Kirk St. Amant,
K St.Amant,
Madelyn Flammia
John Wiley & Sons
e druk, 2016
9781118328026
Teaching and Training for Global Engineering – Perspectives on Culture and Professional Communication Practices
Perspectives on Culture and Professional Communication Practices
Specificaties
Paperback, 310 blz.
|
Engels
John Wiley & Sons |
e druk, 2016
ISBN13: 9781118328026
Rubricering
Onderdeel van serie
IEEE PCS Professional Engineering Communication Series
Verwachte levertijd ongeveer 9 werkdagen
Samenvatting
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
Specificaties
Inhoudsopgave
<p>Note from the Series Editor, xvii<br />Foreword, xix<br />Acknowledgments, xxvii<br />Introduction, xxix</p>
<p>SECTION I DESIGN CONTEXTS<br />1 The Imperative of Teaching Linguistics to Twenty–First–Century Professional Communicators 3<br />Bruce Maylath and Steven Hammer<br />1.1 Introduction, 4<br />1.2 Why Linguistics? The Dangers of Monolingualism, 5<br />1.3 Linguistic Knowledge – Where Did It Go?, 6<br />1.4 Linguistics for the Professional Engineer and Communicator, 8<br />1.5 Conclusion, 15<br />2 Cultural Contexts in Document Design 19<br />Yiqin Wang and Dan Wang<br />2.1 The Challenges of International Communication, 19<br />2.2 Literature Review, 21<br />2.3 Study Design, 25<br />2.4 High– or Low–Context Culture and the Extent of Explicit Description, 26<br />2.5 Thought Pattern and Content Organization, 29<br />2.6 Cultural Contexts in Text–Graphic Relationships, 33<br />2.7 Cultural Backgrounds, 38<br />2.8 Applying Ideas to Training in Technical and Professional Communication, 39<br />2.9 Conclusion, 42<br />3 Teaching Image Standards in a Post–Globalization Age 47<br />Audrey G. Bennett<br />3.1 Image Design and Consumption in a Post–Globalization Age, 48<br />3.2 Socially Conscious Communication Design and the Evolution of Image Standards, 49<br />3.3 Standards for Communicatively Effective Images, 52<br />3.4 Implementing Objective Metrics in Technical and Professional Communication Classes, 56<br />3.5 Conclusion, 63</p>
<p>SECTION II SOCIETAL CONTEXTS<br />4 Linux on the Education Desktop: Bringing the "Glocal" into the Technical Communication Classroom 69<br />Brian D. Ballentine<br />4.1 Introduction, 69<br />4.2 Linux–Dominance and Absence in Different Markets, 70<br />4.3 Linux on the Desktop, 74<br />4.4 Aggressive Evangelism, 78<br />4.5 Extremadura, 80<br />4.6 The Glocal, 82<br />4.7 Situating Professional Communication Students in the Glocal, 82<br />4.8 Using Linux on the Desktop, 83<br />4.9 Conclusion, 87<br />5 Teaching the Ethics of Intercultural Communication 91<br />Dan Voss and Bethany Aguad<br />5.1 Introduction: Globalization Introduces an Intercultural Dimension to Business Ethics, 92<br />5.2 Literature Review Represents the Intersection of Ethics, Intercultural Communication, and Science/Engineering, 93<br />5.3 Four Classical Ethical Models Form the Foundation for Studying the Ethics of Intercultural Communication, 98<br />5.4 Two Value Models Help Rank Values to Resolve Conflicts in Favor of the Greatest Good or the Least Harm, 103<br />5.5 Value Models within Technology–Based Companies and Professional Associations Offer Broad Ethical Perspectives, 106<br />5.6 Before Analyzing Ethical Conflicts in an Intercultural Context, Its Important to Understand the Cultural Differences Involved, 109<br />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<br />5.8 Suggestions for Integrating the Specialized Topic of this Chapter into Academic Courses and Industry Training Classes, 118<br />5.9 Conclusion: The Authors Invite Further Research and Contributions, 121</p>
<p>SECTION III ONLINE CONTEXTS<br />6 Autonomous Learning and New Possibilities for Intercultural Communication in Online Higher Education in Mexico 127<br />Cesar Correa Arias<br />6.1 Introduction, 128<br />6.2 The Nature and Characteristics of Autonomous Learning, 129<br />6.3 Understanding and Applying Autonomous Learning, 134<br />6.4 The Role of ICTs in Autonomous Learning, 139<br />6.5 The Culture of Autonomous Learning Inside Institutions of Higher Education, 140<br />6.6 Conclusion, 145<br />7 E–Learning and Technical Communication for International Audiences 149<br />Darina M. Slattery and Yvonne Cleary<br />7.1 Teaching Technical