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Title: THE EFFECTS OF TEACHER SELF-DISCLOSURE OF POLITICAL VIEWS AND OPINIONS.
Creator: Weiler, Regina, Katt, James, University of Central Florida
Abstract / Description: This study explores the relationship between classroom disclosure of political views and opinions by professors and student perceptions. A sample of students (N = 158) chose to participate in a survey asking questions about their perceptions of the amount, depth, and inappropriateness of teacher political disclosure, as well as whether or not they agreed with their professor's disclosed political ideology. The questionnaire also measured student perceptions of the teacher's subsequent...
Show moreThis study explores the relationship between classroom disclosure of political views and opinions by professors and student perceptions. A sample of students (N = 158) chose to participate in a survey asking questions about their perceptions of the amount, depth, and inappropriateness of teacher political disclosure, as well as whether or not they agreed with their professor's disclosed political ideology. The questionnaire also measured student perceptions of the teacher's subsequent competence, goodwill, trustworthiness, student state motivation, and student affective learning (content and teacher). The data revealed negative relationships between perceived inappropriateness of political disclosure and perceived competence and goodwill of the professor. Another finding of this study was that students who disagreed with their professors' disclosed political views tended to perceive those professors as less competent and trustworthy, and reported lower state motivation and affective learning.
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Date Issued: 2009
Identifier: CFE0002575, ucf:48273
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002575

Title: Sensemaking In Honors Scheduling.
Creator: Rowland, James, Musambira, George, Hastings, Sally, Katt, James, University of Central Florida
Abstract / Description: Honors courses offer students unique opportunities such as smaller class sizes, applied application of knowledge, and a closer mentorship with the faculty member. Through observation, there are some cases where courses have regularly been cancelled every term due to low enrollment. When these courses are often canceled, it can impact the honors program ability to continue to offer courses to the students. Using Weick's work on Sensemaking and principles of analyzing organizational culture,...
Show moreHonors courses offer students unique opportunities such as smaller class sizes, applied application of knowledge, and a closer mentorship with the faculty member. Through observation, there are some cases where courses have regularly been cancelled every term due to low enrollment. When these courses are often canceled, it can impact the honors program ability to continue to offer courses to the students. Using Weick's work on Sensemaking and principles of analyzing organizational culture, the study addressed how honors students are impacted by course cancellations and how they communicate about the impact. Through two focus groups with a total of eleven participants, information was gathered on how they constructed and communicated about their identity as honors students; their individual campus environments, and how those environments help to shape the communication culture they were part of; how they make scheduling decisions by extracting plausible cues from the communication they receive about course scheduling; and the impact of course cancellations on their honors experience.In defining honors and its incorporation into their identity, the students described how being in honors was a challenge to make themselves the best that they can be which included being part of an engaging community of scholars and of use to the community around. The two focus groups noted differences on how each campus provided a slightly different organizational culture: one more familiar and inviting, the other massive and resource filled, and with diversity in the type of students encountered. Course scheduling messages often were extracted from the course scheduling website, with little communication about what would be offered into the future beyond the immediate term. Students had to gather additional data from their fellow students, faculty, and the honors office. Students often searched for cues regarding time and location of the class, the impact to the degree program, and if the class will push the student in new and innovative ways to provide a deeper engagement with the material. Students were often impacted by course cancellations and the added stress of having to find replacement courses to avoid extending the time to complete the degree or risk financial repercussions with the loss of financial aid. These stressors do provide cues that can influence the degree of challenge a student is willing to accept or even degree completion.
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Date Issued: 2017
Identifier: CFE0006652, ucf:51249
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006652

