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Multilingual students' digital identities, narrative methods of inquiry, gender identities of teacher-educators, language ideologies, and writing assessment.

B.A. in English, French, and World Literature (Vasyl Stefanyk Precarpathian National University, Ukraine, 2013)
M.A. in English, French, and World Literature (Vasyl Stefanyk Precarpathian National University, Ukraine, 2014)
M.A. in TESOL (Indiana University of Pennsylvania, 2017)
Ph.D. in Composition and Applied Linguistics (Indiana University of Pennsylvania, 2024)

• Critical Reading and Writing
• Introduction to Professional Writing

Dr. Moroz is a Fulbright alumna and a native of Ukraine. As a transnational teacher-scholar, she advocates for social justice and values student agency. Her teaching agenda is to educate students to become better citizens by providing them with the necessary knowledge and engaging them in reflexive practices. Dr. Moroz strives to broaden students' worldviews and interrogates their ideologies, stereotypes, and prejudices through diverse class experiences.

Dr. Moroz's research examines the intersections of writing and digital humanities, mainly focusing on how technologies influence writing practices and pedagogies in diverse linguistic and cultural contexts.

In the classroom, Dr. Moroz integrates a humanistic and empathetic approach to teaching, prioritizing the holistic well-being of her students. She believes in the power of writing and communication as instruments for positive change and spiritual growth, encouraging students to develop into skilled, thoughtful writers and citizens.

Outside her academic interests, Dr. Moroz actively supports mothers in academia through her work with the International Association of Maternal Action and Scholarship. She takes pride in representing her Ukrainian heritage in Pennsylvania and is deeply involved in community outreach, including media engagements, informational sessions, and humanitarian efforts.

Balancing her professional responsibilities with her identity as a wife to Taras and a mother to Emma and Mark, Dr. Moroz enjoys group exercise spinning and is obsessed with giraffes.

Moroz, O. (2024). A case study of an English Teacher in Ukraine: Where gender and national identity intersect, TESOL Journal, 15(2), 1-22. 

Moroz, O. & Sarraf, K. (2024). Hybrid contract grading in online and hyflex first-year composition courses during the COVID-19 pandemic. Composition Forum, 53, 

Moroz, O., & Park, G. (2023). "But you taught me to stand up for myself and now I need to stand up for my country, for my people!" An inquiry into a critical friendship during the times of crises." In C. Butler, A. Cuenca, & J. Ritter (Eds.), How Teacher Educators Learn: Profiles of Emerging Teacher Educator Development (pp. 229-241). Information Age Publishing.

Vetter, M. A., & Moroz. O. (2023). You are good for Wikipedia. In T. Daniels-Lerberg, D. Driscoll, M. Stewart & M. Vetter (Eds.). Writing Spaces: Readings on Writing, 5, (pp. 281-298). Parlor Press. 

Moroz, O. (2023). A poetic narrative autoethnography on transnational identity: Tumbleweed. In B. Yazan, E. Trinh, & L. J. Pentón Herrera (eds.), Doctoral students' identities and emotional well-being in applied linguistics: Autoethnographic accounts (pp. 97-117). Routledge. DOI:10.4324/9781003305934

Moroz, O. (2022). All that glitters is not gold: Examining challenges of internationalized digital education. Internationalisation of Higher Education – Policy and Practice, 3, 22-30. 

Velykoroda, Y., & Moroz, O. (2021). Intertextuality in media discourse: A reader's perspective. Explorations in English Language and Linguistics, 9(1), 56-79.

Vetter, M. A., Lucia, B. & Moroz, O. (2021). The rhetoric of locative media: A discursive/material look at Google Lens. Rhetoric Review, 40(1), 75-89, DOI: 10.1080/07350198.2020.1841452

Moroz. O. War, Resilience, and Ukraine's English Language Classrooms: Student and Teacher Perspectives. Voices of Courage and Vulnerability: Teaching English in a Society at War. Sunshine TESOL PRESS. (forthcoming)