Brunton, James, et al. “Designing and Developing a Programme-Focused Assessment Strategy: A Case Study.” Open Learning, vol. 31, no. 2, 2016, pp. 176-187, http://dx.doi.org/10.1080/02680513.2016.1187593.

In this article, Brunton et al. describe a program-centered assessment strategy applied at Dublin City University to evaluate curricular coherence, scaffolding, and fulfillment of learning outcomes. As a result of said strategy—predicated upon the application of a standardized Assessment Matrix by a network of full- and part-time staff—the researchers develop four recommendations when developing curricular assessment strategies:

“Explicitly align assessments with both programme and module learning outcomes” (184).
Provide support for Assessment Writers in the form of resources, such as assessment templates and example rubrics.
Provide support for Assessment Writers in the form of regular communication and professional development opportunities.
“Establish a formal link between Assessment Strategy and Quality Assurance Processes” (185).

Chong, Felicia, and Aimee Kendall Roundtree. “Student Recruitment in Technical and Professional Communication Programs.” Technical Communication Quarterly, vol. 30, no. 1, 2021, pp. 1-18, https://doi.org/10.1080/10572252.2020.1774660.

In this article, Chong and Roundtree analyze and assess recruitment advertisements for technical and professional communication programs from three perspectives: “from the advertisement content itself, from the students being recruited, and from the TPC program coordinators” (16). Following their analysis, Chong and Roundtree then provide several suggestions for improving the effectiveness of TPC advertisements, such as increasing the frequency of information about fellowships/assistantships, faculty reputation, and the industry/job market, among others. Furthermore, the two writers also provide a wide range of alternate recruitment efforts to supplement print advertisements, such as using personal narratives, face-to-face prospective student events, and enlisting alumni to demonstrate the program’s value to students.

Feuerherd, Emily, and Jacob Blumen. “Growing Pains and Course Correction: Internationalizing a Writing Program.” Across the Disciplines, vol. 15, no. 1, 2018, doi:10.37514/ATD-J.2018.15.1.02.

In this article, Feuerherm and Blumner conduct a case study of the University of Michigan-Flint to examine how increasing institutional internationalization does, can, and should affect composition courses. With a focus on changing policies and pedagogies, Feuerherm and Blumner explore how faculty members react to and can support international students’ needs, as well as how students assess their own “linguistic preparedness in light of the rigors of university expectations.” Finally, the two authors analyze “the roles played by the students, faculty, and institutional policies in internationalization efforts as they are related to the creation of ‘insiders’ and ‘outsiders’ on college campuses.”

Fodrey, Crystal N., and Meg Mikovits. “Theorizing WAC Faculty Development in Multimodal Project Design.” Across the Disciplines, vol. 17, no. 1/2, 16 July 2020, doi:10.37514/ATD-J.2020.17.1-2.04.

In this article, Fodrey and Mikovitz “[address] why and how to support faculty working with student writers on multimodal projects at all levels across the disciplines.” Fodrey and Mikovitz argue for more robust administrative support in the design, implementation, and assessment of multimodal projects for the express benefit of student writing transfer. After presenting the manifold benefits of enhanced multimodal project preparation, Fodrey and Mikovitz then provide a framework “for implementing theory-driven WAC faculty development in multimodal assessment design,” followed by a guide to scaffold the development of multimodal projects. 

Kezar, Adrianna. “Examining Non-Tenure Track Faculty Perceptions of How Departmental Policies and Practices Shape Their Performance and Ability to Create Student Learning at Four-Year Institutions.” Research in Higher Education, vol. 54, no. 5, Aug. 2013, pp. 571-598, doi: 10.1007/s11162-013-9288-5.

In this article, Kezar qualitatively explores the effect various departmental policies have on non-tenure-track faculty in all aspects of their professional lives. Unsupportive policies—such as failing to provide professional feedback and lacking materials/equipment—were shown to negatively impact faculty preparation, curricular design, and material acquisition, among other effects. By contrast, supportive policies—such as encouraging faculty to attend professional development opportunities and trusting instructors with classroom autonomy—were shown to have the opposite effect. Through interviews with 107 faculty, Kezar identifies a set of recurrent supportive and unsupportive policies that are particularly powerful in shaping faculty performance.

Meloncon, Lisa, et al. “A Portrait of Non-Tenure-Track Faculty in Technical and Professional Communication: Results of a Pilot Study.” Journal of Technical Writing and Communication, vol. 46, no. 2, 2016, pp. 206-235, doi: 10.1177/0047281616633601.

