This article discusses the process of coding and analyzing data from 376
Programmatic Student Learning Outcomes (PSLOs) from 47 technical
and professional communication (TPC) undergraduate degree programs.
The resultant findings suggest that TPC program administrators adopt
common PSLOs, eliminate embedded PSLOs, and consider the assets of
PSLOs beyond assessment. Such practices will ensure that PSLOs
support students as a primary audience and cohere with broader
disciplinary understandings of education at the undergraduate level in TPC.