individual roles for focused attention on targetedcomponents or subsystems. These subsystems primarily focused on blades, generator and theelectric grid. Training was provided to theboth teams in the following engineeringconcepts: constraints, requirements, trade-offs, optimization, and prototyping. The SEswere provided with more detailed training andresources such as the Vee model which theyshared with the rest of their team. That beingsaid, we wanted the students to experiencesystems engineering and componentengineering first and reflect on theterminology later. Teams started out with twolarger teams to kick off designing blades and generators and then later evolved into smallergroups with 2-3 ‘rovers’ to assist on other tasks.Instructors were
, human made systems reflect the functioning of multiplecomponents that are enhanced together to accomplish the same goal. A great example of anatural SoS is the human ‘machine’. The human machine is composed of multiple single systemsthat operate together to give multiple capabilities to the human body, such as cognition,communication, movement, and evolution. In engineering, single or traditional systems that formpart of an SoS are made to be a piece of a solution to solve a multilevel necessity. These singlesystems are designed and developed based on a well-structured problem with fixed boundaries[3] ; therefore, they emerge with a clear, capable, implicit, and limited set of goals. In addition,their design is based on the integration of
investigate students’ systems thinking, an essential conceptneeded by systems engineers to do systems engineering work. Systems thinking must bedeveloped in the affective domain in order that the depth of that learning can be understood andassessed. Based on the four levels of thinking model [40], systems thinking can be described byfour distinct but closely related levels: events or symptoms; patterns of behaviors; systemicstructures; and mental models [40, 41]. Events or symptoms are the most visible yet shallowestlevel of reality, and mental models reflect the deepest and most profound assumptions, norms,and motivations [41].The first level, events and symptoms, although representing only the ‘tip of the iceberg’, are thelevel at which most
. Thediversified academic programs, student bodies and the integrated Engineering Technology ofCivil, Electrical and Mechanical Programs at Metropolitan State University of Denver gives theuniversity an exceptional advantage to develop a new bachelor’s degree of Sustainable SystemsEngineering program. This program will incorporate current interdisciplinary majors of socialsciences, natural science and engineering across the campus to provide students with theknowledge, skills, and leadership needed to ensure high professional standards and protect publicsafety, health, welfare and through sustainable development practice. The curriculum will becontinually updated to reflect the growth of the development of human society with regard tosustainability and to
the individualpatients, data analysts and MHAs may need to have a greater focus on what is going on at thewhole system level. These two distinct methods of thought help students develop a greaterappreciation and knowledge of decision making.Involvement in the Program As mentioned above there are numerous facets within the center that engender studentparticipation. These methods include: summer internships, co-ops, research, independentstudies, and capstone projects. At our center, experiential education is divided into twoprograms: summer internship and co-ops. The summer internship program includes springpreparation, a summer cohort experience working on several applied and research problems,and fall reflection and dissemination
students ought to provide system-optimized solutions, rather than component-best solutions, within the systems engineering “performance-risk- cost-schedule” framework. • Student immersion into new experiences, such as project team work on complete systems and software development management projects, rather than traditional engineering discipline component development projects. The Kolb experiential learning framework[10] will be used as model. The experiential learning framework comprises students’ experience, their skills to observe and reflect on the experiences, their abilities to learn from the experience, and their proficiency to try out the learned facts. • Student opportunity to
experience with Electrical and Mechanicalengineering students enrolled in one course. The biggest conclusion from their study was thatstudents struggled to manage their time appropriately to finish the projects, but were able tocomplete them on time. In this case, the students were charged with creating a complete roboticsystem, not just a subsystem component that would interface to a base unit. They alsohighlighted the importance of using PBL as a tool to put the theoretical content of a class into areal life context.Maxwell and Meedem3 reported in their article the perceptions of students who participated in a1999 robotics competition. One of the students reported enjoying learning to work in a team. Thestudent also reflected on the importance of
project is supported in part by National Science Foundation award # 1229744. The HPC Page 26.652.10cluster is funded by NSF MRI project with award # 1332566. Opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.Bibliography1. Texas Advanced Computing Center (TACC) http://www.tacc.utexas.edu2. B. B. Brey, “Intel Microprocessors Architecture, Programming, and Interfacing”, 8 th edition, Prentice Hall, 2008 (ISBN: 0-13-502645-8).3. M. Feldman, “HPC Going Embedded”, HPC Wire, Dec. 01, 2011; http
jointcooperative project.The project commenced with instructors studying SEDI documentation developed during theprior work along with an assessment of current SE content in the two capstone design courses.Particular SE topics needing to be added to Aerospace Vehicle Design I and Aerospace VehicleDesign II were identified, and a new syllabus was created for each course to reflect addedcontent. In the design elective, the existing topics related to SE were aligned with the new skillsidentified in Aerospace Vehicle Design I with additional changes to existing SE lecturesproposed.Systems Engineering Concepts Addressed in the CoursesIn Chaput’s 2013 document, he defined SE as a rigorous, disciplined, and systematic engineeringapproach to design, development
hands-on laboratory exercises and real-world examples of aircraft and space missions, which willbe used to illustrate the use of the analytical techniques and demonstrate the relevance of thematerial.Entrepreneurial MindsetIn terms of student learning outcomes, the term “Entrepreneurial Mindset” goes beyond someonebecoming an entrepreneur and creating or starting a business venture. This is also reflected in whatindustry needs as skillset in future workforce. Thought sound technical background and Page 26.1454.3understanding is essential to having a successful engineering career, engineers find remarkablesuccess when they couple
reflects all needs and concerns. Included among these must be ecological Page 26.1452.8and human impacts. Arrow A represents the elicitation of customer needs, desired functionality,and requirements.Need, Functions, and Requirements (Block 2). The purpose of this block is to gather andspecify the behavior of the product or system in functional terms. A market study identifies aneed, an opportunity, or a deficiency. From the need comes a definition of the basicrequirements, often in functional terms. Requirements are the input for design and operationalcriteria, and criteria are the basis for the evaluation of candidate system and