Experiential Learning Prepares Students to Assume Professional Roles    

Educators need to prepare their students to assume roles as communicators in the corporate world. By providing experiential education--active learning both inside and outside the classroom--teachers can ensure that students succeed.

Southard, Sherry. IEEE Transactions on Professional Communication (1988). Articles>Education>Workplace

Strategies for Research in Technical Communication  

The purpose of research in technical communication is to determine effective methods of communicating information to target audiences. This two-part workshop will provide hands-on activities for the participants. One leader will define strategies for locating sources and evaluating the literature; another will offer guidelines for the study design, collecting and analyzing data; another will help participants learn how to report results accurately for a given audience; and one leader will help participants learn how to write effective grant proposals. From this workshop, we should develop model strategies from which we can obtain evidence of effective methods for communicating information.

Applewhite, Lottie B., Kenneth Rainey Sherry G. Southard, Katherine E. Staples and Christopher Velotta. STC Proceedings (1995). Articles>TC>Research

Strategies for Research in Technical Communication  

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

Students' Technological Difficulties in Using Web-Based Learning Environments  

To provide quality education as we seek to use emerging electronic technologies, TPC faculty must continually reconceptualize what constitutes a classroom and what characterizes our roles as effective teachers. To explore these issues, we focus on the technological difficulties students encounter when learning in a web-based environment that includes using websites for course content, email to interact and send attachments, instant messaging, and listservs or threaded discussions. How do students with little experience in using these types of computer technology learn to complete the tasks required by their courses successfully? How do faculty prevent them from becoming so frustrated with the technology that they give up or transfer that frustration to course content, creating a barrier to their learning?

Southard, Sherry and Philip Rubens. STC Proceedings (2001). Presentations>Education>Instructional Design>Online