Статті в журналах: "Future engineers"

1

Müller, Steffen. "Future Engineers." ATZ worldwide 118, no. 3 (February 22, 2016): 80. http://dx.doi.org/10.1007/s38311-016-0026-4.

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MIYAZAKI, Keisuke. "Wishes from an Elder Engineer to Future Engineers." Journal of JSEE 63, no. 6 (2015): 6_99. http://dx.doi.org/10.4307/jsee.63.6_99.

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Zou, Tracy X. P. "Nurturing Future Engineers." International Journal of Chinese Education 4, no. 2 (December 7, 2015): 180–206. http://dx.doi.org/10.1163/22125868-12340051.

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Engineering education in Hong Kong is experiencing significant changes in response to several major forces: (1) an increasing demand for future engineers who possess technical competencies, professional skills, and knowledge of ethical awareness and responsibilities; (2) accreditation requirements; and (3) the system-wide education reform in the region. Curriculum changes have taken place in several universities in Hong Kong with engineering majors but there are few conceptual articles providing in-depth discussions about the impact of the changes. This article aims to provide insights into the engineering curriculum reform in a broader context for university management, program leaders, and coordinators who are involved in curriculum design and implementation. Using a newly revamped engineering curriculum in one of the research-intensive universities in Hong Kong as an example, this article highlights the features of the new four-year engineering curriculum and discusses how it may contribute to the nurturing of future engineers. While clear progress has been made in providing students with a broad perspective and support, the influences of the prevailing culture of teaching and learning, the local perceptions of the engineering profession, and the decision making patterns of Hong Kong Chinese students cast a complicated picture. To fully achieve the goals of the new curriculum, universities should proactively address the challenges by the following actions: acting consistently to the commitment of holistic education, supporting students’ personal and value development, establishing reward mechanisms for faculty members’ contributions in student development, and investing in pedagogical development and innovations.

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4

Bryden, Mark, and Doug McCorkle. "Virtual Engineering." Mechanical Engineering 127, no. 11 (November 1, 2005): 38–42. http://dx.doi.org/10.1115/1.2005-nov-4.

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This article discusses future of virtual engineering. Not only will the plant of the future be different from the current one, but also the design tools that engineers use will be different. To reduce cost and shorten development time for the future plants, the DOE is developing virtual engineering as an enabling technology. To integrate all the parts in an intuitive manner will require a software framework, which is being developed by the Virtual Engineering Research Group at Iowa State University. The software is a virtual engineering toolkit called YE-Suite. It is composed of three main software engines—VE-CE, VE-Xplorer, and VE-Conductor—that coordinate the flow of data from the engineer to the virtual components being designed. YE-CE is responsible for the synchronization of the data among the various analysis and process models and the engineer. VE-Xplorer is the decision-making environment that allows the engineer to interact with the equipment models in a visual manner. YE-Conductor is the engineer’s mechanism to control models and other information.

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5

Thilmany, Jean. "Flowing into the Future." Mechanical Engineering 126, no. 02 (February 1, 2004): 26–29. http://dx.doi.org/10.1115/1.2004-feb-1.

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Iowa State researchers are working on technology to let engineers design and analyze in real time surrounded by three-dimensional virtual reality. The goal for virtual engineering is for the engineer to better focus on solving the problem at hand, without spending undue amounts of time gathering information, modelling the information, and then analyzing it. The virtual engineering system would integrate computational fluid dynamics and finite element analysis modelling and simulation technologies so engineers would feel as though they’re walking through a system, like a power plant, testing as they go. According to experts, the challenge of building a complete virtual engineering environment comes while coupling software packages as well as in the limitations of visualization and computing hardware prevalent currently. Howard Crabb, one of the founding fathers of computer-aided design technology, predicts that virtual engineering will become cost-effective within the decade. He’s the author of The Virtual Engineer, a book that defines how companies can use the powerful supercomputing capabilities available today to streamline business practices.

