Teaching Technical Editing Today

A Case Study of Course Evolution and Pedagogical Challenges

Abstract

This article presents a case study of the evolution and pedagogical challenges of teaching an upper-level undergraduate Technical Editing and Style course at a research-intensive university in the southeastern United States. Drawing on interviews with six instructors across ranks—from graduate students to instructors to tenured faculty—we explore how the course has changed over time in terms of textbooks, industry alignment, and technology integration. Our findings reveal that while the course structure has remained largely consistent since its creation, instructors have adapted materials and assignments to reflect shifts in editing practices in various ways and often note the course as being one of the most rewarding to teach, citing its impact on students’ professional development and rhetorical awareness. We then identify five key pedagogical challenges and advocate for greater support and resources for instructors, especially as editing pedagogy must now address the implications of AI and evolving workplace demands. This study contributes to broader conversations about the future of Editing and Publishing (E&P) programs and underscores the enduring value of technical editing instruction in a rapidly changing communication landscape.