Integrating Writing Skills and Ethics Training in Business Communication Pedagogy: a Résumé Case Study Exemplar    

An integrated approach to teaching résumé construction in the business communication classroom focuses on simultaneously (a) emphasizing writing-related proficiencies and (b) encouraging ethical and moral orientations to this task. This article provides a résumé construction exemplar that operationalizes these two pedagogical goals. The techniques and exercises used in the exemplar are presented as a way to make ethics education accessible for both business communication instructors and students.

Conn, Cynthia E. Business Communication Quarterly (2008). Articles>Business Communication>Education>Resumes

Intentional Learning in an Intentional World: Audience Analysis and Instructional System Design for Successful Learning and Performance    

How do we support successful, lifelong learners and performers and help them competently respond to rapidly changing opportunities in the 21st century. The answer to this question lies in how well we understand audiences differentiated by key learning differences and consider how these differentiations influence winning learning and performance. Historically, cognitive-rich explanations have tended to underplay the dominant impact of affective and conative factors on thinking and learning. Recently, these dimensions have gained considerable importance as contemporary multidisciplinary research has begun to demonstrate how intentions and emotions can influence, guide, and, at times, override our thinking and other cognitive processes. More importantly, research suggests that intentions and emotions are a dominant, powerful influence on learner success.

Martinez, Margaret. Journal of Computer Documentation (2000). Articles>Documentation>Instructional Design>Education

Intentionality and Other 'Nonsignificant' Issues in Learning: Commentary on Margaret Martinez’s 'Intentional Learning in an Intentional World'    

The backdrop facilitating Margaret Martinez’s study and the increased interest in studies of learners and of alternative learning environments is a complicated one. Most certainly, technological advances during the last decade have invigorated educational institutions and corporate interest in providing alternative educational opportunities for under-represented audiences. Additionally, numerous educational researchers have noted the increased pressure to provide improved educational experiences that are driven by both internal and external pressures on traditional educational institutions.

Mehlenbacher, Brad. Journal of Computer Documentation (2000). Articles>Education>TC

Interacting with Engineering and Industry, Using Instructional Technologies in Technical Communication Education  

The evolving roles of technical communicators threaten the comfortable assumptions of many educators who see themselves as primarily writing teachers. These threats can become opportunities if we perceive ourselves as participants in the evolving paradigms. This new perception requires significant interaction with colleagues. As we start to see ourselves as collaborators at work, in education, across disciplines and boundaries, we can make larger contributions and can enjoy greater professional recognition. Technical communicators can be partners with engineering faculty in developing innovative curricula; can achieve educational objectives by becoming partners with industry and practitioners; and can lead the shift in education through instructional technology.

Davis, Matjorie T., Helen M. Grady and David C. Leonard. STC Proceedings (1997). Articles>Education>Instructional Design>Engineering

Interchange Keynote Presentation: E-Learning

In today's market, corporations consider 'cost avoidance' a top priority; nonetheless, complex products and tasks still demand training. Therefore, organizations look for efficient and effective training methods. E-learning answers that search.

Gruener, Bill. Boston Broadside (2001). Articles>Education>Online

The Intercultural Component in Textbooks for Teaching A Service Technical Writing Course    

This research article investigates new developments in the representation of the intercultural component in textbooks for a service technical writing course. Through textual analysis, using quantitative and qualitative techniques, I report discourse analysis of 15 technical writing textbooks published during 1993-2006. The theoretical and practical elements of intercultural teaching have been expanded in recent years, but this progress is quite slow. This article provides some directions in which the textbooks can be revised. Such an analysis may be of interest to textbook writers and educators.

Matveeva, Natalia. Journal of Technical Writing and Communication (2007). Articles>Education>Publishing>International

Intercultural Technical Communication: The Pedagogical Possibilities of Paralogic Hermeneutics

Our rejection of language as a system necessitates the rejection of pedagogical methods that seek to cultivate 'linguistic competence' or seek to develop 'intercultural competence' on top of the 'regular' work of technical communication instruction.

Daisy, Brenda. Orange Journal, The (2005). Articles>Language>Education

Interdisciplinary Communication in a Literature and Medicine Course: Personalizing the Discourse of Medicine      

To provide modest insight into whether or not reading literature helps medical students communicate more effectively in the physician-patient encounter, I conducted an ethnographic study of medical students taking a required three-hour literature and medicine course. This article will demonstrate that although these medical students were embedded in the discourse of medicine, reflective writing enabled them to conceive medicine as an interpretive, personal, and idiosyncratic activity rather than as a stagnant diagnosis-based process.

