Margaret Hundleby teaches in the Engineering Communication Program at the University of Toronto, after working in programs in the United States and in other parts of Canada. She has also been an industry consultant in Canada, the United States, and the United Kingdom. She approaches technical communication work through rhetoric and the social organization of knowledge, centering research on epistemic aspects of technical communication and the relations between written text and visuals. She has been part of several major assessment undertakings at the University of Guelph (Ontario), Michigan Tech, and Auburn University, and served as founding liaison for the first CPTSC/ATTW assessment initiative. She has also been a member of the Engineering Assessment Consortium, meeting at Rice University. Jo Allen is the Senior Vice President and Provost at Widener University in Chester, PA.

"The Hundleby and Allen collection does a couple of vital things. For the professional and technical communication discipline, it offers a set of starting points for critical dialogue on the role and meaningfulness of assessment that helps demonstrate the field's evolving maturity, as well as its usefulness as either a tool or a model in measuring the successes of other disciplines. For the work of assessment, it offers an exemplary range of assessment approaches for academic programs that are not monitored, or driven, by accreditation requirements. As such, this work represents the depth of conversations that faculty and their administrators can have about where their courses and programs are and where they need to be in the commitment to continuous improvement." - Marilee Bresciani, Author, Outcomes Based Academic and Co-Curricular Program Review (Stylus Publishing)"

• KNOWING WHERE WE ARECHAPTER 1Assessment in Action: A Möbius Tale Chris M. AnsonCHAPTER 2Assessing Technical Communication: A Conceptual History Norbert ElliotASSESSMENT IN THE WIDEST VIEWCHAPTER 3v Mapping Institutional Values and the Technical Communication Curriculum: A Strategy for Grounding Assessment Jo AllenCHAPTER 4The Benefits and Challenges of Adopting a New Standpoint While Assessing Technical Communication Programs: A Response to Jo Allen Paul V. AndersonA ROLE FOR PORTFOLIOS IN ASSESSMENTCHAPTER 5Politics, Programmatic Self-Assessment, and the Challenge of Cultural Change Kelli Cargile Cook and Mark ZachryCHAPTER 6The Road to Self-Assessment: Less-Traveled But Essential James M. DubinskySITUATING ASSESSMENT IN DISCIPLINARY REQUIREMENTSCHAPTER 7Expanding the Role of Technical Communication Through Assessment: A Case Presentation of ABET Assessment Michael CarterCHAPTER 8Beyond Denial: Assessment and Expanded Communication Instruction in Engineering and Professional Programs Steven YouraASSESSING THE WORK OF GRADUATE STUDENTSCHAPTER 9Assessment of Graduate Programs in Technical Communication: A Relational Model Nancy W. Coppola and Norbert ElliotCHAPTER 10Program Assessment, Strategic Modernism, and Professionalization Politics: Complicating Coppola and Elliot’s “Relational Model” Gerald SavageTECHNOLOGY IN ASSESSMENTCHAPTER 11Assessing Professional Writing Programs Using Technology as a Site of Praxis Jeffrey Jablonski and Ed NagelhoutCHAPTER 12Reconsidering the Idea of aWriting Program William Hart-DavidsonASSESSMENT IN TECHNICAL AND PROFESSIONAL COMMUNICATION ASSESSING INTERCULTURAL/ INTERNATIONAL PROJECTSCHAPTER 13Assessment in an Intercultural Virtual Team Project: Building a Shared Learning Culture Doreen Starke-Meyerring, Deborah C. AndrewsCHAPTER 14Do Fish Know They Are Swimming in Water? Deborah S. BosleyAfterwordThe Ethical Role of the Technical Communicator in Assessment, Dialogue, and the Centrality of Humanity Sam Dragga Index

Margaret Hundleby teaches in the Engineering Communication Program at the University of Toronto, after working in programs in the United States and in other parts of Canada. She has also been an industry consultant in Canada, the United States, and the United Kingdom. She approaches technical communication work through rhetoric and the social organization of knowledge, centering research on epistemic aspects of technical communication and the relations between written text and visuals. She has been part of several major assessment undertakings at the University of Guelph (Ontario), Michigan Tech, and Auburn University, and served as founding liaison for the first CPTSC/ATTW assessment initiative. She has also been a member of the Engineering Assessment Consortium, meeting at Rice University. Jo Allen is the Senior Vice President and Provost at Widener University in Chester, PA.

"The Hundleby and Allen collection does a couple of vital things. For the professional and technical communication discipline, it offers a set of starting points for critical dialogue on the role and meaningfulness of assessment that helps demonstrate the field's evolving maturity, as well as its usefulness as either a tool or a model in measuring the successes of other disciplines. For the work of assessment, it offers an exemplary range of assessment approaches for academic programs that are not monitored, or driven, by accreditation requirements. As such, this work represents the depth of conversations that faculty and their administrators can have about where their courses and programs are and where they need to be in the commitment to continuous improvement." - Marilee Bresciani, Author, Outcomes Based Academic and Co-Curricular Program Review (Stylus Publishing)"

• KNOWING WHERE WE ARECHAPTER 1Assessment in Action: A Möbius Tale Chris M. AnsonCHAPTER 2Assessing Technical Communication: A Conceptual History Norbert ElliotASSESSMENT IN THE WIDEST VIEWCHAPTER 3v Mapping Institutional Values and the Technical Communication Curriculum: A Strategy for Grounding Assessment Jo AllenCHAPTER 4The Benefits and Challenges of Adopting a New Standpoint While Assessing Technical Communication Programs: A Response to Jo Allen Paul V. AndersonA ROLE FOR PORTFOLIOS IN ASSESSMENTCHAPTER 5Politics, Programmatic Self-Assessment, and the Challenge of Cultural Change Kelli Cargile Cook and Mark ZachryCHAPTER 6The Road to Self-Assessment: Less-Traveled But Essential James M. DubinskySITUATING ASSESSMENT IN DISCIPLINARY REQUIREMENTSCHAPTER 7Expanding the Role of Technical Communication Through Assessment: A Case Presentation of ABET Assessment Michael CarterCHAPTER 8Beyond Denial: Assessment and Expanded Communication Instruction in Engineering and Professional Programs Steven YouraASSESSING THE WORK OF GRADUATE STUDENTSCHAPTER 9Assessment of Graduate Programs in Technical Communication: A Relational Model Nancy W. Coppola and Norbert ElliotCHAPTER 10Program Assessment, Strategic Modernism, and Professionalization Politics: Complicating Coppola and Elliot’s “Relational Model” Gerald SavageTECHNOLOGY IN ASSESSMENTCHAPTER 11Assessing Professional Writing Programs Using Technology as a Site of Praxis Jeffrey Jablonski and Ed NagelhoutCHAPTER 12Reconsidering the Idea of aWriting Program William Hart-DavidsonASSESSMENT IN TECHNICAL AND PROFESSIONAL COMMUNICATION ASSESSING INTERCULTURAL/ INTERNATIONAL PROJECTSCHAPTER 13Assessment in an Intercultural Virtual Team Project: Building a Shared Learning Culture Doreen Starke-Meyerring, Deborah C. AndrewsCHAPTER 14Do Fish Know They Are Swimming in Water? Deborah S. BosleyAfterwordThe Ethical Role of the Technical Communicator in Assessment, Dialogue, and the Centrality of Humanity Sam Dragga Index