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REQUEST FOR A NEW PROGRAM
SUMMARY PAGE
University of Central Oklahoma
TO:
Vice President for Academic Affairs
FROM:
Mass Communication
(Department)
March 1, 2012
(Date)
Liberal Arts
(College)
PROPOSED PROGRAM INFORMATION
Program Title
Degree Designation (ex. BS, MA)
Program Director
Human Communication
BA
Dr. Rozilyn Miller, Chair
[Note: This program will reside in the Department of Mass Communication where an
Interpersonal Communication major currently resides. The chair of the department
will be the Program Director.]
Approved/Reviewed by:
(Dept. Chairperson)
(College Curr. Com.)
(Academic Affairs or Graduate Council)
(College Dean)
(Office of Academic Affairs)
Effective Implementation Date* for the New
Program
(Semester/Year)
*Assigned by Academic Affairs after Approval by the OSRHE
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Evaluation Criteria
All actions in the approval of new programs for public institutions are subject to a stipulation regarding the
program’s ability to attain specified goals that have been established by the institution and approved by the State
Regents. At the conclusion of an appropriate period of time, the program’s performance shall be reviewed on
the basis of the specified goals in a manner mutually satisfactory to the sponsoring institution and the State
Regents. Final endorsement of the program will depend on demonstrated viability.
A. Centrality of the Proposed Program to the Institution’s Mission
A program will adhere to the role and scope of the institution as set forth in its mission statement and as
complemented by the institution’s academic plan. List the objectives of the proposed program and explain
how the proposed program relates to the institutional mission and academic plan. An evaluation will be
made as to the centrality of the program to the institution’s mission. (State Regent Policy 3.4.6.A)
(Institution’s response/rationale should follow each criteria, A through I of this policy; (Size of box provided is NOT an
indicator of the length of response expected; please include as much information as needed to thoroughly address each
standard.)
“Communication is learned. We communicate to meet and interact with other people and to improve all types
and forms of relationships. Across the varying dynamics of family, friends, romances, lifestyles, cultures, and
interpersonal relationships, communication defines and shapes the interaction as we seek to strengthen bonds”
(National Communication Association, 2010).
If one area of study were to be identified as the foundation of all other areas of study, it would be human
communication. It is through human communication that we live, work, and experience the world in which we
live. Our relationships with others are created, maintained, strengthened, weakened, and dissolved through
communication. Therefore, the rationale for the Bachelor of Arts degree in Human Communication –
Interpersonal Communication makes intuitive sense as people express themselves and interpret others through
communicative interactions.
The primary need for the proposed New Program for a BA in Human Communication – Interpersonal
Communication is to take an existing major (Mass Communication - Interpersonal Communication:
Major Code 5005) and house it under a new umbrella degree program (Human Communication –
Interpersonal Communication). The major of Interpersonal Communication has existed since 1998.
Originally housed in the Department of Communication, the major transitioned from Communication –
Interpersonal Communication to Mass Communication – Interpersonal Communication in July 2005
when the departments of Communication and Journalism merged to create the Department of Mass
Communication.
The mission of the BA in Human Communication – Interpersonal Communication at the University of Central
Oklahoma is to provide students with a strong practical and theoretical understanding of communication in
relationships with families and friends, members of differing cultural and co-cultural groups, and among
colleagues. Students will understand the effects of cultural diversity on communication in all types of contexts.
Students will be prepared for entry-level positions in organizations such as those allied with human development
or positions involving dyadic communication such as sales or team building. Students are prepared for graduate
study in communication, law, or related fields in anthropology, sociology, psychology and socio-linguistics.
The academic mission of the University of Central Oklahoma is “Helping students learn so that they may
become productive, creative, ethical, engaged citizens and leaders.” The mission of the BA in Human
Communication – Interpersonal Communication corresponds with the UCO mission in that the Human
Communication faculty and program help students learn—not only content material, but also focus on the very
foundation of well-being—healthy relationships manifested through communication. It is through human
communication that individuals express their creativity, behave ethically, and enact the appropriate behaviors of
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engaged citizenry and leadership.
Taken from the Academic Affairs website, the key element of UCO’s Academic Plan is to provide a
“transformative learning experience” for students including discipline knowledge, leadership, creative and
scholarly research, civic engagement, cultural and global competencies, and health and wellness. The Human
Communication – Interpersonal Communication program provides students with course content and experiences
that address these central elements in the following ways:
Discipline Knowledge:
Students will gain in-depth knowledge of seminal and current research/theories in the area of Human
Communication, specifically areas of Interpersonal Communication. Gaining information, building a context of
understanding, establishing identity, and expressing and receiving interpersonal needs (i.e., inclusion, affection,
and control) are the primary bases for interpersonal communication. As humans interact, they constantly strive
to reduce uncertainty and form relationships with others in a variety of contexts. Interpersonal Communication
studies provide the foundation of study for our lives in familial, social, workplace, friendship, and romantic
relationships. Patterns of human communication offer students a field rich in discipline knowledge.
Leadership:
As leadership is the ability to influence others (Northouse, 2011), students will learn the connection between
effective/ineffective leader behaviors that specifically focus on communicating successfully in various contexts.
Leadership is often contextualized as the ability to guide, motivate, inspire, and direct individuals. Leadership is
manifested through communication. Effective leaders are able to lead through the use of communication.
Through communication, leaders create and maintain trust and understanding for followers. Ethics, emotional
intelligence, and intellect are components of an effective leader and are learned and expressed through
interpersonal communication.
Creative and Scholarly Research:
The discipline of communication is grounded in social scientific research. Simply put, research is “an attempt to
discover something” (Wimmer & Dominick, 2006). Scholars (as opposed to “students”) are encouraged to
develop their own research questions, skills, techniques, and projects. Reading the seminal works of outstanding
scholars assists students in preparing their own unique communication research programs. Students learn to
conduct scholarly research as well as assess and critique others’ research. In the Interpersonal Communication
program, research is conducted utilizing human communication research perspectives. Students employ
practical application by incorporating theory in their human communication experiences.
Civic Engagement:
Experiential learning, as a form of civic engagement, enhances student knowledge as well as connecting
academic coursework to real world experiences. Civic engagement results in the development of soft
transferable skills—particularly, communication. Additionally, civic engagement through human
communication assists in increasing networking and marketability for students’ future wellbeing and
employment. Civic engagement reinforces learned scholastic content. Solely due to communication, “deliberate
dialogue” (Ehrlich, 2000) is created, maintained, and promoted in the arenas of civic engagement.
Cultural/Global Competence:
Communicating with others presents a complex array of issues associated with global and cultural
competencies. Analyzing cultural/global concepts is an integral part of this program. Students will be required to
reflect and apply cultural concepts into their understanding of the required reading material, research projects,
and presentations focusing on a human communication perspective.
In teaching about cultures, global educators focus as much on cultural universals, those things all humans have
in common, as they do on cultural differences. Cross-cultural understanding, open mindedness, anticipation of
complexity, resistance to stereotyping or derision of cultural difference, and perspectives consciousness-recognition, knowledge, and appreciation of other peoples' points of view—are essential in the development of a
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global perspective (Case, 1993; Hanvey, 1975; Kniep, 1986).
The Human Communication – Interpersonal Communication program develops a scholarly basis for analyzing
and applying global concerns into multiple courses. Additionally, the Human Communication – Interpersonal
Communication faculty is actively engaged in research that addresses global education concerns and will afford
each student an opportunity to actually engage in intercultural research.
Health and Wellness:
The Human Communication – Interpersonal Communication program also relates to UCO’s commitment to
transformative learning and the focus upon health and wellness. “Health and wellness are used interchangeably
to mean the ability to live life fully – with vitality and meaning. Wellness is the integration of many different
components (physical, spiritual, environmental, emotional, intellectual, and social/interpersonal) that expand
one’s potential to live, learn, and work effectively and to make a significant contribution to society”. (UCO’s
Transformative Learning website). The health and wellness of people is contingent upon effective and efficient
interaction. Therefore, the health and wellness of individuals as well as groups are salient—mental, social, and
relational. Health and wellness is achieved through social interaction and is a product of our communication.
The specific program objectives (listed below) are also highly compatible wit the University’s mission and
academic plan. Program objectives are designed to develop the following areas of competency:
 Establish and maintain successful careers in conflict mediation, ministry services, health field, and
organizational contexts as communication consultants.
 Improve academic and professional competence in human communication, develop research
capabilities, and increase knowledge in a chosen area of specialization.
 Demonstrate a high degree of intellectual competence and scholarly discipline; evaluate concepts,
research, and theories critically; and demonstrate mastery of an area of concentration.
BA in Human Communication – Interpersonal Communication Supports UCO’s mission.
“Communication builds community. We communicate to bring other people together around common ideas.
With communication, cultures and communities create and share meaning through words, customs, and dress.
Communication is the common denominator that brings people together through various means to bring about
social change and help people understand each other” (National Communication Association, 2010,
http://www.natcom.org )
UCO’s mission: “Helping students learn so that they may become productive, creative, ethical, engaged citizens
and leaders” is supported by the proposed BA in Human Communication – Interpersonal Communication degree
program through several avenues comprising both academic and practical application. In order to help students
learn, we must do so through human communication. Human communication and interaction (as noted above in
the quote from the premier U.S. communication organization) is the basis for our lives. Whether students choose
business, health, sports, social science, hard sciences, culture, fine arts, politics, or media as their professional
interests, the very foundation for all careers lies in human communication. Not only does the study of human
communication provide knowledge, answers, and understanding, it also helps to build UCO’s “productive,
creative, ethical, engaged citizens and leaders” (UCO Mission Statement, 2010).
BA in Human Communication – Interpersonal Communication Supports UCO’s Academic Plan.
The BA in Human Communication – Interpersonal Communication clearly relates to UCO’s Academic Plan in
that the proposed program offers a structured and rigorous opportunity for students to engage in scholarly and
applied research and creative activities. Specifically students will develop skills in problem solving, be able to
review and critique seminal and current research in the field of communication, apply this knowledge n the
development of training programs in areas such as conflict resolution, mediation, and family communication, as
well as engage in research. Students will also acquire knowledge of the human communication process, e.g.,
cognition and relation development, impact of socialization upon familiar structure, the effect of social media
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and the development of personal communicative behavior. In addition, the BA in Human Communication –
Interpersonal Communication prepares students to assume leadership roles within business, non-profit, not-forprofit, social, and familial environments.
B. Curriculum
The curriculum should be structured to meet the stated objectives of the program. Explain how the
curriculum achieves the objectives of the program by describing the relationship between the overall
curriculum or the major curricular components and the program objectives. (State Regent Policy 3.4.6.B)
“Communication focuses on how people use messages to generate meaning within and across all kinds
of contexts, cultures, channels and media” (Association for Communication Administration, 1995). Because
people use messages (communication) in the creation and maintenance of their realities and everyday existence,
effective communication is essential. In meeting the stated program objectives, students are prepared to establish
successful careers in conflict mediation, ministry services, as well as communication consultants in a variety of
fields. The BA in Human Communication improves academic and professional competence in the
communication discipline. Research capabilities are developed alongside an in-depth knowledge base in the
chosen area of specialization in communication. The pinnacle of the program is for the student to gain mastery
of a communication area of concentration and be able to conduct research, evaluate concepts, and critically
assess theories and theoretical application.
The proposed program will meet its principal objective of preparing our students to engage in academic research
and scholarly activities by providing an understanding of advanced and contemporary communication theory.
Through the course work students will study with their Interpersonal Communication professors, developing
their particular academic focus suitable to interests and goals.
Objectives of the Proposed Program
Students completing the Bachelor of Arts in Human Communication – Interpersonal Communication will be
able to:
 Establish and maintain successful careers in conflict mediation, ministry services, health field, and
organizational contexts as communication consultants.
 Improve academic and professional competence in human communication, develop research
capabilities, and increase knowledge in a chosen area of specialization.
 Demonstrate a high degree of intellectual competence and scholarly discipline; evaluate concepts,
research, and theories critically; and demonstrate mastery of an area of concentration.
The proposed program must meet the State Regents’ minimum curricular standards including the total credit
hour requirements for program completion, liberal arts and sciences, general education, and area of
specialization credit hour requirements (refer to 3.15 Undergraduate Degree Requirements). Additionally,
the curriculum should be compatible with accreditation or certification standards, where available. Any
clinical, practicum, field work, thesis, or dissertation requirements should be included in the proposal.
Provide the following information for the program and for each option (some categories may not apply to all
programs):
Total number of hours required for degree:
Number of hours in general education:
Number of hours in degree program core:
Number of hours in option:
Number of hours in guided electives:
Number of hours in general electives:
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124
42-44
NA
48-56
9
NA
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For AAS Degrees:
Total number of hours required for degree:
Number of hours in general education:
Number of hours in technical specialty:
Number of hours in technical support courses:
Number of hours in technical related coursework:
_______________
_______________
_______________
_______________
_______________
Describe how the proposed program will articulate with related programs in the state. It should describe the
extent to which student transfer has been explored and coordinated with other institutions.
