VIRGINIA P. RICHMOND
Curriculum Vita
Address:
Department of Communication Studies Office: (304) 293-3905
108 Armstrong Hall, PO Box 6293 Home: (304) 599-9437
West Virginia University Fax: (304) 293-8667
Morgantown, WV 26506-6293
E-mail: vprcomml@aol.com; vprich@wvu.edu
EDUCATION:
Ph.D., University of Nebraska, 1977
Major: Speech Communication
Minor: Management/Human Relations
(Emphases Interpersonal, Instructional, Public and Organizational Communication)
M.A., West Virginia University, 1974
Major: Speech Communication
(Emphases Interpersonal Communication, Public, and Nonverbal Communication)
B.A., West Virginia University Institute of Technology, 1971 Major: Education; Minor: Speech Communication
AREAS OF SPECIALIZATION:
Corporate and Organizational Communication; Interpersonal Communication; Public Speaking and Presentational Skills; Instructional Communication; Health Communication; Nonverbal Communication; Communication Apprehension, Avoidance and Shyness; Diffusion and Social Change; Intercultural Communication; Gender and Communication; Communication Training and Development.
PROFESSIONAL EMPLOYMENT:
1985- Professor, Department of Communication Studies, West Virginia University
1992- Coordinator of Graduate Extended Learning Applied Programs throughout the State of West Virginia. Communication Studies, WVU (Corporate and Organizational, Communication in Instruction)
1 994- Adjunct Professor, Community Health Promotion, West Virginia University
1988-90 Adjunct Professor, Educational Psychology, West Virginia University
1995- Adjunct Professor, Curriculum and Instruction, West Virginia University
1998- Adjunct Professor, Community Health Promotion, West Virginia University
1981-85 Associate Professor, Department of Communication Studies, WVU
1977-81 Assistant Professor, Department of Communication Studies, WVU
PROFESSIONAL ACHIEVEMENTS:
Top three paper at the Eastern Communication Association (Interpersonal Division) New York, NY, April 2002.
Top three paper at the National Communication Association (Instructional Division) Atlanta, 2001.
Four papers recognized as top papers at the Eastern Communication Association (Interest Groups -Instructional, Organizational and Interpersonal, Health, and Nonverbal Communication) 1999.
Distinguished Service Award in Education by the Northeastern Panhandle Regional Graduate Education Extended Learning Association, December, 1998.
Honorary Doctorate of Letters from the University System of West Virginia Board of Trustees and West Virginia University Institute of Technology, May 10, 1996.
Original Eastern Communication Association Fellow for Teaching, April, 1996.
Original Eastern Communication Association Fellow for Research, April, 1996.
Recipient "1995 World Communication Association Distinguished Service Award" for exemplary, extensive, and distinguished service to the World Communication Association from 1984-1995 (July, 1995 Vancouver, CN).
Recipient 1994 Distinguish Service Award presented by the Eastern Communication Association, Washington, DC, April-May, 1994.
Recipient of 1993 Donald H. Ecroyd and Caroline Drummond-Ecroyd Teaching Excellent Career Award presented by the Eastern Communication Association, May, 1993.
1992 Recipient of the Commission on Communication Apprehension and Avoidance Outstanding Book Award presented at the Speech Communication Association, Nov., 1992. Book entitled, "Quiet Children in the Classroom."
Recognized as one of the Most Prolific Active Female Scholars in the Field of Communication in article in Communication Quarterly, 40, 1992.
Honored for outstanding achievement in instruction as a "MASTER TEACHER" for the Communication and Instruction Group at the Western States Communication Association, February, 1990.
Recipient of the Distinguished Service Award from the Honor Society of Phi Kappa Phi, West Virginia University, April, 1988.
Recognized as one of the Top Ten Publishing Scholars in the major communication journals from 1981-1985 in convention paper on Top Communication Scholars presented at the Eastern Communication Association, May, 1987.
Recipient of the Outstanding Book Award from the Commission on Communication Apprehension and Avoidance at the Speech Communication Association, November, 1986 (Communication: Apprehension, Avoidance, and Effectiveness).
