Training Technical and Professional Communication Educators for Online Internship Courses

Bay, Jennifer

doi:10.1080/10572252.2017.1339526

Cited by 4 publications

(5 citation statements)

References 30 publications

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“…For this particular reason, the present study consolidated several most suitable training methods and not only adapted them for the online format but also directed the learning process towards developing professional communication competence by virtue of social networks. The proposed approach is in line with the recommendations for online professional communication training (Bay, 2017;Vie, 2017), claiming that such preparation should be focused on communication in the workplace and ensure full immersion in learning situations. The developed training course was based on this very idea.…”

Section: Discussionmentioning

confidence: 58%

“…The development of professional communication skills using social networks should be aimed at teaching students to create a professional online presence (Slone & Gaffney, 2016). A critical point in this process is related to training faculty (Bay, 2017). Educator training approaches should include immersion in experimental learning situations and innovative use of social networks and modern educational technologies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…As a rule, technical and professional communication programs rely on contingent faculty to achieve their curricular mission (Meloncon, 2017). On the flip side, contingent faculty often lack professional development opportunities in the face-to-face mode, and therefore it can be provided online (Bay, 2017). The use of social networks in teaching technical and professional communications forms the basis of recommendations for educators' online preparation (Vie, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

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The Role of Social Networks in the Development of Skills of Professional Communication

Ivanova

Gaifullina

Said

2022

International Journal of Web-Based Learning and Teaching Technologies

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The purpose of the present study was to investigate the role of social networks in the formation of professional communication skills. With this aim in view, a number of training approaches initially used in class were adapted to the online format and re-oriented towards developing professional communication skills using social networks. The specially created training course focused on developing professional communication skills included the following tasks: come up with a meme on a given topic, invent a short story, create antinomies, make up compliments, create an online event on social network and count how many people from the group are interested in it. These tasks’ fulfillment was proved to facilitate professional communication skills among students, which testifies to their validity and effectiveness. Consequently, they can be suggested for inclusion in educational institutions’ academic programs to raise their students’ communicative competence.

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Section: Discussionmentioning

confidence: 58%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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The Role of Social Networks in the Development of Skills of Professional Communication

Ivanova

Gaifullina

Said

2022

International Journal of Web-Based Learning and Teaching Technologies

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“…We propose an integration of social justice approaches, conflict resolution, and awareness of microaggressions in internship courses as a means by which to help cultivate more socially just communication practices. As Bay [3] has demonstrated, internship courses need not be limited to specific majors. Rather, TPC service course content can be re-oriented through broad based and cross-disciplinary internship courses that appeal to many majors.…”

Section: Pedagogical Interventionsmentioning

confidence: 99%

Social Justice and Entrepreneurial Identity

Bay

Ruiz

2020

Proceedings of the 38th ACM International Conference on Design of Communication

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Technical and Professional Communication (TPC) scholarship has embraced a socio-cultural turn that places attention on underrepresented groups and values contexts that house less visible forms of work, process, and organization. We extend this discussion by aligning soft skills with everyday entrepreneurial practices as another route for teaching students social and cultural awareness. We argue this pedagogical shift will help students succeed as communicators to diverse audiences given the demands of today's globally diverse workplace. Cultivating entrepreneurial expertise alongside soft skills can produce students who are more attuned to diversity and inequity, and are able to reshape workplace contexts to be more socially just. We situate entrepreneurs as everyday rhetoricians to demonstrate opportunities to teach students fruitful ways to foster socially attuned communicative practices, thereby contributing to the development of the students' own professional identities. To this end, we present a case study highlighting everyday entrepreneurship framed by participants whose identities are attuned toward social justice. Next, we apply the entrepreneurial values demonstrated by those cases to teaching redefined notions of "soft skills, " which are traditionally seen as a nebulous amalgam of generic rhetorical and communicative skills. We conclude with next steps and pedagogical interventions to help cultivate these entrepreneurial skills among TPC students.

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“…Notably absent from their work is the issue of virtual or remote internships. As Bay (2017) notes, students are undertaking more and more internships during their time as undergraduate students. Katz (2015) remarks that while some of her students would consider virtual internships, not many were choosing them.…”

Section: Introductionmentioning

confidence: 99%

Remote TPC Internships: Infrastructures for Success

Bay

Fillenwarth

Masters-Wheeler

2021

Journal of Technical Writing and Communication

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Though the remote internship is certainly not a new phenomenon, the COVID-19 pandemic has accelerated the growth of this model for undergraduate experiential learning. As we consider this shift, we must evaluate how to best assist students completing remote internships. In this article, we argue that infrastructure offers a useful framework for understanding students’ internship experience and corresponding professionalization. We present two case studies of student remote internship experiences, analyzing areas of challenge and success through the infrastructural areas of writing projects, communication, and logistics. We offer recommendations for faculty working with remote student interns to promote positive learning experiences.

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Training Technical and Professional Communication Educators for Online Internship Courses

Cited by 4 publications

References 30 publications

The Role of Social Networks in the Development of Skills of Professional Communication

The Role of Social Networks in the Development of Skills of Professional Communication

Social Justice and Entrepreneurial Identity

Remote TPC Internships: Infrastructures for Success

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