Collaboration and/in Technical Communication (from the Perspective of a Tech Comm PhD Student)

Today’s post in this month’s series of guest posts is by Jason Tham, a graduate student currently pursuing a PhD in Technical Communication at University of Minnesota. I have studied Jason’s articles for the Research Methods in Tech Comm course for my Masters program and followed his academic career via social media. I am so excited you get to hear from him today. Here’s Jason’s post:

josh-calabrese-236920-unsplash
Photo by Josh Calabrese on Unsplash

Collaboration is at the heart of technical communication, and I see at least two reasons to why that’s so: 1) technical communication materials are produced for human use and therefore always require human input; and 2) as cliche as it may sound, it remains true to me that no one knows everything, but everyone knows something––thus two or more heads are better than one when it comes to solving technical communication issues or tasks.

As a PhD student, my work in the past 4 years has been largely collaborative. Whether in practice or pedagogy, I have been acculturated to working with users, designers, researchers, and teachers. These interactions are often productive and rewarding; they help me create more effective documents, design and perform better studies, and deliver innovative instructions. In this guest post, I share some of my collaborative experiences in research, publishing, teaching, service, and professional practice.

Collaboration in research

After reviewing my CV, I realized more than half of my current projects are shared with other researchers in and out of my home department at my university. While I have worked in larger teams that ranged from four to eight researchers, my typical collaborations are in teams of two (myself and another researcher or scholar). Whether we are co-investigating a common problem or co-authoring a report, my experience with sharing a research project has been rewarding. I have always learned new research methods and strategies for communicating my findings. Furthermore, from a research standpoint, collaboration may boost the validity and reliability of a qualitative study if inter-rater reliability is utilized and achieved.

Collaboration in publishing

When publishing in technical communication journals (or any journal, I suppose), authors tend to work with journal editor(s) to identify the publication’s scope, standards, and other publishing specifications. I consider this interaction with journal editors and even responses to blind reviews as a kind of professional collaboration. Such collaboration ensures the quality of a publication––that authors produce scholarship that advance knowledge, reviewers provide feedback that enhance the scholarly merits of the refereed work, and editors ensure the integrity of the publication is preserved and supervise the production process.

I have also been blessed with the opportunities to co-edit some special issues of technical communication journals––most recently for the Journal of Business and Technical Communication and Computers and Composition––on special topics like “design thinking approaches for technical communication” and “immersive technologies and writing pedagogy.” In these co-editing experiences, I have collaborated with other academics to create calls for papers, review submissions, coordinate peer reviews, and work with authors and publishers. Special issue publications such as these tend to require a kind of collaborative dynamic that’s different from a regular journal issue as we had to draw resources from a select pool of experts and work within a specific publication timeline that complements the publisher’s workflow.

Collaboration in teaching

Based on my teaching experience, students find it more meaningful to work with problems that have tangible impact on their lives and those around them. As an instructor of technical communication, this means I need to work to bridge theory and practice in student learning. To achieve this goal, I have been collaborating with faculty members with other disciplinary expertise to co-design course modules and learning activities that benefit students in our classes. For instance, in the current (Spring 2018) semester, I am teaming up with a professor from mechanical engineering to create a learning unit for my business writing course where my students serve as press release writing consultants to graduate engineering students whom they are partnered with. This collaborative effort gives both my students and the graduate engineers in another course an opportunity to cross path and learn from each other.

Collaboration in service

As a member of the technical communication discipline, I am also called to provide services to the field that advance its visibility and wellbeing. In my opinion, these services are best done through collective effort and thus I have collaborated with other graduate students and scholars to co-organize events that led to the aforementioned goals. One example is the 21st Annual Great Plains Alliance for Computers and Writing Conference, where three active scholars in my department and I co-hosted in the Fall of 2017. Pulling together a regional conference isn’t a task that can be easily accomplished by an individual; by collaborating with colleagues and other graduate students, we were able to co-design a program that reflected the trends of the field and attracted presenters that had interesting topics to share.

Collaboration in professional practice

When not teaching or conducting research studies, I work as a leasing agent for a student housing provider. Collaboration is ingrained into my work routine; more often than not, I am working with other fellow agents to address leasing and marketing needs––we review our weekly leasing (sales) performance, discuss existing customer service issues, and come up with solutions to address these situations collaboratively. Also, part of my work is dedicated to maintaining a shared database of resident profiles and incoming prospects. Every leasing agent at my property plays a part in keeping shared notes and updating the database. Each year, it takes a team of six leasing agents, working very closely with a leasing manager, to fully lease our residence. While leasing and customer service may not be directly related to technical communication, they are communicative activities that require similar professional rigor.

Together, all these experiences help me grow as a technical communicator, whether through research, publishing, teaching, service, or professional practice. Indeed, as my academic advisor––Dr. Ann Hill Duin––wrote with her collaborator more than 25 years ago, collaboration in technical communication is a research continuum, rather than a static phenomenon or theory. The motivation and techniques for collaboration in technical settings keep shifting according to the context within which the collaboration occurs. My advice for rising technical communicators is to dip their toes in multiple collaborative contexts as part of their training so they may be hone their skills in collaborating with others.

Contact: Jason Tham, thamx007@umn.edu

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