Faculty Profiles

Farris, K. L., Timmerman, C. E., Houser, M. L., & Dye, L. A. (2024). Illuminating the faculty voice: lessons from the pandemic to prepare for future disruptions. Qualitative Research Reports in Communication, 25(1), 13–20. https://doi.org/10.1080/17459435.2022.2142655

Farris, K. N. L., Houser, M. L., Dye, L., & Timmerman, C. E. (2024). Faculty computer-mediated communication apprehension during shift to emergency remote teaching: Implications for instructor communication competence in the online environment. Frontiers in Communication, 9(1), 1–9. https://doi.org/https://doi.org/10.3389/fcomm.2024.1271214

Farris, K. N. L., Houser, M. L., & Timmerman, C. E. (2023). Pandemic pedagogy and turbulence in the teacher-student relationship. Texas Speech Communication Journal, 47(1), 52–70.

Houser, M. L. (2023). "The Student Veteran Instructional Communication Training (SVIC): An Analysis of Student Veteran Instructional Needs and Corresponding Instructional Behaviors.”. Journal of Communication Pedagogy, 7, 111–129. https://doi.org/10.31446/JCP.2023.1.08

Houser, M. L., Farris, K. N. L., Kauer, T., & Carpenter Kennedy, L. (2022). The road to hel(l)icopter  teaching: How do instructors make sense of their helicopter teaching behaviors and student effects? Qualitative Research Reports in Communication, https://doi.org/10.1080/17459435.2020.1853209(23), 17–26. https://doi.org/doi.org/10.1080/17459435.2020.1853209

Houser, M. L., & Hosek, A. (Eds.). (2022). The Handbook of Instructional  Communication: Principles and Practices of Teaching Rhetorical and Relational Perspectives. Dubuque, IA, USA: Kendall Hunt. Retrieved from kendallhunt.com

Farris, K. N. L., Dye, L. A., Houser, M. L., & Timmerman, C. E. (2022). Student perceptions of instructor communication amid class disruption: Lessons learned from the COVID-19 pandemic. In Higher Education Implications for Teaching and Learning during COVID-19 (pp. 99–116). Rowan and Littlefield.

Farris, K. N. L., Houser, M. L., & Hosek, A. (2022). Historical roots and trajectories of instructional communication. In Handbook of Instructional Communication: Principles and Practices of Teaching Rhetorical and Relational Perspectives. Kendall Hunt.

Farris, K. N. L., Timmerman, C. E., Houser, M. L., & Dye, L. A. (2022). Illuminating the faculty voice: Lessons from the pandemic to prepare for future crises. Qualitative Research Reports in Communication. https://doi.org/https://doi.org/10.1080/17459435.2022.2142655

Houser, M. L. (2022). Immediacy and the Teacher-Student Relationship. In The Handbook of Instructional Communication. DuBuque, Iowa, USA: Kendall Hunt.

Houser, M. L. (n.d.). Student Participation and Engagement in the Classroom. In Handbook of Instructional Communication. DuBuque, Iowa, USA: Kendall Hunt.

Head, K., Palmisano, B., Farris, K. N. L., Burns, M. E., & Houser, M. L. (2021). Teaching small group and team dynamics through The Amazing Race Experience. Carolinas  Communication Annual, XXXVVII, 73–79.

Hildenbrand, G., & Houser, M. L. (2020). An Investigation of Student Learner Orientation Impact on Perceptions of Instructor Behavior Alteration Techniques. Educational Research Quartley, 43(3), 3–23. Retrieved from https://eric.ed.gov/?id=EJ1243864

Waldbuesser, C., Houser, M. L., Hosek, A. N., & Hackenberg, L. (2020). Teacher Confirmation: The Influences of Emotional Contagion, Satisfaction, Teaching Efficacy, and Perceptions of Student Nonverbal Responsiveness. Northwest Journal of Communication, 48(1), 177–204.