The Transfer Matrix from the Oklahoma State Regents for Higher Education provides a method for course
articulation within state institutions. In the few instances where a transfer course is not in the Transfer Matrix, a
catalog description and/or course syllabus is used to determine equivalency.
Specific curricular information. List courses under the appropriate curricular headings and asterisk
new courses. In the curriculum description, indicate the total number of new courses and how
development will be funded.
Program: Human Communication
Major: Interpersonal Communication
Degree: BA
Human Communication - Interpersonal Communication………………………....48-56
Required Courses.................................................................................................... 30
MCOM 2053 Introduction to Human Communication
MCOM 2623 Communication Theory
MCOM 3073 Relational Communication
MCOM 3083 Intercultural Communication
MCOM 3113 Nonverbal Communication
MCOM 3153 Interpersonal Communication Research
MCOM 3373 Group & Team Communication
MCOM 3413 Conflict and Communication
MCOM 4233 Family Communication
MCOM 4453 Communication and Language
Interpersonal Communication Elective Courses........................................................ 9
MCOM 3173 Women’s Rhetoric
MCOM 3423 Communication and Gender
MCOM 3523 Leadership Communication
MCOM 4733 Communication and Religion
MCOM 4743 Couples Communication
MCOM 4753 Intergenerational Communication
MCOM 4763 Communication and Reality TV
MCOM 4773 The Dark Side of Relationships
MCOM 4xx3 Sibling Communication [new course proposal]
MCOM 4xx3 Mediation [new course proposal]
Additional Electives……………………………………………………………..…….9
Any MCOM course
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Frequently, students attempt to take upper division courses in other Mass Communication majors, but lack
the prerequisite gateway course. The following are “gateway” courses which may be taken as electives:
MCOM 1133 Media Writing
MCOM 1123 Basic Photography
MCOM 2xx3 Introduction to Media Studies [new course]
MCOM 2063 Introduction to Brand Communications/ Advertising
MCOM 2153 Introduction to Organizational Communication
MCOM 2193 Principles of Public Relations
Modern Language Requirement............................................................................... 0-8.
All students completing a B.A. in Human Communication – Interpersonal Communication shall complete the
first two semesters of a second language. Students may alternatively fulfill the language requirement by proof of
academic work in the second language (CLEP test through LANG 1224), four years of high school language
courses, or transfer work from another institution.
Electives to bring total to...........................................................................................124
Minimum Grade Requirements
1. Average in all college course work and course work at UCO............................... 2.00
2. Average in major courses....................................................................................... 2.50
C. Academic Standards
Clearly state the admission, retention, and graduation standards which, must be equal to or higher than the
State Regents’ policy requirements, and should be designed to encourage high quality. (State Regent Policy
3.4.6.C)
Admission Standards for BA in Human Communication – Interpersonal Communication
The BA in Human Communication – Interpersonal Communication will utilize the UCO admission standards
for students as stated in the undergraduate catalog. Standards for admission to UCO are established by the
Oklahoma State Regents for Higher Education. These standards are based on prospective students’ residence
status and previous educational background. All students pursuing an area of study leading to a bachelor’s
degree must meet both performance standards and curricular standards. Performance standards refer to a
student’s rank in the high school graduating class and overall grade point average in the core curriculum
courses. It can also be based on admission test scores. Curricular standards refer to a student’s formal
educational background in the subject areas of English, science, mathematics, history, and citizenship skills (as
well as two additional units from foreign language, computer science and the subjects listed above).
Retention Standards for BA in Human Communication – Interpersonal Communication
The BA in Human Communication – Interpersonal Communication will utilize the UCO retention standards for
students as stated in the undergraduate catalog:
The University of Central Oklahoma, in cooperation with the Oklahoma State Regents for Higher Education,
has adopted the following policy relating to retention of students pursuing undergraduate course work. The three
phase policy combines an early notification to students experiencing academic difficulties with a gradual
increase in the overall standards required for retention/continued enrollment at the university. All courses in
which a student has a recorded grade (excluding those courses marked as repeated, reprieved, activity physical
education, or remedial courses) will be counted in the calculation of the grade point average for retention
purposes.
Grade Point Average Definitions
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Cumulative Grade Point Average (GPA). All courses attempted in which a grade of A, B, C, D, or F was
assigned. Grades of P, S, I, U, AW, W and X do not contribute toward the calculation of the cumulative GPA.
Retention Grade Point Average. All courses attempted in which
a grade of A, B, C, D, or F was assigned,
excluding any courses marked as repeated or reprieved. A maximum of 4 courses, not to exceed 18 hours may
be repeated and one semester or two consecutive semesters may be reprieved. Grades of P, S, I, U, AW, W and
X do not contribute to the retention GPA. Repeats in excess of four courses are averaged in calculating the
retention GPA.
Retention Status
All students at the University of Central Oklahoma will be classified in one of the following statuses for
retention purposes: (Concurrent students: If coursework taken while a concurrent student falls below a
cumulative GPA of less than 2.0, please see below under Freshman Academic Notice or Academic Probation).
Academic Good Standing - Any student who meets the retention requirements set forth in this section.
Freshman Academic Notice - Undergraduate students with 30 or fewer credit hours with a retention GPA of 1.7
to 1.99. All students new on freshman academic notice will be required to take a two credit hour success
strategies class designed to assist them in their academic recovery.
Academic Notice - Any student in an area of study with higher academic standards whose GPA falls below the
retention requirements but remains higher than 2.00.
Academic Probation - Any student whose retention GPA
falls below the retention requirements. Students placed or continued on academic probation must maintain a
2.00 GPA in regularly graded course work (excluding activity or performance courses) for continued enrollment
at UCO. Students with less than 45 earned credit hours who are new on probation may be required to take a two
hour Success Strategies class (or Success Central if a concurrent student) to assist them in their academic
recovery
Students who raise their retention GPA to meet the retention requirements will be removed from academic
probation. Academic Suspension - Any student who was on academic probation the previous semester will be
suspended from the University if s/he fails to raise his or her retention GPA to the required retention GPA level
(retention requirements) or achieve a 2.00 semester GPA in regularly graded course work, not to include
activity or performance courses. Students not meeting either of these criteria will be immediately suspended and
may not be reinstated until one regular semester (fall or spring) has elapsed.
For continued enrollment as a student in academic good standing at the University of Central Oklahoma, a
student must have earned a retention grade point average at or above the following:
Retention Requirements 2011 - 2012
Credit Hours Attempted Retention GPA Requirement
*0 through 30 semester hours 1.7
31 or greater
semester hours 2.0
*Students with 0-30 semester credit hours with a retention GPA of 1.7 through 1.99 will be
considered to be on fresh- man academic notice.
Students will be removed from academic probation when they have met the minimum requirements above.
All students who have less than 30 credit hours and are new on probation or on academic notice must take
UNIV 2012, Success Strategies, to remain in good standing.
Graduation Requirements for BA in Human Communication – Interpersonal Communication
The BA in Human Communication – Interpersonal Communication will utilize College of Liberal Arts and
UCO graduation standards for students as stated in the undergraduate catalog. Additional requirements include
the following:
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


Modern Language requirement: All students shall complete the first two semesters of a second
language. Students may alternatively fulfill the language requirement by proof of academic
work in the second language (CLEP test through LANG 1224), four years of high school
language courses, or transfer work from another institution.
Average in all college course work and course work at UCO………………2.0
Average in major courses……………………………………………………2.5
D. Faculty
Faculty resources shall be demonstrated to be adequate and appropriate for the proposed program. The
number of faculty will meet external standards where appropriate. The qualifications of faculty will support
the objectives and curriculum of the proposed program. Faculty qualifications such as educational
background, non-collegiate and collegiate experience, and research and service interests and contributions,
which relate to the proposed program should be summarized. The institution must demonstrate that core
programmatic faculty possess the academic and research credentials appropriate to support the program.
Attach faculty vita or provide explicit summaries. (State Regent Policy 3.4.6.D)
Currently, the Department of Mass Communication has two tenured faculty members currently designated for
the Mass Communication – Interpersonal Communication major: Steven B. Pratt, Ph.D. (Full Professor) and
Merry Buchanan Pratt, Ph.D. (Associate Professor). They will transition to the Human Communication –
Interpersonal Communication major.
See attached faculty vita.
E. Support Resources
Access to the qualitative and quantitative library resources must be appropriate for the proposed program
and should meet recognized standards for study at a particular level or in a particular field where such
standards are available. Books, periodicals, microfilms, microfiche, monographs, and other collections shall
be sufficient in number, quality, and currency to serve the program. Adequacy of electronic access, library
facilities, and human resources to service the proposed program in terms of students and faculty will be
considered.
Physical facilities and instructional equipment must be adequate to support a high quality program. The
proposal must address the availability of classroom, laboratory, and office space as well as any equipment
needs. Describe all resources available. (State Regent Policy 3.4.6.E)
The BA in Human Communication – Interpersonal Communication was originally a Communication –
Interpersonal Communication program in the Department of Communication dating back to 1998. With the
merger of the Departments of Communication and Journalism into the Department of Mass Communication in
July 2005, it transitioned to Mass Communication – Interpersonal Communication. Since the major is currently
operating under a major code and has been for many years, support resources are already in place.
Library Resources:
UCO’s Max Chambers Library houses holdings in the Communication discipline. During the last several years,
course fee funding has built support materials for Interpersonal Communication majors resulting in seminal and
contemporary works of research pertaining to the human communication discipline. With more than 60 current
and groundbreaking scholarly reference books, compilations, texts, journals, and edited volumes, students
already have easy access to some of the best research works in the human communication discipline.
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Although UCO’s Max Chambers Library houses various holdings in the Communication discipline, perhaps
more salient to student research and success is the availability of Interlibrary Loan. As stalwart supporters and
serious consumers of ILL, our motto “If it’s published, it’s on ILL” is one of our teaching and researching
staples. Through UCO’s superb ILL program, both students and faculty are afforded access to the most
contemporary as well as seminal research needed to meet the academic requirements of the proposed program.
Print materials, DVDs, audio recordings, and html documents are available through ILL and usually arrive in
less than seven days. Full text research articles from the finest research journals are emailed directly to the
requestor often in less than five days.
Physical Facilities:
Currently, the Mass Communication – Interpersonal Communication major is housed in the Communications
Building and provides adequate classroom and faculty office space. The Human Communication – Interpersonal
Communication will be housed identically.
Instructional Equipment:
Instructional equipment currently available in the College of Liberal Arts (and specifically within the
Communication Building), including the new “smart board,” classroom computers, internet, projection systems,
and DVD players for pedagogical needs. The Communication Computer Lab, along with the computers in the
library, provides multiple opportunities for student computer access. No specialized software is required for the
proposed program.
Support Personnel:
Currently, the Department of Mass Communication support personnel meet the needs of Mass Communication –
Interpersonal Communication. This will continue with Human Communication – Interpersonal Communication.
F. Demand for the Program
Proposed programs must respond to the needs of the larger economic and social environment. Thus, the
institution must demonstrate demand for the proposed program. (State Regent Policy 3.4.6.F)
1. Student Demand: Clearly describe all evidence of student demand, normally in the form of surveys of
potential students and/or enrollments in related programs at the institution, should be adequate to expect
a reasonable level of productivity. (State Regent Policy 3.4.6.F)
The chart below illustrates the number of Interpersonal Communication majors since Fall 2004. The department
has hypothesized that the dip in majors could be a result from the merger of departments in July 2005.
Transitioning from Communication – Interpersonal Communication to Mass Communication – Interpersonal
Communication may have caused confusion for students. The Interpersonal Communication major is once
again increasing in majors. Approval of the new program in Human Communication – Interpersonal
Communication will help solidify the major as a communication major and reduce student confusion. Faculty
have developed new courses and updated the major to reflect national movements within the discipline of
Communication.
Fall 2004
103
Fall 2005
112
Fall 2006
92
Fall 2007
85
Fall 2008
68
Fall 2009
53
Fall 2010
39
Fall 2011
59
2. Employer Demand: Clearly describe all evidence of sufficient employer demand, normally in the form
of anticipated openings in an appropriate service area in relation to existing production of graduates for
that area should be provided. Such evidence may include employer surveys, current labor market
analyses, and future manpower projections. Where appropriate, evidence should demonstrate
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employers’ preferences for graduates of the proposed program over persons having alternative existing
credentials and employers’ willingness to pay higher salaries to graduates of the proposed program.
(Local/state employer demand information must be included, not solely national employer demand data.)
“Communication skills—both written and verbal—top the list of skills and qualities that employers look for in
job candidates. This year, employer rated “strong work ethic” equally as important as communication skills. In
addition, initiative, interpersonal skills, and problem-solving skills received high ratings from employers.
Unfortunately—and ironically—the very qualities employers look for are the qualities they find lacking in many
new graduates. More than a third of employers say new graduates lack face-to-face communication skills. They
say many students tend to lack interview and presentation skills, telephone skills, and overall interpersonal (gets
along well with others) skills” (JobWeb.org, 2009).
Top Qualities/Skills Employers Want
(JobWeb.org, 2010)
Communication skills
Strong work ethic
Teamwork skills (works well with others)
Initiative
Interpersonal skills (relates well to others)
Problem-solving skills
Analytical skills
Flexibility/adaptability
Computer skills
Technical skills
Estimated Student Demand for the Program
Project estimated student demand for the first five years of the program.
