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Erin F. Pavlak

Title: Professor

Department: Technical Communication

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Carnegie Mellon University, 2008
    Major: Rhetoric
    Dissertation: The User-Centered Design Process: Novice Designers' Use of Evidence in Designing from Data
  • MA, Carnegie Mellon University, 2002
    Major: Professional Writing
  • BA, Trinity University, 2001
    Major: English and History

Current Scheduled Teaching

TECM 5280.400Designing Technical DocumentsSpring 8W1 2025
TECM 5750.400Measuring Usability and User Experience for Professional and Technical CommunicationSpring 8W1 2025
TECM 4900.001Special ProblemsSpring 2025

Previous Scheduled Teaching

TECM 5185.401Principles of Technical CommunicationFall 8W1 2024 SPOT
TECM 3100.001Visual Technical CommunicationFall 2024 Syllabus SPOT
TECM 5750.001Measuring Usability and User Experience for Professional and Technical CommunicationSummer 8W1 2024 SPOT
TECM 5280.001Designing Technical DocumentsSpring 8W2 2024 SPOT
TECM 3100.001Visual Technical CommunicationSpring 2024 Syllabus SPOT
TECM 5280.001Designing Technical DocumentsSummer 8W1 2023 SPOT
TECM 4180.005Advanced Technical CommunicationSpring 2023 Syllabus SPOT
TECM 5750.001Measuring Usability and User Experience for Professional and Technical CommunicationSpring 8W2 2023 SPOT
TECM 4900.003Special ProblemsSpring 2023
TECM 5900.700Special ProblemsSpring 2023
TECM 5280.001Designing Technical DocumentsFall 8W2 2022 SPOT
TECM 5185.801Principles of Technical CommunicationFall 8W1 2022 SPOT
TECM 5280.301Designing Technical DocumentsSpring 8W2 2022 SPOT
TECM 5750.301Measuring Usability and User Experience for Professional and Technical CommunicationSpring 8W1 2022 SPOT
TECM 5750.601Measuring Usability and User Experience for Professional and Technical CommunicationSpring 8W1 2022 SPOT
TECM 5900.700Special ProblemsSpring 2022
TECM 4180.007Advanced Technical CommunicationFall 2021 Syllabus SPOT
TECM 5185.601Principles of Technical CommunicationFall 8W1 2021 SPOT
TECM 5185.801Principles of Technical CommunicationFall 8W1 2021 SPOT
TECM 5185.805Principles of Technical CommunicationFall 8W1 2021 SPOT
TECM 5280.801Designing Technical DocumentsSummer 8W1 2021 SPOT
TECM 4180.003Advanced Technical CommunicationSpring 2021 Syllabus SPOT
TECM 5900.706Special ProblemsSpring 2021
TECM 4300.001Usability and User Experience in Technical CommunicationSpring 2021 Syllabus SPOT
TECM 5280.301Designing Technical DocumentsFall 8W2 2020 SPOT
TECM 5740.001Research in Technical CommunicationFall 2020 SPOT
TECM 5900.702Special ProblemsFall 2020
TECM 4800.001Topics in Technical and Professional CommunicationFall 2020 Syllabus SPOT
TECM 5280.301Designing Technical DocumentsSpring 8W2 2020
TECM 5900.700Special ProblemsSpring 8W2 2020
TECM 4300.001Usability and User Experience in Technical CommunicationSpring 2020 Syllabus
TECM 5185.001Principles of Technical CommunicationFall 8W1 2019 SPOT
TECM 3100.001Visual Technical CommunicationFall 2019 Syllabus SPOT
TECM 3100.301Visual Technical CommunicationFall 2019 SPOT
TECM 5280.801Designing Technical DocumentsSummer 8W2 2019 SPOT
TECM 4180.001Advanced Technical CommunicationSpring 2019 Syllabus SPOT
TECM 4180.003Advanced Technical CommunicationSpring 2019 Syllabus SPOT
TECM 4900.703Special ProblemsSpring 2019
TECM 4300.001Usability and User Experience in Technical CommunicationSpring 2019 Syllabus SPOT
