{"title":"在编制技术通讯员时分担责任的新模式","authors":"M. Zimmerman","doi":"10.1109/IPCC.1999.799100","DOIUrl":null,"url":null,"abstract":"In response to advances in computer technology, academic programs in technical communication are challenged to rethink the basic curriculum. To prepare students for work, we now need expensive and specialized computer labs as well as software training not regularly available in university settings. New partnerships are being formed with work place and community mentors, with shared responsibilities for the preparation of technical communicators, and faculty members are sometimes assuming roles traditionally assigned to development officers.","PeriodicalId":70843,"journal":{"name":"文化与传播","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"1999-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"New models for sharing responsibilities in the preparation of technical communicators\",\"authors\":\"M. Zimmerman\",\"doi\":\"10.1109/IPCC.1999.799100\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In response to advances in computer technology, academic programs in technical communication are challenged to rethink the basic curriculum. To prepare students for work, we now need expensive and specialized computer labs as well as software training not regularly available in university settings. New partnerships are being formed with work place and community mentors, with shared responsibilities for the preparation of technical communicators, and faculty members are sometimes assuming roles traditionally assigned to development officers.\",\"PeriodicalId\":70843,\"journal\":{\"name\":\"文化与传播\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1999-09-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"文化与传播\",\"FirstCategoryId\":\"90\",\"ListUrlMain\":\"https://doi.org/10.1109/IPCC.1999.799100\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"文化与传播","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1109/IPCC.1999.799100","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
New models for sharing responsibilities in the preparation of technical communicators
In response to advances in computer technology, academic programs in technical communication are challenged to rethink the basic curriculum. To prepare students for work, we now need expensive and specialized computer labs as well as software training not regularly available in university settings. New partnerships are being formed with work place and community mentors, with shared responsibilities for the preparation of technical communicators, and faculty members are sometimes assuming roles traditionally assigned to development officers.