Abstract
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.