Proposal #
(Academic Affairs use only)
AY15-119R
Proposal #
(College use only)
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Approved March 14, 2013
REQUEST FOR A NEW PROGRAM
University of Central Oklahoma
Proposed Name of Program (limited to 30 spaces)
Technical Writing
Name of Program: (full name of the program if longer than 30 characters)
Degree Designation (ex. B.S., M.A.)
B.A.
Program Director
Laura M. Dumin, Ph.D.
Specialty Accrediting Agency
None
CIP Code:
23.11
For information regarding CIP codes contact your department chair or visit:
http://www.uco.edu/academic-affairs/ir/program_inventory.asp.
Date submitted to Provost Cabinet:
Fall 2013
All proposals for new programs and majors must be presented by the College Dean to the Provost Cabinet for
prioritization, planning and approval to proceed.
English
Department submitting the proposal
J. David Macey, Jr., Ph.D.
Person to contact with questions
dmacey@uco.edu
email address
x5641
Ext. number
Approved by:
Department Chair
Date
College Curriculum Committee Chair
Date
(Please notify department chair when proposal is
forwarded to dean.)
College Dean
Date
Academic Affairs Curriculum or Graduate Council Date
(Please notify department chair when proposal is forwarded to AA.)
Office of Academic Affairs
Date
Effective term for this program change
(Assigned by Academic Affairs)
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Approved March 14, 2013
Evaluation Criteria
All actions in the approval of new programs for public institutions are subject to a stipulation regarding the program’s ability
to attain specified goals that have been established by the institution and approved by the State Regents. At the conclusion of
an appropriate period of time, the program’s performance shall be reviewed on the basis of the specified goals in a manner
mutually satisfactory to the sponsoring institution and the State Regents. Final endorsement of the program will depend on
demonstrated viability.
A. Centrality of the Proposed Program to the Institution’s Mission and Approved Function(s)
A program should adhere to the role and scope of the institution as set forth in its mission statement and as
complemented by the institution’s academic plan. List the objectives of the proposed program and explain how the
proposed program relates to the institutional mission, academic plan, and approved function(s). An evaluation will be
made as to the centrality of the program to the institution’s mission. There are certain circumstances when institutions
may request approval to offer programs outside their function as stated in the Functions of Public Institutions policy.
However, budget constraints, system efficiency, and concerns about institutional capacity and priorities may further limit
expansion of programmatic functions. Requests of this nature should be on a limited basis.
Institutions requesting programs outside their approved programmatic function should contact Dr. Debbie Blanke (405 225-9145) or Stephanie Beauchamp (405-225-9 39 9 ) fo r a d d itio na l in fo rma tio n a n d fo rms. (S ta te R
eg en ts’ P o lic y
3.4.5.A)
(Institution’s response/rationale should follow each criteria, A through I of this policy; (Size of box provided is NOT an
indicator of the length of response expected; please include as much information as needed to thoroughly address each
standard.)
Purpose:
The purpose of this proposal is to request a New Program in Technical Writing for the English department.
Objectives:
Students completing the proposed degree in Technical Writing will be able to
 compose, revise, and edit their own writing as well as the writing of peers or clients.
 research information needed for revising and editing the work of clients, especially if the field is one to
which the students are new.
 establish and maintain successful careers as editors, technical document writers, or members of a
technical document writing team.
 secure jobs within their technical field of interest or obtain admission to a graduate program to develop
further skills and knowledge in the field of Technical Writing.
Mission:
The academic mission of the University of Central Oklahoma is “Helping students learn so that they may become
productive, creative, ethical, engaged citizens and leaders.” Training students to be competent editors and
technical writers through the Technical Writing program would fulfill the primary goals of the UCO Mission
Statement by teaching students, through hands-on assignments and work with real-world clients, to be productive
and engaged citizens and members of their communities.
As stated on the Academic Affairs website, the key element of UCO’s Academic Plan is to provide a
“transformative learning experience” for students including discipline knowledge, leadership, creative and
scholarly research, civic engagement, cultural and global competencies, and health and wellness. The proposed
Technical Writing program provides students with the course content and experiences that address these central
elements in the following ways:
Discipline Knowledge:
 Students will develop discipline knowledge by engaging with the curriculum and, at the end of the
program, submitting a Capstone portfolio.
Leadership:
 Students will demonstrate leadership through group work and work with real-world clients.
o Students will have opportunities to practice time-management, project management, and conflict
resolution as they work on the group projects.
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o

Students will also have the opportunity to learn how to ask questions about what a client wants to
see as a final product and then provide what the client wants and needs.
Students will demonstrate leadership by taking responsibility for setting some deadlines within group
projects in order to ensure that final projects will be completed on time.
Creative and Scholarly Research:
 Students will think critically, practice visualization, and follow through to complete projects.
o Students will be evaluated based on the technical proficiency they display in the technical writing
subject being addressed in the course (editing, document design, client project management).
 Students will be expected to complete at least one research paper or project, as well as smaller writing
assignments, in each course.
o Students will be expected to present their research to the class.
Civic Engagement:
 Students will have the opportunity to work with real documents and real clients in order to gain an
understanding of how writing can have an impact on a business or a client-base.
Cultural/Global Competence:
 Students will research and critically examine different theories of technical writing in order to gain an
understanding of how different cultures approach clear writing.
By giving students real-world opportunities, the proposed program hopes to better prepare the students for the
kinds of situations and writing experiences that they are likely to face upon graduation. The program also hopes
to help transform students from passive learners to active participants in their degree program.
B. Curriculum
The curriculum should be structured to meet the stated objectives of the program. Explain how the curriculum achieves
the objectives of the program by describing the relationship between the overall curriculum or the major curricular
components and the program objectives. (State Regents’ Policy 3.4.5.B)
This program’s curriculum is designed to offer students knowledge, skills, critical thinking opportunities, and
technical expertise to become professional technical writers. Program objectives specify that students
completing the proposed degree in Technical Writing will be able to:
 compose, revise, and edit their own writing as well as the writing of peers or clients.
 research information needed for revising and editing the work of clients, especially if the field is one that
the students are new to.
 Establish and maintain successful careers as editors, technical document writers, or members of a
technical document writing team.
 secure jobs within their technical field of interest or obtain admission to a graduate program to develop
further knowledge and skills in the field of technical writing.
The selection of courses encourages students to explore particular areas of interest and apply the technical and
aesthetic skills of the discipline to a wide variety of niche areas of practice.
The structure of this curriculum is designed to build on the technical and aesthetic skills gained from previous
lower-level courses. Students must begin with English Composition (ENG 1113), English Composition and
Research (ENG 1213), and Technical Writing (ENG 4023). These three courses help to ensure that students
have competent writing skills and a basic understanding of the principles of technical writing before the students
move into the more specialized courses.
The capstone course for this program, English Capstone (ENG 4893), expects students to apply the skill which
have been learned throughout the lower-level courses. English Capstone has two major goals: to offer
students majoring in English a culminating experience in the field of English Studies and to provide information
about post-graduate opportunities in fields related to the discipline.
In order to achieve these goals, students in English Capstone (ENG 4893) devote the first half of the
semester to an ongoing discussion of the professional opportunities available to students graduating
with a bachelor’s degree in English. Each student enrolled in this course also prepares a résumé and
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letter of application, as well as a statement of purpose suitable for use as part of an application for
admission to a graduate or professional degree program. In addition, students attend special
presentations by professionals in the discipline, who share their experiences in fields related to English
Studies. Finally, each student submits two four- to five-page response essays that help to focus our
thinking about and discussion of the history, development, and future prospects of our discipline.
Each student enrolled in English Capstone (ENG 4893) also compiles and systematically revises, over
the course of the semester, a portfolio of artifacts demonstrating his or her mastery of the techniques
and methodologies of advanced scholarship and creative activity specific to the discipline of English
Studies. This portfolio includes documents that demonstrate the student’s formal, historical and cultural
knowledge about British, American and world literature; an annotated bibliography that reflects the
student’s mastery of the scholarly, critical and theoretical resources available in a specific field of
specialization within the discipline of English Studies; and other documents that the student believes
represent his or her best work as an English major. During the second half of the semester, students
participate in workshops designed to refine these portfolio artifacts, and each student also makes a
formal presentation to the class based on a portfolio artifact of his or her choice.
The proposed program must meet the State Regents’ minimum curricular standards including the total credit hour
requirements for program completion, liberal arts and sciences, general education, and area of specialization credit hour
requirements (refer to State Regents’ Policy 3.15 Undergraduate Degree Requirements). Additionally, the curriculum
should be compatible with accreditation or certification standards, where available. Any clinical, practicum, field work,
thesis, or dissertation requirements should be included in the proposal.