Academic Year
Degrees Conferred
Majors (Headcount) – Fall Semester
2013-2014
0
13
2014-2015
0
26
2015-2016
0
39
2016-2017
8
52
2017-2018
12
65
Programs are provisionally approved and given enough time for a planning year plus the number of years
necessary to produce one graduating class (i.e. a two-year program is allowed three years to meet its graduates
and majors goals, a four-year program is allowed five years, etc.) unless the institution makes a specific
timeframe request with a strong rationale.
Please indicate the specific productivity criteria and timeframe for final review of the program:
This program will enroll a minimum of _____65____ students in fall ____2017_____(year); and
will graduate a minimum of ______12____ students in _________2017-2018__________(academic year).
(NOTE: Productivity data must come from the same academic year. Example: enroll a minimum of 50 students
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in fall 2003 and graduate a minimum of 35 students in 2003-04.)
Program Approval for Online Delivery
Institutions that have not been approved previously to offer online programs are required to request approval as
follows: (1) if programs are offered in such a manner that an individual student can take 100 percent of the
courses for the major through online delivery or other computer-mediated format; or (2) the program is
advertised as available through online delivery or other computer-mediated format. For the purpose of this
policy, major is defined as courses in the discipline of the student’s declared degree program, excluding support
courses, general education courses, and elective courses. Criteria for approval are based on qualitative
consideration and the compatibility of the requested offering with the institution's mission and capacity. (State
Regent Policy 3.16)
Note: If your institution is also requesting to offer the proposed program via electronic delivery you must also
fill-out the New Program Delivered Electronically Request Form located in the State Regents’ Procedure
Handbook Forms and Reference Information section.
G. Unnecessary Duplication
The elimination of unnecessary program duplication is a high priority of the State Regents. Where other
similar programs may serve the same potential student population, the proposed program must be
sufficiently different from existing programs or access to existing programs must be sufficiently limited to
warrant initiation of a new program. (State Regent Policy 3.4.6.H)
Provide specific evidence that the proposed program is not unnecessarily duplicative of similar offerings in
the state.
As a metropolitan university, UCO meets the needs of potential students in Oklahoma City and surrounding
cities. Although several universities in the state offer bachelor’s degrees in communication, these degrees either
tend to be generalized in their focus or preparatory work aligned for a particular university's terminal degree
program. UCO’s major in Interpersonal Communication avoids unnecessary program duplication due to it's
specific focus on the Interpersonal branch of communication. With this unique perspective, academic
concentration does not center upon media, organizational or strategic communication, public relations, or
theatre. Instead, the Interpersonal Communication degree program prepares students for positions involving
face-to-face interaction and understanding how humans create and utilize messages in a variety of contexts. This
degree program fosters and encourages students to be employed in fields rich in interpersonal concepts and
skills, such as ministry, mediation, family dynamics, conflict resolution, intercultural communication, and
language practices.








Cameron University offers a BA in Communication with options in Speech Communication,
Radio/Television, Journalism, or Public Relations and Organizational Communication.
East Central State University offers a BA in Communication Studies.
Northeastern State University offers a BA in Communication Studies with options in Communication
Processes or Corporate Communication.
Northwestern State University offers a minor in Speech Communication.
Oklahoma State University does not offer a degree in Communication.
Rogers State University offers a BA in Communications with options in Communication Arts,
Corporate Communications, and Radio-Television.
Southeastern Oklahoma State University offers a Bachelor of Arts in Communication with options in
Media Studies or Organizational and Strategic Communication.
Southwestern State University offers a Bachelor of Arts in Communication Arts with emphases in
Communication Studies, Theatre, or Mass Communication.
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
University of Oklahoma offers a BA in Communication.
As a metropolitan university, UCO has a mission to prepare students for research and practical application in the
workplace.
H. Cost and Funding of the Proposed Program
The resource requirements and planned sources of funding of the proposed program must be detailed in
order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that
the program will be efficient in its resource utilization and to assess the impact of this proposed program on
the institution’s overall need for funds. (State Regent Policy 3.4.6.I)
Provide evidence of adequate funding, which will include, but not be limited to:
1. Reallocation of Existing Resources: The institution must provide evidence of campus funds to be
reallocated to the proposed program. The source and process of reallocation must be specifically
detailed. An analysis of the impact of the reduction on existing programs and/or organization units
must be presented.
The existing allocation of resources for the current Mass Communication - Interpersonal Communication major
(Major Code 5005) will be transitioned to the New Program of Human Communication – Interpersonal
Communication.
2. Tuition and Fees: The institution must provide evidence of a projected increase in total student
enrollments to the campus as a result of the proposed program.
Since the major in Mass Communication-Interpersonal Communication already exists, enrollment may not
increase dramatically for the new BA in Human Communication-Interpersonal Communication, but enrollment
will continue to provide sufficient credit hour production to meet program expenses.
Fall 2004
103
Fall 2005
112
Fall 2006
92
Fall 2007
85
Fall 2008
68
Fall 2009
53
Fall 2010
39
Fall 2011
59
3. Discontinuance or Downsizing of an Existing Program or Organizational Unit: The institution must
provide adequate documentation to demonstrate sufficient savings to the state to offset new costs
and justify approval for the proposed program.
The current Mass Communication – Interpersonal Communication program will be discontinued contingent
upon the approval of the New Program for Human Communication – Interpersonal Communication. UCO
policies and timelines will be followed for the discontinuation of the current program.
Cost/Funding Explanation
Complete the following table for the first five years of the proposed program and provide an explanation of how
the institution will sustain funding needs for the life of the proposed program in the absence of additional funds
from the State Regents. *The total funding and expenses in the table should be the same, or explain sources(s)
of additional funding for the proposed program.
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Cost/Funding Summary:
Program Resource Requirements
Year of Program
A. Funding Sources
Total Resources Available from
Federal Sources
1st Year
2nd Year
3rd Year
4th Year
5th Year
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
Narrative/Explanation:
Total Resources Available from
Other Non-State Sources
Narrative/Explanation:
Existing State Resources
Narrative/Explanation:
State Resources Available through
Internal Allocation and
reallocation*
Narrative/Explanation: The proposed program represents a request for a separate degree (BA in Human CommunicationInterpersonal Communication) that is already part of the department’s undergraduate program under the BA in Mass
Communication-Interpersonal Communication. The tuition and course fees generated by students currently enrolled in the
old program will be reallocated to support the new BA in Human Communication-Interpersonal Communication program.
Student Tuition
$27,446.64 $54,893.28 $82,339.92
$109,786.56 $137,233.20
Narrative/Explanation and Calculations:
We assumed an enrollment of 12 credit hours per student.
2011-12 tuition and course fee amounts were used.
Therefore our calculations are as follows:
Yr 1 13 students * 12 = 156 @ $157.25 per hour = $24,531 + course fees @18.69 p/credit hour = $2,915.64 = Total = $27,446.64
Yr 2 26 students * 12 = 312 @ $157.25 per hour = $49,062 + course fees @18.69 p/credit hour = $5,831.28 = Total = $54,893.28
Yr 3 39 students * 12 = 468 @ $157.25 per hour = $73,593 + course fees @18.69 p/credit hour = $8,746.92= Total = $82,339.92
Yr 4 52 students * 12 = 624 @ $157.25 per hour = $98,124 + course fees @18.69 p/credit hour = $11,662.56 = Total = $109,786.56
Yr 5 65 students * 12 = 780 @ $157.25 per hour = $122,655 + course fees @ $18.69 p/credit hour = $14,578.20 = Total = $137,233.20
For comparison purposes:
In Fall 2011 and Spring 2012, Interpersonal Communication generated 1014 credit hours.
1014 hours X $157.25 per hour = $159,451.50 + course fees @ $18.69 p/credit hour = $18,951.66= Total = $178,403.16.
In five years, all tuition will be fully transitioned to the New Program of Human Communication-Interpersonal Communication.
TOTAL
$27,446.64 $54,893.28 $82,339.92
$109,786.56 $137,233.20
Year of Program
B. Breakdown of Budget
Expenses/Requirements
Administrative/Other
Professional Staff
1st Year
2nd Year
3rd Year
4th Year
5th Year
$380.40
$760.80
$1,141.20
$1,521.60
$1,902.00
Narrative/Explanation:
$21,870.00 is the annual salary for the Administrative Assistant I in the Department of Mass Communication. The department
has 23 full-time faculty. Two faculty are designated for the new program of Human Communication. Therefore, 2/23 of the
annual salary is designated to the new program of Human Communication = $1,902.00.
In five years, these expenses will be fully transitioned to the New Program of Human Communication.
Faculty
$26,213
$52,426
$78,639
$104,852
Narrative/Explanation:
Two full-time faculty members are designated for Human Communication. Annual salaries = $131,066.52.
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$131,065
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In five years, these expenses will be fully transitioned to the New Program of Human Communication.
Graduate Assistants
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$100.00
$200.00
$300.00
$400.00
$500.00
Narrative/Explanation:
Student Employees
Equipment and Instructional
Materials
Narrative/Explanation:
Library
Narrative/Explanation: In five years, these expenses will be fully transitioned to the New Program of Human Communication.
Contractual Services
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$26,693.40
$53,386.80 $80,080.20
Narrative/Explanation:
Other Support Services
Narrative/Explanation:
Commodities
Narrative/Explanation:
Printing
Narrative/Explanation:
Telecommunications
Narrative/Explanation:
Travel
Narrative/Explanation:
Awards and Grants
Narrative/Explanation:
TOTAL
$106,773.60 $133,467.00
I. Program Review and Assessment
Describe program evaluation procedures for the proposed program. These procedures may include
evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate.
Plans to implement program review and program outcomes-level student assessment requirements as
established by State Regents’ policies should be detailed. Program review procedures shall include
standards and guidelines for the assessment of student outcomes implied by the program objectives and
consistent with the institutional mission. (State Regent Policy 3.4.6.J)
1. Students successfully complete coursework and capstone course.
2. Faculty evaluated on university rotation by appropriate administrator.
3. Advisory Board consisting of Interpersonal Communication professionals in the Oklahoma meets
annually to discuss and evaluate the program for the purpose of making recommendations.
4. Departmental data will be collected and assessed according to pre-established benchmarks: (a)
Advisement Surveys; (b) capstone course scholarly research paper critiqued by evaluators; and (c)
assessment of Transformative Learning Central Six elements within curriculum required by the major.
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5. College data will be collected and assessed according to pre-established benchmarks: (a) First Day
Engagement Survey; (b) Syllabi Review; (c) Student Success; (d) Student Satisfaction; (e) Student
Learning Outcomes; and (f) Learning Environment.
6. University data will be collected and assessed according to pre-established benchmarks: (a) DFW data;
(b) grade distribution data; (c) Student Perception of Instructor Effectiveness data; and (d) NSSE data.
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Faculty Vitae
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STEVEN B. PRATT, Ph. D.
CURRICULUM VITAE
Department of Mass Communication, CB 207H
University of Central Oklahoma
Edmond, OK 74035
Phone: (405) 974-5585
Email: spratt@uco.edu
________________________________________________________________________________
EDUCATION
Ph. D., University of Oklahoma, August 1985
Advisor: Dr. D. Lawrence Wieder
Major: Intercultural/Interpersonal Communication
Minor: Social Psychology with an emphasis on stereotyping and intergroup behavior.
M.A., University of Oklahoma, May, 1982
Advisor: Dr. Philip D. Lujan
Major: Intercultural Communication
B.A., University of New Mexico, June 1973
Major: Journalism
Minor: Sociology
EMPLOYMENT HISTORY
Academic Experience
Professor, Department of Communication
University of Central Oklahoma, Edmond, Oklahoma
August, 1995 to present.
Visiting Professor, Department of Communication
University of Oklahoma, Norman, Oklahoma
January, 1998 to May, 1998.
Associate Professor, Department of Oral Communication
University of Central Oklahoma, Edmond, Oklahoma
August, 1992 to July, 1995.
Assistant Professor, Department of Oral Communication
University of Central Oklahoma, Edmond, Oklahoma
August, 1987 to July, 1992.
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Assistant Professor, Department of Communication
University of Texas at El Paso, El Paso, Texas
September, 1986 to August, 1987.
Visiting Assistant Professor, Department of Communication
University of Texas at El Paso, El Paso, Texas
September, 1985 to May, 1986.
Graduate Teaching Assistant, Department of Communication,
University of Oklahoma, Norman, Oklahoma
August, 1980 to July, 1985.
Instructor,
Navajo Community College, Tsaile, Arizona
Summer, 1979.
Educational Aide
Southwestern Indian Polytechnic Institute, Albuquerque, New Mexico
September, 1974 to August, 1975
Educational Aide
Albuquerque Indian School, Albuquerque, New Mexico
September, 1972- May 1973
Administrative Experience
Project Director, American Indian Nurses Association,
November, 1975 to April, 1979. Director of federal contract
with the Indian Health Service to recruit American Indians into
the field of nursing and to recruit nurses into the Indian
Health Service.
