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Title: AN INQUIRY INTO DISCOURSE CHOICES AS INDICATORS OF GENDER ATTITUDES IN A NON-PROFIT CONSERVATIVE CHRISTIAN BUSINESS.
Creator: Kruger, Dawn, Marinara, Martha, University of Central Florida
Abstract / Description: This paper is an inquiry into the discourse styles of men and women who work together in a conservative Protestant Christian business. Many conservative Protestant Christian churches teach that the Bible forbids women from holding positions of authority over men. Yet in the communications department of this particular business, women fill the top three management positions, supervising a mixed-gender staff of 15. Research has shown that men and women subconsciously use language markers that...
Show moreThis paper is an inquiry into the discourse styles of men and women who work together in a conservative Protestant Christian business. Many conservative Protestant Christian churches teach that the Bible forbids women from holding positions of authority over men. Yet in the communications department of this particular business, women fill the top three management positions, supervising a mixed-gender staff of 15. Research has shown that men and women subconsciously use language markers that indicate personal attitudes toward the same and the opposite genders. This research project draws on that information while it analyzes the oral and electronic discourse of the communications staff. The purpose of this study is to observe whether or not the traditional teachings of conservative Protestant Christian churches has influenced the attitudes of these men and women with regard to women in positions of authority over men in a Christian business. Two staff meetings and a lunchroom conversation were audio taped and transcribed to note oral discourse patterns. One hundred and eleven emails were examined to mark patterns of written discourse. This data was then evaluated against published research in the area of gendered discourse markers. The results indicate that two of the three women in leadership positions over men were comfortable with their positions of authority, but the third woman's discourse patterns showed signs of insecurity. Furthermore, the men in the department did not indicate signs that they seek to exercise power over women, nor did they show signs of difficulty in submitting to the authority of the women. The women staff members, however, showed definite indications of being insecure in a mixed group, and of being meekly subordinate to anyone in authority over them. These results, while helpful, are not definitive in that they do not account for the possibility of other influencing factors, such as personality types, job roles and expectations, age differences, or church teachings on meekness and submission to authority. However, the results of this research indicate that some conservative Christian men are ready for and able to embrace the concept of having women in positions of authority over them, even in a Christian environment, and a few conservative, Christian women are ready to step into those positions. Also from this research it could be concluded that, on the average, conservative women struggle more with the shift of authority than men do. More research would need to be done to address that question fully.
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Date Issued: 2005
Identifier: CFE0000631, ucf:52852
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000631

Title: Evaluating Teaching Grammar in Specific Constraints of Context: A Pilot Study in the Developmental Writing Program at Seminole State College.
Creator: Roney, Joshua, Marinara, Martha, Scott, John, McDaniel, Rudy, University of Central Florida
Abstract / Description: This pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either (")Standard(") or (")Experimental,(")...
Show moreThis pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either (")Standard(") or (")Experimental,(") according to the method administered in the classroom.The intervention was designed based on five grammar topic areas which correspond with content assessed in the pre-test and post-test. The Active Learning method required students to prepare a short, guided presentation on selected grammar topics. Findings showed that there was no significant change in improvement between the pre-test and post-test among the Standard or the Experimental groups, due in part to a relatively small sample size. A positive change approaching significant level occurred in the Experimental group in topic areas related to critical thinking. No significant or near-significant change was observed in the topic areas related to memorization in either group. Recommendations were made for further sampling, modification, and future applications of the intervention used in the study and for continued testing of grammar software used for instruction in Developmental Writing classes at Seminole State College.
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Date Issued: 2012
Identifier: CFE0004590, ucf:49218
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004590

Title: The Lady of the Lake and Chivalry in the Lancelot-Grail Cycle and Thomas Malory's Morte Darthur.
Creator: Ewoldt, Amanda, Pugh, William, Larson, Peter, Marinara, Martha, University of Central Florida
Abstract / Description: This thesis examines the Lady of the Lake as an active chivalric player in the thirteenth century Lancelot-Grail Cycle (also known as the Prose Lancelot) and in Thomas Malory's fifteenth-century Le Morte Darthur. To study the many codes of chivalry, particularly in regard to women, I use two popular chivalric handbooks from the Middle Ages: Ramon Lull's Book of Knighthood and Chivalry, Geoffroi de Charny'sKnight's Own Book of Chivalry.Traditionally, the roles of women in medieval chivalry are...
Show moreThis thesis examines the Lady of the Lake as an active chivalric player in the thirteenth century Lancelot-Grail Cycle (also known as the Prose Lancelot) and in Thomas Malory's fifteenth-century Le Morte Darthur. To study the many codes of chivalry, particularly in regard to women, I use two popular chivalric handbooks from the Middle Ages: Ramon Lull's Book of Knighthood and Chivalry, Geoffroi de Charny'sKnight's Own Book of Chivalry.Traditionally, the roles of women in medieval chivalry are passive, and female characters are depicted as objects to win or to inspire knights to greatness. The Lady of the Lake, I argue, uses her supernatural origins and nature to break with female chivalric conventions and become an instructress of chivalry to King Arthur's knights. As a purely human character, her power would be limited. As a guardian fairy and/or enchantress, the Lady is allowed to exercise more autonomy.
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Date Issued: 2011
Identifier: CFE0004108, ucf:49107
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004108

