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Since 2001, Dr. Knopf has taught more than 30 courses, levels 100 (first-year) through 600 (graduate), at community colleges, public and private comprehensive colleges, and research universities in the United States. Of her teaching philosophy and approach, she says, "With the wealth of information readily available through the World Wide Web, the learning apps freely available on ubiquitous phones, and the rapidly advancing teaching capabilities of AI interfaces, instructors are no longer needed to facilitate the provision and acquisition of knowledge. Our role has changed from the (cliched) sage to guide, and now, interpreter. My role is, in Rumi's words, "to be a lamp, or a lifeboat, or a ladder." It is not to share my expertise, but to leverage my expertise to help students navigate and make sense of the mis/information-rich, technology-laden, environment in which we exist. When students finish a course with me, I want them to have a broader view of the world and a different perspective on their experiences in it. I teach communication and rhetoric as not only skills to be developed, but also as ways of knowing, understanding, and relating. Through communication, I want students to be better speakers and listeners and to be more critical thinkers who will ask questions of themselves and others. Most of my courses integrate historical and sociological perspectives designed to give students insight to their communicative interactions in relationships, work, politics, civic life, and media use, with a greater awareness of embedded socio-political and systemic ideologies and inequities. I ask my students to understand communication concepts and theories via lived examples and experiences and to engage in analytical and/or creative exercises that apply those course concepts and theories. My personal philosophy of learning is the “distributed individual” mode; I believe people will more naturally learn things that have value or use to them, and this is reflected in the ways I try to get students to make personal connections to material and advisees to direct their own schedules. At the same time, I believe that learning should have a collective benefit, that while people may learn through and for individual goals and values, education itself has a responsibility to the collective, and I want students to be better community members because of what they have learned. Though the student learning outcomes of my courses vary depending on program and topic, broadly they are that students will… • exhibit proficiency in oral discourse. • critically analyze the relationships between media and society. • understand, and be able to improve, the dynamics of interpersonal and group interactions. • reflect critically on, and be able to challenge, cultural stereotypes and systemic inequities in media and communication. • understand the nature and uses of verbal and nonverbal symbols and expressions in public communication. • read, understand, and apply communication. theory and contemporary communication research • construct and evaluate arguments. • engage in deliberative and group decision-making processes."

Dr. Knopf uses a number of teaching strategies and techniques, and is always learning and trying new things. A few elements that she consistently relies on include the syllabus, the lecture, multi-media, games, lived connections, oral and written work, rubrics, exams, and self-assessment. The Syllabus ~ "I view the syllabus as a rhetorical document and a student resource; it is designed to help students make sense of and succeed in the course, and perhaps beyond it. I want it to encourage students to see the value in the course, its content, and its structure; to help them understand that policies are in place (and enforced) to maximize fairness for everyone, to facilitate a generally-conducive learning environment for all, and to help guide best practices to empower students to take charge of their learning and to be proactive." The Lecture ~ "The lecture is probably one of the oldest, and still most widely used, teaching techniques in American universities. It is a useful tool for providing students with information more current than that found in their texts, for giving students a structure for more effective reading, and for motivating students through raising awareness, creating conflict, and sharing enthusiasm. The lecture also serves as a model for public speaking practices and as an approach to understanding concepts and solving problems." Multi-Media ~ "I integrate feature films, documentaries, TV show episodes, news broadcasts, YouTube videos, radio plays, cartoons and comics, and music into my classes as often as possible. Using films and TV shows provides illustrations that are not only verbal but visual, and they provide a change in environment to help get and maintain students’ attention. The approach of using entertainment products to foster knowledge and understanding is described as 'casual learning;' it engages entertainment as a cultural text that reveals something about the societies of its creation and depiction. Games ~ "Games are a great way to encourage not only active, but