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Master of Science in Technical and Professional Communication
Submitted by: Julie Watts, Ph.D.
2013-2014
Planning and Review Committee
The Master of Science in Technical and Professional Communication (MSTPC) is a fully online degree program designed for working professionals. As such, the MSTPC aligns itself with
UW-Stout’s mission, vision and values that identify our institution as a career-focused, comprehensive, polytechnic university.
1.1.1 Experiential Learning Opportunities
MSTPC students have several opportunities throughout their program to engage in experiential learning activities, including through coursework and conference/workshop travel.
Several Selected Studies courses in the program array provide opportunities for students to work with actual clients to solve real communication problems:
• ENGL-637 Technical Writing Practicum is a Selected Studies course in which students work with a client to produce a deliverable while also conducting library research about best practices related to that deliverable and the process/practices used to produce it.
Many interesting projects have been completed by students in this course, ranging from the development of a manual for hospice volunteers, to recommendations for developing and disseminating multilingual help documents, to the development of a social media marketing strategy for a car rental company in New England.
• ENGL-635 Writing Technical Manuals asks students to write and design the long manual using Adobe FrameMaker. Students often use actual projects and situations from workplaces to do so.
• ENGL-745 Communication Strategies for Emerging Media not only asks students to analyze relevant scholarship about communicating using emerging media but also provides opportunities to practice using these tools. One student received national attention for the blogging he did in Madison during the labor protests in 2011 and now writes for the Daily Kos, an online political community.
Each year, the MSTPC program earmarks funding for students’ conference and workshop travel. Preference is given to students who are presenting a paper or poster and to students whose independent research topic relates to the conference/workshop topic or theme. In addition, one to two students travel with the program director to the Society for Technical
Communication Summit. This national event provides amazing networking opportunities
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with professionals in technical and professional communication from around the world.
Supporting these types of profession development opportunities is critical: students gain valuable knowledge about current practices and theories, students meet and interact with professionals in the TPC field, and students bring back valuable information that helps to support their research agenda and/or career trajectory.
1.1.2 Enrollment/Retention/Graduation
The MSTPC program has achieved its goals for Year 4 enrollment based on the projections included in the MSTPC New Program Authorization document. The MSTPC program has adopted a series of enrollment initiatives to enable us to do so:
• Revised admissions entry points from one (April) to three throughout the year (April for
Summer admission; July for Fall; December for Spring). This change was instituted for spring 2013. The program received 23 applications for spring, summer, and fall 2013 admission. This is approximately double the number of applications received during the
April-only admission deadline years.
• Developed a marketing plan and budget to support it, which included the following action items: design/print new print promotional materials and Exhibit Booth materials every three years; disseminate two electronic newsletters annually (one fall, one spring) to prospective students, advisory board members, alumni, current students and program faculty via the EMMA-blast trackable email system; partner with Graduate School and
Stout Online on all university-wide recruitment efforts; set up exhibit booth marketing
MSTPC at relevant national and regional conferences; conduct one social media campaign annually.
• Attend Society for Technical Communication (STC) Summit (national conference attracting working technical writers) each year. In 2010, the program director set up a booth in the Exhibit Hall advertising the MSTPC program. Ours was the only academic program (graduate level or otherwise) to advertise in this way at the Summit and interest in our booth materials was high. Since then, the program director has exhibited annually, attracting at least one student from STC Summit who has enrolled in our program each year.
• Created two new online six-credit professional development certificates to serve as additional program revenue streams and to increase student interest in the MSTPC:
Communicating with Emerging Media (offered fall) and Improving the User Experience
(offered spring). These certificates were a result of feedback the program director received at STC: several conference attendees indicated that they were not willing to commit to a 30-credit program. However, they wanted other ways to credential themselves beyond the baccalaureate degree. Certificate coursework is transferable into the MSTPC; certificate students must apply to the MSTPC program to gain admission.
The MSTPC program also has launched several initiatives to help with retention and graduation rates:
• Revised admission application so that it contains more substantive information about prospective students’ communication excellence and potential for success in the
MSTPC. Initially students were required to submit transcripts and a statement of goals.
Since 2010, we now require transcripts, statement of goals (now including students’ perceived readiness to learn online), communication portfolio (minimum two artifacts), and a resume.
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• Required all students to read and sign the MSTPC Online Learning Agreement . The document was collaboratively produced with MSTPC program faculty during early fall
2013 and identifies the types of hardware and software requirements that students should possess in order to succeed in the program. Before this, these requirements were scattered throughout the MSTPC program site and university web site.
