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Brandi Frisby

Office: 310G Little Library

Phone: 859-257-9470

Email: Brandi.Frisby [at] uky.edu

B.A. 2004, Northern Kentucky University; M.A. 2007, Ball State University; Ph.D. 2010, West Virginia University

Instructional communication, health communication, interpersonal communication

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  • Class Hours

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Courses Taught

Considers various theoretical perspectives which lead to a more thorough understanding of communication processes. Begins with discussion of the development of theory and inquiry. Includes perspectives of systems, cognitive, behavioral, affective, symbolic interactionist, dramatic, cultural and social reality, interpretive and critical theories.
This course uses communication research and theory to develop effective instructors of communication. Topics include instructor identity, course development, teaching communication contexts (e.g., small group, intercultural, persuasion, speech) in diverse settings (e.g., classroom, organizational training), managing learners, and learning assessment.
The course reviews existing and emerging theoretical, perspectives relevant to the context of interpersonal communication. Emphasis is on theories of message production and reception, identity management, relationship development, and related processes. Methods of investigation unique to the study of interpersonal interaction are also addressed. Students are expected to be familiar with general communication theory and basic research methods prior to enrolling in the course.
The scientific method. Communication research as part of social science research. Study and practice of quantitative behavioral research techniques which apply to communication.
Field experience for candidates for the M.A. degree in any field of communications through work in industry, government, education, research or business agencies. Laboratory, 12 hours per week.
Individual reading study on some communications aspects not treated in depth in a regular course or of topical interest. Advance consultation regarding reading list and examination procedure required.
Residency credit for dissertation research after the qualifying examination.
May be repeated to a maximum of 12 hours.
Professors will conduct research seminars in topics or problems in which they have special research interests.
To provide advanced students with an opportunity for independent work to be conducted in regular consultation with the instructor.
Significant participation in important aspects of a research project under the direction of a graduate faculty member.
Focuses on describing and explaining communication processes that occur within the context of close relationships. Three general topic areas include: (1) developing and escalating relationships, (2) satisfying relationships, and (3) coping with relational challenges.
Intensive study of a specialized topic area in communication.
To participate effectively in the 21st century, students must be adept at both communicating their ideas effectively to different audiences in a variety of formats and contexts, as well as evaluating the messages sent by others. This integrated composition and communication course is the first in a sequence of two courses that focus on developing student's abilities to communicate ideas effectively using written, oral, visual, and electronic forms. As such, students will compose and present messages targeted toward different audiences, as well as evaluate the quality of the messages shared by others. Over the course of the semester, students can expect to work independently, with a partner, or with a small group of classmates to prepare messages, as well as to practice and evaluate interpersonal and team dynamics in action.
Composition and Communication II is the second of two general education courses focused on integrated oral, written, and visual communication skill development emphasizing critical inquiry and research. In this course, students will explore issues of public concern using rhetorical analysis, engage in deliberation over those issues, and ultimately propose solutions based on well-developed arguments. Students will sharpen their ability to conduct research; compose and communicate in written, oral, and visual modalities; and work effectively in groups (dyads and small groups). A significant component of the class will consist of learning to use visual and digital resources, first to enhance written and oral presentations and later to communicate mass mediated messages to various public audiences. Over the course of the semester, class members can expect to work independently, with a partner, and in a small group (team) to investigate, share findings, and compose and deliver presentations, as well as to practice and evaluate interpersonal and team dynamics in actions.
Consideration of special problems in interpersonal communication with emphasis on emergence of theory and implications for further research. May be repeated to a maximum of six credits under a different subtitle.
An experimental course which may be used toward fulfillment of the composition and communication II requirement in the UK Core curriculum. All proposals must demonstrate that the course engages students in composing and communicating ideas using speech, writing, and visuals in an active learning environment. Proposals must be approved by the Associate Provost for Undergraduate Education.
With the proliferation of technologically advanced social media (e.g., Facebook, chat, Twitter) available at the fingertips of individuals through multiple channels (e.g., phone, iPad, laptop, online video games), interpersonal relationships are being affected. Negotiating this relatively new, understudied, and quickly evolving terrain can present relational difficulties for a variety of relationships types. Students in this class will gain a thorough understanding of multiple communication platforms and the communication theory that can explain the interactions occurring in each platform, as well as improve their mediated communication skills to enhance interpersonal relationships.
In this course, students will explore how interpersonal concepts, constructs, theories, and relationships emerge in the classroom and impact the overall instructional environment in terms of learning outcomes, satisfaction, and engagement, among other important instructional outcomes.