Kate O'Neal

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Kate O'Neal

Kate O'Neal

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Biography

University of Central Florida - Speech

Professor of Speech; Training Facilitator; Radio Show/Podcast Host; Entertainer
Kathleen
O.
Orlando, Florida
Master's Degree: Interpersonal Communication
Graduate Certificate: Corporate Communication
SEED (Seeking Educational Equity and Diversity) Certificate
Diversity and Inclusion Destinations Track
CARE (Continuous Assessment and Responsive Engagement) Destinations Track
Digital Professor Certificate
Associate Faculty Certificate
LifeMap Certificate

A dynamic educator, trainer/facilitator, and performer with a passion for understanding how we connect to others. Interested in genuine dialogue, organizational development and leadership. Committed to equity and inclusion.
Researching how implementation of the arts in training and development can create conditions conducive to developing empathy, positive regard, awareness, and innovation.

As a Communication Professor, I create an atmosphere in the classroom that is open, caring and interactive. It is my aim for students to feel comfortable enough to ask questions and exchange ideas, leading to a more productive learning experience. I have high expectations, believing students can be successful by taking responsibility for their learning in a way that prepares them for the real world. I create a curriculum that is focused on relevancy to students' personal lives and future careers. Their contributions and feedback inform the direction we take to reach our learning outcomes and shape the curriculum.

I'm passionate about being of service to others. As a former Crisis Counselor, Rape Response Advocate, and Volunteer Trainer, I found that being of service to others is not only gratifying--I believe it's a necessary component to becoming our best selves.

My sense of humor has served me well through the inevitable bumps in life, has allowed me to develop a keen sense of what is truly important, and taught me how to convey that to others. It is my personal philosophy that learning and humor are not mutually exclusive, and much can be accomplished by combining the two.

Experience

    Education

    • Berklee College of Music

      Vocal Styles

      Voice

    • University of Central Florida

      Graduate Certificate

      Corporate Communication
      Completed training in how to best create, manage, and communicate corporate reputation.

    • University of Central Florida

      Master's Degree

      Interpersonal Communication
      Graduate Teaching Associate: Fundamentals of Oral Communication

    • University of Central Florida

      Instructor--Graduate Teaching Associate


      Responsible for teaching the theory and practice of oral communication as applied to general public speaking situations. Teaching students about the various models, theories, and heuristics of oral communication. Introduced and conducted interactive improv games to students in order to encourage more interaction and participation in class.

    • Indiana University Bloomington

      BGS

      Social and Behavioral Science
      Indiana University Swim Team, Water Polo, Student Athletic Board: Director of Women's Athletics.

    Publications

    • Genuine Dialogue is Important…but How Do We Teach It?: An Exploration of the Connection between Genuine Dialogue and Improv

      National Communication Association

    • Genuine Dialogue is Important…but How Do We Teach It?: An Exploration of the Connection between Genuine Dialogue and Improv

      National Communication Association

    • Teaching Genuine Dialogue: The Potential for Using Improv

      Peace and Change: A Journal of Peace Research

      Scholars proclaim the potential for genuine dialogue to reduce conflict and promote more harmonious interpersonal interactions. Despite dialogue's usefulness, little guidance has been given regarding helping students to improve their likelihood of reaping the benefits of genuine dialogue. Focus groups were conducted with students of theatrical improvization (improv) courses to learn what kinds of dialogic skills they acquire from their improv experience. Thematic analysis was used to learn what improv students were learning that demonstrated consistency with characteristics of dialogue. Analysis revealed that their training in improv fostered: Imagination and Innovation, Vulnerability, and Immediacy of Presence. The analysis considers the dialogic quality least effectively articulated among participants—empathy—and explores the relevance of the findings for promoting dialogue through classroom inquiry.

    • Genuine Dialogue is Important…but How Do We Teach It?: An Exploration of the Connection between Genuine Dialogue and Improv

      National Communication Association

    • Teaching Genuine Dialogue: The Potential for Using Improv

      Peace and Change: A Journal of Peace Research

      Scholars proclaim the potential for genuine dialogue to reduce conflict and promote more harmonious interpersonal interactions. Despite dialogue's usefulness, little guidance has been given regarding helping students to improve their likelihood of reaping the benefits of genuine dialogue. Focus groups were conducted with students of theatrical improvization (improv) courses to learn what kinds of dialogic skills they acquire from their improv experience. Thematic analysis was used to learn what improv students were learning that demonstrated consistency with characteristics of dialogue. Analysis revealed that their training in improv fostered: Imagination and Innovation, Vulnerability, and Immediacy of Presence. The analysis considers the dialogic quality least effectively articulated among participants—empathy—and explores the relevance of the findings for promoting dialogue through classroom inquiry.

    • An Examination of the Connection Between Genuine Dialogue and Improv

      Stars, UCF

      The value of improv training extends beyond the stage. Improv has been successfully utilized and applied in a variety of ways in the workplace, school, and community. This study examines the connection between genuine dialogue and improv to determine if improv exhibits dialogic qualities. Three focus groups were conducted with a total of nineteen improv students. Additionally, an interview was conducted with the director of a hospital’s Innovation Lab where improv is used in an organizational setting. The conditions for dialogue set by Gordon (2006) served as a guideline for analyzing data. Thematic analysis generated categories used to analyze data. The most prominent of Gordon’s conditions for dialogue within improv were Imagination & Innovation, Vulnerability and Immediacy of Presence. The importance of this study, implications and future studies for the connection between improv and dialogue are examined.

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