COURSES TAUGHT
University of Central Oklahoma
COMM1113: Fundamentals of Speech - Elements of speech and principles of effective speaking in public. Emphasis is
placed on performance and skills in preparing and presenting a public speech.
COMM 2000: Family Communication - Family Communication is designed as an introduction to communication
phenomena in the setting of the family. The overall goal is to help attain an understanding of how, through
communication, we develop, maintain, enhance or disturb family relationships. Students will learn verbal and nonverbal
skills that can help promote healthy family communication.
COMM 2003: Relational Communication - This course is designed to introduce the student to the life cycle of
contemporary relationships. Specifically this course is about the way people communicate in developing and
deteriorating relationships.
COMM 2012: Introduction To Human Communication - This course examines the communication process in its many
forms with particular emphasis on the student as a consumer of communication.
COMM 2023: Applied Speech - This course is developed for students who are preparing for a career in teaching. This
required component of their general education hours combines a focus on theory with skills development.
COMM 3693: Communication & Language - This course offers a systematic evaluation and scientific appraisal of the
ways in which humans interact through language and other symbols. It describes and evaluates the relationships existing
among thought, language and behavior.
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COMM 3990: Communication & Religion – This course is an academic study of religion focusing on a
communication perspective which explores the role of human interaction in the study of religion, (specifically
Christianity) and communication. The course provides an inquiry into how religious tenets influence and are
influenced by communicative patterns and behaviors.
MCOMM 3990: African American Communication - This course explores constitutive aspects of African American
communication behaviors as they relate to how African Americans define themselves culturally. Students will be
exposed to a plethora of research on African Americans related to almost every area of communication inquiry,
including theory and identity; language, performance, and rhetoric; interpersonal relationships; gendered contexts;
organizational and instructional contexts; and mass mediated contexts.
MCOMM 3990: Conflict and Mediation - The course is intended as an introduction to mediation. We explore
mediation from both academic and practical aspects using research findings concerning third party intervention. The
class curriculum is comprised of lecture, active discussion/participation, class activities and mediation practice. There
will be mock mediation sessions with each student having an opportunity to participate as a disputant and mediator
COMM 3993: Intercultural Communication - The intent of this course is to identify and delineate the communication
skills needed for effective interaction in a global society, examine the relationship between communication and culture
and study the general concepts of intercultural communication.
COMM 4003: Conflict and Communication – This course focuses on the nature and function of healthy and unhealthy
communication conflict. Specifically, the course examines communication’s role in the development, conduct, and
resolution of conflict.
COMM 4960: Intercultural Communication in the Classroom - This course examines the relationship between
communication and culture as manifested in the classroom. Specifically, the course is directed towards teachers who
will be encountering students of diverse backgrounds.
University of Texas at El Paso
Speech 3101: Public Speaking - This course is a multiple section basic course emphasizing theory and practice of public
speaking.
Speech 3102: Business and Professional Speech Communication - a multiple section course in communication covering
both informative and persuasive presentations as they occur in business and professional activities.
Speech 3206: Introduction to Interpersonal Communication - An examination of verbal and non-verbal behaviors as
factors in the human communication process.
Speech 3308: Organizational/Institutional Communication - This course focuses on the communication patterns and
strategies of private and governmental organizations, including most recent research on problems in management,
motivation, and communication systems.
Speech 3316: General Semantics - A study of problems in the use of language (verbal and non-verbal) and the effect of
language on thinking and behavior.
Speech 3430: Seminar in Speech Communication - This course studies the function of communication variables in
varied cultures and sub-cultures.
Speech 3543: Graduate Seminar: Intercultural Communication On the Border - Focus of this course was on the unique
communication patterns and behaviors exhibited in a border city, and the relationship between Mexicans, MexicanAmericans, and Anglos.
University of Oklahoma
Comm. 1113: Principles of Communication - This is a multiple section basic course emphasizing both theory and
application in communication content areas.
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Comm. 2313: Intercultural Communication - This course serves as an introduction to the study of intercultural
communication.
Comm. 3213: Intercultural Communication - This course studies the function of communication variables in varied
cultures or sub-cultures.
Comm. 5253: Cross Cultural Communication - A graduate seminar addressing the major theoretical approaches and
research in the area of cross cultural communication.
Navajo Community College
Public Speaking - This course was designed to provide bi-lingual native speakers with the appropriate skills in the
traditional European American style of public speaking.
PUBLICATIONS
Wieder, D.L. & Pratt, S.B., 1990. "On Being a Recognizable Indian Among Indians" in Cultural Communication and
Intercultural Contact, edited by Donal Carbaugh: Lawrence Earlbaum Associates, Inc.
Wieder, D.L. & Pratt, S.B., 1990. On the Occasioned and Situated Character of Members' Questions and Answers:
Reflections on the Question, "Is He or She a Real Indian?" in Cultural Communication and Intercultural Contact,
edited by Donal Carbaugh: Lawrence Earlbaum Associates, Inc.
Kennan, W., Pratt, S.B., & Lujan, P.D., 1992. The Uses of Affirmations As Hedging Behavior Among American Indians.
Journal of the Oklahoma Speech Theatre Communication Association, Vol. XIV, Fall, 47-57.
Pratt, S.B., & Wieder, D.L., 1993. The Case of Saying a Few Words and Talking for Another Among the Osage People:
'Public Speaking' as an Object of Ethnography. Research on Language and Social Interaction, 26 (4), 353-408.
Pratt, S.B., 1993. Razzing: Ritualized Uses of Humor as a Form of Identification Among American Indians in Interaction
and Identity: Information and Behavior, Vol. 5, edited by Hartmut B. Mokros: Transactions Press.
Pratt, S.B., 1998. Razzing: Ritualized Uses of Humor as a Form of Identification Among American Indians in
International Intercultural Communication Annual, Vol 21, edited by Dolores V. Tanno & Alberto Gonzalez:
Sage Publications.
Pratt, S.B., & Buchanan, M.C., 2000. Wa-zha-zhe I-e: Notions on a Dying Ancestral Language in Our Voices, 3rd. Ed.,
edited by Alberto Gonzalez, Marsha Houston & Victoria Chen: Roxbury Publishing.
Pratt, S. B., 2000. Wa-Zha-Zhe I-E: Osage Language & Culture, West Moon Publishing.
Pratt, S.B., 2001. Wa-Zhe-Zhe I-E: Osage Language & Culture, 2nd Ed., West Moon Publishing.
Pratt, S.B., & Buchanan, M. C., 2003. “I Want You to Talk for Me” An Ethnography of Communication Among the Osage
Indians in Communicating Ethnic and Cultural Identity, edited by Mary Fong & Rueyling Chuang: Rowman &
Littlefield Publishing.
Pratt, S. B., 2003. Confessions of a Road Man: Being an Indian in Academe. Intercultural Communication Studies, Vol.
XII-2.
Pratt, S.B., & Buchanan, M.C., 2004. Wa-zha-zhe I-e: Notions on a Dying Ancestral Language in Our Voices, 4th. Ed.,
edited by Alberto Gonzalez, Marsha Houston & Victoria Chen: Roxbury Publishing.
Pratt, S. Pratt, M., & Miller, R. (2011). Osage Naming Ritual As a Form of Cultural Identity. In A. Gonazalez, M. Huston
& V. Chen, (Eds.) Our Voices: Essays in Culture, Ethnicity, and Communication, 5th ed. Oxford Press.
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Pratt, S., Pratt, M. & Dixon, L. (I2011). American Indian Communication: Communicating Indian-Ness. In L. Samovar,
R. Porter & E. McDaniel (Eds.) Intercultural Communication: A Reader, 13th ed. Cengage Publishing.
PROFESSIONAL PAPERS
Pratt, S.B., (1983). Communication Behaviors of American Indians in the Classroom: A Cause of Failure? Paper
presented at the Southwest Conference on Multi-Cultural Education in Teacher Preparation, Norman, OK.
Kennan, W., Lujan, P., & Pratt, S., (1983). The Use of Affirmations as Hedging Behavior of American Indian Speakers.
Paper presented at the Seventh Annual Conference on Culture and Communication, Temple University,
Philadelphia, Pennsylvania.
Wieder, D.L., & Pratt, S., (1984). On Being a Recognizable Indian Among Indians. Paper presented at the Practice of
Research in the Human Sciences, Penn State University, State College, Pennsylvania.
Pratt, S., (1984). Social Communication Among American Indians: Visual vs. Verbal. Paper presented at the Texas Speech
Communication Association, Austin, Texas.
Wieder, D.L., & Pratt, S., (1985) On Being a Recognizable Indian Among Indians. Revised version of an earlier paper
presented at the International Communication Association Annual Convention, Honolulu, Hawaii.
Pratt, S., Pryately, M., and Pratt, M., (1987). Communicative Patterns and Behaviors of Collegiate Student/Athletes. Paper
presented at the Texas Speech Communication Association, Houston, Texas.
Pratt, S., (1988). Mohawks, Alligators, Mesomorphs, Pocket Protectors and Bandannas. Paper presented at the
Multicultural Education Conference, Edmond, Oklahoma.
Pratt, S., (1989). Cultural Communication Patterns Among American Indians. Paper presented at the Oklahoma Speech
Communication Theatre Association Convention, Guthrie, Oklahoma.
Pratt, S., & Wieder. D.L., (1990). I Have a Few Words To Say: Notions on Formalized Discourse Among American
Indians. Paper at the Central States Communication Association, Detroit, Michigan.
Pratt, S., (1990). The Quest For An Identity: Being an Indian Youth In a Non-Indian World. Paper presented at the
Conference on Mental Health Issues For North American Indian Children and Adolescents, Tulsa, Oklahoma.
Pratt, S., (1990). Doing-Being-Becoming an Indian in a Non-Indian World. Paper presented at the Oklahoma Indian
Education Exposition, Norman, Oklahoma.
Pratt, S., (1990). Teaching Tribal Language as a Means of Cultural Revitalization. Paper presented at the "Keepers of the
Treasures"--A Tribal Cultural Heritage/Historic Preservation Conference, U.S. National Park Service Osage Indian
Reservation, Hominy, Oklahoma.
Pratt, S., & Wieder, D., (1992). I Want You To Talk For Me: An Ethnography of Speaking. Paper presented at the
International Communication Association Annual Convention, Miami, Florida.
Pratt, S., Wieder, D., (1992). Snagging Buffaloes, Telling Shame Stories, and Razzing: Subtle Uses of American Indian
Humor. Paper presented at the Speech Communication Association Convention, Chicago, Illinois.
Pratt, S., (1993). The Use of Silence As A Communicative Pattern Among American Indians. Paper presented at the
International Communication Association Annual Convention,Washington, D.C.
Pratt, S., (1993). An American Indian's View of Basic Communication Textbooks. Paper presented at the Speech
Communication Association Convention, Miami, Florida.
Pratt, S., (1994). Uses of Humor As A Form of Identification Among American Indians. Paper presented at the Central
States Communication Association Convention, Oklahoma City, OK.
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Pratt, S., & Lujan, P., (1994).Uses of Silence Among American Indians As a Method of Determining Cultural Competency.
Paper presented at the Speech Communication Association Convention, New Orleans, LA.
Pratt, S. (1994). Conducting Research Among American Indians: A 90's Perspective. Paper presented at the Speech
Communication Association Convention, New Orleans, LA.
Pratt, S., & Lujan, P. (1995). On the Problematic Nature of Conducting Research Among American Indians. Paper
presented at the Speech Communication Association Convention, San Antonio, TX.
Dixon, L. & Pratt, S. (1998). “American Indians and their ‘Other’ Family Members: The Communication Researchers.”
Paper presented at the National Communication Association Convention, New York, New York.
Pratt, S. B., & Buchanan, M. C. (1999). Wa-Zha-Zhe I-E: Osage language restoration. Paper presented to the Central States
Communication Association and Southern Communication Association Joint Convention, St. Louis.
Buchanan, M. C., & Pratt, S. B. (1999). Chop talk: Stylists' ways of speaking. Paper presented to the National
Communication Association Conference, Chicago
Pratt, S. B. (2003). Reflections on Being a Recognizable Indian Among Indians: Or How I Learned to Discover
"Indianness" with Larry Wieder. Paper presented on the National Communication Association Spotlight panel on
the Scholarship of D. L. Wieder, National Communication Association Conference, Miami.
Pratt, S. B. (2003). Further Confessions of a Road Man: Being an Indian in Academe. Paper presented to the National
Communication Association Conference, Miami.
Pratt, S. B. & Buchanan, M. C. (2006). Osage Native American Church: The Hidden Religion. Paper presented to the
National Communication Association Conference, San Antonio.
Pratt, S. B. (2007). Faith-Intellect-Ethics on the Rez: Conducting Research on American Indian Reservations. Panelist at
the National Communication Association Conference, Chicago.
Pratt, S. B. (2008). American Indian Identity: Communicating Indian-ness. Paper presented at the National Communication
Conference, San Diego.
Pratt, S. B. (2008). UnCONVENTIONal Balance: Marriage, Family, and Research on the Rez. Paper presented at the
National Communication Conference, San Diego.
