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STUDENT PERCEPTION OF THEIR INSTRUCTORS: DO COLLEGE STUDENTS RATE FEMALE PROFESSORS MORE HARSHLY?
Title
STUDENT PERCEPTION OF THEIR INSTRUCTORS: DO COLLEGE STUDENTS RATE FEMALE PROFESSORS MORE HARSHLY?.
Creator
Christovich, Courtney, Whitten, Shannon, University of Central Florida
Abstract / Description
Student evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective...
Show moreStudent evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective student evaluation ratings of men and women, (see Bennet, 1982). The present study extended this research by manipulating the instruction styles (strict vs. permissive), as well as the gender of the instructor, in a hypothetical syllabus. Participants were randomly assigned to read 1 of 4 syllabi which varied only by instruction style and gender of the instructor. Subsequently, participants answered follow up questions on the content of the syllabus which emphasized the gender of the instructor. Evaluations were collected in the form of both Likert scale ratings and responses to open ended questions. The written evaluations were analyzed for emotional content using the Linguistic Inquiry and Word Count Software (LIWC, Pennebaker, Francis, & Booth, 2007). A 2 (male vs. female) X 2 (strict vs. permissive) between subjects ANOVA was applied to the data collected. The results support the hypothesis that gender inequalities do exist, particularly when the professor was established as having a strict style of student interaction.
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Date Issued
2013
Identifier
CFH0004392, ucf:44994
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004392
EFFECTS OF SIMULTANEOUS EXERCISE AND SPEECH TASKS ON THE PERCEPTION OF EFFORT AND VOCAL MEASURES IN AEROBIC INSTRUCTURS
Title
EFFECTS OF SIMULTANEOUS EXERCISE AND SPEECH TASKS ON THE PERCEPTION OF EFFORT AND VOCAL MEASURES IN AEROBIC INSTRUCTURS.
Creator
Koblick, Heather, Hoffman-Ruddy, Bari, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the effects of voice production and perception of dyspnea in aerobic instructors during simultaneous tasks of exercise and speech production. The study aimed to document changes that occur during four conditions: 1) voice production without exercise and no use of amplification; 2) voice production without exercise and the use of amplification; 3) voice production during exercise without the use of amplification; 4) voice production during exercise...
Show moreThe purpose of this study was to investigate the effects of voice production and perception of dyspnea in aerobic instructors during simultaneous tasks of exercise and speech production. The study aimed to document changes that occur during four conditions: 1) voice production without exercise and no use of amplification; 2) voice production without exercise and the use of amplification; 3) voice production during exercise without the use of amplification; 4) voice production during exercise with the use of amplification. Participants included ten aerobic instructors (two male and eight female). The dependent variables included vocal intensity, average fundamental frequency (F0), noise-to-harmonic ratio (NHR), jitter percent (jitt %), shimmer percent (shim %), and participants' self-perception of dyspnea. The results indicated that speech alone, whether it was with or without amplification, had no effect on the sensation of dyspnea. However, when combining speech with exercise, the speech task became increasingly difficult, even more so without the use of amplification. Exercise was observed to inhibit vocal loudness levels as vocal intensity measures were lowest in the conditions with exercise with the use of amplification. Increases in F0 occurred in conditions involving exercise without the use of amplification. Moreover, four participants in various conditions exhibited frequencies that diverged from their gender's normal range. Participants' NHR increased during periods of exercise, however no participants were found to have NHR measures outside the normal range. Four participants were found to have moderate laryngeal pathology that was hemorrhagic in nature. Findings suggest that traditional treatment protocols may need to be modified beyond hygienic approaches in order to address both the respiratory and laryngeal work-loads that are encountered in this population and others involving similar occupational tasks.
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Date Issued
2004
Identifier
CFE0000274, ucf:46234
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000274
PEDAGOGY FOR INTERNET-BASED TEACHING AND LEARNINGAND THE IMPACT OF THAT PEDAGOGY ON STUDENT ACHIEVEMENT AND SATISFACTION
Title
PEDAGOGY FOR INTERNET-BASED TEACHING AND LEARNINGAND THE IMPACT OF THAT PEDAGOGY ON STUDENT ACHIEVEMENT AND SATISFACTION.
Creator
Kemerait, Janet Perkins, Holt, Larry, University of Central Florida
Abstract / Description
The purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these...
