Faculty and Staff Profile

Joseph P. Mazer

 Educational Background

Ph.D.
Ohio University

M.S.
Illinois State University

B.S.
Mansfield University

 Courses Taught

Social Media Analytics (undergraduate and graduate levels)
Communication Theory (undergraduate and graduate levels)
Quantitative Research Methods (undergraduate and graduate levels)
Nonverbal Communication
Small Group and Team Communication
Senior Capstone Seminar
Communication Academic and Professional Development II

 Profile

Dr. Joseph P. Mazer is Professor and Chair of the Department of Communication at Clemson University, where he also serves as a Faculty Fellow in the Office of the Provost. From 2012-2020, he served as Director of the Social Media Listening Center, a state-of-the-art interdisciplinary research and teaching facility that seeks to monitor, measure, and engage in social media conversations from across the web and provide learning, teaching, research, and partnership opportunities to students, faculty, collaborative research partners, and external clients.

Dr. Mazer's research interests include communication in teaching and learning contexts, social media and new technologies, communication in interpersonal relationships, and measurement issues and trends in communication research. He has authored or co-authored over 70 research articles, book chapters, and books and has been ranked in the top 1% of prolific scholars in the communication discipline for the past 10 years, according to studies published in Communication Education, a journal of the National Communication Association. A July 2017 study named him among the top five influential scholars in instructional communication. His research has been funded by the National Science Foundation and other organizations and discussed in media outlets, including USA Today, Chronicle of Higher Education, and ESPN. He joins William Seiler and Melissa Beall as a member of the authorship team for Communication: Making Connections, a top-selling introductory communication course textbook (in its 11th edition) published by Pearson. His research has been recognized through top paper and panel awards from the National Communication Association and Central States Communication Association and through Clemson University's Board of Trustees Award for Excellence for High Achievement in Scholarship, Lightsey Fellowship, and Dean's Award for Excellence in Research. Dr. Mazer is an inaugural recipient of Clemson University's University Research, Scholarship and Artistic Achievement Award, which recognizes faculty whose work has been acknowledged at the highest levels nationally and internationally.

Throughout his career, he taught a wide variety of undergraduate and graduate courses including Communication Theory, Quantitative Research Methods, Interpersonal Communication, and Social Media Analytics. The quality of Dr. Mazer's work as a teacher and mentor has garnered multiple honors, including the Outstanding New Teacher Award given to individuals early in their career who show distinction as teachers (2013, Central States Communication Association); the Outstanding Professor of the Year Award given by the Clemson University Department of Communication undergraduate student body for excellence in teaching and dedication to student success (2012, Dr. Mazer was the first recipient of this award); and a Faculty-in-Residence appointment (2014-2016, Clemson University) to provide leadership on faculty-student interaction outside of the classroom and increase the personalization of the residence halls.

Dr. Mazer is an active member of the National Communication Association and Central States Communication Association where he has held several leadership roles. He is currently serving as Editor of Communication Education, the premier education-focused journal of the National Communication Association. He is a member of the NCA Leadership Development Committee, past member of the Teaching and Learning Council, and past Chair of the Instructional Development Division of NCA. He completed terms as Editor of the Basic Communication Course Annual and as Consulting Editor for Forums for Communication Education. Dr. Mazer serves on editorial boards for several journals in the communication discipline and completed terms as Associate Editor of the Basic Communication Course Annual and Journal of the Scholarship of Teaching and Learning.

Dr. Mazer received his Ph.D. in Communication Studies from Ohio University, a master's degree in Communication from Illinois State University, and a bachelor's degree in Mass Communication from Mansfield University. He is the inaugural recipient of the Outstanding Young Graduate Alumnus Award from the faculty in Illinois State University's School of Communication.

 Research Publications

Edited Books

Graham, E. E., & Mazer, J. P. (Eds.) (2020). Communication research measures III: A sourcebook. New York: Routledge.

Mazer, J. P. (Ed.). (2019). Communication and social media. New York: Oxford University Press.

Textbooks

Seiler, W. J., Beall, M. L., & Mazer, J. P. (2020). Communication: Making connections (11th ed.). Boston: Pearson.

Seiler, W. J., Beall, M. L., & Mazer, J. P. (2017). Communication: Making connections (10th ed.). Boston: Pearson.

Seiler, W. J., Beall, M. L., & Mazer, J. P. (2014). Communication: Making connections (9th ed.). Boston: Pearson.

Refereed Journal Articles

Taylor, S. H., Ledbetter, A. M., & Mazer, J. P. (2020). Initial specification and empirical test of media enjoyment theory. Communication Research, 47, 1246-1271.

Cranmer, G. A., Gagnon, R. J., & Mazer, J. P. (2020). Division-I student-athletes' affective and cognitive responses to receiving confirmation from their head coach. Communication & Sport, 8, 262-285.

Kirkwood, G., Payne, H. J., & Mazer, J. P. (2019). Collective trolling as a form of organizational resistance: Analysis of the #JusticeForBradsWife Twitter campaign. Communication Studies, 70, 332-351.