Pratt, S. Pratt, M., & Miller, R. (2010). Osage Naming Ritual As a Form of Cultural Identity. Paper presented at the
National Communication Annual Convention. San Francisco, CA
ADDITIONAL RESEARCH
Wa-Zha-Zheh I-E, Vol. I, 1989. Developed the first conversational language tape of the Osage Language which includes
basic vocabulary and conversational phrases.
Wa-Zha-Zheh I-E. Vol. II, 1989. This language tape introduces new vocabulary and conversational phrases focusing on
tribal ceremonial activities.
Wa-Zha-Zheh Hon-Pa O-Tha-Ke, 1990. Developed orthography for the first Osage calendar which utilizes Osage months,
days of week, and numbers.
Wa-Zha-Zheh I-E, Volume III, 1991. This language tape provides conversational phrases for parents and children and
further vocabulary for cultural activities.
Osage Ways of Speaking, 1993. Videotaped documentary of communicative events enacted during the Osage ceremonial
dance, the I-lon-shka. This project was funded by the UCO Office of Faculty Research.
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HONORS/RECOGNITION
Recipient: Ralph E. Cooley Award. Presented by the Department of Communication, University of Oklahoma, Norman,
Oklahoma, 1983.
Recipient: Outstanding Osage Tribal Member. Presented by the Osage Day Heritage Committee, 1986.
Recipient: Outstanding Young College Speech Teacher. Presented by the Oklahoma Speech Theatre Communication.
Contributing Author: Cultural Communication and Intercultural Contact, edited by Donal Carbaugh. Speech
Communication Association 1990 Award for Distinguished Scholarship in International and Intercultural
Communication.
Recipient: Outstanding Indian Leader of Today. Presented by Oklahoma Education and Cultural Association
for Indian Youth, 1993.
Recipient: Research Fellow. Awarded by the Newberry Library, D'arcy McNickle Center for the History of the American
Indian, Chicago, IL. 1995.
Recipient: Faculty Merit Scholarship Award. Awarded by the University of Central Oklahoma. 2001.
Recipient: Hauptman Fellow. Awarded by the University of Central Oklahoma, Joe Jackson College of Graduate Studies
& Research. 2002.
PROFESSIONAL SERVICE
Editorship
Associate Editor, Journal of the Speech Theatre Communication Association, Oklahoma State University, Stillwater. 19911992.
Editorial Board, Great Plains Quarterly, Center for Great Plains Studies, University of Nebraska, Lincoln. 2000 – 2003.
Editorial Board, Journal of Intercultural Communication Research, World Communication Association, Routledge. 2004 –
2007.
Invited Lecturer
1. Classroom and Intercultural Communication, Department of Human Relations, Oklahoma Christian College, Oklahoma
City, Oklahoma.
2. Multicultural Counseling, Department of Psychology, University of Central Oklahoma, Edmond, Oklahoma.
3. Intercultural Communication, Department of Communication, University of Oklahoma, Norman, Oklahoma.
4. Parent/Child Relations, Department of Education, University of Central Oklahoma, Edmond, Oklahoma.
5. Intercultural Communication, College of Fine Arts and Humanities, St. Cloud State University, St. Cloud, Minnesota.
6. Intercultural Communication, Department of Communication, Bowling Green State University, Bowling Green, Ohio.
Workshops
1. Third Annual Encircling Our Forgotten Conference, American Indian Institute, Tulsa, Oklahoma.
2. Tecumseh Anti-Drug Strategies Cultural Identity Workshop, Shawnee, Oklahoma.
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3. Oklahoma State University-Oklahoma City, Native American Week, "The Indian Way of Life," Oklahoma City,
Oklahoma.
4. Wellness and Native Men II Conference, "Using Native Cultural Activities to Enhance Male Self Esteem," Albuquerque,
New Mexico.
5. L'Institute pour la pre'vention de l'enfance maltraitee, 7th Annual Conference, "Understanding Native Culture," Toronto,
Ontario, Canada.
6. Putnam City Public Schools, Department of Indian Education, Teacher Inservice Day.
7. Indian Youth Career Day, Education and Cultural Association for Indian Youth, Norman, Oklahoma.
8. Federally Employed Women Southwest Regional Training Program, "Cultural Awareness," Oklahoma City, Oklahoma.
9. The University of Oklahoma Health Sciences Center, Native American Graduate Program, "Health and the American
Indian," Oklahoma City, Oklahoma.
10. United National Indian Tribal Youth Conference. "Cultural Communication Training for Indian Youth," Oklahoma
City, Oklahoma.
Consulting
Consultant, Cedar Council, Language and Cultural Preservation Consulting Firm.
Consultant, Osage Tribal Museum, Pawhuska, Oklahoma.
Oklahoma State Department of Education, Native American Languages Committee, Oklahoma City, Oklahoma.
Committee Member, Multicultural Education Conference Planning Committee, Language Acquisition Program of the
Oklahoma City Public Schools, Oklahoma City, Oklahoma.
Adjunct Fellow, Center for Research on Minority Education, University of Oklahoma, Norman, Oklahoma.
REFERENCES
Dr. H. Dan O’Hair
Presidential Professor
Department of Communication
University of Oklahoma
Norman, Oklahoma 73019
Dr. Dan Swan
Associate Curator for Ethnography
Sam Noble Oklahoma Museum of Natural History
University of Oklahoma
Norman, Oklahoma 73019
Dr. Philip D. Lujan,
Professor, Emeritus
Department of Communication
University of Oklahoma
Norman, Oklahoma 73019
Dr. Lynda Dee Dixon,
Professor
School of Communication
Bowling Green State University
Bowling Green, Ohio 43403
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Merry Buchanan Pratt, Ph.D.
Associate Professor, Interpersonal Communication
Home Address, Phone, & Email
7025 Oakwood Creek Road
Edmond, OK 73034
405.974.5109
mbuchanan@uco.edu
Education
Ph.D. in Communication
University of Oklahoma, Norman, Oklahoma, 2001
Major: Communication
Minors: Organizational, Instructional, Interpersonal, and Intercultural Communication
Master of Arts with honors in English (Traditional Studies)
University of Central Oklahoma, Edmond, Oklahoma, July 1989
Bachelor of Arts with honors in Oral Communication Education
University of Central Oklahoma, Edmond, Oklahoma, May 1982
Professional Teaching Experience
Associate Professor of Interpersonal Communication, Department of Mass Communication
University of Central Oklahoma, Edmond, OK. 2008-present. (Instructor: 2002-2003).
Assistant Professor of Organizational Communication, Department of Mass Communication
University of Central Oklahoma, Edmond, OK. 2003-2008. (Instructor: 2002-2003).
Responsible for teaching 12-16 hours per semester: *Courses designed and taught by Dr. Buchanan
 Communication and Language 4453
 Corporate Promotion 4323*
 Organizational Communication 4113
 Creative Problem Solving 4910 *
 Women, Language, and Communication 4931*
 Corporate Communication and Technology 4934*
 Intergenerational Communication 4990*
 Sibling Communication 3990*
 Mediation 3990
 Nonverbal Communication 3113
 Interpersonal Health Communication 3990*
 Small Group Communication 3373
 Event Planning 3990*
 Communication Research 3153*
 Employment Interviewing 3062 / Interviewing Practices 4423*
 Presentation Techniques 3093
 Conference and Workshop Organization and Leadership 3203*
 Lying and Deception 3992*
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



Health Communication 3993/4533*
Introduction to Corporate/Organizational Communication 2153*
Introduction to Human Communication 2053
Fundamentals of Speech 1113
Adjunct Assistant Professor Advanced Programs, College of Continuing Education
University of Oklahoma, Norman, OK. Fall 2002.
Responsible for teaching:
 Graduate Seminar in Organizational Communication 5332
Adjunct Assistant Professor Department of Communication,
University of Oklahoma, Norman, OK. Fall 2002.
Responsible for teaching:
 Intercultural Communication 3513
Adjunct Assistant Professor Department of Educational Leadership and Policy Studies,
University of Oklahoma, Norman, OK. Fall 2001.
Responsible for teaching:
 Supervision of Instruction 5573
Instructor Department of Communication Studies, Texas Christian University, Fort Worth, TX.
June 2000 – July 2001.
Responsible for teaching 12 hours per semester:
 Graduate Seminar in Organizational Communication 60133
 Organizational Communication 30163 (taught partially online)
 Interviewing 30153
 Group Discussion 30133
 Business and Professional Speaking 20103
 Communicating Interculturally 30253 (designed new course)
Adjunct Instructor Department of Communication, University of Oklahoma, Norman, OK.
1997-2000.
Responsible for teaching:
 Communication and Argumentation 3483
 Intercultural Communication 3513
 Communication and Social Change 3243
 Public Speaking 2613
Adjunct Instructor Department of General Business, College of Business Administration,
University of Central Oklahoma, Edmond, OK, 1999-2000.
Responsible for teaching 9 hours per semester:
 Business Communication 3143
Adjunct Instructor Prior Learning + University Studies (PLUS Program), Oklahoma City
University, Oklahoma City, OK. 1997-1999.
Responsible for teaching:
 Organizational Communication
 Interpersonal Communication
 Small Group Communication
 Organizational Analysis Capstone
 Advanced Interpersonal Communication
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Adjunct Instructor Communication Department, University of Central Oklahoma, Edmond, OK, 1990-1997.
Responsible for teaching 6-9 hours per semester:
 Fundamentals of Speech 1113
 Communication for Teachers 2023
Graduate Teaching Assistant Oral Communication Department, University of Central Oklahoma, Edmond,
Oklahoma, 1988.
 Fundamentals of Speech 1113
High School Speech and English Instructor at Deer Creek Public Schools, Edmond, Oklahoma, 1982-1986.
Taught English I, English III, Public Speaking, Competitive Speech, and Debate.
Director of the award-winning Competitive Speech and Debate Team.
University Courses Taught
Graduate Seminar in Organizational Communication 60133
This graduate-level course addresses issues of social interaction practices within organizational
contexts: working with supervisors and subordinates, human relations, teamwork, managing networks of
relationships, completing tasks, handling conflicts, persuasion and influence, power, negotiating and
motivating, and working within an organizational culture. Emphasis is placed on application of
organizational theory through students’ semester projects that focus on the analysis of a particular
organization.
Graduate Seminar in Supervision of Instruction 5573
This course focuses on the clinical supervision of the classroom environment, instructional procedures,
and the evaluation of teaching through the processes of observation and consultation. Participants
develop control of the instrumentation and procedures that enable them to gather, display, and interpret
data relevant to the evaluation of classroom environments. Students develop an understanding of the
supervisory field and its role in teacher development and educational change.
Graduate Seminar in Organizational Communication 5332
This graduate-level survey course is designed to expose students to communication principles that hold
particular importance to the understanding of the organization. Emphasis is placed on both seminal and
recent research trends in organizational communication studies. In addition to an exploration of
contextual topics, types of organizational structures affected by communication and messages are
examined. Specific attention is directed toward understanding relevant research designs and
methodologies for studying communication in organizations.
Corporate Communication and Technology 4934
This course examines contemporary use of workplace communication technologies by providing a
comprehensive overview of emerging technologies (e.g., teleconferencing, electronic mail, videotext,
electronic bulletin boards, telecommuting, etc.). Further, the foundation of this course affords the
researcher the background with which to analyze various social and behavioral effects of these
communication technologies on human interaction--specifically in an organizational context.
Women, Language, & Communication 4931
This course examines and questions the nature of women's interaction with men and with each other. In
exploring the theories that account for variations, similarities, and differences of women
communicators, the interaction in a variety of contexts in both public and private settings is
investigated. This course explicates the structure of language as it relates to gender; the nature of sex
and gender and their relation to communicative processes, the organization of interaction as it relates to
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men and women, and the communication theories and methods for studying language and observing
interaction especially as they relate to women.
Corporate Promotion 4323
This course examines how an organization communicates with its employees, its extended audiences,
the press, and customers. Through the use of case analyses, students will act as practitioners of
corporate communication and understand a framework that allows them to make effective decisions
about communication approaches, priorities, and activities. We will address corporate promotion
concerns including: corporate networking, corporate web design and site development, corporate
branding, online marketing, e-business solutions, customer relationship management, wireless
technology, crisis communication, corporate culture, globalization and localization, and identity.
Organizational Communication 4113 & 4433
Organizational communication addresses issues related to practices of social interaction within
organizational contexts. This course is designed to introduce students to theories and concepts that
explain the complex communication processes operating in organizations. Areas of focus include:
working with supervisors and subordinates, working in teams, managing networks of relationships,
completing tasks, handling conflicts, persuasion and influence, power, negotiating and motivating, and
working within an organizational culture. The course will also challenge students to apply theoretical
concepts to their own experiences in organizations.
Creative Problem Solving 4910
This course delves into the utilization of creative problem solving from organizational as well as
individual perspectives. Emphasis is placed upon the role of communication in a variety of CPS
techniques, blocks, theoretical approaches, and functional application. Drawing from professional and
personal experience, students will practice methods that expand and improve their creative problem
solving skills.
