Catherine Brooks

About Catherine Brooks

Catherine Brooks (PhD, University of California), the iSchool's Associate Director, holds a joint appointment in the Department of Communication. She is also the founding Director of the new Center for Digital Society and Data Studies at UA http://cdsds.arizona.edu/.

Catherine’s primary research interest focuses on day-to-day language use in online communities. She is most interested in the instructional or social uses of communication technologies and the varied opportunities for the co-construction of knowledge, self-presentations, relationships, and identities, as well as the possibilities for emotional and health-related support that can emerge and develop online. Currently, she is undergoing research on an online support group for those suffering from anxiety, examining the ways in which ‘expert’ information is translated and how supportive messages function for an international and relatively anonymous set of members. Her research works across disciplinary boundaries and draws on a variety of academic traditions and methodologies. She teaches courses that focus on social media and human encounters with information technologies.  

Refereed Academic Journal Publications
Brooks, C. F. (2016 online). Student identity and aversions to science: A study of translation in higher education. Journal of Language and Social Psychology.

Brooks, C. F. & Young, S. L. (2016 online). 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.

Brooks, C. F. (2016). Disciplinary convergence and interdisciplinary curriculum for students in an information society. Innovations in Education and Teaching International.

Brooks, C. F., Heidorn, P. B., Stahlman, G., and Chong, S. (2016, in press). 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.

Brooks, C. F. (2016, in press). Disciplinary convergence and interdisciplinary curriculum for students in an information society. Innovations in Education and Teaching International.

Pitts, M. J. and Brooks, C. F. (2016, preliminary online version). Critical pedagogy, internationalisation, and a third space: Cultural tensions revealed in students’ discourse. Journal of Multilingual and Multicultural Development.

Brooks, C. F. and Pitts, M. (2015, preliminary online version). Communication and identity management in a globally connected classroom: An international and intercultural learning experience. Journal of International and Intercultural Communication.

Brooks, C. F. (2015, preliminary online version). Role, power, ritual, and resistance: A critical discourse analysis of college classroom talk. Western Journal of Communication.

Brooks, C. F. and Young, S. L. (2015). Emotion in online college courses: Examining the influence of perceived teacher communication behavior on students’ emotional experiences. Technology, Pedagogy and Ed.

Del Casino, V. J. and Brooks, C. F. (2014). Talking about bodies online: Viagra, YouTube, and the politics of public(ized) sexualities. Gender, Place, and Culture.

Brooks, C. F. (2014). Performed identity and community among college student interns preparing for work. Journal of Education for Business, 89 (3), 165-170.

Brooks, C. F. (2013). Don’t even trip . . . u did your part: Analyzing community in online student talk. Classroom Discourse, 4 (2), 168-189.

Brooks, C. F., and 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 EURODL). Online.

Brooks, C. F. (2011). Social performance and secret ritual: Battling obsessive-compulsive disorder. Qualitative Health Research, 21 (2), 249-261.

Brooks, C. F., and Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory (SDT) to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23 (1), 48-59.

Brooks, C. F. (2010). Toward hybridized faculty development for the 21st century: Blending online communities of practice and face-to-face meetings in instructional and professional support programs. Innovations in Education and Teaching International, 47 (3), 261-270.

Dunbar, N. E., Brooks, C. F., and Kubicka, T. (2006). Oral communication skills in higher education: Using a performance-based evaluation rubric to assess comm. skills. Innovative Higher Education, 31, 115-128.

Bippus, A. M., Plax, T. G., Kearney, P., and Brooks, C. F. (2003). Teacher access and mentoring abilities: Predicting the outcome value of extra-class communication. Journal of Applied Comm. Research, 31, 260-275.

Bippus, A. M., Brooks, C. F., Plax, T. G., and Kearney, P. (2001). Students= perceptions of part-time and tenured/tenure-track faculty: Accessibility, mentoring and extra-class communication. Journal of the Association for Communication Administration, 30, 13-23.

Published Invited Book Chapters

Brooks, C. F. (2015, in press). Students’ perceptions and emotions relative to online assessments in college courses. In L. Liu & D. Gibson (Sr. Eds), Research Highlights in Technology and Teacher Education 2015.

Brooks, C. F. (2016, in press). Retrospective narratives about life with anxiety: Considering the role of the Internet for sufferers across the life course. In P. G. Nixon, R. Rawal, and A. Funk (Eds), Digital Media Usage Across the Lifecourse (Farnham: Ashgate, 20XX), pp. xxx-xxx.

