We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

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Sharon Lauricella
PhD

Professor

Communication and Digital Media Studies

Faculty of Social Science and Humanities

Contact information

Bordessa Hall - Room 308
Downtown Oshawa
55 Bond Street East
Oshawa, ON

905.721.8668 ext. 3828

sharon.lauricella@ontariotechu.ca

Background

Dr. Sharon Lauricella is an award-winning university professor. She is a two-time recipient of the Ontario Tech University Teaching Award and a two-time recipient of the Faculty of Social Science and Humanities Teaching Award. She has been nominated for provincial and national teaching recognition, including a nomination for the 3M National Teaching Fellowship and the Ontario OCUFA Teaching Award. She instructs courses including Non-Violent Communication, Public Speaking, and Communication Ethics.

Sharon holds a doctoral degree from Cambridge University in England. Her undergraduate work was completed in Boston, Massachusetts, and Edinburgh, Scotland. She also has a certificate in Higher Education Teaching from Harvard University. Sharon has climbed mountaintops all over the world, and has practised yoga for more than 20 years, having studied all over North America with the world’s leading instructors.

Dr. Lauricella has published widely on issues pertaining to the scholarship of teaching and learning (SoTL) including the student experience with technology in higher education. She is also actively engaged in studies addressing digital identities and focuses on how women and cultures construct and maintain their online digital identities. Dr. Lauricella holds a SSHRC grant investigating undergraduate student mental health as represented in print news and social media. Her objective is to improve the student experience -- both in her own classes and for as many undergraduate students as possible.

Sharon’s most recent book is entitled, Ludic Pedagogy: A Seriously Fun Way to Teach and Learn (Rowman & Littlefield).

Her scholarship has been published in a variety of academic journals including (but not limited to):

Women’s Studies in Communication
Journal of Communication Pedagogy
Women & Language
Media Ethics
Journal of Communication and Religion
Journal of Peace Education
Communication Pedagogy
Journal of Religion and Popular Culture
Journal of Religion and Health
Research in Learning Technology
Mindfulness

Education

PhD, Social Demography Cambridge University

Courses taught

COMM 1310: Public Speaking
COMM 3110: Communication Ethics
COMM 4210: Special Topics: Listening
COMM 4120: Contemporary Issues in Communication
COMM 4310: Non-Violent Communication
COMM 4610: Communication and Conflict

Research and expertise

Research Areas

Dr. Lauricella’s research addresses important areas relative to improvement in contemporary culture and education: student mental health, feminist and cultural digital identities, and pedagogy/educational technology.

Involvement

Selected publications
Books

Lauricella, S. & Edmunds, T. (2023). Ludic Pedagogy: A Seriously Fun Way to Teach and Learn. Rowman & Littlefield.

Refereed Articles and Chapters

Lauricella, S., Pegoraro, A., & Scott, H. (2023, in press). “After years of counseling, I stopped stabbing men”: The use of feminist humor on Twitter to dismantle rape culture. Feral Feminisms.

Lauricella, S. (2023, in press). “Students Feel More Dignified”: Alternative Grading and Self-Assessment in Online Courses. Open/Technology in Education, Society, and Scholarship Association (OTESSA) Journal.

Lauricella, S. & Small, E. (2023). “We’re here for you during this pandemic, just not financially or emotionally”: What TikTok reveals about student life 🤠 during the COVID-19 😷 pandemic. In V. Kannen & A. Langille (Eds.), We Live Online: Virtual Identities and Digital Culture. Routledge.

Lauricella, S. (2023). University is not for the weak: Student communication of mental health on Twitter. Journal of Digital Life and Learning, 2(2), 27-51.