Generous, M. A., & Houser, M. L. (2019). Oh, S**t! Did I Just Swear in Class?”: Using  emotional response theory to understand the role of instructor swearing in the college classroom. Communication Quarterly. https://doi.org/10.1080/01463373.2019.1573200

Houser, M. L. (2019). Instructional Communication. In An Integrated Approach to Communication Theory and Research (pp. 517–528). Routledge. https://doi.org/10.4324/9780203710753-42

Houser, M. L., Sidelinger, R., & Hosek, A. M. (2019). Pedagogy, gender, and  communication: Learning and unlearning gender. Journal of Communication Pedagogy.

Farris, K. L., Houser, M. L., & Hosek, A. N. (2018). Historical roots and trajectories  of instructional communication. In Handbook of instructional communication.

Shashavari, H., & Houser, M. L. (2018). Profession-based discrimination and its affecting  factors among nursing students: A qualitative study. Nurse Education in Practice.

Houser, M. L., & Hosek, A. M. (Eds.). (2018). Handbook of Instructional Communication: Rhetorical and Relational Perspectives. New York, NY, USA: Routledge: Taylor & Francis.

Houser, M. L., & Frymier, A. B. (2018). Student Participation and Engagement in the Classroom. In Handbook of Instructional Communication: Rhetorical & Relational Perspectives (pp. 51–64). New York, NY, USA: Routledge: Taylor & Francis.

Richnond, V. P., Houser, M. L., & Hosek, A. M. (2018). Immediacy and the Teacher-Student Relationship. In Handbook of Instructional Communication: Rhetorical & Relational Perspectives (pp. 97–111). New York, NY, US: Routledge: Taylor & Francis.

Houser, M. L., Mottet, T., & Bauer, S. V. (2018). Interpersonal Communication: Nature/Nurture Intersections, 2nd ed. USA: Kendall Hunt Publishing Co. Retrieved from https://he.kendallhunt.com/product/your-interpersonal-communication-naturenurture-intersections-0

Burns, M. E., Houser, M. L., & Farris, K. L. (2018). Theory of planned behavior in the classroom: An examination of the instructor confirmation-interaction model. Higher Education, 75(6), 1091–1108. https://doi.org/10.1007/s10734-017-0187-0

Houser, M. L. (2018). Instructional Communication Theory. In An Integrated Approach to Communication Theory and Research. New York, NY, USA: Routledge: Taylor & Francis.

Burns, M. E., Houser, M. L., & LeBlanc Farris, K. (2017). Theory of Planned Behavior in the Classroom: An Examination of the Instructor-Confirmation Model. Higher Education, 18, 1–18.

Chory, R., Horan, S. M., & Houser, M. L. (2017). Justice in the higher education classroom:  Students’ perceptions of unfairness and responses to instructors. Innovative Higher Education, 43, 321–336.

Mottet, T. P., Bauer, S. V., & Houser, M. L. (2017). Your Interpersonal Communication: Nature/Nurture Intersections. Dubuque, IA, USA: Kendall-Hunt.

Houser, M. L. (n.d.). Instructional Communication. In An Integrated Approach to Communication Theory and Research. United Kingdom: Taylor and Francis Publishing.

Shahsavari, H., Ghyasvandian, S., Houser, M. L., Moghadam, M. Z., Kermanshahi, S. N., & Torabi, S. (2017). Effect of a clinical skills refresher course on the clinical performance, anxiety and self-efficacy of the final year undergraduate nursing students. Nurse Education in Practice, 27, 151–156. https://doi.org/10.1016/j.nepr.2017.08.006

Houser, M. L. (n.d.). Instructor Identity, Confirmation, and Perceptions of Student Nonverbal Responsiveness.

Houser, M. L. (2017). Impacts of Student Learner Orientation on Perceptions of  Instructor Behavior Alteration Techniques.

Houser, M. L., & Burns, Mi. (2017). Assessing Campus Living-Learning Communities: Locating Communicated  Goals for the Unintended Consequences.

