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WHO ARE THESE PEOPLE?

• Name

• Two Adjectives

• Favorite Film

• Comfort Food

• Preferred Musical Genre

• Favorite Washington Landmark

1. I desperately want to learn more about Communication.

2. I will increase my earning power by going to graduate school.

3. I hated my old job and wanted a real change.

4. I’m seeking greater recognition, fame, and fortune in my chosen field.

5. I’ve always wanted to teach, and graduate school pays me to do that.

6. I don’t want to be stuck behind a desk and I like flexibility and freedom.

7. I want to contribute to the body of knowledge in my chosen field.

8. I want to work with a particular faculty member and help with their research.

9. Grad school is tuition free.10. I’m seeking international

recognition and academic research will get me there.

11. I want to become a very skilled writer and scholar.

12. I had no idea what to do and grad school seemed like a good option.

13. An M.A. is the new B.A.14. I like to meet new people and the

folks at UM seemed nice.15. Everyone in my family has an

advanced degree—it’s an expectation.

16. I really like school and see myself as a life-long student.

REASONS FOR GOING TO GRAD SCHOOL

Apprentice Model

Preprofessional Model

MODELS OF GRADUATE EDUCATION

RESEARCH—QUESTIONS & ANSWERS

PURPO

SE OF

A GRADUAT

E SEM

INAR

…a professor should have to restrain students from speaking out passionately about the subjects under discussion….as a graduate student, you have chosen to enter an elite profession, the implication being that you have something valuable to contribute to it. It is incumbent upon you, therefore, to show your actual ability to contribute something, however difficult it may be for you at the beginning of your career.”

Gregor

y M

. Col

ón S

emen

za, G

raduat

e Stu

dy fo

r the

21st

Centu

ry

COMMUNICATION RESEARCH?

What is research? What does it mean to engage in research? What is Communication research? How does it differ from

other kinds of research? How it is similar? What kinds of research have you engaged in thus far? What knowledge did that research generate? What

questions did you answer? What questions won’t you be able to answer after 5+ years

of graduate school?

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PROFESSIONALIZATION & RESEARCH

Professionalization: Learning the systems, the processes, the dynamics of a professional

institution. Putting into practice the knowledge of a profession and the dictates

of professional systems. Acquiring the skills and background to adjust, adapt, and achieve.

Research: A critical aspect of professionalization in higher education. The conduct of inquiry with the goal of generating knowledge,

provoking arguments, and offering illuminating insights. Often bound by disciplines, methods, domains of inquiry, subjects,

and audiences.

PROFE

SSIONALIZ

ATIO

N #1

ADVISIN

G How do you select an advisor?

What factors are important in this process?

Who do you listen to?

What should the advising relationship look like?

Fact

ors

to c

onsi

der in

sel

ectin

g advi

sors

THE ADVISING RELATIONSHIP

Advice & mentoring Professional

advancement Reputation and

professional standing Research trajectory Friendship, support

Agreement about communication

Agreement about advising model

Different advising models

Replication model Apprenticeship

model Co-creation model

CHARACTERISTICS OF THE ADVISING RELATIONSHIP

CHARACTERISTICS OF THE ADVISING RELATIONSHIP

Expectations for a dissertation

Maintaining the relationship:Behaving professionallyFraming issues collaboratively

Backing up the advisorAppreciating the advisor

QUESTIONS TO ASK Does the professor have the time to take you on as a doctoral student?

Does the professor have the interest to take you on as a doctoral student?

Is the demeanor/personality appealing and comfortable for your academic style and needs?

Have former graduate students of the professor had good experiences and completed their programs in a timely fashion?

Does the professor anticipate being at the university during the entire period of your planned program?

Does the professor exhibit the ability to communicate openly, clearly, and effectively from your perspective?

Does the professor have personal research papers, articles, books, etc. that you might review to gain additional insight into his/her research area?

Does the professor have a history of giving proper attention to proteges who work under his/her guidance?

Among the faculty, university, and broader communities, is this professor known and respected for his/her research, writing, and publications?

Adapted from H.G. Adams (1992), Mentoring: An Essential Factor in the Doctoral Process for Minority Students, National Center for Graduate Education for Minorities.

Tenure & Tenure-track

Assistant Professor

Associate Professor

Professor

ACADEMIC TITLES

ACADEMIC TYPES

The High Priests & Priestesses

Deadwood

The Black Sheep

The Careerists

Service Slaves

The Curmudgeons

The Young Turks

The Hall-Talkers

Theory Boy/Girl

Life-Long Learners

RESEARCH & DEFINITIONS

What is Communication?

