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Teaching and training for global engineering : perspectives on culture and professional communication practice / / edited by Kirk St. Amant and Madelyn Flammia
| Teaching and training for global engineering : perspectives on culture and professional communication practice / / edited by Kirk St. Amant and Madelyn Flammia |
| Pubbl/distr/stampa | Piscataway, New Jersey : , : IEEE Press |
| Descrizione fisica | 1 online resource (312 p.) |
| Disciplina | 620.0023 |
| Collana |
IEEE PCS professional engineering communication series
THEi Wiley ebooks |
| Soggetto topico |
Engineering - Vocational guidance
Intercultural communication |
| ISBN | 1-119-08424-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
-- Note from the Series Editor, xvii /Foreword, xix /Acknowledgments, xxvii /Introduction, xxix -- SECTION I DESIGN CONTEXTS /1 The Imperative of Teaching Linguistics to Twenty-First-Century Professional Communicators 3 /Bruce Maylath and Steven Hammer /1.1 Introduction, 4 /1.2 Why Linguistics? The Dangers of Monolingualism, 5 /1.3 Linguistic Knowledge - Where Did It Go?, 6 /1.4 Linguistics for the Professional Engineer and Communicator, 8 /1.5 Conclusion, 15 /2 Cultural Contexts in Document Design 19 /Yiqin Wang and Dan Wang /2.1 The Challenges of International Communication, 19 /2.2 Literature Review, 21 /2.3 Study Design, 25 /2.4 High- or Low-Context Culture and the Extent of Explicit Description, 26 /2.5 Thought Pattern and Content Organization, 29 /2.6 Cultural Contexts in Text-Graphic Relationships, 33 /2.7 Cultural Backgrounds, 38 /2.8 Applying Ideas to Training in Technical and Professional Communication, 39 /2.9 Conclusion, 42 /3 Teaching Image Standards in a Post-Globalization Age 47 /Audrey G. Bennett /3.1 Image Design and Consumption in a Post-Globalization Age, 48 /3.2 Socially Conscious Communication Design and the Evolution of Image Standards, 49 /3.3 Standards for Communicatively Effective Images, 52 /3.4 Implementing Objective Metrics in Technical and Professional Communication Classes, 56 /3.5 Conclusion, 63 -- SECTION II SOCIETAL CONTEXTS /4 Linux on the Education Desktop: Bringing the "Glocal" into the Technical Communication Classroom 69 /Brian D. Ballentine /4.1 Introduction, 69 /4.2 Linux-Dominance and Absence in Different Markets, 70 /4.3 Linux on the Desktop, 74 /4.4 Aggressive Evangelism, 78 /4.5 Extremadura, 80 /4.6 The Glocal, 82 /4.7 Situating Professional Communication Students in the Glocal, 82 /4.8 Using Linux on the Desktop, 83 /4.9 Conclusion, 87 /5 Teaching the Ethics of Intercultural Communication 91 /Dan Voss and Bethany Aguad /5.1 Introduction: Globalization Introduces an Intercultural Dimension to Business Ethics, 92 /5.2 Literature Review Represents the Intersection of Ethics, Intercultural Communication, and Science/Engineering, 93 /5.3 Four Classical Ethical Models Form the Foundation for Studying the Ethics of Intercultural Communication, 98 /5.4 Two Value Models Help Rank Values to Resolve Conflicts in Favor of the Greatest Good or the Least Harm, 103 /5.5 Value Models within Technology-Based Companies and Professional Associations Offer Broad Ethical Perspectives, 106 /5.6 Before Analyzing Ethical Conflicts in an Intercultural Context, Its Important to Understand the Cultural Differences Involved, 109 /5.7 Analyzing Case Histories via a Multi-Tiered Process of Ethical Models and Cultural Filters that Clarifies Ethical Conflicts, Defines Alternative Actions, and Predicts Outcomes, 116 /5.8 Suggestions for Integrating the Specialized Topic of this Chapter into Academic Courses and Industry Training Classes, 118 /5.9 Conclusion: The Authors Invite Further Research and Contributions, 121.
