Saul Carliner, PhD

Saul Carliner has a double-double career in learning and communicationwith substantial tenures in both  academia and industry in both fields.His teaching and research focus on the design of instructional andinformational materials for the workplace, the management of groups thatproduce these materials, and related issues of professionalism. He has alsodeveloped expertise in teaching and learning in higher education. 

Research and Publications: Recent projects focused on thedesign of learning and communication materials have focused on the integrationof artificial intelligence into processes of designing instructional andinformational materials, teaching essential skills in the workplace, patternsof informal learning in the workplace, and research-validated approaches toevery teaching challenges in higher education. 

Recent projects focused on management of groups that produceinstructional and informational materials include an industry survey oflearning and development in Canada and a census of technicalcommunicators. 

Recent projects focused on professionalism have explored competenciesneeded by learning and development professionals and governance of communityorganizations. 

Carliner has received funding from the Social Sciences and HumanitiesResearch Council of Canada,Entente Canada-Quebec fund, Employment and SkillsDevelopment Canada, Canadian Council on Learning, KnowledgeOne, and the HongKong University Grants Council.

Among his over  250  publications are Career Anxiety:Guidance for Tough Times (with Margaret Driscoll and Yvonne Thayer),the best-selling Training Design Basics (ATD Press), AnOverview of Training and Development (with Margaret Driscoll, LakewoodMedia), the award-winning Informal Learning Basics (ATDPress), award-winning The e-Learning  Handbook (withPatti Shank, Pfeiffer), over 60 peer-reviewed publications, and numerous bookchapters and magazine articles, and several newspaper contributions. 

He has received the Kenneth Rainey Award for Excellence in Research, sixawards in the Frank R Smith Outstanding Article Competition (including 2 Bestof Show awards), is a Fellow of the Institute for Performance and Learning, andSociety for Technical Communication, and is a member of the ConcordiaUniversity Provost’s Circle of Distinction.

Teaching: Carliner's best-known courses include the onlinecourse, Educational Communication (EDUC 270)(general elective and elective forminors in Adult Education, Education, and  Professional Writing), and theblended courses Fundamentals of Instructional Design (ETEC 650), Fundamentalsof Human Performance Technology (ETEC 651),  and Administering EducationalTechnology Units (ETEC671).

Carliner has received the SALTISE Innovator Award, the CNIE Award forExcellence in Instructional Design, the Jay Gould Award for Excellence inTeaching from the Society for Technical Communication, and the ConcordiaUniversity Alumni Teaching Award. 

He has previously served as Interim Chair of the Department ofEducation, Provost Fellow for e-Learning and Director of the Education DoctoralProgram. He has also served on the summer school faculty of the University ofInternational Business and Economics in Beijing, where he has taught courses oncorporate communication.

Other Professional Activities: Also a consultant, Carliner hasprovided strategic consultation in organizational design, program evaluation,and effective instructional design. He has also served as Research Director forLakewood Media (publisher of Training magazine and producer ofthe Training and Online Learning Conferences). Recent projects include anevaluation of the impact of subsidized housing on its tenants, and communityengagement; and creating workshops on instructional design and management for aprofessional association.

Service: Carliner currently serves as Chair of theDepartment of Education. Previously he served as  Graduate ProgramDirector of the Educational Technology program, Education Doctoral Program, andthe Graduate Certificate in Teaching in University and Continuing Education,and served four years as the Provost's Fellow for Digital Learning.

A long-time community leader, Carliner serves on the Board of the Centerfor Publishing Excellence for the Association for Educational Communicationsand Technology, of which he is a lifetime member. He is also a past presidentof the Canadian Network for Innovation in Education (CNIE), a past president ofAgence Ometz, an integrated human services agency, past board member of theInstitute for Performance and Learning, past Research Fellow of the Associationfor Talent Development, past Editor-in-Chief of the IEEE Transactionson Professional Communication, and past international president of theSociety for Technical Communication. He has also chaired a museum membershipauxiliary, civic transit board, several allocations committees for communityfoundations, and served on boards of several arts, professional and communityorganizations.

