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美国国际教育联盟(AAFIE)国际工程教育系列课程

作者:时间:2016-10-24点击数:编辑:刘艳红

1 美国国际教育联盟(AAFIE)高等教育“全球竞争力国际教育”项目简介

2 国际工程教育系列课程教学大纲(英文)

2.1Fundamentals of International Engineering(国际工程基础)课程教学大纲(英文)

2.2International Engineering Communications(国际工程沟通)课程教学大纲(英文)

2.3Invention, Innovation & Entrepreneurship(工程发明、创新与创业)课程教学大纲(英文)

1美国国际教育联盟(AAFIE)高等教育“全球竞争力国际教育”项目简介(2.0版本)

高等教育“全球竞争力国际教育”项目的发起

在全球一体化的今天,解决方案必须考虑到对全球社会、全球经济、和全球环境的影响;企业的运营、新产品的设计必须以全球市场为导向。同时,团队合作早已跨越国界。国际化对高等院校学生的知识结构提出了新的挑战。全球视野、跨文化沟通能力、国际合作能力、国际环境下的创新能力、和解决全球问题的能力被称为21世纪人才的“全球竞争力” (Global Competence)。

为帮助高等院校学生应对全球化挑战,由美国普渡大学(Purdue University)教授Bharat Bhargava、美国加利福尼亚大学伯克利分校(University of California Berkeley)教授Thomas Gold、美国西北大学(Northwestern University)教授Peter Scheuermann、及美国北卡罗来纳州立大学(North Carolina State University)名誉教授Karen DeBord等联合美国部分国际跨国公司,共同发起了以培养21世纪国际人才全球竞争力为核心的“全球竞争力国际教育”项目GCI (Global Competence International Initiative)。在美国国际教育联盟(AAFIE)董事长、美国加州大学伯克利分校Thomas Gold教授的领导下,GCI项目组建了一支以美国国际跨国公司资深工程师和管理人员、美国大学教授、美国企业家组成的师资队伍,旨在通过世界最先进的互联网视频技术,将全球竞争力要素直接送进高等院校课堂。通过举办实时互动的国际课程,培养学生的创新思维、全球视野、跨文化沟通能力、国际合作能力、以及国际问题的解决能力。

GCI项目开展方式

由一批具有丰富的研发、设计、及企业管理经验的美国国际跨国公司的资深专业人员和美国大学教授组成的师资队伍,通过世界最先进的互联网视频协作技术,向高等院校进行真人、实时、互动授课。按照国际先进的教育理念,以最新的国际市场环境、国际惯例、国际跨国公司的业务流程、实践、国际商业规则、以及国际创新方法为蓝本,使学生掌握国际业务流程、国际创新模式、跨文化沟通、全球合作、以及国际团队协作技能。并在国际资深导师的指导下解决国际问题。

GCI项目平台

在全球化的背景下,学生应当是在全球的环境下(Global Context)学习和应用知识。学生的解决方案应当让国际专业人士进行评价,学生的设计方案应当具有国际视野,学生的创新教育应当是在全球的内容中进行的。学生的设计方案必须考虑很多全球因素(包括技术的和非技术的)。为此,该项目的学生项目(Student Projects)部分是在一个以培养大学生“全球竞争力”(Global Competence)为中心任务的阿海达(AAHED)国际社区完成的。学生在国际社区接受国际跨国公司国际导师的指导,学生需要向国际社区的导师们以及来自美国的大学生演示(Present)所提出的解决方案,并听取国际社区对其解决方案的评价。然后,中国学生通过亲身参与国际社区的互动和讨论,在国际环境中(Global Context)完成项目。

在该项目中,针对“国际竞争力”(Global Competence)的培养目标,学生在阿海达(AAHED)国际社区”开展一序列国际活动,增强学生的国际理解,拓展学生的全球视野,培养学生的全球合作能力。学生项目采用国际实践,解决真实的世界问题。

GCI项目主要内容

全球竞争力国际教育项目包括以下两大类课程:

