Pub Date : 2023-07-01DOI: 10.1109/procomm57838.2023.00055
S. Carliner
Over the past few years, the term “learning experience design” has crept into the instructional design lexicon. But what is it really and how does it contrast with the longer-known instructional design? This tutorial provides an overview. Taking a design-sprint approach, this tutorial engages participants in performing some the essential deign challenges and uses the debriefing of those experiences to explore instructional design approaches of analysis, design, development, implementation, and evaluation with learning experience design approaches like use cases, personas, learning journeys, and prototyping. When doing so, this tutorial explores the relationship of learning experience design to instructional design, the benefits of learning experience design, and ways to integrate practices of learning experience design into existing instructional design processes to strengthen the overall effectiveness of instructional programs.
{"title":"Workshop: LXD - Where UXD Meets ID","authors":"S. Carliner","doi":"10.1109/procomm57838.2023.00055","DOIUrl":"https://doi.org/10.1109/procomm57838.2023.00055","url":null,"abstract":"Over the past few years, the term “learning experience design” has crept into the instructional design lexicon. But what is it really and how does it contrast with the longer-known instructional design? This tutorial provides an overview. Taking a design-sprint approach, this tutorial engages participants in performing some the essential deign challenges and uses the debriefing of those experiences to explore instructional design approaches of analysis, design, development, implementation, and evaluation with learning experience design approaches like use cases, personas, learning journeys, and prototyping. When doing so, this tutorial explores the relationship of learning experience design to instructional design, the benefits of learning experience design, and ways to integrate practices of learning experience design into existing instructional design processes to strengthen the overall effectiveness of instructional programs.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132127960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00047
L. Wilkinson
This paper shares findings from a close observational study of Skule Nite, a student-led revue, by: 1) describing how the characteristics of a community of practice create a space to support both shared and personal identity construction; 2) analyzing how this space contributes to individual identity construction as well as the development of complementary skills that may be loosely supported in core engineering instruction; and 3) considering how this community building is facilitated through the extracurricular experience as distinct from a core curricular experience. Insights from this discussion can be adapted to classroom contexts, suggesting new approaches for community development and student engagement as we work to foster the development of future workplace competencies in our student engineers.
{"title":"Skule Nite: Developing Transferable Skills through an Extracurricular Community of Practice","authors":"L. Wilkinson","doi":"10.1109/ProComm57838.2023.00047","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00047","url":null,"abstract":"This paper shares findings from a close observational study of Skule Nite, a student-led revue, by: 1) describing how the characteristics of a community of practice create a space to support both shared and personal identity construction; 2) analyzing how this space contributes to individual identity construction as well as the development of complementary skills that may be loosely supported in core engineering instruction; and 3) considering how this community building is facilitated through the extracurricular experience as distinct from a core curricular experience. Insights from this discussion can be adapted to classroom contexts, suggesting new approaches for community development and student engagement as we work to foster the development of future workplace competencies in our student engineers.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128071000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00040
Michael Laudenbach, Allison Hutchison, Zhiyu Guo, Danielle Xu
In our panel’s presentations, we will discuss how our approaches to curriculum design in data science can help researchers and instructors name the types of writing skills they are asking students to display—and to perform—in varying instantiations throughout their academic careers, as well as later workplace contexts. This is especially relevant for data-driven writing in technical and professional settings, which we address in the teaching of our respective courses at two universities. The panelists will present two complementary studies that use Write & Audit, a text visualization tool that displays disciplinary genre choices for students. The presenters stress that Write & Audit is a non-evaluative revision tool designed for students to make more rhetorically informed choices in their technical writing. The course and workshops we’ve designed represent an “ inter actionist” model, where writing and content knowledge are intertwined. Additionally, panelists will share survey results from their respective studies which capture students’ sense of communicative self-efficacy and motivation. Overall, both studies show that our interventions positively affected students’ learning in several areas. Therefore, we believe communication advances data analysis that is core to problem-solving efforts in the data science field.
