United We Stand, Divided We Fall? Thoughts on Cohesiveness in the MA in Writing    

What's happening to all of the things our students in the different strands once shared in common? When I taught the research methods class last fall, I was struck when my students in both strands commented on how they had not realized until then how much they shared and how happy they were to be able to help each other and to inform each other's work. These comments, and the tangible evidence I had of their truthfulness in my students' productive exchanges, are at the heart of my concerns. I am curious if other writing programs with multiple strands are also encountering these issues. Is becoming more separate a natural response to developments and progress in our respective fields? Is it the best response to those developments and progress?

Blakeslee, Ann M. CPTSC Proceedings (2001). Academic>Writing>Education

Untangling a Jigsaw Puzzle: The Place for Assessment in Program Development  

Assessment has long been a topic of conversation among technical communication teachers and program coordinators. Much has been written about how we assess and respond to work students do in our classrooms. We have also discussed methods to assess programs in technical and scientific communication (TSC). In fact, CPTSC offers a comprehensive self-study and program review. The purpose of the review 'is to help develop strong programs. . . not to compare or rank programs, and not to establish certification for programs or their graduates.' Of course, a focus on developing strong programs rather than ranking programs is an appropriate focus for an organization such as CPTSC.

Munger, Roger H. CPTSC Proceedings (2000). Academic>Education>Assessment

Usability Metrics: Drawing Borders Ourselves  

Two borders that are very important in a primarily undergraduate Technical Communication program are the theory/practice borders we face vis-à-vis our students, and vis-à-vis the practitioners who hire our students.

Benninghoff, Steve. CPTSC Proceedings (2003). Articles>TC>Usability>Theory

Usability Testing and User-Centered Design in Technical Communication Programs: Current and Emergent Models  

In recent years, technical communication programs have begun to introduce students to the principles of usability testing. A natural outgrowth of the traditional technical communication emphasis on audience analysis and user advocacy, usability testing also serves as an interesting and potentially lucrative career path for some technical communicators, and introduces a fascinating research trajectory for students and faculty alike. It’s no surprise that technical programs are incorporating usability testing instruction in one of two ways: some offer separate courses in usability testing at the undergraduate or graduate level. Specialized labs and corporate collaborations are often associated with such curriculum designs. Most incorporate usability into specific courses in a 'usability across the curriculum' model. Typically, existing computer labs double as usability testing facilities. These efforts are admirable, but leading scholars and practitioners agree that usability testing alone, because it occurs late in the product development cycle, no longer suffices. A gradual movement toward continuous user involvement at all stages of product development is underway.

Kitalong, Karla Saari. CPTSC Proceedings (2000). Academic>Education>Usability>User Centered Design

Using Portfolios to Help Students Navigate Across Borders  

The concept of borders provides a powerful lens for understanding the student experience in technical communication. During the educational process, our students navigate across borders between teaching and research, between theory and practice, and between nations, cultures, disciplines, and professional organizations. Asking students to think about their experiences at such borders can give rise to interesting questions, insights, and concerns. Student portfolios, developed over the course of their academic careers, provide students with a powerful mechanism for reflecting on and integrating their experiences at these borders.

Turns, Jennifer and Judith A. Ramey. CPTSC Proceedings (2003). Academic>Portfolios

Using Web-Based Portfolios to Assist Technical Communication Program Development  

In 1998, the English Department at Carnegie Mellon built an Internet server (english.cmu.edu) to offer free lifetime accounts to English majors and graduate students. We did this (in part) because we had found that students in our professional programs underused campus facilities for web portfolios. Interviews revealed that many Web-savvy students felt alienated from campus Internet publishing options--which serve students while they remain students, but eliminate accounts (and remove alumni websites) soon after graduation. CMU students in professional programs are exceptionally career-oriented, and interviews revealed that they instead planned to postpone website production until they had graduated, when they could create (more) permanent websites--which often did not happen. By encouraging our students --while students--to create online portfolios which they could maintain even after graduation, we removed one of the obstacles to experimentation by our more enthusiastic students, and offered them options to integrate such work into their studies of genre,audience and accessibility. This experiment has been more successful than originally expected; students' websites are among the most popular locations on the entire server, and have led to continuing communications between alumni and faculty. This has led some of us who advised students in Carnegie Mellon's MAPW (Masters in Professional Writing) and CPAD (Masters in Communication Planning and Design) to rethink issues which arise in the creation of web portfolios.