Provide the following information for the program and for each option (some categories may not apply to all programs):
Total number of hours required for degree:
Number of hours in general education:
Number of hours in degree program core:
Number of hours in option:
Number of hours in guided electives:
Number of hours in general electives:
124
42-44
N/A
54-62
15
18
For AAS Degrees:
Total number of hours required for degree:
Number of hours in general education:
Number of hours in technical specialty:
Number of hours in technical support courses:
Number of hours in technical related coursework:
N/A
N/A
N/A
N/A
N/A
Describe how the proposed program will articulate with related programs in the state. It should describe the extent to
which student transfer has been explored and coordinated with other institutions.
The transfer Matrix from the Oklahoma State Regents for Higher Education provides a method for course
articulation within state institutions. In the few instances where a transfer course is not in the Transfer Matric,
the Chairperson of the Department of English, in consultation with the Director of Technical Writing, will use a
catalog description and/or course syllabus is used to determine equivalency.
Specific curricular information. List courses under the appropriate curricular headings and asterisk new courses.
In the curriculum description, indicate the total number of new courses and how development will be funded.
Program: Technical Writing
Major: Technical Writing
Degree: BA
University Core (Total Listed 42-44)
Specific courses within the University Core are listed in the current Undergraduate Catalog.
Written and Oral Communication .................................. 9
English Composition …………………………….……6
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Oral Communication ………………………………….3
Quantitative Reasoning/Scientific Method .............. 10-11
Math ........................................................................ 3
Life Science ............................................................ 4
Physical Science................................................... 3-4
Critical Inquiry and Aesthetic Analysis ........................... 6
Aesthetic Analysis ................................................... 3
Critical Inquiry........................................................... 3
American Historical and Political Analysis ..................... 6
American National Government .............................. 3
American History ..................................................... 3
Cultural and Language Analysis ................................. 3-4
* Second Language.................................................. 4
OR
Cultural Analysis....................................................... 3
* If a student can prove Novice 4 proficiency in a second language either by 2 years of a second language in
high school or successful testing, then the student may select three hours from the following cultural
analysis courses.
Social and Behavioral Analysis ...................................... 3
Life Skills ........................................................................ 5
Required Health Course .......................................... 2
Elective Life Skills..................................................... 3
Major Requirements
English.....................................................................54-62
Literature……………………………………………………24
ENG 2303 (English Cornerstone)
ENG 2543 (English Literature to 1800)
ENG 2653 (English Literature since 1800)
ENG 2773 (American Literature to 1865)
ENG 2883 (American Literature since 1865)
ENG 3013 (Shakespeare) OR
ENG 3033 (Shakespeare)
ENG 3193 (W orld Literature I) OR
ENG 3213 (W orld Literature II)
ENG 4253 (Chaucer) OR
ENG 4633 (Old English Literature)
Language and Rhetoric…………………………...……..15
ENG 4023 (Technical Writing)
ENG 4283 (English Grammar and Usage)
ENG 4343 (Linguistics)
ENG 4553 (History of Rhetoric to 1700) OR
ENG 4653 (History of Rhetoric since 1700)
ENG 4893 (English Capstone)
English Electives ………………………………………...15
Fifteen hours chosen from among the following courses. Seminar in English (ENG 4910) courses may be
counted, with departmental permission, toward the elective hours for this degree.
ENG 4063: Advanced Technical Writing
ENG 4193: Technical Editing
ENG 4213: Document Design
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ENG 4273: Composition Pedagogies
ENG 4783: History of Scientific Writing
ENG 4950: Internship in English
ENG 4xx3: Grant Writing
ENG 4xx1: Research & Writing
Modern Language requirement……………………....0-8
All students completing a B.A. in English shall complete the first two semesters of a second language.
Students may alternatively fulfill the language requirement by proof of academic work in the second
language (CLEP test through LANG 1224), four years of high school language courses, or transfer work
from another institution.
Electives to bring total to………………………….124
Minimum Grade Requirements
1. Average in all college course work and course work at UCO. ...................... 2.00
2. Average in major courses.............................................................................. 2.50
For other regulations pertaining to graduation, consult the current edition of the Undergraduate Catalog.
C. Academic Standards
Clearly state the admission, retention, and graduation standards which, must be equal to or higher than the State Regents’
policy requirements, and should be designed to encourage high quality. (State Regents’ Policy 3.4.5.C)
Admission Standards for BA in Technical Writing
The proposed BA in Technical Writing will utilize UCO admission standards for students as stated in the
undergraduate catalog. Standards for admission to UCO are established by the Oklahoma State Regents for
Higher Education. These standards are based on prospective students’ residence status and previous
educational background. All students pursuing an area of study leading to a bachelor’s degree must meet both
performance standards and curricular standards. Performance standards refer to a student’s rank in the high
school graduating class and overall grade point average in the core curriculum courses. It can also be based on
admission test scores. Curricular standards refer to a student’s formal educational background in the subject
areas of English, science, mathematics, history, and citizenship skills (as well as two additional units form
foreign language, computer science, and the subjects listed above).
Retention Standards for BA in Technical Writing
The proposed BA in Technical Writing will utilize the UCO retention standards for students as stated in the
undergraduate catalog:
The University of Central Oklahoma, in cooperation with the Oklahoma State Regents for Higher Education, has
adopted the following policy relating to retention of students pursuing undergraduate course work. The threephase policy combines an early notification to students experiencing academ ic difficulties with a gradual
increase in the overall standards required for retention/continued enrollment at the university. All courses in
which a student has a recorded grade (excluding those courses marked as repeated, reprieved, physical
education activity, or remedial) will be counted in the calculation of the grade point average for retention
purposes.
Grade Point Average Definitions
Cumulative Grade Point Average (GPA) All courses attempted in which a grade of A, B, C, D, or F was
assigned. Grades of P, S, I, U, AW , AU, AUD, W and X do not contribute toward the calculation of the
cumulative GPA.
Retention Grade Point Average All courses attempted in which a grade of A, B, C, D, or F was assigned,
excluding any courses marked as repeated or reprieved. A maximum of 4 courses, not to exceed 18 hours, may
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be repeated, and one semester or two consecutive semesters may be reprieved. Grades of P, S, I, U, AW, AU,
AUD, W and X do not contribute to the retention GPA. Repeats in excess of four courses are averaged in
calculating the retention GPA.
Retention Status
All students at the University of Central Oklahoma will be classified in one of the following statuses for retention
purposes: (Concurrent students: if coursework taken while a concurrent student falls below a cumulative GPA of
less than 2.0, see below under Freshman Academic Notice or Academic Probation).
Academic Good Standing - Any student who meets the retention requirements set forth in this section.
Freshman Academic Notice - Undergraduate students with 30 or fewer credit hours with a retention GPA of 1.7
to 1.99. All students on freshman academic notice for the first time will be required to take UNIV 2012 Success
Strategies, a class designed to assist them in their academic recovery.
Academic Notice - Any student in an area of study with higher academic standards whose GPA falls below the
retention requirements but remains higher than 2.00.
Academic Probation - Any student whose retention GPA falls below the retention requirements. Students placed
or continued on academic probation must maintain a 2.00 GPA in regularly graded course work (excluding
activity or performance courses) for continued enrollment at UCO. Students with less than 30 earned credit
hours who are on academic probation for the first time may be required to take UNIV 2012 Success Strategies
to
assist them in their academic recovery Students who raise their retention GPA to meet the retention
requirements will be removed from academic probation.
Academic Suspension - Any student who was on academic probation the previous semester will be suspended
from the University if s/he fails to raise his or her retention GPA to the required retention GPA level (retention
requirements) or to achieve a 2.00 semester GPA in regularly graded course work, not to include activity
courses. Students not meeting either of these criteria will be immediately suspended and may not be reinstated
until one regular semester (fall or spring) has elapsed.
For continued enrollment as a student in academic good standing at the University of Central Oklahoma, a
student must have earned a retention grade point average at or above the following:
Retention Requirements 2014 – 2015
Credit Hours Attempted
Retention GPA Requirement
*0 through 30 semester hours
1.7
31 or greater semester hours
2.0
*Students with 0-30 semester credit hours with a retention GPA of 1.7 through 1.99 will be considered to be on
freshman academic notice.
Students will be removed from academic probation when they have met the minimum requirements above.
At the end of the probationary semester or term, students who continue to fail to make satisfactory progress
toward the academic objective, as indicated by the retention requirements, will be suspended for the next
regular (fall or spring) semester. Students suspended twice from the University of Central Oklahoma are not
eligible to return until they have raised their retention grade point average to a minimum of 2.0 by attendance at
another accredited institution.