MILLER ON COMMUNICATION

Communication is part of the behavioral sciences Communication is interdisciplinary Communication borrows method and content from

other domains Communication’s primary responsibility is the

study of specific types of behavior Communication’s behavior is the situation when a

source transmits a message to a receiver(s) with conscious intent to affect the latter’s behaviors.

GERBNER ON COMMUNICATION

Communication lays out the explicit or implicit preoccupation with the tactics of power, persuasion, and manipulation.

Communication is not about producing desired results/outcomes.

Communication is not only about producing effects or changes.

Communication IS social interaction through symbols and message systems. The production and perception of message systems cultivating stable structures of generalized images is at the heart of the communications transaction.

NILSEN ON COMMUNICATION

Category I Definition: stimulus-response situations in which one deliberately transmits stimuli to evoke response.

Category II Definition: stimulus-response situations in which there need not be any intention of evoking response in the transmission of the stimuli.

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DR. SAHAR K

HAMIS

• Ph.D., Mass Media & Cultural Studies, University of Manchester, UK, 2000.

• At UM since 2007.• Co-author of Islam dot

com: Contemporary Islamic Discourses in Cyberspace (Palgrave-Macmillan, 2009).

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DR. MEI

NA LIU

• Ph.D., Purdue University, 2006.

• At UM since 2005.• Recipient of numerous

research awards, including the Outstanding Scholarly Article Award from ICA’s Intercultural Communication Division.

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ONE MORE ON ADVISING…

COURSEWORK, KNOWLEDGE, & SKILLS

The coursework you pursue and the plan of study you design should accomplish several objectives:

1. It should challenge you and provoke your interest and enthusiasm. Take courses that ask a lot of you, that require research, that are outside of your comfort zone.

2. It should allow you to begin to formulate and develop your dissertation.

3. It should make clear to you all that you don’t know.

4. It should enhance your preprofessionalization process.

5. It should fulfill the requirements necessary to complete the degree.

• Three types of stories:

• the people• the ideas• the process

• The 3 COMM stories:

• Speech story• Journalism story• Communication

story

THE (HI)STORIES WE TELL

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AFTER FOUR WEEKS…

RolesInstitutionsPowerKnowledge

DELIA’S STORY

Communication research in America: Largely concerned with the study of mass communication/media

Role of public communication media in social/political life

Communication research is shaped by the rise of the social sciences

Delia brings to the fore the question of method in the (hi)story of Communication research.

GRUNIG’S STORY

Public relations research/scholarship is a biographical story Scott Cutlip James Grunig

Defining characteristics: Public relations and relationships Interdependence Management function of public relations Roles and models of public relations

PIETILÄ’S STORY

Mass Communication (Media Studies) has progressed through different phases:

Mass Communication ResearchNew Leftist Media StudiesCultural Criticism

TYPES/SCHOOLS OF COMMUNICATION RESEARCH

G E N E R A L C A T E G O R I E S

• Rhetorical = practical art of discourse

• Semiotic = intersubjective mediation by signs

• Phenomenological = experience of otherness

• Cybernetic = information processing

• Sociopsychological = viewed expression, interaction, and influence

• Sociocultural = production of social order

• Critical = discursive reflection/power

U M R E S E A R C H A R E A S

• Feminist Studies

• Health Communication

• Intercultural Communication

• Media Studies

• Persuasion & Social Influence

• Public Relations

• Rhetoric & Political Culture

DR. BROOKE F

ISHER

LIU

• Ph.D., University of North Carolina, 2006.

• At UM since 2009.• Lead investigator on

“Terrorist Countermeasures” project with DHS National Consortium for the Study of Terrorism and Responses to Terrorism ($1.3 million).

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DR. EDW

ARD L. F

INK

• Ph.D., University of Wisconsin, 1975.

• At UM since 1981.• Chair of the

Department, 1997-2007; Co-author of The Measurement of Communication Processes: Galileo Theory and Method (Academic Press, 1980)

Profe

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DR. JAMES F.

KLU

MPP

• Ph.D., University of Wisconsin, 1973.

• At UM since 1986.• Co-author of Making

Sense of Political Ideology: The Power of Language in Democracy (Rowman & Littlefield, 2006)

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DR. ANDREW

WOLV

IN

• Ph.D., Purdue University, 1968.

