Catherine F Brooks

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Courses

Scholarly Contributions

Journals/Publications

• Brooks, C. F. (2021).

  Popular Discourse Around Deepfakes and the Interdisciplinary Challenge of Fake Video Distribution

  . Cyberpsychology, Behavior, and Social Networking, 24(3), 159-163. doi:10.1089/cyber.2020.0183
• Brooks, C. F., Juanals, B., & Minel, J. (2021).

  Trends in Media Coverage and Information Diffusion Over Time: The Case of the American Earth Systems Research Centre Biosphere 2

  . Journal of Creative Communications, 17(1), 88-107. doi:10.1177/09732586211056109
• Brooks, C., & Daly, D. (2019).

  Frames and community in Arizona’s All Souls Procession

  . Text and Performance Quarterly, 39(4), 322-340. doi:10.1080/10462937.2019.1670858
  More info

  In the All Souls Procession, a large event in honor of the dead in Tucson in the southwestern U.S. borderlands, locals construct community through the Procession, while presenting its historic and ...
• Brooks, C. F. (2018). Del Casino, V. J., House-Peters, L., & Brooks, C. F. (early online version 2017, full press 2018). Dialogue, inquiry, and encounter: Critical geographies of online higher education. Progress in Human Geography. Ranking: 2/79 (Geography), Impact Factor: 5.776. 2016 Journal Citation Reports.. Progress in Human Geography.
• Brooks, C. F. (2018). Young, S. L., Pulido, M., & Brooks, C. F. (early online version 2017, print published 2018). Reasons for student engagement in extra-class communication. Communication Research Reports.. Communication Research Reports..
• Williams, B., Brooks, C. F., & Shmargad, Y. (2018). How Algorithms Discriminate Based on Data They Lack: Challenges, Solutions, and Policy Implications. Journal of Information Policy.
• Brooks, C. F. (2017). Brooks, C. F. (2017). Disciplinary convergence and interdisciplinary curriculum for students in an information society. Innovations in Education and Teaching International, 54(3), 206-213. Ranking: 178/224 (Education & Educational Research), 2014 Journal Citation Reports.. IETI.
• Brooks, C. F. (2017). Brooks, C. F. (2017). Student identity and aversions to science: A study of translation in higher education. Journal of Language and Social Psychology, 36 (1), 112-126. Ranking: 30/76 (Communication), 44/62 (Social Psychology), 45/172 (Linguistics), 2014 Journal Citation Reports.. JLSP.
• Brooks, C. F., Del Casino, V. J., & House-Peters, L. A. (2017).

  Dialogue, inquiry, and encounter: Critical geographies of online higher education

  . Progress in Human Geography, 43(1), 81-103. doi:10.1177/0309132517735705
• Brooks, C. F., Pulido, M. D., & Young, S. L. (2017).

  Reasons for Student Engagement in Extra-Class Communication

  . Communication Research Reports, 35(2), 172-177. doi:10.1080/08824096.2017.1383234
• Brooks, C. F. (2016).

  Digital shift: The cultural logic of punctuation

  . New Media & Society, 18(5), 886-888. doi:10.1177/1461444815625058a
• Brooks, C. F. (2016).

  Student Identity and Aversions to Science

  . Journal of Language and Social Psychology, 36(1), 112-126. doi:10.1177/0261927x16663259
• Brooks, C. F., & Pitts, M. J. (2016). Communication and identity management in a globally-connected classroom: An online international and intercultural learning experience.. Journal of International and Intercultural Communication.
• Brooks, C. F., & Young, S. (2016). Exploring communication and course format: Conversation frequency and duration, student motives and perceived teacher approachability for out-of-class contact. The International Review of Research in Open and Distributed Learning.
  More info

