2023-24 Ph.D. Faculty Advising Catalog

PH.D. FACULTY ADVISING CATALOG 2023 - 2024

Ph.D. Faculty Advising Catalog Table of Contents

10 years with The Hugh Downs School

Areas of Expertise: Health Communication, Social Influence, Organizational Communication, Message Design

Research Methods: Quantitative, Post-positive qualitative investigations

By what name do you prefer to be addressed by students in the program? By your advisees?

Bradley

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

I expect advisees to create a theoretically-driven dissertation that extends theory in a meaningful way and solves an applied problem. Meeting frequency is determined at an individual level - some people need more guidance than others. I expect my advisees to be proficient researchers, independent of their post- graduation goals.

What kinds of comprehensive exam formats do you prefer to use (e.g., takehome, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

I expect comprehensive exams to be an exam that tests students' capacity for creativity in theory building and synthesizing information learned throughout their education.

While I would not use surprise questions, I don't believe that students should have access to their actual questions until the exam begins.

What are three important qualities for an effective advisor to have?

Knowledge of theory and discipline. ability to meet students at their level and help them achieve their goals. Capacity to cultivate effective and creative researchers.

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8 years with The Hugh Downs School

Areas of Expertise: Training, Supervisor/Subordinate Relationships, Leadership, Organizational Communication, Feedback

Research Methods:

Quantitative and qualitative methods

By what name do you prefer to be addressed by students in the program? By your advisees?

Elissa

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

I prefer to meet with my students once a week, with goals set weekly, monthly, and annually.

What kinds of comprehensive exam formats do you prefer to use (e.g., takehome, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

Mixed formats of take-home and in-house.

What are three important qualities for an effective advisor to have?

Welcome failure; expect growth; and model healthy relationships with self, loved ones, and colleagues.

Is there anything you would like to add?

When looking for an advisor, speak with other students who have completed the program before you. Those insights - while perhaps not completely accurate - can serve as a window into what you might expect.

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15 years with The Hugh Downs School

Areas of Expertise: Communication technologies, culture, globalization, religion & values

Research Methods: Multimethod, including qualitative, quantitative, & web-based methodologies

By what name do you prefer to be addressed by students in the program? By your advisees?

Prof. Cheong or Dr. Cheong

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

Personalized goals tailored to each student's interests, experiences & envisioned futures

What kinds of comprehensive exam formats do you prefer to use (e.g., takehome, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

Take-home exam, reading lists confirmed ahead of time, broad discussion of questioning route, exam expectations & scope clarified ahead of time

What are three important qualities for an effective advisor to have?

Knowledgeable, enthusiastic, supportive

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36 years with The Hugh Downs School

Areas of Expertise: Organizational communication, strategic communication, networks, narrative, framing

Research Methods: Quantitative, qualitative, text analysis

By what name do you prefer to be addressed by students in the program? By your advisees?

Steve

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

Meet as often as needed. Expectations: scholarship, pursue questions important to the field, active project management for dissertations

What kinds of comprehensive exam formats do you prefer to use (e.g., takehome, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

Mixed, reading lists

What are three important qualities for an effective advisor to have?

Work with advisee to use their dissertation project to set-up post PhD success. Guide advisee's efforts rather than doing work for them. Help advisee find a theoretical/research niche they can claim as their own.

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10 years with The Hugh Downs School

Areas of Expertise: Communication for Social Change. Intercultural Communication.

Research Methods: Qualitative Method.

By what name do you prefer to be addressed by students in the program? By your advisees?

Uttaran

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

Pre-comps: 3-5 times. Post-Comps: 3-5 times. Goals: Helping students develop their strengths, work through challenges, and achieve academic excellence., as well as ensuring that the research environment is safe, equitable, and free from harassment and discrimination. Expectations: Advisees will perform professional practices of the discipline (i.e., publishing, conference presentations, grant-seeking, researching responsibly, etc.).

What kinds of comprehensive exam formats do you prefer to use (e.g., takehome, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

Mixed (take-home, and in-house), reading lists ahead of time, questions ahead of time.

What are three important qualities for an effective advisor to have?

Caring, Inspiring, Transparent, Compassionate, Flexible.

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1st year with The Hugh Downs School

Areas of Expertise: Performance Studies, Inter/Cultural Studies, Postcolonial studies, Posthuman studies, Gender Studies, social justice, technology, media, ecocriticism, theories, methods, auto/ethnography

Research Methods: Theoretical, critical, ethnographic, interpretive

By what name do you prefer to be addressed by students in the program? By your advisees?

