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Constance Richard

Title: Assistant Professor

Department: Rehabilitation and Health Services

College: College of Health and Public Service

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Wisconsin - Madison, 2024
    Major: Rehabilitation Counselor Education
  • MS, California State University, 2015
    Major: Rehabilitation Counseling

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

RHAB 5715.400Disability Issues in Human DevelopmentSummer 10W 2025 SPOT
RHAB 5742.400Professional Issues In Case ManagementSpring 2025 SPOT
RHAB 5718.400Transition Issues in RehabilitationSpring 2025 SPOT
RHAB 5700.400Ethical and Professional Foundations in Rehabilitation CounselingFall 2024 SPOT
RHAB 3900.900Case Management in RehabilitationSummer 10W 2024 SPOT
RHAB 4200.900Physical and Psychosocial Aspects of DisabilitySummer 10W 2024 Syllabus 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

    Book Chapter

  • Sheppard-Jones, K., Meredith, S., Richard, C. (2023). Giving parents a voice: Challenges experienced by parents of children with disabilities.. Psychological and Social Impact of Chronic Illness and Disability.. https://connect.springerpub.com/content/book/978-0-8261-5111-7/part/part03/chapter/ch14
  • Chong, P., Richard, C. (2020). Rheumatic disease. Medical, Psychosocial, and Vocational Aspects of Disability. Elliott and Fitzpatrick.

    • Journal Article

  • Zhou, K., Richard, C., Kim, J. (2025). Employment-Related Assistive Technologies for Autistic Individuals: A Scoping Review. Journal of Vocational Rehabilitation.
  • Chun, J., Curtiss, S., Richard, C., Zhou, K., Castruita, Y., Park, S., Kim, J., Koc, M. (2024). Where does Hope Lie? The Dialectical Tensions between Hopes and Expectations of Vocational Transition Planning from the Perspectives of Autistic Young Adults.. Journal of Autism and Developmental Disorders.
  • Chun, J., Anderson, C., Rumrill, S., Richard, C., Zhou, K., Fry, H., Froehlich, R. (2024). Promoting Quality Career Pathways for Individuals with Disabilities through the Public Vocational Rehabilitation Program.. Journal of Vocational Rehabilitation.
  • Bishop, M., Zhou, K., Fry, H., Richard, C., Park, S., Wiegmann, S., Blackstone, G., Kim, J. (2024). Disability Adjustment Counseling: Experiences and Perspectives of Certified Rehabilitation Counselors. Rehabilitation Counselors and Educators Journal.
  • Richard, C., Zhou, K., Fry, H. (2023). Addressing Power, Privilege, and Oppression in Rehabilitation Counselors’ Multicultural Education: A Multilevel Approach. Journal of Applied Rehabilitation Counseling. 54 (4) 258-276. https://doi.org/10.1891/JARC-2022-0015
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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
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