#20557
Creating an Academic Program for Technical Marketing Communication 
Technical marketing communication is a growing category of employment. Yet recognition of these employment opportunities has not fully extended to the development of academic courses and programs that would prepare students or enhance the knowledge of working professionals. Students can gain valuable training in current programs for advertising, public relations, business communication, and technical communication. However, because the marketing-oriented programs generally don’t focus on technology products and the technical communication programs don’t focus on promotional materials, students themselves must craft a synthesis of the two aspects—often with incomplete and unsatisfactory results.
King, Janice M. and Judith A. Ramey. STC Proceedings (1996). Articles>Education>Marketing
#30235
Creating and Sustaining Technical Communication Programs in Colleges and Universities
This Progression Roundtable brings together leading experts (Dr. Karen A. Schriver, Dr. Russel Hirst, Dr. Susan D. Kleimann, Dr. Dianne Atkinson, Dr. Teresa C. Kynell, and Dr. David McMurrey) on academic programs in technical communication. The Roundtable focuses on existing and 'start-up' technical communication degree or certificate programs in community colleges and universities. Presenters will discuss issues such as curriculum development, marketing strategies, student chapters of STC, student and faculty internships, and linkages with industry. Information about existing programs will be made available to all participants.
Bosley, Deborah S., Karen A. Schriver, Russel Hirst, Susan D. Kleimann, Dianne Atkinson, Teresa C. Kynell, and David McMurrey. STC Proceedings (1996). Articles>Education>TC
#22765
Creating Course Objectives that Address Communication
A course objective that addresses communication simply states what you would like students to learn from or about communication in relation to scientific or technical knowledge in your course. We recommend placing this objective on the first page of your course syllabus, next to any other objectives you have listed for your course. If placed on your initial syllabus, students will see that communication is an important part of the course from the beginning.
#31230
Creating Leaders: On the Front Lines and Beyond
Companies such as GE, Procter & Gamble, General Mills, McKinsey, IBM, FedEx and others began building their leadership engines by doing what any great team does: putting the right people in the right leadership positions in the first place. They then strengthen the leaders’ skills and knowledge and rigorously hold them accountable for hitting their operating and financial targets. Let’s peek under the hood at these leadership engines to see how these great companies not only create but sustain leadership engines that continuously produce strong leaders.
Shaffer, Jim. Communication World Bulletin (2007). Articles>Education>Management>Workplace
#19376
Creating Your First CBT (Computer Based Training) Program 
There are a series of questions that should be answered when you start the process of creating either a Computer Based Training program or a Web Based Training program. In this presentation I’ll go over the questions I asked while making my first CBT, the reason why I asked the question and then the answer I received to each question.
Wokosin, Linda. STC Proceedings (2002). Articles>Education>Online
#14031
The Creation of Metaphor: A Case for Figurative Language in Technical Writing Classes 
It may perhaps seem strange to speak of metaphor in the same breath as instruction in technical writing. But based on Professor Mary Rosner's observations about changes in technical writing, as they are reflected historically in textbooks since the 1920s, and on my own perceptions of directions in technical writing today, I could justifiably assert that we have nearly come full circle.1 In the beginning was the word. When technical writing first began to be separated from other advanced writing courses, it retained many of the strategies and approaches of Advanced Exposition courses—the study of rhetoric, logical organization, conventions, formats. Early texts show this connection. Later, as technical writing teachers began to pursue their own directions in research, their teaching approaches and the textbooks they created began to reflect new discoveries and directions: psycholinguistics crept in; more materials on audience analysis began to show up in texts; management psycholoy of Abraham Maslow and others appeared; conventional report formats were reflected; readability formulas became a staple of textbooks. But for a while, rhetorical approaches still held sway. Today, of course, only a few commentators will argue for some return to the older liberal arts traditions, myself among them. But these few are a vocal lot.
Catron, Douglas M. JAC (1983). Articles>Education>Rhetoric>Tropes
#19545
A Critical Analysis of Adoption and Utilization of the Internet in Thailand for Educational Purposes
Although the use of the Internet in Thailand has a short history, it continues to develop at a rapid rate. This paper presents how the Thai government adopted the Internet into their educational systems by looking at the diffusion-of-innovation theory. Also, it will briefly describe the evolution as well as criticize the adoption of the Internet in Thai education with an emphasis on academic uses. Moreover, it will explain the benefits, obstacles, and future plans of Internet usage in Thailand for education.
