This article offers multiple strategies for instructors who are implementing intercultural communication (IC) projects in their classrooms for the first time. The strategies—referred to as UNITE—are based on five main stages that collaborative projects can follow: understanding and learning about IC collaborations, navigating the project prior to the classroom collaboration, introducing the project to students, tending the project throughout its duration, and ending the project. Using their years of experience in participating in the Trans-Atlantic and Pacific Project (TAPP), the authors provide examples and explanations of moves and activities that have worked in facilitating successful IC collaboration projects for students in their technical and professional communication courses.

As digital technologies rapidly evolve, updating and enhancing models of digital literacy pedagogy in technical and professional communication (TPC) becomes more urgent. In this article, we use "digital life" to conceptualize the ever-changing ways of knowing and being in postinternet society. Using collaborative autoethnography, we investigate features of threshold concepts in TPC pedagogy that may support models of digital literacy that are resistant to tools-based definitions, foster student agency, and facilitate accessibility, equity, and justice.

This article is the introduction to the Communication Design Quarterly special issue on digital life. It explains the exigency for this issue and details how digital literacies in technical and professional communication are complicated by emerging technologies. It also demonstrates the potential for moving toward a model of digital life as a flexible way of foregrounding and talking about the work we are all already doing to understand and improve our post-human lives.

This article is the introduction to the Communication Design Quarterly special issue on digital life. It explains the exigency for this issue and details how digital literacies in technical and professional communication are complicated by emerging technologies. It also demonstrates the potential for moving toward a model of digital life as a flexible way of foregrounding and talking about the work we are all already doing to understand and improve our post-human lives.

This article describes students’ emotional intelligence (EI) development when participating in the Trans-Atlantic and Pacific Project (TAPP) in two technical and professional communication (TPC) courses. The researchers used modified grounded theory to compile the emotions used for coding students’ weekly reflections, and content analyzed how the TAPP experience affected students’ EI development. Overall, the article emphasizes the importance of supporting TPC students’ EI development in low-stakes environments since EI directly impacted their actions when collaborating.

Social justice is a framework that has been at the forefront of technical communication in recent years. While social justice is often applied in participatory studies, it can also feature in studies using quantitative methods. In this study, I use corpus-based critical discourse analysis to investigate the portrayal of migrants in the World Migration Reports, the flagship publication of the International Organization for Migration. I emphasize context to bring in the social justice framework in this analysis. This study finds that the World Migration Reports represent migrants within various topoi, with a particular focus on the topos of advantage and that of danger/threat.

This article builds upon the exigence highlighted in recent scholarship on preparing technical and professional communication (TPC) graduate students for collaborative research and professionalization. Using collaborative autoethnography as a self-study methodology, the authors offer authentic graduate research and mentorship experiences in a collaborative research incubator, the Wearables Research Collaboratory, at a midwestern research university.