Faculty Profiles

Dailey, S. L., Farris, K. N. L., Howard, K. J., & Burke, T. J. (2025). "It’s a Roller Coaster of Emotions!’: Investigating the Paradoxes of Childcare App Use and Work Engagement. Journal of Applied Communication Research, 53(3), 198–220. https://doi.org/https://doi.org/10.1080/00909882.2025.2477032

Farris, K. N. L., Burke, T. J., DeGroot, J. M., & Mellow, A. J. (n.d.). “It’s going to take hard work”: An exploratory analysis of parent-caregivers’ labor across their child’s illness trajectory. Western Journal of Communication.

Worley, T., Scheinfeld, E., & Farris, K. N. L. (2025). A test of relational turbulence in sibling relationships: Relationship characteristics, emotions, appraisals, communication, and relational outcomes. Journal of Family Communication, 25(2), 147–163. https://doi.org/10.1080/15267431.2025.2472688

Worley, T. R., Scheinfeld, E., & Farris, K. N. L. (2024). Relational turbulence in the context of families: A lifespan perspective and roadmap for future research. Annals of the International Communication Association. https://doi.org/10.1080/23808985.2024.2380298

Burke, T. J., DeGroot, J. M., Farris, K. N. L., & Mellow, A. (2024). ‘The Rare Life’: Examining parents’ grief associated with caring for their medically complex children. Health Communication. https://doi.org/https://doi.org/10.1080/10410236.2024.2330130

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

Dailey, S. L., Farris, K. N. L., & Austin, J. T. (2023). “Parties happen a lot less than what the movies say they do:” Expectancy violations of first-generation college students. Journal of College Orientation, Transition, and Retention, 30(2), 1–17. https://doi.org/https://pubs.lib.umn.edu/index.php/jcotr/article/view/5043

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.

Farris, K. N. L., Singh, S. M., Burke, T., & Warber, K. (2023). Communicative Resilience in Parent-Caregivers of Children with Medically Complex Conditions (MCCs). Texas Speech Communications Journal, 47, 17–31.

Farris, K. N. L., Burns, M. E., Burke, T. J., & Bezner, J. R. (2023). Employee culture of health perceptions and the development of a training intervention. International Journal of Workplace Health Management, 16(2/3), 205–221. Retrieved from https://www.emerald.com/insight/1753-8351.htm

Odunsi, I. A., & Farris, K. N. L. (2023). Predicting college students’ preventative behavior during a pandemic: The role of the health belief model, source credibility, and health literacy. American Behavioral Scientist. https://doi.org/10.1177/00027642231164044

McKenna-Buchanan, T. P., & Farris, K. N. L. (2023). Trauma-informed pedagogy: Promoting inclusivity in the basic course. Basic Communication Course Annual, 35(1), 99–103. Retrieved from https://ecommons.udayton.edu/bcca/vol35/iss1/10

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

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., & Burns, M. E. (2022). Integrating university value messages into the basic communication course: Implications for student recall and adjustment to college. Basic Communication Course Annual, 34(1), 57–78. Retrieved from https://ecommons.udayton.edu/bcca/vol34/iss1/6

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., & Burns, M. E. (2022). Pedagogical approaches in instructional communication. In Handbook of Instructional Communication: Principles and Practices of Teaching Rhetorical and Relational Perspectives. Kendall Hunt.

Xu, Y., & Farris, K. N. L. (2022). The influence of leadership styles and  supervisor communication on employee burnout. Journal of General Management. https://doi.org/10.1177/03063070221122664

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

Farris, K. N. L., Martinson, M. C., Andelkovic, J., & Dye, L. A. (2022). Exploring students’ perceptions of instructor requests for forms of address and likelihood of future interaction. Communication Quarterly, 70, 181–204. https://doi.org/https://doi.org/10.1080/01463373.2022.2036212

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.

Delaney, A. L., & Farris, K. N. L. (2021). Evaluating communication theories in theory bowl competition. Communication Teacher, 36(2), 105–110. https://doi.org/https://doi.org/10.1080/17404622.2021.1966484

Burns, M. E., Farris, K. N. L., Paz, M. A., & Dyhre, S. D. (2020). Thriving Instead of Surviving: The Role of the Reasoned Action Model in Assessing the Basic Course. Basic Communication Course Annual, 33, 230–256. Retrieved from https://ecommons.udayton.edu/bcca/vol33/iss1/12/

Zhang, Z. (Tracy), Farris, K. N. L., Sun, M., Dailey, R. M., & Donovan, E. E. (2020). Parenting practices, autonomous motivation, and adolescent diet habits. Journal of Research on Adolescence, 30, 800–816. https://doi.org/https://doi.org/10.1111/jora.12560

Donovan, E. E., & Farris, K. L. (2019). Interpersonal communication and coping: A multidisciplinary theoretical review of the literature. Communication Theory, 29(2), 236–256. https://doi.org/10.1093/ct/qty026

Abrahamson, K., Fox, R. L., Roundtree, A. K., & Farris, K. N. L. (2019). Nursing assistant perceptions of their role in the resident experience. Nursing and Health Sciences.

Burke, T. J., Segrin, C., & Farris, K. N. L. (2018). Young adult and parent perceptions of facilitation: Associations with overparenting, family functioning, and student adjustment. Journal of Family Communication, 18, 233–247. https://doi.org/10.1080/15267431.2018.1467913

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

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.

Farris, K. N. L., & Keeley-Vassberg, M. (2017). Supportive communication providers for chronic disease management. In Oxford Research Encyclopedia in Communication. https://doi.org/https://doi.org/10.1093/acrefore/9780190228613.013.230

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

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