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Cathlin Clark-Gordon
Joined Seton Hill
Brookville, PA
Contact Info
(724) 830-1588

Dr. Clark-Gordon is an Assistant Professor in the Department of Marketing and Communication in the School of Business at Seton Hill University. Dr. Clark-Gordon received her Ph.D. in Communication Studies from West Virginia University specializing in Computer-Mediated and Instructional Communication. She received her M.A. in Communication, Technology, and Society from Clemson University, and her B.S. in Communication - Public Relations from Slippery Rock University of PA. Dr. Clark-Gordon teaches courses in Business Communication, Social Media Strategy, and Public Relations Writing for the university. Her research interests revolve around the intersection of communication technologies and instructional communication. Broadly, she integrates these areas of research to examine the impact that mediated environments and their affordances have on the student-instructor relationship. Her work has explored topics such as student perceptions of professor social media use, student-instructor multimodal communication, and both student and instructor perspectives on digital feedback technologies. These works have been featured in journals such as Communication Education, Computers & Education, Communication Reports and Social Media + Society. Dr. Clark-Gordon has experience with diverse research methodologies including content analyses, surveys, experiments, and meta-analyses. Overall, Dr. Clark-Gordon’s research seeks to extend theories of computer-mediated communication to the context of instructional communication to explore boundary conditions.


  • Ph.D., West Virginia University (Morgantown, WV), 2019
  • M.A., Clemson University (Clemson, SC), 2016
  • B.S., Slippery Rock University (Slippery Rock, PA), 2014


  • Goodboy, A. K., Martin, M. M., Mills, C. B., Clark-Gordon, C. V. (2022). Workplace bullying in academia: A conditional process model. Management Communication Quarterly. [More Information]
  • Clark-Gordon, C. V., & Goodboy, A. K. (2019). Instructor self-disclosure and third-party generated warrants: Student perceptions of professor social media use. Western Journal of Communication. [More Information]
  • Clark-Gordon, C. V., Bowman, N. D., Goodboy, A. K., & Wright, A. (2019). Anonymity and online self-disclosure: A meta-analysis. Communication Reports. [More Information]
  • Baker, J. P., Clark-Gordon, C.V., & Myers, S. A. (2019). Using emotional response theory to examine dramatic teaching behaviors and student approach-avoidance behaviors. Communication Education. [More Information]
  • Clark-Gordon, C. V., Bowman, N. D., Hadden, A., & Frisby, B. N. (2019). College instructors and the digital red pen: An exploration of the adoption of digital written feedback technologies. Computers & Education. [More Information]
  • Clark-Gordon, C. V., Bowman, N. D., Watts, E. R, Banks, J., & Knight, J. M. (2018). “As good as your word”: Face-threat mitigation and the use of nonverbal cues on students’ perceptions of digital instructor feedback. Communication Education. [More Information]
  • Clark-Gordon, C. V., Workman, K. E., & Linvill, D. L. (2017). College students and Yik Yak: An exploratory mixed methods study. Social Media + Society. [More Information]