Design Discourse - Composing and Revising Programs in Professional and Technical Writing, 2010a

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Nugent Savage, Gerald J. “The Process and Prospects for Professionalizing Technical Communication.” Journal of Technical Writing and Communication. 29.4 (1999): 355–381. Savage, Gerald J. “Tricksters, Fools, and Sophists: Technical Communication as Postmodern Rhetoric.” Power and Legitimacy in Technical Communication, Volume II: Strategies for Professional Status. Ed. Teresa Kynell-Hunt, and Gerald J. Savage. Baywood’s Technical Communications Series. Amityville, NY: Baywood, 2003. 167–193. Scott, Blake J. “Sophistic Ethics in the Technical Communication Classroom: Teaching Nomos, Deliberation, and Action.” Technical Communication Quarterly 4.2 (1995): 187–199. Society for Technical Communication Academic Programs Database. 2004. Society for Technical Communication. August 2004 . Yee, Carole. “Can We Be Partners?: Industry/Corporate Advisory Boards for Academic Technical Communication Programs.” Publications Management: Essays for Professional Communicators. Ed. Jane O. Allen and Lynn H. Deming. Baywood’s Technical Communications Series. Amityville, NY: Baywood, 1994. Zimmerman, Donald E., and Marilee Long. “Exploring the Technical Communicator’s Roles: Implications for Program Design.” Technical Communication Quarterly 2.3 (1993): 301–317. 170
9 Shippensburg University’s Technical / Professional Communications Minor: A Multidisciplinary Approach Carla Kungl S. Dev Hathaway To meet increasing student interest in technical and professional opportunities for post-graduate career preparation, Shippensburg University, PA, has recently developed an interdisciplinary Technical/Professional Communications Minor, bringing together a variety of pertinent courses from across the college curriculum and organizing them into a minor that is substantive, coherent, and flexible. This article discusses the development and implementation of Shippensburg University’s new interdisciplinary minor. While the program’s final structure sprung primarily from necessity, its multidisciplinary status will allow our students to reap many unforeseen benefits. We feel this program could be a successful model for other smaller schools to follow, schools that have neither the student numbers nor the resources to begin their own majors or minors in technical communications. background: who we are Shippensburg University is a public university in the State System of Pennsylvania of about 6600 students. We attract an increasingly competitive student body, with SATs averaging about 1100. Most are from across Pennsylvania, and a number are from rural areas and are first-generation college students, who especially see college as an important and vital step in preparing for a professional career. At the same time, our university is committed to its traditional liberal arts curricula: we maintain a strong general education program, expose students to many fields of inquiry, and encourage close faculty-student relationships and community service. Thus, though the English Department felt pressures (from an array of sources which I’ll discuss) to provide a more “professional” education—to teach more overtly the workplace skills our students might need—our faculty believed whole-heartedly that our liberal education was best suited to instill the knowl- DOI: https://doi.org/10.37514/PER-B.2010.2348.2.09 171
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DESIGN DISCOURSE Composing and Revi
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PERSPECTIVES ON WRITING Series Edit
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The WAC Clearinghouse, Fort Collins
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Contents Preface ix Composing 3 1 T
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Preface David Franke This book grew
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Preface ments. The results were str
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Preface nities. My own essay studie
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Preface omy” that has gone “off
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DESIGN DISCOURSE: COMPOSING AND REV
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1 The Great Instauration: Restoring
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The Great Instauration Updated and
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The Great Instauration 5. Action Co
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The Great Instauration • Always t
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The Great Instauration • Use case
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The Great Instauration “The proce
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The Great Instauration works cited
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Knievel, Belanger, Keeney, Couch, a
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Griswold orientation meetings as ne
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Griswold So at this point I had two
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Griswold All the while I am hoping
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Griswold anyone whose primary acade
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Griswold pendix A). I dang well wan
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Griswold Unfortunately, we were not
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Griswold can be appended as evidenc
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Griswold Oct.-Nov. 2003: Evaluation
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Griswold such a program would confe
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Griswold have been hired with exper
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4 Disciplinary Identities: Professi
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Disciplinary Identities fessional w
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Disciplinary Identities courses, th
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Disciplinary Identities been genera
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Disciplinary Identities sites for e
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Disciplinary Identities ing others.
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Disciplinary Identities responsibil
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Disciplinary Identities well-known
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Disciplinary Identities uncritical,
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Disciplinary Identities departments
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Disciplinary Identities has never,
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Disciplinary Identities 2. Separate
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evising
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Ashe and Reilly question impressed
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Ashe and Reilly humanities. In addi
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Ashe and Reilly developing academic
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Ashe and Reilly administrators may
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Ashe and Reilly porate aspects of P
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Ashe and Reilly requirements in the
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Ashe and Reilly developing a system
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Ashe and Reilly to reduce congestio
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Ashe and Reilly diverse student pop
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Ashe and Reilly most onlookers, is
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Ashe and Reilly Andrews, Deborah C.