interactive learning in a non-threatening, and even entertaining, format. Games can help students to learn and think in new ways. They are inherently social, and learners are embedded in not only a material but also a social world. Games can illustrate concepts and encourage creative and critical thinking in a fun environment, fostering community and problem solving. I use a wide variety of tabletop games in my teaching, especially in public speaking classes, though also in media literacy and political communication." Life Connections ~ "We are all familiar with the consumer model of education in which students are looking for skills that will help them get, and keep, jobs. While this model may be antithetical to our ideals of a liberal arts education, it is a reality – and one that is particularly acute in the current economy. I always look for ways to help students see the personal and/or professional utility in course content, through assignments related to their majors (in General Education courses), journaling and 'application logs,' and simulation exercises. I, however, also embrace the 'disinterested,' or the aesthetic mode, of learning that is concerned less with practical applicability and more with cultivating sympathy, empathy, humility, and charity as well as sparking curiosity the sake of exploration and enjoyment." Oral & Written Work ~ "Preparing a speech is not the same as writing an essay. There are different expectations and needs for structure and language use in oral communication than written communication. Students are more likely to encounter and learn the norms of written communication across their coursework throughout their entire educational life than those of good oral expression, so I generally choose to focus on the latter. In my undergraduate courses, especially lower-division, writing is important part of my curriculum, but it is either part of preparing a speech or is shorter or more informal than 'traditional' paper assignments, engaging journaling, short writing prompts, and reading reactions. Shorter writing assignments are fitting for the digital age in which many students will find themselves engaging largely in e-communication, especially for written messages, in their jobs. Furthermore, these kind of shorter, focused, personal, and/or creative assignments – which are often completed in class – minimize the chances of intentional and unintentional plagiarism, challenging students to think independently rather than taking to the Internet to look for answers and examples." Rubrics ~ "To reduce unproductive tension – the sort that may be fostered by uncertainty or confusion – in the classroom, I rely heavily on rubrics for evaluating and assessing papers, presentations, and other projects. I recognize that rubrics can be controversial in pedagogy, receiving criticism for oversimplification of assignments or tackling unique student work in a 'cookie-cutter' fashion. A well-developed rubric, however, can avoid such pitfalls, improve faculty efficiency and consistency, and clarify expectations for students." Exams ~ "Psychological research on the science of successful learning has demonstrated that the act of preparing for a test and actually taking the test and retrieving information is a great boost to memory. Exams are not just instruments of assessment, they are also an important learning instrument. Exams are a clinically proven way to help students keep up with classwork – they encourage attendance, preparation and review in ways that less traditional or structured means do not, and the use of frequent quizzes or tests is likely to promote regular, moderate, work, whereas a few larger assignments tend to produce short bursts of cramming, often at the last minute. In order to make exams part of long-term learning, I use several techniques: 1) Students are often given the option of creating 'cheat sheets' for use on exams, based on the readings, assuming they limit the paper size to 4x6 per chapter and submit the sheets when readings are due (thus, encouraging regular reading). 2) Regular small quizzes are frequently used to prepare students for larger midterm and final exams. The big exams are made up entirely, or mostly, of questions from the quizzes. 3) In some classes, I have students generate the test questions themselves, encouraging them to think about what is important and giving them control in the evaluation tools if the class. 4) Some exams use a gaming approach, allowing students to choose among questions, depending on their levels of confidence with material or their willingness to gamble with the math. 4) Some classes use an open book approach as a way to encourage students to see the text as a resource or tool rather than as merely an expense or homework burden." Self-Assessment ~ "I often use student-generated rubrics, student self-assessment, student self-grading, or other forms of 'ungrading' or 'contract grading' as a way to get students involved in the educational process, to give them a sense of control, and to address concerns of inequity. Studies suggest that self-grading is positively associated with student learning and can help to improve student study skills and performance."

