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Relevant bibliographies by topics / Engineering as a profession

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Academic literature on the topic 'Engineering as a profession'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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Journal articles on the topic "Engineering as a profession"

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Dixon, H., and K. Harker. "The engineering profession." Electronics and Power 32, no. 7 (1986): 510. http://dx.doi.org/10.1049/ep.1986.0298.

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Young, A. "The engineering profession." Electronics and Power 32, no. 7 (1986): 511. http://dx.doi.org/10.1049/ep.1986.0299.

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Rojter, Josef. "Engineering Profession as a Social Practice: Impact on Professional Engineering Education." International Journal of Technology, Knowledge, and Society 2, no. 7 (2007): 135–40. http://dx.doi.org/10.18848/1832-3669/cgp/v02i07/55657.

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Losty, Howard H. W. "The Engineering Profession 1990." IEE Review 37, no. 2 (1991): 56. http://dx.doi.org/10.1049/ir:19910025.

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Julien, Pierre Y. "Our Hydraulic Engineering Profession." Journal of Hydraulic Engineering 143, no. 5 (May 2017): 03117002. http://dx.doi.org/10.1061/(asce)hy.1943-7900.0001267.

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Stern, Sheldon M. "The Clinical Engineering Profession." Journal of Clinical Engineering 15, no. 4 (July 1990): 265–68. http://dx.doi.org/10.1097/00004669-199007000-00006.

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Yarmus, James J. "Ethics in Professional Engineering: The Profession with No Scandals." Leadership and Management in Engineering 11, no. 1 (January 2011): 7–8. http://dx.doi.org/10.1061/(asce)lm.1943-5630.0000090.

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Parasonis, Josifas, and Andrej Jodko. "ARCHITECTURAL ENGINEERING AS A PROFESSION: REPORT ON RESEARCH LEADING TO A CURRICULUM REVISION." Journal of Civil Engineering and Management 19, no. 5 (October 29, 2013): 738–48. http://dx.doi.org/10.3846/13923730.2013.812980.

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Modern design practice, where an architect works with engineers in a large team, lacks optimisation. Improvement of collaboration between the professions of architecture (A) and structural engineering (SE) would result in more efficient structures. Collaboration can be improved by professionals who have training and/or experience in both professions. The fact is proved by the professionals that either were separately trained in each field, or had integrated training in both fields, or successfully practised on the borderline between A and E. The concept of architectural engineering (AE) appeared in the late nineteenth century, and the profession has increasingly been developing from that time on. The Aim of the research is to develop a competence model (CM) for an AE professional, and scientifically substantiate the subject matter of the undergraduate AE programme. The Scope of the study is the analysis of collaboration issues relating to the civil engineering (CE) and A professions, studies on the development of CM, and development of the study programme curriculum. The authors developed a CM for an AE professional containing essential competences and courses of the curriculum for training of the modern professional proficient in the development of architectural and structural design projects.

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Denning, Peter J., and Richard D. Riehle. "The profession of ITIs software engineering engineering?" Communications of the ACM 52, no. 3 (March 2009): 24–26. http://dx.doi.org/10.1145/1467247.1467257.

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Yadin, David, Saide Calil, Nicolas Pallikarakis, Mladen Poluta, Stefano Bergamasco, Daniel Clark, Tom Judd, et al. "Is Clinical Engineering an occupation or profession?" Global Clinical Engineering Journal 4, no. 2 (June 1, 2021): 26–35. http://dx.doi.org/10.31354/globalce.v4i2.131.

