Working draft. The text and tools are still being checked, and corrections are welcome.

← 1994 · 1996 →

1995 · Houghton, MI

25sessions
31people listed
55%first listed in this corpus
5.4%at institutions outside the US
73%of listings from ten institutions

Roles

  • presenter: 29
  • chair: 19

Sections

  • Going to Extremes in Theory, Research, and Practice in Technical Communication: 5
  • Going to Extremes in Our Uses of Technology: 5
  • Going to Extremes in the Technical Communication Classroom: 4
  • Going to Extremes in Designing Technical Communication Curricula: 4
  • Going to Extremes in Creating Technical Communication Programs: 3
  • Going to Extremes by Integrating Communities: 3

The section or session headings the volume prints, where it prints them.

Countries of listed institutions

  • US: 35
  • CA: 2

Source

The link goes to the proceedings volume on cptsc.org. The papers' texts are not republished here.

Most-listed institutions

InstitutionListingsPeople
University of Wisconsin–Stout US63
Clarkson University US52
Austin Community College US41
University of North Texas US31
Michigan Technological University US21
New Mexico State University US22
Purdue University West Lafayette US22
Cincinnati State Technical and Community College US11
Clemson University US11
Eastern Michigan University US11
Iowa State University US11
Millikin University US11
New Mexico Institute of Mining and Technology US11
Northern Michigan University US11
Pittsburg State University US11
San Francisco State University US11
Santa Clara University US11
Simon Fraser University CA11
University of Cincinnati US11
University of Toronto CA11

Sessions (25)

CodeTitleFormatPeople
P01Lest We Think the Revolution Is a Revolution: Images of Technology and the Nature of ChangePaper1
P02Moving Technical Communication to the Center of Academic Learning: General Education, Writing Across the Curriculum, and the Development of Discipline Specific KnowledgePaper2
P03Technical Communication and Service Learning: Integrating Profession and CommunityPaper2
P04Blurring Administrative Distinctions: Education, Training, and ExpertisePaper2
P05Vigilance and BalancePaper2
P06Designing Assignments for a Technical Writing Course: Balancing Breadth with DepthPaper3
P07Going to Extremes: Rethinking the Content of Introductory Courses in Technical CommunicationPaper2
P08Artists of Pen and Page: Combining Skills, Knowledge, and Disciplines in Technical CommunicationPaper1
P09Technical Writing On-linePaper3
P10Reaching Technical Audiences: Hypertext as Permeable MembranePaper2
P11Computer Technology: Front ing the ExtremesPaper2
P12Teaching Technology: Making More from LessPaper2
P13An Internet Based Approach to the Service CoursePaper1
P14Staying Extremely Focused While Becoming Extremely Generic: Quandaries of Curriculum RestructuringPaper2
P15Technical Communication and Disciplinarity: The Historical PerspectivePaper2
P16What's Sexist About Technical Writing?Paper2
P17Technical Communication as Cross-Dressing: Fashioning New Relationships between Technical/Scientific Fields and the HumanitiesPaper3
P18Technical Communication on the Pre-College Level: Do We Need an Information Clearinghouse?Paper2
P19Training Students for Academic Careers in Technical Communication: Three Challenges for Graduate ProgramsPaper2
P20The Brave New World of National Skills Standards May Be Worth ExplorationPaper2
P21The Three Rs: Writing, Responsibility, and ResistancePaper2
P22Postmodern Technical Communication Classroom Practices: Revealing the Paradox at the Heart of Our EnterprisePaper2
P23Research in Technical Communication CurriculaPaper1
P24Rationale for a CPTSC Consortium: The Virtual Technical and Scientific Communication ProgramPaper1
P25Technical Communication as Symbolic-Analytic Work: Possible Futures in Technical CommunicationPaper2