,solution planning, and system design tasks during collaboration. The model was initiallydeveloped to improve the effectiveness of engineers performing such tasks in teams and thisstudy posits that the model will be equally effective on student learning.A detailed statistical experiment to study the effect of this model on subjects collaborativelysolving an analysis and design problem was designed and executed. Randomly assigned teams ofstudents were presented with one of four design problems. Half the teams were then exposed tothe CCM while the remaining half was not. The effect on student learning was then measuredusing assessment of team deliverables.1. IntroductionIn a brief survey of the graduate engineering and technology courses offered at
Page 14.1199.3in the program as practical in order to spread the developmental tasks widely and avoidoverwhelming one or two faculty members. In addition, faculty buy-in is essential forsuccessful implementation of an online program, as described by the Sloan study1. Thus,faculty involvement from the earliest planning stages is essential. The final curriculumselection, as selected by program faculty, is shown in Table 1.Online learning can be either synchronous or asynchronous or some combination of the two.In asynchronous delivery students are separated by time and location, whereas insynchronous delivery students are separated only by location. Midkiff and DaSilva4 havedetailed the differences between these two formats from their experiences
learning with academic programs. Students work in E-teamsand write NCIIA proposals to commercialize innovative product or university/research labdeveloped technology.This paper describes a unique course series in Systems Engineering (SE) Entrepreneurship.Innovation in product/service design and commercialization that enables entrepreneurship can besuccessfully leveraged by applying SE principles/ techniques which parallel entrepreneurshipsteps such as Customer Requirements Engineering and opportunity recognition; Project/QualityEngineering, Decision/Risk Analysis, Systems Modeling, Engineering Economics and businessplanning, Systems Integration and business plan development, Systems Launch considerationsand product/business launch, etc. Concepts
minute for transition – getting their audio visual materials ready. Students were evaluatedbased on their individual as well as team performance. Faculty and staff were asked to completethe Oral Presentation Form. At the team level, the form contained the following:• How were the quality and use of audio visual materials? Were they clear, uncluttered, large Page 11.238.4 font, easily read? Were the key concepts of design and fabrication explained well?• Were their organization, planning, preparation, rehearsal, transition, and other materials pre- delivered to session chair on-time?• Did they deliver in assigned time (not too long or
the cadets analyze their alternatives in terms of cost. The goal is to forcethe cadets to see and evaluate all of the alternatives based on cost and performance.Having completed those required tasks, the cadets present their recommendation for theirclient’s approval on lesson 32. This represents 160 points and at 16% of the coursegrade, is the second-largest single requirement in the course. Although this concludes theDecision Making phase, the teams still must plan how to implement their alternative.As the project moves into the Implementation phase, the cadets develop a plan to enactthe recommended alternative. This means more than just identifying the tasks that must
• Resource Planning • Contracts and Financial Incentives • Reading an Account Statement • Cost Management Work Package Management • Earned Value • Overhead Calculations • Cash Flow • Earned Value • Cost Estimation Process Improvement • Economic Decision Making And IRAD Planning • Cash Flow • Net Present Value • Scope
a graphically representation of systems engineering process. It involves conceptual design phase, where system requirements are developed in consultation with the stake holders, long range plan for system development, manufacture, support services and training needs and system engineering management plan are developed. This is the most important phase where about 60% of the project resources are committed. During the preliminary design (topdown) phase, the overall system is broken down to lowest possible level or component level and requirements are allocated to each component. Next during the detailed design (bottomup) phase, subsystems are designed, tested and integrated to the
miss the original objective of the project. The goal of a Formula Car or Mini-Baja competition team, for example, is not simply to produce an elegant design but to compete well and to be a top contender in the competition. This means that (1) the project specifications are driven by the competition rules, and, that (2) part of the planning must include adequate time for competition specific needs, such as driver or pilot training. Examples of purpose statements include: “It is our goal to successfully acquire and install all necessary electrical and electronic components required for the SAE formula competition vehicle in a timely, orderly, and professional manner in such a way as to have as little impact as possible on the
