Graduate Certificate in Technical and Professional Communication (GCERT in TPC): Reflective Memorandum

Introduction

My name is Krista Rundiks, and I am a dedicated lifelong learner with a background in Technical Communication and Design. After exploring The University of New Mexico's course catalog, I discovered their Graduate Certificate in Technical and Professional Communication (GCERT in TPC). The program's diverse and relevant coursework immediately caught my attention, and I recognized it as an excellent opportunity to further enhance my skills and knowledge in a rapidly evolving professional landscape.

A Transformative Journey Through the GCERT in TPC Program

During my enrollment in the GCERT in TPC program at The University of New Mexico, I have experienced a truly transformative experience. The coursework has equipped me with a deep understanding of real-world applications, frameworks, strategies, and emerging issues within the field of technical and professional communication. My academic experience throughout the certificate has significantly broadened my perspective on the role of ethical technical communicators and their impact on society. In this memorandum, I will summarize my learnings, reflecting on key aspects of the curriculum that have helped shape my professional identity as a communicator in today’s digital media landscape.

Foundations of Technical Communication

The foundation of my learning was laid in the course ENGL 502: Technical and Professional Communication, taught by Dr. Tiffany Bourelle. This course provided me with a comprehensive understanding of technical communication, including defining the roles of technical communicators as they require both design and technological skills and how technical communicators value audience analysis for effective communication, as well being a user advocate through writing, editing, and communication (Mussack, n.d.).

I’ve learned that the essence of technical communication lies in simplifying complex information and conveying it clearly to specific primary and secondary audiences. A core principle of this process includes considerations like plain language, translations, and visual adjustments to make documents more ethical and accessible (Mussack, n.d.).  In evaluating audiences, we learned to assess factors such as background, needs and interests, cultural values, and demographic characteristics, including age, gender, political preferences, and other relevant attributes (Bettes, n.d.). As I progressed through the course, I learned that technical communication requires a strategic and empathetic approach that involves users in the design process to better understand the needs of diverse audiences, as seen in topics such as user-centered design (Next, n.d.).

Inclusive Practices in Technical Communication

A technical communicator must not only focus on clarity but also be aware of rhetorical appeals such as ethos, pathos, and logos, all while being mindful of personal and societal biases (Mussack, n.d.). This became particularly apparent when I studied how diversity, equity, and inclusion are crucial to addressing issues, especially regarding marginalized communities and social justice topics (Mussack, 2021). I learned that, as a technical communicator, it is essential to consider how my work affects diverse audience groups and to ensure that my messaging is inclusive and equitable by fostering dialogue among these groups and engaging in critical reflection (Saavedra et al., 2012). This aligns with the increasing significance of diversity, equity, and inclusion (DEI) across all forms of communication, emphasizing DEI strategies such as collaboration through usability testing to address the needs of diverse users, ethical and inclusive data representation, and the promotion of equal access to opportunities and resources (Mussack, 2021).

Technical Communication as a Dynamic and Iterative Process

Another critical concept that reshaped my perspective was the understanding that technical communication is a dynamic, iterative process that necessitates adjusting content as new information emerges (Mussack, n.d.). In this field, communication artifacts are not one-time creations; they are constantly refined and improved. A TCPers process is often recursive and responsive as it adapts to shifting needs and can include multiple non-linear stages such as writing, feedback, revision, editing, and research (Mussack, n.d.).

User-Centered Design and Usability Testing

Throughout this program I gained practical experience in user-centered design (UCD) principles, which focus on developing products and services that align with users' needs, behaviors, goals, and feedback (Baymard Institute, n.d.). As part of my coursework, I developed empathy maps to better understand users' perspectives by visualizing what they say, think, do, and feel, which provided valuable insights into their knowledge and experiences (Gibbons, 2018). I also explored the use of journey mapping, storyboarding, and persona creation, which are effective tools for visualizing user experiences and refining design solutions (Verhulsdonck et al., 2021). I gained hands-on experience with usability testing to understand how feedback from real users can guide the refinement of a product or service by validating design decisions (TerpSys, n.d.). The knowledge I gained from ENGL 502 on user-centered design has proved invaluable, as it not only changed my approach to content creation but also introduced me to new tools and methods for enhancing user experience (UX) and user interface (UI) design.