• At UM since 1968.• Author/Editor of

nine books, including Listening and Listenable Briefings.

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OF CURRICULUM VITAE AND RÉSUMÉS

• Name and Affiliation

• Educational Background

• Dissertation/Research Information

• Work Experience

• Publications• Conference

Presentations• Award & Honors• Service• Memberships• Language/Skills• References

BASIC COMPONENTS OF A CV

BASIC RULES/GUIDELINES FOR CV

Error-FreeConsistency InformativeAppropriate/RelevantAdaptableReadable

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DR. DALE

HAMPL

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• Ph.D., University of Illinois, 1975.

• At UM since 2007.• Author of

Arguing: Exchanging Reasons Face to Face (L. Erlbaum, 2005).

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RESEARCH

RESEARCH

RESEARCH

WHAT IS RESEARCH?

The systematic investigation into the study of materials, sources, etc. in order to establish facts and reach new conclusions.

An endeavor to discover new or collate old facts etc. by the scientific study of a subject or by a course of critical investigation.

A procedure by which we attempt to find systematically, and with the support of demonstrable fact, the answer to a question or the resolution of a problem.

The systematic, controlled, empirical, and critical investigation of hypothetical propositions about presumed relations among natural phenomena.

WHAT RESEARCH IS NOT?

A simple gathering of facts or information

Moving facts from one situation to another

An esoteric activity, removed from practical life

A word to get your product noticed

YOUR RESEARCH IDENTITY

Intellectual identityThe social scientistThe theoristThe historianThe critic

YOUR RESEARCH IDENTITY

Disciplinary IdentityTheory competencyHistory/contextKnowledge of scholarshipMethodological skill/expertise

YOUR RESEARCH IDENTITY

1. Name your topic:

I am studying _____.

2. Imply your question:

because I want to find out who/how/why _____.

3. State the rationale for the question and the project:

in order to understand how/why what _____.

TPG RESEARCH IDENTITIES

I am studying the life and times of Judson Welliver because I want to find out how the practice/institutionalization of presidential speechwriting began in order to understand why presidential speechwriting is a specialized craft in contemporary political practice.

I am studying the popular culture expression of President Bill Clinton because I want to find out how this president continues to circulate as a cultural figure of some uncertain, cipherous meaning in order to better understand how the presidency and particular presidents are ideologically defined in the contemporary U.S.

I am studying the political image in U.S. political because I want to find out how such rhetorics operate as the source and basis of political judgment in order to understand how Americans in the 21st century engage in political communication.

RESEARCH IDENTITY STATEMENTS

I am a rhetorical historian who studies U.S. higher education discourse. Using

the techniques of textual analysis and social/cultural historiography, I investigate

the construction and influence of philosophical, curricular, and pedagogical ideas

in higher education. Examples of such ideas include general education, critical

thinking, and academic freedom. In my current work, I am studying influential

discourses on liberal education in an effort to identify the rhetorical strategies by

which “timeless truths” in education are created. Through this and other research,

I seek to clarify the role of higher education in a democratic society, which

promises to enhance decision-making processes regarding this vital and powerful

U.S. institution.

RESEARCH IDENTITY STATEMENTS

I am a social scientist who studies family communication patterns. I employ both

quantitative methods such as statistics and experiments as well as the qualitative

method of ethnography. I am studying family communication patterns because

I want to find out which communication variables contribute to family closeness

and cohesion and which lead to the dissolution of the family unit. My research

is aimed at the general public with the intention of teaching communication

strategies to families in order to help improve and/or save their familial

relationships.

COMMUNICATION DATA

COMMUNICATION DATA

COMMUNICATION DATA & ARGUMENTS

In 2007, the flagship humor publication, The Onion, launched the Onion News Network (ONN), a comic news organization producing online sketch videos. This article argues that ONN is a distinctive form of hyperreal social critique that uses ironic iconicity, rather than slapstick or the usual tomfoolery of much comedy programming, to invite rhetorical insights about contemporary media events and political practices. ONN's videos draw attention toward communicative dynamics, creating spaces for alternative civic understandings through a televisual technique that imitates but also reconfigures the structure, delivery, or content of mainstream news broadcasts like CNN and Fox News. Although not without limitations, this ironic iconicity crafts a multimodal online rhetoric and demonstrates the contingency, recursivity, and judgment of news communication norms and practices.