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6

Mirzana, Ishrat Meera, and Rajeev Lal. "Engineers for the Future." Journal of Engineering Education Transformations 33 (January 31, 2020): 216. http://dx.doi.org/10.16920/jeet/2020/v33i0/150148.

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7

Schaufelberger, W. "Educating Future Control Engineers." IFAC Proceedings Volumes 23, no. 8 (August 1990): 39–50. http://dx.doi.org/10.1016/s1474-6670(17)52060-1.

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8

Joos, G. "Training future power engineers." IEEE Power and Energy Magazine 3, no. 1 (January 2005): 38–47. http://dx.doi.org/10.1109/mpae.2005.1380233.

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9

Yeh, R. T. "Educating future software engineers." IEEE Transactions on Education 45, no. 1 (February 2002): 2–3. http://dx.doi.org/10.1109/te.2002.983211.

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10

Olds, Barbara M. "Engineers of the Future." College Teaching 36, no. 1 (February 1988): 16–19. http://dx.doi.org/10.1080/87567555.1988.10532390.

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11

Devaney, J. "Managing the Future of the Power Industry." Proceedings of the Institution of Mechanical Engineers, Part A: Journal of Power and Energy 209, no. 4 (November 1995): 253–57. http://dx.doi.org/10.1243/pime_proc_1995_209_003_01.

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The power industry is one that is currently undergoing great change—a trend likely to continue in the future. As it does so, I believe the role of the manager and the engineer within it will change significantly, providing a challenge to those who are schooled in the old ways and with implications for new engineers emerging from universities and training programmes. I would like to share my thoughts on this with you, starting with discussing a little of the background of how the industry has developed and moving on to how it might look in the future and what that would mean for engineers working within it.

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12

Edward Chikuni. "For Engineering to Champion Future Industrial Revolutions, It Must Look to the Past." Thinker 87, no. 2 (June 10, 2021): 48–52. http://dx.doi.org/10.36615/thethinker.v87i2.533.

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This article discusses Engineering and the Engineer in an informal way intended to attract the attention of engineering educators, industry professionals and students. By tracing the definition term “Engineer” to ancient Greek which translates to genius, it is hoped that those of us who are engineers or those that intend to become engineers will be made aware of the respect and reverence which National Leaders have had bestowed upon them, through all industrial resolutions. Indeed, Some National Leaders have been Engineers and Scientists themselves. The article gives some early examples of geniuses of ancient Egypt and latterly those in Europe, Asia and the United States. The article discloses that what we call STEAM (Science, Technology, Engineering, Art and Mathematics) was in fact not new and gives examples of Thomas Edison and Benjamin Franklin of the United States. With these examples, it is hoped that Engineers will embrace roles in public life and national governance. The article goes into particular depth the importance of a broadened curriculum, bemoaning the present trend of overspecialization. Here the article gives an example of the curriculum he himself followed in the 1970’s. In what can be called an autobiographical sketch, the article describes his own experience as a Trainee / Graduate Engineer with the National Railways of Zimbabwe, which had a solid training reputation, especially during the 1980’s. In this sketch, the importance of humility, order, and adherence to professionalisms are recommended as part of the repertoire to a future successful Engineer.

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13

Elena A., Boyko. "Innovative Economic and Managerial Activity of the Engineer: Essence and Tasks of Formation." Scholarly Notes of Transbaikal State University 16, no. 3 (September 2021): 6–18. http://dx.doi.org/10.21209/2658-7114-2021-16-3-6-18.