Title: Career preparation for interdisciplinary science PhD students: A case study.
Creator: Gordon, Sabrina, Hastings, Sally, Pryor, Burt, Katt, James, University of Central Florida
Abstract / Description: This case study intended to collect and analyze responses from stakeholders of the UCF Modeling and Simulation graduate program regarding the ways in which interdisciplinary (IDS) science PhD students could be prepared for diverse career paths. A mixed methodology study was executed and quantitative survey (N=96) and qualitative interview (N=10) data were collected to address three research questions. Overall, stakeholders for this case study were found to represent the three main career...
Show moreThis case study intended to collect and analyze responses from stakeholders of the UCF Modeling and Simulation graduate program regarding the ways in which interdisciplinary (IDS) science PhD students could be prepared for diverse career paths. A mixed methodology study was executed and quantitative survey (N=96) and qualitative interview (N=10) data were collected to address three research questions. Overall, stakeholders for this case study were found to represent the three main career paths of academia, government, and industry. Survey data were utilized to gauge the level of importance that survey participants perceived for various survey scales and items. The scales that were rated with the highest means were Ethics, Teamwork, and Career Management (M=3.67, SD=.41) and Interdisciplinary Skills (M=3.67, SD=.36), while the lowest mean was reported for the Professional Science Skills scale (M=3.19, SD=.54). Interview data revealed limitations of the historically accepted apprenticeship model to include an emphasis on academia-only career preparation and a lack of standardization regarding highly individualized advisor-student relationships. And finally, survey and interview participants reported that alternative pedagogical methods to prepare IDS science PhD students for diverse career paths should include internships in each career sector, while also presenting the barriers to implementing internships regarding faculty commitments and time available to advise and help students procure such relationships. Study recommendations point to preparing IDS science PhD graduates for diverse career paths by emphasizing math, technical, communication, and interdisciplinary skills using experiential learning opportunities such as internships and an IDS project-based curriculum.
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Date Issued: 2017
Identifier: CFE0007285, ucf:52159
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007285

Title: Public Speaking Instructors' Perceptions of College Students Who Stutter.
Creator: Harvey, Charlotte, Miller, Ann, Katt, James, Francies, Regina, University of Central Florida
Abstract / Description: This study queried collegiate level instructors of public speaking asking if there was a gender based difference in their attitudes and beliefs about stuttering. The survey examined for relationships between instructor level of education and: sources of knowledge, knowledge of causation and, amount of knowledge about stuttering. Communication literature searches indicated there were few, if any, studies which specifically addressed the knowledge levels, sources of knowledge and causation...
Show moreThis study queried collegiate level instructors of public speaking asking if there was a gender based difference in their attitudes and beliefs about stuttering. The survey examined for relationships between instructor level of education and: sources of knowledge, knowledge of causation and, amount of knowledge about stuttering. Communication literature searches indicated there were few, if any, studies which specifically addressed the knowledge levels, sources of knowledge and causation information for stuttering. Stuttering occurs in approximately 1% of the worldwide population so it is reasonable to expect that most collegiate level instructors would have individuals who stutter presenting in their classrooms. A Qualtrics survey, presented the Public Opinion Survey of Human Attributes (-) Stuttering, to participants across the United States who were members of the Basic Course in communication list serv or who were subscribed to CRTNET. A total of 134 individuals responded to the survey. The majority of respondents were native English speakers, with a small number speaking Spanish as a second language. Respondents represented thirty six of the fifty United States with 113 respondents reporting they actively were teaching the basic course in public speaking. Statistical analyses indicated there were no significant differences between master and doctoral level educated instructors in their: sources of knowledge; information on causation of stuttering, and; amount of knowledge about people who stutter. There were no significant differences between instructor gender and attitudes about stuttering, and beliefs about people who stutter. Findings underscored the limited amount of information which this sample of public speaking instructors possessed regarding the causation of stuttering as only 37.7% of respondents selected genetics as an underlying factor in the occurrence of stuttering. The majority of instructors reported some information to none about people who have a stuttering disorder. They indicated their knowledge was acquired through personal experiences, school, and to a lesser degree, print media.
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Date Issued: 2018
Identifier: CFE0007333, ucf:52121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007333

