Saul Carliner, PhD
Saul Carliner is a generalist in workplace learning and communication, with substantial tenures in both academia and industry in both fields. His teaching and research focus on the design of learning and communication materials for the workplace (especially in emerging genres and media), the management of groups that produce these materials, and related public policy choices. He also conducts research on teaching and learning in higher education.
He currently serves as Graduate ProgramDirector of the Educational Technology program in the Department of Educationand the Certificate in University Teaching through the School of GraduateStudies. He has previously served as Interim Chair of the Department ofEducation, Provost Fellow for e-Learning and Director of the Education DoctoralProgram.
He also serves on the summer school faculty ofthe University of International Business and Economics in Beijing, where heteaches courses on corporate communication.
He serves as Research Director for LakewoodMedia (publisher of Training magazine and producer of the Training and OnlineLearning Conferences) and provides strategic consulting services to industry.
Among his over 200 publications are thebest-selling Training Design Basics (ATD Press),award-winning Informal Learning Basics (ATD Press), award-winning Thee-Learning Handbook (with Patti Shank), numerous book chapters, and over 50peer-reviewed publications.
A long-time community leader, Carliner ispresident of Agence Ometz, an integrated human services agency, and has chairedan international professional organization, museum membership auxiliary, civictransit board, several allocations committees for community foundations, andserved on boards of several arts, professional and community organizations.
He received the Kenneth Rainey Award forExcellence in Research, Jay Gould Award for Excellence in Teaching, ConcordiaUniversity Alumni Teaching Award, 6 awards in the Frank R Smith OutstandingArticle Competition (including 2 Best of Show awards), and is a member of theConcordia University Provost’s Circle of Distinction.He holds degrees from Carnegie Mellon University, University of Minnesota, and Georgia State University.
Educaton and certification
PhD Instructional Technology. Georgia State University. Dissertation: "Every Object Tells a Story: A Grounded Model of Design for Object-Based Learning in Museums.
MAg Technical Communication. University of Minnesota.
BA Economics, Professional Writing, and Public Policy and Management, minor in Administration and Management Science. Carnegie Mellon University.
Certified Training and Development Professional, awarded by the Canadian Society for Training and Development.
Concordia University, Montreal, Quebec.
Director, Graduate Certificate in University Teaching (since 2018).
Director, Educational Technology Programs (since 2018).
Interim Chair, Department of Education (2017-2018).
Professor (since 2016).
Provost Fellow for e-Learning (2012-2016).
Director, Education Doctoral Program (2011-2016).
Associate Professor (2007-2016).
Assistant Professor (2003-2007).
University of International Business and Economics, Beijing China.
Summer School Instructor (since 2016).
City University of Hong Kong, Hong Kong. 2001, 2002-2003.
Department of English and Communication. Visiting Assistant Professor.
Bentley College, Waltham, Massachusetts. 1999-2002.
Assistant Professor, Information Design and Corporate Communication Department.
University of Minnesota. St. Paul, Minnesota. 1998-1999.
Visiting Assistant Professor. Department of Rhetoric.
Southern Polytechnic State University, Marietta, Georgia. 1992-1996.
Assistant Professor of Technical Communication. Department of Humanities and Technical Communication.
Carliner & Company. 1992-1995 and since 1998. Managing Partner.
Fredrickson Communications, Inc. Minneapolis, Minnesota. 1995-1998.