Continued Study by Suspended Seniors
A student suspended for the first or second time from UCO with 90 or more hours in a specified degree program
who failed to meet the retention GPA of 2.0 or the semester GPA of 2.0 may enroll in an additional 15 semester
hours in a further attempt to achieve the requirements for retention. During the 15 hours of enrollment, the
student must achieve a minimum 2.0 GPA during each semester or raise his/her retention GPA to 2.0 or above.
Such students will be afforded this extension one time only.
Reinstatement of Suspended Students
Students suspended for the first time from the University of Central Oklahoma will be eligible to apply for
readmission after an absence from the university for a regular (fall or spring) semester assuming they have not
attended any other college or university. To be readmitted, students must make application and pay the $40.00
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application fee. Students should be prepared to discuss with the advisor reasons for earlier academic difficulties
and should explore available campus resources that will assist in meeting educational goals.
Students suspended from the University of Central Oklahoma who have attended another college or university
since the suspension may only reapply after demonstrating they have earned a 2.0 or higher grade point
average at all institutions attended since the suspension.
Should a second suspension occur, students will be unable to be readmitted to UCO until their retention GPA
meets the University’s retention standards. Students may raise their GPAs by successful attendance at another
regionally accredited college or university.
Procedures For Immediate Admission of Suspended Students From Other System Institutions
In some instances, students with no more than one suspension from another institution may apply for
probationary admission. To be considered for probationary admission, students must have met all other
applicable UCO admission criteria at the time of first college admission. If admission is granted, future
enrollments will depend upon the student meeting applicable retention grade point average requirements. To
apply for probationary admission 70 University of Central Oklahoma Undergraduate Catalog 2014-15 following a
suspension from another institution, students must petition the Committee on Undergraduate Admissions and
Academic Retention. Petition forms are available online at http://www.uco.edu/em/become-abroncho/apply/appeals.asp.
Academic Suspension Appeals
Students who believe extraordinary conditions led to an academic suspension at UCO may petition the
Committee on Undergraduate Admissions and Academic Retention for immediate reinstatement. If approved,
the suspension status will not change, but the students will be allowed an immediate readmission. Limitations
on enrollment may apply. Should a subsequent suspension occur, students will not be allowed to reapply until
such time as they have demonstrated an ability to succeed academically by attending another institution and
raising their retention GPA to meet UCO retention standards. Students with two academic suspensions are not
eligible for this appeal. Petition forms are available online at http://www.uco.edu/em/become-abroncho/apply/appeals.asp.
Committee on Undergraduate Admissions and Academic Retention
The purpose of this committee is to consider the following petitions: Alternative Admission for First-Time
Freshmen; Appeals for Adult Admission; transfer probationary admission of probation or suspended students
from other institutions; and other exceptional and extraordinary individual applications.
Students who feel they have extraordinary personal circumstances which contributed to their academic
difficulties or students requesting Alternative Admission, transfer probation, Adult Admission, or students
desiring to appeal an admissions decision may obtain an Academic Retention Appeal Petition online at
http://www.uco.edu/em/become-a-broncho/apply/appeals.asp.
A student’s request for admission or readmission will only be considered when full documentation (including
complete official transcripts) supporting the appeal has been submitted for evaluation within the time
requirements established for committee meetings.
Appeals will not be considered once classes begin. It is deemed inappropriate for at-risk students to begin the
term late.
The authority of the Committee on Undergraduate Admissions and Academic Retention is limited to granting
admission or readmission, placing conditions or limitations on the first semester enrollment, and DOES NOT
EXTEND TO REMOVING OR REVERSING AN ACADEMIC SUSPENSION.
The decision of the committee is final. A student cannot reapply to UCO without satisfying the committee
recommendations.
Appeal Process
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If a student wishes to petition for readmission or admission on probation, a completed petition must be
submitted to the Office of Undergraduate Admissions with attached official transcripts of all college work. The
student’s request for reinstatement will be considered only by satisfactorily completing the following steps for
appeal:
A. Document reasonable cause for unusual or extraordinary personal circumstances that contributed to
academic failure;
B. Submit evidence of the capability for academic success (satisfactory scores on aptitude or achievement
tests may be a requirement);
C. Provide an objective plan for balancing proposed enrollment, study time, and a work schedule which will
ensure success toward obtaining an educational and/or degree goal.
D. If the student is currently attending another college, final grades for that term must be submitted with the
appeal.
E. If testing is required, test scores must be submitted prior to deadline.
F. All requested documents and test scores must be received on or before the established deadlines.
These deadlines can be found at http://www.uco.edu/em/become-a-broncho/apply/appeals.asp.
Graduation Requirements for BA in Technical Writing – Technical Writing
The BA in Technical Writing will utilize College of Liberal Arts and UCO graduation standards for students as
stated in the undergraduate catalog. Additional requirements include the following:
 Modern language requirement: All students completing a B.A. in English shall complete the first two
semesters of a second language. Students may alternatively fulfill the language requirement by proof of
academic work in the second language (CLEP test through LANG 1224), four years of high school
language courses, or transfer work from another institution.
 Average in all college course work and course work at UCO…....2.00
 Average in major courses............................................................. 2.50
D. Faculty
Faculty resources shall be demonstrated to be adequate and appropriate for the proposed program. The number of
faculty will meet external standards where appropriate. The qualifications of faculty will support the objectives and
curriculum of the proposed program. Faculty qualifications, such as educational background, non-collegiate and
collegiate experience, and research and service interests and contributions, which relate to the proposed program, should
be summarized. The institution must demonstrate that core programmatic faculty possess the academic and research
credentials appropriate to support the program. Attach faculty vita or provide explicit summaries. (State Regents’ Policy
3.4.5.D)
The Department of English currently employs one full-time, tenure-track faculty member with a Ph.D. focused in
Technical Writing. The Department of English and the College of Liberal Arts have prioritized the appointment a
second full-time, tenure-track professor with a Ph.D. focused in Technical Writing. The department also
currently employs two full-time lecturers with significant experience in the field of technical writing.
Dr. Laura Dumin received her Ph.D. in English with a focus in Technical W riting from Oklahoma State University
in 2010. She has been teaching at the college level since that time and has completed editing work for
numerous private clients.
Ms. Shay Rahm received her M.A. in Contemporary Literature and Poetry from UCO in 2001 and is currently
working on her Ph.D. through Swansea University in Wales, UK. She has taught a wide variety of courses
including topics in technical writing. She has also worked outside of academia performing technical writing
related jobs.
Ms. Dagmar Rossberg received her M.A. in English/Technical Communication from Oklahoma State University
in 1999. Since 2001, she has taught a variety of courses including English Composition, Business
Communication and Technical Writing to American and international undergraduate and graduate students at
the University of Central Oklahoma and Oklahoma City University. She also holds an M.L.A. in
Leadership/Management from Oklahoma City University. In addition, she holds a paralegal certificate from the
University of Oklahoma School of Law. She also attended universities in Germany and England as part of her
undergraduate studies.
Faculty vita for Dr. Dumin, Ms Rahm, and Ms Rossberg are attached in Appendix A.
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E. Support Resources
Access to the qualitative and quantitative library resources must be appropriate for the proposed program and should
meet recognized standards for study at a particular level or in a particular field where such standards are available.
Books, periodicals, microfilms, microfiche, monographs, and other collections shall be sufficient in number, quality, and
currency to serve the program. Adequacy of electronic access, library facilities, and human resources to service the
proposed program in terms of students and faculty will be considered.
Physical facilities and instructional equipment must be adequate to support a high quality program. The proposal must
address the availability of classroom, laboratory, and office space as well as any equipment needs. Describe all
resources available. (State Regents’ Policy 3.4.5.E)
Library Resources:
UCO’s Max Chambers Library houses holdings in Technical Writing. Current holdings appear to be sufficient for
beginning the program and are listed in Appendix B. Additionally, Interlibrary Loan (ILL) is available for print
materials, DVDs, and audio recordings. Items requested through ILL usually arrive within seven days. Full text
research articles from journals are emailed directly to the requestor, often in less than five days.
A detailed bibliography of library resources available to support the proposed program, prepared by Ms Jennifer
Flygare at the Max Chambers Library, is attached to this proposal.
Physical Facilities – Classroom and Office Space:
The English department’s courses are housed in the Liberal Arts Building, which provides adequate classroom
and faculty office space. The proposed Technical Writing program will also be housed in the Liberal Arts
Building.
Instructional Equipment:
Instructional equipment available in the College of Liberal Arts (specifically within the Liberal Arts Building)
includes two electronic classrooms with 20 computer stations in each room, projection systems in all
classrooms, and teacher computer stations in all classrooms. These resources are sufficient to meet the needs
of the proposed Technical Writing Program.
Support Personnel:
Currently, the Department of English support personnel meet the needs of the proposed Technical Writing
program.
