Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT: _COMMUNICATION, MEDIA & THEATRE ARTS____
COLLEGE:
ARTS & SCIENCES
DEPARTMENT CONTACT: _TSAI-SHAN (SAM) SHEN___________
CONTACT PHONE:
(734) 487-0388
CONTACT EMAIL:
TSHEN@EMICH.EDU
A. Rationale/Justification for the Course
Communication plays a significant role in interpersonal relationships, and the study of relational
communication is an important aspect of understanding human communication. As research on communication and
close relationships continues to flourish, an increasing number of upper-division courses on relational communication
and advanced interpersonal communication are being offered nationwide. To connect students with innovative
scholarship and equip them with cutting edge theory/research, there is a need for such a course that is devoted to
personal relationships within the discipline of communication in the undergraduate Communication program at EMU.
In fact, relational communication has been offered before as a special topic course in the department. Student
enrollment in the course was strong, and course evaluations were highly positive. Based on students’ feedback and
interest, the department is proposing making relational communication a permanent course.
This proposed course is an advanced level of interpersonal communication that focuses on communication
within close relationships such as friendships, dating relationships, and marital relationships. Although the course also
will touch upon communication within family and gender relationships, the primary content of the course is organized
around three general topic areas: (1) communication in developing and escalating relationships, (2) communication in
maintaining fair and satisfying relationships, and (3) communication in coping with relational challenges, particularly
between romantic partners and friends. Through readings, class discussion, activities, projects and analytic papers,
students will gain a better understanding of themselves and their relationships beyond basic interpersonal
communication.
B. Course Information
1. Subject Code and Course Number:
CTAC 330
2. Course Title: Relational Communication
3. Credit Hours:
3
4. Catalog Description (Limit to approximately 50 words.):
This is an advanced interpersonal communication course that focuses on communication in the process of development,
maintenance, and dissolution of close relationships.
5. Prerequisites: (List by Subject Code, Number and Title.) Students MUST complete prerequisites before they can take this course.
CTAC 227 Interpersonal Communication
6. Corequisites: (List by Subject Code, Number and Title.) Students MUST take corequisites at the same time as they are taking this course.
None
Miller, New Course
Sept. 05
Request for New Course
7. Concurrent Prerequisites: (List by Subject Code, Number and Title.) Students MUST take concurrent prerequisites EITHER before or at
the same time as they are taking this course.
None
8. Equivalent Courses: (List by Subject Code, Number and Title) Students may not earn credit for both a course and its equivalent.
None
9. Course Restrictions:
a. Academic/Class Level (Check all those who will be allowed to take the course for credit within their academic program.):
Undergraduate
Graduate
Freshperson
Certificate
Sophomore
Masters
Junior
x
Specialist
Senior
x
Doctoral
Note: Only 400-level undergraduate courses can be taken by graduate students for credit within their graduate program. Only
Certificate and Masters students may take these courses. If this is a 400-level course to be offered for graduate credit, attach Approval
Form for 400-level Course for Graduate Credit.
Note: Only 500-level graduate courses can be taken by undergraduate students.
b. Will only students in certain majors/programs be allowed to take this course?
Yes
No
x
If yes, list the majors/programs
c. Will Departmental Permission be Required?
Yes
No
x
(Note: Department permission requires the department to enter authorization for every student registering.)
d. Is admission to a specific College Required?
College of Business
Yes
No
x
College of Education
Yes
No
x
10. Will the course be offered as part of the General Education Program?
Yes
No
x
If yes, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community form.
Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this course
is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
11. Will this course will be a requirement or restricted elective in any existing program(s)? Yes x
No
If yes, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Program
Miller, New Course
Sept. 05
Communication Major/Minor
Required
Restricted Elective x
Required
Restricted Elective
Request for New Course
12. Will this course replace an existing course? Yes
No
x
NOTE: Complete #13 only if the answer to #12 is “Yes.” Complete #14 only if the answers to #12 and #13b are both “Yes.”
13. (Complete only if the answer to #12 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
14. (Complete only if the answers to #12 and #13b are both “Yes.”) If the replaced course is to be deleted, it is not necessary to submit
a Request for Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If yes, do the affected departments support this change?
Yes
No
If yes, attach letters of support. If no, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
15. Are there similar courses offered in other University Departments?
If yes, list courses by Subject Code, Number and Title
Yes
No
x
16. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If yes, attach letters of support from the affected departments. If no, attach letters from the affected department explaining the lack of support,
if available.
