Pub Date : 2023-02-20DOI: 10.1109/TPC.2023.3242211
George F. Hayhoe
{"title":"An Editor's Thanks","authors":"George F. Hayhoe","doi":"10.1109/TPC.2023.3242211","DOIUrl":"https://doi.org/10.1109/TPC.2023.3242211","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 1","pages":"1-2"},"PeriodicalIF":1.7,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/47/10049267/10049276.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50408122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.1109/TPC.2022.3228026
Susan Lang;Duncan A. Buell;Norbert Elliot
Problem: This tutorial aims to guide readers through key concepts, basic processes, and common decision points that inform computer-assisted corpus-based research in technical, professional, and scientific communication (TPSC). Key concepts: Based on our collaborative experiences and an example developed for this tutorial, key concepts of corpus analysis useful to TPSC researchers and practitioners include the following: corpus location, text preparation, and programming language and software selection. Key lessons: These key concepts can be used to establish basic processes and decision points that, in turn, yield lessons related to the usefulness of lexicogrammatical language models and the significance of multidisciplinarity. Implications: Although corpus research is a growing and important part of the field of TPSC, challenges remain in terms of language model variety and ethical considerations. At least in part, these challenges can be met, respectively, by alignment between corpus and analytic tools and reference to the Common Rule and related international standards.
{"title":"Computer-Assisted Corpus Analysis: An Introduction to Concepts, Processes, and Decisions","authors":"Susan Lang;Duncan A. Buell;Norbert Elliot","doi":"10.1109/TPC.2022.3228026","DOIUrl":"10.1109/TPC.2022.3228026","url":null,"abstract":"<bold>Problem:</b>\u0000 This tutorial aims to guide readers through key concepts, basic processes, and common decision points that inform computer-assisted corpus-based research in technical, professional, and scientific communication (TPSC). \u0000<bold>Key concepts:</b>\u0000 Based on our collaborative experiences and an example developed for this tutorial, key concepts of corpus analysis useful to TPSC researchers and practitioners include the following: corpus location, text preparation, and programming language and software selection. \u0000<bold>Key lessons:</b>\u0000 These key concepts can be used to establish basic processes and decision points that, in turn, yield lessons related to the usefulness of lexicogrammatical language models and the significance of multidisciplinarity. \u0000<bold>Implications:</b>\u0000 Although corpus research is a growing and important part of the field of TPSC, challenges remain in terms of language model variety and ethical considerations. At least in part, these challenges can be met, respectively, by alignment between corpus and analytic tools and reference to the Common Rule and related international standards.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 1","pages":"94-113"},"PeriodicalIF":1.7,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42183413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.1109/TPC.2022.3228024
Danni Yu
Background: Sustainability is becoming an increasingly important issue in higher education (HE). Leadership statements in university sustainability reports (LSUSR) represent a unique genre for university leaders to communicate sustainability. This study aims to demystify the genre so that future leadership statements might be crafted with a greater degree of reflexivity. Literature review : Sustainability discourse in HE has been regarded as a legitimacy tool and an opportunity for image improvement for universities. Some studies have examined university sustainability reports, whereas there is a lack of studies focusing on the section of leadership statements. Research question : Are there any cross-cultural similarities or differences in terms of rhetorical moves and communicative purposes between the Italian LSUSR genre and the American LSUSR genre? Research methodology: Using cross-cultural genre analysis, this study investigates the rhetorical moves of leadership statements produced by Italian and American universities. A move scheme is established and is used to annotate the sample texts. Results and conclusion: The findings show that although the Italian and American LSUSR genres share the communicative purpose of establishing a sustainable image, the degree of discourse force exerting on this communicative purpose varies. The image-building discourse force appears to be more noticeable in the American leadership statements, which tend to use a wider range and a larger quantity of image-improving moves. The Italian subcorpus, on the other hand, seems to pay more attention to the genre function of report-introducing, which is not explicitly linked to image improvement. This article suggests that practitioners could consider the potentials of the LSUSR genre in developing an institutional culture of sustainability.
