Nick Tatum

Nick Tatum

Nick Tatum

Assistant Professor

Instructional Communication, Communication Technology, Quantitative Methods

Dr. Nick Tatum serves as the Communication Center Director and as a Term Assistant Professor at GMU. He primarily researches instructional communication, focusing on the instructor-student relationship (e.g., rapport) and classroom technology (e.g., cell phone policies). 

Selected Publications

Tatum, N. T., & Frey, T. K. (In Press). (In)flexibility during uncertainty? Conceptualizing instructor strictness during a global pandemic. Communication Education.

Frisby, B. N, Sidelinger, R., & Tatum, N. T. (2019). Alumni recollections of interactions with instructors and current organizational identification, commitment, and support of the university. Communication Reports, 32, 161-172.

Sidelinger, R., & Tatum, N. T. (2019). Instructor humor as a moderator of instructors’ inappropriate conversations and instructional dissent. College Teaching, 67, 120-129.

Dragojevic, M., Tatum, N. T., Beck, A. C., & McAninch, K. (2018). Effects of accent strength expectancy violations on language attitudes. Communication Studies, 70, 133-150.

Kaufmann, R., & Tatum, N. T. (2018). Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk. Distance Education, 39, 373-389.

Tatum, N. T., Olson, M. K., & Frey, T. K (2018). Noncompliance and dissent with cell phone policies: A psychological reactance theoretical perspective. Communication Education, 67, 226-244.

Tatum, N. T., Martin, J., & Kemper, B. (2018). Chronemics in instructor-student e-mail communication: An experimental examination of student evaluations of instructor response speeds. Communication Research Reports, 35, 33-41.

Kaufmann, R., & Tatum, N. T. (2017). Do we know what we think we know? On the importance of replication in instructional communication research. Communication Education, 66, 479-481.

Dragojevic, M., Giles, H., Beck, A. C., & Tatum, N. T. (2017). Foreign accent strength, processing fluency, and group prototypicality: Implications for language attitudes. Communication Monographs, 84, 385-405.

Frey, T. K., & Tatum, N. T. (2016). Hoverboards and “hovermoms”: Helicopter parents and their influence on Millennial students’ rapport with instructors. Communication Education, 65, 359-361.

Courses Taught

COMM 101 - Fundamentals of Communication

Education

Ph.D., Communication Studies, University of Kentucky (Fall 2019)

Graduate Certificate, Instructional Communication, University of Kentucky (Spring 2017)

M.A., Communication Studies, Abilene Christian University (Spring 2015)

B.A., Family Studies, Abilene Christian University (Spring 2013)