Eastern Communication Association Membership as Vice-President (1986-1987) then President (1987-1988). As Vice-President coordinated the 1987 Eastern Communication Association Convention in Syracuse, NY. As President presided over the Eastern Communication Association Convention in Baltimore, MD, 1988.
Recipient of the Distinguished Research Award for 1984-85 from the Association of Teacher Educators for research article entitled "Power in the classroom: Teacher training and student learning."
1984 Recipient of the Eastern Communication Association's Past President's Award for Outstanding Scholarly Contributions to the Field of Communication.
Recipient of an Outstanding Faculty Member Award given by the Golden Key National Honor Society, West Virginia University, 1984.
1983 Recognized as one of the top ten publishing scholars in the major speech communication literature from 1972-82 according to a review of the Index to Journals in Speech Communication conducted by Huddleston and Koester at University of Missouri-Columbia.
Recipient of the Rufus A. Lyman Award by the American Association of Colleges of Pharmacy for Outstanding Article published in the American Journal of Pharmaceutical Education in 1982.
Recipient of the Distinguished Research Award for 1982-83 from the Association of Teacher Educators for research (Power in the classroom: Two studies).
1980-81 Recipient of an Outstanding Teacher Award in the College of Arts and Sciences, West Virginia University.
1980-81 Selected Outstanding Teacher of the Year by Department of Communication Studies, West Virginia University.
TEACHING:
Undergraduate: Interpersonal, Public, Organizational, Gender, Nonverbal, Organizational, Training and Development, Communication Theory, Persuasion (Class size ranging from 40-200 students).
Graduate: Organizational, Instructional and Affect in the Classroom, Public, Health Communication, Interpersonal, Nonverbal, Persuasion, Gender, Communication Training and Development, and special seminars. (Class size ranging from 7-107).
Graduate Committees (Chair or Member)
1980- More than 500 students from three Master programs:
Applied Organizational and Corporate Communication
Applied Instructional Communication
Theory and Research Communication Program
GRANTS:
Community Health Promotion Grant (1995-96) from West Virginia Legislature to study and promote communication of healthy lifestyles in a rural community (Shinnston, WV). Amount of grant $33,000. (McPherson, Reger, and Richmond)
Communication Apprehension in Pharmacy Students, $21,000, American Pharmaceutical Association. (Baldwin, McCroskey, Richmond)
Communication Apprehension and the Chiropractic Profession, $10,000, American Chiropractic Association. (Allen, Richmond, McCroskey)
PROFESSIONAL ASSOCIATIONS:
Speech Communication Association (Life member)
Eastern Communication Association (Life member)
International Communication Association (Life member)
Speech Communication Association of Puerto Rico (Life member)
Association of Teacher Educators (1980 - 1993)
World Communication Association (1980-)
The Honor Society of Phi Kappa Phi (1980-)
OFFICES/DUTIES IN
PROFESSIONAL ASSOCIATIONS:
Eastern Communication Association
International Communication Association
World Communication Association
EDITORIAL:
Editor, Communication Quarterly, 1991-93
Editor, Communication Research Reports, 1984-88
Co-Editor on 10 book Burgess International Series on Communication in Instruction, 1992.
Associate Editor, Communication Education, 1983-1990, 1993-95, 2001-03
Editorial Board Member, Communication Quarterly, 1985-
Editorial Board Member, Communication Monographs, 1995-2001
Editorial Board Member, World Communication, 1991-
Editorial Board Member, Communication Research Reports, 1989-
SCHOLARSHIP: (Books)
(2002). Going public: A practical guide to public talk. Boston: Allyn and Bacon. (Richmond, Hickson)
(2002). Nonverbal communication in the classroom. (2 Ed.). Acton, MA: Tapestry Press. (Richmond)
(2001). Organizational communication for survival: Making work, work. (4th Ed.). Boston:
Allyn and Bacon. (Richmond, McCroskey)
(2001). Communication, affect, and learning in the classroom. (2nd Ed.) Acton, MA: Tapestry Press.
