Department of Communication Studies West Virginia University Graduate Studies Handbook This handbook outlines the policies and procedures of the Ph.D. degree and the M.A. degree programs in the Department of Communication Studies at West Virginia University. These policies and procedures are in addition to the policies and procedures contained in The Mountie (http://www.arc.wvu.edu/rights.html) and the Graduate Catalog (http://coursecatalog.wvu.edu/), which are applicable to all West Virginia University students. Each student is responsible for reading and adhering to the policies and procedures contained in this handbook. Adopted August 1, 2006; Revised June 15, 2007; August 4, 2008; August 7, 2009; August 10, 2010; October 27, 2011

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Table of Contents I.

Graduate Programs in the Department of Communication Studies A. Overview of the Department B. Governance of the Programs C. The Graduate Faculty D. The Graduate Courses

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II.

The Ph.D. Degree Program in Communication Studies A. Learning Outcomes B. Program Timetable C. Selection of an Advisor and Committee D. Program Requirements E. Yearly Program Review F. Graduation Requirements

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III.

The M.A. Degree Program in Communication Studies A. Learning Outcomes B. Program Timetable C. Selection of an Advisor and Committee D. Program Requirements E. Graduation Requirements

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IV.

Graduate Teaching Assistantships A. General Overview B. Ph.D. Assistantships C. M.A. Assistantships D. General Instructional Policies

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V.

Appendices A. Ph.D. Program Official Forms B. Dissertations C. Sample M.A. Plan of Study Form D. Sample Notification of Thesis Prospectus Defense Form E. Sample Notification of Thesis Defense Form F. Theses G. 2011-2012 Department Roster

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I. Graduate Programs in the Department of Communication Studies A.

Overview of the Department

The Department of Communication Studies offers the B.A., the M.A., and the Ph.D. degrees in Communication Studies. The graduate faculty in the Department of Communication Studies is well-known, at the regional, national, and international level, for accomplishments in research, teaching, and service. The faculty is nationally recognized for research endeavors. Faculty members consistently receive Top Paper honors at regional, national, and international professional conferences and publish numerous articles every year in state, regional, national, and international journals. Many of these papers and articles are co-written with graduate students. Additionally, three faculty members (Drs. Melanie BoothButterfield, Matthew M. Martin, Scott A. Myers) have been identified as being among the Top 30 researchers in the Communication Studies discipline and three faculty members (Melanie Booth-Butterfield, Matthew M. Martin, Scott A. Myers) have been identified as being among the Top 50 researchers in the Communication Studies discipline from 1996-2001. In 2002, Drs. Melanie Booth-Butterfield, Matthew M. Martin, Scott A. Myers, Brian R. Patterson, and Keith D. Weber were identified as being among the most prolific researchers published in Communication Research Reports during the last 20 years. Most recently, four faculty members (Drs. Rebecca M. Chory, Matthew M. Martin, Scott A. Myers, Keith Weber) were identified as being among the Top 30 researchers in the Communication Studies discipline from 2002-2006. The faculty is committed to providing a quality educational experience for both undergraduate and graduate students. As such, the faculty has received a number of teaching awards that reaffirm this commitment. Moreover, several faculty members have been recognized by the Eastern Communication Association, the Western Communication Association, and the International Communication Association for their effective instruction in the classroom. In 2007, Dr. Keith Weber was awarded the Eberly College of Arts and Sciences Outstanding Teacher Award and the West Virginia University Foundation Outstanding Teacher Award. In 2010, Dr. Scott Myers also received the Eberly College of Arts and Sciences Outstanding Teacher Award. In 2009, Dr. Rebecca M. Chory was awarded a Fulbright Scholar Lecturing Award to teach in Budapest, Hungary. The faculty is heavily involved in providing service to the communication discipline. Not only do faculty members serve as Division officers, paper reviewers, paper respondents, and panel chairs for regional, national, and international communication associations and their conferences, but they serve on a number of editorial boards for Communication publications such as Communication Monographs, Communication Yearbook, Communication Education, and Communication Quarterly, to name a few. In the past, faculty have served as Editors of Communication Education, Communication Quarterly, Communication Research Reports, and Communication Teacher. Dr. Melanie Booth-Butterfield has served as President of the Eastern Communication Association and Dr. Scott A. Myers is currently the President of the Central States Communication Association (term to end in April 2012). 3

B.

Governance of the Programs

The Ph.D. program in Communication Studies is governed by the Department Chair, the Ph.D. Coordinator, and the Ph.D. Graduate Studies Committee. The Ph.D. Coordinator is responsible for the daily operations of the Ph.D. program, serves as the initial advisor for all incoming Ph.D. students, and is the official representative of the program. The Ph.D. Graduate Studies Committee consists of three graduate faculty members appointed by the Department Chair, the Ph.D. Coordinator, and the Department Chair. They serve in an advisory capacity for the program and review the teaching and research portfolios. The M.A. program in Communication Studies is governed by the Department Chair, the M.A. Coordinator, and the M.A. Extended Learning Coordinators. The M.A. Coordinator is responsible for the daily operations of the M.A. program, serves as the initial advisor for all incoming students, and is the official representative of the program. C.

The Graduate Faculty

Listed below are the members of the graduate faculty and their respective areas of research. Although the individual research areas vary, the faculty as a whole embraces an empirical, social scientific research orientation. Melanie Booth-Butterfield, Professor Ph.D., University of Missouri-Columbia Specializations: Interpersonal/Relational, Humor Enactment, Emotion/Cognition Dr. Booth-Butterfield’s professional emphasis is on using one-to-one communication to address real-life interpersonal and social problems – both in her research and teaching. This emphasis involves both application of existing communication concepts to new issues, as well as developing new approaches, and examining communication using non-typical samples of respondents. She is open to empirical research across various interpersonal areas; e.g., relational communication, humor enactments, and how personality affects our interactions. Most recently, Dr. Booth-Butterfield has conducted research in the areas of communication emotion and cognition, processes and outcomes involved with humor enactments (e.g., Humor Orientation), and a variety of interpersonal/relational communication issues. In 2006, Dr. Booth-Butterfield was named the McConnell Chair in Speech Communication and is currently serving her second three-year term with this endowed Chair. She has published over 70 peerreviewed articles and books, is the immediate past editor of Communication Education, and thoroughly enjoys teaching both undergraduate and graduate students.

Nick Bowman, Assistant Professor Ph.D, Michigan State University Specializations: Entertainment Media, Social Media, Media Effects, Experimental Methods

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Dr. Bowman’s academic interests are concerned with understanding how communication technology has changed the way we share and respond to mass information. As our social world becomes increasingly mediated and virtual, Dr. Bowman studies how media users respond cognitively and emotionally to mediation as well as if and how they differentiate between the real and virtual worlds. An avid entertainment technology fan, Nick is particularly interested in understanding the popularity of video games not only as a leisure activity, but as a place for community discourse, a training ground for human interaction, and a space for social and actual learning. Finally, as a former journalist Nick studies how communication technology has influenced the speed, accuracy, and utility of news information for today’s multimedia audiences. Dr. Bowman’s research has been competitively ranked at top conferences – including the National Communication Association and International Communication Association – and published in such journals as Journal of Communication, Journal of Broadcasting and Electronic Media, and CyberPsychology, Behavior and Social Networking.

