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Jessica Grace

Title: Assistant Professor

Department: Social Work

College: College of Health and Public Service

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Texas Christian University, 2024
    Major: Social Work
  • MS, University of Texas at Arlington, 2010
    Major: Social Work

Current Scheduled Teaching

SOWK 4500.001Human Behavior and the Social Environment IISpring 2025 Syllabus

Previous Scheduled Teaching

SOWK 4500.001Human Behavior and the Social Environment IIFall 2024 Syllabus SPOT

Published Intellectual Contributions

    Dataset

  • Elias-Lambert, N., Leat, S.R., Bolton, K.W., Pond, R.S., Grace, J. (2024). Faculty Bystander Attitude Scale. PsycTESTS Dataset. American Psychological Association (APA). https://doi.org/10.1037/t92726-000
  • Journal Article

  • Thompson, E.L., Akpan, I.N., Alkhatib, S., Grace, J., Zimet, G.D., Daley, E.M., Luningham, J., Wheldon, C.W. (2025). Implementation of mid-adult HPV vaccination guidelines into clinical practice. Vaccine. 51 126867. Elsevier BV. https://doi.org/10.1016/j.vaccine.2025.126867
  • Grace, J. (2025). Patient and Healthcare Provider Factors Influencing Shared Clinical Decison Making for HPV (Human Papillomavirus) Vaccination among Adults Aged 27-45 Years Old in the United States: A Systematic Review. Journal of Public Health. Springer.
  • Thompson, E.L., Luningham, J., Alkhatib, S.A., Grace, J., Akpan, I.N., Daley, E.M., Zimet, G.D., Wheldon, C.W. (2025). Testing an HPV Vaccine Decision Aid for 27- to 45-Year-Old Adults in the United States: A Randomized Trial. Other. 45 (2) SAGE Publications. https://doi.org/10.1177/0272989x241305142
  • Grace, J. (2024). Clinician Perspectives on Implementing HPV Vaccination Guidelines into Practice. Behavioral Medicine. Philadelphia, PA, Taylor & Francis. https://www.tandfonline.com/journals/vbmd20
  • Wheldon, C.W., Grace, J.c., Zimet, G., Daley, E.M., Akpan, I.N., Alkhatib, S.A., Thompson, E.L. (2024). Development and evaluation of a decision aid for HPV vaccination among adults aged 27–45 years old in the United States. Computers in Biology and Medicine. 185 109557. Elsevier BV. https://doi.org/10.1016/j.compbiomed.2024.109557
  • Thompson, E.L., Griner, S.B., Grace, J., Maynard, G., Akpan, I.N., Johnson, K., Webb, N., Alkhatib, S., Kline, N.S. (2024). Online Recruitment of Qualitative Study Participants: Lessons Learned. Other. 7 (3) New Prairie Press. https://doi.org/10.4148/2572-1836.1231
  • Elias-Lambert, N., Leat, S., Bolton, K., Pond, R., Grace, J. (2023). Development of the bystander attitude and behavior scales for gender-based and oppressive violence with university faculty. Journal of Aggression, Maltreatment and Trauma. Milton Park, Oxfordshire, Taylor & Francis.
  • Chhetri, S., Gonzalez-Pons, K., Andrews, A., Carlson, E., Grace, J., Thompson, E.L., Spence, E.E. (2023). The Body in Crisis: A Health Needs Assessment among Female Survivors of Interpersonal Violence. Journal of Interpersonal Violence. 38 (1-2) 1970-1989. SAGE Publications. https://doi.org/10.1177/08862605221098393
  • Spence, E.E., Prabhakar, P., Grace, J., Fulda, K.G., Thompson, E.L., Ondersma, S.J. (2022). Development and implementation of tablet-based screening for interpersonal violence in primary care settings. Health Care for Women International. 43 (12) 1503-1509. Informa UK Limited. https://doi.org/10.1080/07399332.2022.2043861
  • Thompson, E.L., Fulda, K.G., Grace, J., Galvin, A.M., Spence, E.E. (2022). The Implementation of an Interpersonal Violence Screening Program in Primary Care Settings: Lessons Learned. Health Promotion Practice. 23 (4) 640-649. SAGE Publications. https://doi.org/10.1177/1524839921989273
  • Elias-Lambert, N., Leat, S.R., Grace, J. (2022). Bystander Intervention Programming with Faculty: Recommendations for Institutions of Higher Education. Other. 43 (2) 257-275. Springer Science and Business Media LLC. https://doi.org/10.1007/s10935-022-00669-0
  • Grace, J., Walters, S.T., Gallegos, I., Thompson, E.L., Spence, E.E. (2020). Use of a Health Advocacy Model for Survivors of Interpersonal Violence. International Journal of Environmental Research and Public Health. 17 (23) 8966. MDPI AG. https://doi.org/10.3390/ijerph17238966

Contracts, Grants and Sponsored Research

    Contract

  • Ackers, S. (Principal), Grace, J. (Supporting), "Examining Attitudes Related to Trauma-Informed Care Among School Professionals within a Texas School District: A Baseline Organizational Assessment," sponsored by Texas Christian University, Private, Funded. (2024).
  • Grant - Research

  • Grace, J., "Exploring the sexual and reproductive health needs of intimate partner violence survivors," sponsored by Harris College of Nursing and Health Sciences- TCU, Private, $716.8 Funded. (2023 - 2024).
  • Grace, J., "Exploring How Intimate Partner Violence (IPV) Service Providers Discuss Sexual and Reproductive Health," sponsored by Texas Christian University, Private, $441.3 Funded. (2022 - 2023).
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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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