Ternary Data

McCrigler, B. (2015, March). Creating a value triangle: Modeling and evaluating value indicators for instructors, students, and industry to create a symbiotic, value-driven, academic-industry relationship. Presented at the 18th Annual Conference of the Association of Teachers of Technical Writing (ATTW), Tampa, FL.


McCrigler, B. (2014, September). Closing the gap between the graduate and the professional through the development of engaged curricula. Presented at the Annual Conference of the Council for Programs in Technical and Scientific Communication (CPTSC), Colorado Springs, CO.

Brittany McCrigler discussed how she has worked with members of both industry and academia to help close the gap between the graduate and the professional via the development of engaged curricula. These curricula place students in an online collaborative community where they practice the role of technical communicator within the community to build skills. Her presentation discussed the development of this project-based curricula, including the implications for programs in technical communication of industry members taking an active role in curriculum development (beyond that of an advisory board) to help produce graduates that are industry-ready.

Hickman, D. W., & Staggers, J. (2014, September). Academic partnering with industry to facilitate a real-world writing experience. Panel presentation at the Annual Conference of the Council for Programs in Technical and Scientific Communication (CPTSC), Colorado Springs, CO.

Developing long-term relationships with community partners to build meaningful service-learning opportunities for students can be challenging for individual instructors and program administrators alike. This panel examines the potential for a program partnership with the crowd-sourced online repair manual, iFixit, to provide students with authentic, socially-engaged writing opportunities for a real, global audience. The mission of iFixit is to create repair manuals for everything on the planet, but primarily electronics, in order to reduce e-waste. The iFixit website features an active online community that generates repair manuals while partnering with universities on a technical writing program. We see this initiative as a way to immerse students in the material effects of both technology and technical writing in global culture.

Lauer, J. (2014, September). Implementing iFixit technical writing project and project/program. Presented at the Annual Conference of the Council for Programs in Technical and Scientific Communication (CPTSC), Colorado Springs, CO.

Rose, E. J. (2014, September). Developing and expanding technical identity: Promoting fixing as a way to engage with technical challenges. Presented at the Annual Conference of the Council for Programs in Technical and Scientific Communication (CPTSC), Colorado Springs, CO.

McCrigler, B. (2013, October). Bridging the gap: Industry perspectives on service learning. Presented at the Annual Conference of the Council for Programs in Technical and Scientific Communication (CPTSC), Cincinnati, OH.

Academic Papers

Getto, G., Franklin, N. & Ruszkiewicz. (2014). Networked rhetoric: iFixit and the social impact of knowledge work. Technical Communication, 61(3), 185-201.

Getto, G. & Labriola, J. T. (2016). iFixit myself: User-generated content strategy in "The Free Repair Guide for Everything." IEEE Transactions on Professional Communication, 59(1), 37-55.

McCrigler, B. & Rippens, M. (2016). Industry innovation and classroom constraints: Infusing real-world UX into the university classroom via iFixit's Technical Writing Project. International Journal of Sociotechnology and Knowledge Development, 8 (3), 15-28.

Nelson, S. & McCrigler, B. (2014). A service-learning collaborative project in a mechanical engineering technical writing class. Proceedings of the 2014 American Society for Engineering Education Zone IV Conference, 289-293.

Waldorf, D. (2012). iLearnIt: An on-line wiki for equipment maintenance and laboratory instruction in engineering education. Proceedings of the 2012 ASEE PSW Section Conference. Cal Poly, San Luis Obispo.

Case Studies

Dozuki (n.d.). Case study: Improve International. Clear Guides for Complex Procedures. Retrieved from http://www.dozuki.com/resources/case-studies/improve-international

Dozuki (n.d.). Case study: California Polytechnic State University. Intuitive Education. Retrieved from http://www.dozuki.com/resources/case-studies/cal-poly

Dozuki (n.d.). Case study: The Impossible Project. Lean manufacturing made easy. Retrieved from http://www.dozuki.com/resources/case-studies/impossible-project


Illini Gadget Garage will provide a space to repair electronics on campus. (2015, August 24). University of Illinois News Bureau. Retrieved November 30, 2016, from https://ischool.illinois.edu/articles/2015/08/illini-gadget-garage-will-provide-space-repair-electronics-campus

Writer's Toolbox: An English class on helping fix what's broken. (2014, Spring). UMaine Today, 5.