SECTION III ONLINE CONTEXTS /6 Autonomous Learning and New Possibilities for Intercultural Communication in Online Higher Education in Mexico 127 /Cesar Correa Arias /6.1 Introduction, 128 /6.2 The Nature and Characteristics of Autonomous Learning, 129 /6.3 Understanding and Applying Autonomous Learning, 134 /6.4 The Role of ICTs in Autonomous Learning, 139 /6.5 The Culture of Autonomous Learning Inside Institutions of Higher Education, 140 /6.6 Conclusion, 145 /7 E-Learning and Technical Communication for International Audiences 149 /Darina M. Slattery and Yvonne Cleary /7.1 Teaching Technical Communication and E-Learning: An Introduction, 149 /7.2 An Overview of Learning Pedagogies, 150 /7.3 Intercultural Communication Pedagogies, 155 /7.4 The Irish Context for Technical Communication and E-Learning, 158 /7.5 The Configuration of our Program, 160 /7.6 The Assignments in the MA Program, 164 /7.7 Connecting Student Work to Different Contexts, 167 /7.8 Conclusion, 169 /8 Teaching and Training with a Flexible Module for Global Virtual Teams 173 /Pam Estes Brewer /8.1 Introduction, 173 /8.2 The Origins of the Approach Presented in This Chapter, 174 /8.3 International Virtual Communication and Experiential Learning, 175 /8.4 Teaching the Topic, 179 /8.5 Observations/Reflections/Theory Development for All Classes, 185 /8.6 Global Virtual Team Teaching Module, 190 /8.7 Conclusion, 195 -- SECTION IV EDUCATIONAL CONTEXTS /9 Strategies for Developing International Professional Communication Products 201 /Helen M. Grady /9.1 Introduction to International Technical Communication, 201 /9.2 Review of the Literature, 202 /9.3 The International Technical Communication Course, 204 /9.4 Conclusion, 215 /10 Teaching Cultural Heuristics Through Narratives: A Transdisciplinary Approach 219 /Han Yu /10.1 A Transdisciplinary Approach for Global Engineers, 219 /10.2 Overview of Cultural Heuristics, 220 /10.3 Critiques and Counter-Critiques of Cultural Heuristics: How to Move Forward from Misguided Debates, 222 /10.4 Overview of Cultural Narratives, 227 /10.5 Implement the Transdisciplinary Approach: Teach Cultural Heuristics Through Narratives, 230 /10.6 Potential Limitations: How to Select Quality Cultural Narratives, 234 /10.7 Conclusion, 236 /11 Assessing Intercultural Outcomes in Engineering Programs 239 /Darla K. Deardorff and Duane L. Deardorff /11.1 Introduction, 240 /11.2 An Introduction to the Literature of Outcome Assessments, 241 /11.3 Exploring Some Limitations to Intercultural Assessment Research, 244 /11.4 Strategies for Quality Assessment of Intercultural Learning Outcomes, 246 /11.5 Developing an Assessment Plan, 249 /11.6 Quality Assessment, 252 /11.7 Developing Intercultural Competence in Students, 254 /11.8 An Example of Intercultural Assessment, 256 /11.9 Assessing Intercultural Outcomes in Engineering Programs, 258 /11.10 Conclusion, 258. Biographies, 263 /Index, 269. |
| Record Nr. | UNINA-9910136816203321 |
| Piscataway, New Jersey : , : IEEE Press | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching and training for global engineering : perspectives on culture and professional communication practice / / edited by Kirk St. Amant and Madelyn Flammia
| Teaching and training for global engineering : perspectives on culture and professional communication practice / / edited by Kirk St. Amant and Madelyn Flammia |
| Pubbl/distr/stampa | Piscataway, New Jersey : , : IEEE Press |
| Descrizione fisica | 1 online resource (312 p.) |
| Disciplina | 620.0023 |
| Collana |
IEEE PCS professional engineering communication series
THEi Wiley ebooks |
| Soggetto topico |
Engineering - Vocational guidance
Intercultural communication |
| ISBN | 1-119-08424-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
-- Note from the Series Editor, xvii /Foreword, xix /Acknowledgments, xxvii /Introduction, xxix -- SECTION I DESIGN CONTEXTS /1 The Imperative of Teaching Linguistics to Twenty-First-Century Professional Communicators 3 /Bruce Maylath and Steven Hammer /1.1 Introduction, 4 /1.2 Why Linguistics? The Dangers of Monolingualism, 5 /1.3 Linguistic Knowledge - Where Did It Go?, 6 /1.4 Linguistics for the Professional Engineer and Communicator, 8 /1.5 Conclusion, 15 /2 Cultural Contexts in Document Design 19 /Yiqin Wang and Dan Wang /2.1 The Challenges of International Communication, 19 /2.2 Literature Review, 21 /2.3 Study Design, 25 /2.4 High- or Low-Context Culture and the Extent of Explicit Description, 26 /2.5 Thought Pattern and Content Organization, 29 /2.6 Cultural Contexts in Text-Graphic Relationships, 33 /2.7 Cultural Backgrounds, 38 /2.8 Applying Ideas to Training in Technical and Professional Communication, 39 /2.9 Conclusion, 42 /3 Teaching Image Standards in a Post-Globalization Age 47 /Audrey G. Bennett /3.1 Image Design and Consumption in a Post-Globalization Age, 48 /3.2 Socially Conscious Communication Design