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

← 2001 · 2003 →

2002 · Logan, UT

About this year's source. Institutions come from bylines and from the printed program, which also supplies rooms, days, times and some moderators.
54sessions
66people listed
50%first listed in this corpus
0.0%at institutions outside the US
58%of listings from ten institutions

Roles

  • presenter: 58
  • chair: 35

Sections

  • Plenary Panel on New Graduate Programs: 4
  • Concurrent Session 4 / B. Teaching Tech. Comm.: Designing Graduate Programs: 4
  • Concurrent Session 3 / C. Tech. Comm. & Digital Media: Web-based Learning: 4
  • Concurrent Session 3 / B. Teaching Tech. Comm.: Theory & Practice in Curriculum Development: 4
  • Concurrent Session 2 / D. New Approaches in the Classroom: Visuals, Text, Web: 4
  • Concurrent Session 2 / C. Tech. Comm. & Digital Media: Teaching Online: 4
  • Concurrent Session 2 / A. Tech. Comm. & Its Neighbors: Relating to Technology: 4
  • Concurrent Session 1 / B. Teaching Tech. Comm.: The Content Question: 4
  • Concurrent Session 4 / C. Rethinking Our Writing for Reader/Users: 3
  • Concurrent Session 4 / A. Tech. Comm. & Its Neighbors: Academy and Industry: 3
  • Concurrent Session 3 / D. Researching Our Needs & Limitations: 3
  • Concurrent Session 3 / A. Tech. Comm. & Its Neighbors: Collaborating Inside and Outside: 3
  • Concurrent Session 2 / B. Teaching Tech. Comm.: Redesigning Presentation: 3
  • Concurrent Session 1 / C. Tech. Comm. & Digital Media: Information Architecture: 3
  • Concurrent Session 1 / A. Tech. Comm. & Its Neighbors: Relating English Depts: 3
  • Keynote Presentation: 1

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

Countries of listed institutions

  • US: 67

Source

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

Most-listed institutions

Sessions (54)

CodeTitleFormatPeople
P01Globalization and Critical Consciousness in Technical CommunicationKeynote1
P02Texts and Technology Ph. D. Program: University of Central FloridaPanel1
P03Digital Rhetoric at Michigan State University: Designing a New Professional Writing ProgramPanel1
P04Communication, Rhetoric, and Digital Media: Challenges in Interdisciplinary Program DesignPanel1
P05Theory & Practice of Professional Communication: A New Ph. D. Program at Utah State UniversityPanel1
P06Exploring Attitudes and Values: Tensions in Interdisciplinary DiscoursePaper1
P07Courses, Credits, and Contact Hours: Clarifying the Role of the Humanities/Technology Binary Along a Continuum of Emphasis in Technical CommunicationPaper1
P08Developing Technical Communication Degree Options in an Arts and Humanities SettingPaper1
P09Ours/Theirs: Core Content in Technical CommunicationPaper1
P10Actions and Reactions: Technical Communication and the Process of ChangePaper1
P11Is There a Place for Technical Communication in the Public Sphere?Paper1
P12The White Paper: Prominent in Industry, Neglected in AcademiaPaper1
P13Pedagogy, Praxis and Proliferation: Technical Communicators as Information ArchitectsPaper2
P14The Need for Architect/Construction Worker Dichotomies in Information Architecture as a ProfessionPaper2
P15Open Source Practices and Technical Communication ProgramsPaper3
P16'We look forward and back, and pine…' Can this Relationship Be Saved?Paper1
P17'We Look Before and After, and Pine' Part II: How Do We Negotiate Our Differences, and Should We?Paper2
P18Lessons Learned While Looking Both Ways: A Work-in-Process Review of Cincinnati State's Multimedia Information Design ProgramsPaper2
P19Complicating Tensions and Reproducing Culture: Searching for Models in Technical and Scientific CommunicationPaper2
P20Thinking Global: If "International" Means English, What does "Intercultural" Mean?Paper2
P21"Learning to Write / Writing to Learn": Considering the Limits of a Pedagogical Binary in Science and Engineering Communication in the DisciplinesPaper2
P22A Call for a Prax-ical Undergraduate Major Curricular FrameworkPaper2
P23Considerations for Online Technical WritingPaper1
P24Hyper-TextbooksPaper2
P25Technical Writing and Online Distance Education: The Advantages and the PitfallsPaper2
P26Negotiating the Intersection of Instructional Methods in Distance Education and the Traditional ClassroomPaper2
P27Program Priorities: Visuals versus TextPaper2
P28With World Enough and Time: Balancing Fundamental Skills and Ultimate Goals in Document Design CoursesPaper2
P29Web Design as Technical Communication Service CoursePaper2
P30Ad/Manual: Rhetoric of Technology in the Technical Communication ProgramPaper2
P31Academia The Inside-Out Initiative: Negotiating and Reducing Difference with Colleagues Both In and Outside the University; Or, What Do Technical Communication and English Education Have in Common?Paper2
P32Training Students as Technical Communicators for Interdisciplinary Situations: Traditional Scenes vs. Indeterminate Zones for CollaborationPaper2
P33Creating and Connecting Curricular and Extracurricular Service Learning Opportunities: A Role for and Benefit to Technical Communication ProgramsPaper2
P34Repurposing v. Generating: Developing a Certificate in Technical WritingPaper2
P35Back to Basics: Theory and Research vs. Teaching Software in Tech Com ProgramsPaper2
P36Skills and Literacies for the Postmodern World: Developing a Professional & Technical Communication Major at Weber State UniversityPaper2
P37Familiar Wheel to Build, New Road to ExplorePaper2
P38Identifying Tensions in Virtual SpacesPaper1
P39Online Learning: Revisioning Rather than RepurposingPaper1
P40Tensions Between the Academy and IndustryPaper1
P41Dissembling the Binary of Theory and Praxis in Digital Communication: Programmatic ConcernsPaper2
P42Building the Research Base of Scientific and Technical Communication by Increasing Our Collaboration with Master's StudentsPaper2
P43No Human Subjects Were Harmed in the Writing of This Proposal: Tensions Between Institutional Review Boards and Writing ProgramsPaper3
P44Technical Communication: A Discipline in Need of More Empirical InquiryPaper1
P45Sticking to Skills/Considering EthicsPaper2
P46Binary Tension in Teaching/Practicing/Researching/Producing in Academies/IndustryPaper3
P47The Gap between Old and New: Technology and Traditional ScholarshipPaper2
P48Death and Resurrection: The Viability of Reinstating a MS/MA in Scientific and Technical Communication in a Service MilieuPaper2
P49Supervising Adjunct Instructors: Reflections of a New, Tenure-Track Professional Writing Coordinator at a Small Comprehensive UniversityPaper2
P50The Mechanics and Politics of Teaching with Technology CertificatesPaper2
P51"Conducting" Graduate Programs in Technical CommunicationPaper2
P52Adding the "Universe of Users" to Usability Testing and Field Research: A Call for Change in the Academy and IndustryPaper2
P53Recruiting New Faculty? Change Your Rhetorical PerspectivePaper2
P54Retaining the Relevancy of Rhetoric in Practice: Interactivity as a Rhetorical Strategy in Multimedia WritingPaper2