IBM Corporation. 1980-1992
Advisory Marketing Programs Administrator (Customer Education)
Education Development Administrator (Technical Education)
Information Developer (System Products Division)
Courses taught currently
Educational Communication (EDUC 270) (online, through e-Concordia)
Master’s and Diploma
Fundamentals of Instructional Design (ETEC 650/550)
Fundamentals of Human Performance Technology (ETEC 651/551)
Administering Educational Technology Units (ETEC 671/571)
Human Resources Development (ETEC 676/576)
Advanced Issues in Education (EDUC 809)
Great Books in Educational Technology (doctoral tutorial)
Research interests and current projects
- Impact of the Fourth Industrial Revolution on jobs and job-seeking
- Alternate credentials including certification and credentialing processes
- Informal learning processes and impacts
- Processes, technologies, job responsibilities, and job satisfaction of instructional designers and professional communicators
- Electronic performance support systems for faculty development in higher education
External Research Grants
Concordia Universityand Marianpolis College. (2018.) (Translation: – ‘Bring It to Them: A NewApproach to Professional Development on Teaching and Learning for UniversitiesandCegeps’) L’Entente Canada-Quebec program of the Ministere de l’Education etdel’Enseignement Superieur. (Primary investigator for an institutionalgrant.)$CDN 75 950.
Concordia University and Marianpolis College. (2017.) (Translation: – ‘Bring It to Them: A New Approach toProfessional Development on Teaching and Learning for Universities andCegeps’)L’Entente Canada-Quebec program of the Ministere de l’Education etdel’Enseignement Superieur. (Primary investigator for an institutionalgrant.)$CDN 57,899.
Davidson, A.L.,Cucinelli,G., Carliner, S, Light,E. & Oostveen, R. (2016.) Exploring the potential of thedigital “maker:” Movement for authentic learning. Social Sciences andHumanities Research Council of Canada Insight Development Grant. $CDN $62,289
Carliner, S.,Davidson, A. L. & Devey, P. (2010.) Survey of perceptions of e-books inhigher education. KnowledgeOne. Completion: December 2012.
Carliner, S. (2005.) A genre-based approach to best practicesin online communication for the workplace. Social Sciences and HumanitiesResearch Council of Canada. Completion: April 2009.
Boswood, T., Carliner, S. and Davison, R. (2003.)Brochureware: Design, copywriting and usability issues in an emerging genre ofonline communication. Hong Kong University Grants Council. Completion: August2004.
Carliner, S. (2001.) What do we manage: a survey of themanagement portfolios of larger technical communication departments. Societyfor Technical Communication Research Grant. Completion: April 2003.
Internal Research Grants
Hebblewaite, S., Reilly, R., Yuen, F., Sawchuk, K., Dyer, L.,Timm-Botos, J., Carliner, S., Paterson, S., & Poteete, (2012.) A.Qualitative Research Working Group. CISSC Interdisciplinary Working Group.
Carliner, S. (2009.) What Are Customers’ Perceptions ofTraining and What Drives Those Perceptions. Concordia University Seed FundingProgram (Individual Stream.) Completion: May 31, 2010.
Carliner, S. (2008.) ETEC@40: The Impact of EducationalTechnology Research and Theory in Practice. Concordia University Faculty ofArts and Science Aid to Research Related Events, Publication, Exhibition andDissemination Activities. Completion: August 31, 2009.
Carliner, S. (2004.) We Are What We Measure: Towards QualityMetrics for Learning and Communication Products Used in the Workplace. ConcordiaUniversity Faculty of Arts and Science General Research Fund. Completion:December 31, 2004.
Carliner, S. (2001.) Bentley College. Case Study of anInformation Design and Development Project. Summer Research Grant. Completion:September 15, 2001.
Carliner, S. (2001.) Bentley College. Travel Grant.Completion: August 10,2001.
External Research Contracts
Carliner, S. (2013). Research Director, Lakewood Media(publisher of Training magazine and producer of the Training and OnlineLearning Conferences). $US 18,000/year. Estimated completion: Open ended.
Carliner, S. (2011). Editor-in-Chief, IEEE Transactions onProfessional Communication. Institute for Electical and Electronic Engineers.Starts 2011.
Carliner, S. (2009). Clear Billing Statements andConfirmations. Name of corporation withheld at its request. Completion: Firstquarter 2010.
