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Approved March 14, 2013
Proposal #
(Academic Affairs use only)
AY16-103 Proposal #
(College use only)
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.)
M.A.
Program Director
Dr. Laura M. Dumin
Specialty Accrediting Agency
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 2014
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
Dr. Matt Hollrah
MHollrah@uco.edu
Person to contact with questions
email address
5614
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 (405-225-9399) for additional information and forms. (State
Regents’ Policy 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:
 Successfully compose, revise, and edit their own writing as well as the writing of peers or clients.
 Successfully 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.
 Either secure jobs within their technical field of interest or prepare to attend a PhD program to gain
further learning in technical writing.
Mission:
The academic mission of the University of Central Oklahoma (UCO) 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, as
well as by teaching them how 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:
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Discipline Knowledge:
 Students will develop discipline knowledge by engaging with the curriculum and a completing either a
thesis or a portfolio.
Leadership:
 Students will demonstrate leadership through both group work and working with real-world clients.
Students will have opportunities to practice time-management, project management, and conflict
resolution as they work on the group projects. 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 both what the client
wants and the client needs from the final product.
 Students will demonstrate leadership through being responsible 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 in completing projects.
Grading is based on a student’s ability to show technical proficiency in the technical writing subject
being addressed in the course (editing, document design, client project management).
 Students are expected to complete at least one research paper or project, as well as smaller writing
assignments, in each course. Students are 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:
 Successfully compose, revise, and edit their own writing as well as the writing of peers or clients.
 Successfully 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.
 Either secure jobs within their technical field of interest or prepare to attend a PhD program to gain
further learning in 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.
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The structure of this curriculum is designed to build on the technical and aesthetic skills gained from previous
lower level courses in their Bachelor’s program. Students should have taken English Composition I and II,
and, preferably, a general Technical Writing course. 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 project for this program is either the completion of a thesis or a portfolio. In the thesis option,
students have the opportunity to explore in-depth a subject or concept within technical writing that is of interest
to them. Students will also have a verbal defense where they respond to committee members’ questions about
their subject of research. In the portfolio option, students will take documents from internships or other realworld experience and show the work that they completed. Students will be expected to write a short paper
discussing what they have learned and how they might apply those concepts to the workplace. Both of these
projects allow students to gain an understanding of concepts within technical writing that they might then be
able to use in the workplace.
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:
________________34______
________________N/A_____
________________15______
________________N/A______
________________12______
________________7+______
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
_______________
_______________
_______________
_______________
_______________
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.
N/A
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.
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Program: Technical Writing
Major: Technical Writing
Degree: MA
Major Requirements:
Technical Writing – Technical Writing …………………34 hours
Required Courses………………………………………18 hours
Course
Course
Course Title
Prefix
No.
ENG
5783 Composition Theory and Research OR
ENG
5013 Bibliography and Methods of Research
ENG
5023 Technical Writing
ENG
5303 Technical Editing
ENG
5493 Document Design
ENG
5553 History of Rhetoric to 1700 OR
ENG
5653 History of Rhetoric from 1700
ENG
5753 Issues in Rhetoric
Elective Courses…………………………………………9 hours
ENG
ENG
ENG
ENG
ENG
ENG
ENG
ENG
ADED
DES
5033
5283
5343
5533
5543
5xx3
5891
5950
5643
5423
Issues in Technical Writing *can be taken 2 times for credit with a different topic
English Grammar and Usage
Linguistics
Teaching Methods for Teaching Assistants
History of Scientific Writing
Advanced Technical Writing
Comprehensive Examination
Internship in English
Proposal and Grant Writing
Computer Graphics Studio
General Electives……………………………………..7+ hours
Other requirements:
1. Plan of Study. Each student must file a plan of study with his/her graduate program advisor and the
Jackson College of Graduate Studies by the end of the first semester of graduate work. The plan must
be signed and dated by the graduate program advisor before it can be considered official.
2. Academic Standards. Meet the following course work standards:
(a) overall GPA of 3.00.
(b) no more than six hours of “C”.
(c) no more than six advisor-approved hours from traditional correspondence courses.
3. Language Requirement. Demonstrate reading knowledge of one foreign language in one of the
following ways:
(a) Pass a foreign language reading examination administered by the Department of Modern
Languages, Literatures, and Cultural Studies.
