Instructional Development Division

Interest Group Awards

Listed here are awards given by the Interest Group to its members. Interests Groups are smaller communities within NCA's large membership that provide a range of resources including networking opportunities, Annual Convention programming, leadership opportunities, awards, and specialized information dissemination channels, among others.

Read more about this Interest Group.

Top Paper Award

Year	Award Winner
2023	Sara LaBelle, Allie White, and Emma Forman, "Graduate Students' Privacy Boundaries in Communicating about Mental Health with their Advisors"
	Pauline C. Alvarez, "Hood Girls Gettin' Hooded: The Impact of Preserved Comments and the Other Half of the Story"
	Mark P. Orbe & Jou-Chen Chen, "Manifesting the Freedom to Teach-Learn: Engaging Through a Pedagogy of the Taboo"
	Zac D. Johnson, "Student-to-Teacher Confirmation: The Development and Validation of a Student-to-Teacher Confirmation Scale"
2021	Xialing Lin, Renee Kaufmann, Stephen Spates, Kenneth A. Lachlan, & Patric R. Spence;"Exploring Students’ Perceptions of Identity and Helper Heuristics in the Online Classroom Discussion Board"
	Melissa Lucas, Lindsey B. Anderson, & Katlin Gray"Micro, Meso, and Macro: A Multi-Level Approach to Civic Engagement in the Communication Classroom"
	Matt Shin, Alan K. Goodboy, & San Bolkan"Profiles of Doctoral Students’ Self-Determination: Motivation, Burnout, and Instructional Dissent in Graduate School"
	Kristen Farris, Marian L. Houser, & Erik Timmerman"Restoring the Teacher-Student Relationship amidst Turbulence"
2019	Cathlin Clark-Gordon & Nicholas David Bowman, "Instructor-Student Out-of-Class Communication: A Media Multiplexity Approach"
	Jessalyn I. Vallade, "Instructor Misbehavior Frequency, Severity, and Impact on Learning: Comparing Student and Teacher Perceptions"
	Hannah E. Jones & Sean M. Horan, "Guns on campus: Campus carry and instructor-student communication"
	Emily Haverkamp, "Predicting Disclosure of Student Mental Health Problems to Instructors: A Communication Privacy Management Perspective"
2018	Kristin Farris, Marian Houser, Logan Carpenter, Trevor Kauer, Hlly Van Eynde, "The Road to Hel(!)copter Teaching: An Emperical Examination of a New Student Communication Construct"
2016	Nicholas T. Tatum, Brandi N. Frisby, Derek Ray Lane, and Elif Bengu, "Learner Empowerment Across Cultures: The Influence of Learner Empowerment on Student Outcomes in U.S. and Turkish University Classrooms"
	San Bolkan, Alan K. Goodboy, and Scott A. Myers, "Conditional Processes Behind Effective Instructor Communication and Student Increases in Cognitive Learning"
	San Bolkan, "Development and Validation of the Clarity Indicators Scale"
	Dana Borzea and Alan K. Goodboy, "When instructors self-disclose but misbehave: Conditional effects on student engagement and interest"
2015	San Bolkan, and Alan K. Goodboy, “Rhetorical Dissent as an Adaptive Response to Classroom Problems: A Test of Protection Motivation Theory”
	Natalie Yrisarry, Lindsay Neuberger, and Ann Neville Miller, “Instructor Response to Uncivil Behaviors in the Classroom: An Application of Politeness Theory”
	Zachary Goldman, Alan K. Goodboy and Keith D. Weber, “Reconsidering Student Motivation: An Application of Self-Determination Theory”
	Scott Titsworth, Joseph Mazer, Alan k. Goodboy, San Bolkan, and Scott Myers, “Two Meta-Analyses Exploring the Relationship between Teacher Clarity and Student Learning”
1991	Philip A. Thompson
1990	Virginia Richmond
1989	Marjorie Nadler & Lawrence Nadler
1988	Eva Rose & Daniel Canary
1987	Patricia Kearney, Timothy Plax, Gail Sorenson, and Vail Smith
1986	Robert Abelman
1985	Joe Ayres & Tim Hauck
1984	James Hughey
1983	Patricia Kearney, Timothy Plax, Virginia Richmond, and James McCroskey
1982	Peter Andersen
1981	Ann Staton-Spicer

Top Panel Award

Year	Award Winner
2023	Lionnell "Badu" Smith, Divine Narkotey Aboagye, La Royce Batchelor, Bisadeep Bhattacharyya, DiArron M., & Kelly L. Opdycke, "Let Freedom Teach! Towards an Instructional Communication of Freedom"
2016	Theodore Avtgis, Deanna L. Fassett, Ann B. Frymier, Alan K. Goodboy, Jeff Kerssen-Griep, Jason J. Teven, and Scott Titsworth, "Best Research Ideas from Leading Instructional Scholars"
2015	Carolyn Cunningham, Holly Custard- Pearson, Bahaa Gameel, Andrew Iliadis, and Carolyn Cunningham, “Embracing Opportunities of MOOCs”

Distinguished Article Award

Year	Award Winner
2023	Hayeon Song, Jihyun Kim, and Wen Luo, "Teacher-Student Relationship in Online Classes: A Role of Teacher Self-Disclosure" published in Computers in Human Behavior in 2016.
2022	Jeffrey H. Kuznekoff, Stevie Munz, & Scott Titsworth, "Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning," published in Communication Education in 2022.
2021	No award given
2020	Katherine G. Hendrix & Cicely Wilson, “Virtual Invisibility: Race and Communication Education,” Communication Education, 63:4, 405-428.
2019	Jeffrey H. Kuznekoff & Scott Titsworth, "The Impact of Mobile Phone Usage on Student Learning," Communication Education, 62:3, 233-252.
2018	Frymier, A. & Houser, M. (2000). "The teacher-student relationship as an interpersonal relationship." Communication Education, 49, 207-219.
2017	Joseph Mazur, Cheri Simonds, & Richard Murphy. "I'll See You on Facebook: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate." Communication Education, 56(1):1--17.
2014	Paul L. Witt, Lawrence R. Wheeless, and Mike Allen, “A Meta-Analytical Review of the Relationship Between Teacher Immediacy and Student Learning,” Communication Monographs 71 (2004): 184-207.
2013	Patricia Kearney, Timothy G. Plax, Virginia P. Richmond, and James C. McCroskey “Power in the Classroom III: Teacher Communication Techniques and Messages,” Communication Education 34 (1985): 19-28.

Top Student Paper

Year	Award Winner
2021	Maria Hannah"Harmful Self-disclosures in Classroom Contexts: Instructor Descriptions of Associated Vulnerability, Fear and Risk"
2018	James Baker, Alan Goodboy, "The Choice is Yours: The effects of atonomy-supportive instruction on students' learning and communication"