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The need for accelerated innovative development of the country, the transition to hightech production entails the modernization of engineering education, the formation of the future engineers' ability to innovate. The analysis shows that one of the reasons for the decline in the pace of innovative development is the insufficient economic and organizational and managerial training of future engineers. This prevents engineers from making a business case for new technology solutions and identifying their potential commercial and social impact at the initial design stage. The author points out that, regulated as a mandatory, organizational and managerial type of engineering activity, the requirements of educational standards are reflected in an aspect, which leads to the imperfection of organizational and managerial training of future engineers. At the same time, the tasks of innovation of the engineer in terms of economy and management are much wider than the content of organizational and management activities. This makes it necessary to expand the requirements of educational standards for the economic and management activities of an engineer and introduce this type of activity instead of organizational and managerial. This proposal is based on the domestic traditions of integrated and interdisciplinary engineering training, which today need to be rethought taking into account accelerated scientific and technological progress and effective foreign practice of preparing future engineers for innovation. Based on the analysis and the identified economic and management actions of the engineer in the process of innovation implementation, the author's understanding of the essence of innovative economic and management activities of the engineer as a result of his indepth economic training is proposed. The results of the study will make it possible to determine the essence and structure of the readiness of future engineers for innovative economic and management activities, as well as to develop theoretical and methodological foundations for its formation in the process of professional training of students in engineering and technical specialties.

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14

ГУЛЯЄВА, Людмила, and Тетяна ГУЛЯЄВА. "INDEPENDENT WORK OF FUTURE ENGINEERS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 3 (December 27, 2019): 246–55. http://dx.doi.org/10.31494/2412-9208-2019-1-3-246-255.

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15

Johnson, Barry L. "Cloning Future Scientists and Engineers." Human and Ecological Risk Assessment: An International Journal 10, no. 5 (October 2004): 751–52. http://dx.doi.org/10.1080/10807030490513766.

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16

L.P., Voronovska. "MATHEMATIC COMPETENCE OF FUTURE ENGINEERS." Modern Information Technologies and Innovation Methodologies of Education in Professional Training: Methodology, Theory, Experience, Problems 465, no. 52 (2018): 259–62. http://dx.doi.org/10.31652/2412-1142-2018-52-259-262.

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17

IWAKUMA, Maki, Fusako UTSUMI, Marina USHIROKAWA, Arina SOGA, and Kumiko MORIMURA. "Discussion on Future Women Engineers." Journal of JSEE 59, no. 3 (2011): 25–35. http://dx.doi.org/10.4307/jsee.59.3_25.

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18

Ryndak, Valentina G., and Gulmira S. Saifutdinova. "The program relevance of future engineer creativity development on the basis of scientific research." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 2 (July 9, 2021): 113–21. http://dx.doi.org/10.17673/vsgtu-pps.2021.2.9.

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This paper contains answers to questions that show that the formation of creativity is vital for the future of the engineer, engineering education. At the same time, the authors explore how the creativity of future engineers should be formed in the process of studying at a technical university, and propose strategies to make creativity a part of every engineering curriculum and course. The paper presents the relevance of the program for the formation of the future engineers creativity based on the theoretical analysis of the world experience of domestic and foreign scientists. The possibilities and methods of its implementation in the process of scientific research are shown. The presented research is based on the theory of knowledge, the activity approach, the pedagogy of creativity and the methodology of scientific research. The best practices of foreign scientists in solving the problem of forming the creativity of future engineers are presented. The purpose of the study is to justify the need to create a program aimed at developing the creativity of future engineers.

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19

Thilmany, Jean. "FEA ’s Flow to the Future." Mechanical Engineering 122, no. 07 (July 1, 2000): 70–72. http://dx.doi.org/10.1115/1.2000-jul-5.

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This article demonstrates the increasing use of finite element analysis (FEA) by engineers. FEA technology from ANSYS lets engineers simulate the airflow over and under an airplane wing. FEA is the use of a complex system of points—called nodes—that form a grid, or mesh, across a model. The engineer assigns nodes at a density throughout the material, depending on the anticipated stress levels of a certain area. Several developers have been working to couple FEA and computer-aided design (CAD) packages tightly, so they share a common database and a single user interface. DuPont used ANSYS simulation software to solve a noise-vibration-harshness problem in the Porsche Boxter exhaust manifold. Professional analysts also are skilled at interpreting results. Plastics analysis has been within financial reach for large companies, but many medium-size and small companies can’t afford to purchase the software needed to analyse CAD solid models of plastic parts. It is stressed that the codes that power FEA software should allow companies to tailor the software to their own processes.