Boatwright, B. C., Mazer, J. P., & Beach, S. (2019). The 2016 U.S. presidential election and transition events: A social media volume and sentiment analysis. Southern Communication Journal, 84, 196-209.

Crocker, S. G., & Mazer, J. P. (2019). Associations among community college students’ technology apprehension and achievement emotions in developmental education courses. Technology, Pedagogy and Education, 28, 37-52.

Jenkins, A. S., & Mazer, J. P. (2018). #NotOkay: Stories of sexual assault in the midst of the 2016 U.S. presidential election. Qualitative Research Reports in Communication, 19, 9-17.

Payne, H. J., Jerome, A. M., Thompson, B., & Mazer, J. P. (2018). Relationship building and message planning: An exploration of media challenges and strategies used during school crises at the P-12 level. Public Relations Review, 44, 820-828.

Mazer, J. P., & Thompson, B. (2018). Student academic support in the smartphone era: Changes in mode selection. International Journal of Quantitative Research in Education, 4, 208-217.

Thompson, B., Jerome, A. M., Payne, H. J., Mazer, J. P., Kirby, E. G., & Pfohl, W. (2017). Analyzing post-crisis challenges and strategies associated with school shootings: An application of discourse of renewal theory. Communication Studies, 68, 533-551.

Mazer, J. P. (2017). Students' discrete emotional responses in the classroom: Unraveling relationships with interest and engagement. Communication Research Reports, 34, 359-367.

Thompson, B., Mazer, J. P., Payne, H. J., Jerome, A. M., Kirby, E. G., & Pfohl, W. (2017). Social media and active shooter events: A school crisis communication challenge. Qualitative Research Reports in Communication, 18, 8-17.

Mazer, J. P. (2017). Associations among classroom emotional processes, student interest, and engagement: A convergent validity test. Communication Education, 66, 350-360.

Mazer, J. P., Dutchak, I., & Thatcher, J. B. (2017). Social media listening and Title IX training crisis: Implications for discourse of renewal. Communication Teacher, 31, 125-130.

Mazer, J. P., & Thompson, B. (2017). The validity of the Parental Academic Support Scale: Associations among relational and family involvement outcomes. International Journal of Quantitative Research in Education, 4, 120-132.

Boatwright, B. C., & Mazer, J. P. (2017). Developing discourse of renewal during a campus crisis. Communication Teacher, 31, 41-46.

Linvill, D. L., Mazer, J. P., & Boatwright, B. C. (2016). Need for cognition as a mediating variable between aggressive communication traits and tolerance for disagreement. Communication Research Reports, 33, 363-369.

Mazer, J. P., & Thompson, B. (2016). Parental academic support: A validity report. Communication Education, 65, 213-221.

Mazer, J. P., & Stowe, S. A. (2016). Can teacher immediacy reduce the impact of verbal aggressiveness? Examining effects on student outcomes and perceptions of teacher credibility. Western Journal of Communication, 80, 21-37.

Ledbetter, A. M., Taylor, S. H., & Mazer, J. P. (2016). Enjoyment fosters media use frequency and determines its relational outcomes: Toward a synthesis of uses and gratifications theory and media multiplexity theory. Computers in Human Behavior, 54, 149-157.

Titsworth, S., Mazer, J. P., Goodboy, A. K., Bolkan, S., & Myers, S. A. (2015). Two meta-analyses exploring the relationship between teacher clarity and student learning. Communication Education, 64, 385-418.

Mazer, J. P., Thompson, B., Cherry, J., Russell, M., Payne, H. J., Kirby, E. G., & Pfohl, W. (2015). Communication in the face of a school crisis: Examining the volume and content of social media mentions during active shooter incidents. Computers in Human Behavior, 53, 238-248.

Mazer, J. P., & Graham, E. E. (2015). Measurement in instructional communication research: A decade in review. Communication Education, 64, 208-240.

Thompson, B., Mazer, J. P., & Grady, E. F. (2015). The changing nature of parent-teacher communication: Mode selection in the smartphone era. Communication Education, 64, 187-207.

Mazer, J. P., McKenna-Buchanan, T., Quinlan, M. M., & Titsworth, S. (2014). The dark side of emotion in the classroom: Emotional processes as mediators of teacher communication behaviors and student negative emotions. Communication Education, 63, 149-168.

Ledbetter, A. M., & Mazer, J. P. (2014). Do online communication attitudes mitigate the association between Facebook use and relational interdependence?: An extension of media multiplexity theory. New Media & Society, 16, 806-822.

Mazer, J. P. (2013). From apologia to farewell: Dan Rather, CBS News, and image restoration following the 60 Minutes 'Memogate' scandal. Ohio Communication Journal, 51, 168-185.

Mazer, J. P., Simonds, C. J., & Hunt, S. K. (2013). Assessing evaluation fidelity: An examination of student comments and scores on speech self-evaluation forms in a general education communication course. Ohio Communication Journal, 51, 1-28.

Mazer, J. P. (2013). Student emotional and cognitive interest as mediators of teacher communication behaviors and student engagement: An examination of direct and interaction effects. Communication Education, 62, 253-277.

Mazer, J. P. (2013). Associations among teacher communication behaviors, student interest, and engagement: A validity test. Communication Education, 62, 86-96.

