Wiki Tag: academic

Understanding Core Competencies

Understanding Core Competencies Every profession has a set of core competencies expected of those who practice in the discipline. Because technical communication is a relatively new academic discipline, these competencies are being developed and defined rapidly. There are certain key competencies, however, that most academic programs should address. Topics within this section of the TCBOK: […]

Program Location within Colleges and Universities

How Does the Institutional Home of a Program Affect its Development? The location of a technical communication program within a university can have “a profound impact on the nature of the program,” its mission, goals, curriculum, and use of technology (Davis 2000). Where are programs of Technical Communication located in academic institutions in the United […]

Mentoring Students

Mentorships Mentoring is critical to the success of the technical communication profession.  The benefits of mentoring are not only for the student being mentored, but for the mentor themselves.  The academic definition of a mentor is a wise and trusted counselor or teacher.  Many students preparing to enter the professional work environment need the guidance […]

Establishing Practitioner and Academic Relationships

Academic and Practitioner Partnerships The relationship an academic program has with practitioners in the technical communication profession is beneficial to the academic program, university or college, the academic students, and the practitioners. By establishing a relationship with practitioners, academics can bring real-life scenarios and examples to the students for hands-on opportunities and learning experiences. In addition, […]

Designing Programs and Courses

Program and Course Development Many strong degree programs and individual courses are available as models. The STC Academic Database is an excellent place to find program information. If you are considering designing a degree program, certificate program, or even an individual course, consider asking the following questions first: Who wants or needs this course, certificate, […]

Assessing Academic Programs

Assessment of Academic Programs Degree-granting programs can be evaluated by potential students, stakeholders, and employers in the following ways: looking at the scope and purpose of instructional requirements evaluating student learning outcomes stated by the program evaluating the success of program graduates See also: Program Assessment Bibliography Scope and Purpose of Instructional Requirements The following […]

Becoming a Member of an Advisory Board

Advisory Board Membership As a practitioner, you may join the advisory board of a technical communication program and become involved with one or more activities, which can include: Attend meetings or classes with faculty and students to discuss the state of the profession Serve as an evaluator of students’ graduation portfolios Advise faculty and administrators […]

Academic Program Assessment

Annotated Bibliography of Academic Program Assessment Compiled by Kirk St. Amant, Peter England, James Johnston, Vanessa Killgore, Natalie Richardson, and Daniel Siepert Note:This annotated bibliography is organized into various thematic sections and sub-sections associated with program assessment. It is not meant to be a comprehensive document on the overall subject of program assessment. Rather, view it as […]

Academic Programs

Background Since the first technical communication degree was established at Rensselaer Polytechnic Institute in 1958, the number of degrees and programs has grown to several hundred. The majority of programs are in North America, but growth is steady in Europe and beginning around the world. Colleges and universities offer a wide range of programs including […]

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