engineering) as further subject matter for the application of systems engineering,particularly in the area of sustainable development. According to the United Nations, theSustainable Development Goals support the five pillars of people, planet, prosperity,partnerships, and peace, which are known as the 5 Ps of sustainable development. Here within,we share: 1) background on the development of the nurse+engineer, which is a newly describedV-shaped professional; 2) content of two course modules that may be used to teach partnershipbetween engineers and nurses to address the challenges of sustainable development usingsystems engineering; and 3) initial qualitative feedback from students collected throughanonymous end-of-semester surveys. Our results
study sheets and underscores the complexity of theirimpact on student learning. The implications of the findings for future research are alsodiscussed.IntroductionThe evaluation of students' understanding of engineering course concepts through closed-book,time-limited examinations has faced criticism, with concerns raised about its efficacy inpromoting a deep understanding of critical concepts [1]. Critics argue that this approach oftenleads to memorization without fostering genuine comprehension [2]. In response, some suggestalternative examination formats, such as permitting the use of study sheets during examination.These study sheets, also known as study guides or cheat sheets, serve as concise summaries ofcrucial course concepts, offering
limited to one field or discipline but is insteadapplicable to any problem or complex situation that may be difficult to understand or solve usingtraditional reductionist thinking [1]. It is this point that conveys the principle of excellently,instead of breaking complex situations into smaller pieces more comprehensible pieces withreductionist thinking, flips this narrative to focus on the larger systems and structures in place,which enables the user to understand complex relationships and behaviors that emerge not fromeach individual actor in a system, but from their complex and very nuanced reactions with otheractors in the system [2]. ST is based on the basic principle that a system is more than a collectionof its parts, and that ST can be
Bi2 , and Gene Eu Jan3 1 Department of Electrical and Computer Engineering, Mississippi State University 2 Department of Civil and Mechanical Engineering, Purdue University Fort Wayne 3 National Taipei University, and Tainan National University of the ArtsAbstractThe integration of nature-inspired intelligence in computational intelligence curricula,particularly for robot path planning optimization, represents a significant advancement in bothresearch and education realms. This study introduces a unique pedagogical approach thatcombines sparrow-dissection and scaffolding with flipped learning (SDS-FL) and ongoingproject-based methods. This approach is implemented in a
the involved faculty. The resulting radio telescope projectprovides university undergraduate students with the ability to learn the basics of radio astronomythrough the easily accessible small-scale radio telescope system.IntroductionThis project was developed as an extension of a collaborative project between studentengineering and astronomy clubs. The members of the capstone team took on the design of thecontrol system and coordination of the overall project. During the initial development of theproject, a system block diagram was established as shown in Figure 1. This block diagram givesan overview of the major components of a radio telescope system. It was divided into threemajor sections, which were then assigned to task teams. In this
education encouragingstudents to have an experiential learning component in community, whereby they practiceengineering design in communities. Yet, this happens rarely with the appropriate training andwith no partnership with community-based scientists. For example, in this case from theAmerican Society of Agricultural and Biological Engineers [1] , the team identified thechallenges of distribution of aid in agricultural development projects and, using stakeholderanalysis, outlined the essential voices as the engineer, funder, government, and the internationalNGO. While this is a strong team of voices, they were missing important insight fromstakeholder who were immediately impacted by the design of these engineering solutions. Thisoversight, in
theirDigital Engineering Competency Framework (DECF). The DECF has been developed to providethe Department of Defense (DoD) with a set of well-defined competencies comprising theknowledge, skills, abilities and behaviors (KSABs) that are required of the digital engineeringworkforce.IntroductionIt has been argued that higher education environments around the world have a responsibility toreevaluate their role in the education of future engineers as the engineering discipline undergoessignificant change 1 . Digital Engineering (DE) is “an integrated digital approach that usesauthoritative sources of systems’ data and models as a continuum across disciplines to supportlifecycle activities from concept through disposal. A DE ecosystem is an
and evolve withtime; therefore, addressing the changing problems with short- and long-term goals is important. However,many students need scaffolding to assist their goal formulation activities, such as design constraints andguidelines. Engineering educators should consider including in their courses strategies that would trainstudents to gather necessary information and build scaffolding on their own through goal formulationactivities.1. INTRODUCTIONIn systems engineering, goal formulation is a crucial step in the early stages of the system development lifecycle. It involves defining and clarifying the objectives that a system is intended to achieve. The goalformulation process helps establish a clear understanding of the system's purpose
approach and consideration of the role of humans that are involved inall aspects of the system [1, 2].The U.S. Department of Defense (DoD) Digital Engineering (DE) Strategy [3], announced fiveyears ago, presented the departments’ goals to adopt more integrated digital modeling in theirsystems acquisition and procurement practices and operations and enable the use of digitalartifacts to improve communication across all stakeholders. The goal of transitioning atraditional design-build-test methodology to a model-analyze-build approach extends the role ofdomain-experts such as systems engineers, to become knowledgeable of the requirements andpractice of experts from other domains who engage with the system across its lifecycle. Thistransition is
, presentlessons learned based on feedback from the cohort, and discuss how the teaching of MBSE can befurther improved using active learning techniques and modern technology. It is the authors’intention that other MBSE instructors may consider and implement some of the teachingtechniques discussed in this paper.1 IntroductionModel-Based Systems Engineering (MBSE) is the formalized application of modeling to supportsystem requirements, design, analysis, optimization, verification and validation 1,2 . It has oftenbeen claimed that successful adoption of MBSE within a complex systems engineering projectcan lead to benefits regarding schedule and cost - though the extent of these benefits can bedifficult to quantify 3 . To be successful, MBSE requires the