#19079
Our presentation will explore four potential sites of critical action for programs in technical and professional writing/communication: community, corporation, curriculum, and computing. Some of these sites have already received attention in the field (e.g., corporation); other sites are relatively un(or under-) examined (e.g., community).
Grabill, Jeffrey T. and James E. Porter. CPTSC Proceedings (2000). Academic>Education>TC
#24157
Slides to Teach Scientific Presentations
Given here are free PowerPoint slides from The Craft of Scientific Presentations (Springer, 2003). These slides have been requested by more than 200 instructors around the world.
Alley, Michael. Virginia Tech (2003). Academic>Course Materials>Presentations>Scientific Communication
#24156
Slides to Teach Technical Writing
Given on this site are free PowerPoint slides to teach technical writing. These slides come from The Craft of Scientific Writing (3rd ed., Springer, 1996). More than 400 instructors around the world have requested these slides.
Alley, Michael. Virginia Tech (2002). Academic>Course Materials>Writing>Technical Writing
#19493
As a technical communicator, you will either write computer documentation, or work with people who do. It's as simple as that. Thus, you need to be familiar with the process of designing effective documentation, both paper and online. You may already be familiar with some of the principles and concepts involved. In some sense, software documentation represents a particular application of the principles of document design. However, software documentation warrants treatment as a separate area of study because the content area to which these general theories are applied is sufficiently distinctive and volatile. In particular, the computer places users in a task environment which is or can be nonlinear andwhich is prone to overload and confuse them with its levels andcategories of information. The basic principles we will cover in this course are these: audienceanalysis, document organization, and the facilitation of informationaccess. Also relevant are task analysis, layering for multipleaudiences, interface design, minimalist design, the social context ofdocumentation, and document testing.
Thury, Eva. Drexel University. Academic>Courses>Documentation
#15017
Southwestern Ontario Chapter STC Scholarship 
The Southwestern Ontario Chapter's Society for Technical Communication (STC) scholarship is open to third and fourth year University of Waterloo and Wilfrid Laurier University students, who are enrolled in any Faculty. To qualify, students must have a minimum average of 75% (B+) on their latest transcript. Previous STC Scholarship winners are excluded from applying. First prize is the $1000 Heidi Thiessen Memorial Scholarship; second prize is $500. Both students will also receive an STC student membership ($45 US). The prizes will be awarded at our March 5, 2002 STC general meeting.
STC (2002). Academic>Scholarships>TC
#23882
Both spatial and visual rhetorics attend to issues of boundaries. From the structure of our classroom spaces to the margins of the page, rhetoric and compositionist are investigating the ways spatial and visual experiences are impacting our work as teachers and scholars.
Kimme Hea, Amy C. University of Arizona (2003). Academic>Courses>Visual Rhetoric
#28730
Speaking to a Tech Writing Class
Many colleges and even some high schools have courses in technical writing; some even ask people from the industry to share their experiences. Could you be one of those industry insiders talking up our profession?
Bronson, Lisa M. Tech Comm Pros (2007). Academic>Education>Presentations
#15012
Special Topics in Technical and Professional Communication: Grant Writing
Course goals: to prepare you to communicate effectively, ethically, responsibly, and professionally in a workplace environment; to provide you with skills, strategies, and conceptual knowledge to help you address a variety of communication and research tasks related to grant proposal writing; to help you understand the symbiotic relationships among form and content, and audience and purpose; and to give you practice in researching, writing, reviewing, and editing a grant proposal, and to improve your own individual communication and management skills.
Tovey, Janice. East Carolina University (2003). Academic>Courses>Graduate
#10716
Editing and proofreading symbols are used by editors and others for indicating text changes. The symbols are universally understood among most writers, editors, proofreaders, text processors, and printers.
