Argues that one cannot identify the best technical communication programs by identifying those that have produced the best technical communicators. Notes that top professionals all share a dedication to a life of learning. (SR)

Argues that looking at what decisions technical communicators make, what the scope is of those decisions, and what their implications are, provides a new and critical dimension to technical communication education. Looks at decisions related to technology, to culture, and to public policy. (SR)

Argues that media knowledge is essential for technical communication faculty. Maintains that such knowledge must involve an expanded sense of technical communication as a profession, an appreciation for the literacy expertise of technical communication teachers, and a robust interdisciplinary knowledge of technology criticism. (SR)

Asserts that the problem of poor documentation can be alleviated by producing better educated and more qualified technical writers. Describes how technical writing instructors can increase their own technical expertise and encourage their students to develop these skills. (SR)

Recommends four research issues in technical communication with direct implications for both teaching and practice: using the outlining feature (offered by many word processing programs) in writing instruction; the consequences of contemporary guidelines for prose style; the psychology of intimidation and impatience in documentation; and text…

Draws on both workplace and academic sources to offer a flexible technical communication education model (TC model). Describes 10 attributes that meet industry's changing needs, and describes a recent National Science Foundation technical communication summer program that used the TC model. (SR)

Outlines a broad-based rationale for the role of rhetorical study as a means of linking the student technical communicator's understanding of both knowledge and practice, making the technical communicator a valuable contributor to and member of the workplace. (SR)

Addresses reward systems in the academy, calling for an innovative and collaborative system for tenure and promotion review of technical communication faculty. (SR)

Describes the responsibilities of corporations, managers, professionals, and educators in establishing a successful career path in technical communication. (SR)

Explores fundamental differences in academia and industry and why academic-industry partnerships develop. Describes benefits of linkages for technical communication programs; development of linkages through early planning; types of linkages between academia and industry; impediments to such linkages; and results of successful linkages. (SR)

Discusses unfavorable impressions of technical communicators. Describes activities that technical communicators may use to keep abreast of an increasingly complex range of subjects and skills, thus increasing job satisfaction and professional status. (SR)

Discusses the role of educators, practicing professionals, and students in an active and reciprocal partnership between educators and practicing professionals to serve the professional development of both groups and to improve student preparation for the workplace. (SR)

Discusses three challenges (dealing with program diversity, accommodating conflicting emphases, and precipitating positive change) in evaluating academic technical communication programs. Outlines an approach to program evaluation that redefines the stakeholders to include a wide range of partners in both workplace and academy, and that uses a…

Describes the needs of a new generation of readers who are more fluent in images than in text. Outlines the educational challenges of preparing students to meet the needs of this new literacy. (SR)

Defines the literacy needs of a growing population of aging and disabled workers and recommends innovative educational strategies to meet those needs. (SR)