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美國國際教育聯盟(AAFIE)國際工程教育系列課程

作者:時間:2016-10-24點擊數:編輯:劉艷紅

1 美國國際教育聯盟(AAFIE)高等教育“全球競爭力國際教育”項目簡介

2 國際工程教育系列課程教學大綱(英文)

2.1Fundamentals of International Engineering(國際工程基礎)課程教學大綱(英文)

2.2International Engineering Communications(國際工程溝通)課程教學大綱(英文)

2.3Invention, Innovation & Entrepreneurship(工程發明、創新與創業)課程教學大綱(英文)

1美國國際教育聯盟(AAFIE)高等教育“全球競爭力國際教育”項目簡介(2.0版本)

高等教育“全球競爭力國際教育”項目的發起

在全球一體化的今天,解決方案必須考慮到對全球社會、全球經濟、和全球環境的影響神灯彩票注册返点高;企業的運營、新產品的設計必須以全球市場為導向。同時神灯彩票注册返点高,團隊合作早已跨越國界。國際化對高等院校學生的知識結構提出了新的挑戰。全球視野、跨文化溝通能力、國際合作能力、國際環境下的創新能力、和解決全球問題的能力被稱為21世紀人才的“全球競爭力” (Global Competence)。

為幫助高等院校學生應對全球化挑戰,由美國普渡大學(Purdue University)教授Bharat Bhargava、美國加利福尼亞大學伯克利分校(University of California Berkeley)教授Thomas Gold、美國西北大學(Northwestern University)教授Peter Scheuermann、及美國北卡羅來納州立大學(North Carolina State University)名譽教授Karen DeBord等聯合美國部分國際跨國公司,共同發起了以培養21世紀國際人才全球競爭力為核心的“全球競爭力國際教育”項目GCI (Global Competence International Initiative)。在美國國際教育聯盟(AAFIE)董事長、美國加州大學伯克利分校Thomas Gold教授的領導下,GCI項目組建了一支以美國國際跨國公司資深工程師和管理人員神灯彩票注册返点高神灯彩票注册返点高、美國大學教授、美國企業家組成的師資隊伍,旨在通過世界最先進的互聯網視頻技術,將全球競爭力要素直接送進高等院校課堂神灯彩票注册返点高。通過舉辦實時互動的國際課程神灯彩票注册返点高,培養學生的創新思維神灯彩票注册返点高、全球視野、跨文化溝通能力、國際合作能力神灯彩票注册返点高、以及國際問題的解決能力。

GCI項目開展方式

由一批具有豐富的研發、設計、及企業管理經驗的美國國際跨國公司的資深專業人員和美國大學教授組成的師資隊伍,通過世界最先進的互聯網視頻協作技術,向高等院校進行真人、實時、互動授課。按照國際先進的教育理念,以最新的國際市場環境、國際慣例、國際跨國公司的業務流程、實踐、國際商業規則神灯彩票注册返点高、以及國際創新方法為藍本,使學生掌握國際業務流程、國際創新模式、跨文化溝通、全球合作、以及國際團隊協作技能。并在國際資深導師的指導下解決國際問題。

GCI項目平臺

在全球化的背景下神灯彩票注册返点高,學生應當是在全球的環境下(Global Context)學習和應用知識。學生的解決方案應當讓國際專業人士進行評價,學生的設計方案應當具有國際視野神灯彩票注册返点高,學生的創新教育應當是在全球的內容中進行的。學生的設計方案必須考慮很多全球因素(包括技術的和非技術的)神灯彩票注册返点高。為此神灯彩票注册返点高,該項目的學生項目(Student Projects)部分是在一個以培養大學生“全球競爭力”(Global Competence)為中心任務的阿海達(AAHED)國際社區完成的。學生在國際社區接受國際跨國公司國際導師的指導神灯彩票注册返点高,學生需要向國際社區的導師們以及來自美國的大學生演示(Present)所提出的解決方案,并聽取國際社區對其解決方案的評價。然后,中國學生通過親身參與國際社區的互動和討論神灯彩票注册返点高,在國際環境中(Global Context)完成項目。

