Department Faculty, Clinical Psychology - Dallas ; Plano,TX

About The Chicago School

The Chicago School is a nonprofit university with seven in‑person locations across the United States, a growing online campus, and education partnerships worldwide. The Chicago School is a minority‑majority university with 6,000+ students across 35+ degree programs in psychology, behavioral health, and nursing. The Chicago School is committed to creating a diverse pipeline of future professionals who will fundamentally improve the health and well‑being of future generations of diverse 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 School has an annual operating budget of nearly $150 M 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 and practicum opportunities. The Chicago School is part of the TCS Education System, a nonprofit system of colleges advancing student success and community impact.

The person who fills this position will teach either clinical courses such as assessment, intervention, and supervision or clinical skills courses that help students understand the foundational science underlying clinical practice—including research methods and data analytic strategies used to build that knowledge. Over the course of the three‑semester academic year, 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 The Chicago School’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. Faculty members are recommended to the Vice President of Academic Affairs for hire by the Department Chair. This is a hybrid position requiring faculty to be on campus three days per week.

• 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
• 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
  • Scholarship may include qualitative/quantitative research, presentations at professional conferences, scholarship‑based community service, etc.
• Professional Service
  • Maintain scholarly activities that further the practice of professional psychology
  • Foster education of, and interest in, student service in the community
  • Engage in community service
• Service to Institution
  • Participate…