<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>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.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Millions of scientific research posters are presented at conferences every year, yet little research exists to guide poster design. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> There is widespread dissatisfaction with the state of scientific research posters. Research from technical and professional communication suggests that the typical research poster could be improved with complete sentence assertion headings. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research question:</b> How does poster format affect audience comprehension and reader preference? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> In Study 1, undergraduates read posters in two different formats—Complete Assertion Headings and short, Topical Phrase Headings—and answered questions about comprehension and preference. In Studies 2a (engineering educators) and 2b (engineering faculty), participants answered questions about their perceptions of three different poster formats: Complete Assertion Headings, traditional IMRD headings + Abstract, and the popular #betterposter billboard style template. In a short teaching case study, students used these research results to develop their own posters and adapted the templates that we presented. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Study 1 found that Complete Assertion Headings, compared to topical headings, improved student recall, and students preferred the complete assertion format. Study 2a found that engineering educators preferred nontraditional poster formats (both the Complete Assertion Heading and the #betterposter format) to the traditional IMRD + Abstract format. Study 2b found that mechanical engineering faculty preferred the Complete Assertion Heading to other formats. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> We recommend that practitioners consider using Complete Assertion Headings on their posters, and we provide examples of exemplary student posters.

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Background:</b></i> Instructors in STEM fields help prepare students to be effective communicators in the workplace, partially through instruction of professional genres such as client-facing reports. At the same time, class sizes are increasing, and writing assessment often falls to teaching assistants (TAs). <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Literature review:</b></i> Research suggests that TAs possess a maturing but inchoate sense of writing in their field, which potentially complicates their ability to deliver quality feedback. This study uses frame semantics, a form of discourse analysis, to probe TAs for their beliefs about writing in statistics. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research questions:</b></i> 1. When asked to describe the function and role of writing in statistics, what lexical verbs do TA informants use? 2. What frames are invoked by those verbs? 3. How do the invoked semantic frames position writing in relation to disciplinary and professional work in the field? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research methodology:</b></i> This study interviewed three TAs from an introductory statistics course about their perceptions of writing in statistics. Frame semantics was used to analyze TA responses. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Results:</b></i> Less experienced TAs tended to perceive writing as a means of presentation, which entailed a weak sense of the role of rhetoric in technical communication and a muddied understanding of writing assessment. The more advanced TA perceived writing as a means of contextualizing statistical evidence for particular audiences. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Conclusion:</b></i> Due to their maturing perceptions of writing in their disciplines, TAs might not possess the ability to deliver quality formative feedback. One means of support for these TAs may be opportunities to discuss assessment decisions with one another, thereby calibrating against available expectations and rubrics.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> It has long been advocated that engineers should enhance their social and ethical responsibilities. With the rapid advancement of science and technology, this imperative becomes increasingly pressing. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> This teaching case took place in a public research university in China. The primary objective is to enhance engineering students’ understanding of their social responsibilities. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> This study is an exploration of the application of design fiction, a commonly utilized practice in interaction design, within the context of a technical writing course. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods/approach:</b> Within the study, participants were tasked to engage in creating speculative scenarios of future food in 2040. This scenario revolved around an imaginary technology related to food, envisioning its impact on people's lives and society. Through a structured process of guided speculation and critical reflection, participants wove together fragments of these future scenarios to craft complete fictional narratives. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> The result of this investigation revealed that the fictions generated by participants encompass a diverse array of elements that manifest the writers’ heightened awareness of social responsibilities. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> We contend that this study introduces an innovative and engaging approach to the teaching of technical writing, one that holds promise as a valuable complement to the existing curriculum. Moreover, within the sphere of engineering education, this research underscores the potential of design fiction in nurturing a deeper understanding of social responsibilities among engineers, particularly on a “macroethical” scale.

Introduction: This article presents the results of an integrative literature review on artificial-intelligence (AI) literacy and AI ethics in technical and professional communication (TPC). This article demonstrates how these concepts have or have not been discussed and studied by the field. By analyzing the literature from adjacent fields and trade journals, this article sets the groundwork for pedagogies and best practices that prepare technical and professional communicators to evaluate AI technologies using ethical perspectives. Research methodology: We used the hermeneutic methodology to conduct a systematic literature review that allowed repeated cycles of searching, filtering, and interpretation across wide-ranging, interdisciplinary academic sources. Following this method to include and exclude sources resulted in a total of 32 articles that describe different case studies, frameworks, theories, and other pedagogical activities to incorporate AI ethics literacy in the curriculum. Results and discussion: Recent trends within AI ethics education document and advocate for a redesign of educational programs and curricula. To be more intentional in adopting AI ethics in pedagogy, we propose a thre -level framework (consisting of institutional, course, and instruction levels) that can be aligned to include AI ethics literacy in course and program objectives and outcomes. By drawing from technical communication work on AI literacy and mapping other TPC work that can be utilized for teaching AI ethics, we recommend incorporating AI ethics in existing courses or new ones. We also list the challenges of choosing one approach over another. Conclusions and further research: A systematic approach to AI pedagogy can help TPC instructors use existing resources to help students use, understand, and evaluate AI technology in strategic ways. This research can be expanded to include new pedagogical approaches, and by drawing connections of AI ethics to specific TPC theory, especially social justice and audience analysis.

Introduction: Graduates with master's degrees in Translation and Interpreting (MTI) are an important workforce in technical communication. To meet this need, we examined the pedagogy of trans-writing to better integrate technical communication (TC) into translation programs. This teaching case from two Chinese universities discusses the curriculum design, its implementation, and teaching effectiveness. Situating the case: While an increasing number of universities in China are interested in embedding TC courses into their translation programs, no research-backed effective solution has been identified. About the case: To boost the employability of MTI students, we designed the courses as “user-centered trans-writing with global content,” which features trans-writing as a strategy for global content creation, user research as the core learning task, and team projects as the primary form of engagement. Methods: We used a mixed method of interviews and surveys to investigate the course effectiveness, each targeting different groups of stakeholders. Results: We synthesized a competence framework for trans-writers based on interviews, which showed that graduates (who work as trans-writers) and their employers prioritized language/culture, user-centered mindset, and cooperation as core competencies. A survey focusing on other graduates who took our courses but did not become trans-writers also revealed positive learning outcomes, including expanded professional visions and enhanced skills in user awareness, project management, collaboration, and communication. Conclusion: The trans-writing approach is effective in equipping MTI students with the necessary competencies for global technical communication.

Introduction: Many technical and professional communication (TPC) students, practitioners, and instructors are not trained translators or localizers. However, translation and localization competencies are important in today's interconnected world and should be part of international TPC instruction. To meet this need, TPC instruction may incorporate exposure to translation issues into coursework and explore the growing use of technologies in the translation process. About the case: Recognizing the need to incorporate translation and localization (T&L) into a graduate seminar on “Global Technical Communication” (GTC), the course's instructor and students co-constructed a unique translation assignment that embraced the limitations created by most instructors’ and students’ lack of exposure to or experience with the translation process. Situating the case: TPC education has been criticized for focusing increasingly on TPC and writing classrooms as the object of study rather than sites where students eventually work and apply their knowledge. While study abroad programs or globally connected learning communities are ideal for teaching “real-world” T&L skills, substantial material limitations can impede their widespread adoption. Methods/approach: This experience report was co-authored by the instructor and TPC students from the 2020 and 2022 iterations of the GTC graduate seminar. We describe the translation assignment, its development, and the groups’ final submissions and reflections. Results/discussion: Students’ group and instructor reflections suggest the assignment's potential to facilitate closer engagement with real-world global TPC processes, deeper consideration of language and culture's relationship in TPC, and developing appropriate levels of confidence in working on similar projects as TPC researchers or practitioners. Conclusions: Our experience report provides proof of concept for how we might begin introducing T&L practices to TPC students in low-stakes but meaningful assignments.

