I teach technical communication at Seneca College here in Toronto. I am also the co-ordinator of the 1-year post graduate technical communication program, so I see these particular students for more than a full year. They are “mine”. 🙂
They often contact me before they apply to the program so that they can have questions answered. I administer a writing test and give them an orientation after they have applied, but before they have been accepted. I have taught 5 out of the 10 courses that they take during the program. I am the person they come to with all their problems — usually academic, but sometimes personal as well. I get to know them very well.
These students represent a range of ages and backgrounds. Many of them are career changers, some even in their 50s and 60s. Others are already working in some aspect of the profession but need to update their skills to become more competitive. And the third group that is typical of our applicants are younger people right out of university who need a valuable additional qualification to differentiate themselves from everyone else in the university graduating class.
Our program is very much hands-on practical writing, editing, content development, publishing and dealing with technology. Our grads are prepared to go into any company, organization or institution and be productive from day #1. They are industry-independent, a grad being as likely to go into Aerospace as Food Manufacturing or work for a non-profit organization.
In our profession they get to marry their love of technology with their love of writing and make something truly useful to others. User documentation, interface design, web content, policy writing, procedures, marketing, anything that has to communicate a message simply and clearly is our province. I tell them that if it has to do with information, communication, or technology, we should have a hand in it somewhere.
I suppose most teachers come to love their students or we wouldn’t be teachers. We get a kick out of seeing them grow and change, we like to see how they develop confidence and competence. But these particular students hold a special place in my heart. Many of them struggle greatly during the first semester. The older students may have been out of school for a very long time and now have to get back in the groove. Others are not as comfortable with computers as they need to be, and they struggle to acquire mastery of these very important tools of their trade.
It is not uncommon for a technical writer to be thrown a prototype of a new piece of software or hardware and asked to write the instructions for it, as well as contribute in all phases of its development. In the end, we find that we know more about this product than anyone else because we’ve seen it from all sides. Often, we are the only people in the company who know exactly how a product is supposed to work, and we get to see the big picture as well as all the details.
This can seem like a huge responsibility for students who are acquiring new skills and are uncertain about their futures.
I always ask them to keep in touch after they graduate. Many do. I have seen them marry, have children, move into management positions, become known in the industry for their excellence, and I have even hired a couple of them to come back and teach for us.
Some even further change their careers, using their learning experience in technical communication as an important stepping stone to something else that they want to do. Even the few who decide the program is not for them continue to let me know from time to time how they’re doing. They invariably say that the opportunity to confront what they really wanted to do occurred when they started the program.
I think you can tell how satisfying it is for me to meet and get to know these interesting people. It is truly my dream job, and one I never would have aspired to, thinking that I just wasn’t up to the challenge. But I guess the very circuitous pathway from where I started to where I am now was the route I needed to take. I am certainly glad I did!