When most people think about the water coming from their kitchen faucets, they seldom consider where the water originates and how transporting it to their homes has environmental impacts. Utilities that supply water know the complexity of their systems, but from their position as a “utility,” they view their job as supplying safe water to their customers, not necessarily stewarding the environment. Consequently, when building large projects like dams, canals, and tunnels, utilities regard environmental disruption as a necessary byproduct of serving growing cities with water. Representations of these projects often replicate the “man conquering nature” frame, praising these engineering marvels for their defiance of nature. Denver Water, the utility that serves almost 1.5 million people on the arid eastern slope of the Colorado Rockies, has produced films describing its complex system since the early 20th century, and these films reveal an evolution of values from dominating nature to actively stewarding the environment. This paper reports on a grounded theory analysis of films produced by Denver Water between 1933 and 2018 examining how the films frame human relationships to the natural environment. The results reveal that the films increasingly express stewardship ideals over those of domination, with recent public communication actively advocating for environmental causes. The paper concludes by suggesting that we can learn important lessons from Denver Water about ethical organizational action for environmental stewardship.

This article describes how one technical communication program succeeded in creating an independent department by separating from English. We describe the context that led to the decision to create an independent program and offer advice for others who might be interested in doing the same, emphasizing five key lessons that we learned during our process. We also offer some practical actions others might take if they seek to do something similar.

This article argues that in spite of some attempts to expand the diversity of approaches in Technical Communication, the field remains rooted in an expedient, managerial, techno-rational discourse, where discourse is understood as the values that guide research, practice, and teaching. The article draws on approaches from Communication Studies, specifically discursive analysis and metaphor analysis, to ground this claim and to demonstrate what possible alternative discourses might be possible. The article then argues that moving toward an “interpretive” discourse will expand the values of Technical Communication, but in a way that both retains existing assumptions but also includes a new focus on the “complete person.” Interpretive discourse is theorized using Habermas' communicative rationality and User Experience Design and the article concludes with some implications about moving Technical Communication toward discursive diversity. Ultimately, the goal of the article is to encourage researchers, teachers, and professionals to embrace this discursive diversity that complicates our historical means-ends rationality.

Abstract Computer classrooms (CCs) have been an important part of writing instruction since the mid 1980s, yet little scholarship concerns the roles that directors of computer classrooms play in maintaining these facilities. Based on a review of scholarship of CC administration and an informal survey of CC administrators, this article argues that CC directors walk a tightrope between the role of teacher and manager and that we need to focus on building partnerships to maintain our facilities, because we simply cannot do by ourselves everything that this complex role requires of us.