Presents reviews for the following list of books, Information Experience: The Strategy and Tactics of Design Thinking.

Presents reviews for the following list of books, Clarity by Design: Comprehensive Checklists in Medical Communication.

Presents reviews for the following list of books, Proofreading and Editing in Student and Research Publication Contexts: International Perspectives.

Presents reviews for the following list of books, Bringers of Order: Wearable Technologies and the Manufacturing of Everyday Life.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Introduction:</i></b> This case study's purpose is to make visible the skills and knowledge necessary for the instant localization of screen readers. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>About the case:</i></b> The case study examines the work of localization experts at a nonprofit organization in Hungary, who localize the proprietary Job Access with Speech (JAWS) screen reader software and support its target users. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Situating the case:</i></b> The study was informed by research in translation studies and localization-focused literature within the field of technical and professional communication. Research on accessible usability and software design was also consulted. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methods/approach:</i></b> Participant observations and interviews with employees of the nonprofit organization and with the software's users were conducted. Data were transcribed, then coded using qualitative data-analysis methods. Codes that emerged from the data were grouped into themes to create a narrative interwoven with quotes about the activities of localization experts. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results/discussion:</i></b> The findings from this study show that the instant localization process used by localization experts of this software requires a specific set of skills in addition to those used in project-based approaches to localization. Additional language and communication skills, as well as programming knowledge to develop additional program features and training materials, were found to be essential for addressing all users’ needs. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusion:</i></b> Technical and professional communication practitioners can contribute to the localization of adaptive technologies through their strong usability, user experience, and communication skills.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i></b> Best practices for undergraduate technical and professional communication internships ensure that student experiences align with educational and professional goals. However, it is unclear whether internship programs attempt best practices to fulfill obligations to students, students’ workplaces, and employers. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Literature review:</i></b> Prior work has called on technical and professional communication on (TPC) faculty to lead internship programs in their academic departments. The scholarship imagines faculty who have access to workplace discourse, who are situated in internship courses or professional advising positions, and direct programs to build relationships, assess, and coordinate across academic-industry boundaries. However, it is unclear how these ideals match current institutional practices. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research question:</i></b> What are the current practices of TPC internship programs? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methodology:</i></b> A cross-institutional comparative content analysis examined 47 institutions’ TPC internship program and course descriptions and supporting documents that are publicly available on university websites. These were coded for themes related to internship best practices outlined by the literature. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results:</i></b> The analysis found: 1. Programs give faculty supervisory titles but retain them and orient internships in academic contexts rather than orient practices toward employers, 2. Programs value their responsibility towards students over employers, and 3. The public-facing documentation does not obligate best practices as idealized in the literature. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusion:</i></b> Current TPC internship practices do not fulfill all of the ideals imagined in the literature, but do maintain a humanist student focus.

