Texas
Tech University
Master's
Degree in Technical Communications
Intro
I dropped out of Vidor High School (Texas) in 1976, took the GED, and joined the
US Army. By Fall, I was taking classes at San Francisco State University at the
Presidio of San Francisco, California, while my former schoolmates were starting
their senior year. While they were dancing at the prom, I was jumping out of
airplanes as a paratrooper.
During those first college classes, I saw that I had no idea how
to take them correctly, but the teachers weren't allowed to give us less than a
C. I finally learned what that wacky syllabus was all about. Throughout the
years I just kept taking whichever classes that I could access until it all
formed into a BA in Humanities ay the University of Houston at Clear Lake,
Texas. Then I noticed the Master's degree in Technical Communications at Texas
Tech University via online studies.
Texas Tech University
Since 1923, Texas Tech University has shaped the future of students through
quality education programs, research and creative activity.
The Technical Communication and
Rhetoric Program at Texas Tech University facilitates communication in a complex
society and advances the interdisciplinary study of rhetoric, science, and
technology. We apply research to educate our students as scholars and
practitioners, to strengthen the field through dissemination of knowledge, and
to serve the community through professional leadership.
Technical Communications Field
Technical communication has been taught at Texas Tech University since 1927, the year after the university was founded. An undergraduate specialization was established within the English major in the 1970s and updated in the 1980s and 1990s. In 1993, Texas Tech began offering two graduate degrees in technical communication: the Master of Arts in Technical Communication and the Ph.D. in Technical Communication and Rhetoric. The English Department has been active in computer-assisted pedagogy since 1982 and uses the knowledge from onsite computer classrooms in designing the distance courses.
The online version of the master’s
degree parallels the onsite version and is approved for distance delivery by the
state Coordinating Board as well as by the university’s accrediting body. It
represents innovative course delivery and pedagogy to meet the needs of working
professionals at sites distant from Texas Tech.
The M.A. in Technical Communication
qualifies people for writing, editing, and supervisory positions in industry and
for teaching in community colleges or for further graduate study. Specific aims
of study include knowledge of the history, theory, research, genres, principles,
techniques, and practices of technical communication.
I
took the courses below and made the corresponding grades which resulted in the
GPA of 2.90.
Courses
ENGL-5368 Written
Argumentation (B)
Web Portfolio
ENGL-5369
Discourse and Technology (C)
ENGL-5373 Technical Manuals (B)
ENGL-5375
Document Design (C)
Web
Portfolio
ENGL-5376
Online Publishing (B)
Web
Portfolio
ENGL-5377
Writing Grant Proposals in an Electronic Age (B)
ENGL-5377 Style in Technical
Communications (A)
ENGL-5384
Rhetoric of Scientific Literature (A)
ENGL-5387 Publications Management (B)
Web Portfolio
ENGL-5390
Writing for Publication (C)
EDIT-
5325 Educational Technology (B)
The final step was to form the writing that I had made during
those studies into a portfolio. This portfolio was to be a presentation that
proves that I had learned the outcomes that were expected of me. These outcomes
are
Upon completing the MATC curriculum successfully, students
should be able to do the following:
|
(http://www.english.ttu.edu/tcr/MATC/matc_portfolio.asp)
The courses that I took were all chosen by
Dr. Joyce Locke Carter, my academic advisor. Each should have been chosen to
fulfill the outcomes, after which I passed them all (see above). Here's what I
did
The professors who judged my portfolio were Drs. Miles Kimball and Rich Rice. These two were instructors in classes that they passed me, then failed the portfolio with the writings that they already passed.
We had a telephone conference on April 14th (2009) in which they told me what to do to fix it.
The main points were
1. leave out the artifacts from the EDIT class[Was that class not valid? Why was I told to take it? Why didn't you say this in the requirements?]2. make the newsletter one page3. look at other online newsletters for examples[These are grounds for failure? Where in our lessons is this instruction?]4. revise all of the artifacts using the outcomes[How many are sufficient? I've already done this.]5. the reflective essay should be in essay form, and that it should be organized by the outcomes (as subtopics), rather than by the artifacts[Where in our lessons is this form of essay? Besides, it IS organized by outcomes!]6. the thesis statement should be that I deserve a master’s degree by fulfilling the outcomes7. It’s an argumentative essay, and should express a whole idea.[It does that.]8. I should write in the reflective essay my thoughts about cultural sensitivity. This was covered during our studies on user-centered production of documents[These are supposed to be artifacts from the classes. None charged me with writing a paper on cultural sensitivity.]9. I should gather all of the syllabi from all of the classes that I took to find where we studied cultural sensitivity issues.By May 22 I should have revised my reflection essay and artifacts.I'll resubmit by June 20.
