In Chapter 3 of the Concise Guide to Technical Communication from Broadview Press, we discuss ways to generate information for technical documents through interviews, surveys, and online research. This podcast provides an overview and introduction to the chapter.

Cosette Lemelin and Roger Graves talk about The Talk: how should instructors go about conducting and interview with a student about a possible, probable, or even blatant academic integrity violation? We identify strategies and profile four different kinds of strategies students tend to use when they arrive for these conversations.

How much time should instructors devote to academic integrity? To answer that question for themselves, they need some sense of how prevalent cheating is. This podcast examines answers to that question, and looks at cheating by professors before suggesting two strategies instructors should adopt to limit cheating.

Academic integrity manifests itself somewhat differently in online instructional contexts. In this episode, Roger Graves talks with Ellen Watson of the University of Alberta's Centre for Teaching and Learning about how instructors can organize their online courses to discourage cheating and maintain the academic integrity of online learning.

This podcast is published in conjunction with a blog of the same title at https://blog.ualberta.ca and also available as an episode with the "Teaching Plus" podcast of the University of Alberta Centre for Teaching and Learning.

This episode combines ideas from the plain language movement with ideas about how to use narrative structures to explain complex research projects.

What are some best practices for teaching writing online when you've been asked to move a class online with little notice? This episode identifies 6 specific things to do to survive and maybe even thrive the abrupt move to an online learning environment.

This episode talks about how to go about drafting and revising your teaching philosophy statement. Why do you teach the way you do? How do your students learn? What new techniques do you think you'll try next?

Can I use the word "I" in a research article? This and other perplexing questions about the range of styles you can employ in your research writing are answered in this episode.

How can you get students to read your feedback to their assignments? First, separate formative from summative feedback. Second, structure opportunities for peer feedback. And third, give feedback to the class through annotated model papers.

In this episode we consider specific ways to write more clearly and more concisely. Clarity and concision both affect the overall style in which you write, and while both clear writing and concise writing are good things there are times when some writers need to produce elaborate discourse and longer texts.