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20

Lazariev, Mykola, Andrii Sushchenko, and Volodymyr Yeremieiev. "Review of the monograph by V. S. Kruglyk "The system of training of future software engineers for the professional activity at higher educational institutions"." Ukrainian Journal of Educational Studies and Information Technology 8, no. 3 (September 30, 2020): 1–6. http://dx.doi.org/10.32919/uesit.2020.03.01.

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In the publication the scientific-theoretical and methodological monographic study of V. S. Kruglyk "The system of training of future software engineers for the professional activity at higher educational institutions" has been analyzed, the study reflects the author conceptual approach to the scientific understanding of the problem of training software engineers for professional activities. The structure and content of the monograph have been analyzed; the scientific novelty of the research which consists in the development and substantiation of the author pedagogical system of training future software engineers for their professional activity and the structure of professional competence of a software engineer has been highlighted.

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21

Yushko, S. V., M. F. Galikhanov, and V. V. Kondratyev. "Integrative Training of Future Engineers to Innovative Activities in Conditions of Postindustrial Economy." Higher Education in Russia 28, no. 1 (March 7, 2019): 65–75. http://dx.doi.org/10.31992/0869-3617-2018-27-12-65-75.

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The article substantiates the necessity of new priorities and paradigms of innovative engineering activity, changing the role of an engineer and the nature of engineering education. It is demonstrated that the basis of modern technologies is interdisciplinary research that determines the need for integrative training of engineers for innovation. The main characteristics, distinctive features and structure of such activity are given. Based on the qualification levels of future engineers’ and the stages of their professional competencies formation, the requirements for innovative engineers are formulated and a comprehensive approach to the formation of engineering competencies is substantiated. The change of the most important trends in the field of engineering training made it possible to update the main provisions of the classical concept of engineering education. The vector of further development of Kazan National Research Technological University as a university center for technological development of the Republicof Tatarstanin the field of chemical technologies has been outlined.

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22

Park, John Jongho, Mihee Park, and Jeremy Smith. "Engineering Students’ Concepts of Humanitarian Engineering and Their Identity Development as Humanitarian Engineers." Sustainability 13, no. 16 (August 7, 2021): 8845. http://dx.doi.org/10.3390/su13168845.

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Humanitarian Engineering extends engineering practice to provide a focus on addressing social inequities and contributing to sustainable development for all. This study investigated undergraduate engineering students’ concepts of Humanitarian Engineering and motives to be Humanitarian Engineers as they acquire knowledge and skills and build a professional identity as engineers who can work in complex socio-technical sustainability contexts. Qualitative data were collected from an open-ended survey of 46 engineering students followed by semi-structured interviews with ten students at a U.S. university. Survey data provided individual characteristics that conceptualized and guided interviews to explore key relationships among participants’ concepts of Humanitarian Engineering and motivations. A central idea of a “Humanitarian Engineer” identity emerged, influenced by various motivations. Students envisioning themselves as Humanitarian Engineers were associated with socio-cultural background, motivation to practice engineering skills, and desire to travel. A value-related motivation, the desire to help others, appeared as a strong catalyst for developing students’ professional identities and empowering a possible future self as Humanitarian Engineers. To support sustainability education in engineering demands, initial motivation factors associated with student Humanitarian Engineer identity development are researched to support potential future practice and career development.

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23

Nikiforova, Natalia. "The Future of Electricity and Electricity as the Future: The Sociotechnical Imagination of Russian Electrical Engineers in the 19th Century." Acta Baltica Historiae et Philosophiae Scientiarum 8, no. 2 (December 10, 2020): 93–114. http://dx.doi.org/10.11590/abhps.2020.2.06.