Education and certification

Degrees

·      PhDInstructional Technology. Georgia State University. Dissertation: "EveryObject Tells a Story: A Grounded Model of Design for Object-Based Learning inMuseums.

·      MAgTechnical Communication. University of Minnesota.

·      BAEconomics, Professional Writing, and Public Policy and Management, minor inAdministration and Management Science. Carnegie Mellon University.

Credentials

·      CertifiedTraining and Development Professional, awarded by the Institute for Performanceand learning (formerly Canadian Society for Training and Development).

·      CertifiedFacilitator of Training. 

Academic experience

·       ConcordiaUniversity, Montreal, Quebec. Chair, Department of Education (since2022). Director, Educational Technology Programs(2018-2022).Director,Graduate Certificate in Teaching in Higher and Continuing  Education(formerly Graduate Certificate in University Teaching)(2018-2022). InterimChair, Department of Education(2017-2018). Professor(since2016). Provost Fellow fore-Learning(2012-2016). Director, EducationDoctoral Program (2011-2016). Associate  Professor (2007-2016). AssistantProfessor (2003-2007).

·       University ofInternational Business and Economics, Beijing, China. Summer School Instructor(2019,2018, 2017, 2016).

·       CityUniversity of Hong Kong, Hong Kong. 2001, 2002-2003. Department  ofEnglish and Communication. Visiting Assistant Professor.

·       BentleyCollege, Waltham, Massachusetts. 1999-2002.AssistantProfessor,Information Design and Corporate Communication Department and Department of English.

·       University of Minnesota. St. Paul, Minnesota. 1998-1999. AssistantProfessor. Department of Rhetoric.

·       SouthernPolytechnic State University (now Kennesaw State University), Marietta, Georgia. 1992-1996. Assistant Professor of Technical Communication.Department of Humanities and Technical  Communication.

Professional experience

Courses taught in the past 5 years

Bachelor’s
Introduction to Training and Development (EDUC 240) (online, through e-Concordia)

Educational Communication (EDUC 270) (online, through e-Concordia)

Master’s and Diploma
Fundamentals of Instructional Design (ETEC 650)

Fundamentals of Human Performance Technology (ETEC 651)
Administering Educational Technology Units (ETEC c671)
Human Resource Policy (ETEC 676/576)

Graduate Certificate in Teaching in Higher and Continuing Education(C-TEACH)

Foundations of Teaching and Learning in Higher Education (UNIT 606)

Foundations of Course Design in Higher Education (UNIT 607)

Doctoral
Advanced Issues in Education (EDUC 809)
Advanced Readings in Educational Technology, Instructional Design, and Human Performance Technology (doctoral tutorial)

Research interests and current projects

• Informal learning in the workplace (funded by SSHRC) 
• Humane futures: Applications of adaptation technologies 
• Evidence-based guidance for teaching and learning in higher and continuing education (funded by Entente Canada-Quebec)
• Impact of Artificial Intelligence and automation on long-term employability of workers
• The competencies needed by training and performance improvement professionals (conducted in conjunction with the International Board of Standards for Training and Performance Improvement and the Institute for Performance and Learning)
• Perceptions of trainers and technical communicators held by their "clients" (the former funded by internal "seed" funds; the latter conducted in conjunction with the Society for Technical Communication)
• The actual work of educational technologists and technical communicators (the latter conducted in conjunction with the Society for Technical Communication)

Funding

External Research Grants

Cucinelli, G. & Carliner, S.(co-applicant). (2024.) AI and Education: Applications in Instructional Design,and Human Performance Technology. SSHRC Connections Grant. $CDN 24,855.

Spink, E., Carliner, S. (co-investigator),Kovary, G., Gillis, L., Yap, R., & Pound, M. (2023.) Building Our Capacity to Develop Skills forSuccess in Canada’s Workforce. Employment and Skills Development Canada, Skillsfor Success Program – Research and Innovation Stream. $CDN 585,690.

Bakir, I. & Carliner, S.  (2022.) Internship placement managementsystem. MITACS Accelerate. $CDN 90,000.

