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美国国际教导同盟(AAFIE)国际工程教导系列课程

作者:时候:2016-10-24点击数:编辑:刘艳红

1 美国国际教导同盟(AAFIE)高档教导“环球协作力国际教导”名目简介

欧洲杯竞猜赔率:2 国际工程教导系列课程讲授纲领(英文)

2.1Fundamentals of International Engineering(国际工程根本)课程讲授纲领(英文)

2.2International Engineering Communications(国际工程相同)课程讲授纲领(英文)

2.3Invention, Innovation & Entrepreneurship(工程发现、立异与创业)课程讲授纲领(英文)

1美国国际教导同盟(AAFIE)高档教导“环球协作力国际教导”名目简介(2.0版本)

高档教导“环球协作力国际教导”名目的倡议

在环球一体化的明天,处置打算必须斟酌到对环球社会、环球经济、和环球情况的影响;企业的经营、新产物的设想必须以环球市场为导向。同时,团队协作早已逾越版图。国际化对高档院校师长教员的常识布局提出了新的挑衅。环球视线、跨文明相同才能、国际协作才能、国际情况下的立异才能、和处置环球题目的才能被称为21世纪人材的“环球协作力” (Global Competence)。

为赞助高档院校师长教员应答环球化挑衅,由美国普渡欧洲杯竞猜赔率(Purdue University)传授Bharat Bhargava、美国加利福尼亚欧洲杯竞猜赔率伯克利分校(University of California Berkeley)传授Thomas Gold、美国东南欧洲杯竞猜赔率(Northwestern University)传授Peter Scheuermann、及美国北卡罗来纳州立欧洲杯竞猜赔率(North Carolina State University)名望传授Karen DeBord等结合美国局部国际跨国公司,配合倡议了以培育21世纪国际人材环球协作力为焦点的“环球协作力国际教导”名目GCI (Global Competence International Initiative)。在美国国际教导同盟(AAFIE)董事长、美国加州欧洲杯竞猜赔率伯克利分校Thomas Gold传授的带领下,GCI名目组建了一支以美国国际跨国公司资深工程师和办理职员、美国欧洲杯竞猜赔率传授、美国企业家构成的师资步队,旨在经由进程天下最早进的互联网视频手艺,将环球协作力身分间接送进高档院校讲堂。经由进程举行及时互动的国际课程,培育师长教员的立异思惟、环球视线、跨文明相同才能、国际协作才能、和国际题目的处置才能。

GCI名目睁开体例

由一批具备丰硕的研发、设想、及企业办理经历的美国国际跨国公司的资深专业职员和美国欧洲杯竞猜赔率传授构成的师资步队,经由进程天下最早进的互联网视频协作手艺,向高档院校停止真人、及时、互动讲课。根据国际前进前辈的教导理念,以最新的国际市场情况、国际老例、国际跨国公司的营业流程、理论、国际贸易法则、和国际立异体例为底本,使师长教员把握国际营业流程、国际立异形式、跨文明相同、环球协作、和国际团队协作手艺。并在国际资深导师的指点下处置国际题目。

GCI名目平台

在环球化的背景下,师长教员该当是在环球的情况下(Global Context)进修和操纵常识。师长教员的处置打算该当让国际专业人士停止评估,师长教员的设想打算该当具备国际视线,师长教员的立异教导该当是在环球的内容中停止的。师长教员的设想打算必须斟酌良多环球身分(包罗手艺的和非手艺的)。为此,该名目的师长教员名目(Student Projects)局部是在一个以培育大师长教员“环球协作力”(Global Competence)为中间使命的阿海达(AAHED)国际社区完成的。师长教员在国际社区接管国际跨国公司国际导师的指点,师长教员须要向国际社区的导师们和来自美国的大师长教员演示(Present)所提出的处置打算,并听取国际社区对其处置打算的评估。而后,中国师长教员经由进程切身到场国际社区的互动和会商,在国际情况中(Global Context)完成名目。

在该名目中,针对“国际协作力”(Global Competence)的培育方针,师长教员在阿海达(AAHED)国际社区”睁开一序各国际勾当,加强师长教员的国际懂得,拓展师长教员的环球视线,培育师长教员的环球协作才能。师长教员名目接纳国际理论,处置实在的天下题目。

GCI名目首要内容

环球协作力国际教导名目包罗以下两大类课程:

第一类Globalization(环球化)课程

1、公共模块

引入环球化、多元化的寄义,论述环球化情况下的商品、办事、货泉、本钱、职员、信息、常识产权、文明的无版图畅通;国际老例、国际法则、环球扩大在国际贸易勾当和企业成长中的感化;经由进程环球化对经济、社会、资本、人材、手艺、立异体系、立异形式、产物研发、信息的操纵、媒体、各种构造、贸易情况、市场、和企业经营的影响的阐发,展现国际协作和环球协作力的新路子;最初,分解美国环球经济计谋和美国国际跨国公司贸易形式。

