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Kimberly Ferner

Title: Adjunct Faculty

Department: Kinesiology, Health Promotion and Recreation

College: College of Public Affairs and Health Sciences

Curriculum Vitae

Curriculum Vitae Link

Current Scheduled Teaching

HLTH 2200.401Family Life and Human SexualityFall 2026 Syllabus
KINE 5125.001Sport and Exercise PsychologyFall 2026
KINE 6125.001Sport and Exercise Psychology IIFall 2026
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

HLTH 3150.001Psychology of ExerciseSpring 2024 Syllabus SPOT
HLTH 3150.001Psychology of ExerciseFall 2023 Syllabus SPOT
KINE 4000.001Psychology of SportSpring 2023 Syllabus SPOT
KINE 4000.001Psychology of SportFall 2022 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

    Journal Article

  • Madson, S., Ferner, K., Martin, S.B. (2025). The growth of group fitness gyms: An opportunity to enhance psychological needs satisfaction. Academic Journal of Sports Science & Medicine. 2 (4) 1-4. IRIS Publisher. https://irispublishers.com/ajssm/pdf/AJSSM.MS.ID.000544.pdf
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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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