{"title":"Structuring Genre Performance for Future Data Scientists","authors":"Michael Laudenbach, Allison Hutchison, Zhiyu Guo, Danielle Xu","doi":"10.1109/ProComm57838.2023.00040","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00040","url":null,"abstract":"In our panel’s presentations, we will discuss how our approaches to curriculum design in data science can help researchers and instructors name the types of writing skills they are asking students to display—and to perform—in varying instantiations throughout their academic careers, as well as later workplace contexts. This is especially relevant for data-driven writing in technical and professional settings, which we address in the teaching of our respective courses at two universities. The panelists will present two complementary studies that use Write & Audit, a text visualization tool that displays disciplinary genre choices for students. The presenters stress that Write & Audit is a non-evaluative revision tool designed for students to make more rhetorically informed choices in their technical writing. The course and workshops we’ve designed represent an “ inter actionist” model, where writing and content knowledge are intertwined. Additionally, panelists will share survey results from their respective studies which capture students’ sense of communicative self-efficacy and motivation. Overall, both studies show that our interventions positively affected students’ learning in several areas. Therefore, we believe communication advances data analysis that is core to problem-solving efforts in the data science field.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129244790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00015
Allison Godwin, Linda DeAngelo, Erica M. McGreevy, Eric T. McChesney, Kevin R. Binning, Charlie Diaz, Gerard Dorvé-Lewis, Anne-Ketura Elie, Kevin J. Kaufman-Ortiz, Jacki Rohde
Engineering classrooms, norms, and the stereotypes about who becomes an engineer all communicate implicit, and sometimes explicit messages about who belongs. This research focuses on an ecological belonging intervention, customized to the institutional and course context, to create an environment within introductory engineering courses to support student belonging, particularly for Black, Latino/a/x, and Indigenous (BLI) students. This intervention normalizes discussions of adversity, struggle, and resolution within engineering courses through stories from prior students who have successfully completed the course. This brief paper describes the process of developing the customized intervention messages through focus groups and the training of faculty to support inclusive messaging to students within the classroom to combat the issues of stereotype threat and social belonging. Preliminary results show that treatment BLI students did not have a belonging decrease compared to their control peers, and that this belonging was comparable to White and Asian students in both treatment and control groups. Additionally, the intervention minimized the academic performance equity gap on individual assignments in the course.
{"title":"Communicating for Belonging in First-Year Engineering","authors":"Allison Godwin, Linda DeAngelo, Erica M. McGreevy, Eric T. McChesney, Kevin R. Binning, Charlie Diaz, Gerard Dorvé-Lewis, Anne-Ketura Elie, Kevin J. Kaufman-Ortiz, Jacki Rohde","doi":"10.1109/ProComm57838.2023.00015","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00015","url":null,"abstract":"Engineering classrooms, norms, and the stereotypes about who becomes an engineer all communicate implicit, and sometimes explicit messages about who belongs. This research focuses on an ecological belonging intervention, customized to the institutional and course context, to create an environment within introductory engineering courses to support student belonging, particularly for Black, Latino/a/x, and Indigenous (BLI) students. This intervention normalizes discussions of adversity, struggle, and resolution within engineering courses through stories from prior students who have successfully completed the course. This brief paper describes the process of developing the customized intervention messages through focus groups and the training of faculty to support inclusive messaging to students within the classroom to combat the issues of stereotype threat and social belonging. Preliminary results show that treatment BLI students did not have a belonging decrease compared to their control peers, and that this belonging was comparable to White and Asian students in both treatment and control groups. Additionally, the intervention minimized the academic performance equity gap on individual assignments in the course.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125569138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00028
D. A. Anabire
Graduate student recruitment is crucial in technical and professional communication programs. Though research has been done on inclusive recruitment strategies, little has been written about how gatekeeping mechanisms potentially exclude marginalized students, specifically international students, from the application process. This paper presents how institutional diversity, equity, and inclusive statements sometimes deviate from their diversity and inclusion goals due to the presence of gatekeeping admission mechanisms making the recruitment of diverse students population a hard nut to crack. The paper highlights best practices that institutions can implement/initiate to increase the recruitment of diverse students, especially international students, into their graduate programs, technical and professional programs inclusive.
