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Submissions from 2018

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Intercultural Crisis Communication: Examining the Experiences of Crisis Sojourners, Andrew S. Pyle

Submissions from 2017

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Corporate public relations dynamics: Internal vs. External Stakeholders and the Role of the Practitioner, Lee Anna Cardwell, Sean Williams, and Andrew S. Pyle

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Inquiry-Based Civil Discourse Education, Darren Linvill and Andrew S. Pyle

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Teaching PEACE: A Plan for Effective Crisis Communication Instruction Intended Course, Andrew S. Pyle

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From silence to condemnation: Institutional responses to “travel ban” Executive Order 13769, Andrew S. Pyle, Darren Linvill, and S. Paul Gennett

Submissions from 2016

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Public Speaking versus Hybrid Introductory Communication Courses: Exploring Four Outcomes, Melissa A. Broeckelman-Post and Andrew S. Pyle

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Surviving the Conflict of Self- Inflicted Organizational Crises, Andrew S. Pyle

Submissions from 2013

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Communicating Political Bias in the College Classroom, Darren L. Linvill and Joseph P. Mazer

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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

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Colleges’ and universities’ use of Twitter: A content analysis, Darren Linvill, Sara E. McGee, and Laura K. Hicks

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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

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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

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The Relationship between Student Identity Development and the Perception of Political Bias in the College Classroom, Darren Linvill

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Perceived ideological bias in the college classroom and the role of student reflective thinking: A proposed model, Darren L. Linville and Joseph P. Mazer