Misty A.

Adams Department of English & Technical Communication Missouri University of Science & Technology 236 Humanities and Social Sciences Rolla, MO 65401 maagfc@mst.edu

Kelli Jones Communications Department Chair Linn State Technical College One Technology Drive Linn, MO 65051 kelli.jones@linnstate.edu

17 November 2011

Dear Ms. Jones, Im Misty Adams, a graduate student in the Technical Communication program here at Missouri S&T. I am writing you today concerning a technical communication course I designed as part of my graduate coursework. With business and industry repeatedly calling for employees with better communication skills, I hope you will find that the proposed course meets the future needs of your students and fits into Linn Techs overall course curriculum. If you find the contents of this proposal intriguing, please do not hesitate to contact me at maagfc@mst.edu. I appreciate your time and look forward to hearing your feedback. Warmest regards,

Misty A. Adams

Further Studies in Technical Communication for Linn Tech Students

Prepared for: Kelli Jones Communications Department Chair Linn State Technical College

Prepared by: Misty A. Adams Department of English & Technical Communication Missouri University of Science & Technology

Abstract Industry surveys indicate that the abilities of both writing and communicating clearly and concisely are skills that workforce entrants are sorely lacking. In recent years higher educational institutions have been adding technical communication courses in order to address these issues. The additional issue, though, is whether or not these classes that teach traditional business writing are enough. The questions were faced with, then, are how do we provide students with the tools to improve their writing? How do we impress upon them the importance of writing clearly and concisely and speaking equally well? This proposal will address the aforementioned questions, providing a probable solution that meets the needs of both Linn Tech students and their prospective employers.

Table of Contents

Introduction .................................................................................................................................... 4 Current Situation ........................................................................................................................... 4 Proposed Course............................................................................................................................ 6 Course Objectives .......................................................................................................................... 6 Benefits........................................................................................................................................... 7 Textbooks....................................................................................................................................... 8 Conclusion ...................................................................................................................................... 9 Appendix .......................................................................................................................................10 Syllabus......................................................................................................................................10 Schedule..................................................................................................................................... 14 Rubrics: Proposal Rubric ...........................................................................................................16 Usability Report Rubric.............................................................................................................. 17 Progress Report Rubric.............................................................................................................. 17 Multimedia Rubric .....................................................................................................................18 Recommendation Report Rubric .............................................................................................. 20 Course Budget ...........................................................................................................................22 Works Cited ..................................................................................................................................23 Resume ......................................................................................................................................... 25

Introduction Preparing students for the workforce and instilling the necessary skills for success therein is often a daunting prospect. The ability to communicate well is one of the most demanded skills of todays workforce. Unfortunately, industry surveys indicate that the abilities of both writing and communicating clearly and concisely are skills that workforce entrants are sorely lacking. In recent years higher educational institutions have been adding technical communication courses in order to address these issues. The additional issue, though, is whether or not these classes that teach traditional business writing are enough. The questions were faced with, then, are how do we provide students with the tools to improve their writing? How do we impress upon them the importance of writing clearly and concisely and speaking equally well? Linn State Technical College provides a hands-on education for its students. Why not, then, provide a hands-on technical writing course? This proposal will address the aforementioned questions, providing a probable solution that meets the needs of both Linn Tech students and their prospective employers. Current Situation Business and industry repeatedly tell us that employees do not have the skills to effectively communicate. The Conference Board Consortiums 2006 report on employers perspective on the basic knowledge and applied skills of the current U.S. workforce, Are They Really Ready To Work, is an eye-opening read: Writing in English46.4 percent of [over 400] employer respondents report new workforce entrants with a two-year college diploma as deficient, and over a quarter (26.2 percent) report that new workforce entrants with a four-year college diploma are deficient. Almost two-thirds of employer respondents (64.9) say Writing in English is very important for two-year college graduates; almost 90 percent (89.7 percent) say these skills are very important for four-year college graduates. Written Communications47.3 percent and 27.8 percent of [over 400] employer respondents, respectively, report new entrants with two-year and