Maria Brann, Associate Professor; Affiliate Faculty, Injury Control Research Center Ph.D., University of Kentucky Specializations: Health, Qualitative Research Methods, Gender, Interpersonal Dr. Brann’s research focuses on the integration of health, interpersonal, and organizational communication. Dr. Brann’s primary research interests focus on the study of the development and promotion of health and safety messages in various contexts. Significant research interests focus on healthy lifestyles through physical activity, women’s health issues, confidentiality disclosures, ATV safety education, and gender constructions. Theoretically, Dr. Brann researches how communication influences, and is influenced by, the aforementioned areas in relationships among individuals and with the social world. Methodologically, Dr. Brann’s research questions guide the specific data-gathering techniques employed and include interviews, focus groups, observations, and surveys.

Rebecca M. Chory, Associate Professor Ph.D., Michigan State University Specializations: Aggressive and Antisocial Communication in Organizational, Instructional, and Mediated Contexts, Media Entertainment, and Quantitative Research Methods Dr. Chory’s research primarily focuses on the causes, effects, and prevention of aggressive and antisocial communication in organizational, instructional, and mediated contexts. Using experimental, survey, and content analytic research methods, Dr. Chory studies issues of injustice/unfairness in the workplace and classroom as potential causes of verbal and indirect aggression, hostility, deception, dissent, resistance, and withdrawal. She also examines the problematic organizational implications of workplace romance and co-worker gossip. Dr. Chory’s media-related work centers on the effects of exposure to violent media entertainment (e.g., video games), the cognitive 5

processing of media aggression that occurs in a humorous context (e.g., sitcom verbal aggression), and media consumers’ involvement with media content and characters. As the Department of Communication’s first Fulbright Scholar, Dr. Chory taught courses and conducted research in Budapest, Hungary in 2009. She is also the co-organizer of The George Gerbner Conference on Communication, Conflict, and Aggression, which is held in Budapest. Dr. Chory is currently developing a program of research focusing on the roles of Hungarian and American communication, tradition, history, and popular culture in the immigration, assimilation, and cultural identity processes.

Megan R. Dillow, Assistant Professor Ph.D., The Pennsylvania State University Specializations: Interpersonal/Relational, Communication Theory, Health Using experimental and survey methods, Dr. Dillow conducts theoretically-driven research investigating communication between partners in close relationships, including romantic relationships, friends with benefits relationships, and cross-sex friendships. Her primary research interests are focused on the “dark side” of personal relationships, particularly relational decisions in the wake of and communicative responses to major relational transgressions such as infidelity, communicative infidelity, and flirting. In addition, she maintains a continued interest in conducting research on post-dissolutional relationships, including reconciled romantic relationships. Dr. Dillow’s secondary research focus concerns health communication within and outside of interpersonal contexts. Along with her colleague Keith Weber, she is developing an innovative campaign designed to reduce the incidence of college student drinking and driving. In addition, Dr. Dillow is interested in the psychological and physiological health consequences of negative relational experiences.

Joan Gorham, Professor Ed.D., Northern Illinois University Specializations: Instructional, Media, Nonverbal Dr. Gorham’s primary research area has been classroom communication, particularly teacher immediacy. Studies in this series have employed experimental and survey designs, frequently incorporating a combination of qualitative and quantitative data. Favorite pieces investigated theoretical explanations for the immediacy-learning relationship, examined teachers’ ability to effectively monitor use of immediacy behaviors, analyzed immediacy’s relationship with student- and teacher-perceived sources of motivation and demotivation, and incorporated immediacy as a variable in three “fashion in the classroom” studies of instructor attire, conducted with colleagues in WVU’s psychology department. Dr. Gorham also has an interest in mass media, though she publishes in that area more as a teacher than a theory-builder. She is editor of the Mass Media collection in McGraw-Hill’s Annual Editions series, in its 13th edition, and has taken an occasional turn at media content analysis.

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Matthew M. Martin, Professor and Department Chair Ph.D., Kent State University Specializations: Interpersonal Communication, Communication Traits Dr. Matthew M. Martin joined the Communication Studies faculty at WVU in 1994. He has been Chair of the department since 2001. Dr. Martin’s research focuses primarily on the study of communication traits using quantitative methodologies. His research interests center on the study of traits involving communication competence (e.g., cognitive flexibility) and aggressive communication (e.g., verbal aggression). A secondary area of research involves studying people’s motives for communicating with others. His recent research has focused on why students communicate with their instructors, both in and out of the classroom. Other instructional studies have focused on instructor self-disclosure, instructor clarity, and student interest.

Scott A. Myers, Professor Ph.D., Kent State University Specializations: Instructional, Family, and Educational Leadership As an instructional communication researcher, Dr. Myers’s research focuses primarily on the role communication plays in the instructor-student relationship, both in and out of the classroom, using experimental, survey, and content analytic research methods. His current research projects focus on the role communication plays in the undergraduate student-faculty advisor relationship. Dr. Myers also is a family communication researcher, with a focus on how adult siblings maintain their relationships. He is beginning a series of studies examining how adult siblings use affectionate communication as a way to maintain their relationships. At WVU, Dr. Myers was recognized by the Eberly College of Arts and Sciences as a Woodburn Professor from 2005-2007 and as an Outstanding Teacher in 2010. He is the President of the Central States Communication Association, where he also served as the Executive Director from 2004-2006, and is a past editor of Communication Teacher.

Brian R. Patterson, Associate Professor Ph.D., University of Oklahoma Specializations: Developmental, Communication Theory Dr. Patterson’s research interests are in communication and development, also known as life-span developmental communication. His research focuses on communication in old age along with how communication changes from one end of the lifespan to the other. Concomitantly, Dr. Patterson is interested in how friendships develop and change from “womb to tomb.” A second area of interest is in research methods. He is especially interested in issues related to measurement and cross-over applications between qualitative and quantitative techniques. Finally, a new area of interest for him is the role of biology in communication. 7

Christine E. Rittenour, Assistant Professor Ph.D., University of Nebraska Specializations: Family Communication; Communication and Aging; Social Identity and Intergroup Communication; Quantitative Research Methods Dr. Christy Rittenour researches the links between communication and identity, exploring the ways that communication reflects and affects various social (e.g., ethnicity, age) and structural (e.g., in-law relationships) identities, as well as divergent value orientations (e.g., equality, charity). Given its demonstrated impact in formulating the first, and often lasting, perceptions of self and others, family is the context that she most commonly explores to understand the interplay between identity and communication. For instance, in her current focus on mother-in-law/daughter-in-law relationships, Dr. Rittenour assesses identity’s role in family members’ inclusive and exclusive behaviors as well as pro/anti-social treatment toward each other.

