© 2007, INCOSE, All Rights Reserved. Dr. Rashmi Jain [email protected]; 1 PROPOSING A...

1© 2007, INCOSE, All Rights Reserved. Dr. Rashmi Jain [email protected];

PROPOSING A FRAMEWORK FOR A REFERENCE CURRICULUM

FOR A GRADUATE PROGRAM IN SYSTEMS ENGINEERING

INCOSE Symposium 2007ACADEMIC COUNCIL MEETING

Rashmi JainINCOSE, Head of Education and Research


SE Curriculum WG

• Scope: Focus on existing SE centric1 graduate level courses offered by various institutions and universities across the US.

• SE Curriculum WG was formed to discuss the relevant issues on the subject and provide guidance.

• The group represented several institutions from academia, industry, and government both from the US and overseas

1basic and advanced level programs leading to a bachelors or higher degree in SE comprise a distinct category with a discipline-like focus. Included herein are only those degree programs where the concentration is designated as SE; where SE is the intended major area of study.


Research Methodology

• Survey of Existing Programs: – Initial survey of existing SE programs was based on previous

work and reports on graduate curriculum, personal phone calls, and follow-up emails to the department heads.

– The database was organized to provide details on the name of the university, program, core courses, elective courses, program contact details, course credit, pedagogy, and mode of delivery.

– SE curriculum WG reviewed the list of programs, provided inputs for its completeness and recommended a format for a curriculum framework.



• Survey of Existing Programs: – Second round of on-going survey based on

• letters to the universities, • graduate catalogs obtained from universities, • information provided by the program contacts, • course descriptions obtained from the program websites and

catalogs, • published papers on SE curriculum, • INCOSE directory, • www.nces.ed.gov , • university websites, and • professional societies.

– Updates based on follow-up e-mails requesting confirmation of each university’s SE program and course information sent to the contacts at the universities (37.5% return rate).


# Institution B* M* P* Degree1 Air Force Institute of Technology X X M.S., Ph.D. in Systems Engineering

2 Boston University X X M.S., Ph.D. in Systems Engineering

3 California State University - Fullerton X M.S. Option in Systems Engineering

4 Colorado School of Mines X X M.E., M.S., Ph.D. in Engineering Systems

5 Cornell University X M.E., Systems Engineering Option

6 Florida Institute of Technology X M.S. in Systems Engineering

7 George Mason University X X B.S., M.S. in Systems Engineering

8 George Washington University X X X B.S., M.S., Ph.D. in Systems Analysis and Engineering

9 Iowa State University X M.S. in Systems Engineering

10 Johns Hopkins University X M.S. in Systems Engineering, Post Masters Certificate

11 Loyola Marymount University X M.S. in Systems Engineering

12 Naval Postgraduate School X M.S. in Systems Engineering

13 Oakland University X X X B.S., M.S., Ph.D. in Systems Engineering

14 Old Dominion University X M.S. in Systems Engineering

15 Pennsylvania State University - Valley X M.E. in Systems engineering

16 Polytechnic University - Farmingdale X M.S. in Systems Engineering and Integration

17 Portland State University X M.E. in Systems Engineering

18 Rochester Institute of Technology X M.E. in Systems Engineering

19 Southern Methodist University X M.S. in Systems Engineering20 Southern Polytechnic State University X M.S. in Systems Engineering21 State University of NY - Binghamton X M.S. in Systems Engineering

22 Stevens Institute of Technology X X M.E., Ph.D. in Systems Engineering

23 University of Alabama - Huntsville X X M.S.E., Ph.D. in Systems Engineering

24 University of Arizona X X X B.S., M.S., Ph.D. in Systems Engineering

25 University of Arkansas - Little Rock X B.S. in Systems Engineering

26 University of Idaho X M.E. Systems Engineering & Systems Thinking

27 University of Maryland X X M.E., M.S., Ph.D. in Systems Engineering

28 University of Missouri - Rolla X M.S. in Systems Engineering

29 University of Pennsylvania X X X B.S., M.S.E., Ph.D. in System Science and Engineering

30 University of Southern California X M.S. in Systems Architecture and Engineeing

31 University of Virginia X X X B.S., M.S., Ph.D. in Systems Engineering

32 U.S. Military Academy X B.S. in Systems Engineering

33 U.S. Naval Academy X B.S. In Systems Engineering

34 Virginia Tech X M.E., M.S. in Systems Engineering

35 Washington University X M.S. in Systems Science and Engineering

SE Degrees Awarded

by University

*B = Bachelors*M = Masters*P = Ph.D.


Research Methodology• Competencies focused curriculum

– SE curriculum WG and researchers agreed that the curriculum framework should address the SE competencies needs of the industry

– SE competencies (Appendix 1) that were considered were derived based on:

• Engineering Process Improvement, “SE Curriculum”, EPI 270-15 Rev. 1.1, April 5, 2006, Lockheed Martin, 2006.

