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Internship Engineering Psychologist Jobs in Austin, TX

Ferrovial

HR Operations Intern

Austin, TX · On-site

$14.75 - $19.75/hr

... and build civil engineering and construction projects, mainly in large transportation ... This internship offers hands-on experience in various HR functions, including recruitment ...

Ferrovial

HR Immigration + Compliance Intern

Austin, TX

$14.75 - $19.75/hr

... and build civil engineering and construction projects, mainly in large transportation ... This internship offers hands-on experience in various HR functions, including recruitment ...

Ferrovial

HR Immigration + Compliance Intern

Austin, TX · On-site

$14.75 - $19.75/hr

... and build civil engineering and construction projects, mainly in large transportation ... This internship offers hands-on experience in various HR functions, including recruitment ...

Dell Medical School

Research Associate I

Austin, TX · On-site

$40K/yr

Training and Mentorship • Provide training and guidance to new research staff and interns. • ... Required Qualifications Requires a Bachelor's Degree in Psychology, Neuroscience, Biology, Data ...

Ferrovial

HR Operations Intern

Austin, TX · On-site

$14.75 - $19.75/hr

... and build civil engineering and construction projects, mainly in large transportation ... This internship offers hands-on experience in various HR functions, including recruitment ...

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Internship Engineering Psychologist information

See Austin, TX salary details

$44.1K

$152.7K

$308.3K

How much do internship engineering psychologist jobs pay per year?

As of May 28, 2026, the average yearly pay for internship engineering psychologist in Austin, TX is $152,702.00, according to ZipRecruiter salary data. Most workers in this role earn between $86,700.00 and $221,000.00 per year, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as an Internship Engineering Psychologist, and why are they important?

To thrive as an Internship Engineering Psychologist, you need foundational knowledge in psychology, human factors engineering, and research methods, typically supported by ongoing graduate studies in a related field. Familiarity with data analysis software (like SPSS or MATLAB), usability testing tools, and experimental design platforms is often required. Strong analytical thinking, attention to detail, and effective communication skills help interns collaborate with multidisciplinary teams and translate research findings into practical solutions. These competencies ensure that human-centered designs and research projects are executed efficiently and contribute meaningfully to user experience and safety.

What are some common challenges faced by Internship Engineering Psychologists when applying psychological principles to engineering projects?

Internship Engineering Psychologists often encounter challenges such as translating psychological theories into practical design solutions and collaborating effectively with multidisciplinary teams, including engineers and designers. They may also need to balance user-centered perspectives with technical or business constraints and learn to communicate their findings in a way that is actionable for non-psychology professionals. Gaining familiarity with engineering processes and tools while advocating for the user experience can be both demanding and rewarding, offering substantial opportunities for professional growth.

What is an Internship Engineering Psychologist?

An Internship Engineering Psychologist is a student or recent graduate who works under supervision to apply psychological principles to the design and evaluation of systems, products, and environments. They help make technology and workplaces more user-friendly by studying human behavior and interaction with machines. Interns in this role typically assist with research, data analysis, usability testing, and preparing reports. The goal is to gain hands-on experience in the field of engineering psychology, which bridges the gap between psychology and engineering to improve safety, efficiency, and user satisfaction.

What is the difference between Internship Engineering Psychologist vs Engineering Psychologist?

AspectInternship Engineering PsychologistEngineering Psychologist
CredentialsTypically pursuing or recently completed relevant degree; no certification requiredMaster's or Ph.D. in psychology or related field; often licensed or certified
Work EnvironmentInternship setting, supervised, often in research or development teamsFull-time professional role in industry, research, or consulting
Employer & IndustryUniversities, research labs, tech companies during trainingTech firms, aerospace, automotive, or healthcare industries

The Internship Engineering Psychologist is a training position for students or recent graduates gaining practical experience, while the Engineering Psychologist is a full-fledged professional applying psychological principles to optimize systems and user experience. The internship provides foundational exposure, whereas the engineering psychologist role involves independent work and advanced responsibilities.

