“All That is Gold Does Not Glitter” for the social scientist

While teaching my final graduate-level quantitative research methods class yesterday, one of my students asked about how a person can know whether they should study quantitative or qualitative methods. A very good question.

In response, another of my students quoted Tolkien: “Not all those who wander are lost.” A good response to a good question!

And it got me thinking–especially since I’m re-reading Lord of the Rings right now–what might the famous “All That is Gold Does Not Glitter” poem look like, if written for a social scientific audience?

Here is my attempt at it, by way of footnotes to the original poem:

All this is gold does not glitter(1),
Not all those who wander are lost(2),
The old that is strong does not wither(3),
Deep roots are not reached by the frost(4).

From the ashes a fire shall be woken,
A light from the shadows shall spring;
Renewed shall be blade that was broken,
The crownless again shall be king(5).

(1) Please note that the data supporting this claim are cross-sectional in nature, and thus these results serve only as weak evidence of causation. Only future experimental and/or longitudinal research can determine whether goldenness causes lack of glittering, lack of glittering causes goldenness, or whether the apparent association is spurious due to a third factor unmeasured in this investigation.

(2) Stated more formally: H(0): Wandering is not significantly associated with being lost; H(A): Wandering is significantly associated with being lost.

(3) I.e., strength significantly moderates the extent to which age predicts withering. The moderating effect of other demographic variables could not be examined due to lack of statistical power.

(4) p < .08.

(5) We offer these practical applications only tentatively(6), and these possible applications should be evaluated further in clinical and/or applied contexts.

(6) “Thanks” to the anonymous reviewer who demanded we include such a practical application section before s/he would recommend accepting this for publication.

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A First Look at Communication Theory 9th Edition – It’s here!

So I went to my office after returning from the Central States Communication Association conference (awesome time, BTW!), and found THIS on my desk!:

AFirstLook9thed

Seeing this book in print, with my name on the cover, was a meaningful moment in my career. When I was a junior at Wheaton College, I took Em Griffin’s interpersonal communication course. That class whetted my appetite for more, so in the spring semester I took his class on persuasion–which was intriguing, applicable, and engaging.

Then I enrolled in Em’s communication theory course. I was so excited that I bought the theory book before I left campus for the summer. I’d read half of it by the time I returned in the fall. The subject matter fascinated me–and around that time, I knew that I wanted to be a college professor. Specifically, a professor of communication.

Years later, when Em asked me to join him as a co-author on the A First Look textbook–the textbook that played a potent role in leading me to my career–I felt honored beyond words (and for us communication scholars, that’s saying something…) And let me just say that Em Griffin and Glenn Sparks are outstanding collaborators. They’re also very good writers–for example, if you want an insightful and entertaining read, check out “Rolling in Dough,” Glenn’s memoir on growing up in a doughnut shop. I’ve learned so much about the writing process from both of these outstanding colleagues and friends.

So that’s some of the story behind the book–what about the book itself?

Even though a couple of new names appear on the front, the spirit and style of the book remains the same. To continue the book’s legacy of engaging students with communication theory, we’ve made several additions and changes in response to instructor feedback and our own close reading of the book. Some of the changes that excite me most include:

  • Updated examples throughout the text. Although some historical examples remain (e.g., the “I Have a Dream” speech analysis in the Rhetoric chapter), we’ve freshened pop culture references throughout. See especially the chapters on Mead’s symbolic interactionism and Tannen’s genderlect styles.
  • A new chapter on Robert McPhee’s theory of the communicative constitution of organizations. Reader response to this chapter interests me not only because it’s a fresh and popular org comm theory–but also because I was primarily responsible for crafting it.
  • The uncertainty reduction theory chapter now includes a section on Leanne Knobloch’s relational turbulence model. Likewise, the muted group theory chapter addresses Mark Orbe’s co-cultural theory. I hope readers will appreciate these modern extensions of classic communication theories.

In the end, I hope these additions and changes help students not only learn communication theory, but become passionate about it. That’s one of the things I appreciate most about the text’s earlier editions–Em always presents communication as an inherently fascinating object of study. And not only fascinating, but useful in everyday life. I hope this new edition of the book inspires students to communicate excellently in both their personal and professional lives.

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!

1. ADVISING AWESOME MASTER’S STUDENTS

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!

2. RESEARCH ON TEACHER TECHNOLOGY POLICIES

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… :-):

disc_graph
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.

3. A FIRST LOOK AT COMMUNICATION THEORY

afl_8th

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.

My social networking site course featured in TCU Magazine!

The newest issue of TCU Magazine features a story on my social networking site seminar – one of my favorite classes to teach! The course takes students through the history of communication technology, then applying this history to understand our social media / smartphone world.

You can read the TCU Magazine article, or visit my teaching page to find the syllabi for both undergraduate and master’s-level seminars.