{"title":"A Cross-Cultural Genre Analysis of Leadership Statements in Italian and American University Sustainability Reports","authors":"Danni Yu","doi":"10.1109/TPC.2022.3228024","DOIUrl":"10.1109/TPC.2022.3228024","url":null,"abstract":"<bold>Background:</b>\u0000 Sustainability is becoming an increasingly important issue in higher education (HE). Leadership statements in university sustainability reports (LSUSR) represent a unique genre for university leaders to communicate sustainability. This study aims to demystify the genre so that future leadership statements might be crafted with a greater degree of reflexivity. \u0000<bold>Literature review</b>\u0000: Sustainability discourse in HE has been regarded as a legitimacy tool and an opportunity for image improvement for universities. Some studies have examined university sustainability reports, whereas there is a lack of studies focusing on the section of leadership statements. \u0000<bold>Research question</b>\u0000: Are there any cross-cultural similarities or differences in terms of rhetorical moves and communicative purposes between the Italian LSUSR genre and the American LSUSR genre? \u0000<bold>Research methodology:</b>\u0000 Using cross-cultural genre analysis, this study investigates the rhetorical moves of leadership statements produced by Italian and American universities. A move scheme is established and is used to annotate the sample texts. \u0000<bold>Results and conclusion:</b>\u0000 The findings show that although the Italian and American LSUSR genres share the communicative purpose of establishing a sustainable image, the degree of discourse force exerting on this communicative purpose varies. The image-building discourse force appears to be more noticeable in the American leadership statements, which tend to use a wider range and a larger quantity of image-improving moves. The Italian subcorpus, on the other hand, seems to pay more attention to the genre function of report-introducing, which is not explicitly linked to image improvement. This article suggests that practitioners could consider the potentials of the LSUSR genre in developing an institutional culture of sustainability.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 1","pages":"26-47"},"PeriodicalIF":1.7,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49454024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1109/TPC.2022.3228021
Michael Meng
Background : Procedures are an important part of instructional materials. To support practitioners in designing effective procedures, research is needed on how users select information from a procedure and put it to use. This study demonstrates how eye tracking can be used to inform such research. Eye tracking is used to study effects of adding pictures to procedures in a software tutorial on how users interact with procedures. Literature review: Existing methods have led to important insights but face limitations. Eye tracking has the potential to overcome some of these limitations. However, research designs are needed that leave it to the user when to read and when to act. Research questions: 1. Does adding pictures to procedures improve user performance and, if so, why? What can we learn from eye tracking about the mechanisms that bring about performance improvements? 2. How do users interact with procedures that they read “to do”? What can we learn from eye tracking about reading strategies that they spontaneously adopt? Methodology: Eye movements were recorded from 42 participants as they worked through one of two versions of a tutorial: with or without pictures. Results: Accuracy on tasks was higher when the procedures included pictures. Including pictures sped up processing the instructions and executing the actions, but did not trigger more attention switches between the procedures and the application that the users worked with. Users spontaneously adopted a strategy of immediate task execution and processed pictures before acting. Conclusions: Pictures facilitate efficient processing of procedures, leaving more resources for task execution. Reading and acting are tightly connected in a complex pattern. Eye tracking will be of value to examine their interplay further and the ways that it can be influenced by design.