Blackboard texture

Part of teaching is helping students learn how to tolerate ambiguity, consider possibilities, and ask questions that are unanswerable.

Sara Lawrence Lightfoot

Philosophy
Syllabi

Teaching Responsibilities & Syllabi

Syllabi linked via GoogleDrive

SUNY Cortland

Professor, 2022-present

Associate Professor, 2020-2022

Assistant Professor, 2017-2020

3 (9 cr)-3 (9 cr) course load

COM100
Human Communication
220 students

Fall 2022

Fall 2023

COM210
Fundamentals of Public Speaking
30-32 students

Fall 2017 x 2 | Spring 2018 x 2

Fall 2018 x 2 | Spring 2019 x 2

Fall 2019 x 2 | Spring 2020 x 2

Fall 2020 x 4 | Spring 2021 x 2

Fall 2021 x 2  | Spring 2022 x 2

Fall 2022 | Spring 2023

Spring 2024 x 2

Fall 2024 x 2  |  Spring 2025 x 2

COM235
Introduction to Media Literacy
30-34 students

Spring 2021

Fall 2021 | Spring 2022

Fall 2022 | Spring 2023

COM300
Interpersonal Communication
30 students

Fall 2023

COM210

COM301
Mass Media & Society
30 students

Spring 2018

COM320
Organizational Communication
30 students

Fall 2023

COM329
Horror in the Media
30 students

Fall 2019

COM339
Political Communication
30 students

Spring 2019

COM340
Small Group Communication
30 students

Fall 2017

COM398
independent study: PR & Crisis
 

Spring 2020

COM410
Communication in Social Change
30 students

Spring 2023

COM434
Gender Communication
30 students

Fall 2018

CIN/AAS210
Race & Gender Role Stereotypes
30 students

Spring 2020

Spring 2022

IGS340
Professional Communication
 

curriculum design only

advising
undergraduate majors
about 30 students

SUNY Potsdam

Associate Professor, 2012-2017

Assistant Professor, 2006-2012

4 (12 cr)-4 (12 cr) course load

COMM106, Honors
Basic Principles of Speech
12 students

Fall 2015

Fall 2016

COMM324
Persuasive Speaking
20 students

Spring 2008

COMM390
Doing Textual Analysis
29 students

Fall 2015

COMM390
Communication as Uncanny
29 students

Spring 2015

COMM390
Communicating War
29 students

Spring 2012

Spring 2013

COMM390
Rhetoric of Civil & Public Religions
29 students

Fall 2007

COMM390
Religion & Messages of Change
29 students

Fall 2009

COMM415
Rhetoric of Social Movements
20 students

Fall 2006

Fall 2008

Fall 2010

Spring 2014

Spring 2016 x 2

COMM416
Voices of American Women
20 students

Spring 2007

Fall 2008

Spring 2010

Spring 2011

COMM417
Wo/Men & Elections
20 students

Spring 2009

Spring 2014

COMM390/COMM461
COMM-ics Research
29 students

Spring 2017

COMM475
Research Methods in Comm
25 students

Fall 2007

GECD650
Locational Identities
12 students

Fall 2013

internship
ART of Rhetoric
1 student

Spring 2017

thesis
undergraduate honors
1 student

Spring 2012

advising
undergraduate majors & minors
about 40-50 students

SUNY Albany

Lecturer, 2004-2005

Teaching Assistant (instructor of record), 2001-2004

Teaching Assistant, 2000

COM203
Speech Composition & Presentation

Spring 2002

Fall 2002 | Spring 2003

Fall 2003 | Spring 2004

COM378
Media & Culture

Spring 2005

COM378
Political Advertising

Fall 2004

COM399
Oral Discourse & Civic Culture

Fall 2004 x 3 | Spring 2005 x 3

COM397
Intro to PR Theory & Practice

Spring 2005

Monroe CC, Genesee CC, & College of St. Rose

adjunct, 2005 & 2003

SPT142
Public Speaking (MCC)

Fall 2005

COM101
Intro to Media (MCC)

Fall 2005

SPE108
Public Speaking (GCC)

Fall 2005 x 2

SOC/COM243
Mass Media as a Social Force (SR)

Spring 2003

Course Schedules Fall 2006 - Present

Evaluations

Course/Teacher Evaluations

Bar graph of mean effectiveness scores per course by semester

What her students say...

"Love Prof. Knopf's style and assignments! I'd definitely recommend this class to [...] anyone interested in learning about the history of communication mediums in a unique perspective."

What her colleagues say...

Her class was "organized, involving, factual, and interesting."
Image by Jen Couser

Diversity, Equity, Accessibility, Inclusion, Belonging, Justice

In her course syllabi, alongside language about diversity, Title IX and Title VI protections, and accessibility accommodations, Dr. Knopf adds an explanation of what these things mean in communication, noting that diversity goes beyond visible demographics and embraces a diversity of viewpoints, standpoints, opinions, and experiences. We learn and grow when confronted with new ideas and different perspectives, and students are encouraged to tell their stories and truths with the expectation that all will listen respectfully and openly. Part of learning communication is learning to be ethical communicators and so anything that fits the definition of hate speech or degrades fellow human beings is not welcome, anything that violates ethical responsibilities by advocating violence or actions that could harm any audience member’s pursuit of life and liberty is not welcome, and anything that violates the college’s commitment to diversity and inclusivity is not tolerated. Dr. Knopf notes, "My own approach to addressing diversity and inclusivity in my teaching has evolved over the years, as our understandings of what it means to be a 'co-conspirator' rather than an 'ally' have changed, as we have learned better the difference between being a non-racist and an anti-racist, and as discussions about accessibility have expanded beyond making reasonable accommodations to being inclusive. This has meant that I have moved away from such things as doing units on race, gender, and sexuality in courses to incorporating identity, stereotypes, and systemic inequities into any and all discussions. It has meant changing the way I think about lectures and PowerPoints so that notes can be provided both before and after class discussions and thinking more comprehensively about the effective use of audio-visual media. It has meant redesigning group activities and projects to ensure no students are put into potentially dangerous situations where they must endure microaggressions, racism, homophobia, or sexual harassment. It has meant changing class participation and discussion protocols to allow for a greater variety of student involvement with reduced stressors. It has meant making more cost-conscious decisions about required course materials. It has meant being more flexible with classroom attendance, behavior, and technology policies and expectations. And it has meant always reviewing and revising syllabi with a critical eye to find ways to foster more and better communities of belonging. Instead of policing classroom behavior and penalizing perceived nonconformities, I strive to create a classroom environment that is safe and welcoming and to spark curiosity, so that students want to participate. I incentivize attendance and reading, rather than punishing their lack. Grades are focused on students' engagement with course content rather than on student behavior. I frame attendance and time-management within employment expectations and as keys to student-generated course success, rather than as class disciplinary rules. Other behavioral expectations are explained within the context of the class community, as ways of being good citizens."

DEI

classroom practices for belonging

Sample Material

Sample Teaching Materials

Favorite Assignments

What students are saying about her practices for engagement & belonging...

"This class was paced out perfectly where the information was grouped appropriately and also in a way that cohesively went together. Furthermore, I am also someone who cannot sit still and I enjoyed how you broke up the class into 3 sections, with breaks in between, allowing me and the rest of my classmates to stretch our legs and get out of the room for a moment."

