enthusiastic faculty member to support its growing Psychology department. We seek a colleague who shares our commitment to undergraduate education and will help us deliver a student-centered learning experience to our growing number of majors and minors. We invite applications for an Assistant Professor of Psychology (open area of academic specialization) to begin in August 2026. This position may be filled on either a tenure-track or teaching professor (non-tenure) track depending on the applicants' qualifications and interests. 

The position is full-time, nine months, and face-to-face (in-person).

The Psychology Department offers bachelor’s degrees in Psychology and Neuroscience, and a master’s degree in Counseling Psychology. Our undergraduate programs are currently supported by 5 full-time tenure-line faculty with expertise in neuroscience, cognitive, social, developmental, and clinical/health psychology. Two full-time assistant teaching professors support our students in the master’s program. All our faculty strive to create relationship-centered learning environments inside the classroom, in their active research labs, and/or in partnership with community organizations through internships and community-based learning experiences. Undergraduate faculty are teacher-scholars who are committed to providing students with a broad foundation in the field along with strong training in empirical research and writing. More information about the department can be found at www.etown.edu/psychology. 

  Job Duties

· Teach introductory and advanced Psychology courses. Preference for candidates who could teach one or more of the following: Counseling Psychology, Psychopathology, Psychotherapy and Assessment, Child and Adolescent Development, Health Psychology, Introduction to Neuroscience, Introduction to Psychology, and Internship in Psychology

· Advise and mentor undergraduate psychology students

· Maintain and implement professional development plan

· Serve the department, school, and institution, including interaction with prospective students and families, and engagement with institutional shared governance

 Tenure-Track Faculty (Assistant Professor)

o Conduct scholarly activities leading to publication/presentation, ideally involving undergraduate students 

o Typical load: 12 contact hours per week, typically 3 courses per semester, including lower- and upper-division courses

Teaching Professor (Assistant Teaching Professor)

o No research expectations

o Typical load: 16 contact hours per week, typically 4 courses per semester, including lower- and upper-division courses

Both positions require a commitment to undergraduate education, potential for excellence in teaching and advising, a commitment to collaboration, and excellent interpersonal and communication skills. We prefer candidates with the ability to contribute to the diversity of our department and institution, whether through personal experience, teaching, scholarship, or service.

Required Qualifications: Tenure-Track Faculty (Assistant Professor)

• Requires a doctoral degree in Psychology or a closely related field awarded by August 2026 

Required Qualifications: Teaching Professor (Assistant Teaching Professor)

• Requires a Master's degree or higher in Psychology or a closely related field, with professional experience preferred

Preferred Qualifications

• A demonstrated ability to teach, mentor, and support undergraduate students

• Ability to teach courses in areas of greatest need in the department

• A demonstrated ability to involve undergraduate students in research

• Ability to teach advanced undergraduate research courses

Application Materials

All applicants should submit a cover letter, CV, a statement of teaching philosophy, and contact information for three references. Tenure-track candidates must also submit a research statement; Teaching-track candidates are not required to do so.

• The teaching statement should detail a philosophy of teaching and emphasize

strategies you will use to inclusively engage and support students, as well as align with Elizabethtown College's mission.

• References provided will be contacted by Elizabethtown College to submit letters of recommendation electronically if applicant is selected for interviewing.

• Evidence of teaching effectiveness will be requested if applicant is selected for interviewing.

• Tenure-track candidates only: The research statement should address your plans for conducting research at Elizabethtown College and explain how you might involve undergraduate students.

• Tenure-track candidates only: Sample publications will be requested if applicant is selected for interviewing.

Review will begin February 9, 2026 and continue until the position is filled.

Please note, Elizabethtown College will only provide visa sponsorship if the candidate is qualified for the tenure track position.   

About Elizabethtown College

Located in southeastern Pennsylvania, Elizabethtown College offers its 1,800 students more than 75

academic programs in the liberal arts, sciences, and professional studies. Driven by its commitment to

"Educate for Service," Elizabethtown centers learning in strong relationships, links classroom instruction with experiential learning, emphasizes international and cross-cultural perspectives, and nurtures the capacity for lives of purpose and leadership as global citizens. We are located less than two hours away from Washington DC, Baltimore, and Philadelphia and less than four hours away from New York City. For more information, consult www.etown.edu.

New faculty at Elizabethtown benefit from an extensive first-year faculty orientation, ongoing workshops from the Teaching and Learning Design Studio, and support from collaborative colleagues. Department faculty regularly share course syllabi, rubrics, and materials for activities, and peer observations are a regular part of the review process. All new faculty are connected with a mentor outside the department to facilitate campus connections and provide perspective. Tenure-line faculty receive start-up funds and access to shared lab space to support their scholarly work, and the institution provides annual professional development funds, competitive internal research grants, and a well-developed summer research program for faculty-student collaborative research.