{"title":"Using Eye Tracking to Study Information Selection and Use in Procedures","authors":"Michael Meng","doi":"10.1109/TPC.2022.3228021","DOIUrl":"10.1109/TPC.2022.3228021","url":null,"abstract":"<bold>Background</b>\u0000: Procedures are an important part of instructional materials. To support practitioners in designing effective procedures, research is needed on how users select information from a procedure and put it to use. This study demonstrates how eye tracking can be used to inform such research. Eye tracking is used to study effects of adding pictures to procedures in a software tutorial on how users interact with procedures. \u0000<bold>Literature review:</b>\u0000 Existing methods have led to important insights but face limitations. Eye tracking has the potential to overcome some of these limitations. However, research designs are needed that leave it to the user when to read and when to act. \u0000<bold>Research questions:</b>\u0000 1. Does adding pictures to procedures improve user performance and, if so, why? What can we learn from eye tracking about the mechanisms that bring about performance improvements? 2. How do users interact with procedures that they read “to do”? What can we learn from eye tracking about reading strategies that they spontaneously adopt? \u0000<bold>Methodology:</b>\u0000 Eye movements were recorded from 42 participants as they worked through one of two versions of a tutorial: with or without pictures. \u0000<bold>Results:</b>\u0000 Accuracy on tasks was higher when the procedures included pictures. Including pictures sped up processing the instructions and executing the actions, but did not trigger more attention switches between the procedures and the application that the users worked with. Users spontaneously adopted a strategy of immediate task execution and processed pictures before acting. \u0000<bold>Conclusions:</b>\u0000 Pictures facilitate efficient processing of procedures, leaving more resources for task execution. Reading and acting are tightly connected in a complex pattern. Eye tracking will be of value to examine their interplay further and the ways that it can be influenced by design.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 1","pages":"7-25"},"PeriodicalIF":1.7,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46557581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1109/TPC.2022.3228022
Daniel Wuebben;Jose Luis Rubio-Tamayo;Manuel Gertrudix Barrio;Juan Romero-Luis
Introduction: 360° videos are increasingly popular channels for science communication and higher education; however, time-limited 360° videos that disseminate scientific research via platforms like YouTube remain underexamined. To address this problem, this experience report reviews the creation and evaluation of six 2D video interviews and six 360° video tours. About the case: The European Commission's Joint Research Centre (JRC) and other public-facing organizations already publish 2D videos on social media channels and host 360° video content on their institutional websites. This case addresses the affordances and constraints of creating short 360° videos for publication on public-facing platforms. Situating the case: 360° video content has been incorporated into science communication and pedagogical practices in higher education. The authors review these developments and show the need for further research on time-limited 360° video. Methods/approach: Scientists researching energy-related technologies were invited to record 2D video interviews. Based on these interviews, six transcripts for 360° videos were drafted and recorded in the same lab settings. When the videos were published, European researchers and communication professionals were recruited to complete a short survey evaluating the videos’ relative merits. Results/discussion: The survey results (n = 32) suggest a similar overall quality of the 2D video interviews and 360° video tours. Respondents ranked the interviewee or narrator as the best feature of both the 2D and 360° format, and 47% said that they would prefer to have a 360° video created about their research. Based on our experience, we provide guidelines related to the production and publication of short 360° videos. Conclusion: Further research and practice are required to understand which specific features of the 360° videos are most effective and whether this technology offers distinct advantages as a tool for dissemination. Further research and practice will establish more detailed approaches to 360° video.
{"title":"360° Video for Research Communication and Dissemination: A Case Study and Guidelines","authors":"Daniel Wuebben;Jose Luis Rubio-Tamayo;Manuel Gertrudix Barrio;Juan Romero-Luis","doi":"10.1109/TPC.2022.3228022","DOIUrl":"10.1109/TPC.2022.3228022","url":null,"abstract":"<bold>Introduction:</b>\u0000 360° videos are increasingly popular channels for science communication and higher education; however, time-limited 360° videos that disseminate scientific research via platforms like YouTube remain underexamined. To address this problem, this experience report reviews the creation and evaluation of six 2D video interviews and six 360° video tours. \u0000<bold>About the case:</b>\u0000 The European Commission's Joint Research Centre (JRC) and other public-facing organizations already publish 2D videos on social media channels and host 360° video content on their institutional websites. This case addresses the affordances and constraints of creating short 360° videos for publication on public-facing platforms. \u0000<bold>Situating the case:</b>\u0000 360° video content has been incorporated into science communication and pedagogical practices in higher education. The authors review these developments and show the need for further research on time-limited 360° video. \u0000<bold>Methods/approach:</b>\u0000 Scientists researching energy-related technologies were invited to record 2D video interviews. Based on these interviews, six transcripts for 360° videos were drafted and recorded in the same lab settings. When the videos were published, European researchers and communication professionals were recruited to complete a short survey evaluating the videos’ relative merits. \u0000<bold>Results/discussion:</b>\u0000 The survey results (n = 32) suggest a similar overall quality of the 2D video interviews and 360° video tours. Respondents ranked the interviewee or narrator as the best feature of both the 2D and 360° format, and 47% said that they would prefer to have a 360° video created about their research. Based on our experience, we provide guidelines related to the production and publication of short 360° videos. \u0000<bold>Conclusion:</b>\u0000 Further research and practice are required to understand which specific features of the 360° videos are most effective and whether this technology offers distinct advantages as a tool for dissemination. Further research and practice will establish more detailed approaches to 360° video.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 1","pages":"59-77"},"PeriodicalIF":1.7,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49321805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1109/TPC.2022.3228020