(Richmond, Wrench, Gorham)
(2000). Nonverbal behavior in interpersonal relations. (2nd Ed.). Boston: Allyn and Bacon.
(Richmond, McCroskey)
(1999). Clarifying Communication Theories: A Hands-On Approach. Ames, IA: Iowa State University Press. (Stone, Singletary, Richmond)
(1998). Communication: Apprehension, avoidance and effectiveness. Scottsdale, AZ: (5th Edition). Gorsuch Scarisbrick, First Edition, 1985; Second Edition, 1989; Third Edition, 1992; Fourth Edition, 1995. (Richmond, McCroskey)
(1998). Communication in the educational organization. (2nd Ed.). Acton, MA: Tapestry Press. (McCroskey, Richmond)
(1997). Communication problems of children. (2nd Edition). Acton, MA: Tapestry Press. (McCroskey, Richmond)
(1996) Fundamentals of human communication: An interpersonal perspective. Prospect Heights: Ill. Waveland Press. (McCroskey, Richmond)
(1992). Power in the classroom: Communication, control, and concern. Hillsdale, NJ: Lawrence Erlbaum Associates. (Richmond, McCroskey)
(1991). Quiet children and the classroom teacher. (2nd Ed.). Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills, Annandale, Va. Speech Communication Association. (McCroskey, Richmond)
(1990). Communication in organizations: Readings and exercises. Minneapolis, MN: Bellwether Press. (Richmond, McCroskey)
(1988). The quiet ones: Communication apprehension and shyness (Third Edition). Dubuque, IA: Gorsuch Scarisbrick, Second Edition; First edition, 1 980. (Richmond, McCroskey)
(1986). One on one: The foundations of interpersonal communication. Englewood Cliffs, NJ: Prentice-Hall. (McCroskey, Richmond, Stewart)
Senior/Single Authored Book Chapters:
(2002). Teacher nonverbal immediacy: Uses and outcomes. In Chesebro, J.L. & McCroskey, J. C. (Eds.). Communication for teachers. (pp. 65-82). Boston: Allyn and Bacon.
(2002). Socio-communicative style and orientation in instruction. In Chesebro, J.L. & McCroskey, J. C. (Eds.). Communication for teachers. (pp. 104-115). Boston: Allyn and Bacon.
(1999). Extended learning. In A. L. Vangelisti, J. A. Daly, & G. W. Friedrich (Eds.). Teaching communication: Theory, research, and methods. (2ha. Ed.) (pp. 497-506). Mahwah, NJ: Lawrence Erlbaum.
(1998). Socio communicative style and socio communicative orientation. In J. C. McCroskey, J. A. Daly, M. Martin, & M. Beatty. Communication and personality: Trait perspectives. (pp. 133-148). Hillsdale, NJ: Lawrence Erlbaum
(1997). Quietness in contemporary society: Conclusions and generalizations of the research. In J. A. Daly, J. C. McCroskey, J. Ayres, T. Hopf, & D. M. Ayres (Eds). Avoiding communication: Shyness, reticence, and communication apprehension. (2 nd Edition). (pp. 257-268) Cresskill, NJ: Hampton Press.
(1997). A Bibliography of related practice, theory, and research. In J. A. Daly, J. C. McCroskey, J. Ayres, T. Hopf, & D. M. Ayres (Eds). Avoiding communication: Shyness, reticence, and communication apprehension. (2nd Edition). (pp. 423-488). Cresskill, NJ: Hampton Press.
(1993). Communication: Overview and framework. In M. J. O'Hair, & S. J. O'Dell (Eds.). Diversity and teaching, (pp. 165-174). NY: Harcourt Brace Javanovich.
(1992). Power in the classroom: Seminal studies. In V. P. Richmond, & J. C. McCroskey (Eds.). Power in the classroom: Communication, control, and concern, (pp. 47-65).Hillsdale, NJ: Lawrence Erlbaum.
(1990). Continuing education. In J. A. Daly, G. W. Friedrich, & A. L. Vangelisti (Eds.). Teaching communication: Theory, research, and methods, (pp. 417-425). Hillsdale, NJ: Lawrence Erlbaum.