• Improved communication about program requirements to students by creating an
MSTPC Program Handbook and creating two new web resources on the program site:
“ information for new students ” and “ information for current students .”
• Published a “ course matrix ” online, which lists the program course schedule out three years and helps students to plan their coursework. The matrix is used as a model for other customized instruction programs that have been asked to adopt similar documents.
• Funded one graduate assistantship position for the program. In the past, GAs have researched curriculum options for creating a new Selected Studies class, ENGL-737
Technical and Professional Communication Portfolio, researched programmatic options and marketing strategies for online baccalaureate programs in technical and professional communication, and updated and revised MSTPC program web and print resources.
• Offered one $2,000 scholarship to a newly admitted student for fall 2013 (scholarship funded by the Provost’s Office).
• Wrote a research grant proposal to the Council for Programs in Technical and Scientific
Communication, “Preparing Master’s Students for Independent Research: Assessing
How We Help and How We Don’t.” The proposal was not funded; however, it will be revised and resubmitted. The goal of the research is to improve the quality of students’ independent research (IR), to increase the percentage of students who successfully complete the IR within the standard timeframe, and to more clearly articulate the role of students’ IR especially as it relates to their academic and professional workplaces experiences and goals.
1.1.3 Diversity
The field of technical and professional communication is a diverse one, drawing professionals from many backgrounds who also often collaborate on groups comprised of individuals working across time zones and around the world. While recruiting a diverse student and faculty population often is challenging, helping to ensure curricular diversity is critical (Savage and Mattson, 2011, “Perceptions of Race and Ethnic Diversity in Technical
Communication Programs”). Intentional recruitment efforts and continued examination of program curriculum are two ongoing initiatives to help infuse diversity into the MSTPC program.
Along these lines, the MSTPC program includes a program objective aimed at ensuring that students “appraise international and intercultural issues in technical and professional communication, recommending strategies for addressing these issues.” Selected Studies courses in multilingual communication and multinational technical communication speak specifically to this objective while required Core Courses in rhetorical theory and theory and research in technical and professional communication do as well.
In addition, we recruit students with diverse backgrounds, using a variety of efforts to attract diverse populations. In fall 2012, 11% of enrolled students were racial and ethnic minorities and 68% were women. Moreover, the online nature of our program makes delivery to other countries possible, and we have recruited students living in Canada and Europe.
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1.1.4 Environmental Sustainability
The MSTPC works to communicate and model to our students the importance of environmental sustainability, especially in students’ professional lives. The MSTPC program provides all admissions, orientation and advisement materials online, reducing paper costs and waste. The program also is making an effort to utilize web-based documents and electronic form submission. In addition, during 2012-2013 we are piloting an e-textbook initiative: when textbooks need to be refreshed through Instructional Resources Service, we plan to adopt e-textbooks. This initiative will save paper, shipping costs and materials, and help improve textbook delivery efficiency.
The MSTPC program, launched in 2009, is a fully online, customized instruction program designed for working professionals. The MSTPC was the first graduate program in the College of Arts,
Humanities and Social Sciences and has gone through one program revision (in 2011) since its inception. The MSTPC is a 30-credit Master of Science degree, including 12 credits of Core
Curriculum (required) courses, 15 credits of Selected Studies courses, and a 3-credit Independent
Research requirement (students also may choose the 6-credit Thesis to fulfill this requirement, giving them a 33-credit degree). The program is fully online, and no courses meet on campus or require synchronous instruction.
2.1.1 Program Objectives
The current program objectives resulting from the 2011 program revision are listed below.
• Survey and synthesize theoretical concepts and principles about major issues in technical and professional communication.
• Select and apply theoretical concepts and principles to the interpretation of technical and professional communication phenomenon.
• Evaluate relevant scholarship as a means of informing inquiry in technical and professional communication.
• Select, design and conduct research, using proper methods and methodology, making sound recommendations and drawing logical conclusions.
• Compose texts, designs and other deliverables, demonstrating ethical, rhetorical, and user-centered strategies.
• Assess documentation for accuracy, adequacy, correctness, accessibility and usability.
• Appraise international and intercultural issues in technical and professional communication, recommending strategies for addressing these issues.
• Evaluate the ways emerging media and digital technologies impact technical and professional communication.
• Plan a documentation schedule and monitor project progress against that schedule.