2、分支模块

C1001东方文明与寒暄(Western Culture and Social Skills)

C1005跨文明相同(Cross-cultural Communications)

C1006国际贸易构和(International Business Negotiation)

C1011国际协作(International Collaboration)

C1030环球名目办理(Managing Global Initiatives)

E1005国际营业流程(Multinational Enterprise Business Processes)

E2101国际计谋决议打算(Global Strategic Decision)

E2121国际新产物研发流程(New Product Development Process)

E3005国际市场营销(Global Sales and Marketing)

E4001环球带领力(Global Leadership)

E4211国际名目办理(Global Project Management)

F1105国际立异(International Innovation)

F1201国际创业(International Entrepreneurship)

第二类Global Engineering Education国际工程教导系列课程

国际工程教导系列包罗三门国际工程通识教导课程。师长教员经由进程间接与美国国际资深工程师互动,进修和休会国际工程研发流程、国际工程立异形式、国际工程相同、环球协作、和国际团队协作。并在美国国际工程师的指点下处置国际工程题目。

(1)Fundamentals of International Engineering(国际工程根本)

本课程由美国国际跨国公司资深工程师,经由进程及时互动的体例,向师长教员体系先容国际工程手艺范畴、职业、及其失业机遇,国际工程师必需的手艺,工程范畴立异思惟,国际工程师职业品德和法令义务,国际工程范畴标准,国际工程名目办理,国际工程范畴事务及其对工程手艺成长的影响,工程手艺处置打算对环球社会、环球经济、糊口习气、环球情况的影响,工程范畴环球协作的理论和案例,体系工程,国际跨国公司构造布局,国际工程中的东西、能源、资料、可制作性、信息、资金、手艺前进,国际工程名目流程,产物设想流程,国际工程文档等。经由进程国际工程现实名目,侧重使师长教员把握在国际情况下的产物研发流程和工程题目处置体例。

(2)International Engineering Communications(国际工程相同)

本课程由美国国际跨国公司资深工程师,经由进程及时互动的体例,向师长教员传授国际工程范畴有用的相同技能。从产物的打算和观点设想到产物保护的全进程的工程师职业生活生计中的行动相同(Oral communication)、文本相同(Documentation Communication)、手艺相同(Technical Communication)、团队协作相同(Team Communication)、及公共相同(Public Communication)等。经由进程营建典范国际工程范畴的使命情况,赞助师长教员阐发工程师相同形式(Communication Models)。师长教员在美国国际跨国公司资深工程师的指点下,完成团队协作名目,包罗与美国工程师现实操练工程小组集会、团队例会、德律风集会、名目集会、工程打算和设想的初审、关头、及最初考核集会、跨国客户互动、媒体采访,和撰写国际情况下的工程倡议书(Proposal)、工程可行性报告、工程进度报告、产物开辟各阶段手艺文档、工程集会报告稿等。侧重培育师长教员国际工程相同才能、国际协作才能、和国际工程带领才能。

(3)Invention, Innovation & Entrepreneurship(工程发现、立异与创业)

本课程由美国国际跨国公司资深工程师,经由进程及时互动的体例,向师长教员讲授国际情况下的工程发现、立异和创业根本、立异体系、立异路子、立异特点、工程立异形式、工程发现与立异进程、手艺评估、手艺转移体系、高新手艺企业孵化、和美国硅谷立异形式和贸易运作形式。向师长教员先容、诠释批评性思惟、立异思惟、和国际工程师所接纳的多种处置工程题目的体例,向师长教员演示处置国际工程题目的立异路子。师长教员将和国际资深工程师一路,成立工程处置打算。在国际资深工程师的指点下,进修国际工程原则、受权允许、工程限定身分、危险、伦理品德、及工程进程对立异的影响;进修国际专利、常识产权、及危险投资在国际工程名目及创业中的感化;进修将立异道理操纵于国际工程现实,在面向国际市场的情况下,撰写国际专利、构成贸易形式(business model)、发生贸易打算书(business plan),休会新产物从观点设想到使命模子的完全进程,休会开办国际高新手艺公司(Startups)的全进程,和完成国际高新手艺公司案例(失利和胜利)阐发。师长教员打仗大批美国最新高科技信息,并与美国优异创业团队和美国企业家停止视频面临面交换。

GCI名目合适师长教员

环球协作力国际教导名目首要针对欧洲杯竞猜赔率一、二、三年级师长教员。国际化将转变师长教员的传统思惟习气。师长教员从该名目中学到的常识能够在进修专业课程和课程设想中获得操纵,对师长教员未来的工程师职业成长必将发生首要的影响。

附录1AAFIE环球协作力国际教导委员会

AAFIE国际工程教导委员会由美国欧洲杯竞猜赔率传授和名目设想师构成。是本名目的带领团队。该带领团队的名单以下:

