Wednesday 6:00-8:30 p.m.
EGJ 223
Derek R. Lane, Ph.D. (drlane@pop.uky.edu)
238 Grehan Building, 257-4651
Office Hours: Wednesday 5:00–6:00 p.m. and by appointment.
Surveys reveal that well over a majority of current
undergraduates aspire to graduate or professional studies upon completion of
their baccalaureate degree. How many
aspire to graduate studies in communication is uncertain. Of those who do, are they prepared to
undertake critical learning—reading, analysis, and writing—in a professional
manner? Do they even know what that
commitment implies? CJT 601 introduces
that commitment. It examines the
character of scholarly study at the graduate level, the nature of scientific
inquiry—particularly social science inquiry, and, within that context,
communication theory and research. Upon
completion of CJT 601 each seminar member should be grounded in the nature of
scientific inquiry, the history of communication theory, varieties of
contemporary theoretical orientations, dimensions of communication as a
discipline, research strategies, and preparation of a term project in
communication.
Introduction to Graduate Studies provides students with a
broad, general framework from which to conceptualize communication as an
academic discipline. At the conclusion of the course students will be able to
demonstrate competencies in understanding the complex nature of communication
in terms of the history and origins,
predominant contexts and accompanying
theories, philosophical orientations,
and meta-theoretical assumptions,
as well as methodological perspectives
from which to conduct communication research and build communication
theories.
As such, the course is designed to accomplish five major
objectives:
(1)
Provide an
integrative conceptual framework of the communication discipline;
(2)
Trace the
historical development of communication as a social science;
(3)
Introduce
students to major philosophical (e.g., empirical-objective,
hermeneutic-perspectivist, historical-critical perspectives) and methodological orientations (e.g.,
empirical, critical, and practical) employed
in communication research and theory formulation;
(4)
Expose
students to those skills critical to success in communication graduate training
(becoming proficient with APA style basics, research software,
technology and computerized databases; learning to incorporate methodological
rigor and excellence into research pursuits which develop and test
communication theory);
(5)
Socialize
students into the CJT program at the University of Kentucky.
“The mission of the
University of Kentucky College of Communications and Information Studies is to
provide communication education and training for students in the multicultural,
multiethnic society of the information age.”
“The Department of
Communication generates new knowledge about the current and possible role of
communication practices in the life of society and the lives of individual
members through its active research program.
It works with external constituencies to improve the quality of
communication in everyday life. It
provides its students with the knowledge and skills to perform effectively the
expertise to serve in leadership roles, creating and implementing communication
practices and policies in government, corporate, and academic settings.”
“The mission of the
School of Library and Information Science (SLIS) is to extend and enhance the
quality of information service in a culturally diverse, technological and global
society.
“The School of
Journalism and Telecommunications has as its mission to be a premier program
known for its teaching, research, and public service in the fields of new and
traditional media.”
The method of instruction to be employed is based on the
following assumptions:
A.
The major functions 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.
B.
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!
C.
Instruction should provide opportunities for students to be
original, innovative, and to develop personal ways of doing things.
D.
Common methods of acquiring information and solving problems
after leaving college including “surfing” the Internet, reading, independent
study, searching in libraries, and talking with individuals. Thus, practice with these methods should be
provided during college so that students will be capable of learning and
performing effectively as independent learners after leaving college.
E.
Experiencing success in this course should shape favorable
attitudes toward graduate school and thereby raise the probability that
students will be better prepared for advanced graduate research and original
theory construction.
Specific instructional strategies will include: (a) lectures
and discussions by the instructor, members of the class, and guests; (b)
reading by each class member, including the required reading of assigned
materials and the optional reading of other materials; (c) in-class simulations
(philosophical/methodological debate, team presentation) practice and
application of research skills (e.g., secondary research assignment) necessary
for success in graduate school; (d) the construction of a team project; and (e)
the completion of a term project.
Students are expected to read ALL the assigned material and
be prepared to discuss, debate, and actively engage the readings and each
other. In my role as professor, I will not lecture; I will serve as a
facilitator and a resource for discussions.
The benefits you receive from this course are directly proportional to
your efforts in keeping up with the assigned reading and actively participating
in the seminar to build trust, cooperation, support, and mutual respect.
American
Psychological Association. (1994). Publication Manual of the American
Psychological Association (4th Ed.). Washington, DC: Author.
Knapp,
M. L., & Daly, J. A. (1994). A guide to publishing in scholarly
communication journals. (2nd Ed.). Austin, TX: International
Communication Association.