Carliner, S.(primary investigator), Piechowiak (co-investigator), M. Lassana Mané, M.L, & Franzoni, M. (partners).Analyse des programmes d'accueil des talents issus de l'immigration parles PME manufacturières québécoises en région. Future Skills Centre. $CDN111,183.

Carliner, S.(primary investigator) & Cucinelli, G (co-investigator). Informal Learning forCurrent and Longer-Term Employability. Social Sciences and Humanities ResearchCouncil. 2020-2023. $99,118

$54,000 in additional funding for the project from the Department ofNational Defence Research Initiative.

ConcordiaUniversity and Marianpolis College. (2019.) Au bout des doigts: une approchedifférente au développement professionnel de l'enseignement et del'apprentissage dans les universités et les cégeps, troisieme et dernier annee (Translation:– ‘Bring It to Them: A New Approach to Professional Development on Teaching andLearning for Universities and Cegeps’—Third and Final Year) L’EntenteCanada-Quebec program of the Ministere de l’Education et de l’EnseignementSuperieur. (Primary investigator for an institutional grant.) $CDN 68,257.

ConcordiaUniversity and Marianpolis College. (2018.) Au bout des doigts: une approchedifférente au développement professionnel de l'enseignement et del'apprentissage dans les universités et les cégeps, annee 2 (Translation: –‘Bring It to Them: A New Approach to Professional Development on Teaching andLearning for Universities and Cegeps’—Year 2) L’Entente Canada-Quebec programof the Ministere de l’Education et de l’Enseignement Superieur. (Primaryinvestigator for an institutional grant.) $CDN 75,950.

ConcordiaUniversity and Marianpolis College. (2017.) Au bout des doigts: une approchedifférente au développement professionnel de l'enseignement et del'apprentissage dans les universités et les cégeps (Translation: – ‘Bring It toThem: A New Approach to Professional Development on Teaching and Learning forUniversities and Cegeps’) L’Entente Canada-Quebec program of the Ministere del’Education et de l’Enseignement Superieur. (Primary investigator for aninstitutional grant.) $CDN 57,899.

Davidson,A.L., Cucinelli, G., Carliner, S, Light,E. & Oostveen, R. (2016.)  Exploring the potential of the digital“maker:” Movement for authentic learning. SocialSciences and Humanities Research Council of Canada Insight DevelopmentGrant.  $CDN $62,289

Carliner,S., Davidson, A. L. & Devey, P. (2010.) Survey of perceptions ofe-books in higher education. KnowledgeOne. $CDN 5909.

Carliner, S.(2005.) A  genre-based approach to bestpractices in online communication for the workplace. Social Sciences andHumanities Research Council of Canada. $CDN $58,138.

Boswood, T., Carliner, S. and Davison,R.  (2003.) Brochureware: Design,copywriting and usability issues in an emerging genre of onlinecommunication.  Hong Kong UniversityGrants Council.  $HK 190,495.

Carliner, S.(2001.) What do we manage: a survey of the management portfolios of largertechnical communication departments. Society for Technical CommunicationResearch Grant.  $US 9960.  

Advanced Issues in Education (EDUC 809)

PhD Level

This seminar-style course explores one or more complex issues of education that has implications for Applied Linguistics, Child Studies, Educational Studies, and Educational Technology. During the course, students explore the research and popular literature on the topic, critically examine the epistemological, sociological, and theoretical bases of the literature, and relate the lessons learned to their own proposed research projects.

Fundamentals of Instructional Design (EDUC 650/550)

Master's and graduate diploma
Fall term

This course introducesstudents to instructional design, which refers to both the systematic processfor preparing learning materials as well as to the theories and principles thatguide that work.  Working on a real-world project, students directlyengage in the process and prepare an instructional program.

Administering Educational Technology Units (EDUC 671/571)

Master's and graduate diploma
Fall term

This course preparesstudents to integrate into the real-world practice of educational technologyand to eventually assume leadership positions in organizations. Through readings,experiential learning activities, and other assignments, this course introducesstudents to the basic themes of administering educational technology groups:(a) business management—successfully competing for work and resources needed tocomplete it; (b) project management—planning work and overseeing its progress;and (c) people management—establishing and managing expectations of, andrelationships with, members of the group.

