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Ohio University
School of Communication Studies
Doctoral Program Handbook
APPROVED: December 5, 2018
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Section 1: Doctoral Program Overview

The School of Communication Studies (COMS) at Ohio University is a world-renowned
program for advanced and specialized study within the discipline of Communication. A diverse
group of talented faculty, staff, and students forms the basis for a strong sense of community.
Although we care deeply about the success of our community members, our concerns also
extend to those who live and work in our university, city, state, nation, and world. The doctoral
program in the School of Communication Studies provides scholarly experiences for individuals
who wish to enter the professoriate or public, private, and non-profit sector jobs.

About Ohio University

Ohio University’s origins lie in the Northwest Territory Ordinance of 1787, which stipulates that
“Religion, morality, and knowledge, being necessary to good government and the happiness of
mankind, schools and the means of education shall forever be encouraged.” As a “top 50”
national public university, OU has become an internationally known institution for higher
learning comprised of 11 colleges:

College of Arts and Sciences

College of Business
College of Fine Arts
College of Health Sciences and Professions
Gladys W. and David H. Patton College of Education
Graduate College
Heritage College of Osteopathic Medicine
Honor Tutorial College
Russ College of Engineering and Technology
Scripps College of Communication
University College

Additional degree-granting units include the Center for International Studies and the Voinovich
School of Leadership and Public Affairs. Nearly every academic program offers Master’s
degrees, and several departments also confer doctoral degrees.

Ohio University has more than 1300 full time faculty, 300 part-time faculty, and over 1200
graduate teaching associates, graduate research associates, and graduate staff members.
Approximately 18,000 undergraduate students and over 5,000 graduate attend the Athens
campus. The university is residential in orientation, which means that nearly all undergraduate
students spend at least two years living on campus in residence halls. The history of
Communication Studies at Ohio is nearly as old as the university itself. In 1808, just four years
after Ohio University opened, the curriculum included courses in classical rhetoric and oratory.
The history of speech and debate at the university dates back to 1812—one of the oldest ongoing
speech and debate programs in the country. In 1968, five different academic units were
combined to form the College of Communication:

E.W. Scripps School of Journalism

J. Warren McClure School of Communication Systems Management
School of Communication Studies
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School of Media Arts and Studies

School of Visual Communications.

The College also consists of special programs and centers, including the Game Research and
Immersive Design (GRID) Lab, WOUB Public Media, and the Barbara Geralds Institute for
Storytelling and Social Impact. In Fall 2006, the College of Communication at Ohio University
became the Scripps College of Communication.

On May 13, 2008, then Ohio University President McDavis announced a $7.5 million lead gift
from alumnus Steven L. Schoonover and his wife, Barbara, for the new integrated
communication facility. The Schoonover Center for Communication now houses the Scripps
College of Communication. Notably, the Scripps College of Communication constitutes one of
the first Colleges of Communication in the world and, currently, one of only a handful of
“named” Colleges of Communication.

The Scripps College of Communication has been named a “Center of Excellence” and a model
for all state-supported colleges and universities in Ohio by the Ohio Board of Regents.
Nationally renowned programs within the college create and sustain a level of excitement and
respect difficult to replicate elsewhere on campus or at other universities. Over 4500 students
have majors within one or more of the college’s programs. The School of Communication
Studies is well positioned as a key academic unit within the Scripps College of Communication.
The school teaches over 4500 students each academic year, with 18 full-time, tenure-track
faculty, and has approximately 30 residential graduate students.

About the OU School of Communication Studies

The study of Communication finds its roots in antiquity with the teaching of rhetoric and oratory
by classical scholars like Aristotle, Plato, and Cicero. Although rhetoric dominated the study of
communication for centuries, the contemporary discipline of Communication is quite multi-
faceted in its approach, with multiple professional associations that house over 60 distinct
scholarly units.

Members of associations (such as the National Communication Association, International

Communication Association, Central States Communication Association, Eastern
Communication Association, Southern States Communication Association, and Western States
Communication Association) study a wide range of phenomena related to human
communication, ranging from mediated mass communication to interpersonal communication.
The Ohio University School of Communication Studies is committed to diverse approaches to
the study of human communication. As a scholarly community, we encourage “multi-
perspectival thinking” in our approach to the discipline. In our respect and valuing of multiple
theoretical perspectives and multiple methods for research, we discourage the view of a single
“correct” way of investigating communication.

Undergraduate students in the School of Communication Studies explore how messages and
relational interactions shape and, in turn, are impacted by institutions, emerging technologies,
and globalization. COMS offers undergraduate emphases in Organizational Communication,
Health Communication, and Communication and Public Advocacy. The school typically has
between 400 and 500 undergraduate majors at any one time.
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The doctoral program in COMS has developed into an internationally distinguished program for
graduate study, research, and practice, with 30-40 students in residence each year. Our
curriculum provides students with opportunities to attain rich understandings of theoretical
foundations and frameworks, to develop methodological expertise for addressing
Communication-based questions, to appreciate theoretical and conceptual intersections within
the discipline of Communication, and to establish strong portfolios of teaching, research, and
service that serve them well as they pursue positions beyond Ohio University. The doctoral
program in the School is the second oldest PhD program at Ohio University, and our current
tracks include Health Communication, Interpersonal and Organizational Communication, and
Rhetoric and Culture.

Collectively, we envision scholarship as both a privilege and responsibility. Faculty in the

School of Communication Studies remain committed to fostering high quality scholarship and
serving the needs of the university, community, and discipline. Our faculty and graduate students
have a long and successful history of collaboration, community engagement, service to the
discipline, and scholarly productivity.
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Section 2: Community Expectations and Objectives

The Ohio University School of Communication Studies strives to foster a collegial, collaborative
environment, especially with regard to the COMS Doctoral Program. Through their time at Ohio
University, we hope that our doctoral students develop as scholars, teachers, and citizens, and we
work actively to encourage a supportive, enriching culture that embraces diversity, creativity,
and excellence.

Learning Objectives
(Approved 8/23/18 by COMS faculty)

All doctoral program graduates will be able to:

1. Demonstrate a broad understanding of contemporary Communication Studies.
2. Demonstrate substantial knowledge of more specialized areas within Communication
Studies, accompanied by the ability to locate and synthesize scholarship in these areas.
3. Demonstrate the ability to conduct original research.
4. Demonstrate the ability to write scholarly essays.
5. Demonstrate the ability to present original research to appropriate academic audiences.
6. Demonstrate an understanding of teaching and learning scholarship.
7. Demonstrate the experience to teach in Communication Studies
8. Demonstrate participation in scholarly communities.

Preferred Community Practices

Although no single “path” works for every individual, we affirm that the following community
practices enables our doctoral students to co-construct a supportive and enriching academic
environment. As such, we ask that all members of our COMS community adhere to these
practices during their time in our program:

1. Respect “otherness.” Respect others’ space as well as theoretical, methodological,

philosophical, political, cultural, religious, relational (and other) perspectives, positions,
and/or differences.

2. Communicate deliberately. Whether participating in a graduate seminar, attending a

colloquium, or standing in the hallway, please participate in a manner that reflects
consideration for colleagues, for the space, and for the situation. For example, we ask that
members of our community treat the reception area in the Schoonover suite as a
workplace and that they understand that actively embracing a “loud silence” (noticeably
avoiding discussion and interaction) or a “silent loudness” (speaking very often but not
saying much) comprise potentially problematic actions. In short, active engagement in
our community involves an ideal combination of listening, thinking and talking.

3. Demonstrate caring. In addition to caring about other members of COMS, COMS has
a long tradition of engaging in research that benefits others in some meaningful way.
Faculty members and graduate students routinely pursue opportunities to connect their
classrooms and/or research projects to issues facing communities beyond the academy,
and we encourage such ventures.
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4. React thoughtfully. Whether reacting to an article, taking part in a class discussion, or

writing a reflective essay, we encourage our doctoral students to ask questions, engage in
dialogue, and thoughtfully offer their own perspectives while considering those of others.

5. Express gratitude. Many people work hard to foster an exciting, rigorous, and
productive learning environment. We hope that members of our community take time to
thank others for their efforts, no matter how large or small, as well as to celebrate the
success of others.

6. Participate actively. The School of Communication Studies and the Scripps College
of Communication sponsor various academic programs, lectures, and other events
throughout the year. Although, from time-to-time, it may be necessary to miss such a
particular function, every member of the community is expected to attend when possible
for two key reasons. First, each event comprises an opportunity for personal and
professional growth. For example, as we watch a job talk, we learn about an individual’s
research as well as gain ideas about the interview process. Second, each event offers an
opportunity to be part of our scholarly community, enabling us to develop professional
relationships and celebrate accomplishments.