Physical Facilities – Technical Writing Equipment:
The equipment in the Department of English and the College of Liberal Arts meets the needs of the proposed
Technical Writing program.
F. Demand for the Program
Proposed programs must respond to the needs of the larger economic and social environment. Thus, the institution must
demonstrate demand for the proposed program. (State Regents’ Policy 3.4.5.F)
1.
Student Demand: Clearly describe all evidence of student demand, normally in the form of surveys of potential
students and/or enrollments in related programs at the institution, which should be adequate to expect a reasonable
level of productivity. (State Regents’ Policy 3.4.5.F)
A survey was distributed to English majors and students in English Composition (ENG 1113) and English
Composition and Research (ENG 1213) to gauge student interest in the proposed Technical Writing program.
The Department of English received 60 student responses, mostly from undergraduate students. Approximately
one-third of the respondents indicated that they would be interested in a Technical Writing program if we were to
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implement one in the future. Students were also asked if they would be interested in taking classes in the field
of technical writing if the classes were offered. Fifty percent of the respondents indicated an interest in taking
potential future courses in the field of technical writing.
Based on these numbers, we believe that there is a strong enough interest in the proposed Technical Writing
B.A. program to support its implementation.
2.
Employer Demand: Clearly describe all evidence of sufficient employer demand, normally in the form of
anticipated openings in an appropriate service area, in relation to existing production of graduates for the
institution’s service area and/or state. Such evidence may include employer surveys, current labor market analyses,
and future manpower projections. Where appropriate, evidence should demonstrate employers’ preferences for
graduates of the proposed program over persons having alternative existing credentials and employers’ willingness
to pay higher salaries to graduates of the proposed program. (State Regents’ Policy 3.4.5.F)
The Oklahoma Employment Outlook 2018 was published by the Oklahoma Employment Security Commission in
March of 2011. In the Occupation Title of “Technical Writers,” a 25.77% increase is expected between 2008
and 2018 with 10 average annual openings. Additionally, technical writers can specialize in
 writing technical documents for companies,
 editing for private clients,
 editing for a company,
 grant and proposal writing, and
 freelance technical writing, editing, and grant writing work.
Monster.com lists over 750 jobs available in Technical Writing in the United States with three jobs listed in the
Oklahoma City area.
Careerbuilder.com lists almost 1,400 jobs available in Technical Writing in the United States, with two jobs listed
in Oklahoma.
Indeed.com lists almost 8,000 jobs available in Technical Writing in the United States, with twenty-five jobs
listed in the OKC area.
Students also have the opportunity to complete freelance work, giving them telecommuting options. Currently,
Craigslist shows close to 50 jobs available in Technical Writing in Oklahoma alone.
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Estimated Student Demand for the Program
Project estimated student demand for the first five years of the program.
Degrees Conferred
Majors (Headcount) – Fall Semester
2016
0
5-10
2017
0
10-15
2018
0
10-15
2019
5
10-15
2020
7
10-15
Academic Year
Programs are provisionally approved and given enough time for a planning year plus the number of years necessary to
produce one graduating class (i.e. a two-year program is allowed three years to meet its graduates and majors goals, a fouryear program is allowed five years, etc.) unless the institution makes a specific timeframe request with a strong rationale.
Using the above estimated student demand, please indicate the specific productivity criteria and timeframe for final review of
the program:
This program will enroll a minimum of ten (10) students in fall 2020; and
will graduate a minimum of seven (7) students in 2020-21.
(NOTE: Productivity data must come from the same academic year. Example: enroll a minimum of 50 students in fall 2003
and graduate a minimum of 35 students in 2003-04.)
Electronic Delivery
Is this program intended to be offered through online delivery or other computer-mediated format or will be advertised as
available through online delivery or other computer-mediated format?
Yes
No
X
If yes, describe the delivery method that will be used to deliver the program content (e.g., Blackboard, Desire2Learn,
etc.) and the major features that will facilitate learning.
N/A
Does your institution have prior Electronic Delivered Program approval?
Yes
X
No
Note: If requesting institution has not gone through the electronic delivery approval process, you must also complete the
Institutional Request for Electronic Delivery Approval section beginning on page 9 of this form.
G. Unnecessary Duplication
The elimination of unnecessary program duplication is a high priority of the State Regents. Where other similar
programs may serve the same potential student population, the proposed program must be sufficiently different from
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existing programs or access to existing programs must be sufficiently limited to warrant initiation of a new program.
(State Regents’ Policy 3.4.5.H)
Provide specific evidence that the proposed program is not unnecessarily duplicative of similar offerings in the state.
The proposed B.A. program in Technical W riting program differs from any other program in the state in its
combination of theoretical concepts and practical application skills designed to help students gain a practical
application of technical writing concepts in an effort to send graduates directly into the workforce or to help
prepare them for future graduate coursework.
A thorough review of undergraduate programs at Oklahoma colleges and universities does not reveal any other
Bachelor of Arts program in Technical Writing. The proposed B.A. program in Technical Writing differs from
writing-focused programs in areas including Composition and Rhetoric, Speech and Rhetoric, and
Communication and Rhetoric by focusing on preparing students to become technical writers upon receipt of the
Bachelor of Arts degree by emphasizing practice rather than theory.
Have you explored opportunities to collaborate in dual, joint, or consortial programs (State Regents’ Policy 3.4.5.H.2)?
Yes
If yes, explain and, if applicable, attach Memorandum of Understanding and all appropriate documents regarding the dual,
joint, or consortial degree plan.
No
X
If no, explain
The absence of any similar bachelor’s-level program in Technical Writing in the region indicates that the
proposed new program (B.A. in Technical Writing) would not be a candidate for any dual, joint, or consortial
programs.
H. Cost and Funding of the Proposed Program
The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess
the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be
efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for
funds. (State Regents’ Policy 3.4.5.I)
Provide evidence of adequate funding, which will include, but not be limited to:
1.
Reallocation of Existing Resources: The institution must provide evidence of campus funds to be reallocated to
the proposed program. The source and process of reallocation must be specifically detailed. An analysis of the
impact of the reduction on existing programs and/or organization units must be presented.
The Department of English is in the process of phasing out the Master of Fine Arts Program in Creative W riting,
which will allow existing departmental resources including advertising monies, classroom space, and faculty
FTE to be reallocated to support the implementation of the proposed Technical Writing program.
2.
Tuition and Fees: The institution must provide evidence of a projected increase in total student enrollments to
the campus as a result of the proposed program.
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The Department of English foresees an increase in overall enrollment upon implementation of the proposed
program, based on the fact that the proposed program will be the only one of its kind in the state. Projected
enrollment numbers indicate that tuition will offset any costs associated with the implementation of the new
program.
Degrees Conferred
Majors (Headcount) – Fall Semester
2016
0
5-10
2017
0
10-15
2018
0
10-15
2019
5
10-15
2020
7
10-15
Academic Year
3.
Discontinuance or Downsizing of an Existing Program or Organizational Unit: The institution must provide
adequate documentation to demonstrate sufficient savings to the state to offset new costs and justify approval
for the proposed program.
As noted above, the Department of English is in the process of phasing out the Master of Fine Arts Program in
Creative Writing, which will allow existing departmental resources including advertising monies, classroom
space, and faculty FTE to be reallocated to support the implementation of the proposed Technical Writing
program.
Cost/Funding Explanation
Complete the following table for the first five years of the proposed program and provide an explanation of how the
institution will sustain funding needs for the life of the proposed program in the absence of additional funds from the State
Regents. *The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the
proposed program.
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Cost/Funding Summary:
Program Resource Requirements
Year of Program
A. Funding Sources
Total Resources Available from
Federal Sources
Explanation:
Total Resources Available from
Other Non-State Sources
Explanation:
Existing State Resources
st
nd
1 Year
2 Year
3rd Year
4th Year
5th Year
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
Explanation:
State Resources Available through
$1,000
$1,000
$1,000
$1,000
$1,0000
Internal Allocation and reallocation
Explanation: Because the Master of Fine Arts program in Creative Writing is being discontinued, the
approximately $1,000 of Education and General funding that the Department of English has committed,
from existing departmental resources, to the promotion of the Master of Fine Arts program will be
reallocated to support the new Bachelor of Arts program in Technical Writing.