在該項目中,針對“國際競爭力”(Global Competence)的培養目標,學生在阿海達(AAHED)國際社區”開展一序列國際活動,增強學生的國際理解,拓展學生的全球視野,培養學生的全球合作能力。學生項目采用國際實踐神灯彩票注册返点高,解決真實的世界問題。

GCI項目主要內容

全球競爭力國際教育項目包括以下兩大類課程:

第一類Globalization(全球化)課程

1神灯彩票注册返点高、公共模塊

引入全球化、多元化的含義神灯彩票注册返点高,闡述全球化環境下的商品、服務神灯彩票注册返点高、貨幣、資本、人員神灯彩票注册返点高神灯彩票注册返点高、信息、知識產權、文化的無國界流通;國際慣例神灯彩票注册返点高、國際規則、全球擴張在國際商業活動和企業發展中的作用;通過全球化對經濟、社會、資源、人才神灯彩票注册返点高、技術神灯彩票注册返点高、創新體系、創新模式、產品研發、信息的利用、媒體、各類組織、商業環境、市場神灯彩票注册返点高、以及企業運營的影響的分析,展示國際合作和全球競爭力的新途徑;最后神灯彩票注册返点高,剖析美國全球經濟策略和美國國際跨國公司商業模式。

2神灯彩票注册返点高、分支模塊

C1001西方文化與交際(Western Culture and Social Skills)

C1005跨文化溝通(Cross-cultural Communications)

C1006國際商業談判(International Business Negotiation)

C1011國際合作(International Collaboration)

C1030全球項目管理(Managing Global Initiatives)

E1005國際業務流程(Multinational Enterprise Business Processes)

E2101國際戰略決策(Global Strategic Decision)

E2121國際新產品研發流程(New Product Development Process)

E3005國際市場營銷(Global Sales and Marketing)

E4001全球領導力(Global Leadership)

E4211國際項目管理(Global Project Management)

F1105國際創新(International Innovation)

F1201國際創業(International Entrepreneurship)

第二類Global Engineering Education國際工程教育系列課程

國際工程教育系列包含三門國際工程通識教育課程神灯彩票注册返点高神灯彩票注册返点高。學生通過直接與美國國際資深工程師互動,學習和體驗國際工程研發流程、國際工程創新模式、國際工程溝通、全球合作、以及國際團隊協作。并在美國國際工程師的指導下解決國際工程問題神灯彩票注册返点高。

(1)、Fundamentals of International Engineering(國際工程基礎)

本課程由美國國際跨國公司資深工程師,通過實時互動的方式,向學生系統介紹國際工程技術領域、職業、及其就業機會神灯彩票注册返点高,國際工程師必需的技能,工程領域創新思維,國際工程師職業道德和法律責任,國際工程領域規范,國際工程項目管理神灯彩票注册返点高,國際工程領域事件及其對工程技術發展的影響,工程技術解決方案對全球社會、全球經濟、生活習慣、全球環境的影響神灯彩票注册返点高神灯彩票注册返点高,工程領域全球合作的實踐和案例神灯彩票注册返点高,系統工程,國際跨國公司組織結構,國際工程中的工具、能源、材料神灯彩票注册返点高、可制造性、信息神灯彩票注册返点高、資金、技術進步,國際工程項目流程,產品設計流程,國際工程文檔等。通過國際工程實際項目,著重使學生掌握在國際環境下的產品研發流程和工程問題解決方法。

(2)、International Engineering Communications(國際工程溝通)