Teaching Presentations

  • --------------- (2024, Oct). Revisiting Teaching as a Subversive Activity: NYSCA Book Club. New York State Communication Association. Callicoon, NY.

  • --------------- (2024, Jul). Hands on: Developing the Skills and Finding the Right Jobs in Pop Culture. Comic Con for Educators & Librarians at Comic Con International. San Diego, CA.

  • --------------- (2023, Jul). Admissions Departments Emitting Geek Vibes: College Course Focused on Pop Culture. Comic Con for Educators & Librarians at Comic Con International. San Diego, CA.

  • --------------- (2022, Nov). Teaching Effectiveness Panel: Teaching Strategies to Foster Classroom Equity and Inclusion. Faculty Development Center, SUNY Cortland. Cortland, NY.

  • --------------- (2022, Oct). Professorial Confessions: The Worst Class I've Ever Taught. New York State Communication Association. Callicoon, NY.

  • Knopf, C.M. (2021, Nov). “‘You’re on mute’: Idiosyncrasies of synchronous online public speaking.” Transforming the Public Speaking Course in Response to COVID-19. National Communication Association: Seattle, WA.

  • Knopf, C.M. (2020, Oct). “Monroe’s Motivated Sequence – As Seen on TV!” GIFTS [Great Ideas For Teaching Students]. New York State Communication Association. WebEx.

  • Knopf, C.M. (2016, Aug). “Reimagining social movements classes: Conversations about comics.” Section on Teaching and Learning Sociology Roundtable: Experiential Learning. American Sociological Association: Seattle, WA.

  • --------------- (2015, Nov). Organizational Change in Higher Ed: Transfer, Articulation, and Degree Completion through “Systemness.” National Communication Association: Las Vegas, NV.

  • Knopf, C.M. (2008, Nov). “Unconventional expectations in conventional settings: Using innovation in the classroom.” Putting My Students First: The Pedagogical Implications of Student Centered Teaching Practices in the College Classroom. National Communication Association 94th Annual Convention: San Diego, CA.

  • Knopf, C.M. (2007, Oct). “When good teachers teach badly: A look at the communication traps in innovative teaching.” Topics in Teaching. New York State Communication Association: Kerhonkson, NY.

  • Knopf, C.M. (2006, Nov). “Lessons worth learning about innovations and interventions: Thinking about cases our students connect to – the Facebook fiasco.” Connection and Action in Public Sphere Studies: Conversations About What We Do and Why We Do It. National Communication Association Preconference Seminar: San Antonio, TX.

  • Knopf, C.M. (2003, Nov). “Stoking the flame: Developing a passion for community service.” SKILL 2003: Sharing Knowledge, Insights, and Lessons Learned. CETL Conference for U. Albany Graduate Teaching Assistants: Albany, NY.

Presentations
Media Coverage

Media Coverage

Selected Teaching & Pedagogy Development

Desk Accessories
Development

​Belonging, inclusivity, and equity

  • Creating DEI&B Magic Through Real Intention. Cengage Events. 19 Apr. 2023: Zoom.

  • ADA Q&A: Accessibility Lawsuits & Comics Websites. CBLDF & Comics Pro special event. 13 Feb. 2023: Zoom.

  • Belonging & Inclusive Teaching Fundamentals Circle, Lumen & SUNY. 31 May-8 Jul. 2022.

  • Strategies for Creating Socially Just Assessments. Helping Your Students Demonstrate Learning: SUNY FACT2. 21 Apr. 2022: Zoom.

  • How to Safeguard both Free Speech and Diversity and Inclusion. The Institutional Equity and Inclusion Office, with the Institute for Civic Engagement and the Multicultural Life and Diversity Office, SUNY Cortland. 14 Apr. 2022: WebEx.

  • SUNY SPECTRUM 2021. 28 Jun. -1 Jul. 2021: Zoom/YouTube.

  • How the Word is Passed, with Dr. Clint Smith. Gallery Conversation. 15 April 2021: SUNY Cortland.

  • “Quota System: (In)Justice in America. Sandwich Seminar. 25 February 2021: SUNY Cortland.

  • A Conversation about Implicit Bias. SUNY Center for Professional Development. 2 Feb. 2021: Zoom. 

  • Understanding & Advocating for Racial Justice Workshop. Multicultural Life and Diversity Office. 25 Sep. 2020: SUNY Cortland.

  • Anti-Racism Training. Diversity and Resiliency Institute of El Paso, a project of the Borderland Rainbow Center. 1 Aug. 2020-31 Aug. 2020.

  • SUNY SPECTRUM Conference. 25-26 Aug. 2020: Zoom.

  • The Importance of Antiracist Teaching. Empowering Educators: A Convening on Racial Equity in Education, AU Antiracist Research & Policy Center. 19 Aug. 2020: Zoom.

  • The Struggle Over Black Lives Matter and All Lives Matter. RSA Remote. 7 Aug. 2020: Zoom.

  • Roots of Systemic Racism in American History and Today, with Drs. Darlene Clark & William C Hine. Unwritten series from Pearson Higher Ed. 4 Aug. 2020: webinar.