7. Take care of yourself. Academic work at this level can be exhilarating but also
exhausting. We urge members of our community to prioritize health and wellness and to
remember that life does exist outside of the Schoonover Center and the Radio-TV
Building. Every member of the school has the right to say “no” as necessary to promote
more balanced living.

GradCo
All COMS graduate students are invited to participate in GradCo, the COMS graduate student
organization. This organization enables students to develop social and professional activities as
well as offer input to faculty as a collective.

Doctoral students in the department elect officers (President, Vice-President, Treasurer,

Secretary, and Faculty Representative) in the spring as well as a First Year Representative
(elected in the fall). This officer team serves as the Executive Council of GradCo

GradCo sponsors research colloquia, helps with hosting guests on campus, nominates graduate
students to serve on various committees in the school, and performs other tasks to help ensure
the successful accomplishment of the school’s mission. The Executive Council work closely
with the Associate Director of Graduate Studies to ensure inclusion of graduate student
perspectives in important school decisions.
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Section 3: COMS Community Resources

Our community continues to benefit from a strong support infrastructure and meaningful
resources for enacting our work as teacher-researcher-citizens. This section spotlights important
contacts, policies, and resources available to our graduate students.

Contacts
1. Overall Questions about the COMS Doctoral Program: Please direct general
questions about the doctoral program as well as issues related to our doctoral
curriculum and community to the COMS Associate Director of Graduate Studies.
This individual is responsible for recruiting potential doctoral students, coordinating
professional development panels and opportunities, and fostering an overall collegial
and productive learning environment within our doctoral program.

2. Questions about Teaching Assignments: Please direct questions about assignments

to teach particular courses to the COMS School Director. This individual is
responsible for seeking information about courses that doctoral students plan to take
and prefer to teach as well as for developing the teaching schedule for each semester.

3. Questions about Contract, Salary, or Benefits: Please direct questions about these
important financial matters to our Department Administrator. This individual is
responsible for processing contracts and facilitating budgetary transactions.

4. Questions about Room Assignments, Copying, and Instructional Materials:

Please direct questions about these important logistical matters to our Administrative
Services Associate. This individual is responsible for finding space to hold classes
and meetings as well as ordering instructional supplies, requesting maintenance on
office equipment, and helping to oversee our undergraduate office associates.

5. Questions about Courses and Instruction: Please direct questions about pedagogy,
in general, as well as COMS 1030 to the Director of the Basic Course. This individual
is responsible for mentoring our graduate students with regard to effective
pedagogical practices and facilitating the Teacher Training Academy each fall for
incoming doctoral students. Additionally, several multi-section courses (COMS 2040,
2050, 2060, 2150, and 2350) have Course Directors. Course Directors are responsible
for ensuring consistency across sections and providing instructional resources and
feedback to course instructors.

6. Questions about Academic Progress, Program of Study, Professional Goals, and

Job Search: Each incoming doctoral student will be initially mentored by the
Associate Director of Graduate Studies until that student selects his/her Dissertation
Advisor. Although all faculty should be considered to be invaluable contacts
throughout each student’s journey through the COMS doctoral program, the
Dissertation Advisor and Doctoral Dissertation Committee take on the responsibility
for guiding the student through coursework, comprehensive exams, portfolio,
dissertation proposal, dissertation, and job search. The Dissertation Advisor should
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be selected by no later than the Friday before Advising Week in Spring semester
of the first year.

Policies/Resources
I. Teaching Assignment Policy: The School of Communication Studies prides itself on not
only equipping our doctoral students with superior pedagogical instruction but also on
affording our doctoral students with opportunities to develop a teaching portfolio with
varied courses. First year doctoral students will instruct COMS 1030 for both semesters
of the first year. For second, third, and fourth year graduate students, the School Director
will ask each doctoral student for a list of courses that s/he plans to take in the upcoming
semester and ones that s/he would prefer to teach. As the School Director makes
instructional assignments, s/he will begin by determining the needs of our undergraduate
students when deciding on courses to be offered in the schedule and then fill in faculty
member assignments before inserting graduate teaching assistants in the schedule.
Although all teaching staff (faculty and graduate students) should be available for
teaching assignments on Monday through Friday (and might, on rare occasion, be
assigned to teach on all of those days during a given semester), graduate teaching
assignments will be prioritized in terms of:
a. alternating MWF and TR so that graduate students will likely teach MWF for one
semester and then TR in the next semester
b. alternating time slots so that graduate students will not likely teach very early or
very late in the day in concurrent semesters
c. seniority in the program (beginning with Fourth Year, then Third Year, then
Second Year students)
d. requests of faculty members for particular teaching assistants
e. opportunities for graduate students to instruct new courses

The School of Communication Studies Graduate Teaching Assignments Policy

(Adopted 10/06/1989; Replaced in 1992; Replaced and adopted 09/26/2003;
Replaced and adopted 03 2009; Approved 05/29/2009; Revised and adopted 11/06/2013;
Revised and adopted 12/5/18)

Principles:
1. Core undergraduate courses in the School should be taught by faculty as well as TAs.
2. With the increased pool of qualified instructors for undergraduate core courses created by our
pedagogical pro-seminars for graduate students, the director should shift more faculty teaching
power to courses beyond the core.
3. The School director makes all teaching assignments. The director will typically consult the
course director, if one exists, or the TA’s advisor before assigning a TA to a course beyond 1030.

Guidelines
The School director shall make TA assignments based on the following criteria, in order of
importance.
1. Departmental scheduling needs and fit with the student’s course schedule for the semester in
question.
2. Good academic standing in our graduate program, defined as GPA > 3.0, timely completion of
all requirements to date (e.g., POS, annual reports, etc., as outlined in the COMS graduate
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handbook), no outstanding grades of I or unjustified grades of PR except for dissertation hours,

and quantitative teaching evaluation scores > 3.0 on a 5-point scale.
3. Professional relevance of the course material, research expertise in the subject matter, and
training in the delivery modality (e.g., onsite, online, correspondence)
4. Seniority in the doctoral program.
5. Balance between prior experience and distribution of opportunity. TAs who have taught
COMS 2XXX once in the past have preference for a second opportunity, as the School and our
students benefit from their prior teaching experience in the course, and the repeat assignment
gives them an opportunity to refine their instruction of the course and minimize the time
demands of a new preparation. However, after two terms of teaching a course, a TA should go to
the end of the queue to give other graduate student colleagues the opportunity to teach it and
thereby develop their experience and resumés.
6. GPA in doctoral study at OU in the case of ties, to rank those TAs who qualify for an
assignment after the above criteria have been applied.

II. Graduate Assistant/Research Assistant Policy: The School of Communication Studies

offers a number of opportunities for administrative assignments for graduate students
(such as Assistant to the Basic Course Director, Assistant to the Associate Director of
Graduate Studies, Communication Resource Lab Coordinator). Further, faculty who
serve as journal editors or professional association officers also routinely select a
graduate student as an assistant. On some occasions, a faculty member might have
resources to be assigned a Research Assistant. The following principles usually guide
practices pertaining to Graduate Assistant/Research Assistant selection:
a. Typically, the faculty member will issue a call for applications to all graduate
students who will be on assistantship during the semester(s) when the faculty
member needs assistance.
b. The faculty member will review applications and then interview top candidates
for the position, based on that faculty member’s criteria for the position.
c. The faculty member will determine the individual with the skill set that best
matches needs for the position.
d. The GA/RA position will typically comprise only half of the overall assistantship
load for each graduate student so that s/he still has an opportunity to gain teaching
experience during the academic term.

III. Office Assignment Policy: All graduate students who are on assistantship will be
assigned to an office. During Spring semester, students who will be continuing in the next
academic year may express interest in moving into one of the office spaces that will
become available when fourth year students leave at the conclusion of the current
academic year. (Continuing students may opt to stay in their current space or to consider
moving to a new office.) The names of individuals who are interested in office spaces
that will become available in the next academic year will be placed in a lottery, and
selection of open office space will occur on a first-come, first-serve basis. First year
students will be assigned to remaining available office space.