(1989). Willingness to communicate and dysfunctional communication processes. In C. V. Roberts, K. W. Watson, & L. L. Barker (Eds.). Intrapersona/ communication processes: Original essays, (pp. 292-318). New Orleans, LA: Spectra, Inc.; Scottsdale, AZ: Gorsuch.
(1987). The relationship between selected immediacy behaviors and cognitive learning. In M. McLaughlin (Ed.), Communication Yearbook 10, (pp. 574-590). Beverly Hills, CA: Sage.
(1984). Implications of
quietness: Some facts and speculations. McCroskey (Eds.), Avoiding communication: Shyness, reticence, apprehension, (pp.
145-156). Beverly Hills, CA: Sage.
(1979). Management communication style, tolerance for disagreement and innovativeness as predictors of employee satisfaction: A comparison of single-factor, two-factor, and multiple-factor approaches. In D. Nimmo (Ed.), Communication Yearbook 3, (pp. 359-373). New Brunswick, NJ: Transaction.
Additional Book Chapters:
(2002). Student nonverbal communication and its influence on teachers and teaching. In Chesebro, J. L. & McCroskey, J. C. (Eds.). Communication for teachers. (pp. 47-61 ). Boston: Allyn and Bacon.
(1996). Human communication theory and research: Traditions and models. In M. B. Salwen & D. W. Stacks (Eds.). An integrated approach to communication theory and research. (pp. 233-242). Mahwah, NJ: Lawrence Erlbaum Associates.
(1993). Communication: Implications and reflections. In M. J. O'Hair & S. J. O'Dell (Eds.). Diversity and teaching. (pp. 229-236). New York: Harcourt Brace Javanovich.
(1992). Motivating faculty. In M. Hickson III & D. W. Stacks (Eds.). Effective communication for academic chairs. (pp. 159-182). Albany, NY: SUNY Press.
(1992). Communication apprehension and small group communication. In R. S. Cathcart & L. A. Samovar (Eds.). Sma//group communication: A reader. (6th Ed.). (pp. 361-364). Dubuque, IA: Wm. C. Brown.
(1991). Willingness to communicate: A cognitive view. In Booth-Butterfield, M. (Ed.). Communication, cognition, and anxiety. (pp. 1 9-38). Newbury Park, CA: Select Press/Sage.
(1989). Bipolar scaling. In P. Emmert & L. L. Barker (Eds.). Measurement of communication behavior. (pp. 154-1 67). White Plains, NY: Longman Inc.
(1984). Power in the classroom IV: Alternatives to discipline. In R. Bostrom (Ed.). Communication Yearbook 8. (pp. 724-746). Beverly Hills, CA: Sage.
(1984). A bibliography of related research and theory. In J. A. Daly & J. C. McCroskey (Eds.). Avoiding communication: Shyness, reticence, and communication apprehension. (pp. 247-294). Beverly Hills, CA: Sage.
(1984). Communication apprehension and shyness. In W. M. Tindali, R. S. Beardsley, & F. R. Curtiss (Eds.). Pharmacy practice: A practical guide for students and practitioners. (pp. 128-158). Philadelphia, PA: Lea and Febiger.
(1984). Communication apprehension an small group communication. In L. Samovar (Ed.). Group communication: Performance and practice. (pp. 342-356). Dubuque, IA: Wm. C. Brown.
(2002, Summer). The impact of
physician credibility, homophily, and attractiveness on perceived medical
outcomes. Communication Research Reports,
(2001). Nonverbal immediacy in the physician/patient relationship. Communication Research Reports, 18, Number 3, 211-216.
(2000). The impact of supervisor and subordinate immediacy on relational and organizational outcomes. Communication Monographs, 67, 85-95.
(1998). The impact of communication apprehension and fear of talking with a physician on perceived medical outcomes. Communication Research Reports, 15, 344-353.
(1997). Communication and decision-making styles, power base usage, and satisfaction in marital dyads. Communication Quarterly, 45, 410-426.