• INCOSE UK Advisory Board, “Systems Engineering Core Competencies Framework”, INCOSE UK, 2005. This report referenced the following:

– International Standards Organization ISO15288, – Capability Maturity Model Integration, – EIA731, – INCOSE Systems Engineering Body of Knowledge & Handbook, – NASA Handbook, – IEE/BCS Safety Competency Guidelines, – A review of systems engineering competency work conducted by: BAE Systems,

EADS Astrium, General Dynamics, Loughborough University, Ministry of Defense (Director General Smart Acquisition), Thales, University College London, and feedback from the Systems Engineering Community.

• Stevens Internal Survey, Feb, 2003, and• Others



• Review of the existing SE programs:– Identified commonalities in course contents based on the

review of SE program course descriptions. – Defined initial set of Topical Areas (TA) addressing both the

industry required SE competencies & incorporate the breadth of courses offered by the SE programs.

– Defined the 'best fit' category for each university's SE courses• Sorted courses by categorization

• Baseline course descriptions

• Reiterative process

– Reviewed completeness of content.



• Review of the existing SE programs:– Each course was placed into one of the four levels (Appendix 2)

• Level 0: Foundation Courses

• Level 1: Introductory Courses

• Level 2: Core Courses

• Level 3: Specialization Courses

– Topical areas were cross referenced to industry needs through QFD

• Identified potential gaps in the process or gaps in the capability to meet industry needs.

• Process was repeated until industry needs were sufficiently addressed and Topical Areas were refined into some suggested topical areas for a SE curriculum.


SE Topical Areas

• Final grouping of the sixteen topical areas into four levels1. Foundation Courses

I. MathematicsII. Probability and Statistics

2. Introductory CoursesI. Fundamentals of Systems EngineeringII. Introduction to Systems Engineering Management

3. Core CoursesI. Systems Design/ArchitectureII. Systems Integration and TestIII. Quality, Safety and Systems SuitabilityIV. Modeling, Simulation and OptimizationV. Decisions, Risks and UncertaintyVI. Software Systems Engineering

4. Specialization CoursesI. General Project ManagementII. Finance, Economics, and Cost EstimationIII. Manufacturing, Production, and OperationsIV. Organizational LeadershipV. Engineering Ethics and Legal ConsiderationsVI. Masters Project or Seminar


Gap Analysis


Gaps Analyzed: SE Programs

• Correlation of the topical areas with the SE competencies– SE competencies not addressed adequately:

– System concepts– Architectural design– Modeling and simulation

• Closely followed by:– System requirements– Determine and manage stakeholder requirements– Super-system capability issues

– SE course offerings that need improvements:• Level 1: Introductory Courses

– Fundamentals of SE

• Level 2: Core course– System design/architecture– Systems integration– Quality, safety, and systems suitability– Decisions, risks and uncertainty


Gaps Analyzed: SE Programs

• Correlation within the identified topical areas– Core courses that had weak relationship or absence of any relationship with

some of the other topical areas• Quality, safety, and systems suitability

• Modeling, simulation and optimization

• Decisions, risks and uncertainty

– Serious gaps were noticed between the above three and the specialized/elective offerings below:

• General project management

• Finance, economics, and cost estimation

• Organizational leadership


Framework for reference curriculum for Graduate SE Centric Program

Level 0: Foundation CoursesLevel 0: Foundation CoursesLevel 0: Foundation Courses

Level 1: Introductory Courses(9 Credits)

Level 1: Introductory CoursesLevel 1: Introductory Courses(6 Credits)

Level 2: Core Courses(12 Credits)

Level 2: Core CoursesLevel 2: Core Courses(12 Credits)

Level 3: (9 Credits)Level 3: Level 3:

(12 Credits)

•• General MathematicsGeneral Mathematics•• Probability & StatisticsProbability & Statistics

•• Fundamentals of Systems EngineeringFundamentals of Systems Engineering•• Intro to Systems Engineering Intro to Systems Engineering

ManagementManagement

•• Systems Design/ArchitectureSystems Design/Architecture•• Systems Integration and TestSystems Integration and Test•• Quality, Safety, and Systems SuitabilityQuality, Safety, and Systems Suitability•• Modeling, Simulation and OptimizationModeling, Simulation and Optimization•• Decisions, Risks and UncertaintyDecisions, Risks and Uncertainty

Specialization CoursesSpecialization Courses••Software Systems EngineeringSoftware Systems Engineering••General Project ManagementGeneral Project Management••Finance, Economics, and Cost EstimationFinance, Economics, and Cost Estimation••Manufacturing, Production, and OperationsManufacturing, Production, and Operations••Organizational LeadershipOrganizational Leadership••Engineering Ethics and Legal ConsiderationsEngineering Ethics and Legal Considerations••Masters Project or SeminarMasters Project or Seminar


Appendix 1


SE Competencies

SE Competency Definition

Systems Thinking

Systems Thinking contains the under pinning systems concepts and the system/super system skills including the business and technological environment.

Systems concepts

The application of the fundamental concepts of systems thinking to systems engineering. These include understanding what a system is, its context within its environment, its boundaries and interfaces and that it has a lifecycle.

Super-system capability issues

An appreciation of the role the system plays in the super system of which it is a part.