Communication and E–Learning: An Introduction, 149<br />7.2 An Overview of Learning Pedagogies, 150<br />7.3 Intercultural Communication Pedagogies, 155<br />7.4 The Irish Context for Technical Communication and E–Learning, 158<br />7.5 The Configuration of our Program, 160<br />7.6 The Assignments in the MA Program, 164<br />7.7 Connecting Student Work to Different Contexts, 167<br />7.8 Conclusion, 169<br />8 Teaching and Training with a Flexible Module for Global Virtual Teams 173<br />Pam Estes Brewer<br />8.1 Introduction, 173<br />8.2 The Origins of the Approach Presented in This Chapter, 174<br />8.3 International Virtual Communication and Experiential Learning, 175<br />8.4 Teaching the Topic, 179<br />8.5 Observations/Reflections/Theory Development for All Classes, 185<br />8.6 Global Virtual Team Teaching Module, 190<br />8.7 Conclusion, 195</p>
<p>SECTION IV EDUCATIONAL CONTEXTS<br />9 Strategies for Developing International Professional Communication Products 201<br />Helen M. Grady<br />9.1 Introduction to International Technical Communication, 201<br />9.2 Review of the Literature, 202<br />9.3 The International Technical Communication Course, 204<br />9.4 Conclusion, 215<br />10 Teaching Cultural Heuristics Through Narratives: A Transdisciplinary Approach 219<br />Han Yu<br />10.1 A Transdisciplinary Approach for Global Engineers, 219<br />10.2 Overview of Cultural Heuristics, 220<br />10.3 Critiques and Counter–Critiques of Cultural Heuristics: How to Move Forward from Misguided Debates, 222<br />10.4 Overview of Cultural Narratives, 227<br />10.5 Implement the Transdisciplinary Approach: Teach Cultural Heuristics Through Narratives, 230<br />10.6 Potential Limitations: How to Select Quality Cultural Narratives, 234<br />10.7 Conclusion, 236<br />11 Assessing Intercultural Outcomes in Engineering Programs 239<br />Darla K. Deardorff and Duane L. Deardorff<br />11.1 Introduction, 240<br />11.2 An Introduction to the Literature of Outcome Assessments, 241<br />11.3 Exploring Some Limitations to Intercultural Assessment Research, 244<br />11.4 Strategies for Quality Assessment of Intercultural Learning Outcomes, 246<br />11.5 Developing an Assessment Plan, 249<br />11.6 Quality Assessment, 252<br />11.7 Developing Intercultural Competence in Students, 254<br />11.8 An Example of Intercultural Assessment, 256<br />11.9 Assessing Intercultural Outcomes in Engineering Programs, 258<br />11.10 Conclusion, 258</p>
<p>Biographies, 263<br />Index, 269</p>
<p>SECTION I DESIGN CONTEXTS<br />1 The Imperative of Teaching Linguistics to Twenty–First–Century Professional Communicators 3<br />Bruce Maylath and Steven Hammer<br />1.1 Introduction, 4<br />1.2 Why Linguistics? The Dangers of Monolingualism, 5<br />1.3 Linguistic Knowledge – Where Did It Go?, 6<br />1.4 Linguistics for the Professional Engineer and Communicator, 8<br />1.5 Conclusion, 15<br />2 Cultural Contexts in Document Design 19<br />Yiqin Wang and Dan Wang<br />2.1 The Challenges of International Communication, 19<br />2.2 Literature Review, 21<br />2.3 Study Design, 25<br />2.4 High– or Low–Context Culture and the Extent of Explicit Description, 26<br />2.5 Thought Pattern and Content Organization, 29<br />2.6 Cultural Contexts in Text–Graphic Relationships, 33<br />2.7 Cultural Backgrounds, 38<br />2.8 Applying Ideas to Training in Technical and Professional Communication, 39<br />2.9 Conclusion, 42<br />3 Teaching Image Standards in a Post–Globalization Age 47<br />Audrey G. Bennett<br />3.1 Image Design and Consumption in a Post–Globalization Age, 48<br />3.2 Socially Conscious Communication Design and the Evolution of Image Standards, 49<br />3.3 Standards for Communicatively Effective Images, 52<br />3.4 Implementing Objective Metrics in Technical and Professional Communication Classes, 56<br />3.5 Conclusion, 63</p>