(1995). Amount of Communication in Marital Dyads as a Function of Dyadic and Individual Marital Satisfaction. Communication Research Reports, 13, 152-159.
(1992). Willingness to communicate and employee success in U. S. organizations. Journal of Applied Communication Research, 20, 95-115.
(1990). Reliability and separation of factors in the assertiveness-responsiveness measure. Psychological Reports, 67, 449-450.
(1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181-195.
(1989). A contemporary graduate program in communication in instruction. Communication Education, 38, 356-363.
(1989). An investigation of self-perceived communication competence and personality orientations. Communication Research Reports, 6, 28-36.
(1988). Language patterns and gender role orientation among students in grades 3-12. Communication Education, 37, 142-149.
(1987). Affinity-seeking communication in collegiate female-male relationships. Communication Quarterly, 35 (Fall), 334-348.
(1987). Power in the classroom VII: Linking behavior alteration techniques to cognitive Communication Education, 36, 1-12.
(1986). Communication apprehension and affinity-seeking in superior-subordinate relationships. World Communication, 15, 41-54.
(1986). The relationship of supervisor use of power and affinity-seeking strategies with subordinate satisfaction. Communication Quarterly, 34, 178-193.
(1985). Shyness and popularity: Children's views. Western Speech Communication Journal, 49, 116-125.
(1985). Validity of the writing apprehension test: Two studies. Psychological Reports, 56, 255-259.
(1984). Power in the classroom I1: Power and learning. Communication Education, 33, 125-136.
(1 984). Power strategies in organizations: Communication techniques and messages. Human Communication Research, 11, 85-108.
(1983). The impact of perceptions of leadership style, use of power, and conflict management style on organizational outcomes. Communication Quarterly, 31, 27-36.
(1982). Individual differences among employees, management communication style, and employee satisfaction: Replication and extension. Human Communication Research, 8, 170-188.
(1982). The roots of sexual stereotyping: The teacher as model. Communication Education, 31, 265-273.
(1980). Perceived power as a mediator of management communication style and employee satisfaction: A Preliminary investigation. Communication Quarterly, 28, 37-46.
(1980). Monomorphic and polymorphic opinion leadership within a relatively closed communication system. Human Communication Research, 6, 111-116.
CONVENTION PAPERS:
1980 - More than 150 presented at International, National, and Regional Conventions
ADMINISTRATIVE EXPERIENCE-UNIVERSITY/COLLEGE (WVU):
Coordinator of Extended Learning Programs 1992-94. Off-Campus Credit Programs is the primary unit responsible for the land-grant service and outreach efforts of West Virginia University with regard to the teaching of graduate and undergraduate academic credit courses throughout the state of West Virginia. The mission of this unit is to promote, coordinate, and facilitate instruction of academic courses in all relevant disciplines represented within the University. In addition to the basic mission of Extended Learning Programs, the Coordinator manages the main office and 5 regional offices with an approximate staff of thirty and a million-dollar plus budget.
Member Multi-Disciplinary Studies Committee for the University, 1989-90, 1990-91. The committee reviewed and determined course proposals for grants related to multi-disciplinary studies in the University.
Member Graduate Recruitment Task Force, 1989-90, 1990-91, 1991-92. The committee was responsible for the recruitment of students into the graduate and professional program in the University.
Member Sexual Harassment Prevention Program, 1990-91, 1991-92. Duties are to inform faculty, students, and staff about sexual harassment issues, report details of alleged sexual harassment, and work with Social Justice Unit.
Member of the Search Committee for Extended Learning Coordinators at Jackson's Mill and West Liberty, 1989. This committee was composed of 5 persons appointed by the Coordinator of Extended Learning Programs. The committee screened, interviewed applicants then advised Coordinator on possible candidates for the positions.
Member of the Dean of Arts and Sciences Advisory Committee, 1987-88; 1988-89. The committee is comprised of 6 persons selected by the Dean of Arts and Sciences to advise her/him on issues of current relevance to the faculty.
Member of College of Arts and Sciences Graduate Council, 1986-87; 1987-88. This committee is elected by the graduate faculty members in the college and assists in determining graduate faculty status and in the evaluation of graduate programs. This committee reports to the Dean.
