JULIA VOSS

Associate Editor, Across the Disciplines
Assistant Professor of Rhetoric & Composition, Santa Clara University
Director of Professional Writing
Director of Internships
jvoss@scu.edu

I study, teach, and design equitable writing experiences, spaces, & programs across modes. Trained in rhetoric, composition, and literacy studies, I examine issues of learning, fairness, and accessibility in the classroom, across the university, and in communities, identifying implications for pedagogy, theory, and the discipline of rhetoric and composition/writing studies.


Current Research

Thinking Infrastructurally about Writing Pedagogies and Programs

Using a mixed-methods approach, since 2014 I've been studying the impact of classroom infrastructure on the delivery on writing instruction. Although this project began with a focus on active learning, it has expanded to consider writing pedagogy and program design in classrooms of all types, drawing on survey and interview data from classroom teachers and WPAs to identify implications for writing instructors and WPAs that range from individual classroom and programmatic decisions to professional development/training, and repositioning writing programs as leaders of learning space management.

Forthcoming/Under Review:

  • “WPAs as University Learning Space Managers: Theorizing and Guiding the Creation of Effective Writing Classrooms.” WPA: Writing Program Administration, forthcoming 2020.
  • With Heather Noel Turner. "Thinking through Data Visualization: Leveraging the Exploratory Power of Figures to Create WPA Knowledge." Radiant Figures: Visual Rhetorics In Everyday Administrative Contexts, edited by Derek Mueller, Logan Bearden, and Rachel Gramer, final manuscript revision in progress for submission of complete collection to press.
    Note: our chapter was selected by the collection editors to serve as part of the book proposal submitted to potential presses in summer 2019.

In Progress:

  • “enabling me to teach”: Writing Classroom Design and Active Learning Pedagogy,” preparing for submission to Composition Forum.
  • With Kathryn Bruchmann. "'It’s complicated': Studying the Systemic Management of Writing Courses and Classrooms." Proposal accepted for inclusion in Network Theories, Social Justice, and Supersystems in Writing Program Administration, edited by Genesea Carter, Aurora Matzke, and Bonnie Vidrine-Isbell.

WPA Work as Transdisciplinary Intellectual and Institutional Work: The Success in Writing, Information, & Research Literacy (SWIRL) Initiative

I'm a founding member of Santa Clara University's SWIRL Initiative, a multidisciplinary group studying and shaping writing and information literacy instruction across disciplines at our institution. The work of this group illustrates the promise of transdisciplinary collaboration as a promising avenue for WPA work, suggesting ways to leverage writing studies' disciplinary expertise in the 21st century. The work SWIRL produces is particularly influenced by UNLV's Transparency in Learning and Teaching (TILT) Project, and is working to develop and refine our Writing and Research Instrument for Transfer and Equity (WRITE) Assignment Design Tool which extends the TILT checklist to substanively guide the scaffolding of writing- and research-intensive assignments. A spin-off of this project is a collaboration with a FYW colleage and a librarian investigating the impact of targeted research instruction on FYW students' development of critical information literacy and analytical writing skills.

Read about this work in:

  • With Tricia Serviss. “Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem-Solving as Transdisciplinary Practice.” College Composition and Communication, vol. 70, no. 3, 2019, pp. 446-475.

In Progress:

  • With Nicole Branch and Tricia Serviss. "WRITE: A Tool for Promoting Equity and Transfer in Writing- and Research-Intensive Assignments." preparing for submission to InSight: A Journal of Scholarly Teaching.
  • With Loring Pfeiffer and Nicole Branch. "Beyond 'Both Sides': A Faculty-Librarian Pilot to Explore Critical Approaches to Curriculum and Assessment." Presenting at Conference of Writing Program Administrators Conference (Baltimore, MD, July 2019).

