BRITTAN BARKER, PH.D.
Brittan A. Barker, Ph.D. is an assistant professor with the division of Audiology in the Department of Communicative Disorders and Deaf Education, Emma Eccles Jones College of Education and Human Services at Utah State University. Dr. Barker has worked with children using cochlear implants for nearly 20 years and specializes in aural rehabilitation. Her multilayer research program is housed within her Spoken Language Processing lab where researchers works to better understand how people of all ages learn through listening. Dr. Barker is currently collaborating with Dr. Scharp and exploring the stories hearing parents tell their deaf children about their decision to (or not) to opt for cochlear implantation during infancy.
PAMELA J. LANNUTTI, PH.D.
Pamela J. Lannutti (Ph.D., University of Georgia) is Professor and Director of the Center for Human Sexuality Studies at Widener University. Dr. Lannutti studies communication in personal relationships, with a focus on the relationships of LGBTQ+ people. She is the author of Experiencing same-sex marriage: Individuals, couples, social networks (2014) and her work has appeared in communication and interdisciplinary journals including Human Communication Research, Journal of Social and Personal Relationships, and Personal Relationships. Her research has been recognized with various awards, including the Randy Majors Memorial Award for Distinguished GLBTQ Communication Scholarship. She is a former editor of Communication Quarterly and is active in the International Association for Relationship Research, the National Communication Association, and the Eastern Communication Association.
PATRICIA GETTINGS, PH.D.
The overarching aim of Patricia Gettings’ program of research is to explicate the ways in which individuals communicatively manage their relationships with organizations, and how these practices influence outcomes like identity, relational well-being, and organizational inclusiveness. Dr. Gettings employs both quantitative and qualitative methods in her work. She earned her MA and PhD from Purdue University and is currently an Assistant Professor at the State University of New York at Albany.
COLTER RAY, PH.D.
Colter Ray (PhD, Arizona State University, 2018) is an interpersonal communication scholar whose research focuses on social support following a cancer diagnosis and aims to improve communication between people with cancer and their supporters. Oftentimes his research focuses on the negative aspects of supportive interactions, including instances of unwanted support or times when supporters choose to avoid communicating support. Colter also researches the role of memory in social support and how people recall and reuse previous support messages when coping with new stressors. Colter teaches courses on quantitative research methods, relational communication, and health communication.
LIESEL SHARABI, PH.D.
Liesel Sharabi (Ph.D., University of Illinois at Urbana-Champaign) is an assistant professor in the Hugh Downs School of Human Communication at Arizona State University, where she directs the Relationships and Technology Lab. Her research examines communication in romantic relationships and technology’s role in attraction, dating, and marriage.
LINDSEY THOMAS, PH.D.
Lindsey Thomas (PhD 2015, University of Iowa) is an Assistant Professor in the Department of Communication at Illinois State University. Her program of research employs a variety of data collection and analysis methods to explore the intersections of families, health, and culture. Most recently, Dr. Thomas has been exploring the ways in which young adults who formerly resided in foster care make sense of their experiences and how experiences and sensemaking processes might connect with wellbeing outcomes.
TIFFANY R. WANG, PH.D.
Tiffany R. Wang is an Associate Professor of Communication Studies in the Department of Communication at the University of Montevallo. She holds a B.S. and M.S. from Texas Christian University and a Ph.D. from the University of Nebraska-Lincoln. She explores communication surrounding college transition within instructional and family contexts.