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Jiaxin Zhang

Title: Assistant Professor

Department: Technical Communication

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Texas Tech University, 2024
    Major: Technical Communication and Rhetoric
    Dissertation: User-Centered Content Strategy for Communicating Public Health Crisis: A Study of University Risk Communication during COVID-19 Pandemic
  • MS, North Carolina State University, 2018
    Major: Technical Communication
    Dissertation: Revamping MSTC Ad Package
  • BS, Other/Not Listed, 2015
    Major: Technical Communication
  • BA, Other/Not Listed, 2013
    Major: English

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

TECM 3550.001Content Strategy in Technical CommunicationSpring 2025 Syllabus SPOT
TECM 2700.016Technical WritingSpring 2025 Syllabus SPOT
TECM 3550.001Content Strategy in Technical CommunicationFall 2024 Syllabus SPOT
TECM 2700.029Technical WritingFall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Das, M., Flahive, M., Zhang, J., Faris, M. (2023). Integrating the marginalized and the mainstream: Women of color graduate instructors’ experience with identity, difference, and belonging. Threshold conscripts: Rhetoric and composition teaching assistantships. 367-384. WAC Clearinghouse.
  • Zhang, J. (2022). Activity 16: Practice rhetorical analysis through commercials. Dynamic activities for first-year composition: 96 ways to immerse, inspire, and captivate students. 50-53.

    • Conference Proceeding

  • Zhang, J. (2023). A systematic review on the latest trends in intercultural technical and professional communication. IEEE.
  • Das, M., Zhang, J. (2022). International UX insights: Usability testing of international office websites at US universities. Society for Technical Communication.
  • Zhang, J. (2021). Designed for equitable learning: A study of UCD and liquid syllabus in an online synchronous course. 378-379. ACM International Conference on Design of Communication (SIGDOC). https://doi.org/10.1145/3472714.3475816

    • Journal Article

  • Pihlaja, B., Das, M., Davis, L., Dean, A., Fonseca, D.M., Hughes, E., Joswiak, R., Koleva, L., Yang, M., Zhang, J. (2024). Translation and Localization in Global Technical Communication. IEEE Transactions on Professional Communication. 67 (3) 386 - 402. Institute of Electrical and Electronics Engineers (IEEE). http://dx.doi.org/10.1109/tpc.2024.3418237
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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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