Publications

@article{nokey,

title = {Delphi - A Research Approach},

author = {Tanya Zarlengo and Carolyn Gubala and Jessica Griffith and Lisa Melonçon},

url = {https://tek-ritr.com/wp-content/uploads/delphi-a-research-approach.pdf},

doi = {10.1177/10506519261455890},

year  = {2026},

date = {2026-09-24},

urldate = {2026-09-24},

journal = {Journal of Business and Technical Communication },

volume = {40},

issue = {4},

pages = {376-404},

abstract = {Although technical and professional communication (TPC) has long drawn

on theories, methodologies, and methods from other disciplines, the

authors argue that the Delphi research approach can aid researchers as

they study and attempt to address the complex, context-dependent, and

recursive nature of teaching and learning how to teach writing. The authors

provide a brief background of the Delphi research approach and describe

the steps to perform it in general terms. Then, they explain those steps

in the context of a localized example and explain how this approach would

most benefit the field of TPC. They conclude with a discussion of lessons

learned and suggestions for future research.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Assignments in the Service Course},

author = {Kat Mavridou-Hernandez, Jess Griffith, Tanya Zarlengo and Lisa Melonçon},

url = {https://tek-ritr.com/wp-content/uploads/assignments.pdf},

year  = {2026},

date = {2026-07-01},

journal = {Programmatic Perspectives },

volume = {17},

issue = {1},

pages = {129-169},

abstract = {Our goal is that field-wide insights can assist TPC program administrators (PAs)

and faculty in considering the kinds of assignments that should be included in their own

service courses. We asked the question: If we gathered information on assignments

students are asked to complete from a diverse range of institutions across the US, would a

set of common field-wide assignments emerge? And if so, do the common genres align

with what TPC knows about the genres most frequently written in the workplace? Data

gathered from syllabi (n=90) revealed the most common assignments across the service

course in the US are reports, proposals, job materials, instructions, presentations, and

business correspondence. Findings suggest faculty should consider the number of

assignments, improve terminology used in syllabi and assignments, and improve

assignment design.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {RHM: Oxford Encyclopedia},

author = {Justiss Burry and Lisa Melonçon},

url = {https://doi.org/10.1093/acrefore/9780190228613.013.ORE_COM-01442.R1},

year  = {2024},

date = {2024-07-01},

journal = {Oxford Research Encyclopedia of Communication },

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Back to the Basics: Uncovering the Rhetoric Student Learning Outcome},

author = {Lisa Melonçon and Jessica Griffith and Carolyn Gubala and Tanya Zarlengo},

url = {https://tek-ritr.com/wp-content/uploads/rhetoric-student-learning-outcome.pdf},

year  = {2024},

date = {2024-03-01},

urldate = {2024-03-01},

journal = {Business and Professional Communication Quarterly},

volume = {87},

issue = {1},

pages = {152-176},

abstract = {Using an evaluative approach within a professional communication service course, we used student documents and instructor feedback to uncover how students and instructors were understanding the rhetoric student learning outcome (SLO). Because rhetoric is central to the course, our driving questions were, Can we locate language that actualizes the rhetoric SLO in student documents? How does faculty feedback articulate the rhetoric SLO to facilitate effective revision? Overall, we found that whether identifying rhetoric in student documents or instructor feedback, the interpretation was varied and opens up room in pedagogical practices. We offer three implications for teaching: enhancing attention to teaching rhetoric, improving assignment design, and focusing on professional development for faculty.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Info Design Assignment: GRAM},

author = {Michelle Sonnenberg and Carolyn Gubala and Justiss Burry and Jessica Griffith and Tanya Zarlengo and Lisa Meloncon},

url = {https://tek-ritr.com/info_design_gram/},

doi = {https://doi.org/10.1177/00472816221124605},

year  = {2024},

date = {2024-01-01},

urldate = {2024-01-01},

journal = {Journal of Technical Writing and Communication },

volume = {54},

issue = {1},

pages = {24-45},

abstract = {We use a continuous improvement model to evaluate an information design assignment

by analyzing 120 student drafts and finals alongside instructor feedback. Using data from

across sections (N=118), we illustrate a process focused on improving student learning

that other technical and professional communication program administrators and faculty

can follow, while also offering insights into ways programs can assist a contingent labor

force with improving pedagogical practice. This study provides insights into assignment

design through data-driven evidence and reflective work that is necessary to help continuously

improve a service course and to assist students in meeting learning outcomes.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {SLOs in the Service Course},

author = {Jessica Griffith and Tanya Zarlengo and Lisa Melonçon},

url = {https://tek-ritr.com/slos_service_course/},

year  = {2024},

date = {2024-01-01},

urldate = {2024-01-01},

journal = {Journal of Technical Writing and Communication },

volume = {54},

number = {1},

pages = {46-68},

abstract = {Using the technical and professional communication service course as the site for

