The Two-Semester Thesis Model: Emphasizing Research in Undergraduate Technical Communication Curricula

Abstract

This article addresses previous arguments that call for increased emphasis on research in technical communication programs. Focusing on the value of scholarly-based research at the undergraduate level, we present New Mexico Tech's thesis model as an example of helping students develop familiarity with research skills and methods. This two-semester sequence serves as a capstone experience for students' writing, designing, editing, and presentation skills. It also involves members of our corporate advisory board and provides an opportunity to teach students to understand and apply research methods to unique projects, skills we argue will benefit students no matter what environments they enter upon graduation.

Emphasizing Research (Further) in Undergraduate Technical Communication Curricula: Involving Undergraduate Students with an Academic Journal's Publication and Management

“…Previous studies reveal that technical communication workplace managers and professionals consider research an important competency [3][4][5][6][7]. Spilka's findings regarding neglected instruction in this area are consistent with earlier works investigating undergraduate technical communication curricular emphases [8][9][10].…”

Defining “Research”: Undergraduate Perceptions of Research in a Technical Communication Classroom

“…Of six textbooks I examined, 5 Johnson-Sheehan's introduction to research offers the most compact rhetorically-comprehensive definition while suggesting awareness of information literacy: You should view "research" as a form of information management. Research is now a process of shaping the flow of information, so you can locate and utilize the information you need.…”

“…Conversely, if we try to teach research theory in a 15-week course that may be students' only experience with technical communication, we run the risk of not being able to give them the tools they will need on the job. 5 Anderson, 2007 [16]; Dobrin, Keller, and Weisser, 2008 [17]; Graves and Graves, 2007 [14]; Johnson-Sheehan, 2007 [18]; Lannon, 2008 [15]; and Markel, 2010 [13].…”

High-Impact Educational Practices: An Exploration of the Role of Information Literacy

“…• Technical communications: Identify research questions, gather primary source materials, write about a study, find articles through library databases, develop annotated bibliographies and literature reviews, and synthesize and organize information (Ford, Bracken, and Wilson 2009).…”