Educational Communication (EDUC 270)

Undergraduate.
Online only.

Note: I designed this course and recorded the lectures. Other faculty member are the instructors of record and address day-to-day and grading issues.

In this course, students develop fundamental communication skills used by effective instructors and professional communicators. Specifically, this course prepares students to write the most basic types of content, including definitions, objectives, descriptions and procedures. This course has two paths:

• Learners following an education path through the course then learn how to prepare the most common forms of written instructional content, including objectives, assessment questions, lesson plans, and how-to articles.
• Learners following an professional communication path learn to prepare the most common forms of written technical and professional content, including catalog and reference entries, press releases, social media announcements, and how-to articles. 

This practical, writing-intensive course also emphasizes effective style for instructional, technical, and professional communication, such as tips for writing clearly and elegantly, powerfully opening and closing materials, using visuals to replace words, and designing pages and screens.

Selected Peer-Reviewed Articles

Carliner, S. &Chen, Y. (2024.)Instructional design: A collaboration or a consultation? Journalof AppliedInstructional Design.

Carliner,S. (2023.)Invited Reaction:Response to Lubin and Reio, “From the standpoint ofinstructional designers:Critically investigating the coordination of IDcontributions to collaborativeonline course development,” New Horizonsin Adult Education and HumanResource Development, 35(3),141-145.

Price,D. W., Carliner, S., & Lopez, M. (2023.) Validatinginteractions: How learners, peers and policies explain teaching needs, PerformanceImprovement Quarterly. https://doi.org/10.56811/PIQ-20-0058

Bekkouche,N.,Schmid, R., & Carliner, S. (2021.) “SimmeringPressure”: Howsystemic stress impacts graduate student mental health, PerformanceImprovementQuarterly, 34(4), 547-572.

Shi,X., Carliner, S. & Wan, W. (2020.)Internet-mediated genres2000 to 2018: An integrative literature review. IEEE Transactions onProfessionalCommunication, 63(4),279-295.

Chen,Y.,* &Carliner, S. (2020.) A special SME: An integrative literaturereview ofthe relationship between instructional designers and faculty in thedesign ofonline courses for higher education. Performance ImprovementQuarterly,33(4), 471-495.

Burton-Macleod,N.*& Carliner, S. (2020.)Microlearning to support trainingtransfer: A nursing professional development case study,Journal ofApplied Instructional Designs,9(1), 65-79.

Carliner,S.,Kavanagh, E.& Kleimann, S. (2019.) L’apport de la pensée design àl’amélioration descommunications, Clarity 80.

Chen,Y.,* Carliner, S. Garcia Martinez, S*. &Davidson, A. L.(2019.) Exploring perceptions of e-books among CEGEP students andfaculty Canadian Journal of Learning and Technology, 45(1). Viewedathttps://www.cjlt.ca/index.php/cjlt/article/view/27641.

Carliner,S., Castonguay,C., Sheepy, E.,Ribeiro, O., Sabri, H., Saylor, C. & Valle, A. (2015). The Job of A Performance Consultant: A Qualitative ContentAnalysis ofJob Description, European Journal ofTraining andDevelopment, 39(6), 458-483.

Carliner,S. (2015.)Themadness underlying the method, IEEETransactions on ProfessionalCommunication, 58(2), 126 – 134. DOI:10.1109/TPC.2015.2429252

Carliner,S., Qayyum,A.,& Sanchez-Lozano, J.C. (2014.)   Whatmeasures of productivityand effectiveness do Technical Communication managerstrack and report? TechnicalCommunication.

Carliner,S., Jong,S.,& Pohland, L.  (2014.)  Certificationandits implications to the academic community in Technical Communication.  ProgrammaticPerspectives,6(2).

Carliner,S.(2014). Human Performance Technology and HRD. New Directions forAdult andContinuing Education, 2014(1).

Carliner,S. (2012.)Using business models todescribe Technical Communication groups. TechnicalCommunication,59(2), 124-147.

