Integrating academics and industry: a challenge for both sides

R apidly emerging technologies are bringing radical changes and challenges to today's workplace, not just for our own profession but for many others as well. As society's information needs change, so do the roles of technical communicators. Even the questions technical communicators face are constantly evolving: Which medium to use—and when, and how? Paper or online? Verbal or visual? Such questions were unheard of when many of us entered the profession, but they are commonplace for many practicing technical communicators today (as they certainly will be for many of today's university students in their careers—and it's impossible to guess what other questions will be just as routine for them, questions we cannot predict because quite likely the concepts and gadgets and words involved do not yet exist). This does not lessen the importance of traditional knowledge and skills such as writing fundamentals, organization and design principles, audience analysis and adaptation, interpersonal skills, and critical thinking. As it has always been, communication is still the name of the game; the ability to write clearly is still the most prized skill for technical communicators. But students today must be critical thinkers, problem solvers, team players, lifelong learners; they must learn about document design, project management, levels of edit, visual communication strategies and techniques, etc., as well as how to use multimedia and computer technology. And, as anyone knows who has visited a computer store or the website of a major software developer lately, the number of computer applications is overwhelming—plus there is a constant state of fl ux created by frequent additions and upgrades. This creates a dilemma for technical writing faculty, for often their skills and expertise are limited, as are the hours in a class and ultimately the hours in a program of study. How, then, can they best prepare students to enter the workforce?