• Evaluate and execute team-building and interpersonal communication strategies.
2.1.2 Program Revision
During the 2011 program revision, the fundamental structure of the degree program remained; however, the revision expanded Selected Studies offerings and revised three credits of the Core Curriculum.
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Eight credits in language and linguistics and oral communication were added to the Selected
Studies offerings, bolstering our offerings in these areas. The Core Curriculum was revised:
ENGL-615 Technical Writing (3 cr.) was replaced with ENGL-730 User-Centered Research
(3 cr.). ENGL-615 provides a useful survey of the genres and communication practices of the technical communication workplace; however, the MSTPC actually recruits far more working technical writers who do not need this survey. Thus, 615 moved from the Core to the Selected Studies portion of the program plan. As a seminar course, ENGL-730 offers an important theoretical and practical perspective that informs the discipline and one that students often lack sufficient grounding.
The program director noted the need for this program revision after receiving feedback from program students, faculty and professional advisory board members. In addition, the revised program objectives now speak specifically to factors that help determine whether a program revision is necessary include the viability of this type of feedback and the ability to improve learning outcomes for students and to stay current with industry trends.
2.1.3 Program Type
The MSTPC is an online, customized instruction program.
2.1.4 Scholarly Activities
Research, scholarship, experiential learning and creative endeavor infuse all aspects of the
MSTPC program. Four of our program objectives directly relate to these principles.
Assessment of the Major report results have shown that our 12-credit Core Curriculum offers students the ability to practice honing these four program objectives, measured through an assessment of final course projects and student survey results analyzed since
2011. In addition, the Independent Research requirements provide a capstone research project, enabling each student to select, design and conduct research of their own.
MSTPC program students complete their Independent Research requirements by either enrolling in ENGL-735 Field Project (3 cr.) or ENGL-770 Thesis (6 cr.). These experiences require that students work with a faculty advisor (or committee, in the case of 770) to select, design and conduct a research study, which also involves selecting and applying theoretical concepts and principles, making sound recommendations, and drawing logical conclusions.
Students’ research projects typically are based on real-world problems and issues:
• A field project documented an engineering change notice process involving multiple units and individuals and recommended improvements to its efficiency and accuracy;
• A thesis project examined texting, social media and literacy in the college writing classroom, examining the effects of media on literacy;
• A field project case study investigated the editorial practices of Feminist Teacher , recommending alternatives to many problematic editorial practices;
• A thesis analyzed the role of social media within participatory medicine, providing solutions to analyze its usability and create content that is user-centered and aids in promoting a positive health care experience.
• A field project examined how rhetorical theory could help to inform the content of one sophomore-level graphic design course, enabling students to use rhetoric to improve their design process, from invention through client approval.
The program also provides student conference/workshop travel that supports students’ abilities to further their research projects. For example, the MSTPC funded travel to a social media conference for a student and her advisor completing her thesis project. The advisor
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and student were able to gather timely research results at that conference and network with key scholars working in the field. Another student, at the beginning stages of her field project study about multilingual technical communication, was able to broaden her list of interview subjects by attending the STC Summit conference and speaking to international conference-goers and members of the STC International Technical Communication special interest group.
2.1.5 Accreditation
Our discipline does not have an accreditation or certification agency—none currently exist for academic undergraduate or graduate programs in our field.
2.2.1 Key Instructors in the Program
The key instructors in the program include the following faculty:
• Dr. Paul Anheier, Ph.D. (English and Philosophy department)
• Dr. Amanda Brown Ph.D. (Speech Communication department)
• Dr. Andrea Deacon, Ph.D. (English and Philosophy department)
• Dr. Kate Edenborg, Ph.D. (English and Philosophy department)
• Dr. Joleen Hanson, Ph.D. (English and Philosophy department)
• Dr. Glenda Jones, Ph.D. (English and Philosophy department)
• Dr. Matthew Livesey, Ph.D. (English and Philosophy department)
• Dr. Mitchell Ogden, Ph.D. (English and Philosophy department)
• Dr. Daisy Pignetti, Ph.D. (English and Philosophy department)
• Dr. Daniel Ruefman, Ph.D. (English and Philosophy department)
• Dr. Julie Watts, Ph.D. (English and Philosophy department)
2.2.2 Additional Faculty Expertise
The English and Philosophy department is making two hires during 2013-14 that will help to support the MSTPC. We need coverage in the usability and user-centered research areas, as a faculty member with that expertise accepted a job elsewhere. As such, the program is in its second year of hiring an adjunct to teach a seminar course in user-centered research. Having a tenure track faculty member to teach this course as well as the ENGL-725 Advanced
Usability is preferred.