four-year college diplomas as deficient. Almost three-quarters of the employer respondents (71.5 percent) say Written Communications is very important for two-year college graduates. Oral and Written CommunicationsOral Communications ranks among the top five applied skills reported by employer respondents as very important across all three educational levels, with Written Communications becoming increasingly important for two-year and four year college graduates. Seventy percent (70.3 percent) of employer respondents report that Oral Communications skills are very important for high school graduates entering the workforce, 82.0 percent for twoyear college graduates, and 95.4 percent for four-year college graduates. More than half (52.7 percent) of employer respondents say Written Communications is very important for high school graduates job performance; 71.5 5 percent for two-year college graduates and 93.1 percent for four-year college graduates. (Partnership, 2006) Business and industry also repeatedly tell us that they need and want employees who possess competent communication skills. Why? Because in todays competitive outsourced and globalized market job-specific skills are simply not enough. Job-specific technical skills in a given field are no longer sufficient as employers scramble to fill an increasing number of interdependent jobs. (Overtoom, 2000)

Linn Tech currently offers three courses that overtly address these issues: COM 190 Writing for the World Wide Web. Writing for the World Wide Web is an introduction to the Web through rhetorical study and practical experience. This course offers an introduction and application of web design, writing, and analysis of web-based publications. Prerequisites: CPP 101 and COM 101 or COM 110. 3 credit hours. COM 201 Occupational Communication. The purpose of this course is to teach the student to write a variety of business documents in an effective and appropriate style. In addition, students will prepare and deliver oral presentations relating to the work place. Prerequisite: COM 101 or COM 110 with a grade of C or better. 3 credit hours. COM 211 Technical Writing. This course covers the organization and writing of technical documents including proposals, memos, letters, reports, instructions, and electronic communications. Other topics include audience analysis, multiculturalism, graphics, and page design, and ethical and legal considerations. Prerequisite: COM 101 or COM 110 with a grade of C or better. 3 credit hours.

While it should be stated that these course offerings should more than accommodate the needs of current Linn Tech students, I propose that an additional class encompassing both traditional technical writing and usability studies would enhance students understanding of just how imperative effective communication is for their future employment.

Proposed Course
I propose the introduction of a fourth technical writing course into the Linn Tech curriculum. The purpose of this course would be to reinforce the technical writing skills learned in COM 190, 201, and 211 and, additionally, introduce situated assignments so that they more closely resemble the writing done in the workplace (e.g., using workplace topics, including collaborative writing and peer review in the classroom), students will be more likely to see the connection to their work and transfer the skills into their writing on the job (Duncan, 1996). The course (COM 212 Advanced Technical Communication: The practical application of technical communication skills. Developing technical documentation, professional writing, and an introduction to usability and accessibility) is intended to combine technical writing with cognitive apprenticeship to accomplish an environment of situational learning. The hands-on methodologies of the other areas of Linn Techs curriculum should also be applied to the technical writing courses. Duncan explains that, Applied instructional methodsthose traditionally used in vocational educationprovide the ideal vehicle for this shift to a more realistic context in the teaching of writing and other academic subjects. As applied methods are adapted for use in the academic domains, an integrated curriculum should emerge and possess the potential to enhance achievement for all students, including those students who will complete their formal education with less than a baccalaureate degree (1996). The usability of websites, software applications, and/or designed objects will be introduced to accomplish this situational learning. Usability studies enable students to view writing differently, bringing the handson idea to bear upon a tangible task within coursework that is often times viewed as intangible by students. Duncan states that the most appropriate instructional method is one that incorporates both (a) realistic presentation of the knowledge, procedures, and skills and (b) opportunities for students to apply the knowledge and practice the procedures and skills in a realistic context (1996).

Course Objectives
Listed under the appendix are: a tentative course syllabus, rubrics for the main course assignments, and a 16-week schedule outline. The course is designed

with very specific goals in mind. At the conclusion of the course students should have: 1. Developed an understanding of technical genres 2. Developed basic review , revision, and editing practices 3. Developed an understanding of usability and accessibility 4. Developed skills for creating technical documentation in the workplace 5. Developed an understanding of ethics in the workplace as regards communication practices These objectives will be assessed by the instructors observations of the students work from initial proposal memo through the final recommendation report. Additionally , overall progress should be tested with the administration of a grammar and comprehension test at both the beginning and the end of the course. There are variations in categorization but overall the main emphasis is on developing written and verbal communication skills (both input and output), interpersonal skills (working with and relating to others individually and in groups), problem-solving skills[and] information technology (Kemp, 1995).

