Presentation at the 2008 IPCC/Professional Communication Society's annual conference. Presentation discussed the research methods and history and evolution of the MS in Technical Communications Program at Northeastern University from the late 1990s unitl 2008.

1. The Master’s Degree in Technical Communication
at Northeastern University
From Almost Death to Resurrection
Christopher S. LaRoche, Adjunct Lecturer
Northeastern University – College of Professional Studies (CPS)
Copyright © 2008 - Christopher S. LaRoche

2. Introduction/Abstract
• This presentation discusses the history and evolution of the
Master of Science degree in technical communication at
Northeastern University. This program emerged several
decades ago and achieved prosperity and acclaim;
however, the last decade the program declined, closed,
and then a modified version of the program evolved.
• Due to excellent work by many people over the last few
years, the program has evolved to its current status as a
viable and dynamic program. This discussion will include
descriptions and examples of how the program has been
resurrected.

3. Main Points
— Program history and evolution
— How and why the program closed down
— How and why the program was revived
— Challenges of rebuilding and strengthening the program
— Next steps

4. Program History & Evolution
The Northeastern University technical communication program
has existed in varying forms for 25 years.
The program started in the mid 1980s in response to the
growing need for technical communicators in the emerging
technology (mostly software) industry in Massachusetts.
The program was initially a collaboration between the world of
academia and industry. Although the program resided in
the English department, it included a technology
component.
Degrees offered included a master’s degree (MTPW) and
graduate certificate in technical communication.

5. How and Why the Program Closed Down
By the late 1990s/early 2000s, the program was in trouble:
— Primary builders of the program retired/moved to
other schools
— Declining enrollment
— Graduate certificate was no longer offered for the more
practical-minded students
— Economic downturn in 2000-2001 further hurt the program

6. How and Why the Program Closed Down
During the slow decline of the program, there were other
critical issues the program contended with:
— Program was growing increasingly more isolated
within the English department itself as it was not a good
‘fit’ with the other programs offered in the department.
— An increasing perception in the industry that the program
was too academic and increasingly irrelevant to the
current
industry after 2000-2001.
The master’s program (MTPW) was eventually closed down
in 2004 - 2005.

7. How and Why the Program was Revived
Core elements of the MTPW program were taken and moved
out of the more academically-inclined English department
and realigned with the continuing education division.
The updated program was better situated in this more
practitioner-based college division.
The ‘mental model’ of the program shifted from a traditional
liberal arts-focused writing program to a practical and
professionally-oriented degree focusing on writing.

8. How and Why the Program was Revived
Core of academics and practitioners who cared deeply to
rebuild the program and thought of new “models” for this
type of program.
A convergence of academics (both full time and adjunct
lecturers) and the academic administration intent on
updating the program to make it relevant and market
driven existed.
The school where the technical communication program is
now housed employs only adjuncts. In this particular
situation, this has been beneficial since you have a core of
teachers dedicated to teaching but also with vast
experience in the field of technical communication that is
recent and relevant.

9. Challenges of Rebuilding and Strengthening the
Program
Moved classes 100% online.
Providing courses online was a natural fit - and allowed the
program to expand the pool of potential students (and
instructors).
When moved from the English department, classes went from
15 week semester classes to 12 week quarters. Could offer
more classes per year (4 quarters vs. 3 semesters).
The 12 week (elective) classes were reworked into 6 week
intensive classes.

10. Challenges of Rebuilding and Strengthening the
Program
More than done previously, educators must apply the research
and theory within the field to produce practical results. This
is easier in this field since it is by nature pragmatic.
Underscores the need for educators to keep constantly
focused on the changes within the technical communication
field and relay these changes to students.
As educators we need to modify and adapt teaching focus –
not only to more practicality but also to changing from the
traditional classroom to the online classroom.
Comfort with technology is crucial. Understanding the “Gen
Y/Net Gen” population and their view of technology is also
important.

11. Challenges of Rebuilding and Strengthening the
Program
Several methods were employed to obtain information about
how to improve the program:
— Competitive Analysis – U of Washington, U of Limerick,
and Harvard Extension courses/programs
— Survey – Both current students and alumni
http://www.surveymonkey.com/s.aspx?sm=cK_2fGP2GObaYEoyVoZyS4Cw_3d_3d
Many of the suggestions within the ‘Next Steps’ come from
the survey results.

12. Next Steps - Main Points
— Require a more technology focus
— Specialization review
— Course review
— Need better marketing of program

13. Next Steps – More Technology Focus
Overall the entire program needs to become more technology
focused.
This is a two-tiered approach:
– A technical upgrade of the program, including embedding the use
of technology much more so than currently exists
– A commitment to teach students specific tools/technology of the
profession
Currently the program does neither especially well.

14. Next Steps – More Technology Focus
A more complete use of the technology employed within
today’s work environment is needed in the program.
The main interface between educators and students is
Blackboard. However many of the technological tools and
formats that could be used are not employed in the
program.
For example, seamlessly integrating audio (mp3 files for
podcasting) and video files would help make the program
more technically relevant to today’s work environment.
Using wikis and blogs on a consistent basis would be useful.
These technologies are currently used only in an ad-hoc
manner.

15. Next Steps – More Technology Focus
Focusing on the tools of the profession would help. This was a
chronic issue in the former program. Teaching tools is more
easily acceptable in the current program.
Must teach or familiarize students with the daily tools of the
profession (FrameMaker, RoboHelp, and XHTML/XML
editors).
More general industry tools/formats need to be taught in the
program – such as familiarity with Content Management
Systems (CMS), DITA/modular documentation, etc.
Tool classes should be added to the program (either required
or electives) or additional seminars offered to students
within the program on a non-credit basis.

16. Next Steps – Specialization Review
The existing specializations are viewed as quite good, but
there needs to be increased focus on the non computer-
industry specific fields, long been the primary
specialization.
With the rapid evolution of the healthcare field (biomedical
and pharma) and other writing opportunities worldwide, the
current specializations need to reflect these changes. Not
only should advisors help with this, but the lecturers in this
program should reflect this diversity.
With the continued merging of common “communication
functions” (training, documentation, and sometimes
usability) – allocating more time and understanding to
areas outside of the traditional technical communication
would help prepare students for the future of the work
environment.

17. Next Steps – Course Review
Although the program has consistently reviewed and added
courses in a timely manner, this needs to continue. A more
acute focus is needed to continually evaluate classes for
relevance.
For example, core/required classes are currently being
reviewed and renamed to better focus on the needs of
today’s students and avoid repetitive overlap between the
classes.
Within this division of Northeastern University, the ability to
approve and create classes quickly exists. This could be
done to further enhance both the tools and specialization
needs.

18. Next Steps - Marketing
Lastly, the program needs to be marketed better and
integrated with relevant industries. Since the program is
not known well locally - many in the industry locally believe
the program is shut down - it needs to be sold better.
This marketing could be through local and national
professional organizations, including proactively working
with various industries and providing credit for co-
op/internship opportunities, which the program provided
years ago.
Since the program is now 100% online, it is accessible to
anyone in the world and must be marketed nationally and
internationally. Northeastern and its reputation for
practical-based education makes this easier.

19. Conclusion
• Attracting more students, attracting new faculty, adding
additional courses and flexible specializations for the
current and future job market have helped over the last
few years.
• The primary issues needing attention include the program
being more technology focused, refining the specialization
and course offerings, and marketing the program better
both nationwide and internationally.
• Program: http://www.cps.neu.edu/techcom
• Questions? Please email me at c.laroche@neu.edu. Slides at
http://christopherlaroche.com/teaching_presentations.html