The Information Technology Infrastructure faculty generated the following list in response to the question, “What characterizes academic and professional communication in this discipline?”

The Information Technology Infrastructure (ITI) program, as part of the College of Continuing and Professional Studies undergraduate programs in Applied and Professional Studies, emphasizes both specific and general writing characteristics. Although the writing needs within the ITI program are broad, they can generally be categorized into four main areas, reflecting the unique demands of academic and professional communication in this discipline:

Writing for a Range of Audiences:
ITI professionals must adapt their writing for different audiences with varying levels of technical understanding, a key point emphasized in the program’s engagement with WEC. For example, when writing for colleagues with a strong technical background, using jargon, acronyms, and shorthand terms is not only permissible but often necessary. However, ITI professionals must also write for non-technical audiences, such as end-users or organizational stakeholders outside of the ITI field. This requires flexibility and the ability to adjust writing style, ensuring clarity and accessibility for diverse audiences. Courses such as INET2001, INET3011W, and INET4051 emphasize audience awareness and communication for technical and non-technical readers.

Mastery of Formal Writing Conventions:
In ITI-related fields, there is a high demand for familiarity with formal communication conventions. ITI professionals are expected to produce various technical documents, including project management schedules, formal reports, statements of work, contracts, and more. Understanding and adhering to these formal conventions is crucial for effective communication within the ITI field. As such, students are trained to recognize and master the specific expectations associated with different document types, ensuring professionalism and precision. Courses such as INET3011W and INET4051 help students refine these writing expectations and master the conventions needed for technical and professional documentation.

Attention to Detail in High-Stakes Writing:
Writing in the ITI field often involves high-stakes tasks, such as computer coding, drafting contracts, and creating statements of work. These forms of writing allow little tolerance for mistakes at any level—whether conceptual, organizational, or mechanical. Errors in code can result in failed programs, while unclear communication in project plans may lead to cost overruns. Therefore, ITI students are trained to write with meticulous attention to detail to ensure their work is accurate, well-organized, and error-free. Courses like INET4051, which includes capstone projects, require students to demonstrate this attention to detail in their specialized technical writing and project deliverables.

Reflective Writing for Holistic Learning:
The department has recently explored the role of reflective writing in fostering deeper introspection and holistic learning. This was introduced as part of the new foundational course INET2001 and continues to be incorporated in INET3011W and INET4051. Beyond scaffolding and mechanics, Reflective writing helps students connect more personally with their learning experiences, asking deeper questions that enhance cognitive reasoning and concept retention. This type of writing allows students to connect their personal experiences with what they've learned, helping them gain a deeper understanding of both the course material and professional practices. INET4051 also encourages reflective practices in students as part of the capstone project development process, where students reflect on their professional growth and project evolution.

Writing Types and Genres:
The characteristics above frequently appear in the common genres of the major.

• Emails and memos (INET2001, INET3011W)
• Reflective journals and papers (INET2001, INET3011W)
• PowerPoint slides and oral reports (INET3011W, INET4051)
• Project and funding proposals (INET4051)
• Research and technical reports (INET3011W, INET4051)
• User guides and process documentation (INET4051)
• Software and workflow reviews (INET3011W, INET4051, INET4021, INET3101)

Graduates of the ITI program should have a variety of writing abilities important for their field. The Information Technology Infrastructure faculty generated the following list in response to the question, “With which writing abilities should students in this unit’s major(s) graduate?”

Graduates of the Information Technology Infrastructure (ITI) program should possess various writing abilities essential for success in their field. After a series of faculty meetings, discussions, and analysis of student needs, the following writing abilities were identified as critical for ITI students. These abilities align with feedback from the third edition of the Writing Plan and the ongoing goals of the WEC process.

Audience Awareness

1. Tailor messages to the audience’s technical ability: Graduates need to adapt their language and writing style to suit technical and non-technical audiences, balancing detail with clarity. Courses like INET3011W and INET4051 focus on audience adaptation.
2. Describe software and code based on context: ITI graduates need to clearly explain technical tasks for team members and clients.
3. Communicate new technologies effectively: Simplify complex technology issues into actionable information for varied audiences.
4. Use appropriate language for non-expert audiences: Graduates must communicate recommendations and decisions in a way that non-experts can understand.
5. Explain quality, methods, and design choices: Be able to justify design decisions clearly to both technical and non-technical stakeholders.

Mechanics

1. Maintain high standards of grammar and syntax: ITI professionals must produce error-free, professional documents, particularly for high-stakes tasks like contracts.
2. Apply common ITI writing conventions: Graduates must master genres such as Statements of Work, contracts, and trade-off studies.
3. Follow coding style conventions: Write code using standardized conventions (e.g., Python, Java, C++) to maintain clarity and consistency in collaborative environments.