Don Waisanen, “Crafting Hyperreal Spaces for Comic Insights: The Onion News Network’s Ironic Iconicity,” Communication Quarterly 59 (2011): 508-528.

COMMUNICATION DATA & ARGUMENTS

This article examines the evolving dynamic between citizens, journalists, and politicians—what we call agenda control—using the CNN/YouTube presidential primary debates as a case. A systematic content analysis of questions asked and candidates’ answers as compared with standard journalist-as-questioner debates hosted by MSNBC reveals that the dynamic between politicians, journalists, and citizens suggests that journalists do a better job of getting candidates to answer questions than do citizens in the YouTube video format, not by virtue of being journalists, but by virtue of asking the right form of question. Results also indicate that the CNN/YouTube debate questions from citizens failed to reflect the broad set of issues of interest to those who submitted questions, and instead included a disproportionate number of culture–war issues and campaign strategy questions. Findings suggest that journalists maintain the upper hand in agenda control.

Jennifer Stromer-Galley & Lauren Bryant, “Agenda Control in the 2008 CNN/YouTube Debates,” Communication Quarterly 59 (2011): 529-546.

COMMUNICATION DATA & ARGUMENTS

This essay highlights and explores a point of tension between theoretical writings on style and moral frames. Past political communication scholarship points to the importance of the feminine style in today's televisual era of politics. In this same political era, the conservative strict parent moral frame has dominated most policy debates. Surprisingly, this highly successful moral frame appears squarely at odds with the feminine style so closely connected with political success. This essay attempts to unravel this tension between styles and frames by examining discourse drawn from the 2007 debate over comprehensive immigration reform. To account for the success of conservative messages within this debate, this essay both (a) calls into question the nature of the relationship between the television medium and the feminine style and (b) expands our understanding of the discursive operation of deep moral frames by drawing a distinction between intra-familial and extra-familial policy discourse.

David Levasseur, J. Kanan Sawyer, & Maria A. Kopacz, “The Intersection between Deep Moral Frames and Rhetorical Style in the Struggle over U.S. Immigration Reform,” Communication Quarterly 59 (2011): 547-568.

COMMUNICATION DATA & ARGUMENTS

This study explores the lived experiences of people who act as allies in the interest of social justice. Interviews were conducted to investigate the meaning of the ally identity and the tactics allies use to interrupt stereotypes, prejudice, and discrimination against others. Findings suggest that people who speak out on behalf of social justice from positions of relative power do so (a) out of identity concerns that emphasize moral obligations, (b) largely through authoritative and dialogic strategies that draw on their symbolic capital, and (c) in ways that reflect ideologies of culturally dominant groups. The study also describes tensions arising out of the contradictory nature of deploying social power against the system that confers it. Conventional definitions of “allies” that rely on static notions of power, finally, are challenged as too simplistic.

Sara DeTurk, “Allies in Action: The Communicative Experiences of People Who Challenge Social Injustice on Behalf of Others,” Communication Quarterly 59 (2011): 569-590.

COMMUNICATION DATA & ARGUMENTS

In an attempt to enrich Sloop and Ono's (1997) theory of outlaw discourse, this article draws from the more extensive literature on the trickster to demonstrate how the two concepts have a shared heritage. First, the nature of outlaw discourse is reviewed, and then the myth of the trickster is discussed. Following these overviews, the similarities and differences between the two are explained by providing three brief examples of trickster-influenced outlaw discourse that demonstrate the potential for a trickster perspective to enrich the study of certain kinds of outlaw discourse.

Sarah Hagedorn VanSlette & Josh Boyd, “Lawbreaking Jokers: Tricksters Using Outlaw Discourse,” Communication Quarterly 59 (2011): 591-602.

COMMUNICATION DATA & ARGUMENTS

This article offers a theoretical examination of civility within the modern U.S. Senate (USS), grounding the contemporary literature—which conceives of civility as a set of standards for public argument—in the notion of civil society as espoused by Adam Ferguson. Ferguson's theory of civil society suggests that civility within deliberative bodies should be weighed against other factors, including the antagonistic nature of debate and the morality (in a utilitarian sense) of its participants and outcomes. The essay concludes with examples of how critics might apply this perspective to USS debate to reveal the rhetorical functions of (in)civility.

Christopher Darr, “Adam Ferguson’s Civil Society and the Rhetorical Functions of (In)Civility in United States Senate Debate,” Communication Quarterly 59 (2011): 603-624.