Benefits
The need for a flexible, adaptable workforce to suit the constantly developing and changing requirements of the workplace has focused attention on the development of transferable skills, that is skills and abilities which are considered applicable in more than one context. (Kemp, 1995) Communication skills are these transferrable skills. When people are able to read, write and communicate effectively they are then able to learn effectively and quickly. When applicants and even employees are unable to exhibit effective communication skills they lose out on jobs and promotions. Note these findings from the National Commission on Writings report, Writing: A Ticket to WorkOr a Ticket Out: People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion. Poorly written application materials would be extremely prejudicial, said one respondent. Such applicants would not be considered for any position. More than half of all responding companies report that they frequently or almost always produce technical reports (59 percent), formal reports (62

percent), and memos and correspondence (70 percent). Communication through e-mail and PowerPoint presentations is almost universal. Because of email, more employees have to write more often. Also, a lot more has to be documented, said one respondent.

More than 40 percent of responding firms offer or require training for salaried employees with writing deficiencies. Based on survey response, it appears that remedying deficiencies in writing may cost American firms as much as $3.1 billion annually. Were likely to send out 200-300 people annually for skills-upgrade courses like business writing or technical writing, said one respondent. (2004)

Clearly, a course that emphasizes a hands-on and situational approach to professional communication will only serve to uphold Linn Techs legislative mission of meeting the industrial and technological manpower needs of the state.

Textbooks
Krug, S. (2006). Dont make me think! A common sense approach to web usability (2nd ed.). Berkeley, CA: New Riders Publishing. Steve Krugs book is an excellent tool for communicating the importance of usability, accessibility, testing techniques, etc. as it is written from the viewpoint of a practitioner. The book is not theory-focused, but instead communicates the process of usability testing as a step-by-step, user-focused methodology in plain language. This text addresses its audience as potential usability practitioners, not as students drudging through theory. Burnett, R. (2005). Technical Communication (6th ed.). Boston, MA: Thomson Wadsworth. Rebecca Burnetts text is the proverbial how-to manual of technical writing. Covering everything from letters of transmittal to recommendation reports, Burnetts book is written in a clear, concise manner with logically arranged tables for visual learners and flow-charts for job-specific decision-making. An updated 7th edition is tentatively due out in 2012.

Conclusion
Todays job market is overwhelmingly uncertain and any skills that we may impart to our students that will mark them as step above another institutions graduates is well worth the extra effort. The more technologically encumbered our society becomes, the more imperative it is that graduates are capable of comprehending and communicating with such technology. Without this knowledge, and without these skills, our students will be passed over in the workforce. With this in mind, I urge you to consider a class such as the one Ive provided here. I believe that it presents useful techniques and skills that are invaluable to Linn Tech students in both the long and the short term. The ability to write clearly and concisely is never a detriment; nor is it a skill that only some are capable of learning. With the right tools and the right mindset, everyone is capable of writing well.

Appendix
Syllabus COM 212 Advanced Technical Communication: The practical application of technical communication skills. Developing technical documentation, professional writing, and an introduction to usability and accessibility. Prerequisites: COM 201, COM 190 or COM 211 with a grade of C or better. 3 credit hours. Materials: Audio mic/headset. Rebecca Burnett, Technical Communication 6e, Thompson, and Steve Krug, Dont Make Me Think 2e, New Riders. Overview: This technical communication course will give you practice in communicating with a professional audience. Documents, communication, and assignments will be held to traditional, stringent corporate standards and evaluated as professional communication. This course is intended to be very practical for professionals who seek employment in technical industries or the corporate or public sector. Scenario-based assignments: You will be writing some documents as if you are a technical communication subcontractor. I am the contractor to whom you report, and we will produce deliverables for clients. As a subcontractor, you will identify a software application or site belonging to a prospective client. You will evaluate that site or application for usability and accessibility (among other possible criteria). You will first informally, then formally, propose the evaluation project to me, then you will conduct testing and evaluation. Eventually, you will compile the results of your tests into a recommendation report for the client. (You are not required to send the materials to the client.) Along the way, you will conduct formal usability testing and complete a progress report. Participation: During class time a variety of activities will occur: lectures, discussions, activities, drafting, revising, critiques, oral presentations, usability testing, and so forth.The importance of attendance and positive participation is as important to me as it is to your future boss.The class involves content presentation, discussions, and activities each day . Showing up is expected and is necessary , but not sufficient, for passing the course Assignment Submission: Assignments will be submitted electronically. When you submit assignments, please: 1) use the appropriate file format (.doc, .docx, .pdf)

