#28287
The web site for a Master's level course on Usability Testing in the Technical Communication department at the University of Washington.
Rose, Emma. University of Washington-Seattle. Academic>Courses>Usability>Testing
#23368
As the sole faculty member in professional writing, one must find reasonable means for integrating research, teaching, and service. This integration means understanding the institutional context, balancing the research-teaching-service commitments for tenure, and creating a supportive community for professional writing teaching and scholarship.
Kimme Hea, Amy C. CPTSC Proceedings (2003). Careers>Academic
#14978
Teaching Business and Technical Communication
English 504 introduces students to varying perspectives about the design and implementation of instruction in business and technical communication—with primary attention to academic classroom instruction but some attention to workplace training.
Burnett, Rebecca E. Iowa State University (2003). Academic>Courses>Education>Technical Writing
#14042
Teaching Professional Writing--Bridging Theory and Practice 
Technical and professional communication is a growing field, and there is a need for teachers and trainers at all levels (e.g., high school, college, and business/corporate settings). My goal is to prepare you to meet that need. In this course, you'll learn about professional writing and develop strategies to be a more effective teacher of writing through a hands-on apprenticeship and classroom practice. You'll be exposed to several classroom settings, and you'll learn to design and test assignments. In addition, we'll talk about ways to connect strategies for teaching professional writing to strategies in related fields such as composition, corporate training, and instructional design. Finally, we will study the recent history of the field to better understand current issues: the essential ones of audience, purpose, and exigency, as well as document design, ethics, the rhetoric of science and technology, and the relationships among technology, corporate culture, and professional communication.
Dubinsky, Jim. Virginia Tech (2001). Academic>Courses>Graduate>Business Communication
#14570
Teaching Technical and Professional Communication
This course is designed to provide you a theoretical and pedagogical foundation for teaching an introductory undergraduate course in technical communication.
Dragga, Sam. Texas Tech University (1998). Academic>Courses>Business Communication>Technical Writing
#25038
Teaching Technical Communication
Course materials and teaching suggestions for the Technical Communication classroom (as taught at New Jersey Institute of Technology); website contains current assessment criteria and goals.
Johnson, Carol Siri. New Jersey Institute of Technology (2003). Academic>Course Materials>Writing>Technical Writing
#22617
Teaching Technical Communication
This course covers the theoretical and practical aspects of teaching the technical communication service course in particular, and the teaching of technical communication in general. Topics covered include technical communication pedagogy (social, literacy-based, cultural, and constructivist) and pedagogical methodology (including service-learning), theoretical approaches to ethics, genre studies and workplace writing, relations between academia and industry, and various theoretical approaches to assessment of courses, programs, and instructors.
Barker, Thomas. Texas Tech University (2004). Academic>Courses>TC>Education
#14966
Teaching Technical Writing: The Möbius Loop of Theory and Practice
In this course you will build a pedagogical and theoretical foundation for teaching an introductory technical writing course in a community college, university, or industry setting. You will learn by means of extensive readings, writing, collaborative activities, classroom observations, interviews, and conversation ('teacher talk').
Dubinsky, Jim. Virginia Tech (1999). Academic>Courses>Graduate
#13538
Teaching the Proposal in the Professional Writing Course 
Professional writing instructors and their colleagues spend a good deal of time writing, conceiving, or living off the fruits of proposals. They depend on proposals for released time, research funds, conference reimbursement, and in some cases, a significant part of their livelihoods. What they may fail to realize is that their students also live and work in proposal-heavy worlds at work, in school, or within the context of hobbies and interests. Of course, most college students do not see themselves as writers. They are not comfortable with their own writing; consequently, they do not understand the importance and power of proposals until they are given the opportunity to explore the form and its utility in their lives.
Wahlstrom, Ralph. Technical Communication Online (2002). Academic>Course Materials
#14040
Tech Comm Course Materials from CS5014
A small collection of course materials from a 1995 computer science course.
Abrams, Marc. Virginia Tech (1995). Academic>Course Materials>TC
#18979
Technical and Business Writing
English 301 is an introductory course in the principles and practice of technical and business writing. Technical and business writing is, of course, part of the universe of written discourse, and so you will be building on writing skills that you already have and acquiring skills that you will be able to use in other writing tasks. While it is difficult to define technical and business writing precisely, we can say that it differs, generally, from other kinds of writing in its subject matter, purpose and approach, formal conventions, and style. At the same time, the differences are differences of degree rather than absolute differences. The subject matter of technical and business writing is, obviously, the world of science, technology, and business. However, subject matter that is not normally considered 'technical' can be the subject of technical writing, provided the approach to it is objective rather than subjective. In other words, the purpose and approach may allow an otherwise 'untechnical”'subject to become 'technical.' The two primary purposes of the writing you do in this course will be to inform and to persuade. You will study some basic principles of defining, instructing, and evaluating, and you will concentrate on presenting material objectively. When you persuade, you will persuade on the basis of verifiable evidence, not on the basis of appeals to emotion. Most technical and business writing observes specific conventions of form, and you will be introduced to a variety of these. Three elements of form that are particularly important in technical and business writing and are seldom used in other kinds of writing are headings, lists, and illustrations. These elements of form, when used effectively, will, of necessity, also affect organization and style. In addition, there are specific conventions of form that govern memo writing, letter writing, and report writing, and you will practice using these.