Lauricella, S. & Edmunds, T. (2022). Ludic Pedagogy: Taking a serious look at fun in the COVID-19 classroom and beyond. Educational Considerations, 48(1). https://newprairiepress.org/cgi/viewcontent.cgi?article=2324&context=edconsiderations

Lauricella, S., & Kay, R. H. (2022). Fair and formative feedback in online learning. In, R. H. Kay, & W. J. Hunter (Eds.), Thriving online: A guide for busy educators (pp. 236-247). Ontario Tech University. https://doi.org/10.51357/DLSC5521

Lauricella, S. (2022). Equitable assessment in online environments. In, R. H. Kay, & W. J. Hunter (Eds.), Thriving online: A guide for busy educators (pp. 248-256). Ontario Tech University. https://doi.org/10.51357/CEFD2689

Lauricella, S. (2022). Alternative grading in online learning. In, R. H. Kay, & W. J. Hunter (Eds.), Thriving online: A guide for busy educators (pp. 257-265). Ontario Tech University. https://doi.org/10.51357/VBAS3039

Lauricella, S., Banks, L., & Craig, C. D. (2022). Interactive online lectures. In, R. H. Kay, & W. J. Hunter (Eds.), Thriving online: A guide for busy educators (pp. 193-204). Ontario Tech University. https://doi.org/10.51357/PCPH7148

Lauricella, S., & Edmunds, T. K. (2022). Ludic pedagogy online: Fun, play, playfulness, and positivity. In, R. H. Kay, & W. J. Hunter (Eds.), Thriving online: A guide for busy educators (pp. 205-216). Ontario Tech University. https://doi.org/10.51357/HGJK8068

Lauricella, S. (2022). The not-interview: Social media’s role in student suitability for work. In L. Forbes & D. Thomas (Eds.), Professors at Play Playbook (pp. 145-147). ETC Press.

Lauricella, S. (2021, March 15). Using media to teach media: How the scholarship of teaching and learning slayed the online scene. Flow TV. https://www.flowjournal.org/2021/03/using-media-to-teach-media/

Lauricella, S. & McArthur, F. (2021). Taking a student-centred approach to alternative digital credentials: Multiple pathways toward the acquisition of microcredentials. In D. Piedra (Ed.), Handbook of research on innovations in the use of alternative digital credentials. IGI Global.

Lauricella, S. (2021). Ancient text, modern context: Patanjali’s Yoga Sutras and the twenty-first century veg(etari)an. In C. Haganu-Bresch and K. Kondrlik (Eds.), Rhetorics of Vegetarianism. The Palgrave Macmillan Animal Ethics Series. 119- 139. doi.org/10.1007/978-3-030-53280-2_5

Lauricella, S. (2020). Dirty John [Television series]. Cunningham, A. & Goffard, C. (Writers). Women’s Studies in Communication, 43(3), 320-322, doi: 10.1080/07491409.2020.1803653

Lauricella, S. (2020). Pandemic prime time for the Cuomo brothers. Case study: Ethics, objectivity, and relationships in journalism. Media Ethics Initiative, University of Texas at Austin Centre for Media Engagement. https://mediaengagement.org/wp-content/uploads/2020/05/80-Brothers-in-News-Case-Study.pdf

Lauricella, S. (2020). A feminist autoethography of academic performance on Twitter: Community, creativity, and comedy. In S. Cote-Meek, T. Moeke-Pickering, & A. Pegoraro (Eds.), Critical Reflections and Politics on Advancing Women in the Academy. IGI Global.

Lauricella, S. (2019). The practice of nonviolence: Teaching an undergraduate course in nonviolent communication. Journal of Communication Pedagogy, 2, 103-110. doi: 10.31446/JCP.2019.19

Lauricella, S. (2019). Prime time for prayer: An analysis of prayers offered and answered in the reality series Answered Prayers. Journal of Religion and Popular Culture, 31 (3), 208-222. doi: 10.3138/jrpc.2017-0050

Lauricella, S. (2019). Darkness as the frenemy: Social media, student shaming, and building academic culture. Communication Education, 68(3), 396-393. doi: 10.1080/03634523.2019.1609055

Lauricella, S. (2018). Bam! Pow! Vanish? A feminist autoethnography of gender performance and covert influences on Twitter. Women & Language, 41(2), 62-78.

Lauricella, S. (2018). Does the photo fit the news? The ethics of powerful images in the immigration debate. Media Ethics 30(1). Retrieved from htttps://mediaethics intiativeorg.files.wordpress.com/2018/11/mem-2-immigration-photo-case-study.pdf

Lauricella, S. & Pankhurst, K. (2018). The safe tweet: Social media use by Ontario Fire Services. International Journal of Emergency Services. https://doi.org/10.1108/IJES-09-2017-0048

Lauricella, S. (2018). Praying for reality: The invisible hand in Downey and Burnett’s Answered Prayers. In M. Einstein, K. Madden & D. Winston (Eds.), Religion and Reality TV: Faith in Late Capitalism (165-185). Routledge.