Title: E:Portfolios and Digital Identities: Using E-portfolios to examine issues in technical communication.
Creator: Moody, Jane, Wallace, David, Marinara, Martha, Bowdon, Melody, Dziuban, Charles, University of Central Florida
Abstract / Description: Technical writing teachers have always struggled with understanding how to best deal with pedagogical issues including rapidly changing technology, audience construction, and transposing an academic ethos into a professional one. The expanding online world complicates these issues by increasing the pace of digital change, making the potential audience both more diffuse and more remote, and creating a more complex online rhetorical situation.E-portfolios provide a vivid way to examine this...
Show moreTechnical writing teachers have always struggled with understanding how to best deal with pedagogical issues including rapidly changing technology, audience construction, and transposing an academic ethos into a professional one. The expanding online world complicates these issues by increasing the pace of digital change, making the potential audience both more diffuse and more remote, and creating a more complex online rhetorical situation.E-portfolios provide a vivid way to examine this complex technological situation, and in this study, the author examines four cases of students creating online portfolios in a technical communication classroom. The author looks at both their e-portfolio process as well as their product, interviewing them to get a sense of how they used rhetoric, identity, and technology in an attempt to form a coherent professional presentation through a technological medium. In addition, the author looks at some issues inherent in e-portfolios themselves that may be applicable to a technical communication classroom, as this medium becomes ever more popular as a way of assessing both programs and the students themselves.
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Date Issued: 2011
Identifier: CFE0004141, ucf:49062
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004141

Title: Gender Bias in the Technical Disciplines.
Creator: Campbell, Jessica, Jones, Daniel, Flammia, Madelyn, Marinara, Martha, University of Central Florida
Abstract / Description: This study investigates how women are affected by gender bias in the workplace. Despite the increasing numbers of women in the workforce, women are still under-represented and under-valued in workplaces, which, in part, is due to their gender stereotype. This study demonstrates how gender bias in the workplace has been proven to limit women in their careers and potential in their occupational roles. The media's negative depiction of women in their gender stereotype reinforces and perpetuates...
Show moreThis study investigates how women are affected by gender bias in the workplace. Despite the increasing numbers of women in the workforce, women are still under-represented and under-valued in workplaces, which, in part, is due to their gender stereotype. This study demonstrates how gender bias in the workplace has been proven to limit women in their careers and potential in their occupational roles. The media's negative depiction of women in their gender stereotype reinforces and perpetuates this image as a cultural norm in society. Women both conform and are judged and evaluated according to their weak and submissive gender stereotype. Women face challenges and problems in the workplace when they are evaluated and appraised by their female gender stereotype. Women have been prevented from acquiring jobs and positions, have been denied promotions and advancements, failed to be perceived as desiring of and capable of leadership or management positions, as well as typically receive lower paid than their male counterparts. Furthermore, women's unique, indirect, and congenial conversational methods are perceived as unconfident, incompetent, and thus, incapable in the masculine organizational culture of most workplaces. Through the investigation of gender bias in the workplace, professionals and employers will gain an awareness of how gender bias and socially-prescribed gender roles can affect the workplace and interfere with women's success in their career. Technical communicators and other educators will have a better understanding of how to overcome gender stereotyping and be encouraged to teach students on how to be gender-neutral in their communications in the workplace, perhaps striving for a more egalitarian society.
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Date Issued: 2012
Identifier: CFE0004248, ucf:49538
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004248

Title: Metaphoric Competence as a Means to Meta-Cognitive Awareness in First-Year Composition.
Creator: Dadurka, David, Scott, John, Marinara, Martha, Wallace, David, University of Central Florida
Abstract / Description: A growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for...
Show moreA growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students' as well as their instructors' assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students' end-of-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author's texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.
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Date Issued: 2012
Identifier: CFE0004303, ucf:49475
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004303

