#23370
Those who find themselves the solo technical writing faculty in their department often have to deal with infrastructural issues as well as curricular and programmatic concerns. Infrastructure involves creating learning environments conducive to building skills students need to be qualified technical communicators, and such learning environments often require access to technology.
Carnegie, Teena A.M. CPTSC Proceedings (2003). Academic>Education>Technology
#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
#14877
Graduate Programs in Professional Writing, Technical Writing and Rhetoric
An international directory of graduate academic programs in PW, TW and Rhetoric.
#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
#30086
Graduate-Level Technical Communication Instruction in the United Kingdon
This paper describes the results of a study of graduate technical communication programs in the United Kingdom begun in the Fall of 1998. The study intended to 1) describe the general structure of graduate instruction in technical communication, and 2) to analyze the field according to 3 key topics in technical education in the UK: What is the international orientation of programs? What are the subject-matter components of technical communication programs? What delivery methods and other classroom practices do the programs embody The formation in these four areas can be useful to a number of readers. Those in the education can benefit by comparing practices in the U. S. A. to those in the UK, especially comparing delivery methods and subject matter. Practitioners of technical communication seeking employment in the UK or European Union markets can benefit by learning the requirements of work in these areas. Members of professional societies such as the Society for Technical Communication can benefit by learning about the state of the profession of technical writing in the UK as it is supported by and reflected in the education of advanced practitioners.
Barker, Thomas and Anna Sallee. STC Proceedings (1999). Articles>Education>Regional>United Kingdom
#14975
Grease on the Keyboard: Making Composition Work in a Technical College 
Times have changed. The industrial age has become the information age, and technology and equipment evolve at such a rapid pace that it is wasteful to train a person for only specific psychomotor skills. Employers are calling for the hands-on training to be combined with more communication and critical thinking skills so that employees have a broader education that allows them to switch speeds or tasks.
Lourey, Jessica. NCTE TETYC (2000). Articles>Education>Writing
#29073
The Great Instauration: Restoring Professional and Technical Writing to the Humanities 
If you wish to start an undergraduate professional and technical writing program at a small liberal arts college, you will find good arguments for your project in the educational writings of Sir Francis Bacon. Unlike other Renaissance Humanists, Bacon located the New Learning (what we now call the humanities) within the related contexts of scientific discovery and invention and professional training and development. His treatise, The Advancement of Learning, proposes to draw knowledge from and apply knowledge to the natural and social world. Bacon's curricular ideas can benefit emerging PTW programs in the humanities in three ways: They make a convincing apologia for most English departments and writing programs, wed humanistic education to public service, and provide a rich but practical theoretical framework for program development and administration.
Di Renzo, Anthony. Journal of Technical Writing and Communication (2002). Articles>Education>Professionalism>Technical Writing
#28119
Greater than the Sum of Parts: A Poetry/Science Collaboration
Collaborations between disciplines in middle school usually occur between language arts and social studies, or between math and science; however, we found a collaboration between language arts and science to be a fruitful experience for our students in their learning both disciplines and in improving our own teaching.
Abrams, Nancy and Nadine Feiler. LLAD (2002). Articles>Education>Writing
#19099
It is not industry collaboration that has caused the Wayne State program to founder. Indeed, many in the English Department might bristle at that term, believing the program is thriving. Nevertheless, contradictions within the department that reflected and repeated historical patterns have allowed the program to wither.
Ranney, Frances J. CPTSC Proceedings (2000). Academic>Education>WPA
#19093
Growing Technical Communication Programs through Recruiting
This paper lists recruitment strategies that technical communication programs can use. Its purpose is to prompt discussion at the CTPSC conference in response to the following question: Which strategies bear the most promise for recruiting sufficient numbers of students to supply the growing need for technical communicators?
Maylath, Bruce A.R. CPTSC Proceedings (2000). Academic>Education>WPA
#25404
Guided Surfing: A Multimethod Assessment of a Layered Hypermap WWW Interface
A multi-level hypermap interface was created for the display of world wide web pages relevant to an undergraduate class in Sensation and Perception. Assessment of the interface consisted of two experiments. Results indicated that the guides encourage students to broaden the focus of their search. Further, the guides do not appear to be particularly effective for enhancing the acquisition of detailed-factual knowledge. Over all, students subjective reactions to the guides were positive. In particular, they perceived the guides as making the search project more efficient, and providing the learner with 'big picture', conceptual knowledge.
Hall, Richard H. and Eric L. Stocks. University of Missouri-Rolla (1998). Articles>Web Design>Education
#25403
Although the World Wide Web has great potential as an educational tool, and many educational practitioners have begun utilizing the Web in many ways (e.g., Dodge, 1995; Logan, 1996; Mounts, 1996; Weiler, 1996), as yet, there has not been much systematic, theory based, research aimed at examining these methods. The principal purpose of this experiment was to begin to address the issue of how best to structure an interface between learners and the vast jumble of resources at their disposal on the Web. The need for the development and investigation of such an interface is indicated by research, which has found that some degree of learner guidance is particularly important in effective web learning (Anderson & Joerg, 1996).
Hall, Richard H. University of Missouri-Rolla (1997). Articles>Web Design>Education>Usability
#19735
Handling Software Failures: Need For Effective Training
The cost of software failure in terms of schedule overruns and poor quality are well known.
