+ Kristopher O’Neil
The Extent of Ethics Instruction in
Technical and Professional
Communication Graduate Programs
Minneso...
+
Introduction
2
+
Literature Review
3
+
Methodology
 Content Analysis
4
 Title of “Syllabus” in the document
 course description
 course objectives
 gradin...
+
Methodology
5
+
Methodology
 “Ethics” in Title
 Course Engagement
 Ethics Textbook Chapters assigned
 Ethics journal articles assign...
+
Methodology
 Determining Ethics Extent
7
course engagement layered literacies = y
(y + total of assigned readings on et...
+
Findings & Discussion
 Assigned ethics readings
8
+
 Distribution of assigned ethics readings
9
Findings & Discussion
more programs assigned readings from textbooks than f...
+
 Course engagement
10
Findings & Discussion
+
 Layered literacies
11
Findings & Discussion
+
 Ethics extent by curriculum
12
Findings & Discussion
+
 Research courses
13
Non-Research Courses
Sum of Ethics Textbooks Sum of Ethics journal articles
16 18
Research Courses...
+
 Ethics extent comparison with and without research courses
14
Findings & Discussion
+
Conclusion
 Limitations
15
 Measuring ethics from syllabi
 Layered Literacies journal article examples is incomplete
...
+
Thank You
 References available on request—full thesis will be available
via ProQuest in 6 months.
 Contact informatio...
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Fer O'Neil Master's Thesis Presentation

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The Extent of Ethics Instruction in Technical and Professional Communication Graduate Programs

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  • Definition of communication-ethics:I distinguish research ethics from the ethics that the literature discusses. I define communication-ethics as the ethics of understanding the nature, use, and power of language and of the responsibilities technical communicators have as the writers, interpreters, and presenters of that language. (Ornatowski, Sims)I see communication-ethics as encompassing aspects of the ethics associated with Kelli Cargile Cook’s seven layered literacies (language and stylistic choices, the writing process, social theory, rhetorical choices, writing about technology, visual literacy issues, and document design).
  • Content analysis of syllabi is a common method by which to measure, compare, or evaluate ethics content in TPC courses and programs. However, it is just one method of analysis. I chose and developed this method from several other similar studies from my literature review.
  • How and why I chose this databaseRequired courses onlyEmailed program contacts from this list
  • Course engagement Course engagement is based on the course assignments and activities and is a way to infer the course’s focus on ethics; for example, the pedagogical methods used (assignments, readings, projects, etc.) and if it is a focus for a majority of course assignments. I coded for course engagement using an arbitrary numerical value between 0 and 3, with each value represented by the following description:3 Focus of course (highest): Every course meeting had an assignment that was ethics related (e.g., weekly readings and assignments)2 Featured as a regular topic of discussion: Over 51% of the course tasks were ethics related1 Focus of a project or assignment: The primary focus for 1 task (for example, project, report, or assignment)0 Not covered (lowest): No textual evidence in the syllabus; however, ethics may be covered incidentally or in other activities not listed in the syllabus
  • Most of the programs appear to use the same number of textbooks relative to the wider distribution of journal articles in programs. That is, assigned textbook usage as a total across programs tends to be consistent, whereas the average for assigned ethics journal articles is much wider.
  • My secondary lit review didn’t account for this and my own experience didn’t eitherThis relates to a finding that my research showed relating to “research” and “non research” coursesFor example, since my research indicates that research ethics is presented more in textbooks than in journal articles, it is not surprising that research courses would show a disproportionately higher number of textbook readings.
  • My research shows that most programs include ethics content in instruction but that the instruction is not layered (or spread out) throughout individual courses in the programs. I label this layering as “engagement” in my research. None in the blue tier
  • The assigned ethics extent represents how I grouped the programs by combining the total ethics readings (the assigned ethics textbook chapters and ethics journal articles), course engagement (assigned from the arbitrary scale between 0 and 3), and the occurrence of layered literacy articles. My ethics extent does not account for the qualityof ethics instruction, only its prevalence.
  • The data shows that a large amount of the assigned ethics readings came from courses with assigned textbooks whose contents focus on research as well as courses with “research” in the course title. The effect that the research ethics textbooks have on my “ethics extent” is significant enough to warrant a deeper look. The reason this is significant is because research courses were not included in my literature review of the recommended ethics instruction and yet these courses seemed to provide a substantial amount of the ethics instruction compared to non-research courses.
  • Fer O'Neil Master's Thesis Presentation

    1. 1. + Kristopher O’Neil The Extent of Ethics Instruction in Technical and Professional Communication Graduate Programs Minnesota State University, Mankato Thesis Presentation Master of Arts in English: Technical Communication Option 23 July 2013
    2. 2. + Introduction 2
    3. 3. + Literature Review 3
    4. 4. + Methodology  Content Analysis 4  Title of “Syllabus” in the document  course description  course objectives  grading rubric  required texts  assigned readings  project descriptions  exam topics  course schedule with weekly topic descriptions  assignment descriptions
    5. 5. + Methodology 5
    6. 6. + Methodology  “Ethics” in Title  Course Engagement  Ethics Textbook Chapters assigned  Ethics journal articles assigned  Layered Literacy 1: discussions of language and stylistic choices  Layered Literacy 2: the writing process  Layered Literacy 3: social theory  Layered Literacy 4: rhetorical choices  Layered Literacy 5: technology  Layered Literacy 6: visual literacy issues, specifically in graphic and illustration choices  Layered Literacy 7: document design 6  Data collection
    7. 7. + Methodology  Determining Ethics Extent 7 course engagement layered literacies = y (y + total of assigned readings on ethics) - Layered literacies = ethics extent
    8. 8. + Findings & Discussion  Assigned ethics readings 8
    9. 9. +  Distribution of assigned ethics readings 9 Findings & Discussion more programs assigned readings from textbooks than from peer-reviewed journals.
    10. 10. +  Course engagement 10 Findings & Discussion
    11. 11. +  Layered literacies 11 Findings & Discussion
    12. 12. +  Ethics extent by curriculum 12 Findings & Discussion
    13. 13. +  Research courses 13 Non-Research Courses Sum of Ethics Textbooks Sum of Ethics journal articles 16 18 Research Courses Sum of Ethics Textbooks Sum of Ethics journal articles 14 7 the total readings from ethics journal articles for all the non-research courses is much higher than the readings in research courses. Findings & Discussion
    14. 14. +  Ethics extent comparison with and without research courses 14 Findings & Discussion
    15. 15. + Conclusion  Limitations 15  Measuring ethics from syllabi  Layered Literacies journal article examples is incomplete  Ethics in electives  Graded versus ungraded assignments  Incomplete Syllabi  Program databases
    16. 16. + Thank You  References available on request—full thesis will be available via ProQuest in 6 months.  Contact information: fer.oneil@ttu.edu http://ferswriteshoe.wordpress.com 16 http://www.linkedin.com/in/feroneil https://twitter.com/ferswriteshoe http://www.slideshare.net/feroneil
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