Rubin,
R. B., Rubin, A. M., & Piele, L. J. (2000). Communication research: Strategies and sources. (5th
ed.). Belmont, CA: Wadsworth.
Salwen,
M. B. & Stacks, D. W. (Eds.). (1996).
An integrated approach to communication theory and research. Mahwah, NJ: Lawrence Erlbaum Associates.
Schramm,
W. (1997). The beginnings of
communication study in America: A
personal memoir. Thousand Oaks, CA:
Sage.
Other required reading materials are available on reserve in the Communication Reading
Room on the first floor of EGJ.
Berger,
C., & Chaffee, S. (Eds.). (1987). Handbook
of Communication Science. Newbury
Park, CA: Sage.
Rubin,
R. B., Palmgreen, P. & Sypher, H. E. (1994). Communication research measures: A sourcebook. New
York: Guilford Press.
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
(in respect to continuing to enjoy the good life as a student in good standing)
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:
10% Secondary Research Assignment
35% Group
Project: Team Panel Written and Oral Presentation
Report on
Major Content Area of Communication Theory and Research
40% Term Project:
Scholarly-Scientific Writings of
a Living Communication Scholar
(one who participates in the
professional associations of the discipline)
15% Final Exam
In Part One (approximately 12 weeks) we will (1) examine the
history of communication as a discipline, a scholarly profession, and a
scholarly occupation, and (2) basic metatheoretical, philosophical, and
conceptual positions, assumptions, and frameworks that guide and organize
current theory and research. In Part
Two (approximately 4 weeks) we will examine some of the major content (or
substantive) areas of communication theory and research.
A schedule for the first weeks of the course follows on the
next page. Because the reading for the
first several weeks is relatively light and gets much heavier, you need to read
ahead if you are to avoid being overwhelmed by the assignments in late
September, October, and November.
Class Schedule (Dates and Assignments)
1.
August 25 Introduction to Communication as
a Discipline
2.
September 1 Integrating Theory and Research;
Thinking About Theory
Metatheoretical
Assumptions- Epistemology, Ontology, & Axiology
Salwen & Stacks [S&S]
(Chapters 1-2)
3.
September 8 Historical Development of
Communication as a Social Science
Delia (1987); Robert N.
Bostrom Schramm (1997) as available
4.
September 15 Quantitative versus
Qualitative? (Beavin-Bavelas, 1995)
Thinking Quantitatively (Beatty,
1996) [S&S]
Thinking Qualitatively:
Hermeneutics in Science (Anderson, 1996) [S&S]
Evaluative Criteria: Chaffee & Berger (1987); Farrell (1987)
Assign Communication Context Teams
– Need article for September 29
5.
September 22 University of Kentucky
Department of Communication
NCA
REPUTATION STUDY
Status of
Research Productivity in Communication: 1915-1995
Researchers & Scholars - Bostrom, Palmgreen, & Donohew
The Case for Empiricism – Bostrom
& Donohew
Effective Mass Media Strategies
for Drug Abuse Prevention Campaigns
Palmgreen
& Donohew
Theoretical Interactions of
Receivers, Sources, and Attitude Objects:
RSO
Theory—Bostrom
Theory Construction – Donohew
& Palmgreen
6.
September 29 Research Methodology – Articles
from Assigned Context
Chapter 3 – Handbook of
Interpersonal Communication
Rubin, R. B., Rubin, A. M., &
Piele, L. J. (1999)
7.
October 6 Mass Communication Theory and
Research (Chapter 5) S&S
Human Communication Theory and
Research (Chapter 15) S&S
Secondary Research Assignment DUE
8.
October 13 Interpersonal Communication
(Chapter 18) S&S
Small Group Communication (Chapter
23) S&S
October 20 Getting
Published Chesebro; Bach, Blair, Nothstine & Pym
Knapp &
Daly
9.
October 27 Organizational Communication
(Chapter 24) S&S
Health Communication (Chapter 30)
S & S
The Beginnings
of Communication Study in America – Schramm
Chaffee & Rogers
10.
November 3 Brief (2 page) Prospectus for
Term Project Due
11.
November 10 Credibility; The Future of
Theory and Research (Chapter 33 & 34)
12.
November 17 Term Project Due (two
part; final paper counts most)
November 24 THANKSGIVING
BREAK
13.
December 1 Present Team Projects
14.
December 8 Present Term Projects
15.
December 15 Final Examination
Grades DUE Monday, December 20 by 4:00 p.m.
Additional
Notes:
1)
Incompletes will be given only in the case of a personal
emergency.
2)
2) Late papers will NOT be accepted.