20090630 Well, I received an email from Dr. Carter saying
that I'll graduate in August.
We'll see.
20090725 Last Thursday I received a letter from Texas Tech describing the
graduation ceremony. Later, I checked my Texas Tech email and received an email
saying that my GPA wasn't high enough, so I won't graduate.
My
daughter, Kita, wrote the following email and received these responses.
______________________________________________________________________________________________________________________________________________
From:
kitalyle@hotmail.com [mailto:kitalyle@hotmail.com]
Sent: Thursday, July 23, 2009 11:23 AM
To: District106 England
Subject: 3807 Carver Pl
Sent: Thursday, July 23, 2009 11:23 AM
To: District106 England
Subject: 3807 Carver Pl
Address: XXX
City: Irving
State: Texas
Zipcode: 75061
Phone: -
E-mail: kitalyle@hotmail.com
Message:
Mahal Lyle
XXX
Irving, TX 75061-3978
July 23, 2009
The Honorable Kirk England
Texas House of Representatives
PO Box 2910
Austin, TX 78768-2910
Representative England:
Recently, Samuel Keven Lyle was completing courses through Texas Tech
University for a Master's Degree in Technical Communications. With a
variety of all passing grades, mostly A's, it seemed his successful
completion of the degree was not far off. As a prior military member and
longtime devoted employee to the city of Dallas, Sam is no stranger to
hard work and dedication, and put in more than enough hours of work for
his classes. Though his unfailing hard work was rewarded through his
outstanding grades, it all felt short due to one glaring injustice- he was
denied graduation rights due to personal beliefs.
All of this seemed unreal to Sam as he reviewed his course grades
throughout the semesters. His work was always up to par, passed all
classes, and satisfied all requirements asked. For the last project due, a
simple summary of all he had learned was requested. He completed the
project thoroughly, to standard, and before due date. Yet for some unknown
reason, the project failed. If the project is a summary of all courses
completed, and the courses completed were passing, how is it possible to
fail this? Sam quickly looked into the issue and after unnecessary delay,
was given twisted, misleading answers.
Still, Sam would not give up. He continued to contact the instructors
until they would give him a straightforward, honest answer on what he
needed to do to pass. He then completed all tasks required (again) to
standard and in a time-efficient manner. What was his reward? A delayed
email, weeks down the line, telling him that even though he passed the
class and project, somehow his GPA wasn't high enough to graduate.
They not only mislead but directly lied to him beforehand, telling him
that he would graduate in August, only to tell him 2 weeks prior that he
would not. To add insult to injury, they then informed him that he could
take extra classes to boost his GPA by December which just-so-happens to
overlap his 6-year time frame limitation. Convenient coincidence or
personal injustice? You decide.
For months upon end, Sam has battled unfair treatment due to Dr. Joyce
Locke Carter in response to his personal views and beliefs. When asked,
Sam would speak in a non-abrasive, tolerant light, only to be publicly
humiliated and punished via grades by Dr. Carter. In an institution where
tolerance and acceptance should be expected and exalted, Sam was only met
with immaturity and ignorance.
There is absolutely no excuse for this type of irrational behavior. What
has occurred here is outrageous and demands immediate attention and
action. I ask that you please look into this matter as soon as possible
and have justice served. If not, a severe deficit in the Texas education
system will stand unchallenged, offering little to no hope for our
citizens.
Thank you.
Sincerely,
Mahal Kita Lyle
Mahal Lyle sent this message via Congress.org, which uses the Capwiz�XC
system. Congress.org is a free public service of Capitol Advantage and
Knowledge is, LLC. You may access Congress.org here: http://congress.org
Mahal Lyle
XXX
Irving, TX 75061-3978
July 23, 2009
The Honorable Kirk England
Texas House of Representatives
PO Box 2910
Austin, TX 78768-2910
Representative England:
Recently, Samuel Keven Lyle was completing courses through Texas Tech
University for a Master's Degree in Technical Communications. With a
variety of all passing grades, mostly A's, it seemed his successful
completion of the degree was not far off. As a prior military member and
longtime devoted employee to the city of Dallas, Sam is no stranger to
hard work and dedication, and put in more than enough hours of work for
his classes. Though his unfailing hard work was rewarded through his
outstanding grades, it all felt short due to one glaring injustice- he was
denied graduation rights due to personal beliefs.
