You can also find my articles on my Google Scholar profile.
Published in Communication Teacher, 2024
Recommended citation: Frey, T. K. (2024). Using children’s books and public libraries to prepare STEM students to communication technical knowledge. *Communication Teacher*, *38*(3), 253-259. https://doi.org/10.1080/17404622.2024.2325471
Published in College Teaching, 2024
Recommended citation: Frey, T. K. & Tatum, N. T. (2024). Applying the pressure: Exploring how instructor strictness impacts students’ individual classroom experiences. *College Teaching*. Advance online publication. https://doi.org/10.1080/87567555.2024.2327070
Published in International Journal of Qualitative Methods, 2023
The purpose of this study was to provide extended validity evidence for the Evaluative, Regulatory, and Interactive instructor strictness scales through hypothesized relationships with different instructor communication styles: perceived instructor verbal aggressiveness, assertiveness, and responsiveness. Read more
Recommended citation: Frey, T. K. & Bloch, B. S. (2023). Using Microsoft Teams to facilitate asynchronous online focus groups. *International Journal of Qualitative Methods*, *22*, 1-15. https://doi.org/10.1177/ 16094069231211251
Published in Communication Research Reports, 2023
The purpose of this study was to provide extended validity evidence for the Evaluative, Regulatory, and Interactive instructor strictness scales through hypothesized relationships with different instructor communication styles: perceived instructor verbal aggressiveness, assertiveness, and responsiveness. Read more
Recommended citation: Frey, T. K. (2023). A brief validity report for the instructor strictness scales: Relationships with instructor communication styles. Communication Research Reports, 40(3), 145-155. https://doi.org/10.1080/08824096.2023.2220139
Published in Basic Communication Course Annual, 2023
This research investigated the developmental patterns of students’ writing and public-speaking self-efficacy throughout their experience in the basic communication course (BCC). Read more
Recommended citation: Frey, T. K., & Vallade, J. I.(2023). Securing the right skills: A longitudinal assessment of college students’ writing and public speaking self-efficacy. _Basic Communication Course Annual_, _35_, 31-66. https://ecommons.udayton.edu/bcca/vol35/iss1/6/
Published in Communication Education, 2022
Three studies (N = 1,346) detail the development of three theoretically grounded instruments operationalizing instructor strictness. Read more
Recommended citation: Frey, T. K., & Tatum, N. T. (2022). Instructor strictness: Instrument development and validation. Communication Education, 71(4), 327-354. https://doi.org/10.1080/03634523.2022.2096246.
Published in Basic Communication Course Annual, 2022
The purpose of this study was to replicate and extend previous work (Chiu, 2021a, 2021b; Vallade et al., 2020) by applying self-determination theory (Deci & Ryan, 1985) to student motivation and engagement in the basic communication course during the shift to online learning in the initial onset of the COVID-19 pandemic. Read more
Recommended citation: Vallade, J. I., Kaufmann, R. M., & Frey, T. K. (2022). Examining motivation in turbulent times: A Self-Determination Theory replication. Basic Communication Course Annual, 31,79-98. https://ecommons.udayton.edu/bcca/vol34/iss1/7/
Published in Communication Research Reports, 2021
This study incorporates communication accommodation theory (CAT) to investigate how students’ perceptions of instructor nonaccommodation influence their subsequent evaluations of the instructor. Read more
Recommended citation: Frey, T. K., & Lane, D. R. (2021). Nonaccommodation and communication effectiveness: An application to instructional communication. Communication Research Reports, 38(3), 195-205. https://doi.org/10.1080/08824096.2021.1922372
Published in Communication Education, 2021
This study incorporates communication accommodation theory to investigate how student perceptions of instructor nonaccommodation influence affective and cognitive classroom outcomes. Read more
Recommended citation: Frey, T. K., & Lane, D. R. (2021). CAT in the classroom: A multilevel analysis of students’ experiences with instructor nonaccommodation. Communication Education, 70(3), 223-246. https://doi.org/10.1080/03634523.2021.1903521
Published in Frontiers in Communication, 2021
In response to a changing higher education landscape, this essay presents an argument for utilizing reverse mentoring to solve technological problems in the academy. Read more
Recommended citation: Frey, T. K. (2021). Overcoming technological barriers to instruction: Situating Gen Z students as reverse mentors. Frontiers in Communication: Culture and Communication, 6, 1-3. https://doi.org/10.3389/fcomm.2021.630899
Published in Basic Communication Course Annual, 2021
The basic communication course can prepare students for roles as reverse mentors by enhancing 1) communication competence and 2) instructional efficacy. Read more
Recommended citation: Frey, T. K., Tatum, N. T., & Cooper, T. B. (2021). Using the basic course to prepare digital natives for new role as reverse mentors. Basic Communication Course Annual, 33(1), 342-345. https://ecommons.udayton.edu/bcca/vol33/iss1/18
Published in Communication Studies, 2021
Based in psychological reactance theory, this study used a 2 × 2 experiment manipulating controlling language (low, high) and fairness (fair, unfair) within a syllabus policy to explain students’ resistant behavior Read more
Recommended citation: Frey, T. K., Moore, K. P., & Dragojevic, M. (2021). Syllabus sanctions: Controlling language and perceived fairness as antecedents to students’ psychological reactance and intent to comply. Communication Studies, 72(3), 456-473. https://doi.org/10.1080/10510974.2021.1876130