Houser, M. L., & Burns, M. E. (2017). The Centrality of Communication in Community Assessment: A Hands-on Approach to Teaching and Learning.

Houser, M. L. (2017). It’s Complicated: Understanding Evolving Student-Teacher Interactions". In Presented at the Research Fellows Honors Symposium.

Chory, R., Horan, S. M., & Houser, M. L. (2017). Justice in the Higher Education Classroom: Students Perceptions of Unfairness and Responses to Instructors. Innovative Higher Education, 18. https://doi.org/doi:10.1007/s10755-017-9388-9

Houser, M. L., & Waldbuesser, C. W. (2017). Emotional contagion in the              classroom: The impact of teacher satisfaction and confirmation on perceptions of student nonverbal classroom behavior. College Teaching, 65(1). https://doi.org/10.1080/87567555.2016.1189390

Houser, M. L. (2016). Facilitating training: When organizational members’ skills need to  be addressed. In J. H. Waldeck & D. R. Seibold (Eds.), Consulting that Matters: A Reader for Scholars and Practitioners. Peter Lang Publishing Group.

Frymier, A. B., & Houser, M. L. (2016). The role of oral participation in student  motivation and engagement. Communication Education.

Frymier, A. B., & Houser, M. L. (2016). The Role of Oral Participation in Student Engagement. Communication Education, 65(1), 83–104. https://doi.org/10.1080/03634523.2015.1066019

Generous, M. A., Houser, M. L., & Frei, S. S. (2015). Exploring college students’ emotional responses to instructor swearing. Communication Research Reports. https://doi.org/10.1080/08824096.2015.1052901

Generous, M. A., Frei, S. S., & Houser, M. L. (2015). When an instructor swears in class: Functions and targets of instructor swearing from college students’ retrospective accounts. Communication Reports. https://doi.org/10.1080/08934215.2014.927518

Generous, M. A., Frei, S. S., & Houser, M. L. (2015). When an instructor swears in class:  functions and targets of instructor swearing from college students’ retrospective accounts. Communication Reports, 128–140.

Shahsavari, H., Parsa-Yekta, Z., Houser, M. L., & Ghiyasvandian, S. (2015). First  encounters with instructors: The experiences and perceptions of nursing students in Iran. The Journal of Nursing Research, 109–117.

Pytlak, M. A., Zerega, L., & Houser, M. L. (2015). Jealousy evocation: The role  of commitment level, relational satisfaction, and relational uncertainty as predictors of jealousy-evoking behaviors. Communication Quarterly, 310–328.

Generous, M. A., Houser, M. L., & Frei, S. S. (2015). Exploring College Students’ Emotional Responses to Instructor Swearing. Communication Research Reports, 32(3), 216–224. https://doi.org/10.1080/08824096.2015.1052901

Pytlak, M. A., Zerega, L. M., & Houser, M. L. (2015). Jealousy Evocation: Understanding Commitment, Satisfaction, and Uncertainty as Predictors of Jealousy-Evoking Behaviors. Communication Quarterly, 63(3), 310–328. https://doi.org/10.1080/01463373.2015.1039716

Chory, R. M., Horan, S. M., Carton, S. T., & Houser, M. L. (2014). Toward a further understanding of students’ emotional responses to classroom injustice. Communication Education, 63, 41-62. Doi: 10.1080/03634523.2013.837496.

Houser, M. L., & Pytlak, M. A. (2014). “Because I’m the Teacher and I said so”: Examining  GTA power and credibility in the classroom via the use of behavioral alteration techniques. Western Journal of Communication, 287–309.

Chory, R. M., Horan, S. M., Carton, S. T., & Houser, M. L. (2014). Toward a further  understanding of students’ emotional responses to classroom injustice. Communication Education, 31–62.

Farris, K. L., Houser, M. L., & Wotipka, C. D. (2013). Assessing the transition of student public speaking competence. Basic Communication Course Annual, 25, 161–206. Retrieved from https://ecommons.udayton.edu/bcca/vol25/iss1/10

Farris, K. L., Houser, M. L., & Wotipka, C. D. (2013). Assessing the transition of student  public speaking competence. Basic Communication Course Annual, 25, 161-206., 161–206.