Rodman, Lilita. University of British Columbia. Academic>Courses>Writing>Business Communication
#14900
Technical and Professional Communication
We write for many reasons: to entertain, to express our feelings, to persuade others to our belief(s), to inform, and to call others to action. In this course, we will combine these last two to produce ' . . . writing that gets things done: It can convey useful information, or it can implement specific actions . . .' (Woolever, 1999, p. 2). Although you will be learning to produce clear, concisely written, varied forms of technical communication, we will also focus on developing the basic, analytical skills you should utilize each time you produce any technical document. In these you will learn that each writing task can be seen as a problem, one which you will be able to solve by examining the purpose of the document and the needs of your audience--what kind of information they need and in what format that information will be best understood and acted upon. As the following graphic indicates, you can think of technical communication as a way to bridge the gap between technical information and your audience, using language as the material and format, organization, and style as your tools.
Jones, Billie J. Pennsylvania State University (1999). Academic>Courses>Undergraduate
#27357
Technical and Professional Editing
In this class, you will learn how to edit technical documents, from proofreading for errors at the surface to ensuring that the document contains appropriate content, organization, and visuals for its audiences. Students will also learn how to use traditional editing marks, editing functions within word processors, and principles of layout and design.
Eaton, Angela. Texas Tech University (2006). Academic>Courses>Technical Editing
#22347
Technical and Professional Writing
To understand technical documents as audience-centered and write for a target audience. To realize that knowledge is socially constructed and that writing is determined to a large extent by context. To improve grammar, mechanics, and style. To write for the Internet and become familiar with the weblog as a writing genre. To design and test a set of instructions. To use software tools, simple design principles, and effective typography to create documents with superior readability and usability. To create a major report using multiple information-gathering techniques, including library research and interview. To learn the differences among various writing genres used in the workplace, including the memo, proposal, progress report, and research report.
Ratliff, Clancy. University of Minnesota (2003). Academic>Courses>Writing>Technical Writing
#14181
Technical and Professional Writing
This course is designed to strengthen your understanding and mastery of language in the context of technical and professional communication. This involves exploring the concept of rhetoric and the various rhetorical options available for a given professional writing task. The truth is, you already know what rhetoric is in an instinctive way. Without knowing it, you use rhetoric in conversation and personal letters. The aim of the course, however, is to raise your rhetorical awareness to a more conscious and effective level when you sit down to write in the workplace.
Chilson, Peter. Washington State University. Academic>Courses>Business Communication>Technical Writing
#23683
This course assists students in developing the writing ability required by their future professions. All assignments are writing-intensive.
Yeats, Dave. Texas Tech University (2004). Academic>Courses>TC
#22581
This course is designed to provide a forum for experiential learning. As such, it demands a high level of person-to-person communication and interaction that centers on the challenges of real-life contextual communication.
Herrington, TyAnna K. Georgia Institute of Technology (1998). Academic>Courses>TC
#20387
This web site is one of the online resources for English 271 students at MSU, Mankato. In addition, the instructor uses the gradebook feature in Ucompass Educator, our university's e-learning platform.
Tesdell, Lee S. Minnesota State University, Mankato (2003). Academic>Courses>Online>Technical Writing
#20348
In this course we will explore the various forms and media by which working professionals convey technical information to both expert and novice audiences. As a student in this course, you will learn to write a variety of genres used in technical communication -- resumés and cover letters, memos, proposals, progress reports and final reports.
Sauer, Geoffrey. Iowa State University (2003). Academic>Courses>TC>Technical Writing
#15040
In this course, we will explore the various forms and media by which working professionals convey technical information to both internal and external audiences. As a student in this course, you will learn to write a variety of genres used in technical communication -- résumés and cover letters, memos, proposals, progress reports, and final reports. To facilitate production of such documents, you will also learn to use several types of desktop software, such as Microsoft Word, Excel, and PowerPoint, as well as others.
Honeycutt, Lee. Iowa State University (2001). Academic>Courses>TC>Technical Writing
#14845
In this course we will work together to create technical documents such as instructions, online help documents, web sites, and presentations. We will learn to take into account the context for our work: who is the audience for the document? why are we writing this document? what are we writing about?
Tesdell, Lee S. Minnesota State University, Mankato (2002). Academic>Courses>Undergraduate
#14844
This course is designed to give you practice in written communication, oral communication, design production, and design evaluation. Technical communication requires you to respond to a variety of specific audiences and to express yourself successfully in written, visual, and oral communication.
Brooks, Kevin. NDSU (2002). Academic>Courses>Undergraduate
#14843
Technical Communication for Information Professionals
This course will provide students with an understanding of the technical and professional documents they will generate and use as information professionals. Students will be introduced to strategies for communicating effectively about technical matters to a variety of audiences and will gain experience in the production and delivery of different types of technical communication, including print documents, electronic documents, and oral presentations. Attention will be given to the writing process, with emphasis on audience analysis, document design, and peer editing. Students will complete individual and collaborative assignments.
Dulaney, William L. Florida State University (2002). Academic>Courses>Undergraduate
#29948
Technical Communication in the Twenty-First Century
The online companion to the textbook Technical Communication in The Twenty-First Century.
Dobrin, Sidney I., Christopher J. Keller and Christian R. Weisser. TCTC. Academic>Course Materials>Textbooks
#14854
Technical Communication Practices
LCC 3401 provides information regarding the principles and concepts of technical communication and creates opportunities for students to practice technical communication skills in developing proposals, analytical reports, and related oral presentations. The course integrates information delivery through an interactive website with activities in production classrooms containing 25 students. Students will work with students in Russia and locally at Georgia Tech in interactive Internet environments to develop materials, gather responses, and engage in critical analyses while pursuing collaborative analytic projects.
Herrington, TyAnna K. Georgia Institute of Technology (2001). Academic>Courses>Undergraduate
