Redefining Curriculum and Research Initiatives: A New Model of University Industry Partnership  

Our profession is changing daily, and this growth has an impact on industry, and our universities, who must address the academic requirements this change brings with it. We must work as a team 10 share plans, develop cooperative solutions, and direct our energy and resources to a common goal: developing quality programs that will bring us beyond the leading edge of our technical profession.

Hans, David F., Roger A. Grice, Edward J. See and Robert Krull. STC Proceedings (1996). Articles>Collaboration>Academic

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