第一类Globalization(全球化)课程

1、公共模块

引入全球化、多元化的含义,阐述全球化环境下的商品、服务、货币、资本、人员、信息、知识产权、文化的无国界流通;国际惯例、国际规则、全球扩张在国际商业活动和企业发展中的作用;通过全球化对经济、社会、资源、人才、技术、创新体系、创新模式、产品研发、信息的利用、媒体、各类组织、商业环境、市场、以及企业运营的影响的分析,展示国际合作和全球竞争力的新途径;最后,剖析美国全球经济策略和美国国际跨国公司商业模式。

2、分支模块

C1001西方文化与交际(Western Culture and Social Skills)

C1005跨文化沟通(Cross-cultural Communications)

C1006国际商业谈判(International Business Negotiation)

C1011国际合作(International Collaboration)

C1030全球项目管理(Managing Global Initiatives)

E1005国际业务流程(Multinational Enterprise Business Processes)

E2101国际战略决策(Global Strategic Decision)

E2121国际新产品研发流程(New Product Development Process)

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

E4001全球领导力(Global Leadership)

E4211国际项目管理(Global Project Management)

F1105国际创新(International Innovation)

F1201国际创业(International Entrepreneurship)

第二类Global Engineering Education国际工程教育系列课程

国际工程教育系列包含三门国际工程通识教育课程。学生通过直接与美国国际资深工程师互动,学习和体验国际工程研发流程、国际工程创新模式、国际工程沟通、全球合作、以及国际团队协作。并在美国国际工程师的指导下解决国际工程问题。

(1)Fundamentals of International Engineering(国际工程基础)

本课程由美国国际跨国公司资深工程师,通过实时互动的方式,向学生系统介绍国际工程技术领域、职业、及其就业机会,国际工程师必需的技能,工程领域创新思维,国际工程师职业道德和法律责任,国际工程领域规范,国际工程项目管理,国际工程领域事件及其对工程技术发展的影响,工程技术解决方案对全球社会、全球经济、生活习惯、全球环境的影响,工程领域全球合作的实践和案例,系统工程,国际跨国公司组织结构,国际工程中的工具、能源、材料、可制造性、信息、资金、技术进步,国际工程项目流程,产品设计流程,国际工程文档等。通过国际工程实际项目,着重使学生掌握在国际环境下的产品研发流程和工程问题解决方法。

(2)International Engineering Communications(国际工程沟通)

本课程由美国国际跨国公司资深工程师,通过实时互动的方式,向学生传授国际工程领域有效的沟通技巧。从产品的规划和概念设计到产品维护的全过程的工程师职业生涯中的口头沟通(Oral communication)、文本沟通(Documentation Communication)、技术沟通(Technical Communication)、团队合作沟通(Team Communication)、及大众沟通(Public Communication)等。通过营造典型国际工程领域的工作环境,帮助学生分析工程师沟通模式(Communication Models)。学生在美国国际跨国公司资深工程师的引导下,完成团队合作项目,包括与美国工程师实际练习工程小组会议、团队例会、电话会议、项目会议、工程方案和设计的初审、关键、及最后审核会议、跨国客户互动、媒体采访,以及撰写国际环境下的工程建议书(Proposal)、工程可行性报告、工程进度报告、产品开发各阶段技术文档、工程会议讲演稿等。着重培养学生国际工程沟通能力、国际协作能力、以及国际工程领导能力。

(3)Invention, Innovation & Entrepreneurship(工程发明、创新与创业)

本课程由美国国际跨国公司资深工程师,通过实时互动的方式,向学生讲授国际环境下的工程发明、创新和创业基础、创新系统、创新途径、创新特征、工程创新模式、工程发明与创新过程、技术评价、技术转移体系、高新技术企业孵化、以及美国硅谷创新模式和商业运作模式。向学生介绍、解释批判性思维、创新思维、以及国际工程师所采用的多种解决工程问题的方法,向学生演示解决国际工程问题的创新途径。学生将和国际资深工程师一起,创建工程解决方案。在国际资深工程师的指导下,学习国际工程准则、授权许可、工程限制因素、风险、伦理道德、及工程过程对创新的影响;学习国际专利、知识产权、及风险投资在国际工程项目及创业中的作用;学习将创新原理应用于国际工程实际,在面向国际市场的环境下,撰写国际专利、形成商业模式(business model)、产生商业计划书(business plan),体验新产品从概念设计到工作模型的完整过程,体验创办国际高新技术公司(Startups)的全过程,以及完成国际高新技术公司案例(失败和成功)分析。学生接触大量美国最新高科技信息,并与美国优秀创业团队和美国企业家进行视频面对面交流。

