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
2019 Cathlin Clark-Gordon & Nicholas David Bowman, "Instructor-Student Out-of-Class Communication: A Media Multiplexity Approach"
2019 Jessalyn I. Vallade, "Instructor Misbehavior Frequency, Severity, and Impact on Learning: Comparing Student and Teacher Perceptions"
2019 Hannah E. Jones & Sean M. Horan, "Guns on campus: Campus carry and instructor-student communication"
2019 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"
2016 San Bolkan, Alan K. Goodboy, and Scott A. Myers, "Conditional Processes Behind Effective Instructor Communication and Student Increases in Cognitive Learning"
2016 San Bolkan, "Development and Validation of the Clarity Indicators Scale"
2016 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”
2015 Natalie Yrisarry, Lindsay Neuberger, and Ann Neville Miller, “Instructor Response to Uncivil Behaviors in the Classroom: An Application of Politeness Theory”
2015 Zachary Goldman, Alan K. Goodboy and Keith D. Weber, “Reconsidering Student Motivation: An Application of Self-Determination Theory”
2015 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
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
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. 
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
2018 James Baker, Alan Goodboy, "The Choice is Yours: The effects of atonomy-supportive instruction on students' learning and communication"