Student Tuition
$13,207
$26,413
$26,413
$26,413
$26,413
Explanation and Calculations (Note: Tuition calculation should be based on the estimated student demanded
indicated in section F “Demand for the Program” of this form):
Yr 1: 5 students * 12 = 60 @ $193.55/hr = $11,613 + course fees @ $26.56/credit hour = $1,593.60 =
Total = $13,207
Yr 2: 10 students * 12 = 120 @ $193.55/hr = $23,226 + course fees @ 26.56/credit hour = $3,187.20 =
Total = $26,413
Yr 3: 10 students * 12 = 120 @ $193.55/hr = $23,226 + course fees @ 26.56/credit hour = $3,187.20 =
Total = $26,413
Yr 4: 10 students * 12 = 120 @ $193.55/hr = $23,226 + course fees @ 26.56/credit hour = $3,187.20 =
Total = $26,413
Yr 5: 10 students * 12 = 120 @ $193.55/hr = $23,226 + course fees @ 26.56/credit hour = $3,187.20 =
Total = $26,413
TOTAL
$14,207
$27,413
$27,413
$27,413
$27,413
Year of Program
B. Breakdown of Budget
Expenses/Requirements
Administrative/Other
Professional Staff
1st Year
2nd Year
3rd Year
4 th Year
5 th Year
0
0
0
0
0
Explanation: Current administrative and professional staff will be able to support the proposed program
as part of their regular workload, so no additional administrative staff will be required.
Faculty
0
0
0
0
0
Explanation: Current faculty will be able to teach the courses required for the proposed program as part
of their regular workload, so no additional faculty will be required.
Graduate Assistants
0
0
0
0
0
Explanation: The proposed program will not employ graduate assistants, so no funds will need to be
allocated for this purpose.
Student Employees
0
0
0
0
0
Explanation: No student workers will be required to support the proposed program, so no funds will
need to be allocated for this purpose.
Equipment and Instructional
Materials
0
0
0
0
0
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Explanation: Existing equipment and instructional materials are more than sufficient to support the
proposed program, so no funds will need to be allocated for this purpose.
Library
0
0
0
0
0
Explanation: Existing library resources are more than sufficient to support the proposed program, so no
funds will need to be allocated for this purpose.
Contractual Services
0
0
0
0
0
Explanation: No contractual services will be required to support the proposed program, so no funds will
need to be allocated for this purpose.
Other Support Services
0
0
0
0
0
Explanation: No other support services will be required for the proposed program, so no funds will need
to be allocated for this purpose.
Commodities
0
0
0
0
0
Explanation: No commodities will be required to support the proposed program, so no funds will need to
be allocated for this purpose.
Printing
0
0
0
0
0
Explanation: No printing services will be required to support the proposed program, so no funds will
need to be allocated for this purpose.
Telecommunications
0
0
0
0
0
Explanation: No additional telecommunications services will be required to support the proposed
program, so no funds will need to be allocated for this purpose.
Travel
0
0
0
0
0
Explanation: Faculty members and students currently receive travel funding from the College of Liberal
Arts. No additional travel funding will be required to support the proposed program.
Awards and Grants
0
0
0
0
0
Explanation: Existing library resources are more than sufficient to support the proposed program, so no
funds will need to be allocated for this purpose.
TOTAL
I.
0
0
0
0
0
Program Review and Assessment
Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses
and faculty by students, administrators, and departmental personnel as appropriate. Plans to implement program review
and program outcomes-level student assessment requirements as established by State Regents’ policies should be
detailed. Program review procedures shall include standards and guidelines for the assessment of student outcomes
implied by the program objectives and consistent with the institutional mission. (State Regents’ Policy 3.4.5.J)
The proposed new program (B.A. in Technical Writing) would undergo program review each five years, together
with the other programs offered by the Department of English, according to the university’s currently established
schedule for program reviews. Department-wide program reviews, using the university’s Self-Study for
Continuous Improvement (SSCI) template, are scheduled to take place during the 2015-16, 2020-21, and 202526 academic years.
The Department of English, working with the College of Liberal Arts’ Academic Continuous Improvement
(Assessment) Council, will also develop and implement the following program-specific assessment activities for
the proposed new program:
1. Students’ end-of-program portfolios, prepared in the English Capstone (ENG 4893) class, will be
systematically assessed by the English Continuous Improvement (Assessment) Committee.
2. Faculty will be evaluated on a university rotation by the Chairperson of the Department of English and
the Dean of the College of Liberal Arts.
3. Departmental data will be collected and assessed according to pre-established benchmarks: (a)
Advisement Surveys, (b) professional internship data, (c) thesis, comprehensive exams, or portfolios
critiqued and assessed by faculty members within the department, and (d) assessment of the
Transformative Learning Central Six elements within curriculum required by major.
4. College data will be collected and assessed according to pre-established benchmarks: (a) First-Day
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Engagement Survey, (b) Syllabi Review, (c) Student Success, (d) Student Satisfaction, (e) Student
Learning Outcomes, and (f) Learning Environment.
5. University data will be collected and assessed according to pre-established benchmarks: (a) DFW data,
(b) grade distribution data, (c) Student Perception of Instructor Effectiveness data, and (d) National
Survey of Student Engagement (NSSE) data.
The purpose of these multiple assessment procedures is to provide a diverse, rich range of data to analyze and
will allow the Department of English to complete the feedback loop by making appropriate changes.
Other documents required for dual or joint degree requests (3.4.4.H.2)
If requesting a dual or joint degree, attach the New Joint or Dual Program Request cover page.
INSTITUTIONAL REQUEST FOR
ELECTRONIC DELIVERY
NOTE: Institutions that have completed the electronic delivery approval process and have been approved to offer
subsequent electronically delivered programs have already provided the information requested in this section; and
therefore, are not required to complete this section. If requesting institution has not completed the electronic delivery
approval process must complete all sections on pages 9 – 11 of this form. If you have any questions contact Gina Wekke
(405-225-9142).
Program Approval Procedures for New Online Programs
Institutions that have not been approved previously to offer online programs are required to request approval as follows: (1 )
if programs are offered in such a manner that an individual student can take 100 percent of the courses for the major th rough
online delivery or other computer-mediated format; or (2) the program is advertised as available through online delivery or
other computer-mediated format. For the purpose of this policy, major is defined as courses in the discipline of the student’ s
declared degree program, excluding support courses, general education courses, and elective courses. Criteria for approval
are based on qualitative consideration and the compatibility of the requested offering with the institution's mission and
capacity (State Regents’ Policy 3.16.10) and meeting the required academic standards (3.16.5).
3.16.5 Academic Standards
The expectation is that there is no difference in the academic quality, academic standards including admission and retention
standards, and student evaluation standards for courses and programs regardless of delivery method. Electronic media
courses and programs must meet the following academic standards.
A. Faculty. Describe the training and faculty development that the faculty receives to achieve competency in the
technology required for teaching at a distance.
N/A
B. Faculty/Student Interaction. Describe the provisions for appropriate real-time and delayed interaction between faculty
and students and among other students enrolled in the class.
N/A
C. Academic Integrity. Describe methods that are in place for ensuring academic integrity.
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N/A
D. Student Confidentiality. Describe methods that are in place to ensure the confidentiality and privacy of student personal
data.
E. Advertising. The institution must provide adequate and accurate information to students including but not limited to
admission requirements, equipment standards, estimated or average program cost, and other services available. What
methods are employed to ensure adequate and accurate information?
N/A
F.
Learning Resources. Students shall have access to facilities and learning materials on essentially the same basis as
students in the same program or course taught at the main campus. Describe the resources that are available to distance
learning students.
N/A
G. Academic Calendar Requirements. The standards observed relating to the number of course meetings and total time
spent in the course or in satisfying the course requirements shall be comparable to those observed on the main campus.
An exception to course meeting time is allowed as defined in the Competency-Based Learning (CBL) section in the State
Regents’ Academic Calendars policy. Institutions utilizing this exception must have documented and validated methods
for students to demonstrate competencies, student assessment, and awarding academic credit as required by the CBL
section.
N/A
H. Admission, Retention, Assessment. Describe the standards used for online student admission, retention, and
assessment. Standards shall be the same as those standards observed for the same courses or programs on the originating
campus. Similarly, the applicable concurrent enrollment policies apply (see the State Regents’ Institutional Admission
and Retention and Assessment policies).
N/A
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I.
Student Services. Students shall have access to program guidance and academic support services, including admissions,
enrollment, academic advisement, financial aid, and related services on the same basis as the students located on the
main campus. Online programs must make these services available to students in electronic format using the working
assumption that these students will not be physically present on campus.
N/A
J.
Technical Support System. Students in electronic media off-campus courses or programs and faculty shall have access
to appropriate technical support services. Describe the technical support system that is available for all hardware,
software and delivery systems specified by the institution as required for the courses and program.
N/A
K. Equipment and Software/Tools. Students must be informed in clear and understandable terms of the electronic or
computer resources necessary for successful completion of the class, including, but not limited to, word processing and
other productivity tools, e-mail, and Internet services.