Presents reviews for the following list of books, Integrating Human and Artificial Intelligence: Software in the Age of AI.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i></b> Hospital educators are designated individuals who provide hospitalized K-12 children with their schooling during the time of their stay. They play a vital role in maintaining educational continuity for hospitalized children, yet their professional information and communication practices remain understudied in US settings. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Literature review:</i></b> We build on literature within technical and professional communication (TPC), specifically scholars who have studied technology and health in understanding US hospital educators' unique technological needs and communication practices within highly regulated healthcare environments. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research questions:</i></b> How do hospital educators navigate professional communication, adapt teaching practices to meet diverse student needs, and utilize technology in hospital settings? What opportunities exist for artificial-intelligence (AI) integration? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research method:</i></b> We conducted semistructured interviews with four hospital educators across US hospitals, applying reflexive thematic analysis, informed by Participatory Communication Theory, Sociotechnical Systems Perspectives, and Knowledge Justice. Analysis employed iterative open coding followed by theory-informed thematic development, where communication theory guided the identification of dialogical patterns, systems theory directed attention to sociotechnical interactions, and knowledge justice sensitized us to power dynamics affecting professional knowledge access and sharing. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results/discussion:</i></b> Findings reveal characteristics of US hospital education contexts in our study: short patient stays, strict security requirements, institutional variability across hospital settings, and emphasis on engagement over assessment. Educators demonstrate remarkable adaptability in coordinating among stakeholders while navigating institutional constraints and developing strategies for rapid assessment and flexible instruction. While educational technologies offer benefits, implementation faces significant challenges regarding security, practical limitations, and offline functionality needs. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusion:</i></b> We propose guideline themes for developing information and communication technologies–including some that use AI–that support hospital educators' professional needs while respecting hospital setting constraints. This research contributes to understanding how technologies can enhance hospital education while highlighting the importance of context-specific design that empowers rather than replaces educator expertise.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>About the case:</i></b> While several established user-experience research (UXR) methods can reach far-away users (e.g., remote usability testing), the digital divide makes implementation difficult, especially for rural populations facing barriers to transportation and high-speed internet. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Situating the case:</i></b> Web surveys can eliminate these concerns by providing customization for specific use cases, gathering both qualitative and quantitative data, and combining multiple questionnaires and/or UXR methods within them. Our case study demonstrates an instance where our lab—Auburn University's Lab for Usability, Communication, Interaction, and Accessibility—used advocacy-based HCD and design thinking (DT) to develop a nonstandard UXR Qualtrics web survey to solve our client's wicked problem: designing a usability test for rural audiences unable to travel to our lab while also considering time constraints and technological literacy. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methods:</i></b> Our survey design followed the Nielsen Norman Group's adaptation of DT, and our process was informed by academic research on: 1. Survey design, question formats, and response bias, 2. Existing user-experience (UX)/usability methods, and 3. Mixed-methods approaches to UXR. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Discussion:</i></b> Our work suggests this tool can potentially serve as the UX testing situation itself, implementing multiple in-person research methods (i.e., heatmapping, user interviews, card sorting) virtually. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusion:</i></b> We conclude with six survey design suggestions and a discussion of how this nonstandard UXR tool can reach underrepresented or vulnerable populations, serving to empower and advocate for users. We suggest that using DT to ideate new UXR methods is a means for UXR practitioners conducting future studies to better address the wicked problems they will face.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i></b> Both technical professional communication (TPC) and translation training call for a closer academia-industry link to cultivate students’ professional competence and enhance employability. Among the collaborative efforts, the internship serves as a key part in bridging the gap and enhancing students’ work-readiness. Their effectiveness, however, depends on the alignment of expectations among the internship stakeholders. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Literature review:</i></b> While prior studies have examined translation internships, they typically center around either students or language service providers (LSP) in isolation. A significant gap exists in quantitatively comparing the perceptions of these two key stakeholder groups. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research questions:</i></b> How do students and LSPs differ in their perceptions of internships? What factors contribute to the misalignment in stakeholders’ perceptions from the perspective of university educators and administrators? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methods:</i></b> This study employed a mixed-methods approach. A survey was administered to translation students and LSP representatives to identify their perception differences across four key dimensions of internships, followed by interviews with university educators and administrators to explore the causes. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results:</i></b> Quantitative analysis revealed statistically significant discrepancies in 18 of the 44 items. The subsequent qualitative interviews identified four primary factors contributing to these discrepancies: inadequate internship management, curriculum misalignment due to the lack of qualified faculty, emphasis on hard skills over soft skills in evaluation, and pragmatic concerns from both students and employers. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Implication:</i></b> The findings provided recommendations for students, employers, and institutions to improve the effectiveness of internships, which are relevant not only for translation but also for other practice-oriented disciplines like TPC.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i></b> With climate change becoming a critical issue, scientists and policymakers are developing solutions to address the risks it poses. One such solution is Carbon Capture and Storage (CCS), which reduces the amount of CO<sub xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">2</sub> that enters the atmosphere by capturing it and storing it underground. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Literature review:</i></b> Previous research on CCS has focused on the technical interpretation of risk through quantitative risk analyses. Social science research has focused on public acceptance of CCS, and to what extent knowledge about risks plays a role. However, a comparison of risk perceptions from both CCS developers and local community members during a CCS study, and why these perceptions are different is absent. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research questions:</i></b> This article attempts to fill this gap by asking: 1. How do perceptions of potential CCS risks vary between interested local community members and CCS technical professionals, and how do these perceptions influence the messaging and receiving of risk communication? 2. What personal, institutional, and other factors, such as past experiences with heavy industry, influence how people view CCS and its risks? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methodology:</i></b> Through 30 interviews and participant observation, this study examines the varied perspectives on the risks of CCS among local community members and CCS professionals analyzed using thematic coding and a quantitative analysis of codes. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results and discussion:</i></b> Findings suggest that there are clear differences in how local community members and CCS professionals think about the risks of CCS, such as CCS professionals addressing risks to the project rather than risks of the project that community members reference most frequently. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Implications:</i></b> By identifying institutional reasons why these gaps in risk perceptions appear, this article provides insights into what risk communication practices are being used and how they impact project communication.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Introduction:</i></b> The technical editing discipline stands in need of additional empirical research—particularly language-level research. However, the time- and resource-intensive nature of data collection and analysis may prevent some scholars from completing the needed research. Therefore, this tutorial introduces TrackEDT, a tool we have developed to ease the process of collecting and analyzing edits and comments from edited documents. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Key concepts:</i></b> TrackEDT extracts editors’ tracked insertions, deletions, moves, and comments from Microsoft (MS) Word documents—all elements of traditional editorial markup. It outputs the extracted data into an MS Excel format that affords easier analysis of the editors’ data than would be possible in the data’s original MS Word format. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Key lessons:</i></b> Researchers can download TrackEDT as an executable file at <uri xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">editingresearch.byu.edu/trackedt</uri>. To run the file, they select a folder containing edited MS Word documents that have tracked changes and comments. After TrackEDT processes the documents, the researchers can analyze the extracted tracked changes, comments, and metadata in the resulting Excel reports, which include information such as who made the edit, what type of edit was made, when the edit was made, how long the edit was, and what comments were appended. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Implications for practice:</i></b> Technical editing researchers can use TrackEDT and its reports to ease their collection and analysis of editing data, thereby answering important empirical research questions related to language-level editorial changes and processes.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research problem:</i></b> Taking a linguistic complexity approach, this study conducted a comparative analysis of the readability of English-language CEO statements in Chinese and American corporate social responsibility (CSR) reports. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research question:</i></b> From a linguistic complexity perspective, are there significant differences in the readability of CEO statements between original American CSR reports and English translations of Chinese CSR reports? If so, what are the lexical, syntactic, and cohesive differences between them? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Literature review:</i></b> Previous studies of CSR reports’ readability primarily employed classic formula-based readability measures, but a systematic analysis from a linguistic complexity perspective is lacking. Scholarly attention to the readability of translated CSR reports is also scant. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methodology:</i></b> This study collected English-language CEO statements from the CSR reports of American and Chinese top companies and then applied the TAALED and TAALES computational linguistic tools to calculate the lexical complexity, L2SCA to measure the syntactic complexity, and TAACO to gauge the cohesive complexity. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results:</i></b> The results show that there are considerable linguistic variations between the American and Chinese companies’ reports in terms of lexical, syntactic, and cohesive complexity. The CSR reports produced by Chinese firms are generally less readable than those created by American companies. Specifically, they are characterized by higher informational density, more sophisticated words, longer syntactic length, more coordinate phrases, and more complex nominals, as well as fewer connectives, pronouns, and demonstratives. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusion:</i></b> Our findings enrich the present understanding of the readability of CSR reports and communication through a quantitative linguistic lens, and provide practical insights for the CSR communication of firms from non-English-speaking countries in the context of internationalization.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i></b> Practitioners, academics, and accrediting boards all recognize the importance of communication to the work of engineers, but ensuring that engineering students graduate with effective communication skills continues to be a challenge for programs. Our project examines this problem within our institutional context, with the goal of serving local needs while extending the literature on engineering communication. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Literature review:</i></b> Prior research identifies communication skill gaps, examines the effectiveness of various approaches to teaching engineering communication, and highlights issues of knowledge transfer. Few studies collect both academic and practitioner perspectives. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research questions:</i></b> 1. How effectively does the required first-year course provide students with foundational engineering communication skills? 2. How much do students’ communication abilities improve by the time they complete the engineering capstone course in their final semester? 3. To what extent are engineering students graduating with the communication skills they will need to succeed professionally? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research methodology:</i></b> This study involved technical and professional communication instructors’ analysis of student communication work from two courses: 1. first-year engineering communication and 2. the engineering capstone. The study also included surveys of and follow-up interviews with engineering practitioners regarding the communication skills of capstone students and recent engineering graduates more generally. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results:</i></b> Student work from the first-year engineering communication course was weak; communication work from the capstone was not substantially stronger, even though students were provided with a detailed template for each assignment. The survey and interviews suggest that practitioners tended to view capstone students’ communication skills favorably but found the skills of new hires who were recent graduates to be weaker. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusions:</i></b> The data emphasize the shortcomings of stand-alone communication courses, issues with knowledge transfer, and the role of institutional contexts.

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Background:</b></i> During two major rainstorm disasters in Henan and Shanxi provinces in 2021, digital volunteer groups in China used cloud-based technologies to facilitate rescue and relief efforts. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Literature review:</b></i> In technical and professional communication (TPC), crisis and disaster communication has been studied extensively in contexts such as public health emergencies, terrorist attacks and war, and natural disasters. However, less attention has been given to grassroots, digitally mediated volunteer networks, particularly through the lens of Actor-Network Theory (ANT). <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research question:</b></i> How did volunteer groups mobilize information through an expanded process of translation for disaster relief during the Henan and Shanxi rainstorm calamities? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research methodology:</b></i> We conducted virtual, multisited ethnography by joining volunteer social media groups during the disasters. We also interviewed documentation creators and analyzed media coverage to understand the practices and infrastructures that supported their work. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Results:</b></i> We introduce a five-phase model of disaster communication: Problematization, Initiation, Launch, Optimization, and Transfer (PILOT). This ANT-informed model theorizes how distributed digital volunteer groups mobilized, stabilized, and transferred actor networks during crisis response, offering a more granular account of their emergent, decentralized, affective work than previous TPC scholarship. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Conclusions:</b></i> TPC professionals can (re)design adaptive communication infrastructures that support rapid response in digital environments, particularly in terms of organizational coordination, knowledge flow, and technological integration.

