Description of Courses Taught as the Instructor of Record

Note: Each course title links to a samply syllabi

Communication Research (COMM 276): Through this course, I seek to prepare students to conduct their own communication research, to understand how to isolate problem statements, to distinguish independent and dependent variables, to criticize and evaluate definitions, to define theories, to understand how to apply methods of sound research (qualitative and quantitative), and to analyze scholarly articles. I seek for students to leave this course with the following goals: 1) Understand communication research concepts and vocabulary, 2) Compare and contrast qualitative and quantitative research methods, and 3) Critically read and understand research reports. To reach this aim, I engage students with critical, interpretive, and social scientific research articles, many of which allow for students to understand important social issues, such as racism, while also learning about research methods.

Introduction to Sports Communication (COMM 206): As an introductory course to the study of communication and sport, I aim to engage students with both theory and practical applications of communication and sport research. Through group-based activities and discussions, I seek to facilitate students' ability to identify communication practices that affect sport, understand symbolic meanings associated with sport, situate their own experiences with sport within a larger communicative context, and evaluate cultural, political, and social issues communicated by sport.

Rhetoric & Sport (COMM 3500): As the instructor of record, I independently developed a classroom that engaged students with the foundations of rhetoric in civic life and the rhetorical analysis of professional sport. In this class I emphasized the critical examination and understanding race, gender, and political dimensions of sport, as well as media’s role within professional sport. Through this course, I aimed to develop specific knowledge and skills within students, including: 1) the ability to understand and discuss complex concepts associated with rhetorical analysis, 2) to understand racial and gender inequities more deeply and critically, 3) to acknowledge, interact with, and value perspectives different from their own, and 4) to research, write, and present professionally and ethically both independently and collaboratively.

Relational Communication (COMM 4070): As the instructor of record for this senior-level course, I worked to develop students’ knowledge and ability to independently and collaboratively analyze and discuss theories, concepts, and practices associated with relational communication. Focusing on personal and social orders of relationships, I facilitated class discussions, developed activities and major assignments, and presented brief lectures that centered on the analysis of their own relationships as well as how narratives, poems, popular music, blogs, television, and movies influence how relationships are performed. Throughout the course, students developed the ability to: 1) examine the importance of race, gender, and socioeconomic status in interpersonal interactions, 2) interact with, voice, and understand perspectives unique their own, 3) critically examine media’s influence on our/their relationship’s personal and social orders, and 4) work as a team to interpret, present, and facilitate classroom discussions around course readings and concepts.

Public Communication (Course for incoming Sidney A. Ribeau President’s Leadership Academy (PLA) scholars): As the instructor of record for this 4-week course required for incoming PLA scholars at BGSU, I worked to facilitate a classroom experience that allowed for students to develop their abilities as public speakers, community leaders, and social justice advocates. By facilitating interactive activities and discussions, I worked to create a low-risk space in which students could develop and practice public speaking skills as well as research, analyze, and present both collaboratively and independently. This was achieved by incorporating major projects that required students to research, critique, and present about a social justice leader and later work with a group to collaboratively research, critique, and present about a social justice leader’s influential decision. Through these major projects, as well as in-class activities, students could be involved as active, collaborative members of a supportive learning community, thereby preparing them for an engaged and influential experience as student leaders at BGSU.

Interpersonal Communication (COMM 2700; COMM 114; CMCL-C122): Within this course, as the instructor of record, I strived to introduce students to concepts, theories, and practices associated with interpersonal communication. By utilizing a critical cultural approach, I worked to develop students’ ability to identify and examine processes of interpersonal relationships with a specific emphasis on identity formation and performance as well as the roles of power and culture within our/their interpersonal interactions. I worked to achieve these outcomes by developing and incorporating individual and group-based activities that allowed for students to analyze and apply concepts to their own lives and relationships, as well as apply and critique interpersonal concepts and theories within popular media like movies, television, music, blogs, and websites. Through this course, students developed the ability to: 1) examine their own relationships and others’ by applying interpersonal communication theories and concepts, 2) interact with, voice, and aim to understand perspectives of individuals different from themselves, 3) consider the importance of culture and power on interpersonal interactions and identity development, and 4) work individually and as a group to interpret and critique interpersonal communication concepts and situations. (I also have taught this course in an online format)

Public Speaking (COMM 1020; COM 112): As the instructor of record, I individually developed this course within the structures provided by the basic course director (i.e., assigning a specific textbook, requiring specific speeches, and utilizing specific rubrics to grade the speeches). Utilizing a critical pedagogical approach, within this course, I aimed to develop a low-risk and inclusive environment for students, who were mostly first and second year students, that allowed for them to practice and develop research and public speaking skills. This was achieved by facilitating discussions that allowed for students to engage with different perspectives among each other and within media. It was also achieved by creating unique activities that allowed for students to practice organizing and performing speeches, and providing direction and opportunities for students to hone research abilities online and at the university library. Because of this course, students could: 1) practice and develop skills and abilities to listen and consider perspectives unique to their own (with an emphasis on culture and power), 2) research, outline, and present speeches professionally and ethically, 3) research, outline, and present both independently and collaboratively, and 4) understand the importance and influence of public communication in civic life.

Communication and Social Conflict (CMCL-C304): Through teaching this course, as the instructor of record, I aimed to lead students in an in-depth understanding of social conflict specifically within interpersonal, intercultural, and workplace settings. I particularly placed emphasis upon developing rhetorical skills for critiquing social conflict. both within interpersonal contexts, such as with family, friends, and co-workers, as well as conflict within macro-contexts, such as U.S. society. By completing this course, which was offered solely in an online format, students could: 1) develop conflict negotiation skills by assessing various cases of conflict, 2) offer solutions to conflict situations based on their understanding of relevant theory and research, 3) work both independently and collaboratively with partners to problem-solve for each case study, 4) assess case studies of conflict and current political and intercultural issues and offer strategies for conflict negotiation.

Cross Cultural Communication (CMCL-C427): By teaching this course as the instructor of record, I worked to foster senior-level students’ understanding of cultural histories, identity differences, and their ability to competently engage in intercultural and interracial interactions. By completing this course, students develop the ability to: 1) Understand and critique the notions of culture, identity, difference, history, and power, 2) identify the significance for studying intercultural or cross-cultural communication, 3) analyze and critique popular and sport culture representations of intercultural contact, racial representations, and gender representations, and 4) develop intercultural communication competence and sensitivity by engaging with marginalized voices and narratives. (I have also taught this course in an online format)

Race & Communication (CMCL-C334): By teaching this course online, I aimed to develop student's interracial communication competence and historical knowledge of race and racism in the U.S. so that they can better understand racial inequities in the U.S. today. By completing this course, students were able to develop the skills to 1) identify and critique how racial ideologies were created and how they have evolved over time, 2) discuss and critique prevailing racial attitudes in the context of recent U.S. history, the media, colorism, and White privilege, 3) apply theories of racial inequality, educational and labor market inequality, housing and wealth, the criminal justice system, health and the environment, and immigration policy to current U.S. conditions, and 4) assess racial justice, human rights, and racial dynamics around the world to identify possibilities for racial justice initiatives in the U.S. 



 Linsay Cramer with the President's Leadership Academy cohort in summer 2016.

Linsay Cramer with the President's Leadership Academy cohort in summer 2016.