Cite
Expanding and constraining critical communication pedagogy in the introductory communication course: A critique of assessment rubrics.
MLA
Ashby-King, Drew T., et al. “Expanding and Constraining Critical Communication Pedagogy in the Introductory Communication Course: A Critique of Assessment Rubrics.” Communication Teacher, vol. 36, no. 3, July 2022, pp. 187–203. EBSCOhost, https://doi.org/10.1080/17404622.2021.1975789.
APA
Ashby-King, D. T., Iannacone, J. I., Ledford, V. A., Farzad-Phillips, A., Salzano, M., & Anderson, L. B. (2022). Expanding and constraining critical communication pedagogy in the introductory communication course: A critique of assessment rubrics. Communication Teacher, 36(3), 187–203. https://doi.org/10.1080/17404622.2021.1975789
Chicago
Ashby-King, Drew T., Jeannette I. Iannacone, Victoria A. Ledford, Alyson Farzad-Phillips, Matthew Salzano, and Lindsey B. Anderson. 2022. “Expanding and Constraining Critical Communication Pedagogy in the Introductory Communication Course: A Critique of Assessment Rubrics.” Communication Teacher 36 (3): 187–203. doi:10.1080/17404622.2021.1975789.