1Dr. Thomas Gold,美国加利福尼亚欧洲杯竞猜赔率伯克利分校(University of California, Berkeley)传授

Dr. Gold是加州欧洲杯竞猜赔率教导国际化(Globalization)专家、加州欧洲杯竞猜赔率环球名目(中国、韩国)首席传授、加州欧洲杯竞猜赔率伯克利分校国际及地区钻研副教务长、美中干系国度委员会委员。

2Dr. Bharat Bhargava,美国普渡欧洲杯竞猜赔率(Purdue University)传授

Dr. Bhargava是美国普渡欧洲杯竞猜赔率计较机迷信、电气、及计较机工程资深传授,美国电气和电子工程师学会(IEEE)焦点会员(勋章),七家国际学术期刊的主编或编委,美国电气和电子工程师学会靠得住和散布式体系(IEEE Symposium on Reliable and Distributed Systems)开创人。

3Dr. Peter Scheuermann,美国东南欧洲杯竞猜赔率(Northwestern University)传授

Dr. Scheuermann是美国东南欧洲杯竞猜赔率工程及操纵迷信传授,美国电气和电子工程师学会资深会员(Fellow of IEEE),曾任美国国度迷信基金会(National Science Foundation)名目总监,屡次担负国际学术集会主席。

4Dr. Karen DeBord,美国北卡罗来纳州立欧洲杯竞猜赔率(North Carolina State University)及弗吉尼亚理工学院(Virginia Tech)传授Dr. DeBord是美国北卡罗来纳州立欧洲杯竞猜赔率前钻研生教导名目主任。

5. G. Mark Stewart

Stewart师长教员具备24年新产物研发及体系工程经历。在成为美国一位创业家之前,他持久在美国贝尔尝试室(Bell Laboratories)处置高机能装备、大型散布式处置体系、

及时处置体系、挪动通信、收集考证和规复等新产物的研发使命。在美国具备十几项专利。从2008年起,Stewart成为美国一位企业家。美国国际教导同盟副总裁。

Stewart师长教员在贝尔尝试室使命时代,操纵他的阐发和处置题目的才能,缔造性地处置庞杂的工程题目,大范围节流了工程本钱、增添了产值。Stewart师长教员具备十几项美国和国际专利。

6. John C. (Jack) Phillips

Phillips师长教员具备34年工程设想和工程办理使命经历。曾持久在美国通用能源公司、美国爱立信等国际跨国公司担负资深设想工程师(Senior Design Engineer)、

资深委靡阐发师(Senior Stress Analyst )、资深机器工程师(Senior Mechanical Engineer )、机器工程成长司理(Development Manager, Mechanical Engineering)、资深名目司理(Senior Project Manager)、工程司理(Engineering Manager)、研发总监(Director,Research & Development)等职务。

Phillips师长教员曾到场多款喷气式超音速飞机和医疗东西的设想使命。他具备22项美国专利和很多国际专利。在专业时候,Phillips师长教员制作本身的全尺寸飞机。他今朝正在制作一款四个坐位的疾速飞机。

7. Kirk Rasmussen

Rasmussen师长教员具备跨越25年在美国、欧洲、亚洲、和澳大利亚汽车及飞翔器等产业范畴的工程设想、制作、和名目办理使命经历。Rasmussen师长教员曾前后担负美国通用汽车公司(General Motors)名目工程师(Project Engineer)和资深环球名目司理(Senior Mfg Global Project Manager)、美国通用电力(GE)公司名目司理(Program Manager)、美国福特汽车公司(Ford Motor)资深手艺办理司理(Senior Technical Mfg Supervisor)、及美国菲斯克汽车公司(Fisker Automotive)资深名目司理(Project Manager)等职务。

Rasmussen师长教员到场了波音787“胡想客机”和多种车辆新产物开辟的国际工程协作名目。

8. Bruce Cutting

Cutting师长教员具备14年新产物研发经历及17年体系工程经历。曾持久在南方电讯公司(Nortel Networks)处置计较机通信装备的硬件(Hardware and Firmware)和软件架构(Software Architecture)新产物的研制。在光纤手艺、数据通信装备、局域网手艺、广域网手艺、电信产物等方面具备丰硕的经历。另外,Cutting师长教员在美国电信行业多年担负体系工程师和名目司理等职务。

9. Dan Morton

Morton师长教员具备31年国际工程经历,前后担负美国通用汽车公司(General Motors)和美国通用能源公司的资深设想工程师(Senior Design Engineer)、领头设想师(Lead Design Engineer)、名目司理(Program Manager)、品质工程师(Quality Engineer)、设想放行工程师(Design Release Engineer)、体系集成工程师(System Integration Engineer)、和领头名目工程师(Lead Project Engineer)等职。

Morton师长教员在车辆设想和制作工程范畴具备丰硕的使命经历。

附录2:对于美国国际教导同盟(AAFIE)

