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Derek Lane

Associate Professor, Senior Associate Dean for Administrative Affairs


Office: 310A Little Library

Phone: 859-257-9538

Email: Derek.Lane [at] uky.edu

Personal Website: http://comm.uky.edu/Lane

Education
A.A. 1983, Eastern Wyoming College; B.S. Ed. 1986, Chadron State College; M.A. 1992, University of Nebraska-Kearney; Ph.D. 1996, University of Oklahoma

Specialties
Message Reception, Instructional Communication, Interpersonal Communication, Group Communication, Research Methods, Team-Based Learning

Bio
Derek R. Lane is an Associate Professor in the Department of Communication and Senior Associate Dean for Administrative Affairs in the College of Communication and Information. Dr. Lane’s research can be classified in the broad area of face-to-face and mediated message reception and processing to affect attitude and behavior change in instructional, organizational, and health contexts. In addition to research in these areas of communication research, Derek has also published articles on Team-Based Learning related to faculty facilitation skills and peer feedback. His research has been funded by the U.S. Department of Education, the National Institute of Drug Abuse, the National Institute of Mental Health, and the National Science Foundation and appears in Communication Monographs, Communication Education, Media Psychology, Communication Research Reports, Health Promotion Practice, American Journal of Communication, the Journal of Engineering Education and the Journal of Experimental Education.  He teaches graduate seminars in quantitative research methods, instructional communication, theory construction, advanced survey research methods and interpersonal communication. Dr. Lane is the recipient of several prestigious teaching and research awards.

Awards
College of Communication and Information Excellence in Research Award 2003; Alumni Association Great Teacher Award 2000; College of Communication and Information Excellence in Teaching Award 1998

Curriculum Vitae


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Courses Taught

This writing intensive course examines basic verbal and nonverbal concepts affecting the communication process between individuals in various interpersonal contexts. Course also requires participation in written and oral activities designed to develop and improve interpersonal skills. Topics may include: perspective-taking, relationship and conversation management, effective listening, conflict management, communication climate, communication anxiety, and cultural/gender differences in interpersonal communicatiion.
A study of communication processes in small group situations. Topics include conflict, leadership, and decision-making. Students will participate in group discussion and develop skills in analyzing group performance.
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.
An introduction to the methods of philosophy of scientific research into the origins, nature, and effects of communication processes. Provides skills necessary for designing research projects and for interpreting and critically evaluating research results.
Research and study of special topics in communication. The student proposes the specific study to be undertaken and formally contracts with a faculty supervisor for guidance and evaluation. Ordinarily, projects will require the production of written materials as a basis for the evaluation. May be repeated to a maximum of six credits.
Intensive study of a communication topic in professional, theoretical, and research methodology areas of communication.
Examines theory and research on the nature and development of small group communication. Topics include leadership, interpersonal relations and roles, goals, and decision-making in multiple organizational contexts.
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.
Half-time to full-time work on thesis. May be repeated to a maximum of six semesters.
Half-time to full-time work on dissertation. May be repeated to a maximum of six semesters.
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.
A course in the methods and design of communication studies.
Intensive study of a specialized topic area in communication.
The primary purpose of this is course is to extend students’ theoretical understanding of leadership from a communication perspective. Specifically, this course is designed to (1) sharpen the students’ understanding of the role of communication in developing effective leadership behaviors; (2) familiarize students with leadership as it relates to the communication process; (3) involve students in major term projects which incorporate current leadership theory and research; and (4) enhance students’ understanding of published research in leadership communication.
This course is an introductory graduate-level survey of current theory, research, and current developments in the area of instructional communication. Students will be exposed to a variety of current theoretical perspectives and methodological orientations. Hands-on opportunities are provided to construct and refine strategies and resources for instruction.

Refereed Publications

Streeter, A. R., Harrington, N. G., & Lane, D. R. (2015). Communication behaviors associated with the competent nursing handoff. Journal of Applied Communication Research, 43, 294-313.

Sellnow, D. D., Lane, D., & Littlefield, R. S., Sellnow, T. L., Wilson, B., Beauchamp, K., & Venette, S. (2014). A receiver- based approach to effective instructional crisis communication. Journal of Contingencies and Crisis Management. doi: 10.1111/1468-5973.12066

Littlefield, R. S., Beauchamp, K., Lane, D., Sellnow, D. D., Sellnow, T.L., Venette, S., & Wilson, B. (2014). Instructional crisis communication: Connecting ethnicity and sex in the assessment of receiver-oriented message effectiveness. Journal of Management and Strategy, 5(3), 16-23. doi: 10.5430/jms.v5n3p16.