(b) Earn a “C” or better in a minimum of six credit hours in a single foreign language at the
University of Central Oklahoma. These hours will not count toward the MA degree.
(c) Produce evidence of having earned a “C” or better in a minimum of six credit hours in a single
foreign language at an approved college or university. These hours will not count toward the MA
degree.
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4.
5.
Thesis or Portfolio Option:
(a) Thesis option: Complete a thesis (with a minimum of one thesis hour) and successfully defend it
in public, provide two paper copies of the thesis and one electronic copy to the library through
Proquest and the title page, original signature page, summary and abstract page to the JCGS.
(b) Portfolio option: Enroll in ENG 5950 (Internship and Portfolio Development) and submit a
portfolio of written artifacts from each major area of the field of study for the degree. Upon
satisfactory completion of the portfolio, the student will take a one-hour oral examination
administered by his or her advisory committee.
(c) In the event of unsatisfactory performance on the portfolio or final examination, the student may
petition to be re-examined in the graduate examination period of the following semester. Reexamination will be allowed only twice.
Final Requirements. Apply for graduation through the JCGS by advertised deadline.
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 MA in Technical Writing
The MA in Technical Writing will utilize the UCO admission standards for students as stated in the graduate
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 master’s degree must meet performance standards and curricular
standards. Performance standards refer to a student’s grade point average achieved in previous college-level
courses. It can also be based on admission test scores. Curricular standards refer to a student’s formal
educational background in their previous college-level coursework.
Admission Standards for the MA – English department specific
 Online application for admission (www.uco.edu/graduate/).
 Official copies of undergraduate and graduate transcripts from each institution attended with all
degrees posted. All transcripts must be from accredited institutions. Transcripts must show:
◦◦ A minimum 3.00 GPA overall or 3.00 GPA in the last 60 hours attempted.
◦◦ Completion of 18 undergraduate hours in English at the 3000 level or higher with a 3.00 GPA and
other prerequisites (if any) as determined by the graduate program advisor.
◦◦ As an alternative benchmark, students may gain conditional admission by achieving a score of 150
(verbal) and 4.5 (analytical writing) on the Graduate Record Examination (GRE).
 Students with a native language other than English must submit evidence of English language
proficiency. See Admission to Graduate Studies - English Language Proficiency (p.15).
 Students falling below these standards may qualify for conditional or provisional admission. See
Admissions to Graduate Studies (p.13).
Retention Standards for MA in Technical Writing
The MA in Technical Writing will utilize the UCO retention standard for students as stated in the graduate
catalog.
Graduation Requirements for MA in Technical Writing
The MA in Technical Writing will utilize the College of Liberal Arts and UCO graduation standards for
students as stated in the graduate catalog. Additional requirements include the following:
 Plan of Study. Each student must file a plan of study with his/her graduate program advisor and the
Jackson College of Graduate Studies by the end of the first semester of graduate work. The plan must
be signed and dated by the graduate program advisor before it can be considered official.
 Academic Standards. Meet the following course work standards:
 Pass a foreign language reading examination administered by the Department of Modern
Languages, Literatures, and Cultural Studies.
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


Earn a “C” or better in a minimum of six credit hours in a single foreign language at the
University of Central Oklahoma. These hours will not count toward the MA degree.
 Produce evidence of having earned a “C” or better in a minimum of six credit hours in a single
foreign language at an approved college or university. These hours will not count toward the MA
degree.
Thesis or Portfolio Option:
 Thesis option: Complete a thesis (with a minimum of one thesis hour) and successfully defend it
in public, provide two paper copies of the thesis and one electronic copy to the library through
Proquest and the title page, original signature page, summary and abstract page to the JCGS.
 Portfolio option: Enroll in ENG 5950 (Internship and Portfolio Development) and submit a
portfolio of written artifacts from each major area of the field of study for the degree. Upon
satisfactory completion of the portfolio, the student will take a one-hour oral examination
administered by his or her advisory committee.
 In the event of unsatisfactory performance on the portfolio or final examination, the student may
petition to be re-examined in the graduate examination period of the following semester. Reexamination will be allowed only twice.
Final Requirements. Apply for graduation through the JCGS by advertised deadline.