{"title":"Inclusive Recruitment Strategies for Recruiting International Graduate Students","authors":"D. A. Anabire","doi":"10.1109/ProComm57838.2023.00028","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00028","url":null,"abstract":"Graduate student recruitment is crucial in technical and professional communication programs. Though research has been done on inclusive recruitment strategies, little has been written about how gatekeeping mechanisms potentially exclude marginalized students, specifically international students, from the application process. This paper presents how institutional diversity, equity, and inclusive statements sometimes deviate from their diversity and inclusion goals due to the presence of gatekeeping admission mechanisms making the recruitment of diverse students population a hard nut to crack. The paper highlights best practices that institutions can implement/initiate to increase the recruitment of diverse students, especially international students, into their graduate programs, technical and professional programs inclusive.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114627444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00012
L. Patterson, D. Slattery
As a part of the continued movement towards Diversity, Equity, and Inclusion (DEI), the IEEE Professional Communication Society (ProComm) has recently established a DEI Chair for the ProComm 2023 conference. In an effort to document and promote discussion on initiatives towards more inclusive conferences, this brief paper presents a case study about the establishment of that chair and the work done to continuously improve diversity and inclusivity at the conference and beyond, in particular, addressing the needs of the smaller conference within the context of a large organization like IEEE and how to make the DEI position both manageable and effective within the constraints of a smaller society. The goal of this paper, therefore, is to explore the current and future plans for this chair at the ProComm Conference, with the recognition that while there may be no such thing as a perfectly inclusive conference, we can certainly continuously improve in that direction.
{"title":"Moving Towards More Inclusive Conferences and Events: Reflections on Establishing a Diversity, Equity, and Inclusion Chair","authors":"L. Patterson, D. Slattery","doi":"10.1109/ProComm57838.2023.00012","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00012","url":null,"abstract":"As a part of the continued movement towards Diversity, Equity, and Inclusion (DEI), the IEEE Professional Communication Society (ProComm) has recently established a DEI Chair for the ProComm 2023 conference. In an effort to document and promote discussion on initiatives towards more inclusive conferences, this brief paper presents a case study about the establishment of that chair and the work done to continuously improve diversity and inclusivity at the conference and beyond, in particular, addressing the needs of the smaller conference within the context of a large organization like IEEE and how to make the DEI position both manageable and effective within the constraints of a smaller society. The goal of this paper, therefore, is to explore the current and future plans for this chair at the ProComm Conference, with the recognition that while there may be no such thing as a perfectly inclusive conference, we can certainly continuously improve in that direction.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134455410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00026
Mika Stepankiw
Typically, proposal writing conjures up images of grant proposals with stringent requirements—word limits, specific questions that must be answered, and detailed accounts of how funds will be used. However, growing in prevalence are philanthropic proposals, which often have more variability and flexibility in the format of these proposals and can be just as lucrative if not more. With government funding becoming more competitive and restrictive—and increased funding coming from philanthropy—technical communication students need to be familiar with the unique requirements of both philanthropic and grant proposals. However, not only is proposal writing considered a complex subject to teach, there are limited data about the extent to which philanthropic proposal writing is taught in universities.This study builds on previous research by conducting a content analysis of course descriptions and objectives in syllabi from the publicly available undergraduate proposal writing courses housed within English departments or technical communications programs. While data was limited, preliminary results identified the most common themes to center around rhetoric and grant principles with philanthropy rarely included.
