Poster Session I

Room: Landmark Ballroom 4

10:15-10:45 am

Current State of Globalization within Technical and Professional Communication Programs in the U.S. and Abroad
Lisa Meloncon, University of Cincinnati
This poster looks at globalization from three programmatic perspectives: the present scope of technical communication programs outside of the US; an overview of types, kinds, and number of courses offered in international/global communication in both the US and abroad; and a brief comparison of the approaches of those courses.

Using Global Language in the Writing Process: Visual Thinking as Problem Solving
Carroll Ferguson Nardone, Sam Houston State University
This poster proposes a teaching tool that can be implemented in technical writing classes to help students integrate visual thinking and problem solving as a brainstorming tool within the technical writing process. Following on the concepts in “back of napkin thinking” (Moyer or Roam), this poster will illustrate a teaching module on visual thinking as problem solving that could be adapted to a variety of technical writing courses, thus giving students one more tool to enable them to succeed in the continually globalizing workplace.

“Survey Says!”: A Meta-Analysis of the Statistical Procedures Used to Analyze Survey Data in Technical Communication Journals
Heather Shearer & Dwight J. The, Montana Tech of the University of Montana
This poster will present a meta-analysis of the statistical procedures used to analyze survey data in studies (n = 57) published in TCQ, TC, JBTC, and JTWC from January, 2000 to October, 2011.

Online Impact of Professional and Technical Communication Journals’ Websites: Insights form Webometrics
Colleen A. Reilly, University of North Carolina Wilmington
This poster will present the results of an analysis of the global online impact of the Web sites of 27 print journals related to professional and technical communication determined through the Webometric method of link analysis. The poster highlights the usefulness of Webometrics in tracking the global impact of scholarly Web sites, information that can aid the sites’ publishers to design and provide content that is useful to the diverse, international audience sharing their virtual networks.

From Word to Letter: Typographical Challenges in Cross-Cultural Technical Writing
Ashley M. Watson, Purdue University
This poster works with two major assertions: (1) every font carries with it its own culture and history, and (2) fonts are not as adaptable to language changes as we think. Further, the poster addresses two types of documents, multilingual and monolingual. To support such assertions, the poster will be broken into two parts, utilizing data visualizations. First, a world map will illustrate fonts associated with cultures outside the United States, providing details on each font’s history, use, and accessibility to technical writers in the United States. Second, another visualization will outline what technologies and type families are best for multilingual documents. This second part will also explain the science (and vocabulary) behind typography software use for multilingual texts. Overall, this poster presentation addresses how our typography choices, when communicating to global audiences, affects readability and clarity.

Failed Science, Failed Rhetoric (?): Andrew Wakefield and the Discourses of Scientific Controversy
Heidi Y. Lawrence, Virginia Tech University
This poster presentation reports on a reception analysis of Wakefield’s study in the technical communication exchanged among doctors in the journals The Lancet and Pediatrics through challenges to Wakefield’s methods, ethics, and conclusions. These themes will be compared with lay reports about the autism-vaccination link to consider how the technical information from scientific studies was delivered to and understood by non-scientific publics.

“I’m an INTJ; you’re an EFSP”: Group Dynamics and Personality Type Testing
Stephanie Vie, Fort Lewis College
This poster session will outline two major personality type tests—the Big Five factors and the Myers-Briggs Type Indicator—used in psychotherapy that can be applied to the college classroom to help students better understand their own personality preferences and thereby better understand their role in group dynamics. In particular, the MBTI will be described for its ability to showcase individuals’ preferences in viewing and reacting to the world around them, including making choices, working with others, and deciding upon courses of action. Both approaches—the Five Factor Model and the Myers-Briggs Type Indicator—will be summarized regarding possible ways to incorporate them into the technical communication classroom as well as critiqued for their potential limitations.

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