#23595
Administrative Decisions in Online Graduate Education 
Much of the discussion about online education appropriately focuses on pedagogy and technology. Any planning for online education must consider teaching methods and the technology to support them as well as the appropriateness of these methods and technology for the students and course materials. However, administrative decisions also influence the success of the course or degree program. This paper reviews these issues based on the experience of Texas Tech University in five years of offering an online Master of Arts in Technical Communication. Issues include course concept, costs, administrative authority within the university, and student selection and retention. The paper looks briefly at legal issues and at the concern about impersonality in online education.
Rude, Carolyn D. STC Proceedings (2003). Articles>Education>Graduate
#21816
An Alternative to a Master's Program 
Discussions concerning the structure of technical communication programs raise a multitude of questions: how do we include both theory and practice? How much theory is appropriate for a program in an applied area? What do our students need and want? How can we meet our students’ needs and ourown academic goals? These questions can become even more intense when they relate to master’s degree programs and the demanding students they attract. We are faced with decisions about what thenature of a master’s program in technical communication should be.
Allen, Nancy J. CPTSC Proceedings (2001). Articles>Education>Graduate
#21815
Do We Know Who We Are and Where We Belong? Challenge in the Midst of Change
Over the past few years, we have been re-thinking the focus and direction of the graduate program in technical and science communication at Drexel University. At the same time, we are also dealing with a disciplinary change, as we have split from our long-time home in the Department of Humanities and Communication and formed a new Department of Culture and Communication with our colleagues from sociology and anthropology.
Friedlander, Alexander. CPTSC Proceedings (2001). Articles>Education>Graduate
#19508
Reports the results of survey research profiling 1995–2000 doctoral graduates in professional, technical, and scientific communication. Explores implications for recent graduates, prospective doctoral students, faculty, and administrators in the field.
Cargile Cook, Kelli, Charlotte Thralls and Mark Zachry. Technical Communication Online (2003). Articles>Education>Graduate>PhD
#23577
Graduate Program Perspectives and Perceptions
The panelists agree that the primary reason to pursue an advanced degree is professional improvement. There are many graduate programs in technical and/or professional communication with focuses ranging from practical application to theoretical development. Because of individual and program differences, graduate students have different perceptions even within their respective programs. This panel focuses on the perceptions of graduate programs from three panel members perspectives.
Jeansonne, Jerold, Lynn A. Perry and George J. Vivrett. STC Proceedings (1994). Articles>Education>Graduate
#19802
Graduate researchers in technical communication help prepare other students for using the National Information Infrastructure, known as the super information highway. Here graduate students report recent research on the importance of logical screen sequences in hypertext, eight types of information to include to make proposals persuasive, and a profile of surveyed university computersupported writing facilities to point out needs such facilities have.
Battle, Mary V. STC Proceedings (1994). Articles>Education>Graduate>Online
#22449
Re-Creating a PhD: From Technical to Professional Writing
This presentation will investigate a number of questions involved in re-shaping a program, including: shaping a curriculum that adequately prepares students; creating opportunities to foster PhD candidates' professional development; identifying and capitalizing on our unique program strengths; balancing between theoretical knowledge and applied skills for PhD candidates; maintaining legitimacy in a traditional English department while still teaching applied skills; providing opportunities for intra-disciplinary research; and creating PhD candidates who are excellent teachers, researchers, and practitioners.
Tillery, Denise. CPTSC Proceedings (2003). Articles>Education>Graduate>PhD
#23347
Remarks on Composition to the Yale English Department
What can I say about composition that will be useful to the Yale English department in setting up a good writing program? It's clear to me that I won't need to say anything about special teaching methods that are tailor-made for the Yale scene. Yale's admissions policy guarantees that entering freshmen are going to be very diverse in their backgrounds and in their writing skills, and Yale will want to adapt to this diversity by using methods that are flexible and eclectic. Even if Yale did try to create a novel program that could serve as a model for the rest of the nation, it's doubtful that the elements of the program could be new or that the human mind could devise more methods and programs than have already been tried out. The problem will be to choose methods intelligently and to apply them well; and in order to do this, the one thing needful is not machinery but motivation—professorial motivation.
Hirsch, E.D., Jr. ADE Bulletin (1979). Articles>Education>Graduate>Writing
#23346
Reviewing the Graduate Curriculum: Opportunities and Obligations
Increasingly, graduate programs are reflecting new critical approaches and making provision for their students to acquire skills in areas outside of literature. A number of departments offer alternate tracks, especially at the Master's level, for students interested in high school and community college teaching, in English as a second language, in creative writing, and so on. There are currently about 150 Ph.D. programs in English in this country; and, while it would be a gross exaggeration to say that each is unique, the differences among them are remarkable.
Worth, George J. ADE Bulletin (1978). Articles>Education>Graduate>Writing
#13970
Training Technical Communication Teachers in English Graduate Courses
In the mid 1970's, the bleak employment outlook for English Ph.D.'s and the increasing demand for writing teachers, particularly technical writing teachers, lead our department to develop a rhetoric and composition component within our traditional English graduate program. One of the courses developed for the graduate rhetoric program was Analysis of Technical Writing. When it was designed, the course had three goals: (1) to provide study in the rapidly growing area of applied rhetoric; 2) to provide training necessary for English doctoral students to begin teaching a basic course in business and technical writing on the junior or senior college level; and (3) to enhance the employability of these graduate students by preparing them to teach sections of our basic technical writing course while they were completing their graduate work. The department believed that providing interested students an opportunity to gain experience in teaching technical writing would give our graduate students a definite advantage in applying for college teaching positions.
Tebeaux, Elizabeth. JAC (1988). Articles>Education>Graduate
#19668
You Got Into Graduate School: Now What?
You finally applied to that graduate technical communication program, and you got accepted. Congratulations! Now what? Whether you’ve been spending the past several years raising a family or working a full-time job, heading to graduate school after years away from college can be a daunting experience. If you’re ready to return to campus, here are some tips to help you become a successful student and a better technical communicator along the way.
Taylor, Savita A. Intercom (2003). Articles>Education>Graduate
#35626
Choosing the Right Grad School 
The problem with choosing a grad school is that it's basically a blind date based on an online dating profile. On paper, the compatibility seems obvious. But reality is often much more complex. And you actually have to work at it. The problem is that your advisor is going to be far less committed to working at the relationship than you as a student are going to want them to be. So there's going to be a lot of accommodation on your part. Again, not always a bad thing. Lots to learn, lots to learn.
boyd, danah. Danah.org (2009). Articles>Education>Graduate