Carliner,S. (2012.) Different approaches to similar challenges:An analysis of the occupationalcultures of the disciplines of technicalcommunication and training. IEEETransactionson Professional Communication, 55(2), 160-174. 

Carliner,S. (2012.)The three approaches toprofessionalization in Technical Communication. TechnicalCommunication, 59(1), 49-65.

Carliner,S., Coppola,N., Grady, H., &Hayhoe, G.  (2011.)What does the Transactions publish?What do Transactions’readers want to read?  IEEETransactions on ProfessionalCommunication, 54(4). 341-359.

Carliner,S. &Bakir, I. (2010.)  Trends in spending on training: An analysisof the 1982through 2008 TRAINING Annual Industry Reports. Performance ImprovementQuarterly, 23(3),  77–105.

Carliner,S. & T. Boswood. (2004.) Genre: Auseful construct for researching onlinecommunication for the workplace.  InformationDesign Journal.Document Design, 14(2),117-129.

Carliner,S.(2004.)What do we manage? A survey ofthe management portfolios of large technicalcommunication departments. Technical Communication, 51(1), 45-67.

Carliner,S.(2003.) Characteristic-based,task-based,and results-based: the three value systems for assessingprofessionally producedtechnical communication products. Technical Communication Quarterly, 12(1),83-100.

Carliner,S.(2002.)Choices and challenges: design considerations for electronicperformance supportsystems.  TechnicalCommunication, 49(4),411-419.

Carliner,S. (2001.)Emerging skills intechnical communication: the information designer's place ina new career pathfor technical communicators. TechnicalCommunication,  48(2), 156-175.

Carliner,S. (2001.)Modeling information forthree-dimensional space: lessons learned from museumexhibit design. Technical communication,  48(1), 66-81.

Carliner,S. (2000.)Physical, cognitive, andaffective: a three-part framework for informationdesign, Technical communication,  47(4),561-576.

Carliner,S. (2000.)Taking cues from theculture: the case of network earth. Journal ofBusiness and TechnicalCommunication, 14(2), 83-100.

Carliner,S. (1998.) How designers make decisions:  a descriptive model of instructionaldesignfor informal learning in museums.  Performance ImprovementQuarterly, 11(2),72-92. 

Carliner,S. (1997)Demonstrating theeffectiveness and value of technical communication productsand services: afour-level process.  Technical Communication, 44(3),252-265.

Carliner,S. (1996.) Evolution-revolution:  toward a strategic view oftechnicalcommunication.  Technical Communication,  43(3),266-276.

Carliner,S. (1995.) Finding a common ground:  what STC is and should be doing toadvanceeducation in information design and development. TechnicalCommunication,  42(4).546-554

Carliner,S. (1994.) Guest editorial:  A practitioner's call for the STC toestablish a researchagenda.  Technical Communication,  41(4). 615-619.

Carliner,S. (1992.) What you should get from a professionallyoriented master's degree program intechnical communication.  Technicalc ommunication. 39(2),189-199.

Carliner,S. (1988).Introduction to the  special section on interactive videodisc. TechnicalCommunication,  35(3),204-209.

Carliner,S. (1987). Audiovisual words:  The scriptwriter's tools.  Technical Communication, 34(2), 11-14.

Carliner,S. (1987).Scriptwriting:  beyond the four-dimensional page.  Technical Communication, 34(2), 7-10.  

Carliner,S. (1987).Lists: The ultimate organizer for engineering writers.  IEEE Transactions on Professional Communication,  30(4), 218-221.

Carliner,S. (1985). Help on a shelf:  Developing a customer service manual.  Technical Communication,32(2).

Books

Carliner,S. (Inpress.) CommunicatingInstructional and Informational Content. Montreal,QC: ConcordiaUniversity Press (OpenEducational Resource).

Carliner,S. (Inpress.) CommunicatingInstructional and Informational Content withStyle. Montreal, QC:Concordia University Press (OpenEducationalResource).

Carliner,S. Driscoll,M.,&Thayer, Y. (2021.) Career Anxiety: Guidance for ToughTimes. Christiansburg, VA: International Career Press.