Title: Aliterate College Students: A Neglect of Reading or a New Type of Literacy?.
Creator: Wells, Crystal, Marinara, Martha, Bowdon, Melody, Young, Beth, University of Central Florida
Abstract / Description: This study examines the literacy practices of college students in order to determine whether their reading habits are likely to detract from their future professions. Based on reports that many college students and individuals in general do not read regularly, this study examines numerous studies that focus on the reading habits of students and their attitudes toward reading. Findings show that a considerable number of students do not practice what many educators consider to be (")good(")...
Show moreThis study examines the literacy practices of college students in order to determine whether their reading habits are likely to detract from their future professions. Based on reports that many college students and individuals in general do not read regularly, this study examines numerous studies that focus on the reading habits of students and their attitudes toward reading. Findings show that a considerable number of students do not practice what many educators consider to be (")good(") reading habits; that is, they do not read approved print literature and texts regularly. This study also introduces the idea that perhaps students are supplementing traditional reading with engagement in new types of literacy, including digital literacy, which might still yield positive benefits that are commonly associated with reading in its traditional sense. Educators are called to adopt an expanded notion of literacy that would recognize the validity of new literacies in the lives of students. Viewing literacy in this way would promote literacy amongst students, providing them with valuable tools for their futures. Moreover, adopting an expanded definition of literacy would alter how aliteracy reports such as the ones discussed in this study would be assessed.
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Date Issued: 2012
Identifier: CFE0004310, ucf:49485
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004310

Title: The Many Pedagogies of Memoir: A Study of the Promise of Teaching Memoir in College Composition.
Creator: Lee, Melissa, Wallace, David, Bartkevicius, Jocelyn, Marinara, Martha, University of Central Florida
Abstract / Description: This thesis examines the promise and problems of memoir in the pedagogy and practices of teaching memoir in college composition. I interviewed three University of Central Florida instructors who value memoir in composition, and who at the time of this study, were mandated to teach memoir in their composition courses. The interviews focus on three main points of interest: (1) the instructors' motivations behind their teaching of memoir, (2) how these instructors see memoir functioning in their...
Show moreThis thesis examines the promise and problems of memoir in the pedagogy and practices of teaching memoir in college composition. I interviewed three University of Central Florida instructors who value memoir in composition, and who at the time of this study, were mandated to teach memoir in their composition courses. The interviews focus on three main points of interest: (1) the instructors' motivations behind their teaching of memoir, (2) how these instructors see memoir functioning in their classes, and (3) what these instructors hope their students will gain in the process of writing the memoir essay. By analyzing these interviews, I was better able to understand the three instructors' pedagogical choices and rationales for teaching memoir in their classes. I have also collected data and research from scholarly journal articles, books, and from my experiences teaching memoir in the composition classroom. This thesis challenges the widely accepted notion that memoir and the personal in composition scholarship, pedagogy, and teaching practices are (")'touchy-feely,' 'soft,' 'unrigorous,' 'mystical,' 'therapeutic,' and 'Mickey Mouse'(") ways of meaning-making and teaching writing (Tompkins 214). My findings show that memoir in the classroom is richer and far more complex than it might appear at first, and that the teaching of memoir in composition can, in fact, be greater than the memoir essay itself. Even though each instructor I interviewed values the personal and believes memoir belongs in composition curriculum, it turns out that none of these instructors' core reasons for teaching memoir was so his or her students could master writing the memoir essay, although this was important; rather the memoir essay ultimately served in the instructors' classrooms as a conduit through which they ultimately could teach more diverse writing skills and techniques as well as intellectual concepts that truly inspired them. Since the teaching of memoir seems to be even more dynamic and versatile in process and pedagogy than many of the other essay genres traditionally taught in college composition, this thesis makes recommendations for how memoir needs to be viewed, written about, and taught in order to harness the promise of this essay genre more consistently in the discussion of composition pedagogy and in the teaching of memoir to our students in the composition classroom.Thompkins, Jane. A Life in School: What the Teacher Learned. Reading: Addison-Wesley. 1996. Print.
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Date Issued: 2012
Identifier: CFE0004293, ucf:49469
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004293

