Designing Instructional Crisis Messages for College Emergency Notification Systems: A Test of the IDEA Model

References

• Bloom, B. S. (1956). Taxonomy of educational objectives: Handbook I. Cognitive domain. David McKay Co., Inc.
   Google Scholar
• Chekwa, C., Thomas, E. J., & Jones, V. J. (2013). What are college students’ perceptions about campus safety? Contemporary Issues in Education Research, 6(3), 325–332. https://doi.org/10.19030/cier.v6i3.7903
   Google Scholar
• CNN. (2022, March 31). Virginia Tech shootings fast facts. https://www.cnn.com/2013/10/31/us/virginia-tech-shootings-fast-facts/index.html
   Google Scholar
• Cohen, J. (1977). Statistical power analysis for the behavioral sciences (Revised ed.). Academic Press.
   Google Scholar
• Coombs, W. T., & Holladay, S. J. (2002). Helping crisis managers protect reputational assets: Initial tests of the situational crisis communication theory. Management Communication Quarterly, 16(2), 165–186. https://doi.org/10.1177/089331802237233
   Google Scholar
• Dewey, J. (1938). Experience and education. Kappa Delta Pi.
   Google Scholar
• Edwards, D. A., Cuthbertson, H., & Peterson, H. (2011). Developing and testing an emergency notification system for a county emergency management agency. Journal of Homeland Security and Emergency Management, 8(1), 1–15. https://doi.org/10.2202/1547-7355.1911
   Web of Science ®Google Scholar
• Featherstone, J. D., & Zhang, J. (2020). Feeling angry: The effects of vaccine misinformation and refutational messages on negative emotions and vaccination attitude. Journal of Health Communication, 25(9), 692–702. https://doi.org/10.1080/10810730.2020.1838671
   PubMed Web of Science ®Google Scholar
• Fox, J. A., & Savage, J. (2009). Mass murder goes to college: An examination of changes on college campuses following Virginia tech. American Behavioral Scientist, 52(10), 1465–1485. https://doi.org/10.1177/0002764209332558
   Web of Science ®Google Scholar
• Frisby, B. N., & Martin, M. M. (2010). Instructor–student and student–student rapport in the classroom. Communication Education, 59(2), 146–164. https://doi.org/10.1080/03634520903564362
   Google Scholar
• Frisby, B. N., Veil, S. R., & Sellnow, T. L. (2014). Instructional messages during health-related crises: Essential content for self-protection. Health Communication, 29(4), 347–354. https://doi.org/10.1080/10410236.2012.755604
   PubMed Web of Science ®Google Scholar
• Gulum, M. S., & Murray, S. L. (2009). Evaluation of the effectiveness of a mass emergency notification system. Proceedings of the Human Factors and Ergonomics Society 53rd Annual Meeting, 53(18), 1466–1470. https://doi.org/10.1177/154193120905301863
   Google Scholar
• Han, W., Ada, S., Sharman, R., & Rao, H. R. (2015). Campus emergency notification systems. MIS Quarterly, 39(4), 909–929. https://doi.org/10.25300/MISQ/2015/39.4.8
   Web of Science ®Google Scholar
• Hasinoff, A. A., & Krueger, P. M. (2020). Warning: Notifications about crime on campus may have unwanted effects. International Journal of Communication, 14, 587–607. https://ijoc.org/index.php/ijoc/article/view/10151/2945
   Web of Science ®Google Scholar
• Ivanov, B., Rains, S. A., Geegan, S. A., Vos, S. C., Haarstad, N. D., & Parker, K. A. (2017). Beyond simple inoculation: Examining the persuasive value of inoculation for audiences with initially neutral or opposing attitudes. Western Journal of Communication, 81(1), 105–126. https://doi.org/10.1080/10570314.2016.1224917
   Web of Science ®Google Scholar
• Johansson, B., Lane, D. R., Sellnow, D. D., & Sellnow, T. L. (2021). No heat, no electricity, no water, oh no!: An IDEA model experiment in instructional risk communication. Journal of Risk Research, 24(12), 1576–1588. https://doi.org/10.1080/13669877.2021.1894468
   Web of Science ®Google Scholar
• Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, handbook II: Affective domain. David McKay Co., Inc.
   Google Scholar
• LaBelle, S., Capra, J., Hellem, A., Kuchenbecker, C., Hodges, A. L., & Murphy, M. K. (2023). The contribution of instructional communication research to teaching–learning beyond the classroom. Communication Education, 72(1), 92–95. https://doi.org/10.1080/03634523.2022.2137216
   Web of Science ®Google Scholar
• Lu, H. (2022). The role of repeated exposure and message fatigue in influencing willingness to help polar bears and support climate change mitigation. Science Communication, 44(4), 475–493. https://doi.org/10.1177/10755470221105068
   Web of Science ®Google Scholar
• Madden, S. (2015). Alerting a campus community: Emergency notification from a public’s perspective. Journal of Contingencies and Crisis Management, 23(4), 184–192. https://doi.org/10.1111/1468-5973.12074
   Web of Science ®Google Scholar
• McCroskey, J. C. (1994). Assessment of affect toward communication and affect toward instruction in communication. In S. Morreale & M. Brooks (Eds.), 1994 SCA summer conference proceedings and prepared remarks: Assessing college student competence in speech communication (pp. 1–13). Speech Communication Association.
