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

Citation Context

Cited by in this index (3)

  1. Journal of Technical Writing and Communication
  2. Technical Communication Quarterly
  3. Journal of Business and Technical Communication

Cites in this index (6)

  1. Technical Communication Quarterly
  2. Technical Communication Quarterly
  3. Technical Communication Quarterly
  4. Journal of Technical Writing and Communication
  5. Journal of Technical Writing and Communication
Show all 6 →
  1. Technical Communication Quarterly
Also cites 1 work outside this index ↓
  1. 10.1177/108056999706000209
    Business Communication Quarterly 60.2 (  
CrossRef global citation count: 14 View in citation network →