http://tc.eserver.org/dir/Academic/Education/Assessment A listing of the most recently indexed works about Academic and Education and Assessment in the field of technical communication. en-us Copyright (c) 2005-08 by the EServer. All rights reserved. tclib-editorial@eserver.org (TC Library Editorial Board) webmaster@eserver.org (Geoffrey Sauer) http://tc.eserver.org/images/newlogo.gif http://tc.eserver.org/dir/Academic/Education/Assessment http://tc.eserver.org/19083.html http://tc.eserver.org/19083.html 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. http://tc.eserver.org/19066.html http://tc.eserver.org/19066.html 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. http://tc.eserver.org/19096.html http://tc.eserver.org/19096.html Assessment is a thorny issue, but a vital one. Accreditation teams not only want to see assessment plans in place, but also data gathered from them. ABET is a good example. Further, faculty, administrators, and students need formal rather than informal documentation of the growth or demise of either new or existing programs. http://tc.eserver.org/19095.html http://tc.eserver.org/19095.html Assessment has long been a topic of conversation among technical communication teachers and program coordinators. Much has been written about how we assess and respond to work students do in our classrooms. We have also discussed methods to assess programs in technical and scientific communication (TSC). In fact, CPTSC offers a comprehensive self-study and program review. The purpose of the review 'is to help develop strong programs. . . not to compare or rank programs, and not to establish certification for programs or their graduates.' Of course, a focus on developing strong programs rather than ranking programs is an appropriate focus for an organization such as CPTSC. http://tc.eserver.org/18999.html http://tc.eserver.org/18999.html The process of revising an English Communications emphasis proceeded smoothly for the most part because of good planning by a Curriculum Committee. However, unseen pitfalls and departmental politics hindered some aspects of the experience. It will be necessary to apply lessons learned to continue the revision process and create a successful emphasis. http://tc.eserver.org/13737.html http://tc.eserver.org/13737.html The placement of technical communication within an academic curriculum presents an interesting challenge for university administrators and faculty. Technical communication is a young discipline that borrows content from several older, more established disciplines. As a younger discipline, technical communication must combine its borrowed ingredients from other areas into a new and complete offering that can attract research funding for professionals in the academy and deliver job opportunities for its students preparing to enter industry. The credibility of technical communication as a new discipline is dependent on its ability to develop a cohesive body of basic and applied research, its ability to manage technological change, and its ability to promote its identity among an army of competing disciplines. http://tc.eserver.org/13539.html http://tc.eserver.org/13539.html The tools engineers use have changed so dramatically over the past 30 years, universities and colleges have adapted by offering their engineering students classes in the latest technologies so they are better prepared to enter the engineering workplace. Engineers often feel less prepared, however, for the nontechnical demands of their jobs. They may possess the technical skills necessary to solve a machine problem in a manufacturing line but feel less prepared to tell the owners of the line what needs to be changed and why. As a result, industry and business have complained to universities and colleges (and particularly to engineering programs) that engineering students are not ready to take on the nontechnical challenges of modern engineering work. And because engineering programs rely on industry and businesses to hire their students, they have taken these demands seriously. http://tc.eserver.org/13021.html http://tc.eserver.org/13021.html The Ad Hoc Committee on Accreditation recommends that the IEEE Professional Communication Society act as the sponsoring cognizant technical society to present technical communication program criteria to the Related Accreditation Commission (RAC) of Accreditation Body for Engineering and Technology (ABET). This report contains the background documentation for this recommendation.