IV. Office Equipment Policy: All graduate students who are on assistantship have access to
an office, computer, and printer. If graduate students need any assistance with office
furnishings, equipment repair, printer cartridges, etc., they should immediately
communicate with the Department Administrator and/or Administrative Services
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Assistant. COMS graduate students can also access a computer lab on the lower level of
Schoonover Center for Communication. Lab computers are equipped with most of the
commonly used software packages used by members of the school (Microsoft products,
NVivo, SPSS, etc.). The School does not provide software for personal computers
although discounted packages may be purchased through the Tech Depot in Baker
Center.

V. Printing Policy: COMS graduate students have access to a printer in each graduate
student office. Printers in individual offices should be used only for small print jobs. Any
printing that entails more than 40 pages MUST be requested (in advance and in writing)
in the COMS suite on the fourth floor of Schoonover. Please allow at least 48 hours for
printing requested materials. Further, please note that all printing must be related to
instructional purposes. Printing for personal use (such as copying dissertations,
portfolios, readings for graduate seminars, etc.) should not be done on COMS printers.

VI. Travel Funding: The School of Communication Studies routinely has money available
to fund graduate student travel to conventions. Notably, these funds depend on budget
constraints. When we can offer travel funding to COMS graduate students, the Associate
Director for Graduate Studies will issue a call for applications. Interested parties must (a)
list the name of the accepted paper or panel, (b) specify any other convention-related
activity (such as chairing panels, serving as a division officer, etc.), and (c) provide an
itemized budget of travel-related expenses. Usually, COMS graduate students can apply
for up to $500. To qualify for funding, students must be on the program to present a
paper or participate in a panel as well as be in good standing with the department.

VII. Financial Considerations: Graduate assistantships include waiver of in-state

tuition, waiver of out-of-state tuition, and a modest stipend. To be on assistantship, all
students must register for at least 12 credit hours per semester.
a. Additionally, the university has, on occasion, budgeted funds to offset a small
portion of the cost of university health insurance. Notably, students can opt to
waive university health insurance if they are covered under another health
insurance policy. If they do not opt out of health insurance, they will be charged
that fee, in addition to other university fees.
b. Students need to ensure that they are taking at least 12 hours each semester to
maintain their assistantship as well as to avoid inadvertent automatic enrollment
in the Ohio Retirement Fund (ORF). (For example, some courses outside of
COMS are only 3, not 4, credit hours.) If students accidentally register for 3
classes but less than 12 hours (and inadvertently get enrolled in the ORF), they
risk losing money from their paycheck that cannot easily be refunded.

VIII. Policy for Assigning Graduate Teaching Associates to Online Teaching:

a. Graduate Teaching Associates are expected to be in residence while receiving
assistantship support for their graduate studies, and they will, in nearly all cases,
not receive all-online assignments.
b. Any doctoral student may submit a request for partial online or all-online
teaching assignment to the School Director along with a rationale for such a
request.
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c. If and when online teaching assignments for Graduate Teaching Associates are
available, the Director, in consultation with the Graduate Committee, will
prioritize the requests.
d. Requests from doctoral students qualified to teach online classes based on an
instructional need will generally be prioritized as follows: (1) Doctoral students
who are collecting data for their dissertation research on-site at a site located
outside of the continental United States; (2) doctoral students who are collecting
data for their dissertation research on-site at a site more than 100 miles from
Athens, Ohio; (3) doctoral students enrolled in a study abroad program approved
by the Office of Education Abroad that is part of the Program of Study approved
by the doctoral student’s committee, and/or (4) doctoral students who, as part of a
faculty-sponsored research or creative activity endeavor that constitutes one-half
of the student’s assignment, are assigned to activities at a site more than 20 miles
from Athens, Ohio; (5) doctoral students who are collecting data for their
dissertation research on-site at a site more than 20 miles, but less than 100 miles,
from Athens, Ohio; (6) doctoral students who request online teaching for non-
academic reasons (e.g., family, health); (7) if personal health issues are the
primary factor, a signed doctor’s letter must be provided that states that onsite
teaching is not possible because of a major life activity that is limited by the
medical condition being experienced. The letter must name the limited relevant
major life activity that prevents onsite teaching, but the letter need not disclose a
specific diagnosis. The letter must also provide a return-to-onsite-work date, even
if it must be changed later – an ‘indefinite’ leave from onsite teaching without a
return-to-onsite-work date may not be considered reasonable.
f. Graduate Teaching Associates with online courses should be available to switch
to onsite teaching if low enrollments necessitate cancellation of online courses. If
classes are cancelled, the School will make every effort to reassign teachers to
other courses/sections. However, the School cannot guarantee reassignment to
online sections. If online teaching is not available to a Graduate Teaching
Associate and the Graduate Teaching Associate cannot commit to teaching in
person, the Graduate Teaching Associate will need to decide if he or she will
relinquish his or her teaching assistantship.
g. Graduate Teaching Associates may receive all-online assignments to classes on a
semester-by-semester basis only. Typically, a Graduate Teaching Associate will
not be assigned an all-online schedule for two consecutive semesters.
h. Graduate Teaching Associates teaching an all-online schedule are expected to
perform School service assignments as assigned.

IX. Policy for Summer Teaching Opportunities: Limited summer teaching opportunities
exist, depending on demand for sections by undergraduate students. In the Spring
semester, the School Director will invite doctoral students to express interest in teaching
during the upcoming summer session, and sections will be filled based on seniority.

X. Policy for Graduate Teaching Associate Office Hours: Graduate Teaching Associates
must post and hold office hours each week. For each class (whether MWF or TR), the
GTA must be available for 1 ½ hours weekly.
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XI. Annual Review Policy: All doctoral students are REQUIRED to complete and submit
Annual Report materials via e-mail to (a) the Associate Director of Graduate Studies, (b)
the COMS Awards Committee Chair, and (c) their Interim or Doctoral Program Advisor
by no later than the first Friday of Spring Semester. (If third year doctoral students want
to be considered for the Kantner Award, they must submit the Annual Report materials to
the COMS Awards Committee Chair by no later than the announced deadline.) Mirroring
the annual review process used by the COMS faculty, the annual review process for
doctoral students serves four key purposes:

a. First, annual report materials enable faculty to ensure that doctoral students are
making adequate progress toward degree completion. Although doctoral students
typically receive funding for four years, graduate assistantship contracts remain
contingent on satisfactory progress toward degree and good standing in the
program, and we make that determination on an annual basis. If a student is not
making adequate progress (i.e., by not completing milestones as specified in
Sections 4-7 of the COMS Doctoral Program Handbook) or fails to achieve good
standing in the School (i.e., by failing to maintain at least a 3.0 GPA or to fulfill
assigned teaching responsibilities), that student’s contract will not be renewed for
the following academic year.
b. Second, annual report materials provide faculty advisors with useful information
that enables them to mentor their advisees regarding progress in the doctoral
program as well as career development.
c. Third, annual report materials offer important information to the COMS Awards
Committee as members make decisions about COMS awards and scholarships.
(See next sub-section for additional details.)
d. Fourth, annual report materials are integral to ongoing program assessment efforts
by the School of Communication Studies.

XII. COMS Awards and Scholarships: During Fall semester, the COMS Awards
Committee will encourage all doctoral students to apply for available School awards and
scholarships. Doctoral students should carefully review the application process for each
award, per the Awards Committee call. For some recognitions, the annual report form
will suffice as an application. Other awards and scholarships involve additional materials
(such as an essay, application, and/or recommendation letters). Students who are
interested in a particular award or scholarship should feel free to clarify the specific
process and selection criteria by contacting the Chair of the COMS Awards Committee.
The deadline for applying to be the COMS Kantner nominee will be announced each year
by the COMS Awards Committee, and the deadline for other awards and scholarships is
the first Friday of Spring semester.
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Section 4: Information for First Year Students

We understand that this new journey can be exhilarating as well as overwhelming. This section
provides foundational information that can aid in getting started as well as understanding our
unique first year experience.

Prior to Fall Semester

Approximately two weeks before Fall semester begins, all incoming doctoral students participate
in the COMS Teacher Training Academy. This orientation provides invaluable pedagogical
training as well as logistical and academic preparation for the coming year. We also recommend
that all incoming students attend to the following details:

1. Check on contract with the COMS Department Administrator to ensure all

paperwork is in order.

2. Check on Financial Aid, if applicable. To apply for a student loan or other type of
financial aid, please contact the Office of Financial Aid, which is located in Chubb
Hall. (Please note that students must be registered for classes in order to get financial
aid.) Disbursements are typically made the first week of class. In exceptional
circumstances, the Financial Aid office can issue a “short term loan” as students wait
for your disbursement. Students in dire need of funds should take a copy of the
FAFSA report or Graduate Appointment letter to Chubb Hall to inquire if a loan
might be possible.