N/A
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APPENDIX A – FACULTY VITAS
116 W 10th Pl
Edmond, OK 73003
(405) 880-7850
ldumin@uco.edu
Laura M. Dumin
Education
PhD, English
July 2010
Oklahoma State University, Stillwater, OK
Areas: Technical Writing, Composition/Rhetoric
Dissertation: A Historical Look at the Use of Passive Voice in the American Journal of Botany
MS, English
May 2001
Radford University, Radford, VA
Areas: Technical Writing, Web Design (layout and rules for design)
BA, Interdisciplinary Studies
May 1999
Virginia Tech, Blacksburg, VA
Concentrations: Professional Writing and Creative Writing
Conference Presentations and Papers
 What Teaching about the Prom Taught Me about Freshmen - Presented at the 35th Annual
Southwest/Texas Popular & American Culture Associations meeting in Albuquerque, NM; sole
author.
Feb 2014
 Why Use Games in the Technical Writing Classroom – Presented at the 34th Annual Southwest/Texas
Popular & American Culture Associations meeting in Albuquerque, NM; sole author.
Feb 2013
 Panel discussion about paired classes and living/learning communities – 13th Annual HHMI
Undergraduate Education Symposium
Apr 2008
 A Web Design Case Study: OSU’s Technical Writing Web Page – Presented at the 29th Annual
Southwest/Texas Popular & American Culture Associations meeting in Albuquerque, NM; sole
author.
Feb 2008
Guest Lectures and Presentations
 Invited and compensated lecture – Taught approximately 10 staff members about good
communication skills for working with University staff and professors. 2 Tuesdays for 3
hours each.
April 2012
 Guest Lecturer at OSU for the WhEATies (Women Engineering) breakfast. Presentation on
good presentation skills.
Spring 2010
 Guest Lecturer at OSU for ENGR 1111 – Introduction to Engineering. 1 class period/semester
about technical writing and technical presentations (for 2 – 3 sections/semester).
Fall 2006 –
Spring 2008
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Consulting Work
CPDE training course
Apr 2012
 Taught 6-hour course to CPDE (now CeCE) about Technical Writing and how to communicate well
with other departments and groups on-campus as well as off-campus.
Summer Bridge Program
July 2011
 Co-taught with Dr. Matt Hollrah
 Helped students learn what would be expected of them in academic writing and how science
writing was different from the writing they might have done in high school or college composition
classes
Committees
Department
Internship Coordinator
Jan 2012 – present
 Help connect students and employers when internships are available. Mentor students who have
internships. Assign grades to for-credit internships.
Graduate student editing group, faculty advisor
Oct 2011 – present
 As people call in for editing help, I connect them with student editors. I mentor editors as they
learn to work with clients.
Textbook Committee for ENG 1113 and 1213 approved textbooks
Spring 2012
 Put together survey for approximately 1,500 ENG 1113/1213 students about which books they
used, if they used one at all.
 Worked with other members of the committee to determine a list of acceptable books for Comp
teachers to use (mostly directed at TAs and adjuncts).
 Helped to tally results from surveys to determine which books were working well and being used
often.
 Previewed book copies to determine a list of books that appeared to best meet our needs as a
program.
Thesis Chair – Pam Felactu in Technical Writing
June 2011 – Apr 2012
College
VALUE rubric scoring
May 2014
 Read through approximately 150 papers, as teams, to score the papers based on VALUE rubric
standards and to obtain a beginning number for future evaluations.
Writing Initiative
Apr 2013, 2014
 Worked with other faculty to determine scoring for writing samples to gain data for assessing
writing strength in students from the College of Liberal Arts
ACIS member
 Looking at how assessment is handled within the department and the college.
Writing Initiative
Feb 2012 – present
Apr 2013
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
Worked with other faculty to determine scoring for writing samples to gain data for assessing
writing strength in students from the College of Liberal Arts
University
Internal Internship Advisory Board member
Jan 2012 – present
 Meet each semester to discuss current state and federal guidelines for internships. Make sure that
department is meeting those guidelines.
Teaching Experience
Assistant Professor – English
University of Central Oklahoma, Edmond, OK
Aug 2011 – present
Adjunct Teacher – English
University of Central Oklahoma, Edmond, OK
June 2011
Adjunct Teacher – English
Radford University, Radford, VA
Doctoral Teaching Assistant – Teacher
Oklahoma State University, Stillwater, OK
June 2010 – May 2011
Jan 2005 – May 2010
Non-Teaching Academic Experience
Doctoral Research Assistant – Curriculum Development
Oklahoma State University, Stillwater, OK
Aug 2009 – May 2010
Doctoral Teaching Assistant – Assistant Director of Technical Writing Program
Oklahoma State University, Stillwater, OK
Aug 2005 – Dec 2008
Doctoral Teaching Assistant – Writing Center
Oklahoma State University, Stillwater, OK
Aug 2004 – Dec 2004
Course Design
Research and Writing
Spring 2014
 Designed with the help of the College of Math and Sciences to give students the opportunity to
work on research writing – proposals, grant writing, or conferences papers
 Students will learn how to write, then practice this new skill on a tangible product for either their
advisor or for publication
 Will be piloted Spring 2015
Advanced Technical Writing
Spring 2013
 Designed to be a real-world style course where student groups have the opportunity to work with
non-profit groups in the Edmond/OKC area.
 Students will have the opportunity to learn more about the lifecycle of documents and projects
though this course.
Document Design
Spring 2013
 Designed to give students a chance to learn more about what makes for a clean-looking document.
 The class will focus on design principles and will allow students an opportunity to work on
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designing their own documents using the theory that we have discussed in class.
History of Scientific Writing
Spring 2013
 Designed to study how scientific writing came into being and the moves that are expected within
the genre. This is a large genre, which allows students to look at specific disciplines that interest
them, such as chemistry, biology, or physics.
 Students will learn the theory and history behind the genre and will have the opportunity to write
a research paper about their findings.
Technical Editing
Spring/Summer 2012

Piloted editing class in Fall 2012 in an effort to add classes to the eventual Technical Writing area in
the English degree

Designed course to be a practical, real-world course with actual editing and grammar skills
Summer Program for exchange with India
Fall 2011

Preliminary design of a 1-month exchange program for Indian students to learn about Technical
Writing in the real world

Designed schedule and began looking for internship-style partnerships with groups around
Edmond/OKC for students to see what Technical Writers do in actual jobs
Honors
Oklahoma State University – Oklahoma Research Excellence Award
 For research and writing pertaining to my dissertation project
May 2011
Updated: August, 2014
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DAGMAR R. ROSSBERG
EDUCATION
MA
- English/ Technical Communication, 1999
OKLAHOMA STATE UNIVERSITY, Stillwater, Oklahoma
MLA
- Leadership / Management, 1994
OKLAHOMA CITY UNIVERSITY, Oklahoma City, Oklahoma
BA
- Marketing / Management, 1991
OKLAHOMA CITY UNIVERSITY, Oklahoma City, Oklahoma
Paralegal Certificate, 1990
UNIVERSITY OF OKLAHOMA SCHOOL OF LAW, Norman, Oklahoma
Undergraduate Student - Germany and England
Technical Writer
June 2000- Jul 2001
APIGENT SOLUTIONS
Oklahoma City, Oklahoma
 Wrote, created, edited and revised technical manuals and software documentation (user and
configuration manuals and documentation, e.g., quick reference cards, for complex check-out/kitchen
software used in fast food environments including Pizza-Pizza in Canada and Sonic in U.S.).