Title: An Examination of the Connection Between Genuine Dialogue and Improv.
Creator: O'Neal, Kathleen, Hastings, Sally, Katt, James, Musambira, George, University of Central Florida
Abstract / Description: The value of improv training extends beyond the stage. Improv has been successfully utilized and applied in a variety of ways in the workplace, school, and community. This study examines the connection between genuine dialogue and improv to determine if improv exhibits dialogic qualities. Three focus groups were conducted with a total of nineteen improv students. Additionally, an interview was conducted with the director of a hospital's Innovation Lab where improv is used in an organizational...
Show moreThe value of improv training extends beyond the stage. Improv has been successfully utilized and applied in a variety of ways in the workplace, school, and community. This study examines the connection between genuine dialogue and improv to determine if improv exhibits dialogic qualities. Three focus groups were conducted with a total of nineteen improv students. Additionally, an interview was conducted with the director of a hospital's Innovation Lab where improv is used in an organizational setting. The conditions for dialogue set by Gordon (2006) served as a guideline for analyzing data. Thematic analysis generated categories used to analyze data. The most prominent of Gordon's conditions for dialogue within improv were Imagination (&) Innovation, Vulnerability and Immediacy of Presence. The importance of this study, implications and future studies for the connection between improv and dialogue are examined.
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Date Issued: 2014
Identifier: CFE0005389, ucf:52873
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005389

Title: Fanfiction Reviews and Academic Literacy: Potential Impacts and Implications.
Creator: Weiler, Regina, Katt, James, Musambira, George, Butler, John, University of Central Florida
Abstract / Description: This study is meant to elucidate how fanfiction-related activities can incorporate many types of critical review, to call attention to what has been overlooked as significant forms of learning, and to understand and take advantage of the opportunities fanfiction's unconventional writing affords in lieu of more deliberate learning environments. This thesis was undertaken due to the significant gap in work done by aca-fan (-) a portmanteau of academic and fan(-) scholars who have strong links...
Show moreThis study is meant to elucidate how fanfiction-related activities can incorporate many types of critical review, to call attention to what has been overlooked as significant forms of learning, and to understand and take advantage of the opportunities fanfiction's unconventional writing affords in lieu of more deliberate learning environments. This thesis was undertaken due to the significant gap in work done by aca-fan (-) a portmanteau of academic and fan(-) scholars who have strong links to the fanfiction community and culture. The aspects explored are the technical writing skills and techniques demonstrated in fanfiction reviews, the influence of the nontraditional online learning environment, the rhetorical strategies that reviewers use to give feedback, the significant categories of things that reviewers comment on, and the value of skills taught peer-to-peer in this manner. The results of my research suggest that peer review in a relaxed, non-academic context leads to improved confidence and skill among a wide demographic range. This thesis proposes that fanfiction writing, reading, and reviewing supports learning. The evidence suggests that it be incorporated where applicable in formal classroom learning to supplement traditional understandings of grammar, syntax, tone, and the use of universal tropes.
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Date Issued: 2019
Identifier: CFE0007553, ucf:52603
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007553

