This article focuses on the unique ways that technical and professional communication (TPC) researchers can study artificial intelligence (AI) models that challenge the idea that humans and machines are separate yet equal entities. The authors present a brief definition of AI, a recap of HCI research paradigms, and a description of how AI models challenge traditional HCI research and how TPC researchers might respond to these challenges in their studies. Rather than presenting clear-cut methods for studying AI, the article highlights questions that researchers need to consider as they develop approaches for studying AI.

We analyze diversity, equity, and inclusion (DEI) reports from the top 20 Fortune 500 companies to particularly examine how these companies use visual design and representation to present an aspirational future that valorizes their current DEI efforts. We contend that if large corporations have the ability to affect outcomes among employees, stakeholders, and citizens, then educators have an obligation to prepare students to be well positioned to make change and to participate in conversations about change.

Though the remote internship is certainly not a new phenomenon, the COVID-19 pandemic has accelerated the growth of this model for undergraduate experiential learning. As we consider this shift, we must evaluate how to best assist students completing remote internships. In this article, we argue that infrastructure offers a useful framework for understanding students’ internship experience and corresponding professionalization. We present two case studies of student remote internship experiences, analyzing areas of challenge and success through the infrastructural areas of writing projects, communication, and logistics. We offer recommendations for faculty working with remote student interns to promote positive learning experiences.

<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 article describes and demonstrates a methodology for research justice through what I call “homegrown” research methodologies, or methods that are emergent from and responsive to community needs. While academics develop, study, and deploy research methods that are ethical and rigorous, they often don’t capture the complex, lived realities of participants’ lives. Research justice, in contrast, directly responds to community needs as identified by the community; centers community members as experts in the research process; and “creates, maintains, and engages” experiential, spiritual, cultural, and mainstream knowledges of community members (Jolivétte, Research Justice 1). I develop and articulate a theoretical approach for research justice to show how universities can contribute to communities by conducting ethical, useful, and justice-oriented research.

With the massive shift to remote work, what does researching home-based workplace writing look like? We argue that the collapse of traditional work–life boundaries might allow for a renaissance of feminist research methods in technical and professional communication, specifically because the home is a domestic space largely associated with women. Inspired by methodologies like apparent feminism and examinations of positionality, privilege, and power, the authors suggest three research methods that help capture the intricacies of blurred personal and professional lives: time-use diaries, embodied sensemaking, and participatory data collection and coding. These methods seek to illuminate the invisible work of women, as well as the diversity and range of experiences of home-based workplace communicators.

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This article explores how to train educators to teach online internship courses. The article introduces an online internship course focused on workplace communication available to students across the university. Approaches to training educators to teach this course include requiring educators to immerse themselves in experiential learning situations, leveraging innovative uses of contemporary technologies for communication, and reflecting on online teaching processes.

We all have a vision of what might be. For some of us, this vision involves a strong emphasis on rhetoric and writing; for others, it en compasses a sustained commitment to literary study and analysis. Still others might argue for the merits of communications technologies and the inclu sion of new-media-based forms of reading, writing, and speaking into the curricu lum. Regardless of these emphases, most would agree that English should foster an understanding of how human beings use language aesthetically and rhetorically in ways that matter for culture, civic society, and meaningful human existence. Lacking from most discussions of college English, though, is how students learn to make the connection between this humanities-based understanding of language and the world of work, which is often unfairly harnessed to utilitarian images. It's true that many departments have sought to alleviate this gap by encouraging internships for stu dents, but there's little agreement on how these internships should be supervised and what guidance should be provided for students. At the heart of internship initia tives is the attempt to make English curricula directly relevant to workplace situa tions. Much research exists in professional and technical writing on the role of

Traditionally, college English departments have resisted granting undergraduate internships a central place in their curricula. Many of these departments do little more than allow students to pursue internships as loosely supervised independent studies. An internship practicum course such as Purdue University’s, however, enables students to reflect together on their internships, thereby helping them understand, critique, and act upon the institutional cultures they have momentarily joined.