Sketching a Framework for Graduate Education in Technical Communication

Johnson-Eilola, Johndan; Selber, Stuart A.

doi:10.1207/s15427625tcq1004_3

Cited by 24 publications

(23 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Administrators of academic programs in technical and professional communication (TPC) select from a variety of theories to situate program assessment, including social construction (Coppola, 1999), "layered literacies" , or theories positioning the "thinking, doing, teaching" in which TPC professionals engage ( Johnson-Eilola & Selber, 2001). Program administrators often use assessment strategies that are outcomes based (Coppola & Elliot, 2007;Say, 2015;, helping to show the "evidence of impact" (Allen, 2004, p. 94) that curricula have on learning (Coppola et al, 2016).…”

Section: Guiding Framework For Collaboration In Tpcmentioning

confidence: 99%

Introduction to Effective Teaching of Technical Communication

Klein

2020

Effective Teaching of Technical Communication: Theory, Practice, and Application

View full text Add to dashboard Cite

show abstract

Section: Guiding Framework For Collaboration In Tpcmentioning

confidence: 99%

Introduction to Effective Teaching of Technical Communication

Klein

2020

Effective Teaching of Technical Communication: Theory, Practice, and Application

View full text Add to dashboard Cite

show abstract

“…With much recent attention being given to the growth and direction of graduate programs in technical and professional communication, we may have lost sight of the steady increase in another sector-that of bachelors degrees at the undergraduate level. [2], as well as essays by Kevin Brooks, Kathleen Blake Yancey, and Mark Zachry [3], and Mary Sue MacNealy and Leon B. Heaton [4] have helped highlight the current challenges faced by new and established graduate programs in technical and professional communication: (How should graduate programs be organized? Should there be similar requirements across all programs?…”

Section: Hiring Trends and Program Growth At Four-year Institutionsmentioning

confidence: 99%

Technical and Professional Communication Programs and the Small College Setting: Opportunities and Challenges

Latterell

2003

Journal of Technical Writing and Communication

View full text Add to dashboard Cite

This article argues that the small school context has been a relatively unexamined or under-examined context for technical and professional communication program development. While graduate program development holds a large share of the field's attention in recent national forums, growth in graduate programs is a consequence of demand in the job market among mostly “teaching” schools. Thus, the field must consider how well we are socializing new Ph.D.s into the values and the real work of institutions where they will find employment. Toward this end, this article articulates three mediating forces of program development in the liberal arts and humanities settings of small schools: 1) interdisciplinarity and flexibility are lived dynamics of small schools; 2) the campus-wide privileging of writing and communication skills presents ongoing opportunities for curricular initiatives and program development; and 3) compression of decision-making structures leads to more involvement of/with administrators and units across campus.

show abstract

“…Year after year since Carolyn Miller's 1979 landmark "Humanistic Rationale for Technical Writing" [1], articles and books have continued to appear about the need for more prestige in technical communication [2][3][4][5][6][7][8][9][10][11][12]. Academic technical communication specialists lack prestige in two key environments: 1) the English departments that often house them; and 2) the workplace, whose practitioners academics are supposed to serve.…”

Section: Introductionmentioning

confidence: 99%

Cruel Theory? The Struggle for Prestige and its Consequences in Academic Technical Communication

Moore

2008

Journal of Technical Writing and Communication

View full text Add to dashboard Cite

Some struggles for prestige in academic technical communication are selfdefeating and wasteful because of the clash between the material (or positive-sum) economy of the workplace and the positional (or zero-sum) economy of the academy. Some professors of technical communication create disrespect for themselves and their specialities because they create degrading representations of working people and their artifacts, they promote impossible standards, and they advance discredited or misleading theories. More profitable approaches to gaining prestige for academic technical communication include recognizing that not everyone can be the top person in the positional economy, studying works on the economics of prestige, and promoting the genuinely good works that already exist in academic technical communication.

show abstract

Sketching a Framework for Graduate Education in Technical Communication

Cited by 24 publications

References 8 publications

Introduction to Effective Teaching of Technical Communication

Introduction to Effective Teaching of Technical Communication

Technical and Professional Communication Programs and the Small College Setting: Opportunities and Challenges

Cruel Theory? The Struggle for Prestige and its Consequences in Academic Technical Communication

Contact Info

Product

Resources

About