Title: The Effect of Face Threat Mitigation on Instructor Credibility and Student Motivation in the Absence of Instructor Nonverbal Immediacy.
Creator: Trad, Laura, Katt, James, Miller, Ann, Graham, Rita, University of Central Florida
Abstract / Description: Many years of communication research have shown that an increase in immediacy has been a major factor that affects students' perceptions of instructor credibility which in turn affects, both students' cognitive and affective learning, student state motivation and a variety of other positive outcomes. However, in order for immediacy to be effective, instructor and student must be in the same location at the same time. With the recent push toward on-line classes, what can we find to act like...
Show moreMany years of communication research have shown that an increase in immediacy has been a major factor that affects students' perceptions of instructor credibility which in turn affects, both students' cognitive and affective learning, student state motivation and a variety of other positive outcomes. However, in order for immediacy to be effective, instructor and student must be in the same location at the same time. With the recent push toward on-line classes, what can we find to act like immediacy in a text based format? This research suggests that face threat mitigation can be used in a text-based environment, to achieve the pro-social goals of instructor credibility and student state motivation to the same extent as it does when coupled with immediacy. This study is a replication of a study done by Witt and Kerssen-Griep (2012). In the original study face threat mitigation (FTM) was coupled with instructor nonverbal immediacy (NVI) and they examined the impact these factors had on instructor credibility (i.e., competence, character, and caring) and student state motivation in a video simulated feedback situation. This study surveyed 218 undergraduate students in an introductory communication course. Students were randomly assigned to read hypothetical scenarios in which FTM was manipulated in a manner similar to Witt and Kerssen-Griep's study. They responded to three scales. The current study removed the instructor by using a simulated electronic feedback correspondence. Results of a MANCOVA and four separate ANOVAs were similar to those of the original findings. FTM was found to have a significant positive relationship with instructor credibility (i.e., competence, character, and caring) and student state motivation.
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Date Issued: 2013
Identifier: CFE0004948, ucf:49577
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004948

Title: Keeping Church Goers Motivated: Church Worship Communication Study.
Creator: Trelstad, Anne, Katt, James, Miller, Ann, Davis, Kristin, University of Central Florida
Abstract / Description: At a time when mainline Protestant churches in America are concerned with stagnant or declining worship attendance (Duin, 2008) a better understanding of worshippers' motivations could help church leaders plan and create positive worship experiences (Katt (&) Trelstad, 2009). This study extends the scope of the previous research of Katt and Trelstad by employing a larger sample of purposively selected churches. It attempts to more clearly answer the following question more clearly: What types...
Show moreAt a time when mainline Protestant churches in America are concerned with stagnant or declining worship attendance (Duin, 2008) a better understanding of worshippers' motivations could help church leaders plan and create positive worship experiences (Katt (&) Trelstad, 2009). This study extends the scope of the previous research of Katt and Trelstad by employing a larger sample of purposively selected churches. It attempts to more clearly answer the following question more clearly: What types of incidents serve as motivator and de-motivator factors in the church worship service setting? A sample of 105 church members from thirty-eight churches participated in a survey, either in person or online. The results indicate that there are motivators and de-motivators for attendees of a church worship service which are specific to the context. This research could provide practical information for churches concerned about member motivation and further extend the scope of Herzberg's theory into another context.
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Date Issued: 2012
Identifier: CFE0004631, ucf:49934
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004631

Title: Cognitive Dissonance in the Classroom: The Effects of Hypocrisy on Academic Dishonesty.
Creator: Goldonowicz, Joanna, Miller, Ann, Neuberger, Lindsay, Katt, James, University of Central Florida
Abstract / Description: Academic dishonesty and academic entitlement plague many college campuses. This research applies the theory of cognitive dissonance to the classroom in an attempt to curb academic dishonesty. Hypocrisy, a branch of the theory of cognitive dissonance, has been induced with regards to health and pro-social causes, but has not been applied to the field of higher education. In order to apply the concept of hypocrisy to academic dishonesty, a two-part experiment was conducted. The first portion of...
Show moreAcademic dishonesty and academic entitlement plague many college campuses. This research applies the theory of cognitive dissonance to the classroom in an attempt to curb academic dishonesty. Hypocrisy, a branch of the theory of cognitive dissonance, has been induced with regards to health and pro-social causes, but has not been applied to the field of higher education. In order to apply the concept of hypocrisy to academic dishonesty, a two-part experiment was conducted. The first portion of the experiment was an in-class manipulation and the second portion was an online survey conducted one month after the manipulation. Two hundred two students participated in both portions of the experiment. The participants were randomly assigned to one of four conditions (e.g., hypocrisy, commitment only, mindfulness only, control) and participated in two activities. One month after the manipulation took place, students were sent a link to the online survey with a cover story indicating that the survey was part of a research study. After the survey was closed, participants were debriefed and the data was cleaned. Upon analyzing the data, no significant results were detected. The lack of statistical significance was likely due to the month time lapse and the single dose of the manipulation treatment. Overall, this study pioneers the application of hypocrisy in the field of education and provides guidance for future hypocrisy induction studies.
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Date Issued: 2014
Identifier: CFE0005338, ucf:50483
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005338

