A Communications Renaissance: Developing Tomorrow’s Developers  

Mathematics and computer science can be difficult subjects for the communications teacher to penetrate. In 1997, the Faculty of Mathematics at the University of Waterloo initiated the development of a pilot course in communications for Mathematics and Computer Science students. This paper explores the research and discoveries that built a successful course: a definition of “numeracy” that equates with academic “literacy” as knowledge creation; perceiving the students as “end users” and doing ongoing “usability tests” during the pilot course; and using case studies as social action to empower students and envision math and technology as dynamic, socially rich fields through communications.

McKenzie, Andrea. STC Proceedings (2000). Presentations>Education>Scientific Communication>Mathematics

Putting the Science into Technical and Scientific Communication Classes  

Although programs and courses frequently are titled “technical and scientific communication, ” often the scientific part is shifted to the science classes many students are required to take. All technical communication students, but especially those who are targeting a career in scientific communication, should be made aware of scientific principles and practices that apply to technical communication. Educators might add information about technical proposals, empirical research reports, regulations, basic abbreviations and definitions of statistics, research methods used in the sciences, and the scientific style described in style manuals to the materials they regularly teach.

Porter, Lynnette R. STC Proceedings (1995). Presentations>Education>Scientific Communication