What I’ve been up to lately…

… no, I promise you, I haven’t forgotten about this blog! Rather, I’ve been writing and working on other things. Today, I’d like to share three of them with you!


I’m SO incredibly proud of these two:

Katie_cropped Natalie_cropped

Katherine (Katie) Fearer (left) and Natalie Fech (right) did absolutely fantastic work on their master’s theses. Both theses addressed relational uncertainty and relational maintenance (Natalie’s in romantic relationships, Katie’s in friendships), and both found really really nifty findings that I fully expect will appear in press soon. Neither are pursuing a PhD at the moment, but if any of y’all reading this are looking to add great doctoral students to your program, these two are well worth recruiting!


I’ve talked with many professors who have wondered how they should manage students’ technology use in the classroom: “Should I allow laptops only? Or cell phones too? Maybe I should ban all technology use?” My wonderful TCU friend/colleague Dr. Amber Finn and I have set out to provide answers to these questions.

In a study that’s soon to appear in Communication Education (and is already available online), we examined how a teacher’s technology policies predict student learner empowerment–in other words, the student’s belief that s/he can perform effectively in the class.

Based on previous research (i.e., Turman & Schrodt, 2005), we expected learner empowerment would be highest when teachers moderately encourage course-relevant technology use and moderately discourage non-course use. But, that’s not what we found!

For encouraging policies, we found nothing but a positive effect. The more teachers encourage course-relevant technology use, the more empowered students feel. (IMO–This should give teachers some pause about banning all tech use in the classroom.)

For discouraging policies, we found the effect depended on the student’s level of apprehension about communicating online. These findings led to this graph, which I’ll share here just because I think it looks kinda cool (well, ‘cool’ in a geeky way… :-):

What does this mean? Well, the most important line is that dark, solid line–that’s the highly apprehensive students. The curve of the line is lowest in the middle–in other words, they feel least empowered when teachers are moderately discouraging of non-course tech use!

The upshot here? We think clarity is important. As an instructor, you can discourage non-course tech use as long as you’re clear about it. If you’re wishy-washy, you’ll ‘freak out’ the apprehensive students because they won’t know what to expect–and, consequently, they’ll fell less empowered.



Several years ago, my dear friend and mentor Em Griffin invited me to serve as a “special consultant,” and now as a co-author, on his textbook A First Look at Communication Theory. It’s the book that, as a college student at Wheaton, got me all fired up about being a communication professor–so I was delighted to accept his invitation!

We (Em and Glenn Sparks at Purdue University) have been working on the upcoming 9th edition. (The image above is the 8th edition; the cover hasn’t been finalized for the 9th edition yet.) I won’t say much about it now, except that I’m excited about the updates we’ve been making to the book! Much of my work has involved a new organizational communication theory… I’m very excited to see the feedback on it from long-time users of the book.

I should probably also mention that, this April, I was awarded tenure and promotion to associate professor at TCU. Thanks to all of you who helped me on the journey to this point in my career! I feel very blessed to work at such a wonderful university with truly excellent colleagues.

Do colleges really “close” during the summer?: A critique of Fay Vincent in the WSJ

So yesterday, I read an article in the WSJ by former MLB commissioner Fay Vincent (this link may/may not allow you to see it without a WSJ subscription).

In the article, he argues that universities can become “more efficient” if they don’t “close for the summer.” Um, I wonder if he’s ever been on a college campus during the summer? Every school I’ve seen firsthand runs a slew of revenue-generating summer classes and conferences.

He also attacks faculty, arguing they are “underutilized” and could “be used more productively” during the summer. Um, has he ever observed faculty during the summer? The faculty I know produce a lot during the summer across the domains of teaching, research, and service.

Finally, he addresses time, claiming “As school administrations over the years have steadily shortened the educational year, students were the losers. It is difficult not to conclude that my generation got a better education because we got more of it.” He fails to consider that the relationship between time and learning isn’t linear. I guarantee you my students aren’t learning as much during the 14th week of the semester as they are the 3rd–the comparison between the 74th and 6th minutes of class is also apt.

I agree we need to ask serious questions about higher education practices and consider creative answers. And speaking of productivity, such brainstorming is most productive when it doesn’t betray basic ignorance about fundamental facts of academic life.