Introduction: We introduce our initiative to integrate professional preparedness electronic portfolios (ePortfolios) within an undergraduate mechanical engineering program. EPortfolios provide students with a visual way to illustrate examples of their skills and can help set them apart in employment applications and interviews. About the case: To better prepare our students to communicate their preparedness to potential employers, we integrated ePortfolios within existing undergraduate design courses. We also designed a new portfolio studio course. Situating the case: This teaching case is situated through previous literature on professional preparedness ePortfolios. We limit our scope to studies within engineering and technical communication disciplines. Methods/approach: We integrated ePortfolio instruction and an accompanying ePortfolio artifact assignment requirement within three design classes in our undergraduate Mechanical Engineering curriculum. We assessed assignments and surveyed participants to understand students’ takeaways and approaches on the ePortfolio classroom instruction and assignment. Results/discussion: Results from 147 assignment submissions across three classes indicated that although most assignment submissions demonstrated effective communication of engineering skills, a considerable number of submissions lacked in clarity, professionalism, or relevance. Extended instructional time on ePortfolios could benefit students. More focused instruction could be integrated into existing courses or in a stand-alone portfolio studio course. Our design of this future course was informed by our assessment of student artifacts as well as what we learned about students’ perceptions of ePortfolios from the 130 survey responses. Conclusions: We share lessons learned for teachers from multiple disciplines interested in integrating professional preparedness ePortfolios within their curricula.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> In this article, I examined 10 technical and professional communication books (TPCBs) to get a glimpse into whether and how the authors discuss bias in language (BIL), which I argue is a diversity, equity, and inclusion (DEI) and social justice issue that warrants responsiveness in the technical and professional communication (TPC) field. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> I situate this analysis in relation to research about BIL, the pejorative impact of BIL on people and groups, and the DEI and social justice conversation, research, and action within the TPC field. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. Do TPCB authors discuss BIL to illuminate the interplay of language use and equity and inclusion? 2. If so, what types of biases are discussed? 3. What do their BIL discussions include? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> Using content analysis, I examined 10 TPCBs to determine whether and how the authors address BIL. When found, I documented the presence, frequency, and composition of all BIL discussions for all 10 TPCBs analyzed. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> I found that nine out of the 10 TPCBs examined include discussion of BIL, and of the BIL types found, sexist/gendered language was mentioned the most—appearing in nine of the 10 TPCBs. I provide tables to show the composition of the authors’ BIL discussions. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> I conclude with three recommendations to TPCB authors (as well as to practitioners, researchers, and educators surveying TPCBs for practice, research, and teaching), discuss implications and the limitations of my analysis, and give my final thoughts.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> This teaching case provides readers with a fully articulated teaching case that prepares students in engineering to communicate with and about standards. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> We use the ASTM standards database to train students to read and engage with research in regulatory documents. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> By situating this standards research within an emergent case study, students are introduced to additional constraints for writing as an engineer, including budgetary constraints, slide decks, and summary documents. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> We assess the case study through student self-report data and provide readers with recommendations for applying this case study in their own programs and classrooms. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> Students who engaged in the standards project reported that they were able to connect their assigned work to their futures as engineers. They also reported an increase in their understanding of how to read and research using standards. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> Standards and other forms of regulatory writing are an important part of daily literacy practices for working engineers; introducing them as a part of required engineering communication courses can augment our current practices in STEM communication.

This book explores how to cultivate an open, intercultural mindset and employ constructive communication strategies, verbal and nonverbal, to build meaningful intercultural relationships and engage in constructive intercultural dialogue. This is the third edition of the book; the first edition was published in 2013. This latest edition provides an accessible, lively introduction for students new to the study of intercultural communication (IC). Different from other introductory IC texts, which include only a single chapter on language and pay scant attention to the dynamics of power between groups or individuals in intercultural situations, every chapter of this text recognizes the major role it plays in IC and the co-construction of intercultural relationships. In addition, the power dimension and contextual elements—linguistic, social, political, and environmental—are emphasized throughout. This book’s 11 chapters center on language and IC, covering the main topics in this field: identity and belonging, global citizenship and intercultural competence, and verbal and nonverbal communication. Although the book includes some non-Western scholars, Western scholars and perspectives dominate. Established scholars from the West, such as Bennett, Hofstede, and Deardorff, are the most cited authors. In addition, compared with the first two editions, theoretical constructs in this new edition are updated but are still outdated. Finally, the author attempts to provide a more comprehensive discussion of language and IC for readers new to this field, but her discussion only scratches the surface of the concept without presenting her own insights. The book is an encyclopedia of the IC field, which will be a practical guide for students in any discipline who are new to this area of study. It also enriches instructors’ and researchers’ conceptual and empirical insights necessary for addressing IC issues and problems intertwined with globalization processes. Therefore, I highly recommend this book to students, instructors, practitioners, and researchers from diverse cultural backgrounds as a foundational sourcebook on IC study, teaching, application, and research.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> We present a case study of a user-experience (UX) graduate certificate. This program is part of a stackable group of credentials offered by a larger technical and professional communication (TPC) program. Our goal was to gather feedback from graduates, supervisors of graduates, current students, and instructors to identify best practices, challenges, and other lessons that can help TPC programs contribute to UX education. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> The UX graduate certificate program is a 16-credit, fully online program that learners can complete in nine months. The program draws learners of diverse backgrounds and has enabled them to become UX professionals. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> UX education programs have sprung up across the academy and industry. Little scholarship, however, has examined the effectiveness of these programs. As TPC competes with other organizations in UX education, it is critical to investigate TPC-originated UX programs. It is particularly helpful to juxtapose the perspectives of the classroom and industry. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> We conducted 13 semistructured interviews. These interviews examine, among other topics, what draws learners into the certificate program and how the certificate program has helped them in their subsequent career advancement. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> We found that a short-term, asynchronous certificate program is effective for novice learners to get into the UX field and advance their career. The most prominent strengths of this program include its conceptual depth, its quality of teaching, and its flexible learning. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> TPC programs have a distinctive role in shaping UX education. The power of their rhetorical foundation enables them to cultivate UX leaders and advocates. In turn, UX education helps TPC programs adapt to the changing landscape of higher education.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research problem:</b> A considerable amount of scholarship has amassed over the last 20 years regarding the teaching of user experience (UX) design, but there has been no systematic attempt to review this literature. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1.What is the definition of UX pedagogy according to technical communication and adjacent fields? 2. What is the state of specific UX pedagogical approaches in technical communication and adjacent fields? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Our corpus contained 76 sources directly pertaining to the teaching of UX. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> The theoretical framework of this study marries rhetorical theory and critical thinking. The former provides technical communication literature reviews with keen discourse analysis and the latter offers objectivity to the evaluation. To use this framework, we sought sources using journals related to technical communication and large databases from adjacent fields, including the ACM digital library and IEEE Xplore. We completed our search using Google Scholar to ensure broad coverage. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results and conclusions:</b> Our review of sources revealed a variety of trends and a remarkably diverse conversation on UX, including various definitions of UX pedagogy, and a large variety of theoretical orientations, educational models, instructional approaches, industry influences, methods, and ethical concerns. From this diverse corpus, we hazard a unifying definition centered on teaching the UX process through hands-on approaches such as engaged learning. We close our article with recommendations for continuing to refine UX pedagogy in the future.