#18932
Start a Simulated Consulting Firm
Your group of three to four students plans to start a technical communications consulting agency. Each of you should read one of the articles found under the heading 'Getting Started in the Profession' and 'Professional Associations' (in the Web Destinations section). Take and compare notes, then collaboratively write a two to three page proposal aimed at securing a business start-up loan from your local bank. Make sure you address your business's goals, marketing strategies, and services offered. All of this information should be based on your readings. To look at some short model proposals, go to the Models and Templates section of this Web site.
Lannon, John M. Pearson Education. Academic>Course Materials>Consulting
#21182
The STC Academic Salary Survey
In April 2003, STC launched its first salary survey for full-time faculty members teaching in U.S. technical communication programs at 2 and 4 year colleges and universities. This survey looked at compensation, as well as information specific to this group of educators.
#19378
STC and Academe: Pooling Our Expertise, Enhancing Our Profession
Academe and business can learn much from each other about technical communication. The Chicago Chapter STC Institute for Professional Development, now in its fourth year, fosters the integration of knowledge and experience by bringing together teachers, researchers, and practitioners to plan and team teach courses that link theory and practice. All parties have realized extensive benefits. Academics confer with practitioners on research opportunities. Course participants interact with practitioners, who provide real-world examples and employment opportunities. Corporations offer a novel self-development opportunity to employees who became technical communicators through expediency, not necessarily training, and who lack a theoretical basis for practice. STC gains prestige as a professional organization with vision and capability.
Abbott, Christine, Mary Ryba Knepper, Joy Mason and Barb Ostapina. STC Proceedings (2001). Articles>Collaboration>Academic
#13182
STC and Academe: Pooling Our Expertise, Enhancing Our Profession
Academe and business can learn much from each other about technical communication. The Chicago Chapter STC Institute for Professional Development, now in its fourth year, fosters the integration of knowledge and experience by bringing together teachers, researchers, and practitioners to plan and team teach courses that link theory and practice. All parties have realized extensive benefits. Academics confer with practitioners on research opportunities. Course participants interact with practitioners, who provide real-world examples and employment opportunities. Corporations offer a novel self-development opportunity to employees who became technical communicators through expediency, not necessarily training, and who lack a theoretical basis for practice. STC gains prestige as a professional organization with vision and capability.
Abbott, Christine, Mary Ryba Knepper, Joy Mason and Barb Ostapina. STC Proceedings (2001). Presentations>Collaboration>Academic
#19775
STC Central Iowa Scholarships in Technical Communication 
Two $500 scholarships (one for undergraduates, one for graduate students) are to assist students who are pursuing established degree programs in some area of technical communication.
#15020
STC Lone Star Community Scholarships
The STC Lone Star Community's Scholarship Committee is accepting scholarship applications for the Spring 2006 through Sumer 2006 academic year. The Scholarship Committee evaluates applicants' academic records and potential for contributing to the technical communication profession. However, when applicants are judged to be comparable in these respects, the committee also considers a student's financial need. We must receive applications for the Spring scholarship no later than March 15, 2006. Judging will take place in April. Winners will be notified by phone or mail. The scholarship recipients will be formally recognized at a Lone Star Community meeting.
Womack, Lauren. STC Lone Star Community (2006). Academic>Scholarships>TC
#21940
STC Mid-South Scholarship in Technical Communication
The Mid-South STC Chapter Scholarship began in 2000. It is wholly funded by the Mid-South Chapter of the Society for Technical Communication (STC).
#13750
The Society for Technical Communication is a professional organization for people developing technical information through such occupations as technical writing, editing, graphical design, interface design, and Web design. The goal of the society is to improve the transfer of information about science and technology from its developer (e.g., scientist, engineer, inventor) to its user. STC scholarships benefit students working toward this goal. To assist students who are pursuing established degree programs in some area of technical communication.
#29213
STC's First Academic, Salary Survey, 2003 
This article reports United States salary data from the April 2003 survey of Society for Technical Communication members who identify themselves as educators. It provides analysis of salary data based on type of institution, rank, tenure status, experience, education level, sex, and age. It also reports on benefits, administrative responsibilities, job satisfaction, and program size.