What are popular job titles related to Internship Engineering Psychologist jobs in Austin, TX? For Internship Engineering Psychologist jobs in Austin, TX, the most frequently searched job titles are:
What job categories do people searching Internship Engineering Psychologist jobs in Austin, TX look for? The top searched job categories for Internship Engineering Psychologist jobs in Austin, TX are:
What cities near Austin, TX are hiring for Internship Engineering Psychologist jobs? Cities near Austin, TX with the most Internship Engineering Psychologist job openings:
Internship Engineering Psychologist jobs near you
Infographic showing various Internship Engineering Psychologist job openings in Austin, TX as of May 2026, with employment types broken down into 13% Internship, 74% Full Time, and 13% Part Time. Highlights an 100% In-person job distribution, with an average salary of $152,702 per year, or $73.4 per hour.
School Psychologist Pool (REVISED) (9800)

School Psychologist Pool (REVISED) (9800)

Bastrop Independent School District

Bastrop, TX • On-site

Full-time

This job post has expired today. Applications are no longer accepted.

Bastrop Independent School District rating

4.7

Company rating: 4.7 out of 10

Based on 10 frontline employees who took The Breakroom Quiz

506th of 538 rated elementary and secondary schools

Job description

JOB DESCRIPTION
Job Title
School Psychologist
Evaluation Type
Professional
Department
Special Programs & Services
Pay Grade
A3
FLSA
Exempt
Date Revised
March 2026
Supervisor
School Psychologist
BASIC FUNCTION & RESPONSIBILITY: This position is responsible for the evaluation and interpretation of results and participation in eligibility decisions, for students with disabilities or suspected disabilities, as part of the Admission, Review, and Dismissal (ARDC) committee. Applicant is also responsible for helping ensure that school personnel and parents comply with applicable regulations relative to the evaluation and eligibility for special education. Applicant must be knowledgeable of a variety of evaluation instruments for educational programming of eligible students who have been identified as requiring Special Education services. Applicant may also have supervisory responsibilities for evaluations and reports of Interns.
QUALIFICATIONS:
Education/Certification:
  • Master's degree in educational assessment from an accredited college or university.
  • Current licensure as a School Psychologist from the Texas State Board of Examiners of Psychologists.
  • OR Eligibility for a School Psychologist Intern license as defined by the Texas State Board of Examiners of Psychologists (TSBEP)
Special Knowledge/Skills/Abilities:
  • Knowledge of diagnostic procedures, education of students receiving Special Education services, human development, and learning theories.
    Able to read, write, and converse fluently in English.
  • Knowledge of and the ability to apply psychological, behavioral, and learning theories, and knowledge of test construction and statistical theory and application.
  • Knowledge of and interpret State, Local, and Federal regulations affecting the identification and services of students with disabilities.
  • Ability to administer and interpret a variety of evaluation instruments, and make recommendations for intervention.
  • Ability to apply psychological, behavioral, and intellectual data for planning educational programs for eligible students.
  • Ability to communicate clearly with parents, teachers, and other school staff regarding both individual evaluations and general information.
  • Able to evaluate students to determine Emotional Disturbance and Autism eligibility.
    • Experience:
    • Two (2) years of experience providing psychology services in an educational setting preferred.
    CHARACTERISTIC DUTIES & RESPONSIBILITIES: The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.
    Main Duties & Responsibilities:
    • Evaluate students to determine Special Education eligibility (e.g., administer individual intelligence, achievement, adaptive behavior, and behavioral/emotional tests).
    • Fully comply with all federal and state special education timelines and regulations, as well as consistently meet or exceed all district productivity standards for completion of evaluations and/or services, IEP management, and documentation of services as based on BISD's Operating Procedures, BISD's Evaluation Procedures, and job-specific roles and responsibilities.
    • Work collaboratively as part of a multidisciplinary evaluation team to ensure the completion of high-quality evaluations within required timelines and in alignment with the District's operating procedures.
    • Use evidence-based tools and strategies to evaluate and/or serve students that respect diverse cultural backgrounds, including race, ethnicity, language, disability, and socioeconomic status.
    • Promote inclusive opportunities and equitable access for students with disabilities through collaboration with ARD committee members, including campus administrators, teachers, parents, and other service providers.
    • Accurately and timely document services through the district's digital management system in alignment with defined operating procedures and expectations.
