Research Interests:
My current and past work examines how literacy learning and performance take place across spaces and modes ranging across classroom and community settings. Informed by an emphasis on modality, my research focuses on the affordances and constraints of different social, technical, and institutional settings to examine possibilities and call for changes that support more equitable participation of all members.

Professional Interests:
My research on classroom design and writing in the disciplines has increasingly drawn my attention to the institutional and infrastructural work of writing program administration. As writing specialists, we need to continue our decades-long work with colleagues across the university to design effective writing curricula based on our own disciplinary knowledge. However, as (unacknowledged) experts in active learning pedagogies, writing specialists and WPAs also have considerable expertise to contribute to learning space design initiatives, involving stakeholders outside academic departments at the level of the university’s physical facilities.

Teaching Interests:
I teach classes in digital and print composing with an emphasis on (multi)modality, technical communication, writing studies, digital culture.


Ph.D., Ohio State University, 2013
Graduate Interdisciplinary Specialization in Literacy Studies

M.A., Ohio State University, 2009

B.A., Seattle University, 2006


Voss, Julia and 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. Eds. Cruz Medina and Octavio Pimentel. Forthcoming from Computers & Composition Digital Press/Utah State University Press.

Voss, Julia. “‘Our door is always open’: Aligning Literacy Learning Practices in Writing Programs and Residential Learning Communities.” Forthcoming in Across the Disciplines.

Voss, Julia. “To Teach, Critique, and Compose: Representing Computers and Composition through the CIWIC/DMAC Institute.” Computers and Composition 36.1 (2015): 16-31.

Voss, Julia with Beverly J. Moss. Introduction. The Best of the Independent Rhetoric and Composition Journals 2011. Eds. Julia Voss, Steve Parks, Beverly J. Moss, Brian Bailie, and Steph Ceraso. West Lafayette, IN: Parlor Press. 2014.

Voss, Julia with Steve Parks, Beverly J. Moss, Brian Bailie, and Steph Ceraso, eds. The Best of the Independent Rhetoric and Composition Journals 2011. West Lafayette, IN: Parlor Press. 2014.

Voss, Julia. “‘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. Ed. H. Lewis Ulman, Scott Lloyd DeWitt, and Cynthia L. Selfe. Logan, UT: Computers & Composition Digital Press/Utah State University Press. 2013.


Classroom Design Study: 
This multi-year study documents how faculty and students across disciplines use classrooms designed for “active learning” with mobile furniture, writable walls, multiple projectors, and wi-fi. Drawing on survey data, interviews, observations, and classroom aerial photography, it uses quantitative and qualitative methods to evaluate faculty and student perceptions of and learning activities in active learning classrooms, speaking to concerns across the university including facilities, registration, faculty development, and pedagogy.

Equity in Digital Collaborative Groups: 
While a wealth of scholarship theorizes collaboration and advocates for specific collaborative pedagogies, writing studies has yet to address the ways in which privilege tied to race, gender, class, and other identity characteristics replicates itself within student groups by shaping the responsibilities individual group members assume, thereby affecting students’ opportunities for learning. Such concerns especially pressing where civically- and professionally- valuable 21st-century digital literacies are concerned. This project uses theories of cultural capital and the participation gap to 1) analyze role uptake in case studies of diverse student composing groups and 2) suggest ways to expand writing studies’ current use of metacognition to address such inequities.

Writing, Critical Thinking, and Information Literacy Development across Disciplines in the SWiRL Initiative: 
This study documents a 3-year interdisciplinary writing initiative (the SWiRL Initiative) coordinated through the National Institute for Learning Outcomes Assessment (NILOA) and National Survey of Student Engagement (NSSE) to build a writing in the disciplines (WID) program based on writing studies’ fundamental writing practices, high impact curricula, and explicit threshold concepts. It focuses on how stakeholders from five university units (political science, civil engineering, university library, writing program, and university assessment office) evaluate shared university writing culture, information literacy efforts, and critical thinking competencies to develop administrative and pedagogical mechanisms that respond to national and local assessment data in their shared WID program.

Upcoming Talks and Conferences

“Project-Based Faculty Collaboration in Action: Cultivating WID Programming” (with Tricia Serviss). Conference on College Composition and Communication. Portland, OR. March 2017

“If You Build It, Will They Use It? Findings and Recommendations from a Study of Pedagogy in Writing Classrooms Built for Active Learning.” Writing Research Across Borders Conference. Bogota, Columbia. February 2017.

Julia Voss

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