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Faculty and Staff Profile

Darren L Linvill

Associate Professor

Office: 405 Strode Tower
Phone: 864-656-4182

 Educational Background

Clemson University 2008

Wake Forest University 2002

Wake Forest University 1999

 Courses Taught

Communication Pedagogy (COMM 8000)
Communication Theory (COMM 3010)
Introduction to Public Speaking (COMM 2500)
Introduction to Communication Studies (COMM 2010)

 Research Publications

Refereed Research Publications

Pyle, A. S., Linvill, D. L., & Gennett, S. P. (2018). From silence to condemnation: Institutional responses to “travel ban” Executive Order 13769. Public Relations Review, 44, 214-223.

Linvill, D. L., Boatwright, B. C., & Grant, W. J. (2018). “Back-stage” dissent: Student Twitter use addressing instructor ideology. Communication Education, 67, 125-143.

Davis, A., Linvill, D. L., & Jacobs, M. E.* (2017). Communication Center Effectiveness: The Impact of Tutoring on Speech Performance. Communication Center Journal, 3, 23-33.

Linvill, D. L., & Cranmer, G. A. (2017). Students’ perceptions of teacher clarity: The role of cognitive traits. Communication Research Reports, 34, 344-349.

Frampton, J. R.*, & Linvill, D. L. (2017). Green on the screen: Types of jealousy and communicative response to jealousy in romantic comedies. Southern Communication Journal, 82, 298-311.

Clark-Gordon, C. V.*, Workman, K. E.*, & Linvill, D. L. (2017). College students and Yik Yak: An exploratory mixed-methods study. Social Media + Society, 3, 1-11.

Linvill, D. L., & Grant, W. J. (2017). The role of student academic beliefs in perceptions of instructor ideological bias. Teaching in Higher Education, 22, 274-287.

Linvill, D. L., Mazer, J. P., & Boatwright, B. (2016). Need for cognition as a mediating variable between aggressive communication traits and tolerance for disagreement. Communication Research Reports, 33, 363-369.

Linvill, D. L., Rowlett, J. T.*, Kolind, M. M.** (2015). Academic pinstitution: Higher education’s use of Pinterest for relationship marketing. Journal of Relationship Marketing, 14, 287-300.

Linvill, D. L. (2014). Student interest and engagement in the classroom: Relationships with student personality and development variables. Southern Communication Journal, 79, 201-214.

Linvill, D.L. & Mazer, J. P. (2013). The role of student aggressive communication traits in the perception of instructor ideological bias in the classroom. Communication Education, 62, 48-60.

Linvill, D. L., McGee, S. E.**, & Hicks, L. K.** (2012). Colleges and universities’ use of Twitter: A content analysis. Public Relations Review, 38, 636-638.

Linvill, D. L. (2011). The relationship between student identity development and the perception of political bias in the college classroom. College Teaching, 59, 49-55.

Linvill, D. L. & Havice, P. A. (2011). Political bias on campus: Understanding the student experience. The Journal of College Student Development. 52, 487-496.

Linvill, D. L., & Mazer, J. P. (2011). Perceived ideological bias in the college classroom and the role
of student reflective thinking: A proposed model. Journal of the Scholarship of Teaching and
Learning, 11, 90-101.

Hawkins, K. W. & Linvill, D. L. (2010). News framing of obesity among youth. Health Communication, 25, 709-717.

Other Refereed Publications

Linvill, D. L., & Pyle, A. (2017). Inquiry-based civil discourse education. Communication Teacher, 31, 214-219.

Linvill, D. L. & Kendall, B. E. (2015). Teaching metatheory through Venn diagramming. Communication Teacher, 29, 135-140.

Linvill, D. L. & Havice, P. A. (2011). Political bias in the college classroom: A literature review. Journal on Excellence in College Teaching, 22, 67-83.