Carliner, S. (2009). Producing the Materials for the OnlineCourse, Voyage to the Sun. Wildlife Conservation Society, Bronx Zoo.Completion: November 2009.
Carliner, S. (technical primary investigator) and Johnston,L. (administrative lead primary investigator). (2008). Small knowledge exchangeWork and Learning Knowledge Centre of the Canadian Council on Learning..Completion: May 2008.
Carliner, S. (2006). Research Fellow. Responsibilities:coordinating the second ASTD Research-to-PracticeConference-within-a-Conference and a series of webcasts aimed at highereducation. American Society for Training and Development. Completion: June 2006.
Carliner, S. (2005). Revising the strategic plan fore-learning. Canada Revenue Agency. Completion: March 2006.
Johnston, L., Ally, M, and Carliner, S. (2005). Field reviewof the literature in workplace learning and performance. Canadian Centre forLearning. Completed: December 2005.
Carliner, S. (2005). Research Fellow. Responsibilities:coordinating a higher education program for ASTD. American Society for Trainingand Development Completion: June 2005.
Carliner, S. (2004). Ten lessons in support of Canada’sparticipation in EXPO 2005. Optimum Communications (on contract to HeritageCanada.) Completed: January 2005.
Advanced Issues in Education (EDUC 809)
This seminar-style course explores one or more complex issues of education that has implications for Applied Linguistics,Child Studies, Educational Studies, and Educational Technology. During the course, students explore the research and popular literature on the topic,critically examine the epistemological, sociological, and theoretical bases of the literature, and relate the lessons learned to their own proposed research projects.
Fundamentals of Instructional Design (EDUC 650/550)
Master's and graduate diploma
Fundamentals of Instructional Design explains how to prepare instructional programs so they develop skills in learners. Specifically, this course explains how to identify the skills to address in an instructional program and how learners might use those skills; sequenceand present the material so learners master the skills; and assess whether students can actually perform the skills.
This course emphasizes a systematic process for preparing instructional programs as well as the theories and principles of effective instruction. This course also considers ways to use hardware and software technologies like e-learning and virtual classrooms to deliver instructional programs to learners. Working on a real-world project, you directly engage in the process and prepare an instructional program.
Fundamentals of Human Performance Technology (EDUC 651/551)
Master's and graduate diploma
Fundamentals of Human Performance Technology (HPT) is course about“engineering” results: results that can lead to stronger organizations, moreeffective policies and, most significantly, more satisfied and competent peoplewho are able to better accomplish their goals. Specifically, it explores how to design a coordinated campaign to improve performance. It explores how to integrate instructional efforts with non-instructional ones (such as information and motivational programs), prepare high-level and detailed designs, work in a variety of forms and media, and consider the reuse of materials, consistency, and the use of complex technology to achieve these design goals.
Administering Educational Technology Units (EDUC 671/571)
Master's and graduate diploma
This course prepares students to integrate into the real world practice of educational technology and eventually assume leadership positions. Through readings,experiential learning activities, and other assignments, this course introduces students to the basic themes of administering educational technology groups:(a) project management—planning work and overseeing its progress; (b) business management—successfully competing for work and resources needed to complete it;and (c) people management—establishing and managing expectations of, and relationships with, members of the group.
Educational Communication (EDUC 270)
Note: I designed this course and recorded the lectures. Other faculty member are the instructors of record and address day-to-day and grading issues.
This course covers the basics of developingcontent for various types of educational programs in a broad range ofeducational settings, primarily in higher education and adult educationclassrooms. Applying principles of effective textual, visual and oralcommunication, the student will develop teaching materials for a variety ofinstructional contexts, including classroom lessons, instructor and studentmanuals, online sessions, and podcasts.
Selected Peer-Reviewed Articles
Carliner, S., Castonguay, C., Sheepy, E., Ribeiro, O., Sabri, H.,Saylor, C. & Valle, A. (2015). The job of aperformance consultant: A qualitative content analysis of job descriptions, EuropeanJournal of Training and Development, 39(6), 458-483.
