Trish Serviss discovered her passion for writing education as an undergraduate writing tutor herself, an experience that propelled her entire career trajectory as first a high school English teacher and then university writing teacher and researcher. She is one of the founders of the Citation Project, a national study of student source use in required undergraduate writing courses. Trish is working on several research projects including 1) a five-year longitudinal study of the literacies of 22 first-generation college students majoring in STEM fields and 2) the Writing Inclusivity & Equity Project, a study of diversity learning as a paradigm for writing instruction in required undergraduate writing courses. Trish currently serves as the director of entry level writing at UCD, teaching first-year writing courses, graduate courses, and studying writing program administration issues (assessment, faculty development, curriculum, etc.) with UWP colleagues.
PhD, Syracuse University, Composition and Cultural Rhetoric
MA, Loyola Marymount University, English with an emphasis in Rhetoric and Composition
BA, University of San Diego, English and Anthropology
Voss, Julia, Meghan Sweeney, and Trish Serviss. "A Heuristic to Promote Inclusive and Equitable Teaching in Writing Programs." WPA: Writing Program Administration. Forthcoming.
Serviss, Tricia and Julia Voss. "Researching Writing Program Administration Expertise in Action: A Case Study of Collaborative Problem-Solving as Transdisciplinary Practice.” College Composition and Communication. February 2019.
Serviss, Tricia and Sandra Jamieson, Editors. Points of Departure: Rethinking Student Source Use and Writing Studies Research Methods. Utah State University Press. 2017. 266 pages.
Serviss, Tricia. “Creating Faculty Development Programming to Prevent Plagiarism: Three Approaches.” Handbook of Academic Integrity. Edited by Tracey Bretag. Springer Publications. 2016
Serviss, Tricia. “Using citation analysis heuristics to prepare TAs across the disciplines as teachers and writers.” [Special issue on TAs and the teaching of writing across the curriculum]. Across the Disciplines, 13(3). September 2016.
Serviss, Tricia. “Learning to Write Against the Law: Community-based Learning and Notions of Justice.” Peace and Social Justice Education on Campus: Faculty and Student Perspectives. Edited by Kelly Concannon Mannise and Laura L. Finley. Cambridge Scholars Publishing. 2015, 113-132.
Serviss, Tricia. “American Rhetorics of Disappearance: Translocal Study of Feminist Activist Rhetorics in Latin America.” Crossing Borders/Drawing Boundaries: The Rhetoric of Lines Across America. Edited by Patricia Wojahn and Barbara Couture. Utah State University Press, Rhetoric and Composition Series. 2015
Serviss, Tricia. “Femicide and Rhetorics of Coadyuvante in Ciudad Juarez: Valuing Rhetorical Traditions in the Americas.” College English 75.6 (2013).
Serviss, Tricia. “The Emergent Life and Times of the Community Writing Center of Auburn: Developing Scholarship in Action at Auburn University.” Scholarship in Action: Communities, Leaders and Citizens. Edited by Giovanna Summerfield, Kathleen Hale, and Barbara Baker. Common Ground Publishing, 2013.
Serviss, Tricia. “A History of the New York Literacy Tests: Historicizing calls to localism in writing assessment.” Assessing Writing 17 (2012) 208–227.
Howard, Rebecca Moore, Tricia Serviss, and Tanya Rodrigue. “Writing from Sources, Writing from Sentences.” Writing and Pedagogy 2.2 (2010): 177-192.