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In this paper, we examine the practice level of engineers and discuss whether Clinical Engineering is a profession or an occupation. Many think that occupation and profession are synonyms, but are they? One must explore the difference, if it exists, between these terms, and to accomplish that, clarification of these terms is being offered and established first. We conducted a review of the terms and proceeded to identify if the tenants that are expected to be associated with professional standing are included in applying clinical engineering practices and to what level if it is. Engineering is a profession that improves the quality of living and for the common good. The professional education of engineers requires the education to contain a body of specialized knowledge, problem-solving skills, ethical behavior, and good analytical judgment in the service of all people. The engineering education domains aim to form individuals who are intellectually trained, practically adept, and ethically accountable for their work. Especially within the healthcare delivery system, engineering work engages problem-solving dependent upon sufficient body of knowledge to deal with practical problems by understanding the why, knowing how and identifying the when. There are various levels of the expected body of knowledge within the clinical engineering field ranging from engineers with formal academic training at undergraduate and graduate levels to clinical engineering technologists and technicians having graduated from between 1-4 years of academic training. Engineers may further select to publicly proclaim their adequate preparation and mastering of knowledge to conduct their work through a credentialing process that can confer the term professional, registered, or certified engineer if successfully achieved. Once the differences of working characteristics and obligations between occupation and profession are understood, it is clear that clinical engineers must continuously commit to pursue and fulfill these obligations. Therefore, every professional engineer is called on to achieve a certain degree of intellectual and technical mastery and acquire practical wisdom that brings together the knowledge and skills that best serve a particular purpose for the good of humanity. Clinical engineers and technologists are critical for sustaining the availability of safe, effective, and appropriate technology for patient care. It is as important for their associations to collaborate on compliance with professional obligations that their jobs require.

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Dissertations / Theses on the topic "Engineering as a profession"

1

Chase, Derek B. A. (Derek Brian Alan) Carleton University Dissertation Management Studies. "Utilization of professional ability in organizations - a LISREL model of the Canadian engineering profession." Ottawa, 1995.

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Dean, Travis Lawrence. "THE STATE OF SOFTWARE ENGINEERING MATURITY AND LICENSURE." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/469.

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IEEE-CS is pursuing licensing for software engineers, but ACM believes that software engineering is too immature, and regulating the profession would be premature. In 1996, Norman Gibbs and Gary Ford from Carnegie Mellon University performed a qualitative survey of the maturity of the software engineering profession. I apply this model to the present state of the art in software engineering and analyze the results for 2010. I analyze the maturity of software engineering to determine that the profession is not yet ready for licensure. This is not because the infrastructure of software engineering is too immature, but because we have failed to establish an appropriate body of knowledge for software engineers. I also show that once an appropriate body of knowledge is established, licensure will be an appropriate next step and will open the way for the profession to fully mature.

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Winqvist, Mikael, and Jonas Jolhammar. "Personality traits and preference for media richness in the software engineering profession." Thesis, Blekinge Tekniska Högskola, Institutionen för industriell ekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-17690.

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Buse, Kathleen Relihan. "Women Persisting in the Engineering Profession: A Paradoxical Explanation Adapting Intentional Change Theory." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333586402.

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Bourque, Pierre. "Contributions to the maturation of software engineering as a discipline and a recognised profession." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415869.

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Artemeva, Natalia. "Becoming an engineering communicator : a study of novices' trajectories in learning genres of their profession." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100312.

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The study presented in this dissertation focusses on the analysis of novices' trajectories in learning genres of their profession, engineering. The goals of the study are: (a) to refine the current understanding of what constitutes professional genre knowledge and of how novices learn and use genres of professional communication, and (b) to test the effectiveness of the suggested pedagogy for an Engineering Communication course. This qualitative longitudinal exploration includes ten case studies that span eight years and trace the participants' trajectories through the university and workplaces. I use a combination of three theoretical perspectives---Rhetorical Genre Studies, Activity Theory, and situated learning---as a lens for the analysis of novices' learning trajectories on their way to becoming professional communicators. The study demonstrates that in addition to the knowledge of genre conventions and understanding of an audience's expectations, genre knowledge is a result of a summative effect of such ingredients accumulated from different sources at different time periods as (a) cultural capital, (b) domain content expertise, (c) the novice's understanding of the improvisational qualities of genre, (d) agency, as reflected in the novice's ability to both seize and create kairotic moments in the chronological flux of time and enact genres in the ways that are recognizable by the community of practice, (e) formal education, (f) workplace experiences, and (g) private intention. The study indicates that the ingredients of genre knowledge accumulated in one context may be used in another, that is, that rhetorical strategy may be portable, thus allowing novices to adapt genres learned elsewhere to a new rhetorical situation. The study also shows that communication practices can be successfully taught outside of local contexts, for example, in the academic classroom. In addition I draw pedagogical implications of the inquiry for the communication classroom; for example, that communication instructors need to extend their pedagogies beyond teaching genre conventions and audience awareness and provide classroom contexts that would allow students to develop the understanding of genre as allowing for flexibility and educated intervention. The study also shows that the timing of the offering of domain-specific communication courses is crucial for the students to be able to develop the sense of connections among communication courses, subject matter courses, and professional practice.