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This article examines Russian engineers’ social imagination about the future through the professional discussions held at the electrotechnical congresses in the nineteenth century. Formulating the prospective future of the industry, the state and society was a collective endeavor, a process in which the identity and mission of engineers were crystallized. Through envisioning the future of technology and its role in the society, engineers revealed their cultural role as mediators between technological innovation, and both the wider public and the state. In order to better understand the manifestations of the shared cultural understandings of a desirable future and social order, the article resorts to Sheila Jasanoff’s concept of sociotechnical imaginaries (Jasanoff & Kim, 2015). The engineering community’s sociotechnical imagination about electricity was shaped around the transformative possibilities of this technology. It was believed that electrical engineering was able not only to accelerate industrial production, but also to solve social, medical and cultural problems, thereby uniting the Russian Empire. Descriptions of the rational, comfortable and beautiful world of the electrified future overlapped in engineering discussions, journalism and science fiction. Positive scenarios emphasized the advantages of electrical engineering and bypassed the problems associated with electrification, constructing an idea of its inevitability. The electrical engineer became a kind of a new cultural hero, who knew how to make a working device or system, and also filled the task of linking the development of technology to the development of society.

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24

Kogan, Evgenia A., and Lyubov V. Kochneva. "Life plans of students – future engineers." Perspectives of Science and Education 44, no. 2 (May 1, 2020): 59–68. http://dx.doi.org/10.32744/pse.2020.2.5.

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25

Crawley, John. "Thomas Swan engineers for GaN's future." III-Vs Review 10, no. 7 (November 1997): 16–20. http://dx.doi.org/10.1016/s0961-1290(97)86170-4.

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26

Grens, Curtis M. "IMS2019 STEM Experience Inspires Future Engineers." IEEE Microwave Magazine 20, no. 4 (April 2019): 66–67. http://dx.doi.org/10.1109/mmm.2019.2891857.

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27

Adams, Robin, Demetra Evangelou, Lyn English, Antonio Dias De Figueiredo, Nicholas Mousoulides, Alice L. Pawley, Carmen Schiefellite, et al. "Multiple Perspectives on Engaging Future Engineers." Journal of Engineering Education 100, no. 1 (January 2011): 48–88. http://dx.doi.org/10.1002/j.2168-9830.2011.tb00004.x.

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28

Pla-Julián, Isabel, and Jose-Luis Díez. "Gender Equality Perceptions of Future Engineers." Engineering Studies 11, no. 3 (November 8, 2018): 243–51. http://dx.doi.org/10.1080/19378629.2018.1530242.

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29

Emison, Gerald Andrews. "Civil Engineers and Future Environmental Policies." Journal of Professional Issues in Engineering Education and Practice 127, no. 3 (July 2001): 130–38. http://dx.doi.org/10.1061/(asce)1052-3928(2001)127:3(130).

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30

Mogridge, L. "The future supply of power engineers." Power Engineering Journal 16, no. 5 (October 1, 2002): 226–27. http://dx.doi.org/10.1049/pe:20020504.

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31

Kamen, Dean L. "Inspiring the Future Generation of Engineers." Research-Technology Management 52, no. 3 (May 2009): 45–47. http://dx.doi.org/10.1080/08956308.2009.11671470.

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32

Lloyd, Blake. "Future Engineers and IAS [President's Message]." IEEE Industry Applications Magazine 19, no. 3 (May 2013): 6–73. http://dx.doi.org/10.1109/mias.2013.2243662.

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33

Robinson, Lynne. "National engineers week: Reaching out to the engineers of the future." JOM 61, no. 2 (February 2009): 80. http://dx.doi.org/10.1007/s11837-009-0032-8.

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34

Lyulchenko, Vyacheslav. "STAGES OF FORMATION OF SANITARY AND HYGIENIC COMPETENCE IN FUTURE ENGINEERS-TEACHERS OF FOOD PROFILE IN PRECISIONS." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 230–35. http://dx.doi.org/10.36550/2415-7988-2021-1-192-230-235.