2) load all files at the same time 3) name files YourLastName_FirstInitial_AssgnName.docx

Things to avoid: Missing class. Graded activities occur during class, attendance for the entirety of each class is necessary to qualify for full credit. Missing assignments. Turning in an assignment late. Late work results in a minimum 10% deduction from the assignment grade. Rude or inappropriate behavior (including sleeping or using cell phones, IM or email) during class or during any students presentation will result in a 5% deduction from the final grade. Distracting or disrupting the class after a warning will result in 5% deduction from the final grade. Plagiarism* or cheating will result in a minimum failure of the assignment, with a maximum penalty of failure of the course and being reported to administrators. Inappropriate responses to grades. If you disagree with your grade please wait 24 hours, review the comments again and, only then, send me an email and/or set up a meeting to discuss the grade. *Source Use and Plagiarism: Any information you use in any way from any place other than your own personal knowledge and experience must be cited and cited correctly. Failure to do so may have a dire impact on the outcome of this semester for you. You will receive at least a zero on the assignment. Missouri S&Ts Writing Center Handout About Plagiarism

Style Guide: For this course, it is recommended that you familiarize yourself with the APA style guide (for an explanation of style guides, refer to the textbook: Technical Communication 6e, p. 500). Link to flash vid for APA newbies KnightCite citation generator (this tool will make your life much easier) ASSIGNMENTS Quizzes: Be prepared to answer questions about the weeks assigned reading and/or lecture. Workshops: In order to receive full credit for workshops, you must post a complete draft for review, plus you must review two drafts by other people. Make sure your participation is recorded during the workshop, as workshops tend to be

graded 0/half credit/full credit, and you want to be assigned the maximum credit earned. Proposal: Proposal Email: After selecting a text for evaluation, email me, informally suggesting your project for research and testing on the text. Proposal Draft: A complete version of the proposal that may be revised or edited before being submitted for final grading. Proposal: The proposal is addressed to me, formally requesting permission to study the text in order to generate a recommendation report. It includes several research questions and specific aspects of the text that should be investigated. A timeline and budget are included. A cover letter introduces the writer to the client, and a resume appended to the proposal confirms the suggestions of credibility and experience the writer mentions in the letter and proposal. The client (owner or producer of the text) is a secondary audience for the proposal (they may read it, but its not addressed to them).

Usability Testing: The goal of usability testing is to determine how to make a product or text better for the people who need it. Those people may include experts, students, the public, and persons with disabilities of all varieties. A good usability test will provide evidence to support the recommendations in the recommendation report. Progress Report: Common in industry, such reports give an accurate and detailed accounting of what has been done, the current status, and the schedule for the remaining work. Multimedia Project: The multimedia project ensures that all students are producing some multimedia instead of exclusively paper-based documents. The project should incorporate an introduction and description to the text, a demonstration of what the text does, and usability testing instructions for users.

FINAL ASSIGNMENT Recommendation Report: The recommendation report is the major deliverable for the course: a formal report, addressed to the client, presenting for the client the fruits of several weeks of labor.

EVALUATION: Grading will be based on a percentage scale, with 90%+ of possible points = A; 80%+ of possible points = B; 70%+ of possible points = C, etc. Evaluation criteria in technical communication include the following: Purpose (whether the work meets typical audience needs and my expectations) Honesty (professional honesty AND academic honesty; respect for intellectual property rights; submission of original, unique work produced specifically for the assignments in this course, citation of references) Clarity (focus, readability, appropriateness of language, explanatory power, organizational cueing) Accuracy (of content, evidenced by citation of sources, absence of ambiguity or misleading information) Comprehensiveness (thoroughness, scope, and quality of information) Accessibility (usability and audience appropriateness, organizational cues) Conciseness (thematic focus, design and style choices, sentence structure, and vocabulary) Design (professional appearance and consistency within the text or project) Correctness (grammar, punctuation, spelling, coding if applicable)

Specific elements required for each assignment vary and are presented in their individual grading rubrics, which will be available via Blackboard.

*Accommodation: If you have a documented disability and anticipate needing accommodations in this course, you will need to request that the Disability Services staff send a letter to me verifying your disability and specifying the accommodation you will need before I can arrange your accommodation.

