Interpersonal Communication Graduate Proseminar
CJT 631-401 Course Syllabus/Fall 2003
Wednesdays 6:
____________________________________
Course Website: http://www.uky.edu/~drlane/cjt631
Interpersonal communication scholars study “at least two
communicators; intentionally orienting toward each other; as both subject and
object; whose actions embody each other’s perspectives both toward self and
toward other” (Bochner, 1989, p. 336).
It has been sixteen years since Capella (1987) argued, “if interpersonal
communication has any essential feature, it is that persons influence one
another’s behavior over and above that attributed to normal baselines of
behavior” (p. 228).
INSTRUCTOR CONTACT INFORMATION
Email: drlane@uky.edu Office Location:
231 Grehan Building
Office: 859.257.4102 Communication
Department Office: 859.257.3622
Office Hours: Tuesday and Thursday
Wednesday
COURSE DESCRIPTION
This
graduate proseminar provides an intensive examination of theories, methods of
investigation, and current developments in the area of interpersonal
communication. This survey course covers a broad range of topics studied by
scholars interested in interpersonal communication.
The primary focus of the proseminar is the relational communication process and messages people use to define interpersonal relationships (e.g.,
dominance-submissiveness, affection, involvement and similarity in close
relationships). Graduate-level requirements include a series of Handbook abstracts and conceptual
insights (20%), an interpersonal researcher written report (20%), an in-depth
research proposal on some issue related to the management of interpersonal
relationships (40%), and classroom presentation(s), facilitation, and
participation (20%).
This
course is required for communication graduate students and is designed
for all graduate students who have an interest in interpersonal communication
theories and research as well as the generation of such research.
GENERAL COURSE GOALS
Goal One: Students
will acquire knowledge of interpersonal communication research.
The first goal of the course is for students to understand the variables,
programs of research, and the empirical knowledge claims yielded from these
programs. In short, how do we study communication in dyads, what have we
learned from the research, and how can we use this new knowledge to enhance our
interpersonal effectiveness and/or address interpersonal-related issues and
concerns in practice?
Goal Two: Students
will be able to critique interpersonal communication research.
The second goal of the course is for students to learn how to
critically consume interpersonal communication research. What predominant
paradigms are guiding interpersonal research and why is understanding the
various paradigms important? Skills in critical analysis of empirical work are
necessary if researchers and practitioners are to use and/or extend empirical
findings.
Goal Three: Students
will be able to plan interpersonal communication research.
The final goal of this course is for students to be able to
develop a rationale and a plan for producing new knowledge in interpersonal
communication. Specifically, students will be asked to articulate a rationale
for a program of research that addresses limitations and deficiencies in the
current interpersonal communication research or develop a research prospectus
that will test either an empirical or theoretical application of the course
using contemporary conceptualizations of communication.
GENERAL COURSE OBJECTIVES
- Students will expand upon
their knowledge of the historical development and current status of
several key theories of interpersonal communication, including uncertainty
reduction theory, relational dialectics, expectancy violation, social
penetration, and interpersonal communication competence.
- Students will have the
ability to analyze and critique interpersonal theory at a high level,
using scientific criteria as established by Chaffee and Berger and the
humanistic criteria established by Farrell.
- Students will understand the
relationship between theory and research methods, including standards for
evaluation and analysis of theories through discussion and critique of
current interpersonal communication theories.
- Students will be exposed to
several primary research outlets for interpersonal communication,
including the Communication Theory, Journal of Communication, Journal of Personality
and Social Relationships. Students will also be familiar with research
published in Communication Yearbook, and the Handbook of Interpersonal
Communication Research.
- Students will be familiar
with professional interpersonal communication associations, including the
National Communication Association and International Communication
Association.
REQUIRED TEXTBOOKS
Knapp, M. L., & Daly, J. A. (Eds.). (2002). Handbook of Interpersonal Communication (3rded.).
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.).
RECOMMENDED REFERENCE BOOKS
Rubin, R. B., Rubin, A. M., &
Piele, L. J. (2000). Communication
research: Strategies and sources (5th ed.).
INSTRUCTIONAL STRATEGIES
The
method of instruction to be employed is based on the following assumptions:
•
The
major function of an instructor are to:
(a) identify appropriate course objectives, (b) communicate to students
what and how they should learn, (c) motivate them to learn, (d) devise valid
and reliable means for evaluating whether course objectives are achieved, (e)
provide feedback, and (f) shape favorable attitudes toward the subject matter.