TECM 5280.801Designing Technical DocumentsFall 8W2 2018 SPOT
TECM 5280.805Designing Technical DocumentsFall 8W2 2018 SPOT
TECM 4900.011Special ProblemsFall 2018
TECM 4920.702Cooperative Education in Technical CommunicationSummer 10W 2018
TECM 4920.732Cooperative Education in Technical CommunicationSummer 10W 2018
TECM 4920.702Cooperative Education in Technical CommunicationSpring 2018
TECM 5280.801Designing Technical DocumentsSpring 8W2 2018 SPOT
TECM 5750.001Measuring Usability and User Experience for Professional and Technical CommunicationSpring 8W1 2018 SPOT
TECM 4300.001Usability and User Experience in Technical CommunicationFall 2017 Syllabus SPOT
TECM 3100.001Visual Technical CommunicationFall 2017 Syllabus SPOT
TECM 3100.301Visual Technical CommunicationFall 2017 SPOT
TECM 3100.302Visual Technical CommunicationFall 2017 SPOT
TECM 4180.002Advanced Technical WritingSpring 2017 Syllabus SPOT
TECM 5280.001Designing Technical DocumentsSpring 2017 SPOT
TECM 4920.702Cooperative Education in Technical CommunicationFall 2016
TECM 4920.702Cooperative Education in Technical CommunicationSpring 2016
TECM 5280.001Designing Technical DocumentsSpring 2016 SPOT
TECM 5180.001Professional WritingSpring 2016 SPOT
TECM 4800.001Topics in Technical and Professional CommunicationSpring 2016 Syllabus SPOT
TECM 3100.001Commercial Publications for High Tech IndustriesFall 2015 Syllabus SPOT
TECM 3100.301Commercial Publications for High Tech IndustriesFall 2015 SPOT
TECM 4180.001Advanced Technical WritingSummer 5W1 2015 Syllabus SPOT
TECM 4920.702Cooperative Education in Technical CommunicationSummer 5W1 2015
TECM 4920.732Cooperative Education in Technical CommunicationSummer 5W2 2015
TECM 4920.702Cooperative Education in Technical CommunicationSpring 2015
TECM 5280.001Designing Technical DocumentsSpring 2015
TECM 4920.702Cooperative Education in Technical CommunicationFall 2014
TECM 5185.001Principles of Technical CommunicationFall 2014
TECM 5900.702Special ProblemsFall 2014
TECM 5280.001Designing Technical DocumentsSpring 2014
TECM 5180.002Professional WritingSpring 2014
TECM 4180.002Advanced Technical WritingFall 2013 Syllabus
TECM 4180.003Advanced Technical WritingFall 2013 Syllabus
TECM 5185.001Principles of Technical CommunicationFall 2013
TECM 5280.001Designing Technical DocumentsSpring 2013
TECM 5740.001Research in Technical CommunicationSpring 2013
TECM 4180.002Advanced Technical WritingFall 2012 Syllabus
TECM 4180.004Advanced Technical WritingFall 2012 Syllabus
TECM 5280.001Designing Technical DocumentsSpring 2012
TECM 2700.023Technical WritingSpring 2012 Syllabus
TECM 5180.001Professional WritingFall 2011
TECM 5740.001Research in Technical CommunicationSpring 2011
TECM 5285.001Technical PresentationsSpring 2011
TECM 4250.001Writing Technical Procedures and ManualsFall 2010 Syllabus
TECM 4250.002Writing Technical Procedures and ManualsFall 2010 Syllabus
TECM 5191.001Communication and Information TechnologiesSpring 2010
TECM 5285.001Technical PresentationsSpring 2010
ENGL 4180.003Advanced Technical WritingFall 2009
ENGL 6941.501Directed ResearchFall 2009
ENGL 2700.006Technical WritingFall 2009
ENGL 4250.002Writing Technical Procedures and ManualsFall 2009 Syllabus
ENTW 5285.001Technical PresentationsSpring 2009
ENGL 4250.003Writing Technical Procedures and ManualsSpring 2009
ENGL 4180.003Advanced Technical WritingFall 2008
ENGL 4250.001Writing Technical Procedures and ManualsFall 2008

