Applications are now being accepted for an NICHD post-doctoral research fellowship (1 year with opportunity for 2nd year based on satisfactory performance) at the University of Michigan Center for Human Growth and Development (CHGD), an interdisciplinary research center dedicated to the advancement of research on children’s health and development by fostering collaborations among biomedical, behavioral, and social scientists. CHGD’s scientists integrate the science of child development with pressing public health issues affecting children and their families.
CHGD will award one post-doc starting in Fall 2015. The goal of this training program is to prepare future leaders in the field of child development who will be poised to make substantial contributions to improving health and well-being in childhood by integrating biology, behavior, and intervention science. Cross-cutting themes in the training program include: (1) trajectories of child development and their biological underpinnings; (2) parenting as a transactional process with roots in biology; and (3) behavioral intervention implementation.
Post-Doctoral Research Fellowship
Center for Human Growth and Development, University of Michigan Applying Basic Behavioral Science to Improve Children’s Health and Well-being
Applications are now being accepted for an NICHD post-doctoral research fellowship (1 year with opportunity for 2nd year based on satisfactory performance) at the University of Michigan Center for Human Growth and Development (CHGD). The Center for Human Growth and Development (CHGD) is an interdisciplinary research center dedicated to the advancement of research on children’s health and development by fostering collaborations among biomedical, behavioral, and social scientists. CHGD’s scientists integrate the science of child development with pressing public health issues affecting children and their families. CHGD will award one post-doc starting in Fall 2015. The goal of this training program is to prepare future leaders in the field of child development who will be poised to make substantial contributions to improving health and well-being in childhood by integrating biology, behavior, and intervention science. Cross-cutting themes in the training program include: (1) trajectories of child development and their biological underpinnings; (2) parenting as a transactional process with roots in biology; and (3) behavioral intervention implementation.
The major features of the training include: 1) a mentor-based research apprenticeship with an NIH- funded investigator that culminates in the completion of an independent research project; and 2) a formal core curriculum that focuses on the skills necessary to become an independent investigator, including: developmental theory and methodology, study design and statistical modeling, translation of research findings into interventions, professional socialization, grant preparation, career planning, scientific presentations, project management, and the ethical conduct of research.
The successful candidate will have earned a Ph.D. by the time of appointment in developmental psychology, human development and family studies, developmental neuroscience or a related field specializing in research on child development. U.S. citizenship or permanent resident status is necessary due to training grant requirements. Salary is in line with NIH pay scale. Offer includes full UM health benefits, and discretionary funds to be used for conference travel and research expenses..
Submit CV (including indication of citizenship), a statement describing research interests and career objectives (up to 2 pages), and 3 letters of recommendation, to: email@example.com by March 1, 2015. Applications will be reviewed immediately. The key selection criteria include: (1) a demonstrated proficiency and potential to become a leader in research in child development; and (2) a demonstrated interest in an interdisciplinary approach to applying basic developmental and behavioral science to improve children’s health and well-being.
The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University of Michigan is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, height, weight, or veteran status in employment, educational programs and activities, and admissions. The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks. Background checks will be performed in compliance with the Fair Credit Reporting Act
Training Program Faculty
Ronald Chervin, M.D.
Obstructive sleep apnea, sleep disorders in children
Pamela Davis- Kean, Ph.D.
Pathways through which socio-economic status of parents relates to the outcomes of their children; use of replication methods and large scale data sets
Barbara T. Felt, M.D.
Effects of iron deficiency during early brain development on longer term brain and functional behavioral outcomes; sleep in young children
Ashley Gearhardt, Ph.D.
Similarities between addictive and eating behaviors through a multi-method approach including neuroimaging, eye-tracking, and measurement development; role of the food environment (e.g., food commercials)
Niko Kaciroti, Ph.D.
Application of statistics in an interdisciplinary setting using linear and nonlinear mixed models, survival analysis and structural equation modeling
Ioulia Kovelman, Ph.D.
Language and reading development in monolingual and bilingual infants and children using behavioral and brain imaging methods (fMRI, fNIRS).
Betsy Lozoff, M.D.
Common nutritional and environmental problems that adversely affect children’s development, especially in resource-poor settings; developmental and behavioral effects of iron deficiency in infancy
Julie Lumeng, M.D.
Predictors of childhood obesity, particularly among low-income children, including maternal feeding styles and biobehavioral markers of psychosocial stress; community-based interventions for childhood obesity
Alison Miller, Ph.D.
Research Assistant Professor
Health Behavior and Health Education
Childhood mental health, developmental psychopathology; childhood poverty and stress, eating behavior and obesity; biobehavioral self-regulation, socio- emotional development, and school readiness; child and family interventions.
Karen Peterson, D.Sc.
Environmental Health Sciences
Biosocial and environmental influences on child growth and maturation during sensitive developmental periods; design and evaluation of population-based interventions addressing dietary and physical activity behaviors in diverse populations
Kenneth A. Resnicow, Ph.D.
Health Behavior and Health Education
Design and evaluation of health promotion programs for special populations, understanding the relationship between ethnicity and health behaviors, school- based health programs, substance use prevention and harm reduction.
Katherine Rosenblum, Ph.D.
Trauma and relationship disruptions in early childhood, parent mental health, interventions to enhance parent-child relationships, and the special needs of young children in the context of military families, adoption and foster care.
Prachi E. Shah, M.D.
Development of emotion regulation of infants born in the late preterm period.
James E. Swain, M.D., Ph.D.
Social cognitive and affective brain mechanisms underlying parental thoughts and behaviors and associated child development in health, mood disorder, and low socioeconomic status toward brain-based intervention.
Delia M. Vazquez, M.D.
Impact of early life stress on the developing hypothalamic-pituitary-adrenal axis and vulnerability to growth disorders, psycho-pathology and substance abuse.
Brenda L. Volling, Ph.D.
Social and emotional development of infants and young children; the role of family relationships in facilitating children’s developmental outcomes; the role of fathers, the quality of sibling relationships, and parent-infant attachment.
Henry M. Wellman, Ph.D.
Children's acquisition of foundational knowledge - early acquired understandings that shape and frame later cognitive developments - studied via naturalistic and laboratory studies with infants and young children; development of a "theory of mind" and understandings of physical objects and biological phenomena.
Marc Zimmerman, Ph.D.
Health Behavior and Health Education
Empowerment theory, adolescent health and resiliency, youth violence prevention, community-based prevention and evaluation research.