June 15, 2014
June 15, 2014
June 18, 2014
24.990.1 - 24.990.21
Practicing and Assessing Formal Systems Competencies In ECE Senior DesignAbstract:Systems engineering concepts were included for the first time this year in the electricalengineering senior design program. In this year-long program, teams of three to four studentscomplete an externally sponsored project. In this year’s class, a subset of the model-basedSystems Competencies1 was introduced at the beginning of the course, and assigned as modelartifacts to appear in project deliverables. The cited model-based rubrics are likewise being usedand enhanced as the basis of related competencies assessment. Results for student team projectdeliverables of the first course quarter are reported within the scope of this paper.This year the teams were asked to complete a System Proposal document during the first 5 weeksof the project and a System Decomposition and Requirements document by the 10th week of theproject. The System Proposal consists of a model-based stakeholder-to-feature map, the domain,state, and logical architecture models, and a complete list of interactions. The purpose ofproducing this document is to ensure that the client, the students, and the faculty fully understandthe project and all have the same concept of what the project entails. The System Decompositionand Requirements document includes a model-based decomposition of the system into itsphysical components, while assuring that the design and requirements are consistent with themodeled stakeholder features.The assessment that we have of this process at the time of abstract submission is based on theexperience of the faculty supervisors who are working directly with the teams using the model-based rubrics. As a result of producing these models, it seems that the student teams are getting amuch better understanding of their projects earlier on in the year than they have in the past. Bythe time we submit this paper, we will have an assessment of the first quarter’s submissions, andthe progress of the additional systems competencies from an initial baseline. The faculty areexpecting this process to produce better results for the client by the end of the project, and willuse the model-based rubrics at each stage to track this progress.
Simoni, M., & Schindel, W. D., & Mu, X., & Moore, D., & Padgett, W. T. (2014, June), Practicing and Assessing Formal Systems Competencies in ECE Senior Design Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/22923
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