Keith D. Weber, Associate Professor Ed.D., West Virginia University Specializations: Applied, Instructional, Persuasion Dr. Weber’s primary research focus is on the relevance of persuasion theory in applied contexts. Recently, Dr. Weber was the recipient of a Department of Health and Human Services Health Resources and Services Administration grant in order to design, implement, and evaluate a multi-channel intervention aimed at increasing organ donor awareness and compliance. The award was for a two year period from 2005-2007. Additionally, Dr. Weber has begun a program of research in which he and his students are designing a campus-based intervention in order to decrease the incidence of drinking and driving. In addition to his research focusing on campaign design (e.g., organ donation, drunk driving), Dr. Weber remains committed to his instructional research on the importance of student interest in the classroom, a topic on which he has recently published a series of articles. David Westerman, Assistant Professor Ph.D., Michigan State University Specialization: Computer-Mediated Communication With interests in communication and technology, Dr. Westerman’s research focuses on how technology is used to accomplish communication goals, be they “mass” or “interpersonal”. This research has focused on how people form impressions, such as uncertainty and source credibility, through the use of information provided through electronic channels. Other research examines the concept of presence, and how it can be fostered, and with what effects. In his classes, Dr. Westerman focuses on how media can be used, examining both the challenges and affordances that technology offers. Dr. Westerman has had his work published in outlets such as Human Communication Research, Journal of Computer-Mediated Communication, and Computers in Human Behavior. 8

D.

The Graduate Courses

Listed below are the courses taught in the Department. Unless noted, each course is worth 3 credit hours. Students are solely responsible for enrolling in the correct course(s). COMM 509 Health Communication Dissemination COMM 600 Communication in the Classroom COMM 602 Interpersonal Communication COMM 603 Communication Training and Development COMM 604 Theory and Research in Persuasion COMM 605 Theory and Research in Mass Communication COMM 606 Theory and Research in Organizational Communication COMM 607 Theory and Research in Language COMM 608 Nonverbal Communication COMM 609 Communication Apprehension and Avoidance COMM 612 Small Group Theory and Practice COMM 622 Gender and Communication COMM 623 Leadership COMM 624 Communications Ethics COMM 625 Computer-Mediated Communication COMM 626 Intercultural Communication COMM 629 Health Communication COMM 691G Communication and Aging COMM 693 Special Topics COMM 693G Developmental Communication COMM 693H Presence COMM 693I New Media and Society COMM 695 Independent Study COMM 697 Research (can only be taken pass/fail) COMM 700 Survey of Human Communication Theory COMM 701 Graduate Research Methods COMM 702 Advanced Interpersonal Communication COMM 706 Advanced Organizational Communication COMM 711 Advanced Seminar in Research Methods COMM 712 Communication Measurement COMM 713 Qualitative Research Methods COMM 719 Advanced Instructional Communication COMM 793C Seminar in Family Communication COMM 793D Foundations of Communication Inquiry COMM 793H Seminar in Communication Research Design COMM 794A Seminar in Communibiology COMM 794B Seminar in Personality COMM 794G Seminar in Interpersonal Communication COMM 794H Seminar in Affectionate Communication COMM 794T Seminar in Aggressive and Antisocial Communication COMM 795 Independent Study COMM 796 Graduate Seminar (1 credit hour for a maximum of 3 credit hours) COMM 797 Research COMM 799 Graduate Colloquium 9

II. The Ph.D. Program in Communication Studies The Ph.D. program in Communication Studies is intended to qualify the student to teach and conduct research in instructional communication, interpersonal communication, or organizational communication at the university level. A.

Learning Outcomes

Upon completion of the Ph.D. degree program in Communication Studies, it is expected students will be able to: 1. demonstrate a broad knowledge of the field of Communication Studies through the identification and explanation of the research domains which comprise the field of Communication Studies. 2. demonstrate an in-depth knowledge of two domains of the field of Communication Studies through the identification, explanation, and evaluation of the primary theories, constructs, and researchers associated with each domain. 3. independently design, conduct, and present original research using quantitative research methods. 4. demonstrate effective instructional communicative behaviors across a variety of teaching and training situations. 5. develop logical, well-reasoned arguments to guide future research endeavors and projects in the field of Communication Studies. 6. demonstrate a commitment to the profession through activity in professional associations and service to the university, community, and state. B.

Program Timeline

The Ph.D. degree program is designed to take three years of study, including summer terms. Students will complete at least 36 hours of coursework during the first two years of the program (i.e., Year 1 Fall semester, Year 1 Spring semester, Year 1 Summer term, Year 2 Fall semester, Year 2 Spring semester, Year 2 Summer term). Students may take additional courses in subsequent years if they so choose. Upon completion of coursework, students will take and defend their comprehensive examinations (usually during Year 2 summer term) before writing and defending their dissertation prospectus (usually during Year 3 Fall semester) and writing and defending their dissertation (usually no later than Year 3 Summer term). C.

Selection of an Advisor and Committee

Upon admission to the program, students are advised by the Ph.D. Coordinator. Working with the Coordinator, students devise their course schedules for their first year. By the start of the Fall semester of their second year, students should select their 10

dissertation advisor, who must hold Regular Graduate Faculty status. This advisor serves as the Chair of the student’s comprehensive examination and dissertation committees. The student and the advisor then complete a Plan of Study (see Appendix A), which must be approved by the student’s committee. Working with their advisor, students select four Committee members, at least one of which, but no more than two of which, must be graduate faculty members external to the Department of Communication Studies, with the remaining Committee members comprised of graduate faculty members from the Department of Communication Studies. Emeritus faculty members are not eligible to serve on Ph.D. committees. The Communication Studies Department members serve as members of both the student’s comprehensive examination and dissertation committees, whereas the graduate faculty member(s) external to the Communication Studies Department serve(s) only as (a) member(s) of the student’s dissertation committee. D.

Program Requirements

To graduate with the Ph.D. degree in Communication Studies, students must complete at least 54 credit hours (at least 36 hours of coursework + at least 18 hours of dissertation); successfully write and orally defend a comprehensive examination; and successfully write and orally defend a dissertation. The Coursework The Ph.D. degree program in Communication Studies is a 54-hour program (this includes dissertation hours). The 54 graduate credit hours include:  12 hours from four required courses: COMM 600, 602, 606, and 700  9 hours of Core COMM courses, including but not limited to: COMM 702, 706, and 719  6 hours of research methods beyond COMM 701  9 hours of additional COMM courses  18 hours of COMM 797 (dissertation credit) Of these 54 hours, a minimum of 36 hours must be coursework at the 600 level, 700 level, or above and a minimum of 18 hours must be dissertation research at the 797 level. It should be noted that:  No course for which a student earns a grade below B- can be counted toward the 54 hours.  A GPA of 3.25 is required for graduation.  Students who receive more than 6 hours of “C” may not be permitted to remain in the program. Students who complete the required Ph.D. courses at the M.A. level are not required to retake the courses at the doctoral level, but must fulfill the minimum credit hours requirements through additional coursework. No more than six hours of transfer credit from another university may be applied toward meeting the 54 credit hours as required by the Department. These credit hours must be 11

