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Relevant bibliographies by topics / Engineer-educator

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Academic literature on the topic 'Engineer-educator'

Author: Grafiati

Published: 4 June 2025

Last updated: 23 June 2025

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Journal articles on the topic "Engineer-educator"

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Bhowmik, Nani, Everett V. Richardson, and Pierre Y. Julien. "Daryl B. Simons—Hydraulic Engineer, Researcher, and Educator." Journal of Hydraulic Engineering 134, no. 3 (2008): 287–94. http://dx.doi.org/10.1061/(asce)0733-9429(2008)134:3(287).

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Rambusch, Viggo, and Dick Fagan. "The Century Series: Pioneers Louis Bell: Editor, Educator, Engineer." Lighting Design + Application 34, no. 9 (2004): 63. https://doi.org/10.1177/036063250403400918.

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O'Melia, Charles R. "Letters: In memoriam Paul L. Busch: Engineer, educator, leader." Environmental Science & Technology 33, no. 17 (1999): 347A. http://dx.doi.org/10.1021/es9929685.

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Machura, Piotr. "The Engineer as an Educator: Goods, Virtues, and Secondary Practices." Studies in Logic, Grammar and Rhetoric 69, no. 1 (2024): 603–20. https://doi.org/10.2478/slgr-2024-0032.

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Abstract How should ethical standards be maintained within engineering and engineering education? The present paper addresses this question with relation to the dominant models of engineering ethics (EE) to show that their limits might be overcome by incorporating the vocabulary of neo-Aristotelian virtue ethics. On the basis of the MacIntyrean concept of practice, the secondary role of engineering is highlighted which echoes similar debates concerning education. This similarity is picked up to argue that the role of the engineer in relation to the end-users of their projects should be understood as on a par with the teacher-student relationship. This enables us not only to redefine the internal good of engineering and the ground for EE, but also to indicate the key virtues and educational models for engineering that they should be key parts of.

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Leymarie, Frederic Fol, and Seymour Simmons. "What Is It about Art? A Discussion on Art.Intelligence.Machine." Arts 11, no. 5 (2022): 100. http://dx.doi.org/10.3390/arts11050100.

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The interrelationship among art, intelligence, and machine has important implications for the visual arts as part of a general education. Here, Frederic Fol Leymarie (FFL), a computer scientist and engineer at Goldsmiths College, and Seymour Simmons III (SS3), an artist and art educator from Winthrop University, South Carolina, discuss these issues and the value of sustained cross-disciplinary conversations in addressing challenges in the 21st century.

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Petin, Dmitriy I. "Military engineer and educator colonel Pavel Pavlovich Golyshev: aspects of biography and performance." Vestnik Tomskogo gosudarstvennogo universiteta. Istoriya, no. 65 (June 1, 2020): 35–41. http://dx.doi.org/10.17223/19988613/65/5.

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Kuznick, Peter J., and Jack S. Goldstein. "A Different Sort of Time: The Life of Jerrold R. Zacharias, Scientist, Engineer, Educator." Journal of American History 80, no. 1 (1993): 332. http://dx.doi.org/10.2307/2079831.

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Goldstein, Jack S., and Herb Lin. "A Different Sort of Time: The Life of Jerrold R. Zacharias, Scientist, Engineer, Educator." American Journal of Physics 61, no. 2 (1993): 189–91. http://dx.doi.org/10.1119/1.17285.

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Zaostrovtsev, A. "Modern Austrian School on Institutions, Development Problems and the Role of the Economist." Voprosy Ekonomiki, no. 7 (July 20, 2015): 73–86. http://dx.doi.org/10.32609/0042-8736-2015-7-73-86.

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The article deals with the classification of institutions by the reporesentatives of modern Austrian economic school and its meaning for understanding the problems of development economics. The especially important role of institu- tional stickiness in the initially alien social environment is emphasized. Attention is drawn to the fact that the intention to impute progressive institutions in a backward country without adjustment to its endogenous institutions or chang- ing the latter by formation of new beliefs may lead to their rejection. On this basis the modern Austrian school sees the economist not as an engineer, but as a researcher and beliefs affecting educator.