{"title":"Pilot Study of Proposal Writing Pedagogy Trends in Technical Communications Programs: A Content Analysis of Syllabi Course Descriptions and Objectives","authors":"Mika Stepankiw","doi":"10.1109/ProComm57838.2023.00026","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00026","url":null,"abstract":"Typically, proposal writing conjures up images of grant proposals with stringent requirements—word limits, specific questions that must be answered, and detailed accounts of how funds will be used. However, growing in prevalence are philanthropic proposals, which often have more variability and flexibility in the format of these proposals and can be just as lucrative if not more. With government funding becoming more competitive and restrictive—and increased funding coming from philanthropy—technical communication students need to be familiar with the unique requirements of both philanthropic and grant proposals. However, not only is proposal writing considered a complex subject to teach, there are limited data about the extent to which philanthropic proposal writing is taught in universities.This study builds on previous research by conducting a content analysis of course descriptions and objectives in syllabi from the publicly available undergraduate proposal writing courses housed within English departments or technical communications programs. While data was limited, preliminary results identified the most common themes to center around rhetoric and grant principles with philanthropy rarely included.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133312452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00052
Kira Dreher, Jeffrey S. Squires
As technical communicators contend with increasingly complex techno-social systems of activity, a posthumanist approach to shared agency across humans and nonhuman components becomes more vital to the field’s development. This paper suggests that the theoretic concept of “assemblage” productively supports such an approach. The authors trace an assemblage analysis assignment as a key process and deliverable in an interdisciplinary seminar to demonstrate its scope and benefit. A key takeaway is that the complexity and indeterminate parameters of the assemblage concept itself demands engagement with a posthumanist lens of technical communication.
{"title":"Posthumanism and Technical Communication: Using an Assemblage Assignment in an Interdisciplinary Seminar","authors":"Kira Dreher, Jeffrey S. Squires","doi":"10.1109/ProComm57838.2023.00052","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00052","url":null,"abstract":"As technical communicators contend with increasingly complex techno-social systems of activity, a posthumanist approach to shared agency across humans and nonhuman components becomes more vital to the field’s development. This paper suggests that the theoretic concept of “assemblage” productively supports such an approach. The authors trace an assemblage analysis assignment as a key process and deliverable in an interdisciplinary seminar to demonstrate its scope and benefit. A key takeaway is that the complexity and indeterminate parameters of the assemblage concept itself demands engagement with a posthumanist lens of technical communication.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127943423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00010
Rachael Jordan
While TPC research around Terms of Service (ToS) has been conducted, many have not focused on the effects on marginalized users. This initial project examines how four social media platforms discuss ‘sexual content’ in their ToS as an initial step in studying how ToS impacts online sex work. This brief paper shares the findings and recommendations for a larger research project. For technical communication scholars, ToS are one type of artifact that technical communication researchers can analyze to add to the ongoing conversation around social justice, sex work, and online spaces.
{"title":"Shifting Dynamics in Online Sex Work: A Pilot Analysis of ‘Sexual Content’ in Terms of Service","authors":"Rachael Jordan","doi":"10.1109/ProComm57838.2023.00010","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00010","url":null,"abstract":"While TPC research around Terms of Service (ToS) has been conducted, many have not focused on the effects on marginalized users. This initial project examines how four social media platforms discuss ‘sexual content’ in their ToS as an initial step in studying how ToS impacts online sex work. This brief paper shares the findings and recommendations for a larger research project. For technical communication scholars, ToS are one type of artifact that technical communication researchers can analyze to add to the ongoing conversation around social justice, sex work, and online spaces.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130125721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/procomm57838.2023.00022
Derek G. Ross, Kayleigh Pears
Zines—generally self-published, small batch publications with limited distribution— are often sites of radical self-expression. They are outlets for grief and loneliness, vital explosions of joy, invitations into private worlds, and community- and coalition-building tools. Zines fit directly into our concepts of tactical technical communication and the ways in which often marginalized or de-emphasized voices may work outside of policed, corporatized, hegemonic production systems. In this workshop, we offer an introduction to the way zines work in technical and professional communication and help participants begin to envision zines and zineing in their own worlds. We’re going to make zines.
{"title":"Workshop: Radical Communication: Zines in Technical Communication","authors":"Derek G. Ross, Kayleigh Pears","doi":"10.1109/procomm57838.2023.00022","DOIUrl":"https://doi.org/10.1109/procomm57838.2023.00022","url":null,"abstract":"Zines—generally self-published, small batch publications with limited distribution— are often sites of radical self-expression. They are outlets for grief and loneliness, vital explosions of joy, invitations into private worlds, and community- and coalition-building tools. Zines fit directly into our concepts of tactical technical communication and the ways in which often marginalized or de-emphasized voices may work outside of policed, corporatized, hegemonic production systems. In this workshop, we offer an introduction to the way zines work in technical and professional communication and help participants begin to envision zines and zineing in their own worlds. We’re going to make zines.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128775557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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