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Jonathan Cajas

Title: Teaching Fellow

Department: Psychology

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • MS, University of North Texas, 2024
    Major: Psychology
  • BA, University of North Texas, 2019
    Major: Psychology

Current Scheduled Teaching

PSYC 3650.304Experimental MethodsSpring 2026 Syllabus
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 3650.314Experimental MethodsFall 2025 Syllabus SPOT
PSYC 3317.309Quantitative Methods LabFall 2025 Syllabus SPOT
PSYC 3317.452Quantitative Methods LabSummer 5W1 2025 Syllabus SPOT
PSYC 4600.002History and SystemsSpring 2025 Syllabus SPOT
PSYC 4030.501Multicultural PsychologySpring 2025 Syllabus SPOT
PSYC 4600.001History and SystemsFall 2024 Syllabus SPOT
PSYC 3317.301Quantitative Methods LabFall 2024 Syllabus SPOT
PSYC 3317.301Quantitative Methods LabSpring 2024 Syllabus SPOT
PSYC 3317.309Quantitative Methods LabFall 2023 Syllabus SPOT
PSYC 3317.301Quantitative Methods LabSummer 5W1 2023 Syllabus SPOT
PSYC 3317.302Quantitative Methods LabSpring 2023 Syllabus SPOT
PSYC 3317.308Quantitative Methods LabSpring 2023 Syllabus SPOT
PSYC 3650.303Experimental MethodsFall 2022 Syllabus SPOT
PSYC 3650.314Experimental MethodsSpring 2022 Syllabus SPOT
PSYC 3650.302Experimental MethodsFall 2021 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

  • Boals, A., Griffith, E.L., Huynh, K., King, R.L., Cajas, J. (2026). A direct comparison of the impact of experienced discrimination versus conventional potentially traumatic events.. Psychological Trauma: Theory, Research, Practice, and Policy. 18 (1) 202-209. American Psychological Association (APA). https://doi.org/10.1037/tra0001967
  • Boals, A., King, R.L., Griffith, E.L., Huynh, K., Cajas, J. (2025). A direct comparison of the impact of experienced discrimination versus conventional potentially traumatic events. Behavioral Sciences. 16 (1) 41.
  • Boals, A., King, R.L., Griffith, E.L., Huynh, K., Cajas, J. (2025). Predictors of perceived posttraumatic growth and depreciation as outcomes of experienced discrimination. Journal of Aggression, Maltreatment and Trauma.
  • Boals, A., Griffith, E.L., King, R.L., Huynh, K., Cajas, J. (2025). Predictors of Perceived Posttraumatic Growth and Depreciation as Outcomes of Experienced Discrimination. Behavioral Sciences. 16 (1) 41. MDPI AG. https://doi.org/10.3390/bs16010041
  • Guillot, C.R., Pang, R., Vilches, J., Arnold, M., Cajas, J., Aleman, A., Leventhal, A. (2024). Longitudinal associations between anxiety sensitivity and substance use in adolescents: Mediation by depressive affect. Experimental and Clinical Psychopharmacology. Advance Online Publication
  • Briggs, M., Cajas, J., Archibald, A., Flores Niemann, Y. (2022). Serving Whom? An Exploration of Cultural Taxation Themes in Latinx Graduate Students. Other. 19 Columbia University Libraries. https://doi.org/10.52214/gsjp.v19i.10050

    • Masters Thesis

  • Cajas, J. Developing Cultural Competence for Latinx Cultural Engagement. University of North Texas Libraries. https://doi.org/10.12794/metadc2332532
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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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