Profile for Tony Docan-Morgan

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Brief biography

My work aims to help others become effective, empowering, and ethical communicators. My teaching, research, and service span the topics of interpersonal relationships, public communication, and ethics and deception. Currently, I have three primary commitments: 

Student Success: I invite students to meet with me to discuss how to excel at UWL, including tips for utilizing UWL's student success resources, gaining internships, and participating in student organizations. In support of student success at UWL, I have served on or led committees addressing academic standards, assessment, and curriculum development. To help students develop and hone their communication skills, I created and directed the campus Public Speaking Center and annual public speaking competition.

Research on Truthful and Deceptive Communication:  I created and served as the editor for The Palgrave Handbook of Deceptive Communication (2019). This exciting, 51-chapter volume unravels the topic of lying and deception in contexts such as interpersonal relationships, groups and organizations, social and mass media, marketing, advertising, law enforcement, court, politics, and propaganda. More than 100 scholars from around the world investigate the many forms of deceptive behavior, such as disinformation, fabrication, false denials, half-truths, high stakes lies, life saving lies, omission, puffery, and spin. The handbook also addresses cross-cultural perspectives on deceit, moral dimensions of deception, and strategies for detecting and deterring deceit. More information is available at this link.

Human Rights: I intertwine my civic engagement and scholarship to address issues of human rights pertaining to North Korea and North Korean refugees. While living in Seoul, South Korea, I served as a senior fellow for a nonprofit NGO, where I worked closely with North Korean refugees as they prepared for and delivered English language speeches largely about living in and escaping North Korea, adapting to the outside world, and their hopes for the future. Recently, I have highlighted issues pertaining to human rights in the Korea Times (see "North Korea's Hidden Revolution" and "North Korean Refugee’s Memoir Inspires Hope") and in a book chapter examining North Korean refugee memoirs

Education

Ph.D., University of Washington (Communication, focus on Social Interaction)

M.A., University of New Mexico (Communication)

B.A., California State University, Northridge (Communication)

A.A., Los Angeles Valley College (Administration of Justice)

Teaching history

Communicating Effectively
Introduction to Public Speaking
Advanced Public Speaking
Public Speaking Center Practicum
Introduction to Communication Studies
Theories of Communication
Social Scientific Research Methods
Interpersonal Communication
Lying and Deception in Human Interaction
Nonverbal Communication

Professional history

Professor (2016 - )
Associate Professor (2011 - 2016)
Assistant Professor (2008 - 2011)

Research and publishing

Docan-Morgan, T. (Ed.) (2019). The Palgrave Handbook of Deceptive Communication. New York: Palgrave Macmillan. (link)

Kalbfleisch, P. J., & Docan-Morgan, T. (2019). Defining truthfulness, deception, and related concepts. In T. Docan-Morgan, The Palgrave Handbook of Deceptive Communication (pp. 29-39). New York: Palgrave Macmillan. (link)

Docan-Morgan, T., Son, S. A., & Teimouri, G. B. (2019). Propaganda, survival, and living to tell the truth: An analysis of North Korean refugee memoirs. In T. Docan-Morgan, The Palgrave Handbook of Deceptive Communication (pp. 989-1023). New York: Palgrave Macmillan. (link)

Docan-Morgan, T. (2018). Review of "Every Falling Star: The True Story of How I Survived and Escaped North Korea" by Sungju Lee. North Korean Review, 41(1), 120-122. (link)

Docan-Morgan, T. (2018). Review of "North Korea's Hidden Revolution: How the Information Underground is Transforming a Closed Society" by Jieun Baek. Korean Studies, 42, 94-96. (link)

Docan-Morgan, T. (2017). Observational measurement: Proxemics and Touch. In M. Allen, The SAGE Encyclopedia of Communication Research Methods (pp. 1109-1111). Thousand Oaks, CA: Sage Publications. (link)

Docan-Morgan, T. (2016). Teaching interpersonal communication online: Experiential opportunities and student engagement. Syllabus, 5(2), 1-15. (link)

Docan-Morgan, T., & Nelson, L. L. (2015). The benefits and necessity of public speaking education. In K. Vaidya (Ed.), Public speaking for the curious: Why study public speaking (pp. 1-16). Curious Academic Publishing. (link)

Docan-Morgan, T. (2015). The participation log: Assessing students’ classroom participation. Assessment Update: Progress, Practices, and Trends in Higher Education, 27(2), 6-7. (link)

Docan-Morgan, T. (2014). Mingling with students before class: What to ask. College Teaching, 62, 117. (link)

Docan-Morgan, T. (2014). The career assignment: Helping students find their way. Journal of Speech and Theatre Association of Missouri, 44, 83-86. (link)

