As discussed throughout this special issue, interest in design thinking as a process, a set of mind-sets and practices, and also a potential addition to writing studies and technical and professional communication (TPC) program curricula has increased recently, opening discussions about the rhetorical nature of design-thinking practices. Does design thinking align with the already rhetoric scholarship on design in TPC? In this working bibliography, we pull together literative from across disciplines, popular media, and higher education media to examine design thinking from a variety of angles and to offer a starting point for peers interested in learning more.

In this special issue, we explore design thinking as a broad conceptual process as well as a tool that might align with the work of technical and professional communication (TPC) programs. But what is design thinking? What are the benefits and drawbacks of the process? Can design thinking be used to help students address rhetorical challenges and complex problems? How is design thinking showing up in the field, and does it belong in TPC programs? Four scholars explore these questions in their niche areas: process, usability and user design, technical communication, and industry and programmatic perspectives.

Technical and professional communicators spend a good deal of time managing teams and documentation projects, and their organizations are increasingly introducing new project management practices. This article introduces Agile project management strategies that were created in software development environments, exploring how these iterative strategies can complement the traditional linear project management approaches that are taught in technical and professional communication (TPC) programs. To do so, the author presents a brief history of Agile, a case study of how the author applied specific Agile strategies in a grant writing course, and a comprehensive set of tips for implementing Agile in other TPC courses.

Metis is an underexplored rhetorical counterpart to phronesis that can be described as a flexible, innovative intelligence used in unexpected or unprecedented situations. This article explores metis in relation to techne, praxis, and phronesis, arguing that our programs should strive to cultivate students' metic intelligence through client projects and service-learning experiences. Adapting Agile project management strategies used in software development may offer one means of scaffolding this learning.