Carliner,S. &Driscoll, M.(2019.) An Overview of Training and Development:  WhyTrainingMatters. Minneapolis, MN: Lakewood Media:

Carliner,S. (2017.)Departmental Review Research Series: Implications of Recent Trends inLearningTechniques  and Technologies. Ottawa, ON: Canada School of PublicService.

Carliner,S. (2017.)Departmental Review Research Series: Trends in Learning Techniques andTechnologies.Ottawa,  ON: Canada School of Public Service.

Carliner,S.(2015.) TrainingDesignBasics (2^nd ed). Alexandria, VA: ATD Press.

Carliner,S.(2012.) InformalLearningBasics, Alexandria, VA: ASTD Press.

Carliner,S. &Shank, P.(2008.) The E-Learning Handbook. San Francisco, CA:Pfeiffer. 

Carliner,S. (19999.) AnOverviewof Online Learning. San Francisco, Minneapolis, MN: LakewoodPress. 

Barnum,C. & Carliner, S. (1993.) Techniquesfor TechnicalCom,unicators. New York, NY: Macmillan. 

Book Chapters and Papers in Proceedings

Carliner,S. (2024.)Bullying of LGBTQ faculty in academia: A real-life challenge informed by theliterature. In Gedro, G. & Rocco, T. (eds.) TheRoutledge Handbook of LGBTQ Identity in Organizations and Society. NewYork, NY: Routledge. 

Carliner,S. (2024.) Chapter 16: Informal learning. In Reiser, R.A. & Carr-Chelman, A. (eds.) Trends and Issues in Instructional Design (5^th ed.), Pearson.

McGill, C. M., Rocco, T.S., Collins, J.C., Bowman, L.,Githens, R. P., Hutchins, H.M., Victoria, N., Carliner, S., Vega, G.P., Gedro,J. & Nechodomu, T. (2023.) Chapter 6: Navigating personal and professional identitiesin the higher education workplace: A facilitated autoethnography. In Rodriquez,N. (2023.) Queer Studies in Education. New York, NY: Oxford UniversityPress.

Carliner, S. (2023.)Certification. In Banner, P. & Mahoney, D. (eds.) The Language ofLearning. Denver, CO: XML Press.

Carliner,S., Driscoll,M. & Thayer, Y. (2022.) What is our work: Performance improvement orskills Development? In 2022 Proceedings of the Academy of Human ResourceDevelopment Virtual Research Conference in the Americas, St, Paul, MN,Academy of Human Resource Development.

Batty,M. Bakir, I., & Carliner, S. (2021.) Work placements in academicdegree programs: An overview of the feedback and recommendations of graduatesand current students to arrange, design and implement effective co-ops andinternships. In 2021 Proceedings of the Academy of Human ResourceDevelopment Virtual Research Conference in the Americas, St, Paul, MN,Academy of Human Resource Development.

Driscoll,M., Thayer, Y., & Carliner, S. (2021.) Is the workplace stackedagainst the worker? (And what is the role of HRD in this situation?)  In 2021 Proceedings of the Academy ofHuman Resource Development Virtual Research Conference in the Americas, St,Paul, MN, Academy of Human Resource Development.

Carliner,S. (2020.) Content management: Preparing technicalcommunication students for the realities of the workplace. InBridgeford, T. (ed.) Teaching ContentManagement in Technical and Professional Communication.

Carliner, S. &Chen, Y. (2019.) What relationships exist between learning experience designand instructional design? Proceedings of XD2019 : The International Conference on Experience Design, Innovation , andEntrepreneurship. 

Carliner, S. (2019.) Distance educationand training in the corporate sector. In Moore, M.G. & Diehl, W. C.(ed.) Handbook of Distance Education(4^th ed). New York: Lawrence Erlbaum Associates.

Price, D.W., Carliner, S., & Chen, Y. (2017.) Independent learning. In Piña,A. A. (ed.) Instructional Design Standards for Distance Learning, Bloomington, IN: Association for EducationalCommunications and Technology, 94-106.

Carliner, S. (2017.) Chapter 25: Informallearning. In Brown, K. (ed.) CambridgeHandbook of Workplace Training and Employee Development, Cambridge, UK:Cambridge University Press, 585-606.

