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Jamar Booth

Title: Lecturer

Department: Rehabilitation and Health Services

College: College of Health and Public Service

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Iowa, 2023
    Major: Counselor Education and Supervision
    Dissertation: African Americans, Chronic Health, and Quality of Life: Application of the World HealthOrganization's International Classification of Functioning, Disability, and Health (ICF) Model
  • GAC, University of Iowa, 2015
    Major: College Teaching

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

ADDS 4881.900Addictions PracticumSpring 2024 Syllabus
RHAB 4700.900Employment ServicesSpring 2024 SPOT
RHAB 5730.901Medical and Psychosocial Aspects of DisabilitySpring 2024 SPOT
RHAB 4880.900Rehabilitation PracticumSpring 2024 Syllabus SPOT
RHAB 4100.900Rehabilitation Service Delivery SystemsSpring 2024 Syllabus SPOT
RHAB 5735.610Alcohol and Other Substance Use Counseling ModelsFall 2023 SPOT
RHAB 5735.900Alcohol and Other Substance Use Counseling ModelsFall 2023 SPOT
RHAB 4500.900Assessment in RehabilitationFall 2023 Syllabus SPOT
RHAB 5710.900Multicultural Rehabilitation Counseling PracticeFall 2023 SPOT
RHAB 5734.900Psychopathology in Clinical Rehabilitation CounselingFall 2023 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

  • Booth, J., Washington, A.R. (2015). Individual counseling and Black males living in urban contexts..
  • Washington, A.R., Byrd, J., Booth, J., Henfield, M.S. (2014). “Boxed in” Black: Ascribing Black pathological norms onto Trayvon Martin and other adolescent Black male youth..

    • Journal Article

  • Sánchez, J., Estrada-Hernández, N., Booth, J., Pan, D. (2021). Factor structure, internal reliability, and construct validity of the Brief Resilience Scale (BRS): A study on persons with serious mental illness (SMI) living in the community..
  • Bardhoshi, G., Grieve, K., Swanston, J., Suing, M., Booth, J. (2018). Illuminating the on-campus experience of LGBTQ students through Photovoice..
  • Booth, J., Butler, M.K., Richardson, T.V., Washington, A.R., Henfield, M.S. (2016). School- Family-Community Collaboration for African American Males with Disabilities..
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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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