Organizational Analysis Capstone 4583
This course examines the influence of communication on problems of intrapersonal, interpersonal and
intergroup relations, organizational culture, social influence, and leadership processes within
organizations. Organizational theories explored include founding perspectives (classical management;
human relations and human resources approaches), systems theory, critical and postmodern approaches
and cultural studies.
Lying and Deception 3992
Knowledge of effective communication requires understanding issues related to lying and deception.
Philosophical, dialogic, and behavioral perspectives are used to examine lying and deception as
behavior that is civil, strategic, and manipulative. Deception detection, secrets, privacy, nonverbal
leakage, disclosures, and confidentiality are examined in a variety of contexts including intimate and
social relationships, courtroom testimony, political campaigns, computer-generated realities, and others.
Health Communication 3993
This survey course is designed to introduce students to a wide range of scholarship about health
communication. The course facilitates an understanding of the communication processes that influence
and/or are influenced by health and health care contexts. Specifically, we investigate the role of
communication in general models of health and illness, the relationship between patient and care
provider, health care teams, social support, public health campaigns, and communication in chronic and
terminal disease situations.
Employment Interviewing 3062
This class specifically addresses the process of employment interviewing-- how messages are phrased
and understood, the roles of different types of questions to obtain different types of information, legal
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aspects of interview questions, and how both verbal and nonverbal communication affects the
interviewing process. Students simulate roles as both an interviewer and an interviewee in an
employment situation.
Communication Research Methods 3153
This course is designed to introduce students to both quantitative and qualitative methods commonly
used in communication research. However, the student, through an acquaintance with a variety of
procedures, can (1) conduct elementary, yet meaningful, research, and (2) better evaluate the current
communication research available. The student will learn what kinds of questions can be investigated
through research and to ask intelligent questions about published research reports.
Presentation Techniques 3093
As a future professionals, students will not only be expected to be poised speakers, but also to organize
and prepare clear, concise, and interesting reports and presentations. To prepare students for the future,
this course focuses on writing, speaking, and delivery skills; as well as critical thinking and analytical
skills that concentrate on how to organize a report or presentation, solve problems, build arguments, and
use creativity. This course is designed to help participants become confident and savvy
presenters/communicators in a variety of professional contexts. Additionally, this course provides the
application of techniques needed to enhance public communication by allowing students to prepare and
present various visual and audio technology utilized in contemporary presentations.
Conference & Workshop Organization and Leadership 3203
This course is designed to present a practical approach to designing and conducting workshops.
Emphasis is placed on the organization of conferences and workshops as well as necessary leadership
skills. Grounded in learning theory, this course accentuates how to design, facilitate, and direct
workshops, while identifying and improving existing skills. Students will learn how to create specific
experiential activities designed to facilitate different types of learning and take workshop participants
through a universal cycle of learning. This course will be useful to anyone who facilitates workshops in
education, adult education, business, health care, and other settings.
Organizational Communication 30163
Designed to introduce students to theories and concepts that explain the complex communication
processes operating in organizations, this course challenges students to apply theoretical concepts to
case studies and their own experiences in organizations. Topics include leadership, decision-making,
communication technology, workplace gender issues, teams and networks, relational contexts, and
strategic alignment. This course was taught partially online using eCollege.com.
Group Discussion 30133
Emphasizing the communication processes inherent within group interaction, students learn about group
processes and develop their skills as group members through the completion of group projects. Merging
theory and practice, students master course content and deal with authentic problems that arise during
group interaction.
Interviewing 30153
To effectively participate in interviewing interactions, this course addresses the process of interviewing,
understanding each party’s motives for participating, personal orientations toward the process, and the
roles of common understanding and goals. Students apply this knowledge to survey interviews,
journalistic/ information-gathering interviews, employment interviews, and persuasive interviews.
Intercultural Communication 3513
Utilizing communication patterns, this course examines the relationship of culture and ethnicity.
Emphasis is given to varying dimensions of intercultural communication and the influence of values,
attitudes, beliefs, stereotypes, and worldview on the complexity of intercultural communication
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encounters. Theory is integrated with application as skills in developing communication competency in
a multicultural setting are promoted.
Communication and Argumentation 3483
Focusing on persuasive elements used in contemporary society, this course emphasizes mass media and
advertising, mediation arbitration as alternatives to dispute resolution, and fundamentals of argument
construction. Practical application includes Lincoln-Douglas and NDT debate formats.
Communication and Social Change 3243
Examining the role of communication in social change processes, this course explores historical and
comparative perspectives of social change, diffusion theories, and theoretical approaches to
communication planning.
Small Group Communication 3203
Providing an overview of the communication process within small groups, theories of group
communication, models, principles, and research findings are the topics of focus. Students participate in
several group projects to improve their abilities to function effectively as a member of small groups.
Topics include group formation and development, leadership, interaction skills, conflict and cohesion,
decision-making, technology use and delivering effective group presentations.
Organizational Communication 3103
Principles of organizational communication are the basis of this course. Topics include new
communication technologies, globalization, workplace interpersonal relations, teams and networks, and
founding perspectives. Theoretical approaches include critical, cultural, postmodern, classical
management, human relations, human resources, and systems theory.
Employment Interviewing 3062
This course focuses on the role of communication, specifically in the job interviewing process. Students
develop job contact strategies, prepare state-of-the-art resumes and cover letters, and learn effective
verbal and nonverbal communication techniques for the initial interview, follow-up interviews, and
post-hiring communication processes.
Business Communication 3143
Focusing on communication in the business environment, this course prepares future professionals by
building on writing, speaking, and delivery skills; as well as critical thinking and analytical skills that teach
students how to organize a report or presentation, solve problems, build arguments, and use creativity. This
course is designed to help students become confident presenters, as well as savvy presentation and report
writers.
Communication for Teachers 2023
Designed to prepare preservice elementary and secondary teachers for leadership roles, this course
emphasizes the principles and practice of communication skills unique to the educational environment.
This course utilizes experiential learning to understand instructional procedures, language and
technology use, nonverbal communication, teaching and learning styles, classroom climate,
interpersonal relationships, information dispensing, interactive teaching and learning techniques, and
classroom supervision.
Public Speaking 2613
This oral communication course focuses on the preparation and presentation of informative,
demonstrative, and persuasive discourse. Topics of study include research, organization, content and
support material, thesis formulation, developing introductions and conclusions, effective use of visual
aids, delivery of speeches for diverse audiences, communication apprehension, listening, and
constructive evaluation of speeches.
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Business and Professional Speaking 20103
As future professionals, students will not only be expected to be confident speakers, but also to organize
and prepare clear, concise, and interesting presentations. This course helps students become competent,
self-assured presenters. Students gain a conceptual understanding of communication and presentation
factors associated with business and professional contexts and demonstrate proficient organization and
delivery skills associated with presenting verbal information in a business environment.
Interpersonal Communication 2113
As a broad introduction to the study of interpersonal communication, this course focuses on the role of
communication in relationships. Topics include the initiation, development, maintenance, dissolution,
and termination stages of interpersonal relationships; interaction patterns, attraction, intimacy,
environmental and cultural influences, self-disclosure, compliance-gaining techniques, managing
relational conflict, and achieving self-presentation, instrumental, and relational goals.
Introduction to Corporate Communication 2153
This course introduces students to corporate communication research and theory; emphasizing
communication processes in the corporate environment. It provides an analysis of the communication
structure and function in complex organizations. Theoretical and practical assignments cover a broad
range of activities that help an organization communicate with its internal and external publics.
Fundamentals of Speech 1113
This course is designed to make students more effective public speakers. Emphasis is placed on
performance and skills in the preparation and delivery of a public speech. A combination of lecture,
discussion, activities, and exercises enhance student learning.
Secondary Courses Taught
English I
A freshman-level course introducing writing as a five-step process: prewriting, drafting,
revising, editing, and publishing. Grammar, mechanics, and language use in the composition
process is studied. By exploring various forms of literature (poetry, prose, short story, essay,
biography, drama, and novel), students analyze literature via theme, plot, setting,
characterization, symbol, style, and point of view. An introduction to Shakespearean theatre is
followed by a study of Romeo and Juliet.
English III
A junior-level course in which students continue to hone their composition skills with proper
use of grammar and writing format. Students study American literature--beginning with
American Indian literature, continuing with the writings of English settlers and the Puritans, and
evolving into the Age of Reason--students witness the development of our national literary
heritage. American dramas (The Crucible, Our Town) serve as subjects for literary analyses.
The Shakespearean selection is Hamlet.
Speech I
An introductory speech course for grades 9-12 that exposes students to extemporaneous,
impromptu, memorized, and manuscript speaking styles. Topics include the communication
process, listening, feedback, nonverbal rudiments, speech preparation and presentation, content,
organization, and delivery.
Advanced Speech
For students who have completed Speech I, this course covers speech preparation and
presentation, analysis and evaluation of speech performance, voice & diction, oral
interpretation, and introduction to theatre and competitive speech events.
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Competitive Speech
This advanced performance-based course centers on the competitive area of speech. Topics
include competitive speech events: monologue, humorous / dramatic duet, oral interpretation of
poetry and prose, standard and original oratory, humorous/dramatic interpretation,
extemporaneous speaking, Lincoln-Douglas debate, and cross-examination debate.
Debate
Beginning and advanced debaters study Lincoln-Douglas and cross-examination debate styles
and regulations, affirmative and negative argument structure, methods of opponent crossexamination, proposition analysis, research, delivery, outlining, and organization.
Refereed Publications
Pratt, S. Pratt, M., & Miller, R. (2011). Osage naming ritual as a form of cultural identity. In A. Gonazalez, M.
Huston & V. Chen, (Eds.) Our Voices: Essays in Culture, Ethnicity, and Communication, 5th ed. Oxford
Press.
Pratt, S., Pratt, M. & Dixon, L. (2011). American Indian communication: Communicating
Indian-Ness. In L. Samovar, R. Porter & E. McDaniel (Eds.) Intercultural Communication: A Reader,
13th ed. Cengage Publishing.
Buchanan, M. C., O’Hair, H. D., & Becker, J. A. H. (2006). Strategic communication during
marital relationship dissolution: Disengagement resistance strategies. Communication
Research Reports, 23(3), 139-147.
Pratt, S. B., & Buchanan, M. C. (2004). “I want you to talk for me”: An ethnography of
communication of the Osage Indian. In M. Fong & R. Chuang (Eds.), Communicating
ethnic and cultural identity (pp. 261-273). Lanham, MD: Rowman and Littlefield.
Pratt, S. B., & Buchanan, M. C. (2004). Wa-Zha-Zhe I-E: Notions on a dying ancestral
language. In A. Gonzalez, M. Houston, & V. Chen (Eds.), Our voices: Essays in culture,
ethnicity, and communication (4th ed., pp. 174-182). Los Angeles, CA: Roxbury.
Buchanan, M. C., Villagran, M. M., & Ragan, S. L. (2002). Women, menopause, and
(Ms.)information: Communication about the climacteric. Health Communication, 14,
99-119.
Buchanan, M. C. (1997). Habermas and Tannen on language, power, and universal pragmatics: Genderlects in
male-female conversation. Journal of the Oklahoma Speech Theatre
Association, 18, 69-73.
Buchanan, M. C. (1996, Fall). Public speaking icebreaker. Communication Teacher (pp.
8-9). Annandale, VA: National Communication Association.
Non-Refereed Publications
Buchanan, M., & Morris, M. (2001). Instructor’s Manual for Business communication: A
framework for success. Cincinnati, OH: South-Western College Publishing.
Buchanan, M. C. (2001). Test Bank for Public Speaking: Challenges and choices, (O’Hair
& Stewart). Boston: Bedford/St. Martin’s.
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Buchanan, M., & Morris, M. (2001). Annotations for Annotated Instructor’s Edition of Business
Communication: A framework for success. Cincinnati, OH: South-Western College
Publishing.
Buchanan, M. C. (2001). Off to a great start: Formulating an effective introduction. In L. W.
Hugenberg & B. S. Moyer (Eds.), Teaching ideas for the basic communication course,
vol. 4. Dubuque, IA: Kendall Hunt.
Buchanan, M. C. (2001). Public speaking icebreaker. In S. Lucas (Ed.), Selections from
The Speech Communication Teacher, vol IV. New York: McGraw-Hill.
Buchanan, M. (2000). Outlining and organizing your speech: A workbook for students.
Boston: Bedford/St. Martin’s.
Buchanan, M. C. (1999). Audio questions for Public speaking: Challenges and choices, (O’Hair
& Stewart). Boston: Bedford/St. Martin’s.
Buchanan, M. C. (1999). Website quizzes for Public speaking: Challenges and choices, (O’Hair
& Stewart, 1999). Boston: Bedford/St. Martin’s.
Buchanan, M. C. (1999). Instructor’s test bank for Public speaking: Challenges and choices,
Stewart, 1999). Boston: Bedford/St. Martin’s.
(O’Hair &
Buchanan, M. C. (1999). How to win over the boss. In A. B. VanGundy (Ed.), 101 great games
and activities for trainers (pp. 265-268). San Francisco, CA: Jossey-Bass.