Crichlow, W. & Lauricella, S. (2018). An analysis of anti-Black crime reporting in Toronto: Evidence from news frames and Critical Race Theory. Monish Bhatia, Waqas Tufail, & S. Poynting (Eds.), Media, Crime, and Racism (301-316). Palgrave MacMillan.

Lauricella, S. (2018). “You don’t know” you’re a misogynist: Sexism in One Direction’s lyrics. Misogyny in American Culture: Causes, Trends, Solutions. L. Guglielmo, Ed. ABC-CLIO publishers, 441-442.

Lauricella, S. (2018). No crying, no falling in love: Digital identity of female chemists on Twitter. C. Sorensen-Unruh, L. B. Jones, T. Gupta (Eds.), Communicating Chemistry through Social Media (103–119). ACS Publications, Routledge. doi: 10.1021/bk-2018-1274.ch006

Lauricella, S. & Scott, H. M. (2018). Anatomy of a wedding: Examining religiosity, feminism, and weddings in Grey’s Anatomy. Journal for Religion, Film, and Media, 4(2). doi: 10.25364/05.4:2018.2.3
Select Academic Presentations and Invited Talks
Lauricella, S. (2023, 2 June). Pasta, cannolis, espresso, and drama: Reckoning with Italian identity on Instagram and TikTok. Canadian Communication Association, at Congress of the Humanities and Social Sciences, York University, Toronto.

Lauricella, S. & Bennetch, R. (2023, May 27). An upgrade to ungrading: Alternative grading in higher education. OTESSA, at Congress of the Humanities and Social Sciences, York University, Toronto.

Lauricella, S. (2023, May 10). Hank Williams is not on your class roster: Making reading a social experience with Perusall. EdTech Tools Mini-Conference. Ontario Tech University Faculty of Education. Online.

Lauricella, S. (2023, December 9). When reading becomes social: A case study on Perusall. McMaster Innovations in Education Conference, MacPherson Institute, McMaster University, Hamilton, ON.

Lauricella, S. & Small, E. (2022, November 19). This is not a TikTok trend: Undergraduate student mental health during the COVID-19 pandemic. AWARD: Top Paper, Undergraduate College and University Section. National Communication Association annual convention, New Orleans, LA.

Lauricella, S. & Edmunds, T. (2022, May 26). Introducing fun, play, positivity, and playfulness into online learning: The ludic framework. Redefining Learning and Education in a Digital Age, Faculty of Education, Ontario Tech University.

Lauricella, S. & Kay, R. (2022, May 25). Shifting reading to a social constructed activity: A case study on Perusall. Redefining Learning and Education in a Digital Age, Faculty of Education, Ontario Tech University.

Kay, R. & Lauricella, S. (2022, May 25). Examining the benefits and challenges of using Discord in online higher education. Redefining Learning and Education in a Digital Age, Faculty of Education, Ontario Tech University.

Craig, C., Jovanovic, P., Kay, R., & Lauricella, S. (2022, May 25). Exploring teaching strategies for virtual reality in higher ed. Redefining Learning and Education in a Digital Age, Faculty of Education, Ontario Tech University.

Lauricella, S. (2022, 24 May). “You’re toxic, I’m slipping under”: Student connections via mental health on Twitter. Redefining Learning and Education in a Digital Age, Faculty of Education, Ontario Tech University.

Kay, R. & Lauricella, S. (2022, 24 May). Exploring the use of audio feedback in online learning: A case study. Redefining Learning and Education in a Digital Age, Faculty of Education, Ontario Tech University.

Lauricella, S. (2022, May 24). Feminism is not a joke. But it can be funny. Feminist Pasts and Futures. York University Centre for Feminist Research.

Lauricella, S. (2022, May 20). “Mental health is so important! Good luck! 🍀 Don’t be sad! 🥲”: Student life via TikTok before, during, and… still during COVID-19. Canadian Communication Association (Federation for the Humanities and Social Science Congress).

Lauricella, S. (2022, May 17). “Students feel more dignified”: Alternative grading and self-assessment in Online Courses. OTESSA (Federation for the Humanities and Social Science Congress).