Shahsavari, H., Parsa-Yekta, Z., Houser, M. L., & Ghiyasvandian, S. (2013). Perceived  clinical constraints in the nurse-student interaction: A qualitative study. Nurse  Education in Practice, 546–552.

Shahsavari, H., Parsa Yekta, Z., Houser, M. L., & Ghiyasvandian, S. (2013). Perceived clinical constraints in the nurse student–instructor interactions: A qualitative study. Nurse Education in Practice, 13(6), 546–552. https://doi.org/10.1016/j.nepr.2013.05.006

Horan, S. M., & Houser, M. L. (2012). Understanding the communicative implications of initial impressions: A longitudinal test of predicted outcome value theory. Communication Education, 61, 234-252. Doi: 10.1080/03634523.2012.671950.

Mottet, T. P., Vogl-Bauer, S., & Houser, M. L. (2012). Your Interpersonal  Communication. Boston: Allyn and Bacon.

Houser, M. L. (2012). Principles for a  lifetime. Boston: Allyn and Bacon.

Houser, M. L. (2012). Instructors resource manual for Communication 1310. New Braunfels, TX: Sundance Print and Copy.

Frymier, A. B., & Houser, M. L. (2012). The influence of teacher humor on student learning. In R. L. DiCioccio (Ed.), Humor: Theory, Impact, and Outcomes (pp. 213–225). Kendall Hunt Publishing.

Horan, S. M., & Houser, M. L. (2012). Understanding theCommunicative Implications of Initial Impressions: A Longitudinal Test of Predicted Outcome Value    Theory. Communication Education, 234–252.

Houser, M. L., Fleuriet, C., & Estrada, D. L. (2012). The Cyber Factor: An Analysis of  Relational Maintenance Through the Use of Computer-Mediated Communication. Communication Research Reports, 34–43.

Houser, M. L. (2012). Instructor Use of Affinity-Seeking Behavior. TRIP: Translating  Research into Instructional Practice.

Houser, M. L. (2012, July). [Review of Essentials for Managing Teacher Communication Concerns, by D. Dannels]. Oxford University Press.

Horan, S. M., & Houser, M. L. (2012). Understanding the Communicative Implications of Initial Impressions: A Longitudinal Test of Predicted Outcome Value Theory. Communication Education, 61(3), 234–252. https://doi.org/10.1080/03634523.2012.671950

Houser, M. L. (2012).

Houser, M. L. (2012). [Review of Bobcats learn to live in a multicultural society. Diversity  Board Multicultural Project, by L. Moran]. The University Star.

LeBlanc, K., Vela, L., & Houser, M. L. (2011). Improving the basic communication course: Assessing the core components. Basic Communication Course Annual, 23, 61–92.

Horan, S. M., Houser, M. L., Goodboy, A. K., & Frymier, A. B. (2011). Students’ early impressions of instructors: Understanding the role of relational skills and messages. Communication Research Reports, 28, 74-85. Doi: 10.1080/08824096.2011.541362.

LeBlanc, K., Vela, L., & Houser, M. L. (2011). Charting a Course in Instructional Communication: A Case Study of Assessment Practices. Basic Communication Course            Annual, 61–92.

Stephens, K. K., Cowan, R., & Houser, M. L. (2011). Organizational Norm Congruency and Interpersonal Familiarity in Email: Examining Messages From Two Different Status Perspectives. Journal of Computer Mediated Communication, 228–249.

Horan, S. M., Houser, M. L., Goodboy, A., & Frymier, A. B. (2011). Students’ First  Impressions of Instructors: Understanding the Role of Relational Messages. Communication Research Reports, 74–85.

