Positioning Programs in Professional and Technical Communication: Guest Editor's Introduction

Dragga, Sam

doi:10.1080/10572252.2010.481526

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Example A: Capstones Committees and Service Courses1

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Cited by 4 publications

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“…The TPC area is iterating between the Gather and Read Landscape steps, but it cannot fully participate in the Read Landscapes phase and move to the Analysis or Make steps without coordinating with department-level work. All of these department-level work affect what TPC can and cannot do, which is a long-standing issue within the TPC (e.g., Dragga, 2010). GRAM also needs to be deployed at the department level because it affects TPC identity.…”

Section: Example A: Capstones Committees and Service Coursesmentioning

confidence: 99%

Creating a Continuous Improvement Model for Sustaining Programs in Technical and Professional Communication

Schreiber

Melonçon

2018

Journal of Technical Writing and Communication

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Section: Example A: Capstones Committees and Service Coursesmentioning

confidence: 99%

Creating a Continuous Improvement Model for Sustaining Programs in Technical and Professional Communication

Schreiber

Melonçon

2018

Journal of Technical Writing and Communication

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“…Combining the number of students with disabilities and the increasing number of online classes and programs, we are forced to ask, as Dragga (2010) has (p. 223), Are TPC programs and instructors addressing issues of disability and accessibility? Are TPC instructors taking measures to accommodate students with disabilities in online classrooms?…”

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Paying Attention to Accessibility When Designing Online Courses in Technical and Professional Communication

Oswal

Melonçon

2014

Journal of Business and Technical Communication

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Roughly 1 out of 10 students in our classrooms has some form of disability, and now that a growing number of technical and professional communication (TPC) courses and programs are offered online, scholars need to adequately address accessibility in online course design. Calling on the field to “pay attention” to this issue, the authors report the results of a national survey of online writing instructors and use Selfe’s landmark essay as a way to theoretically frame the results. They conclude by offering strategies for TPC instructors to design more accessible online courses.

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Extralocating Faculty in Technical Communication

Dragga

2017

Technical Communication Quarterly

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Positioning Programs in Professional and Technical Communication: Guest Editor's Introduction

Cited by 4 publications

References 4 publications

Creating a Continuous Improvement Model for Sustaining Programs in Technical and Professional Communication

Creating a Continuous Improvement Model for Sustaining Programs in Technical and Professional Communication

Paying Attention to Accessibility When Designing Online Courses in Technical and Professional Communication

Extralocating Faculty in Technical Communication

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