Title: (Tele)presence in Mediated Worship: The Influence of Antecedent Traits and the Effect on Memory, Enjoyment and Behavior.
Creator: Klebig, Brian, Rubenking, Bridget, Katt, James, Miller, Ann, University of Central Florida
Abstract / Description: This study examines the phenomena of (tele)presence in the distinct mediated environment of an online Christian worship service. A quantitative field experiment involving 48 participants who had just viewed a religious Internet broadcast was undertaken. Individual differences in personality and religiosity are examined in tandem with (tele)presence as predictors of a number of outcome variables, including memory, enjoyment of the online worship service and behavioral intention to be more...
Show moreThis study examines the phenomena of (tele)presence in the distinct mediated environment of an online Christian worship service. A quantitative field experiment involving 48 participants who had just viewed a religious Internet broadcast was undertaken. Individual differences in personality and religiosity are examined in tandem with (tele)presence as predictors of a number of outcome variables, including memory, enjoyment of the online worship service and behavioral intention to be more active with the church. The results showed no significant relationship between religiosity and the experience of (tele)presence, but that users who experienced greater (tele)presence enjoyed the service more, had a greater ability to recognize information from the service, and had a greater intention to attend in the future. The implications for online worship services, along with the limitations of this study, are discussed.
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Date Issued: 2014
Identifier: CFE0005362, ucf:50487
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005362

Title: Instructor Response to Uncivil Behaviors in the Classroom: An Application of Politeness Theory.
Creator: Yrisarry, Natalie, Miller, Ann, Neuberger, Lindsay, Katt, James, University of Central Florida
Abstract / Description: This study examines levels of politeness in real time instructor responses to classroom incivility behaviors. Student participants were randomly assigned to view a video of an instructor responding to either passive or active student incivility behaviors in various ways. The responses were based on politeness theory conceptualizations of avoidance, mid-level politeness, or bald on record responses. A 2 (i.e., passive, active student incivility) x 3 (i.e., avoidance, mid-level, or bald on...
Show moreThis study examines levels of politeness in real time instructor responses to classroom incivility behaviors. Student participants were randomly assigned to view a video of an instructor responding to either passive or active student incivility behaviors in various ways. The responses were based on politeness theory conceptualizations of avoidance, mid-level politeness, or bald on record responses. A 2 (i.e., passive, active student incivility) x 3 (i.e., avoidance, mid-level, or bald on record instructor response) experimental design formed six conditions. High quality video simulations of a classroom environment, portraying one of the six conditions, were created to specifically address these dimensions. Participants took a web based survey and evaluated the instructor with respect to effectiveness, credibility, and impact on student motivation. Results demonstrate students had most positive responses to bald on record instructor responses to active student incivility. When responding to passive student incivility, a less harsh response (i.e., avoidance, mid-level), while not significantly different from a bald on record response, indicate better outcomes. Therefore, in accordance with politeness theory, instructors should consider the level of imposition created by uncivil student behavior when calibrating responses, as student perceptions can be greatly affected. Theoretical and practical considerations as well as avenues for future research are presented.
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Date Issued: 2015
Identifier: CFE0005746, ucf:50084
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005746