Carliner, S., Qayyum, A., & Sanchez-Lozano, J.C. (2014.) What measures of productivity and effectiveness doTechnical Communication managers track and report? TechnicalCommunication.
Carliner, S. (2014). Human Performance Technology andHRD. New Directions for Adult and Continuing Education, 2014(1).
Carliner, S. (2012.) Certificationand the branding of HRD. Human Resource Development Quarterly, 23(3),411-419.
Carliner,S. (2012.) Using business models to describe TechnicalCommunication groups. Technical Communication, 59(2), 124-147.
Carliner,S. (2012.) Different approaches to similarchallenges: An analysis of the occupational cultures of the disciplines oftechnical communication and training. IEEE Transactions on ProfessionalCommunication, 55(2), 160-174.
Carliner, S. (2012.) The three approachesto professionalization in Technical Communication. Technical Communication,59(1), 49-65.
Carliner,S., Coppola, N., Grady, H.,& Hayhoe, G. (2011.)Whatdoes the Transactions publish? What do Transactions’readers want to read? IEEE Transactions on ProfessionalCommunication, 54(4). 341-359.
Carliner,S. & Bakir, I.(2010.) Trends in spending ontraining: An analysis of the 1982 through 2008 TRAINING Annual Industry Reports. PerformanceImprovement Quarterly, 23(3), 77–105.
Araki, M.& Carliner,S. (2008.) What the literature says about usinggame worlds and social worlds in cyberspace for communicating technical andeducational content. Technical Communication, 55(4), 351-360.
Carliner,S. (2004.) Business models for training andperformance improvement departments. Human Resource Development Review,3(3), 275-293.
Carliner, S. (2004.) What do we manage? A survey of themanagement portfolios of large technical communication departments. TechnicalCommunication,51(1), 45-67.
Carliner, S. (2003.) Ethics and the marketing of technologyfor training and performance improvement: A commentary. Performance ImprovementQuarterly, 16(4),94-106.
Carliner, S. (2003.) Characteristic-based, task-based,and results-based: the three value systems for assessing professionallyproduced technical communication products. Technical CommunicationQuarterly,12(1), 83-100.
Carliner, S. (2002.) Choices and challenges: Design considerationsfor electronic performance support systems. Technical Communication,49(4), 411-419.
Carliner, S. (2001.) Administering distance courses taughtin partnership with other institutions. Online journal of distance learning administration,4(2). Publishedonlineat:www.westga.edu/~distance/odjla/summer42/carliner42.html. VisitedOctober18,2009.
Carliner, S. (2001.) Emerging skills in technical communication:the information designer's place in a new career path for technicalcommunicators. Technical Communication, 48(2),156-175.
Carliner, S. (2001.) Modeling information for three-dimensionalspace: lessons learned from museum exhibit design. Technical communication,48(1),66-81.
Carliner, S. (2000.) Physical, cognitive, and affective: athree-part framework for information design, Technical Communication, 47(4),561-576.
Carliner, S. (2000.) Taking cues from the culture: Thecase of Network Earth. Journal of Business and Technical Communication, 14(2), 83-100.
Carliner, S. (1998.) Business objectives: A key toolfor demonstrating the value of technical communication products. TechnicalCommunication,45(3), 380-384.
Carliner, S. (1998.) How designers make decisions: a descriptive model of instructional design for informal learning in museums. PerformanceImprovement Quarterly, 11(2),72-92.
Carliner, S. (1995.) Finding a common ground: what STC is and should be doing to advance education in information design anddevelopment. Technical Communication, 42(4).546-554
Carliner, S. (1987). Audiovisualwords: The scriptwriter's tools. TechnicalCommunication, 34(2),11-14.
Carliner, S. and Driscoll, M. (2019.) AnOverview of Training and Development: Why Training Matters. Minneapolis,MN: Lakewood Publications.
