Faculty Profiles

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.

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., 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

Kim, J., & Timmerman, C. E. (2018). Effects of supportive feedback messages on exergame experiences:  A mediating role of social presence. Journal of Media Psychology, 30, 29–40. https://doi.org/10.1027/1864-1105/a000175

Salem, P. J., & Timmerman, C. E. (2018). Transformative practice and research in organizational communication. Transformative Practice and Research in Organizational Communication. Hershey, PA, USA: IGI Global. https://doi.org/10.4018/978-1-5225-2823-4

Salem, P. J., & Timmerman, C. E. (2018). Forty years of organizational communication. In Transformative practice and research in organizational communication (pp. 1–28). Hershey, PA, USA: IGI Global.

Timmerman, C. E., & Salem, P. J. (2017). Organizational communication traditions, transitions, and transformations. Management Communication Quarterly, 31(1), 113–115. https://doi.org/10.1177/0893318916680759

Timmerman, C. E., & Choi, C. shik. (2017). Meeting Technologies. In International encyclopedia of organizational communication. Hoboken, NJ: Wiley-Blackwell. https://doi.org/10.1002/9781118955567.wbieoc132

Kim, J., & Timmerman, C. E. (2017). Viewing alone or together: Linking the viewing context for sexually explicit internet materials to sex-related Attitudes. International Journal of Interactive Communication Systems and Technologies, 6(1), 50–64. https://doi.org/10.4018/IJICST.2016010104

Salem, P. J., & Timmerman, C. E. (2017). Emergent Patterns in Organizational Communication. Management Communication Quarterly, 31(1), 153–156. https://doi.org/10.1177/0893318916680760

Timmerman, C. E. (2016). Communication channels. In C. E. Carroll (Ed.), Sage encyclopedia of corporate reputation (pp. 109–113). Thousand Oaks, CA: Sage.

Cole, A. W., & Timmerman, C. E. (2015). What do students think about MOOCs. MERLOT: Journal of Online Learning and Teaching, 11(2), 188–201.

Timmerman, C. E. (2015). Peer tutoring and customer service: Students as “partial employees.” In W. Atkins-Sayre & E. Yook (Eds.), Communicating advice: Peer tutoring and communication (pp. 261–276). New York: Peter Lang.

Timmerman, C. E. (2015). Communicating Advice. (W. Atkins-Sayre & E. L. Yook, Eds.). Peter Lang US. https://doi.org/10.3726/978-1-4539-1617-9

Scott, C. R., & Timmerman, C. E. (2014). Communicative changes associated with repeated use of electronic meeting systems for decision-making tasks. In Collaborative processes and decision making in organizations (pp. 4666-4478-6.ch001). Hershey, PA: IGI Global. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84945366704&partnerID=MN8TOARS

Allen, M., Omori, K., Burrell, N., Mabry, E., & Timmerman, C. E. (2013). Satisfaction with Distance Education. In M. G. Moore (Ed.), Handbook of Distance Education (pp. 143–154). Oxford: Routledge. https://doi.org/10.4324/9780203803738.ch9

Zhao, Q., Ahn, S., Meyers, R. A., Timmerman, C. E., & Fonner, K. L. (2012). Exploring students’ use of email for out-of-class communication: Frequency, satisfaction, and learning self-efficacy. Journal on Excellence in College Teaching.

Kim, J., & Timmerman, C. E. (2012). Positive feedback messages and the role of presence during exercise video game play. In Proceedings of the 14th Annual International Society for Presence Research. Philadelphia, PA, USA.

Timmerman, C. E. (2010). Forum responses: Has communication research made a difference? (CM). Communication Monographs, 427–428.

Timmerman, C. E. (2010). Forum responses: Has communication research made a difference (JACR). Journal of Applied Communication Research, 293–295. https://doi.org/10.1080/00909882.2010.490849

Timmerman, C. E., & Fonner, K. L. (2009). Organizational newc(ust)omers: Applying organizational newcomer assimilation concepts to customer information seeking and service outcomes. Management Communication Quarterly, 244–271. https://doi.org/10.1177/0893318909341411

Timmerman, C. E. (2009). Introduction: Has communication research made a difference? (JACR). Journal of Applied Communication Research, 202–205. https://doi.org/10.1080/00909880902792289

Timmerman, C. E. (2009). Forum introduction: Has communication research made a difference? (CM). Communication Monographs, 1–3. https://doi.org/10.1080/03637750802684006

Timmerman, C. E., & Madhavapeddi, S. N. (2008). Perceptions of organizational media richness: Channel expansion effects for electronic and traditional media across richness dimensions. IEEE Transactions on Professional Communication, 18–32. https://doi.org/10.1109/TPC.2007.2000058

Timmerman, C. E., Allen, M., Burrell, N., Bourhis, J., & Mabry, E. (2007). Literature of satisfaction. Handbook of Distance Education, 149–156.

Timmerman, C. E., & Scott, C. R. (2006). Virtually working: Communicative and structural predictors of media use and key outcomes in virtual work teams. Communication Monographs, 108–136. https://doi.org/10.1080/03637750500534396

Timmerman, C. E., & Kruepke, K. A. (2006). Computer-assisted instruction, media richness, and college student performance. Communication Education, 73–104. https://doi.org/10.1080/03634520500489666

Timmerman, C. E., & Kruepke, K. A. (2006). Comparisons of college student performance across computer-assisted and traditional instruction formats. In Classroom communication and instructional processes: Advances through meta-analysis (pp. 77–97). Mawhah, NJ: Lawrence Erlbaum.

Timmerman, C. E., Considine, J., & Meyers, R. A. (2006). Evidence use in group quiz discussions: How do students support preferred choices? Journal for Excellence in College Teaching, 65–89.

Timmerman, C. E., Allen, M., Bourhis, J., Mabry, E., & Burrell, N. (2006). Comparing distance education to face-to-face methods of education. Classroom Communication and Instructional Processes: Advances through Meta-Analysis, 229–244.

Timmerman, C. E., & Scott, C. R. (2005). Relating computer, communication, and CMC apprehensions to new communication technology use in the workplace, 683–725.

Timmerman, C. E. (2004). Comparisons of video lecture formats in online communication classes. Learning More about Learning: In the Trading Zone, 19–31.

Timmerman, C. E., Hovick, S. R. A., & Meyers, R. A. (2003). E-mail communication in workplace romantic relationships, 468–482.

Timmerman, C. E. (2003). Media selection during the implementation of planned organizational change. Management Communication Quarterly, 301–340.

Timmerman, C. E. (2002). The moderating effect of mindlessness/mindfulness upon media richness and social influence explanations of organizational media use. Communication Monographs, 111–131. https://doi.org/10.1080/714041708

Timmerman, C. E., & Scott, C. R. (1999). Communication technology use and multiple workplace identifications among organizational teleworkers with varied degrees of virtuality. IEEE Transactions on Professional Communication, 240–260.

Timmerman, C. E., Scott, C. R., Shaw, S. P., Frank, V., & Quinn, L. (1999). Using communication audits to teach students and employees organizational communication, 53–70.

Timmerman, C. E., Scott, C. R., Quinn, L., & Garrett, D. (1999). Ironic uses of group communication technology: Evidence from meeting transcripts and interviews with group decision support system users. Communication Quarterly. https://doi.org/10.1080/01463379809370107

Timmerman, C. E., & Salem, P. J. (1995). Effectiveness of diffusion methods: Information adequacy and media richness (pp. 414–422).