  • Mental Health and Inclusivity, WebEx Meeting. Multicultural Life & Diversity Office. 30 Apr. 2020: SUNY Cortland.

  • Re-Thinking Abilities Workshop. Multicultural Life. 22 Oct. 2018: SUNY Cortland.

  • Spring Book Chat: “The Tyranny of Meritocracy: Democratizing Higher Education in America.” Jeremy Zhe-Heimerman. 5 Apr. 2018: SUNY Cortland.

  • SafeZone Training. Multicultural Life. 8 Mar. 2018: SUNY Cortland.

  • Improving Intergroup Relations through Dialogue Sandwich Seminar. Multicultural Life and Diversity Office. 14 Sep. 2017: SUNY Cortland.

  • Being the Change: Enacting an Inclusive Campus. DIAC Workshop. 7 Dec. 2016: SUNY Potsdam.

  • Calling on Justice: Creating an Intergroup Dialogue Program in a Communication Department. NCA Short Course. 10 Nov. 2016: Philadelphia, PA.

  • LGBTQ Safe Zone Training. The Safe Zone Project, through SUNY Potsdam’s Diversity & Inclusion Action Coalition.  15 Feb. 2016: Potsdam, NY. 

Engagement

  • Lessons From Sci-Fi: Teaching & Learning With GenAI. Cengage Events. 25 Apr. 2024: online.

  • Toyhacking and Digital Storytelling. Sandwich Seminar. 25 April 2024: SUNY Cortland.

  • ReAction Virtual. GoReact. 10-11 Apr. 2024: online.

  • Alternative Assessment Ideas for All Your Courses. 2023 Empowered Educator Conference, Cengage. 14 Feb. 2023: Zoom.

  • Audience-Centered Teaching: How to Use Communication Strategies to be Student-Centered. Pearson Digital Learning NOW. 8 Nov. 2022: Online.

  • REMOTE: The Connected Faculty Summit. Arizona State University. 8-9 Jun. 2022: Online.

  • Effective Feedback and Holistic Scoring for Building a Growth Mindset. ReAction 2022. 21 Apr. 2022: Zoom.

  • What Can Real World Assessment Look Like? Helping Your Students Demonstrate Learning: SUNY FACT2. 14 Apr. 2022: Zoom. 

  • Analog Games and Teaching. GENeration Analog: The Tabletop Games and Education Conference. 4 Aug. 2021: Zoom.

  • How to Communicate with Students in Ways that Work. Kendall Hunt Publishing Company. 29 Jul. 2021: online.

  • REMOTE: The Connected Faculty Summit. Arizona State University. 9-10 Jun. 2021: Online.

  • Trauma-Informed Teaching and COVID. School Library Journal Summit. 24 Oct. 2020: online.

  • Designing Meaningful Remote Learning with PBL. The Project-Based Learning Network. 17 Aug. 2020: webinar.

  • Using D2L Brightspace Awards to Build a Microcredentialing Environment: Lessons Learned. D2L Fusion 2020. 12 Aug. 2020: online.

  • It’s CLEAR: Challenge Learning Through “Engage, Achieve, Reward.” D2L Fusion 2020. 12 Aug. 2020: online.

  • REMOTE: The Connected Faculty Summit. Arizona State University. 13-14 Jul. 2020: Online.

  • Pop Literacy. School Library Journal Webcast. 6 Dec. 2016.

  • Practicing Presence: Contemplative Pedagogy in the Communication Classroom. NCA Short Course. 22 Nov. 2014: Chicago, IL.

  • Understanding and Promoting Student Engagement in Today’s College Classroom. Annual Teaching Effectiveness Conference, sponsored by the Associated Colleges of the St. Lawrence Valley. 3 Nov. 2012: Potsdam, NY.

  • Breaking it Down, Building it Up: Scaffolding for Student Success. LTEC/Title III Workshop. 17 Feb. 2012: SUNY Potsdam.

  • Routines and Surprises in Teaching Millennial Students. NCA Short Course. 13 Nov. 2009: Chicago, IL.

  • Teaching Digital Natives. Annual Teaching Effectiveness Conference, sponsored by the Associated Colleges of the St. Lawrence Valley. 7 Nov. 2009: Potsdam, NY.

  • Preparing our Students for the World through a Globalized Curriculum. Annual Teaching Effectiveness Conference, sponsored by the Associated Colleges of the St. Lawrence Valley. 1 Nov. 2008: Canton, NY.  

  • Active Learning, Lesson Delivery & Assessment in the College Classroom: New Faculty Seminar. Sponsored by the Office of the Provost & the Learning and Teaching Excellence Center. 26 Jan. 2007: SUNY Potsdam

  • Teaching Pedagogy: New Faculty Seminar. Sponsored by the Office of the Provost & the Learning and Teaching Excellence Center.15 Sep. 2006: SUNY Potsdam.

  • Facilitating Student Participation through Instructional Discussion. NCA Short Course. 18 Nov. 2005: Boston, MA. 