Karlin, S. (2010, October 6). Teaching people how to fix everything: An IEEE member works to teach people how to repair and extend the life of their electronics. The Institute: The IEEE News Source. Retrieved May 2, 2016, from http://theinstitute.ieee.org/people/profiles/teaching-people-how-to-fix-everything715

Simeonova, A. Students gain hands-on experience as technical writers. Retrieved September 8, 2016, https://www.marist.edu/liberalarts/englishifixit.html

Wiens, K. (2012, July 20). I won't hire people who use poor grammar. Here's why. Harvard Business Review. Retrieved March 15, 2016, from https://hbr.org/2013/07/i-wont-hire-people-who-use-poo

Wiens, K. (2013, July 30). Your company is only as good as your writing. Harvard Business Review. Retrieved March 15, 2016, from https://hbr.org/2013/07/your-company-is-only-as-good-a

Wiens, K. & Bluff, J. Tech Writing Handbook. Retrieved March 15, 2016, from http://www.dozuki.com/tech_writing


Relevant research, journal articles, and publications organized by category.

Collaboration, Teamwork, and Peer-Review Strategies

Wolfe, J. (2010). Team writing: A guide to working in groups. Boston, MA: Bedford/St. Martin's.

Brewer, E. & Holmes, T. (2016). Better Communication = Better Teams: A communication exercise to improve team performance. IEEE Transactions on Professional Communication, 59(1), 288-298.

Situated LearninG & Guided Participation

Freedman, A. & Adam, C. (1996). Learning to write professionally: "Situated learning" and the transition from University to professional discourse. Journal of Business and Technical Communication, 10, 395-427.

Blakeslee, A. M. (2001). Bridging the workplace and the academy: Teaching professional genres through classroom-workplace collaborations. Technical Communication Quarterly, 10, 169-192.


Youngblood, S. A. & Mackiewicz, J. (2013). Lessons in service learning: Developing the Service Learning Opportunities in Technical Communication (SLOT-C) Database. Technical Communication Quarterly, 22, 260-283.

Technological Literacy & Writing in the online environment

Breuch, L. K. (2013). Thinking critically about technological literacy: Developing a framework to guide computer pedagogy in technical communication. Technical Communication Quarterly, 11, 267-288.

Alexander, K. P. (2013). The usability of print and online video instructionsTechnical Communication Quarterly, 22, 237-259.

Trice, M. (2016). Evaluating multilevel user skill expression in a public, unsupervised wiki: A case study. IEEE Transactions on Professional Communication, 59(1), 261-273.

Cowan, B. R. & Jack, M. A. (2010). Exploring the wiki user experience: The effects of training spaces on novice user usability and anxiety towards wiki editing. Interacting with Computers, 23,(2), 117-128.

Pedagogy in Technical Communication

Ornatowski, C. M. (1995). Educating technical communicators to make better decisions. Technical Communication, 42, 576-580.

Bernhardt, S. A. (1995). Teaching for change, vision, and responsibility. Technical Communication, 42, 600-602.

Miller, C. R. (1979). A humanistic rationale for technical writing. College English, 40, 610-617.

Quick, C. (2012). From the workplace to academia: Nontraditional students and the relevance of workplace experience in technical writing pedagogy. Technical Communication Quarterly, 21, 230-250.

Repair & Sustainability

Jackson, S. J. (2014). Rethinking repair. In T. Gillespie, P. Boczkowski, and K. Foot (Eds.). Media technologies: Essays on communication, materiality and society (pp. 221-239). Cambridge: MIT Press.


Henry, J. (2010). (Re)Appraising the performance of technical communicators from a posthumanist perspective. Technical Communication Quarterly, 19, 11-30.

Mara, A. & Hawk, B. (2010). Posthuman rhetorics and technical communication. Technical Communication Quarterly, 19, 1-10.

Research on Teaching & Learning

Bransford, J.D., Brown, A.L., & Cocking, R.R., (Eds.). (2000). How people learn: Brain, Mind, and School; Expanded Edition. Washington, DC: National Academy Press.