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Introduction:</b></i> As a field, we have tended to look at user-experience design (UXD) as a data-driven design process, anchored by usability studies, and anchored in fulfilling user needs and expectations. How then might technical and professional communication (TPC) curricula respond to evolving trends in user-experience (UX) scholarship and pedagogy? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>About the case:</b></i> Addressing this question, we share our programmatic journey, a teaching case that represents more than a decade of reflection and evolution, culminating in the launch of a redesigned major and a UXD minor in a stand-alone department at a regional, primarily undergraduate teaching-focused university. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Situating the case:</b></i> Our programmatic identity began to shift toward a designer mindset that embraced three core frames for professional action–information design, problem solving, and civic engagement—and three complementary design tenets—empathy, advocacy, and bricolage. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Methods/approach:</b></i> To better understand this shift, we recognized the need for a multimethod approach of data gathering. Beginning with an annual assessment of our introductory and capstone courses, we collected data through examination of key course artifacts, through department self-studies, which includes surveys, interviews, and focus groups with relevant stakeholders, and through an external review. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Results/discussion:</b></i> Our self-study data indicated that our students would benefit from stronger audience awareness and design competencies. From these data, we discuss curricular revisions, which include creating a UXD minor. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Conclusions:</b></i> We conclude this article by considering the following three questions: 1. What strategies might other programs consider if they want to design empathy-driven UX pedagogy that is responsive to prevailing scholarly and pedagogical trends? 2. Why might programs cultivate student-researchers as UX bricoleurs? 3. What might other programs expect from student-researcher UX bricoleurs?

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Following previous professional communication research into entrepreneurship, we examine key genres of a specific business accelerator, Start-Up Chile (SUP). Through a triangulated study of interviews, texts, and videos, we examine how the Playbook serves as a regulatory metagenre that represents the SUP experience to the participating firms. We find that aspects of the Playbook's representation are at odds with the other data, divergences that we argue emerge from a broader tension among SUP's stakeholders and goals. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> We review the professional communication literature on entrepreneurship, literature on startups and accelerators, and on writing, activity, and genre research (WAGR). Specifically, we examine WAGR research on metagenres and professional identity formation. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research question:</b> How does this successful international accelerator regularize the learning experience of its exceedingly diverse startups? Specifically, how does SUP regulate the startups' different experiences, reframing the experience of entrepreneurship and teaching these startups to form their professional identity as entrepreneurs? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> We structured this research as a qualitative case study of SUP. Data included documents, videos, interviews, and social media. We triangulated these data sources to identify points of convergence (in which different data sources supported the same assertions) and divergence (in which data sources contradicted each other). <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> SUP provides the Playbook and Newsletter as metagenres that regulate complex interactions among other genres and events, guiding firms into having roughly equivalent experiences as well as maintaining relationships among volunteers such as mentors. But the Playbook also reframes the experience of entrepreneurship so that it can fit into SUP's program: it reframes the cyclical entrepreneurship process as linear, and it reframes promises of future action as tracking of past actions. In undergoing these experiences, the startups form their professional identity as entrepreneurs. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> We conclude by discussing implications for accelerators as well as for how professional communication genres and metagenres regulate neophytes’ experiences in training programs more broadly.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Fluent and accurate speaking is an essential set of skills that engineering students strive to achieve, as they can lead to better job placement and a promising future. This article documents a speaking assessment carried out among 120 engineering students who have undergone two semesters of Technical English courses in the final year of their study. The students from diverse departments opted for the English for Competitive Exams elective course to improve their English language proficiency. The objective of the elective is to train the learners in essential language components for facing high-stakes competitive exams with an integrated language skills approach. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> This linguistics-focused study documents a cluster strategy, a pedagogical attempt at speaking, with a culminating self-reflection phase. The strategy cluster was thoughtfully designed and integrated throughout the semester to enhance the students' speaking competency. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. How do learners perceive the effectiveness of speaking skills practice given to them in the online sessions? 2. What benefits through feedback have learners achieved during these sessions? 3. How do students perceive the role of self-directed efforts toward improving their speaking skills? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> Students were trained on speaking skills as part of a semester-long online course, and an assessment for speaking skills was designed in which students answered 10 self-reflective questions about their perception and usefulness of practice, feedback from the instructor and peers, and self-directed efforts. Each student's recorded audio file of an average of 11 minutes 24 seconds was uploaded to the learning management system (LMS) as part of the assessment. A qualitative and interpretative investigation of their answers reflecting their learning experiences during the semester, based on the activities and self-regulation, and their self-rating were analyzed thematically. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results and discussion:</b> The findings of the metainvestigation show significantly valuable insights with potential implications on the language teachers’ perception of teaching speaking skills in the classroom, especially in the current online environment. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions:</b> We conclude that using the strategy cluster comprising practice, feedback, and self-directed efforts with a culminating phase of oral self-reflection is highly beneficial in developing speaking skills in engineering courses focusing on technical communication.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> The recent COVID-19 pandemic forced most universities into online course delivery. As such, the rapid expansion of online learning and the prospect of its permanent increase for many institutions have sharpened the issue of the efficacy of remotely delivered courses. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Past studies have compared face-to-face (FTF) courses with online courses, with mixed results. However, the broad understanding is that efficacy differs based on the subject area. Educators frequently view theory-based courses as being better suited to online teaching than hands-on or experiential courses. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research question:</b> Can information technology courses—especially those that are more experiential and technical—be supported through online learning given the extent of differences in efficacy between online and face-to-face experiential, technical courses? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> We compared multiple sections of an experiential IT Outsourcing class over several quarters in two course delivery modes. The two modes were FTF delivery and online synchronous delivery. Students in each course section responded to two surveys where they rated their knowledge of different topics at the start and end of the course. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Online students reported greater increases in learning on average across all measured items. Self-reported knowledge gains were significantly greater in five items, mostly in soft skills and project management knowledge. The only significantly improved technical IT skill was in using software for virtual meetings. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions and implications for education:</b> We conclude that universities should embrace teaching experiential IT-based courses virtually, as it is possible to obtain greater improvements in self-efficacy, counter to much existing research. This is especially the case as instructional technology improves.

Background: Technical communicators use special language information to describe technology products. Researching such information is part and parcel of their job and thus occupies a relevant share of their working time. Literature review: Numerous studies examine information needs and search techniques of various professionals, such as engineers or translators. However, very little is known about technical communicators’ use of and requirements for information sources containing special language information. This article contributes to filling this research gap by discussing results of an empirical study. Research questions: 1. What types of nonhuman information sources do technical communicators use when researching special language information? 2. What properties do technical communicators expect from special language reference tools? Research methodology: We conducted a written online survey among technical communicators. In this article, we analyze and interpret survey data related to the two research questions. Results: Respondents use 14 major types of information sources for researching special language information. Half can be categorized as reference tools, while the other half are document-like. Respondents would like to have special language reference tools that are available electronically, can be adapted to their personal needs, and offer up-to-date information with good usability. Conclusions: Half of the information source types are document-like and can be used as text corpora. Thus, text corpus-management methods and tools should be promoted in technical communication practice and teaching. Technical communicators’ requirements and wishes described in this article lay the groundwork for developing tailor-made special language reference tools.

