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University of Virginia · 2 days ago

Graduate Program Administrator, Psychology

Charlottesville, VA

Full-time

Onsite

Mid Level

$69K/yr - $73K/yr

3+ years exp

The University of Virginia is dedicated to advancing the science and application of psychology through research and education. The Graduate Program Administrator will work closely with key faculty members to develop protocols for graduate admissions and curriculum, while also facilitating communication with students and faculty.

Higher Education

No H1B

Responsibilities

Provides leadership and support for curriculum development initiatives including as the liaison with CPEC

Provides leadership for graduate student recruitment including coordinating and overseeing visits for prospective students both domestic and international

Collaborates with and advises graduate curriculum content areas paying particular attention to multiple agency accreditation aspects of the Clinical graduate program

Provides planning and scheduling oversight for graduate curriculum, ensuring coordinated scheduling and compliance with policies, procedures

Stewards the integration of TA, GRA, extramural budgeting in a complex teaching/research matrix, including external fellowships and maintains departmental dashboard

Plays a lead role in graduate awards and graduation planning, supervising student volunteers and employees

Facilitates graduate student wellbeing initiatives by collaborating on programmatic and budgetary models and mentoring student volunteers and employees

Other Duties as Assigned

Qualification

Graduate program administrationCurriculum developmentStudent supportAcademic funding modelsCommunication skills

Required

Education: Bachelor's Degree

Preferred

Education: A bachelor's degree in Psychology or a related field

Master's degree in Psychology or a related discipline strongly preferred

Experience: 3-5 years experience in a complex academic department; demonstrated understanding of academic funding models; demonstrated understanding of teaching assistantship paradigm in large classroom settings; experience in student support role