Abstract
The goals are to define the core curricular content, core learning activities, and delivery-of-instruction options for a new master's level graduate program in technical communication. The following questions are considered: what is the core curriculum for master's level competence in technical communication? What is master's level competence? What preparation should be required of students admitted to a master's program? What are viable and significant elective emphases? What are the core technology requirements? How much of a program can be distance-based? What are the basic requirements for face-to-face learning? What would it take to design a program that might achieve ABET accreditation? How large a part of the core faculty can be affiliated or adjunct?.
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