Serap

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

Weekly check ins. In person, zoom, or email. Structured work, finding flow in the work, long term goals in view while focusing on immediate weekly, monthly, semester long plans

What kinds of comprehensive exam formats do you prefer to use (e.g., takehome, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

Take home. Reading lists ahead of time.

What are three important qualities for an effective advisor to have?

Rigorous, conscientious, empathetic.

Is there anything you would like to add?

Students' well-being matter to me more than any professional goals. I plan ahead of time for you to succeed as a scholar in the field, however, this process is always collaborative and driven by students' wishes and goals.Ultimately, I will support the students' goals, however, I will push students as much as I can to reach for the best scholar they can be.

My role is to support and guide students, not discipline or test them.

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26 years with The Hugh Downs School

Areas of Expertise: Interpersonal, relational, nonverbal, and emotional communication

Research Methods: Questionnaire, experiment, observations; quantitative analysis

By what name do you prefer to be addressed by students in the program? By your advisees?

Laura

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

This varies based on the needs of the student. My advisees and I talk about what works best for them in terms of process and level of independence.

What kinds of comprehensive exam formats do you prefer to use (e.g., takehome, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

This also varies based on the student. I prefer part of the comps to in some way test knowledge in a student’s area and part of the comps to be more specifically geared toward dissertation preparation.

What are three important qualities for an effective advisor to have?

Flexibility, knowledge, empathy

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1 year with The Hugh Downs School Areas of Expertise: rhetoric, critical/cultural studies, intercultural communication, critical organizational communication, intersectional approaches to coloniality, race, gender, and sexuality, critical development studies, critical futurisms and futures studies, social theory, fictocriticism, speculative approaches to communication and/or speculative fiction

Research Methods: rhetorical criticism, rhetorical field methods, participatory critical rhetoric, qualitative methods, fictocriticism and speculative fiction as method, social theory

By what name do you prefer to be addressed by students in the program? By your advisees?

Jenna is fine, but I'm also open to Dr. H or Hanchey if the students are uncomfortable using my first name.

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

I typically co-construct a mentoring plan that makes the student feel most supported. In my previous institution, I held weekly open writing sessions with advisees who were working on their theses, using the time to either simply write in the same place or to address questions and concerns that came up as the students were working. I typically work well with students who have big ideas and are looking for the support to figure out how to execute them. I'm supportive of creative approaches to research work (such as crossing performance and rhetoric or writing speculative fiction as part of a dissertation project). I tend to ask challenging questions about the ways your theory and methodology work together, and help you to explore intersectional dynamics to a depth you might not yet have considered.

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

I prefer take-home questions that are decided in advance with reading lists in conversation with the committee members, so that the student knows exactly what is expected of them and has time to prepare and feel confident before beginning to write.

What are three important qualities for an effective advisor to have?

1) Recognition of students as whole human beings for whom academics is only one aspect of their lives; 2) Desire and capacity to give you the tools necessary to make your dreams for your project come to life; 3) Consistent time and space spent in conversation with you about your work.

Is there anything you would like to add?

Feel free to reach out for further information!

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Over 7 years with The Hugh Downs School Areas of Expertise: Organizational Communication, Intercultural Communication, Feminist and Gender Studies, Political Communication, Health Communication Research Methods: Qualitative Methods, Quantitative Methods, Mixed-Method Approaches By what name do you prefer to be addressed by students in the program? By your advisees?

Heewon

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

As a scholar-activist, I value scholarly accountability, integrity, and commitment. I view advising/mentoring as a critical form of research and pedagogical praxis that should cultivate mutual learning and social transformation. That said, I expect that my advisees also share similar commitment and purposes as a scholar-activist. Once we establish our relationships, I closely communicate with my advisees to coordinate our schedules, action plans, and academic goals. Appointments can be made based on the needs and availability.

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

As our School has a new set of guidelines now, I prefer working with students in advance to determine the optimal format for each advisee. Typically we will create a few reading lists for different areas and arrange meetings with all committee members to weigh in everyone’s expectations (e.g., key themes and requirements for each question). There will be no “surprise” in the comprehensive examinations. Rather, we will use this milestone as an opportunity to advance and build each student’s research programs.

