Department e-newsletter: May 2008
Joseph L. Chesebro
Associate Professor
Bio: | I
arrived at Brockport in 1999 and have been enjoying my time here ever
since. I thoroughly enjoy teaching graduate and undergraduate
courses in interpersonal communication, workplace communication, and
training and development. My research has examined student-teacher
communication, and more recently I've begun to look at how experts in
the workplace communicate their hard-to-describe expertise to others
(it's not easy!). My goal in the classroom and in my research is
to identify practical and useful ways we can apply what we are learning. When I'm not busy at work, I'm enjoying fun times with my wife and my two very fun young kids. I also enjoy playing tennis & drums, learning to play piano, and going to concerts (and collecting live recordings of concents). Thanks for stopping by - Joe |
| Education: | EdD, West Virginia University MA, Ball State University BS, State University of New York at Brockport |
|---|---|
| Area(s) of Specialty: | Student-Teacher Communication, Interpersonal Communication, Workplace Communication, Training and Development |
| Research Interests: | The communication of tacit knowledge in the workplace, ways to effectively frame messages, workplace communication skills. |
| Selected Publications: |
Chesebro, J. L. (2008). Teacher clarity. The International Encyclopedia of Communication (ed. W. Donsbach), Volume XI, p. 4961-4963. Oxford, UK and Malden, MA: Wiley-Blackwell. Chesebro, J. L, & Wanzer M. (2006). Instructional message variables. In T. Mottet, V.P. Richmond, & J. C. McCroskey (Eds.), The Handbook of Instructional Communication: Rhetorical and Relational Perspectives. Needham Heights, MA: Allyn & Bacon. Chesebro, J. L. (2005). In the classroom: Instructional communication with young people. In A. Williams & K. Thurlow (Eds)., Talking Adolescence: Perspectives on communication in the teenage years. New York, NY: Peter Lang.Chesebro, J. L. (2003). The effects of teacher clarity and immediacy on student learning, receiver apprehension, and affect. Communication Education, 52, 135-147. Chesebro, J. L., & McCroskey, J. C. (Eds.) (2002). Communication for teachers. Needham Heights, MA: Allyn & Bacon. Chesebro, J. L. (2002). Student listening behavior. In J.L. Chesebro and J. C. McCroskey (Eds.), Communication for teachers. Needham Heights, MA: Allyn & Bacon. Chesebro, J. L. (2002). Teaching clearly. In J.L. Chesebro and J. C. McCroskey (Eds.), Communication for teachers. Needham Heights, MA: Allyn & Bacon. Chesebro, J. L. (2002). The big picture: putting it all together to communicate more effectively with students. In J.L. Chesebro and J. C. McCroskey (Eds.), Communication for teachers. Needham Heights, MA: Allyn & Bacon. Chesebro, J. L., & McCroskey, J.C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50(1), 59-68. |
| In Progress: | Chesebro, J.L. and Martin, M. M. Framing messages to enhance students' perceptions of their own choice-making ability and responsibility. Manuscript being prepared to submit for publication. Chesebro, J.L. Interpersonal Communication in Business and Professional Contexts. Book-length manuscript. |
| Awards: |
State University of New York Chancellor’s Award for Excellence in Teaching, 2005. |
| Administrative Roles: | Chair, Communication Department, 2005-2008 |
| E-mail: | jchesebr@brockport.edu |
| Office: | 222 Holmes Hall (585) 395-5125 |
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