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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 Capstone (COMM 4950)
Communication Theory (COMM 3010)
Introduction to Public Speaking (COMM 2500)
Introduction to Communication Studies (COMM 2010)


Darren Linvill's research explores state sponsored social media disinformation and its influence on civil discourse (in and out of the classroom). In addition to his academic publications, Darren has written for The Washington Post and Rolling Stone.

 Research Publications

Disinformation Publications:

Linvill, D. L., & Warren, P. L. (2020). Engaging with others: How the IRA coordinated information operation made friends. The Harvard Kennedy School (HKS) Misinformation Review. https://10.37016/mr-2020-011

Linvill, D. L. & Warren, P. L. (2020). Troll factories: Manufacturing specialized disinformation on Twitter, Political Communication, doi:10.1080/10584609.2020.1718257

Linvill, D. L. & Warren, P. L. (2020). Yes, Russia spreads Coronavirus lies. But they were made in America. The Washington Post. Retrieved from

Linvill, D. L., Boatwright, B., Grant, W., & Warren, P. L. (2019). “The Russians are hacking my brain!” investigating Russia’s Internet Research Agency Twitter tactics during the 2016 United States presidential campaign. Computers in Human Behavior, 99. 292–300.

Linvill, D. L. & Warren, P. L. (2019). Russian trolls can be surprisingly subtle, and often fun to read. The Washington Post. Retrieved from

Linvill, D. L. & Warren, P. L. (2019). Students need to learn how trolls and bots stir up online divisions. Times Higher Education. Retrieved from

Linvill, D. L. & Warren, P. L. (2019). That uplifting tweet you just sent? A Russian troll sent it. Rolling Stone. Retrieved from

Selected Other 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.

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., 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. & 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.