Interpersonal Communication Graduate Proseminar
CJT 631-401 Course Syllabus/Fall 2003
Wednesdays 6:10-8:45 p.m.
____________________________________
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
Derek R. Lane, Ph.D.
Email: drlane@uky.edu
Office: 859.257.4102
Office Hours: Tuesday and Thursday
Wednesday
Office Location: 231 Grehan Building
Communication Department Office: 859.257.3622
1:00 p.m. – 2:00 p.m.
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
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 (3rded.). Thousand Oaks, CA: Sage.
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th 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
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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%
20%
40%
20%
Handbook Abstracts & Conceptual Insights
Interpersonal Researcher Written Report
“Scholarly-Scientific Writings of a Living Communication Scholar”
Research Proposal
Classroom Participation
CJT 631 Interpersonal Communication Graduate Syllabus
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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
25 points
25 points
50 points
Research Proposal
200 points
Classroom Participation
Theory Summary Presentation
Handbook Chapter Discussion
Oral Presentation of Prospectus
15 points
35 points
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.
CJT 631 Interpersonal Communication Graduate Syllabus
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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 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 E. Barnouw, G. Gerbner, W. Schramm, T. L. Worth, & L. Gross
(Eds.), International encyclopedia of communications (pp. 336-340). 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. 184-238). Newbury Park, CA: Sage.
CJT 631 Interpersonal Communication Graduate Syllabus
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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
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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
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Tentative Schedule with Handbook Chapter Assignments
Week 1
8-27
Week 2
9-3
Week 3
9-10
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
9-17
9-24
10-1
10-8
10-15
10-22
10-29
11-5
Chapter 1
Introduction(s), Background and Current Trends
Interpersonal Theories, Models, & Frameworks (Theory Summary DUE)
Chapter 2
Hypothesis Testing
______________________________
Chapter 3
Perspectives on Inquiry
______________________________
Chapter 4
Discourse Analysis
______________________________
Chapter 5
Individual Characteristics
______________________________
Chapter 6
Cognition
______________________________
Chapter 7
Language
______________________________
Chapter 8
Nonverbal
______________________________
Chapter 9
Culture
______________________________
Chapter 10
Emotion
______________________________
Chapter 11
Social Support
______________________________
Chapter 12
Influence
______________________________
Chapter 13
Conflict
______________________________
Chapter 14
CMC
______________________________
Chapter 15
Skill Competencies
______________________________
Chapter 16
Organizational Contexts
______________________________
Chapter 17
Intimate Contexts
______________________________
Chapter 18
Health Contexts
______________________________
Chapter 19
Family Contexts
______________________________
11-12
Interpersonal Researcher Written Report (with current Curriculum Vitae) DUE
11-19
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 13
Week 14
Week 15
Week 16
11-26
12-3
12-10
12-17
Student Research Proposals I
Student Research Proposals II
Student Research Proposals III
Student Research Proposals IV
TBD
TBD
TBD
TBD
Final Proposal DUE
CJT 631 Interpersonal Communication Graduate Syllabus
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