Lauricella, S. (2022, May 11). Keynote address: Ungrading 101: Five (feasible) ways to buck the grading grind. Duke University Pandemic Pedagogy Research Symposium.

Lauricella, S. & Edmunds, T. K. (2022, February 3). An introduction to Ludic Pedagogy: engagement, creativity, and fun in higher education. 4^th Annual ISSOTL Conference: Lausanne, Switzerland.

Lauricella, S. (2021, 9 December). “This is a tough time for you, but we aren't gonna help at all”: Student TikTok videos 😳 during the COVID-19 🤧pandemic. Innovations in Education Conference, MacPherson Institute, McMaster University, Hamilton, Ontario.

Lauricella, S. (2021, October 22). Mote for personalized voice notes: Connection, feedback, and accessibility via edtech. OpenEd Conference. https://opened21.sched.com/event/moO9

Lauricella, S. (2021, August 24). “Notes and Motes: New edtech for student feedback.” SMASH Lab Teaching Workshop, Memorial University, Newfoundland.

Lauricella, S. & Edmunds. T. (2021, August 20). Are we having fun yet? How using edtech for fun facilitates increased student retention, learning, and engagement. Teaching and learning with technology: What’s next? Ontario Tech University Faculty of Education Conference.

Lauricella, S. (2021, August 17). Alternative assessments: No-stakes, low-stakes, and “ungrading” in higher education. Teaching and learning with technology: What’s next? Ontario Tech University Faculty of Education Conference.

Lauricella, S. & Edmunds, T. K. (2021, 15 July). Mountain Moot: EdTech and online engagement. Helena, MT. https://www.youtube.com/watch?v=3L4Afs8OEtc&ab_channel=CarrollCite

Navara, G. S., Scharfe, E. & Lauricella, S. (2021, June 21). Constructing the mental health crisis: Narrative sources and media consumption by PSE Senior Administrators. [Snapshot]. 82nd Canadian Psychological Association Annual National Convention, Virtual event.

Scharfe, E., Navara, G. & Lauricella, S. (2021, June 22). Associations between views of relationships and perceptions of the student experience in the media [Poster]. 82nd Canadian Psychological Association Annual National Convention, Virtual event.

Lauricella, S. (2021, 1 June). Stan a professional: Teaching highkey professionalism for Communication students. International Communication Association. Online.

Lauricella, S. (2021, May). “It’s actually kind of fun”: Implementing Ludic Pedagogy and Perusall. Perusall Exchange. Harvard University.

Lauricella, S. (2021, May). Creating a culture of feedback with new edtech: Mote for personalized voice notes. We Connect and (Re)Collect: A symposium on remote practice-based learning. Ontario Tech University and OCADU.

Lauricella, S. (2021, May). Going gradeless: A pandemic-influenced, perpetual practice. Duke University Pandemic Pedagogy Research Symposium.

Lauricella, S. (2021, March). Joining the #OnlineTeaching community: How SoTL thrives online. Scholarship of Teaching and Learning in COVID times and beyond. International Society for the Scholarship of Teaching and Learning.

Lauricella, S. & Edmunds, T. K. (2021, April). Implementing a ludic pedagogy: Making courses more fun than they sound. CICAN: College and Institutes Canada.

Lauricella, S. (2020, October). Multiple pathways for microcredentials. E-Campus Ontario TESS Conference.

Lauricella, S. (2019, November). The hero and the villain: A feminist autoethnography of online gender performance. National Women’s Studies Association Convention, San Francisco, CA.

Lauricella, S. & Scott, H. M. (2018, November). Playing dangerous games with identity: Xenophobia in the media. National Communication Association Convention, Salt Lake City, UT.

Lauricella, S. & Scott, H. M. (2018, November). Playing with performance: Examining gender performativity, feminism, and weddings in Grey’s Anatomy. National Communication Association Convention, Salt Lake City, UT.

Lauricella, S. (2018, November). Playing with prayer: Reality television and the interplay of asking and receiving via Answered Prayers. National Communication Association Convention, Salt Lake City, UT.

Lauricella, S., Scott. H. M. & Pegoraro, A. (2018, November). “After years of counseling, I stopped stabbing men”: The use of feminist humour on Twitter to dismantle rape culture. National Communication Association Convention, Salt Lake City, UT.

Sharon Lauricella PhD