3. Obtain an ID and OHIO email account. Incoming students should visit the Tech
Depot on the first floor of Baker University Center to obtain a student ID. After
obtaining an ID, students can then also obtain a university e-mail account and
username. Students can activate your account and username by visiting
myid.admsrv.ohio.edu/myid/index.cfm. The same username accesses resources at the
library, registrar, and many other places. Even if students plan to use another email
address as the primary e-mail, they should activate their OU e-mail and set it to
forward to other e-mail account(s)—all official communication from the school and
university will go to the Ohio University address.

4. Obtain a parking permit, if desired. Ohio University parking permits must be

purchased in person at the Department of Parking Services, located at 100 Factory
Street. A driver’s license and OU ID must be displayed to purchase a commuter
permit. If students do not desire to purchase an OU parking permit, limited parking
exists on the street near Schoonover Center for Communication or two blocks away at
the Athens City Parking Garage.

5. Complete required paperwork at the Graduate College. The Graduate College is

located in the Research and Technology Center (RTEC) 220.
a. I-9 form: To complete this form, please be prepared to present the Graduate
College with two forms of identification (such as a current passport and I-20
for international students or driver’s license and social security card or
certified birth certificate for U.S. citizens).
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b. W-4 form: A required tax form for all students.

c. Ohio PERS (Public Employees Retirement System) exemption form
d. Direct deposit form: Ohio University pays employees through direct deposit,
not paper checks, and this form enables money to get into the proper account.
e. Personnel Data Profile form (Optional): This form collects demographic data
and asks if contact information may be listed in the campus directory.

6. Register for classes using the online registration system. First year students will
sign up for COMS 7000 (Professional Seminar in Communication Studies:
Pedagogy), COMS 7005 (Introduction to Graduate Studies), and COMS 7020
(Integrated Theory in Communication Studies 1). Students should select a fourth
course from an array of options, and we encourage conversations with their respective
interim advisor. Please visit https://www.ohio.edu/registrar/Register.cfm to register.

7. Move into assigned office. See the Scripps College Building Administrator for a key
to the building and the assigned office in RTVC. Please contact the Department
Administrator for office assignment information.

8. Meet with Associate Director of Graduate Studies. Prior to or during Teacher

Training Academy, the Associate Director of Graduate Studies will meet with all
incoming doctoral students and provide academic guidance as an initial mentor for
navigating Ohio University, the School of Communication Studies, and our doctoral
program.

Overview of First Year Experience

In Fall, 2004, the School of Communication Studies launched the first cohort in a re-designed
Doctoral program, and we have found that the carefully designed first year experience has been
very beneficial for our doctoral students. The cohort model fosters the emergence of professional
relationships and support systems as cohort members take courses together during the first year.
Further, first year coursework equips our doctoral students with an excellent foundation for
theoretical analysis, methodological rigor, and teaching excellence as well as the basis for
making a highly informed choice about possible areas for specialization. Core classes include
Professional Seminar in Pedagogy, Introduction to Graduate Study, Integrative Theory in
Communication Studies I and II.

First Year Milestones

Fall Semester: In addition to taking three core courses plus one course (Primary Area,
Related Area, or Research Methods) as well as typically teaching two sections of COMS 1030,
first semester doctoral students should:

a. Get acclimated as a student-teacher-departmental citizen.

b. Meet and talk with faculty in their primary area of concentration: This process
will be facilitated formally as well as strongly encouraged informally. First
year courses include opportunities for meeting faculty as part of class, and the
Associate Director of Graduate Studies will also guide students through the
process of connecting with faculty in COMS.
 15

c. Look at course offerings in the school and university to determine possible

selections in primary and related areas.
d. Begin reflecting on possible faculty members who might be a good fit as a
Doctoral Program Advisor. The advisor should be selected by no later than
the Friday before Advising Week in Spring semester of the first year.

Spring Semester: Students take one core course plus two additional courses (Primary
Area, Related Area, or Research Methods) as well as teach two sections of COMS 1030. They
should also:
a. Meet with prospective Doctoral Program Advisor to discuss research and teaching
goals (see next section for guidance).
b. Select a Doctoral Program Advisor to receive guidance about the program, in general,
and assistance in terms of selecting Doctoral Program Committee members. The
advisor should be selected by no later than the Friday before Advising Week in
Spring semester of the first year.
c. In consultation with Doctoral Program Advisor, begin to develop preliminary
statement of research specialization, teaching philosophy, and Program of Study.

Selecting an Advisor
Identifying and approaching faculty about being an advisor constitutes an exciting moment for
graduate students. When starting the process of selecting an advisor, doctoral students should
identify faculty members with some expertise related to their probable area of specialization
and/or preferred methodological approach.

After identifying those faculty members, students should schedule an appointment with them to
discuss interests and availability. (A faculty member may not be available to commit to another
advisee for a range of reasons, including number of current advisees and other professional
commitments.) The decision to establish an advisor-advisee relationship comprises a mutual
agreement between a particular student and faculty member. When planning for meetings with
potential advisors, each student should:

1. Develop a brief description of the area of specialization. Although a student does not
need to submit a written description in advance of conversations with faculty, preparing
such a description can be useful for sparking meaningful dialogue.

2. Be prepared to talk about ideas. The initial meeting between a student and potential
advisor offers a valuable opportunity to brainstorm. Having a “dissertation topic” during
this meeting is much less important than having a robust list of exciting directions,
approaches, and thoughts related to the intended specialization.

Program of Study
In consultation with the Doctoral Program Advisor, during the first year, each doctoral student
begins to draft a Program of Study (POS) document that outlines courses to be taken as part of
the doctoral degree. This document constitutes a working document in that it will likely be
 16

revised, depending on course availability, student interests, and other opportunities that arise;
however, such changes do need to be documented and justified.

As of Fall, 2018, the Program of Study includes four general areas: Core Classes, Primary Area,
Research Methods, and Electives.

1. Core Classes: Courses in the core emphasize reading original works of prominent
theorists in the humanities and social sciences, research methods, communication
pedagogy, and professional seminars as an orientation to graduate study.

2. Primary Area: The primary area focuses on a student’s area of specialization (Health
Communication, Rhetoric and Culture, or Interpersonal and Organizational
Communication). Usually, the primary area courses will be from COMS, but some
outside courses can be included as determined appropriate by each student’s committee.

3. Research Methods: Because of the depth and expertise of our faculty, we offer
quantitative, qualitative, and rhetorical methods courses in COMS.

4. Electives: Students select elective courses from within COMS or another program with
the guidance of the doctoral committee.

5. Additional Materials: In addition to completing the initial POS form, students need to
draft (a) Preliminary Research Statement (typically, a one page description of preliminary
research interests), (b) Preliminary Teaching Statement (typically, a one page description
of preliminary teaching interests), and (c) Curriculum Vita. These materials should be
provided to the Doctoral Program Advisor by the end of the first year.

6. Transfer Credit Policy: A small number of doctoral level courses taken after the
completion of a MA degree may be considered for inclusion on the POS, upon approval
of the POS advisor, COMS Associate Director of Graduate Studies, and the Scripps
College Associate Dean for Graduate Studies. Approved courses must be documented on
a Credit Transfer Form (Grad Form 2) and filed with the College office.

7. POS Timeline: Doctoral students cannot take comprehensive exams in the third
year until this form has been signed and filed.
 17

Section 5: Information for Second Year Students

During the second year of the doctoral program, students begin developing advanced knowledge
within one or more areas of specialization, with much coursework devoted to courses in the
primary and related areas of study. During the second year, opportunities start to emerge for
more team-based and/or individual research projects as well as advanced teaching assignments.
To facilitate momentum during the second year, doctoral students should:

I. Prepare for teaching courses beyond COMS 1030. During the second year, we
provide opportunities for some graduate students to teach courses other than COMS
1030. Per school policy, to be eligible to teach 2050, 2060, 2150, or 2350, students
must successfully complete a professional seminar in communication pedagogy for
the relevant course (if offered) and/or sit in on a course with a faculty instructor of
record prior to teaching it. Limited possibilities exist for co-teaching courses with
faculty or instructing specialty courses within areas of emphasis.

II. In consultation with Doctoral Program Advisor, select dissertation committee

members and finalize the Program of Study form prior to taking comprehensive
exams.