<p>SECTION II SOCIETAL CONTEXTS<br />4 Linux on the Education Desktop: Bringing the "Glocal" into the Technical Communication Classroom 69<br />Brian D. Ballentine<br />4.1 Introduction, 69<br />4.2 Linux–Dominance and Absence in Different Markets, 70<br />4.3 Linux on the Desktop, 74<br />4.4 Aggressive Evangelism, 78<br />4.5 Extremadura, 80<br />4.6 The Glocal, 82<br />4.7 Situating Professional Communication Students in the Glocal, 82<br />4.8 Using Linux on the Desktop, 83<br />4.9 Conclusion, 87<br />5 Teaching the Ethics of Intercultural Communication 91<br />Dan Voss and Bethany Aguad<br />5.1 Introduction: Globalization Introduces an Intercultural Dimension to Business Ethics, 92<br />5.2 Literature Review Represents the Intersection of Ethics, Intercultural Communication, and Science/Engineering, 93<br />5.3 Four Classical Ethical Models Form the Foundation for Studying the Ethics of Intercultural Communication, 98<br />5.4 Two Value Models Help Rank Values to Resolve Conflicts in Favor of the Greatest Good or the Least Harm, 103<br />5.5 Value Models within Technology–Based Companies and Professional Associations Offer Broad Ethical Perspectives, 106<br />5.6 Before Analyzing Ethical Conflicts in an Intercultural Context, Its Important to Understand the Cultural Differences Involved, 109<br />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<br />5.8 Suggestions for Integrating the Specialized Topic of this Chapter into Academic Courses and Industry Training Classes, 118<br />5.9 Conclusion: The Authors Invite Further Research and Contributions, 121</p>
<p>SECTION III ONLINE CONTEXTS<br />6 Autonomous Learning and New Possibilities for Intercultural Communication in Online Higher Education in Mexico 127<br />Cesar Correa Arias<br />6.1 Introduction, 128<br />6.2 The Nature and Characteristics of Autonomous Learning, 129<br />6.3 Understanding and Applying Autonomous Learning, 134<br />6.4 The Role of ICTs in Autonomous Learning, 139<br />6.5 The Culture of Autonomous Learning Inside Institutions of Higher Education, 140<br />6.6 Conclusion, 145<br />7 E–Learning and Technical Communication for International Audiences 149<br />Darina M. Slattery and Yvonne Cleary<br />7.1 Teaching Technical Communication and E–Learning: An Introduction, 149<br />7.2 An Overview of Learning Pedagogies, 150<br />7.3 Intercultural Communication Pedagogies, 155<br />7.4 The Irish Context for Technical Communication and E–Learning, 158<br />7.5 The Configuration of our Program, 160<br />7.6 The Assignments in the MA Program, 164<br />7.7 Connecting Student Work to Different Contexts, 167<br />7.8 Conclusion, 169<br />8 Teaching and Training with a Flexible Module for Global Virtual Teams 173<br />Pam Estes Brewer<br />8.1 Introduction, 173<br />8.2 The Origins of the Approach Presented in This Chapter, 174<br />8.3 International Virtual Communication and Experiential Learning, 175<br />8.4 Teaching the Topic, 179<br />8.5 Observations/Reflections/Theory Development for All Classes, 185<br />8.6 Global Virtual Team Teaching Module, 190<br />8.7 Conclusion, 195</p>
<p>SECTION IV EDUCATIONAL CONTEXTS<br />9 Strategies for Developing International Professional Communication Products 201<br />Helen M. Grady<br />9.1 Introduction to International Technical Communication, 201<br />9.2 Review of the Literature, 202<br />9.3 The International Technical Communication Course, 204<br />9.4 Conclusion, 215<br />10 Teaching Cultural Heuristics Through Narratives: A Transdisciplinary Approach 219<br />Han Yu<br />10.1 A Transdisciplinary Approach for Global Engineers, 219<br />10.2 Overview of Cultural Heuristics, 220<br />10.3 Critiques and Counter–Critiques of Cultural Heuristics: How to Move Forward from Misguided Debates, 222<br />10.4 Overview of Cultural Narratives, 227<br />10.5 Implement the Transdisciplinary Approach: Teach Cultural Heuristics Through Narratives, 230<br />10.6 Potential Limitations: How to Select Quality Cultural Narratives, 234<br />10.7 Conclusion, 236<br />11 Assessing Intercultural Outcomes in Engineering Programs 239<br />Darla K. Deardorff and Duane L. Deardorff<br />11.1 Introduction, 240<br />11.2 An Introduction to the Literature of Outcome Assessments, 241<br />11.3 Exploring Some Limitations to Intercultural Assessment Research, 244<br />11.4 Strategies for Quality Assessment of Intercultural Learning Outcomes, 246<br />11.5 Developing an Assessment Plan, 249<br />11.6 Quality Assessment, 252<br />11.7 Developing Intercultural Competence in Students, 254<br />11.8 An Example of Intercultural Assessment, 256<br />11.9 Assessing Intercultural Outcomes in Engineering Programs, 258<br />11.10 Conclusion, 258</p>
<p>Biographies, 263<br />Index, 269</p>