Ph. D. (Communication), Michigan State University
M. A. (Communication), Purdue University
B. A. (Speech), Cedarville University

I’m a communication generalist whose areas of focus are health communication and intercultural communication, with background in interpersonal, public and mass communication.

Duff, D. C., Levine, T. R., Beatty, M. J., Woolbright, J., & Park, H. S. (2007). Testing public anxiety treatments against a credible placebo. Communication Education, 56(1), 72-88.

Duff, D. C., Singhal, A., & Witte, K. (2006). Health literacy and mass-mediated interventions: Effects of Taru, A reproductive health soap opera in India. Studies in Communication Sciences, 5(2), 171-182.

Ferrera, M., Duff, D., & Witte, K. (2004). Trusted Partner Baseline. Baltimore, MD: Johns Hopkins University Center for Communication Programs.

Mattson, C., & Duff, D. C. (2004). Professor or poulterer? Cultivating religious higher education in the postmodern turn. Christian Scholar's Review, 33(3), 333-344.

Duff, D., Muthuswamy, N., Witte, K., & Singhal, A. (2003). A Sentinel Site Survey Assessing Effects of Taru Pre-Show and Post-Show. Athens, OH: Ohio University.

Duff, D. C., & Witte, K. (2003). Health Literacy and Numeracy: Overcoming Barriers to Health Promotion and Disease Prevention. Baltimore, MD: John Hopkins University Center for Communication Programs.

Muthuswamy, N., Duff, D., Witte, K., & Singhal, A. (2003). A Quasi-Experiment Comparing Four Entertainment Education Groups. Athens, OH: Ohio University.

Article of the Year, 2007, Communication Apprehension Division of National Communication Association for Duff, D. C., Levine, T. R., Beatty, M. J., Woolbright, J., & Park, H. S. (2007). Testing public anxiety treatments against a credible placebo. Communication Education, 56(1), 72-88.

Research Fellowship, Health Communication, Prevention Team of the National Center for Birth Defects and Developmental Disabilities, National Centers for Disease Control, Atlanta, GA.

What can students expect from your classes? From your division?

Students should expect engaged learning where theoretical foundations are intertwined with practical application. They should expect variety in teaching methods and activities — we’re communication specialists, right? They can expect a professor who continues to be fascinated by the course content — communication in all of its various forms and contexts. Finally, they can expect a professor who desires that a course in communication contribute not only to their professional development but to their personal growth as well.

Of all the classes that you may teach, which one are you most passionate about?

For me, that’s like asking which of my children is my favorite! They each address one or more dimensions of communication, and I am passionate about communication because it’s the way we share meaning, create understanding and connect to other human beings. If there’s a course that stands out right now, it would be communication research methods. I could fondly call it my “problem child” because its extensive content and conceptual nature demands more of both myself and my students.

In both your vocational and personal lives, remember that communication in both its verbal and nonverbal forms holds the power to heal or hurt, to make us laugh or cry, to bring us together or tear us apart.

Where were you born or raised?

Cumberland, Md.

Family information:

My husband, fellow professor and love of my life, John Duff, and I have five children — three daughters and two sons — who make our world a joyful, lively and incredibly witty place. We also enjoy the antics of our dog — a Bichon Frise named Madeline—and a calico cat named Cookie, whom the dog believes is her kid sister.

I’m passionate about games — strategy games like Settlers of Catan and Ticket to Ride, word games like Super Boggle and Scrabble, card games like Hearts and Dutch Blitz and computer and electronic games like Bejeweled and the Nintendo classic Dr. Mario. My other passions are traveling (especially learning about and exploring new places), films (I always stay until the end of the credits), cooking (I’m a Food Network fan) and discovering new apps for all of my techno-gadgets.

As a communication scholar, I can’t help but value the advice of James 1:19. It’s paraphrased in The Message like this, “Post this at all the intersections, dear friends: Lead with your ears, follow up with your tongue, and let anger straggle along in the rear.”

It’s those unexpected meetings in which I run into faculty, staff members or students — bumping into them around a corner in Faber, grabbing an ice cream cone at the same time in the cafeteria or running into them at Barnes and Noble or some other off-campus site. From sharing a quick laugh or standing and talking so long that I have to step out of my heels, these meetings are significant moments that enrich my life.

616.949.5300 ext. 1955

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