Published Intellectual Contributions

    Book Chapter

  • Friess, E. (2017). Personas as rhetorically rich and complex mechanisms for design. Rhetoric and Experience Architecture. Parlor Press. https://www.parlorpress.com/rhetoric_experience_architecture
  • Book Review

  • Friess, E. (2008). Thomas Klikauer, Communication and management at work. New York: Palgrave Macmillan, 2007. Pp. xvi, 327. Hb. $80.00. Language in Society. 37 (05) 768. Cambridge University Press (CUP). http://dx.doi.org/10.1017/s0047404508081153
  • Conference Proceeding

  • Friess, E. (2017). "I guess I'll give it a 13": Exploring the language of agile-oriented software design teams. IEEE International Professional Communication Society (ProComm).
  • Friess, E., Campbell, K.S., Boettger, R.K., Lam, C.Y. (2017). Are we missing the boat? A roundtable discussion on research methods and how they define the field. IEEE International Professional Communication Society (ProComm).
  • Friess, E., Boettger, R.K. (2016). Extended abstract: The presence of professionalism in technical communication: Views from industry and the academy. 2016 IEEE International Professional Communication Conference (IPCC). Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/ipcc.2016.7740485
  • Boettger, R.K., Friess, E., Carliner, S. (2015). Update to who says what to whom? Assessing the alignment of content and audience between scholarly and professional publications in technical communication (1996-2013). 2015 IEEE International Professional Communication Conference (IPCC). Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/ipcc.2015.7235812
  • Boettger, R.K., Friess, E. (2014). What are the most common title words in technical communication publications?. 2014 IEEE International Professional Communication Conference (IPCC). Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/ipcc.2014.7020350
  • Boettger, R.K., Friess, E., Carliner, S. (2014). Who says what to whom? Assessing the alignment of content and audience between scholarly and professional publications in technical communication (1996-2013). 2014 IEEE International Professional Communication Conference (IPCC). Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/ipcc.2014.7020398
  • Friess, E. (2012). Personas and decision making in the design process. Proceedings of the 2012 ACM annual conference on Human Factors in Computing Systems - CHI '12. Association for Computing Machinery (ACM). http://dx.doi.org/10.1145/2207676.2208572
  • Friess, Erin. (2012). Personas and Decision Making in the Design Process: An Ethnographic Case Study. . ACM CHI ’12. Archival Research Papers on Human Factors in Computing Systems. 1209-1218. https://dl.acm.org/doi/pdf/10.1145/2207676.2208572?casa_token=0waY-swTQ30AAAAA:EXEN8ARi_qPvgkMUbRceApn9L8X_AWx7qNF7cqr629krVi35dyrmuInvzK_T2Cf6WpqD09KmQqoZkBM
  • Friess, E. (2008). Defending design decisions with usability evidence. Proceeding of the twenty-sixth annual CHI conference extended abstracts on Human factors in computing systems - CHI '08. Association for Computing Machinery (ACM). http://dx.doi.org/10.1145/1358628.1358631
  • Friess, E. (2007). Decision-making strategies in design meetings. CHI '07 extended abstracts on Human factors in computing systems - CHI '07. Association for Computing Machinery (ACM). http://dx.doi.org/10.1145/1240866.1240873
  • Dissertation

  • Friess, Erin. The User-Centered Design Process: Novice Designers' Use of Evidence in Designing from Data (Dissertation)Related Links:http://gradworks.umi.com/33/05/3305813.html.
  • Journal Article

