The Impact of Student Learning Outcomes Assessment on Technical and Professional Communication Programs

Technical Communication Quarterly Jan 2004

The Impact of Student Learning Outcomes Assessment on Technical and Professional Communication Programs

Jo Allen

Abstract

Because of accreditation, budget, and accountability pressures at the institutional and program levels, technical and professional communication faculty are more than ever involved in assessment-based activities. Using assessment to identify a program's strengths and weaknesses allows faculty to work toward continuous improvement based on their articulation of learning and behavioral goals and outcomes for their graduates. This article describes the processes of program assessment based on pedagogical goals, pointing out options and opportunities that will lead to a meaningful and manageable experience for technical communication faculty, and concludes with a view of how the larger academic body of technical communication programs can benefit from such work. As ATTW members take a careful look at the state of the profession from the academic perspective, we can use assessment to further direct our programs to meet professional expectations and, far more importantly, to help us meet the needs of the well-educated technical communicator.

Journal: Technical Communication Quarterly
Published: 2004-01-01
DOI: 10.1207/s15427625tcq1301_9
Open Access: Closed
Topics: assessment curriculum design professional writing

Citation Context

Cited by in this index (3)

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Clegg et al. (2021)

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Technical Communication Quarterly
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Technical Communication Quarterly
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Technical Communication Quarterly
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Journal of Technical Writing and Communication
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Technical Communication Quarterly

Also cites 1 work outside this index ↓

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10.1177/108056999706000209

Business Communication Quarterly 60.2 ( ↗

CrossRef global citation count: 14 View in citation network →