Published in Basic Communication Course Annual, 2020
Guided by self-efficacy theory, this study examined the use of virtual reality speaking rehearsals as one technology that instructors can adopt to enhance students’ public speaking efficacy. Read more
Recommended citation: Frisby, B. N., Kaufmann, R. M., Vallade, J. I., Frey, T. K., & Martin, J. C. (2020). Using virtual reality for speech rehearsals: An innovative instructor approach to enhance student public speaking efficacy. Basic Communication Course Annual, 32, 59-78. https://ecommons.udayton.edu/bcca/vol32/iss1/6/
Published in Basic Communication Course Annual, 2020
The purpose of the current study was to qualitatively explore instructor behaviors and student motivation in the BCC, specifically through the lens of self-determination theory. Read more
Recommended citation: Vallade, J. I., Kaufmann, R. M., & Frey, T. K. (2020). Facilitating students’ motivation in the basic communication course: A Self-Determination Theory perspective. Basic Communication Course Annual, 32, 124-147. https://ecommons.udayton.edu/bcca/vol32/iss1/9/
Published in Communication Education, 2020
Taken together, strictness can be conceptualized as the perceived inflexibility of an instructor based on their unwavering adherence to instructional policies and procedures. Read more
Recommended citation: Tatum, N. T., & Frey, T. K. (2020). (In)flexibility during uncertainty? Conceptualizing instructor strictness during a global pandemic. Communication Education, 70(2), 214-216. https://doi.org/10.1080/03634523.2020.1857419
Published in The Online Journal of Distance Education and e-Learning, 2018
The present study employs thematic analysis procedures to explore students’ reactions to an offer by Udacity, an online provider of massive open online courses (MOOCs), to provide money-back guarantees to students who fail to obtain a job after graduation. Read more
Recommended citation: Tatum, N. T. & Frey, T. K. (2018). Students as consumers: User responses to money-back guarantees in higher education on Reddit. The Online Journal of Distance Education and e-Learning, 6(3), 44-51.
Published in Basic Communication Course Annual, 2018
This study investigates the role of speech evaluation training in a) creating speech evaluation fidelity between instructor scores and student self-evaluation scores and b) facilitating the type and quality of written feedback on speeches by both students and instructors. Read more
Recommended citation: Frey, T. K., Simonds, C. J., Hooker, J. F., Meyer, K. R., & Hunt, S. K. (2018). Assessing evaluation fidelity between students and instructors in the basic communication course: The impact of criterion-based speech evaluation training. Basic Communication Course Annual, 30, 2-31. https://ecommons.udayton.edu/bcca/vol30/iss1/4/.
Published in Communication Education, 2018
This study employed Brehm’s psychological reactance theory (PRT) to understand why students do or do not choose to follow classroom cell phone policies. Read more
Recommended citation: Tatum, N. T., Olson, M., & Frey, T. K. (2018). Noncompliance and dissent with cell phone policies: A psychological reactance theoretical perspective. Communication Education, 67(2), 226-244. https://doi.org/10.1080/03634523.2017.1417615
Published in Journal of Communication Pedagogy, 2018
One avenue for assessing learning involves evaluating self-efficacy, as this psychological belief is a strong predictor of academic achievement. As such, the purpose of this study was to evaluate writing self-efficacy and public speaking self-efficacy in a composition and communication course. Read more
Recommended citation: Frey, T. K., & Vallade, J. (2018). Assessing students’ perceptions of writing and public speaking self-efficacy in a composition and communication course. Journal of Communication Pedagogy, 1, 27-39. https://doi.org/10.31446/JCP.2018.08.
Published in Journal of the Communication, Speech & Theatre Association of North Dakota, 2017
Using the social influence (SI) model of technology use as a sensitizing lens results from this study (N = 206) demonstrated that policies encouraging the use of cell phones for instructional purposes resulted in significantly greater student perceptions of instructor credibility than policies discouraging the use of cell phones for noninstructional (i.e. social) purposes. Read more
Recommended citation: Frey, T. K., & Tatum, N. T. (2017). The influence of classroom cell phone policies on instructor credibility. Journal of the Communication, Speech & Theatre Association of North Dakota, 29, 1-13.
Published in Communication Education, 2016
The nature of the millennial–parent relationship may influence how we visit instructor-student rapport in the future. Read more
Recommended citation: Frey, T. K., & Tatum, N. T. (2016). Hoverboards and “hovermoms”: Helicopter parents and their influence on millennial students’ rapport with instructors. Communication Education, 65(4), 359-361. https://doi.org/10.1080/03634523.2016.1177846
Published in Basic Communication Course Annual, 2015
Because oral communication assessment is key to remaining integral to general education (Allen, 2002), basic course directors must provide instructor training on how to fairly and consistently evaluate student performances. But before this training can take place, basic course directors need to have an evaluation system in place that is fair, consistent, and reflective of actual student performance. Read more
Recommended citation: Frey, T. K., Hooker, J. F., & Simonds, C. J. (2015). The invaluable nature of speech evaluation training for new basic course instructors. Basic Communication Course Annual, 27, 1-9. https://ecommons.udayton.edu/bcca/