Balancing Institutional Demands with Effective Practice: A Lesson in Curricular and Professional Development
AffiliationUniv Arizona, Dept English
Univ Arizona, Rhetor Composit & Teaching English
MetadataShow full item record
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
CitationRochelle Rodrigo & Cristina D. Ramírez (2017) Balancing Institutional Demands with Effective Practice: A Lesson in Curricular and Professional Development, Technical Communication Quarterly, 26:3, 314-328, DOI: 10.1080/10572252.2017.1339529
Rights© 2017 Association of Teachers of Technical Writing
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at firstname.lastname@example.org.
AbstractOnline writing courses have developed in importance to meet student learning and institutional expectations; over time, a controversy about training online instructors and building sustainable programs has emerged. This article relates training demands within the University of Arizona's Writing Program and development of an online professional & technical writing certificate. The article proposes training instructors with master courses and building a sustained program through a participatory design to create a professional and integrated environment.
Note18 month embargo; published online: 06 July 2017
VersionFinal accepted manuscript