control and ground station designs are presented in detail elsewhere.10In this paper, an overview of the technical accomplishments of the BIG BLUE project isprovided in the next section, along with the plan for phased development of the culminatinghigh-altitude experiment and highlights of the three experiments to date. Descriptions of thestudent experiences have been presented previously,11,12 but the three-year perspective providesan opportunity for more comprehensive review of the educational and project management of astudent project of this technical complexity and scope. Courses, NASA and industry interactionand support are summarized. Finally, workforce development results will be presented.The BIG BLUE Flight ExperimentsThe BIG BLUE
Engineering Education, 2010 Promoting Effective Communication in Global Engineering ProjectsAbstractEffective communication plays a key role in the success of engineering teams. However,achieving a high level of communication when developing projects globally can be challenging.An organization’s learning capacity, its familiarity with the cultural diversity of its teammembers, and its information technology support for project planning, data management, groupcommunication and collaboration among geographically distributed teams, are some key factorsthat can help overcome this challenge.IntroductionThrough a study conducted in 2008 by NASA, communication was identified as one of the fivetop level themes their highly valued Systems Engineers
April), the SIEDS abstract (due inFebruary), the paper for the SIEDS proceedings (due in April), an optional SIEDS poster (due inApril), and the final versions of client deliverables. After spring break, the focus is on the finalversions of the thesis, SIEDS, and client deliverables. Faculty involved in the administration ofSIEDS have a similar task pattern: preparatory tasks before spring break and implementationtasks after. Venue plans for the next SIEDS are also initialized in April, given the demandsplaced on facilities by local events such as Foxfields, a hugely popular steeplechasing event, andvarious parties and events celebrating the upcoming graduation exercises. At the end of thespring semester, the Director will conduct a “lessons
station) and the networked system (Mashavu network); 2. Perform preliminary on-the-ground testing of the Mashavu stations, Mashavu network, and the business plan; and 3. Implement the system in a top-down manner and bottom-up manner and craft the final scale-up strategy based on lessons learned.Mashavu Teams: The development of Mashavu is tightly integrated into academics through theeplum model of student engagement with a number of courses working on various aspects of theventure.8 A one-credit seminar course grounds students enrolled in the various courses in thebasics of humanitarian engineering, user-centered design for extreme affordability, social
alternative as appropriate. The results are presentedto decision makers for approval.The approved system solution is then implemented. Engineers have to plan for action anddevelop appropriate work breakdown structures in forming an engineering management plan.The systems solution is executed while employing appropriate quality control and measurementsystems to evaluate the implementation plan. Throughout implementation the systems engineerassesses the progress and implements appropriate control measures to ensure the systemcontinues to meet the intended objectives.The SDP is contained in a bubble of environmental factors because systems engineering is aholistic, multi-disciplinary process. Engineers need to explicitly consider the organizational
, encompassing the human activitydomains of communication, construction, defense, education, healthcare, manufacturing,transportation, and many others.Systems Engineering is not a traditional engineering discipline in the same sense as civilengineering, electrical engineering, industrial engineering, mechanical engineering, producibilityengineering, reliability engineering, or any of the other engineering disciplines and specialties. Itshould not be organized in a similar manner, nor does the implementation of SystemsEngineering or its methods require extensive organizational resources. But, for best results, a Page 15.1162.3well-planned and
leaders. Students, upon entering the corporate world, will be activeand effective contributors to the evolving industry of computer science.A&M-CC is using some of these tools, and planning to use others, for graduate and undergraduatesoftware engineering courses, as well as senior capstone courses. The SSI Hub website15, as well asother sources1,3 provide excellent examples of realistic experiences for students. Several institutionshave become members of the SSI project and are using SSI tools to enhance graduate and undergraduatesoftware engineering and associated courses. Information about the individual university programs canbe found on the website
Page 15.218.4which is based on ISO/IEC 15288: 2008, Systems and software engineering — System life cycleprocesses2. Until January 2011, the certification exam will test applicants on the material that iscovered in both versions of the handbook. Thus, ASEP candidates can use either version of theSE handbook to prepare for the certification exam. Topics covered by the exam include scopedefinition, requirementdefinition, requirement management, system architecture and design, trade studies, specialtyengineering (e.g., reliability, maintainability, human factors, system safety, etc.), systemintegration, verification, validation, and relevant project and enterprise management processes(e.g., planning, configuration management, risk management
system production DP1 Pull system DP11 DP12 Heijunka box Kanbans DP111 DP112 DP121 DP122 DP123 Planning window Parts list (Bill of Material & Dual bin / single Transition to push Material) information card system / pull system exchange