Teaching and Training for Global Engineering
Perspectives on Culture and Professional Communication Practices
Teaching and Training for Global Engineering
Perspectives on Culture and Professional Communication Practices
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Provides a foundation for understanding a range of linguistic, cultural, and technological factors to effectively practice international communication in a variety of professional communication arenas * An in-depth analysis of how cultural factors influence translation, document design, and visual communication * A review of approaches for addressing the issue of international communication in a range of classes and training sessions * A summary of strategies for engaging in effective e-learning in international contexts * A synopsis of how to incorporate emerging media into international teaching and training practices…mehr
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- Produktdetails
- Verlag: John Wiley & Sons / Wiley
- Seitenzahl: 310
- Erscheinungstermin: 28. März 2016
- Englisch
- Abmessung: 234mm x 155mm x 23mm
- Gewicht: 431g
- ISBN-13: 9781118328026
- ISBN-10: 1118328027
- Artikelnr.: 39562254
- Verlag: John Wiley & Sons / Wiley
- Seitenzahl: 310
- Erscheinungstermin: 28. März 2016
- Englisch
- Abmessung: 234mm x 155mm x 23mm
- Gewicht: 431g
- ISBN-13: 9781118328026
- ISBN-10: 1118328027
- Artikelnr.: 39562254
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
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