美国国际教导同盟(American Alliance for International Education,简称AAFIE)是一个在美国普渡欧洲杯竞猜赔率(Purdue University)、加州欧洲杯竞猜赔率伯克利分校(University of California, Berkeley)、和东南欧洲杯竞猜赔率(Northwestern University)等欧洲杯竞猜赔率传授构成的董事会带领下,构造美国高档黉舍、美国中小黉舍、和国际跨国公司,配合应答环球化挑衅的全美国际教导机构。AAFIE董事会带领一个由14人构成的常务履行委员会,周全担任高档教导和中小学教导两大分支机构。AAFIE成员黉舍涵盖美国中小学和欧洲杯竞猜赔率,是美国最大的努力于国际教导的构造。

1、美国国际教导同盟(AAFIE)构造架构

美国国际教导同盟(AAFIE)构造架构以下图所示:

2、美国国际教导同盟(AAFIE)首要名目

美国国际教导同盟(AAFIE)今朝睁开的首要名目以下:

♦AAFIE从1998年起头,就操纵视频协作手艺构造美国高档院校传授睁开和欧洲高档院校传授之间的协作钻研和讲授,并向环球多个国际教导协作名目调派优异师资。

♦AAFIE领先在美国倡议和赞助局部公立黉舍和欧洲杯竞猜赔率经由进程“环球讲堂”(Global Classroom)睁开“环球协作力”(Global Competence)培育名目。作为该打算的一局部,AAFIE指点美国公立黉舍和欧洲杯竞猜赔率,经由进程拟定和实行迷信、工程、与社会钻研环球协作名目,将环球协作力融入课程体系。

♦AAFIE一向辅佐美国教导机构成立海内分校或教导名目,调派美国优异师资进入名目,并辅佐办理海内教导名目。

♦AAFIE至今已赞助美国203所黉舍与环球260所黉舍睁开国际交换,并操纵天下最早进的视频协作手艺,构造美国优异教员,向环球开设以培育环球协作力(Global Competence)为中间的树模性中小学课程和欧洲杯竞猜赔率课程。

♦AAFIE领先设想并实行了面向天下各地工程类师长教员的环球工程出色打算(Global Engineering Excellence Program),以培育21世纪国际工程师的环球视线、跨文明相同、国际协作、批评性和缔造性思惟、和处置环球题目的才能,为美国和环球经济供给更多的及格国际工程师。

♦AAFIE领先构造美国局部高档院校传授和国际跨国公司资深工程师,配合设想和实行了以应答环球化为主旨的课程国际化名目,并与数个教导机构协作,成立了一批课程国际化树模性基地。

♦AAFIE扶植了两个国际工程中间和一个国际产、学、研立异中间,以摸索操纵古代前进前辈手艺应答环球化挑衅的有用路子。

附录3:高档教导环球协作力国际教导名目接洽体例

美国国际教导同盟(AAFIE)国际教导协作部:

1、Frank Zeng,德律风:1–(408)203-8210;传真:1–(408)228-5225

电子邮件:fzeng@aafie.org

2、Michael Armstrong,德律风:1 - (408)571-3188;传真:1–(408)228-5225

电子邮件:marmstrong@aafie.org

美国国际教导同盟(AAFIE)中国代表处:

Jimmy Hu,德律风:86 - 13808601575

电子邮件:欧洲杯竞猜赔率:jhu@aafie.org

2国际工程教导系列课程讲授纲领(英文)

Engineering Excellence International Initiative International Engineering Education Series

(I)

Fundamentals of

International Engineering

(64 Sessions)

Version 2.0

American Alliance for International Education

560 S Winchester Blvd

San Jose, CA 95128

Copyright c 1998 - 2014, by the American Alliance for International Education (AAFIE)

All Rights Reserved. No part of this document may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise for commercial purposes without the prior written permission of the American Alliance for International Education.

- 2 -

CATALOG DESCRIPTION

The Fundamentals of International Engineering course is offered as part of the Engineering Excellence International Initiative, a global engineering program that uses world class senior engineers from U.S. multi-national corporations to prepare engineering students for the new business paradigm of international collaboration. The Fundamentals of International Engineering is the first course offered by the initiative. Other courses in the initiative includes

International Engineering Communications

Invention, Innovation & Entrepreneurship

Universities interested in above courses should contact AAFIE for more information.

The Fundamentals of International Engineering provides an introduction to the international engineering professions, international engineering ethics, global engineering community, international engineering disciplines, international engineering processes, global engineering environment, sustainability, and related contents, with significant amount of time focusing on international engineering practices, case studies, the global impacts of engineering solutions, and global collaboration in international engineering projects.

Students are recommended to be grouped into classes based on their majors.

COURSE GOAL

The goal of the Fundamentals of International Engineering is to cultivate 21st century international engineers in obtaining a global perspective.

COURSE OBJECTIVES

Upon successful completion of this course, the student will be able to:

1. Understand the globalization of product development and engineering project in real world;

2. Describe and follow international engineering process;

3. Understand global collaboration of engineering projects;

4. Understand the global impacts of engineering solutions;

5. Be able to apply international engineering process to solve real world engineering problems;

6. Gain knowledge of collaboration with engineers from different cultures around the world;

7. Develop global perspective in product research and development.

- 3 -

PREREQUISITES

There are no prerequisites for engineering students to take the introductory course.