  Brooks, C. F. & Young, S. L. (2016). Exploring communication and course format: Conversation frequency and duration, student motives and perceived teacher approachability for out-of-class contact. The International Review of Research in Open and Distributed Learning, 17 (5), online.
• Brooks, C. F., Heidorn, P. B., Stahlman, G. R., & Chong, S. S. (2016). Working beyond the confines of academic discipline to resolve a real-world problem: A community of scientists discussing long-tail data in the cloud. First Monday, 21 (2).. First Monday, 21 (2)..
• Chong, S. S., Stahlman, G. R., Heidorn, P. B., & Brooks, C. F. (2016). Working beyond the confines of academic discipline to resolve a real-world problem: A community of scientists discussing long-tail data in the cloud.. First Monday, 21(2).
• Pitts, M. J., & Brooks, C. F. (2016). Critical pedagogy, internationalisation, and a third space: Cultural tensions revealed in students’ discourse. Journal of Multilingual and Multicultural Development.
• Brooks, C. F. (2014). Performed Identity and Community Among College Student Interns Preparing for Work. Journal of Education for Business, 89(3), 165--170.
• Del Casino Jr, V. J., & Brooks, C. F. (2014). Talking about bodies online: Viagra, YouTube, and the politics of public (ized) sexualities. Gender, Place \& Culture, 1--20.
• Brooks, C. F. (2013). ‘Don’t even trip, u did your part’: analysing community in online student talk. Classroom Discourse, 4(2), 168--189.
• Brooks, C. F., & Bippus, A. M. (2012). Underscoring the Social Nature of Classrooms by Examining the Amount of Virtual Talk across Online and Blended College Courses.. European Journal of Open, Distance and E-Learning.
• Brooks, C. F., & Young, S. L. (2011). Are Choice-Making Opportunities Needed in the Classroom? Using Self-Determination Theory to Consider Student Motivation and Learner Empowerment.. International Journal of Teaching and Learning in Higher Education, 23(1), 48--59.
• Brooks, C. F. (2010). Social performance and secret ritual: Battling against obsessive-compulsive disorder. Qualitative health research.
• Brooks, C. F. (2010). Toward ‘hybridised’faculty development for the twenty-first century: blending online communities of practice and face-to-face meetings in instructional and professional support programmes. Innovations in Education and Teaching International, 47(3), 261--270.
• Dunbar, N. E., Brooks, C. F., & Kubicka-Miller, T. (2006). Oral communication skills in higher education: Using a performance-based evaluation rubric to assess communication skills. Innovative Higher Education, 31(2), 115--128.
• Bippus, A. M., Kearney, P., Plax, T. G., & Brooks, C. F. (2003). Teacher access and mentoring abilities: Predicting the outcome value of extra class communication. Journal of Applied Communication Research, 31(3), 260--275.
• Bippus, A. M., Brooks, C. F., Plax, T. G., & Kearney, P. (2001). Students' Perceptions of Part-time and Tenured/Tenure-Track Faculty: Accessibility, Mentoring, and Extra-Class Communication.. JACA: Journal of the Association for Communication Administration, 30(1), 13--23.

Proceedings Publications

• Brooks, C. F. (2017, spring). Brooks, C. F., Williams, B. A., and Daly, D. (2017). Educating about data privacy: A Study of college student perceptions and experiences. In Proceedings of Society for Information Technology & Teacher Education International Conference (SITE). Las Vegas, NV: AACE.. In SITE.
• Williams, B., Brooks, C. F., Daly, D. P., Williams, B., Brooks, C. F., & Daly, D. P. (2017, Fall). Educating about data privacy: A Study of college student perceptions and experiences. In Society for Information Technology & Teacher Education International Conference (SITE),.
  More info

  Brooks, C. F., Williams, B. A., and Daly, D. (2017). Educating about data privacy: A Study of college student perceptions and experiences. Accepted for the Proceedings of Society for Information Technology & Teacher Education International Conference (SITE), 2017. Las Vegas, NV: AACE.  ​
• Heidorn, P. B., & Brooks, C. F. (2016, Summer). The language of biodiversity informatics: Students identifying with science. In Convention of the International Association of Language and Social Psychology.
  More info