Kumail, S.M. Nafay and Gaurav Chadha. Indus (2003). Articles>Education>Software
#25118
The Harder They Fall: Pitfalls of Online Team Writing Assignments
Computer-mediated communication (CMC) has opened up new territories for teaching technical communication. But web-based courses can present steepchallenges for students working on team assignments as well as for teachers designing them. What conditions make it likelier that e-teams will fail? Whatconditions might better prepare instructors and student teams to deal not only with the technical, but also the interpersonal, challenges of learning from eachother in a CMC environment? First providing theoretical frameworks suggested by research into collaborative writing and the effects of CMC on learning andteamwork, I outline some difficulties facing students struggling to complete a technical writing team assignment. I then suggest strategies for instructors andstudents to help ensure that online teamwork is a productive and positive experience.
Goldrick-Jones, Amanda. STC Region 7 Proceedings (2002). Articles>Education>Online
#13086
Education always plays an important role in the annual CHI conference. The tutorial program provides a valuable opportunity for both HCI practitioners and researchers to explore new topics. Other venues, including workshops, panels, special interest group sessions, and papers are also used to explore educational issues. This year HCI Education was represented by a panel, a Special Interest Group, and several short papers discussing issues important to HCI education.
Sears, Andrew and Marian Williams. SIGCHI Bulletin (1997). Articles>Education>Human Computer Interaction>Usability
#13084
This year, the CHI conference placed special emphasis on three application domains: education, entertainment, and health care. The education domain included everything from pre-school for children through continuing education for working professionals. HCI education was well-represented, and was the focus of a paper and a panel.
Williams, Marian G. and Andrew Sears. SIGCHI Bulletin (1998). Articles>Education>Human Computer Interaction>Usability
#13083
HCI Education: Past, Present and Future?
The roots of HCI came from a number of separate disciplines, including computer graphics, human factors, ergonomics etc. (Hewett et al., 1992). In higher education, HCI was also represented as separate disciplines and sub-disciplines with separate courses or modules within the various disciplines. In contrast, the 1980's began to recognize the multi-disciplinary nature of the field. Conferences such as SIGCHI and books on HCI (e.g. Baecker & Buxton, 1987; Card, Moran & Newell, 1983; Norman, 1988; Shneiderman, 1987) appeared that brought the various disciplines together in new ways.
Gasen, Jean B. SIGCHI Bulletin (1996). Articles>Education>Human Computer Interaction>Usability
#13089
HCI Education: Where is it Headed?
As HCI continues to mature as a discipline, we must continue to question the bounds of the field. We must define what is within the realm of HCI and what is not. To begin, we can explore some of the proposed definitions for the discipline.
Sears, Andrew. SIGCHI Bulletin (1997). Articles>Education>Human Computer Interaction>Usability
#19065
Here Comes That Song Again: The Theory and Practice Blues
An issue that continues to affect our strategies for developing undergraduate programs is the old contest between theory and practice, or, as it frequently occurs in technical communication programs, between theory and tools. Should we focus our undergraduate programs on understanding principles of communication in the technical world or should we focus on teaching the tools that are called for in the job ads for technical communicators?
Allen, Nancy J. CPTSC Proceedings (2000). Academic>Education>Undergraduate>Theory
#22193
Heuristics for Sustainable Distance Education
Discusses eight conditions for technological change that can support innovation in educational settings. These conditions, which were first directed toward library contexts and then studied in a variety of education-related contexts, encapsulate the majority of sustainability issues associated with distance education. These eight conditions are not exhaustive, but programs that achieve many of them will probably experience a high degree of sustained success.
Selber, Stuart A. CPTSC Proceedings (2003). Articles>Education>Instructional Design>Online
#13927
Hither, Thither, and Yon: Process in Putting Courses on the Web
Educational institutions are employing a variety of processes to support Web-based courses. In our efforts to help faculty mount such courses, we found it helpful to divide course material into knowledge-based versus skill-based elements, and to develop activities that capitalize on the unique environment of the Web. In this article, we discuss our successes and failures, and cover some legal issues we discovered that affect how we use both preexisting and student-produced materials.
Thrush, Emily A. and Necie Elizabeth Young. Technical Communication Quarterly (1999). Articles>Education>Instructional Design>Online
#30500
How can business address a local shortage of competent technical communicators? Identifying and educating resources available within the community provides one solution. The intent of this paper is to give a brief account of a project that was undertaken jointly by participating businesses and the Dallas Community College System to address a shortage of technical communicators in the immediate area.
Schoemaker, Carlos P. STC Proceedings (1993). Articles>Education>TC
#29652
How Do Students and Practitioners (Actually) Analyze Users?
This paper reports on some disconnects between best practice teaching principles about user analysis and actual student practice. This research documents the facts of these disconnects and indicates some of their causes. Recommendations for academia and industry are offered. stereotypes to derive a model of audience. To what extent, however, does principle inform practice?
Levine, Barbara J. STC Proceedings (2005). Articles>Education>Audience Analysis
#26855
How Document Design Helps English Learners Master Science
Explores how basic, scaffolded technical-writing exercises can help ESL students gain cognitive maturity, practice science literacy, improve their note taking, and use text signals and science idioms more effectively.
Girill, T.R. ACM SIGDOC (2005). Articles>Education>Document Design>Language
#19075
How Does the Institutional Home of a Program Affect its Development?
Having the department of technical communication located within the School of Engineering has a significant impact on the program’s development.
Davis, Marjorie T. CPTSC Proceedings (2000). Academic>Education>Engineering