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Reimer, Michael J. "Contradiction and Consciousness in ʿAli Mubarak's Description of al-Azhar". International Journal of Middle East Studies 29, № 1 (1997): 53–69. http://dx.doi.org/10.1017/s0020743800064151.

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Of the many talented men who entered government service in Egypt in the 19th century, none equaled in sheer energy and productivity ʿAli Mubarak Pasha (1823/4–1893). Engineer, officer, administrator, educator, and author, he was the outstanding Egyptian of his generation and the first native Muslim to head a government department in modern times. Yet his most enduring legacy are his writings, in particular his famous Khitat. A twenty-volume topographical encyclopedia published in the 1880s, the Khitat of ʿAli Mubarak is a landmark of Arabic prose and probably constitutes the greatest existing historical record of Egyptian society.

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Books on the topic "Engineer-educator"

1

Service, Shell Education, ed. Dame Caroline Haskett, engineer and educator, 1895-1957. Shell Education Service, 1994.

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Moriarty, Catherine. John Galbraith, 1846-1914: Engineer and educator : a portrait. Faculty of Applied Science and Engineering, University of Toronto, 1989.

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Goldstein, Jack S. A different sort of time: The life of JerroldR. Zacharias : scientist, engineer, educator. MIT Press, 1992.

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Goldstein, Jack S. A different sort of time: The life of Jerrold R. Zacharias, scientist, engineer, educator. MIT Press, 1992.

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Elementary, Engineering is. Wee Engineer Educator Guide Print + Digital 1yr. Engineering is Elementary, 2022.

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Elementary, Engineering is. Wee Engineer Educator Guide Print + Digital 1yr: Bundle. Engineering is Elementary, 2020.

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Dunnicliff, John. Ralph B. Peck Educator and Engineer The Essence of the Man. BiTech Publishers, 2006.

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Charles Dupin and his influence on France, 1784-1873: The contributions of a mathematician, educator, engineer, and statesman. Cambria Press, 2011.

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Book chapters on the topic "Engineer-educator"

1

Dolphin, Glenn, and Robert Kelly. "Transformative Teaching: From Educator to Design Engineer." In Science: Philosophy, History and Education. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-68667-2_2.

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Schubert, Volker. "The Educator as Engineer: Technology and Education in John Dewey." In Pedagogical Anthropology of Technology. Springer Fachmedien Wiesbaden, 2025. https://doi.org/10.1007/978-3-658-47540-6_2.

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Rousseau, Grégoire, and Nora Sternfeld. "Educating the Commons and Commoning Education: Thinking Radical Education with Radical Technology." In Post-Digital, Post-Internet Art and Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_7.

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AbstractAll over the world, education—which could be understood as a universal right and public good—is facing processes of economization and privatization. Technology—which could be understood as a common means of production, collaboratively developed—is taken away from the public and put into corporate hands. This article is designed as a conversation investigating the question of shared and common knowledge from the perspectives of an educator and an engineer, respectively. The dialogue explores necessary convergences in radical practices of commoning, and possible future strategies for education and Open Technology. It asks how new models can challenge the neoliberal agenda and move away from established policies, and how a collective re-appropriation of the means of production could emerge within a post-digital society.

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Smith, Sara B. "Engineer to Educator." In Identifying, Describing, and Developing Teachers Who Are Gifted and Talented. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5879-8.ch006.

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In this chapter, the author traces her path from youth all the way through her current status as a high school teacher. The author describes some of the benefits and difficulties experienced as a gifted and talented adult who has found herself in the role of teacher. The hope is that some of what she shares will stimulate thought and discussion about the present state of education and how to hold on to truly highly qualified educators. Our students need great teachers; teachers who are passionate, knowledgeable, and who are not afraid to push the status quo. Gifted and talented educators can provide a tough, lasting education. We can teach students more than the content. At the same time we are nurturing our students, we, too, need to be nurtured.

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Patel, Rumana, Olubukola Osuntade, and Alana C. Hoare. "Gendered Analysis of the Academy." In Women Transforming the Future of Higher Education. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-3968-8.ch012.