COMMUNICATION DATA & ARGUMENTS

This article updates and clarifies what is known about where political information is gathered online. Some studies have found that the online sites of traditional media companies dominate online interest and marginalize non-traditional sites that present independent views, which damages the Internet's ability to provide diverse viewpoints. Other research shows a trend toward more non-traditional site use. This study uses survey data from political information gatherers during the 2008 U.S. presidential campaign to measure how much traditional and non-traditional media sites dominated their attention and whether factors such as demographics, political interest, social ties, and use of offline media limited or contributed to that domination. The survey found that non-traditional sites controlled respondents' online attention as much as traditional media sites in terms of political information, and several factors contributed to accessing traditional and non-traditional media online.

John Parmelee, John Davies, & Carolyn A. McMahan, “The Rise of Non-Traditional Site Use for Online Political Information,” Communication Quarterly 59 (2011): 625-640.

• Historical• Comparative• Descriptive• Correlation• Experimental• Evaluative• Action• Ethnogenic• Feminist• Cultural

Social networks experienced by media organizations in developing countries.

What data would you collect for each of the argument categories at left?

ARGUMENTS FOR COMMUNICATION RESEARCH

DR. NNEKA O

FULU

E

• Ph.D., University of Georgia, 2005.

• At UM since 2008.• Author of “President

Clinton and the White House Prayer Breakfast,” in The Political Pulpit Revisited (Purdue University Press, 2004).

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AREAS OF RESEARCH

DisciplinesSub-disciplinesFieldsSpecialtiesAreas

Communication and Technology

Critical/cultural Studies of Communication/Media

Health Communication

Intercultural/International Communication

Interpersonal/Small Group Communication

Mass Communication Research

Organizational Communication

Political Communication

Rhetorical Studies

Interpersonal and group communication (including communication in family, developmental, and relational settings);

Organizational communication

Intercultural and international communication

Health communication

Political communication

Communication and technology

Rhetorical studies (including theory, history, and criticism)

Discourse studies (including language pragmatics, discourse analysis, and similar studies)

Critical, cultural, interpretive studies of communication and media

Feminist communication studies

Mass communication research (including institutions, effects, media and society)

Communication law and policy

Advertising and public relations

COMMUNICATION

INTERPERSONAL & GROUP COMMUNICATION

ORGANIZATIONAL COMMUNICATION

INTERCULTURAL/INTERNATIONAL RESEARCH

HEALTH COMMUNICATION

POLITICAL COMMUNICATION—COMMUNICATION LAW & POLICY

COMMUNICATION & TECHNOLOGY

RHETORICAL STUDIES

DISCOURSE STUDIES

CRITICAL/CULTURAL STUDIES OF COMMUNICATION/MEDIA

FEMINIST COMMUNICATION STUDIES

MASS COMMUNICATION RESEARCH

ADVERTISING AND PUBLIC RELATIONS

GENERAL/ECLECTIC JOURNALS

OTHER SPECIALTY JOURNALS

Types of books

Textbooks Academic/scholarly

monographs Edited volumes Handbooks/

encyclope-dias, etc.

Types of Publishers

University Presses Commercial

Publishers Self-publishers

BOOKS IN COMMUNICATION RESEARCH

TEXTBOOKS

ACADEMIC/SCHOLARLY MONOGRAPHS

EDITED VOLUMES/HANDBOOKS

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DR. KRIS

TY M

ADDUX

• Ph.D., University of Georgia, 2007.

• At UM since 2007.• Author of The

Faithful Citizen: Popular Christian Media and Gendered Civic Identities (Baylor University Press, 2010).

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IMPORTANCE TO PH.D. CURRICULUM

1. Coursework in a broad range of theoretical perspectives

2. Quantitative methods coursework

3. Methods courses taught within the PhD-granting department or school

4. The quality of course offerings outside the PhD-granting department or school

5. Qualitative methods coursework

6. Required comprehensive exams or project

7. The breadth of course offerings outside the PhD-granting department or school

8. Required preliminary or qualifying exams

9. Critical-cultural studies coursework

10. Coursework on the economics and law of communication industries

11. Rhetoric courseworkSource: K.A. Neuendorf, et al., “The View from the Ivory Tower: Evaluating Doctoral Programs in Communication,” Communication Reports 20 (2007): 24-41.

RESEARCH METHODS IN COMMUNICATIONBasic premises about scientific inquiry

1. realism: science is an attempt to find out about one real world.

2. demarcation: clear distinction between scientific theories and other beliefs.