research, and student learning outcomes (SLOs) as the specific focus, we gathered,

coded, and analyzed 503 SLOs from 93 institutions. Our results show the top outcomes

are rhetoric, genre, writing, design, and collaboration. We discuss these outcomes

and then we offer programmatic implications drawn from the data that

encourage technical and professional communication program administrators and faculty

to use common SLOs, to improve outcome development, and to reconsider the

purpose of the service course for students.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN6535,

title = {Programmatic Outcomes in Undergraduate Technical and Professional Communication Programs},

author = {Geoffrey Clegg and Jessica Lauer and Johanna Phelps and Lisa Melonçon},

url = {https://tek-ritr.com/wp-content/uploads/2020/05/Programmatic-Outcomes-in-Undergraduate-Technical-and-Professional-Communication-Programs.pdf},

doi = {10.1080/10572252.2020.1774662},

issn = {1057-2252 1542-7625},

year  = {2021},

date = {2021-01-01},

urldate = {2021-01-01},

journal = {Technical Communication Quarterly},

volume = {30},

number = {1},

pages = {19-33},

abstract = {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.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN7913,

title = {Introduction to special issue on accessibility},

author = {Lisa. Melonçon and Nupoor Ranade},

url = {https://tek-ritr.com/introduction_to_special_issue_on_accessibility-2/},

year  = {2021},

date = {2021-01-01},

urldate = {2021-01-01},

journal = {IEEE Transactions on Professional Communication},

volume = {64},

number = {3},

pages = {215-220},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {A field-wide meta-synthesis of pedagogical research},

author = {Lisa Melonçon and Jeremy Rossselot-Merritt and Kirk St.Amant},

url = {https://tek-ritr.com/pedagogical_research/},

year  = {2020},

date = {2020-02-08},

journal = {Journal of Technical Writing Communication},

volume = {50},

issue = {1},

pages = {91-118},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN7092,

title = {Do writing errors bother professionals? },

author = {Carolyn Gubala and Kara Larson and Lisa Melonçon},

url = {https://tek-ritr.com/errors_professionals-2/},

year  = {2020},

date = {2020-01-01},

urldate = {2020-01-01},

journal = {Journal of Business and Technical Communication},

volume = {34},

number = {3},

pages = {250-286},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN6469,

title = {Looking Forward: Considering the Next Steps for Contingent Labor Material Work Conditions},

author = {Lisa Melonçon and Laura Wilson and Mahli Mechenbier},

url = {https://digitalcommons.humboldt.edu/alra/vol4/iss1/1},

year  = {2020},

date = {2020-01-01},

urldate = {2020-01-01},

journal = {Academic Labor: Research and Artistry},

volume = {4},

number = {1},

pages = {132-156},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN6271,

title = {Recursive Participatory mentoring: A new model for mentoring women in the workplace},

author = {Lisa Meloncon and Liza Potts},

year  = {2020},

date = {2020-01-01},

journal = {Technical Communication},

volume = {67},

number = {2},

pages = {54-67},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN6547,

title = {Ethics in praxis: Situational, embodied, relational},

author = {Lisa Melonçon and Cathryn Molloy and J. Blake scott},

year  = {2020},

date = {2020-01-01},

journal = {Rhetoric of health & medicine},

volume = {3},

number = {4},

pages = {430-436},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN6467,

title = {Introduction to A National Snapshot of the Material Working Conditions of Contingent Faculty},

