Alan K. Goodboy, Ph.D.
Professor and Peggy Rardin McConnell Research Chair of Communication Studies
Welcome to my academic web page! I'm a professor of communication studies at West Virginia University with a research focus in instructional and interpersonal communication. I study the communication processes behind teaching and learning along with why and how students complain about their courses. I regularly study bullying in schools and at work. I also study how married couples maintain their relationships.
I've developed an interest in learning contemporary quantitative methods and statistics and completed over 480 hours of postdoctoral statistics courses. Quantitative methods and statistics is always evolving and improving, so I take yearly coursework to stay up to date. I've learned from, and published with, world-renowned statisticians. The best part of this continuing statistics education is bringing back new methods/statistics knowledge to our PhD students in the graduate courses I teach.
For more information about my research, check out my vita, lab, current projects, and downloadable full-text publications.
Postdoctoral Education in Statistics
Over 490 hours of intermediate and advanced statistics coursework in structural equation modeling and measurement.
Ph.D. in Communication Studies
Emphases in Instructional Communication, Interpersonal Communication, and Quantitative Research Methods
CURRENT RESEARCH INTERESTS
Effective Teaching and Student Learning
How can professors communicate in ways to foster student learning in the classroom?
Dyadic Perspectives on Relational Maintenance
How do married couples keep their marriage in a desired state?
What are the antecedents and consequences of bullying
in organizational and educational contexts?
Applications of Structural Equation Modeling for Communication Science
How might ongoing statistical advances in SEM offer quantitative scholars better methods and analyses for modeling communication?
How do married couples communicate during times of transition and uncertainty?
How does the fulfillment of basic psychological needs influence students' communication in the classroom?