from coursework at the 600 level, 700 level, or above with a grade of B- or higher. The grade(s) received for these credit hours will not be included in calculating students’ cumulative grade point average. However, grades received for any credit hours generated from a course(s) taken in another department at West Virginia University will be included in calculating students’ cumulative grade point average. The Comprehensive Examination Upon completion of coursework (typically at the conclusion of Year 2 Spring or Summer term), students take a comprehensive examination. Before the comprehensive examination can be taken, students must have completed 36 hours of coursework with a grade of B- or higher, have a minimum grade point average of 3.25, and have completed any courses for which they received a grade of “Incomplete.” Prior to taking the comprehensive examination, students must complete the Intent to Take Comprehensive Examination form (see Appendix B) and submit the form to the Ph.D. Coordinator no later than four weeks prior to the scheduled comprehensive exam start date. Note: All forms can be obtained from the Ph.D. coordinator. The comprehensive examination consists of: 1. A 12-hour written examination on three sections of communication theory and methodology: four hours on the primary area of communication emphasis (e.g., instructional, interpersonal, organizational), four hours on the secondary area of communication emphasis selected by the student, and four hours on research methods. The written examination is usually taken approximately two weeks prior to the Year 3 Fall semester over a two-day period. Upon completion of the examination, the student will supply the Ph.D. Coordinator with a typed copy of the answers. The student will review and initial each page of the answers, which then serves as the official record of the examination. The entire examination will be photocopied and disseminated to the student and the student’s Department members of the Committee by the Ph.D. Coordinator. The questions on the written examination will usually be written by the Department members of the student’s Committee and/or the student’s advisor and compiled by the student’s advisor. The student’s advisor is responsible for the final selection of the questions contained on the written examination. 2. An oral defense of the written examination, which is usually held no later than two weeks after the completion of the 12-hour written examination. The oral defense should last no more than two hours and allows the student’s committee to assess the student’s competency in the primary area, the secondary area, and research methods. At least three members of the student’s comprehensive examination committee must be present at the oral defense. If less than three members are present, the oral defense must be rescheduled for a later date at which at least three Committee members are present.

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Prior to the oral defense, students are encouraged to review their responses to the written questions and make corrections and revisions to their photocopied copy of the examination. These corrections and revisions then are presented orally to the Committee during the oral defense. Upon completion of the oral defense, the student’s Committee determines whether the student has satisfactorily passed the comprehensive examination or whether the student is deficient in one or more areas. If the student fails one of the three sections, the student will be permitted to retake this portion of the comprehensive exam no later than four weeks from the date of the original oral defense, and the oral defense of the one section re-take may be waived by the student’s committee. If the student fails two of the three sections, the student will be permitted to retake these sections during the second week of the next semester, and the oral defense of the two section re-take may be waived by the student’s committee. If the student fails all three of the sections, the student will be permitted to retake these sections during the second week of the next semester, and must have an oral defense of the three section re-take. If the student fails two or more sections of the retake, the student will not be permitted to complete the Ph.D. program. The Dissertation Once the comprehensive examination has been successfully passed, the student writes a dissertation prospectus and submits a typed copy of the prospectus to each member of the student’s dissertation committee. (Generally, the dissertation prospectus is a two chapter manuscript that outlines the proposed dissertation research project, although the form or requirements for the prospectus are left to the discretion of the student’s advisor.) Once the student’s advisor is satisfied the dissertation prospectus is ready to move to the oral defense stage, the student completes the Notice of Dissertation Prospectus Defense form (see Appendix C). This form must be submitted to the Ph.D. Program Coordinator two weeks prior to the oral defense, at which time a copy of the prospectus is distributed to each Committee member. Failure to submit this form and distribute the prospectus copies in a timely manner will result in the cancellation of the scheduled dissertation prospectus oral defense. The prospectus oral defense is open to all Department faculty members and students, but participation is restricted to the student and members of the dissertation committee. At least four Committee members, including at least one external Committee member, must be present at the oral defense (i.e., the external committee member must be present, plus at least two department committee members and the advisor or three department committee members without the advisor must be present). If fewer than four Committee members, including at least one external Committee member are present, the defense must be rescheduled for a later date at which at four Committee members are present. The defense should last no more than two hours. Once the dissertation prospectus has been approved by the student’s dissertation committee, the student writes the dissertation and submits a typed copy of the competed dissertation to each member of the student’s dissertation committee. The typed copy must follow the format required by Wise Library for Electronic Submission of Theses and Dissertations as well as APA guidelines. (Generally, the dissertation is a 13

four chapter manuscript, although the form or requirements for the dissertation are left to the discretion of the student’s advisor.) Once the student’s advisor is satisfied the dissertation is ready to move to the oral defense stage, the student completes the Notice of Dissertation Defense form (see Appendix D). The Notice of Dissertation Defense form must be submitted to the Ph.D. Program Coordinator two weeks prior to the oral defense, at which time a copy of the dissertation is distributed to each Committee member. Failure to submit this form and distribute the dissertation copies in a timely manner will result in the cancellation of the scheduled dissertation oral defense. The dissertation oral defense is open to the University community, the Department faculty members and students, and any invited guests, but participation is restricted to the student and members of the dissertation committee. At least four Committee members, including at least one external Committee member, must be present at the defense (i.e., the external committee member must be present, plus at least two department committee members and the advisor or three department committee members without the advisor must be present). If fewer than four Committee members, including at least one external Committee member, are present, the defense must be rescheduled for a date at which at least four Committee members (including the external committee member) are present. The defense should last no more than two hours. Upon completion of the oral defense of the completed dissertation, the Committee deliberates and makes a decision about whether the student has successfully defended the dissertation. After deliberation, each Committee member rates the dissertation defense as either satisfactory or unsatisfactory. Students who receive no more than one unsatisfactory rating from the Committee members will be judged as successfully defending the dissertation. Students who receive more than one unsatisfactory rating from the Committee members will be permitted to defend the dissertation again at a later date. If the student receives more than one unsatisfactory rating at the second oral defense, the student will not be permitted to complete the Ph.D. program. Once the dissertation has been successfully defended, the student works with his/her advisor to make all revisions, corrections, and additions suggested by the student’s dissertation committee. It is the advisor’s decision as to whether the student has satisfactorily completed all revisions, corrections, and additions suggested by the Committee. Upon completion of the final product, the student is wholly responsible for submitting the dissertation (and having the dissertation accepted) to Wise Library. The student is expected to supply one bound copy of the dissertation to each Committee member and to the Department Chair for inclusion in the Department’s library. (If the Department Chair is the student’s advisor or a member of the student’s committee, the student will submit two bound copies of the dissertation.) Failure to submit the bound copy to the Department Chair for inclusion in the Department library can result in the revocation of the Ph.D. degree.

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E.

Yearly Program Review

In addition to making satisfactory progress toward the completion of the degree, students will submit a teaching and research portfolio (i.e., one document) at the end of Year 1 Spring semester and at the end of Year 2 Spring semester. The portfolios will be evaluated by the Ph.D. Graduate Studies Committee. Submission of the portfolio is mandatory. Students who do not submit a portfolio may have their assistantship for the forthcoming year revoked. The final decision to revoke an assistantship is made by the Department Chair. The portfolio consists of seven sections. 

Section 1: Career Goals. Briefly summarize your aspirations for your career, gearing your response primarily toward your "ideal job" that might come later in your career, but perhaps also referencing the jobs you'll consider immediately following your completion of the program. [Maximum of 3 sentences]



Section 2: Research Interests and Philosophy. Generally describe the research you do/would like to do, your general research program (the central question(s) you want to answer), your general approach to answering that question(s), your more specific lines of research. [Maximum of 1 page]



Section 3: Teaching Interests and Philosophy: What classes are you able/willing to teach? What is your teaching philosophy? [Maximum of 1 page]

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Section 4: A vita. This should be detailed and preparatory for sending out job applications. Include notation if a paper is under review and the journal to which the paper has been submitted for review. [No page limit here.]



Section 5: Complete copies of instructor evaluations for all courses taught at West Virginia University, including both numeric and open-ended responses. [No page limit here.]



