Kimberly M. Cuny

Kimberly M. Cuny, MFA, holds a faculty appointment with the University of North Carolina at Greensboro’s Communication Studies Department where she has served as the director of The University Speaking Center since 2003. Kim is also an Adjunct Assistant Professor in the School of Theatre where she is a North Carolina Theatre for Young People teaching artist and member of the graduate faculty. In the fall, Kim teaches a graduate course in oral communication for the MPA program at UNCG. Kim is currently serving as Co-Director of UNCG’s Multiliteracy Centers program. Before moving to UNCG in 2002, Kim was a full time instructor and departmental advising coordinator at Monmouth University. Prior to that she held multiple part-time teaching positions throughout the NC community college system. Kim earned her MFA in theatre for young audiences and M.A. in Communication Studies from UNC Greensboro. Kim earned her B.A. in speech, theatre, and communication from Monmouth College in New Jersey. Kim has earned numerous awards, including the National Communication Association’s Beth VonTill Communication Centers Newcomer, Linda Hobgood Distinguished Service to Communication Centers, and Kathie Turner Advocacy Awards, the National Association of Communication Centers’ Joyce G. Ferguson Research Award, and Teaching Excellence from both Guilford Technical Community College and the College of Arts and Sciences at UNCG. In the past year Kim has served as co-principal investigator on 6 different communicating science grant applications and has provided consulting and outside review to multiple communication centers.

There are 10 included publications by Kimberly M. Cuny :

TitleDateViewsBrief Description
Art as a means of exploring public speaking anxiety: One communication center’s expressions 2015 453 Dwyer and Davidson’s 2012 research traces the genesis and transformation of the story behind myths about Americans’ greatest fears. The story starts with research, publicized in a 1973 London Times article, which essentially unmasked an almost mythic...
A Case Study of Outside Events verses the Thriving Speaking Center 2018 83 In April, at the Excellence at the Center Conference, I participated in a national discussion in my role as Managing Editor of Communication Center Journal (CCJ). During my contributions to that larger discussion I noted that I believe it is time for...
Communication in the classroom for English teachers 2004 686 The body of research known as Teacher Immediacy Behaviors has grown substantially over the past 15 years. It represents interdisciplinary studies that connect the fields of education and communication. Over the past year we have had the opportunity t...
The Digital media commons and the digital literacy center collaborate: The growing pains of creating a sustainable learning space 2015 140 Learning spaces that focus on technology in addition to writing and speaking are quickly becoming the norm, much like the newest learning space at The University of North Carolina at Greensboro. As “many of the traditional expectations of faculty and...
Music as an effective anxiolytic intervention in communication centers 2016 39 While all Communication Centers support speakers, through consultation, in becoming more confident and competent oral communicators, the staff at one center wondered about the anxiety that speakers bring with them into the consultation. As one would ...
Peer-to-peer tutoring: A model for utilizing empathetic listening to build client relationships in the communication center 2006 143 The staff of a college-level speaking center or lab has many responsibilities: increasing publicity, making sure things run smoothly, gaining buy-in from faculty across the curriculum, and recruiting new staff. As with any job, there are unwritten re...
Strategies for Assessment in Communication Centers: Perspectives from Across the Field 2015 406 This essay offers key highlights from a panel discussion that took place at the 2014 National Association of Communication Centers (NACC) conference at Arizona State University – West in Glendale, Arizona. The panel included communication center dire...
Unconditional positive regard, empathetic listening, and the impact of digital text driven communication 2012 673 Generally speaking, Generation N students are known to enjoy working in groups yet they often do not communicate effectively when measured by traditional expectations. This activity calls into question the impact that our daily nonvocal digital commu...
Using empathetic listening to build relationships at the center 2012 354 Administrators and staff at communication centers have many responsibilities: increasing publicity, making sure things run smoothly, gaining buy-in from faculty across the curriculum, and recruiting and training staff, to note a few. Emery (2006) arg...
The Work Around: How teaching with andragogical practices can normalize learning disabilities in education 2018 45 This chapter provides the author's own learning disabilities (LD) experiences as faculty director. It examines andragogy as the framework that helps the author to better ensure all of his students have opportunities to learn, regardless of who they a...