  • Teaching Communication Courses with Feature Films. NCA Short Course. 12 Nov. 2004: Chicago, IL.

  • Cooperative Learning. Led by B. Wilkinson, University at Albany. Sponsored by the Center for Excellence in Teaching and Learning. 31 Mar. 2004: University at Albany.

  • New Approaches to Plagiarism. Sponsored by the Center for Excellence in Teaching and Learning. 23 Mar. 2004: University at Albany.

  • Engaging the Masses: Creative Uses of Popular Culture in Teaching. Sponsored by the Center for Excellence in Teaching and Learning. 5 Mar. 2004: University at Albany.

  • Developing Useful Mid-Semester Assessments. Sponsored by the Center for Excellence in Teaching and Learning. 20 Feb. 2004: University at Albany.

  • SKILL 2003, Sharing Knowledge, Insights, and Lessons Learned Conference for U. Albany Graduate Teaching Assistants. Sponsored by the Center for Excellence in Teaching and Learning. 1 Nov. 2003: University at Albany.

  • Preventing, Identifying, and Dealing with Plagiarism in Your Classes. Sponsored by the Center for Excellence in Teaching and Learning. 20 Mar. 2002: University at Albany.

Public speaking and the basic course

  • Ending the Semester with a BANG!. Kendall Hunt Webinar. 24 Apr. 2024: online.

  • Getting Started with Resources for “Contemporary Public Speaking.” Norton webinar. 26 Mar. 2024: Zoom.

  • Using AI in the Basic Communication Course: A Primer. ECA Short Course. 21 Mar. 2024: Cambridge, MA

  • Teaching Speechwriting to Undergraduates. ECA Short Course. 31 Mar. 2023: Baltimore, MD. 

  • DisPLACEing Power and Privilege in Public Speaking: Re-constructing the Introductory Course through Critical Pedagogical Theory and Praxis. NCA PreConference. 16 Nov. 2022: New Orleans, LA.

  • Learning on Both Sides of GoReact: How Students' Feedback to Peers Improves Their Performance. ReAction 2022. 21 Apr. 2022: Zoom.

  • Anxious Speakers in Class?. Macmillan Learning. 29 Mar. 2021: webinar.

  • Speaking for Change. Macmillan Learning. 26 Feb. 2021: webinar.

  • Build Engaging Presentations. Google Digital Garage. 5 Feb. 2021: YouTube.

  • Communication Apprehension during Covid and Beyond, Suzy Prentiss. Preparing for Spring, Lessons from Fall: Pandemic Pedagogical Preparedness Workshops from Fountainhead Press. 2 Dec. 2020: Zoom.

  • Creating Creative Online Learning Activities. Preparing for Spring, Lessons from Fall: Pandemic Pedagogical Preparedness Workshops from Fountainhead Press. 2 Dec. 2020: Zoom.

  • Zooming the Classroom: Overcoming the Uncanny Valley of Virtual Speech Instruction. Preparing for Spring, Lessons from Fall: Pandemic Pedagogical Preparedness Workshops from Fountainhead Press. 30 Nov. 2020: Zoom.

  • Teaching in the Age of Zoom – Ideas You Can Use Now (Pandemic Public Speaking). Macmillan Learning. 16 Oct. 2020: Webinar.

  • Visual Presentation (COMM103). MOOC through RITx and edX. 12 Aug. – 31 Aug. 2020.

  • Communicate Your Ideas through Storytelling and Design. OpenClassrooms, through Google Digital Garage. 14 Aug. 2020: Google.

  • Speaking in Public. OpenClassrooms, through Google Digital Garage. 14 Aug. 2020: Google.

  • Thriving, Not Just Surviving … Teaching Public Speaking Online!  NCA Short Course. 14 Nov. 2019: Baltimore, MD.

  • SpeechRamp & 30MinutePREP Demonstration. Personal web tutorial with Dr. Marc Newman. 8 Jan. 2019.

  • 30 Minute Prep: Communication at Play in the Public Speaking Classroom. NCA Short Course. 8 Nov. 2018: Salt Lake City, UT.

  • Embracing the Transformational Opportunities of Public Speaking through a Semester-Long Practicum in Citizenship. NCA Short Course. 20 Nov. 2015: Las Vegas, NV.

  • Making Choices and Taking Responsibility in Public Speaking. Cengage Learning Engagement Services Webinar. 19 Oct. 2015.

  • Rethinking Slide Design: New Techniques for Improving Presentations. NCA Short Course. 21 Nov. 2014: Chicago, IL.  

  • Effective Public Speaking Rubrics. NCA Short Course. 15 Nov. 2012: Orlando, FL.

  • Teaching Listening, Group Communication, and Informative Speaking in Basic Communication Courses. Pearson Higher Education’s Speaking About Communication online conference session. 20 Apr. 2011.

  • Finding Home in the Public Speaking Course. Pearson Higher Education’s Speaking About Communication online conference session. 20 Apr. 2011.

  • Making Communication Education Personality Compatible. Pearson Higher Education’s Speaking About Communication online conference session. 20 Apr. 2011.