 Created, edited and revised legal documentation and contracts for Apigent Solutions
 Interviewed, hired and trained support staff and technical writer
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Shay Rahm
Department of English
College of Liberal Arts | 100 N University Drive | University of Central Oklahoma | Edmond, OK 73034
405.974.5554 (office) | 405.426.0021 (cell)
srahm@uco.edu
ACADEMIC POSTS
UNIVERSITY OF CENTRAL OKLAHOMA
Lecturer, Department of English 01/2009-present
Executive Editor, New Plains Review 05/2009-present
Adjunct Instructor, Office of First-Year Experience 08/2004-present
Adjunct Instructor, Department of English 08/2001-12/2008
Teaching Assistant, Department of English 08/2000-05/2001
OKLAHOMA STATE UNIVERSITY-OKLAHOMA CITY
Adjunct Instructor, Department of Humanities 2001-2009
OKLAHOMA CITY COMMUNITY COLLEGE
Adjunct Instructor, Department of Arts & Humanities 2001-2009
MID-MICHIGAN COMMUNITY COLLEGE
Online Instructor, Department of English 2004-2005
ROSE STATE COLLEGE 2002-2004
Adjunct Instructor, Department of Humanities
EDUCATION
Candidate, Doctorate of Philosophy: Generation eXodus: Divergent Realities in American Fiction (Research Topic)
Swansea University, Swansea, Wales, UK
Master of Arts, English: Contemporary Literature & Poetry, 2001
University of Central Oklahoma, Edmond, OK (Graduated with Honors)
Bachelor of Arts, English, 1999
University of Central Oklahoma, Edmond, OK (President’s & Dean’s Honor Roll)
RESEARCH INTERESTS
Technical writing, publishing and editing; 20th-and 21st-century literature, emphasis on American Minority
literature; pop culture studies; Native American film and literature; postcolonial and subaltern studies; emerging
fiction; eLearning
UNIVERSITY TEACHING EXPERIENCE
Technical Writing at undergraduate and graduate levels Editing
and Publishing at undergraduate and graduate levels Composition
and Research (various) at undergraduate levels American and
English literature (various) at undergraduate levels International
Composition (various) at undergraduate levels
Humanities (Classical through Modern, various) at undergraduate levels
Mythology (various) at undergraduate levels
First-Year Experience (various) at undergraduate levels
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Rahm, CV 2 (Brief)
UNIVERSITY AND DEPARTMENTAL SERVICE
University of Central Oklahoma
Co-Chair, Sherman Chaddlesone Arts and Letters Lecture Series, Mar 2014, Mar 2013, Apr 2012, Apr 2011, And
Apr 2010
Design of Success Central Online Course via the CeCE Design Workshop, 2014
Redesign of Vocabulary Building Online Course via the CeCE Design Workshop, 2014
Member, UCO@125 Committee, 2014-Present
Member, English Department Tuition-Waiver Scholarship Committee, 2013-Present
Member, eLearning Strategic Planning Focus Group, 2013
Member, Passport UCO Planning Committee, 2011-Present
Member, Freshman Composition Committee, 2008-Present
Member, College of Liberal Arts Writing Assessment Committee, 2010-Present
Graduate Faculty, 2009-Present
Usher, Fall/Spring Graduation, 2008-Present
Chair, Thesis Committee for Ashley Miller, Spring 2012
Mentor, College of Liberal Arts Mentoring Program, 2011-2012
Chairperson & Committee Member, College of Liberal Arts Outstanding Adjunct Faculty Member Selection
Committee, 2007-2010
Creation of Vocabulary Building Online Course via the CPDE Design Workshop, Fall 2010
Mentor, Leadership Central Mentor Program, Fall 2008
Creation of Online Course Template for Success Central (UNIV 1012), Fall 2008 & Spring 2010
Creation of Online Course Template for use by Teaching Assistants and Adjunct in English Dept., 2005-2006
Oklahoma City Community College
Mentor (Online Instructor), Adjunct Mentoring Program, 2007-2009
General Education Writing Assessment Committee, Summer 2006
English Composition & Literature (Eng 1213) Revision Committee, Summer 2006
Oklahoma State University-Oklahoma City
Online Freshman Composition II course selected by department to be reviewed by the NCA Review Team, 2007
ADDITIONAL HIGHER EDUCATION EXPERIENCE
University of Central Oklahoma
Instructional Designer (Contract Employee), Center for eLearning and Continuing Education, Spring & Sum 2012
Assisted in course development, editing, presentation, and instruction, as requested by CeCE
Instructional Designer III, Center for Professional & Distance Education (now CeCE), 2007-2008
Responsible for all faculty training programs including developing, writing, presenting, and managing. Served
as the Instructional Design Team’s project leader for all CPDE eLearning design projects. Assisted faculty in
curriculum development, content writing and editing, and research. Presented at and participated in
conferences and educational workshops including Sloan-C, Academic Impressions, e-Learn, UWEX Distance
and Learning Conference, and Blackboard.
Adjunct Liaison, Department of English, 2005-2006
Wrote, edited, and maintained English Adjunct web site. Communicated departmental business to adjuncts via
e-mail and/or other forms of correspondence. Created, monitored, and collected online surveys regarding
scheduling preferences and online departmental assessment questionnaires. Assisted in textbook selection
and distribution, collection of syllabi, grade sheets, and keys. Developed and coordinated workshops and
other trainings including individualized, specialized technology trainings. And further supported the Director of
Freshman Composition and Assistant Chair of the English Department.
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HONORS AND AWARDS
College of Liberal Arts Lecturer of the Year, 2013-2014
Nominee, Excellence in Teaching First-Year Seminars Award, Fall 2012
Nominee, College of Liberal Arts New Faculty Member of the Year, Spring 2011
Nominee, College of Liberal Arts Outstanding Service Award, Spring 2011
Nominee, College of Liberal Arts Outstanding Teaching, Spring 2010
College of Liberal Arts Outstanding Adjunct Faculty Member, 2005-2006
Regina Woodbury Scholar, 2000-2001
Graduate Assistant Recognition, 2000-2001
Graduate Assistant Fellowship, 2000-2001
Sigma Tau Delta (International English Honor Fraternity), Chi Gamma Chapter
PUBLICATIONS
Books
College Talk: Conversations for Central Success. Corwin, Jay, Griffin, Overocker, Emily, McCormick, William, and
Rahm-Barnett, Shay, editors. Second edition. Dubuque, IA: Kendall/Hunt Publishing Company. (2010).
Co-editor and author of two chapters and all unit overviews.
College Talk: Conversations for Central Success. Corwin, Jay, Griffin, Overocker, Emily, McCormick, William, and
Rahm-Barnett, Shay, editors. Dubuque, IA: Kendall/Hunt Publishing Company. (2008).
Co-editor and author of two chapters.
Articles
“A Conversation with Poet Jennifer Elise Foerster” in Oklahoma English Journal with Evelyn Dayringer (2013).
“5-4-3-2-1 Countdown to Course Management” in Online Classroom with Dan Donaldson (March 2008).
Editorships
New Plains Review :: Vol 13. 2 (2014) Vol 13. 1 (2013), Vol 12.2 (2013), Vol 12.1 (2012), Vol 11.2 (2012), Vol
11.1 (2011), Vol 10.2 (2011), Vol 10.1 (2010), Vol 9.2 (2010), and Vol 9.1 (2009)
ScissorTale Review :: Winter 2013, Winter 2012, Summer 2011, Winter 2011, Summer 2010, and Winter 2010
Transformative Learning Journal :: 2011
CONFERENCE PAPERS & PRESENTATIONS
"Precisely the Person You Wouldn't Expect": Finding Identity in Aaron Gwyn's Short Fiction, 44th Annual PCA-ACA
Conference, Chicago, IL, April 16-19, 2014.
“Diverse-ity: Adversity, Community, and Hilarity in Ana Menendez’s In Cuba I was a German Shepherd, American
Literature Symposium: The Latina/o Literary Landscape, San Antonio, TX, March 6-8, 2014.
Co-Presenter, “Digitally Transformed Faculty: Tales of Two Ipad-Using Professors,” 14th Annual Collegium on
College Teaching Practice, UCO, Edmond, OK, August 14, 2013.
“’Those Stories Couldn’t Happen Now’: Usages of Ambiguity and Continuity in Leslie Marmon Silko’s ‘Yellow
Woman,’” American Literature Association Conference, Boston, MA, May 23-26, 2013.
“The Nature of Definitions: Click It to Get It—Redefining Textual Annotation for Increased Interest and
Interpretation,” College of English Association Conference, Savannah, GA, April 4-6, 2013.
Co-Presenter, “American Indian Literature: The Emerging, Established, and Iconic Voices of Generation X,”
Oklahoma Research Day, Edmond, OK, March 8, 2013.
Featured Speaker, “Thinking Out Loud: Engaging eLearners in Your Thought Process,” Heartland E-Learning
Conference, Edmond, OK, February 25-26, 2013.
Co-Presenter, “Using Gen-X Writers To Ignite Students' Interest In American Indian Literature,” NCTE Annual
Convention, Las Vegas, NV, Nov 14-18, 2012.
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“Realities and Re-Definitions in Stephen Graham Jones’ The Fast Red Road: A Plainsong,” 42nd Annual PCA-ACA
Conference, Boston, MA, April 11-14, 2012.
Featured Speaker, “Managing Multiple Sections,” Heartland E-Learning Conference, Edmond, OK, March 5-6,
2012.
Co-Presenter, “Generation X American Indian Writers,” Ninth Native American Symposium and Film Festival,
Durant, OK, Nov 2-4, 2011.
Featured Speaker, “Pre-Conference Primer,” 2nd Annual First-Year Experience Conference, UCO, Edmond, OK,
April 2011.
“Totally Teaching: Positive Classroom Management,” 2nd Annual First-Year Experience Conference, UCO,
Edmond, OK, April 2011.
Co-Presenter, “Return of the English Ninjas,” Heartland E-Learning Conference, Edmond, OK, March 7-8, 2011.