•
The lecture method of dispensing
information is for many of these purposes an inefficient method of
instruction. Students can acquire
information with a minimum of teacher direction and are usually more efficient
learners when employing personal learning strategies. This course is designed as a SEMINAR!
•
Experiencing success in this
course should shape favorable attitudes toward interpersonal communication
theory and research.
Consistent
with this rationale, you will be given considerable freedom to select what you
will study, how you will study, and how your performance will be
evaluated. At the same time, there will
be assignments that are specified for all members of the class. Specific instructional strategies will
include: (a) lectures and discussions by
the instructor, members of the class, and guests; (b) required reading of
assigned materials and the required reading of other materials; and (c)
in-class facilitation of course-related content.
COURSE
REQUIRMENTS
Handbook Abstracts
& Conceptual Insights.
Every student is required to read each chapter of the Handbook and prepare a one page written
abstract of the major points of the chapter for class discussion. I will
collect these every week beginning September 10 to be certain you are reading
critically and that you are adequately synthesizing the material. A compilation of all nineteen chapter
abstracts/insights will be submitted by each student at the end of the
semester.
Abstracts are due at the beginning of every class to
assess student understanding of the assigned reading. In addition, students will be assigned (or
volunteer) to facilitate the discussion of conceptual issues related to one of
the chapters in the Handbook. This discussion should not simply be a regurgitation
of the chapter and should go beyond information contained in the chapter.
Theory Presentation
with One Page Theory Summary.
Students will randomly select an interpersonal communication
theory on the first day of class and be prepared with a one page summary
(enough copies for every student and the instructor) to be presented in 3-5
minutes on the second day of the course (Wednesday, September 3). The summary should identify: (1) a matchbook definition of the theory; (2)
the original theorist(s); (3) the primary journal reference; (4) a graphical
representation of the theory; (5) a minimum of three additional references testing
the theory which are no older than 1999; and (6) a brief application of
theory. Presentations should NOT exceed
5 minutes and must be conversational (i.e., do not read from your one page
summary).
Interpersonal
Communication Researcher Written Report w/Annotated Bibliography.
This assignment requires students to conduct a detailed study of
the contributions of a prominent living interpersonal communication scholar who
is particularly associated with one of the concepts that is examined in this
seminar. Early in the semester each
student will be assigned (or may select with professor approval) a major
interpersonal communication researcher, read no fewer than 15-20 empirically
based research articles of the individual, and prepare a written report
summarizing the program(s) of interpersonal communication research. This report must include an annotated
bibliography and will be due once we have completed the Handbook. This assignment
has three main objectives. The first is to expose you to the research
literature. The second is to give you the opportunity to see how programs of
research develop and how these programs support theory building. The third, is
to allow you the opportunity to both summarize research findings with a focus
toward application and to discuss ways of extending interpersonal communication
research by asking additional research questions or by positing new hypotheses.
Research Proposal. Graduate students are
required to write a research prospectus that extends a current program of
research or proposes a new program of research.
This must be an ORIGINAL paper and must not be something you are
planning to write or have written for another class. Start thinking
about this assignment now!
Participation. I strongly
encourage all of you to come to class prepared and ready to discuss the week’s
reading assignments. Throughout the semester, each of you will be expected to
teach and/or facilitate a discussion about one of the chapters in the Handbook. We will determine specific
dates on the first day of class. One of the reasons for asking you to assist
with the instruction of the course is because teaching enhances your own
understanding of course content.
COURSE EVALUATION
I hope grades will not be emphasized in this course as
the major reinforcement for which students are to strive. At the same time I realize that grades do
hold contingencies for you and, therefore, I will make every effort to be as
objective, impartial, and fair as possible.
In keeping with this goal, I solicit your involvement and feedback. The following guidelines will be used to
establish the final grade for the course:
20% Handbook Abstracts
& Conceptual Insights
20% Interpersonal Researcher Written Report
“Scholarly-Scientific
Writings of a Living Communication Scholar”
40% Research
Proposal
20% Classroom
Participation
Points will be distributed
in the following manner:
Handbook Chapter Abstracts & Insights 100 points
Interpersonal Researcher Written Report
Background & Credentials
25 points
Past
& Future Directions 25 points
Annotated Bibliography 50 points
Research Proposal 200 points
Classroom Participation
Theory
Summary Presentation 15 points
Handbook Chapter Discussion 35
points
Oral
Presentation of Prospectus 50 points
Total Points 500
points
Grades will be administered using the standard 90% = A, 80% = B,
70% = C.