Harner, Sandi. Technical Communication Quarterly (This article reports United States salary data from the April 2003 survey of Society for Technical Communication members who identify themselves as educators. It provides analysis of salary data based on type of institution, rank, tenure status, experience, education level, sex, and age. It also reports on benefits, administrative responsibilities, job satisfaction, and program size.). Careers>Academic>Salaries
#30173
Student Internships in Technical Communication
The internship is a very important part of the Scientific and Technical Communication program at the University of Minnesota. Through the internship students learn what it is like to work as technical communicators in the business setting and how to adapt to an organizational culture. The internship experience helps students research decisions about the type of technical communication work they would like to pursue and often leads to jobs offer after graduation. All undergraduate and graduate students are required to complete internships as part of their degree programs.
McDowell, Earl E. STC Proceedings (1997). Academic>Internships>TC
#25142
Student Perceptions of the Value of WAC
In a time of declining resources and expanding needs, accurate assessments of WAC program value are of great interest to administrators and faculty across the curriculum.
Hawthorne, Joan I. LLAD (1998). Academic>Education>Faculty>Writing
#19072
A Student Recruitment Model for Undergraduate Technical Communication Programs
Undergraduate technical communication programs are found across the spectrum of American colleges and universities, from the 2-year community college to the tier-one research university. Technical communication programs find themselves in the enviable position of being in a field where demand exceeds supply. The ratio of jobs to graduates in the workplace is greatly in favor of our students. Why then do many programs have difficulties recruiting students? Why do we not produce the graduate pool needed to meet the needs of industry? One reason for this problem is that most undergraduate technical communication programs do not employ systematic and informed recruitment strategies. In this presentation, I present a recruitment-strategy model based upon JoAnn Hackos’s process maturity model&emdash;a procedure which will give institutions a way to enculturate recruitment and to meet program and student needs. This model is informed by research I conducted in the spring of 2000.
Butler, Brad. CPTSC Proceedings (2000). Academic>Education>TC>Marketing
#14263
Studies in Reading Theory and Document Design
This course will cover how reading theory interacts with a rhetoric of graphics to influence the way that documents are designed for maximum effect on the audience.
Zachry, Mark. Utah State University (2002). Academic>Courses>Graduate>Rhetoric
#26553
Studio Design in Human-Computer Interaction
In this course, students work on collaborative projects to design innovative human-computer interactions (HCIs) aimed at transforming the way people do things in their everyday lives at work, in the home, and at play. Students work with activity analysis to observe and analyze everyday practices, with object-oriented modeling to represent and transform those practices, and with UI prototyping for selected implementation. The course serves as the capstone in the HCI MS Certificate but is open to any junior or senior with technical skills seeking an opportunity to engage in an extended design studio leading to an HCI design. Prerequisites: In general: at least one course in one of the following areas: web design, database design, graphics design, document design, or software engineering design. For those completing the MS Certificate in Human-Computer Interaction: Fundamentals of HCI Usability, Electronic Coaching Systems, and Communication Design for the Web.
Carter, Kellie Rae and Cheryl Geisler. Rensselaer Polytechnic Institute (2003). Academic>Courses>Human Computer Interaction
#19774
Susan G. Moran Technical Communication Scholarship
The Susan G. Moran Scholarship began in 1997. It is wholly funded by the Central Ohio Society for Technical Communication (STC) Chapter . The scholarship is intended to further the education of individuals who may, upon graduation, make contributions to the technical communication profession in Central Ohio.
#10663
Taylor/Blakeslee Science Writing Fellowships
CASW awards fellowships to students enrolled in graduate-level science writing programs to help defray the cost of tuition. The fellowship honors the memory of Rennie Taylor, a science writer for Associated Press, whose estate provided funds for the establishment of the American Tentative Society, and Alton Blakeslee, former science editor of AP, who served as ATS's longtime president. Awards of $2,000 are available to fellows selected on the basis of a national competition.
