Conference Session

Developing Systems Engineering Curriculum, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ricardo Pineda, University of Texas, El Paso; John E. Weaver, Lockheed Martin Aeronautics Company; Oscar H. Salcedo, University of Texas, El Paso; Jose Luis Falliner, The University of Texas, El Paso; Richard T. Schoephoerster, University of Texas, El Paso

Tagged Divisions

Systems Engineering

account for the design,deployment, and Life Cycle Management of the 21st century systems, thus shifting fromtraditional design toward innovative ideas to include all of these areas25, 24, 19; a recent report byUNESCO on engineering around the world suggest that engineering education might benefitfrom less formulaic and more problem-based, project-based, and just-in-time approaches in orderthat the next generation of engineers can rise to the challenges and opportunities they areinheriting”.28It has also been shown that the most prominent engineers within industry have developedspecific soft skills required to communicate, empower, and lead teams to the successfuldefinition and completion of complex innovative products; as an example, a study

Conference Session

Systems Engineering Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Timothy L.J. Ferris, School of Engineering, University of South Australia; Alice F. Squires, Washington State University; Fanny Camelia, University of South Australia

Tagged Divisions

Systems Engineering

theeducation provided in the program. The ABET accreditation documentation describe theseachievements as outcomes, for the time of graduation, and objectives, for the defined post-graduation interval. The ABET criteria (d), (f), (g), (h), (i) and (j), half of the full set (a) through(k), relate to the “soft” skills of teamwork, ethics, communication, contextual appreciation, self-development and contemporary knowledge and are easily, and superficially, associated with theaffective domain [1]. However, it is clear that one could study about these areas as an externalfact or learn about them in a manner that embeds them into one’s approach to engineering. Theformer, learn about, outcome treats these areas as cognitive content to be learned. The latter

Conference Session

Systems Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jon Sticklen, Michigan Technological University; Natalie Green, Michigan Technological University

Tagged Divisions

Systems Engineering

. Figure 2: Systems Engineering Core Curriculum at MichTechThe strong emphasis in our Systems Engineering Pathway compared to traditional systemsengineering majors is several-fold: ● The emphasis we place on high-level “soft skill” acquisition by our students to meet and in fact exceed most industry expectations, ● The manner in which we "farm out" much of our course work except for the Systems Engineering Core. From our perspective, this has two benefits: (i) our students become familiar with a large range of engineering disciplines to a level of expertise suitable for a systems viewpoint of complex, multidisciplinary devices and systems, and (ii) our students are "forced" to develop a mindset supporting becoming

Conference Session

Systems Engineering Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas H. Bradley, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Systems Engineering

oftechnical content. In CSU’s SE curriculum, the student is expected to develop deep expertise incomplicated and mathematical subjects (defined in the INCOSE SE Handbook as technicalprocesses), as well as in qualitative analysis and soft-skills (defined in the INCOSE SEHandbook as project, enterprise, and agreement processes)16. Research indicates that inmathematical disciplines, teaching activities are more focused and instructive, with the primaryemphasis being on the teacher informing the student. In contrast, teaching and learning activitiesin “soft” disciplines tend to be more constructive, and reflective17,18,19. We had hypothesized thatthis effect would realize itself in the SE program in that more technical process-derived courseswould have

Conference Session

Capstone Design Courses and Tools in support of Systems Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Aditya Akundi, RIMES, University of Texas at El Paso; Eric D Smith, University of Texas, El Paso

Tagged Divisions

Systems Engineering

professional recognition and be valued for their hard analytical and creative abilities and soft skills and multi-disciplinary education and research.5. IMSE Graduates will collaborate and generate benefits for their communities, profession, and the world.7, ASSESSMENT RUBRICSChapter 8 of the GRCSE provides guidance for developing assessment rubrics to ensurethat graduate programs achieve their intended outcomes.Southern Association of Colleges and Schools (SACS)The 2011 formulation of a Program Learning Outcomes (PLOs) Matrix for programassessment that would meet the requirements of the Southern Association of Colleges andSchools (SACS) represents the formal organization of the understanding as to howprogram courses and activities contribute

Conference Session

SED Technical Session: Instructional Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Virginia Tech; Alejandro Salado, Virginia Tech; Thomas A. McDermott, Stevens Institute of Technology

Tagged Divisions

Systems Engineering

: Cambridge University Press, 2014, pp. 29–46.[39] W. Donaldson, “In praise of the ‘ologies’: A discussion of and framework for using soft skills to sense and influence emergent behaviors in sociotechnical systems,” Syst. Eng., vol. 20, no. 5, pp. 467–478, 2017.[40] P. M. Senge, The fifth discipline: The art and practice of the learning organization. New York, NY: Crown Publishing, 2006.[41] R. Stevens, A. Johri, and K. O’Connor, “Professional engineering work,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. New York, NY: Cambridge University Press, 2014, pp. 119–137.

Conference Session

Systems Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammed BOUGAA, CentraleSupelec and EISTI; Stefan Bornhofen, EISTI; Alain RIVIERE, SUPMECA; JEAN-CLAUDE TUCOULOU, AFIS ASSOCIATION FRANCAISE D'INGENIERIE SYSTEME

Tagged Divisions

Systems Engineering

-distributed students.ConclusionIn this paper, we presented a solution for SE education, using international standards in a project-based-learning approach. Thanks to this concept, students will learn to not only engineer therequested system, but also to engineer it the right way, using real-life SE practices conveyed bystandardized processes, together with communication, team management, collaboration and re-lated soft skills. The main advantages of our solution are the processes, life-cycle, and projectsadaptation and management components, as well as the shared workspace for students engineer-ing tasks during all the life cycle. Another advantage of the solution resides in its ability to helpin meeting the challenges of a project-based-learning

Conference Session

Systems Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Fazleena Badurdeen, University of Kentucky; Dusan Sekulic, University of Kentucky; Bob Gregory, University of Kentucky College of Engineering; Adam Brown, University of Kentucky; Hai Fu, University of Kentucky

Tagged Divisions

Systems Engineering

science, these foundations must be complemented by skills inprogramming, systems thinking and the ability to use relevant tools. Further, these new engineersmust possess a variety of ‘soft’ skills (i.e. interpersonal and communications skills) as well as agrasp of economics and business acumen.The need for changes in the approaches used to teach future engineers and instill the necessaryKnowledge, Skills and Abilities (KSA) is also emphasized. These KSAs are reflected in thedesired outcomes of STEM education outlined in recent versions of professional accreditationcriteria. For example, seven of the eleven current ABET (Accreditation Board for Engineeringand Technology) criteria for accrediting university engineering programs10 either state or