Skip to main content

Azadeh Ahmadi

Title: Assistant Professor

Department: Counseling and Higher Education

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Pennsylvania State University, 2024
    Major: Counselor Education

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

COUN 5680.002Essential Skills in CounselingSpring 2026 SPOT
COUN 6125.001Quantitative Research in Counseling Specialty AreaSpring 2026 SPOT
COUN 5580.001Family CounselingFall 2025 SPOT
COUN 5490.001Abnormal Behavior : Effects of Trauma, and Crisis InterventionSpring 2025 SPOT
COUN 6125.001Quantitative Research in Counseling Specialty AreaSpring 2025 SPOT
COUN 5580.001Family CounselingFall 2024 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Ahmadi, A., Ponder, W., Carbajal, J., Schuman, D.L., Collins, C.R., Yockey, R., Galusha, J.M. (2026). Validation of the PCL-5 for First Responders and Veterans: New Evidence for an 8- Factor Model of DSM-5 PTSD. Journal of Occupational and Environmental Medicine. Advance online publication
  • McMurtie, B., Ponder, W.N., Schuman, D.L., Ahmadi, A., Carbajal, J. (2026). Veteran Resilience and Posttraumatic Growth: A Cross-Sectional Network Analysis. European Journal of Trauma & Dissociation. 10 (2) 11.
  • Ahmadi, A., Prosek, E.A., Malcom, E., Shaikh, S. (2025). Paths to well-Being: Trauma, rumination, creativity, and growth. Journal of Happiness and Health. 5 (2) 75-91.
  • Ahmadi, A., Gerthe, J. (2025). A review of dialectical behavior therapy. Other. 7 (3) 52-70.
  • Galvan, A., Ahmadi, A., Zhao, F., Isadore, K., O'Shea, A. (2024). Exploring counseling dropout rates among international college students with disabilities. Counseling Outcome Research & Evaluation. 15 (2) 157–174.
  • Ahmadi, A., Gerthe, J. (2023). A review of attachment theory. The Journal of the Pennsylvania Counseling Association. 24 (1) 15-29.
  • Ahmadi, A., Ponder, W.N., Carbajal, J., Schuman, D.L., James, W., Yockey, A.R., Galusha, J.M. (2023). Validation of the PCL-5, PHQ-9, and GAD-7 in a sample of veterans. Journal of Occupational and Environmental Medicine. 65 (8) 643-654.
  • Ahmadi, A., Galusha, J.M., Ponder, W.N., Carbajal, J., Schuman, D.L., James, W., Yockey, A.R. (2023). Validation of the PCL-5, PHQ-9, and GAD-7 in a sample of first responders. Journal of Occupational and Environmental Medicine. 65 (6) 467-476.
  • Byrd, J.A., Porter, C., Mayes, R., Ahmadi, A. (2022). (In)Visibility across educational spaces: Centering mental health & wellness for Black girls & women. Journal of African American Women and Girls in Education. 2 (2) 1-8.
  • Prosek, E.A., Ponder, W.N., Ahmadi, A. (2022). Validation of the adapted response to stressful experiences scale. Military Psychology. 34 (5) 629-634.

Contracts, Grants and Sponsored Research

    Grant - Research

  • Ahmadi, A. (Principal), "School Mental Health Advocates for Students and Educators (SMHASE)," sponsored by U.S. Department of Education, Federal, $3800000 Funded. (2022 - 2027).
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
CLOSE