D. Course Requirements
17. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or expected student outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
Miller, New Course
Sept. 05
Request for New Course
E. Cost Analysis (Complete only if the course cannot be implemented without additional University resources.
Fill in Estimated
Resources for the sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/College
1. Department
Vote of department faculty:
For ____25______
Against ____0______
(Enter the number of votes cast in each category.)
4/15/13
Department Head Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
Sept. 05
Date
Abstentions ____0______
Request for New Course
CTAC 330 Relational Communication
Instructor:
A. Office:
B. Office Phone:
Email:
Office Hours: or by appointment
COURSE DESCRIPTION
WELCOME TO CTAC 330, A COURSE ON RELATIONAL COMMUNICATION. THE PURPOSE OF THIS CLASS IS TO HELP YOU
LEARN ABOUT COMMUNICATION PROCESSES THAT OCCUR WITHIN THE CONTEXT OF CLOSE RELATIONSHIPS. THE FIELD OF
PERSONAL RELATIONSHIPS IS INTERDISCIPLINARY, WITH SCHOLARS FROM AREAS SUCH AS COMMUNICATION, FAMILY STUDIES, AS
WELL AS SOCIAL PSYCHOLOGY ALL CONTRIBUTING TO KNOWLEDGE ABOUT RELATIONAL PROCESSES. WE WILL TAKE AN
APPROACH THAT EMPHASIZES COMMUNICATION BUT ALSO INCLUDES CONCEPTS AND THEORIES FROM OTHER FIELDS. THE CLASS
IS ORGANIZED AROUND THREE GENERAL TOPIC AREAS: (1) DEVELOPING AND ESCALATING RELATIONSHIPS, (2) MAINTAINING FAIR
AND SATISFYING RELATIONSHIPS, AND (3) COPING WITH RELATIONAL CHALLENGES. LEARNING HOW COMMUNICATION
FUNCTIONS IN CLOSE RELATIONSHIPS CAN BE AN EXCITING AND WORTHWHILE ENTERPRISE. ALTHOUGH THERE ARE "NO EASY
ANSWERS" WHEN IT COMES TO DEVELOPING AND MAINTAINING GOOD RELATIONSHIPS, WE HOPE THE KNOWLEDGE YOU GAIN
FROM THIS CLASS WILL HELP YOU BETTER UNDERSTAND YOURSELF AND YOUR RELATIONSHIPS.
Required Text:
Guerrero, L. K., Andersen, P. A., & Afifi, W. A. (2013). Close encounters: Communicating in relationships (4th
ed.). Los Angeles, CA: Sage.
*Other materials as assigned by the instructor.
Course Requirements:
Exam #1
Exam #2
Exam #3
Position papers (3@20 points each)
Pop Psychology Paper
Movie Analysis Paper
Total Possible Points
Possible Points:
100
100
100
60
100
40
500
Grading Scale: To help you understand your grades and your evaluation on tests as well as papers, you’d better
remember that an “A” is not average, a “C” is. A “C” means that you have simply met the minimum requirements
Miller, New Course
Sept. 05
Request for New Course
for a particular assignment. In other words, if you only do everything that I require you to do, you are doing
“C” work.
A=450-500
B=400-449
C=350-399
D=300-349
E=299 and
below
Outstanding work that is superior and demonstrates an in depth
understanding of the skills and material that far surpasses the
minimum expectations of a student in the class.
Above average work that demonstrates an understanding of the
skills and the material that exceeds the minimum requirements.
Average work that illustrates the student has met the minimum
requirements and expectations for a particular assignment.
Below average work in which the student does not meet the minimum
expectations for a given assignment.
Below average work in which little or no effort seems to have
expended by the student.
Contesting Grades:
I understand that as students most of you are concerned about your grades and your progress in class. I am
willing to discuss any questions you may have regarding your results on an exam, paper or an assignment;
however, I encourage you to contact me during office hours and NOT during class or immediately following
class. You may also make an appointment. As a rule of thumb, I recommend you review your assignment or exam
and examine what mistakes were made (if that is the issue) prior to seeing me. Waiting one class period or at
least 24 hours is suggested.
GRADED ASSIGNMENT DESCRIPTIONS
Exams: Exams are not cumulative and are usually a combination of true/false and multiple- choice questions
based on lecture, textbook, and classroom activities/discussions.