    • Discuss implications of test data for planning, educational programs, providing interventions, and programming strategies with parents, teachers, and staff.
    • Participate in Initial Referral Team (IRT) meetings to provide District personnel and parents with information regarding referrals for Special Education evaluation.
    • Participate in Annual Review and Dismissal (ARDC) meetings to review and interpret evaluation results, assist with placement decisions, develop Individual Education Plans (IEP), and ensure compliance with applicable regulations relative to evaluation and eligibility.
    • Continue professional development through professional training opportunities, professional literature, and collaboration with colleagues.
    • Ensure federal timelines are met in scheduling and meet department goals, objectives, and performance expectations.
    • Select and administer formal and informal assessments to determine student eligibility for Special Education services according to Federal Regulations and Texas Education Code, State Board Rules, and LEA Board policies.
    • Compile and evaluate comprehensive student information including classroom observations; personal interviews with students, teacher(s), parents, and others; and reference relevant assessment data from the student's cumulative folder.
    • Evaluate and provide student information relevant to the determination of disability/ies and eligibility for Special Education services (e.g., administer individual standardized intelligence and achievement measures, parent, and teacher rating scales, as well as other relevant assessment batteries and tests).
    • Interpret evaluation data and write evaluation reports, individually or in collaboration with related services, members of the multidisciplinary evaluation teams or outside evaluators as needed and applicable.
    • Write evaluation reports.
    • Consult with parents, teachers, and other school staff concerning the educational needs of students and interpretation of assessment data, evaluation feedback, and recommendations.
    • Participate in Annual Review and Dismissal Committee (ARDC) meetings to review and interpret evaluation results, assist with placement decisions, develop Individual Education Plans (IEP), and ensure compliance with applicable regulations relative to evaluation and eligibility and district procedures.
    • Assist classroom teachers with the implementation of a student's IEP.
    • Present staff development and professional learning opportunities for school personnel in identifying and understanding students with disabilities.
    • Participate in the selection of assessment materials and equipment.
    • Develop and coordinate an on-going, results driven continuing evaluation system of assessment protocols and the assessment program to ensure high assessment standards are maintained and make changes as needed.
    • Compile, maintain, and file timely reports, records, and other documents as required and assigned.
    • Comply and adhere to all standards established by Federal Regulations, Texas Education Code, State Board Rule, and LEA Board policy.
    • Comply with all District and local campus routines, protocols, and regulations.
    • Follow District safety protocols and emergency procedures.
    • Provide an exceptional customer experience for all BISD stakeholders with intentional and professional practices that promote a culture of respect.
    SUPERVISION EXERCISED: None
    MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:
    • Tools/Equipment Used: Standard office equipment including computer and peripherals
    • Posture: Frequent sitting, kneeling/squatting, bending/stooping, pushing/pulling, and twisting
    • Motion: Frequent walking, grasping/squeezing, wrist flexion/extension
    • Lifting: Moderate lifting and carrying; regular light lifting and carrying (less than 15 pounds); occasional heavy lifting (45 pounds or more); may be required to lift and transfer students to and from wheelchair or assist with positioning students with physical disabilities; controlling behavior through physical restraint; assisting nonambulatory students
    • Environment: Regular districtwide travel to multiple work locations as assigned; exposure to biological hazards, bacteria, and communicable diseases
    • Mental Demands: Maintain emotional control under stress; interpret policies, procedures, and data; work with frequent interruptions

    NOTES:
    The Texas license that permits the practice of school psychology is called the School Psychologist license as of September 1, 2025 as outlined in HB 2598. The 'Licensed Specialist in School Psychology' terminology will no longer be used after this date.
    This school psychology license is required by the Texas State Board of Examiners of Psychologists (TSBEP) to provide school psychological services in Texas public schools. The requirements for the license include completion of a graduate degree in school psychology or closely related field, a passing score on the national exam for school psychology and eligibility for certification as a National Certified School Psychologist (NCSP) or educational equivalent. In Texas, the title of School Psychologist is an appropriate title for practitioners in schools.

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