A directory of resources inthe field of technical communication.

Rainey, Kenneth T.

13 found.

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1.
#31643

Approaches to Professionalism--A Codified Body of Knowledge   (PDF)   (peer-reviewed)   (members only)

Professionalism is a recurrent topic of discussion—formally and informally—among technical communication scholars and practitioners. In the diversity among our programs and approaches to technical communication, the difficult issues surrounding certification in technical communication is a professional goal that major stakeholders have typically considered too complex to be addressed. Increasingly, however, many of these stakeholders agree that we can no longer continue to ignore these complex issues. In an earlier article, I have described twelve issues that must be addressed and tasks that must be undertaken to move the profession towards meaningful certification. In that discussion, I also suggest approaches to begin the work on each of these steps. In this present discussion, I address the first of these steps—codification of the bodies of knowledge through the development of an encyclopedia of technical and professional communication. In order to accomplish this, I describe the categories of knowledge in the field and the editorial and organizational structure of the project.

Rainey, Kenneth T. IEEE PCS (2005). Articles>TC>Professionalism>Body of Knowledge

2.
#36826

Approaches to Professionalism: A Codified Body of Knowledge   (members only)

Professionalism is a recurrent topic of discussion - formally and informally - among technical communication scholars and practitioners. In the diversity among our programs and approaches to technical communication, the difficult issues surrounding certification in technical communication is a professional goal that major stakeholders have typically considered too complex to be addressed. Increasingly, however, many of these stakeholders agree that we can no longer continue to ignore these complex issues. In an earlier article, the author have described twelve issues that must be addressed and tasks that must be undertaken to move the profession towards meaningful certification. In that discussion, the author also suggests approaches to begin the work on each of these steps. In this present discussion, the author addresses the first of this steps-codification of the bodies of knowledge through the development of an encyclopedia of technical and professional communication. In order to accomplish this, the author describes the categories of knowledge in the field and the editorial and organizational structure of the project.

Rainey, Kenneth T. IEEE PCS (2005). Articles>TC>Professionalism>Body of Knowledge

3.
#24796

Assumptions About Technical Communication Programs   (PDF)

Survey data indicate that current academic programs in technical communication exhibit more differences than similarities in requirements, student support, faculty, schedule, and student support. Moreover, current programs are vigorous, continue to increase, and exhibit three primary needs: increased budgets, more new faculty, and increased involvement with industry.

Rainey, Kenneth T. STC Proceedings (1995). Articles>Education>TC

4.
#23450

Core Competencies for Technical Communicators

There are core competencies and enabling competencies. The competency areas are Core Competencies, which distinguish a particular field from other fields. Enabling Competencies do not distinguish the field but are still required for its success.

Rainey, Kenneth T. TC-FORUM (2001). Articles>TC>Professionalism

5.
#10385

Doctoral Research in Technical, Scientific and Business Communication, 1989-1998   (peer-reviewed)   (members only)

This article is an update of the article by Rebecca S. Kelly and me in an earlier issue of Technical Communication (Rainey & Kelly 1992). My purpose here is the same as we had then: …we focus on making known the wide variety of doctoral research in professional communication emanating from many academic institutions. Specifically, we look at doctoral research in professional communication with a view to learning what academic institutions sponsor it, what methods researchers employ, and what topics doctoral candidates explore. (553) In this article, I use 'professional communication' to mean technical, scientific, and business communication.) In what follows, I first summarize the findings of this current search and then discuss the method of collecting information. Next, I identify the academic institutions that have doctoral programs in technical, scientific, and business communication, what methodologies the researchers use, and what topics they have researched in the period since 1989.

Rainey, Kenneth T. Technical Communication Online (1999). Academic>Education>Graduate>History

6.
#24475

Education and Research Professional Interest Committee Focus Group on Technical Communication Research   (PDF)

The 1995 E and R PIC Focus Group on Technical Communication Research will continue the dialogue begun at STC annual conferences in 1993 and 1994. The 1993 Focus Group discussed partnerships between the Society, industry, and the academy, while the 1994 one discussed planning initiatives for technical communication education.

Batorsky, Barry J., Saul A. Carliner, John James Conklin, Jeffrey L. Hibbard, Kenneth T. Rainey, Stuart A. Selber, Sherry G. Southard and Katherine E. Staples. STC Proceedings (1995). Articles>Research

7.
#19833

Education, Training, and Professional Development Stem Overview   (PDF)

Education, training, and professional development remain central interests of the Society. In this program stem, more than thirty high-quality sessions emphasize four areas of continuing interest to educators, trainers, students, and other professionals.

Rainey, Kenneth T. STC Proceedings (1994). Articles>Education>Professionalism

8.
#22177

The Impact of Current Trends on TCOM Curricula   (peer-reviewed)

Rapidly changing processes in internationalization, in emerging technologies, and in instructional delivery systems require program directors and faculty to constantly evaluate and re-evaluate the extent to which they consider these changes in curricula development. This evaluation should not necessarily result in curricula molded in the image of industry, for many changes in technological processes are ephemeral.

Rainey, Kenneth T. CPTSC Proceedings (2003). Presentations>Education>TC

9.
#21890

Qualification or Certification for Technical Communicators

Technical communication as a profession should have some mechanism for identifying and validating the work that its professionals do. In many countries in Europe, professional societies have made some progress in this direction.

Rainey, Kenneth T. TC-FORUM (2001). Careers>Certification>Professionalism

10.
#24509

Strategies for Research in Technical Communication   (PDF)

This is a repeat of a workshop at the 42nd annual conference sponsored by the Education and Research PIC. The workshop provides consultation for participants interested in conducting research projects. It provides hands-on activities for participants in designing research projects, methods for data collection, methods of data analysis, conducting literature reviews, preparing grant proposals, and reporting research results.

Rainey, Kenneth T., Lottie B. Applewhite, Sherry G. Southard, Christopher E. Velotta and Thomas R. Williams. STC Proceedings (1996). Articles>Research>TC

11.
#22843

Strategies in Technical Communication Research   (PDF)

The annual offering of this workshop sponsored by the Education and Research PIC provides consultation for participants interested in conducting research projects. It provides hands-on activities for participants in conducting literature reviews, designing research projects, preparing grant proposals, methods for data collection, methods of data analysis, and reporting research results.

Rainey, Kenneth T., Lottie B. Applewhite, Katherine E. Staples, Christopher E. Velotta and Jan H. Spyridakis. STC Proceedings (1997). Articles>Research>TC

12.
#13212

Technical Communication in Germany: Academic, Industrial, Professional   (PDF)

Technical communication in Germany faces some unique problems arising from the nature of German culture and language. Typically, the German orientation to writing is writer-based, not reader-based. The development of the profession shows many characteristics similar to the development in the U.S. yet with many different focuses in education, in industrial practice, and in professional organizations. It is a profession 'on the way to recognition.'

Rainey, Kenneth T. STC Proceedings (2000). Presentations>TC>Regional>Germany

13.
#14562

Visual Communication: The Expanding Role of Technical Communicators   (PDF)

Visual communication no longer refers only to illustrating verbal information but to all aspects of designing documents. To be effective as information architects, technical communicators must understand the opportunties and limitations of developing technologies, the basics of communication in general and of visual communication in particular, especially the principles of selection, design, positioning, production, and cost of graphics.

Rainey, Kenneth T. STC Proceedings (1995). Presentations>Graphic Design>Visual>Visual Rhetoric

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