Dannels, D. D., Darling, A., Fassett, D. L., Kerssen-Griep, J., Lane, D., Mottet, T. P., Nainby, K. & Sellnow, D. (2014). Inception: Beginning a new conversation about communication pedagogy and scholarship. Communication Education, 63(4). 366-382. doi: 10.1080/03634523.2014.934849

Kaufmann, R., & Lane, D. (2014). Examining communication privacy management in the middle school classroom: Perceived gains and consequences. Educational Research, 56(1), 13-27. doi: 10.1080/00131881.2013.874145

Frisby, B. N., Sellnow, D. D., Lane, D. R., Veil, S. R., & Sellnow, T. L. (2013). Instruction in crisis situations: Targeting learning preferences and self-efficacy. Risk Management: A Journal of Risk, Crisis, and Disaster. doi: 10.1111/j.1539- 6924.2011.01634.x

Sellnow, T. L., Sellnow, D. D., Lane, D. R., & Littlefield, R. S. (2012). The value of instructional communication in crisis situations: Restoring order to chaos. Risk Analysis, 32(4), 633-643. doi: 10.1111/j.1539-6924.2011.01634.x

Anderman, E. M., Cupp, P.K., Lane, D.R., Zimmerman, R., Gray, D.L., & OÕConnell, A. (2011). Classroom goal structures and HIV and pregnancy prevention education in rural high school health classrooms. Journal of Research on Adolescence, 21(4), 904-922. doi: 10.1111/j.1532-7795.2011.00751.x

Anderman, E. M., Cupp, P.K., & Lane, D.R. (2010). Impulsivity and academic cheating. The Journal ofExperimental Education, 78(1), 135-150.

Swindell, C., Hertog, J., & Lane, D.R. (2010). Perceptions about time, accuracy, and panic potential between journalists and sources in an emergency. The Kentucky Journal of Communication, 2(1), 55-74.

Anderman, E. M., Lane, D.R., Zimmerman, R., Cupp, P.K., & Phebus, V. (2009). Comparing the efficacy of permanent classroom teachers to temporary health educators for pregnancy and HIV prevention instruction. Health Promotion Practice, 10(4), 597-605. doi: 10.1177/1524839907309375

Lane, D. R. (2008). Teaching skills for facilitating team-based learning. New Directions in Teaching and Learning, 55-68. Cestone, C. M., Levine, R. E., & Lane, D. R. (2008). Peer assessment and evaluation in team-based learning. New Directions in Teaching and Learning, 69-78.

Lu, H. Y., Palmgreen, P. C., Zimmerman, R. S., Lane, D. R., & Alexander, L. J. (2006). Personality traits as predictors of intentions to seek online information about STDs and HIV/AIDS among junior and senior college students in Taiwan. CyberPsychology & Behavior, 9, 577-583.

Lane, D. R., Harrington, N. G., & Donohew, L. (2006). Dimensions and validation of a Perceived Message Cognition Value (PMCV) Scale. Communication Research Reports, 23(3), 149-161.

Harrington, N. G., Lane, D. R., Donohew, R. L., & Zimmerman, R. S. (2006). An extension of the Activation Model of Information Exposure: The addition of a cognitive variable to a model of attention. Media Psychology, 8(2), 139-164.

Lane, D.R. (2005). A contemporary history of graduate programs in communication at the University of Kentucky. Kentucky Journal of Communication, 24(1), 157-175.

Harrington, N. G., Lane, D. R., Donohew, L., Zimmerman, R. S., Norling, G., An, J. Cheah, W. H., McClure, L., Buckingham, T., Garofalo, E., & Bevins, C. (2003). Persuasive strategies for effective anti-drug messages. Communication Monographs, 70, 16-38.

Bostrom, R. N., Lane, D. R., & Harrington, N.G. (2002). Creativity and communication: Alternative approaches. American Communication Journal, 6.

Lane, D.R. & Shelton, M. W . (2001). The centrality of communication education in classroom computer-mediated communication: Toward a practical and evaluative pedagogy. Communication Education, 50, 241-255.

Grulke, E., Beert, D. & Lane, D. R. (2001). The effects of physical environment on engineering team performance: A case study. Journal of Engineering Education, 90, 319-330.

Shelton, M. W., Lane, D. R., & Waldhart, E.S. (1999). Defining rules and roles in instructional contexts: A preliminary assessment of student perceptions. Communication Research Reports, 16, 403-412.