III. Identify papers that could be revised and submitted for review by conferences
and/or publication. We strongly encourage doctoral students to develop a track
record for research while in graduate school, especially if they plan to pursue a career
in the academy. Doing so requires careful revision of papers (that might have been
produced as part of doctoral seminars or as part of other research teams) prior to
submission for the competitive review process. Ideally, second year doctoral students
submit at least three manuscripts for review by conferences and at least one
manuscript for review by a publication outlet.

IV. Explore area of specialization. Prior to the second year, we urge doctoral students to
decide on a broad area of specialization. With articles accumulated for coursework
during the first year as well as additional resources obtained over the summer, we
encourage doctoral students to enter the second year with a plan for exploring topics
of interest in more depth during upcoming coursework and research projects.

V. Network during professional conferences. Doctoral students should pursue

opportunities to present work and to network during professional conferences.
Building networks of colleagues at OU and in the Communication discipline serves
many purposes, including fostering rich intellectual conversations, nurturing
professional relationships, opening doors to possible research projects and/or service
roles, and making connections that could be useful throughout the academic journey.
Doctoral students in the School of Communication Studies routinely participate
actively in the National Communication Association, Central States Communication
Association, Eastern Communication Association, Southern States Communication
Association, Midwest Popular Culture Association, National Popular Culture
Association, Organization for the Study of Communication, Language and Gender,
Organizational Communication Mini-Conference, and a host of other international,
national, regional, and specialty organizations. We urge second year doctoral students
 18

to begin exploring possible outlets for their work and finding associations that
provide the best intellectual and relational fit for themselves and their research.

VI. Steps for Applying for the M.A. Degree—(COHORTS PRIOR TO 2018-2019
only): Students who have completed the first year of coursework as well as a
capstone experience (such as preliminary exams) qualify for a M.A. degree. To apply
for graduation with this degree, the following forms and tasks must be completed:

1. Students should complete Gradform 7 (Report on the Ph.D. Comprehensive Exam).

All committee members must sign this form and submit to the Associate Director of
Graduate Studies.

2. Students should apply for Update of Graduate Academic Program. This form must
be completed (and then signed by the committee chair). The following codes should be
used on the form to specify the particular academic program--
o Rhetoric & Public Culture MA5360
o Health Communication MA5361
o Relating & Organizing MA5362

This form should be taken in person to the Graduate College (RTECH 220). We
recommend that students request to receive an email confirmation after the form is
processed.

3. Students should confirm that the M.A. is in their respective program through the
DARS degree verification feature.
https://www.ohio.edu/registrar/darsonline.cfm

4. Students should apply for Graduation. By the deadline specified in the academic
calendar, students should apply to graduate in the MyOhio Student Center. This step can
only be taken if the M.A. has been added to the DARS.

5. Students should ensure that Gradform 1 (Graduation Clearance) has been

processed. Students should confirm that the COMS Associate Director of Graduate
Studies has completed this form, submitted it to the Scripps Associate Dean, and received
confirmation that the form has been processed.

6. Students should contact the Registrar to confirm that all of the graduation paperwork
has been processed.
 19

Section 6: Information for Third Year Students

During the third year of the doctoral program, students continue developing expertise in an area
of specialization as well as accomplish three major academic milestones. Third year students will
(1) complete and defend the scholarly portfolio in Fall Semester, (2) take comprehensive
exams in the beginning of Spring semester, and (3) write and defend the dissertation
proposal by the end of Spring semester. The third year constitutes an important year of
transitioning from a focus on coursework to independent research (as students anticipate the
dissertation) and preparing materials for the job search during fourth year. Third year students
should consider the following important timeline as they map goals for this important year:

I. Finalizing the Dissertation Committee: As students enter the third year, they should
reflect on the likely topic of the dissertation and finalize the Dissertation Committee.
Given that interests may change during the second year, students may replace the
advisor with another COMS faculty member at any point in the process, with the goal
of finalizing the Dissertation Committee prior to the beginning of Fall semester of the
third year. Dissertation Committees typically consist of three COMS faculty members
(an advisor and two committee members) plus one Dean’s Representative (see next
sub-section). The Dissertation Committee evaluates Comprehensive Exams, the
Scholarly Portfolio, Dissertation Proposal, and Dissertation.

II. Selecting a Dean’s Representative: Ohio University requires that all doctoral
dissertation committees include an individual specified as the “Dean’s
Representative.” The Dean’s Representative must be a faculty member with an earned
terminal degree from outside of the Scripps College of Communication. Typically,
the “Dean’s Rep” will be a faculty member from another school/department from
whom students have taken classes or worked closely with in some other capacity. The
Dean’s Representative must be named prior to submitting the Scholarly Portfolio.
Prior to the dissertation proposal, the Dean’s Rep must be identified by
submitting GradForm 8, the report on the dissertation committee and Dean’s
Representative, to the Associate Director of Graduate Studies.

III. Scholarly Portfolio: The Scholarly Portfolio mirrors the process that faculty go through for
promotion and tenure, and it enables students to produce materials that will support job
applications in the fourth year, following a model created by Ernest Boyer (1990). Boyer’s
model of scholarship highlights the inter-related activities of the scholarship of discovery, the
scholarship of integration, the scholarship of teaching, and the scholarship of application.
This model offers a valuable and appropriate organizing framework, and our doctoral
students have found the materials produced for the Scholarly Portfolio to be incredibly useful
during the job search. The Scholarly Portfolio must be produced during the fifth semester in
the program.

A. Scholarly Portfolio Specifications: We urge third year students to remember that the
boundaries between the components that Boyer (1990) articulated remain fluid rather
than fixed, with some activities demonstrating competence across dimensions. We
employ Boyer’s model with the vision that it will enhance and enrich students’ creativity
in organizing arguments about and evidence of their scholarly development. Some of
these dimensions will be more relevant for particular students than other dimensions. For
 20

each dimension, we have identified items that students could include in their portfolio.
Students can demonstrate scholarly development across a number of dimensions and as
negotiated by students, advisors, and committee members.

a. The Scholarship of Discovery and Integration: Traditionally conceived of as “research,”

the scholarship of discovery involves rigorous, investigative efforts (both process and
product) of individuals to advance knowledge and seek understanding. The scholarship of
discovery across disciplines rests at the heart of academic life, and faculty consider it to
be absolutely crucial in assessing the development of our students and the success of our
program. Students also must demonstrate how their own scholarship of discovery – and
that of others – integrates into larger intellectual patterns within (and beyond) the
communication discipline. The scholarship of integration can involve interdisciplinary
efforts that encompasses research at the “boundaries” where fields of study converge.

1. Statement about student’s program of research (must be included in everyone’s

portfolio): This statement must be no more than 3 pages; the student should
describe his or her program of research including theoretical background, research
practices, past work and future directions. Importantly, the student must situate
him/herself in the broader landscape of knowledge patterns and practices of the
communication discipline (and beyond disciplinary “boundaries” as appropriate).
2. Scholarly products under review, in press, or published: This section must include
all journal articles and book chapters. It can include co-authored products, if
accompanied by a statement from the student about his or her contributions to the
work

b. The Scholarship of Teaching: Teaching, like other scholarly activities, relies on a base of
scholarly knowledge that can and ought to be identified and evaluated. When defined as a
scholarly enterprise, teachers emerge as co-learners who transform and enlarge
knowledge even as they bring an intelligible account of reality/knowledge to students
who want to learn.

1. Teaching Philosophy: The Teaching Philosophy should consist of no more

than 2 pages. The student should articulate how he/she understands
education and the learning process, the role of teachers and students in
learning, the nexus between teaching and other scholarly activities, etc.
2. Evidence of Teaching Effectiveness: This section includes a summary of
numerical and qualitative student feedback, letters from the basic course
director about teaching performance, and peer feedback.
3. Examples of innovative pedagogy: Examples of items to be incorporated
under this section encompass an article published in Communication
Teacher, an assignment or description of other course-related activities or
practices created by the student, syllabi created by the student (other than
syllabus from the basic course)

c. The Scholarship of Service: Some individuals are moved to engage in scholarly activity
and define their research agenda because of pressing institutional needs or social issues.
For said individuals, the responsible application of scholarly knowledge becomes
consequential for diverse stakeholders within and beyond the boundaries of academia.
 21

Indeed, most universities aim to serve the interests of the larger communities of which
they are a part. When service (in a department, university, learned society, community)
involves intellectual work related to one’s disciplinary knowledge, it represents scholarly
activity. “To be considered scholarship,” Boyer (1990) argued, “service activities must be
tied directly to one’s special field of knowledge and relate to, and flow directly out of,
this professional activity” (p. 22).