Buchanan, M. C. (1999). I believe. In A. B. VanGundy (Ed.), 101 great games and activities for trainers (pp.
101-102). San Francisco, CA: Jossey-Bass.
Buchanan, M. C. (1999). It’s a man’s world after all. In A. B. VanGundy (Ed.), 101 great games and activities
for trainers (pp. 103-104). San Francisco, CA: Jossey-Bass.
Buchanan, M. C. (1999). New hires. In A. B. VanGundy (Ed.), 101 great games and activities
for trainers (pp. 179-180). San Francisco, CA: Jossey-Bass.
Buchanan, M. C. (1999). Under the sea. In A. B. VanGundy (Ed.), 101 great games and
activities for trainers (pp. 109-110). San Francisco, CA: Jossey-Bass.
Buchanan, M. C. (1998). Personalized license plates as a self-disclosure activity. In L. W.
B. S. Moyer (Eds.), Teaching ideas for the basic communication course,
vol. 1 (pp. 191-194). Dubuque, IA: Kendall Hunt.
Training and Development (49 to date)
Buchanan, M. C. (2010). Emotional Intelligence. Employee Training, Performance Review
Techniques. DitchWitch. Perry, Oklahoma.
Buchanan, M. C. (2007). Managing Generations at Work. Professional Training,
Chesapeake Energy. Oklahoma City, Oklahoma.
Buchanan, M. C. (2007). Emotional Intelligence. Professional Development Program,
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Hugenberg &
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Employee Relations and Development, University of Central Oklahoma.
Buchanan, M. C. (2007). Intergenerational Communication. Professional Development Program,
Employee Relations and Development, University of Central Oklahoma.
Buchanan, M. C. (2006). Delegating and Multi-Tasking. Professional Development Program,
Employee Relations and Development, University of Central Oklahoma.
Buchanan, M. C. (2006). Interaction Skills for Tinker Non-Supervisory Personnel: How to
Achieve Your Communication Goals. Training presentations to more than 1,000 Tinker Air Force Base
employees. June, 2006. Oklahoma City, Oklahoma.
Buchanan, M. C. (2005). Interaction Skills for Tinker Non-Supervisory Personnel: How to
Achieve Your Communication Goals. Training presentations to more than 6,700 Tinker Air Force Base
employees. August-November of 2005. Oklahoma City, Oklahoma.
Buchanan, M. C. (2005). Employment Interviewing. Professional Development Program,
Employee Relations and Development, University of Central Oklahoma.
Buchanan, M. C. (2005). Communication skills for union stewards. Training presentations to the
annual District 6 Communication Workers of America Regional Leadership Conference, Norman,
Oklahoma.
Buchanan, M. C. (2004). Communication skills for union stewards. Training presentations to the
annual District 6 Communication Workers of America Regional Leadership Conference, Norman,
Oklahoma.
Buchanan, M. C. (2003). Using leadership skills to build strong school improvement teams.
Training presentation to the Oklahoma Center for Effective School, School Improvement Team
Quarterly Meeting. Norman, Oklahoma.
Buchanan, M. C. (2003). Communication skills for union stewards. Training presentations to the
annual District 6 Communication Workers of America Regional Leadership Conference, Norman,
Oklahoma.
Buchanan, M. C. (2002). Diffusion of innovations. Consultant to the Department of Defense
Joint Course in Communication, Class 2002C, University of Oklahoma, Norman,
Oklahoma.
Buchanan, M. C. (2002). Organizational communication problems. Consultant to the
Department of Defense Joint Course in Communication, Class 2002C, University of
Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (2002). Problematic group communication. Consultant to the Department of
Defense Joint Course in Communication, Class 2002C, University of Oklahoma,
Norman, Oklahoma.
Buchanan, M. C. (2002). Termination of romantic relationships. Consultant to the Department of
Defense Joint Course in Communication, Class 2002C, University of Oklahoma,
Norman, Oklahoma.
Buchanan, M. C. (2002). Communication skills for union stewards. Training presentations to the
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annual District 6 Communication Workers of America Regional Leadership Conference, Norman,
Oklahoma.
Buchanan, M. C. (2002). Relational disengagement. Consultant to the Department of Defense
Joint Course in Communication, Class 2002B, University of Oklahoma, Norman,
Oklahoma.
Buchanan, M. C. (2002). Issues in group communication. Consultant to the Department of
Defense Joint Course in Communication, Class 2002B, University of Oklahoma,
Norman, Oklahoma.
Buchanan, M. C. (2002). Special problems in intimate relationships. Consultant to the
Department of Defense Joint Course in Communication, Class 2002A, University of Oklahoma,
Norman, Oklahoma.
Buchanan, M. C. (2002). Special problems in small group interaction. Consultant to the
Department of Defense Joint Course in Communication, Class 2002A, University of
Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (2001). Communication skills for union stewards. Training presentations to the
annual District 6 Communication Workers of America Regional Leadership Conference, Norman,
Oklahoma.
Buchanan, M. C. (2001). Fundamentals of supervision. Two-day training presentations to the
Oklahoma Department of Transportation, Norman, Oklahoma.
Buchanan, M. C. (2001). Organizational team building. Training Specialist for Conference of
State Bank Supervisors Senior School, Norman, Oklahoma.
Buchanan, M. C. (2001). Interpersonal relationship problems. Consultant to the Department of
Defense Joint Course in Communication, Class 2001D, University of Oklahoma,
Norman, Oklahoma.
Buchanan, M. C. (2000). Communication skills for union stewards. Training presentations to the
annual District 6 Communication Workers of America Regional Leadership Conference, Norman,
Oklahoma.
Buchanan, M. C. (2000). Psychological orientation to communication. Consultant to the
Department of Defense Joint Course in Communication, Class 2000C, University of Oklahoma,
Norman, Oklahoma.
Buchanan, M. C. (2000). Argumentation theory. Consultant to the Department of Defense Joint
Course in Communication, Class 2000C, University of Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (2000). Theories of mass communication. Consultant to the Department of
Defense Joint Course in Communication, Class 2000C, University of Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (2000). Communication during relationship disengagement. Consultant to the
Department of Defense Joint Course in Communication, Class 2000B, University of Oklahoma, Norman,
Oklahoma.
Buchanan, M. C. (1999). Leadership communication. Consultant to the Department of Defense Joint Course in
Communication, Class 1999D, University of Oklahoma, Norman, Oklahoma.
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Buchanan, M. C. (1999, 1998, 1997, 1996). Language skills, Classroom management, and
Cultural orientations. Training presentations to the annual International Teaching
Assistant Workshop, University of Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (1999). Communication skills for union stewards. Training consultant presentations to the
annual District 6 Communication Workers of America Regional Leadership Conference, Norman,
Oklahoma.
Buchanan, M. C. (1999). Organizational and persuasive communication; Problem solving and
conflict management. Training Specialist for Training Directors Forum for Conference of
State Bank Supervisors, Portland, Oregon.
Buchanan, M. C. (1999). Team building as a management tool. Training Specialist for Senior
Examiner School for Conference of State Bank Supervisors, Norman, Oklahoma.
Buchanan, M. C. (1999). Persuasive communication. Consultant to the Department of Defense
in Communication, Class 1999C, University of Oklahoma, Norman,
Oklahoma.
Joint Course
Buchanan, M. C. (1999). Theories of persuasion and compliance-gaining.. Consultant to the
Department of Defense Joint
Course in Communication, Class 1999B, University of Oklahoma,
Norman, Oklahoma.
Buchanan, M. C. (1999). Communicating in interpersonal relationships. Consultant to the
Department of Defense Joint Course in Communication, Class 1999B, University of
Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (1999). Leadership in organizations. Consultant to the Department of Defense Joint Course in
Communication, Class 1999B, University of Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (1998). Relational disengagement. Consultant to the Department of Defense Joint Course in
Communication, Class 1999A, University of Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (1998). Communication dynamics for union stewards. Training consultant presentations to the
annual District 6 Communication Workers of America Regional Leadership Conference, Norman,
Oklahoma.
Buchanan, M. C. (1998). Communicating in work groups and teams. Consultant to Francis Tuttle Vo-Tech
Business and Industries Services. Oklahoma City, Oklahoma.
Buchanan, M. C. (1998). Effective small group communication. Consultant to the Department of Defense Joint
Course in Communication, Class 1998D, University of Oklahoma,
Norman, Oklahoma.
Buchanan, M. C. (1998). Interpersonal communication. Consultant to the Department of Defense Joint Course
in Communication, Class 1998D, University of Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (1998). Indigenous language restoration. Research presentation to the Department of Defense
Joint Course in Communication, Class 1998C, University of Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (1998). Health status of the Osage tribal language. Research presentation to
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the Department of Defense Joint Course in Communication, Class 1998B, University of Oklahoma,
Norman, Oklahoma.
Buchanan, M. C. (1998). Understanding intercultural communication theory: Ethnic identity. Research
presentation to the Department of Defense Joint Course in Communication, Class 1998A, University of
Oklahoma, Norman, Oklahoma.
Buchanan, M. C. (1997). Communication dynamics and communication skills in labor unions.
Training presentations to the annual District 6 Communication Workers of America
Regional Conference at the University of Oklahoma, Norman, Oklahoma.
Friedrich, G. W. & Buchanan, M. C. (1997). Teaching the college course in instructional communication. Short
Course training seminar at National Communication Association Convention, Chicago.
Research Convention Presentations (32 to date)
Pratt, S. B., & Buchanan, M. C. (2006). Osage Native American Church: The hidden religion.
Research paper presented at the National Communication Association Convention, San Antonio.
Buchanan, M. C. (2005). Implementing the “8th habit” in training and development: A
diagnosis and RX for trainers. Research paper presented at the National
Communication Association Convention, Boston.
Villagran, M. M., & Buchanan, M. C. (2003). A social marketing approach to bone marrow
donor registration. Paper presented at the National Communication Association Convention, Chicago.
Buchanan, M. C. (2003). Reaching in: Self-concept vs. self-esteem. Great Ideas for Teaching
Speech (GIFTS). Activity presented at the National Communication Association Convention, Miami
Beach.
Convention Presentations, continued
Buchanan, M. C. (2002). Top Four Paper: Strategic communication during relationship
dissolution: Disengagement. Family Communication Division. Paper presented at the National
Communication Association Convention, New Orleans.
Buchanan, M. C. (2002). New teacher socialization. Research presented at the High Achieving
Schools and Communities, 5th Annual University of Oklahoma Winter Institute, Norman,
Oklahoma.
Villagran, M. M., Buchanan, M. C., & Anderson, T. (2001). (Non)depressed persons'
Perceptions of loss of self and verbal aggression in romantic relationships. Paper presented at the
National Communication Association Convention, Atlanta.
Buchanan, M. C. (2001). Effective test construction and outcome assessment in the basic course.
Paper presented at the Eastern Communication Association Convention, Portland, Maine.
Buchanan, M. C., & Villagran, M. M. (2000). The dismal dimension: Discordant adult sibling
relationships and intergenerational communication. Paper presented at the National Communication
Association Convention, Seattle.
Buchanan, M. C. (1999). Preventatives and dispreferreds between stylist and client: A
study in the salon. Paper presented at the National Communication
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conversation analytic
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Association Convention, Chicago.
Buchanan, M. C. (1999). Chop talk: Stylists’ ways of speaking. Paper presented at the National
Communication Association Convention, Chicago.
Pratt, S. B., & Buchanan, M. C. (1999). Wa-Zha-Zhe I-Eh: Osage language restoration.
Paper
presented at the Central States Communication Association and Southern
Communication Association
Joint Conference, St. Louis.
Buchanan, M. C., Morris, M. M., & Ragan, S. L. (1998). Women, menopause, and
grounded theory approach to the climacteric. Paper presented at the
National Communication Association Convention, New York.
(Ms.)information: A
Buchanan, M C., Bearden, L., & Howard, J. (1998). Appeals to women: Relay text themes in
nontraditional
women’s magazines. Paper presented at the National Communication
Association Convention, New York.
Morris, M. M., & Buchanan, M. C. (1998). Fighting the new world order: An examination
of
paramilitary organizations' use of mass communication and interactive technology.
Paper presented at the
National Communication Association & International Communication Association Convention, Rome, Italy.
Bearden, L., Morris, G. H., & Buchanan, M. C. (1998). Damaged trust: Variations in
transgressions and
repair expectations across relationship types. Paper presented at the International Network on Personal
Relationships Convention, Norman,
Oklahoma.
Buchanan, M. C. (1998). It’s a man’s world after all. Paper presented at the Central States
Communication Association Convention, Chicago.
Buchanan, M. C. (1997). Lifespan images of females in print media “Telling it slant”: A case
publisher’s magazines for women. Paper presented at the National
Communication Association Convention, Chicago.
study of G+J
Friedrich, G., Halone, K., Pecchioni, L., Morris, M., Buchanan, M. C., Wright, K., &
Bearden, L. (1997).
Computer-mediated organizational socialization: Development and
implementation of an internet web
page for graduate student socialization. Paper presented at the National Communication Association
Convention, Chicago.
Buchanan, M. C. (1997). “So you have to teach public speaking...” Roundtable interactive panel at the
Oklahoma Speech/Theatre Association Conference, Edmond, Oklahoma.