Shelton, M. W., Lane, D. R., & Waldhart, E.S. (1999). A review and assessment of national educational trends in communication instruction. Communication Education, 48, 228-237.

Book Chapters

Lane, D.R. (2012). Peer feedback processes and individual accountability in Team-Based Learning. In M. Sweet, & L.K. Michaelsen (Eds.), Team-Based Learning in the Social Sciences and Humanities: Group Work That Works to Generate Critical Thinking and Engagement (pp. 51-62). Sterling, VA: Stylus Press.

Lane, D.R., & Harrington, N.G. (2009). Electromyographic response as a measure of effortful cognitive processing. In M. J. Beatty, K. Floyd, & J. C. McCroskey (Eds.), Biological dimensions of communication: Perspectives, methods and research (pp. 117-132). Cresskill, NJ: Hampton Press.

Lane, D.R. (2009). Communication with students to enhance learning. In E.M. Anderman & L.H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 222-227). Detroit: Macmillan Reference USA/Cengage.

Lane, D. R., Cunconan, T., Friedrich, G., Goss, B., (2009). Systematic desensitization. In J. A. Daly, J. C. McCroskey, J. Ayres, T. Hopf, & D.M. Ayres (Eds.). Avoiding communication: Shyness, reticence, and communication apprehension (3rd ed.) (pp. 275-292). Cresskill, NJ: Hampton Press.

Lane, D.R. (2008). Classroom instructional technology. In Wolfgang DonsbachÕs (Ed.) The international encyclopedia of communication. (pp. 500-504). Madden, MA: Blackwell.

Richmond, V. P., Lane, D. R., & McCroskey, J. C. (2006). Teacher immediacy and the teacher-student relationship. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.). Handbook ofinstructional communication: Rhetorical and relational perspectives. Boston: Allyn and Bacon.

Donohew, R. L., Palmgreen, P., Zimmerman, R. S., Harrington, N. G., Lane, D. R. (2003). Health risk takers and prevention. In D. Romer (Ed.), Reducing adolescent risk: Toward an integrated approach (pp. 165- 170). Thousand Oaks, CA: Sage.

Friedrich, G., Goss, B., Cunconan, T., & Lane, D. (1997). Systematic Desensitization. In J. A. Daly, J. C. McCroskey, J. Ayres, T. Hopf, & D.M. Ayres (Eds.). Avoiding communication: Shyness, reticence, and communication apprehension (2nd ed.). Cresskill, NJ: Hampton Press.

Published Instructional Materials

Lane, D.R. (2001). Interplay InstructorÕs Manual and Test Bank (8th ed.). New York: Oxford University Press.

Lane, D.R. (2000). Interplay InstructorÕs Manual and Test Bank. Fort Worth, TX: Harcourt Brace.

Lane, D.R. (2000). Interpersonal Communication Handbook. Acton, MA: Tapestry Press.

Lane, D. R., & Bostrom, R. (1999). InstructorÕs Manual to Accompany Communication Research Methods. Waveland Press.

Lane, D. R. (1993). Gestures: What to do with those things dangling from your arms (variations on a theme). Nebraska Speech Communication and Theatre Association Journal, 32, 123-124.

Lane, D. R. (1993). Teachers file: An interactive approach to understanding speaker credibility. Nebraska Speech Communication and Theatre Association Journal, 32, 101-102.

Lane, D. R. (1993). Teachers file: A sample public speaking syllabus. Nebraska Speech Communication and Theatre Association Journal, 32, 60-66.

Lane, D. R. (1992). A healthy attitude. Nebraska Speech Communication Association Journal, 31, 98-99.

Lane, D. R. (1991). Teachers file: An approach to teaching gestures. Nebraska Speech Communication Association Journal, 30, 80-81.

Technical Reports

Lane, D. R., & Applegate, J. (2001). Helping members find funding is goal of on-line database of grants for communication research. Spectra, 37(2), 6. MANUSCRIPTS UNDER REVIEW

Parker, K.A., Ivanov, B., Lane, D.R., & Cohen, E.L. (under review). When politeness is risky: Politeness theory and young womenÕs first sexual experience. Journal of Applied Communication Research.

Parker, K., Lane, D. R., Ivanov, B., Rodriguez, N., & Parker, J. L. (under review). The impact of modality on teacher- student interaction: Applying efficacy and competence to email and face to face communication. Communication Quarterly.

Manuscripts In Progress

Lane, D. R., Brown, L., Head, K. J., & Kaufmann, R. (in progress) An Integration and Synthesis of Instructional Communication Research from 1999-2014. Journal of Communication