1. Statement of Service Philosophy: The Statement of Service Philosophy should be no

more than 2 pages. In this document, the student should articulate his/her philosophy
on service and outreach activities, how the scholarship of service relates to other
scholarly activities, etc.
2. Other Evidence of Service: This part of the portfolio may also include COMS
committee work, service to the discipline (i.e., as a reviewer or association unit
officer), and participation in community service.

d. Statement of Personal Growth as Communicator: This statement should be no more than

2 pages. In this statement, the student should articulate how s/he has changed as a
communicator as he/she matriculated through the program including philosophical
understandings and daily practices and patterns of relating with others.

e. Statement of Diversity and Inclusion: This statement should be no more than 2 pages. In
this statement, the student should articulate how s/he strives to embrace diversity and
inclusivity through teaching, research, and service.

f. Additional Scholarly Endeavors: This section could include any additional scholarly
work that does not clearly fit under any other categories (such as grant applications,
consulting work, etc.)

g. Curriculum Vita

B. Defending the Scholarly Portfolio: The student will meet with the Doctoral
Dissertation Committee to discuss the Scholarly Portfolio. In addition to providing
valuable input on this important document, this conversation will serve as a springboard
for crafting comprehensive exam questions (see below). GradForm 7 must be signed
and filed to document the successful completion of the Scholarly Portfolio.

IV. COMS Comprehensive Exam Policy (Policy drafted in Spring, 2017;

Comprehensive Exams will begin with Cohort entering in Fall, 2018)

a. Overview: The written comprehensive examination is comprised of two major

components: the preproposal and written responses to two questions for which the
student has limited time to answer.

b. Preproposal Format: The preproposal is a concise argument (10-20 pages) that

forecasts the dissertation proposal to be defended later and includes a working
bibliography. The preproposal will include elements of theory and of research
 22

design and analysis, but it should not be a simple replication of the two limited
time questions.

c. Exam Format: These two written questions are intended to be broadly written to
allow integrative and synthetic treatments of questions of theory and of research
design and analysis. Each student’s committee will write questions individualized
to the student. These two questions are not intended to become direct
contributions to the dissertation. The student shall identify two 24-hour periods to
answer their time-limited questions. The theory question will be given to the
student at the beginning of a 24-hour period, and the student shall turn in their
written answer no later than 24 hours after the question is given to them. The
design and analysis question will be given to the student at the beginning of a
separate 24-hour period, and the student shall turn in their written answer no later
than 24 hours after that question is given to them. The student may use any
scholarly resources they wish as they answer the question, but the answer must be
comprised of writing original to the student and any use of resources must be
attributed using standard scholarly means.

d. Comprehensive Exam Timing and Documentation: In the fifth semester of the

program, the student will develop a portfolio comprised, at minimum, of a
statement about the student’s program of research and evidence of this program, a
statement of teaching philosophy and evidence of teaching effectiveness, a
statement of service philosophy and evidence of service, and a curriculum
vita. After reviewing this portfolio and providing feedback to the student, the
student and their committee will meet to defend the portfolio and to discuss the
student’s comprehensive examination questions. Upon successful defense, the
committee will complete and sign Grad Form 7. A maximum of one
rewrite/retake is allowed.

In the sixth semester of the program, and no later than the end of the fifth week,
the student will have distributed their written responses to the committee and have
distributed a preproposal. The pre-proposal is a concise argument (10-20 pages)
that forecasts the dissertation proposal to be defended later and includes a
working bibliography. The student will defend the written responses and the
preproposal in an oral format. The committee has a minimum of two weeks to
review these responses and the preproposal. Upon successful defense, the
committee will complete and sign Grad Form 6A, Grad Form 6B, and Grad
Form 8. A maximum of one rewrite/retake is allowed.

In the sixth semester of the program, and no later than the end of the thirteenth
week, the student will have distributed their dissertation proposal to the
committee. The student will defend the proposal in an oral format. The
committee has a minimum of two weeks to review the proposal. Upon successful
defense, the committee will complete and sign Grad Form 9. A maximum of
one rewrite/retake is allowed.

V. Master’s Degree Option (as of 2018-2019 cohort): Upon successfully completing

comprehensive exams, doctoral students who do not enter OU with a Master’s degree
 23

in Communication may apply for graduation with a MA degree. To do so, the

following steps must be followed:

1. Students should complete Gradform 7 (Report on the Ph.D. Comprehensive

Exam). All committee members must sign this form and submit to the Associate
Director of Graduate Studies.

2. Students should apply for Update of Graduate Academic Program. This form
must be completed (and then signed by the committee chair). The following codes
should be used on the form to specify the particular academic program--
a. Rhetoric & Public Culture MA5360
b. Health Communication MA5361
c. Relating & Organizing MA5362

This form should be taken in person to the Graduate College (RTECH 220). We
recommend that students request to receive an email confirmation after the form is
processed.

3. Students should confirm that the M.A. is in their respective program through
the DARS degree verification feature.
https://www.ohio.edu/registrar/darsonline.cfm

4. Students should apply for Graduation. By the deadline specified in the academic
calendar, students should apply to graduate in the MyOhio Student Center. This step
can only be taken if the M.A. has been added to the DARS.

5. Students should ensure that Gradform 1 (Graduation Clearance) has been

processed. Students should confirm that the COMS Associate Director of Graduate
Studies has completed this form, submitted it to the Scripps Associate Dean, and
received confirmation that the form has been processed.

6. Students should contact the Registrar to confirm that all of the graduation
paperwork has been processed.

VI. Dissertation Proposal: Upon completion of the portfolio and comprehensive exams
during the third year, doctoral students craft a dissertation proposal. Depending on
advisor recommendations, personal writing preferences, and the topic, the proposal
could vary greatly in form and content. Generally speaking, the proposal should
clearly explain the topic, provide a rationale for studying that topic, review relevant
theory and literature on the topic, pose specific research questions/hypotheses guiding
the study, and discuss in detail how the study will be conducted. Students should
carefully proofread the proposal for style consistency, compositional effectiveness,
and other mechanical considerations. Strong proposals make for smooth dissertation
experiences. Consequently, proposals typically happen in close consultation with
your advisor.

Upon advisor approval of a proposal, students then distribute copies to the

dissertation committee. Students should NOT rely on electronic dissemination unless
 24

a committee member specifically requests that format. Students should check with
advisors regarding binding and distribution preferences. Committee members should
be given at least two weeks to read the dissertation proposal. After committee
members indicate that they are ready to proceed with a defense, the student should
reserve a room for the defense. Following a successful defense, the committee will
complete GradForm 9.
 25

Section 7: Information for Fourth Year Students

Students in the fourth year of the program focus on completing the dissertation and finding a job.
Fourth year students should consider the following important timeline as they set goals for
this important year:

I. Job Search Preparation: Fourth year students should start to prepare for the job
search in the summer before Fall semester. Fortunately, the Scholarly Portfolio can
serve as a foundation for documents that will be needed during the job search.

1. Letter of Application templates: Each job application will require a customized letter of
application that highlights qualifications in relation to the unique position advertised.
Although a well customized letter will appear to be made from “scratch,” parts of the
letter can be prepared in advance, such as detailing teaching and research
accomplishments and skills and summarizing specific accomplishments that reveal your
identity as a teacher-scholar. Ideally, the letter of application should enable search
committees to quickly identify with a candidate as a potential colleague. Different
institutions will likely require slightly different focuses for the letter of application.
Generally speaking, creating a “research-focused” template and a “teaching-focused”
template provides a solid foundation from which to customize specific letters. Applicants
should take the additional step of customizing the letter of application for each position
by demonstrating knowledge of the specific department, detailing fit with the particular
job description, and specifying how they meet the needs of the department (i.e., specific
classes you can teach, etc.).

2. Curriculum Vita. In the summer before the fourth year, students should be sure to update
their C.V. to reflect anticipated graduation date, recent publications/convention
presentations, new course preps, etc.

3. Teaching Portfolio. The teaching portfolio should include a teaching philosophy

statement, a summary of numeric teaching evaluations for each semester, a summary of
qualitative comments from students, sample syllabi, and list of any novel or unique
assignments.

3. Research Sample. The research sample should be representative of the candidate as a

scholar. Applicants should keep their own personal “brand” in mind when selecting
samples of scholarship to share, and they should strive to position themselves as potential
colleagues who can independently produce smart scholarly contributions.

4. Transcripts. Some institutions require at least a photocopy of transcripts, and some

applications even require undergraduate records. Before the job search, applicants should
request copies of transcripts that can be reproduced as requested.

