Assistant Professor or above in Emotional Intelligence

Job Description

1. Teaching Responsibilities: Deliver general education courses on emotional intelligence for undergraduate and postgraduate students using embodied/somatic practices to enhance emotion regulation, while collaborating with the teaching team and coordinating with the Whole Person Education Center's course arrangements.
2. Course Development: Lead the development of three-credit elective courses that integrate emotional intelligence, embodied learning, and somatic practices, and promote their inclusion into related disciplines such as Psychology, Artificial Intelligence, and Sports and Health.
3. Research Responsibilities: Conduct interdisciplinary academic research on emotional intelligence and somatic practices with fields like Psychology, Neuroscience, Sports Science, Active Health, and AI, and assist the Center in building an academic network and organizing seminars or workshops.
4. Student Mentorship and Whole Person Education: Provide academic guidance and project supervision for students' somatic practice research, promote well-being and learning through physical practices and extracurricular community activities, participate in interdisciplinary course collaborations to embed emotional intelligence into the whole person education framework, and deliver public lectures or training sessions for faculty and students.

Job Requirement

1. Possess a doctoral degree in Psychology, Cognitive Science, Neuroscience, Health Sciences, Sports Science, Somatic/Embodied Integration Studies, or a related field. Postdoctoral or university teaching experience is preferred.
2. Fluent English teaching ability (language certification or overseas degree experience required).
3. Expertise in Somatic/Embodied Practices
   • Have systematically studied and continuously practiced at least one verifiable somatic/embodied practice method. Professional certificated is preferred.
   • Be able to organically integrate somatic/embodied practices with emotional intelligence course content, rather than merely as background knowledge.
4. Teaching Competence
   • Evidence of effective teaching, such as student evaluations of teaching, teaching observation reports, or teaching awards.
5. Research Competence
   • Have a clear research direction in areas such as emotion regulation, mindfulness-based interventions, somatic/embodied practices, embodied cognition, affective neuroscience, or related fields.
   • Possess the ability to independently apply for research funding.
   • Be able to supervise students in conducting small-scale research projects and support student outcomes presentation or publication.
6. Interdisciplinary and Collaborative Skills
   • Be willing and able to engage in interdisciplinary collaboration with faculty in fields such as Psychology, Neuroscience, Sports Science, Education, Art Therapy, and related areas.
   • Demonstrate strong team collaboration spirit and be able to participate in curriculum system development and teaching innovation activities at the Center for Whole Person Education.
7. Administrative and Service Duties
   • Be able to undertake necessary public service tasks, including course management, course evaluation, and student activity organization.
   • Have experience delivering public lectures or somatic practice experiential activities for faculty and students on campus.