Title: Communication Apprehension vs. Social Phobia and Related Conditions: A Correlational Study.
Creator: Donaldson, Christine, Katt, James, Weger, Harry, Miller, Ann, Graham, Rita, University of Central Florida
Abstract / Description: ABSTRACT Of all social situations, public speaking is the most prevalent fear in both the general population and among social phobic individuals (Mannuzza, Schneier, Chapman, (&) Liebowitz, 1995; Stein, Walker, (&) Forde, 1996). The fear of public speaking is referred to as communication apprehension (CA) by members of the communication field; in other programs of study, this condition has been categorized and conceptualized in a wide variety of ways ranging from stage fright to reticence....
Show moreABSTRACT Of all social situations, public speaking is the most prevalent fear in both the general population and among social phobic individuals (Mannuzza, Schneier, Chapman, (&) Liebowitz, 1995; Stein, Walker, (&) Forde, 1996). The fear of public speaking is referred to as communication apprehension (CA) by members of the communication field; in other programs of study, this condition has been categorized and conceptualized in a wide variety of ways ranging from stage fright to reticence. Several scholarly fields including communication, social psychology, the health sciences and the social sciences, seek to find an explanation and effective intervention for this prevalent condition. This study sought to examine relationships between several constructs, each associated with well-established and tested measurement instruments: The first construct, communication apprehension, was thought by communication scholars to be a generalized personality trait and was measured by the Personal Report of Communication Apprehension (PRCA-24). The second communication instrument employed was the Self-Perceived Communication Competence Scale (SPCC). Generalized social anxiety pertaining to public speaking was measured by the Self-Statements during Public Speaking (SSPS) scale developed within the field of social psychology. Finally, a popular tool within social psychology was utilized, the Brief Version of the Fear of Negative Evaluation (BFNE). An analysis of data utilizing Pearson's Product-Moment Correlation illustrated that there was a moderate relationship between the constructs being tested through the SPSS and the BFNE and the PRCA-24 and the SPCC.
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Date Issued: 2011
Identifier: CFE0004102, ucf:49117
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004102

(tele)presence (1)	+ -
Academic Dishonesty (1)	+ -
Academic Entitlement (1)	+ -
Church Worship (1)	+ -
Classroom (1)	+ -

Cognitive Dissonance (1)	+ -
Communication (1)	+ -
Course Scheduling (1)	+ -
English language learners (1)	+ -
FF.net (1)	+ -
FMT (1)	+ -
Face Threat Mitigation (1)	+ -
Florida State College System (1)	+ -
Herzberg (1)	+ -
Honors (1)	+ -
Hypocrisy (1)	+ -
Instructor credibility (1)	+ -
Internet communities (1)	+ -
Motivation (1)	+ -
Motivation - Hygiene Theory (1)	+ -
NVI (1)	+ -
New media literacy (1)	+ -
Nonverbal Immediacy (1)	+ -
Organizational Culture (1)	+ -
PhD (1)	+ -
Savior of Demons (1)	+ -
Sensemaking (1)	+ -
Student Motivation (1)	+ -
active incivility (1)	+ -
advising models (1)	+ -

Katt, James (12)	+ -
University of Central Florida (12)	+ -
Miller, Ann (7)	+ -
Hastings, Sally (3)	+ -
Musambira, George (3)	+ -

Graham, Rita (2)	+ -
Neuberger, Lindsay (2)	+ -
Weiler, Regina (2)	+ -
Butler, John (1)	+ -
Davis, Kristin (1)	+ -
Donaldson, Christine (1)	+ -
Francies, Regina (1)	+ -
Goldonowicz, Joanna (1)	+ -
Gordon, Sabrina (1)	+ -
Harvey, Charlotte (1)	+ -
Klebig, Brian (1)	+ -
O'Neal, Kathleen (1)	+ -
Pryor, Burt (1)	+ -
Rowland, James (1)	+ -
Rubenking, Bridget (1)	+ -
Trad, Laura (1)	+ -
Trelstad, Anne (1)	+ -
Weger, Harry (1)	+ -
Yrisarry, Natalie (1)	+ -

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