This book is appropriate for technical and professional communication (TPC) teachers, scholars, and practitioners who wish to enact social justice in their work. Although our field has welcomed and cultivated the social justice turn enthusiastically for the last few decades, the editors acknowledge that “there is a dearth of praxis-based resources.” To address this need, this book offers “action-focused resources and tools,” which are intended to support members of the profession “in conducting research or pursuing both local and international projects in socially just ways.” To meet the needs of TPC scholars, practitioners, and teachers, the editors organized this book into four sections, consisting of three chapters each. Each chapter presents one social justice tool and a case to illustrate the effective use of that tool. Besides, each chapter presents tips, cautions, limitations, and future directions to inform the use of the resource. This book is extremely helpful because it inspires us to come up with more praxis-based resources, prioritize and learn from marginalized populations, and focus on embodied experiences and knowledges in our TPC practice, research, and pedagogy. Throughout the book, the authors remind us to be mindful of our own positionality, privilege, and power while doing TPC research, practice, and teaching and to empower the disempowered. This book can be an invaluable addition to courses in TPC research methods, field methods, Indigenous rhetorics, or pedagogy.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. How can we address issues of diversity, equity, and inclusion (DEI) in our business and technical communication service courses? 2. How can we help prepare future engineers, technical professionals, and managers to create more inclusive and equitable workplaces?. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> The social justice literature in technical and professional communication (TPC) has focused on a variety of areas, including research methods, user experience, and expanding what can and should be identified as TPC. Emerging research has turned toward pedagogy as an interventional strategy for educating on issues of racial justice and inclusion. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> This teaching case presents the transformation of a TPC service course to specifically address issues of diversity, equity, and inclusion (DEI). In response to the racial injustice documented during the summer of 2020, I developed a sequence of assignments that asked students to research and apply DEI initiatives. The assignment was to research and write a short report on DEI approaches in the workplace, followed by a larger team-based project in which students worked with the local city council to enact possible DEI initiatives in the broader community. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods:</b> The case was studied through the author's experience and the analysis of data obtained from surveys with class participants and other instructors who incorporated the assignments in their courses. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> Students were able to learn more about how to address bias, inclusion, and social justice in a business environment, but also demonstrated some implicit resistance to direct attention to racial injustice. The case study humanizes and brings home issues of diversity, equity, and inclusion for students who might otherwise consider them only in the abstract.

This book offers college writing instructors strategies for creating linguistically diverse classrooms. Building on theories of language that multilingualism is a student’s strength not a deficit, the book will help faculty, staff, and graduate teaching assistants design lessons, courses, professional development opportunities, and writing center programs that support multilingual students and challenge notions that success on US campuses requires strict adherence to communicating in Standard Academic English (SAE). Through a highly engaging series of studies, the authors in this collection provide evidence that their approaches strengthen their writing pedagogies and empower their students. Although this book is primarily addressed to writing instructors, it may have some utility for professional communicators in industry. The rhetorical listening framework outlined in Chapter 10 would support in-house training on communicating across differences. The editors note that their work on the collection occurred during the COVID-19 pandemic. However, another relevant context emerged that is not addressed in the book explicitly. Following now-revoked Executive Order 13950, more than half of US states have enacted or are debating laws that would restrict classroom and professional development training around issues of diversity, inclusion, and equity. These laws may affect state-funded universities in ways that limit educators’ ability to enact the pedagogies described in this collection.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> This experiential teaching case study calls for technical and professional communicators to apply a combination of ableism studies and disability justice in examining their participation in potentially ableist, normative systems. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> Previous technical and professional communication (TPC) scholarship has demonstrated how the field of disability studies (DS) furthers TPC's goals of social justice, but it has not offered methods to trace the systemic ableist assumptions that contribute to disability's marginalization. I thus extend these considerations through attention to disability justice and ableism studies. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> This teaching case evaluates my attempt to incorporate DS into my Writing for the Professions class by examining the warrants or assumptions reflected in class materials and student discussions to determine how DS's inclusion in the course impacted such warrants. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods/approach:</b> I used thematic coding to analyze class documents, student work, and semistructured student interviews and traced how reflected warrants contributed to understandings of ability and disability. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> I found that analyzed documents predominantly relied on ableist warrants that obscured disability's relationality, positioned disability as deviance, limited efforts towards social change, and disregarded disability's intersectional complexity. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> To counter the use of ableist warrants that impede social justice goals, I recommend that TPC instructors foster critical understandings of systemic ableism by applying disability justice principles to their course materials. Through a combination of ableism studies and disability justice, TPC can pursue more socially just documentation practices.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> More than 30 years ago, Harmon distinguished developmental research articles (RAs), which propose a solution to a problem, from experimental RAs, but the developmental format has received little attention. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Genre analysis of RAs has been largely restricted to articles following the standard experimental/Introduction, Methods, Results, Discussion (IMRD) format, thereby excluding many developmental engineering articles. Recently, a textbook proposed Introduction, Process, Testing, Conclusion (IPTC) as a prototypical format for electrical engineering RAs, but this format has not yet been demonstrated from a corpus. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. What is the macrostructure of electrical engineering RAs? 2. What are the characteristic features of each division of electrical engineering RAs? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</b> Section headings, wordcount, and notable features were analyzed for 75 RAs from 15 electrical engineering journals and compared with both IPTC and Harmon's developmental structure. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Only one article, a case study, followed IMRD. Sixty-seven developmental RAs followed the IPTC format. These are distinguished by the second division (P), where the new solution is described, written in extended style, comprising several sections with headings specific to the research. A paragraph at the end of the Introduction describing the organization of the paper, the location of the theoretical framework and testing methods, and a ubiquitous Conclusion also differ from IMRD. Seven developmental RAs exhibited a hybrid format with the well-known IMRD section headings superimposed on an IPTC structure. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions:</b> Most electrical engineering articles are developmental and follow IPTC format. This can inform future genre analysis research and has pedagogical implications for teaching engineering writing.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Resume preparation is a common activity within technical writing classes, but the advent and increased use of resume profile and job-hunting sites, such as Indeed.com, require instructors and researchers to re-think common practices in the teaching of resume writing, particularly for writing instructors with limited disciplinary experience. Prior research for conventional resumes has quantified the disciplinarity of resumes as a function of resume quality using metrics of disciplinary discourse density, which may be useful in analyzing online resumes profiles. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. How do online engineering resume profiles demonstrate disciplinarity? 2. What formatting and stylistic conventions are observed within engineering resume profiles? 3. How do rhetorical disciplinarity and conventions vary with resume profile quality? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> Although past efforts have examined the resume as a critical genre for entering a professional setting, few researchers have sought to interpret the relationships between discursive and stylistic expectations and quality in online resume profiles, while also accounting for aspects of disciplinarity. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</b> This study compares engineering (all disciplines) resume profiles from Indeed.com with a corpus of conventional engineering resumes through qualitative genre analysis and quantitative methods for calculating disciplinary discourse density. We also characterize stylistic and rhetorical conventions for resume profiles, and statistically compare these facets as a function of resume quality. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results and conclusion:</b> Results determined that discursive strategies were significantly different between strong, moderate, and weak engineering resume profiles. Qualitative analysis captured differences in style and form that were also statistically linked with quality. Based on our results, we call for further investigation into resume profiles and reconsideration of current pedagogical approaches.

Subtitling this 578-page book as an "introduction" may be a misnomer; the book is broad in scope and deep in coverage of its subject. It fills a need for current texts on the topic of technical editing and is grounded in modern technical communication workflows, practices, and approaches. This book is an invaluable teaching aid for classrooms and a welcome reference resource for practicing professionals. Throughout the book, the authors address issues of modern technical communication workflows. They acknowledge that the dedicated editor role has become increasingly rare and that many technical writers are responsible for editing their own or their peers’ documents. They also address workplace considerations, including people, budgets, and schedules, in both planning and executing editing projects. The book includes a thorough 30-page glossary of grammar terms, 33 pages of notes and references, and a thorough index.