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Gardner, Peter John. "An investigation into information technology and related factors, and their effect on the UK structural engineering profession." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243651.

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Jesiek, Brent K. "Between Discipline and Profession: A History of Persistent Instability in the Field of Computer Engineering, circa 1951-2006." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30212.

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This dissertation uses a historical approach to study the origins and trajectory of computer engineering as a domain of disciplinary and professional activity in the United States context. Expanding on the general question of "what is computer engineering?," this project investigates what counts as computer engineering knowledge and practice, what it means to be a computer engineer, and how these things have varied by time, location, actor, and group. This account also pays close attention to the creation and maintenance of the "sociotechnical" boundaries that have historically separated computer engineering from adjacent fields such as electrical engineering and computer science. In addition to the academic sphere, I look at industry and professional societies as key sites where this field originated and developed. The evidence for my analysis is largely drawn from journal articles, conference proceedings, trade magazines, and curriculum reports, supplemented by other primary and secondary sources. The body of my account has two major parts. Chapters 2 through 4 examine the pre-history and early history of computer engineering, especially from the 1940s to early 1960s. These chapters document how the field gained a partially distinct professional identity, largely in the context of industry and through professional society activities. Chapters 5 through 7 turn to a historical period running from roughly the mid 1960s to early 1990s. Here I document the establishment and negotiation of a distinct disciplinary identity and partially unique "sociotechnical settlement" for computer engineering. Professional societies and the academic context figure prominently in these chapters. This part of the dissertation also brings into relief a key argument, namely that computer engineering has historically occupied a position of "persistent instability" between the engineering profession, on the one hand, and independent disciplines such as computer science, on the other. In an Epilogue I review some more recent developments in the educational arena to highlight continued instabilities in the disciplinary landscape of computing, as well as renewed calls for the establishment of a distinct disciplinary and professional identity for the field of computer engineering. I also highlight important countervailing trends by briefly reviewing the history of the software/hardware codesign movement.
Ph. D.

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Hackett, James Arthur. "The role of cost estimators in UK construction : a case for, and steps towards, an estimating profession." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3001/.

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Estimators and Quantity Surveyors (QS) have pivotal roles in the profitability of construction contracts; however, only QSs have professional recognition. Comparisons between these groups suggested that this may be an anomaly. The purpose of this thesis was to consider the role of the Estimator relative to the accepted criteria attaching to professional status. To achieve this, definitions of a profession were used to compare QSs and Estimators in terms of remuneration, education and professional representation. A statistical analysis on each of these conditions suggested that there was no significant difference in terms of salary offered or education required, by employers. Further investigation, however, did reveal considerable differences in educational and professional opportunities, favouring QSs. With regard to the key defining criteria of a profession and the consideration given by employers, the results indicated that there was no difference between the two groups. Further surveys developed proposals for an Estimator “Body of Knowledge” (BoK) and Training Needs Analysis (TNA) and also found a changing role in meeting diverse client-driven procurement methods and employer requirements. As this demonstrated a case for professional recognition to be considered then these proposals could be used as a platform for further development.

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Hall, Abraham. "Using Freebase, an Automatically Generated Dictionary, and a Classifier to Identify a Person's Profession in Tweets." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5788.

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Algorithms for classifying pre-tagged person entities in tweets into one of eight profession categories are presented. A classifier using a semi-supervised learning algorithm that takes into consideration the local context surrounding the entity in the tweet, hash tag information, and topic signature scores is described. In addition to the classifier, this research investigates two dictionaries containing the professions of persons. These two dictionaries are used in their own classification algorithms which are independent of the classifier. The method for creating the first dictionary dynamically from the web and the algorithm that accesses this dictionary to classify a person into one of the eight profession categories are explained next. The second dictionary is freebase, an openly available online database that is maintained by its online community. The algorithm that uses freebase for classifying a person into one of the eight professions is described. The results also show that classifications made using the automated constructed dictionary, freebase, or the classifier are all moderately successful. The results also show that classifications made with the automated constructed person dictionary are slightly more accurate than classifications made using freebase. Various hybrid methods, combining the classifier and the two dictionaries are also explained. The results of those hybrid methods show significant improvement over any of the individual methods.
M.S.
Masters
Electrical Engineering and Computer Science
Engineering and Computer Science
Computer Science

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Books on the topic "Engineering as a profession"

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Burghardt, M. David. Introduction to the engineering profession. 2nd ed. New York: HarperCollins College Publishers, 1995.