Sauer, Geoffrey. CPTSC Proceedings (2000). Academic>Portfolios

The Value of Seeking Interdisciplinary Models for Smaller Professional Writing Programs  

Technical communication strains disciplinary boundaries, which can make program development difficult. In a time when we are experiencing what Richard Lanham calls 'a complete renegotiation of the alphabet/icon ratio upon which print-based thought is built,' no traditional departmental home (e.g., English) seems appropriate. One look at the classified section of the Society for Technical Communication Web site suggests that a technical communication student should graduate with competence in information technology and visual rhetoric (among other possibilities) as well as writing. For many of us, however, those competencies fall outside the disciplinary boundaries as defined at our local institutions and in fact we may face penalties for developing such competencies. As a member of a department of English and linguistics, for example, my department has no way to reward me for learning CGI scripting or FrameMaker.

Blythe, Stuart. CPTSC Proceedings (2000). Academic>Education

What About Writing?  

Like many businesses, many academic programs in professional and technical communication attempt to promote themselves as unique and as fulfilling a particular niche. Such specific orientations can serve a marketing function. For instance, some professional and technical programs use their advertising literature to promote classes that train students in the uses of cutting edge technologies. And as this conference's call for proposals suggests, some programs may begin to focus primarily on a particular type of technical communication such as computer documentation, medical writing, or multimedia.

Praetorius, Pete. CPTSC Proceedings (2000). Academic>Education>WPA>Marketing

What Can Technical Communication Programs Learn from Corporate Universities?  

As technical communications programs consider our own strategic program development it is important for us to consider a variety of program development models that exist both within and outside of traditional university contexts. This presentation will present alternative models for program development employed by leading corporate universities. These programs emphasize on-demand learning, immersion and experiential learning, and highly accountable educational experiences. The presentation will not argue that technical communication programs should simply import these models from corporate settings. Instead, it will suggest that corporate approaches bring many important issues to the table that strategic program developers need to evaluate and discuss as they consider their own program development.

Faber, Brenton D. CPTSC Proceedings (2000). Academic>Education

What We Do Best

This lecture describes the need for the field to clarify how we represent ourselves and think about ourselves.

Bernhardt, Stephen A. CPTSC Proceedings (1996). Presentations>Lectures>Streaming>Audio

What's the Balance? Technical Communicator or Technical Communicator?  

When developing a technical communication program, program developers need to determine how technical their programs will be. In my part of the country, for example, the prevailing philosophy for many years was that you could take technical people and teach them to write easier than you could take trained communicators and teach them the needed technical information. Ads for technical communicators across the country scream for knowledge and sometimes expertise in a wide range of computer software, and usually it is not only knowledge of formatting technical documents as in Frame, or Power Point, or HTML, but also knowledge of and again sometimes expertise about the scientific and technical subjects about which they write.

Little, Sherry Burgus. CPTSC Proceedings (2000). Academic>Education>Technology

"Who are You, and What is It You Do Again?": Struggling for Identity in Small Technical Communication Programs  

Technical writing faculty who work in solo situations are often seen as the 'other' in their home departments, whether we are housed with literature, business, or engineering faculty. We are thus inscribed in a unique border location, and consequently are further inscribed in a peripheral location within the greater technical writing academy.