Section 6: A list of courses taken each semester during the year, the instructor, and a title or description of the paper(s)/projects completed for the course. Please also note the status of the paper(s)/projects (e.g., under review, presented at NCA). [No page limit here.]

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Section 7: Copies of articles published or in press, teaching/training activities, and instructional materials (e.g., tests, assignments) you have developed. Only include those teaching materials that you developed/wrote. [No page limit here.]



Section 8: Statement of your goals for next year. What do you plan to accomplish? What are you working on? [Maximum of 1 page.]

Additional directions may be distributed to students at the end of each Spring semester. 15

F.

Graduation Requirements

To graduate with the Ph.D. degree in Communication Studies from West Virginia University, students must fulfill all requirements determined by the Department of Communication Studies, the Eberly College of Arts and Sciences, and West Virginia University. These requirements include, but are not limited to:  the completion of 54 hours, including 18 dissertation hours, at the 600 level, 700 level, or above  a cumulative GPA of 3.25  the submission and acceptance of the completed dissertation to Wise Library by the deadline determined by Wise Library  an application for graduation, to be submitted at the beginning of the semester or summer term the student anticipates graduating The student is wholly responsible for fulfilling these and any additional requirements for graduation.

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III. The M.A. Program in Communication Studies The M.A. program in Communication Studies is intended to qualify the student to assume a variety of professional roles in educational, industrial, and government institutions; teach the subject matter at the college level; or undertake advanced training toward a doctorate in Communication Studies. A.

Learning Outcomes

Upon completion of the M.A. degree program in Communication Studies, it is expected students will be able to: 1. demonstrate a broad knowledge of the field of Communication Studies through the identification and explanation of the research domains which comprise the field of Communication Studies. 2. demonstrate a general knowledge of the research methodologies used in the field of Communication Studies. 3. identify the significant contributions made by researchers in the field of Communication Studies to the social science discipline. 4. develop further their writing, analytical, and research skills to guide future research endeavors and projects in the field of Communication Studies. B.

Program Timeline

The M.A. degree program is designed to take no more than one academic year. Students complete 15 hours of coursework during the Fall semester, 15 hours of coursework during the Spring semester, and 6 hours of coursework during the Summer term. Students are not permitted to extend their enrollment in the program past one academic year unless extenuating circumstances prohibit the student from finishing within the allotted year. The constitution of extenuating circumstances is determined by the Department Chair. C.

Selection of an Advisor and Committee

Upon admission to the program, students are advised by the M.A. Coordinator during the Fall semester. Working with the Coordinator, students devise their schedule for the Fall semester. Toward the end of the first semester, students select either Program A-Thesis Option or Program B--Nonthesis Option. Students who select Program A select an advisor who must hold Regular Graduate Faculty status. Working with their advisor, students devise their schedule for the Spring semester and Summer term, complete a Plan of Study (see Appendix F), and select two Committee members. All Committee members, including the advisor, must be graduate faculty members from the Department of Communication Studies. The advisor serves as the Chair of the student’s thesis committee. 17

Students who select Program B are advised by the M.A. Coordinator. Working with the Coordinator, students devise their schedule for the Spring semester and Summer term, complete a Plan of Study (see Appendix F), and select one Committee member who must be a graduate faculty member from the Department of Communication Studies. The third Committee member is the Department Chair. D.

Program Requirements

To graduate with the M.A. degree in Communication Studies, students must complete 36 hours of coursework and successfully write and orally defend either a thesis or a comprehensive examination. The Coursework The M.A. degree program in Communication Studies is a 36 hour program. All students must complete COMM 700 and COMM 701 in addition to 30 hours of coursework. Of these 36 hours, a minimum of 30 hours must be completed in the Department. All 36 hours must be at the 500 level, 600 level, or above. It should be noted that:  No course for which a student earns a grade below B- can be counted toward the 36 hours.  A GPA of 3.0 is required for graduation.  Students who receive more than 6 hours of “C” may not be permitted to remain in the program. No more than six hours of transfer credit from another university or department may be applied toward meeting the 36 credit hours as required by the Department. These credit hours must be from coursework at the 500 level, 600 level, or above with a grade of Bor higher. The grade received for these credit hours from another university will not be calculated in students’ cumulative grade point average, but the grades received for these credit hours from another department will be calculated in students’ cumulative grade point average. Students enrolling in the M.A. degree choose, in conjunction with the M.A. Coordinator, enrollment in either Program A--Thesis Option or Program B--Nonthesis Option. Program A--Thesis Option Students who enroll in Program A--Thesis Option complete 30 hours of coursework, complete six hours of COMM 697, and successfully write and orally defend a thesis. Working with the advisor, the student writes a thesis prospectus and submits a typed copy of the prospectus to each member of the committee. (Generally, the thesis prospectus is a two chapter manuscript that outlines the proposed thesis research project, although the form or requirements for the thesis are left to the discretion of the student’s advisor.) Once the student’s advisor is satisfied the thesis prospectus is ready to move to the oral defense stage, the student completes the Notice of Thesis Prospectus Defense form (see Appendix G). This form must be submitted to the M.A. 18

Coordinator two weeks prior to the oral defense, at which time a copy of the prospectus is distributed to each Committee member. Failure to submit this form and distribute the prospectus copies in a timely manner will result in the cancellation of the scheduled thesis prospectus oral defense. The prospectus oral defense is open to all Department faculty members and students, but participation at the defense is restricted to the student and members of the student’s committee. At least two Committee members must be present at the defense. If only one Committee member is present, the defense must be rescheduled for a later date at which two Committee members are present. The defense should last no more than two hours. Once the thesis prospectus has been approved by the student’s committee, the student writes the thesis and submits a typed copy of the completed thesis to each committee member. The typed copy must follow the format required by Wise Library for Electronic Submission of Theses and Dissertations as well as APA guidelines. (Generally, the thesis is a four chapter manuscript, although the form or requirements for the thesis are left to the discretion of the student’s advisor.) Once the student’s advisor is satisfied the thesis is ready to move to the oral defense stage, the student completes the Notice of Thesis Defense form (see Appendix H). The Notice of Thesis Defense form must be submitted to the M.A. Coordinator two weeks prior to the oral defense, at which time a copy of the thesis is distributed to each Committee member. Failure to submit this form and distribute the thesis copies in a timely manner will result in the cancellation of the scheduled thesis oral defense. The thesis oral defense to open to the University community, the Department faculty members and students, and any invited guests, but participation at the defense is restricted to the student and members of the student’s committee. At least two Committee members must be present at the defense. If only one Committee member is present, the defense must be rescheduled for a later date at which at two Committee members are present. The defense should last no more than two hours. Upon completion of the oral defense of the completed thesis, the Committee deliberates and makes a decision about whether the student has successfully defended the thesis. After deliberation, each Committee member rates the thesis defense as either satisfactory or unsatisfactory. Committee members who rate the thesis defense as satisfactory indicate their rating by signing the thesis approval form accompanying the thesis. Students who receive all satisfactory ratings from the Committee members will be judged as successfully defending the thesis. Students who receive one or more unsatisfactory ratings from the Committee members will be permitted to defend the thesis again at a later date. If the student receives one or more unsatisfactory ratings at the second oral defense, the student will not be permitted to complete the M.A. program. Once the thesis has been successfully defended, the student works with the student’s advisor to make all revisions, corrections, and additions suggested by the student’s Committee. It is the advisor’s decision as to whether the student has satisfactorily completed all revisions, corrections, and additions suggested by the Committee. Upon completion of the final product, the student is wholly responsible for submitting the 19

