#19085
The 21-Course Undergraduate Program: Strength Through Diversification 
How can diversification strengthen a professional communication program? By capitalizing on faculty backgrounds, a broad variety of courses, and student experience. Here’s how that combination of factors works in the 21-course undergraduate major in professional writing at the University of Houston-Downtown.
Jennings, Ann S. CPTSC Proceedings (2000). Academic>Education>Undergraduate
#14806
A list of graduate programs in technical communication.
Chongro Overseas Educational Institute. (Korean) Academic>Education>Graduate
#26501
How could four letters strike such fear in the hearts of normally stalwart faculty? Why would administrators loathe the mere mention of the word 'accreditation'? The source of their fear and frustration is a cycle of evaluation, assessment, and reporting that constitutes a six-year accreditation period.
Williams, Julia M. IEEE PCS (2006). Articles>Education>Academic>Engineering
#19068
We should not pursue specialization in our programs. We should not become the multimedia development program, or the computer documentation program, or the medical writing program, or the environmental communication program, or even the critical literacy program. We should build programs around a broad, useful rhetorical education, coupled with a skill set that all students share in writing and document design. We should make sure all students develop productive relationships with communication technologies. And we should allow students to follow their interests and to find the kind of specialization that is rewarding to them individually.
Bernhardt, Stephen A. CPTSC Proceedings (2000). Academic>Education>WPA
#19083
Assessing Existing Engineering Communication Programs: Lessons Learned from a Pilot Study
Increased support for greater accountability and assessment of engineering communication programs have led many schools of engineering and technology to initiate methods of assessing the quality of their students’ engineering communication abilities. In my institution, I have spearheaded the pilot year of such a program, and, as anticipated, have learned several valuable lessons that may be of interest to others interested in developing assessment procedures for engineering communication programs.
Rush Hovde, Marjorie. CPTSC Proceedings (2000). Academic>Education>Engineering>Assessment
#14157
ATTW Teaching Resources: Teaching Tips 
This section of the ATTW site allows visitors to view and post teaching tips, including effective class activities and course assignments.
#19507
The Big Chill: Seven Technical Communicators Talk Ten Years After Their Master's Program
Recounts the experiences of seven professionals entering the field and the ways their perceptions of the profession and roles within it have changed. Explores the variety of roles technical communicators are expected to assume
Wilson, Greg and Julie Dyke Ford. Technical Communication Online (2003). Academic>Education>Graduate
#29627
Bridging the Gap Between Industry and Academe 
Using their own mentor-mentee relationship as a pilot project, the authors planned and implemented a successful mentoring program pairing professionals in the Orlando Chapter with graduating seniors in the technical communication program at the University of Central Florida. This paper (and presentation) provides a detailed description of the planning and execution of the new program, along with feedback from participants at the end of the first year, and an update on the program midway through its second year. It also provides a glimpse into the special trust that can grow between mentor and mentee--and the mutual personal and professional growth that can result from such a relationship. In addition, the session includes a turnkey package (both hard-copy and electronic) of administrative forms and materials that can readily be adapted to implement a mentoring program within another STC chapter or organization. The package is also available from either presenter or from the Orlando Chapter Education Committee.
Spivey, Bonnie and Daniel W. Voss. STC Proceedings (2005). Academic>Education>Industry and Academy
#19073
Building Consortia in Scientific and Technical Communication 
When many of us began to establish our programs in Scientific and Technical Communication our main concerns were establishing a balance between technology and communication, establishing internships, and getting acceptance in whatever department in the university we happened to be part of. While those concerns still remain, we are faced with new, additional issues, as well as new problems associated with the older, but still present issues, in establishing and maintaining programs. This paper will note some of those issues and will make some suggestions for helping to approach them. I will not presume to have solutions, just ideas about which we can talk to perhaps help focus some discussion leading to some solutions. Rather than focus on each specific problem, I want to focus on a specific approach to new programs which, I think, might be a way to approach many of the problems and challenges we face in a global, electronic environment. The approach to a solution, which I'm proposing is developing 'joint ventures' or 'Consortia.' I'll herein explain my definition of joint venture or consortia programs.
Coggin, William O. CPTSC Proceedings (2000). Academic>Education>WPA>Collaboration
#29010
Can This Marriage Be Saved: IS an English Department a Good Home for Technical Communication?
In partial answer to the many questions that have been raised about the definition and location of technical writing programs, a random sample of full-time teachers of professional writing was conducted. The results indicate that those located in English departments do not receive the respect and support they need. Those located in other departments are significantly more satisfied. Some strategies for improving the situation are suggested.
MacNealy, Mary Sue and Leon B. Heaton. Journal of Technical Writing and Communication (1999). Academic>Education>TC>Professionalism
#19069
A Case for Adopting an Integrated Approach to Program Development
In the last few years, both scholars and practitioners have considered the place of technical communications in relation to new information technologies. Most in the field agree that technical communicators bring a broad base of expertise, along with the ability to make a wide range of contributions to this realm. However, technical communicators still question the impact they might have and the roles and functions they might adopt in this area. In addition, they are still often plagued by an identity crisis brought on by a lack of recognition from other fields.
Blakeslee, Ann M. CPTSC Proceedings (2000). Academic>Education>TC>Crisis Communication
#19064
While most academics are familiar with strategic planning (at least at a broad institutional level), many may be unfamiliar with the process of compact planning--a more narrowly focused, resource-driven planning model that can help programs identify and reach short-term goals. Because of the technological components of technical communication programs and the rapidity with which those components change and, consequently, affect our programs, shorter-term planning models may be particularly useful in helping our programs remain nimble, competitive, and distinctive. Further, since the compact planning process is a grass-roots initiative (rather than a top-down planning model), it is particularly effective at the program and department levels for its inclusionary properties.