Maria Feuer;Joanna Wolfe
Background: A robust body of research supports the use of team charters to purposefully create a team culture with shared norms and expectations. However, student teams often treat this requirement as busywork and fail to invest the effort needed to create team charters that prepare the team to adapt for obstacles that they may encounter. Situating the case: Teams that do not engage in effective planning for their collaborations are likely to encounter a range of problems including slackers, domineering teammates, curtailed learning opportunities, and general exclusion from the project work—problems that are often exacerbated on diverse teams and that disproportionately affect marginalized populations. About the case: We created three online modules that help students uncover their own tacit expectations for teamwork, share and merge these expectations, and then construct a team charter and task schedules with their teammates. Methods: We used a quasiexperimental design comparing team charters from control and experimental groups to understand how our modules affected students’ charters at a university with a highly international population. Results: Analyses revealed that control group charters tended to invoke universal team norms and assign punishments for failing to uphold those norms. By contrast, experimental group charters were more flexible, acknowledged competing priorities, evidenced greater planning, and articulated processes that could accommodate individual goals, values, and constraints. Conclusions: Charters created after the modules showed more accommodation of difference; however, more research needs to be done to determine whether the more flexible and elaborated charters improve team behaviors.
{"title":"Planning for Difference: Preparing Students to Create Flexible and Elaborated Team Charters that Can Adapt to Support Diverse Teams","authors":"Maria Feuer;Joanna Wolfe","doi":"10.1109/TPC.2022.3228020","DOIUrl":"10.1109/TPC.2022.3228020","url":null,"abstract":"<bold>Background:</b>\u0000 A robust body of research supports the use of team charters to purposefully create a team culture with shared norms and expectations. However, student teams often treat this requirement as busywork and fail to invest the effort needed to create team charters that prepare the team to adapt for obstacles that they may encounter. \u0000<bold>Situating the case:</b>\u0000 Teams that do not engage in effective planning for their collaborations are likely to encounter a range of problems including slackers, domineering teammates, curtailed learning opportunities, and general exclusion from the project work—problems that are often exacerbated on diverse teams and that disproportionately affect marginalized populations. \u0000<bold>About the case:</b>\u0000 We created three online modules that help students uncover their own tacit expectations for teamwork, share and merge these expectations, and then construct a team charter and task schedules with their teammates. \u0000<bold>Methods:</b>\u0000 We used a quasiexperimental design comparing team charters from control and experimental groups to understand how our modules affected students’ charters at a university with a highly international population. \u0000<bold>Results:</b>\u0000 Analyses revealed that control group charters tended to invoke universal team norms and assign punishments for failing to uphold those norms. By contrast, experimental group charters were more flexible, acknowledged competing priorities, evidenced greater planning, and articulated processes that could accommodate individual goals, values, and constraints. \u0000<bold>Conclusions:</b>\u0000 Charters created after the modules showed more accommodation of difference; however, more research needs to be done to determine whether the more flexible and elaborated charters improve team behaviors.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 1","pages":"78-93"},"PeriodicalIF":1.7,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46043929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.1109/TPC.2022.3228025
Samir Shah;Bay Arinze
Background: The recent COVID-19 pandemic forced most universities into online course delivery. As such, the rapid expansion of online learning and the prospect of its permanent increase for many institutions have sharpened the issue of the efficacy of remotely delivered courses. Literature review: Past studies have compared face-to-face (FTF) courses with online courses, with mixed results. However, the broad understanding is that efficacy differs based on the subject area. Educators frequently view theory-based courses as being better suited to online teaching than hands-on or experiential courses. Research question: Can information technology courses—especially those that are more experiential and technical—be supported through online learning given the extent of differences in efficacy between online and face-to-face experiential, technical courses? Research methodology: We compared multiple sections of an experiential IT Outsourcing class over several quarters in two course delivery modes. The two modes were FTF delivery and online synchronous delivery. Students in each course section responded to two surveys where they rated their knowledge of different topics at the start and end of the course. Results: Online students reported greater increases in learning on average across all measured items. Self-reported knowledge gains were significantly greater in five items, mostly in soft skills and project management knowledge. The only significantly improved technical IT skill was in using software for virtual meetings. Conclusions and implications for education: We conclude that universities should embrace teaching experiential IT-based courses virtually, as it is possible to obtain greater improvements in self-efficacy, counter to much existing research. This is especially the case as instructional technology improves.