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Background:</b></i> Technical and professional communication (TPC) poses a challenge to international professionals (IPs) who are not L1 English speakers or professional communicators. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Literature review:</b></i> There are numerous linguistically low-resource industries which represent high economic and cultural value domestically and internationally. Such is the case of the wine and olive oil sectors in Spain, which have a significant global projection, though their communication in English is often labeled as deficient. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research questions:</b></i> This study explores the needs, attitudes, and challenges faced by IPs of these fields in Spain. The aim is to be able to develop appropriate actions and tools that help improve the communicative process in this and other linguistically low-resource technical communication scenarios. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research methodology:</b></i> To define the dynamics in which low-resource L2 English professionals participate, we carried out a demographic study. Specifically, a national survey was conducted focusing on the writing of tasting notes as domain-specific texts produced by Spanish L2 English professionals of the fields. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Results:</b></i> The results show that IPs use language service providers when they can afford it. Otherwise, they employ mainly Machine Translation, risking textual quality and communicative success. Nevertheless, participants show awareness of the relevance of participating in international communication using adequate linguistic means. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Conclusion:</b></i> We conclude that IPs from linguistically low-resource domains strive to find means to engage in international TPC but cannot find adequate tools for it. Institutional and research efforts need to materialize for all segments of society to benefit from language policy and technological advancements.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i></b> Responding to current research gaps in the investigation of researcher identity development among graduate students, we implement a longitudinal study, powered by user-experience (UX) methods, to document engineering doctoral students’ identity formation. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Literature review:</i></b> Identity formation in novice engineering researchers, such as doctoral students remains underexamined. A process-oriented approach to studying researchers’ identity development may yield useful theoretical and programmatic insights. UX methods offer visual and qualitative approaches to the understanding of student experiences by revealing their identity formation journey over time. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research questions:</i></b> 1. How can UX methods like persona building support studies of researcher identity development? 2. How can the insights generated from longitudinal UX methods inform graduate program design and assessment? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methodology:</i></b> Twenty participants were recruited from an industrial engineering department at an R1 university. Data were collected via surveys, qualitative interviews, and journey mapping. Analysis methods, informed by a phenomenological perspective, included persona building and collaborative affinity diagramming. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results:</i></b> Seven distinctive personas were created to represent identity formation experiences influenced by learning modality, attitude, program stage, and prior experience. Theoretical conclusions and opportunities for academic programming emerged from affinity diagrams. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusion:</i></b> Doctoral engineering students’ researcher identity formation presented implications for theory and curricular design. UX methods offered benefits to qualitative research that can support cross-disciplinary efforts.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i></b> The movement in recent decades from the waterfall model to the Agile framework, especially in software development, has transformed the nature of technical communication throughout product development processes. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Literature review:</i></b> Although several researchers have studied the roles of effective technical communication in Agile environments, more insights are needed, especially in how teams adapt Agile communication principles to fit their circumstances. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research questions:</i></b> 1. How do people communicate effectively throughout phases of the Agile development process? 2. How do participants adapt typical Agile/Scrum communication practices to address challenges and fit their circumstances? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methodology:</i></b> In this qualitative observational study, we interviewed and observed professionals to explore technical communication practices throughout phases of the Agile development process and to explore how teams used and modified common Agile/Scrum practices in given contexts. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results:</i></b> We investigate the nature of effective technical communication throughout the typical phases of the Agile process and note a variety of ways in which participants modified conventional practices to fit their situations. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusion:</i></b> Participants highlighted the indispensability of effective technical communication in Agile processes and developed innovative ways to adapt communication practices based on their unique experiences and situations throughout the development process. The findings illuminate useful practices and offer implications that will benefit organizations, practicing professionals, students, and educators.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i></b> Technical and professional communication and user experience (UX) have become intertwined as sister disciplines. Graduates of technical communication programs are pursuing jobs in UX and researchers in technical communication are studying UX. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Literature review:</i></b> At the same time, little attention has been paid to the skills required for jobs such as UX designer and UX researcher, though one landmark study a decade ago was the first to detail such trends. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research questions:</i></b> 1. What language do employers use to explain UX job skills? 2. What specific job titles do employers describe when advertising UX positions to potential applicants? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research methodology:</i></b> As part of an ongoing research project examining nearly 15,000 job ads from the US, in this article, we will analyze a corpus of UX job ads for trends including specific roles that are emerging within UX as definable occupations. We do so by identifying trends in keyword usage across job ads, as well as zeroing in on skill sets that seem important to employers looking to hire UX professionals. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Results/discussion:</i></b> Our findings extend previous research to detail stronger differentiation between the skill sets required of UX designers and UX researchers, as well as revealing new roles previously unexamined in past literature. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Conclusions:</i></b> Several new skill sets emerging in UX are important to introduce to students, including new visual design tools, product design skills, and project management skills. We owe it to our students to continue to track skills that emerge in this fast-moving field.