Specifically, 500 – 450 = A, 449 - 400 = B, and 399 - 350 = C.
COURSE ASSUMPTIONS
Attendance. You cannot do well
in this class if you do not attend regularly. It is assumed that you will
attend class and be on time for each session. If you have a problem, you should
contact me before class begins. If you miss two or more classes, you will be
encouraged to withdraw from the course.
Writing Skills. It is assumed that
you have already developed good writing skills. You should be able to compose
grammatically correct sentences, write well-developed paragraphs, and express
your ideas in a well-organized, coherent manner. In addition, you should be
able to use the APA (5th Edition) writing style using correct citation and
notation.
Oral Skills. It is also assumed
that you have already developed good oral skills. You will be expected to make
several brief presentations to your colleagues and to facilitate discussion of
required course materials. You should be able to extemporaneously present your
research findings in a clear and concise manner. Your objective will be to not
only create understanding with your audience, but to also show the relevance of
your research findings. It is expected that your presentations will be
rehearsed and will include appropriate handouts.
Analytical Skills. It is assumed that
you have some background in empirical research methods that will allow you to
analyze the research literature you will be reading on a weekly basis. If your
background remains minimal, please see me for some suggested readings.
Completion of
Assignments. It is assumed that you will turn your assignments in on time.
All written assignments are due at the beginning of class on the due date. All
assignments should be proofread carefully before turning them in, and late work
will result in a reduction of assignment grade. As a rule, late work will be
reduced at least a letter grade. Excessively late work will not be accepted.
Poor planning on your part does not
constitute an emergency on my part OR a good reason for turning
work in late. Also, please note that you are expected to complete reading
assignments before due dates!
Academic Integrity. Examination answers
and written work for this course must be the original work of the student. Any
student guilty of knowingly using, or attempting to use another person’s work
will receive a grade of “E” for the course. Such conduct may also constitute
grounds for dismissal from the University.
Special Problems. If you are disabled
in anyway or have any type of health issue that may have an impact on either
you or your classmates, please let me know after the first class period so
accommodations can be made.
Fairness Policy. The
RESEARCH PROSPECTUS
The research prospectus provides excellent preparation for
doctoral students and master’s students interested in pursuing the thesis
option of the graduate program. Although, the research prospectus can be
approached from many different perspectives, I would encourage you to prepare a
research prospectus that examines a topic which has also been of interest to
the researcher you were assigned to study
NATIONAL/REGIONAL ACADEMIC CONFERENCES
If
there is interest, I would like to submit a proposal for a panel at either the
International Communication Association conference in
PERSONAL NOTE
I’m looking forward to having you in class and getting to know you
as we work through our semester together.
It is my hope that you will leave this seminar with an exposure to
the knowledge claims and research methodologies that will allow you to become a
stronger graduate student. Unfortunately, we only have 15 class periods to make
this happen. To see that the course objectives are met, I’m committed to
quality teaching. Class time will be well organized, fully interactive,
relevant, and intellectually stimulating. I need you to commit to the course as
well. Come to class having read and reflected on the week’s readings. You are
required to prepare a one page written abstract of the major points and
personal insights gained by reading the chapter(s) for class discussion. I also encourage you to write down questions
that you would like to raise during class sessions as you work through the
readings. If there is anything I can do to make this course more relevant to
you, your work, and/or your research interests, please let me know. I encourage
you to take advantage of my office hours and email. I have an open door policy
and I'm willing to help whenever and wherever needed.
SYLLABUS REFERENCES
Bochner, A. (1989). Interpersonal
communication. In
Capella, J. N. (1987). Interpersonal communication: Definitions and fundamental questions. In C. R. Berger & S. H. Chaffee (Eds.), Handbook of communication science (pp.
184-238).
CJT 631 RESEARCH PROPOSAL
The term project for this course
consists of a research proposal or prospectus focused upon an interpersonal
topic of the student’s choosing and approved in advance by the instructor (no
later than
While there are no hard and fast rules governing the form and content
of a research prospectus, they normally contain three major sections:
1. Problem. The problem section of a research proposal
contains the theoretical and empirical rationale for conducting the research
and a statement of the research problem.