  • Friess, E. (2025). The Second Coder was a Robot: Generative AI Tools in Establishing Intercoder Reliability. Communication Design Quarterly. 13 (1) 31.
  • Friess, E., Liles, C. (2023). Longitudinal Study of Usability and User Experience in Technical and Professional Communication Research. IEEE Transactions on Professional Communication. 66 (4) 338-355. IEEE.
  • Friess, E. (2023). Scrum in Classroom Collaborations: A Quasi-Experimental Study. Journal of Business and Technical Communication. 37 (1) 68-94. Sage.
  • Friess, E., Boettger, R. (2021). Identifying commonalities and divergences between technical communication scholarly and trade publications (1996–2017). Journal of Business and Technical Communication. 35 (4) 407-432.
  • Friess, E., Lam, C.Y. (2021). "Dude, that sucks": Examining Scrum's Influence on Empathy in Student Teams. Technical Communication Quarterly. 30 (2) 189-203. Taylor and Francis.
  • Boettger, R.K., Friess, E. (2020). Content and authorship patterns in technical communication journals (1996–2017)—A quantitative content analysis. Technical Communication. 67 (3) 5-25.
  • Friess, E. (2019). Scrum Language Use in a Software Engineering Firm: An Exploratory Study. IEEE Transactions on Professional Communication. 62 (2) 130-147. IEEE.
  • Friess, E., Lam, C.Y. (2018). Cultivating a sense of belonging: Using Twitter to Establish a Community in an Introductory Technical Communication Classroom. Technical Communication Quarterly. 27 (4) 343-361.
  • Friess, E. (2018). "Filling to capacity": An exploratory study of project management language in Agile scrum teams. Technical Communication. N/A. 65 (2) 169-180. Fairfax, VA, Society for Technical Communication.
  • Boettger, R.K., Friess, E. (2016). Academics are from Mars, practitioners are from Venus: Analyzing content alignment within technical communication forums. Technical Communication. 63 (4) 314-327. Society for Technical Communication.
  • Lam, C.Y., Hannah, M.A., Friess. (2016). Connecting programmatic research with social media: Using data from Twitter to inform programmatic decisions. Programmatic Perspectives. 8 (2) 47-71.
  • Friess, E. (2015). Personas in Heuristic Evaluation: An Exploratory Study. IEEE Transactions on Professional Communication. 58 (2) 176-191. Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/tpc.2015.2429971
  • Friess, E. (2013). Rhetorical Appeals of Professional Designers in Decision-Making Sessions. IEEE Transactions on Professional Communication. 56 (4) 313-331. Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/tpc.2013.2286224
  • Friess, E. (2013). “Bring the Newbie Into the Fold”: Politeness Strategies of Newcomers and Existing Group Members Within Workplace Meetings. Technical Communication Quarterly. 22 (4) 304-322. Informa UK Limited. http://dx.doi.org/10.1080/10572252.2013.782261
  • Friess, E. (2012). Do usability evaluators do what we think usability evaluators do?. Other. 13 (1) 9-13. Association for Computing Machinery (ACM). http://dx.doi.org/10.1145/2424837.2424838
  • Friess, Erin. (2011). Discourse variation between usability evaluations and usability reports.. Journal of Usability Studies. 6 (3) 102-116. https://www.researchgate.net/profile/Erin-Friess/publication/228896926_Discourse_Variations_Between_Usability_Tests_and_Usability_Reports/links/556c48e808aeccd7773a4e4c/Discourse-Variations-Between-Usability-Tests-and-Usability-Reports.pdf
  • Friess, E. (2011). Politeness, Time Constraints, and Collaboration in Decision-Making Meetings: A Case Study. Technical Communication Quarterly. 20 (2) 114-138. Informa UK Limited. http://dx.doi.org/10.1080/10572252.2011.551507
  • Friess, Erin. (2010). Designing from data: Rhetorical appeals in support of design decisions.. Journal of Business and Technical Communication. 24 (4) 403-444.
  • Friess, E. (2010). The Sword of Data: Does Human-Centered Design Fulfill Its Rhetorical Responsibility?. Other. 26 (3) 40-50. MIT Press - Journals. http://dx.doi.org/10.1162/desi_a_00028

Contracts, Grants and Sponsored Research

    Grant - Research

  • Friess, E. (Principal), "Arguments and Decision-Making in Workplace Meetings," sponsored by Research Initiation Grant/University of North Texas, University of North Texas, $4250 Funded. (2011 - 2011).
  • Friess, E. (Principal), "Argumentation Strategies and Language Use in Workplace Meetings," sponsored by Junior Faculty Summer Research Fellowship/ University of North Texas, University of North Texas, $5000 Funded. (2010 - 2010).
  • Friess, E. (Principal), "Argumentation Strategies in the Workplace," sponsored by Small Grant/ University of North Texas, University of North Texas, $1000 Funded. (2010 - 2010).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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