Experiential learning theory provides a theoretical foundation for studying technical communication internships. This study explores, through the perspective of the experiential learning cycle model developed by David Kolb, internships in technical communication. Participants in technical communication internship experiences were asked to provide, from their different perspectives, information that described the experience. Program directors, industrial supervisors, and student interns provided different views of what they had experienced, illustrating that most had entirely different perspectives on their level of participation in creating, supervising, and evaluating this form of educational experience. Besides describing technical communication programs in the United States more comprehensively, the results of this study raise questions about how the respondents perceived their experience and how the “reality” of these perceptions often conflict. When these findings are explored within the epistemology conceptualized by Kolb's experiential learning theory, a framework is established for more systemic procedures and standards that will enhance the internship as a credible learning experience.

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In spite of the recent proliferation of technical writing programs, textbooks, and professional associations, quantitative information on the people and work involved in technical writing is scant. This article reports the responses of 122 technical writers in the San Diego area to a questionnaire asking them about the tasks they perform, documents they produce, skills they consider significant, audiences they write to, working conditions, types of companies they work for, and education and training. The pilot survey also identified other demographic information such as salary and length of service as technical writers and in their present position.