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Derek Lane

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

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

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

Derek R. Lane (Ph.D., 1996, University of Oklahoma) is interim Dean in the College of Communication and Information and Associate Professor in the Department of Communication at the University of Kentucky. He has held administrative positions as Interim Dean (2018-2019), Academic Director for the Innovation Network for Entrepreneurial Thinking (2011-2014), and Associate Dean for Graduate Programs in Communication in the College (2005-2009). His research program focuses on how specific message characteristics interact with individual differences and preferences to improve sustained attitude and behavior change in instructional, organizational, health and other applied contexts. Over the past eight years he has become increasingly interested in understanding how instructional messages can be used as catalysts to mitigate personal risk in crisis situations. He counts himself privileged to have worked as an integral member of several collaborative research teams that have secured more than $8.5 million in extramural funding from agencies that include the U.S. Department of Education, the National Institute of Drug Abuse, the National Institute of Mental Health, the National Center for Food Protection and Defense, and the National Science Foundation. His research appears in Communication Monographs, Journal of Applied Communication Research, Communication Education, Media Psychology, Risk Analysis, Journal of Contingencies and Crisis Management, Journal of Management and Strategy, Risk Management: A Journal of Risk, Crisis, and Disaster, Communication Research Reports, American Journal of Communication, International Journal of Learning in Higher Education, Educational Research, New Directions in Teaching and Learning, Journal of Research on Adolescence, Journal of Experimental Education, Health Promotion Practice and the Journal of Engineering Education. He has delivered more than 100 research presentations at state, national, and international conferences and teaches graduate seminars in instructional communication, theory construction, quantitative research methods, advanced survey research methods and interpersonal communication. Dr. Lane served as an endowed professor in the UK College of Engineering (2004-2015) and is the recipient of several prestigious teaching and research 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 communication.
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.
Understanding workplace communication in U.S. society requires an interdisciplinary approach in preparing students to developing an enlightened consideration of the complex and contextual nature of communication in organizations. The emphasis on community,culture and citizenship is designed to engage students using dynamic learning experiences such as debates and discussion over topics relevant to the role of communication and organizations in U.S. society.
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