Professional Publications

Carliner, S. &Karim, S. (2024.) Revolutionor evolution? AI and the work of Technical Communicators, Intercom (March/April2024.)

Angelova, E., Bertola, M., Carliner, S.,Carty, C., Cohn N., Dayanandan, S., Despland, E., Gagné, G., Grant, J., Hansen,J., Hunter, A., Joyce, P., Lafrance, M., Manning, K., Miller, E., Naudillon,F., Nelson, N., Ó’Allmhuráin, G.,Reilly, R., Rowley, R., Ryder, A., DanielSalée, D., Sheftel, S., St-Onge, N. , Townsend, C., Yeager, S., &Zazubovits, V. (2023.)Quebec’s tuition hikes founded on division, Montreal Gazette (November 28,2023).

Carliner,S. (2024.)Education and training in academia and industry, Intercom (January/February2024).

Carliner,S. (2023.)In memoriam: STC Fellow Lola Fredrickson, Intercom, 70(6), 37-38.

Carliner,S., Redish,J. & Schriver, K. (2023.) STC@70 Part 2. Thinking Forward Threelong-time STC members answer four questions about the past and future oftechnical communication, Intercom, 70(6), 22-25.

Carliner,S., Redish,J. & Schriver, K. (2023.) STC@70 Part 1. Thinking Forward Threelong-time STC members answer four questions about the past and future oftechnical communication, Intercom, 70(5). 

Carliner,S. (2023.)Increasingly flexible options for building credentials, Intercom, 69(2). 

Carliner, S. (2022.) Howdid the pandemic affect learning and instructional design? Consider these fiveobservations, Intercom (May/June 2022).

Carliner, S. (2022.) Informallearning and how we can assist it, TCWorld (March 2022). Retrieved March25, 2022 from https://www.tcworld.info/e-magazine/technical-writing/informal-learning-and-how-we-can-assist-it-1154/.

Carliner, S. & Chen, Y. (2020.) What drives perceptions of technicalcommunicators, Intercom, 67(8).

Carliner, S. & Chen, Y. (2020.) Expectations of technicalcommunicators, Intercom, 67(8).

Carliner, S. & Chen, Y. (2020.) The best and worst experiences ofworking with technical communicators, Intercom, 67(8).

Carliner, S. & Chen, Y. (2020.) About participants’ work relationshipsand experiences with technical communicators, Intercom, 67(8).

Carliner, S. & Chen, Y. (2020.) About the study, Intercom, 67(8).

Carliner, S. (2020.) Afeeling of déjà vu : Ensure refresher training isn’t a repeat of theprevious compliance course, TD Magazine (August 2020), 54-59.

Carliner, S. (2020.) Donot use this word! TCWorld, (July 2020), 38-40.

Carliner, S.  (2019.) Instructional strategies to motivate.TD Magazine (May 2019), Viewed athttps://www.td.org/magazines/td-magazine/instructional-strategies-to-motivate.Visited May 15, 2019.

Carliner, S.(2018.)To pay or notto pay: That’s the internship question. The Conversation (November 26, 2018.) Viewed athttps://theconversation.com/to-pay-or-not-to-pay-thats-the-internship-question-107544.Visited September 8, 2019.

o   Republishedin The National Post and University Affairs.

o   Translatedversions:

§  French:Carliner, S. Faut-ilrémunérer les stages étudiants. LeConversation (6 decembre 2018). Viewed at https://theconversation.com/faut-il-remunerer-les-stages-etudiants-108373.Visited September 8, 2019.

§  Indonesian:Carliner, S. Orangmagang di perusahaan: perlu dibayar atau tidak? Telaah hukum dan etik. Le Conversation (February 15, 2019).Viewed at https://theconversation.com/orang-magang-di-perusahaan-perlu-dibayar-atau-tidak-telaah-hukum-dan-etika-111354.Visited September 8, 2019.

Carliner, S.&Chen, Y. (2018.) Perceptions of job and career satisfaction, Intercom, 65(8), 23-27.

Carliner, S.&Chen, Y. (2018.) Professional development and technical communicators, Intercom, 65(8), 17-22.