Title: Technical Communicators and Writing Consultants: Identity and Expertise.
Creator: Cepero, Nichole, Young, Beth, Jones, Daniel, Marinara, Martha, University of Central Florida
Abstract / Description: This paper examines the roles of technical communicators and writing center consultants in regards to their identities and the expertise that they bring to what they do. Both fields have struggled with alack of understanding surrounding what their positions entail and more importantly how they perform in their roles. With this in mind, the goal of this paper is to analyze how the growth of each field andthe variations of each position contribute to the issue of identity. Furthermore, as a...
Show moreThis paper examines the roles of technical communicators and writing center consultants in regards to their identities and the expertise that they bring to what they do. Both fields have struggled with alack of understanding surrounding what their positions entail and more importantly how they perform in their roles. With this in mind, the goal of this paper is to analyze how the growth of each field andthe variations of each position contribute to the issue of identity. Furthermore, as a result of the identity problem that faces each position, I suggest using the theory of liminality, communication theory, and genre theory to examine more closely how technical communicators and writing center consultants approach the work they do.Technical communicators and writing center consultants perform very similar roles in their respective fields. Both positions have the ability to contribute to various fields through the work that they do. Technical communicators have the ability to communicate in multiple areas without necessarily being subject matter experts in the areas they participate in. The same holds true forwriting center consultants who may, in one day, assist students in multiple subjects without necessarily having specific disciplinary knowledge of each area addressed. Outsiders do not understand how technical communicators and writing consultants can communicate within anunfamiliar field, which creates a main area of controversy for both roles. Using the three theories mentioned above, I make an argument for just how it is possible for them to perform in this capacity.By focusing on how technical communicators and writing center consultants perform in their roles instead of on their writing, their identity and expertise becomes clear and confusion surrounding each field can be banished. Although technical communicators and writing consultants both face similarchallenges, their responsibilities differ in ways that affect how these theories apply. Still, all three theories illuminate how rhetoric provides the basis for expertise in both technical communication and writing centers.
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Date Issued: 2014
Identifier: CFE0005146, ucf:50706
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005146

Title: An Analysis of Undergraduate Creative Writing Students'Writing Processes: Gauging the Workshop Models' Effectiveness Through the Lens of Genre Theories.
Creator: Chrisman, John, Marinara, Martha, Roozen, Kevin, Scott, Blake, University of Central Florida
Abstract / Description: Current approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy...
Show moreCurrent approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy. This thesis serves two purposes. First, it presents an argument for new research into creative writing pedagogy and creative writers' processes and suggests that any future research should take an empirical turn. However, because creative writing has developed few theories or methods useful for the empirical study of creative writing, I suggest adopting theories and methods from the field of rhetoric and composition. The second part of this thesis is an empirical study of three creative writing undergraduate students in an introductory creative writing course over one semester. This study uses qualitative methods: semi-structured retrospective interviews, close textual analysis, and in-class observations to understand how creative writers are enculturated into the creative writing community using Christine Tardy's theories of acquiring genre expertise as a framework for analysis. Based on this research this study concludes that while creative writers enculturate in different ways, based on several factors, all creative writers develop greater awareness of genre complexity, authorial identity, and intermodal influences on their writing. Furthermore, this study recommends further case studies into creative writers writing processes and the effectiveness of various workshop models on student enculturation. ?
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Date Issued: 2015
Identifier: CFE0005589, ucf:50235
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005589

Title: The Never-Knowns.
Creator: Haskins, Ryan, Marinara, Martha, Poissant, David, Rushin, Patrick, University of Central Florida
Abstract / Description: The Never-Knowns is a novel about a high-intensity behavioral group home for adults with severe to profound developmental disabilities, its residents, and the staff who are employed there. Focusing on plural protagonists, no single narrative is ever fully realized or resolved, leaving only a cryptic aggregate of experiences, revelations, and trauma.In a typical suburban neighborhood, much like any of us grew up in or now live, there is a house down the block that no one discusses openly. This...
Show moreThe Never-Knowns is a novel about a high-intensity behavioral group home for adults with severe to profound developmental disabilities, its residents, and the staff who are employed there. Focusing on plural protagonists, no single narrative is ever fully realized or resolved, leaving only a cryptic aggregate of experiences, revelations, and trauma.In a typical suburban neighborhood, much like any of us grew up in or now live, there is a house down the block that no one discusses openly. This house seems like all the rest, well landscaped and tidy. Although three times a day much coming and going of college-aged kids and ne'er-do-wells whispers of something covert, obscure. This house is many things to many people; a workplace, or home, or burden, or profit, or prison.An unfortunate, absurd one-act play echoes infinitely for those kept here. Constance is a thirty-something disabled woman who wakes every morning by sprinting nude in a wondrous fury toward the first person or thing she can destroy. Malcolm is a new staff member who snorts meth and masturbates in his car during shift breaks. Terry is a twenty-five year old deaf mute who believes his clothes dresser is God and always knows exactly how many feet are between him and every other place he'd rather be. Jake is a veteran staff member who has finalized his plans to take all the residents of the house deep into a forest and abandon them.Using disjointed, prolix, and often dissonant approaches to storytelling, The Never-Knowns seeks to convey the perspectives of developmentally disabled individuals who possess few or no language skills, and who are so far detached from their own existence that their understanding and interaction with the world is simultaneously grotesque, beautiful, and confounding.
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Date Issued: 2013
Identifier: CFE0004861, ucf:49684
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004861