Carliner, S. (2015.) Training Design Basics.Alexandria, VA: ATD Press.
Carliner, S. (2012.) Informal Learning Basics.Alexandria, VA: ASTD Press.Carliner, S. &Shank, P. (2008.) The E-Learning Handbook. San Francisco, CA: Pfeiffer.
Other Articles and Book Chapters
Carliner, S. (2019.) Distance education and training in the corporate sector. In Moore, M.G.&Diehl, W. C. (ed.) Handbook of Distance Education (4th ed).New York: Lawrence Erlbaum Associates.
Carliner, S. & Price, D. W. (2018.) If you build it, will they come? How internaland external trainers successfully market their programs and services, Training,January/February2017, 102-109.
Price, D.W., Carliner, S., & Chen,Y. (2017.) Independent learning. In Piña, A. A. (ed.) Instructional DesignStandards for Distance Learning, Bloomington, IN: Association forEducational Communications and Technology, 94-106.
Carliner, S. (2017.) Chapter 25: Informal learning. InBrown, K. (ed.) Cambridge Handbook of Workplace Training and Employee Development, Cambridge,UK: Cambridge University Press, 585-606.
Carliner, S. (2017.) Chapter 16: Informal learning. In Reiser,R. A. & Dempsey, J. V. (eds.) Trends and Issues in InstructionalDesign (4th ed.), Pearson, 142-151.
Carliner, S. (2017) Client service: Theessence of the Technical Communication business, Intercom, 64(8),14-17.
Carliner, S. (2017.) Communicating withCanada, Europe’s newest trading partner, TC World (July 2017).36-40.
Carliner, S. & Price, D.W. (2017.)Organizational policies and the availability of online learning to workers,contractors, and suppliers, Training, February 2017, 106-110.
Carliner, S. (2016.) An interactive introduction to instructional design forprofessional communicators, Intercom, 63(6),201-13
Carliner, S. (2016). In Kirkpatrick, J.&Kirkpatrick, W. (2016.) Evaluating Training Programs (4th ed.)Alexandria, VA: ATD Press.
Carliner, S. (2015.) A portrait ofperformance and learning in Canada, Performance and Learning, October2015.
Carliner, S. (2015.) Technical communication at a crossroads, Intercom, 62(10),6-11.
Carliner, S. & Price, D. W.(2015.) Talent development: More about our study of fit andpreferences for names of our field, Training, 62(July/August).Online only.
Carliner, S. & Price, D. W.(2015.) TrainingMatters: A study of fit and preferences for names of our field. Training,62(July/August).
Carliner, S. (2015.) Certification of instructional designers ineducational technology. In Spector, M., Johnson, T., Ifenthaler, D.,Savenye, W., & Wang, M. (eds.) Encyclopedia of Educational Technology, ThousandOaks, CA.
Carliner, S. (2015.) 7 suggestions for employers hosting an intern,Association for Talent Development Higher Education blog, May 7, 2015. Viewedathttps://www.td.org/Publications/Blogs/Higher-Education-Blog/2015/05%20May/7-Suggestions-for-Employers-Hosting-An-Intern.VisitedSeptember 13, 2015.
Carliner, S. & Price, D. W.(2015.) Purchasing learning technologies, Training, 62(March/April),32-35.
Carliner, S. & Price, D. W. (2015.) Howmuch do you know about learning technologies? Training, 62(January/Febuary),124-129.
Carliner, S. & Hamlin, R.G.(2014.) Certification of HRD professionals. In Rocco,T., Roth, E. & Poell, R. Companion to Human Resource Development.New York: Routledge, pp. 343-366..
Carliner, S. (2014.) Technical communication. InBhatia, V. & Bremner, S. (eds.) Handbook of ProfessionalCommunication. London, UK: Routledge.
Carliner, S. (2014.) Certification and the brandingof technical and professional communication. In Bhatia, V.&Bremer, S. (eds.) Handbook of Professional Communication. London,UK: Routledge.