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Introduction to the engineering profession. 2nd ed. New York: Oxford University Press, 1993.

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Introduction to the engineering profession. New York: Holt, Rinehart, and Winston, 1985.

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Kemper, John Dustin. Introduction to the engineering profession. 2nd ed. Fort Worth [Tex.]: Saunders College Pub., 1993.

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Burghardt, M. David. Introduction to the engineering profession. New York, NY: HarperCollins, 1991.

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Engineers and their profession. 4th ed. Philadelphia: Saunders College Pub., 1990.

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Institution of Engineers (Bangladesh). Convention. Vision 2021: Challenges for engineering profession. Dhaka: Institution of Engineers, Bangladesh, 2010.

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Beakley, George C., and George C. Beakley. Engineering: An introduction to a creative profession. 5th ed. New York: Macmillan, 1986.

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Beder, Tanya S., and Cara M. Marshall. Financial engineering: The evolution of a profession. Hoboken, N.J: Wiley, 2011.

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Surveying, National Council of Examiners for Engineering and. Analysis of professional activities and requirements of the engineering profession: Final report. [Clemson, S.C.] (P.O. Box 1686, Clemson 29633-1686): National Council of Examiners for Engineering and Surveying, 1989.

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Book chapters on the topic "Engineering as a profession"

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Blum, Michelle. "The Engineering Profession." In An Inquiry-Based Introduction to Engineering, 57–69. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91471-4_5.

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Valentinuzzi, Max E. "Honor Thy Profession." In Series in Biomedical Engineering, 441–43. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-76495-5_68.

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Laplante, Phillip A., and Mohamad Kassab. "The Profession of Software Engineering." In What Every Engineer Should Know about Software Engineering, 5–17. 2nd ed. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003218647-2.

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Brito, Claudio R., Melany M. Ciampi, Rosa M. Vasconcelos, Luis A. Amaral, Henrique D. Santos, and Victor A. Barros. "Engineering Education Program Promoting the Profession." In Advances in Intelligent Systems and Computing, 232–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73204-6_27.

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Didier, Christelle. "Professional Ethics Without a Profession: A French View on Engineering Ethics." In Philosophy of Engineering and Technology, 161–73. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2804-4_14.

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Matzkin, Kenneth. "The Engineering Profession and Local Economic Adjustment." In Engineers and Economic Conversion, 193–98. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4615-6913-8_8.

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Olsen, Clare, and Sinéad Mac Namara. "Architects and Engineers in the Profession." In Collaborations in Architecture and Engineering, 20–34. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003018179-3.

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Durak, Umut, Tuncer Ören, and Andreas Tolk. "An Index to the Body of Knowledge of Simulation Systems Engineering." In The Profession of Modeling and Simulation, 11–34. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119288091.ch2.

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Davis, Michael. "Engineering as Profession: Some Methodological Problems in Its Study." In Philosophy of Engineering and Technology, 65–79. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16172-3_4.

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Medvedec, M. "Current Legal Framework for Biomedical Engineering Profession in Croatia." In IFMBE Proceedings, 1404–7. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23508-5_362.

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Conference papers on the topic "Engineering as a profession"

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"Engineering Profession." In 2021 3rd International Youth Conference on Radio Electronics, Electrical and Power Engineering (REEPE). IEEE, 2021. http://dx.doi.org/10.1109/reepe51337.2021.9388079.

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Gotterbarn, Don. "Software engineering as a profession." In the 6th ACM SIGSOFT international symposium. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/288195.295145.

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Griss, Martin. "Software engineering as a profession." In the 6th ACM SIGSOFT international symposium. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/288195.288311.

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Diaz-Herrera, Jorge. "Software engineering as a profession." In the conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/376503.376729.

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Kulkarni, Nitya N., M. Kaushik, and Gopalkrishna Joshi. "Engineering Profession: Understanding Freshman Perspective." In 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2016. http://dx.doi.org/10.1109/mite.2016.072.

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Lhotska, Lenka. "Biomedical Engineering as Health Care Profession." In 2007 29th Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2007. http://dx.doi.org/10.1109/iembs.2007.4353699.

