Dr. Clark-Gordon is an Assistant Professor in the Department of Marketing and Communication in the School of Business at Ƶ University. Dr. Clark-Gordon received her Ph.D. in Communication Studies from West Virginia University specializing in Computer-Mediated and Instructional Communication. She received her M.A. in Communication, Technology, and Society from Clemson University, and her B.S. in Communication - Public Relations from Slippery Rock University of PA. Dr. Clark-Gordon teaches courses in Business Communication, Social Media Strategy, Integrated Marketing Communication, Public Relations Writing, PR Crisis Management, and other related areas for the university. Her research interests revolve around the intersection of communication technologies and instructional communication. Broadly, she integrates these areas of research to examine the impact that mediated environments and their affordances have on the student-instructor relationship. Her work has explored topics such as student perceptions of professor social media use, student-instructor multimodal communication, and both student and instructor perspectives on digital feedback technologies. These works have been featured in journals such as Communication Education, Computers & Education, Communication Reports and Social Media + Society.
Education
Ph.D., West Virginia University (Morgantown, WV), 2019
M.A., Clemson University (Clemson, SC), 2016
B.S., Slippery Rock University (Slippery Rock, PA), 2014
Publications
Goodboy, A. K., Martin, M. M., Mills, C. B., Clark-Gordon, C. V. (2022). Workplace bullying in academia: A conditional process model. Management Communication Quarterly.
Clark-Gordon, C. V., & Goodboy, A. K. (2019). Instructor self-disclosure and third-party generated warrants: Student perceptions of professor social media use. Western Journal of Communication.
Clark-Gordon, C. V., Bowman, N. D., Goodboy, A. K., & Wright, A. (2019). Anonymity and online self-disclosure: A meta-analysis. Communication Reports.
Baker, J. P., Clark-Gordon, C.V., & Myers, S. A. (2019). Using emotional response theory to examine dramatic teaching behaviors and student approach-avoidance behaviors. Communication Education.
Clark-Gordon, C. V., Bowman, N. D., Hadden, A., & Frisby, B. N. (2019). College instructors and the digital red pen: An exploration of the adoption of digital written feedback technologies. Computers & Education.
Clark-Gordon, C. V., Bowman, N. D., Watts, E. R, Banks, J., & Knight, J. M. (2018). “As good as your word”: Face-threat mitigation and the use of nonverbal cues on students’ perceptions of digital instructor feedback. Communication Education.
Clark-Gordon, C. V., Workman, K. E., & Linvill, D. L. (2017). College students and Yik Yak: An exploratory mixed methods study. Social Media + Society.
