The Department of Counseling, Higher Education, and Special Education in the College of Education at the University of Maryland at College Park is searching for a 9-month, tenure-track assistant or associate professor in special education with an emphasis on intervention research in the areas of behavior, math, and/or writing for students with or at risk for learning and/or behavioral disabilities starting August 2025. The University of Maryland, College Park, is the flagship research university and a land grant institution committed to rigorous research, quality teaching, and informed public service.
The Department of Counseling, Higher Education, and Special Education is committed to increasing the diversity of our departmental community as well as the greater campus community. We embrace diversity in multiple forms, including background, theoretical and methodological orientations, identity, and opinions. Our department has top-ranking programs in U.S. News and World Report, 2024: Counseling and Personnel Services (ranked #3), Higher Education (ranked #11), and Special Education (ranked #12). Our mission is to prepare scholars and practitioners to become leaders in research, special education, higher education, administration, counseling, policy, and psychological services. We promote excellence in education and human services across the spectrum of abilities and individual differences, from birth to adulthood, in a wide range of settings. Candidates who have experience collaborating with a diverse array of faculty, staff, and students, and who are dedicated to fostering an equity-driven environment are strongly encouraged to highlight their relevant experiences.
Responsibilities
- Research: Research expectations include (1) conducting rigorous intervention research in the areas of behavior, math, and/or writing for students with or at risk or learning and/or behavior disabilities, (2) disseminating research in a variety of ways (e.g., peer-reviewed outlets, conferences, community-driven, media, and social media), and (3) applying for external funding to support research and the EDSP program.
- Teaching: Teaching expectations include teaching undergraduate and graduate classes and graduate student mentorship that includes preparing doctoral students for a range of leadership and research roles.
- Service: Service expectations include contributing to the department, college, and university, as well as external roles that contribute to the field of special education and increase the visibility of the department.

Minimum Qualifications
The Department seeks applicants who have a doctorate (or ABD) in special education or related fields with an emphasis on intervention research in the areas of behavior, math, and/or writing for students with or at risk of learning and/or behavior disabilities. We are particularly interested in candidates whose research focuses on populations traditionally underrepresented or underserved in education.

Competitive candidates will have demonstrated the ability to publish in high-ranking refereed journals and respected professional outlets, as well as the capacity to propose work that is competitive for securing external funding (e.g., foundations, federal). Candidates should also demonstrate experience or the potential to engage in rigorous scholarship, teaching, and advising, including supporting teacher preparation and graduate student mentoring.
Preferred qualifications include but are not limited to:
- Experience with intervention development and evaluation

- Demonstrated commitment and ability to successfully mentor doctoral students, particularly those from underrepresented backgrounds

- Established track record or evidence of a developing programmatic line of research and ability to secure external funding (e.g., foundations, federal)

- Experience or demonstrated knowledge of culturally responsive pedagogy, including incorporating diverse perspectives into teaching and/or scholarship

- Experience with teacher preparation and undergraduate education

- K-12 teaching expertise implementing assessment and instructional practices that apply to learners with special needs

In accordance with the UMD College of Education Strategic Plan (https://education.umd.edu/sites/default/files/uploads/UMD%20College%20of%20Education%202022%20Strategic%20Plan.pdf), the candidate will contribute to a culture of scholarship within and outside of the College, innovative instructional programs, and strategic partnerships through research, teaching, and service. Read about our faculty hiring process and additional support during the hiring process here: https://faculty.umd.edu/faculty-hiring-process.

To Apply: Applicants should upload the following materials electronically via the University of Maryland Jobs Portal (https://ejobs.umd.edu/) for position #105463: (1) a cover letter summarizing qualifications related to the position description and expectations described above; (2) current curriculum vitae; (3) two scholarly writing samples that best reflect your current/future research with a preference for work that applicants believe best represents who they are as a scholar, (4) name, phone number, and email addresses of three individuals who may be contacted by the committee as references. The review will begin on September 16, 2024. Review of application will begin immediately and continue until the position is filled. Please contact the search committee chair with any questions about this position:

For additional questions, please do not hesitate to contact the search committee chair:

Jade Wexler Chair, Search Committee Special Education Program,

3214 Benjamin Building University of Maryland, College Park, MD 20742

Fax: 301-405-9995 Email: jawexler@umd.edu

The University of Maryland, College Park, an equal opportunity/affirmative action employer, complies with all applicable federal and state laws and regulations regarding nondiscrimination and affirmative action; all qualified applicants will receive consideration for employment. The University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, religion, sex, national origin, physical or mental disability, protected veteran status, age, gender identity or expression, sexual orientation, creed, marital status, political affiliation, personal appearance, or on the basis of rights secured by the First Amendment, in all aspects of employment, educational programs and activities, and admissions.