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6 Curriculum, Genre and Resistance:
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Curriculum, Genre and Resistance si
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Curriculum, Genre and Resistance bu
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Page 139 and 140: Curriculum, Genre and Resistance in
Page 141 and 142: Curriculum, Genre and Resistance co
Page 143 and 144: Curriculum, Genre and Resistance We
Page 145 and 146: Curriculum, Genre and Resistance ma
Page 147 and 148: Curriculum, Genre and Resistance an
Page 149 and 150: 7 Composing and Revising the Profes
Page 151 and 152: Composing and Revising two years th
Page 153 and 154: Composing and Revising I saw the pr
Page 155 and 156: Composing and Revising we’ve work
Page 157 and 158: Composing and Revising their lives
Page 159 and 160: Composing and Revising the solely p
Page 161 and 162: Composing and Revising his request.
Page 163 and 164: Composing and Revising appendix a m
Page 165 and 166: Composing and Revising appendix b m
Page 167 and 168: Composing and Revising appendix c m
Page 169: minors, certificates, engineering
Page 172 and 173: Nugent certificate programs are pot
Page 174 and 175: Nugent and it simultaneously—not
Page 176 and 177: Nugent For each of the sixty-two ce
Page 178 and 179: Nugent nally, over a third of progr
Page 180 and 181: Nugent Management Project Managemen
Page 182 and 183: Nugent • 38% of respondents (10)
Page 184 and 185: Nugent theory addresses this concer
Page 186 and 187: Nugent invaluable theoretical model
Page 190 and 191: Kungl and Hathaway edge, judgment,
Page 192 and 193: Kungl and Hathaway ideas. That facu
Page 194 and 195: Kungl and Hathaway minor. To insure
Page 196 and 197: Kungl and Hathaway we found both we
Page 198 and 199: Kungl and Hathaway amount of math a
Page 200 and 201: Kungl and Hathaway We outlined four
Page 202 and 203: Kungl and Hathaway classes. The uni
Page 204 and 205: Kungl and Hathaway • starting fif
Page 207 and 208: 10 Reinventing Audience through Dis
Page 209 and 210: Reinventing Audience through Distan
Page 219: Reinventing Audience through Distan
Page 222 and 223: Parker accreditation board. And thi
Page 224 and 225: Parker So, all in all, the effort t
Page 226 and 227: Parker T- Test • Evaluating the W
Page 228 and 229: Parker figure 2: the collaborative
Page 230 and 231: Parker place. It nonetheless provid
Page 232 and 233: Parker Canadian scholars focus on a
Page 234 and 235: Parker Duin, A.H. “Computer-Suppo
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Ballentine engineering schools and
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Ballentine engineers outside of the
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Ballentine However, as student grou
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Ballentine want to know more about
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Ballentine Client Letter The letter
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Ballentine and implementation. Natu
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Ballentine Most English departments
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Ballentine Regardless of these indu
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Ballentine unique attributes. Regar
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Ballentine 25 Florman, Samel C. The
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futures
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Di Renzo Greater Expectations: A Ne
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Di Renzo for that site, decisions w
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Di Renzo ultimately is impossible (
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Di Renzo Great Society. In the resu
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Di Renzo and screaming, from the cl
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14 The Write Brain: Professional Wr
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The Write Brain foundation of our k
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The Write Brain of media and the id
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The Write Brain tween design and fu
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The Write Brain most interesting ap
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The Write Brain that one can chart
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The Write Brain the faculty develop
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The Write Brain uses for new techno
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The Write Brain it is affirmed by s
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The Write Brain com) is an example
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post-scripts by veteran program des
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Dubinsky I wish I could promise tha
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Dubinsky sional writing, unlike man
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Dubinsky During conversations with
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Dubinsky to use for support, we the
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Dubinsky The funding enabled us to
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Dubinsky educational leadership / o
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Dubinsky periential learning. I arg
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Dubinsky currency. Service-learning
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Dubinsky notes 1 In 1998, the depar
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Dubinsky Norstedt, Johann, and Joyc
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Lipson My goal here is not to recom
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Lipson faculty having scholarly int
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Lipson It is important to note, how
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Lipson tenure-track faculty to crea
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Lipson and in more recent years of
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Lipson toral-student cadres. One ha
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Lipson ways. In the first instance,
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Lipson that it would be less expens
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Lipson time to time. My sense is th
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Biographical Notes Diana L. Ashe is
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Biographical Notes 1989 he has taug
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Biographical Notes Anne Parker, PhD
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DESIGN DISCOURSE Design Discourse:
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