  • Engage Students and Build Lasting Affinity for Communication Topics Using Storytelling and Online Media. Pearson Higher Education’s Speaking About Communication online conference session. 20 Apr. 2011.

  • Conquer Speech Anxiety: Design a Class, Module, Workshop or Program that Works. NCA Short Course. 14 Nov. 2010: San Francisco, CA.

  • Teaching Public Speaking in an Evolving Communication Environment. NCA Short Course. 15 Nov. 2007: Chicago, IL.

  • Teaching the Public Speaking Course Online: Strategies, Tactics, and Realities. Wadsworth Public Speaking Online Lecture Series, Thomas Learning. 10 Mar. 2004: Webinar.

  • Incorporating Service Learning into the Public Speaking Course. Wadsworth Public Speaking Online Lecture Series, Thomas Learning. 30 Oct. 2003.

Communication research methods & theory

  • Straight Talk about Teaching Communication Research Methods. NCA Short Course. 15 Nov. 2010: San Francisco, CA.

  • Teaching Communication Theory. NCA Short Course. 13 Nov. 2009: Chicago, IL.

  • Researching and Teaching Across the Qualitative Methods Continuum. NCA Short Course. 23 Nov. 2008: San Diego, CA.

  • The Quantitative Methods Toolkit: Equipping Faculty to Teach Undergraduate and Graduate Research Methods. NCA Short Course. 22 Nov. 2008: San Diego, CA.

Political communication, social movement, & public address

  • Act on Climate: Steps to Individual, Community, and Political Action. MOOC through the University of Michigan and Coursera. 13 Jul. 2020 – 7 Sep. 2020.

  • History of Protest Movements, with Dr. Clayborne Carson, Stanford University. Unwritten series from Pearson Higher Ed. 18 Aug. 2020: webinar.

  • How to Think About Masculinities. The Speaking About… Sociology Pearson Webinar Series. 14 Oct. 2015.

  • Women, Rhetoric, and Political Agency: What Do Women Need to Know About Their History in Order (Phronesis) to be Successful Politically? RSA Summer Institute at Penn State. 26-28 Jun. 2009: State College, PA. 

  • Teaching Political Communication. NCA Short Course. 21 Nov. 2008: San Diego, CA.

  • Political Difference and Change: Teaching Gender and Political Communication Courses. eca Short Course. 1 May 2008: Pittsburgh, PA.

  • A Short Course on Teaching American Women’s Public Address. NCA Short Course. 18 Nov. 2006: San Antonio, TX.

Media, media studies, media literacy & pop culture

  • Media Literacy is Lit!: How to Teach Media Literacy in Exciting Ways So Students Apply and Own the Lessons. NCA Short Course. 17 Nov. 2022: New Orleans, LA.

  • The Visual Framing of Social Issues . Reading the Pictures. 13 Sep. 2022: Zoom. 

  • Magazine Design: Getting Started. LinkedIn Learning. 15 Apr. 2022: online.

  • Inspiring Resilience and Social Activism in Our Students Through Media Based Pedagogies. eca Short Course. 26 Mar. 2021: online.

  • Writing for Social Media. Google Digital Garage. 29 Jan. 2021: YouTube.

  • Project Censored in the Classroom: A Critical Media Literacy Webinar. Project Censored. 8 Dec. 2020: Zoom.

  • Q&A with First Draft: Online Misinformation in Real Life. A Conversation with First Draft and Spaceship Media, hosted by Mediactive: How to Participate in Your Digital World (from ASU). 4 Dec. 2020: Zoom.

  • Valuing Digital Literacy and Argument: Teaching at the Crossroads of Civility. NCA Short Course. 19 Nov. 2020: Zoom.

  • Mediactive: How to Participate in Your Digital World. Arizona State University & Canvas. Oct. 2020: online.

  • Social Media Marketing Certification Course. HubSpot Academy. 14 Aug. – 17 Aug. 2020: online.

  • Fundamentals of Digital Marketing. Google Digital Garage & Interactive Advertising Bureau. 15 Aug. – 18 Aug. 2020: Google.

  • Comics on Campus: Fandom at Academia. Comic-Con@Home. 22 Jul. 2020: YouTube.

  • Utilizing Media to Survive Fake News & More: How Student Understanding of Media Literacy and Critical Pedagogy Can Be Employed for Social Awareness. NCA Short Course. 15 Nov. 2019: Baltimore, MD.

  • Designing Comics Courses. CSS Lunch Workshop. 25 Jul. 2019: Toronto, ON.

  • Teaching Critical Media Literacy to Undergraduates. eca Short Course. 27 Apr. 2003: Washington, DC. 

General Education

  • Writing Intensive Course Development: Essentials. 22 Aug. 2022: : SUNY Cortland.

Student advising

  • Degree Works Upgrade – Overview Session. Advisement & Transition. 28 Jun. 2021: SUNY

  • Cortland.

  • Remote Advising Best Practices. Advisement & Transition. 8 Mar. 2021: SUNY Cortland.