3. science is cumulative.

4. observation-theory distinction.

5. foundations—observations and experimentation.

6. deductivism.

7. concepts are precise; meanings are fixed.

8. the unity of science.

RESEARCH METHODS IN COMMUNICATIONNon-scientific (interpretivist) approaches to COMM:

1. meaning is individualized, interpretive, and socially evolved.

2. knowledge is often subjective, individualized, and inductively derived.

3. methods: interpretation of subjective meanings; arguments and critical theory.

4. research is governed by phenomenology, ethnomethodology, and symbolic interactionism.

Phenomenology: the study of structures of consciousness as experienced from the first-person point of view.

Ethnomethodology: the study of the everyday methods people use for the production of social order; goal is to document the methods and

practices through which society’s members make sense of their world.

Symbolic interactionism: people act toward things based on the meaning those things have for them; and these meanings are derived from social interaction and modified through interpretation; human beings are best understood in relation to their environment.

RESEARCH METHODS IN COMMUNICATION

Critical/Humanistic Methods:

1. Historical

2. Ideological

3. Literary

4. Biographical

5. Critical/Cultural

6. Journalistic

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RESEARCH REPORTS

Provide citation information—author(s), title, journal, date

Discuss the questions/arguments raised in the article. What is their basis? What is their theoretical foundation?

Discuss the methods that are employed in the article.

Discuss the conclusions/findings of the article. Offer an evaluation of those conclusions and/or findings.

Discuss any questions/concerns/issues that you discover about the research.

THE ENDS OF RESEARCH

Why do we do research? What is our purpose?

Where will our research have the most impact?

How does research influence, effect, enrich other people?

Where are the spheres of influence for our research?

Public presentation

AudienceConventionCommunityProcess

PublicationOutletProcessProduct

GOAL #1—DISSEMINATING RESEARCH

DISSEMINATING RESEARCH—ACADEMIC CONVENTIONS

Select Convention

Different types of conventionsNational/Int’lRegionalSpecialty

Select Interest Group

DivisionsCaucusesSpecialty Groups

Select Format

Competitive PaperPanel ProposalPoster

DISSEMINATING RESEARCH--PUBLISHING

• Select journal• Meet

requirements• Page length• Style

Submit

• Reject• R&R• Acceptance

Resubmit • Reject—new journal

• Accept• Copyright• Proofs

Publication

Teaching Community Social

services Community

improvement Media

outreach Volunteer

OTHERS AREAS OF IMPACT

HONESTY, ETHICS, & RESEARCH

Issues Ownership,

authorship, plagiarism (self and other)

Citation and acknowledgment

Writing Parsimony

Issues Participants Research

Design Informed

Consent IRB

HONESTY, ETHICS, & RESEARCH

DR. SHAW

N J. PA

RRY-GILE

S

• Ph.D., Indiana University, 1992.

• At UM since 1998.• Author of The

Rhetorical Presidency, Propaganda, and the Cold War, 1945-1955 (Praeger, 2002); Co-editor of The Handbook of Rhetoric and Public Address (Wiley-Blackwell, 2010)

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• Ph.D., University of Minnesota, 2005.

• At UM since 2008.• Author of many

publications, including recent articles in Health Communication, Vaccine, and Human Communication Research.

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Issues Ownership,

authorship, plagiarism (self and other)

Citation and acknowledgment

Writing Parsimony

Issues Participants Research

Design Informed

Consent IRB

HONESTY, ETHICS, & RESEARCH

COMM 700

INTRODUCTION TO

GRADUATE STUDIES IN

COMMUNICATION

TR

EV

OR

PA

RR

Y- G

I LE

S

FA

LL

20

11

—W

EE

K T

HI R

TE

EN

DR. ELIZ

ABETH T

OTH

• Ph.D., Purdue University, 1975.

• At UM since 2004.• Among many

publications, co-author of Women in Public Relations: How Gender Influences Practice (Guilford, 2001).

Profe

ssor

& C

hair

Depar

tmen

t of C

omm

unicat

ion

COMM

RESEARCH@

MARYLAND

Fink,

Ham

ple, M

. Liu

, & N

an

COMM

RESEARCH@

MARYLAND

Klum

pp, Mad

dux, O

fulu

e, S

. Par

ry-G

iles,

T. P

arry

-Gile

s

COMM

RESEARCH@

MARYLAND

Khamis

, B.F. L

iu, E

. Tot

h, Wol

vin