Collaboration

1. Collaborate on team-authored documents: As seen in INET4051's group assignments, graduates must work effectively in teams.
2. Use appropriate collaboration tools: Proficiency in digital platforms like Google Docs and project management software is essential.
3. Ensure collaboration improves the writing process: Peer editing and team feedback should enhance document quality and incorporate diverse perspectives.

Persuasion

1. Use evidence to address technical problems: ITI professionals must support recommendations with compelling evidence.
2. Persuade stakeholders using metrics (e.g., ROI): Graduates need to justify technology implementations by referencing relevant metrics.
3. Communicate technical details concisely: Be clear and concise without oversimplifying technical information.
4. Relate IT solutions to business challenges: Graduates must frame IT solutions within the context of business issues.

Reflection, Editing, and Scaffolding

1. Use scaffolding and iterative writing: Graduates should break complex tasks into manageable steps and improve through multiple drafts.
2. Engage in peer editing: Peer feedback is key to refining both individual and group documents.
3. Incorporate reflection into writing: Reflective writing helps students integrate their growth as writers and professionals, as emphasized in INET2001 and INET4051.

The following criteria, derived from the Desired Writing Abilities (Section 2), form the basis for the dual-rubric system, allowing us to measure student performance and mastery of writing and technical skills.

1. Organization and Technical Detail: Student-generated documents (e.g., Statements of Work, trade-off studies, recommendations) must be well-organized with sufficient technical detail. Rubrics assess both structure and mastery.
2. Evidence-Based Decision-Making: Solutions and recommendations should be based on evidence. Rubrics measure the use of evidence while ensuring clarity.
3. Use of Multimedia (Charts, Figures, Presentations): Multimedia elements must enhance understanding. Rubrics evaluate their use and effectiveness in presenting data visually.
4. Inclusion of Business Metrics: Business metrics (e.g., ROI, TCO) must justify technology solutions. Rubrics assess content and understanding of these metrics.
5. Error-Free Documentation: Documentation must be free of errors and follow standard conventions. Rubrics measure both accuracy and professional standards.
6. Code Functionality and Documentation: Code must execute correctly and be clearly documented. Rubrics assess both functionality and clarity.
7. Tailoring to Audience Needs: Documents must suit end users, IT professionals, or decision-makers. Rubrics assess the appropriateness for the target audience.
8. Simplified Explanations for Non-Technical Audiences: When writing for non-technical decision-makers, explanations must be clear and simplified. Rubrics evaluate effectiveness in adapting technical language.
9. Linking Quality Improvements to Client Requirements: Quality improvements must meet client specifications. Rubrics assess technical delivery and communication clarity.
10. Use Cases and Real-World Applications: Use cases must demonstrate practical technology implementation. Rubrics assess both solutions and mastery of applying technical knowledge to real-world problems.
11. Collaboration and Team Documents: Team-authored documents must be consistent and professional. Rubrics assess overall quality and individual contributions.

This Third-Edition Writing Plan builds on the progress made in the Second-Edition, where rubrics, attribution guidelines, and restructured assignments were introduced through faculty consultations. A notable change in this edition is the discontinuation of the “code as writing” concept, driven by the evolving influence of AI in code generation and programming. Along with everyone in the information technology industry, the faculty continues to come to grips with ways that AI can augment the programming abilities of their students (rather than replacing human code developers with AI).

A key update in this edition is the planned redesign of the capstone course, INET 4051: IT Infrastructure Operations, set to launch in Spring 2025. The existing capstone limits students by not aligning with their specialized sub-plans (Networking, Security, Cloud Computing, Data Management, DevOps, etc.). The redesigned capstone will address this by allowing students to develop specialized IT proposals for a fictional global technology company, focusing on their chosen sub-plan. This specialization will enhance students’ ability to produce high-quality technical writing and demonstrate subject mastery.

The new capstone will also emphasize writing for multiple audiences, with deliverables including an executive summary, technical documentation, and a final project report tailored to both technical and non-technical stakeholders. Cross-disciplinary collaboration among students from different sub-plans will further support the program’s WEC goal of fostering communication across diverse audiences. Curriculum updates will include course site adjustments to reflect the new project structure, with specific submission areas for each sub-plan and revised grading rubrics to assess both technical proficiency and writing quality.

In terms of future implementation, the Third-Edition Plan will build on previous initiatives by enhancing rubrics, reflective writing practices, and technical writing resources.