Faculty Profiles

Ponce, T. M., & Saathoff, A. M. (2026). When Résumés Become Instructions: Rhetorical Governance and Prompt Injection in AI-Mediated Hiring. Business and Professional Communication Quarterly. https://doi.org/https://doi.org/10.1177/23294906261473905

Ponce, T. M., & Dayley, C. (n.d.). When Silence Is the Finding: Failed Workplace Research in Surveilled Professional Contexts. Technical Communication and Social Justice.

Ponce, T. M., & Rose, E. (2026). Structuring the Story: Teaching Narrative for UX Portfolios. Communication Design Quarterly, 14(2). https://doi.org/https://doi.org/10.1145/3794927.3794931

Ponce, T. (2026). When There’s No One Left to Teach It: Preserving Intellectual Depth Through Strategic Supplementation in TPC. Technical Communication Quarterly. https://doi.org/10.1080/10572252.2026.2664858

Ponce, T. M. (2026). Leveraging AI for Data-Informed Resume Writing: A Pedagogical Approach. Programatic Perspectives.

Ponce, T. M., & Williams, D. C. (n.d.). Do TPC Programs and Employers Speak the Same Language? Insights from Program Websites and Job Ads.

Ponce, T., & Wright, C. D. (2026). Perception and Practice: How Humanities Students Understand and Articulate Their Engagement with Data. Scatterplot: The MAA Journal of Data Science. https://doi.org/10.1080/29932955.2026.2640742

Ponce, T. M. (n.d.). Data Literacy as Pedagogical Framework for Teaching AI in Technical and Professional Writing. In AI in Technical Communication: Emerging Technologies and Pedagogies. Abingdon, Oxfordshire, United Kingdom: Routledge.

Seawright, L., Hodges, A., & Ponce, T. M. (2025). “Is This Ethical?” New Data on the Ethical Principles and Practices of Document Design. Journal of Technical Writing and Communication. https://doi.org/10.1177/00472816251342582

Ponce, T., Hodges, A., & Seawright, L. (2025). AI-Assisted Qualitative Coding: Comparing Human to Machine Outputs. New York, NY, United States: IEEE Xplore.

Ponce, T., Hodges, A., Shafer, B., Sosco, V., & Quijano, J. (2024). Design Justice in Technical and Professional Communication: Equity for Teaching Faculty and Graduate Student Instructors. In Amplifying Voices in UX: Balancing Design and User Needs in Technical Communication. Albany, NY, United States: SUNY Press. Retrieved from https://www.google.com/books/edition/Amplifying_Voices_in_UX/vjLhEAAAQBAJ?hl=en&gbpv=0

Rose, E. J., & Ponce, T. M. (2024). Authentic Portfolio Reviews: Cultivating Professional Identities Through Storytelling. In Proceedings of the 42nd ACM International Conference on Design of Communication (pp. 182–188). ACM. https://doi.org/10.1145/3641237.3691667

Ponce, T., & Tham, J. (2024). Design and design thinking in technical and professional communication programs: Examining our pedagogies, practices, and perspectives. Programatic Perspectives, 14(2). Retrieved from https://programmaticperspectives.cptsc.org/index.php/jpp/article/view/68/71

Ponce, T. (2024). AI resume writing: How prompt confidence shapes output and AI literacies. Business and Professional Communication Quarterly. https://doi.org/doi/10.1177/23294906241273317

Ponce, T., Hodges, A., & Booth, J. (2024). Employers’ perceptions of microcredentials on entry-level résumés in technical and professional communication. New York, NE, United States: IEEE Xplore. https://doi.org/DOI:10.1109/ProComm61427.2024.00036

Ponce, T., Giansiracusa, N., Piercey, V., & Wakefield, T. (2024). Commentary on “Welcome to Scatterplot”: Thoughts from Associate Editors. Scatterplot: The MAA Journal of Data Science, 1(2). https://doi.org/https://doi.org/10.1080/29932955.2024.2368314

Ponce, T. (2024). Beyond resistance: Navigating the ontological shift in AI adoption through empathy, education, and engagement. Techne Forge. Retrieved from https://techneforge.com/features/beyond-resistance/

Ponce, T. (2024). The union of theory and skill: Using micro-credential coursework as class supplement. Programatic Perspectives, 15(1). Retrieved from https://programmaticperspectives.cptsc.org/index.php/jpp/article/view/69

Ponce, T. (2023). The Twain Shall Meet: Shakespeare, Design Thinking, and Technical Communication Pedagogy. Pedagogy, 22(2). https://doi.org/https://doi.org/10.1215/15314200-10295938