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The article searches for the stages of formation of sanitary and hygienic competence in future engineers-teachers of food profile in higher education institutions. The stages of formation of sanitary and hygienic competence in future engineers-teachers of food profile in higher education institutions are as follows: adaptive-cognitive, competence-oriented, self-productive. Progressive development of the state is associated with the need for innovative approaches to the training of specialists in various fields to solve problems in social, economic and political life of the country, which puts before the education system specific requirements and certain improvements in higher education. An effective approach is to focus the educational process on the formation of competence, taking into account the pedagogical heritage, ie a certain culture, which will ensure successful training of future engineers-teachers of food. The specifics of the professional activity of future engineers-teachers of food profile are related to the professional-specific components, which requires the use of special pedagogical conditions in the formation of readiness for professional activity. The expected efficiency and success of the formation of sanitary and hygienic competence in future engineers-teachers of the food profile directly depends on the observance of certain stages of the educational process in higher education institutions during professional and pedagogical training. Formation of the future engineer-teacher as a person who bears personal responsibility for decisions and implementation of the process in the sanitary and hygienic field and the formation of practical skills and abilities to carry out sanitary and hygienic education to create sanitary and hygienic experience.

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M. A., Zubkova, Fominykh N. Iu., Baranova E. N., Abbasova L. Il., Pirozhkova A. O., Bubenchikova A. V., and Maigeldiyeva Sh. M. "APPROACHES TO THE FUTURE ENGINEERS FOREIGN COMMUNICATIVE CULTURE FORMATION." Humanities & Social Sciences Reviews 7, no. 4 (October 3, 2019): 781–86. http://dx.doi.org/10.18510/hssr.2019.74101.

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Purpose: The main aim of the article is to define the approaches to the formation of future engineers’ communicative culture. The main research method used while working on the article is analysis of the domestic and foreign publication space for critical consideration of different ideas on the pedagogical problem of the future engineers’ foreign language communicative culture formation process. Methodology: In this study Content abstraction, generalization and the comparative method was applied. Result: The approaches (cultural, connectivism, technological, axiological, communicative, environmental approach) will help to the formation of the communicative culture of future engineers in the process of foreign language training. Applications: This research can be used for engineers and companies. Novelty/Originality: In this research, the model of approaches to future engineers' foreign communicative culture formation is presented in a comprehensive and complete manner.

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36

NADTOCHIY, Yuliya. "Educational Process Quality from the Viewpoint of Future Innovators and Engineers." Journal of Advanced Research in Law and Economics 10, no. 4 (June 30, 2019): 1176. http://dx.doi.org/10.14505//jarle.v10.4(42).17.

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A concept of ‘innovation’ is commonly used in today's world. Innovations have been created in all areas of life of society and often make our life comfortable. The innovator profession becomes relevant. Innovation is an area of specialization in the Russian educational institutions of higher education in which such specialists are trained. Engineer is another profession required to create (develop, design, etc.) various innovative technologies. The article examines the factors that influence the quality of modern educational process in the training of future innovators and engineers, based on the analysis of the results obtained during the student survey.

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Victoria O., Zinchenko, and Belgray (Galushko) Natalya V. "Formation of Technical and Technological Competence Among Future Engineers-Educators in the Process of Professional Training: Research Results." Scholarly Notes of Transbaikal State University 17, no. 1 (February 2022): 64–73. http://dx.doi.org/10.21209/2658-7114-2021-17-1-64-73.