  Brooks, C. F., and Heidorn, B. P. (2016). The language of biodiversity informatics: Students identifying with science. Paper submitted to the Science Communication Task Force (theme: Using the science of language to identify and address conflicts in the language of science) for presentation at the convention of the International Association of Language and Social Psychology, June 22-25, Bangkok, Thailand.
• Heidorn, P. B., & Brooks, C. F. (2016, summer). The language of biodiversity informatics: Students identifying with science. In International Association of Language and Social Psychology.
• Brooks, C. F. (2015, spring). Feeling Anxious: Students’ Perceptions and Emotions Relative to Online Assessments in College Courses. In Society for Information Technology and Teacher Education International.
• Chong, S., Stahlman, G. R., Heidorn, P. B., & Brooks, C. F. (2015, Fall). Discourses, a community of scientists, and long-tail data in the cloud. In annual meeting of the Association of Internet Researchers.
• Brooks, C. (2014). Faculty, Community, Information Sharing, and Professional Support in the Age of Facebook. In Society for Information Technology \& Teacher Education International Conference, 2014, 722--726.
• Brooks, C. (2013). Constructivist Renderings of ‘What’s Interesting’and other Student Insights about Online Discussions with Peers. In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2013, 2200--2204.
• Brooks, C. F. (2012, fall). Considering curriculum and pedagogy: Preparing Students for living in an eSociety through cross-cultural conversation in a global classroom. In Global Conference on Learning and Technology.
  More info

  ;Your Role: Lead author.;Full Citation: Brooks, C. F. (2012). Considering curriculum and pedagogy: Preparing Students for living in an eSociety through cross-cultural conversation in a global classroom. In proceedings of the Global Conference on Learning and Technology.;
• Brooks, C. (2011). Cross-cultural classroom conversation online: Preparing students for global citizenry. In Society for Information Technology \& Teacher Education International Conference, 2011, 174--179.
• Bippus, A. M., & Brooks, C. F. (2006, fall). Student involvement in computer-mediated communication: Comparing discussion posts in online and blended learning contexts. In Proceedings of The 1st International Conference on Virtual Learning, ICVL, 113--120.
• DEL CASINO Jr, V. J., KEIRN, T., & BROOKS, C. F. (2006, fall). Teaching Teachers About Teaching Asia-Pacific through a Globalized World Historical Geography Framework. In APERA conference - Hong Kong.
• Bader, J., Brooks, C., Chang, Y., Hickman, S., McIntosh, H., Min, E., Reilly, B., & Whiteford, J. (2005). Exchanging photos and culture: Report on an online course in digital photography for Jamaican teachers. In Society for Information Technology \& Teacher Education International Conference, 2005, 2158--2161.

Presentations

• Dang, A. T., Ginosian, K., Gupta, A., Leach, A. R., Clark, J. A., Brooks, C. F., Mapes, A. C., & Rodrigo, R. (2023, February). Adapting Digital Reading Assignments for Efficiency & Efficacy. Conference on College Composition and Communication. Chicago, IL: Conference on College Composition and Communication.
• Brooks, C. F., Mapes, A. C., Ginosian, K. V., Clark, J. A., Leach, A. R., Gupta, A., Dang, A. T., Rodrigo, R., Dang, A. T., Brooks, C. F., Mapes, A. C., Ginosian, K. V., Clark, J. A., Leach, A. R., Gupta, A., Dang, A. T., & Rodrigo, R. (2022, January). Update: Readability Research at the University of Arizona. Adobe Readability Group. Online: Adobe.
• Leach, A. R., Leach, A. R., Clark, J. A., Clark, J. A., Brooks, C. F., Brooks, C. F., Mapes, A. C., Mapes, A. C., Rodrigo, R., Rodrigo, R., Dang, A. T., Dang, A. T., Gupta, A., & Gupta, A. (2022, January). Technology, Reading, and Strategies to Reduce Anxiety. Writing & Wellbeing. Tucson, Arizona: University of Arizona.
• Rodrigo, R., Mapes, A. C., Brooks, C. F., Clark, J. A., Leach, A. R., Gupta, A., & Ginosian, K. (2022, January). Update: Readability Research at the University of Arizona. Adobe Readability Group. Online: Adobe.
• Rodrigo, R., Mapes, A. C., Brooks, C. F., Clark, J. A., Leach, A. R., Gupta, A., Dang, A. T., & Ginosian, K. (2022, January). Technology, Reading, and Strategies to Reduce Anxiety. Writing and Wellbeing Conference. Tucson, AZ: University of Arizona, General Educatoin.
• Ginosian, K. V., Dang, A. T., Gupta, A., Leach, A. R., Clark, J. A., Brooks, C. F., Mapes, A. C., & Rodrigo, R. (2021, November). Adopting Digital Readability Hacks: Motivation & Inhibitors. Adobe Readability Research Symposium. online: Adobe.
• Mapes, A. C., Brooks, C. F., Ginosian, K. V., Gupta, A., Dang, A. T., Clark, J. A., Leach, A. R., & Rodrigo, R. (2021, July). VRL, Digital Readability & College Students. Adobe for Education Summit. online: Adobe.
• Mapes, A. C., Brooks, C. F., Leach, A. R., Ginosian, K. V., Gupta, A., Dang, A. T., Clark, J. A., & Rodrigo, R. (2021, July). Creativity for the Future Using Liquid Mode or Digital Readability & Personalized Reading Formats. Adobe for Education Summit Pre-Conference. online: Adobe.
  More info

