Associate Professor | Associate Dean for Doctoral Education
Room: 323 Social Work Building
Current Curriculum Vitae
Since joining the GCSW in 2004, Dr. Sheara Jennings has been actively engaged in leadership, scholarship, teaching and service. In addition to various administrative roles at the college and university levels, including Associate Dean for Doctoral Education and Interim Special Assistant to the Provost, her current research activities focus on the delivery and evaluation of two multi-year, multi-million-dollar federal grants. These projects are designed to address the well-being of minority (African-American and Hispanic) youth and families via the prevention of teen pregnancy and the transmission of HIV/STIs; and the promotion of healthy marriage and relationships.
Through these experiences, coupled with practice experience as a master’s level social worker and professional trainer, Dr. Jennings has developed a wide range of skills and the ability to work with diverse groups and individuals. Guided by a passion for leadership, her approach is collaborative, task-oriented, analytical and strategic. She was a participant in the Harvard University Management Development Program, Class of 2011, as well as the University of Houston’s inaugural Chair’s Leadership Academy Program (2014), an initiative of the Provost’s Office to develop the next cadre of leadership at the University of Houston.
Licenses and Certifications
Academy of Certified Social Workers (ACSW)
- Assessment in Social Work
- Child Abuse and Neglect
- Introduction to Social Work Practice
- Pre-Dissertation Research
- Social Work Practice with Individuals, Families and Groups
- School Social Work
Dr. Jennings' current research activities focus on the development, delivery and evaluation of programs designed to prevent teen pregnancy, promote healthy marriage and/or relationships, and to empower families to influence and promote positive life course outcomes for their children. Previously, she has published research in the following areas: the interrelatedness of minority (African-American and Hispanic) children’s behavior, social skills and family factors regarding their school readiness and academic achievement; limited English proficiency as an acculturative stressor; and secondary data analysis with large scale data sets.