Business and technology environment

The definition, development and production of systems within an enterprise and technological environment.


SE Competencies Continued

Holistic Lifecycle view

Holistic Lifecycle View contains all the skills associated the systems lifecycle from need identification, requirements through to operation and ultimately disposal.

Determine and manage stakeholder requirements

To analyze the stakeholder needs and expectations to establish and manage the requirements for a system.

System Requirements

To translate the stakeholder needs and expectations for the system into system requirements such that it reflects the true needs of the stakeholders.



System Design:

Architectural design

The definition of the system architecture and derived requirements to produce a solution that can be implemented to enable a balanced and optimum result that considers all stakeholder requirements (business, technical….).

Concept generationThe generation of potential system solutions that meet a set of needs and

demonstration that one or more credible, feasible solutions exist.

Design for requirements of later life cycle stages

Ensuring that the requirements of later lifecycle stages are addressed at the correct point in the system design. During the design process consideration should be given to manufacturability, testability, reliability, maintainability, safety, security, flexibility, interoperability, capability growth, disposal, etc.

Functional analysis

Analysis is used to determine which functions are required by the system to meet the requirements. It transforms the requirements into a coherent description of system functions and their interfaces that can be used to guide the design activity that follows. It consists of the decomposition of higher-level functions to lower levels and the traceable allocation of requirements to those functions.


SE Competencies ContinuedSystem Design:

Interface Management

Interfaces occur where system elements interact, for example human, mechanical, electrical, thermal, data, etc. Interface Management comprises the identification, definition and control of interactions across system or system element boundaries.

Maintaining Design Integrity

Ensuring that the overall coherence and cohesion of the “evolving” design of a system is maintained, in a verifiable manner, throughout the lifecycle, and retains the original intent.

Modeling and Simulation

Modeling is a physical, mathematical, or logical representation of a system entity, phenomenon, or process. Simulation is the implementation of a model over time. A simulation brings a model to life and shows how a particular object or phenomenon will behave.

Select Preferred SolutionA preferred solution will exist at every level within the system

and is selected by a formal decision making process.

System Robustness

A robust system is tolerant of misuse, out of spec scenarios, component failure, environmental stress and evolving needs.


SE Competencies ContinuedSystem Design:

Integration & Verification

Systems Integration is a logical process for assembling the system. Systems Verification is the checking of a system against its design – “did we build the system right?”. Systems integration and verification includes testing of all interfaces, data flows, control mechanisms, performance and behaviour of the system against the system requirements; and qualification against the super-system environment (e.g. Electro Magnetic Compatibility, thermal, vibration, humidity, fungus growth, etc).

Validation

Validation checks that the operational capability of the system meets the needs of the customer/user – “did we build the right system?”.

Transition to Operation

Transition to Operation is the integration of the system into its super-system. This includes provision of support activities for example, site preparation, training, logistics, etc.



Systems Engineering Management

Systems Engineering Management deals with the skills of choosing the appropriate lifecycle and the planning, monitoring and control of the systems engineering process.

Concurrent engineeringManaging concurrent lifecycle activities and the

parallel development of system elements.

Enterprise Integration

Enterprises can be viewed as systems in their own right in which systems engineering is only one element. System Engineering is only one of many activities that must occur in order to bring about a successful system development that meets the needs of its stakeholders. Systems engineering management must support other functions such as Quality Assurance, Marketing, Sales, and Configuration Management, and manage the interfaces with them.

Integration of specialisms

Coherent integration of Specialisms into the project at the right time. Specialisms include Reliability, Maintainability, Testability, Integrated Logistics Support, Producability, Electro Magnetic Compatibility, Human Factors and Safety.



Systems Engineering Management

Systems Engineering Management deals with the skills of choosing the appropriate lifecycle and the planning, monitoring and control of the systems engineering process.

Lifecycle process definition

Lifecycle Process Definition establishes lifecycle phases and their relationships depending on the scope of the project, super system characteristics, stakeholder requirements and the level of risk. Different system elements may have different lifecycles.

Planning, monitoring and controlling

Establishes and maintains a systems engineering plan (e.g. Systems Engineering Management Plan) which incorporates tailoring of generic processes .The identification, assessment, analysis and control of systems engineering risks. Monitoring and control of progress.

Logistics and OperationIdentifies and manages the supporting logistics and

operation of the system related issues.


Appendix 2


Four Levels of SE CoursesLevel 0: Foundation

Courses

Pre-systems engineering courses. Students must be competent in these areas to enter the systems engineering graduate program.

Level 1: Introductory Courses

Fundamental systems engineering courses for the beginning graduate student. These are the initial courses taken in the systems engineering graduate program.

Level 2: Core Courses

Required core courses towards the completion of a graduate degree in Systems Engineering. These are recommended as core courses in any systems engineering program.

Level 3: Specialization Courses

Either advanced courses which focus on systems engineering niches or special areas related to systems engineering. Students focus on specialization courses once the initial and core courses are complete.

© 2007, INCOSE, All Rights Reserved. Dr. Rashmi Jain [email protected]; 1 PROPOSING A...

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