5. Contact Information and Social Media: Individuals who plan to search for jobs should
create professional voicemail messages and e-mail addresses and ensure that they
represent themselves in a manner consistent with their preferred professional brand on
social media.
 26

6. Letters of Recommendation. In preparation for the job search, applicants should check
with potential letter writers (such as the dissertation advisor, committee members,
perhaps a colleague in the field) to learn what they will need in terms of information and
time to write letters. When requesting letters, students should keep the following tips in
mind:
a. The application packet should arrive before recommendation letters.
b. Letter writers should have access to the full set of application materials. So that they
can have a complete picture of your qualifications.
c. Applicants should give letter writers at least a three week notice before a letter is due.
d. Applicants should strive to group letter requests, rather than asking for letters one at a
time.
e. Applicants should provide letter writers with relevant information about each job.
f. Applicants should provide an electronic file with the mailing address for each
requested letter.
g. Applicants can certainly send gentle reminders to letter writers as long as they do not
overdo the reminders.
h. Applicants should absolutely send a genuine “thank you” to letter writers.

II. The Job Search: If well-prepared and organized, searching for jobs can be a smooth
and successful process.

1. Starting in August, individuals who plan to search for jobs should pay attention to the
NCA Career Center and the NCA listserv (CRTNET).
2. After identifying job advertisements of interest, applicants should take time to find out
more about that university, department, and faculty.
3. After learning about the job, applicants should prepare the application packet by carefully
following instructions on each job advertisement.
4. Applicants should be prepared for schools to make initial contact before the job closing
date. They should keep a copy of applications materials readily available and develop a
list of talking points and questions handy.
5. Applicants should take care to follow directions on the type of presentation that will be
part of the job interview. Often called the “job talk,” such presentations can range from a
formal presentation of a research article/study to a more global discussion of the
applicant as a teacher-scholar. Failure to follow directions is a significant turnoff to
faculty.
6. Interviews typically involve meetings with faculty, students, and administrators. During
those meetings, candidates should be prepared to engage in conversation and to ask smart
questions. Common questions include:
a. Can you describe two strengths and weaknesses that you have as a teacher? As a
researcher?
b. Why did you apply to __________? How do you see yourself fitting into the
department?
c. Talk about specific “success stories” from your experiences as a teacher and
researcher.
d. If you were asked to teach _fill in course__ what textbook and assignments would
you use?
 27

e. How do you distinguish your research from what people in psychology/sociology/the

humanities would do?
f. What about your agenda is actually focused on communication and not one of those
other disciplines?
g. How do you react to diversity in your classroom? Can you provide examples?
h. Tell me about your dissertation (have a 2 minute answer and a 7-10 minute answer).
i. What would you like to be doing in 7-10 years? What trajectory do you see for
yourself and how do you see getting there?
j. What do you see as the strengths and weaknesses in our curriculum?
k. Of the courses (grad and undergrad) in our curriculum, which ones are you most
qualified and/or interested to teach?
l. Can you give specific examples illustrating how you practice the “life of the mind?”

7. Good questions to ask chairs and deans (some are appropriate for faculty as well) include:
a. Can you describe how this department is positioned within the college and university?
For instance, is this department most noted for its contribution with service courses,
for the publication record of faculty, etc.?
b. Over the past several years has this unit been forced to absorb budget cuts? If so, how
would you describe those cuts in relation to those faced by other units in the college
and across campus?
c. How did the unit absorb the budget cuts?
d. What is the standard teaching load? Does the unit have a differential load policy?
What “release/reassigned times” exist for faculty and how are those determined?
e. What has the enrollment been in the department over the past several years (both grad
and undergrad)?
f. What objectives would you like to see the unit achieve over the next five years? What
steps are being taken to try and achieve those objectives?
g. What research facilities and support exists within the unit, college, and university?
h. What kind of students and/or staff support is available for faculty?
i. What support (or restrictions) exists for travel funding, office supplies, computer
upgrades, etc.?
j. What are the most significant challenges facing the unit? What is being done to
confront those challenges?
8. Candidates should always request a copy of the Promotion and Tenure Document and ask
about the timeframe for making the decision.
9. If offered the job, candidates should negotiate about salary, startup expenses, moving
expenses, etc. Students should consult faculty advisors and other faculty for guidance. In
COMS we want you to act ethically with other institutions and not unnecessarily string
out job offers. Salary is something that will come up during the interview so students
should talk with faculty here about possible ranges. Also, if the institution is public,
faculty salaries are probably available through a simple web search.

III. Writing the Dissertation: Books have been written on strategies for writing a
dissertation, and no single strategy will work for all students. We urge students to
consider their learning and writing styles as they develop their own unique approach
to this important project. However, the following tips might be useful to consider:
1. Be mindful of allowing special events (such as the start of the school year, NCA,
holidays, job interviews) to distract attention from the dissertation.
 28

2. Strive not to set arbitrary frameworks and timelines, especially without allowing
adequate flexibility.
3. Challenge self to do the best possible work yet avoid dwelling on a sentence for
hours.
4. Review the Thesis and Dissertation Guidelines” document on the Scripps College
website.
5. Attend workshops on dissertation writing and on preparing electronic dissertations
offered by the Graduate College.
6. Commit to setting and accomplishing realistic goals.

The Graduate College also offers workshops on preparing electronic theses and dissertations.
Those workshops may be valuable to take very early in the process because they provide
instruction on using Microsoft Word and Adobe Acrobat to format the file correctly.

IV. Preparing for the Dissertation Defense: After the advisor determines that a
dissertation is ready for review by the dissertation committee, the student will copy
and distribute the dissertation to committee members. Advisors typically ask
committee members to give an initial read of the dissertation to make a decision about
moving forward with the defense. Committee members MUST be given at least two
weeks to read the dissertation before asking them to make a decision about the
dissertation or to commit to a dissertation date. Committee members have the option
to initially approve the dissertation for oral defense or require additional work before
the defense takes place. Approving the dissertation for defense means that moving
forward is justified and that any concerns do not warrant significant revision prior to
an oral defense. Following committee approval for the defense, committee members
must sign GradForm 11 and submit it to the COMS Associate Director of Graduate
Studies (who will ensure that it gets processed by the Dean’s office) at least TWO
WEEKS prior to the defense.

V. During the Defense: During the defense, students will likely be asked to briefly
comment on the major findings and to discuss the process. Following this short
presentation, committee members will have the opportunity to ask questions. Each
meeting is somewhat different at this stage; however, students would benefit from
reflecting on some issues in advance of the defense:

1. What are the assumptions of the theoretical perspective that you used and how did you
enact those assumptions in the process? Were there aspects of the theory that you
emphasized or e-emphasized? Why?
2. What were the major gaps in previous research and how did you fill those gaps?
3. If you take issue with major theoretical points or previous research, be prepared to talk in
depth about your position.
4. Why did you do what you did? Committee members love to ask questions about method
because the method typically involves the most obvious instances of decision-
making on your part. What were the key decisions that you made and why did you
make them? Students should be prepared to connect major conclusions explicitly
to the data. Committee members may try to determine the fine line between what
can be safely concluded from the data at hand and what can be extrapolated from
those findings. Make sure that you have thought about that line.
 29

5. How do your findings advance theory and practice? Be able to discuss both issues at
length, including hypothetical ways that you could take your findings back to the
“field” and implement intervention/change.
6. Understand your limitations. Be able to answer the question, “Why did you not plan for
this and prevent it from happening?”
7. What next? Committee members often love to talk about the next step. Be prepared to
talk about (a) how you intend to break your dissertation into publishable manuscripts, (b)
what you would do differently if re-planning your project, and (c) what immediate plans
you have for continuing this program of research (i.e., designing the “next” study).

Students should certainly feel free to talk with committee members in advance and ask them if
they are interested in discussing something in particular during the defense. Of course, students
should have dialogue with their advisor about the defense.

After the completion of the defense, faculty typically ask the student to leave the room (as well
as guests). The committee will make one of the following decisions: (a) that the student needs to
do some re-writing and come back for another oral defense, (b) that the student needs to do some
revision and committee members need to review those changes before finally signing off (c) that
the student has passed the defense but should consider any changes recommended by the
committee (you and your advisor are left to determine the extent of those changes), or (d) that the
student does not need to make any changes. By far, ‘c’ occurs most commonly.

