Pedagogical and programmatic research remains important in technical and professional
communication. For such approaches to be effective, meaningful, and successful,
they must represent effective scholarship that can be used within and address the
needs of the greater field. The authors performed a metasynthesis of pedagogical and
programmatic scholarship published in five central technical and professional communication
journals between 2011 and 2015 (n. 82). The authors report the results
of this research and what it means for the field to approach pedagogical and programmatic
scholarship in the future.