Adjunct Professor - California School of Professional Psychology (Emeryville) Spring 2026

The Clinical Psychology Programs in the San Francisco Bay Area emphasize the application of theory and research to clinical practice. The program develops competent professional health-care psychologists skilled in delivering a variety of clinical services to diverse populations in varied settings. Students take courses in a wide range of subjects, including statistics, theories of personality, psychological assessment, multicultural issues, and psychological practice. Students may follow their own clinical interests and further their individual career goals by selecting a specialized series of courses, research, and field placements related to a particular area of practice.

Starting Salary: $40 hourly
Salary will be based on candidate experience and course enrollment.

Minimum Requirements:
Education: Doctoral degree in Psychology (PsyD or PhD) from an accredited college or university.

Experience: Appropriate clinical and/or teaching experience in the areas(s) of specialization and expertise.

Licenses: Psychology license preferred based upon program need.

Position Summary:
Adjunct Faculty are scholars and professionals, who teach in their area(s) of specialization and expertise. The primary affiliation of adjunct faculty is not with the university.

Application Description:
Applicants to this position will be considered for a candidate pool encompassing one or more of the subject areas outlined in the job description. This pool will be used to identify qualified candidates for potential appointments during the 2025-2026 academic year.

Adjunct professors are in the following programs/courses:

Spring 2026 (January 5, 2026 - May 10, 2026)

Cognitive Assessment
This course in psychological assessment of adults, adolescents, and children will focus on the theory and practice of administration, scoring, and interpretation of current measures of intellectual and cognitive functioning, covering in depth the following measures:

• Wechsler Adult Intelligence Scale - Fifth Edition (WAIS V).
• Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V).
• Wechsler Individual Achievement Test-Third Edition (WIAT-III).
• Additional measures will be introduced, including the Differential Ability Scales - Second Edition (DAS-II).
• Woodcock - Johnson - Third Edition, Test of Achievement (WJ-III Achievement).
• Wide Range Achievement Test-V (WRAT-V).
• Comprehensive Trail Making Test (CTMT).
• Bender II.
• Beery-Buktenica Developmental Test of Visual-Motor Integration.
• 6th Edition (BEERY VMI).

Issues and controversies regarding the concept of intelligence and the assessment of cognitive and intellectual functioning, particularly in diverse populations, will be addressed. The course will also address the integration of clinical data and test results into a cogent case presentation and well-written psychological assessment report. Finally, the course will address theory and research on test construction and test development, including issues of reliability, validity, item construction, and test bias.

Note: This class includes a laboratory in which skills in administration, scoring, and interpretation of the tests and other assessment procedures that students are learning can be practiced. The laboratory meeting is led by a Teaching Assistant. Participation in the one- hour per week lab meeting is required and is a part of a student's overall evaluation.

Duties & Responsibilities:

• Facilitating Classroom and Distance/Distributed Learning.
• Course and syllabus preparation.
• Class curriculum coordination and planning.
• Assessment and evaluation of learners.
• Mentoring and advising students.
• Holding office hours and meeting with students.
• Research/scholarship mentoring and supervision.

Skills:

• Proficient computer skills, including proficiency with Microsoft Office programs.
• The ability to work independently and be self-motivated.
• High level of accuracy and attention to detail and the ability to solve problems.
• The ability to explain complex requirements in clear and concise terms.
• The ability to be flexible with workflow to meet the needs of the department and students and to manage multiple tasks by required deadlines.
• The drive to encourage, direct, hold accountable and guide candidates toward task completion.
• Must demonstrate the ability to work as an effective team member and develop trusting relationships with students and Alliant employees, as well as the Registrar's Office and various academic departments.
• Culturally humble and ability to communicate and interact effectively with diverse people.
• Highly motivated, focused and results oriented.
• Ability to exercise discretion and tact in all interpersonal interactions, and to maintain confidentiality.
• Collaboration and partnering with other university stakeholders to support candidate success.
• Ability to make administrative/procedural decisions and judgments.

Supervisory Responsibility:
Direct Reports: Possible student teaching assistant.
Indirect Reports: None.
Office Location: On Campus.
Work Hours: Standard office hours, occasional evenings or weekends may be required depending upon course schedule.
Travel: None.