Submissions from 2021
Disease and disaster: Navigating food insecurity in a community affected by crises during COVID-19, Andrew S. Pyle, Michelle Eichinger, Barry A. Garst, Catherine Mobley, Sarah F. Griffin, Leslie H. Hossfeld, Mike McGirr, and Helen R. Saunders
Finding renewal in the midst of disaster: The case of the deepwater horizon oil spill, Andrew S. Pyle and Robert R. Ulmer
Submissions from 2020
Creating Order Out of Chaos? Development of a Measure of Perceived Effects of Communication on the Crisis Organizing Process, Ryan Patrick Fuller, Andrew S. Pyle, Laura Riolli, and Amy Mickel
Discourse of Renewal: State of the Discipline and a Vision for the Future, Andrew S. Pyle, Ryan P. Fuller, and Robert R. Ulmer
Submissions from 2019
The role of social media in enhancing risk communication and promoting community resilience in the midst of a disaster, Kathryn E. Anthony, Steven J. Venette, Andrew S. Pyle, Brandon C. Boatwright, and Carrie E. Reif-Stice
That Uplifting Tweet You Just Shared? A Russian Troll Sent It, Darren Linvill and Patrick Warren
Fixing the SIC: Preventing and Managing Self-Inficted Crises, Andrew S. Pyle
SnowedOut Atlanta: Examining digital emergence on facebook during a crisis, Andrew S. Pyle, Meredith Morgoch, and Brandon C. Boatwright
Heuristics for communicating science, risk, and crisis, Katherine E. Rowan and Andrew S. Pyle
Submissions from 2018
Intercultural Crisis Communication: Examining the Experiences of Crisis Sojourners, Andrew S. Pyle
Coming Together Around Hashtags: Exploring the Formation of Digital Emergent Citizen Groups, Andrew S. Pyle and Brandon Boatwright
Submissions from 2017
Corporate public relations dynamics: Internal vs. External Stakeholders and the Role of the Practitioner, Lee Anna Cardwell, Sean Williams, and Andrew S. Pyle
Inquiry-Based Civil Discourse Education, Darren Linvill and Andrew S. Pyle
Teaching PEACE: A Plan for Effective Crisis Communication Instruction Intended Course, Andrew S. Pyle
From silence to condemnation: Institutional responses to “travel ban” Executive Order 13769, Andrew S. Pyle, Darren Linvill, and S. Paul Gennett
Submissions from 2016
Public Speaking versus Hybrid Introductory Communication Courses: Exploring Four Outcomes, Melissa A. Broeckelman-Post and Andrew S. Pyle
Surviving the Conflict of Self- Inflicted Organizational Crises, Andrew S. Pyle
Submissions from 2013
Communicating Political Bias in the College Classroom, Darren L. Linvill and Joseph P. Mazer
The Role of Student Aggressive Communication Traits in the Perception of Instructor Ideological Bias in the Classroom, Darren Linvill and Joseph P. Mazer
Submissions from 2012
Colleges’ and universities’ use of Twitter: A content analysis, Darren Linvill, Sara E. McGee, and Laura K. Hicks
Tracking plagiarism electronically: First-year students’ perceptions of academic dishonesty and reports of cheating behaviour in the basic communication course, Joseph P. Mazer and Stephen K. Hunt
Application essays as an effective tool for assessing instruction in the basic Communication course: A follow-up study, Joseph P. Mazer, Cheri J. Simonds, and Stephen K. Hunt
Submissions from 2011
The Relationship between Student Identity Development and the Perception of Political Bias in the College Classroom, Darren Linvill
Perceived ideological bias in the college classroom and the role of student reflective thinking: A proposed model, Darren L. Linville and Joseph P. Mazer