Position Papers: Each position paper involves answering one of the discussion questions posed at the end of the
chapters in your text. You will be answering one question per unit (e.g., one question related to developing and
escalating relationships, one question related to maintaining fair and satisfying relationships, and one question
related to relationship challenges). For Position Paper #1 you will answer a discussion question found in Chapter
1,2, 3, 4, or 5. For Position Paper #2 you will answer a question posed at the end of Chapter 6, 7, 8, 9, or 10.
Finally, Position Paper #3 will focus on a discussion question from Chapter 11, 12, 13, 14, or 15. Since there are
3 discussion questions at the end of each chapter, you will have the opportunity to choose from among 15
questions for each paper.
Position papers should be between 1 ½ and 2 pages long, using 1” margins and 12 point New Times Roman font.
The purpose of the position papers is to demonstrate and elaborate on the information you learned from the
lecture and textbook. Many of the questions require you to take a position or make an argument supporting one
idea over another. To do a good job on these papers, you need to incorporate ideas from lecture and/or the
textbook to support your opinions. You do not have to use a formal citation system such as APA or MLA, but
you should identify where you obtained information. For example, you could say “In lecture we learned that…”
or “According to our text book, …”
Miller, New Course
Sept. 05
Request for New Course
Papers will be graded on three criteria: (1) how well you incorporate ideas from lecture and/or the text book to
answer your question, (2) the extent to which you provide a good argument or articulate a clear position, and (3)
how well the paper was written, including writing style, grammar, punctuation, and organization.
Pop Psychology Paper: (6-8 pages) The “Pop Psychology” Paper involves finding an article in a popular magazine
(such as Cosmopolitan, Glamour, Self, GQ, etc.) and comparing this article with the recent research that has
been conducted in the field of personal relationships. The article you choose MUST have been published
within the last year. For example, you might find an article that discusses how to talk about HIV and AIDS
with your partner, how to handle feelings of jealousy, what to do if your partner cheats on you, or how to find a
“perfect mate.” Whatever topic you choose it must be about communication and relationships. Read your
chosen article carefully, and then find a minimum of five research articles on your topic (excluding class
material). The research articles should be fairly recent (loosely defined, published within the past 10 years)
and should come from scholarly journals or edited volumes. You may turn in a short summary of your magazine
article and a list of the sources you are using for your paper midway through the session. In this way, you can
make sure that you are on track and are not putting off this assignment until the last week.
Movie Analysis Paper: There is an assigned movie day during our session. During that class period we will
watch a film in class. The film will not be announced prior to that class period. There will be an
assignment/short paper corresponding with that film, which you will receive on the movie day.
POLICY
Attendance: Although there are no direct penalties for choosing not to attend class, you will find that there
are substantial indirect consequences of this choice. Approximately 2/3 of exam content will be covered in
lecture. Therefore, regular attendance is strongly recommended. Keep in mind that you are responsible for
lecture material, whether you attend or not.
Participation: Think of learning as a chance to grow. Allow yourself to participate in discussion and don’t
sabotage other people’s opportunities for education by discouraging them from participating. Be open to other
people and be willing to respond to ideas that are different from what you believe is “normal.” Never be afraid
to share your ideas with others. Dialogue is how we advance knowledge. Believe that your ideas are as
important as everyone else’s and share them with us.
Deadlines: Assignments are due when called for in class. Papers that are turned in during the class period in
which they are due, but after the assignment has already been collected will receive a 5% grade deduction.
Assignments turned in after the class period in which they are due will receive a 10% grade deduction PER DAY.
This includes weekends and days when I do not come in to campus. An assignment is considered to be received
when it is in my hand. Do not slide an assignment under my office door, place it on my desk, or turn it in to the
main office. I WILL NOT ACCEPT PAPERS/ASSIGNMENTS OVER EMAIL!!! Papers will only be accepted over
email only under circumstances deemed acceptable by the instructor and only if you have notified and asked me
in advance. If you know you will not be in class, then it is your responsibility to get the paper to me before it is
due.
If you miss an exam, you will be allowed to take a make-up exam only under extreme, documented
circumstances, and usually only if you have contacted me about this circumstance BEFORE the exam. Do
everything within your power to make it to class on exam day, as there are very few things I consider extreme
Miller, New Course
Sept. 05
Request for New Course
enough to miss an exam. For known conflicts or for accommodations through the Disability Resource Center,
you must come to me within the first week of class in order to be accommodated.
