New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Cyber-physical systems (CPS) are increasingly relied upon to provide functionality and value to products, systems, and infrastructure in sectors including transportation (aviation, automotive, rail, and marine), health care, manufacturing, and electrical power generation and distribution. In this paper, we describe the critical importance of systems engineering skills for the engineers of cyber-physical systems. We describe the state of embedded/CPS development projects and the resulting educational challenge and opportunities. We then describe the process, principles, concept, syllabus and pedagogy of a Systems Engineering of Cyber-Physical Systems (SE of CPS) program that we have developed to address these needs.
Our objective is to develop a Systems Engineering of Cyber-Physical Systems program targeting practicing embedded and CPS engineers, to endow them with systems engineering capabilities. This program is projected to include a Master’s Degree, a four-course Graduate Certificate, and a four-hour workshop, all sharing a common set of materials, with the Master’s Degree having specified areas of concentration such as security, autonomy, and high-assurance.
Our program principles are: • Stress the ability to think and do, rather than just knowing • Curriculum is experientially-based, simulating an actual development program experience using contemporary methods, processes and tools (MPTs) • The entire lifecycle is covered including the often neglected areas of: o concept generation, o validation and verification, o system deployment and sustainment • Focus is on the entire process with an emphasis on V&V and mission robustness, not just architecture and design • Practices that provide efficiency and effectiveness in this domain are valued over traditional approaches, e.g. continuous agile vs. phase-based scheduled processes • Targeted towards the future using model and computational based approaches
This is an experience based program that intends to mimic an actual professional project environment, using an integrated set of tools through the entire sequence. A single project runs through the entire sequence, in this case a telepresence robot. There are also a number of threads that weave through all four courses. These threads include: 1) financial analysis, 2) system requirements based on market needs, 3) MBSE SysML architectural models and 4) proof of operation involving fault/hazard/safety analysis. These threads are introduced early in the program and serve as an anchor while being modified throughout the courses.
There are four courses that form the core of the program, corresponding to the systems framework, with a short program overview as the prelude to the first course. These courses are: • Conception of CPS: Deciding What to Build and Why • Design of CPS: Ensuring Systems Work and Are Robust • Implementation of CPS: Bringing Solutions to Life • Sustainment of CPS: Managing Evolution
The paper concludes with a description of the results obtained from the first pilot of the program and our future directions.
Wade, J. P., & Cohen, R. S., & Bowen, N. S., & Hole, E. (2016, June), Systems Engineering of Cyber-Physical Systems: An Integrated Education Program Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26006
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