In 2010, in an effort to expand the number of faculty teaching program courses, the MSTPC scheduled the program array so that special topics course would be offered during each fall and spring semester every other year. For example, during 2010-11, one special topics course in teaching professional communication was offered in fall and a gender theory in the workplace special topics course was offered in spring. Faculty not already teaching a program course typically teach special topics courses. Doing so exposes students to a broader range of professional communication topics and introduces them to instructors beyond the core program faculty. As a result, several special topics instructors have advised thesis and field project research.
The growth of the undergraduate Professional Communication and Emerging Media baccalaureate program (from 50 students to over 140 students in the last three years) affects the MSTPC. Program faculty teach in both programs, and each program competes for faculty time. To support undergraduate program growth and to sustain the graduate
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program, the English and Philosophy department should continue to examine enrollment and faculty coverage of undergraduate and graduate courses. During the 2013-14 academic year, one tenure-track position available from a faculty retirement, which was originally a literature line, was reassigned as a professional communication position. Depending on program enrollment growth, this type of internal department reallocation may need to continue.
2.3.1 Facilities and Capital Equipment
The MSTPC is an online program and few physical facilities/capital equipment are required to support it. In terms of equipment, it is necessary for our program faculty to have excellent
Internet access, the ability to capture short videos and upload those to D2L, to Skype or connect virtually with students during individual meetings and office hours, and to help students take advantage of the same learning opportunities and resources that on-campus students enjoy.
Students who enroll in the Selected Studies course, ENGL-635 Writing Technical Manuals
(3 cr.) must have Adobe FrameMaker loaded on their computers. Since our online graduate program does not provide laptops to students, the MSTPC program pays for the software and sends a copy to each student. Other online Master’s programs such as the MS in
Professional and Technical Communication at New Jersey Institute of Technology also use complementary software as a recruitment tool ( http://www.njit.edu/news/2013/msptc-001.php
)
2.3.2 Facilities Needs
Program students defending their ENGL-770 Thesis papers will take advantage of videoconferencing offered in the renovated Harvey Hall spaces. When students are not able to come to campus to defend their thesis (most are not able to do so), we try to schedule the oral thesis defense in Millennium Hall to take advantage of that building’s videoconferencing capabilities. However, often we are not able to do so, and connecting virtually with students during this important meeting has been challenging. Thus, having access to another space with these technologies within our building will be useful.
2.4.1 Library Resources
The holdings of the UW-Stout University Library have been developed to adequately support the MSTPC. The stipulated $3,000 each year is budgeted for electronic resources
(subscriptions, e-books) for MSTPC graduate student needs. The Library provides a special portal for distance learners that is particularly useful for graduate students completing independent research or class projects. Additionally, the Library provides access to a number of electronic databases including ERIC and Academic Search Elite that support work in the program. Many of these include the full text of journal articles. All currently enrolled students have access to the electronic databases and benefit from inter-library loan of resources. The MSTPC also has taken advantage of the distance learning librarian, Ann Vogl.
I find it useful to be able to point students to a particular person rather than instruct them to click on the “ask a librarian” button available on the Library web site.
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2.4.2 Special Resources
Students and faculty in the MSTPC work closely with staff in the following units, and these units are necessary to help ensure the retention of our students. The Graduate School assists the program with admissions, degree progress, and graduation. Stout Online involves the program in university-wide recruitment efforts, course scheduling and student advisement.
Career Services meets with students on an individual basis, providing them with career change and career exploration services. Registration and Records assists the program director with student scheduling requests. Financial Aid meets with students on an individual basis to offer advice about federal financial aid, loans, and tuition payment.
The program strongly believes that those units with customized instruction help staff embedded into the offices offer the most prompt and efficient services. This model has been extremely useful for meeting the needs of the MSTPC’s working professional student audience.