Carliner, S.&Chen, Y. (2018.) What technical communicators do, Intercom, 65(8), 13-16.

Carliner, S.&Chen, Y. (2018.) Who technical communicators are: A summary of demographics,backgrounds, and employment Intercom, 65(8), 9-12.

Carliner, S.(2018.)A note from the guest editor, Intercom, 65(8), 4-6.

Carliner, S.(2018.)Tips for healthy contractor relationships, Intercom, 65(1), 22-23.

Carliner, S.&Price, D. W. (2018.) If you build it, will they come? How internal and externaltrainers successfully market their programs and services, Training, January/February 2017, 102-109.

Carliner, S. (2017) Client service: Theessence of the Technical Communication business, Intercom, 64(8), 14-17.

Carliner, S. (2017.) Communicating withCanada, Europe’s newest trading partner, TCWorld (July 2017). 36-40.

Carliner, S. (2017.) What does theskills and innovation budget hold for us? Institute for Performance andLearning, April 2017. Viewed at https://performanceandlearning.ca/skills-innovation-budget/.Visited September 24, 2018.

Carliner, S. & Price, D.W. (2017.)Organizational policies and the availability of online learning to workers,contractors, and suppliers, Training, February2017, 106-110.

Carliner, S.(2016.)An interactive introduction to instructional design for professionalcommunicators, Intercom, 63(6),201-13

Carliner,S. (2016).  In Kirkpatrick, J. &Kirkpatrick, W. (2016.)  Evaluating Training Programs (4^thed.). Alexandria, VA: ATD Press.

Carliner, S.(2015.) A portrait of performance and learning in Canada, Performance and Learning (formerly the Canadian Learning Journal), October 2015.

Carliner, S.(2015.)Technical communication at a crossroads, Intercom,62(10), 6-11.

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Academy of Human  Resource Development.  Member (since2007). 
Agence Ometz (a human services  agency). Board of Directors(2012-2021). Immediate Past President(2019-2021.)President (2016-2019).Vice-President (2013-2016.) 
Association for Talent Development (formerly American Society  forTraining and Development) Awards  of Excellence Committee(2007-2009). Dissertation Awards  Committee(2007-2008,2010). Research Award Committee(2007-2008). International Conferenceand Exposition, Program Advisory  Committee (2002-2004). 
Association for Educational Communications and Technology. Lifetimemember.Editorial Center of Excellence (board member since 2024).
Buckhead (Atlanta) Business Association, LeadershipDevelopmentProgram. Class of 1993.
Canadian Network for Innovation in Education. Immediate PastPresident(2023-2024). President (2021-2023). Vice-President (2020-2021.)
Federation/CJA. Evaluation committee,Chair(2011-2013). Governance Committee. Chair(2008-2012.) Member,2008-2013.) Education and Culture Planning andAllocations Co-Chair(2005-2008.) Board of Directors (2005-2008.) 

Harry Kay Leadership Development Program oftheMinneapolis Jewish Federation. Classof 1999.
Institute for Electrical and Electronic Engineers, ProfessionalCommunication  Society. IEEETransactions on Professional Communication,Editor-in-Chief,2011-2016.  Editorial Advisory Board, IEEE Transactions  on Professional Communication.2001-2007. 
Institute for Performance and Learning (formerly Canadian SocietyforTraining and Development) Certification Advisory Committee,Chair(2014-2018). Board of Directors (2008-2012). Certification Steering  Committee, Chair (2008-2012). ProgramCoordinator, Research-to-Practice  Day(2012, 2010, 2009). Program Committee, Annual Symposium, 2004-2006. Awards  of Excellence. Judge, 2004-2005. 
International Board of Standards for Training and PerformanceImprovement. Board  of Directors(since 2020).

Society for  TechnicalCommunication. Intercom  EditorialAdvisory Committee (Since 2016. Manager 2016-2018). Executive  Director Search Committee,2013. Conference Manager,2007. International President,1995-96. Conference Manager, 2007Annual Summit. General Manager, 1992STC Annual Conference. Program Manager,1989 Annual Conference.