Introduction: Accessibility training frequently relies upon checklist-based approaches to convey important standards and guidance. Such approaches limit scalability and acknowledgement of the user experience. About the case: A certificate program for faculty and graduate teaching assistants who are instructors of record at one university provided an opportunity to develop a learning module about dyslexia. Situating the case: Dyslexic students frequently require alterations to both teaching approaches and document design; however, studies show that some faculty do not see or feel a need to offer any accommodations for this dis/ability. Research indicates that train-the-trainer approaches to accessibility training offer improved scalability and efficacy when it comes to engaging and acknowledging the needs of dis/abled communities. Amplifying voices from the dis/abled community in training also personalizes the need to make content accessible. Approach: This article covers the module's creation and implementation via the iterative Analysis, Design, Development, Implementation, and Evaluation (ADDIE) method. In doing so, it provides a framework for creating similar modules that industry practitioners and faculty can implement within their own organizations. Results/discussion: The COVID-19 pandemic led to fewer participants in the module than anticipated; however, preliminary feedback suggests the approach's efficacy. Conclusion: A train-the-trainer approach that integrates testimonials from the dis/abled community offers a user-focused means of disseminating accessibility guidelines that organizations should consider if looking for rapid scalability for new accessibility initiatives.

The book targets two main audiences. It primarily addresses students and instructors of technical communication, and also addresses industry practitioners. The book provides practical and theoretical examples that both the primary and secondary audiences can incorporate in their pedagogy and industry practices. The author includes learning activities at the end of each chapter that teachers/instructors can emulate in the technical communication classroom. The approaches in the book make it a significant contribution for the teaching and practice of technical communication. The author admonishes students, instructors, professionals, and industry practitioners to change technical communication by paving the way for design thinking and making. He summarizes the need to adopt design thinking as a methodology in technical communication to make designs user- and human-centered, and to advocate for social justice in our approaches to teaching, learning, and practice in the field. Thus, he calls for a rethinking of technical communication pedagogy “to focus less on genres.". The author also argues that design thinking is a necessary component of technical communication and shows how it can be incorporated into technical communication practice and pedagogy. The examples and learning activities presented in the book make it a valuable guide for students, teachers, and practitioners of technical communication. Instructors of technical communication will find the learning activities presented throughout each chapter of the book particularly useful.

Introduction: This article describes our work to build an undergraduate program in user experience centered on empathy, access, and humanism. About the case: This teaching case is focused on how we situated accessibility (a11y, a numeronym) at the core of our undergraduate degree. Based on our program values, industry experience, and market need, we aimed to build a program that focused on accessibility. Situating the case: Our work is situated in the literature of technical communication, specifically on accessibility as social justice design. Focusing primarily on issues of pedagogy, we discuss the market need for this work, both inside the academy and within industry. Methods/approach: Through our experimental work applied within the program's framework, we built a foundational course, launched an intensive short program (study away), and developed opportunities for student knowledge sharing on the local, regional, and national levels. Results/discussion: Focusing on accessibility gave our students a strong foundation and broader connections with outside partners focused on user experience. Conclusions: Placing accessibility at the center of the mission, scholars and practitioners alike can address these concerns and keep their commitment to creating user experiences centered on shared values of equity, sustainability, and usability. With the rising need for accessibility specialists in the workforce and structured programs in academia, this article describes how technical communicators can develop these foundations in their own organizations.

Most textbooks and trade press books on engineering communication are genre based, proscription based, or some are a combination of the two. Henderson takes a different approach to teaching the rules of English grammar and how to apply those rules to craft effective sentences. His approach is mathematics based, presenting the rules of English grammar as sentence equations. This approach makes the book particularly intriguing as a resource for teaching students of engineering and science. Henderson's "A Math-Based Writing System for Engineers: Sentence Algebra & Document Algorithms" presents a distinctive approach and methodology for clear engineering communication, particularly suited to its specific audience. Henderson's methodology, grounded in the "universal language" of mathematics, is unique and refreshing. The book is a welcome addition to available resources for these students and their instructors.

This book offers a welcome teaching and learning resource in Creating Intelligent Content with Lightweight Darwin Information Typing Architecture (DITA). The author is a Professor and Director ofThe Transdisciplinary Initiatives with the College of Liberal Arts and Human Sciences at Virginia Tech. The author takes the reader through the history, design, and implementation of a relatively new variation of DITA, known as Lightweight DITA. Lightweight DITA was developed and is maintained by OASIS, the same standards body responsible for DITA, and differs from DITA in two particularly distinctive ways.

Introduction: Online learning and work are commonplace in both engineering and professional communication. To be effective online, even experienced face-to-face teachers require new skills. About the case: This case reports on the design and delivery of faculty training on teaching online at a Norwegian university during the COVID-19 pandemic. Two questions are examined: 1. What topics and training designs are suitable for beginning online teachers with little time to implement the results of the training? 2. In this emergency context, how do local conditions impact the design and delivery of such training? The training focused on building interactive online courses, providing formative feedback for students, and choosing between synchronous and asynchronous teaching. Situating the case: The literature suggests that teachers often undergo a shift in their teaching philosophies and methods when transitioning to online environments. Methods/approach: Pretraining and post-training reflection were used as informal data sources to develop the training sessions and to holistically discuss the themes that emerged from the training. Results/discussion: Two online and one face-to-face 2-hour training sessions were delivered to three groups of faculty. Three main themes emerged from the training: active learning, synchronous/asynchronous teaching, and providing formative feedback to students. Conclusions: Challenges included convincing participants to shift from the lecture as the main method of instruction to more interactive and active techniques, as well as reconciling the standardized course study plans with individual teachers' instructional needs. Larger studies of training programs and more formal methods of data analysis are suggested.

The reviewer concludes that, overall, Hanganu-Bresch and Flaherty’s "Effective Scientific Communication: The Other Half of Science" is an excellent introduction to scientific communication. Genre move analysis blended with step-by-step guidance and genre examples make this book a valuable guide for helping students in STEM fields acquire basic scientific communication skills. The book also provides food for thought for ESP teachers to foster research and encourage better-informed teaching practices.

Introduction: As technical and professional communication (TPC) becomes increasingly networked, students must learn to work cross-culturally. However, these skills can be difficult to develop. We report on a service-learning project aimed at helping students write and design for an audience in India. About the case: The authors saw a need to provide course materials to practitioners in India that became an opportunity to involve students in global content creation. This teaching case reports on two courses designed collaboratively to teach design and communication skills through service-learning, while providing course content to Indian practitioners of TPC. Situating the case: Technical communication has a long history of teaching writing skills for the globalized workplace. Service-learning opportunities can engage students cross-culturally while encouraging them to think critically about audience awareness. This case extends the literature by reporting on how students learned principles of cross-cultural and accessible communication. Methods/approach: This study uses qualitative student reflection documents from two courses to answer questions about how service-learning opportunities shape student skills. Their responses illustrate the successes and failures in the course designs and provide strategies for instructors working on similar projects. Results/discussion: Students reported that their experiences helped them to think critically about audience awareness, synthesize skills in collaboration, engage flexibly with new technologies, and work through time constraints. Conclusion: We provide practical suggestions for implementing similar course designs at other institutions and information about implementing relevant technologies. It outlines adaptations for new teaching environments.