本課程由美國國際跨國公司資深工程師,通過實時互動的方式,向學生傳授國際工程領域有效的溝通技巧。從產品的規劃和概念設計到產品維護的全過程的工程師職業生涯中的口頭溝通(Oral communication)、文本溝通(Documentation Communication)、技術溝通(Technical Communication)、團隊合作溝通(Team Communication)神灯彩票注册返点高、及大眾溝通(Public Communication)等。通過營造典型國際工程領域的工作環境神灯彩票注册返点高神灯彩票注册返点高,幫助學生分析工程師溝通模式(Communication Models)。學生在美國國際跨國公司資深工程師的引導下,完成團隊合作項目,包括與美國工程師實際練習工程小組會議、團隊例會、電話會議、項目會議神灯彩票注册返点高、工程方案和設計的初審、關鍵、及最后審核會議、跨國客戶互動神灯彩票注册返点高、媒體采訪,以及撰寫國際環境下的工程建議書(Proposal)、工程可行性報告、工程進度報告、產品開發各階段技術文檔、工程會議講演稿等神灯彩票注册返点高。著重培養學生國際工程溝通能力神灯彩票注册返点高、國際協作能力、以及國際工程領導能力。

(3)、Invention, Innovation & Entrepreneurship(工程發明、創新與創業)

本課程由美國國際跨國公司資深工程師,通過實時互動的方式,向學生講授國際環境下的工程發明神灯彩票注册返点高、創新和創業基礎、創新系統、創新途徑神灯彩票注册返点高、創新特征、工程創新模式、工程發明與創新過程神灯彩票注册返点高、技術評價、技術轉移體系、高新技術企業孵化、以及美國硅谷創新模式和商業運作模式。向學生介紹、解釋批判性思維、創新思維、以及國際工程師所采用的多種解決工程問題的方法,向學生演示解決國際工程問題的創新途徑。學生將和國際資深工程師一起神灯彩票注册返点高,創建工程解決方案。在國際資深工程師的指導下,學習國際工程準則、授權許可、工程限制因素、風險、倫理道德、及工程過程對創新的影響;學習國際專利、知識產權神灯彩票注册返点高、及風險投資在國際工程項目及創業中的作用;學習將創新原理應用于國際工程實際神灯彩票注册返点高,在面向國際市場的環境下,撰寫國際專利神灯彩票注册返点高、形成商業模式(business model)、產生商業計劃書(business plan),體驗新產品從概念設計到工作模型的完整過程神灯彩票注册返点高,體驗創辦國際高新技術公司(Startups)的全過程,以及完成國際高新技術公司案例(失敗和成功)分析。學生接觸大量美國最新高科技信息神灯彩票注册返点高,并與美國優秀創業團隊和美國企業家進行視頻面對面交流。

GCI項目適合學生

全球競爭力國際教育項目主要針對大學一、二神灯彩票注册返点高、三年級學生。國際化將改變學生的傳統思維習慣神灯彩票注册返点高。學生從該項目中學到的知識可以在學習專業課程和課程設計中得到應用,對學生將來的工程師職業發展必將產生重要的影響。

附錄1AAFIE全球競爭力國際教育委員會

AAFIE國際工程教育委員會由美國大學教授和項目設計師組成。是本項目的領導團隊。該領導團隊的名單如下:

1、Dr. Thomas Gold,美國加利福尼亞大學伯克利分校(University of California, Berkeley)教授

Dr. Gold是加州大學教育國際化(Globalization)專家、加州大學全球項目(中國、韓國)首席教授、加州大學伯克利分校國際及區域研究副教務長、美中關系國家委員會委員。

2、Dr. Bharat Bhargava神灯彩票注册返点高,美國普渡大學(Purdue University)教授

Dr. Bhargava是美國普渡大學計算機科學、電氣、及計算機工程資深教授,美國電氣和電子工程師學會(IEEE)核心會員(勛章),七家國際學術期刊的主編或編委神灯彩票注册返点高,美國電氣和電子工程師學會可靠和分布式系統(IEEE Symposium on Reliable and Distributed Systems)創始人神灯彩票注册返点高。