Title: Watch Me Disappear: Gendered Bodies, Pro-Anorexia, and Self-Injury in Virtual Communities.
Creator: Preston-Sidler, Leandra, Bowdon, Melody, Scott, Blake, Marinara, Martha, Fragala, Maren, University of Central Florida
Abstract / Description: This project examines the relationship between gendered identities, virtual communities, and material bodies, with an emphasis on eating disorders and self-injury practices. The use of the internet to represent and foster particular categories of material bodies, such as the anorexic, the fitness buff, and the self-injurer, has gained substantial visibility due in part to the proliferation of visual imagery presented through social networks. I analyze written and visual texts within specific...
Show moreThis project examines the relationship between gendered identities, virtual communities, and material bodies, with an emphasis on eating disorders and self-injury practices. The use of the internet to represent and foster particular categories of material bodies, such as the anorexic, the fitness buff, and the self-injurer, has gained substantial visibility due in part to the proliferation of visual imagery presented through social networks. I analyze written and visual texts within specific social networks to assess their function and potential impact on individuals and larger communities.Drawing from Donna Haraway's cyborg theory, N. Kathryn Hayles' posthuman, Judith Butler's performativity, feminist poststructural analysis, and the notion of augmented reality, this project explores how individuals rely on social networks, images, and technologies to provide supportive environments for, as well as modify and maintain, specific gendered bodies. Applying feminist interpretations of Foucault's concepts of discipline and (")docile bodies,(") primarily the research and critiques of Susan Bordo, Anne Balsamo, and Armando Favazza (among others), I examine how image sharing and interactions via social networks and communities affect material bodies and function as forms of social control, normalizing and encouraging ultra-thin bodies and dangerous behaviors, including eating disorders, overexercise, and cutting. I also explore subversive strategies of resistance enacted both within and beyond pro-ana and self-injury communities to counter negative messages and promote positive body image in girls and women.
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Date Issued: 2015
Identifier: CFE0005690, ucf:50125
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005690

Composition (2)	+ -
Expertise (2)	+ -
Genre Theory (2)	+ -
college students (2)	+ -
gender bias (2)	+ -

technical communication (2)	+ -
Active Learning (1)	+ -
Basic Writing (1)	+ -
Christian men and women (1)	+ -
Communication Theory (1)	+ -
Creative Writers (1)	+ -
Creative Writing (1)	+ -
Empirical Research (1)	+ -
Experimental Intervention (1)	+ -
Gender (1)	+ -
Geoffroi de Charny (1)	+ -
Grammar (1)	+ -
Identity (1)	+ -
Invention (1)	+ -
Lady of the Lake (1)	+ -
Lancelot-Grail Cycle (1)	+ -
Malory (1)	+ -
Pedagogy (1)	+ -
Peer Review (1)	+ -
Pilot Study (1)	+ -
Ramon Lull (1)	+ -
Resources (1)	+ -
Revision (1)	+ -
Technical Communication (1)	+ -
Technical Writers (1)	+ -

Marinara, Martha (12)	+ -
University of Central Florida (12)	+ -
Bowdon, Melody (3)	+ -
Wallace, David (3)	+ -
Jones, Daniel (2)	+ -

Scott, Blake (2)	+ -
Scott, John (2)	+ -
Young, Beth (2)	+ -
Bartkevicius, Jocelyn (1)	+ -
Campbell, Jessica (1)	+ -
Cepero, Nichole (1)	+ -
Chrisman, John (1)	+ -
Dadurka, David (1)	+ -
Dziuban, Charles (1)	+ -
Ewoldt, Amanda (1)	+ -
Flammia, Madelyn (1)	+ -
Fragala, Maren (1)	+ -
Haskins, Ryan (1)	+ -
Kruger, Dawn (1)	+ -
Larson, Peter (1)	+ -
Lee, Melissa (1)	+ -
McDaniel, Rudy (1)	+ -
Moody, Jane (1)	+ -
Poissant, David (1)	+ -
Preston-Sidler, Leandra (1)	+ -
Pugh, William (1)	+ -
Roney, Joshua (1)	+ -
Roozen, Kevin (1)	+ -
Rushin, Patrick (1)	+ -
Wells, Crystal (1)	+ -

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