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

← 1999 · 2001 →

2000 · Menomonie, WI

About this year's source. The contents print names only, so institutions come from each paper's byline. The scan is out of order, so some page numbers are estimates. There are no moderators.
48sessions
56people listed
45%first listed in this corpus
0.0%at institutions outside the US
50%of listings from ten institutions

Roles

  • presenter: 56

Sections

  • Technical Communication and Corporate Training: What Educators and Trainers Can Learn from Each Other: 5
  • Processes and Problems in Program Assessment: 5
  • Planning and Building Programs: Innovations and Investigations: 5
  • Theory and Practice, in Practice: 4
  • Strategies for Course and Curriculum Design: 4
  • Program Identity 3: Diversification Begins at "Home": 4
  • Program Identity 1: To Niche or Not to Niche?: 4
  • Issues Facing Master's Degree Programs: 4
  • Using New Technologies to Improve Teaching and Learning: 3
  • Promoting Programs and Recruiting Students: 3
  • Program Visions and Re-Visions: 3
  • Program Identity 2: Do Program "Homes" Matter?: 2
  • Opening Session Address: 1
  • Keynote Presentation: 1

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

Countries of listed institutions

  • US: 46

Source

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

Most-listed institutions

Sessions (48)

CodeTitleFormatPeople
P01Global Classroom ProjectKeynote1
P02What Industry Looks for in Technical Communication GraduatesKeynote3
P03Against the Niche: On NOT Over-Specializing Our Technical Communication CurriculaPaper1
P04Should We Develop Specialized Technical Writing Programs?Paper1
P05Is the Future Identity of Technical Communication Specialization or Diversity?Paper1
P06What About Writing?Paper1
P07How the Institutional Home Affects a ProgramPaper1
P08Why and How Our Institutional "Home' Matters: Strategic Program Planning in a Specific SettingPaper1
P09A Case for an Integrated Approach to Program DevelopmentPaper1
P10The Value of Seeking Interdisciplinary Models for Smaller Professional Writing ProgramsPaper1
P11The 21-Course Undergraduate Program: Strength through DiversificationPaper1
P12One Department for All? Revising a Technical Communication Program through Interdisciplinary CollaborationPaper1
P13Writing at the End of Text: Rethinking Production in Technical CommunicationPaper1
P14(Deeply) Resisting Arrest: Beyond the Either/Or of Information Technology in Technical and Scientific Communication ProgramsPaper1
P15Re-visioning and Repositioning Technical Communication Programs in Digital SpacesPaper2
P16Timing is Everything: Integrating Low-Profile ""Concentration" Courses into a High Profile Master's DegreePaper1
P17Reflective Instrumentalism as a Possible Guide for Revising a Master's Degree Reading ListPaper3
P18Thoughts on Designing a Master's Certificate ProgramPaper1
P19The Greater the Resistance, the Higher the Voltage? or, How to Know When to Pull the Plug on a Technical Writing ProgramPaper1
P20Untangling a Jigsaw Puzzle: The Place for Assessment in Program DevelopmentPaper1
P21Assessing Existing Engineering Communication Programs: Lessons Learned from a Pilot StudyPaper1
P22The Thorny Issue of Program Assessment: One Model for One ProgramPaper1
P23What Can Technical Communication Programs Learn from Corporate University?Paper1
P24Participatory Design and Technical Communication: Challenges and Opportunities in Programmatic Assessment and EvaluationPaper1
P25Compact Planning and Program Development: A New Planning Model for Growing Technical Communication ProgramsPaper1
P26Building Consortia in Scientific and Technical CommunicationPaper1
P27Sites of Critical Action for Technical and Professional Writing: Community, Corporation, Curriculum, ComputingPaper2
P28A Layered Literacies Frame for Articulating Program GoalsPaper1
P29Directing Growth and Growing Directors: Developing Leaders for Technical Communication ProgramsPaper1
P30Why Do Students Entering a Major in Technical Communication Resist the Introductory Course?Paper1
P31Creating Communication Modules for an Engineering Enterprise Initiative: Programmatic and Rhetorical ConsiderationsPaper2
P32Usability Testing and User-Centered Design in Technical Communication Programs: Current and Emergent ModelsPaper1
P33A Proposal for the Marriage of Technical Communication and WAC/WIDPaper1
P34Here Comes That Song Again: The Theory and Practice BluesPaper1
P35Resistance to Theory in Advanced Technical Communication Classes for MajorsPaper1
P36What's the Balance? Technical Communicator or Technical CommunicatorPaper1
P37Collaborating with Student Interns and Graduates to Develop a Research-Based Curriculum in a Professional Writing ProgramPaper2
P38Technical Communication and Corporate TrainingPaper1
P39The Extension of Technical Writing into Performance ConsultingPaper1
P40Technical Writers and Trainers as Facilitators of ChangePaper1
P41The Dual Mission of the Community College and Implications for Technical Writing InstructionPaper1
P42Blurring the Distinction between Writer and TrainerPaper1
P43Electronic Support Systems for Technical Communication TeachersPaper1
P44Using Web-Based Portfolios to Assist Technical Communication Program DevelopmentPaper1
P45Embracing Digital Media in EngineeringPaper1
P46If You Build It, Will They Come? The Importance of Promoting Technical/Professional Writing ProgramsPaper1
P47A Student Recruitment Model for Undergraduate Technical Communication ProgramsPaper1
P48Growing Technical Communication Programs through RecruitingPaper1