author = {Lisa Melonçon and Mahli Mechenbier and Laura Wilson},

url = {https://digitalcommons.humboldt.edu/alra/vol4/iss1/1},

year  = {2020},

date = {2020-01-01},

urldate = {2020-01-01},

journal = {Academic Labor: Research and Artistry},

volume = {4},

number = {1},

pages = {6-26},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN6468,

title = {Affective Investment},

author = {Laura Wilson and Mahli Mechenbier and Lisa Melonçon},

url = {https://digitalcommons.humboldt.edu/alra/vol4/iss1/1},

year  = {2020},

date = {2020-01-01},

urldate = {2020-01-01},

journal = {Academic Labor: Research and Artistry},

volume = {4},

number = {1},

pages = {88-112},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN7730,

title = {Data Takeaways},

author = {Laura Wilson and Mahli Mechenbier and Lisa Melonçon},

url = {https://digitalcommons.humboldt.edu/alra/vol4/iss1/1},

year  = {2020},

date = {2020-01-01},

urldate = {2020-01-01},

journal = {Academic Labor: Research and Artistry},

volume = {4},

number = {1},

pages = {65-87},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN7353,

title = {Politics of Service},

author = {Mahli Mechenbier and Laura Wilson and Lisa Melonçon},

url = {https://digitalcommons.humboldt.edu/alra/vol4/iss1/1},

year  = {2020},

date = {2020-01-01},

urldate = {2020-01-01},

journal = {Academic Labor: Research and Artistry},

volume = {4},

number = {1},

pages = {113-131},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN7352,

title = {Results and Findings from the Survey},

author = {Mahli Mechenbier and Laura Wilson and Lisa Melonçon},

url = {https://digitalcommons.humboldt.edu/alra/vol4/iss1/1},

year  = {2020},

date = {2020-01-01},

urldate = {2020-01-01},

journal = {Academic Labor: Research and Artistry},

volume = {4},

number = {1},

pages = {27-64},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN7880,

title = {A Call for Purposeful Pedagogy-driven Course Design in OWI},

author = {Heidi Skurat Harris and Lisa Melonçon and Beth L. Hewett and Mahli Xuan Mechenbier and Diane Martinez},

year  = {2019},

date = {2019-01-01},

journal = {ROLE: Research in Online Literacy Education},

volume = {2},

number = {1},

pages = {n.p.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN5519,

title = {Creating a Continuous Improvement Model for Sustaining Programs in Technical and Professional Communication},

author = {Joanna Schreiber and Lisa Melonçon},

year  = {2019},

date = {2019-01-01},

journal = {Journal of Technical Writing & Communication},

volume = {49},

number = {3},

pages = {252-278},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN5478,

title = {Empirical research in technical and professional communication: A five-year examination of research methods and a call for research sustainability},

author = {Lisa Meloncon and Kirk St.Amant},

url = {https://tek-ritr.com/empirical_research-2/},

year  = {2019},

date = {2019-01-01},

urldate = {2019-01-01},

journal = {Journal of Technical Writing and Communication},

volume = {49},

number = {2},

pages = {128-155},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN7888,

title = {A Report on a U.S.-Based National Survey of Students in Online Writing Courses},

author = {Diane Martinez and Mahli Xuan Mechenbier and Beth L. Hewett and Lisa Melonçon and Heidi Skurat Harris},

url = {http://www.roleolor.org/a-report-on-a-us-based-national-survey-of-students-in-online-writing-courses.html},

year  = {2019},

date = {2019-01-01},

journal = {ROLE: Research in Online Literacy Education},

volume = {2},

number = {1},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN5902,

title = {Advocating for Sustainability: A Report on and Critique of the Undergraduate Capstone Course},

author = {Lisa Melonçon and Joanna Schreiber},

doi = {10.1080/10572252.2018.1515407},

issn = {1057-2252 

1542-7625},

year  = {2018},

date = {2018-01-01},

journal = {Technical Communication Quarterly},

volume = {27},

number = {4},

pages = {322-335},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN6369,

title = {Critical postscript: On the future of the service course in technical and professional communication},

author = {Lisa Melonçon},

year  = {2018},

date = {2018-01-01},

journal = {Programmatic Perspectives},

volume = {10},

number = {1},

pages = {202-230},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN6599,

title = {Orienting Access in Our Business and Professional Communication Classrooms},

author = {Lisa Melonçon},

url = {https://doi.org/10.1177/2329490617739885},

doi = {10.1177/2329490617739885},

issn = {2329-4906},

year  = {2018},

date = {2018-01-01},

journal = {Business and Professional Communication Quarterly},

volume = {81},

number = {1},

pages = {34-51},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN4489,

title = {Patient experience design: Expanding user experience theory and methods in healthcare contexts},

author = {Lisa Meloncon},

year  = {2017},

date = {2017-01-01},

journal = {Communication Design Quarterly},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN7355,

title = {Embodied personas for a mobile world},

author = {Lisa Meloncon},

year  = {2017},

date = {2017-01-01},

journal = {Technical Communication},

volume = {64},

number = {1},

pages = {50-65},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN7356,

title = {Contingent Faculty, Online Writing Instruction, and Professional Development in Technical and Professional Communication},

author = {Lisa Melonçon},

url = {https://doi.org/10.1080/10572252.2017.1339489},

doi = {10.1080/10572252.2017.1339489},

issn = {1057-2252},

year  = {2017},

date = {2017-01-01},

journal = {Technical Communication Quarterly},

volume = {26},

number = {3},

pages = {256-272},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RN6604,

title = {Saying no to the checklist: Shifting from an ideology of normalcy to an ideology of inclusion in online writing instruction},

author = {Sushil K. Oswal and Lisa Melonçon},

year  = {2017},

date = {2017-01-01},

journal = {WPA: Writing Program Administration},

volume = {40},

number = {3},

pages = {61-77},

keywords = {},

pubstate = {published},

tppubtype = {article}

}