{"title":"Comparing Student Learning in Face-to-Face Versus Online Sections of an Information Technology Course","authors":"Samir Shah;Bay Arinze","doi":"10.1109/TPC.2022.3228025","DOIUrl":"10.1109/TPC.2022.3228025","url":null,"abstract":"<bold>Background:</b>\u0000 The recent COVID-19 pandemic forced most universities into online course delivery. As such, the rapid expansion of online learning and the prospect of its permanent increase for many institutions have sharpened the issue of the efficacy of remotely delivered courses. \u0000<bold>Literature review:</b>\u0000 Past studies have compared face-to-face (FTF) courses with online courses, with mixed results. However, the broad understanding is that efficacy differs based on the subject area. Educators frequently view theory-based courses as being better suited to online teaching than hands-on or experiential courses. \u0000<bold>Research question:</b>\u0000 Can information technology courses—especially those that are more experiential and technical—be supported through online learning given the extent of differences in efficacy between online and face-to-face experiential, technical courses? \u0000<bold>Research methodology:</b>\u0000 We compared multiple sections of an experiential IT Outsourcing class over several quarters in two course delivery modes. The two modes were FTF delivery and online synchronous delivery. Students in each course section responded to two surveys where they rated their knowledge of different topics at the start and end of the course. \u0000<bold>Results:</b>\u0000 Online students reported greater increases in learning on average across all measured items. Self-reported knowledge gains were significantly greater in five items, mostly in soft skills and project management knowledge. The only significantly improved technical IT skill was in using software for virtual meetings. \u0000<bold>Conclusions and implications for education:</b>\u0000 We conclude that universities should embrace teaching experiential IT-based courses virtually, as it is possible to obtain greater improvements in self-efficacy, counter to much existing research. This is especially the case as instructional technology improves.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"66 1","pages":"48-58"},"PeriodicalIF":1.7,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46206552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.1109/TPC.2022.3226129
Presents the 2022 author/subject index for this issue of the publication.
为本期出版物提供2022年作者/主题索引。
{"title":"2022 Index IEEE Transactions on Professional Communication Vol. 65","authors":"","doi":"10.1109/TPC.2022.3226129","DOIUrl":"10.1109/TPC.2022.3226129","url":null,"abstract":"Presents the 2022 author/subject index for this issue of the publication.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"65 4","pages":"1-7"},"PeriodicalIF":1.7,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/47/9963612/09969991.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45108488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.1109/TPC.2022.3221259
Presents a listing of the editorial board, board of governors, current staff, committee members, and/or society editors for this issue of the publication.
列出本期出版物的编辑委员会、董事会、现任工作人员、委员会成员和/或协会编辑。
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2022.3221259","DOIUrl":"https://doi.org/10.1109/TPC.2022.3221259","url":null,"abstract":"Presents a listing of the editorial board, board of governors, current staff, committee members, and/or society editors for this issue of the publication.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"65 4","pages":"C2-C2"},"PeriodicalIF":1.7,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/47/9963612/09963752.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50314186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.1109/TPC.2022.3221262
Presents a listing of the editorial board, board of governors, current staff, committee members, and/or society editors for this issue of the publication.
列出本期出版物的编辑委员会、董事会、现任工作人员、委员会成员和/或协会编辑。
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2022.3221262","DOIUrl":"https://doi.org/10.1109/TPC.2022.3221262","url":null,"abstract":"Presents a listing of the editorial board, board of governors, current staff, committee members, and/or society editors for this issue of the publication.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"65 4","pages":"C4-C4"},"PeriodicalIF":1.7,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/47/9963612/09963730.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50416355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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