INSTRUCTORS

The course is taught by AAFIE Global Engineering Lecturers Group, a group of senior engineers from U.S. multi-national companies.

INSTURCTION APPROACH

By leveraging the worldˇs most advanced Internet video collaboration technology, the world-class engineering professionals and senior engineers from the United States give real-time lectures to engineering students, interact with the engineering students, and guide the engineering students in conducting international engineering projects.

Students will complete the entire coursework in the AAHED global learning community, a platform specifically designed to promote global perspective, cross-cultural communication, international collaboration, and critical and creative thinking skills. In the AAHED global learning community, students are guided by international mentors consisting of international senior engineers from multinational companies in the United States. Students need to submit their coursework to the global community, present their solutions to the global community, receive feedback from the global community, and complete their projects by discussing and interacting with the global community, making students learn in a real global context.

TEXTBOOKS

The course is mostly about real-world international engineering experience, therefore, there are no textbooks needed. Students will leverage Internet contents for project assignments and use live recorded sessions for class review.

COURSE CREDITS:

The recommended number of credits for the course is 3. To complete the course, a total of 64 lecture sessions is required. Students will have lectures twice a week, each lecture contains 2 sessions (45 minutes/session).

COURSE GRADING POLICY

Classroom Participations/Responses: 20%

Team Work: 20%

- 4 -

Project/Research Reports: 30%

Exams: 30%

COURSE OUTLINE

Unit 1: The Globalization of Engineering

1.1 The Globalization of Engineering Case Studies

Boeing 787 - Global Collaboration

GMˇs Global Innovation Center

Silicon Valley

Others

1.2 Global Collaboration & Innovation

Unit 2: Multinational Company Structures

2.1 Three Components

2.2 Functional Structures

2.3 Case Studies

General Motors

Ford

Boeing

Apple Computer

Unit 3: Introduction to International Engineering Disciplines and Professions

3.1 International engineering disciplines

3.2 Global competency for engineers

3.3 Cross-cultural collaboration

3.4 Global leadership

3.5 Global engineering management

3.6 Global professional engineer licensure

Unit 4: International Engineering Process

4.1 Global Engineering Process

4.2 Problem Identification

4.3 Research

4.4 Requirements Specification

4.5 Concept Generation

4.6 Design

4.7 Prototyping

4.8 System Integration

4.9 Maintenance

4.10 Discussion

Global engineering challenges

- 5 -

Global requirements & impacts

Problem solving methodology in a global context

Performance, functionality, and reliability

Energy concern

Global engineering constraints (Economic, Environmental, Ethical and Legal, Health and Safety, Manufacturability, Political and Social, Sustainability)

Unit 5: International Engineering Solutions

5.1 Engineering Decision

5.2 Global Stake-holders for Engineering Solutions

5.3 International Engineering Economics

5.4 Social, Human Life, and Environmental Impacts

Unit 6: International Engineering Ethics & Practice

6.1 Global engineering regulations

6.2 Global engineering code of ethics

6.3 Global engineering legal responsibilities

Unit 7: International Engineering Innovation

7.1 International engineering innovation process

7.2 International engineering innovation approach

7.3 International engineering license, patents, & intellectual property

STUDENT PROJECT ASSIGNMENT

Under the guidance of U.S. senior engineers, students will apply the fundamental principles of international engineering to solve a real-world engineering problem by following the real-world international engineering process in the broad context of engineering design, considering global market, problem definition, conceptual design, design evaluation, detailed design, technical analysis, manufacturability evaluation, and economic feasibility.

Project Notes:

(1). Problem statement is dependent on studentsˇ majors.

(2). Students must form a team of 5 members and develop decision making guidelines for roles and responsibilities, member opinion, and consensus.

(3). Students must follow international engineering process for the entire project.

(4). Important guidelines:

- 6 -

A. No single "correct" solution: Studentsˇ solutions should be in a way that is best for customers (international market needs) and for the ¨company〃 (profitability).

B. Studentsˇ solutions should take the following global constraints into consideration:

Economic

Environmental

Ethical and Legal

Health and Safety

Manufacturability

Political and Social

Sustainability

C. Students should ¨sell〃 their ideas to their team members and to arrive at solutions, and then ¨sell〃 the solutions to their mentors in the AAHED global community, during which students will be asked questions in defense of their proposals.

GENERAL ASSESSMENT

The following is a list of general assessments for all international engineering courses offered in the Engineering Excellence International Initiative:

1. Technical Skills: Students achieve global competency to pursue the full range of careers for all pathways in the program concentration.

2. Communications: Students use various communication skills in expressing and interpreting engineering information.

3. Problem Solving and Critical Thinking: Students define and solve engineering problems from global perspective, and use internationally recognized problem-solving and improvement methods and tools.

4. Information Technology Applications: Students use the latest technologies to access, organize, process, transmit, and communicate engineering information.