Week
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Activity
Proposal memo Proposal Formal proposal draft Formal proposal Usability Usability Testing Usability Testing Usability Report Descriptions & Explanations Progress Report Multimedia Multimedia Recommendations Recommendation Report Recommendation Report Final Exam

Schedule

Proposal Grading Rubric

Front matter Cover letter is clear, to the point, and follows convention. Title page is correctly arranged and there is no overlap with other pages.

Well done Clear and effective writing; few typos, misspellings, and good grammar. Headings and formatting follow convention

Ok Somewhat unclear, but understandable. Very few, if any, typos, misspellings, or grammar issues. Some headings and formatting issues.

Unsatisfactory Very difficult to relate to the other parts of the proposal. Unclear writing. Many typos, misspellings, and poor grammar. Poor use of headings and formatting.

5pts.

-2.5pts.

-5pts.

Introduction Establishes current situation, defines the problem and provides evidence thereof.

15pts.

-7.5pts.

-15pts.

Plan Defines their proposed plan and clearly presents their objective. Ties their plan into the introduction effectively.

15pts.

-7.5pts.

-15pts.

Approach A probable method of testing the plan is explained. Schedule is accurate and reflects the course syllabus timeline.

15pts.

-7.5pts.

-15pts.

Benefits Clearly explains the benefits of their plan.

15pts.

-7.5pts.

-15pts.

Qualifications Their qualifications are clearly explained and are directly related to their aforementioned plan. Resume is attached and follows convention.

10pts.

-5pts.

-10pts.

Rubrics: Proposal Rubric

Well done Ok
Somewhat unclear, but understandable. Very few, if any, typos, misspellings, or grammar issues. Some headings and formatting issues.

Needs Work
Very difficult to relate to the other parts of the report. Unclear writing. Many typos, misspellings, and poor grammar. Poor use of headings and formatting.

Usability Report Grading Rubric

Cover Page
The title is centered at the top of the first page. Below the title, but without a heading of its own, is the abstract comprising one or several paragraphs.

Clear and effective writing; few typos, misspellings, and good grammar. Headings and formatting follow convention.

5pts.

-2.5pts.

-5pts.

Introduction
Review of situation: who, what, when, why.

10pts.

-5pts.

-10pts.

Method
How data was collected. This should be very specific.

10pts.

-5pts.

-10pts.

Results
Are the findings from the Methods section discussed?

10pts.

-5pts.

-10pts.

Discussion
Are the findings under Results discussed? Do the findings prove the thesis?

10pts.

-5pts.

-10pts.

Limitations of Research (if any) Conclusion

Summarizes what the paper has proposed, discussed findings and concluded concisely.

10pts.

-5pts.

-10pts.

10pts.

-5pts.

-10pts.

Reference/Works Cited
In APA format.

5pts.

-2.5pts.

-5pts.

Appendices
Scanned documents are clear and in a sensible order, participants names are NOT visible.

5pts.

-2.5pts.

-5pts.

Usability Report Rubric

Progress Report Rubric 5pts 9pts 36pts Y/N Y/N Y/N Formatting: Single-spaced email/memo format Provides: A brief overview of the project Discusses: What has been done up to this point (who was tested and why) How much time has the project taken thus far, how much longer til completion What is next and/or whats left to be done

Multimedia Grading Rubric

Strong

Weak

18.75 total pts. A two-minute process explanation of your application or web site is produced. 18.75 total pts. Narration is strong, audible, confident, and clearly scripted. Visual sequences match narration. 18.75 total pts. All parts of vid are informative. No unnecessary transitions, graphics, colorization, effects or distracting elements are included. 18.75 total pts. Vid file type is appropriate, can be downloaded and viewed, audio settings are correct, and assignment was uploaded on time. File cant be opened, audio cant be heard, file was not loaded into Blackboard on time. Some parts of vid are unnecessary, distracting, gratuitously decorative, accidental, or erroneous. Narration is difficult to hear, awkward, or obviously not scripted. Visual sequences to do not match narration. Vid is either >< than 2 minutes by 30 seconds. Content is weak or incomplete.