  • Handshake: Faculty & Staff Overview. Career Services. 12 Feb. 2021: SUNY Cortland.

  • Student Conduct 101. Student Conduct Office. 29 Jan. 2021: SUNY Cortland.

  • Starfish Demonstration. 21 Aug. 2019: SUNY Cortland.

  • Thinking about Teaching, Research and Leading Study Abroad? International Opportunities for Cortland Faculty. New Faculty Mentor-Mentee Event. 26 Apr. 2018: SUNY Cortland.

  • Advising Nuts and Bolts. Advising and Transition. 6 Mar. 2018: SUNY Cortland.

  • Facing Advising Head-On: Making Connections. Sponsored by the Office of Academic Advising and the Learning and Teaching Excellence Center. 18 Mar. 2011: SUNY Potsdam.

  • Academic Advising at SUNY Potsdam Blackboard Modules. Academic Advising. Fall 2010: SUNY Potsdam

  • Academic Advising: New Faculty Seminar. Sponsored by the Office of the Provost & the Learning and Teaching Excellence Center. 6 Apr. 2007: SUNY Potsdam.

Online teaching

  • Preparing Professors for a More Digital World. Inside Higher Education & Design 2 Learn. 14 Sep. 2022: Zoom.

  • Instructional Design: Digital Media, New Tools and Technology (LDT300x). MOOC through edX and University of Maryland Global Campus (USMx). 9 Feb. – 6 Apr. 2021.

  • Intro to Teaching Online with Zoom (Higher Education Edition). D.H. Goodall. 28 Nov. 2020: Zoom.

  • You’re Online. Now What? Steps to Success in Your New Course Environment. The Empowered Educator Online Conference. 13 Oct. 2020: Zoom.

  • Using Videos to Engage Your Students. Pearson Higher Ed. 12 Oct. 2020: Webinar.

  • Presenting Effective Virtual Lectures. Pearson Higher Ed. 6 Oct. 2020: Webinar.

  • The Four F’s of Distance Learning. Design & Delivery in a Blended Learning Jungle. Texthelp Virtual Conference. 19 Aug. 2020: Webinar.

  • Intro to Digital Wellbeing. Google Digital Garage. 14 Aug. 2020: Google.

  • How to Learn Online. MOOC through edX. 12 Aug -10 Sep. 2020.

  • Strategies for Increasing Student Engagement in Synchronous Instruction. School of Education, SUNY Cortland. 10 Aug. 2020: WebEx.

  • Facilitating and Maximizing Quality Interactions in Hybrid or Web Courses. Institute for College Teaching, SUNY Cortland. 31 Jul. 2020: Webex.

  • Online Teaching: Beyond “Making it Work.” Digital Learning Webinar Series, Pearson. 28 Jul. 2020.

  • Creating Connections Wherever ‘Class’ Is: A Roundtable Discussion. iClicker & Macmillan Learning. 20 Jul. 2020: online.

  • Discussion Protocols for Synchronous & Asynchronous Online Discussions. Institute for College Teaching, SUNY Cortland. 10 Jul. 2020: Webex.

  • Communication Strategies for a Virtual Age. MOOC through University of Toronto & Coursera. May 2020.

  • Pedagogy and Technology of Online Learning. Blackboard Course. 2009: SUNY Potsdam.

Teaching & learning technology

  • SUNY DLE Brightspace Illuminations. 2022: Zoom.

  • Advanced Assignments & Video Assignments. SUNY DLE Brightspace Illuminations. 30 Nov. 2022: Zoom.

  • SUNY DLE Scaled Webinars.2022: Zoom.

  • Imagining Technological Solutions for Transgender Inclusion in Higher Ed. SUNY SPECTRUM 2021. 30 Jun. 2021: Zoom/YouTube.

  • Creating Choice Boards with Google Slides. SimpleK12. 23 Aug. 2020: Webinar.

  • SAGE Public Speaking PLUS & BB: PSP Chat & Onboarding Help. Personal tutorial. 18 Aug. 2020: Microsoft Teams.

  • Starfish Learning Opportunities. Starfish Implementation Team. SUNY Cortland. 14 Aug. 2020: Webex.

  • Blackboard and Webex: Synchronous Classes and Virtual Office Hours. George Guba, Design Help, SUNY Cortland. 8 Jul. 2020: WebEx.

  • Creating Self-Checking Quizzes with Google Forms and Spreadsheets. SimpleK12. 20 Jun. 2020: Webinar.

  • Packing and Preparing for the Move, Uploading and Unpacking After the Move, & Adding Moodle Resources: Blackboard to Moodle Transition. 13 Jul. 2011: SUNY Potsdam.

  • Speech Studio Seminar. Cengage Publishing 1 Apr. 2011: WebEx.

  • Technology and the Discipline. NCA CARD Call. 18 Mar. 2011: Teleconference.

  • Contextual Inquiry – User Centered Product Design. McGraw-Hill Higher Education Research and Product Development. 25 Feb. 2009: Webinar.

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