Academic Integrity: The College of Public Programs and the Hugh Downs School of Human Communication
strongly believe in academic integrity; thus cheating and plagiarism is not tolerated. If a student is charged
with academic dishonesty and found to be in violation, disciplinary action will be taken and a student's name will
be kept on file. Disciplinary action may result in the student being suspended or expelled from the College,
given an XE on his or her transcript, and/or referred to Student Judicial Affairs. For further information,
please read the Student Academic Integrity policy and the code of conduct for The Hugh Downs School of
Human Communication at: http://com.pp.asu.edu/academic/acadintpol.html
No work done for credit in any other class may be turned in for credit in this class.
Computers: A known fact of technology is that it sometimes fails. Computers crash, printers run out of ink,
Internet connections falter. In order to control for these failures, your guiding principles should be to think
ahead and be prepared. Save your work often, and in several places. Leave yourself time before assignments
are due to allow for printing errors, and familiarize yourself with the computer resources on campus in case you
need to use them. I do not accept computer-related excuses, and I expect ALL assignments to be typed in 12
point Times New Roman font, double-spaced, with one inch margins. Correct spelling, punctuation, and grammar
are of course also expected.
Consideration: The overall atmosphere in the class should be that of respect - for yourself and everyone else in
the class (including me). It is important that we keep in mind that each of us is different and comes to this
class with unique life experiences, ethnic backgrounds, religious practices, political affiliations, social classes,
and/or sexual orientations. Let’s work to understand these differences and realize there are a number of ways
to interpret communication that is based on our OWN life experiences. So, let’s all be open minded to each
other’s points of view and refrain from judgment and ridicule. If you are curious about your classmate’s
perspective or opinion, it’s all right to raise a question, but be sure it is asked in a diplomatic manner. We want
to create an environment for self-expression so that means validating each other as we contribute ideas.
TENTATIVE COURSE SCHEDULE
DATE
TOPIC, ASSIGNMENT DUE
Week 1
Course Introduction
Conceptualizing Relational Communication, Ch. 1
Communicating Identity, Ch. 2
Week 2
Drawing People Together: Attraction, Ch. 3
Week 3
Making Sense of Our World, Ch. 4
Managing Uncertainty
Initiating and Intensifying Relationship, Ch. 5
Self-Disclosure/Stages of Relationship
Development/Turning Point Approach
Review for Exam #1 (Position Paper#1 Due)
Exam #1, (Ch. 1, 2, 3, 4, & 5 and class notes)
Communicating Closeness, Ch. 6
Affection, Immediacy, and Social Support
Week 4
Week 5
Miller, New Course
Sept. 05
Request for New Course
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Making a Love Connection, Ch. 7
Styles of Love and Attachment
Communicating Sexually, Ch. 8
The Closest Physical Encounter
Staying Close, Ch. 9
Relational Maintenance/Dialectics
Exchanging Rewards and Costs, Ch. 10
Interdependence and Equity in Relationships
Review for Exam #2 (Position Paper#2 Due)
Exam #2, (Ch. 6, 7, 8, 9, & 10 and class notes)
Influencing Each Other, Ch. 11
Power plays and Dominance Moves
Getting Too Close for Comfort, Ch. 12
Privacy and Secrets in Relationships
Week 12
Week 13
Week 14
Movie Day
Hurting the Ones We Love, Ch. 13
Relational Transgressions
Coping with Conflict, Ch. 14 (Movie Analysis Paper Due)
Conflict Styles
Ending Relationships, Ch. 15
Disengagement and Termination
Review for Exam #3 (Position Paper#3 Due)
Exam #3, (Ch. 11, 12, 13, 14, & 15 and class notes) (Pop
Psychology Paper Due)
References
Afifi, T. D., Joseph, A., & Aldeis, D. (2012). The 'standards for openness hypothesis': Why women find
(conflict) avoidance more dissatisfying than men. Journal of Social and Personal Relationships, 29, 102125.
Afifi, T., & Steuber, K. (2009). The revelation risk model (RRM): Factors that predict the revelation of secrets
and the strategies used to reveal them. Communication Monographs, 76, 144-176.