3)
Plagiarism is a mortal (academic) sin and is severely
punished by University Authorities.
Penultimate
Injunction:
Pay
heed to Confucius’ thoughts “On
Teaching.” He said, “I won’t teach one not anxious to learn, and will not
explain to one not trying to make things clear to one’s self. And, if I explain one-fourth and the student
doesn’t go back and reflect and think out the implications in the remaining
three-fourths, I won’t bother to teach him [sic] again.”
Secondary
Research Assignment
Please
answer all questions. Do not consult
with any faculty member or student from this department. Please type all answers and state the
original question before your answer.
Due September 29, 1999.
1.
List at least two articles (APA style) authored by the
following individuals:
a.
Gerald Miller
b.
Judee Burgoon
c.
Charles Berger
d.
Mary Anne Fitzpatrick
e.
Jo Sprague
f.
John Daly
g.
Julia Wood
h.
James McCroskey
i.
Sonja K. Foss
j.
Steven Chaffee
k.
James Anderson
l.
Barbara Sharf
m.
George Gerbner
2.
Who is the Executive Director of ICA? NCA?
3.
Who in our field in most associated with:
a.
agenda setting
b.
uncertainty reduction
c.
sensation seeking
d.
ambiguity as an organizational strategy
e.
expectancy violation
f.
power in the classroom
g.
constructivism
h.
cross cultural comparison of political campaign messages
i.
uses and gratification
j.
computer-mediated communication
4.
Who is considered the father of organizational
communication?
5.
What line of research are the following people most noted
for?
a.
The UK Communications Graduate Faculty
b.
Peter Monge
c.
Alan Sillars
d.
Everett Rogers
6.
List the number of articles by category (rhetoric,
interpersonal, mass, intercultural, etc.) appearing in CM, CT, HCR,
JOC, CE, and JACR for the years 1996-1999.
7.
Where was the NCA/SCA convention held for the past ten
years? Who was the president during
these conventions?
8.
Where was the ICA convention held for the past ten
years? Who was the president during
these conventions?
9.
In your own words (paraphrase), what are the current
editorial policies for CE, JOC and HCR?
10.
Categorize by author, topic, and major professor (advisor)
the last 25 doctoral dissertations and the last ten master’s theses authored by
graduates of the college.
Instructions
for Term and Team Projects CJT 601
D.
R. Lane
Your
three part term project (annotated bibliography, prospectus, and term paper)
contributes to 40% of your course grade with the term paper counting most. Because the annotated bibliography and the
prospectus lead up to the term paper, instructions for it are given first.
Your
term paper is to be a detailed study of the contributions of a prominent
communication scholar who is particularly associated with one of the content
areas that we will examine in this course and that makes up the focus of your
team. The work of the scholar you
select should exemplify or illuminate work (or a particular style of work) in
your team’s chosen content area. Your
chosen scholar should be a living communication scholar (one who participates
in the professional association and/or journals and other literature
specifically associated with the discipline).
Study of this scholar’s work will be part of your contribution to your team’s
written and oral report of its content area—see Instructions for Team Report.
Your
final paper should do at least three things:
1)
It should review and report on the contributions that your
chosen scholar has made to the field of communication in general and to your
team’s selected area (e.g., mass communication) in particular. In doing this, your paper should have a
particular focus and coherency which you can achieve by emphasizing that part
or aspect of your chosen scholar’s writings as they bear on some critical
issue, the development of a theory, the development of empirical knowledge on
some specific topic, etc.1 For example, a paper titled “James
Anderson and the development of accommodation theory” would review Anderson’s
contributions to the study of mass communication while emphasizing
accommodation theory and locating the place of accommodation theory (and
Anderson’s contribution to it) in mass communication studies.
In preparation for writing the first aspect of the paper,
you should read as many articles, convention papers, chapters of books, and
books by your scholar as you can find, again emphasizing his or her writing on
some specific theme, topic, issue or theory, etc. You will also need to read
some work by others on this or related topics, theories, etc. to locate your
author’s work and also to prepare you for the second major aspect of the
paper. References in your scholar’s
work to the work of others should provide you with many clues to the sources
that you need to examine.
_____________
1By focusing your paper in this way, you are much more likely
to produce a paper which can be
revised
as a paper for presentation at the meetings of a national or regional
communication association (e.g., much more likely to produce such a paper than
you would if your paper lacked such a focus).
A paper that you later develop out of the work you do for your term
project might or might not emphasize the work of your selected scholar.