Growth of careers in the field of technical and professional communication is projected nation-wide and in our state. According to the Occupational Outlook Handbook, “employment of technical writers is expected to grow 17% from 2010 to 2020” nationwide. Moreover, according to Society for Technical
Communication Salary Database, 2012-2013 , technical communicators “have come closest of all of the communications professionals to returning to pre-recession job levels.” According to the Salary
Database , in 2012, Wisconsin had the state with the second greatest gain in the number of technical writers (Illinois was first and Minnesota eighth). Overall, Wisconsin ranks 17 th
States for the number of technical writers employed, with Minnesota 16th.
out of the United
In tough economic times, an excellent way to increase one's marketability and job security in the technical and professional communication field is to obtain a graduate degree (Michelle Murphy,
Intercom: The Magazine for Technical Communicators ). In 2007, the Salary Database indicated that holders of a master's degree earn approximately $5,000 a year more than holders of the bachelor's and graduate degrees are usually needed for advancement into management.
MSTPC Advisory Board members also have indicated that they believe the program to be a strong offering with good job placement prospects for graduating students. Advisory members noted that the online delivery of the program is tailored to the needs of workers who could make use of employee tuition reimbursement programs.
An alumni survey was not conducted. As a young program, the MSTPC lacks sufficient numbers of alumni to make a survey meaningful.
Sixteen students responded to the survey during spring 2013. All students surveyed agreed/strongly agreed that “overall, this was a quality program” and if they could do it over again, students “would choose this program.” When asked about the “quality of instruction,” students responded most positively concerning three areas: written communication, critical thinking skills and knowledge of research. All students agreed/strongly agreed that their written communication skills and critical thinking skills were “enhanced through their coursework.” The majority agreed/strongly agreed (one
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“neutral” response) that their knowledge of discipline-specific research was “enhanced through their coursework.” Students’ qualitative responses also suggest that the online format of the program is a positive characteristic: “The fact that this is an online program is exactly what I was looking for and needed.”
The majority of respondents also agreed/strongly agreed that the quality of faculty is high: overall, they are “accessible,” they provide “current and relevant information,” and they “facilitate student achievement of the course objectives.” In addition, the majority of respondents agreed/strongly agreed that the program director was “accessible” and “clearly and accurately communicated program requirements.”
Students’ qualitative responses suggest that the online format can be used more robustly and to “its fullest potential.” Related to this, six of the respondents noted that instructors could provide more feedback, more frequently: “There could definitely be more communication and feedback from some of the professors.” More needs to be learned about what students constitute as feedback: does it concern assignments, projects, or other issues related to the course? The program director will bring up this issue at a spring 2014 semester program meeting to discern next steps, namely: What constitutes “best practices” in terms of communication/feedback? What are our current practices in
MSTPC program courses? What are English and Philosophy department policies regarding this
(English and Philosophy department online course evaluation forms ).
The majority of faculty inside and outside the department responded to the survey. They are satisfied with their communication with the program director, the program director’s leadership and their ability to participate in program decisions.
Program advisory committee members also were satisfied with their ability to provide recommendations and to see the impact of those recommendations in the program. The committee meets yearly, usually in May, and added two new members this semester: Dr. Kelli Cargile Cook, associate professor, Texas Tech University and Dr. Lee-Ann Kastman-Breuch, associate professor,
University of Minnesota, both of whom are national leaders in online learning and online writing pedagogy in technical and professional communication and have extensive experience directing graduate programs and/or advising graduate research.
• Flexible, online learning in TPC : Online programs in technical and professional communication are fairly scarce, and ours was built from the beginning as an online offering, reaching place-bound, working adults. When we began the MSTPC in 2009, only 7% of all
Master’s degrees in TPC were offered online. Of those 11 programs, only one was located in the Upper Midwest (Minnesota State at Mankato).
• Polytechnic curriculum : The MSTPC program course array goes beyond writing. It has an edge in the more polytechnic aspects of technical communication such as information design and user-centered design. It also approaches emerging technologies through a cultural lens, giving students a well-rounded and practical education.
• Engaged program faculty : Program faculty in the MSTPC and undergraduate PCEM programs meet weekly as a group during the academic year to discuss student progress, curriculum, recruitment, assessment, and other program issues and initiatives. Program faculty regularly engage with and inspire students above and beyond the program course array; for example, faculty have been willing to construct independent study courses in order to meet the needs of individual students who wish to pursue a particular course of study not
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offered in our program array. Faculty also have supported and contributed time and energy to major initiatives, including its authorization to plan, curriculum development, and the
2011 program revision. The program and its success would not be possible without their high level of engagement.
