Developing Technical Writing Programs for Fire Safety Professionals: A Model for Sustainable Industry-University Partnerships

Autor/inn/en	Fernandez, Lourdes; Gandy, Elizabeth Kate; Lawrence, Heidi Y.; Bassi, Preet; Piercy, Ernst; Sobotka, Debbie; Austin, Marc; Lattanzi Shutika, Debra
Titel	Developing Technical Writing Programs for Fire Safety Professionals: A Model for Sustainable Industry-University Partnerships
Quelle	In: Journal of Workplace Learning, 35 (2023) 2, S.164-175 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-03-2022-0039
Schlagwörter	Technical Writing; Safety Education; Fire Science Education; Partnerships in Education; Universities; School Business Relationship; Curriculum Development; Instructional Design; Electronic Learning; Sustainability; Curriculum Implementation; Best Practices + Suchen Sie Ihr Suchwort? Technical documentation; Technische Dokumentation; Sicherheitserziehung; Fire prevention education; Brandschutzerziehung; Hochschulpartnerschaft; University; Universität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Nachhaltigkeit
Abstract	Purpose: The purpose of this paper is to offer guidelines and recommendations for launching and running sustainable programs involving partnerships between industries and universities. Teaching technical writing and communication to fire and emergency services personnel is a task that requires forethought and intricate planning. The Advanced Technical Writing Certificate provided jointly by the Center for Public Safety Excellence and George Mason University balances the unique workplace needs of fire service professionals while working to ensure a high level of transfer and information retention. Design/methodology/approach: This study will describe how the authors have developed and run a successful course series. The methods used to structure the courses are explained in detail, alongside the pedagogical theories that shaped information delivery. This paper offers a detailed guide to program development and implementation. Findings: Providing a uniquely collaborative online environment and designing each module with the purpose of knowledge transfer have created an effective method by which advanced principles can be taught to working professionals in a relatively short period of time. By collaborating with subject matter experts and focusing on the utility of the material, the authors were able to create a highly effective course that served the needs of first responders. Practical implications: Using the steps detailed in the article, programs like this could be replicated, allowing greater access to workplace learners of all kinds and a pathway to sustainable programs like these in universities. The research also details the importance of an adaptive course that continues to grow and improve. Originality/value: By modeling the course and making use of experts, students are capable of learning complex topics with ease in a short amount of time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01