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Jenna Tomalski

Title: Teaching Fellow

Department: Psychology

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • MS, University of North Carolina at Greensboro, 2013
    Major: Kinesiology
    Specialization: Sport Psychology
  • BA, University of North Carolina at Chapel Hill, 2007
    Major: Exercise and Sport Science
  • BA, University of North Carolina at Chapel Hill, 2007
    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 4600.001History and SystemsSummer 5W1 2018 Syllabus SPOT
PSYC 5680.303Counseling Psychology Theories and MethodsFall 2017 SPOT
PSYC 3620.002Developmental PsychologySpring 2017 Syllabus SPOT
PSYC 1650.003General Psychology IIFall 2016 Syllabus SPOT
PSYC 1650.001General Psychology IISpring 2016 Syllabus SPOT
PSYC 2480.001Psychosocial AdjustmentFall 2015 Syllabus 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

    Abstracts and Proceedings

  • Tomalski, J., Petrie, T.A., Martin, S.B., Greenleaf, C.A. (2015). Biopsychosocial and physical predictors of body satisfaction in middle school female athletes.. p. 121. Indianapolis, IN., Association for Applied Sport Psychology.

    • Journal Article

  • Tomalski, J., Clevinger, K., Albert, E., Jackson, R., Wartalowicz, K., Petrie, T.A. (2019). Mental health screening for athletes: Program development, implementation, and evaluation. Other. 10 (2) 121-135.
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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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