thesis (and having the thesis accepted) to Wise Library. The student is expected to supply one bound copy of the thesis to each Committee member and to the Department Chair for inclusion in the Department’s library. (If the Department Chair is the student’s advisor or a member of the student’s committee, the student will submit two bound copies of the thesis.) Failure to submit the bound copy to the Department Chair for inclusion in the Department Library can result in the revocation of the M.A. degree. Program B--Nonthesis Option Students who enroll in Program B--Nonthesis Option complete 36 hours of coursework and successfully write and orally defend a comprehensive examination. To be eligible to take the comprehensive examination, students must have completed a minimum of 30 hours with a grade of B- or better. The comprehensive examination consists of a six hour written examination on the coursework completed by the student. The questions on the written examination will be written by the instructors of the graduate courses in which the student was enrolled. The M.A. Coordinator will compile the questions and construct the written examination. The Coordinator is responsible for the final selection of the questions contained on the written examination. The written examination is taken at a time to be determined by the M.A. Coordinator during the Summer term. Upon completion of the written examination, the student will supply the Coordinator with a typed copy of the answers. The student will review and initial each page of the answers, which then serves as the official record of the examination. Once the Coordinator has reviewed the examination, the entire examination will be disseminated to the student’s committee by the Coordinator. Once the committee has reviewed the written examination, the student’s Committee determines whether the student has satisfactorily passed the written comprehensive examination or whether the student is deficient in one or more areas. If the student has satisfactorily passed the written comprehensive examination, the oral defense may be waived at the discretion of the M.A. Coordinator. If the student is deemed deficient in one or more areas, the student will be permitted to retake the deficient portion of the comprehensive exam no later than four weeks from the date of the original written examination. If the student fails the retake of the comprehensive examination, the student will not be permitted to complete the M.A. program. E.

Graduation Requirements

To graduate with the M.A. degree in Communication Studies from West Virginia University, students must fulfill all requirements determined by the Department of Communication Studies, the Eberly College of Arts and Sciences, and West Virginia University. These requirements include, but are not limited to:  the completion of 36 hours at the 500 level, 600 level, or above.  a cumulative GPA of 3.0.  an application for graduation, to be submitted at the beginning of the 20

 

summer term. the payment of the graduate fee at Stewart Hall, to be paid at the beginning of the summer term. if applicable, the submission and acceptance of the completed dissertation to Wise Library by the deadline determined by Wise Library.

The student is wholly responsible for fulfilling these and any additional requirements for graduation.

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IV. Graduate Teaching Assistantships A.

General Overview

Students who are awarded a graduate teaching assistant (GTA) position in the Department of Communication Studies are considered to be part-time, non-tenure track, and not benefits eligible employees of West Virginia University. As such, employment is governed by the rules and policies contained in the West Virginia University Board of Trustees Policy Bulletin 36 and the West Virginia University Faculty Handbook. (Both of these documents are available for examination in the Dean’s Office.) Employment also is governed by other policies adopted by the University as well as the faculty and administration of both the Department of Communication Studies and the Eberly College of Arts and Sciences. West Virginia University policy mandates all new GTAs attend an orientation session with a representative of the Human Resources Department prior to the first day of the Fall semester of the academic year for which the GTA was hired. Failure to attend an orientation session before the first day of the Fall semester will result in a forfeiture of the assistantship. Both M.A. and Ph.D. assistantships require students to work (up to) 20 hours of work per week in their assigned capacity. GTAs are expected to be available for service during normal working hours every weekday (and occasionally on weekends) except official University holidays. (Any absence during student holidays which are not also employee holidays must be approved in advance by the Department Chair.) Additionally, as University employees, students are forbidden to accept any other employment with the University. GTAs are expected to adhere to the dress code on the days they are teaching or assisting an instructor. On these days, denim skirts, denim shorts, or denim jeans; camouflage shirts, pants, or shorts; T-shirts; shirts which reveal the stomach or back; flip flops; or tennis shoes are not allowed. B.

Ph.D. Assistantships

All students accepted into the Ph.D. program in Communication Studies are awarded an assistantship for their first year. Assistantships are renewable at the end of the first and second years of the program, contingent upon students making satisfactory progress toward the degree and approval by the Department Chair. Achievement of “satisfactory performance” is determined by the Department Chair and the Ph.D. Coordinator, with the advice of the Ph.D. Graduate Studies Committee. GTAs are expected to adhere to all Department and course policies at all times under the supervision and authority of the Department Chair and, as delegated, other faculty who direct multi-section courses or coordinate other GTA duties. Normally, GTAs are assigned to (1) perform six hours of classroom contact per week with students in a teaching capacity, not including preparation time; (2) serve as a course administrator for one course; and (3) maintain six scheduled office hours weekly, 22

including two mandatory office hours on Friday afternoons. Additionally, GTAs are required to attend all classes to which they are assigned as the primary instructor as well as attend all staff meetings for courses in which they are involved. For these services, GTAs receive a tuition waiver, excluding fees, for the Fall, Spring, and Summer sessions and a salary for the academic year determined by the College and the Department Chair. This salary does not include summer teaching assignments, which are often available. GTAs also receive health care insurance, which is provided through the University. The salary is paid over 18 installments with the first installment disbursed on September 15 and the final installment disbursed on May 31. To retain the assistantship, students must (1) maintain full-time status as a Ph.D. student, (2) perform GTA duties in a satisfactory manner by demonstrating the behaviors and attitudes consistent with those expected of professionals employed in the field of higher education, and (3) maintain satisfactory academic performance (i.e., maintaining a 3.25 GPA) in the graduate program as a Ph.D. student. C.

M.A. Assistantships

A limited number of assistantships is available and is limited to one academic year (i.e., Fall and Spring semester). GTAs are expected to adhere to all Department and course policies at all times under the supervision and authority of the Department Chair and, as delegated, the faculty who teach the courses to which students are assigned, the faculty who direct multi-section courses, or the faculty who coordinate other GTA duties. Normally, GTAs are expected to (1) assist an instructor in a teaching assistant capacity. Duties include grading weekly quizzes, exams, homework, and projects; proctoring examinations; and supervising undergraduate teaching assistants; (2) maintaining the gradebook for the courses to which they are assigned; (3) assisting in proctoring and grading the midterm and final examinations for COMM 100; and (4) maintaining eight scheduled office hours weekly, including two mandatory office hours on Friday afternoons. Additionally, GTAs are required to attend all classes and staff meetings for all courses to which they are assigned. For these services, GTAs receive a tuition waiver, excluding fees, for the Fall, Spring, and Summer sessions and a salary for the academic year determined by the College and the Department Chair. Summer assistantship positions are not available. GTAs also receive health care insurance, which is provided through the University. The salary is paid over 18 installments with the first installment disbursed on September 15 and the final installment disbursed on May 31. To retain the assistantship, students must (1) maintain a minimum of 12 credit hours per semester as a M.A. student, (2) perform GTA duties in a satisfactory manner by demonstrating the behaviors and attitudes consistent with those expected of professionals employed in the field of higher education, and (3) maintain satisfactory academic performance (i.e., maintaining a 3.00 GPA) in the graduate program as a M.A. student. Achievement of “satisfactory” GTA and academic performance are determined by the Department Chair and the M.A. Coordinator, with the advice of appropriate members of the graduate faculty of the Department. 23

D.