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Combes, A. J. "Attracting young people into the engineering profession." In Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030233.

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Goodell, Jim, Michael Jay, Nkaepe Olaniyi, and Jennifer Rogers. "Should IEEE Establish Learning Engineering as a New Engineering Profession?" In 2022 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2022. http://dx.doi.org/10.1109/icalt55010.2022.00020.

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Hutt, Jane A. "Does Online Social Networking Automatically Lead to 21st Century Communities of Practice?" In ASME 2014 Power Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/power2014-32273.

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Online social networking communities can help strengthen professional ties among members of almost any profession. How useful they are to the engineering professions in contributing to the process of intergenerational knowledge transfer depends on the site. Prior to the popularity of online communications and networking tools such as Facebook, Twitter and Linked In, Power Industry engineers have utilized with varying success a number of knowledge transfer facilitation tools, both within their companies and outside them. This paper will discuss the pros and cons of both traditional and emerging methods and present specific examples that address technical issues, learning styles, differences in generational approaches to learning and communication. Issues relating to global needs in the engineering profession, organizational flexibility, the ability of people and organizations to adapt and change, and educational and workforce challenges will also be discussed. Short case studies illustrating various solutions for addressing some of these issues, including development of useful technical content and formation of communities of practice, will also be provided.

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Чарина, Елена Вячеславовна, and Анастасия Александровна Романова. "IDEAS ABOUT PROFESSION OF STUDENTS STUDYING VARIOUS FIELDS." In Исследование и практика в социально-экономической и гуманитарной сфере: сборник избранных статей Всероссийской (национальной) научно-практической конференции (Санкт-Петербург, Май 2022). Crossref, 2022. http://dx.doi.org/10.37539/ipgs328.2022.22.23.004.

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Приведены результаты исследования представлений о профессии у студентов разных направлений подготовки. Показано, что в представлениях студентов о профессии содержатся специфические требования к профессионалу, положительная оценка выбранной профессии. Обнаружена б о льшая согласованность представлений у студентов, обучающихся на инженерно-технических направлениях подготовки, и противоречивость представлений о профессии у студентов-гуманитариев. The results of the study of ideas about the profession of students studying various fields are presented. It is shown that students' ideas about the profession contain specific requirements for a professional, a positive assessment of the chosen profession. The study found that ideas about profession of students studying in the engineering and technical fields are more agreed, and ideas about the profession of students in the humanities are found conflicting.

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Reports on the topic "Engineering as a profession"

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Kolb, Rachel, and Marcey Hoover. Quality engineering as a profession. Office of Scientific and Technical Information (OSTI), December 2012. http://dx.doi.org/10.2172/1090223.

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Ford, Gary, and Norman E. Gibbs. A Mature Profession of Software Engineering. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada307889.

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CORPS OF ENGINEERS WASHINGTON DC. Engineering and Design: Professional Registration. Fort Belvoir, VA: Defense Technical Information Center, August 1995. http://dx.doi.org/10.21236/ada404502.

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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.

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Martin, M. A. A Study of Experience Credit for Professional Engineering Licensure. Office of Scientific and Technical Information (OSTI), August 2003. http://dx.doi.org/10.2172/885738.

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Striuk, Andrii M., Сергій Олексійович Семеріков, Hanna M. Shalatska, Vladyslav P. Holiver, Андрій Миколайович Стрюк, Ганна Миколаївна Шалацька, and Владислав Павлович Голівер. Software requirements engineering training: problematic questions. Криворізький державний педагогічний університет, January 2022. http://dx.doi.org/10.31812/123456789/6980.

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The key problems of training Requirement Engineering and the following ways to overcome the contradiction between the crucial role of Requirement Engineering in industrial software development and insufficient motivation to master it in the process of Software Engineering specialists professional training were identified based on a systematic research analysis on the formation of the ability of future software engineers to identify, classify and formulate software requirements: use of activity and constructivist approaches, game teaching methods in the process of modeling requirements; active involvement of stakeholders in identifying, formulating and verifying requirements at the beginning of the project and evaluating its results at the end; application of mobile technologies for training of geographically distributed work with requirements; implementation of interdisciplinary cross-cutting Software Engineering projects; involvement of students in real projects; stimulating the creation of interdisciplinary and age-old student project teams.

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Webb, Donna. Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2334.

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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.

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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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