“Conquering Classroom Concerns,” First-Year Experience Conference, Edmond, OK, April 2010.
Co-Presenter, “Mystified, Terrified, or Satisfied: Communication as Motivation in Online Classes,” Heartland ELearning Conference, Edmond, OK, March 8-9, 2010.
Co-Presenter, “English Ninjas: Tips for Online Learning,” UCO Academic Technology Day, Edmond, OK, 2009.
Co-Presenter, “Destination Rejuvenation: A Holistic Approach to Course Design,” E-Learn World Conference, Las
Vegas, NV, November 18-21, 2008.
“Melting Clock: Time Management in the Online Classroom,” Oklahoma Regional WebCT Conference, University of
Central Oklahoma, Edmond, OK, April 28, 2004.
Co-Presenter, “Digging Deeper: An Excavation Approach to Teaching Research Skills,” 38th Conference of Two
Year College English Association—SW Region, San Antonio, TX, October 10-12, 2002.
Panel Member, “Are We Cheating Our Freshman Composition Students?” Graduate Student Panel Discussion,
Student Association of Graduate English Studies, University of Oklahoma, Norman, OK, March 9, 2001.
INVITED LECTURES AND PROFESSIONAL WORKSHOPS
“CV Tips,” ENG 2222, Cornerstone for Dr. Timothy Petete, University of Central Oklahoma, Edmond, OK, Spring
2014 and Fall 2013.
“There is No Secret; Work Harder,” UNIV 1012, Success Central for Inst. Ashley Weingart, University of Central
Oklahoma, Edmond, OK, August 29, 2013.
“Curriculum Vitae Workshop,” for UCO Language Society & UCO English Society, University of Central Oklahoma,
Edmond, OK, April 16, 2013.
“Teach Yourself Academic Writing,” UNIV 1012, Success Central for Inst. Lindsay Eckert, University of Central
Oklahoma, Edmond, OK, October 3, 2012.
“Get Good-er Grammar,” UNIV 1012, Success Central for Inst. Nicole Miller, University of Central Oklahoma,
Edmond, OK, September 20, 2012.
“College Talk,” Faculty Enhancement Workshop, University of Central Oklahoma, Edmond, OK, 2011, 2010, 2009,
2008, 2007.
“Self-Management in Thirty Minutes of Less,” UNIV 2012, Success Strategies for Dr. Jay Corwin, University of
Central Oklahoma, Edmond, OK, February 2011 and September 2010.
“Taming Time Management,” Introduction to Engineering for Dr. Jassemnejad, University of Central Oklahoma,
September 2009.
“Momentary Motivation that Lasts a Lifetime,” Faculty In-Service Workshop, Providence Hall Classical Christian
School, Oklahoma City, OK, August 2009.
“Inspiration, Motivation, and Redefining Education in Your Online and Face-to-Face Composition Courses,” English
Department Adjunct Faculty Enhancement Workshop, University of Central Oklahoma, Edmond, OK, August
2006.
“Creating a Successful Success Central Course,” Faculty Enhancement Workshop, University of Central Oklahoma,
Edmond, OK, August 2006.
“Refining Research, Defining Passion,” English 1213, Freshman Composition II for Dr. Teri Ferguson, OSU-OKC,
Oklahoma City, OK, Spring 2006.
“Un-Tangling the Technical Web of Teaching with Technology,” English Department Adjunct Faculty Enhancement
Workshop, University of Central Oklahoma, Edmond, OK, January 5, 2006.
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“Evolution of Your Online Course: Pre-Creation, Creation, and Survival,” English Department Faculty Enhancement
Workshop, University of Central Oklahoma, Edmond, OK, August, 2005.
“Grand Time: Success Central Course Management,” Faculty Enhancement Workshop, University of Central
Oklahoma, Edmond, OK, July 12, 2005.
“Smooth Sailing: Cruising Through Online Course Creation and Assignment Management,” University of Oklahoma
Health Science Center College of Allied Health, Oklahoma City, OK, July 29, 2004.
“Thirteen Ways of Looking at Wallace Stevens,” English 2883, American Literature for Dr. Gladys Lewis, University
of Central Oklahoma, Edmond, OK, Spring 2002.
PROFESSIONAL AFFILIATIONS
Modern Language Association (MLA), 2000-present
Native American and Indigenous Studies Association (NAISA), 2010-present
American Studies Association (ASA), 2011-present
Two-Year College English Association—SW Region, Member, 2002-2007
University of Central Oklahoma English Graduate Organization, Treasurer, 2000-2001
University of Central Oklahoma English Society, Member 1999-2001
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APPENDIX B – LIBRARY RESOURCES
Resources available at the Max Chambers Library
For Technical Writing Class
Compiled by Jennifer Flygare
jflygare@uco.edu
Reference Books___________________________________________________________________________________
The ACS style guide : effective communication of scientific information ( QD8.5 .A25 2006 )
The Foundation Center's guide to proposal writing; Guide to proposal writing (HG177.5.U6 G44 1997)
How to write and illustrate scientific papers; How to write and illustrate a scientific paper (T11 .G86 2008)
Orcan’s Acronyms: A Dictionary of Abbreviations and Acronyms Used in Scientific and Technical Writing (Q179 .O24
1978)
Science and Technical Writing: A Manual of Style (T11 .S318 2001)
Scientific English: a guide for scientists and other professionals (PE1475 .D38 1992)
The science writers' handbook: everything you need to know to pitch, publish, and prosper in the digital age (T11 .S35
2013)
Circulating Books___________________________________________________________________________________
*This is not a comprehensive list. This is a selection of the more current titles of what we have. I did notice that there
are not many grant writing books.
Editing by Design: For Designers, Art directors, and Editors: the Classic Guide to Winning Readers (Z246 .W578 2003)
Grant Writing for Educators: Practical Strategies for Teachers, Administrators, and Staff (LC243.A1 B76x 2004)
Guide to Effective Grant Writing: How to Write an Effective NIH Grant Application RA11 .C6 Y36 2007)
Lapsing into a Comma: A Curmudgeon’s Guide to the Many Things That Can Go Wrong in Print – And How to Avoid Them
(PN147 .W33 2000)
Making Sense: A Student’s Guide to Research and Writing: Engineering and Technical Sciences (T11 .N675 2009)
Powerful Proposals: How to Give Your Business the Winning Edge (HF5718.5 P84 2005)
Proposal Planning and Writing (HG177.5 U6 M56 2003)
Technical Writing: Principles, Strategies, and Readings (PE1475 .44 2003)
The Entrepreneur’s Guide to Writing Business Plans and Proposals (HD62.5 .C423 2008)
The Handbook of Scholarly Writing and Publishing (PN146 .H36 2011)
The Only Grant Writing Book You’ll Ever Need (Hg177.5 .U6 K37 2006)
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Think Like an Editor: 50 Strategies for the Print and Digital World (PN4778 .S73 2008)
A Writer’s resource: A Handbook for Writing and Research; A Writer’s Resource (PE1128 .A2 L384 2007)
Write Like a Chemist: A Guide and Resource QD9.15 .R63 2010)
Writing and Presenting a Business Plan (HD62.5 .B675 2006)
EBooks_____________________________________________________________________________________________
Bids, Tenders & Proposals 2003 Harold Lewis
Designing Successful Grant Proposals 2002 Donald Orlich
How to Write a Grant Proposal 2003 Cheryl Carter
The Global English Style Guide: Writing Clear, translatable Documentation for a Global
Market 2008 John R. Kohl
Periodicals In Print______________________________________________________________________________
Technical Communication 1982-Current (T11 .S2) – Journal is also available in Communication & Mass Media
Complete 2000-2005.
Databases for related content ______________________________________________________
___
Academic Search Complete – Good multipurpose database http://library.uco.edu/d/?d=1
Business Source Complete – Covers business, including marketing, management, etc. I found some articles on
editing in this database http://library.uco.edu/d/?d=165
Chicago Manual of Style Online – Completely searchable, the Chicago Manual of Style Online provides
recommendations on source documentation, editorial style and publishing practices for the digital age.
http://library.uco.edu/d/?d=393
Communication & Mass Media Complete – Communication, journalism, media, and related fields.
http://library.uco.edu/d/?d=26
Education Research Complete – Covers all level of education http://library.uco.edu/d/?d=305
Foundation Directory – Grants, foundations, grant writing, private and public funding sources, philanthropy. Entries
for 70,000 foundations and details on more than 150,000 grants. 3 concurrent users. http://library.uco.edu/d/?d=38
JSTOR- Good multipurpose database http://library.uco.edu/d/?d=56
Library & Information Science Source – Subject coverage encompasses librarianship and information studies.
http://library.uco.edu/d/?d=434