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Scientific and technological progress determines the transition to high-tech production, innovative development of the economy, which creates new requirements for the training of qualified labour and the need to modernize engineering and pedagogical education with the strengthening of the technical and technological component of the professional competence of the engineer-teacher. The article reflects the stages, content, processes and research tools for the formation of technical and technological competence in future engineers-teachers in the process of professional training. The analysis allowed the authors of the study to determine the content of the technical and technological activity of the engineer-teacher, to carry out a conceptual and terminological identification of basic definitions, and then to determine the essence of the technical and technological competence of engineers-teachers, the structure of which is a system of interrelated components – motivational-value, communicative, cognitive and reflective. The authors refer to the theoretical foundations of the study as a set of methodological approaches to the formation of technical and technological competence: competence-based, practice-oriented, activity-oriented, personality-oriented, com- municative, integrative. As a result of the study, the diagnostic tools have been improved in the context of determining the criteria (motivational-value, cognitive, communicative and reflexive), indicators and levels of formation of the technical and technological competence of future engineers-teachers. Attention is focused on the substantiation and development of pedagogical conditions for the formation of technical and technological competence in future engineers and teachers. The mechanisms and tools by means of which the complex of pedagogical conditions in the process of professional training of students of the experimental group was realized are described. The effectiveness of the developed pedagogical conditions, their productive influence on the formation of all components of technical and technological competence are shown. It was revealed that only under the condition of the comprehensive implementation of the presented pedagogical conditions there is an effective formation of the technical and technological competence of future engineers-teachers, which is confirmed by the methods of mathematical statistics. The directions of further research of the problem of the formation of technical and technological competence of future engineers-teachers in the plane of integration of economies, further modernization of production, digitalization trends in all spheres of public life are indicated.

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Lucas, Bill, and Janet Hanson. "Thinking Like an Engineer: Using Engineering Habits of Mind and Signature Pedagogies to Redesign Engineering Education." International Journal of Engineering Pedagogy (iJEP) 6, no. 2 (May 12, 2016): 4. http://dx.doi.org/10.3991/ijep.v6i2.5366.

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In order to attract more young people into engineering and ensure that they are well equipped to meet future professional challenges we need to know how successful engineers think and act when faced with challenging problems. Using a mixed methods approach this study investigated the habits of mind that engineers use most frequently when engaged in the core activity of “making” things or “making things work better”. We identified the six most distinctive learning dispositions, or engineering “habits of mind” [EHoM] that engineers frequently deploy. Our research then explored ways in which the teaching of engineering might be re-designed to cultivate EHoM using “signature pedagogies” and through this, generate deeper understanding of what is involved in becoming and being an engineer. This paper reports on the research undertaken with engineers to define the EHoM and identifies some of the distinctive features of signature pedagogies as they might be applied to engineering education. It concludes by outlining future research to further validate and define habits of mind and signature pedagogies for engineering.

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Saigushev, Nikolay, Olga Vedeneeva, Elena Kondrashova, Yulia Melekhova, and Anna Vedeneeva. "Modern technologies for training future automation engineers." E3S Web of Conferences 208 (2020): 09011. http://dx.doi.org/10.1051/e3sconf/202020809011.

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Based on the research of special literature, the article considers the project method as a means of training future automation engineers at the University. Industrial modernization encourages the search for new pedagogical approaches in technical universities, which are aimed at individual development of the individual, creative initiative, independence, the formation of universal skills of future automation engineers to solve problems which arise in life - professional career, self-determination, daily life. Project activity stimulates students’ educational interest, broadens their minds, develops independent work skills: the ability to reveal and formulate a problem, find and select the necessary information, and use it to solve the tasks set. Using the project method in teaching a foreign language allows future automation engineers to use a foreign language to understand and explain their ideas, understand and accept the ideas of foreign specialists. This is one of the best ways to attract students’ attention to language communication and involve them in learning the world around them through a foreign language. The main task for teachers is to raise interest, motivate future automation engineers and involve them in the work environment.

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Тимків, Надія. "PROFESSIONAL DEVELOPMENT OF PETROLEUM ENGINEERS IN LIFELONG EDUCATION." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 15 (January 20, 2020): 107–14. http://dx.doi.org/10.35387/od.1(15).2019.107-114.