and the Evolution of Image Standards, 49 /3.3 Standards for Communicatively Effective Images, 52 /3.4 Implementing Objective Metrics in Technical and Professional Communication Classes, 56 /3.5 Conclusion, 63 -- SECTION II SOCIETAL CONTEXTS /4 Linux on the Education Desktop: Bringing the "Glocal" into the Technical Communication Classroom 69 /Brian D. Ballentine /4.1 Introduction, 69 /4.2 Linux-Dominance and Absence in Different Markets, 70 /4.3 Linux on the Desktop, 74 /4.4 Aggressive Evangelism, 78 /4.5 Extremadura, 80 /4.6 The Glocal, 82 /4.7 Situating Professional Communication Students in the Glocal, 82 /4.8 Using Linux on the Desktop, 83 /4.9 Conclusion, 87 /5 Teaching the Ethics of Intercultural Communication 91 /Dan Voss and Bethany Aguad /5.1 Introduction: Globalization Introduces an Intercultural Dimension to Business Ethics, 92 /5.2 Literature Review Represents the Intersection of Ethics, Intercultural Communication, and Science/Engineering, 93 /5.3 Four Classical Ethical Models Form the Foundation for Studying the Ethics of Intercultural Communication, 98 /5.4 Two Value Models Help Rank Values to Resolve Conflicts in Favor of the Greatest Good or the Least Harm, 103 /5.5 Value Models within Technology-Based Companies and Professional Associations Offer Broad Ethical Perspectives, 106 /5.6 Before Analyzing Ethical Conflicts in an Intercultural Context, Its Important to Understand the Cultural Differences Involved, 109 /5.7 Analyzing Case Histories via a Multi-Tiered Process of Ethical Models and Cultural Filters that Clarifies Ethical Conflicts, Defines Alternative Actions, and Predicts Outcomes, 116 /5.8 Suggestions for Integrating the Specialized Topic of this Chapter into Academic Courses and Industry Training Classes, 118 /5.9 Conclusion: The Authors Invite Further Research and Contributions, 121.
SECTION III ONLINE CONTEXTS /6 Autonomous Learning and New Possibilities for Intercultural Communication in Online Higher Education in Mexico 127 /Cesar Correa Arias /6.1 Introduction, 128 /6.2 The Nature and Characteristics of Autonomous Learning, 129 /6.3 Understanding and Applying Autonomous Learning, 134 /6.4 The Role of ICTs in Autonomous Learning, 139 /6.5 The Culture of Autonomous Learning Inside Institutions of Higher Education, 140 /6.6 Conclusion, 145 /7 E-Learning and Technical Communication for International Audiences 149 /Darina M. Slattery and Yvonne Cleary /7.1 Teaching Technical Communication and E-Learning: An Introduction, 149 /7.2 An Overview of Learning Pedagogies, 150 /7.3 Intercultural Communication Pedagogies, 155 /7.4 The Irish Context for Technical Communication and E-Learning, 158 /7.5 The Configuration of our Program, 160 /7.6 The Assignments in the MA Program, 164 /7.7 Connecting Student Work to Different Contexts, 167 /7.8 Conclusion, 169 /8 Teaching and Training with a Flexible Module for Global Virtual Teams 173 /Pam Estes Brewer /8.1 Introduction, 173 /8.2 The Origins of the Approach Presented in This Chapter, 174 /8.3 International Virtual Communication and Experiential Learning, 175 /8.4 Teaching the Topic, 179 /8.5 Observations/Reflections/Theory Development for All Classes, 185 /8.6 Global Virtual Team Teaching Module, 190 /8.7 Conclusion, 195 -- SECTION IV EDUCATIONAL CONTEXTS /9 Strategies for Developing International Professional Communication Products 201 /Helen M. Grady /9.1 Introduction to International Technical Communication, 201 /9.2 Review of the Literature, 202 /9.3 The International Technical Communication Course, 204 /9.4 Conclusion, 215 /10 Teaching Cultural Heuristics Through Narratives: A Transdisciplinary Approach 219 /Han Yu /10.1 A Transdisciplinary Approach for Global Engineers, 219 /10.2 Overview of Cultural Heuristics, 220 /10.3 Critiques and Counter-Critiques of Cultural Heuristics: How to Move Forward from Misguided Debates, 222 /10.4 Overview of Cultural Narratives, 227 /10.5 Implement the Transdisciplinary Approach: Teach Cultural Heuristics Through Narratives, 230 /10.6 Potential Limitations: How to Select Quality Cultural Narratives, 234 /10.7 Conclusion, 236 /11 Assessing Intercultural Outcomes in Engineering Programs 239 /Darla K. Deardorff and Duane L. Deardorff /11.1 Introduction, 240 /11.2 An Introduction to the Literature of Outcome Assessments, 241 /11.3 Exploring Some Limitations to Intercultural Assessment Research, 244 /11.4 Strategies for Quality Assessment of Intercultural Learning Outcomes, 246 /11.5 Developing an Assessment Plan, 249 /11.6 Quality Assessment, 252 /11.7 Developing Intercultural Competence in Students, 254 /11.8 An Example of Intercultural Assessment, 256 /11.9 Assessing Intercultural Outcomes in Engineering Programs, 258 /11.10 Conclusion, 258. Biographies, 263 /Index, 269. |
| Record Nr. | UNINA-9910811662403321 |
| Piscataway, New Jersey : , : IEEE Press | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||