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Jennifer Schwartz

Title: Clinical Professor

Department: Psychology

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Idaho State University, 2004
    Major: Clinical Psychology
  • MS, Idaho State University, 2001
    Major: Psychology

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

PSYC 6830.703PracticumSpring 2026 SPOT
PSYC 6820.702PracticumFall 2025 SPOT
PSYC 6830.703PracticumSpring 2025 SPOT
PSYC 6820.702PracticumFall 2024 SPOT
PSYC 6830.704PracticumSpring 2024 SPOT
PSYC 6820.704PracticumFall 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

    Journal Article

  • Cicero, D.C., Vasquez, M., Levin-Aspenson, H., Schwartz, J. (2025). Psychology workforce: National and regional shortfalls. 19 (4) 256-262.
  • Cicero, D.C., Vasquez, M., Levin-Aspenson, H., Schwartz, J. (2025). Psychology workforce: National and regional shortfalls.. Training and Education in Professional Psychology. https://doi.org/10.1037/tep0000531
  • Phillips, M., Wray, A., Schwartz, J., Johnson, S. (2025). Multiple hats, one vision: Clinic directors’ distinct role in bridging the science-practice gap. (Fall/Winter 2025)
  • , , , , , , , , , , , , , , , , Schwartz, J. (2023). Thompson, S. M., Keenan-Miller, D., Dunn, D., Hersh, J., Saules, K. K., Graham, S. R., Bell, D. J., Hames, J. L., Wray, A., Hiraoka, R., Heller, M. B., Taber-Thomas, S. M., Taylor, M. J., Hawkins, R. C. II, Schacht, R. L., Liu, N. H., Schwartz, J. L., & Akey, E. H. (2023). Preferences for and acceptability of telesupervision among health service psychology trainees..
  • Callan, S., Schwartz, J., Arputhan, A. (2021). Training future psychologists to be competent in self-care: A systematic review.. Training and Education in Professional Psychology. 15 (2) 117-125. American Psychological Association (APA). https://doi.org/10.1037/tep0000345

    • Peer-Reviewed Bulletin

  • Ngo, D., Hwang, H., Schwartz, J. (2025). Opting In – Client-Clinician Matching in Doctoral Psychology Training Clinics. (Fall/Winter 2024-2025) online only, APTC. https://aptc.org
  • Levin-Aspenson, H., Schwartz, J. (2024). How Are Our Programs Training Supervision? A Rationale For A Program of Study. Association of Psychology Training Clinics Bulletin: Practicum and Training. https://drive.google.com/file/d/1D54Lt7QilP_89EEN-ZVHXUMe6qcHIeam/view
  • Schwartz, J. (2023). Sodowick, L., Hartman, A., Geller, P., Schwartz, J., Posmontier, B., & Horowitz, J. (2023). The benefits of housing intensive outpatient programs in psychology training clinics through the lens of Drexel University’s Mother Baby Connections program.. Association of Psychology Training Clinics Bulletin: Practicum and Training..

Contracts, Grants and Sponsored Research

    Contract

  • Schwartz, J. (Principal), "Southern Smoke Foundation," sponsored by Southern Smoke Foundation, National, $52200 Funded. (2024).

    • Grant - Research

  • Cicero, D.C. (Principal), Schwartz, J. (Co-Principal), Slavish, D.C. (Co-Principal), "North Texas Center of Excellence (COE) for Redressing Health Service Psychology Disparities," sponsored by Health Resources and Service Administration, Federal, $3420270 Funded. (2022 - 2027).

    • Grant - Teaching

  • Schwartz, J., "North Texas Center of Excellence (COE) for Redressing Health Service Psychology Disparities," sponsored by U.S. Health Resources and Services Administration, Federal, $3420270 Funded. (2022).
  • Cicero, D.C. (Principal), Schwartz, J. (Co-Principal), "The North Texas-20: Expanding Integrated, Interdisciplinary Behavioral Health Doctoral Psychology Training into Community-Based Primary Care across 20 High Need, High Demand Areas of North Texas," sponsored by Health Resources and Service Administration, Federal, $1294938 Funded. (2022 - 2025).
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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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