June 14, 2015
June 14, 2015
June 17, 2015
26.985.1 - 26.985.17
Integrating Affective Engagement into Systems Engineering EducationAbstractIn this paper we address the challenges and importance of developing the students’ affective engagement with the cognitive content offered in systems engineering education. Systemsengineering is concerned with developing the most appropriate total system solution to address aneed. Systems engineering methods used to find this optimal solution include applying asystems perspective while making tradeoffs of the relative benefits of each of a range ofpossible approaches to a problem. However, the practical application of systems engineering isto seek a comprehensive design solution that satisfies a range of constraints and provides anadequate solution that “satisfices” the stakeholders. To apply the systems engineering method inorder to gain the advantage of an optimal rather than adequate solution, demands that thesystems engineer believes in the value of the methods, techniques, and perspectives of thesystems engineering method even at times where the method may seem indirect orcounterintuitive to performing engineering work. Therefore, systems engineering educationmust engage the students in both the cognitive domain, developing ability to perform thetechniques, and in the affective domain, transforming the student’s belief to recognize the positive value of the systems engineering method. This paper discusses the current gap inaddressing the affective domain in systems engineering education, the importance of closingthat gap to enable the effective implementation of systems engineering on the job, and relatedissues and challenges. Following this discussion, the paper proposes a framework for assessingthe development of the student’s affective engagement in systems engineering methods.
Ferris, T. L., & Squires, A. F., & Camelia, F. (2015, June), Integrating Affective Engagement into Systems Engineering Education Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24322
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