GCI项目适合学生

全球竞争力国际教育项目主要针对大学一、二、三年级学生。国际化将改变学生的传统思维习惯。学生从该项目中学到的知识可以在学习专业课程和课程设计中得到应用,对学生将来的工程师职业发展必将产生重要的影响。

附录1AAFIE全球竞争力国际教育委员会

AAFIE国际工程教育委员会由美国大学教授和项目设计师组成。是本项目的领导团队。该领导团队的名单如下:

1Dr. Thomas Gold,美国加利福尼亚大学伯克利分校(University of California, Berkeley)教授

Dr. Gold是加州大学教育国际化(Globalization)专家、加州大学全球项目(中国、韩国)首席教授、加州大学伯克利分校国际及区域研究副教务长、美中关系国家委员会委员。

2Dr. Bharat Bhargava,美国普渡大学(Purdue University)教授

Dr. Bhargava是美国普渡大学计算机科学、电气、及计算机工程资深教授,美国电气和电子工程师学会(IEEE)核心会员(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可靠和分布式系统(IEEE Symposium on Reliable and Distributed Systems)创始人。

3Dr. Peter Scheuermann,美国西北大学(Northwestern University)教授

Dr. Scheuermann是美国西北大学工程及应用科学教授,美国电气和电子工程师学会资深会员(Fellow of IEEE),曾任美国国家科学基金会(National Science Foundation)项目总监,多次担任国际学术会议主席。

4Dr. Karen DeBord,美国北卡罗来纳州立大学(North Carolina State University)及弗吉尼亚理工学院(Virginia Tech)教授Dr. DeBord是美国北卡罗来纳州立大学前研究生教育项目主任。

5. G. Mark Stewart

Stewart先生拥有24年新产品研发及系统工程经验。在成为美国一名创业家之前,他长期在美国贝尔实验室(Bell Laboratories)从事高性能设备、大型分布式处理系统、

实时处理系统、移动通讯、网络验证和恢复等新产品的研发工作。在美国拥有十几项专利。从2008年起,Stewart成为美国一名企业家。美国国际教育联盟副总裁。

Stewart先生在贝尔实验室工作期间,利用他的分析和解决问题的能力,创造性地解决复杂的工程问题,大规模节省了工程成本、增加了产值。Stewart先生拥有十几项美国和国际专利。

6. John C. (Jack) Phillips

Phillips先生拥有34年工程设计和工程管理工作经验。曾长期在美国通用动力公司、美国爱立信等国际跨国公司担任资深设计工程师(Senior Design Engineer)、

资深疲劳分析师(Senior Stress Analyst )、资深机械工程师(Senior Mechanical Engineer )、机械工程发展经理(Development Manager, Mechanical Engineering)、资深项目经理(Senior Project Manager)、工程经理(Engineering Manager)、研发总监(Director,Research & Development)等职务。

Phillips先生曾参与多款喷气式超音速飞机和医疗器械的设计工作。他拥有22项美国专利和许多国际专利。在业余时间,Phillips先生建造自己的全尺寸飞机。他目前正在建造一款四个座位的快速飞机。

7. Kirk Rasmussen

Rasmussen先生拥有超过25年在美国、欧洲、亚洲、和澳大利亚汽车及飞行器等工业领域的工程设计、制造、和项目管理工作经验。Rasmussen先生曾先后担任美国通用汽车公司(General Motors)项目工程师(Project Engineer)和资深全球项目经理(Senior Mfg Global Project Manager)、美国通用电力(GE)公司项目经理(Program Manager)、美国福特汽车公司(Ford Motor)资深技术管理经理(Senior Technical Mfg Supervisor)、及美国菲斯克汽车公司(Fisker Automotive)资深项目经理(Project Manager)等职务。