Universal Design Principles

The course placed a strong emphasis on universal design principles, which promote designs that are accessible and usable by individuals with diverse abilities and needs. These principles also serve as a guide to the design process, helping create more usable products and environments for everyone. The seven principles of universal design—equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use—played a key role in shaping my approach to creating inclusive and user-friendly content (National Disability Authority, n.d.).

Social Justice in Technical Communication

One of the most impactful topics of ENGL 502 was examining technical communication through a social justice lens. We explored key design elements like consistency, contrast, typography, and accessibility, focusing on how they contribute to more inclusive and equitable designs. A key aspect was decentering whiteness in primary research, which encouraged me to critically assess biases in design and communication (University of Minnesota Libraries, 2024). I also learned more about the effects of systems of oppression—classism, ethnocentrism, capitalism, and ableism—and their influence on technical documentation (University of Minnesota Libraries, 2024). These topics challenged me to move beyond traditional frameworks and consider how these issues shape technical documents. The discussions were transformative, deepening my understanding of the social responsibility technical communicators hold in fostering a more just and inclusive world.

Ethical Frameworks in Technical Communication

The course ENGL 535: Ethics in Technical and Professional Communication, taught by Dr. Bourelle, significantly deepened my understanding of the ethical dilemmas faced by technical communicators. These dilemmas include issues such as rhetorical misrepresentations of reality and their societal consequences, particularly in areas like environmental sustainability, human rights, racial justice, gender diversity, labor hierarchies, and the effects of capitalist exploitation (Sullivan, 2024). The course provided valuable insights into a range of ethical frameworks, including Confucian virtue ethics, Ubuntu moral philosophy, and decolonial themes. It also addressed key concepts related to intersectionality, power, privilege, queerness, and antiracism (Walwema et al., 2022).

Ethical Implications of Technology and AI in Communication

Additionally, we examined the role of technology in social justice, including Dr. Sofia Noble's contributions to Algorithms of Oppression, which critically explore how algorithms used by big tech companies and AI perpetuate discrimination and inequality, often disproportionately affecting vulnerable communities (Harper, 2020). The course further delved into the ethical considerations surrounding photo and video editing app designs, exploring their diverse effects on millennials and Generation Z from various cultural perspectives, particularly in the context of shaping new beauty standards (Wang & Gu, 2022).

Historical Perspectives on Ethical Issues in Communication

I explored the broader impact of ethical issues in technical communication, tracing their consequences from historical injustices. For instance, Steven Katz’s critique in The Ethics of Expediency: Classical Rhetoric, Technology, and the Holocaust highlighted how ethical challenges in communication have been pivotal in shaping the field of Technical and Professional Communication (TPC) (Katz, 1992). This work has helped shift the focus of TPC to address these challenges more rigorously, ultimately better preparing students like me for real-world issues.

Intersectional Perspectives on Ethical Issues in Communication

ENGL 535 also examined the influence of feminist theory on technical communication, as articulated by Mary M. Lay. Lay emphasizes the importance of including new and often marginalized sources of knowledge, illustrating how feminist theory values diversity and resists rigid definitions by celebrating differences (Lay, 1991).

We also explored disability rights and justice, reflecting on the insights shared by Bennett and Hannah on making language and visuals more inclusive. Their work emphasized the importance of shifting organizational culture by advocating for disabled leadership and perspectives, as well as providing support through equity rather than equality. This approach encourages a deeper appreciation of the whole person, moving beyond capitalist frameworks that prioritize efficiency over human well-being (Bennett & Hannah, 2022).

Final Project in Ethics

A particularly significant project in ENGL 535 was my final presentation, where I synthesized my research on environmental advocacy through a feminist perspective. I focused on how women from diverse backgrounds use various forms of multimodal content—writing, images, poetry, film, and activism—to communicate and drive social change. This project was a culmination of my learning, as it connected my interests in social justice, communication, and environmental advocacy, and allowed me to apply ethical frameworks to real-world issues.

Conclusion

Overall, my experience in the GCERT in TPC program has been a transformative and enlightening journey. It has provided me with not only technical skills and knowledge but also a deeper understanding of the ethical and social responsibilities of a technical communicator. I look forward to applying these insights in both my personal and professional life, where I hope to contribute to more inclusive, ethical, and effective communication practices. The GCERT in TPC program has undoubtedly shaped my professional identity, and I am excited to continue developing my skills in the field of technical and professional communication.

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