2) The second
aspect of your paper (though it need not be “part two” or even a separate part)
is a critical analysis and evaluation of your scholar’s contribution to the
area or discipline. For example, you
would take note of Anderson’s specific contribution to the development of accommodation
theory, the import of that effort to the substantive area and/or the discipline
at large, and characterize just how his efforts make a difference to the topic
(or area or discipline), how they advance it, and/or how they define it. Your paper should make it clear to the
reader just why your chosen author’s work is (or is not) worthy of study.
There are some
other ways of critically analyzing and evaluating your scholar’s work. You can ask what is missing in the
work. You can also notice and report on
what other scholars/researchers say about the work and note how they use
it. You can even comment on how what
these other scholars say, or how they use your scholars work, is, in your
justified view, right or wrong.
3) The paper should also briefly treat
your scholar’s other work and her/his intellectual biography. If these topics do not easily fit into the
paper as you construct it, they may go into appendices.
A.
Papers should be of convention-submission quality and
approximately 18-22 pages in length (excluding references).
B.
Papers should follow APA (4th ed.) style and
format with specific exceptions.2
C.
A two-page prospectus and/or overview and progress report is
due Wednesday, November 10.
D.
The final manuscript is due Wednesday, November 17.
E.
While the content of your essay is its most important
feature, grading will also take into account such matters as spelling, grammar,
punctuation, form, and style.
____________________
2 These exceptions are provided for in the APA style manual
itself for student papers (see pp. 189-192).
Psychology journals sponsored by the APA discourage extensive use of
substantive endnotes and any use of substantive appendices. For the purpose of this paper, you may feel
free to use these devices, especially if it helps you in keeping the main line
of argument in your paper “on track,” as it were. Further, and contrary to specific APA style, single-space any
block quotations that you employ.
Although that is not the form that you would use for a paper that
you submit for publication, it is the form often employed for the distribution
of a paper at a meeting and often for submission for presentation.
(Due December 1)
The preparation and
presentation of team reports on a major content area of communication theory
and research will involve the following:
Each
team will co-author a three to four page overview of the selected area. Further, each team will give an oral
presentation as part of a panel and will distribute a four to five page paper
on an aspect of the team’s selected content area. Each student’s four to five page paper should be related to his
or her term project, as discussed above.
College of
Communications and Information Studies
University of
Kentucky
CJT 601-401
Student Survey
NAME:__________________________________________________________________
ADDRESS:
______________________________________________________________
______________________________________________________________
PHONE: ___________________________________________
EMAIL:
___________________________________________
______________________________@pop.uky.edu
GRADUATE
SCHOOL STATUS:______________________________________________
(e.g.,
year in school, MA or Ph.D., program or specialization)
(Address
and telephone number are optional.
Personal contact data will not be shared—it is for my instructional use
only.)
1.
What are your specific learning
objectives/expectations for this course?
2. What concerns, if any, do you have about
taking this course?
3.
What is your undergraduate training? How does it contribute to a communication
graduate degree?
4.
Why is a graduate degree important to you? (In answering this question, briefly discuss
your career aspirations. If they are numerous,
list your top choices.) Please use the back of this form.
Philosophical
/ Methodological Debate
(Due
October 20)
Moderator: ________________________
Team
1: Positivism (Laws) ___________________ and
______________________
Team
2: Phenomenology (Rules) ___________________ and
______________________
Team
3: Critical Perspectives ___________________ and
______________________
Team
4: Systems Perspective ___________________ and
______________________
Judges: The
Audience
Readings: All Readings for Weeks 1-8
Instructions:
1.
The moderator presides over the entire debate process. The moderator opens the debate by
introducing the debate purpose and procedures and leads the debate process to
an appropriate conclusion.
2.
Each team member reviews all relevant readings. Then, the team meets to agree on:
a.
Key debate points in support of the team’s position.
b.
Defense strategies against all conceivable opposing views.
c.
Key questions/arguments directed against the other
positions.
3.
Debate format: Each team is given a total of _____ minutes
to complete the following activities:
a.
Team Member A presents an overview of the team’s position.
b.
Each team member takes turns arguing for the team’s
position.
c.
Both team members take questions and counter-arguments from
the other teams.
d.
Each team takes questions from the audience.
e.
Team Member B makes a summary/conclusion.
4.
Each team’s debate performance will be assessed by the
audience according to:
a.
Clarity, soundness, and persuasiveness of arguments made in
support of the team’s position;
b.
Effectiveness of questioning and rebuttal directed to the
other two teams.
5.
The moderator’s performance will be assessed by the audience
according to:
a.
The quality of the opening and closing remarks;
b.
The effectiveness of presiding over the entire debate
process in a timely and coordinated manner.