3、Dr. Peter Scheuermann,美國西北大學(Northwestern University)教授

Dr. Scheuermann是美國西北大學工程及應用科學教授,美國電氣和電子工程師學會資深會員(Fellow of IEEE),曾任美國國家科學基金會(National Science Foundation)項目總監,多次擔任國際學術會議主席神灯彩票注册返点高。

4神灯彩票注册返点高、Dr. Karen DeBord,美國北卡羅來納州立大學(North Carolina State University)及弗吉尼亞理工學院(Virginia Tech)教授Dr. DeBord是美國北卡羅來納州立大學前研究生教育項目主任。

5. G. Mark Stewart

Stewart先生擁有24年新產品研發及系統工程經驗。在成為美國一名創業家之前,他長期在美國貝爾實驗室(Bell Laboratories)從事高性能設備、大型分布式處理系統、

實時處理系統、移動通訊神灯彩票注册返点高、網絡驗證和恢復等新產品的研發工作。在美國擁有十幾項專利。從2008年起,Stewart成為美國一名企業家神灯彩票注册返点高。美國國際教育聯盟副總裁。

Stewart先生在貝爾實驗室工作期間,利用他的分析和解決問題的能力,創造性地解決復雜的工程問題,大規模節省了工程成本、增加了產值。Stewart先生擁有十幾項美國和國際專利。

6. John C. (Jack) Phillips

Phillips先生擁有34年工程設計和工程管理工作經驗。曾長期在美國通用動力公司、美國愛立信等國際跨國公司擔任資深設計工程師(Senior Design Engineer)、

資深疲勞分析師(Senior Stress Analyst )、資深機械工程師(Senior Mechanical Engineer )、機械工程發展經理(Development Manager, Mechanical Engineering)神灯彩票注册返点高、資深項目經理(Senior Project Manager)、工程經理(Engineering Manager)神灯彩票注册返点高、研發總監(Director,Research & Development)等職務。

Phillips先生曾參與多款噴氣式超音速飛機和醫療器械的設計工作。他擁有22項美國專利和許多國際專利神灯彩票注册返点高。在業余時間,Phillips先生建造自己的全尺寸飛機。他目前正在建造一款四個座位的快速飛機。

7. Kirk Rasmussen

Rasmussen先生擁有超過25年在美國、歐洲、亞洲、和澳大利亞汽車及飛行器等工業領域的工程設計、制造、和項目管理工作經驗神灯彩票注册返点高。Rasmussen先生曾先后擔任美國通用汽車公司(General Motors)項目工程師(Project Engineer)和資深全球項目經理(Senior Mfg Global Project Manager)、美國通用電力(GE)公司項目經理(Program Manager)神灯彩票注册返点高、美國福特汽車公司(Ford Motor)資深技術管理經理(Senior Technical Mfg Supervisor)、及美國菲斯克汽車公司(Fisker Automotive)資深項目經理(Project Manager)等職務神灯彩票注册返点高。

Rasmussen先生參與了波音787“夢想客機”和多種車輛新產品開發的國際工程合作項目。

8. Bruce Cutting

Cutting先生擁有14年新產品研發經驗及17年系統工程經驗。曾長期在北方電訊公司(Nortel Networks)從事計算機通訊設備的硬件(Hardware and Firmware)和軟件架構(Software Architecture)新產品的研制。在光纖技術、數據通訊設備、局域網技術、廣域網技術、電信產品等方面具有豐富的經驗。此外,Cutting先生在美國電信行業多年擔任系統工程師和項目經理等職務。

9. Dan Morton

Morton先生擁有31年國際工程經驗,先后擔任美國通用汽車公司(General Motors)和美國通用動力公司的資深設計工程師(Senior Design Engineer)、領頭設計師(Lead Design Engineer)、項目經理(Program Manager)、質量工程師(Quality Engineer)、設計放行工程師(Design Release Engineer)、系統集成工程師(System Integration Engineer)、以及領頭項目工程師(Lead Project Engineer)等職神灯彩票注册返点高。