Horan, S. M., Houser, M. L., Goodboy, A. K., & Frymier, A. B. (2011). Students’ Early Impressions of Instructors: Understanding the Role of Relational Skills and Messages. Communication Research Reports, 28(1), 74–85. https://doi.org/10.1080/08824096.2011.541362

Stephens, K. K., Cowan, R. L., & Houser, M. L. (2011). Organizational Norm Congruency and Interpersonal Familiarity in E-Mail: Examining Messages From Two Different Status Perspectives. Journal of Computer-Mediated Communication, 16(2), 228–249. https://doi.org/10.1111/j.1083-6101.2011.01537.x

Houser, M. L. (2010). Principles for a  lifetime. Boston: Allyn and Bacon.

Houser, M. L. (2010, April). [Review of Gendered Lives: Communication, Gender, and Culture (9th ed.), by J. T. Wood]. Wadsworth, Cengage Learning Publishing.

Houser, M. L. (2010). [Review of Make a first impression that leaves her wanting more, by C. Kylstra]. Men’s  Health.

Houser, M. L. (2009). Instructors Resource manual for Communication 1310. New Braunfels,  TX: Sundance Print and Copy.

Stephens, K. K., Houser, M. L., & Cowan, R. (2009). R U Able to Meat Me: The Impact of  Students’ Overly Casual Email Messages to Instructors. Communication Education, 303–326.

Houser, M. L., & Frymier, A. B. (2009). The Role of Student Characteristics  and Teacher Behaviors in Students’ Learner Empowerment. Communication Education, 35–53.

Stephens, K. K., Houser, M. L., & Cowan, R. (2009). Students’ email missteps. Communication Currents.

Stephens, K. K., Houser, M. L., & Cowan, R. L. (2009). R U Able to Meat Me: The Impact of Students’ Overly Casual Email Messages to Instructors. Communication Education, 58(3), 303–326. https://doi.org/10.1080/03634520802582598

Houser, M. L., & Frymier, A. B. (2009). The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment. Communication Education, 58(1), 35–53. https://doi.org/10.1080/03634520802237383

Houser, M. L., Horan, S. M., & Furler, L. (2008). Dating in the fast lane: How communication predicts speed-dating success. Journal of Social and Personal Relationships, 25, 749- 768. Doi: 10.1177/0265407508093787.

Houser, M. L., Horan, S. M., & Furler, L. A. (2008). Dating in the fast  lane: Communication criteria predicting speed-dating success. Journal of Social and Personal Relationships, 725–747.

Faylor, N., Beebe, S. A., Houser, M. L., & Mottet, T. (2008). Trainee Perceptions  of the Differences in Instructional Communication Behaviors of Effective and Ineffective Trainers. Human Communication, 149–160.

Mottet, T. P., Beebe, S. A., Garza, R., Houser, M. L., Jurrells, S., & Furler, L. A. (2008). Instructional Communication Predictors of Ninth-Grade Students’ Desire to Pursue Study in Math and Science: College and Career Implications. Communication Education, 333–355.

Houser, M. L., Horan, S. M., & Furler, L. A. (2008). Dating in the fast lane: How communication predicts speed-dating success. Journal of Social and Personal Relationships, 25(5), 749–768. https://doi.org/10.1177/0265407508093787

Mottet, T. P., Garza, R., Beebe, S. A., Houser, M. L., Jurrells, S., & Furler, L. (2008). Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science. Communication Education, 57(3), 333–355. https://doi.org/10.1080/03634520801989950

Houser, M. L., Burns, M. E., & Driver, N. R. (2007). Communication with college students about STIs: Assessing message effectiveness and preferred source and channel. Human Communication, 10, 311–328.

Horan, S. M., Houser, M. L., & Cowan, R. (2007). Are children communicated with equally? An investigation of parent-child sex composition and gender role communication differences. Communication Research Reports, 24, 361-372. Doi: 10.1080/08824090701624262.

Houser, M. L., Horan, S. M., & Furler, L. (2007). Predicting relational outcomes: An investigation of thin slice judgments in speed dating. Human Communication, 10, 69-81.

