This article reports on the second stage of a 7-year community-based research project involving service-learning students in technical and professional communication courses and nonprofit organizations in Baltimore City. The article explains how students and community members overcame failure to collaborate on literacy and employment workshops. To assess collaboration, researchers integrated usability testing on workshop resources with 15 ( N = 15) participants, postworkshop questionnaires with 34 ( N = 34) participants, and interviews with 2 ( N = 2) community partners. Participants responded positively, and 47% of workshop attendees found jobs. The article argues that community-based research should use participatory and iterative models and resilience theory.

This article reports on the first stage of a mixed-methods community-based research project involving residents of a socioeconomically challenged neighborhood in Baltimore City, Richnor Springs, and service-learning students in technical and professional communication courses at Loyola University Maryland (Loyola). To measure outcomes, we analyzed student surveys from 80 respondents and critical reflections from two students. We also analyzed interviews from two students and two community members. Findings indicate that there were no statistical mean differences in the educational experiences between service-learning and nonservice-learning students; however, there were significant mean differences in transformational experiences. Findings also indicate that community members responded positively and that stakeholders valued the personal relationships that developed.

Building on work by Dubinsky, Haskins, and Simmons and Grabill, this article explains how a technical communication instructor used Isocrates and informal usability testing to help guide a service-learning project involving the One Laptop Per Child XO-1 notebook. For the project, engineering students received feedback from peers and elementary school teachers to determine the feasibility of using the XO-1 with at-risk children aged 6 to 9. Despite initial positive impressions, the service-learning students discovered that the XO-1 was not suitable in this situation. This article discusses Isocratean theory and how his ideas can inform a pedagogy of civic engagement in technical communication.

Current scholarship tells us that skills in teaming are essential for students and practitioners of professional communication. Writers must be able to cooperate with subject-matter experts and team members to make effective decisions and complete projects. Scholarship also suggests that rapid changes in technology and changes in teaming processes challenge workplace communication and cooperation. Professional writers must be able to use complex software for projects that are often completed by multidisciplinary teams working remotely. Moreover, as technical writers shift from content developers to project managers, our responsibilities now include user-advocacy and supervision, further invigorating the need for successful communication. This article offers a different vision of an ancient heuristic—stasis theory—as a solution for the teaming challenges facing today's professional writers. Stasis theory, used as a generative heuristic rather than an eristic weapon, can help foster teaming and effective decision making in contemporary pedagogical and workplace contexts.