Morton先生在車輛設計和制造工程領域具有豐富的工作經驗。

附錄2:關于美國國際教育聯盟(AAFIE)

美國國際教育聯盟(American Alliance for International Education,簡稱AAFIE)是一個在美國普渡大學(Purdue University)、加州大學伯克利分校(University of California, Berkeley)、和西北大學(Northwestern University)等大學教授組成的董事會領導下神灯彩票注册返点高,組織美國高等學校、美國中小學校神灯彩票注册返点高、以及國際跨國公司,共同應對全球化挑戰的全美國際教育機構。AAFIE董事會領導一個由14人組成的常務執行委員會,全面負責高等教育和中小學教育兩大分支機構。AAFIE成員學校涵蓋美國中小學和大學,是美國最大的致力于國際教育的組織神灯彩票注册返点高。

1、美國國際教育聯盟(AAFIE)組織架構

美國國際教育聯盟(AAFIE)組織架構如下圖所示:

2、美國國際教育聯盟(AAFIE)主要項目

美國國際教育聯盟(AAFIE)目前開展的主要項目如下:

?AAFIE從1998年開始神灯彩票注册返点高,就利用視頻協作技術組織美國高等院校教授開展和歐洲高等院校教授之間的合作研究和教學,并向全球多個國際教育合作項目派遣優秀師資。

?AAFIE率先在美國發起和資助部分公立學校和大學通過“全球課堂”(Global Classroom)開展“全球競爭力”(Global Competence)培養項目。作為該計劃的一部分神灯彩票注册返点高,AAFIE引導美國公立學校和大學神灯彩票注册返点高,通過制定和實施科學、工程、與社會研究全球合作項目,將全球競爭力融入課程體系。

?AAFIE一直協助美國教育機構建立海外分?;蚪逃椖?,派遣美國優秀師資進入項目,并協助管理海外教育項目。

?AAFIE至今已經幫助美國203所學校與全球260所學校展開國際交流神灯彩票注册返点高,并利用世界最先進的視頻協作技術,組織美國優秀教師神灯彩票注册返点高,向全球開設以培養全球競爭力(Global Competence)為中心的示范性中小學課程和大學課程神灯彩票注册返点高。

?AAFIE率先設計并實施了面向世界各地工程類學生的全球工程卓越計劃(Global Engineering Excellence Program),以培養21世紀國際工程師的全球視野、跨文化溝通、國際合作、批判性和創造性思維、和解決全球問題的能力,為美國和全球經濟提供更多的合格國際工程師。

?AAFIE率先組織美國部分高等院校教授和國際跨國公司資深工程師,共同設計和實施了以應對全球化為宗旨的課程國際化項目,并與數個教育機構合作,建立了一批課程國際化示范性基地。

?AAFIE建設了兩個國際工程中心和一個國際產、學、研創新中心神灯彩票注册返点高,以探索利用現代先進技術應對全球化挑戰的有效途徑神灯彩票注册返点高。

附錄3:高等教育全球競爭力國際教育項目聯系方式

美國國際教育聯盟(AAFIE)國際教育合作部:

1、Frank Zeng神灯彩票注册返点高,電話:1–(408)203-8210;傳真:1–(408)228-5225

電子郵件:fzeng@aafie.org

2、Michael Armstrong,電話:1 - (408)571-3188;傳真:1–(408)228-5225

電子郵件:marmstrong@aafie.org

美國國際教育聯盟(AAFIE)中國代表處:

Jimmy Hu,電話:86 - 13808601575

電子郵件:jhu@aafie.org

2國際工程教育系列課程教學大綱(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.

常用系統與鏈接/LINK

湖北省武漢市洪山區珞喻路1037號 華中科技大學啟明學院 郵編:430074   電話:027-87558300 027-87793421   傳真:027-87793423  郵箱:qiming@hust.edu.cn

神灯彩票注册返点高