Background: The ability to create a context is essential in writing the introduction of a research article (RA). This study explores the experience of engineering Ph.D. students in Australia, for whom English is an Additional Language (EAL), in using a problem-solution-based writing model to develop context-creating skills in writing RA introductions. Research question: What is the experience of engineering Ph.D. students in creating contexts through explicit learning of a problem-solution-based model for writing RA introductions? Literature review: Genre-based teaching is a common approach in the second language classroom. Recently, a genre-based approach for writing the introduction of engineering RAs has been proposed. The descriptive values of the model, PSP-CaRS, have been shown in corpus studies of published engineering RAs. However, its applicability has not been explored pedagogically. Methodology: Twenty-nine Ph.D. students were asked to respond to a questionnaire nine months after learning the model and reflect on their experience using it. The findings were then corroborated with data obtained from interviews, researcher observation, and writing samples. Results: The findings showed that the participants perceived PSP-CaRS to be useful and they continued using it after nine months despite some difficulties encountered in the writing process. Participants' responses showed that explicit teaching of PSP-CaRS formed the foundation upon which more competent skills to create contexts were developed through practice and integration of subject knowledge. Discussion: Explicit teaching using a model can impart the basics of genre awareness to students. Once students gained an in-depth understanding of the model by working through their difficulties, they developed better genre awareness, and used the model adaptively to visualize and write their RA introductions. Conclusion: The results confirm the usefulness of the proposed model and reveal how a continuing process of learning and practicing using the model helps students develop their skills to create contexts and enhance their genre awareness.

Background: Early-stage accelerator programs teach new entrepreneurs how to identify and exploit venture opportunities. In doing so, they implicitly teach these new entrepreneurs how to develop and iterate claims. But since this function of teaching persuasion has been implicit and generally unsystematic, it is unclear how well it works. Literature review: We review related literature on the venture development process, value propositions, and logic orientation (Goods-Dominant vs. Service-Dominant Logic). Research questions: 1. Does an entrepreneurship training program implicitly teach new entrepreneurs to make and iterate persuasive claims? 2. How effectively does it do so, and how can it improve? Research methodology: We examine one such accelerator program via a qualitative case study. In this case study, we collected interviews, observations, and artifacts, then analyzed them with thematic coding. Results/discussion: All teams had received previous entrepreneurship training and mentoring. However, they differed in their problem and logic orientations as well as their stage in the venture development process. These differences related to the extent to which they iterated value propositions in the program. Conclusions: We conclude with recommendations for improving how accelerator programs can better train new entrepreneurs to communicate and persuade.

Background: The lab report is a commonly assigned genre in engineering lab courses; however, students often have difficulties meeting the expectations of writing in engineering labs. At the same time, it is challenging for engineering faculty to instruct lab report writing because they are often under-supported in writing pedagogies and usually unfamiliar with the extent of students' prior writing knowledge. Literature review: Literature on technical communication in engineering addresses the importance of a rhetorical approach to writing instruction, as well as an emphasis on genre. Extending this literature, research into writing transfer provides valuable insight for better understanding how undergraduates negotiate the engineering lab report as a new genre within this distinct rhetorical context. Research questions: 1. How effective is a transfer-focused writing pedagogy in supporting students' understanding of the genre conventions of engineering lab reports? 2. How does the transfer-focused writing pedagogy impact students' writing quality in five categories (rhetorical knowledge, organization, evidence, critical thinking, and disciplinary conventions)? 3. What are the rhetorical features that engineering students improve or struggle with the most with lab report writing? Research methodology: Four engineering instructors and two English instructors participated in this study to design and develop the lab report writing instructional module, and implemented the module materials into their engineering lab courses. The module, consisting of lab report writing instruction and assessment resources, shares a rhetorical approach and foundational writing terms with first-year composition courses to emphasize a writing-transfer pedagogy. We collected and analyzed undergraduates' lab report samples to evaluate the impact of the module on students' writing performance. Two sets of lab reports were collected for analysis: the sample sets before (control), during the 2015-2016 academic year; and after (experimental) implementation of the module, during the 2016-2017 academic year. Results and conclusions: Data collected via pre- and post-implementation writing artifacts show that a rhetorical approach to teaching lab reports helped students better understand the expectations of the lab report as a discipline-specific genre, and it developed students' understanding of the rhetorical features of engineering writing. The pilot module positively impacted the quality of students' lab reports, a finding that suggests that using a transfer-focused writing pedagogy can successfully support the transfer and adaptation of writing knowledge into gateway or entry-level engineering laboratory courses.

Introduction: Professional communication instructors in transnational contexts face unique challenges when helping students transition into the workplace. These challenges include preparing students for multilingual workplaces and educational settings, as well as multicultural communication in English at transnational workplaces. About the case: The authors, working at an international branch campus (IBC) in the Middle East, wanted to revise their assignments in a technical writing course for engineers in order to better prepare students for the realities of professional communication in the region. Situating the case: Engineering students matriculate into an increasingly diverse workplace, but instructors may not adequately understand the needs of employers in transnational corporations. Methods: Semistructured interviews were conducted with students and alumni of the IBC, and transcripts were coded for common themes. Results/discussion: Students and alumni had different perceptions of workplace communication genres, expectations for detailed writing, and the ability to adapt rhetorical strategies for different contexts. Alumni experienced a gap between their professors' and their workplaces' expectations for business genres and level of detail. They also reported that one of their significant challenges was adopting a flexible mindset toward written and spoken communication practices. Conclusions: Professional communication instructors should emphasize the strengths of multilingual writers, particularly their sense of language difference and rhetorical attunement, to better prepare them for the transnational workplace, in both the US and abroad. The authors describe changes in their pedagogy to help students adopt a more flexible and industry-oriented mindset toward technical communication.

Background: Professional communication instructors give profuse feedback on student writing in service or introductory courses; however, professional communication has traditionally borrowed feedback practices from first-year writing. In addition, professional communication instructors have relied on lore instead of data when giving students feedback. Literature review: Three recent studies examine the content of feedback comments given by professional communication instructors; nevertheless, these studies open questions about how professional communication instructors enact their pedagogical values when giving feedback. Research questions: 1. What do instructors value when teaching professional communication service courses? 2. What do instructors emphasize in their feedback? 3. To what extent do instructors' values align with the feedback that they give on students' writing? Research methodology: To answer these questions, this pilot study does close qualitative work to test interview questions and a coding scheme formed by inductive content analysis. I triangulated four interviews about instructors' pedagogical values with content analysis of their 599 feedback comments on students' writing. Results and discussion: The results reveal three implications: Rhetorical terminology may contradict the goals of professional communication, overly conversational or directive feedback may not give students tools to improve their writing, and borrowing pedagogical training from first-year composition may not prepare instructors to teach professional communication. Conclusion: Tensions between instructors' values and their feedback comments highlight a lack of consensus about professional communication's pedagogical values for the service course, particularly higher order values, such as audience analysis or purpose through giving feedback.

Introduction: Group projects are a common pedagogical tool for technical and professional communication courses. These projects provide students with valuable learning experiences that they would not otherwise receive working individually. However, student group projects come with some unique challenges, such as unequal distribution of work, unequal levels of learning, and perceptions of fairness. Situating the case: While many instructor-led resources and strategies exist for facilitating group projects, fewer student-empowering strategies exist. Data provide one potential way to empower students to take ownership of their team experience and make more informed decisions throughout the teamwork process. About the case: This teaching case was born out of a response to the many teamwork problems that are outlined in the literature and that the author has observed as an instructor. This teaching case describes the implementation and outcomes of a data-driven framework for decision making called collect, analyze, triangulate, and act (CAT) that the author developed. After they learned about the CATA framework, the students completed a series of data-driven exercises during the team formation, team functioning, and team evaluation stages of the team project. Perceptions of CATA's effectiveness were collected after the project ended. Methods: A mixed-methods approach, which included a survey and a series of interviews, was used to gain insights into how both team members and team leaders perceived the CATA framework. Results: Survey results indicated that students found the CATA framework helpful in many team contexts. Students expressed particularly strong opinions about how CATA aided in the fairness and accuracy of peer evaluations, was helpful for self-reflection, and was useful for making informed arguments to convince team members of a decision. Interviews with team leaders revealed that appealing to data using the CATA framework was helpful in managing the team but had limited capacity to aid in managing conflict. Conclusions: Students realized many benefits from the CATA framework, and some team leaders even felt empowered in certain instances by appealing to data. However, instructors should still consider scaffolding data literacy and teamwork skills for students to be fully prepared for successful teamwork.

