QUALITATIVE RESEARCH METHODS
This course focuses on research and theory related to the very practical issue of how one "sells" ideas in organizations, politics, and life. Materials in the class integrate theories, research, and popular sources on topics drawn from persuasion, marketing, leadership, and communication.
COMMUNICATION, COGNITION AND EMOTION
Reading packet will be available at Paradigm https://squareup.com/store/paradigmbooks/
VOICES OF CITIZENSHIP
GENDER AND COMMUNICATION
The purpose of this course is to examine gender as an aspect, effect, and implication of communication. In terms of theory and method, the course has its center of gravity in rhetoric and critical scholarship; however, the course welcomes various student backgrounds and research foci, and is designed to facilitate productive discussion. For the major research assignment, each student may choose to employ the method/approach of her/his field or academic specialty as long as the project relates to gender and communication.
The following types of questions will drive our readings, discussions, and projects: What can we learn about gender and gender advocacy from thinkers who have made a lasting impression on Western thought (like Nietzsche and de Beauvoir)? How are gender and gender advocacy represented in public discourse and media? How do communication practices and performances in everyday life reinforce and/or challenge norms? Are we presently experiencing/witnessing a cultural paradigm shift in gender identities and gender advocacy, or are structures of power/privilege (gender, race, class, sexuality, ability, etc.) as strong as they ever were? Weekly topics: gender in popular media; gender non-binarity; intersectional experiences and politics; the origins of masculinity ideals; feminist perspectives/methods in rhetorical/critical scholarship.
Special focus in readings and discussions will be given to:
- Prominent/enduring theoretical perspectives on gender
- Works by thinkers/theorists/activists who have shaped the concept of gender in theory and practice (but may not have marked themselves as gender-focused)
- Scholarship on gender and gender advocacy produced by National Communication Association and Rhetoric Society of America scholars from the 1990s to the present
Class meetings will last three hours with a break after about two hours. During the first two hours, we will discuss readings, address issues raised in students’ reading reflections, and listen to students’ Annotated Bibliography Reports. The third hour is dedicated to the development of each student’s course project; this will combine the form of office hours, a peer writing group, and a laboratory.
SURVEY OF ORGANIZATIONAL COMMUNICATION
SCALE DEVELOPMENT AND INSTRUMENT DESIGN
DeVellis, R. F. (2016). Scale development: Theory and applications. Newbury Park, CA: Sage.
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, Phone, Mail, and Mixed-Mode Surveys: The Tailored Design Method (4th ed.). New York: John Wiley & Sons.
GRANT WRITING IN COMMUNICATION
This seminar course prepares graduate students to understand and participate in the grant-writing process. Many of the assigned readings are actual grant proposals that we will analyze and critique. Students will also gain graduate student teaching experience when they prepare and teach the class about their particular research interests. This is an important assignment because their peers in the class will serve as their grant reviewers. The course concludes by having all students write a grant proposal and participate in grant review panels.
As an introduction to the grant-writing process, we will explore some fundable topic areas like health, safety, disasters, and organization science. We will explore the growing need to create interdisciplinary teams and to negotiate site access for funded research projects. While we will explore opportunities from large federal agencies like the National Institute of Health and the National Science Foundation, we will cover at least 20 additional funding sources, including several sources unearthed by students in our class. Many students will identify a dissertation improvement grant or an early career grant that they will develop for the final course project.
1) Conduct online research to identify and develop a basic understanding of funding agencies, jargon, and writing styles. 2) Interview a successful funded faculty member in an area closely related to the student’s research interest. 3) Teach part of a graduate class and the content will include theory, typical methods, and key literature cited in a specific area of research. 4) Participate in a grant peer-review process and participate on grant review panels. 5) Identify a grant application that fits the student’s needs and complete the application by the end of class.