After the committee reveals its decision to the student, committee members sign GradForm
12. In addition, the student should bring a copy of Grad Form 14 for the Dean’s Rep and
ask him or her to complete and submit it directly to the Dean’s Office by using an
addressed return envelope provided by the student.
 30

Appendix A: Summary of Forms

Forms provide important documentation of the milestones that doctoral students accomplish as
they pursue the doctoral degree. They provide protection for our students by verifying that
certain steps have occurred in the process.

GradForm 2: Authorization for Transfer of Credit. (This form should be used to seek credit
from M.A. courses for the doctoral program of study.)

GradForm POS: The Program of Study template should be completed, in consultation with
your advisor, and distributed to your committee. The signed POS form must be submitted
to the COMS Associate Director of Graduate Studies after the POS meeting.

GradForm 6a: Report on the Written Comprehensive Exam. This form will be signed by
committee members when they determine the written comprehensive exam answers to be
acceptable. The signed form must then be submitted to the COMS Associate Director of
Graduate Studies.

GradForm 6b: Report on the Oral Comprehensive Exam. This form will be signed by
committee members when they determine the oral part of the comprehensive exam to be
acceptable. The signed form must then be submitted to the COMS Associate Director of
Graduate Studies.

GradForm 7: Report on the Comprehensive Exam/Portfolio for the Ph.D. This form will be
signed by committee members after the student successfully defends the Scholarly
Portfolio AND the comprehensive exam, and the signed form must then be submitted to
the COMS Associate Director of Graduate Studies.

GradForm 8: Report on the Dissertation Committee and Dean’s Representative. This form
may be completed before submitting the Third Year Portfolio, and it must then be
submitted to the COMS Associate Director of Graduate Studies.

GradForm 9: Approval of the Dissertation Proposal. This form will be completed upon
successful defense of the dissertation proposal, and the signed form must be submitted to
the COMS Associate Director of Graduate Studies.

GradForm 11: Arrangements for the Oral Examination of the Dissertation. This form must be
signed by all dissertation committee members at least two weeks prior to the dissertation
defense date and filed by the COMS Associate Director of Graduate Studies in the
Dean’s Office. The Dean’s Office will then make a formal public announcement of the
scheduled dissertation defense.

GradForm 12: Report on the Dissertation and Oral Defense. This form will be completed at
the conclusion of the dissertation defense. The signed form must be submitted to the
COMS Associate Director of Graduate Studies.
 31

GradForm 14: Evaluation by the Dean’s Representative. The Dean’s representative must
complete this form and return it to the Dean’s office after the completion of the defense.
 32

Appendix B: Useful Links

OU Graduate College (prospective students):
https://www.ohio.edu/graduate/apply

OU Graduate College (newly accepted students):

https://www.ohio.edu/graduate/newly-admitted-students/ohiogso

Scripps College of Communication (home):

https://www.ohio.edu/scrippscollege/index.cfm

Scripps College of Communication (forms):

https://www.ohio.edu/scrippscollege/currentstudents/forms.cfm

OU School of Communication Studies (home):

https://www.ohiocommstudies.com/

OU School of Communication Studies (doctoral program):

https://www.ohiocommstudies.com/graduate/phd/

OU School of Communication Studies (doctoral program forms):

https://www.ohiocommstudies.com/graduate/forms/

OU Research Compliance (to obtain required human subjects training):

https://www.ohio.edu/research/compliance/human-subjects.cfm

OU Graduate Certificate programs :

1. College of Arts and Sciences (such as Women’s, Gender, and Sexuality)--
https://www.ohio.edu/cas/wgss/grad-certificate.cfm

2. Global Affairs and International Studies (such as Latin American Studies and War
and Peace Studies)
https://www.ohio.edu/global/cis/graduate/

3. Voinovich School of Leadership and Public Affairs (Environmental Sustainability

Graduate Certificate)—
https://www.ohio.edu/envstu/students/current/grad-certificate.cfm

4. College of Health Sciences and Professions (such as Graduate Global Health

Certificate)—
https://www.ohio.edu/global-health/academics/graduate-certificate.cfm

OU Graduate Student Senate:

https://www.ohio.edu/gss/
 33

OU Thesis and Dissertation (TAD):

https://www.ohio.edu/graduate/etd

OU Teaching Assistant Handbook:

https://www.ohio.edu/instructional-innovation/files/OHIO_TA_Handbook.pdf

OU Graduate Student Parental Paid Leave Policy:

https://www.ohio.edu/graduate/current-students/parental-paid-leave-absence-policy-graduate-
students

Original Work Grant and Travel Grant:

https://www.ohio.edu/gss/grants.cfm

OU Graduate Appointment Information (includes GTA payroll schedule):

https://www.ohio.edu/sites/default/files/sites/graduate/files/OGA/FY19%20Final%20Graduate-
Appointment-Guidelines.pdf

Scripps College of Communication Toolkit:

https://www.ohio.edu/scripps-college/faculty-staff/communication-tool-kit
 34

Appendix C:
Health Communication Curriculum Outline (as of Fall 2018)

Overall: 61 (non-dissertation) credit hours

Core Courses: 13 credit hours
• 7000 Professional Seminar: Pedagogy (1 credit hour)
• 7005 Introduction to Graduate Study in COMS (4 credit hours)
• 7020 COMS Inquiry I (4 credit hours)
• 7030 COMS Inquiry II (4 credit hours)

Primary Area: 20 credit hours

Required: At least 12 credit hours of the following:
• 8400 Health Communication in Organizations (4 credit hours)
• 8430 Relational Issues in Health Communication (4 credit hours)
• 8440 Health Communication & Society (4 credit hours)
• 8450 Health Communication Campaigns (4 credit hours)

Remaining 4 or 8 credit hours from the following:

• 8420 Health Communication & Culture (4 credit hours)
• 8460 Persuasion & Social Influence (4 credit hours)
• 8470 Health Communication Uncertainty & Risk (4 credit hours)
• 8480 Environmental Communication (4 credit hours)
• 8490 Special Topics in Health Communication (4 credit hours)

Research Competency: 5 courses and 15 credit hours, minimum

Electives: 3 courses and 9 credit hours, minimum
Dissertation: 12 credit hours, minimum
*May need additional courses to reach 61 required total credit hours
**May only take up to 4 courses not in COMS
 35

Appendix D:

Interpersonal & Organizational Communication

Curriculum Outline (as of Fall 2018)
Overall: 61 (non-dissertation) credit hours
Core Courses: 13 credit hours
• 7000 Professional Seminar: Pedagogy (1 credit hour)
• 7005 Introduction to Graduate Study in COMS (4 credit hours)
• 7020 COMS Inquiry I (4 credit hours)
• 7030 COMS Inquiry II (4 credit hours)

Primary Area: 24 credit hours

Required:
• 8200 Foundations in Organizational Communication (4 credit hours)
• 8210 Foundations in Interpersonal Communication (4 credit hours)

Remaining 16 credit hours from choice of the following:

• 8240 Communication & Identity (4 credit hours)
• 8250 Communication in Personal & Social Relationships (4 credit hours)
• 8260 Communication Innovation & Organizational Change (4 credit hours)
• 8270 Narrative & Dialogue (4 credit hours)
• 8280 Topics in Advanced Interpersonal Communication (4 credit hours)
• 8290 Topics in Advanced Organizational Communication (4 credit hours)

Research Competency: 5 courses and 15 credit hours, minimum

Electives: 2 courses and 6 credit hours, minimum
Dissertation: 12 credit hours, minimum
*May need additional courses to reach 61 required total credit hours
**May only take up to 4 courses not in COMS
 36

Appendix E:
Rhetoric & Culture Curriculum Outline
(as of Fall 2018)

Overall: 61 (non-dissertation) credit hours*

Core Courses: 13 Credit Hours
• 7000 Professional Seminar: Pedagogy (1 credit hour)
• 7005 Introduction to Graduate Study in COMS (4 credit hours)
• 7020 COMS Inquiry I (4 credit hours)
• 7030 COMS Inquiry II (4 credit hours)

Primary Area: 20 credit hours

Required:
• 8300 Rhetorical Theory (4 credit hours)
• 8340 Rhetorical Criticism (4 credit hours)

Repeatable:
• 8350 Studies in American Rhetoric (4 credit hours)
• 8360 Studies in Communication & Cultural Critique (4 credit hours)
• 8390 Topics in Rhetoric & Culture (4 credit hours)

Research Competency: 5 courses and 15 credit hours, minimum

Electives: 3 courses and 9 credit hours, minimum**
Dissertation: 12 credit hours, minimum
*May need additional courses to reach 61 required total credit hours
**May only take up to 4 courses not in COMS