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Sam J. Cosgrove

Title: Assistant Professor

Department: Technical Communication

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Iowa State University, 2020
    Major: English: Rhetoric & Professional Communication and Human-Computer Interaction
    Dissertation: Hurricane Florence and Disaster Preparedness: Investigating Risk Through the Intersections of Technical Communication and User Experience
  • MA, University of South Florida, 2016
    Major: English
    Specialization: Rhetoric and Composition
  • BA, University of North Carolina at Pembroke, 2014
    Major: English

Current Scheduled Teaching

TECM 5290.401Design and Development of High Tech Training MaterialsSpring 8W2 2025
TECM 4700.001Writing in the SciencesSpring 2025 Syllabus
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 4180.002Advanced Technical CommunicationFall 2024 Syllabus SPOT
TECM 4300.001Usability and User Experience in Technical CommunicationFall 2024 Syllabus SPOT
TECM 4180.302Advanced Technical CommunicationSpring 2024 Syllabus SPOT
TECM 5290.001Design and Development of High Tech Training MaterialsSpring 8W1 2024 SPOT
TECM 4300.001Usability and User Experience in Technical CommunicationSpring 2024 Syllabus SPOT
TECM 5290.001Design and Development of High Tech Training MaterialsSpring 8W1 2023 SPOT
TECM 3100.001Visual Technical CommunicationSpring 2023 Syllabus SPOT
TECM 3100.301Visual Technical CommunicationSpring 2023 SPOT
TECM 4180.001Advanced Technical CommunicationFall 2022 Syllabus SPOT
TECM 4300.001Usability and User Experience in Technical CommunicationFall 2022 Syllabus SPOT
TECM 4180.802Advanced Technical CommunicationSummer 5W1 2022 Syllabus SPOT
TECM 4300.001Usability and User Experience in Technical CommunicationSpring 2022 Syllabus SPOT
TECM 3100.001Visual Technical CommunicationSpring 2022 Syllabus SPOT
TECM 3100.301Visual Technical CommunicationSpring 2022 Syllabus SPOT
TECM 4180.001Advanced Technical CommunicationFall 2021 Syllabus SPOT
TECM 4300.001Usability and User Experience in Technical CommunicationFall 2021 Syllabus SPOT
TECM 2700.802Technical WritingSummer 5W1 2021 Syllabus SPOT
TECM 2700.825Technical WritingSummer 5W1 2021 Syllabus SPOT
TECM 4180.004Advanced Technical CommunicationSpring 2021 Syllabus SPOT
TECM 4180.005Advanced Technical CommunicationSpring 2021 Syllabus SPOT
TECM 4900.001Special ProblemsFall 2020
TECM 2700.307Technical WritingFall 2020 Syllabus SPOT
TECM 4300.001Usability and User Experience in Technical CommunicationFall 2020 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

  • Tye-Williams, S., Johnson, C., Odenweller, K.G., Cosgrove, S.J., Henke, D., Evers, C., Waldron, V.R., Socha, T.J. (2023). Social Support, Fathers, and Work: At Home and Outside of the Home. Communicating Fatherhood: New Directions in Theory, Research, and Education. 293-309. New York, Peter Lang.

    • Book Review

  • Cosgrove, S.J. (2018). Review of "Fundamentals of User-Centered Design: A Practical Approach," by Still, B., & Crane, K. (2017). Boca Raton, FL: CRC Press.. Communication Design Quarterly. 5 (3) 74-77.

    • Conference Proceeding

  • Cosgrove, S.J., Hutchison, A., Vance, B., Beck, P., Bregler, J., Lopez, K., Sharma, R. (2022). Investigating job advertisements as interdisciplinary research. IEEE Proceedings. 2022 IEEE International Professional Communication Conference (ProComm). 284-286. Institute of Electrical and Electonic Engineers (IEEE). https://ieeexplore.ieee.org/abstract/document/9881746
  • Cosgrove, S.J., Vance, B. (2021). Aligning Content with Reality: Practitioner Perspectives on Textbook Keywords. 2021 STC Technical Communication Summit Proceedings. 34-38. Society for Technical Communication (STC). https://summit.stc.org/wp-content/uploads/2021/05/2021STCSummit.pdf
  • Vance, B., Cosgrove, S.J. (2020). Student Reflections in Digital Literacy. The Proceedings of the Annual Computers and Writing Conference, 2019. 83-93. The WAC Clearinghouse. https://wac.colostate.edu/repository/collections/conferences/collections/cw2019/
  • Cosgrove, S.J. (2019). Incorporating UX into TPC Graduate Curriculum through HCI: Potential Collaboration for Future Interdisciplinary Studies. Proceedings for 2019 CPTSC Annual Conference. 90-91. Council for Programs in Technical and Scientific Communication (CPTSC). https://cptsc.org/wp-content/uploads/2020/03/CPTSC2019.pdf
  • Cosgrove, S.J. (2018). Graduate Student Research: An Empirical Analysis of Apprehension and Experience within Technical and Professional Communication. Proceedings for 2018 CPTSC Annual Conference. 122-123. Council for Programs in Technical and Scientific Communication (CPTSC). https://cptsc.org/wp-content/uploads/2019/06/2018_CPTSC_conference.pdf#page=122
  • Cosgrove, S.J. (2018). Responsive Data Visualization: the National Weather Service and the Representation of Risk. SIGDOC '18: Proceedings of the 36th ACM International Conference on the Design of Communication. 1-2. Association for Computing Machinery (ACM).

    • Journal Article

  • Cosgrove, S.J. (2023). Finding the gap: A comparison of UX industry practices and UX course outcomes in TPC programs . IEEE Transactions on Professional Communication. 66 (4) 256-265. https://ieeexplore.ieee.org/document/10280626/
  • Richardson, B.K., Cosgrove, S.J., Elkhalid, A. (2023). “They masked our children”: School district communication officers’ sensemaking of parent activists during the COVID-19 pandemic.. International Journal of Business Communication. https://journals.sagepub.com/eprint/IJWMZWZFZ9TGIB3DZQ6R/full
  • Cosgrove, S. (2023). Improving technical and risk communication: An organizational study of North Carolina Emergency Management and Hurricane Florence. IEEE Transactions on Professional Communication. 66 (3) 284-299. Institute of Electrical and Electronics Engineers (IEEE). https://ieeexplore.ieee.org/document/10213272/
  • Coffelt, T., Cosgrove, S., Vance, B. (2022). Measuring business and professional communication skills. Business and Professional Communication Quarterly. 85 (2) 169-191. Association of Business Communication. https://journals.sagepub.com/doi/full/10.1177/23294906221082235
  • Cosgrove, S.J. (2018). Exploring usability and user-centered design through emergency management websites: Advocating responsive web design. Communication Design Quarterly. 6 (2) 93-102. https://dl.acm.org/doi/10.1145/3282665.3282674

Contracts, Grants and Sponsored Research

    Grant - Research

  • Cosgrove, S.J. (Principal), Thompson, E. (Co-Principal), "Research Seed Grant," University of North Texas, $9897.24 Funded. (2024 - 2025).
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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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