Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 6, 2006. Dissertation Committee: Ron Strickland (chair), Gerald Savage, Sophia McClennen, Doug Hesse. Includes bibliographical references (leaves 192-199) and abstract. Also available in print.

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<i>Activist Technical Communication at Girls’ Technology Camps: Building Girls’ Confidence in Digital Literacies</i> presents a mixed-method empirical study investigating the capacity of a girls’ summer technology camp, Girls Go Digital, to foster girls’ confidence and interest in STEM subjects. I build on the work of a growing number of university technical communication and composition programs hosting local digital camps for middle school-aged girls, responding to the gap in STEM confidence that grows between boys and girls after middle school. My dissertation works in partnership with a large, national, for-profit version of these camps, and I utilize a community engagement approach. Though some may see the aims of a for-profit tech camp as incompatible with engagement ethics, I argue that we ought not to ignore the potential for community impact offered by their resources and reach. With a camp design targeted to reach girls who may feel discouraged by a mixed gender setting, a week of camp at Girls Go Digital leads to statistically significant positive impacts on girls’ confidence in their technology skills, as well as attitudes relating to technology. These findings contribute not only to strategies for technofeminist interventions, but also to the growing body of technical communication scholarship with social justice aims. In order to build girls’ confidence at camp, technical instruction is intertwined with instructors’ roles as emotionally supportive mentors for their campers. Complicating technical communication’s prioritization of clarity and efficiency, my study suggests that for girls learning STEM subjects, and for many other disenfranchised audiences, truly effective technical communication must also be trust-building advocacy work.

This research studied problems related to the teaching of technical writing on the college level. It also attempted to establish parameters for the development of a general technical writing course which could be added to core curriculum for all majors. In preparation for this thesis, information was gathered regarding current technical writing curriculum from a variety of experts in the field. The Wichita State University Department of English provided additional information. The emphasis of this research centered on current problems in pedagogical and workplace environments, and on suggestions for change within those areas. This research also considers the influence of technical writing on the general populace In the course of researching the field of technical writing pedagogy, weaknesses in preparation for the workplace were discovered. Weaknesses in the actual practice of technical writing, and its bearing on business and the general public became evident as well. Several theories for improving the formation of technical writers and those who may manage them in the future are discussed in an effort to enrich the classroom experience. This research has resulted in several conclusions. Of particular importance is the need to develop adequate communication between technically-minded employees, their employers, and their general audience. In order to improve the field of technical writing, college courses must place more emphasis on developing an enhanced method of conveying specialized information to an audience which may not possess a technical background. Those engaging in technical writing must also be able to recognize the changing nature of the field, and the forces which affect the sending and receiving of technical messages. / Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of English.

Thesis (M.S.) in Ecology and Environmental Science--University of Maine, 2002. / Includes vita. Includes bibliographical references (leaves 133-134).

Thesis (M.A.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 101-114). Also available online.

"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2008." / Advisor(s): Suchan, Jim ; Simon, Cary. "December 2008." "MBA professional report"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 57-59). Also available in print.

Thesis (D.A.)--Illinois State University, 1981. / Title from title page screen, viewed March 18, 2005. Dissertation Committee: Stanley Renner (chair), Lester Brown, Donald Ericksen, Glenn Grever, John Heissler. Includes bibliographical references (leaves 191-199) and abstract. Also available in print.

Thesis (Ph. D.)--Texas Tech University, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 214-222).

Thesis (Ph. D.)--Texas Tech University, 1997. / Includes bibliographical references (leaves 214-222).