Articles>Education>Graduate
A listing of the most recently indexed works about Articles and Education and Graduate in the field of technical communication.

• Administrative Decisions in Online Graduate Education
  Much of the discussion about online education appropriately focuses on pedagogy and technology. Any planning for online education must consider teaching methods and the technology to support them as well as the appropriateness of these methods and technology forthe students and course materials. However,administrative decisions also influence the success of thecourse or degree program. This paper reviews theseissues based on the experience of Texas Tech Universityin five years of offering an online Master of Arts inTechnical Communication. Issues include courseconcept, costs, administrative authority within theuniversity, and student selection and retention. Thepaper looks briefly at legal issues and at the concernabout impersonality in online education.
• Graduate Program Perspectives and Perceptions
  The panelists agree that the primary reason to pursue an advanced degree is professional improvement. There are many graduate programs in technical and/or professional communication with focuses ranging from practical application to theoretical development. Because of individual and program differences, graduate students have different perceptions even within their respective programs. This panel focuses on the perceptions of graduate programs from three panel members perspectives.
• Remarks on Composition to the Yale English Department
  What can I say about composition that will be useful to the Yale English department in setting up a good writing program? It's clear to me that I won't need to say anything about special teaching methods that are tailor-made for the Yale scene. Yale's admissions policy guarantees that entering freshmen are going to be very diverse in their backgrounds and in their writing skills, and Yale will want to adapt to this diversity by using methods that are flexible and eclectic. Even if Yale did try to create a novel program that could serve as a model for the rest of the nation, it's doubtful that the elements of the program could be new or that the human mind could devise more methods and programs than have already been tried out. The problem will be to choose methods intelligently and to apply them well; and in order to do this, the one thing needful is not machinery but motivation—professorial motivation.
• Reviewing the Graduate Curriculum: Opportunities and Obligations
  Increasingly, graduate programs are reflecting new critical approaches and making provision for their students to acquire skills in areas outside of literature. A number of departments offer alternate tracks, especially at the Master's level, for students interested in high school and community college teaching, in English as a second language, in creative writing, and so on. There are currently about 150 Ph.D. programs in English in this country; and, while it would be a gross exaggeration to say that each is unique, the differences among them are remarkable.
• Re-Creating a PhD: From Technical to Professional Writing
  This presentation will investigate a number of questions involved in re-shaping a program, including: shaping a curriculum that adequately prepares students; creating opportunities to foster PhD candidates' professional development; identifying and capitalizing on our unique program strengths; balancing between theoretical knowledge and applied skills for PhD candidates; maintaining legitimacy in a traditional English department while still teaching applied skills; providing opportunities for intra-disciplinary research; and creating PhD candidates who are excellent teachers, researchers, and practitioners.
• An Alternative to a Master's Program
  Discussions concerning the structure of technical communication programs raise a multitude of questions: how do we include both theory and practice? How much theory is appropriate for a program in an applied area? What do our students need and want? How can we meet our students’ needs and ourown academic goals? These questions can become even more intense when they relate to master’s degree programs and the demanding students they attract. We are faced with decisions about what thenature of a master’s program in technical communication should be.
• Do We Know Who We Are and Where We Belong? Challenge in the Midst of Change
  Over the past few years, we have been re-thinking the focus and direction of the graduate program in technical and science communication at Drexel University. At the same time, we are also dealing with a disciplinary change, as we have split from our long-time home in the Department of Humanities and Communication and formed a new Department of Culture and Communication with our colleagues from sociology and anthropology.
• Graduate Research in Technical Communication: Preparing Students to Use the National Information Infrastructure
  Graduate researchers in technical communication help prepare other students for using the National Information Infrastructure, known as the super information highway.Here graduate students report recent research on theimportance of logical screen sequences in hypertext, eighttypes of information to include to make proposalspersuasive, and a profile of surveyed university computersupportedwriting facilities to point out needs suchfacilities have.
• You Got Into Graduate School: Now What?
  You finally applied to that graduate technical communication program, and you got accepted. Congratulations! Now what? Whether you’vebeen spending the past several years raisinga family or working a full-time job,heading to graduate school after yearsaway from college can be a dauntingexperience. If you’re ready to return tocampus, here are some tips to help youbecome a successful student and a bettertechnical communicator along the way.
• Doctoral-Level Graduates in Professional, Technical, and Scientific Communication 1995–-2000: A Profile
  Reports the results of survey research profiling 1995–2000 doctoral graduates in professional, technical, and scientific communication. Explores implications for recent graduates, prospective doctoral students, faculty, and administrators in the field.
• Training Technical Communication Teachers in English Graduate Courses
  In the mid 1970's, the bleak employment outlook for English Ph.D.'s and the increasing demand for writing teachers, particularly technical writing teachers, lead our department to develop a rhetoric and composition component within our traditional English graduate program. One of the courses developed for the graduate rhetoric program was Analysis of Technical Writing. When it was designed, the course had three goals: (1) to provide study in the rapidly growing area of applied rhetoric; 2) to provide training necessary for English doctoral students to begin teaching a basic course in business and technical writing on the junior or senior college level; and (3) to enhance the employability of these graduate students by preparing them to teach sections of our basic technical writing course while they were completing their graduate work. The department believed that providing interested students an opportunity to gain experience in teaching technical writing would give our graduate students a definite advantage in applying for college teaching positions.