A directory of resources inthe field of technical communication.

Rehling, Louise

9 found.

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Calculating the Value-Added: What Hiring Managers Need to Know About Academic Technical Communication Programs   (PDF)

Hiring managers need to understand academic programs in technical communication in order to evaluate potential new hires, especially for entry-level positions in challenging, high-tech, international environments. Changes in the profession, in the workplace, and in higher education have led to the proliferation of academic programs. These may offer advantages over non-academic training, in terms of cost, comprehensiveness, content, and control. Academic programs are also different among themselves, based on credentials, institutions, instructors, and program homes. By developing reasonable, informed expectations for what academic programs teach, managers who hire program graduates can experience the payoffs of lower-risk, more cost-effective long-term hires.

Rehling, Louise. STC Proceedings (1996). Careers>Interviewing>Management


Foregrounding Positive Problem-Solving Teamwork: Awareness and Assessment Exercises for the First Class and Beyond   (peer-reviewed)   (members only)

In an advanced technical and professional writing course, a pair of in-class exercises integrates the teaching of teamwork with other class topics of project management and observation-based research. The first exercise introduces teamwork in a positive way, by raising awareness of strategies for solving problems successfully. The second exercise follows up on the first, focusing on assessment of problem-solving teamwork. The pair of exercises is memorable and effective, showing students in an engaging, thought-provoking way that they have control and responsibility for the success of their teamwork. The materials for conducting the exercises, provided here, encourage reflection and discussion.

Rehling, Louise. Journal of Business and Technical Communication (2010). Articles>Education>Collaboration>Technical Writing


Going it Alone: How a Freestanding Program Develops Its Own Identity   (peer-reviewed)

Going it alone, the SFSU program has integrity as a community, yet struggles a bit within an institutional structure designed for established discipline departments.

Rehling, Louise. CPTSC Proceedings (2000). Academic>Education>WPA


Including Technical Communication in General Education: The Proposal, Design, and Outcomes of a New Course   (PDF)   (peer-reviewed)

This article analyzes how and why technical communication programs can and should integrate courses within general education curricula, discussing relevant scholarship and our own case study. We address the rationale for positioning a course among traditional liberal arts offerings, the cultural challenges that pose obstacles to doing so, and the potential benefits. We also describe our process proposing a technical communication course for general education, the design of that course, lessons learned, the successful outcome, and the encouraging implications for other technical communication programs and for our field, especially at a time when undergraduate curriculum reform is prevalent.

Rehling, Louise and Neil Lindeman. Programmatic Perspectives (2010). Articles>Education>TC


Moving on Up: Process Management in the Ever-Changing Real World   (PDF)

This paper presents a case study of a technical publications department that tested the practicality of JoAnn Hackos’ process maturity model for a small team that experienced both resource cuts and increased workload pressures. The process of initial evaluation in terms of the model helped to identify management goals and actions that increased process maturity. The positive outcomes included both high quality, innovative work and also better structures for worker creativity, productivity, and satisfaction. This success story demonstrates the potential of the model and recommends it for consideration, even by publications groups facing critical challenges.

Rehling, Louise. STC Proceedings (2005). Careers>Management>TC>Case Studies


Print to Online: Conflicting Tales of Transition   (peer-reviewed)   (members only)

This is a success story of how a large, high-tech service support organization made the transition from print to online documentation in both CD-ROM and Web media. But this is also a cautionary tale of the damaging drawbacks resulting from that changeover. The co-existence of two such very different evaluations, both based on accurate reporting about common products and circumstances, is emblematic of the challenges that new technologies can bring to information developers. The success story, told by the publications group responsible for the transition, is focused on new features and reduced production expenses. The cautionary tale highlights larger issues of process, product suitability, and indirect costs that affect both users and the company, including the publications group itself. The instructive value of considering two such versions of a single case history is in developing a fuller view of how technology advances can lead to unintended consequences for information developers.

Rehling, Louise. Technical Communication Online (1999). Articles>Content Management>Publishing>Online


Thank You, Thank You! Or: How External Reviewers Help Out

Conversations about assessment for technical communication programs often focus on evaluating features internally, through means such as course evaluations and portfolio reviews.

Rehling, Louise. CPTSC Proceedings (2003). Articles>Education>Assessment


The Virtues of Independence   (PDF)

Most technical communication programs are housed within departments that may not respect our field's separate identity nor share interdisciplinary concerns. An alternative is program independence. Although currently not the norm, and entailing potential practical and political drawbacks for some programs, such independence may be most appropriate for programs aiming to prepare students for technical communication careers. The benefits of independence can include: focusing the curriculum more adaptively; improving faculty status and teaching by balancing traditional academic norms with workplace standards and methods; and creating more powerful and effective identities for both our programs and our profession.

Rehling, Louise. STC Proceedings (1998). Articles>Education>TC


Vive La DiffĂ©rence: What We Learn From Each Other By Teaching Together   (peer-reviewed)   (members only)

We are similar in sharing the academic discipline of professional writing and of both having had experience as writers and editors in the workplace, but we are different in many other and obvious ways.

Rehling, Louise and Neil Lindeman. Business Communication Quarterly (2010). Articles>Education>Collaboration

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