Prammanee, Noppadol. First Monday (2003). Articles>Education>Regional>Asia
#26575
Critical Inquiry and the Internet: The Urban Legends Assignment
The Internet is quickly becoming the dominant communications medium in this country. As such, it warrants the same type of critical examination as television and the news media. This paper explores integrating urban legends as a critical thinking component in communication courses that focus on electronic media.
Dyrud, Marilyn A. Association for Business Communication (2004). Articles>Education>Cultural Theory
#19487
If a university follows the learning paradigm, critical thinking is not offered as 'a course' or a selection of courses in the core curriculum, but is incorporated into every college course. If this paradigm were to assume dominance at universities, as I believe it should, not only would the work of university faculty be significantly different, but this shift would also affect the responsibilities of university administrators and students, as well as local community members.
Sapp, David Alan. Inventio (2002). Articles>Education>Rhetoric
#26582
A Critique of Grammatical Coverage in Business-Communication Textbooks
Business English (BE) and business communication (BC) overlap. English handles linguistic mechanics and style, whereas communication holistically discusses the movement of a message from one person to another. The BC discipline, unfortunately, allows language basics into its pedagogy like a statistics course teaching fundamental mathematics. From the other side, some English courses teach BC before their students are able to handle that material. A subject teaches prepared students. If they are deficient, they are either kept out or the subject matter suffers.
Kenman, Leon F. Association for Business Communication (2004). Articles>Education>Grammar>Business Communication
#28625
Cross Current: Proficient Enough?
A recent Conference Board survey of human resource officials revealed that only 25% of today's college graduates enter the world of work with well-developed speaking skills.
Mottet, Timothy P. Communication Currents (2006). Articles>Communication>Business Communication>Education
#29637
Cross-Cultural Considerations for Designing International Internet-Based Learning
As increasing numbers of multinational corporations, consultants, universities, and instructional designers create Internet-based learning (IBL) courses or require courses to be taken via the Internet, not all are aware of the need to adjust their design expectations and assumptions due to cross-cultural considerations involved in such online courses. Eight critical considerations discussed in this paper include the following: language, culture, technical infrastructure, local/global perspective, learning styles, reasoning patterns, high/low context communication, and social context. Recommendations are listed for low-context designers to design with more cultural sensitivity for global learners and also for high- context learners who take low-context IBL courses.
Vawn Tinney, Mari, Joanne P. H. Bentley and Bing-Howe Chia. STC Proceedings (2005). Articles>Education>Online>International
#20080
In a collaborative project that bridged professional cultures, 40 students from technical communication and computer science collaborated on a software development project. They worked in small groups developing subparts of a complex word processor. Questionnaires and project logs revealed that participants found the project generally appropriate and beneficial, but the cross-disciplinary collaboration was neither valued twr successful.
Allen, Nancy J. STC Proceedings (1997). Articles>Education>Service Learning
#22194
Should institutional boundaries prevent online students from learning from the best professors available? What is the effect of employing remote professors on a program's identity, and how do remote or distant professors fit into a faculty's programmatic and pedagogical profile?
Cargile Cook, Kelli. CPTSC Proceedings (2003). Articles>Education>Online
#23380
Crossing the Boundaries of Instruction: Assessing Web-Based Courses
We recently conducted survey research to discover students' responses to our web-based courses and online programs. We wanted to know their reactions to the course materials, teaching methods, interactions with faculty and other students, as well as their own competence in the particular subject area following such as course. While we are discovering that students are generally satisfied with all aspects of the courses, they express valid and noteworthy concerns.
Tovey, Janice and Michelle F. Eble. CPTSC Proceedings (2003). Articles>Education>Assessment>Online
#13851
The Culture of Distance Education: Implementing an Online Graduate Level Course in Audience Analysis 
This essay details the experience of designing, implementing, and evaluating an online course in audience analysis at the graduate level. Through a discussion of the culture of this online course, I describe how the educational culture of the Land Grant Mission flowed into our efforts to create a quality learning experience, and how the Web modules and asynchronous (listserv) and synchronous (MOO) conversations influenced communication and learning.
Duin, Ann Hill. Technical Communication Quarterly (1998). Articles>Education>Audience Analysis>Online
#23313
Current Status Of Business And Technical Writing Courses In English Departments
We have heard a great deal of talk in recent years about the growth of business and technical writing courses in English departments. But very little, if any, factual information exists on how much enrollments have grown and whether they are expected to grow in the near future. Furthermore, no study has attempted to assess the impact these relatively new, rapidly expanding courses are having and will continue to have on English departments and their faculty members.