Carliner, S. (2014.) 7 informal learning lessons: Findings from a structured reviewof the literature on informal learning, Training,61(September/October),30-33.
Carliner, S. & Savard, M. (2014.) Top 125in-tuition: Part 2, Training, 61(March/April),32-35.
Carliner, S. & Savard, M.(2013.) Top 125—in tuition, Training,(50)6, 48-50.
Carliner, S. (2013.) A dozen ways to use your enterprise system to promote informallearning. CLO Magazine. 12(10),34-37.Carliner, S., Sheepy, E.,Castonguay, C., Ribeiro, O., Sabri,H., Saylor, C., & Valle, A. (2013.) Wholinks the learning team and the people we serve? The job description of theperformance consultant. Canadian Learning Journal, 17(1),24-31.
Carliner, S. (2013.) Training: The valuable asset no one wants to pay for. MontrealGazette, April 26, 2013.
Carliner, S. (2013 How have concepts of informal learning developedover time? Performance Improvement, 52(3), 5-11.
Carliner, S. (2012.) How should you continue your learning journey inTechnical Communication? A self-assessment. Intercom, 59(7),7-9.
Carliner, S. (2012.) 11 tips for preparing a business case to successfully"sell" major technical communication initiatives. Intercom,59(6),6-9.
Carliner, S. (2011.) Using research to guide practice: A dozen moreguidelines. Canadian Learning Journal, 15(2), 39-42.
Carliner, S. (2011.) Transferrablecredentials for training and development professionals. Training magazine online. Visited January18, 2011.
Carliner, S. (2010.) Developing thebusiness case for a major e-learning courseware or infrastructure project. e-Learning SolutionsMagazine, October 11, 2011. Visited October 11, 2011.
Carliner, S. (2010.) Using research to guide practice: A dozen guidelinesfrom the research. Canadian Learning Journal, 14(1), 6-11.
Bakir, I. & Carliner, S. (2010.) Spending on training stuckin neutral. TRAINING, 47(2), 16-20.
Carliner, S. (2010.) Computers and technical communication inthe21st century. In Spilka, R. and Clark, D. (eds.) Digital literacy fortechnical communication: 21st century theory and practice. Mahwah, NJ: LawrenceErlbaum Associates. 23-52.
Carliner, S. (2009.) Culture conflicts in demonstrating the value ofHRD. In Hansen, C. & Lee, Y. (eds.) The Cultural Context of Human ResourceDevelopment. New York, NY: Palgrave Macmillan. 179-196.
Carliner, S. (2009.) Nine suggestions for writing engaging—and relevant—questionsfor e-learning programs. Intercom, 18-21.
Carliner, S. (2009.) The three future directions ofe-learning. LearningCircuits, 10(9). VisitedOctober 18, 2009.
Carliner, S. (2009.) Addressingimplicit age discrimination in your job search activities. Intercom 56(8).4-7.
Carliner, S. (2009.) Maybe ROIreally is a waste of time. TRAINING,46(6), 14-15.
Carliner, S. & Guloy, S. (2008.)Creating a real page turner. Intercom,55(6), 10-14.
Carliner, S. (2008.) Keep your course on target: Meet learners’ expectationsthrough a pre-class questionnaire. Intercom, 55(2),11-12.
Carliner, S. (2008.) How to organize educational meetings for communityand professional organizations. IDeaL: Design for Learning.4(3).3-11.
Carliner, S. (2008.) A three-tiered approach to the design and developmentof e-learning projects. E-learn magazine. March 2008.
Carliner, S. and Mitelman, B. (2006.) Standing room only: How to plana sell-out conference. Canadian Learning Journal. 10(1).20-22.
Carliner, S. (2002.) Inconspicuousconsumption: lessons forweb design from mall and retail design. Boxes andarrows (webzine for information architects). Published in 3 parts.[Retrieved September 30, 2003.]
