North Dakota State University - Communication
Doctor of Philosophy (Ph.D.)
Communication and Media Studies
North Dakota State University
Master of Arts (M.A.)
Communication
Central Michigan University
Bachelor of Science (B.S.)
Interpersonal and Public Communication
Central Michigan University
Media and Social Change
Intercultural Communication
Human Communication
Gender Communication
Family Communication
Communication and the Interview
Fundamentals of Public Speaking
Professional Communication and Presentations
Dark Side of Interpersonal Communication
Introduction to Communication Theory
Introduction to Communication
Microsoft
Microsoft Office Specialist PowerPoint 2016
Microsoft Office Specialist Excel 2016
Microsoft Office Specialist Word 2016
NDSU Residence Life
University Teaching
Public Speaking
Higher Education
Student Development
Social Media
Research
Student Affairs
Presentation Design
Interpersonal Communication
Academic Advising
Marketing
Teaching
Discussion Facilitation
Interpersonal Communication Abilities
How Supervisor Relationships and Protection Rules Affect Employees’ Attempts to Manage Health Information at Work
Logan C. Curti
Jenna L. Currie-Mueller
Catherine Y. K. Westerman
This article explores the issue of health information sharing at work through the lens of Communication Privacy Management theory. As employees must often share some health information at work for various reasons (e.g.
to obtain sick leave or accommodations)
determining how much to share and how to manage health information is important. The leader–member exchange relationship
stigma
risk perceptions
and the degree of privacy of each individual’s health information were investigated. The results show that leader–member exchange
stigma
and privacy contribute to an individual’s willingness to disclose health information at work and that leader–member exchange impacts perceptions of risk associated with sharing health information.
How Supervisor Relationships and Protection Rules Affect Employees’ Attempts to Manage Health Information at Work
Maintaining effective undergraduate academic advising programs that meet the needs of students is an ongoing challenge for universities across the country. Using expectancy violations theory as a lens
this study argues that student satisfaction with advising is linked to alignment between student expectations of the advising process and perceived advisor behaviors. Advising approaches are classified as either prescriptive
in which the advisor assists students with course selection and other logistical details
or developmental
where the advisor takes a holistic approach in providing advice related to academic
career
and personal goals. Results indicate student satisfaction with advising increased when perceived advisor behaviors aligned with students’ \n prescriptive or developmental expectations. Developmental advising
while favored in previous research
may not be appropriate for all students; instead
advisors should strive to meet students’ expectations
whether prescriptive or developmental. Further
results suggest student expectations of advising are not being met at the university under study. Theoretical and practical implications are discussed.
Getting what they want: Aligning student expectations of advising with perceived advisor behaviors
Justin
Pierce Education Properties
Northampton Community College
University of Wisconsin-River Falls
North Dakota State University
Hagen and Oats
LLC.
Central Michigan University
Graduate Teaching Assistant
North Dakota State University
Fargo
North Dakota Area
North Dakota State University
Newport
MN
Director of Operations
Hagen and Oats
LLC.
Mount Pleasant
Michigan
Mount Pleasant
Michigan
Pierce Education Properties
Northampton Community College
Visiting Assistant Professor
University of Wisconsin-River Falls