Quantity

Quality

Relevance

Procedure

Multimedia Rubric

Recommendation Report Grading Rubric

Letter Design You-orientation Point of interest Style Cover page Design Content Style Table of Contents Design Headings Page numbers Abstract and/or Executive Summary Style Effectiveness

Strong

Weak

Introductory Section (Background, situation, intro) Context-setting Style Design

Recommendations Clarity Evidence Specificity Visual Presentation

Appendixes (References, usability test, accessibility test, tables of results, etc.) Appropriateness Design References to Appendixes in Report Visuals (page layout, figures, tables) Labeling References Design

Recommendation Report Rubric

Assignment Values
Proposal memo Proposal draft Proposal draft peer critique Proposal Usability test drafts Usability testing Usability report peer critique Usability report Progress report Multimedia workshops Multimedia presentations Recommendation report draft Recommendation report peer critique Recommendation report Quizzes Final exam 25 25 25 75 25 25 25 75 50 25 75 100 50 200 50 200

Total 1000

 Course Budget 40-80 students per semester Microsoft Word licensing - $45 per computer for 36 months or $150 per semester (based upon a computer lab containing 20 computers) Cam studio screen capture software - Open source (free!) Classroom Materials - $75 per semester (markers, erasers, etc.) Instructor Salary - $6000 (based upon 1, 3hr course per semester) Conferences/Continuing Education - $500 (based upon a 3 day conference schedule w/in driving distance of Linn State) 1 course per semester = $6725

Works Cited
Allan, J. (August, 1996). Learning outcomes in higher education. Studies in Higher Education, 21(1). Duncan, S. (1996). Cognitive apprenticeship in classroom instruction: Implications for industrial and technical teacher education. Journal of Industrial Teacher Education, 33(3). Giles, T.D., & Still, B. (2005). A syntactic approach to readability. Journal of Technical Writing and Communication, 35, 45-70. Kemmery, R. & Cook, H. (2002). Written communication skills for the 21st century. Techniques, 77(4), 32-34. Kemp, I.J. (October, 1995). Transferable skillsCan higher education deliver?. Studies in Higher Education, 20(3). Latzina, M., & Rummel, B. (2003). Soft(ware) skills in context: Corporate usability training aiming at cross-disciplinary collaboration. Proceedings of the IEEE 16th Conference on Software Education and Training (pp. 52-57). National Commission on Writing for Americas Families, Schools, and Colleges. (2004). Writing: A ticket to workOr a ticket out: A survey of business leaders. Retrieved November 12, 2011 from http://www.writingcommission.org/prod_downloads/writingcom/writingticket-to-work.pdf Overtoom, C. (2000). Employability skills: An update. Clearinghouse on Adult, Career, and Vocational Education, 220, 10-12. Partnership for 21st Century Skills. (2006). Learning for the 21st century: A report and mile guide for 21st century skills. Retrieved November 12, 2011 from http://mst.summon.serialssolutions.com/search?s.fvf%5B%5D=ContentTy pe,Newspaper+Article,t&s.q=Written+Communication+Skills+for+the+21st +Century A plain English handbook: how to create clear SEC disclosure documents. (1998). Office of Investor Education and Assistance, U.S. Securities and Exchange Commission. Retrieved November 12, 2011 from http://www.sec.gov/pdf/handbook.pdf

Rubin, C. (n.d.) You are what you write, Guerilla Marketing Articles. Retrieved November 12, 2011 from http://www.gmarketing.com/articles/127-you-arewhat-you-write U.S. Department of Labor, The Secretarys Commission on Achieving Necessary Skills: A SCANS report for America 2000. Retrieved November 12, 2011 from http://wdr.doleta.gov/SCANS/whatwork/

Resume
Misty A. Adams
2883 Brinkman Rd. Owensville, MO 65066 573-437-6767 maagfc@mst.edu EDUCATION: Missouri University of Science & Technology Currently enrolled: M.S. Technical Communication, 2013 Missouri University of Science & Technology May, 2011 B.S. Technical Communication Minor: Philosophy Certificate: Human-Computer Interaction EXPERIENCE: SKILLS: Microsoft Office Adobe Acrobat Adobe CS3 GNU Image Manipulation Program Photoshop Aptana Muse RoboHelp Technical editing Graduate teaching instructor Technical editor Research RFPs and screen prospective clients Design and author proposals in response to CFP/RFPs Website design Usability testing of software and websites GPA 4.0

GPA 3.2

ADDITIONAL SKILLS: Prior work experience includes ten years in the automotive, agricultural, and auto-recycling parts industry; two years in retail and food service managerial positions, and four years as a Class 8 freight engineer. HONORS AND ACTIVITIES: Society of Technical Communicators Missouri Archaeological Society Missouri Speleological Survey Missouri Master Naturalist DJ, KMNR 89.7 free-format student radio MSM Spelunkers The Da Vinci Society