Welch, Kathleen E. Technical Communication Quarterly (2000). Articles>Education>Biomedical>Scientific Communication

An Interdisciplinary Course in Technical Communication    

Adresses engineering students' complaints that technical communication courses are not relevant to their major area of study. Describes a joint course in metallurgical engineering and English taught in the same classroom, with credit given in both subjects.

Andrews, Deborah C. Technical Communication Online (2003). Articles>Education>TC>Engineering

An International Technical Communication Curriculum: The Value Added  

In the expanding global economy, the focus on international communication has largely been devoted to machine translation of technical documents, and in a world of online information it only makes sense to take advantage of the computer’s speed and relative accuracy in translating documents. However, with the emphasis on machine translation as the standard, we still need well-trained people to conduct international business intelligently and effectively. The prototype curriculum presented below outlines some of the objectives and components for a program which focuses on both the technological and cultural elements of international technical communication.

Heba, Gary M. STC Proceedings (1996). Articles>Education>TC>International

International Technical Training and Communication: Case Studies from the Industry  

A key element for the success of any business that operates in today's fast changing business environment is the optimization of communication and training resources. This is especially critical for a medical device company. The challenges of local language, culture, and regulations must be addressed by an iterative examination and adaptation of sales training and product literature to local needs. We developed strategies for planning, training, translating, producing, and implementing that provide our sales staff, physicians, and patients with useful product and therapy information.

Guthertz, Harriet and Richard J. Mann. STC Proceedings (1995). Articles>TC>Education>Case Studies

Internationalizing Online Training  

Online training is becoming increasingly popular; however, geographic and cultural distance can work to your disadvantage. St.Amant outlines how to set up a training program that both attracts and benefits communicators in locations around the globe.

St. Amant, Kirk R. Intercom (2006). Articles>Education>Online>Localization

Internationalizing Technical Communication Programs: Teaching and Research Collaborations with the Universidad de la Habana (Cuba)  

Efforts to create joint programs with universities in foreign countries are evidence that internationalization is imperative. One such effort is the professional writing program at Fairfield University that recently established an international partnership with the Universidad de la Habana in Cuba.

Sapp, David Alan. CPTSC Proceedings (2003). Articles>Education>International>Cuba

Intertwining Structures of Assessment and Support: Assessing Programs-Advancing the Profession  

In my recent experience as an external assessor invited to participate in San Francisco State University's Technical Communication Program assessment, I felt that surely the process taught me more than I was able to provide in return.

Herrington, TyAnna K. CPTSC Proceedings (2003). Articles>Education>Assessment

The Interview Project: Reinforcing Business Communication Competence    

As business communication instructors, we understand the value of helping students learn, discuss, apply, and manipulate communication strategies on the basis of purpose and audience. This rhetorical bent encourages active learning through activities and multipurpose projects, but active learning often works best when students believe they are engaging concepts that will be useful to them in the future. I learned two very important facts early in my first business communication courses, taught at Iowa State University: First, the majority of my students were required by their majors to take the course, and second, many dreaded or resented taking what they thought of as another boring, impractical, useless 'English' class. To help my students believe that communicating professionally is vital to success, I developed an interview project, completed early in the semester, that encourages students to see beyond their preconceptions while practicing a variety of communication skills with professionals in different workplaces. A Multiphase Interview Project Interview projects are not new in business communication courses but can be extremely effective in actively engaging students. In the multiphase assignment I've developed, students plan, coordinate, conduct, transcribe, and synthesize interviews with three acquaintances or family members who work in different organizations.

Pope-Ruark, Rebecca. Business Communication Quarterly (2008). Articles>Education>Business Communication

Introducing Engineering Students to Intellectual Teamwork: The Teaching and Practice of Peer Feedback in the Professional Communication Classroom    

A rich discussion of collaboration as integral to writing in academia and the workplace has been on-going for some time among writing instructors and researchers. The outcomes of this discussion have convinced some writing instructors to promote peer feedback as one of the forms of collaborative writing in the classroom. In this paper we report on the preliminary stages of a longitudinal study of the role and place of peer feedback in the development of students' writing.

