Certifying Technical Communicators: An Historical Perspective  

STC members have shown interest in being certified as technical communicators for at least 37 years. The Society has made at least four studies of certification. This paper reviews the work of the 1975-80, 1981, 1982-87 and 1994-1998 committees. The three, multi-year studies had essentially the same results; significant numbers want certification, but too few to make a full certification program economically viable. The studies also revealed that creating a certification program might be divisive. The 1982—-87 study revealed an interest by employers in STC having an accreditation program.

Malcolm, Andrew and Lawrence D. Kunz. STC Proceedings (2001). Careers>Certification>TC>History

Chapter Seminars  

Chapter seminars help members by providing current technical communication information, significant additional chapter funding, recruitment of new members, and a proving ground for new leaders. Seminars need a definite organization and leaders need clearly defined responsibilities and authorities. Seminars must provide useful relevant information, either focused or diverse, delivered effectively by skilled speakers. Seminars are not expanded monthly meetings; they must be quiet properly equipped pleasant facilities. Seminar finances must be balanced to provide the desired surplus, or the sting of lost funds will linger long after the sweet success of a stimulating program is forgotten.

Malcolm, Andrew. STC Proceedings (1994). Articles>Collaboration>Community Building>STC

Ethics in the 20th Century and the 21st  

Ten to twenty Fellows of the Society share their stories of ethical dilemmas from their collective storehouse of experience. Their experiences come from virtually every major industry, many minor industries, the military and academia. In just two minutes, each speaker will tell of his or her most poignant ethical challenge. Subjects vary from business ethics to communication ethics—see Code for Communicators.

Malcolm, Andrew. STC Proceedings (1999). Presentations>TC>Ethics

A Report from the STC Special Needs Committee: The Nature of Deafness  

Deaf persons are not a monolithic group. Persons born deaf or who become deaf before learning the language of their environment (prelingual deafness) have a significant educational challenge as well as a communication challenge. Other deaf persons have a communication challenge. Deaf persons may be divided into five categories. For the purposes of this paper the categories are prelingual deafness, prelingual hard-of-hearing, postlingual deafness, postlingual hard-of-hearing, and presbyacusis. (oldage deafness) Each of these categories are discussed in detail including the characteristics of persons within the categories, and the nature of the problems they encounter.

Malcolm, Andrew. STC Proceedings (2001). Design>Accessibility>TC>Audio

Veteran Communicators Share Their War Stories  

Ten to twenty long-time members of the Society share their stories of problems in technical publishing from their collective storehouse of experience. Their experiences come from virtually every major industry, many minor industries, the military and academia. Each speaker in just two minutes will tell of his or her most excruciating experience in publishing a wide range of documents on paper and in electronic form. Some tales mirror the audience’s frustrating experiences with customers, suppliers, fellow employees and supervisors; while others will relate stories of humor and fortuitous circumstances.

Malcolm, Andrew and Carl Kirchner. STC Proceedings (1998). Careers>TC

Writing for the Disadvantaged Reader  

Technical communicators usually write professsionally for both technical people and the general public. Within both of these groups are disadvantaged readers. Disadvantaged readers include natives of countries where the primary language is other than English, prelingually deaf persons, and persons with alexia, aphasia, dyslexia and/or schizophrenia. This paper briefly reviews the syntax of English and recommends language strictures that will facilitate communication to the groups of people listed above, not visual impairment.

Malcolm, Andrew. STC Proceedings (2002). Articles>Writing>Accessibility

Writing for Those Born Deaf  

Persons who are born hearing-impaired or who become hearing-impaired during the critical early language learning years of life often have deficient vocabulary development and difficulty reading certain language structures. A panel of educators of the hearing-impaired will present their views on the needs of prelingually deaf and hard-of-hearing readers and the moderator will focus the discussion on writing techniques which technical communicators might use communicate to those with such language deficits.

Malcolm, Andrew and Carl Kirchner. STC Proceedings (1998). Articles>Writing>Accessibility

Year II and Growing: A Report from the STC Special Needs Committee: The Nature of Deafness  

Deaf persons are not a monolithic group. Persons born deaf or who become deaf before learning the language of their environment (prelingual deafness) have a significant educational challenge as well as a communication challenge. Other deaf persons have a communication challenge. Deaf persons may be divided into five categories. For the purposes of this paper the categories are prelingual deafness, prelingual hard-of-hearing, postlingual deafness, postlingual hard-of-hearing, and presbyacusis. (oldage deafness) Each of these categories are discussed in detail including the characteristics of persons within the categories, and the nature of the problems they encounter.

Malcolm, Andrew. STC Proceedings (2001). Articles>Usability>Accessibility>Audio