Allen, Jo. CPTSC Proceedings (2000). Academic>Education>TC
#19066
Our discussion will consider the ways in which we conceptualized an engineering enterprise initiative’s 'communication component,' alternate ways in which it could be conceptualized, and our efforts to maintain pedagogical and programmatic integrity while addressing the very practical needs of this ABET-driven curricula change. We feel that these questions must be addressed if we are to truly participate in a 'systemic change' in engineering education and its integral communication challenges.
Aller, Betsy and M. Sean Clancey. CPTSC Proceedings (2000). Academic>Education>Assessment>Engineering
#13822
Deafened to Their Demands: An Ethnographic Study of Accommodation
After a semester of working with the population of Deaf students on a larger southwestern, suburban University campus, it became clear that the institution would not be able to provide reasonable accommodations requested by deaf students. As I witnessed students, rightfully fighting for reasonable accommodations (as outlined in the Americans with Disabilities Act), I saw individuals both inside and outside the institutional structures attempt change only to find themselves rebuffed. The institution itself was not able to accommodate the reasonable and lawful demands of the deaf population of students at the university, but interestingly the efforts of reformers inside the institution were similarly unable to enact significant change. The institution was unable to hear the pleas of its students but was equally unable to accommodate the demands of members of the administration seeking to provide services to these students.
Salvo, Michael J. Kairos (2002). Academic>Accessibility>Education
#19088
If I choose to walk or ride a bicycle to work in the morning, will I be perceived as an anti-technology Luddite because I have resisted driving my car? Probably not. In fact, I might be seen as someone who is environmentally aware and health conscious. When it comes to information technology, however, such resistance is seen quite differently.
Johnson, Robert R. CPTSC Proceedings (2000). Academic>Education>Technology
#19080
Directing Growth and Growing Directors: Developing Leaders for Technical Communication Programs
Designing and directing technical communication programs requires special skills. Clearly faculty taking on these roles must be well-versed in the scholarship of the discipline. But they face additional challenges not often faced by other department chairs or program directors, especially those in liberal arts disciplines. Here’s a brief overview of some of these challenges.
Hansen, Craig. CPTSC Proceedings (2000). Academic>Education>WPA
#19243
Disability Access To Virtual Learning Environments
The purpose of this study by Staffordshire University was to identify problems encountered by disabled students in using Virtual Learning Environments (VLEs) and to identify solutions where possible, making the appropriate recommendations to improve accessibility. The work done in compiling the report was underpinned by Staffordshire University’s commitment to, and contributes to the development of, a learning and teaching strategy called “Building a Learning Community [1]” (which is detailed in this report).
Stiles, Mark J. TechDis (2003). Academic>Accessibility>Education>Online
#10385
Doctoral Research in Technical, Scientific and Business Communication, 1989-1998
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
#20378
These are links to all the resources that appeared on the handout (except for this site, of course).
Marques, Michele. DigitalEve Toronto. Academic>Education>Web Design>Dreamweaver
#19234
Dyslexia, Technology and E-Learning
It is perhaps unfortunate that enabling technologies do not come with an 'ability warning', as they generally require the user to already have acquired a certain level of IT skills, in a similar way that online courses require users to have a certain level of prior IT knowledge. Accessing a computer and making the most of e-learning materials requires support at both the curriculum and technological levels, and some students find it easier to work with computers than others. Dyslexic students are no different, and often have the added cognitive load of having to use enabling technologies to access these materials, examples being text to speech facilities, magnification, changes in desktop settings and various methods to help with the input of text. These added technologies can be liberating, but only if they have been chosen with the specific requirements of that particular student in mind, and the student has gained adequate skills to make the most of the technologies' attributes.
Draffan, E.A. TechDis (2003). Academic>Accessibility>Education>Online
#19167
Educational Programs in Information Design
More than graphic design, more than technical writing, but not really in the information architecture or interaction design space, the ideal information design program combines coursework that may touch all of these fields. This can make it hard for those interested in learning ID to find a suitable degree program (or course, as our friends across the pond like to say). Below are some programs that may be of interest.
STC Information Design SIG. Academic>Education>Information Design>Interaction Design
#19067
Embracing Digital Media in Engineering
New models for program development in technical and scientific communication are imperative. Demand for communicative expertise continues to expand rapidly yet traditional approaches for supporting student competence fall far short of expectations.
Atkinson, Dianne. CPTSC Proceedings (2000). Academic>Education>Engineering
#25413
EqWorld: The World of Mathematical Equations
Information about various classes of algebraic, ordinary differential, partial differential (mathematical physics), integral, and other mathematical equations. It also outlines some methods for solving equations, includes interesting articles, gives links to mathematical websites, lists useful handbooks, textbooks, and monographs, and refers to scientific publishers, journals, etc.
Polyanin, Andrei. Russian Academy of Sciences (2004). Resources>Education>Academic>Mathematics
#30237
Expanding the Learning Community: Using Electronic Mentoring to Build Academic/Industry Partnerships
New technologies provide technical communicators with opportunities to expand their learning communities. Establishing and maintaining an electronic mentoring forum will benefit students and teachers.
Fink, Bonnie L., Leslie K. Gasser and Kara L. Schubert. STC Proceedings (1996). Academic>Internships>Industry and Academy>Education
#19081
The Extension of Technical Writing into Performance Consulting
Perhaps the trouble for academic programs that teach workplace writing begins with the term 'technical communications.' Perhaps the trouble grows with those programs’ focus on the teaching of writing rather than on the development of professionals who bring complex, strategic writing/thinking processes into work communities.
Hile, Julie. CPTSC Proceedings (2000). Academic>Education>Writing>Technical Writing
