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CJT 685 - Syllabus CJT
685 Course description Required materials Classroom Procedures Tentative Class Schedule
Resources Books & Chapters Andersen, M. L., & Collins,
P.H. (Eds) (1999). Race, class and gender: An anthology. Belmont,
CA: Wadsworth. Gonzalez, A., Houston, M., &
Chen, V. (Eds). (2000). Our voices: Essays in culture, ethnicity,
and communication, 3rd Ed. Los Angeles, CA: Roxbury Publishing
Co. Kreps, G. L. (1993) Sexual harassment:
Communication implications. Cresskill, NJ: Hampton Press. Lucas, C. J. (1996) Crisis in
the academy: Rethinking higher education in America. New York:
St. Martin's PressArticles/Chapters Brewer, M.B., von Hippel, W., & M. P. Gooden. (1999). Diversity and organizational identity: The problem of entree after entry. In D. Prentice & D. Miller (Eds.) Cultural Divides, (pp. 337-363). New York: Russell Sage.
Gardner, H.E. (1999). Multiple
approaches to understanding. In C.M. Reigeluth (Ed.) Instructional-design
theories and models (pp. 69-89). Mahwah, NJ: Lawrence Erlbaum. Grasha, A. E. (1996) Identifying
the elements of teaching style. In Teaching with style (pp. 1-48).
Pittsburgh, PA: Alliance Publishers. Kolb, D. (1987). Learning styles
and disciplinary differences. In A. Chickering & Associates
(eds.) The Modern American College. San Francisco, CA: Jossey-Bass. Olson, C. E., & Edson, B.
E. (2000). Case Study 3: Coming Out: Telling a most important
story. In D. O. Braithwaite & J. T. Wood (Eds) Case studies
in interpersonal communication: Processes and problems (pp. 36-43).
Belmont, CA: Wadsworth. Perry, Jr., W. P. (1987). Cognitive
and ethical growth: the making of meaning. In A. Chickering &
Associates (Eds.) The Modern American College. San Francisco,
CA: Jossey-Bass. Weider, D. L., & Pratt, S. (1990) On being a recognizable Indian among Indians. In D. Carbaugh (Ed.) Cultural communication and intercultural contact (pp. 45-75). Hillsdale, NJ: LEA. Articles Braithwaite, D. O. (1991). "Just how much did that wheelchair cost?": Management of privacy boundaries by persons with disabilities. Western Journal of Speech Communication, 55, 254-274. Braithwaite, D. O., & Labrecque,
D. (1994). Responding to the Americans with Disabilities Act:
Contributions of interpersonal communication research and training.
Journal of Applied Communication Research, 22, 287-294. Cumber, C. J., & Braithwaite,
D. O. (1996). A comparative study of perceptions and understanding
of multiculturalism. Howard Journal of Communications, 7, 271-282. Dwyer, K. (1998). Communication apprehension and learning style preference: Correlations and implications for teaching. Communication Education, 47, 139-150. Hart, R.D., & Williams, D. E. Able-bodied instructors and students with physical disabilities: A relationship handicapped by communication. Communication Education, 44, 140-154. Lane, D.R. & Shelton, M. W.
(2001). The centrality of communication education in classroom
computer-mediated communication: Toward a practical and evaluative
pedagogy. Communication Education, 50 Lepage-Lees, P. (1997). Exploring
patterns of achievement and intellectual development among academically
successful women from disadvantaged backgrounds. Journal of College
Student Development, 38. 468-478. Matthews, D. B. (1991). The effects
of learning style on grades of first-year college students. Research
in Higher Education, 32. 253-267. Web sites http://www.cyg.net/~jblackmo/diglib/styl.html
http://www.cs.buffalo.edu/~rapaport/perry.positions.html
Practicum Currently the University of Kentucky has a PFF practicum in place across a variety of disciplines. The proposed course in for the communication discipline only. As such it is:
Each practicum will be designed
for the particular student and institution, so it will be essential
to complete a Learning Contract indicating precisely what is expected
of the student, the faculty mentor at the host institution, as well
as the Director of Graduate Program in Communication at the University
of Kentucky. The practicum experience strengthens
student's credentials in the job market by The practicum is a learning experience
at a host institution that is designed to strengthen their credentials
as a future faculty member and provide experience in the entire
range of faculty experience (teaching, service, governance, advising,
etc.) On-line (distance education) practicum experiences are also
available. Graduate students are paired with mentor faculty members
at a sister institution and participate in an array of activities
with their mentor and others at the host institution. The exact
nature of the practicum is tailored to the needs of the host institution,
the participating faculty member and the desires of the student. Currently participating institutions
from the PFF grant include:
And, we anticipate other geographically
close institutions may be participants in the future.
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