Show moreThe purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these questions.Internet-based best practice and recommended practice pedagogical methods and strategies were identified through extensive content analysis of the professional literature. Internet-based adjunct instructors at a Central Florida community college rated 43 selected recommended practices. Ratings were based on instructor perceptions of each practice's importance to student academic achievement in and satisfaction with their Internet-based learning experience. Students of community college adjunct instructors also rated these practices for their perceived impact on student academic achievement and satisfaction. Students identified from selected recommended practices the pedagogies that had been designed into the described Internet-based course in which they had been enrolled, providing better understanding of the current use of appropriate Internet-based practice in the instruction of adjunct community college instructors. To examine the impact of the use of those practices, average course scores were related to student-reported presence of practices in described courses and student-reported academic success and satisfaction in described courses was related to the presence of best and recommended practices designed into the course.Results from this study can provide guidance for community college Internet-based programs and for adjunct instructors in those programs as they strive to design and instruct quality courses with appropriate pedagogical focus. Results can also provide local data to the larger discussion of appropriate pedagogy throughout the Internet-based educational community.
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Date Issued
2004
Identifier
CFE0000110, ucf:46205
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000110
Public Speaking Instructors' Perceptions of College Students Who Stutter
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
The Effect of Face Threat Mitigation on Instructor Credibility and Student Motivation in the Absence of Instructor Nonverbal Immediacy
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
THE BORN VERSUS MADE DEBATE: AN EXAMINATION OF COMMUNITY COLLEGE INSTRUCTORS' BELIEFS AND TEACHING PRACTICES
Title
THE BORN VERSUS MADE DEBATE: AN EXAMINATION OF COMMUNITY COLLEGE INSTRUCTORS' BELIEFS AND TEACHING PRACTICES.
Creator
Hardin, Christina, Gill, Michele, University of Central Florida
Abstract / Description
Research on the development of K-12 teachers' beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of...
Show moreResearch on the development of K-12 teachers' beliefs about and approaches to teaching and learning suggests that exposure to professional development programs can lead to the use of conceptual change strategies that engage students as active participants in the learning process rather than on teacher-centered strategies focused on information transfer. However, within the existing literature on the development of teacher beliefs and approaches to teaching and learning there exists a void of information pertaining to the development of community college instructors' beliefs and approaches. The purpose of this study was to investigate the relationship between pre-tenure community college instructors' beliefs about teaching and learning, their approaches to the learning process, and the training they receive via a professional development program specifically established to provide training in teaching methods, pedagogy, curriculum, and/ or instruction. Forty community college instructors going through an established three-year tenure process completed a revised version of the Approaches to Teaching Inventory (ATI-R) created by Trigwell and Prosser (1998). Data analysis revealed that there was no difference in the scores of instructors who had participated in the professional development program on teaching and learning and those instructors who had no exposure to courses that focused on teaching and learning. Further, findings suggest that instructors' participation in the courses is not related to their beliefs or teaching approaches. The findings of this study warrant a closer examination of programs designed to provide higher education instructors with training in pedagogy and instruction. Additionally, the findings present an opportunity for professional development programs to improve current practice.
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Date Issued
2011
Identifier
CFE0003577, ucf:48920
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003577
Instructor Response to Uncivil Behaviors in the Classroom: An Application of Politeness Theory
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
THE EFFECTS OF POWER DISTANCE, AND GENDER ON THE USE OF NONVERBAL IMMEDIACY BEHAVIORS IN SYMMETRICAL AND ASYMMETRICAL POWER CONDITIONS: A CROSS-CULTURAL STUDY
Title
THE EFFECTS OF POWER DISTANCE, AND GENDER ON THE USE OF NONVERBAL IMMEDIACY BEHAVIORS IN SYMMETRICAL AND ASYMMETRICAL POWER CONDITIONS: A CROSS-CULTURAL STUDY.
Creator
Santilli, Vincent, Miller, Ann, University of Central Florida
Abstract / Description
Previous cross-cultural research in nonverbal immediacy indicates that nonverbal immediacy behavior varies across cultures, and some researchers have suggested that power distance might serve as a moderating variable, however no research has systematically set out to determine whether that is the case. This study assessed the perceived use of nonverbal immediacy under symmetric and asymmetric power conditions, as well as gender, in three cultures: Brazil, Kenya, and the United States....
Show morePrevious cross-cultural research in nonverbal immediacy indicates that nonverbal immediacy behavior varies across cultures, and some researchers have suggested that power distance might serve as a moderating variable, however no research has systematically set out to determine whether that is the case. This study assessed the perceived use of nonverbal immediacy under symmetric and asymmetric power conditions, as well as gender, in three cultures: Brazil, Kenya, and the United States. Quantitative data was collected from 527 participants who completed a nonverbal immediacy measure and an individual power distance measure under either a symmetric or an asymmetric power condition. Results related to power distance partially supported the idea that cultural power distance may act as a moderating variable with regard to the use of nonverbal immediacy behaviors. Related to gender, results revealed that: (a) female participants perceived more nonverbal immediacy behaviors than males, (b) under symmetric power conditions females were perceived to use more nonverbal immediacy than males, and (c) under asymmetric power conditions there was no statistically significant difference between use of nonverbal immediacy behaviors between females and males. Implications of results, limitations, and suggestions for future research are presented.
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Date Issued
2010
Identifier
CFE0003043, ucf:48368
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003043