5. Systems: Students understand a variety of structures and functions in global engineering fields.

6. Leadership and Teamwork: Students apply international leadership and teamwork skills in collaborating with others to accomplish goals and objectives.

7. Ethics and Legal Responsibilities: Students commit to work ethics, behavior, and legal responsibilities in global engineering fields.

- 7 -

8. Innovation Skills: Students come up with engineering solutions in innovative ways

9. Entrepreneurship: Students demonstrate understanding of concepts, processes, and behaviors associated with international engineering projects and successful entrepreneurial performance.

Engineering Excellence International Initiative International Engineering Education Series

(I)

International Engineering Communications

(64 Sessions)

Version 2.0

American Alliance for International Education

560 S Winchester Blvd

San Jose, CA 95128

Copyright c 1998 - 2014, by the American Alliance for International Education (AAFIE)

All Rights Reserved. No part of this document may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise for commercial purposes without the prior written permission of the American Alliance for International Education.

- 2 -

CATALOG DESCRIPTION

The International Engineering Communications course is offered as part of the Engineering Excellence International Initiative, a global engineering program that uses world class senior engineers from U.S. multi-national corporations to prepare engineering students for the new business paradigm of international collaboration. The International Engineering Communications is the second course offered by the initiative. Other courses in the initiative includes

Fundamentals of International Engineering

Invention, Innovation & Entrepreneurship

Universities interested in above courses should contact AAFIE for more information.

The International Engineering Communications course covers the engineering communication skills being used by engineering professionals in the whole engineering process from product planning and concept design to product maintenance. By assessing international engineering contexts for communication and characteristics of the intended audience, the course assists students in learning the communication genres being used by international engineers. Guided by the international senior engineers, students complete a series of collaborative engineering activities which include engineering group meeting, team weekly meeting, conference call, project meeting, initial review, critical review, final review of the engineering solution or design, interaction with global customers, media interview, as well as writing proposal, engineering feasibility report, engineering progress report, technical documentation for product development in various phases, and engineering conference presentation slides.

Students are recommended to be grouped into classes based on their majors.

COURSE GOAL

The goal of the International Engineering Communications is to cultivate 21st century international engineers in obtaining a global perspective, cross-cultural communications, and international collaborations on a daily basis. The course emphasizes the skills needed to communicate technical information to a variety of audiences. To help students obtain the skills, the course offers a series of workshops for students to participate in a series of simulated engineering activities with senior engineers from U.S. multinational corporations.

Furthermore, the students will have opportunities in applying important writing concepts to professional engineering communication and dealing with the content, organization, format, and style of specific types of engineering documents such as reports, specifications, business letters, memos, manuals, letters of applications, and resumes.

- 3 -

COURSE OBJECTIVES

Upon successful completion of this course, the student will be able to:

Understand the communication genres being used by international engineers;

Enhance speaking skills of an interpersonal and public nature in the global engineering context;

Gain skills in performing various engineering meetings such as group meeting, team weekly meeting, conference call, project meeting, initial review, critical review, final review of the engineering solution or design, interaction with global customers, and media interview;

Gain skills in developing various engineering documents such as proposals, progress or status reports, feasibility and recommendation reports, research reports, abstracts, specifications, business letters, memos, manuals; letters of applications, resumes and executive summaries;

Gain skills in engineering presentations or public engineering speech.

PREREQUISITES

There are no prerequisites for engineering students to take the introductory course.

INSTRUCTORS

The course is taught by AAFIE Global Engineering Lecturers Group, a group of senior engineers from U.S. multi-national companies.

INSTURCTION APPROACH

By leveraging the worldˇs most advanced Internet video collaboration technology, the world-class engineering professionals and senior engineers from all over the United States give real-time lectures to engineering students, interact with the engineering students, and guide the engineering students in conducting international engineering projects.

Students will complete the entire coursework in the AAHED global learning community, a platform specifically designed to promote global perspective, cross-cultural communication, international collaboration, and critical and creative thinking skills. In the AAHED global learning community, students are guided by international mentors consisting of international senior engineers from multinational companies in the United States. Students need to submit their coursework to the global community, present their solutions to the global community, receive feedback from the global community, and complete their

- 4 -

projects by discussing and interacting with the global community, making students learn in a real global context.

TEXTBOOKS

The course is mostly about real-world international engineering experience, therefore, there are no textbooks needed. Students will leverage Internet contents for project assignments and use live recorded sessions for class review.

COURSE CREDITS

The recommended number of credits for the course is 3. To complete the course, a total of 64 lecture sessions is required. Students will have lectures twice a week, with 2 sessions (45 minutes/session) in each lecture.