• Industry competencies: The MSTPC curriculum is characterized by several areas of focus that are critical for many technical communicators to possess: six credits of multilingual and transnational technical communication, six credits of project management, six credits of user experience and user design, six credits of communicating with emerging media, and five credits of oral and interpersonal communication. The type and breadth of these areas are unlike any regional Master’s program and unlike many across the country.
• Affordability: Our $525/credit hour tuition (2013/14) is a flat rate, regardless of residency.
This rate is affordable: of the 12 peer institution TPC programs surveyed, nine listed graduate tuition rates higher than ours, most were double our per-credit rate (Appendix A).
• Recruitment.
Continue to recruit students from beyond Wisconsin and the United States to diversify our student body and to capitalize on our asynchronous online instruction and competitive tuition rate. An excellent method for reaching national and international prospective students is by continuing to take advantage of recruitment opportunities afforded through the Society for Technical Communication (STC). The program director exhibits annually at the STC national conference, attracting at least one student who has enrolled in our program each year.
• Feedback best practices.
Identify current instructor feedback policies and practices in
MSTPC courses and examine our department and discipline’s best practices in regard to feedback in online classes. Work with the MSTPC program faculty and the English and
Philosophy department to recommend any necessary improvements.
• Independent research . Improve the quality of students’ independent research (IR) experience by increasing the percentage of students who successfully complete their IR within the standard timeframe (one semester for 735, two semesters for 770) and more clearly articulate the role of the students’ IR as it relates to academic and professional workplace experiences/goals.
This 2013-14 PRC program review is the first since the MSTPC’s inception. Thus, there are no concerns/recommendations with which to respond.
Cultivate a culture of research among faculty and MSTPC students.
• Continue to use MSTPC program revenue (CI) dollars to provide professional development opportunities for students, which allow them to share their research and learn about the research of other students, faculty and practitioners in the TPC discipline. The continued support for conference and workshop travel to sites across the country are necessary to make this happen.
• Use MSTPC program revenue (CI) dollars to provide a .25 research release each semester for one program faculty member to conduct research, which s/he will disseminate to students and faculty in the form of a presentation, talk or paper. Program faculty in our discipline teach a 4/4 teaching load, averaging 100 undergraduate students. All courses that program faculty teach are writing-intensive, involving the critically important but time-
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consuming work of providing feedback about multiple drafts of student writing throughout the semester. A .25 research release would provide faculty time to engage more substantively in research that would benefit their professional development, the MSTPC program profile, and, most important, its students. Students would directly benefit through learning about faculty research results and having those results impact course curriculum.
Expand the MSTPC’s professional and industry network beyond Wisconsin and the region.
• Use the undergraduate PCEM program’s expanding alumni network and the burgeoning
MSTPC alumni base to establish new industry connections across and beyond Wisconsin.
Doing so will help build our industry advisory board membership, provide job opportunities for our students, and help program faculty and program curriculum remain current.
Align program objectives with Selected Studies curriculum, while retaining flexibility for students.
• Examine whether program objective revision and/or course revision is necessary to better align the objectives with the program course array. Program faculty attending the Graduate
Program Assessment workshop (Summer 2013) recommended that this issue be examined, as some of the objectives seemed to be too course-specific (e.g., Plan a documentation schedule and monitor project progress against that schedule, Appraise international and intercultural issues in technical and professional communication, recommending strategies for addressing these issues).
Appendix A: Peer Institution Program Tuition Rates
Current Assessment in the Major
Program Plan Sheet
Individual Program Facts
Program Advisory Committee
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• $1200/credit M.S. in Technical Communication and Information Design, Illinois Institute of
Technology
• $1380 non-res/credit M.A. English, with emphasis in Professional Writing, Northern
Arizona University;
• $810/credit M.S. in Technical Communication Management, Mercer University
• $1192/credit M.A. English, Technical Communication track, University of Central Florida
• $427/credit M.A. in Technical Communication, Minnesota State University at Mankato
• $1205/credit M.S. in Professional and Technical Communication, New Jersey Institute of
Technology
• $6202 non-res for 6-8 credits M.A. English, Technical and Professional Communication concentration, East Carolina University
• $1071/credit non-res M.A. in Technical Communication, Texas Tech University
• $350/credit M.S. in Technical Writing, Utah State University
• $1915 non-res/credit M.S. in Scientific and Technical Communication, University of
Minnesota
• $1308 non-res for 3 credits M.A. in Rhetoric, Composition, and Professional
Communication, Iowa State University
• $1801/credit non-res M.A. in English, Professional Writing plan of study, UW-Milwaukee
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