Wendy Samter

Ph D, Purdue University

MA, Purdue University

BA, LaSalle University

Haslett, B.,Samter, W., Interaction between parents and infants, Wiley.

Haslett, B.,Samter, W., Parent-infant communication, Peter Lang.

MacGeorge, E.,, .,Samter, W., Coding emotional support interactions, .

Volkman, J.,Wolf, B.,Morse, C.,Browning, E.,High, A.,Lacey, H.,Trunzo, J.,Samter, W., Exploring college-aged student anxiety: Aggravating factors and coping strategies, American Journal of Qualitative Research, 2024.

Trunzo, J.,Samter, W.,Morse, C.,Volkman, J., College students’ use of energy drinks, social problem solving and academic performance, Journal of Psychoactive Drugs/Taylor & Francis, 2014.

Samter, W.,Whaley, B.,Morse, C., Do we need to put god into emotional support?: A comparison of Euro-Americans' and African-Americans' evaluations of religious versus non-religious comforting messages, Journal of Intercultural Communication Research, 2013.

Morse, C.,Volkman, J.,Samter, W.,Trunzo, J., The Influence of Uncertainty and Social Support on Information Seeking Concerning Illicit Stimulant Use Among Young Adults, Health Communication/Taylor & Francis, 2013.

Distinguished Faculty Member, Bryant University, 2013

First Recipient, “Since 1863 Faculty Award” for “Dedication and Commitment to Making Bryant a Better Place,” Bryant University, 2009

Awarded Omicron Delta Kappa, Bryant University, 2006

Excellence in Teaching Award, Bryant University, 2006

Mortar Board Distinguished Faculty Member, University of Delaware, 1999

My teaching interests are varied. At the undergraduate level, I feel equipped to teach a range of courses including: communication theory, theories of interpersonal communication, research methods and statistics, small group communication, communication in intimate relationships, communication and conflict management, family communication, persuasion and social influence, and public speaking. Having had administrative experience (a) directing a large, multi-section communication fundamentals course and (b) serving as Internship Director, I would be comfortable directing and coordinating similar courses. At the graduate level, I am most interested in teaching courses in the areas of interpersonal communication theory, research methods and statistics, and communication and intimate relationships.

Research clearly demonstrates that communication skills (e.g., conflict management, emotional support, etc.) are important correlates of individuals’ relational success, satisfaction, and physical and psychological well-being in a variety of relationships across the life-span (e.g., parent-child relationships, dating relationships, same-sex friendships in both childhood and adolescence, cross-sex friendships, etc.). I am currently involved in three lines of research designed to flesh out the nature of these associations. One line of research examines how individual differences in social cognition, beliefs about the role communication skills play in relationships, and skill performance influence a person’s ability to initiate and maintain successful interpersonal relationships. The second line of research explores how definitions and enactments of relevant communication skills vary as a function of age, ethnicity, relationship type, and context. My third (and most recent) line of research has taken me what I consider to be more applied areas: (1) the role of prayer and religion in coping with stressful life events; and (2) social marketing and skill remediation.

Association for Teaching Family Science

Central States Communication Association

Eastern Communication Association

International Network on Personal Relationships

International Society for the Study of Personal Relationships

National Communication Association

Southern Speech Association

Western States Communication Association