What are three important qualities for an effective advisor to have?

Care and Support, Leadership (in terms of interdisciplinary and cross-sector teamwork), Knowledge and Expertise

Is there anything you would like to add?

Please do not hesitate to reach out if you have questions.

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5+ years with The Hugh Downs School Areas of Expertise: critical/cultural communication; critical intercultural communication; performance studies Research Methods: rhetorical; critical qualitative; performative; automethodological eg autoethnography; narrative inquiry

By what name do you prefer to be addressed by students in the program? By your advisees?

Lore or Loretta Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

I meet with students at least twice a term each -- in person or via Zoom, depending on student needs.

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, inhouse, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

I work with advisees and committee members to co-construct a comprehensive exam format that reflects the student's goals and committee members' expectations. I have supported a range of comprehensive exams formats including original research articles; revising works for publication; constructing a teaching portfolio; constructing a literature review; devising a performance or performance proposal; and developing a workshop.

What are three important qualities for an effective advisor to have? empathy; responsive rather than reactive; supporting students in meeting their goals Is there anything you would like to add?

Students can schedule 1-on-1 Zoom meetings with me using this link: https://calendly.com/loretta-lemaster/folks

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22 years with The Hugh Downs School Areas of Expertise: Interpersonal communication and persuasion/ social influences Research Methods: Quantitative and mixed (with qualitative) By what name do you prefer to be addressed by students in the program? By your advisees?

It's their choice. I prefer Paul, but if they want to go with Dr. or Prof. Mongeau, that's OK with me (or even Dr. Paul).

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

It depends on the student. A student who is doing well in the program and knows what they want to do would take fewer meetings. We might do an initial meeting and then we might have a couple of meetings leading up to comps. Students who are struggling take a good deal more handholding. I would likely spend more time discussing what the process looks like and why we do it this way. I'm much more actively involved in putting together the reading list and go over questions, reading lists, and other issues.

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

I use the traditional model. One day in house, two days at home. Students put together a reading list (either independently or with my guidance, see #5) and that represents their universe of knowledge. I don't give them questions, per se, but give them broad areas where they will focus and if they do that, they should be able to do fine on the more specific questions.

What are three important qualities for an effective advisor to have?

Empathy, organization, and an other-focus

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9th year with The Hugh Downs School Areas of Expertise: interpersonal communication, health communication Research Methods: qualitative, quantitative, mixed (social science & interpretive projects) By what name do you prefer to be addressed by students in the program? By your advisees?

Jonathan or Dr. Pettigrew Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

I meet about monthly with my advisees or as needed. I generally will forward relevant emails and check in by phone, office visits or zoom. As major milestones (e.g., comps, prospectus) approach, I like having regular meetings to touch base. During the dissertation work, I also like having regular meetings, usually every couple of weeks, to debrief what the process and the study.

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

I like take home essays that cover a subfield of communication, theory, methods, and a particular topic. Going through the comprehensive exam and especially the dissertation process should result in an expertise that makes the student a leading thinker and one of the most well-researched people in the Academy about their specific topic. But the exam also demonstrate expertise in the field/subfield, so it can include questions that force the examinee to demonstrate how their work fits into the broader field/subfield and academy.

That said, I'm open to negotiating with the committee and students to devise a meaningful examination process.

What are three important qualities for an effective advisor to have?

Empathy, organization, and an other-focus

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15+ years with The Hugh Downs School Areas of Expertise: Health Communication, Persuasion, Methods, Interpersonal Communication Research Methods: Quantitative... surveys, experiments, etc.

By what name do you prefer to be addressed by students in the program? By your advisees?

Tony Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

I consider myself at my advisee's disposal for comps and dissertation. Meet as needed otherwise (usually because we are working on a research project together, because they are on the job market, etc.).

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, inhouse, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

Take-home, reading lists ahead of time, questions ahead of time.

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3 years with The Hugh Downs School Areas of Expertise: interpersonal relationships, communication technologies Research Methods: quantitative and qualitative

By what name do you prefer to be addressed by students in the program? By your advisees?

Dr. Sharabi Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

I meet with my advisees for one hour each week (for lab) and for 30 minutes each month (for individual check-ins), as well as on an as-needed basis. My goal for my advisees is to help them build their CVs and develop their own identities as scholars. I expect my advisees to participate in the Relationships and Technology Lab, which is where most of our collaborative work happens.

