The Department of Counseling, Therapy, and School Psychology in the Graduate School of Education and Counseling at Lewis & Clark College invites applications for a full-time tenure-track faculty appointment at the rank of Assistant or Associate Professor in the Marriage, Couple, and Family Therapy program, beginning in September 2023.
The department offers a MA degree in Marriage, Couple, and Family Therapy. The program offers optional tracks in Addictions Treatment, Ecotherapies, and Sexuality in Marriage, Couple, and Family Therapy. We provide an integrated training curriculum focused on systemic/ecological practices and grounded in the values of diversity, social equity, and global citizenship. We are looking for a colleague to share our vision, values, and perspectives, and to contribute to our work within and across disciplines.
We seek applicants who have a family and couple therapy training background, evidence of effectiveness as an instructor, demonstrated potential for scholarly productivity, knowledge of COAMFTE accreditation standards, a commitment to developing social equity within and outside the program, and the ability to work collaboratively with program and graduate school faculty.
Review of applications will begin on September 6, 2022, and will continue until the position is filled. To apply, please submit the following:
Lewis & Clark College will conduct background checks on the finalist(s).
For additional information or questions about the position, please contact Dr. Wonyoung Cho, Interim Director of the Marriage, Couple, and Family Therapy Program, at email@example.com; (503) 768-6185.
The College explicitly acknowledges and affirms its conviction that diversity with respect to race, ethnicity, national origin, socio-economic background, religious orientation or spirituality, physical or sensory disability, gender, gender identity/expression, and sexual orientation on the Lewis & Clark campus provides an educational benefit for all students that can be realized only by enhancing and preserving the presence of students and education professionals from diverse backgrounds within our learning community.
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