#13842
A Contrary View of the Technical Writing Classroom: Notes Toward Future Discussion 
Rather than acting as training departments for students’ future employers (a mission reflected in most textbooks and journal scholarship), technical writing programs should be teaching skepticism, critical thinking, and paradigm-breaking. They should be highlighting the agendas and “narratives” inherent in any text, rather than sustaining a positivist faith in neutrality and objectivity, because students who understand the power of language to shape the workplace (not simply to transmit information) turn out to be the most effective, most successful professionals. This article questions the widespread, largely uncritical importing of corporate paradigms into the technical writing classroom and calls for the university to remain separate from the corporation in its purpose. The article goes on to describe a recently developed senior seminar that challenges students’ assumptions about scientific and technical writing, including their own. Through courses like this, it is hoped that students will enter their professions as savvy, questioning thinkers rather than simply as efficient, problem-solving doers.
Bushnell, Jack. Technical Communication Quarterly (1999). Articles>Education>Writing
#22216
Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs
As part of the longitudinal study, Dr. Felder and Dr. Rebecca Brent, a professor of education at East Carolina University, adapted or devised procedures for implementing cooperative learning in courses that stress quantitative problem solving. These procedures are summarized in this report. The objectives of the report are to offer some ideas for using cooperative learning effectively in technical courses, to give advance warning of the problems that might arise when CL is implemented, and to provide assurances that the eventual benefits to both instructors and students amply justify the perseverance required to confront and overcome the problems.
Felder, Richard M. and Rebecca Brent. North Carolina State University (1994). Articles>Education
#13753
Corporate Software Training: Is Web-Based Training as Effective as Instructor-Led Training?
Web-based training has been both acclaimed as a self-paced, consistent, stand-alone alternative to traditional instructor-led training and disparaged for its high development costs and dearth of qualified trainers. Critics especially question its effectiveness. This case study tests the effectiveness of a stand-alone web-based training program and compares the results to that of an identical instructor-led course. The course provides highly task-oriented instruction for a computer software package and was developed using a proven instructional design methodology. The data from this study show that web-based training is as effective as instructor-led training for stand-alone software application training in a corporation.
Coppola, Nancy W. and Robert Myre. IEEE Transactions on Professional Communication (2002). Articles>Education>Instructional Design>Online
#22212
The particular concern facing my institution of affiliation (U Houston-Downtown) is how to maintain prudent Technical Communication (TC) program expansion in the face of rapid growth, high demand, and scarce resources.
Hundleby, Margaret N. CPTSC Proceedings (2003). Articles>Education>TC
#10055
The Council for Programs in Technical and Scientific Communication
The Council for Programs in Technical and Scientific Communication (CPTSC) has five goals: promote programs in technical and scientific communication, promote research in technical and scientific communication, develop opportunities for the exchange of ideas and information concerning programs, research, and career opportunities, assist in the development and evaluation of new programs in technical and scientific communication, if requested, and promote exchange of information between this organization and interested parties.
#14984
Course Authoring Systems: A Review
Many instructor-led courses are being considered for conversion to electronic or distance delivery. A recent HRD survey by the American Society for Training and Development predicts that by the year 2000 only an estimated 54.8% of training will be instructor-led, compared to 80% in 1996. By contrast, the market for training delivered via new technologies is expected to go from 10% in 1996 to over 35% by the year 2000. Web-Based Training (WBT) is expected to account for a sizable portion of these electronic course developments and conversions.
Phillips, Vicky. GetEducated.com (1998). Articles>Education>Instructional Design>Online
#15103
Describes a college course on content editing--editing that focuses on clarifying content. Emphasizing career opportunity, the course touches on new technologies that have transformed editing, the editor-author relationship, and the editing of user manuals.
Bush, Donald W. Intercom (2000). Articles>Education>Editing
#25639
Course Management Tools Review
This is a summary of open source tools for what is variously called: * distance learning * course management product or system * learning management system * virtual classroom
Albing, Bill, Frances Wirth and Rick Sapir. KeyContent.org (2005). Resources>Education>Online
#25608
Crafting a User Experience Curriculum
It isn’t often that one has the opportunity to create a course about user experience, let alone an entire sequence of user experience courses. Jason Withrow's opportunity forced him to examine his perceptions of the user experience industry.
Withrow, Jason. Boxes and Arrows (2005). Articles>Education>User Experience>User Centered Design
#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
#19066
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.
Aller, Betsy and M. Sean Clancey. CPTSC Proceedings (2000). Academic>Education>Assessment>Engineering
#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
#19723
Creating Online Training: Dos and Don'ts 
As a technical communicator, you may be asked to create online training for your organization. Your first attempt at online courseware development may seem a bit daunting, but take heart. Here are a few online training DOs and DON'Ts that can help you avoid some common development pitfalls.
Miller, Karen Massetti. STC Central Iowa (2002). Presentations>Education>Marketing>Organizational Communication
#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
#14985
Cross Cultural Training Bibliography
A bibliography of works from instructional design and educational theory for cross-cultural and multicultural students.
Weech, Bill. TCM.com (1998). Resources>Bibliographies>Instructional Design>Education
#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