Rasmussen先生参与了波音787“梦想客机”和多种车辆新产品开发的国际工程合作项目。

8. Bruce Cutting

Cutting先生拥有14年新产品研发经验及17年系统工程经验。曾长期在北方电讯公司(Nortel Networks)从事计算机通讯设备的硬件(Hardware and Firmware)和软件架构(Software Architecture)新产品的研制。在光纤技术、数据通讯设备、局域网技术、广域网技术、电信产品等方面具有丰富的经验。此外,Cutting先生在美国电信行业多年担任系统工程师和项目经理等职务。

9. Dan Morton

Morton先生拥有31年国际工程经验,先后担任美国通用汽车公司(General Motors)和美国通用动力公司的资深设计工程师(Senior Design Engineer)、领头设计师(Lead Design Engineer)、项目经理(Program Manager)、质量工程师(Quality Engineer)、设计放行工程师(Design Release Engineer)、系统集成工程师(System Integration Engineer)、以及领头项目工程师(Lead Project Engineer)等职。

Morton先生在车辆设计和制造工程领域具有丰富的工作经验。

附录2:关于美国国际教育联盟(AAFIE)

美国国际教育联盟(American Alliance for International Education,简称AAFIE)是一个在美国普渡大学(Purdue University)、加州大学伯克利分校(University of California, Berkeley)、和西北大学(Northwestern University)等大学教授组成的董事会领导下,组织美国高等学校、美国中小学校、以及国际跨国公司,共同应对全球化挑战的全美国际教育机构。AAFIE董事会领导一个由14人组成的常务执行委员会,全面负责高等教育和中小学教育两大分支机构。AAFIE成员学校涵盖美国中小学和大学,是美国最大的致力于国际教育的组织。

1、美国国际教育联盟(AAFIE)组织架构

美国国际教育联盟(AAFIE)组织架构如下图所示:

2、美国国际教育联盟(AAFIE)主要项目

美国国际教育联盟(AAFIE)目前开展的主要项目如下:

♦AAFIE从1998年开始,就利用视频协作技术组织美国高等院校教授开展和欧洲高等院校教授之间的合作研究和教学,并向全球多个国际教育合作项目派遣优秀师资。

♦AAFIE率先在美国发起和资助部分公立学校和大学通过“全球课堂”(Global Classroom)开展“全球竞争力”(Global Competence)培养项目。作为该计划的一部分,AAFIE引导美国公立学校和大学,通过制定和实施科学、工程、与社会研究全球合作项目,将全球竞争力融入课程体系。

♦AAFIE一直协助美国教育机构建立海外分校或教育项目,派遣美国优秀师资进入项目,并协助管理海外教育项目。

♦AAFIE至今已经帮助美国203所学校与全球260所学校展开国际交流,并利用世界最先进的视频协作技术,组织美国优秀教师,向全球开设以培养全球竞争力(Global Competence)为中心的示范性中小学课程和大学课程。

♦AAFIE率先设计并实施了面向世界各地工程类学生的全球工程卓越计划(Global Engineering Excellence Program),以培养21世纪国际工程师的全球视野、跨文化沟通、国际合作、批判性和创造性思维、和解决全球问题的能力,为美国和全球经济提供更多的合格国际工程师。

♦AAFIE率先组织美国部分高等院校教授和国际跨国公司资深工程师,共同设计和实施了以应对全球化为宗旨的课程国际化项目,并与数个教育机构合作,建立了一批课程国际化示范性基地。

♦AAFIE建设了两个国际工程中心和一个国际产、学、研创新中心,以探索利用现代先进技术应对全球化挑战的有效途径。

附录3:高等教育全球竞争力国际教育项目联系方式

美国国际教育联盟(AAFIE)国际教育合作部:

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

电子邮件:fzeng@aafie.org

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

电子邮件:marmstrong@aafie.org

美国国际教育联盟(AAFIE)中国代表处:

Jimmy Hu,电话:86 - 13808601575

电子邮件:jhu@aafie.org

2国际工程教育系列课程教学大纲(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.

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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%

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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

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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:

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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.

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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.

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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

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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

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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;

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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

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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

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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.

常用系统与链接/LINK

湖北省武汉市洪山区珞喻路1037号 华中科技大学启明学院 邮编:430074   电话:027-87558300 027-87793421   传真:027-87793423  邮箱:qiming@hust.edu.cn