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 currently employs one full-time, tenure-track professor with a Ph.D. focused in Technical
Writing. There are plans to hire 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 Writing from OSU 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 MA 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 MA in English/Technical Communication from OSU 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 holds two graduate degrees from American universities: an
M.L.A. in Leadership/Management from Oklahoma City University and an M.A. in English and Technical
Communication from Oklahoma State University. In addition, she holds a paralegal certificate from the OU
School of Law. She also attended universities in Germany and England as part of her undergraduate studies.
Faculty vita for Laura Dumin, Shay Rahm, and Dagmar 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.
Physical Facilities – Classroom and Office Space:
Currently, the English department 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 (and 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.
Support Personnel:
Currently, the Department of English support personnel meet the needs of the proposed Technical Writing
program.
Physical Facilities – Technical Writing Equipment
Currently the equipment in the Department of English 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 ENG 1113 and ENG 1213 to gauge student interest
in the proposed Technical Writing program. We received 60 student responses, mostly from undergraduate
students. Approximately 1/3 of the respondents indicated that they would be interested in a Technical Writing
program if we were to implement one in the future, with 16 respondents showing an interest in the MA program
specifically. 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.
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Based on these numbers, we believe that there is a strong enough interest in the proposed Technical Writing MA
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)
(Local/state employer demand information must be included, not solely national employer demand data.)
The Oklahoma Employment Outlook 2018 was published by the Oklahoma Employment Security Commission
in March 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
OKC 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.
Estimated Student Demand for the Program
Project estimated student demand for the first five years of the program.
Academic Year
Degrees Conferred
Majors (Headcount) – Fall Semester
2017
0
4-6
2018
0
4-6
2019
4
6-10
2020
4-5
6-10
2021
4-5
6-10
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
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Approved March 14, 2013
goals, a four-year 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 __6_______ students in fall _2020________(year); and
will graduate a minimum of ____4______ students in ___2020-2021___________(academic year).
(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.
Does your institution have prior Electronic Delivered Program approval?
Yes
No
x
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 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 MA – Technical Writing program, while similar in name to other programs in the state, has a
significantly different focus so as not to duplicate current programs. The proposed MA – Technical Writing
program will allow students to focus on practical application of technical writing concepts in an effort to send
graduates of the program directly into the workforce. While some theoretical concepts will be discussed, a
majority of the coursework will focus on practical application of skills.
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After searching through the list of Oklahoma universities provided by
http://www.citytowninfo.com/employment/technical-writers/oklahoma, I did not find any other programs with
a focus on Technical Writing. There are a number of Composition and Rhetoric, Speech and Rhetoric, and
Communication and Rhetoric programs. However, our focus will be different, as the proposed Technical
Writing program seeks to prepare students to become technical writers after graduation and focuses on practice
more 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
After searching in Oklahoma, there do not appear to be any other programs with a similar focus. Therefore, the
proposed Technical Writing program does not appear to 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 English Department has phased out the MFA program, freeing up the funding and faculty time to be used
for the proposed Technical Writing program. This funding includes advertising monies, classroom space, and
faculty FTE that are available to be reallocated for 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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While enrollment may not increase dramatically with the addition of the proposed Technical Writing program,
we do foresee an increase in overall enrollment, based on the fact that we are the only program in the state to
offer a more practical and less theoretical program in Technical Writing. Our projected numbers show that tuition
will help to offset the cost of the new program. We will also have access to the monies that had been set aside
for the MFA program that has been phased out.
Academic Year
Degrees Conferred
Majors (Headcount) – Fall Semester
2017
0
4-6
2018
0
4-6
2019
4
6-10
2020
4-5
6-10
2021
4-5
6-10
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.
The English Department has recently phased out the MFA program, allowing for 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.
Cost/Funding Summary:
Program Resource Requirements
Year of Program
A. Funding Sources
Total Resources Available from
Federal Sources
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
See
comment
See
comment
See
comment
See
comment
See
comment
Explanation:
Total Resources Available from
Other Non-State Sources
Explanation:
Existing State Resources
Explanation:
State Resources Available
through Internal Allocation and
reallocation
Explanation:
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Year of Program
A. Funding Sources
1st Year
2nd Year
3rd Year
4th Year
5th Year
The proposed program represents a request for a separate degree program. The tuition and course fees generated by students
who were enrolled in the MFA program will be replaced by students enrolling in the proposed Technical Writing program and
the funding reallocated to support the new program.
