Rosalie S. Aldrich

John and Corinne Graf Professor,
Department of Communication Studies
School of Humanities and Social Sciences
Tom Raper Hall 240
(765) 973-8410
rsaldric@iue.edu

Education

• Ph.D., Communication, University of Kentucky, 2009
• M.A., Communication, Michigan State University, 2006
• B.B.A., Marketing & Management, Grand Valley State University, 2003

Current Teaching Interests

Health Communication, Communication Research Methods, Gender Communication, Interpersonal Communication, and Deceptive Communication

Current Research Interests

Suidcide prevention and intervention, willingness to intervene with a suicidal individual, teaching and learning online and in-person, social media use and impact on interpersonal relationships and overall well-being.

Selected Publications

Book Chapter (peer-reviewed)

• Aldrich, R. S., Kaufmann, R., & Rybas, N. (2017) Fostering effective communication in online courses. In Ross C. Alexander (Ed.). Best Practices in Online Teaching across Disciplines. Fairfax, VA: George Mason University Press.

Journal Articles (peer-reviewed)

• Aldrich, R. S., Wilde, J., & Miller, E. (2018).Effectiveness of QPR gatekeeper suicide prevention training. Health Education Journal. doi.org/10.1177/0017896918786009
• Aldrich, R. S.(2018).A closer look: College students’ exposure to suicide and intention to intervene. Mental Health & Prevention, doi: 10.1016/j.mhp.2018.04.001
• Aldrich, R. S., Trammell, B. A., Poli, S., Potter, S., & Garringer, K. (2018). How age, gender, and class format relate to undergraduate students’ perception of effective course assessments. Insight: A Journal of Scholarly Teaching, 13, 118-129.
• Moneypenny, D., & Aldrich, R. S. (2018). Developing Oral Proficiency in Spanish across Class Modalities. CALICO: Computer-Assisted Language Instruction Consortium.
• Aldrich, R. S. (2017) Suicide prevention: College students’ intention to intervene. Archives of Suicide Research.
• Moneypenny, D., & Aldrich R. S. (2016). Online and face-to-face language learning: A comparative analysis of oral proficiency in introductory Spanish. Journal of Educators Online 13(2), 105-133.
• Trammell, B., & Aldrich, R. S. (2016). Undergraduate students’ perspectives of essential instructor qualities. Journal of the Scholarship of Teaching and Learning, 16, 15-30. doi:10.14434/josotl.v16i1.19178.
• Aldrich, R. S. (2015). Using the theory of planned behavior to predict college students’ intention to intervene with a suicidal peer. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 36(5), 332-337. doi:10.1027/0227-5910/a000330
• Aldrich, R. S. (2015). Improving students’ understanding of, and ability to identify independent and dependent variables. Communication Teacher, 29(2), 1-5. doi:10.1080/17404622.2014.1003311.
• Aldrich, R. S., Harrington, N. G., & Cerel, J. (2014). The willingness to intervene against suicide questionnaire. Death Studies, 38, 100-108. doi:10.1080/07481187.2012.738763

Selected Academic Awards/Recognitions/Grants

• School of Humanities and Social Sciences Faculty Award for Research in Teaching and Learning Pedagogy (2017)
• Indiana University’s Women’s Philanthropy Leadership Council Grant (2016), titled: Examining Suicide Intervention Training and its Effectiveness.
• Excellence in Research Award at Indiana University East (2015).
• Summer Faculty Fellowship (2013) – Indiana University East fellowship, for study titled: Confirmatory Factor Analysis of the Willingness to Intervene against Suicide questionnaire.