Using Translocal Approaches to Study Diversity and Inclusion in Required Writing Courses: Writing Inclusivity & Equity Project (WIEP)

Since 2018 I've been working with Meghan Sweeney (St. Mary's College of California) and Tricia Serviss (UC Davis) to on WIEP, which examines the extent to whic instructors incorporate diverse content and accessible/inclusive pedagogies, responding to the calls of Asao Inoue (and many other scholars of color) for white faculty to center issues of race, language, and equity in our scholarship and teaching. Beginning with a sample of instructors who've taught FYW at our three Northern California campuses since 2016, we're especially interested to see how these issues are being addressed given the current climate on our and other college campuses, given the resurgence of political activism, hate speech incidents, student- and faculty-led protests, and mandates to impose changing regulations about immigration, Title IX, and other controversial issues. Using syllabi and interviews with instructors and students, we examine what's happening in FYW classrooms to provide a snapshot focused on equity and inclusion specifically, identifying root causes of the outcomes we observe, and recommending programmatic measures to address the evidence of inaccessbility, intolerance, and inhospitality we find.

Under Review:

  • With Meghan Sweeney and Tricia Serviss. "Faculty Assets and Responsibilities: Using Peer-Based Faculty Development to Promote Equitable Writing Instruction." under review at WPA: Writing Program Administration.

Publications

Complete CV, listing published work & presentations (updated July 2019)

“WPAs as University Learning Space Managers: Theorizing and Guiding the Creation of Effective Writing Classrooms.” WPA: Writing Program Administration, forthcoming 2020.

With Tricia Serviss. “Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem-Solving as Transdisciplinary Practice.” College Composition and Communication, vol. 70, no. 3, 2019, pp. 446-475.

Who Learns from Collaborative Digital Projects? Cultivating Critical Consciousness and Metacognition to Democratize Digital Literacy Learning.” Composition Studies, vol. 46, no. 1, 2018, pp. 57-80.

With Lillie R. Jenkins. “Essence of Mom 2.0: Media, Memory, and Community across an Extended African American Family.” Racial Shorthand: Coded Discrimination Contested in Social Media, edited by Cruz Medina and Octavio Pimentel, Computers and Composition Digital P/Utah State UP, 2018.

‘Our door is always open’: Aligning Literacy Learning Practices in Writing Programs and Residential Learning Communities.” Across the Disciplines, vol. 13, no. 4, 2016.

To Teach, Critique, and Compose: Representing Computers and Composition through the CIWIC/DMAC Institute.” Computers and Composition, vol. 36, no. 1, 2015, pp. 16-31.

With Beverly J. Moss. Introduction: Questioning, Challenging and Advocating: Advancing Knowledge in Composition and Rhetoric. The Best of the Independent Rhetoric and Composition Journals 2012, edited by Julia Voss et al, Parlor Press, 2014. pp. vii-xvi.

With Beverly J. Moss et al, editors. The Best of the Independent Rhetoric and Composition Journals 2012, Parlor Press, 2014.

‘So my computer literacy journey…’: Re-creating and Re-thinking Technological Literacy Experience through Narrative.” Stories That Speak to Us: Exhibits from the Digital Archive of Literacy Narratives, edited by H. Lewis Ulman, Scott Lloyd DeWitt, and Cynthia L. Selfe. Computers and Composition Digital P/Utah State UP, 2013.


Teaching

The Purpose, Culture, and Experience of Higher Education in America

English 1A/H: Critical Thinking and Writing I
English 2A/H: Critical Thinking and Writing II

Where Writing Comes from and What It Does

English 16: Introduction to Writing Studies

Writing for Social Entrepreneurship

English 19: Business Writing

Studying and Documenting Literacy

English 107: Life Stories and Film

Designing for Function, Culture, and Ethics

English 109: Internet Culture and Information Society

Brave New Worlds of Publishing: Transforming Your Writing for Research and Public Audiences

English 190: Senior Seminar

Off-Campus Writing Internship & Portfolio Development

English 198A: Writing Internship

Practical Introduction to User Experience

English 198C: Professional Digital Writing Internship
Co-taught with Dr. Heather Turner
link to ENGL 198C course materials