How to be a star engineer

Kelley, Robert E.

doi:10.1109/6.795608

Cited by 13 publications

(3 citation statements)

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“…Even though focusing on coding may be myopic, given that it is a necessary skill for software engineers (as our findings confirm), ensuring that novices are competent coders first is likely a good starting point. Conversely, our findings suggest that not considering technical skills is a major limitation of several research efforts that solely focus on 'soft skills' of software engineers (Kelley, 1999b) (Ahmed et al, 2012). The lack of consistent findings between various human factors and engineering outcomes, as discussed in Cruz et al (Cruz et al, 2015), may be due to omission of technical skills.…”

Section: Be a Competent Codermentioning

confidence: 54%

What Makes a Great Software Engineer?

Zhu

2015

2015 IEEE/ACM 37th IEEE International Conference on Software Engineering

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Section: Be a Competent Codermentioning

confidence: 54%

What Makes a Great Software Engineer?

Zhu

2015

2015 IEEE/ACM 37th IEEE International Conference on Software Engineering

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“…Global competition, mergers, and downsizing have left many companies with greater responsibilities and fewer resources. Many high technology companies expect their scientists and engineers to see things from their viewpoint as well as adopt a variety of perspectives such as those of customers, competitors, colleagues, management, shareholders, government, and the general public (Kelly, 1999). They prefer scientists and engineers who are aware of codes of conduct, liability, responsibility, property rights, and so forth.…”

Section: Fusing the Social With Technicalmentioning

confidence: 97%

Technology and Ethics for Engineering Students

Varma

2000

Bulletin of Science, Technology & Society

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Many engineering schools still do not allocate enough resources to the process of understanding the social and ethical dimensions of scientific and technological activities. This article argues that engineering curriculum in the United States should include courses that use theories and concepts from humanities and social sciences to study issues confronting the engineering profession. On the theoretical front, engineering students need to understand favorable and unfavorable consequences of technology-based progress, social and political qualities of technological designs, and the moral challenge posed by the new technologies of the 21st century. On the practical front, they need to be prepared for industrial and governmental jobs, which increasingly favor a broader social perspective, an understanding of proper management of complex technologies, and an ability to act ethically and responsibly. The Accreditation Board for Engineering and Technology 2000 has responded by introducing new requirements that the goals of course work in the humanities and social sciences also meet the objectives of the engineering profession.

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“…Figure 2 visualizes an instance of these networked sensors at work. 3 so we shouldn't be surprised that the principle also applies to agents.…”

Section: System Of the Bimonthmentioning

confidence: 99%