The quest to understand the nuances of professional communication using computational tools have continued since, and many researchers in our field have embraced the new interdisciplinary approach now known as data science. Our quick metadata search on the journals and conference proceedings in technical and professional communication (TPC) revealed an increasing number of articles associated with terms commonly used in data science (e.g., big data, content analysis, text mining, sentiment analysis, topic modeling, network analysis) originating from numerous disciplines (e.g., corpus linguistics, computational linguistics, artificial intelligence, statistics, business analytics). Yet, the field of TPC is just beginning to embrace the power of data-driven approaches. This special issue extends Orr’s work by taking a snapshot of current work in data-driven approaches to the study of TPC.

Introduction: With the growing need for intensive and online course formats, it has become increasingly difficult to determine what combinations of knowledge and skills that are important for both academia and industry can best provide students with the grounding for exploring the questions of global technical communication (TC) during their programs. About the case: The 7.5-week online global TC course at Arizona State University is divided into six theme-based units and a unit that focuses on a research/revision project. Situating the case: While over the last 20 years, excellent practical materials for teaching global TC have been published, there is a need for comprehensive course descriptions, particularly for courses in online and intensive formats. Methods/approach: The course was based on an extensive literature review of academic and trade publications. The course's effectiveness was analyzed based on final reflective discussion assignments and anonymous student course evaluations. Results/discussion: The literature review revealed six major themes that define global TC: culture and communication, the frameworks of culture, verbal communication, global content and technology, visual communication, and cross-cultural collaboration and audience work. Each unit addressed one of these themes. The course was well-received, and students started posing critical questions to explore in future courses. Conclusions: In our program, having a dedicated global TC course was very beneficial because it introduced students to concepts that they could further explore in other 7.5-week online courses. In addition, I present recommendations for adopting/adapting the course, as well as its limitations and suggestions for future research.

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Teaching problem:</b> The comparative/contrastive approach to teaching intercultural communication is based on the premise that global rhetorical practices are not mere indicators of the cultural proclivities of a people, but are also a framework for developing a working knowledge about how members of a culture communicate. However, this approach predisposes learners to contrasting those cultures against their own and reinforces their preconceptions about national cultural characteristics. Augmenting that approach with transliteracies—emphasizing the benefits of knowledge sourcing not limited to scholarly/academic sources—offers a multidimensional perspective to intercultural communication. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research question:</b> How can transliteracy inquiry be applied in teaching and learning global rhetorics? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case: </b> The approaches described here draw on the work of literacy researchers who delineate ways in which transliteracy broadens the scope of learning materials, including texts that are cultural and social (as opposed to linguistic) and that can be studied for what they convey about those cultures. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">How the case was studied:</b> This paper describes the experience of using transliteracies to teach intercultural professional communication. The material was collected informally over the course of two years of teaching the course through observation, student completed research reports, and reflections. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> The shortcomings of contrastive and comparative rhetoric pedagogy in intercultural communication may be due in part to instructional materials selection and prioritization of what teachers deem to be scholarly. Reasoning that the basic architecture of a global rhetorics lies in its surrounding culture, artifacts, and communication systems, I designed an assignment that required students to describe how one culture's heritage, history, governmental systems, and value systems contribute to the development of persuasion and uses of rhetoric. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Transliteracies opened up spaces that allowed students to gain an in-depth understanding of others’ rhetorical practices without contrasting them against their own and by approaching them as ethnographic objects of study. Students engaged the object of their scholarship more expansively. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusions:</b> Transliteracies in intercultural professional communication served to move students toward a more immersive and empathetic understanding of referent cultures, a stance that enriches professional communication. Students displayed a more altruistic value system in representing their objects of study and were careful to recognize that their work might be accessed by a wider audience. Transliteracies offer a practical toolkit for comprehending and fashioning understandable and compelling arguments about other cultures.

This book consists of a collection of narratives on the subject of scientific writing skill needs compiled by the author through more than 100 interviews with senior scientists, emerging (early career) scientists, and recent Ph.D. graduates, all of whom would be appropriate audiences of the book. It is an interesting amalgam of opinions from the scientific community about technical writing, its importance, the breadth of writing opportunities, and the authors’ enjoyment—or lack thereof. While oriented toward science, it could easily be expanded to the entire spectrum of STEM fields. Through her informal approach, the author achieves her purpose of exposing diverse opinions on the need for and acceptance of technical writing within the scientific community. While the book might not fit nicely into a technical writing course, it can provide valuable insight into technical writing needs beyond university undergraduate and graduate students. The author, through the use of interviews and narrative summaries, has provided a view of technical writing as accomplished by three levels of scientists, where personal opinions of the scientists are supported by the level of success achieved by the individual respondent. This book could be used for a course in technical writing in a number of ways, especially at the undergraduate level, either as a reference text or as the primary text for the course. To begin with, the material in the book is based upon the contributors’ years of experience. In some cases, that could mean many years of technical writing not only within a particular field of interest, but in other genres or subject matters, based upon the individual’s experiences. A professor teaching the technical writing class may have limited experience in the world of publishing papers, books, or other technical matter. An assignment for a class could be to pick one of the respondents in the book, and develop a detailed description of his or her beliefs and approaches to technical writing. Such an assignment could then lead into a class discussion on the importance of technical writing in one’s career as supported by the text.

Background: Swales's Create a Research Space (CaRS) is a popular model for writing research article (RA) introductions. CaRS prescribes three broad moves-establishing a territory, establishing a niche, and presenting the present work. This study assesses the applicability of a problem-solution patterns (PSP) approach to facilitate Move 1 in CaRS by analyzing RAs in materials science and engineering. Research questions: 1. Is structuring an RA introduction using problem-solution patterns a common approach in published RAs in materials science and engineering? 2. How does PSP facilitate the setting of boundaries between territory and niche in these RAs? Literature review: Variants of CaRS have been widely applied to study RA introductions. Even though the 2004 version of CaRS has been deemed effective in describing the structure of RA introductions in a number of disciplines, its prescription of Move 1 may not be easily operationalized in teaching engineering research writing. For problem- or application-based RAs, the territory can be established with PSP while preserving other CaRS moves. Methodology: This exploratory study employs a text analysis approach to assess 30 RA introductions from three materials science and engineering journals. Results and discussion: PSP is found in most RA introductions. By integrating PSP into CaRS, the proposed model can capture problem-solution cyclicity as a build-up move for territory and niche establishment. Conclusion: Because problem-solving is central to engineering research, RA introductions can be structured using naturally-occurring problem-solution patterns. PSP-CaRS may serve as an effective writing model for RA introductions in engineering-related fields.