Member Outstanding Teacher Committee for College of Arts and Sciences, 1986-87. This committee determines procedures for nominations for outstanding teachers, reviews nominees, and selects outstanding teachers for the college. This committee is appointed by the Dean.
Chair, University Graduate Council, 1984-86; Member, University Graduate Council, 1982-86. WVU abolished its Graduate School in 1982. The University Graduate Council was established to replace the Dean and Executive Committee of the Graduate School. The council was composed of seven faculty members. It was appointed by the President upon recommendations from the Deans of the 17 Schools and Colleges in the University. The Council was responsible for evaluation of all doctoral and masters programs in the University, establishing guidelines for faculty to serve in graduate programs, and approved faculty for service in graduate programs.
Member Search Committee for Dean of College of Arts and Sciences, 1982-83. This committee was responsible for the screening of candidates, interviewing of candidates, and making recommendations.
ADMINISTRATIVE EXPERIENCE-DEPARTMENT:
Coordinator of Applied Graduate Extended Learning Programs (Corporate/Organizational and Instructional Programs) for non-traditional students. (Coordinates the programs, recruits, advises, and teaches students in the following areas of the State: Beckley, Charleston, Clarksburg, Martinsburg, Parkersburg, and Wheeling) (coordinates and writes the five year evaluation of each program for the Department which is forwarded to Dean, Provost, Board of Trustees)
Member of the Long Range Initiatives/Planning Committee, 1991 – 98. This committee suggests long range plans for department and reviews any long range initiatives the department may have submitted. Generate suggestions for improvements in undergraduate curriculum.
Member or Chair of Promotion, Retention, and Tenure Committee in the Department, 1988-.
Member of Search Committee for New Faculty, 1991-94, 1997-. This committee reviews applicants' files, recommends interviews, brings faculty in for interviews and based on faculty recommendations, makes recommendations to Chair about future faculty.
Director of Development, 1990-91, 1991-92. Assignment was to work with the Associate Dean on establishing an endowed professorship/chair in Communication for the 1990, 91, 92 fund raising efforts of the College.
Member Communication Studies Course Development Committee for Honors Courses, 1990. The committee suggested ideas for course work that would enhance the University Honors Program. Two courses were developed by the committee and approved for inclusion in the University Honors Program.
Advisor for Incoming Honors Students, 1989-92. Coordinate advising, scheduling, and enrollment of honors students in the Communication Studies Department.
Coordinator of Graduate Studies, 1980-92.
1.Coordination of all graduate programs (MA in Communication Theory and Research; MA Communication in Instruction; MA Corporate and Organizational Communication and Applied Programs and joint doctoral program with Curriculum and Instruction).
2.Coordination of all graduate student recruitment.
3.Administer graduate admission and advise on assistantship offerings.
4.Serve as chair of the Graduate Curriculum Committee.
5.Serve as advisor for all doctoral students (joint degree program between Communication Studies and Curriculum and Instruction) until such time as the students select an advisor and committee (program usually enrolls 2-4 students per year).
6.Serve as advisor for all graduate students in Communication Theory and Research MA program, until such time as the student selects an advisor. (This program usually enrolls 10-12 students per year). This program is designed for persons who intend to assume professional roles in business or governmental agencies or intend to undertake advanced education toward a doctorate in the social sciences.
7.Coordinator of Master of Arts Communication in Instruction Program. This is a masters program designed for the professional educator who is employed full-time in the educational setting and pursuing course work at the graduate level. Coordination of this program involves advisement of all students (mostly educators, over 400 per year), coordination of all courses throughout the state, and overseeing the development of instructional materials for all courses. In addition, the coordinator is responsible for marketing of the program, mailings to students, development of brochures and coordination of mailings to students, and coordination of final comprehensive written and oral examinations.
8.Coordinator of Master of Arts in Corporate and Organizational Communication Program. This is a masters program designed for the corporate or business professional who is employed full-time in an organizational setting and pursuing course work at the graduate level. Coordination of this program involves recruiting, advising, and organizing classes for a four region cohort (Martinsburg, Buckhannon, Charleston, and Parkersburg).
