I help students find their voice, consider new perspectives, and put learning into practice—from their first college speech to doctoral research.
Explore my teaching ↗What I believe about learning ↓
Selected experiences from my teaching practice. Each starts with a learning purpose and gives students a way to apply it.
These entries describe instructional design and intended learning. Student outcomes are reported only when supported by evidence.
Students deserve a classroom where they can practice, ask questions, and see why their learning matters.
I draw on my background in journalism and strategic communication to connect classroom concepts with real audiences, decisions, and relationships.
Speeches, interviews, collaborative activities, and reflection give students opportunities to work with ideas rather than simply recall them.
Clear instructions, useful examples, and opportunities to ask questions help students approach challenging work with greater direction.
I use feedback and reflection to reconsider assignments, strengthen instruction, and make the next learning experience more effective.
My teaching spans undergraduate communication, online learning, and doctoral research. The context changes; the commitment to purposeful learning stays.
In communication courses, students practice speaking, listening, and collaborating through experiences that connect theory to everyday life.
Online communication instruction connects course concepts with students’ personal and professional experiences, supported by clear directions and instructor presence.
At the University of the Cumberlands, I teach qualitative research and leadership-related courses, including residency instruction that brings learners together for discussion and application.
How I respond to feedback matters as much as how I plan a lesson. My portfolio makes that process visible.
Student and supervisory feedback at the University of the Cumberlands has recognized accessibility, support, and the value of live sessions. It has also pointed to the need for more consistent feedback timing.
Paraphrased themes from teaching feedbackI have revised assignments with more detailed directions, examples, and interview protocols. These changes give students a clearer starting point for putting concepts into practice.
The 2025 PACE College Teaching Institute offered four days of professional learning and collaboration, culminating in a poster presentation. Continuing to learn is part of my work as an educator.
View the original professional reflection ↗
I’m Dr. Michelle McGuffin, a full-time communication faculty member at Roane State Community College. I also teach at the University of the Cumberlands and Indiana Wesleyan University.
Before and alongside teaching, my work in journalism, nonprofit communication, and the University of Tennessee’s Center for Transportation Research shaped how I think about audiences, storytelling, and understanding. Those experiences now inform my teaching.
I hold a Ph.D. in Educational Leadership and a master’s degree in Strategic Communications. Outside the classroom, I enjoy biking, gardening, and time outdoors.
Explore my professional background ↗Interested in exchanging teaching ideas, collaborating, or talking about communication education? I’d welcome the conversation.