https://orcid.org/0000-0003-3755-7323
References
- Andrade, M. S., Miller, R. M., McArthur, D., & Ogden, M. (2022). The impact of learning on student persistence in higher education. Journal of College Student Retention: Research, Theory & Practice, 24(2), 316–336. https://doi.org/10.1177/1521025120915576.
- Cueso, J. (2010). Fiscal benefits of student retention and first-year retention initiatives. Ohio University.
- Frisby, B. N., Goodboy, A. K., & Buckner, M. M. (2015). Students’ instructional dissent and relationships with faculty members’ burnout, commitment, satisfaction, and efficacy. Communication Education, 64(1), 65–82. https://doi.org/10.1080/03634523.2014.978794.
- Kearney, P. (2008). Special issue: Instructional communication in organizational contexts: Innovations in training and consulting. Communication Education, 57(4), 415–416. https://doi.org/10.1080/03634520802324116.
- Mottet, T. P., & Beebe, S. A. (2006). Foundations of instructional communication. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), Handbook of instructional communication (pp. 3–32). Allyn & Bacon.
- Myers, S. A., Tindage, M. F., & Atkinson, J. (2016). The evolution of instructional communication research. In P. L. Witt (Ed.), Handbooks of communication and science: Communication and learning, (Vol. 16, pp. 13-42). DeGruyter/Mouton.
- National Center for Education Statistics. (2020). Undergraduate retention and graduation rates. Retrieved from https://nces.ed.gov/programs/coe/indicator/ctr/undergrad-retention-graduation
- Schwartz, B. M., & Haynie, A. (2013). Faculty development centers and the role of SoTL. New Directions for Teaching and Learning, 2013(136), 101–111. https://doi.org/10.1002/tl.20079.