Buchanan, M. C. (1997). The dismal dimension: Discordant adult sibling relationships and
intergenerational communication. Poster session presentation to the eighth annual
Geriatric Institute Conference, Norman, Oklahoma.
Summer
Buchanan, M. C. (1997). Top Three Papers in Intercultural Communication: Teaching
intercultural communication theory with film: Understanding ethnic identity using Once Were Warriors.
Paper presented at the Central States Communication Association
Conference, St. Louis.
Buchanan, M. C., & Wardrope, W. (1997). The required course in classroom communication for prospective
teachers: Sharing our university’s approach. Paper presented at the Central
States Communication Association Convention, St. Louis.
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Buchanan, M. C. (1997). Habermas and Tannen on language, power, and universal pragmatics: Genderlects in
male-female conversation. Paper presented at the Central States
Communication Association Conference, St. Louis.
Buchanan, M. C. (1996). Student learning through instructional modeling: How can they learn
behaviors? Paper presented at the Speech Communication Association
Convention, San Diego, California.
from our
Buchanan, M. C. (1996). May I see your license please?: Personalized license plates as a selfspeech. Paper presented at the Speech Communication Association
Convention, San Diego, California.
disclosure
Buchanan, M. C. (1996). Something old, something new, Habermas and Tannen on
language, power, and
universal pragmatics: Genderlects in male-female conversation. Paper awarded in the Showcase of Outstanding
Graduate Papers in Rhetorical Theory Panel at the Oklahoma Speech/Theatre Association Conference,
Edmond, Oklahoma.
Buchanan, M. C. (1996). Instructional communication scholar Ann Q. Staton: Perspectives on socialization,
communication concerns, and teacher training. Paper presented at the Sooner Communication Conference,
Norman, Oklahoma.
Buchanan, M. C. (1995). Any old bag will do: The introductory speech. Activity presented at the Speech
Communication Association Convention, San Antonio, Texas.
Buchanan, M. C. (1995). An ‘APPLE’ a day: An acronym to effectively open your class. Activity presented at
the Speech Communication Association Convention, San Antonio, Texas.
Buchanan, M. C. (1995). ‘Speechspeak’: A newsletter connecting students to their worlds. Paper presented at
the Speech Communication Association Convention, San Antonio, Texas.
Buchanan, M. C. (1995). Off to a great start: Formulating an effective introduction. Activity
the Southern States Communication Association Convention, New Orleans.
Line of Research
Research Investigations: Focus on Language and Social Interaction in Three Contexts
Pratt, S. B., & Buchanan, M. C. “Cultural sayables:” An Osage perspective.
Buchanan, M. C. New hires and pre-hires: Organizational socialization and its impact on
workplace communicative processes.
Buchanan, M. C. Supervision of instruction and entry-level teachers: Supervisory
impact on first year teachers’ socialization and critical events.
Buchanan, M. C. Teacher leadership through authentic pedagogy: A case for cooperative
learning in the classroom.
Bethea, L. S., Villagran, M. M., & Buchanan, M. C. Beyond immediacy: An examination
of "identification" in the university classroom.
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presented at
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Funding Received for Scholarship and Service
Faculty Merit Credit Award for Service. University of Central Oklahoma, 2007.
Faculty Merit Credit Award for Teaching. University of Central Oklahoma, 2006.
Faculty Merit Credit Award for Research. University of Central Oklahoma, 2005.
Grant Recipient, U.S. Department of Education, 2005 Title III A: Strengthening Institutions
Program, WebCT.
Publication Submissions Under Review
Buchanan, M C., Villagran, M. M., & Bearden, L. Appeals to women: Relay text themes
in nontraditional women’s magazines. Journal of Magazine and New Media Research.
Buchanan, M. C. Lifespan images of females in print media “telling it slant”: A case study of
G+J publisher’s magazines for women. Women’s Studies in Communication.
New Course Proposals Designed by Dr. Buchanan and Implemented at UCO
Event Planning 3990
Intergenerational Communication
Creative Problem Solving 4910
May 2007 New Intersession
Health Communication 4533
May 2005 New Intersession; Spring 2007 New Course
Interviewing Practices 4423
December 2004 New Intersession; Spring 2006 New Course
Introduction to Org Comm 2153
Spring 2005 New Course
Women, Language & Comm 4931
Spring 2005 New Independent Study
Corp Comm & Technology 4934
Spring 2005 New Independent Study
Lying and Deception 3992
December 2003 New Intersession
Recent Publisher-Solicited Book Reviews
2006, The Theory and Practice of Corporate Communication (Sage)
2005, Organizational Communication for Survival (Allyn & Bacon)
2004, Business Communication (Thomson Business & Professional)
2004, Competent Communication (Bedford/St. Martin’s)
2004, Public Speaking for the Digital Age (Wadsworth)
2004, The Engaging Speaker (Wadsworth/Thomson)
2003, The Art of Leadership (McGraw Hill)
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2003, Strategic Communication in Business and the Professions (Houghton Mifflin)
Professional Awards
Faculty Merit Credit Award for Service. University of Central Oklahoma, 2007.
Faculty Merit Credit Award for Teaching. University of Central Oklahoma, 2006.
Woman of the Month Award. The Association for Women in Communications, UCO Chapter.
October, 2006.
Grant Recipient, U.S. Department of Education, 2005 Title III A: Strengthening Institutions
Program, WebCT.
Faculty Mentor Award, College of Liberal Arts Class Marshall, Nicole Ploeger, 2005.
Faculty Merit Credit Award for Research. University of Central Oklahoma, 2005.
Commitment to Education and Students Award. University of Central Oklahoma Greek System,
2003-2004.
Selected as the Best Faculty Research Presentation among faculty in the College
of Liberal Arts to present research in the Second Annual Liberal Arts Faculty
Colloquium, “Relationship Disengagement.” University of Central Oklahoma, 2004.
Voted as one of the Favorite Ten Professors of UCO. Election sponsored by Alpha Lambda
Delta, University of Central Oklahoma. 2002-2003.
Adopt-A-Prof. Selected by UCO on-campus students, 2004.
Commitment to Education and Students Award. University of Central Oklahoma Greek System,
2002-2003.
Selected as one of four faculty members in the College of Liberal Arts to present research in the
Liberal Arts First Annual Faculty Colloquium, “The Dismal Dimension: Discordance in Adult Sibling
Relationships.” University of Central Oklahoma, 2003.
Top Four Paper, "Strategic Communication During Relationship Dissolution: Disengagement."
Family Communication Division, National Communication Association Convention,
New Orleans, 2002.
Dr. Merry Buchanan Day in Fort Worth, Oct. 23, 2000. Proclamation by Mayor Kenneth Barr,
Fort Worth, TX.
The 1998-1999 H. Waylon Cummings Outstanding Dissertation Proposal Award, Department of
Communication, University of Oklahoma.
Dissertation Research Grant, University of Oklahoma Graduate College, May 2000.
Alpha Phi Omega Leader of the 20th Century Award, 1999.
Professional Awards, continued
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University of Oklahoma Josh Lee Memorial Public Speaking Competition, 1999. Three of the
six finalists were my students.
Top Three Paper, Intercultural Communication Panel, Central States Communication
Association, St. Louis, Missouri, April, 1997.
One of 17 presenters selected from 154 submissions, GIFTS, Annual meeting of the Speech
Communication Association, San Diego, California, November, 1996.
Third Place Award, “Showcase of Outstanding Graduate Papers in Rhetorical Theory,”
Oklahoma Speech/Theatre Association, Edmond, Oklahoma, September, 1996.
Summa Cum Laude, Master of Arts.
University of Central Oklahoma, Edmond, Oklahoma, July, 1989.
Professional Services
Graduate Faculty Member, as re-approved by the Graduate Council Membership Committee
Fall 2007-Fall 2010.
Graduate Faculty Member, as approved by the Graduate Council Membership Committee
Fall 2004-Fall 2007.
The Association for Women in Communications Faculty Advisor, University of Central
Oklahoma Chapter, 2004-present.
Invited Trainer, Emotional Intelligence. Professional Development Program, Employee
Relations and Development, UCO, 2007.
Invited Trainer, Intergenerational Communication. Professional Development Program,
Employee Relations and Development, UCO, 2007.
The Liberal Arts Dean’s Book Club Member. What the Best College Teachers Do. Fall, 2006.
University of Central Oklahoma.
Communication Audit, Director. Audit for the Mass Communication Department, Spring 2006.
Invited Trainer, Delegating and Multi-Tasking. Professional Development Program,
Employee Relations and Development, UCO, 2006.
Chair, Hiring Committee for the new Assistant Professor of Organizational Communication
position. Mass Communication Department, UCO, Summer, 2005.
Invited Trainer, How to Prepare for Your First Job: Techniques in the Employment Interview.
Professional Development Program, Employee Relations and Development, UCO, 2005.
Invited Lecturer, Employment Interviewing. Dietetic Graduate Internship Program, UCO, 2005.
Mortar Board Faculty Advisor, University of Central Oklahoma, 2003-2005.
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Sponsored 12 student research presentations for the 2004 Liberal Arts Symposium, University of
Central Oklahoma, February 2004.
Academic Continuous Improvement Council (ACIC), member, University of Central Oklahoma,
2002-present.
Sponsored 2 students presenting their academic research at the 2004 Research Day, University of
Central Oklahoma, November 2004.
Judge for Oklahoma High School Speech and Debate State Tournament, 2004.
Syllabi Task Force Committee Chair, Department of Communication, University of Central
Oklahoma, 2004.
Sponsored 9 students presenting their academic research at the 2003 Research Day, University of
Central Oklahoma, November 2003. My student, Amy Denton, won the Third Place Research Award.
Invited Lecturer, Lambda Pi Eta, Pursuing a communication graduate degree. University of
Central Oklahoma. 2002 and 2003.
Student Learning Standards Committee (SLSC), member, University of Central Oklahoma,
2002-2003.
Sponsored 8 students presenting communication research and workshops at the 2003 Oklahoma
Speech Theatre Association Convention held at UCO, September 2003.
Sponsored 12 students presenting communication research and workshops in the 2003 Liberal
Arts Symposium, University of Central Oklahoma, February 2003.
Paper Adjudicator, OSTCA Undergraduate Research Competition, 2002.
Chair: Communication and Society: Communication Analyses of Social Artifacts,
Undergraduate Research Presentations, OSTCA, September 2002.
Elected Communication Section Chair, OSTCA, September 2002
Vice-President of Communications, American Society of Training and Development (ASTD),
Fort Worth-Mid Cities Chapter, 2000-2001.
Faculty Advisor, American Society for Training and Development (ASTD) Student Chapter,
Texas Christian University, 2000-2001.
Invited Lecturer: Ethnographic research. Dr. Sherrie Reynolds’ graduate course in education
research, October 30, 2000, Texas Christian University.
Judge, national level Speech Competition, National Management Association’s (NMA) National
Conference, October 15, 2000, Fort Worth, Texas.
Staff Advisor, Texas Christian University Frog Camp (freshman orientation), August 2000.
Communication Trainer for Synerdigm Corporation (Training solutions for business and
government). Dallas, Texas, 1999-present.
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Editing assistant to various communication journal and textbook authors, 1998-present.
Search Committee Member for Assistant/Associate Professor position, Department of Communication,
University of Oklahoma, January, 1999.
Director, annual International Teaching Assistant (ITA) Workshop, University of Oklahoma,
Norman, Oklahoma, August, 1999; 1998.
Assistant Director, annual International Teaching (ITA) Assistant Workshop, University of
Oklahoma, Norman, Oklahoma, August, 1997.
Panel Moderator, “Rhetoric in Every Aspect: Undergraduate Papers in Criticism,” at the annual meeting of the
Oklahoma Speech/Theatre Association Convention, Edmond, Oklahoma, September, 1996.
Associate, annual International Teaching Assistant (ITA) Workshop, University of Oklahoma,
Norman, Oklahoma, August, 1996.
Oklahoma Speech/Theatre Communication Association, Communication Section Committee Member, 1995-96.
Private consultant - speech presentation and competitive speech, 1993-1996.
Judge for the annual Joe C. Jackson Invitational College Speech and Debate Tournament, University of Central
Oklahoma, Edmond, Oklahoma, November, 1990-1995.
Judge for the annual Oklahoma High School State Speech and Debate Tournament, University of Central
Oklahoma, Edmond, Oklahoma, May, 1990-1995.
Director of The Courthouse Players’ production of Centennial Visions for Opening Night, the annual New
Year’s Eve Celebration sponsored by the Oklahoma City Arts Council, Oklahoma City, Oklahoma,
December 31, 1990.
Professional Affiliations
American Association of University Professors (AAUP)
Association for Business Communication (ABC)
American Educational Research Association (AERA)
American Society for Training and Development (ASTD)
Association for Supervision and Curriculum Development (ASCD)
Central States Communication Association (CSSA)
International Communication Association (ICA)
National Communication Association (NCA)
Oklahoma Speech/Theatre Communication Association (OSTCA)
University of Central Oklahoma Alumni Association
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