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

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Kungl and Hathaway • starting fifth year of program; • every other fall. 4. Syllabi Review All participating courses’ syllabi/descriptions for the most recent year to be reviewed: • starting third year of the program; • every other spring. We also needed to establish our program’s publications, a newsletter and a website in support of the program. The website was completed this past fall, as was an informational brochure to be placed in the admissions office. We hope that either a graduate assistant or an intern can be regularly appointed to help with a newsletter and other program maintenance. In addition, we want to begin implementing several other services in support of the minor. First, we plan on instituting annual job fairs and resume/professional portfolio workshops. We also want to continue to improve our marketing of the minor to incoming and prospective students by promoting the minor during freshman orientation and by holding open houses. Lastly, we will begin reviewing other courses for possible inclusion in the minor. We initially developed the minor’s course offerings based on the strengths that our faculty had and by choosing classes that were already available. We foresee that a number of departments will wish to contribute courses to the minor or to increase the number of courses they currently supply. Also, if demand for the program continues to rise, it is possible, based on exit and alumni questionnaires, that new courses can be created to fill certain gaps or student desires. This will continue to provide our students with the interdisciplinary focus we want the program to supply. conclusion To meet increasing student interest in technical communication opportunities, faculty from a number of disciplines met and developed a unique multidisciplinary program, bringing together a variety of courses from across the college curriculum and organizing them into a flexible and substantive minor. The Technical/Professional Communications Minor will allow participating departments to better integrate shared expertise and to better utilize existing resources, with a minimum of additional resource needs. Most importantly, the skills and knowledge available in this program will offer a synthesis of academic and professional preparation that truly reflects the liberal arts core of Shippens- 186
Shippensburg University’s Technical / Professional Communications Minor burg University. We are particularly proud of our ability to integrate, rather than segregate, professional skills and traditional higher-education skills, and meet in the best way possible the whole of the university’s mission. works cited Allen, Jo. “The Impact of Student Learning Outcomes Assessment on Technical and Professional Communication and Programs.” Technical Communication Quarterly 13.1 (Winter 2004): 93-108. Bureau of Labor Statistics Job Outlook. 2003. Bureau of Labor Statistics. United States Department of Labor. 22 July 2004. http://www.bls.gov/oco/ocos089. htm Cretella, Joseph. Email Interview. 18 April, 2003. Dan Hylton. Email Interview. 18 April, 2003. Johnson-Eilola, Johndan. “Relocating the Value of Work: Technical Communication in a Post-Industrial Age.” Technical Communication Quarterly 5.3 (Summer 1996): n.p. Academic Search Premiere. EBSCOHost. Shippensburg University Library. 5 July 2004. MacNealy, Mary Sue, and Leon B. Heaton. “Can This Marriage Be Saved: Is an English Department a Good Home for Technical Communication?” Journal of Technical Writing and Communication 29.1 (1999): 41-65. Rude, Carolyn, and Kelli Cargile Cook. “The Academic Job Market in Technical Communication, 2003-2004.” Technical Communication Quarterly 13.1 (Winter 2004): 49-71. “Salaries Rise for Technical Writers & Editors.” October 2003. Society for Technical Communication. April 2003. http://www.stc.org/pressrelease_srise.asp “Salary Survey 2003.” Society for Technical Communication. April 2003. http:// www.stc.org Schultz Marian. Email Interview. April 16, 2003. Whiteside, Aimee. “The Skills That Technical Communicators Need: An Investigation of Technical Communication Graduates, Managers, and Curricula.” Journal of Technical Writing and Communication 33.4 (2003): 303-318. 187
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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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Curriculum, Genre and Resistance a
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Curriculum, Genre and Resistance in
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Curriculum, Genre and Resistance co
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Curriculum, Genre and Resistance We
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Curriculum, Genre and Resistance ma
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Curriculum, Genre and Resistance an
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7 Composing and Revising the Profes
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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 188 and 189: Nugent Savage, Gerald J. “The Pro
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 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
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Page 238 and 239: Ballentine engineering schools and
Page 240 and 241: Ballentine engineers outside of the
Page 242 and 243: Ballentine However, as student grou
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Page 246 and 247: Ballentine Client Letter The letter
Page 248 and 249: Ballentine and implementation. Natu
Page 250 and 251: Ballentine Most English departments
Page 252 and 253: 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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