General Instructional Policies

1. GTAs must notify the Department receptionist if unable to attend class or hold office hours due to an illness or an emergency. The receptionist will then notify the instructor of the course and the Department Chair. Excessive absences will be addressed by the respective Graduate coordinator and the Department Chair. Failure to adhere to this policy can result in the revocation of the assistantship. 2. Student privacy is an issue to which all GTAs must pay attention. Taken from the West Virginia University General Counsel’s Office: Federal Educational and Privacy Rights Act (FERPA, 1974) guidelines are designed to protect the privacy of a student’s education records. In particular, they give students the right to inspect their education records for accuracy and to limit disclosure of those records, with certain exceptions. It is important to note that parents are not entitled to receive information from a student’s education record, including grades, unless the student is a dependent or the student has agreed to the release. Parents who ask for information about their students should be directed to Admissions and Records, which maintains a record of students whose parents are permitted to review their education record. In addition, grades should not be posted publicly, whether physically or electronically, by name, Social Security number (even partial Social Security number) or other personal information which can be identified with an individual student by anyone other than the professor and the student. The Provost’s Office can provide advice on alternative methods for sharing grades with students. Furthermore, graded papers, exams, etc. may not be made available in a public place for student pick-up and review. Information from a student’s record should not be shared with another faculty or staff member unless he/she has a “legitimate educational interest.” Finally, a faculty member should obtain consent from a student before providing a reference or a letter of recommendation for the student to a prospective employer or for academic purposes. If a faculty member or employee fails to follow the law, it could result in a lawsuit, loss of federal funding, conviction of a misdemeanor under the Public Information Act (which could involve a prison term, a fine or both) or dismissal. Copies of the WVU Policy on FERPA can be found online at http://www.arc.wvu.edu/rightsd.html 3. All student work which is not normally returned must be kept for at least one year. 4. All office equipment in 103 Armstrong is to be used exclusively for GTA duties. Nothing should be downloaded onto, installed on, or saved on the hard drives of any of the computers. The only exception to this policy is course grades and data for course projects. Printer cartridges and paper can be procured from the Office Manager. Failure to adhere to this policy can result in the removal of one or more of the computers. 24

5. All office equipment in 113 Armstrong is to be used exclusively by the Ph.D. students. Printer cartridges and paper can be procured from the Office Manager. At no time should M.A. students use the equipment or ask to use the equipment. 6. All research projects involving the use of human subjects must be approved by the Institutional Review Board prior to data collection. Failure to secure IRB approval will result in the project (and any dissemination of the results via conference papers or journal articles) being declared as null and void. Additionally, all data collection involving students enrolled in COMM courses must be approved by the Department Research Coordinator. The Department Research Coordinator will assign the courses in which data collection will occur.

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Appendix A: Ph.D. Program Official Forms

26

Ph.D. Degree Plan of Study Form Department of Communication Studies Eberly College of Arts & Sciences West Virginia University ■ 54 hours required ■ GPA of 3.25 required ■ Foreign Language not required

Name:

ID#:

Primary Area of Study: Secondary Area of Study: Required COMM Courses (12 Hours) Course Number & Title 600-Communication in the Classroom 602- Interpersonal Communication 606-Theory/Research in Organizational Communication 700-Survey of Human Communication Theory Core COMM Courses (9 hours) Course Number & Title 702-Advanced Interpersonal Communication 706-Advanced Organizational Communication 719-Advanced Instructional Communication

Research Methods (6 hours beyond COMM 701) Course Number & Title 701-Graduate Research Methods

Dissertation Research (18 hours) Course Number & Title 797-Research 797-Research 797-Research 797-Research Additional COMM courses (9 hours) Course Number & Title

27

Credit Hrs

Semester Taken

Grade

Credit Hrs

Semester Taken

Grade

Credit Hrs

Semester Taken

Grade

Credit Hrs

Semester Taken

Grade

Credit Hrs

Semester Taken

Grade

TOTAL CREDIT HOURS

Required COMM: Core COMM: Research Methods: Additional COMM: Dissertation: TOTAL CREDIT HOURS:

Committee Members Typed Name

Signature

Date

(Committee Member)

(Committee Member)

(Committee Member)

(Committee Member)

(Outside Committee Member)

(Outside Committee Member)

(Committee Chair)

(Department Chair) Updated 5/22/06 Format Updated 10/27/2011

28

INTENT TO TAKE COMPREHENSIVE EXAM Student Name: Advisor: Committee Members:

Primary Area: Secondary Area:

Student Signature/Date

Advisor Signature/Date

APPROVAL:

Ph.D. Coordinator Signature/Date 29

COMPREHENSIVE EXAM RECORD Student Name: Advisor: Committee Members:

Date Passed:

Primary Area: Advisor’s Signature: Committee Members’ Signatures:

Date Passed:

Secondary Area: Advisor’s Signature: Committee Members’ Signatures:

Research Methods

Date Passed: Advisor’s Signature: Committee Members’ Signatures:

Student admitted to Doctoral Candidacy on (Date)

APPROVAL: Ph.D. Coordinator Signature/Date Form Added 10/27/2011

30

NOTICE OF DISSERTATION PROSPECTUS DEFENSE Student Name: Advisor: Committee Members:

Proposed Title of Dissertation:

Date of Defense: Time of Defense: Location of Defense:

Student Signature/Date

Advisor Signature/Date

APPROVAL:

Ph.D. Coordinator Signature/Date 31

NOTICE OF DISSERTATION DEFENSE Student Name: Advisor: Committee Members:

Title of Dissertation:

Date of Defense: Time of Defense: Location of Defense:

Student Signature/Date

Advisor Signature/Date

APPROVAL:

Ph.D. Coordinator Signature/Date

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Appendix B: Dissertations 2011 Using Mentoring Enactment Theory to Explore the Doctoral Student-Faculty Member Mentoring Relationship by Daniel H. Mansson Committee: Myers (Chair), Brann, Dillow, Martin, Edwards (Western Michigan University)

2010 Adult Children of Alcoholics’ Perceptions of Communicative Exchanges with Family Members and Outsiders by Kerry A. Byrnes Committee: Brann (Chair), Martin, Myers, Weber, Reger-Nash (Community Medicine) Communicative Facework in Marital Dissolution and Post-dissolution Processes by Brandi N. Frisby Committee: Booth-Butterfield (Chair), Dillow, Martin, Weber, Walls (Educational Psychology)

2009 Understanding the Expression and Implications of Deceptive Affectionate Messages by Sean M. Horan Committee: Booth-Butterfield (Chair), Chory, Dillow, Martin, Frymier (Miami University) When Two Become One: Marital Couples' Public Performances and Couple Identity by Carrie D. Kennedy-Lightsey Committee: Martin (Chair), Booth-Butterfield, Dillow, Weber, Goeres (Educational Leadership) The Development of Technological Management Model: A Conceptualization of Computer Technology in the Workplace by Paul E. Madlock Committee: Avtgis (Chair), Booth-Butterfield, Chory, Martin, Westerman, Rancer (University of Akron)