Representative professional and community affiliations
Academy of Human Resource Development
Member (since 2007).
Board of Directors (since 2012). President (since 2016). Vice-President (2013-2016.)
Association for Talent Development (formerly American Society for Training and Development)
Awards of Excellence Committee (2007-2009).
Dissertation Awards Committee (2007-2008, 2010).
Research Award Committee (2007-2008).
International Conference and Exposition, Program Advisory Committee (2002-2004).
Association for Educational Communications and Technology
Buckhead (Atlanta) Business Association, Leadership Development Program. Class of 1993.
Evaluation committee, Chair (2011-2013).
Governance Committee. Chair (2008-2012.)
Education and Culture Planning and Allocations Co-Chair (2005-2008.) Board of Directors (2005-2008.)
Harry Kay Leadership Development Program of the Minneapolis Jewish Federation. Class of 1999.
Institute for Electrical and Electronic Engineers, Professional Communication Society.
IEEE Transactions on Professional Communication, Editor-in-Chief, since 2011.
Editorial Advisory Board, IEEE Transactions on Professional Communication. 2001-2007.
Institute for Performance and Learning (formerly Canadian Society for Training and Development)
Certification Advisory Committee, Chair (2014-2018).
Board of Directors (2008-2012).
Certification Steering Committee, Chair (2008-2012).
Program Coordinator, Research-to-Practice Day (2012, 2010, 2009). Program Committee, Annual Symposium, 2004-2006. Awards of Excellence. Judge, 2004-2005.
Society for Technical Communication
Manager, Intercom Editorial Advisory Committee (2016-2018).
Executive Director Search Committee, 2013.
Conference Manager, 2007.
International President, 1995-96.
Conference Manager, 2007 Annual Summit.
General Manager, 1992 STC Annual Conference.
Program Manager, 1989 Annual Conference.
Intercom Award: Outstanding Magazine Article for “Technical Communication at a Crossroads.” Society for Technical Communication, May 2016.
Fellow, Canadian Society for Training and Development (now the Institute for Performance and Learning September 23, 2015). Elected: February 2015; Awarded, November 2015.
Award of Distinguished Technical Communication for "What Measures of Productivity and Effectiveness Do Technical Communication Managers Track and Report?" (with Juan Carlos Sanchez-Lozano and Adnan Qayyum). 2014 Frank Smith Technical Communication Best Article Competition. 2015.
Ken Rainey Award for Excellence in Research. Society for Technical Communication. 2014.
Alumni Teaching Award, Concordia University Alumni Association, 2014.
Jay R. Gould Award for Excellence in Teaching. Society for Technical Communication, 2014.
Award of Distinguished Technical Communication—User Manuals for Informal Learning Basics. STC International Summit Awards, March 2014.
Award of Distinguished Technical Communication—User Manuals for Informal Learning Basics. STC Chicago Summit Awards, January 2014.
Award of Distinguished Technical Communication for " Using Business Models to Describe Technical Communication Groups." 2012 Frank Smith Technical Communication Best Article Competition. Society for Technical Communication. 2013.
Award of Distinguished Technical Communication. Frank R. Smith Technical Communication Outstanding Article Competition. 2012.
Provost's Circle of Distinction. Concordia University. Inducted 2011.
Award of Excellence. 2009 International Technical Publications Competition for The e-Learning Handbook: Past Promises, Present Challenges.
Best of Show -- Outstanding Article of the Year. Frank R. Smith Technical Communication Outstanding Article Competition. 2001, 2000.
Fellow, Society for Technical Communication. 2000.
Keith Wharton Award for Excellence in Teaching. Rhetoric's Association for Student Technical Communicators. University of Minnesota. 1999.
Doctoral Award. Department of Middle-Secondary Education and Instructional Technology. Georgia State University. May 1995.
Kappa Delta Pi (honor society for education students). 1989