Artemeva, Natasha and Susan Logie. LLAD (2002). Articles>Education>Engineering>Collaboration

Introducing Technical Communication Into the High School Curriculum  

For years, technical employers have been lamenting: 'We want to hire employees who can communicate well with their co-workers, their supervisors, and the company's customers!' Now, a new course being taught in Canadian high schools will prepare students to do exactly that. The course has been developed by the Province of Manitoba, the first province to start teaching Technical Communication in the Canadian public school system. The curriculum has been pilot-tested for two years and the program goes full stream in September 1996.

Blicq, Ronald S. STC Proceedings (1996). Articles>Education>TC

Iolis Authoring in a Web Environment  

Recently, there has been increasing focus on the acquisition of research skills by law undergraduates. One reason for this interest is a belief that many such students do not acquire an adequate level of research skills by the time that they graduate. Reflecting this concern, the Law Society/Bar Council's Joint Statement on Qualifying Law Degrees and the Quality Assurance Agency's Benchmark Standards for Law both place great emphasis on the need to improve research skills training at University level. In the light of these developments, Durham University's Centre for Law and Computing was asked to develop a self-paced learning package providing more advanced training on the skills necessary to do legal research projects. It was envisaged that the learning package in question would take the form of an Iolis style workbook. Rather than use traditional law courseware authoring tools, however, the Centre chose to experiment by attempting from the outset to develop the workbook as a website comprising interlaced text and interactions. If successful, such an approach would have the benefits of producing a prototype that was: (i) readily accessible across the Internet, or a campus intranet; (ii) customisable to the needs of individual law schools; (iii) flexible enough to reflect more of an author's own personal approach; and (iv) massively interconnectable with campus intranets and with the Internet at large.

Widdison, Robin. JILT (2002). Articles>Education>Legal>Online

Is Distance Education for You?  

Cooke discusses the benefits and drawbacks of distance education.

Cooke, Lynne. Intercom (2000). Articles>Education>Online

Knowing Before Learning: Ten Concepts Students Should Understand Prior to Enrolling in a University Translation or Interpretation Class

This paper aims to assist instructors in informing students of various aspects involved with learning translation and interpretation in a university setting. Because such courses rarely last beyond one or two semesters, many students enroll in such classes with erroneous assumptions about course content and unrealistic expectations about what they can accomplish. The author presents ten concepts that ideally should be presented to and understood by students prior to their enrolling in a university translation or interpretation class so that they may be both realistic and productive in their learning goals.

Rubrecht, Brian G. Translation Journal (2005). Articles>Education>Translation

Knowing Your Audience

Learning experiences must be realistic ones. Hands-on practice in learning is critical. Learners need feedback to help them discover where they are in the learning process and to evaluate their progress.

Edwards, Verlane. STC Central Iowa (2002). Articles>Education>Audience Analysis

Knowledge Management and Life Long Education in Science    

In 1998 ENEA, the Italian National Agency for New Technologies, Energy and the Environment, launched an e-learning platform with the mission of sharing scientific knowledge among everyone, not just workers but also students and the unemployed, in order to use its research results to support competitiveness and sustainable development. In 6 years, more than 20.000 users have followed one or more of the 46 on line courses. Many agreements with schools, universities, private and public training organisation are now under way to improve the dissemination of scientific knowledge and to build an open data base of scientific learning objects that anyone can use.

Moreno, Anna and Sergio Grande. Data Science Journal (2005). Articles>Knowledge Management>Education>Scientific Communication

Knowledge Management Support for Teachers  

Considers how the concepts and techniques of knowledge management can be applied in public schools.

Carroll, John M. University of Toronto (1999). Articles>Knowledge Management>Education

Language Learning in Translation Classrooms

Although practicing translators and interpreters are not in the classroom to learn, one of the major benefits to teaching is definitely how much teachers do learn about the complexity of the learning process by supporting student efforts to become competent professionals. One of the common errors that new instructors at university make however is to assume that their students are already expert learners. Because university students are adults, many instructors presume that their own role consists of presenting material once, applying it briefly and then moving on to a new concept. They often assume students are able to apply newly acquired concepts in foreign situations after having been exposed only briefly. However, this may not be the case.

Goff-Kfouri, Carol Ann. Translation Journal (2005). Articles>Education>Translation