   Google Scholar
• National Center for Education Statistics. (2022). Criminal incidents at postsecondary institutions. https://nces.ed.gov/programs/coe/pdf/2022/a21_508.pdf
   Google Scholar
• Omori, H., Kuligowski, E. D., Gwynne, S. M. V., & Butler, K. M. (2017). Human response to emergency communication: A review of guidance on alerts and warning messages for emergencies in buildings. Fire Technology, 53(4), 1641–1668. https://doi.org/10.1007/s10694-017-0653-3
   Web of Science ®Google Scholar
• Reynolds, B., & Seeger, M. W. (2005). Crisis and emergency risk communication as an integrative model. Journal of Health Communication, 10(1), 43–55. https://doi.org/10.1080/10810730590904571
   PubMed Web of Science ®Google Scholar
• Rogers, R. W. (1975). A protection motivation theory of fear appeals and attitude change. The Journal of Psychology, 91(1), 93–114. https://doi.org/10.1080/00223980.1975.9915803
   PubMed Web of Science ®Google Scholar
• Ross, S. M., Morrison, G. R., & O’Dell, J. K. (1988). Obtaining more out of less text in CBI: Effects of varied text density levels as a function of learner characteristics and control strategy. Educational Communication and Technology, 36(3), 131–142. https://doi.org/10.1007/BF02765460
   Google Scholar
• Schildkraut, J., McKenna, J. M., & Elsass, H. J. (2017). Understanding crisis communications: Examining students’ perceptions about campus notification systems. Security Journal, 30(2), 605–620. https://doi.org/10.1057/sj.2015.9
   Web of Science ®Google Scholar
• Seeger, M. W. (2006). Best practices in crisis communication: An expert panel process. Journal of Applied Communication Research, 34(3), 232–244. https://doi.org/10.1080/00909880600769944
   Web of Science ®Google Scholar
• Sellnow, D. D., Johansson, B., Sellnow, T. L., & Lane, D. R. (2019a). Toward a global understanding of the effects of the IDEA model for designing instructional risk and crisis messages: A food contamination experiment in Sweden. Journal of Contingencies and Crisis Management, 27(2), 102–115. https://doi.org/10.1111/1468-5973.12234
   Web of Science ®Google Scholar
• Sellnow, D. D., Jones, L. M., Sellnow, T. L., Spence, P., Lane, D. R., & Haarstad, N. (2019b). The IDEA model as a conceptual framework for designing earthquake early warning (EEW) messages distributed via mobile phone apps. In J. Santos-Reyes (Ed.), Earthquakes: Impact, community vulnerability and resilience (pp. 1–10). IntechOpen.
   Google Scholar
• Sellnow, D. D., Lane, D., Littlefield, R. S., Sellnow, T. L., Wilson, B., Beauchamp, K., & Venette, S. (2015). A receiver‐based approach to effective instructional crisis communication. Journal of Contingencies and Crisis Management, 23(3), 149–158. https://doi.org/10.1111/1468-5973.12066
   Web of Science ®Google Scholar
• Sellnow, D. D., Lane, D. R., Sellnow, T. L., & Littlefield, R. S. (2017). The IDEA model as a best practice for effective instructional risk and crisis communication. Communication Studies, 68(5), 552–567. https://doi.org/10.1080/10510974.2017.1375535
   Web of Science ®Google Scholar
• Sellnow, D. D., & Sellnow, T. L. (2014). Instructional principles, risk communication. In T. L. Thompson (Ed.), Encyclopedia of health communication (pp. 1181–1182). Sage.
   Google Scholar
• Sellnow, D. D., & Sellnow, T. L. (2019). The IDEA model of effective instructional risk and crisis communication by emergency managers and other key spokespersons. Journal of Emergency Management, 17(1), 67–78. https://doi.org/10.5055/jem.2019.0399
   PubMedGoogle Scholar
• Sheldon, P. (2018). Emergency alert communications on college campuses: Understanding students’ perceptions of the severity of a crisis and their intentions to share the alert with parents and friends. Western Journal of Communication, 82(1), 100–116. https://doi.org/10.1080/10570314.2017.1308005
   Web of Science ®Google Scholar
• Sheldon, P., & Antony, M. G. (2018). Sharing emergency alerts on a college campus: How gender and technology matter. Southern Communication Journal, 83(3), 167–178. https://doi.org/10.1080/1041794X.2018.1437467
   Web of Science ®Google Scholar
• Smith, A. B. (2022, January 24). 2021 U.S. billion-dollar weather and climate disasters in historical context. Climate.gov. https://www.climate.gov/news-features/blogs/beyond-data/2021-us-billion-dollar-weather-and-climate-disasters-historical
   Google Scholar
• Tian, X., Solomon, D. H., & Brisini, K. S. (2020). How the comforting process fails: Psychological reactance to support messages. Journal of Communication, 70(1), 13–34. https://doi.org/10.1093/joc/jqz040
   Web of Science ®Google Scholar
• Weick, K. E. (1993). The collapse of sensemaking in organizations: The Mann Gulch disaster. Administrative Science Quarterly, 38(4), 628–652. https://doi.org/10.2307/2393339
   Web of Science ®Google Scholar
• Witte, K. (1992). Putting the fear back into fear appeals: The extended parallel process model. Communication Monographs, 59(4), 329–349. https://doi.org/10.1080/03637759209376276
   Web of Science ®Google Scholar