2007 The Effect of Teacher Confirmation on Student Communication and Learning Outcomes by Alan K. Goodboy Committee: Myers (Chair), Booth-Butterfield, Martin, Weber, Hursh (Educational Psychology) Student Nagging Behavior in the College Classroom by Katie Neary Dunleavy Committee: Martin (Chair), Brann, Booth-Butterfield, Myers, Weber, Walls (Educational Psychology) 33

Appendix C: Sample M.A. Plan of Study Form West Virginia University/Eberly College of Arts & Sciences Department of Communication Studies M.A. Degree Plan of Study ■ 36 hours required ■ GPA of 3.0 required ■ Foreign Language not required Name:_____________________________________________________________ ID Number:________________________________________________________ Coursework or Thesis Title ___________________________________________ _____________ Required COMM Courses (6 Hours) Course Number & Title Credit Hours Semester Taken Grade 700-Survey of Human Communication Theory 701-Graduate Research Methods Other COMM Courses (24-30 hours) Course Number & Title Credit Hours Semester Taken Grade

Other Courses (3-6 hours) Course Number & Title

Credit Hours

Semester Taken

Grade

TOTAL HOURS Required COMM Other COMM Other Courses TOTAL HOURS Typed Name

Committee Members Signature

Date

(Committee Member)

(Committee Member)

(Committee Chair)

(Department Chair) Updated 6/1/06

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Appendix D: Sample Notification of Thesis Prospectus Form Notification of Thesis Prospectus Defense Form This form can be typed or handwritten Name:

__________________________________

Date:

__________________________________

Advisor:

__________________________________

Committee Members: __________________________________ __________________________________ Proposed Title of Thesis Prospectus: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ __________________________________________ Date of Defense:

__________________________________

Time of Defense:

__________________________________

Location of Defense: __________________________________ _____________________________ Student Signature/Date

______________________________ Advisor Signature/Date

APPROVAL: _____________________________ M.A. Coordinator Signature/Date

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Appendix E: Sample Notification of Thesis Defense Form Notification of Thesis Defense Form This form can be typed or handwritten Name:

__________________________________

Date:

__________________________________

Advisor:

__________________________________

Committee Members: __________________________________ __________________________________ Title of Thesis: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ __________________________________________ Date of Defense:

__________________________________

Time of Defense:

__________________________________

Location of Defense: __________________________________ _____________________________ Student Signature/Date

______________________________ Advisor Signature/Date

APPROVAL: _____________________________ M.A. Coordinator Signature/Date

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Appendix F: Theses

2009 Stay or Leave? The Effects of Communicative Infidelity on Relationship Outcomes by Colleen C. Malachowski Committee: Dillow (Chair), Brann, Weber The Dating Game: Cultivation Effects on Relational Investment by Thomas L. Meade Committee: Westerman (Chair), Patterson, Cole

2008 An Intergroup Perspective on Family Targeted Hurtful Messages Used in Romantic Relationships by Tyler M. Louk Committee: Myers (Chair), Dillow, Martin Muted Group Theory and U.S. Politics: Examining Third Parties and their Supporters by Meredith A. Mitchell Committee: Martin (Chair), Weber, Cole

2007 Dialectical Tensions in Stroke Survivor Relationships by Kimberly Leezer Committee: Brann (Chair), Dillow, Weber Student-Instructor Conflict: The Impact of Instructor Communicative Characteristics on Student Conflict-Handling Styles by Karissa L. Zigarovich Committee: Myers (Chair), Weber, Martin

2006 Development of A Typology of Interracial Relationships by Juan M. D’Brot IV Committee: Avtgis (Chair), Weber, Myers Communication Organizational Orientations in an Instructional Setting by David W. Tibbles Committee: Richmond (Chair), McCroskey, Weber

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2005 The Relationship between Relevance and Teacher Communication Behaviors by Vicki E. Bennett Committee: McCroskey (Chair), Richmond, Myers A Candidate’s Use of Aggressive Communication and the Electorate’s Response: Predicting Presidential Election Outcomes by Matthew Luke Sutton Committee: Avtgis (Chair), Martin, Weber Gossip as an Interpersonal Communication Phenomenon by Elycia M. Taylor Committee: Weber (Chair), Martin, Myers

2004 Stereotypical Perceptions of the Communication Behaviors of Gay Males by Daniel W. Brewster Committee: McCroskey (Chair), Richmond, Myers The Effects of Personality Traits and Playing Video Games on Aggressive Thoughts and Behaviors by Vincent J. Cicchirillo Committee: Chory-Assad (Chair), Weber, Booth-Butterfield Application of Turning Point Theory to Communication Following an Acquired Disability by Katie Neary Dunleavy Committee: Booth-Butterfield (Chair), Martin, Myers Adolescents’ Perceptions of Interparental Conflict and the Impact on Their Aggressive Communication Traits by Christine E. Kunkle Committee: Myers (Chair), Weber, Booth-Butterfield

2003 The Effect of Teacher Misbehavior on Teacher Credibility and Affect by Sara R. Banfield Committee: Richmond (Chair), McCroskey, Patterson Instructors’ Message Variables and Students’ Learning Orientation/Grade Orientation and Affective Learning by Leeanne M. Bell Committee: Myers (Chair), Booth-Butterfield, McCroskey Fraternity and Sorority Member Perceptions of Homophily, Supportive Communication, and Group Behavior as a Function of Control Expectancies by Andrew D. Dohanos Committee: Avtgis (Chair), Weber, Booth-Butterfield

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The Impact of Past Dating Relationship Solidarity on Commitment, Satisfaction, Investment, and Maintenance in Current Relationships by Andrew J. Merolla Committee: Weber (Chair), Booth-Butterfield, Myers The Influence of Birth Order on Verbal Aggressiveness and Argumentativeness by Marissa F. Rodgers Committee: Myers (Chair), Weber, Avtgis Communication Apprehension and Accuracy of Decoding Nonverbal Signals: A Replication and Extension of Schroeder and Ketrow (1997) by Abigail L. Sopko Committee: Martin (Chair), Myers, Weber The Effects of Cancer on Interpersonal Relationships by Alicia M. Vandine Committee: Booth-Butterfield (Chair), Chory-Assad, Weber

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Appendix G: 2011-2012 Department Roster The Department of Communication Studies is housed in 108 Armstrong Hall. Offices of the Department Chair, the faculty, and the office staff are located in 108 Armstrong Hall. The Ph.D. GTAs are housed in 113 Armstrong Hall and the M.A. GTAs are housed in 103 Armstrong Hall. Professors: Matthew M. Martin (Department Chair), Melanie Booth-Butterfield, Joan Gorham, Scott A. Myers Associate Professors: Maria Brann, Rebecca M. Chory, Brian R. Patterson, John D. Shibley, Keith D. Weber Assistant Professors: Megan Dillow, David Westerman, Christine E. Rittenour, Nicholas Bowman Visiting Assistant Professor: Danielle Dolin-Bane Senior Lecturers: John G. Cole, Andrea Weber Instructor: Nikki Loy Office Manager: Renee Kisner (Employment and financial matters, travel reimbursement, direct deposit) Graduate Secretary: Terri Kelley (All graduate forms and paperwork) Receptionist: Joy Green (Paycheck distribution, Room 115 reservations)

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