Student Tuition
$9,792
$9,792
$14,672
$14,672
$14,672
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: 4 students * 9 = 36 @ $245.45/hour = $8,836.20 + course fees @ $26.56/credit hour = $956.16 = Total = $9,792.36
Yr 2: 4 students * 9 = 36 @ $245.45/hour = $8,836.20 + course fees @ $26.56/credit hour = $956.16 = Total = $9,792.36
Yr 3: 6 students * 9 = 54 @ $245.15/hour = $13,254.30 + course fees @ $26.56/credit hour = $1,417.50 = Total = $14,671.80
Yr 4: 6 students * 9 = 54 @ $245.15/hour = $13,254.30 + course fees @ $26.56/credit hour = $1,417.50 = Total = $14,671.80
Yr 5: 6 students * 9 = 54 @ $245.15/hour = $13,254.30 + course fees @ $26.56/credit hour = $1,417.50 = Total = $14,671.80
TOTAL
$9,792
$9,792
$14,672
$14,672
$14,672
Year of Program
B. Breakdown of Budget
Expenses/Requirements
Administrative/Other
Professional Staff
1st Year
2nd Year
3rd Year
4th Year
5th Year
$5,000
$3,000
$3,000
$3,000
$3,000
Explanation:
Administrative staff serves the whole English department and is already in place. A portion of time will be allocated to helping
with the program as the administrative assistant and program director see fit.
Faculty
$18,960
$31,320
$31,320
$31,320
$31,320
Explanation:
Annual salary for one full-time, tenure-track Technical Writing faculty = $49,440
Annual salary for two full-time lecturers = $66,000
Total salaries range from $115,440 with one tenure-track faculty to $164,880 with two tenure-track faculty
Graduate Assistants
$0
$0
$0
$0
$0
$2,000
$1,000
$1,000
$1,000
$1,000
Explanation:
Student Employees
Explanation:
A student clerical worker can make $7.25-$8.40/hour and work 20 hours per week for 16 weeks each semester. Minimum $4,630
for 1 student worker. We have 2 per semester and 1 during the summer. The English department houses multiple programs,
which the student worker may help with sometimes. The workers also have departmental duties that they spend most of their
time working on. The costs are higher the first year to allow for startup costs and duties.
Equipment and Instructional
Materials
$0
$0
$0
$0
$0
$600
$600
$600
$600
$600
Explanation:
Library
Explanation:
Annual departmental budget is $6,000. We will use a portion of that each year to keep our holdings current.
Contractual Services
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
Explanation:
Other Support Services
Explanation:
Commodities
Explanation:
Printing
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Year of Program
B. Breakdown of Budget
Expenses/Requirements
1st Year
2nd Year
3rd Year
4th Year
5th Year
$95.28
$95.28
$95.28
$95.28
$95.28
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$26,656
$36,016
$36,016
$36,016
$36,016
Explanation:
Telecommunications
Explanation:
The cost here for for 1 phone line each month at $7.94/month.
Travel
Explanation:
Awards and Grants
Explanation:
TOTAL
I. 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)
1. Students successfully complete coursework and either the thesis or portfolio option.
2. Faculty evaluated on a university rotation by appropriate administrator.
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
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) NSSE data.
The purpose of these multiple assessment procedures is to provide a diverse, rich range of data to analyze and
then 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).
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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 through 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.
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.
C. Academic Integrity. Describe methods that are in place for ensuring academic integrity.
D. Student Confidentiality. Describe methods that are in place to ensure the confidentiality and privacy of student
personal data.
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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?
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.
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.
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).
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.
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
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for all hardware, software and delivery systems specified by the institution as required for the courses and
program.
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.
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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.
Spring 2012
Textbook Committee for ENG 1113 and 1213 approved textbooks
 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.
Feb 2012 – present
Writing Initiative
Apr 2013
 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
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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
designing their own documents using the theory that we have discussed in class.
History of Scientific Writing
Spring 2013
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

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


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


Spring/Summer 2012
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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Rahm, CV 3 (Brief)
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, 44 th 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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Rahm, CV 4 (Brief)
“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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Rahm, CV 5 (Brief)
“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)
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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)
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
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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