Interpersonal Communication Graduate Proseminar CJT Course Syllabus/Fall 2003 Wednesdays 6:10-8:45 p.m.

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1 Interpersonal Communication Graduate Proseminar CJT Course Syllabus/Fall 2003 Wednesdays 6:10-8:45 p.m. Course Website: 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 Derek R. Lane, Ph.D. drlane@uky.edu Office Location: 231 Grehan Building Office: Communication Department Office: Office Hours: Tuesday and Thursday 1:00 p.m. 2:00 p.m. Wednesday 10:30 a.m. 11:30 a.m. (And by appointment) 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 interpersonalrelated 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. CJT 631 Interpersonal Communication Graduate Syllabus Page 1

2 GENERAL COURSE OBJECTIVES 1. 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. 2. 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. 3. 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. 4. 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. 5. 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 (3 rd ed.). Thousand Oaks, CA: Sage. American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th ed.). Washington, DC: Author. RECOMMENDED REFERENCE BOOKS Rubin, R. B., Rubin, A. M., & Piele, L. J. (2000). Communication research: Strategies and sources (5th ed.). Belmont, CA: Wadsworth. 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. CJT 631 Interpersonal Communication Graduate Syllabus Page 2

3 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 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 CJT 631 Interpersonal Communication Graduate Syllabus Page 3

4 Points will be distributed in the following manner: Handbook Chapter Abstracts & Insights 100 points Interpersonal Researcher Written Report Background & Credentials Past & Future Directions Annotated Bibliography Research Proposal Classroom Participation Theory Summary Presentation Handbook Chapter Discussion Oral Presentation of Prospectus Total Points 25 points 25 points 50 points 200 points 15 points 35 points 50 points 500 points Grades will be administered using the standard 90% = A, 80% = B, 70% = C. Specifically, = A, = B, and = 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. CJT 631 Interpersonal Communication Graduate Syllabus Page 4

5 Fairness Policy. The University of Kentucky is committed to social justice. I concur with that commitment and expect to maintain a positive learning environment based upon open communication, mutual respect, and non-discrimination. UK does not discriminate on the basis of race, color, national origin, age, sex, religion, or disability. Any suggestions as to how to further such a positive and open environment in this class will be appreciated and given serious consideration. 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 New Orleans (May 27-31, 2004; Submission deadline is November 1, 2003) or the Southern Communication Association conference in Tampa, FL (April 1-4, 2004; Submission deadline is September 20, 2003). The tentative title of the panel will be Charting New Directions for Interpersonal Communication Research. This panel would feature your research proposals from this course. Academic conferences are an excellent way to showcase your research as well as an excellent way to meet other graduate students and communication researchers. 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 . I have an open door policy and I'm willing to help whenever and wherever needed. SYLLABUS REFERENCES Bochner, A. (1989). Interpersonal communication. In E. Barnouw, G. Gerbner, W. Schramm, T. L. Worth, & L. Gross (Eds.), International encyclopedia of communications (pp ). New York: Oxford University Press. Capella, J. N. (1987). Interpersonal communication: Definitions and fundamental questions. In C. R. Berger & S. H. Chaffee (Eds.), Handbook of communication science (pp ). Newbury Park, CA: Sage. CJT 631 Interpersonal Communication Graduate Syllabus Page 5

6 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 October 15, 2003). The student is expected and encouraged to devote to the term project approximately half of the time s/he spends on the seminar. The methodology may involve experimental research, survey research, textual analysis, or ethnography (naturalistic inquiry). In the prospectus, I expect you to isolate the problem for research, describe its theoretical and empirical bases, and discuss the procedures required to resolve the problem. 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. CJT 631 Interpersonal Communication Graduate Syllabus Page 6

7 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 December 3, 2003 at 6:10 p.m. I do not believe in Incompletes. While the content of your prospectus is the most important concern, I value close attention to matters of spelling, grammar, and form. Avoid the use of first and second person. I will expect you to use the guidelines contained in APA, 5th edition. CJT 631 Interpersonal Communication Graduate Syllabus Page 7

8 Tentative Schedule with Handbook Chapter Assignments Week Chapter 1 Introduction(s), Background and Current Trends Week Interpersonal Theories, Models, & Frameworks (Theory Summary DUE) Week Chapter 2 Hypothesis Testing Chapter 3 Perspectives on Inquiry Week Chapter 4 Discourse Analysis Chapter 5 Individual Characteristics Week Chapter 6 Cognition Chapter 7 Language Week Chapter 8 Nonverbal Chapter 9 Culture Week Chapter 10 Emotion Chapter 11 Social Support Week Chapter 12 Influence Chapter 13 Conflict Week Chapter 14 CMC Chapter 15 Skill Competencies Week Chapter 16 Organizational Contexts Chapter 17 Intimate Contexts Week Chapter 18 Health Contexts Chapter 19 Family Contexts Week Interpersonal Researcher Written Report (with current Curriculum Vitae) DUE National Communication Association Conference, Miami Beach, FL (no class) Compilation of ALL Handbook Abstracts & Conceptual Insights DUE no later than Monday, November 24 at noon. Week Student Research Proposals I TBD Week Student Research Proposals II TBD Final Proposal DUE Week Student Research Proposals III TBD Week Student Research Proposals IV TBD CJT 631 Interpersonal Communication Graduate Syllabus Page 8