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The article deals with the urgent issues of the development of lifelong professional education, state policy implementation directed to the petroleum engineers’ training. The essence, content and structure of future engineers professional training with the aim of formation professional competence are highlighted in this article. The features of cognitive and practical activities of future experts in petroleum industry are revealed. The constituents and conditions for increasing the efficiency of forming the professional competence of a petroleum engineer and his willingness are defined. The impact of globalization challenges to ensure qualitative training of future petroleum engineers to meet requirements and needs of national and regional labour markets is analysed. A great attention is given to the importance of prediction of lifelong professional education development, strengthening of forecast scientific research function. The specific features of forming the content of training and the application of innovative and advanced pedagogical technologies are identified. The interaction of economic, scientific and technical factors being considered in training experts for petroleum industry is outlined. In order to estimate efficiency of this training interdisciplinarity is essential. The necessity of using interdisciplinary educational technologies in the professional training of future petroleum specialists is substantiated. The significance of interdisciplinarity in education under the condition of sharp growth in information activity and the increased role of intellectual property items in modern economy are shown. It has been found that interdisciplinarity of petroleum education is based on the network interrelations of the studied disciplines. The goal, content, and trends in interdisciplinarity of petroleum education are presented in the system of petroleum training. The study has confirmed that interdisciplinary intergrity in petroleum industry boosts the development of international collaboration and intercultural cooperation. Key words: lifelong petroleum education; an engineer of petroleum industry; professional education and training, qualification, the internationalization of knowledge; state educational policy; labour market; forecast; practice; technologies; upgrading.

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Chevychelova, O. "COMMUNICATIVE FOREIGN LANGUAGE TEACHING OF FUTURE ENGINEERS." Automobile Transport, no. 40 (June 7, 2017): 163. http://dx.doi.org/10.30977/at.2219-8342.2017.40.0.163.

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Pidbutska, N. V. "PSYCHOLOGICAL FACTORS OF FUTURE ENGINEERS’ COPING-BEHAVIOR." Theory and practice of modern psychology 3, no. 1 (2019): 100–104. http://dx.doi.org/10.32840/2663-6026.2019.3-1.18.

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Loughrey, Sarah, Ryan McHugh, Keith MacDonald, and Oliver White. "Future dam engineers in a digital world." Dams and Reservoirs 29, no. 4 (December 2019): 164–67. http://dx.doi.org/10.1680/jdare.19.00060.

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Brown, George E. "Engineers: The Navigators for a Sustainable Future." Bulletin of Science, Technology & Society 13, no. 6 (December 1993): 309–13. http://dx.doi.org/10.1177/027046769301300601.

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Wagner, C. L. "The President's Column Our Future Power Engineers." IEEE Power Engineering Review PER-5, no. 2 (February 1985): 3–4. http://dx.doi.org/10.1109/mper.1985.5528848.

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Perlman, Barry. "Inspiring future engineers and scientists [President's column]." IEEE Microwave Magazine 10, no. 7 (December 2009): 8–20. http://dx.doi.org/10.1109/mmm.2009.934514.

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BAJPAI, A. C., and D. J. G. JAMES. "Mathematical Education of Engineers—a Future Perspective." European Journal of Engineering Education 10, no. 3-4 (September 1985): 277–83. http://dx.doi.org/10.1080/03043798508939257.

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HASE, Alan. "Preface：Our Future“Mecha-X”Created by Engineers." Journal of the Society of Mechanical Engineers 119, no. 1174 (2016): 483. http://dx.doi.org/10.1299/jsmemag.119.1174_483.

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Jester, Guy E. "Curriculum for Future Civil Engineers: Practitioner's Viewpoint." Journal of Professional Issues in Engineering 115, no. 4 (October 1989): 357–62. http://dx.doi.org/10.1061/(asce)1052-3928(1989)115:4(357).

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Soussi, Salma, Mads Sylvest Bergholt, Ali K. Yetisen, and Neel Sharma. "Clinician engineers: The future of medical education." Medical Teacher 42, no. 4 (June 30, 2019): 478. http://dx.doi.org/10.1080/0142159x.2019.1626980.

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