COURSE GRADING POLICY

Students will be graded based on the following criteria:

Participation: 10%

Simulated international engineering meetings:

- Classroom: 20%

- Offline: 20%

Engineering documentation: 25%

Final exam: 25%

COURSE OUTLINE

Part 1: Understanding International Engineering Practices

1.1 Introduction to multinational company structure

1.2 Engineering NPI (New Product Introduction) process

1.3 Case studies in engineering global collaboration

Part 2: International Engineering Communication Skills

2.1 International engineering communication process

2.2 International engineering workplace and communication

2.3 Oral composition

2.4 Participation, discussion, and reflection

2.5 Interpersonal communication

2.6 Group communication

2.7 International teamwork

Part 3: International Engineering Presentation Skills

- 5 -

3.1 Purpose of presentation

3.2 Structure of presentation

3.3 Public presentation

3.4 Group presentation

3.4 Public speaking

Part 4: International Engineering Communication Workshops

By creating typical international engineering working environments and following international engineering processes, students will work on a series of collaborative engineering activities which include engineering group meeting, team weekly meeting, conference call, project meeting, initial review, critical review, final review of the engineering solution or design, interaction with global customers, media interview.

Part 5: International Engineering Written Communication

5.1 Engineering documentation & structure

5.2 Market Requirements Document (MRD)

5.3 System Requirements Document (SRD)

5.4 Product Description Document (PDD)

5.5 Functional specification (Functionalspec)

5.6 System design documents

5.7 User documents

5.8 Proposals

5.9 Reports

5.10 White papers

5.11 International business letters

STUDENT PROJECT ASSIGNMENT

Under the guidance of U.S. senior engineers, students will apply engineering communication principles to a series of simulated engineering activities from the real-world international engineering process.

Student Deliverables: Individual and team writing projects and oral presentations.

GENERAL ASSESSMENT

To become competent in global engineering communication, students must understand contexts for communication and characteristics of the intended audience, whether public or private, with large audiences or with individual partners, within cultures and across cultures. In addition, they should understand the factors that influence communication, and the factors that affect the potential success or failure of their communication efforts. They need to learn how to translate their goals as engineers into effective communications. Finally

- 6 -

engineering students need to be aware of the potential of new media and emerging information technologies which will enhance engineering communication. Above all, it is imperative that students are introduced to the global engineering contexts that face engineers today.jects and successful entrepreneurial performance.

Engineering Excellence International Initiative International Engineering Education Series

(I)

Invention, Innovation & Entrepreneurship

(64 Sessions)

Version 2.0

American Alliance for International Education

560 S Winchester Blvd

San Jose, CA 95128

Copyright c 1998 - 2014, by the American Alliance for International Education (AAFIE)

All Rights Reserved. No part of this document may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise for commercial purposes without the prior written permission of the American Alliance for International Education.

- 2 -

CATALOG DESCRIPTION

The Invention, Innovation & Entrepreneurship course is offered as part of the Engineering Excellence International Initiative, a global engineering program that uses world class senior engineers from U.S. multi-national corporations to prepare engineering students for the new business paradigm of international collaboration. The Invention, Innovation & Entrepreneurship is the third course offered by the initiative. Other courses in the initiative includes

Fundamentals of International Engineering

International Engineering Communications

Universities interested in above courses should contact AAFIE for more information.

The Invention, Innovation & Entrepreneurship course provides students the fundamentals of international engineering invention, innovation, and entrepreneurship through real-world engineering experience and student projects directed by a group of senior engineers from U.S. multinational companies. The course has extensive coverage on international engineering invention system, innovation approaches, innovation characteristics, invention & innovation models, invention and innovation process, technology transfer, as well as high-tech enterprise incubation system. Students will learn about various innovative approaches to solve engineering problems. In the class, innovative ways to solve engineering problems are demonstrated to the students, who then work with the international senior engineers to create engineering solutions for solving real world problems.

COURSE GOAL

The goal of the Invention, Innovation & Entrepreneurship is to cultivate 21st century international engineers in obtaining key skills for solving challenging engineering problems and designing innovative products.

Students experience the complete process of developing new products from concept design to prototype, and interact with international entrepreneurs.

COURSE OBJECTIVES

Upon successful completion of this course, the student will be able to:

Understand concepts of global technology innovation, commercialization, and entrepreneurship;

Understand critical and creative thinking approaches;

- 3 -

Understand how global engineering criteria, engineering license, constraints, risks, ethnics, and engineering process affect new product design;

Understand the roles of international patents, intellectual property, and venture capital in international engineering project and entrepreneurship;

Understand methodologies and approaches of engineering invention and innovation;

Understand how to apply invention and innovation principles to the real-world engineering problems and product development in the global context;

Understand how to writ international patents, form business models, and develop business plans.

PREREQUISITES

There are no prerequisites for engineering students to take the introductory course.

INSTRUCTORS

The course is taught by AAFIE Global Engineering Lecturers Group, a group of senior engineers from U.S. multi-national companies.

INSTRUCTION APPROACH

By leveraging the worldˇs most advanced Internet video collaboration technology, the world-class engineering professionals and senior engineers from the United States give real-time lectures to engineering students, interact with the engineering students, and guide the engineering students in conducting inventive and innovative international engineering projects.