Houser, M. L., Burns, M. E., & Driver, N. R. (2007). Communicating with students  about STI’s: Assessing message effectiveness and preferred source and channel. Human Communication, 311–328.

Horan, S. M., Houser, M. L., & Cowan, R. L. (2007). Are children communicated  with equally? An investigation of parent-child sex composition and gender role communication differences. Communication Research Reports.

Houser, M. L., & Weiss, S. D. (2007). Student communication motives and  interpersonal attraction toward instructor. Communication Research Reports, 215-224.

Houser, M. L., Horan, S. M., & Furler, L. A. (2007). Predicting relational outcomes:  An investigation of thin slice judgments in speed dating. Human Communication, 69–81.

Houser, M. L., Cowan, R. L., & West, D. A. (2007). Communication behavior in  virtual instruction: Do traditionally positive behaviors translate into CD-ROM texts? Communication Quarterly, 19–38.

Horan, S. M., Houser, M. L., & Cowan, R. L. (2007). Are Children Communicated with Equally? An Investigation of Parent–Child Sex Composition and Gender Role Communication Differences. Communication Research Reports, 24(4), 361–372. https://doi.org/10.1080/08824090701624262

Weiss, S. D., & Houser, M. L. (2007). Student Communication Motives and Interpersonal Attraction Toward Instructor. Communication Research Reports, 24(3), 215–224. https://doi.org/10.1080/08824090701439091

Houser, M. L., Cowan, R. L., & West, D. A. (2007). Investigating a New Education Frontier: Instructor Communication Behavior in CD-ROM Texts—Do Traditionally Positive Behaviors Translate into This New Environment? Communication Quarterly, 55(1), 19–38. https://doi.org/10.1080/01463370600998319

Houser, M. L., & Sheil, A. (2006). How do you get anything done around here. In J. Keyton & P. Shockley-Zalabak (Eds.), Case studies for organizational communication: Understanding communication processes. Roxbury Publishing.

Houser, M. L. (2006). Expectancy violations of instructor communication as predictors of  motivation and learning: A comparison of traditional and nontraditional students. Communication Quarterly, 331–349.

Houser, M. L. (2006, July). [Review of Reflect & Relate: An Introduction to Interpersonal  Communication, by S. McCornack]. Bedford/St. Martin’s Publishing.

Houser, M. L. (2006, June). [Review of Quantitative Methods in Communication, by J. S. Wrench, V. Richmond, C. Thomas-Maddox, & J. C. McCroskey]. Roxbury Publishing.

Houser, M. L. (2005). Are we violating their expectations? Instructor communication  expectations of traditional and nontraditional students. Communication Quarterly, 213–228.

Houser, M. L. (2005). Are We Violating Their Expectations? Instructor Communication Expectations of Traditional and Nontraditional Students. Communication Quarterly, 53(2), 213–228. https://doi.org/10.1080/01463370500090332

Houser, M. L. (2004). Understanding instructional communication needs of nontraditional  students. Communication Teacher, 78–81.

Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an  interpersonal relationship. Communication Education, 207–219.

Frymier, A. B., & Houser, M. L. (2000). The teacher‐student relationship as an interpersonal relationship. Communication Education, 49(3), 207–219. https://doi.org/10.1080/03634520009379209

Frymier, A. B., & Houser, M. L. (1999). The revised learning indicators scale. Communication  Studies, 1–12.

Frymier, A. B., & Houser, M. L. (1998). Does making content relevant make a difference in  learning? Communication Research Reports, 121–129.

Frymier, A. B., Shulman, G. M., & Houser, M. L. (1996). The development of the learner  empowerment measure. Communication Education, 181–199.

Shulman, G. M., & Houser, M. L. (1995). Student focus and student and stakeholder  satisfaction:  Expectations and Requirements. In D. Seymour (Ed.), High Performing Colleges: The Malcolm Baldridge National Quality Award as a Framework for Improving American Higher Education (p. Chapter 11). Maryville, MO: Prescott Publishing.