Rivers, William E. ADE Bulletin (1985). Articles>Education>Business Communication>Technical Writing
#19786
This paper develops a cost-effective, ongoing, process-oriented writing curriculum for a technical writing department. This curriculum meets the needs of adult learners and the corporation and provides training for all experience and expertise levels while also allowing writers to meet the demands of their projects.
Gyure, Gloria M.D. STC Proceedings (1997). Articles>Education>Writing>Technical Writing
#19920
A Curriculum for the Research and Practice of International Technical Communication
It is no secret that businesses around the world need to compete globally in order to survive. What is a secret is that technical communicators in every county in the world are untrained to deal with the issues, deadlines, standards, and quality measures necessary to address the needs of global businesses. This paper offers some ideas and justification for a curriculum in international technical communication.
Hoft, Nancy L. STC Proceedings (1996). Articles>Education>Instructional Design>International
#10728
A Curriculum for the Research and Practice of International Technical Communication
It is no secret that businesses around the world need to compete globally in order to survive. What is a secret is that technical communicators in every country in the world are untrained to deal with the issues, deadlines, standards, and quality measures necessary to address the needs of global businesses. This paper offers some ideas and justification for a curriculuum in international technical communication.
Hoft, Nancy L. Technical Communication Online (1995). Articles>Education>Globalization
#20086
Demanding of Our Students, Demanding of Ourselves
Students and faculty alike need to develop critical and practical technological literacies. Steps can be taken by programs and institutions to encourage faculty to develop critical technological literacies that are comparable to the literacies they demand of their students. Computing is everyone’s job. Com$uting will-in fact, already has-changed technical communication research, pedagogy, and practice. Likewise, technical communication can and will change the contexts andpractices of computing. Therefore, the responsibility for computing needs to be shared throughout our institutions.
Kitalong, Karla Saari and Wiliam J. Williamson, Jr. STC Proceedings (1997). Articles>Education>TC
#25409
We present a framework for web-based learning design, which consists of seven basic components: directionality, usability, consistency, interactivity, multi-modality, adaptability, and accountability. We propose that effective design begins with a clear delineation of the intended audience, usage context, and learning goals and that all further design occurs within the context of these factors (i.e. directionality). The design factors themselves can be seen as representing the fundamental contrasting goals of simplicity (usability and consistency) and complexity (interactivity, multi-modality, and adaptability). We propose that effective design consists of the proper balance of simplicity and complexity. Finally, design should include an evaluation component (accountability), which should in turn impact design modification via feedback. We review research that relates to the components of the framework, including a recent assessment on Web-Based modules as part of the PsychConnections project. We also pose recommendations and provide examples from the Smart Engineering Project and other instructional multi-media developed under the auspices of the Instructional Software Development Center at the University of Missouri-Rolla.
Hall, Richard H., Steve E. Watkins, Robert Davis, Abdeldjelil Belarbi and K. Chandrashekhara. University of Missouri-Rolla (2003). Articles>Education>Online
#18186
Design Guidelines for Written Assignments
This paper discusses design guidelines educators can use to format their assignment instructions. The purpose of formatting is to avoid students' misinterpretation of the assignment and to receive more readable papers. Topics covered are design awareness and formatting tips on using headings, chunking information, and using special features.
Dyrud, Marilyn A. University of Pittsburgh. Articles>Education>Style Guides
#20292
Design Once: Use Again and Again and Again…
You can either do it over and over again; or, you can design it once and use it again and again. The decision to create reusable learning modules need not be an expensive one. It just requires modular design.
Horton, William K. III. STC Proceedings (1998). Articles>Education>Instructional Design>Online
#23007
Design, Results, and Analysis Assessment Components Nine-Course Program
The case for assessment of college writing programs no longer needs to be made. Although none of us would have chosen the words, we all have come to accept the truth of Roger Debreceny’s words: the 'free ride' for America’s colleges and universities is indeed over (1). All writing programs face difficulties in selecting the means for the most effective evaluations for their individual programs. Key concerns include how appropriately, practically, and cost effectively various assessment tools address this problem.
Carson, J. Stanton, Patricia G. Wojahn, John R. Hayes and Thomas A. Marshall. LLAD (2003). Articles>Education>Writing>Assessment