In this article, Meloncon et al. report on an analysis of the working conditions of contingent faculty in technical and professional communication programs, which compose 68% to 75% of all faculty positions (206). Not only do these authors collect information on TPC faculty demographics, faculty hiring credentials, and contingent faculty employment classification, but they also investigate the conditions faced by contingent faculty such as course loads, compensation, professional support and development opportunities, and overall job satisfaction. The gist of Meloncon et al.’s findings is as follows:

The majority of contingent faculty “are satisfied and happy in their present position, but half would prefer to be working in a tenure-track position” (231).
“Contingent faculty in TPC are more likely to be stable full-time employees with multi-year contracts and longevity” (231).
Contingent faculty “carry a substantial teaching load” (231).
Contingent faculty “are generally satisfied with institutional support regarding reappointments and renewals” (231).
Contingent faculty tend to “lack adequate professional development opportunities” (231).

Meloncon, Lisa. “Contingent Faculty, Online Writing Instruction, and Professional Development in Technical and Professional Communication.” Technical Communication Quarterly, vol. 26, no. 3, 2017, pp. 256-272, https://doi.org/10.1080/10572252.2017.1339489.

In this article, Meloncon investigates the lack of professional development opportunities across technical and professional communication faculty, particularly where online writing instruction is concerned. Meloncon statistically demonstrates this lack of preparation among contingent faculty, as well as using three case studies to identify the specific gaps in faculty training and faults with current methods of administrative support. Meloncon then outlines a three-step approach to implementing greater professional development and training for online instruction. Administrators should…

Include a range of pedagogical models among the materials included in professional development opportunities.
Perform a “landscape reading,” which refers to the holistic appraisal of the many contexts relevant to the creation of a professional development program.
Create a “community of practice”—a group of similarly invested professionals seeking to collectively learn how to improve their craft—to develop and distribute professional development opportunities.

Meloncon, Lisa, and Peter England. “The Current Status of Contingent Faculty in Technical and Professional Communication.” College English, vol. 73, no. 4, Mar. 2011, pp. 396-408, JSTOR.

In this article, Meloncon and England study 742 sections of TPC service courses—“introductory courses for nonmajors delivered primarily as a service to other departments and programs on campus”—to determine what kinds of employees/faculty are teaching them (398). As a result of their research, Meloncon and England find that 83% of TPC service courses are taught by contingent faculty, referring to full- and part-time non-tenure-track faculty and graduate students. Following this data survey, the two authors then identify problems endemic to this distribution of labor. In particular, Meloncon and England point out the following problems:

An overreliance on the “humane lectureship”—“the full-time, renewable position” comparable to the full-time non-tenure-track position.
The qualifications and training of TPC service course instructors.
The effects of “non-place”—“a disconnect between individuals and their interaction with their surroundings,” such as the disconnect between contingent faculty and their institution—on teaching and learning (404).

Once these issues have been identified, Meloncon and England conclude by exploring several departmental implications and solutions.

Schreiber, Joanna, and Lisa Meloncon. “Creating a Continuous Improvement Model for Sustaining Programs in Technical and Professional Communication.” Journal of Technical Writing and Communication, vol. 49, no. 3, 2019, pp. 252-278, doi: 10.1177/0047281618759916.

In this article, Schreiber and Meloncon posit the importance of developing a continuous improvement model in professional communication programs. The two writers assert that continuous improvement models, particularly those that emphasize maintenance and reflection, are the key to achieving sustainable growth in professional communication courses. Finally, Schreiber and Meloncon describe a specially designed continuous improvement model called the Gather-Read-Analyze-Make (GRAM) Model, and they meticulously outline each step of the process. Not only does this continuous improvement model safeguard the sustainability of professional communication programs, but it also helps individuals identify the manifold pressures and influences shaping the program and pragmatically confront them.

Vie, Stephanie. “Training Online Technical Communication Educators to Teach with Social Media: Best Practices and Professional Recommendations.” Technical Communication Quarterly, vol. 26, no. 3, 2017, pp. 344-359, https://doi.org/10.1080/10572252.2017.1339487.

In this article, Vie analyzes a national survey of 30 technical and professional communication programs to ascertain how they currently approach social media in technical communication. Though her participants’ responses vary, Vie finds a general enthusiasm about incorporating social media into TPC classrooms. However, because many TPC faculty lack professional training in social media and social media education, many have yet to integrate social media into their curricula. Therefore, Vie uses her survey analysis to craft targeted suggestions for better integrating social media into TPC classrooms, such as appointing an administrative individual or team to coordinate social media integration, incentivizing faculty to incorporate social media into their curricula, and considering social media in relation to course-specific student learning outcomes (not just defaulting to Facebook, Twitter, and YouTube).