Nardone, Carroll Ferguson. CPTSC Proceedings (2003). Articles>Education>Writing>Technical Writing

Why and How Our Institutional Home Matters: Strategic Program Planning in a Specific Setting  

My presentation will address the conference question of how institutional setting affects program focus and development. The answer, at least as we understand it so far, turns out to be fairly complex. In our case, for example, the recent changes to our Technical Writing degree have been directly responsive to rapid changes in the field of technical communication, in evolving technologies, and in the importance of information systems and web-related writing and design for technical communicators, At the same time, it is clearly the case that an equally strong influence has been the internal pressures we feel as we find ourselves competing with other departments at CMU for students who had once been a kind of private preserve, And this pressure involves more than competition for students. An equally important value at stake is our perceived status and role within our department and our university.

Schnakenberg, Karen R. CPTSC Proceedings (2000). Academic>Education>Rhetoric

Why Do Students Entering a Major in Technical Communication Resist the Introductory Course?  

I have been teaching HU2600, Introduction to Technical and Scientific Communication, a course in which students are introduced to the major and the profession for the last three years. Students have resisted this course during, and previous teachers report that the resistance preceded my taking over the course. I believe that students' resistance is tied, first, to the nature of technical communication education. Using C. S. Lewis's definitions, I point out that teaching the technical communication curriculum is not technically the same thing as educating the student; nor is it equivalent to offering students the chance to pursue 'learning' for its own sake. Rather, it is training aimed at producing a specialist. As such, the technical communication curriculum is what Lewis calls a composite curriculum chosen for the student by those who understand the profession better than they do. Add to this definition Jacques Ellul's claim that education in the technological society attempts to make people happy doing things they would normally not choose to do (348), and we arrive at an accurate, though unflattering, description of the project of 'educating' majors in technical communication.

Sullivan, Dale L. CPTSC Proceedings (2000). Articles>Education>TC

Why Should We Be Exploring Accountability?  

We probably need to think much more than we have in the past in terms of assessment, external evaluation, and accountability. We are hearing ever more frequently the concerns of administrators, regents, legislators, and departments of education for greater accountability by universities-concerns that will be passed down the administrative levels to program directors and teachers. This may be a blessing in disguise, an opportunity to tell the public who we are and why we are important.

Savage, Gerald J. CPTSC Proceedings (2003). Articles>Education>TC>Assessment

Working in the Liberal Arts/Technology Borderlands

One border that technical and professional communication (TPC) programs straddle constantly is that between the liberal arts and technology. We struggle to find ways to do justice to both as we prepare our students to enter these professions.

Allen, Nancy J. CPTSC Proceedings (2003). Articles>Education>Technology

Writing at the End of Text: Rethinking Production in Technical Communication  

Technical Communication, as a discipline and as a practice, has always held an odd relationship to writing: We practice a subordinate for of writing, one step or more removed from those our cultures value most highly. We are not, admittedly, authors in the sense in which Foucault once defined the term. The writing that technical communicators do is of a different status than the writing that authors do. Although we could say that manuals and instructions and online help are the fuel that increasingly powers our economy, we would have to admit that our texts do not receive the esteem given to literature. But we might, instead, arrange the issue differently: what if technical communication rejects writing? Not merely in the sense that 'communication' is about multiple media, but in the more fundamental sense that technical communication is about a different order of production, more like the database than the essay. Rephrasing the question of value this way presents a different set of approaches to technical communication curricula, among other things, allowing us to take new perspectives on a set of issues that have haunted our field from the beginning.

Johnson-Eilola, Johndan. CPTSC Proceedings (2000). Articles>TC>Theory

The Zen of TC: Transgressing Imagined Boundaries Between Liberal Arts and Technical Communication  

The field of Technical Communication has long recognized the value of bringing the world of business and research into the TC classroom. Indeed, most TC programs not only require students to analyze case studies of real-world business enterprises, they also require students to participate in intensive internship programs. Certainly, TC students who engage in exercises either modeled after effective business and research practices or directly situated within these environments are better able to contribute to their employer's success once they graduate.

Mott, Richard K. CPTSC Proceedings (2003). Articles>Education>TC