All of this seemed unreal to Sam as he reviewed his course grades
throughout the semesters. His work was always up to par, passed all
classes, and satisfied all requirements asked. For the last project due, a
simple summary of all he had learned was requested. He completed the
project thoroughly, to standard, and before due date. Yet for some unknown
reason, the project failed. If the project is a summary of all courses
completed, and the courses completed were passing, how is it possible to
fail this? Sam quickly looked into the issue and after unnecessary delay,
was given twisted, misleading answers.
Still, Sam would not give up. He continued to contact the instructors
until they would give him a straightforward, honest answer on what he
needed to do to pass. He then completed all tasks required (again) to
standard and in a time-efficient manner. What was his reward? A delayed
email, weeks down the line, telling him that even though he passed the
class and project, somehow his GPA wasn't high enough to graduate.
They not only mislead but directly lied to him beforehand, telling him
that he would graduate in August, only to tell him 2 weeks prior that he
would not. To add insult to injury, they then informed him that he could
take extra classes to boost his GPA by December which just-so-happens to
overlap his 6-year time frame limitation. Convenient coincidence or
personal injustice? You decide.
For months upon end, Sam has battled unfair treatment due to Dr. Joyce
Locke Carter in response to his personal views and beliefs. When asked,
Sam would speak in a non-abrasive, tolerant light, only to be publicly
humiliated and punished via grades by Dr. Carter. In an institution where
tolerance and acceptance should be expected and exalted, Sam was only met
with immaturity and ignorance.
There is absolutely no excuse for this type of irrational behavior. What
has occurred here is outrageous and demands immediate attention and
action. I ask that you please look into this matter as soon as possible
and have justice served. If not, a severe deficit in the Texas education
system will stand unchallenged, offering little to no hope for our
citizens.
Thank you.
Sincerely,
Mahal Kita Lyle
Mahal Lyle sent this message via Congress.org, which uses the Capwiz�XC
system. Congress.org is a free public service of Capitol Advantage and
Knowledge is, LLC. You may access Congress.org here: http://congress.org
__________________________________________________________________________________________________________________________________
Subject: RE: XXX
Date: Thu, 23 Jul 2009 14:21:35 -0500
From: District106.England@house.state.tx.us
To: kitalyle@hotmail.com
Ms. Lyle,
Thank you for
contacting our office regarding Steven Lyle's situation. While I understand
your concern, the best way to handle this matter is to go through the appeal
process set up by
Texas Tech University. I have copied the section dealing with
student grievances from the
Texas Tech Student Handbook and pasted it below. I recommend Mr.
Lyle speak with the office of the dean for his college or with the Office of
the Provost to find out more information about appealing this grade. If the
instructor truly did grade his project unfairly, perhaps this process can
reverse the instructor's decision.
The instructor
assigned to a course has the responsibility for
determining a
grade and for judging the quality of academic
performance. A
grade can be formally appealed only when there is
demonstrable
evidence that prejudice, arbitrary or capricious action
on the part of
the instructor has influenced the grade. The burden of
proof that
such an unfair influence has affected a grade rests with the
student who
appeals the grade. The complete student grade appeal
policy and procedure is
listed in Texas Tech
University Operating
Policy 34.03.
A copy of the grade appeal procedures may be obtained
from any
academic college dean’s office or from the Office of the
Provost. Also,
refer to the Student Handbook Part II, Section B,
Academic
Integrity.
I hope
that is helpful. Please do not hesitate to contact our office again if
we can be of assistance in the future.
Thank
you,
Alysha
Brady
Office of
Representative Kirk
England
2426 S.
Carrier Pkwy., Ste. 106
Grand
Prairie, TX 75051
Phone:
972-264-4231
Fax:
972-522-5918
__________________________________________________________________________________________________________________
You might notice Ms.
Brady's attention to detail. My name isn't Steven, and the problem isn't a
grade dispute. Representative England seems less than "Honorable" via his
assistant.
To be honest, Kita
claims that I made all As, whereas that isn't so.
20090826 Well, Dr. Carter came up with a plan
to create ENGL 7000 which met in the summer of 2009 (although it didn't),
and give me an A for it, which would bring my grade high enough to pass.
Lora Lopez (above) said she needed a add/drop form from Dr. Carter. I told
Dr. Carter, but I get no reply. I've asked Dr. Dragga for help.
I'd also like to start a report on different elected officials to document just how competent they are.
I'd also like to start a report on different elected officials to document just how competent they are.
They will be
Governor Rick Perry vs. Senator Hutchinson (Governor hopeful)
Governor Rick Perry vs. Senator Hutchinson (Governor hopeful)
Texas Representatives
Senators
Congress Members
20100220
Well, they finally gave me the degree. Next, I'll try to teach technical
writing online.