Antheunis, M. L., & Schouten, A. P. (2011). The effects of other-generated and system-generated cues on
adolescents' perceived attractiveness on social network sites. Journal of Computer-Mediated
Communication, 16, 391-406.
Bergen, K. M. (2010). Negotiating a "Questionable" identity: Commuter wives and social networks. Southern
Communication Journal, 75, 35-56.
Bevan, J. L., & Tidgewell, K. D. (2009). Relational uncertainty as a consequence of partner jealousy expressions.
Communication Studies, 60, 305-323.
Birnbaum, G. E. (2010). Bound to interact: The divergent goals and complex interplay of attachment and sex
within romantic relationships. Journal of Social and Personal Relationships, 27, 245-252.
Burke, S. C., Wallen, M., Vail-smith, K., & Knox, D. (2011). Using technology to control intimate partners: An
exploratory study of college undergraduates. Computers in Human Behavior, 27, 1162-1167.
Coan, J. A. (2010). Adult attachment and the brain. Journal of Social and Personal Relationships, 27, 210-217.
Dainton, M., & Gross, J. (2008). The use of negative behaviors to maintain relationships. Communication
Research Reports, 25, 179-191.
Miller, New Course
Sept. 05
Request for New Course
Collins, N. L., & Ford, M. B. (2010). Responding to the needs of others: The caregiving behavioral system in
intimate relationships. Journal of Social and Personal Relationships, 27, 235-244.
Dailey, R. M., Rossetto, K. R., Pfiester, A., & Surra, C. A. (2009). A qualitative analysis of on-again/off-again
romantic relationships: "It's up and down, all around." Journal of Social and Personal Relationships, 26,
443-466.
Derlega, V. J., Winstead, B. A., Mathews, A., & Braitman, A. L. (2008). Why does someone reveal highly personal
information? Attributions for and against self-disclosure in close relationships. Communication Research
Reports, 25, 115-130.
Emmers-Sommer, T. M., Farrell, J., Gentry, A., Stevens, S., Eckstein, J., Battocletti, J., & Gardener, C. (2010).
First date sexual expectations: The effects of who asked, who paid, date location, and gender.
Communication Studies, 61, 339-355.
Ferrara, M. H., & Levine, T. R. (2009). Can't live with them or can't live without them?: The effects of betrayal
on relational outcomes in college dating relationships. Communication Quarterly, 57, 187-204.
Floyd, K., Borne, J. P., Hannawa, A. F., Hesse, C., McEwan, B., & Veksler, A. E. (2009). Kissing in marital and
cohabiting relationships: Effects on blood lipids, stress, and relationship satisfaction. Western Journal
of Communication, 73, 113-133.
Floyd, K., & Riforgiate, S. (2008). Affectionate communication received from spouses predicts stress hormone
levels in healthy adults. Communication Monographs, 75, 351-368.
Halatsis, P., & Christakis, N. (2009). The challenge of sexual attraction within heterosexuals' cross-sex
friendship. Journal of Social and Personal Relationships, 26, 919-937.
Hendrickson, B., & Goei, R. (2009). Reciprocity and dating: Explaining the effects of favor and status on
compliance with a date request. Communication Research, 36, 585-608.
Holmes, B. M., & Johnson, K. R. (2009). Adult attachment and romantic partner preference: A review. Journal
of Social and Personal Relationships, 26, 833-852.
Horan, S. M., & Chory, R. M. (2009). When work and love mix: Perceptions of peers in workplace romances.
Western Journal of Communication, 73, 349-369.
Kellas, J. K., Trees, A. R., Schrodt, P., LeClair-Underberg, C., & Willer, E. K. (2010). Exploring links between
well-being and interactional sense-making in married couples' jointly told stories of stress. Journal of
Family Communication, 10, 174-193.
Knobloch, L. K., & Knobloch-Fedders, L. M. (2010). The role of relational uncertainty in depressive symptoms
and relationship quality: An actor-partner interdependence model. Journal of Social and Personal
Relationships, 27, 137-159.
Knobloch, L. K., & Schmelzer, B. (2008). Using the emotion-in-relationships model to predict features of
interpersonal influence attempts. Communication Monographs, 75, 219-247.
Knobloch, L. K., & Theiss, J. A. (2012). Experiences of U.S. military couples during the post-deployment
transition: Applying the relational turbulence model. Journal of Social and Personal Relationships, 29,
423-450.
