Teaching and Training for Global Engineering

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