Assessment in Technical and Professional Communication
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ABET accreditation process
Abet Criterion
Abet Outcome
Allen Jo
C. Andrews Deborah
Cargile Cook
Cargile Cook Kelli
Carter Michael
Category=GTC
Complex Adaptive Systems Theory
Cumulative GPAs
Dragga Sam
Elliot Norbert
engineering communication pedagogy
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ethics in communication assessment
graduate program evaluation strategies
Hart-Davidson William
Institutional Values
Instructional Web Site
Interpersonal Communication Variable
Jablonski Jeffrey
M. Anson Chris
M. Dubinsky James
Meyerring Doreen Starke
N. Hundleby Margaret
Nagelhout Ed
North Carolina State University
Professional Writing Programs
Program's Educational Objectives
programmatic assessment
Programmatic Self-Assessment
programs
Program’s Educational Objectives
S. Bosley Deborah
Savage Gerald
self-assessment models
Student Cumulative GPA
Teaching Technical Communication
Technical Communication
Technical Communication Courses
Technical Communication Curriculum
Technical Communication Pedagogy
Technical Communication Programs
Technical Communication Quarterly
Technical Communication Service
technology-mediated evaluation
V. Anderson Paul
Virtual Team
Virtual Team Project
W. Coppola Nancy
Writing Center
Writing Program Administration
Youra Steven
Zachry Mark
Product details
- ISBN 9780895033796
- Weight: 498g
- Dimensions: 152 x 229mm
- Publication Date: 15 Mar 2010
- Publisher: Baywood Publishing Company Inc
- Publication City/Country: US
- Product Form: Hardback
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This collection of essays focuses on both how and why assessment serves as a key element in the teaching and practice of technical and professional communication. The collection is organized to form a dual approach: on the one hand, it offers a landscape view of the activities involved in assessment - examining how it works at institutional, program, and classroom levels; on the other, it surveys the implications of using assessment for formulating, maintaining, and extending the teaching and practice of technical communication. The book offers teachers, students, scholars, and practitioners alike evidence of the increasingly valuable role of assessment in the field, as it supports and enriches our thinking and practice. No other volume has addressed the demands of and the expectations for assessment in technical communication. Consequently, the book has two key goals. The first is to be as inclusive as is feasible for its size, demonstrating the global operation of assessment in the field. For this reason, descriptions of assessment practice lead to examinations of some key feature of the landscape captured by the term 'technical communication'. The second goal is to retain the public and cooperative approach that has characterized technical communication from the beginning. To achieve this, the book represents a 'conversation', with contributors chosen from among practicing, highly active technical communication teachers and scholars; and the chapters set up pairs of opening statement and following response. The overriding purpose of the volume, therefore, is to invite the whole community into the conversation about assessment in technical communication.
Margaret Hundleby teaches in the Engineering Communication Program at the University of Toronto, after working in programs in the United States and in other parts of Canada. She has also been an industry consultant in Canada, the United States, and the United Kingdom. She approaches technical communication work through rhetoric and the social organization of knowledge, centering research on epistemic aspects of technical communication and the relations between written text and visuals. She has been part of several major assessment undertakings at the University of Guelph (Ontario), Michigan Tech, and Auburn University, and served as founding liaison for the first CPTSC/ATTW assessment initiative. She has also been a member of the Engineering Assessment Consortium, meeting at Rice University. Jo Allen is the Senior Vice President and Provost at Widener University in Chester, PA.