Manusov, V. L., Docan-Morgan, T., Harvey, J. (2014). Nonverbal firsts: When nonverbal cues are the impetus of relational and personal change in romantic relationships. In A. Kostic & D. Chadee (Eds.), Social psychology of nonverbal communication (pp. 153-172). Palgrave Macmillan. (link)

Docan-Morgan, T., Huisman, D., Docan-Morgan, S. (2014). A “dynamic knot” of students: A classroom activity for teaching relational dialectics. Carolinas Communication Annual, 30, 102-106. (link)

Docan-Morgan, T. (2014). The nonverbal communication course: Active engagement in the classroom and online. Syllabus, 3, 1-17. (link)

Docan-Morgan, T., Manusov, V. L., & Harvey, J. (2013). When a small thing means so much: Nonverbal cues as turning points in relationships. Interpersona: An International Journal on Personal Relationships, 7, 110-124. (link)

Docan-Morgan, T. (2011). “Everything changed”: Relational turning point events in college teacher-student relationships from teachers’ perspectives. Communication Education, 60, 20-50. (link)

Docan-Morgan, T. (2010). Mindmapping and beyond: Teaching students to select and narrow communication research topics. Journal of Speech and Theatre Association of Missouri, 40, 145-151. (link)

Docan-Morgan, T. (2010). “You're a grounded theorist for the day”: Teaching students the grounded theory approach. Communication Teacher, 24, 203-207. (link)

Docan-Morgan, S., & Docan-Morgan, T. (2010). Compassion, moderation, and humility in interpersonal relationships. In D. Newton, W. Fong, & N. Van Leuven (Eds.), Communications for everyday life (pp. 89-112). Toronto: Ginger Post Imprints. (link)

Docan-Morgan, S., & Docan-Morgan, T. (2009). Compassion, moderation, and humility in interpersonal relationships. In N. Van Leuven & A. B. Chan (Eds.), The Dao of communication (pp. 97-121). Toronto: Ginger Post Imprints. (link)

Docan-Morgan, T., & Manusov, V. (2009). Relational turning point events and their outcomes in college teacher-student relationships from students’ perspectives. Communication Education, 58, 155-188. (link)

Docan-Morgan, T. (2009). A typology of relational turning point events in college teacher student relationships. Journal of Scholarship of Teaching and Learning, 9, 82-97. (link)

Docan-Morgan, T. (2009). “I now see how I can use these skills”: An applied project for the public speaking course. Communication Teacher, 23, 110-116. (link)

Docan-Morgan, T., & McDermott, V. (2009). Becoming a better listener: The listening log project. Journal of Speech and Theatre Association of Missouri, 39, 93-99. (link)

Docan-Morgan, T., & McDermott, V. (2009). The listening log assignment. In B. Hugenberg & L. Hugenberg (Eds.), Teaching ideas for the basic communication course 12 (pp. 175-182). Dubuque, IA: Great River Technologies. (link)

Docan-Morgan, T. (2008). Review of Infidelity: A Practitioner’s Guide to Working with Couples in Crisis edited by Paul R. Peluso. Journal of Loss and Trauma, 13, 481-484. (link)

Docan-Morgan, T., & Docan, C. A. (2007). Internet Infidelity Scale [Database record]. Retrieved from PsycTESTS. doi: 10.1037/t24758-000. (link)

Docan-Morgan, T., & Docan, C. A. (2007). Infidelity on the Internet: Double standards and the differing views of women and men. Communication Quarterly, 55, 317-342. (link)

Docan-Morgan, T. (2007). Training law enforcement officers to detect deception: A critique of previous research and framework for the future. Applied Psychology in Criminal Justice, 3, 143-171. (link)

Docan-Morgan, T. (2007). Writing and communicating instructional objectives. In B.
Hugenberg, L. Hugenberg, S. Morreale, D. Worley, & D. Worley (Eds.), Basic communication course best practices: A training manual for instructors (pp. 25-41). Dubuque, IA: Kendall/Hunt Publishing Company. (link)

Docan-Morgan, T., & Docan-Morgan, S. (2007). A transparency is worth a thousand words: The picture speech assignment. In B. Hugenberg & L. Hugenberg (Eds.), Teaching ideas for the basic communication course 11 (pp. 31-37). Dubuque, IA: Kendall/Hunt Publishing Company. (link)

Docan, T. (2006). Positive and negative incentives in the classroom: An analysis of grading systems and student motivation. Journal of Scholarship of Teaching and Learning, 6, 21-40. (link)

Docan, T. (2006). Using Jenga® to teach system theory. Communication Teacher, 20, 11-13. (link)

Docan, T. (2004). A tale of two ideologies: Winona LaDuke’s Vice Presidential nomination acceptance speech. In S. Foss (Ed.), Rhetorical criticism: Exploration and practice (3rd ed.) (pp. 280-293). Prospect Heights, IL: Waveland Press.