Research Interests

- Instructional Communication, Organizational Training, Mentoring, Professional Support, Student Development
- Computer-mediated Communication, New Media, eHealth, and Online Collaboration
- Language, Discourse, Identities, Emotions, and Communities 

Selected Publications

Brooks, C. F. (2016 online). Student identity and aversions to science: A study of translation in higher education. Journal of Language and Social Psychology.

Brooks, C. F. & Young, S. L. (2016 online). 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.

Brooks, C. F. (2016). Disciplinary convergence and interdisciplinary curriculum for students in an information society. Innovations in Education and Teaching International.

Brooks, C. F., Heidorn, P. B., Stahlman, G., and Chong, S. (2016, in press). 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.

Brooks, C. F. (2016, in press). Disciplinary convergence and interdisciplinary curriculum for students in an information society. Innovations in Education and Teaching International.

Pitts, M. J. and Brooks, C. F. (2016, preliminary online version). Critical pedagogy, internationalisation, and a third space: Cultural tensions revealed in students’ discourse. Journal of Multilingual and Multicultural Development.

Brooks, C. F. and Pitts, M. (2015, preliminary online version). Communication and identity management in a globally connected classroom: An international and intercultural learning experience. Journal of International and Intercultural Communication.

Brooks, C. F. (2015, preliminary online version). Role, power, ritual, and resistance: A critical discourse analysis of college classroom talk. Western Journal of Communication.

Brooks, C. F. and Young, S. L. (2015). Emotion in online college courses: Examining the influence of perceived teacher communication behavior on students’ emotional experiences. Technology, Pedagogy and Education, 24 (4), 515-527.

Del Casino, V. J. and Brooks, C. F. (2015). Talking about bodies online: Viagra, YouTube, and the politics of public(ized) sexualities. Gender, Place, and Culture, 22 (4), 474-493.

Brooks, C. F. (2014). Performed identity and community among college student interns preparing for work. Journal of Education for Business, 89 (3), 165-170.

Brooks, C. F. (2013). Don’t even trip . . . u did your part: Analyzing community in online student talk. Classroom Discourse, 4 (2), 168-189.

Brooks, C. F., and 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 EURODL). Online.

Brooks, C. F. (2011). Social performance and secret ritual: Battling obsessive-compulsive disorder. Qualitative Health Research, 21 (2), 249-261.

Brooks, C. F., and Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory (SDT) to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23 (1), 48-59.

Brooks, C. F. (2010). Toward hybridized faculty development for the 21st century: Blending online communities of practice and face-to-face meetings in instructional and professional support programs. Innovations in Education and Teaching International, 47 (3), 261-270.

Dunbar, N. E., Brooks, C. F., and Kubicka, T. (2006). Oral communication skills in higher education: Using a performance-based evaluation rubric to assess comm. skills. Innovative Higher Education, 31, 115-128.

Bippus, A. M., Plax, T. G., Kearney, P., and Brooks, C. F. (2003). Teacher access and mentoring abilities: Predicting the outcome value of extra-class communication. Journal of Applied Comm. Research, 31, 260-275.

Bippus, A. M., Brooks, C. F., Plax, T. G., and Kearney, P. (2001). Students= perceptions of part-time and tenured/tenure-track faculty: Accessibility, mentoring and extra-class communication. Journal of the Association for Communication Administration, 30, 13-23.

Published Invited Book Chapters

Brooks, C. F. (2015, in press). Students’ perceptions and emotions relative to online assessments in college courses. In L. Liu & D. Gibson (Sr. Eds), Research Highlights in Technology and Teacher Education 2015.

Brooks, C. F. (2016, in press). Retrospective narratives about life with anxiety: Considering the role of the Internet for sufferers across the life course. In P. G. Nixon, R. Rawal, and A. Funk (Eds), Digital Media Usage Across the Lifecourse (Farnham: Ashgate, 20XX), pp. xxx-xxx.

Catherine Brooks's picture

Contact Information

Catherine Brooks
Founder and Director, Center for Digital Society and Data Studies (CDSDS); Associate Director, Arizona's iSchool (this School of Information); Assistant Professor

Courses Taught

COMM 209: Introduction to Communication Technology
COMM 311: Communication Technology Theory
ESOC 150b: Social Media and Ourselves
ESOC 313: Digital Discourse and Identity
ESOC 488/LIS 588: Informatics and Science Communication
 

College of Social and Behavioral Sciences
 
 
iSchools