  Keynote
• Brooks, C. F., & Gornish, E. (2018, April). Science communication to the public. Women in Engineering Seminar, University of Arizona. Tucson, AZ.
• Brooks, C. F. (2017, summer). Williams, B. A., Lysenko, V., Brooks, C. F., and Shmargad, Y. (2017). Privacy and prejudice in big data: Algorithms can discriminate on the basis of data they lack. Presented as part of the panel “Digital Inequalities and Discrimination in the Big Data Era” presented at the annual meeting of the International Communication Association conference, May 25-29, San Diego, CA.. ICA.
• Brooks, C. F. (2016, ?). Brooks, C. F. (2016). Considering affective learning in online environments: Crossing disciplines of Information, Communication, and Education for faculty development. Paper presented for the annual Society for Information Technology & Teacher Education International conference (SITE), March 21-25, Savannah, GA.. SITE.
• Brooks, C. F. (2016, ?). Brooks, C. F., & Heidorn, P.B. (2016). Biodiversity informatics and translating the language of science Paper presented for the Science Communication Task Force (theme: Using the science of language to identify and address conflicts in the language of science) in a special session at the International Communication Association, June 9-13, Fukuoka, Japan, and also as a plenary session at the conference of the International Association of Language and Social Psychology, June 22-25, Bangkok, Thailand.. IALSP.
• Brooks, C. F. (2014, spring and fall 2014). SEVEN Research Presentations (all full papers) at Academic Conferences. multiple.
  More info

  Pitts, M. and Brooks, C. F. (2014). Student communication and identity in a globally-connected classroom context. Paper presented at the annual meeting of the National Communication Association, November 20-23, Chicago, IL.Brooks, C. F. (2014). ‘Text-based talk’ as a hybrid communication genre: An investigation into online linguistic practice. Paper presented at the annual convention of the International Association of Language and Social Psychology, June 19-22, Mānoa, HI. Brooks, C. F. and Pitts, M. (2014). Group affiliation/identity work online: Voices from a Hawaiian, Korean-American, and a British student in an internationally-connected classroom. Paper presented at the annual convention of the International Association of Language and Social Psychology, June 19-22, Mānoa, HI. Brooks, C. F. and Young, S. L. (2014). Emotion in online college courses: Examining the influence of perceived teacher communication behavior on students’ emotional experiences. Paper presented at the annual meeting of the International Communication Association, May 22-26, Seattle, WA.Brooks, C. F. (2014). Faculty, community, information sharing, and professional support in the age of Facebook. Paper presented at the annual Society for Information Technology & Teacher Education International Conference, March 17-21, Jacksonville, FL.Brooks, C. F. (2014). A critical discourse analysis of college classroom talk. *A top four paper in the Instructional Communication interest group. Paper presented at the annual meeting of the Western States Communication Association, February 14-18, Anaheim, CA.Lancaster, A. L., Young, S. L., Kelsey, D. M., and Brooks, C. F. (2014). Student-teacher email communication, relational development, and student outcomes. *A top four paper in the Instructional Communication interest group. Paper presented at the annual meeting of the Western States Communication Association, February 14-18, Anaheim, CA.
• Brooks, C. F., Lenhart, L. R., Daly, D., Brooks, C. F., Lenhart, L. R., & Daly, D. (2016, February 22-March 2). Considering the language of student engagement, critical pedagogy, and empowerment in the academy.. Western States Communication Association S. San Diego , CA.

Others

• Brooks, C. F. (2008). Exploring face-to-face and online classroom discourse: A case study of social roles as performed in a college course.