Background: Undergraduate engineering students often receive insufficient support when crafting résumés. Most notably, there is often a lack of disciplinary-specific instruction and a lack of emphasis on the persuasive function of résumés. Ultimately seeking to strengthen instructional materials, this study investigates a way to quantify the quality of engineering résumés, focusing specifically on the use of disciplinary discourse. Research questions: How do engineering résumés exhibit disciplinary discourse? How can disciplinary discourse be quantified as a way of promoting strong engineering résumé writing and professional development skills? Literature review: This project builds on research exploring the qualities of effective résumés. It extends on work establishing disciplinary differences in desired résumé qualities, as well as work characterizing résumé writing as an opportunity for professional identity development. Grounded in activity theory, this project seeks to elucidate the “rules” of effective engineering résumés at the lexical level. Methodology: This project analyzed a corpus of 31 engineering résumés through both qualitative and quantitative means. Résumés were initially ranked via a rubric, then coded for disciplinary discourse according to the American Association of Engineering Societies' Engineering Competency Model. Disciplinary discourse scores were then analyzed through descriptive statistics. Results and conclusion: Significant differences in the use of disciplinary discourse were found among strong, moderate, and weak résumés. Though these results are not generalizable due to the small corpus size, they indicate that disciplinary discourse may be a fruitful area for future research on résumés and the development of pedagogical materials.

Background: Our teaching case reports on a fieldwork assignment designed to have master of arts students experience first-hand how entrepreneurs write for the globalized marketplace by examining public displays of language, such as billboards, shop windows, and posters. Research questions: How do entrepreneurs use English to “style” themselves? What is the status of English in public displays? Which relationship with customers is cultivated by using English (among other languages)? How does English, or lookalike versions thereof, create a more innovative business? Situating the case: We use linguistic landscaping (LL) as a pedagogical resource, drawing on similar cases in a local English as a foreign language (EFL) community in Oaxaca, Mexico; EFL programs in Chiba-shi, Japan; francophone and immersion French programs in Montreal, QC, Canada and Vancouver, BC, Canada; and a study of the entrepreneurial landscape in Observatory's business corridor of Lower Main Road in Cape Town, South Africa. How this case was studied: We interviewed 36 students about their learning process in one-to-one post hoc interviews. Recurrent themes were increased self-monitoring, improved professional communication literacy, and expanded real-world understanding. About the case: The teaching case follows a three-pronged approach. First, we have students decide on a survey area, determine their empirical focus, establish analytical units, decide how to collect data, collect (sociodemographic) information about their survey area, and determine the degree of researcher engagement. Next, students conduct fieldwork, documenting the linguistic landscape in small teams of three to four students. In the third phase, students have returned from the field and discuss their initial findings, ideas, and observations during a data session with the instructors. Students decide whether they still stand by the decisions they made before they entered the field and are then asked to qualify how language is used in public space. Results: The main takeaway of the assignment is that students were more aware of the degree of linguistic innovation, rhetorical creativity, and ethnocultural stereotyping of entrepreneurial communication in their cities. Conclusion: As a pedagogical tool, LL offers possibilities for exploring entrepreneurial communication in all of its breadth and variety, providing access to perhaps the most visible and creative materialities of entrepreneurs and service providers: shop windows and signs.

Background: Entrepreneurship has undergone significant transformations in the past decade due to crowd-based models of innovation and the increasing popularity of crowdfunding. Crowdfunding provides an alternative to the way entrepreneurs traditionally raise start-up and operational funds for a venture. Moreover, with crowdfunding platforms, citizens and communities are increasingly able to engage in entrepreneurial work not only for profit but also to address social and civic problems. Problem: Given the expanding boundaries of entrepreneurship, it is increasingly important for professional and technical communication teachers to prepare students to be ethical entrepreneurs and embody a widening array of rhetorical skills. Our teaching case addresses the question of how we might incorporate new and emerging forms of entrepreneurship, such as crowdfunding, into the professional and technical communication classroom in ways that foreground the social, civic, and ethical dimensions of that work. Situating the case: To address this question, we first situate our teaching case in relevant literature from professional and technical communication and social entrepreneurship, and then compare it with similar cases of crowdfunding being used for educational purposes. How the case was studied: We describe what we observed before, during, and after teaching a project structured thematically around civic crowdfunding. We had two sources of data: (1) a collection of teaching materials, including syllabi, day-to-day lesson plans, project prompts, in-class activities, correspondence between instructors, and informal teaching logs used to record impromptu reflections throughout the course of the semester; and (2) the civic crowdfunding project materials produced by students. About the case: Two distinct but related problems have motivated the development of this teaching case: (1) the context of 21st-century entrepreneurship has rapidly changed as a result of new approaches, including crowdfunding; (2) this shift has also led to an increased emphasis on civic and social matters of concern, which have increasingly become more important in contemporary business models. Ultimately, we seek to understand how entrepreneurial writing projects can meld commercial and financial motivations with civic exigencies, direct participation, and stakeholder engagement. As such, this civic crowdfunding sequence takes place over two phases: (1) students conducted primary and secondary research on a local problem or exigency and used this as evidence for a white paper and a project proposal; (2) students developed a feasible solution to this problem which then formed the basis for crowdfunding campaign materials, including a Kickstarter page, campaign video, and branding materials. Results: Our results focus on two projects that clearly foreground a social and civic mission; we point to these two projects not as perfect examples, but rather as illustrative cases of how students engaged crowdfunding as a form of civic entrepreneurship. Conclusions: Our teaching case has demonstrated the need to prepare students not only to pitch venture ideas for a small audience of investors, but also to consider how to identify and frame problems, construct stories about these problems as pressing matters of concern and, ultimately, develop ethical relationships with stakeholders and increasingly diverse investors.

Background: Despite efforts to include communication instruction in both college and continuing education curricula for students in all areas of study, workplace surveys continually report that employees' communication skills are lacking. The differing contexts of school and the workplace may be one reason for this disconnect, so teaching strategies that can effectively bridge this gap are needed. Research questions: How do students respond to using scenes from a television series to teach professional communication concepts within workplace contexts? What are advantages and drawbacks to this strategy? Situating the case: Strategies used to teach professional communication in a way that facilitates its application in the workplace include classroom exercises, service-learning projects involving real clients, and simulations. In addition, videos are a commonly used method of classroom teaching. They can activate verbal/linguistic, visual/spatial, and musical/rhythmic intelligences, allowing students to use their stronger intelligences and develop their weaker ones. Research also suggests that students appreciate visual stimulation and technology use when learning communication skills. How the case was studied: Students completed a brief end-of-course survey to gather both qualitative and quantitative data concerning their learning experiences with the activities described. About the case: To make undergraduate writing courses more relevant to the workplace, specific scenes from The Office were integrated to teach units on negative messages and intercultural issues. Following these clips, students completed both in-class exercises and course assignments pertaining to the topics covered. Results: After completing the class sessions and associated exercises described here, most students could discern the relevant concepts from the clips; they found both the clips and the associated exercises helpful in learning the concepts; and they recommended ongoing use in future classes. Students appreciated the comedic nature of the material, the use of different media, and the pop culture reference. Drawbacks included scenes focusing on what not to do, that often showed communication gone awry rather than the correct way to communicate. Some students also prefer more traditional teaching methods. Conclusions: The results indicate that the use of television clips along with associated exercises can be useful aids in teaching professional communication concepts.

Problem: Increased demand for user experience (UX) designers requires new approaches to teaching and training the next generation of these professionals. We present a model for building educational programs within academia that train job-ready designers. Key concepts: To be successful, this model necessitates a working knowledge of the UX process, the systematic use of sound principles during the design of digital products and services. The model also requires a pedagogical approach that puts learners in a position to solve real problems and that treats them as apprentices on their way to competency. Key lessons: Academic institutions clearly have parts to play in producing job-ready UX designers, but barriers exist to doing so, including access to adequate training in UX best practices. To overcome these barriers, we provide tips for understanding core UX competencies, developing partnerships with UX practitioners, and deploying UX education courses and programs. Implications: Though the barriers to producing sufficient numbers of well-trained UX designers are significant, the combined ingenuity of devoted professionals in both academia and industry can be leveraged to create sound educational opportunities for UX learners from all walks of life.