La France, B. H. (2010). Predicting sexual satisfaction in interpersonal relationships. Southern Communication
Journal, 75, 195-214.
Le Beau, L. S., & Buckingham, J. T. (2008). Relationship social comparison tendencies, insecurity, and perceived
relationship quality. Journal of Social and Personal Relationships, 25, 71-86.
Maguire, K. C., & Kinney, T. A. (2010). When distance is problematic: Communication, coping, and relational
satisfaction in female college students' long-distance dating relationships. Journal of Applied
Communication Research, 38, 27-46.
Miller, A. E. (2009). Revealing and concealing postmarital dating information: Divorced coparents' privacy rule
development and boundary coordination processes. Journal of Family Communication, 9, 135-149.
Miller, New Course
Sept. 05
Request for New Course
Myers, S. A., Brann, M., & Rittenour, C. E. (2008). Interpersonal communication motives as a predictor of early
and middle adulthood siblings' use of relational maintenance behaviors. Communication Research
Reports, 25, 155-167.
Palomares, N. A. (2009). Women are sort of more tentative than men, aren't they?: How men and women use
tentative language differently, similarly, and counterstereotypically as a function of gender salience.
Communication Research, 36, 538-560.
Pettigrew, J. (2009). Text messaging and connectedness within close interpersonal relationships. Marriage and
Family Review, 45, 697-716.
Peter, J., & Valkenburg, P. M. (2008). Adolescents' exposure to sexually explicit internet material, sexual
uncertainty, and attitudes toward uncommitted sexual exploration. Communication Research, 35, 579601.
Ramirez, Jr. A. (2009). The effect of interactivity on initial interactions: The influence of information seeking
role on computer-mediated interaction. Western Journal of Communication, 73, 300-325.
Ramirez, Jr. A., & Wang, Z. (2008). When online meets offline: An expectancy violations theory perspective on
modality switching. Journal of Communication, 58, 20-39.
Ramirez, Jr., A., & Zhang, S. (2007). When online meets offline: The effect of modality switching on relational
communication. Communication Monographs, 74, 287-310.
Sidelinger, R. J., Frisby, B. N., & McMullen, A. L. (2009). The decision to forgive: Sex, gender, and the
likelihood to forgive partner transgressions. Communication Studies, 60, 164-179.
Theiss, J. A., & Knobloch, L. K. (2009). An actor-partner interdependence model of irritations in romantic
relationships. Communication Research, 36, 510-537.
Theiss, J. A., Knobloch, L. K., Checton, M. G., & Magsamen-Conrad, K. (2009). Relationship characteristics
associated with the experience of hurt in romantic relationships: A test of the relational turbulence
model. Human Communication Research, 35, 588-615.
Tom Tong, S., & Walther, J. B. (2011). Just say "no thanks": Romantic rejection in computer-mediated
communication. Journal of Social and Personal Relationships, 28, 488-506.
Weber, K., Goodboy, A. K., & Cayanus, J. L. (2010). Flirting competence: An experimental study on appropriate
and effective opening lines. Communication Research Reports, 27, 184-191
Weger, H., & Emmett, M. C. (2009). Romantic intent, relationship uncertainty, and relationship maintenance in
young adults' cross-sex friendships. Journal of Social and Personal Relationships, 26, 964-988.
Welch, R. D., & Houser, M. E. (2010). Extending the four-category model of adult attachment: An interpersonal
model of friendship attachment. Journal of Social and Personal Relationships, 27, 351-366.
Wieselquist, J. (2009). Interpersonal forgiveness, trust, and the investment model of commitment. Journal of
Social and Personal Relationships, 26, 531-548.
Wilson, S. R., Kunkel, A. D., Robson, S. J., Olufowote, J. O., & Soliz, J. (2009). Identity implications of
relationship (re)definition goals: An analysis of face threats and facework as young adults initiate,
intensify, and from romantic relationships. Journal of Language and Social Psychology, 28, 32-61.
Woodward, A. J., Findlay, B. M., & Moore, S. M. (2009). Peak and mystical experiences in intimate relationships.
Journal of Social and Personal Relationships, 26, 429-442.
Zacchilli, T. L., Hendrick, C., & Hendrick, S. S. (2009). The romantic partner conflict scale: A new scale to
measure relationship conflict. Journal of Social and Personal Relationships, 26, 1073-1096.
Miller, New Course
Sept. 05