A. Rationale. The rationale sets forth the reasons for
conducting a given research project.
One’s “reasons” normally grow out of relevant theory underlying the
research problem and research findings bearing directly on the proposed
research. Thus, the rationale section is
a theoretical and empirical discussion.
It should read like a good argument leading unequivocally to the problem
to be investigated.
B. The Problem Statement. The research problem is framed either as a
hypothesis, a research question, or a purpose statement.
2. Method. The section on method describes the
researcher’s strategy for gathering data, along with all required supporting
materials and measuring instruments.
Moreover, it specifies the analytical method, either statistical or
argumentative, that is suitable for testing the hypotheses and questions
selected. The following five kinds of
information typically appear in a proposal’s method section.
A. Research Design. This subsection describes in detail the
nature of the chosen research plan, whether an an experiment, a survey, a
textual analysis, or an ethnography. The
researcher should specify why the chosen design is an appropriate mechanism for
testing the research hypotheses.
B. Variable Specification. This subsection details the conceptual and
operational definitions of all pertinent variables, including any independent
and dependent variables. Additionally,
the researcher should discuss procedures for certifying the validity and
reliability of all variables. Finally,
the means for controlling any potentially confounding effects should be
described.
C. Elements and Sampling Method. The number and pertinent characteristics of
the proposed study’s elements or units of analysis are identified next. Elements include any individuals who will
serve as research participants in the proposed project as well as communication
artifacts (television programs, films, public speeches, conversational episodes)
that are targeted for study.
Additionally, the sampling method used to secure a sample (typically, a
representative sample) of the elements must be specified and its
appropriateness defended.
D. Procedure. This subsection describes the researcher’s plan
for conducting the proposed research, including any cover story and debriefing
materials to be used, instructions to be given to research participants, and
the setting and time frame for the research.
In general, it is a step-by-step narrative detailing how the researcher
will administer the proposed research from initiation to completion.
E. Data Analysis. This final subsection describes any
statistical procedures the researcher will use to analyze results, including
the specific statistical tests to be performed.
If one’s data are narrative rather than numerical, all descriptive,
inferential, interpretative, and critical tools should be detailed. The subsection concludes with a statement
indicating why the chosen data analytical methods will provide an adequate test
of one’s hypotheses, research questions, or general research aims.
3. References. The final part of the prospectus lists all
reference materials the researcher has consulted or expects to consult during
the course of the research. The style of
the reference list should conform to the stylistic format the researcher will
employ in the final research report. In
most all cases, this will be APA, 5th ed.
The final project is due on
Tentative Schedule with
Handbook Chapter Assignments
Week 1 8-27 Chapter 1 Introduction(s),
Background and Current Trends
Week 2 9-3 Interpersonal
Theories, Models, & Frameworks (Theory Summary DUE)
Week 3 9-10 Chapter 2
Hypothesis
Testing ______________________________
Chapter
3 Perspectives on
Inquiry ______________________________
Week 4 9-17 Chapter
4 Discourse Analysis ______________________________
Chapter 5 Individual Characteristics ______________________________
Week 5 9-24 Chapter 6 Cognition ______________________________
Chapter 7 Language ______________________________
Week 6 10-1 Chapter
8 Nonverbal ______________________________
Chapter 9 Culture ______________________________
Week 7 10-8 Chapter
10 Emotion ______________________________
Chapter
11 Social Support ______________________________
Week 8 10-15 Chapter 12 Influence
______________________________
Chapter
13 Conflict ______________________________
Week 9 10-22 Chapter 14 CMC
______________________________
Chapter 15 Skill Competencies ______________________________
Week 10 10-29 Chapter 16 Organizational
Contexts ______________________________
Chapter 17 Intimate Contexts ______________________________
Week 11 11-5 Chapter 18 Health
Contexts ______________________________
Chapter
19 Family Contexts ______________________________
Week 12 11-12 Interpersonal
Researcher Written Report (with current Curriculum Vitae) DUE
11-19
National
Communication Association Conference,
Compilation of ALL Handbook Abstracts & Conceptual
Insights DUE no later than Monday, November 24 at
Week 13 11-26 Student Research Proposals I TBD
Week 14 12-3 Student Research Proposals II TBD Final Proposal
DUE
Week 15 12-10 Student Research Proposals III TBD
Week 16 12-17 Student Research Proposals IV TBD