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This model has implications to teaching at both the course that instructs students about design models underlying our work, and in the design of curricula for undergraduate, master's, and Ph.D. programs in technical communication.
(Underlying this discussion is an assumption that the professional practice of technical communication is more complex than the task of preparing technical information for publication; this discussion does not pertain to service courses in technical communication.)
Courses that teach document design¾ usually courses with the title Document Design or Advanced Technical Writing¾ might be re-named information design and should address each level of the framework and emphasize design as problem-solving, rather than design as something that enhances appearance.
Because many students presume that document design primarily refers to desktop publishing skills, a course might begin with a unit on physical design. After meeting student expectations, the course might progress to a unit on cognitive design, and present a process-oriented approach to designing information. A course might close with a unit on issues of affective design.
The amount of time devoted to a particular level would vary by the level of students in the class. For example, if a class primarily consists of undergraduates, the course might devote more time to document design than other types of design. If a class primarily consists of master’s students, it would devote more time to information design, and if a class primarily consists of Ph.D. or Ph.D-bound students, it would devote more time to communication access. Table 2 suggests a list of topics that an instructor might address in each of the units.
| Physical access | Intellectual access | Emotional Access |
| Page and screen design Technical writing Following templates and guidelines Editorial style Copymarking symbols Production |
Needs analysis Objectives Evaluation Genres of technical communication Media selection Organization Prototyping Writing for different media Establishing templates and guidelines |
Attention Motivation Cross-cultural communication Change management Customer service Legal and ethical issues |
Table 2: Possible topics for each unit in a course based on the framework of information design.
Because information design is central to the professional practice of technical communication, graduate curricula in the growing number of technical communication programs must require a course in it. In addition (not in place of), graduate students should also survey the myriad of design models underlying ours and related fields, such as minimalism, performance technology, user-centered design, and interaction design. A separate course on design models might e students with opportunities to compare and contrast those models and the disciplines and viewpoints from which they emerge, and consider their implications to practice.
In her model of education for human resource development, Verna Willis (1990) proposes that a bachelor’s degree trains students to "do," a master’s trains students to lead the effort of doing (either by managing it or serving as the lead designer) and a Ph.D. prepares students to consult or research. This 3-tiered model transfers nicely to technical communication and suggests education for majors at each of the levels.
Education at the bachelor’s level would emphasize competency in physical design. Through courses such as document design, technical writing, technical editing, specialized types of writing, and production techniques, students could develop mastery in this area of design. Internships would reinforce these competencies.
Education at the master’s level would emphasize cognitive design skills. Through courses such as information design, audience analysis, cognitive psychology, industrial design, instructional games and simulations, usability testing, project management, people management, evaluation methodologies, and case studies in information design and development, students could develop mastery in this area of design. For students in terminal degree programs, projects would introduce the practical complexities of information design. For students in other degree programs, research projects would help them identify and experience the boundaries separating the different types of design.
Education at the Ph.D. level would emphasize competency in affective design, as well as the traditional competencies in research. Through courses such as ethics in communication, communication law, human performance technology, minimalism, advanced audience analysis, qualitative research techniques, and consulting skills, students could develop mastery in this area. Furthermore, dissertation projects would expose students to a variety of communication design issues from the views of readers and of clients.
At each level, the curriculum should emphasize the dichotomy of broad thinking and a strong attention to detail. In her study of expert information designers, Schriver observed that expert information designers have a broad view of the field as well as a good eye for detail (1999). That is, experts in this field can apply specific style guidelines and explain why those style guidelines matter on a particular project.
Table 3 suggests courses that might be appropriate at each level.
| Bachelor’s | Master’s | Ph.D. |
To prepare students for entry-level work in technical
communication, they might take courses with generic titles such as:
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To prepare students at the master’s level, the
curriculum might include a combination of courses on pure and applied theory and
methodology, such as:
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To prepare students at the doctoral level, the curriculum
might include a combination of courses on advanced topics in technical communication, and
research skills and analysis:
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(c) Copyright. 1999, 2000, 2001, 2002. Saul Carliner. All rights reserved.