9.Serve as a member of the Faculty Screening Committee. Maintains up-to-date files on graduate programs in communication offered by other universities.
10.Advise the chair with regard to graduate offerings for all programs.
11.Prepare and update brochures/information packets for recruitment. Attend major conventions in the discipline for recruitment purposes.
Undergraduate Curriculum Committee, 1985-. Assignment was the design, development, and implementation of a B.A. program in Communication Studies which would meet the needs of liberal arts and pre-professional students, as well as students oriented toward communication-related courses. The new program now offers two options:
1.Communication Theory and Research which is designed for students who desire a broad, liberal arts emphasis or who plan to pursue graduate study in communication. It enables students to acquire a background in the areas of interpersonal, nonverbal, organizational, public, and mass communication.
2.The Applied/Professional Communication Studies option which is designed for students who plan careers in business or government organizations. It combines the general degree program in communication with a sequence of courses outside the department which prepares students for communication-related careers.
Doctoral Committee - Member of committee which designed and implemented the joint doctoral program between Communication Studies and Curriculum and Instruction, 1985. The doctoral degree is designed to prepare students to assume professional responsibilities as communication in instruction specialists and researchers at a variety of institutions including elementary and secondary schools, colleges and universities and business and government organizations. This program is designed for a limited number of students and usually graduates 2-4 students per year.
PROFESSIONAL PRESENTATIONS:
Spring, 2001 - Guest speaker and faculty member Communication Week at Southwest Texas State University, San Marcos, TX.
Spring, 2001 - Guest speaker at New York University on "Communication in the organizational setting."
Spring, 2001 - Keynote speaker at the Basic Course Conference at Eastern Communication Association. (Good Teaching)
Fall, 1998 - Keynote Address "Success in the Classroom: Preempting Discipline Problems" at the 4th Annual Conference of the Connecticut Consortium for Enhanced Learning and Teaching, New Haven, CT.
Fall, 1998 - Guest speaker on Organizational Communication for the Department of Culture and Communication, New York University.
Fall, 1997 - East Tennessee State University, Department of Communication. Topics Communication for Health Professionals, Effective Teaching, Communication Theory and Research, and Nonverbal Communication
1995 Keynote Address for Basic Communication Course Conference at the Eastern Communication Association, April, 1995 Pittsburgh, PA. (Good teaching: No longer a mystery.)
Guest speaker/lecturer "Conflict management and prevention: The role of affinity in positive communicative relationships." Auckland Institute of Technology, NZ, July, 1994.
Guest speaker/lecturer "Communication apprehension and willingness to communicate: Critical factors in contemporary society." Auckland Institute of Technology, NZ, July, 1994.
Guest speaker/lecturer "Conflict and groupthink: Communication solutions to organizational problems." University of Waikato, Hamilton, NZ, July, 1994.
1991 Visiting Professor/Guest Lecturer in the Communication Department and the Department of Educational and Counseling Psychology at Washington State University, Pullman, Washington, Sept. 18-22, 1991. Programs focused on "Willingness to Communicate and Communication Anxiety in Interpersonal Settings," "Willingness to Communication and Academic Achievement," "Programmatic Research and the Field," and "Whatever Happened to the Strong, Silent Type."
The 1991 L. Leroy Cowperthwaite Guest Professor/Lecturer in the School of Communication Studies in cooperation with the College of Fine and Professional Arts at Kent State University, Kent, Ohio, July 28-August 3, 1991. Programs and lectures focused on "Power: Communication, Control, and Concerns in Organizations."
Distinguished guest speaker at Fairfield University, Fairfield, Conn., April, 1987. Topic focused on Nonverbal Communication.
Distinguished guest speaker in the Department of Communication Studies at the University of Oklahoma, Norman, Oklahoma in 1984. Topic "Power in the Classroom."
Distinguished guest lecturer and speaker at the first Conference on Communication sponsored by the University of East Anglia in Norwich, England, April, 1984.