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, inhouse, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

I prefer a traditional comps format and work with my advisees and their committees to determine what that will look like.

What are three important qualities for an effective advisor to have? knowledgeable, direct, and supportive

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With The Hugh Downs School since Fall 2000 Areas of Expertise: Organizational Communication; Positive Communication; Leadership; Compassion; Emotion & Communication Research Methods: Qualitative (some former students have included performance, rhetoric, and quantitative with help from other mentors) By what name do you prefer to be addressed by students in the program? By your advisees?

Either Sarah or Dr. Tracy (unless you are talking to a group of external stakeholders or students. Then Dr. Tracy)

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

Typically 2-3 times a semester pre-comps; 1 time a month post-comps. I expect advisees to be curious and open to feedback, organized and focused for meetings, to be in communication regularly about progress and challenges.

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

I view comprehensive exams as a time to synthesize one's knowledge over a relatively short period of time (e.g., a week) rather than strung out over months. I ask for reading lists that cover the main areas of study; recommendations on general areas for questions; and then ask students to devise their "ideal" questions based on these areas. These are a starting point for the final questions developed by the committee. Typically students have a pretty good idea what they should be studying for -- and it includes a mix of questions that show competency in core areas (showing they are ready for dissertating) and questions that will launch them into their future scholarly plans.

What are three important qualities for an effective advisor to have?

1) Listening. 2) Providing clear expectations. 3) Balancing student's self-discovery with some compassionate structure along the way.

Is there anything you would like to add?

Advising graduate students has been one of the most difficult but meaningful aspects of my scholarly life.

There is huge satisfaction in seeing new scholarly directions being born, and being able to learn alongside students. However, the ride can be emotional because, let's face it, doing the work required to earn a doctoral degree can be stressful and overwhelming at times--and advising (or at least doing it well) takes significant time and patience. However, some of the people I care for and respect most in the world are my former advisees--and many of us continue to be friends and colleagues years later.

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Joined The Hugh Downs School in February 2021 Areas of Expertise: Interpersonal communication and health communication Research Methods: I am comfortable with both quantitative methods (survey research) as well as social-scientific qualitative methods (interviews and focus groups thematic analysis, grounded theory)

By what name do you prefer to be addressed by students in the program? By your advisees?

Students in the program can address me with Dr. Van Ouytsel. Advisees can call me Joris.

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

I work closely with students to create a schedule that suits their needs. For some of my advisees, we meet up twice a month, while for others, it might be a few times during the semester. It all depends on the projects they're working on and when they need my guidance.

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, inhouse, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

The comprehensive format is discussed together with the doctoral committee and the student.

What are three important qualities for an effective advisor to have?

Honest feedback, empathy, being responsive 16

With The Hugh Downs School since Fall 2017 Areas of Expertise: Organizational Communication, Health Communication, Sport Communication Research Methods: Qualitative Methods (both Interpretive and Critical, however I am not comfortable o trained in Performance or Rhetorical methods) By what name do you prefer to be addressed by students in the program? By your advisees?

Dr. Zanin or Dr. Z, Advisees: Alaina

Please share a little about your preferred work style. For example, how often do you usually meet with your advisees pre-comps? Post-comps? What are typical goals or expectations you have for advisees who work with you?

Typically during the first two years of the program I meet with advisees monthly. In preparation for comprehensive exams we have a standing meeting every two weeks, (which we can cancel if not needed). During the prospectus writing/dissertation process we have a weekly meeting (which we can cancel if not needed), this often helps to move the project forward by troubleshooting any issues, providing feedback, and setting small incremental goals. We also discuss job market and any other collaborative projects during these meetings. Typically, my goal would be to collaborate on two projects (one where I lead, and one where the student leads) prior to the start of the comprehensive exam process. This goal allows us to understand each other's work styles and work on collaborative research with the goal of publication and bolserting the student's CV.

What kinds of comprehensive exam formats do you prefer to use (e.g., take-home, in-house, mixed, surprise questions, reading lists ahead of time, questions ahead of time, etc.)?

Designing comprehensive exams is unique to each student's needs/goals. Usually, I recommend a mixture of take home and in-house exams, where the students know generally what the questions will be, reading lists are approved and developed prior to the exams. I have also had students have full take home exams that extend the course of the semester because that was the right fit for them.

What are three important qualities for an effective advisor to have?

Adaptable, Responsive, Compassionate (and Patient)

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