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8/2012 - Robert Sidelinger, assistant professor of communication, along with Derek Bolen of Angelo State University, Brandy Frisby of the University of Kentucky, and Audra McMullen of Towson University, published the article, "Instructor Compliance to Student Requests: An examination of Student-to-Student Connectedness as Power in the Classroom," in volume 61 of Communication Education (2012, pp. 290-308). Using facework as a theoretical lens, this study examined power in the classroom from the standpoint that students, as a connected group, may have upward influence in the college classroom. Overall, this study revealed that a connected classroom climate may serve as a relational resource for students that can impact an instructor's decisions in the college classroom. This manuscript also received a top paper award at the 2012 Eastern Communication Association Conference.

7/2012 - Robert Sidelinger,
assistant professor of communication, along with Brandy Frisby, A.L. McMullen, and Jennifer Heisler, associate professor of communication, authored the article, "Developing Student-to-Student Connectedness: An Examination of Instructors' Humor, Nonverbal Immediacy, and Self-Disclosure in Public Speaking Courses," which appears in the Basic Communication Course Annual, 24, pp. 81-121. The study examines whether instructors' relational communication leads to increases in student-to-student connectedness over the course of a semester in public speaking classes. This paper won a top-paper award at 2011 the National Communication Association Conference.


5/2011 - Robert Sidelinger, assistant professor, published a longitudinal study that examined student connectedness in public speaking courses and its association with students' communication abilities. The researchers found that student-to-student supportive communication is central to a connected classroom climate. The study revealed that positive perceptions of student connectedness were related to a decrease in speech anxiety and apprehension, and an increase in perceptions of communication competence indicated that instructors of public speaking should consider facilitating classroom connectedness as a means to advance a safe and comfortable public speaking environment. For more information see Sidelinger, R. J., Myers, S. A., & McMullen, A. L. (2011). Students'communication predispositions: An examination of classroom connectedness in public speaking courses. Basic Communication Course Annual, 23, 248-278.

11/2010 - Robert Sidelinger, assistant professor of Communication, along with Scott Myers of West Virginia University published "The Relationship between College Students' Self-Reports of Class Participation and Perceived Instructor Impressions" in Communication Research Reports (2009), Volume 26, pp. 123-133. The study found that students' self-reports of their in-class participation were positively correlated with perceived instructor social attractiveness, physical attractiveness, background homophily and attititude homophily, but not with perceived instructor competence, character, caring, and task attractiveness. Furthermore, class size, perceived instructor social attractiveness, and perceived instructor background homophily emerged as significant predictors of in-class participation. Additionally, with B. N. Frisby and Melanie Booth-Butterfield of West Virginia University, Sidelinger earned a top competitive paper award from the Communication Apprehension and Competence Division of the 2009 National Communication Association Convention. Their paper is titled "Dating Anxiety Among Young Adults: The Impact of Communicative Attributes, Mate Value, and Baggage on the Dating Experience." The paper will be presented at the 2009 National Communication Association Convention held in Chicago Nov. 12-15, 2009. This annual conference draws approximately 5,000 communication scholars from around the world.

5/2010 - Robert Sidelinger, assistant professor of communication in the Department of Communication and Journalism, published three articles recently. The first article, with Melanie Booth-Butterfield of West Virginia University, is titled, "Starting off on the wrong foot: An analysis of mate value, commitment, and partner "baggage" in romantic relationships," was published in "Human Communication," 12 (pp. 403-419). The second, again with Melanie Booth-Butterfield, is titled, "Co-constructing student involvement: An examination of teacher confirmation and student-to-student connectedness in the college classroom," was published in the national communication journal, "Communication Education," 59 (pp. 165-184). Lastly, along with Brandy Frisby of West Virginia University, Dr. Sidelinger published, "Post-divorce relationship maintenance with former in-laws," in the "Ohio Journal of Communication," 47 (pp.7 7-95).

3/2010 - Robert Sidelinger, assistant professor of communication in the Department of Communication and Journalism, along with Melanie Booth-Butterfield of West Virginia University, published the article, "Starting off on the wrong foot: An analysis of mate value, commitment, and partner "baggage" in romantic relationships," in Human Communication, 12, 403-419. The article describes how people sometimes enter into relationships that involve pre-existing challenges or relational "baggage." Such negative characteristics potentially lower partner resource value and challenge the relationship. This study examined how baggage and mate value are associated with other relational communication features such as commitment, attachment, and acquaintance. Reports of partner baggage were inversely related to partner mate value and commitment, although women reported consistent levels of partner baggage across relationship types, men reported less baggage as relationships developed. Baggage reports were not related to level of loneliness, attachment style, or how well individuals knew their partners.

2/2010 - Robert Sidelinger, assistant professor of communication in the Department of Communication and Journalism, published the article, "College Student Involvement: An Examination of Student Characteristics and Perceived Instructor Communication Behaviors in the Classroom," in Communication Studies (2010), V61 (pp. 87-103). The study examines students' proactive personality and academic locus of control (ALOC), along with perceived instructor clarity and nonverbal immediacy as predictors of willingness to talk in class (in-class involvement) and self-regulated learning (out-of-class involvement). Results found verbal and nonverbal messages function differently in the instructional process. Teacher clarity predicted out-of-class involvement, while nonverbal immediacy predicted in-class involvement. However, proactivity and ALOC consistently predicted students' willingness to talk in class and their self-regulated learning. Thus, a sense of ownership over one's learning environment fosters student involvement.

4/2009 - Robert Sidelinger, assistant professor of communication, published the lead article in volume 60.1 of Communication Studies with B.N. Frisby and A.L. McMullen. The article, "The Decision to Forgive: Sex, Gender, and the Likelihood to Forgive Partner Transgressions," explores the power of forgiveness in interpersonal relationships. Additionally, Dr. Sidelinger, along with K.N. Dunleavy, A.K. Goodboy, Melanie Booth-Butterfield, and S. Banfield published the article, "Repairing Hurtful Messages in Marital Relationships" in volume 57 of Communication Quarterly (2009): 67-84. The article provides insight on how partners may restore relationships after hurtful messages have been articulated.


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