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Leadership through the lenses of three women in the academy is explored. Using collaborative narrative analysis, the authors identify gradated similarities between gendered phenomena within India, Nigeria, and Canada. The first author is an engineer, educator, and Woman of Color from India. The second is a mother, Black feminist scholar, and agricultural scientist from Nigeria. The third is an educator, social justice scholar, and White second-generation settler Canadian. Three challenges surfaced during the conversations: 1) lack of acknowledgement that a problem exists; 2) collective punishment; and 3) unrealistic expectations about how women should balance their work and life within a system that forces the segregation of the two. Three opportunities surfaced for deconstructing the center from which exclusion is derived: 1) disrupting the work/life balance binary, 2) telling stories of unlearning and learning, and 3) the role of White women in the Canadian academy.

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Kasimatis, Katerina, Andreas Moutsios-Rentzos, Nikolaos Matzakos, Varvara Rozou, and Dionisios Kouloumpis. "PRE-SERVICE ENGINEER EDUCATORS LEARNING MATHEMATICS: MAPPING THE LIVED COMPLEXITY." In Advances in Education and Educational Trends Series. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead05.

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In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.

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Bhargava, Rahul. "We Need a Larger Data Toolbox." In Community Data. Oxford University PressOxford, 2024. https://doi.org/10.1093/oso/9780198911630.003.0001.

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Abstract Community-level organizations are increasingly using data to further their goals but struggle to connect to people via standard tools such as tables, charts, and graphs. At the same time a growing number of public decisions are made based on data; key global challenges are best understood using data, and data production is increasing in all parts of our lives. I’ve been working on this disconnect for over fifteen years, applying my experiences as a computer engineer and educator to design learning activities and collaborations across newspapers, museums, libraries, civil society organizations, and government. My experiences have shown me how radical pedagogies and arts practices from those pro-social institutions inspire alternative approaches to working with and representing data, ones that can help avoid replicating the burdened history of data as a tool for control.

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Cutler, David. "Introduction." In The Savvy Musician 2.0. Oxford University PressNew York, NY, 2025. https://doi.org/10.1093/9780197795965.003.0001.

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Abstract Whether aspiring to become a performer, educator, creator, engineer, administrator, business owner, manager, or some other type of professional, you probably chose a career in music to pursue your talents and passion. What scares you, however, are financial realities and daunting industry challenges. The central assumption of this book is that success is possible for savvy musicians able to dream big, turn obstacles into opportunities, innovate solutions, plan strategically, and get things done. The Savvy Musician 2.0 will help you thrive. Part I addresses a variety of actionable issues relevant to individuals and organizations from any area of the industry. These include entrepreneurial mindset, unique positioning, business model design, financial issues, project management, and leaving a legacy. Part II examines three types of artistic expression: live performance, recording, and video. Part III explores specific career paths. Along the way, more than 150 vignettes introduce innovative, transferrable approaches pursued by a variety of actual artists and organizations.

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Conference papers on the topic "Engineer-educator"

1

Liaska, Oksana, and Eugen Shkilnyuk. "PROBLEMS OF PROFESSIONAL-PEDAGOGICAL TRAINING OF ENGINEER-EDUCATOR-AGRARIAN." In MODALITĂȚI CONCEPTUALE DE DEZVOLTARE A ȘTIINȚEI MODERNE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/20.11.2020.v3.02.

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""Professor Ned H. Burns, Ph.D.—Scholar, Educator and Engineer"." In SP-231: Ned H Burns Symposium on Historic Innovations in Prestressed Concrete. American Concrete Institute, 2005. http://dx.doi.org/10.14359/14932.

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Szyperski, Clemens. "The making of a software engineer challenges for the educator." In the 27th international conference. ACM Press, 2005. http://dx.doi.org/10.1145/1062455.1062577.

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Davey, Bill, and Kevin R. Parker. "Requirements Elicitation Problems: A Literature Analysis." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2137.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Requirements elicitation is the process through which analysts determine the software requirements of stakeholders. Requirements elicitation is seldom well done, and an inaccurate or incomplete understanding of user requirements has led to the downfall of many software projects. This paper proposes a classification of problem types that occur in requirements elicitation. The classification has been derived from a literature analysis. Papers reporting on techniques for improving requirements elicitation practice were examined for the problem the technique was designed to address. In each classification the most recent or prominent techniques for ameliorating the problems are presented. The classification allows the requirements engineer to be sensitive to problems as they arise and the educator to structure delivery of requirements elicitation training.

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