Mazer, J. P. (2013). Validity of the student interest and engagement scales: Associations with student learning outcomes. Communication Studies, 64, 125-140.

Mazer, J. P., Barnes, K., Grevious, A., & Boger, C. (2013). Coach verbal aggression: A case study examining effects on athlete motivation and perceptions of coach credibility. International Journal of Sport Communication, 6, 203-213.

Titsworth, S., McKenna, T., Mazer, J. P., & Quinlan, M. M. (2013). The bright side of emotion in the classroom: Do teachers' behaviors influence students' enjoyment, hope, and pride? Communication Education, 62, 191-209.

Linvill, D. L., & Mazer, J. P. (2013). The role of student aggressive communication traits in the perception of instructor ideological bias in the classroom. Communication Education, 62, 48-60.

Mazer, J. P. (2012). Development and validation of the student interest and engagement scales. Communication Methods and Measures, 6, 99-125.

Mazer, J. P., & Titsworth, S. (2012). Passion and preparation in the basic course: The influence of students' ego-involvement with speech topics and preparation time on public speaking grades. Communication Teacher, 26, 236-251.

Mazer, J. P., & Ledbetter, A. M. (2012). Online communication attitudes as predictors of problematic Internet use and well-being outcomes. Southern Communication Journal, 77, 403-419.

Thompson, B., & Mazer, J. P. (2012). Development of the parental academic support scale: Frequency, importance, and modes of communication. Communication Education, 61, 131-160.

Mazer, J. P., & Hunt, S. K. (2012). Tracking plagiarism electronically: First-year students' perceptions of academic dishonesty and reports of cheating behavior in the basic communication course. International Journal for Educational Integrity, 8, 57-68.

Mazer, J. P., Simonds, C. J., & Hunt, S. K. (2012). Application essays as an effective tool for assessing instruction in the basic communication course: A follow-up study. Journal of the Scholarship of Teaching and Learning, 12, 29-42.

James, Z. R., & Mazer, J. P. (2012). Personality, communication apprehension, and Facebook: A study of well-being and relational closeness outcomes. International Journal of Arts & Sciences, 5, 125-146.

Mazer, J. P., & Thompson, B. (2011). The validity of the Student Academic Support Scale: Associations with social support and relational closeness. Communication Reports, 24, 74-85.

Li, L., Mazer, J. P., & Ju, R. (2011). Resolving international teaching assistant language inadequacy through dialogue: Challenges and opportunities for clarity and credibility. Communication Education, 60, 461-478.

Mazer, J. P., & Thompson, B. (2011). Student academic support: A validity test. Communication Research Reports, 28, 214-224.

Graham, E. E., & Mazer, J. P. (2011). The interpersonal competence development project: The intersection of theory and practice. Communication Teacher, 25, 159-165.

Norander, S., Mazer, J. P., & Bates, B. R. (2011). 'D.O. or Die': Identity negotiation among osteopathic medical students. Health Communication, 26, 59-70.

Ledbetter, A. M., Mazer, J. P., DeGroot, J. M., Meyer, K. R., Mao, Y., & Swafford, B. (2011). Attitudes toward online social connection and self disclosure as predictors of Facebook communication and relational closeness. Communication Research, 38, 27-53.

Linvill, D. L., & Mazer, J. P. (2011). Perceived ideological bias in the college classroom and the role of student reflective thinking: A proposed model. Journal of the Scholarship of Teaching and Learning, 11, 90-101.

Titsworth, S., Quinlan, M. M., & Mazer, J. P. (2010). Emotion in teaching and learning: Development and validation of the classroom emotions scale. Communication Education, 59, 431-452.

Thompson, B., & Mazer, J. P. (2009). College student ratings of student academic support: Frequency, importance, and modes of communication. Communication Education, 58, 433-458.

Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009). The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34, 175-183.

Bates, B. R., Mazer, J. P., Ledbetter, A. M., & Norander, S. (2009). The DO difference: An analysis of causal relationships affecting the degree-change debate. The Journal of the American Osteopathic Association, 109, 359-369.

Mazer, J. P., & Hunt, S. K. (2008). 'Cool' communication in the classroom: A preliminary examination of student perceptions of instructor use of positive slang. Qualitative Research Reports in Communication, 9, 20-28.

Mazer, J. P., & Hunt, S. K. (2008). The effects of instructor use of positive and negative slang on student motivation, affective learning, and classroom climate. Communication Research Reports, 25, 44-55.

Mazer, J. P., Hunt, S. K., & Kuznekoff, J. H. (2008). Revising general education: Assessing a critical thinking instructional model in the basic communication course. The Journal of General Education, 56, 173-199.

Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on 'Facebook': The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56, 1-17. [Top downloaded and cited article in Communication Education. Awarded the 2017 Distinguished Article Award from the National Communication Association's Instructional Development Division]

Mazer, J. P., Graham, E. E., & Bugeja, M. (2007). Faculty, students, and Facebook: Questions and considerations for ombuds in a technological age. The Journal of the California Caucus of College and University Ombuds, 9, 21-29.

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