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The National Communication Association (NCA) was founded as the "National Association of Academic Teachers of Public Speaking" by a group of seventeen speech teachers who broke away from the National Council of Teachers of English. They formed this independent organization to focus specifically on speech education and to establish communication as a distinct academic discipline, later expanding its scope and changing its name to reflect the broader field of communication studies.

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1956: Erving Goffman's Publication of "The Presentation of Self in Everyday Life"

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1956: Erving Goffman's Publication of "The Presentation of Self in Everyday Life"

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Erving Goffman's "The Presentation of Self in Everyday Life" revolutionized our understanding of identity by introducing the dramaturgical perspective, which views social interactions as theatrical performances where individuals manage impressions through "front stage" and "backstage" behaviors. This seminal work fundamentally shaped communication studies by providing a framework for analyzing how people strategically present themselves in different contexts, influencing pedagogy by encouraging educators to examine how identities are negotiated, performed, and maintained through everyday communicative practices.

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1976: Joseph Hayes Writing the First Communication Essay on Queer Culture, "Gayspeak"

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1976: Joseph Hayes Writing the First Communication Essay on Queer Culture, "Gayspeak"

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Joseph Hayes' article "Gayspeak: A Gay Male Rhetoric" was groundbreaking as one of the first scholarly examinations of LGBTQ+ communication patterns in the field, analyzing how gay men developed distinctive linguistic practices as both a protective mechanism and a means of community formation. This pioneering work helped legitimize LGBTQ+ communication as a valid area of academic inquiry, opening the door for more inclusive communication studies pedagogies that recognize diverse linguistic practices and identity expressions, while establishing an important foundation for subsequent research on language, sexuality, and marginalized communities within the discipline.

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1980: Department of Education Declaring Communication as a Practical Discipline

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1980: Department of Education Declaring Communication as a Practical Discipline

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The Department of Education designated communication as a "practical discipline," recognizing its fundamental role in developing essential life skills and workplace competencies rather than treating it as purely theoretical academic study. This classification significantly shifted communication studies pedagogy toward more applied learning approaches, emphasizing experiential education, internships, service learning, and skill-based assessments that better prepared students for professional contexts while maintaining theoretical foundations.

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1988: Student-Centered Teaching Conference in Flagstaff, Arizona

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1988: Student-Centered Teaching Conference in Flagstaff, Arizona

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This student-centered teaching conference brought together 33 high school and college educators who collectively shifted communication pedagogy toward more learner-focused approaches that addressed student diversity, developmental communication, and intercultural communication. This landmark gathering established critical foundations for integrating language arts and recognizing diverse student needs, ultimately transforming communication education from instructor-centered models to approaches that prioritized student engagement, cultural competence, and developmental appropriateness.

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1997: SixDegrees.com Becoming the First Open Social Media Website

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1997: SixDegrees.com Becoming the First Open Social Media Website

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SixDegrees.com was the first widely accessible social media platform that allowed users to create profiles, connect with friends, and traverse networks of relationships, establishing the foundational model for subsequent social networking sites.

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Me in a 6th grade production of Annie as Daddy Warbucks

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2006-2017: Involvement and Prominence in Theatre

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2006-2017: Involvement and Prominence in Theatre

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My decade in theatre, both performing on stage and working behind the scenes, profoundly shaped my communication development by teaching me to convey authentic emotion, adapt to diverse audiences, and harness the power of storytelling. This theatrical foundation provided me practical experience with concepts I'd later recognize in communication studies—Goffman's dramaturgical perspective, impression management, and audience analysis—which now informs how I create dynamic, experiential learning environments in my communication pedagogy education.

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2020: Changing My Major to Communication Studies

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2020: Changing My Major to Communication Studies

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When I first began at Marshall University, I entered as an International Business major with a theatre minor. However, due to my health (both physical and mental) in my sophomore year I had to step away from both avenues and find something that I was able to study that I found interest in. After a conversation with one of my professors, Dr. Julie Snyder-Yuly, I was able to shift to double majoring in Psychology and Communication Studies and minoring in History.

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2022: Beginning Work at the Presentation Center

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2022: Beginning Work at the Presentation Center

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In my junior year undergrad at Marshall, I was informed of a center opening up which the Communication Studies Department would be in charge of, the Presentation Center. Several professors had encouraged me to reach out to Dr Clinton Brown to apply for a position there, which I have been able to stay at since. The ability to tutor students about the communication studies field (mostly with their presentations and speeches) has allowed my understanding and skills in pedagogy (adapting teaching strategies to diverse learning styles and developing tailored feedback techniques that address both content and delivery aspects of communication) to develop.

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Kris Calvert, Abigail Cunningham, and myself accepting medals alongside our biggest academic supporter Dr Jill Underhill

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In 2024, my academic journey reached a pivotal transition when I graduated in May and immediately began the graduate program that fall. My continued role at the Presentation Center has provided an invaluable bridge between these experiences, allowing me to work more deeply with fellow graduate students while developing my pedagogical approach through collaborative tutoring on theoretical frameworks, research methodologies, and practical communication applications.