Students will complete the entire coursework in the AAHED global learning community, a platform specifically designed to promote global perspective, cross-cultural communication, international collaboration, and critical and creative thinking skills. In the AAHED global learning community, students are guided by international mentors consisting of international senior engineers from multinational companies in the United States. Students need to submit their coursework to the global community, present their solutions to the global community, receive feedback from the global community, and complete their projects by discussing and interacting with the global community, making students learn in a real global context.

- 4 -

TEXTBOOKS

The course is mostly about real-world international engineering experience, therefore, there are no textbooks needed. Students will leverage Internet contents for project assignments and use live recorded sessions for class review.

COURSE CREDITS

The recommended number of credits for the course is 3. To complete the course, a total of 64 lecture sessions is required. Students will have lectures twice a week, each lecture contains 2 sessions (45 minutes/session).

COURSE GRADING POLICY

Classroom Participations/Responses: 20%

Team Work: 20%

Project/Research Reports: 30%

Exams: 30%

COURSE OUTLINE

Unit 1: Introduction to Global New Product Development Process

1.1 Problem identification

1.2 Research

1.3 Requirements specification

1.4 Concept generation

1.5 Design

1.6 Prototyping

1.7 System integration

1.8 Maintenance

1.9 Risk mitigation

Unit 2: Global Engineering Solutions

2.1 Roles of Economic, Environmental, Ethical and Legal, Health and Safety

Manufacturability, Political and Social, and Sustainability

2.2 Engineering decision

2.3 Global stake-holders for engineering solutions

2.4 Global eco system

2.5 Economic viability

2.6 Financial viability

Unit 3: Critical and Creative Thinking in Global Engineering

3.1 Critical thinking

3.2 Creative thinking

- 5 -

3.3 Divergent and Convergent Thinking

3.4 Barriers to creativity

3.5 Creativity techniques

3.6 TRIZ process

Unit 4: Global Engineering Invention and Innovation

4.1 Global R&D in engineering

4.2 The role of engineering invention & innovation

4.3 Types of innovation

4.4 Invention & innovation approaches

4.5 Invention & innovation process

4.6 Invention & innovation models

Unit 5: Commercialization of Research in Engineering

5.1 Technology transfer basics

5.2 Commercialization process

5.3 Invention disclosure

5.4 Market research

5.5 Technology evaluation

5.6 Stage of development

5.7 Diffusion of engineering innovations

5.8 International intellectual property

5.9 International patents

5.10 Engineering license

5.11 Revenue distribution

Unit 6: Entrepreneurship

6.1 Entrepreneurial success

6.2 The role of the entrepreneur

6.3 Milestones and deliverables

6.4 Venture capital & entrepreneurship

6.5 Business models and business plans

6.6 High-tech enterprise incubation system

Unit 7: Innovation Case Studies

7.1 Business model

7.2 IBM: Global innovation

7.3 General Motors: A century of innovation and leadership

7.4 General Electric: Open innovation

7.5 The National Aeronautics and Space Administration: Innovation projects

Unit 8: The Silicon Valley of the United States

- 6 -

8.1 The Silicon Valley innovation & entrepreneurship system

8.2 The Silicon Valley model: Apple

8.3 The Silicon Valley model: Google

8.4 The Silicon Valley model: Facebook

8.5 The Silicon Valley startups

STUDENT PROJECT ASSIGNMENT

Under the guidance of U.S. senior engineers, students will apply the principles of global engineering innovation to solve a real-world engineering problem or develop a proposal for a new product.

Project Notes:

Project teams are formed, and students should first ¨sell〃 their ideas to their team members and to arrive at solutions, and then ¨sell〃 the solutions to their mentors in the AAHED global community, during which students will be asked questions in defense of their proposals.

Project deliverables:

Entrepreneurial teams

Proposal of engineering solutions

Business plans

Reports

Class presentations

GENERAL ASSESSMENT

The following is a list of general assessments for all international engineering courses offered in the Engineering Excellence International Initiative:

1. Technical Skills: Students achieve global competency to pursue the full range of careers for all pathways in the program concentration.

2. Communications: Students use various communication skills in expressing and interpreting engineering information.

3. Problem Solving and Critical Thinking: Students define and solve engineering problems from global perspective, and use internationally recognized problem-solving and improvement methods and tools.

4. Information Technology Applications: Students use the latest technologies to access, organize, process, transmit, and communicate engineering information.

- 7 -

5. Systems: Students understand a variety of structures and functions in global engineering fields.

6. Leadership and Teamwork: Students apply international leadership and teamwork skills in collaborating with others to accomplish goals and objectives.

7. Ethics and Legal Responsibilities: Students commit to work ethics, behavior, and legal responsibilities in global engineering fields.

8. Innovation Skills: Students come up with engineering solutions in innovative ways

9. Entrepreneurship: Students demonstrate understanding of concepts, processes, and behaviors associated with international engineering projects and successful entrepreneurial performance.

经常使用体系与链接/LINK

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