Assistant Professor
Ph.D., Brock University,
Master of Education, Brock University,
Bachelor of Business Administration, Bishop’s University
Kate Cassidy (PhD. Brock University) specializes in organizational communication, small group communication, and communication pedagogy. Her current research interests include exploring the effects of technological advancements (such as generative AI and remote work) on workplace collaboration, understanding soft skills for training and development, and examining group cultures that promote well-being. Dr. Cassidy teaches courses on organizational communication, small group communication, and other related subjects.
- Organizational communication and culture
- Small group communication
- Soft skills
- Well-being and inclusion
- Changing workplace practices
- Communication pedagogy, training, and development
- Experiential learning
Drawing from my background in the workplace and corporate training, my research centers around exploring the meaning of collaboration in the 21st century. I delve into questions such as:
- What exactly do we mean by group skills, practices, and culture?
- How does collaboration impact productivity, creativity, belonging, and individual well-being?
- How can education play a role in developing the skills for building inclusive, authentic, and effective groups?
- What impact does technological change have on the way organizations communicate and collaborate?
In addition to pushing the boundaries of knowledge in my field, I am deeply committed to translating my research findings into actionable recommendations, policies, and practical methods. I further this work, in part, as a research associate with the Niagara Community Observatory. My ultimate goal is to contribute to a world where collaboration not only drives productivity but also fosters authenticity, belonging, lifelong learning, and a more equitable society.
Chapters in Edited Books
Exploring the potential for community where diverse individuals belong. In G. Stahl, S. Habib, & M. Ward, Identities, Youth and Belonging: International Perspectives. Palgrave McMillan. (2019)
An alternative to Tuckman: Three factors in group development. In R. H. Stremba & C. Bisson, (Eds.), Teaching adventure education theory: Best practices: 267-268. Champaign, IL: Human Kinetics. (2009)
A contemporary model of experiential education. In K. Warren, T. A. Loeffler, & D. Mitten
(Eds.), The theory of experiential education (4th ed.). 282-296. Dubuque, IA: Kendall/Hunt. (2008)
Peer-Reviewed Journal Articles & Conference Proceedings
Understanding community that includes difference: A foundation for educating to build a culture of peace. Annual meeting of the American Educational Research Association, 1-15.
AERA Online Paper Repository. (2013)
Tuckman revisited: Proposing a new model of group development for practitioners. The
Journal of Experiential Education. 29 (3), 413-417. (2007)
Enhancing your experiential program with narrative theory. The Journal of Experiential
Education, 24 (1), 22-26. (2001)
Policy Brief Papers
To be, or not to be, remote? Examining the essential factors needed for ongoing remote work success. Niagara Community Observatory, Policy Brief #52. (2021, October)
Is there a skills gap? Understanding what Niagara employers are looking for in recent graduates. Niagara Community Observatory, Policy Brief #27. (2017, February)
- Organizational Communication Theory and Practice
- Leadership Communication
- Interpersonal and Small Group Communication
- Communication, Technology, and Workplace Change
- Ethical Communication Practices
- Communication Pedagogy
- Experiential Learning
In my courses, I encourage students to delve into the theoretical foundations of organizational communication, while connecting them to real-world scenarios. This takes place within an inclusive classroom culture that encourages participation. My aim is to equip students with both essential knowledge and universal skills, enabling them to make meaningful contributions in their academic and career journeys.
