Difference between revisions of "Guidance for Educators and Researchers"

Latest revision as of 19:53, 19 November 2023

For educators or researchers, the SEBoK should be used together with GRCSE (Graduate Reference Curriculum for System Engineering). The SEBoK is a guide to the knowledge that constitutes the systems engineering domain, while GRCSE “describes a program for a professional master’s degree focused on developing student ability to perform systems engineering tasks and roles” (Pyster et al. 2012).

An educator, for purposes of this use case, is a university faculty member or a professional trainer. Educators use the SEBoK and the GRCSE to develop curricula or courses focused on systems engineeringsystems engineering (SE) generally, on domain-centric systems engineering, or on another engineering discipline that touches on SE. The SEBoK and GRCSE are means to assure accuracy, completeness, and effective assessment at all levels, from lessons through objectives.

A researcher, for purposes of this use case, is a person actively contributing to the body of SE knowledge.

The Use of Topics

Educators can use SEBOK topics and their primary and additional references as:

assigned readings for courses,
supplemental references for student research, and
content for curriculum development.

Educators can also use the concepts, perspectives, and references to develop or refine course objectives and the techniques for assessing them.

Researchers can use SEBoK topics and their primary and additional references to learn about the state of the art in the subject areas of interest, for summaries of the literature, and to look for opportunities to advance those areas by further research.

A good course or research topic should reflect multiple perspectives, which the SEBoK provides. As well, cataloging the wide diversity in accepted practices across SE is an important function of the SEBoK from the researcher's perspective.

For both educators and researchers, the fact that the SEBoK provides both primary and additional references in each topic is useful. So is the fact that the SEBoK is a wiki, which allows frequent updates to keep pace with the dynamic evolution of the systems engineering domain. See Acknowledgements and Release History.

Implementation Examples

Good examples make for good teaching. The Systems Engineering Implementation Examples in the SEBoK consist of relatively in-depth case studies and shorter examples, which are linked back to appropriate areas of the SEBoK. A matrix shows which SEBoK topics are addressed by each case study or vignette.

Each case study in the SEBoK is actually a summary of an original case found in the SE literature, and is accompanied by a reference to the full, published case study. Case study summaries or examples from the SEBoK may be incorporated in curricula.

Educator

University faculty may use the SEBoK and GRCSE to develop:

a complete SE curriculum,
a single course in systems engineering, either for use in an SE curriculum, or in a curriculum that belongs to some other discipline, or
assessment criteria for curricula or courses.

Likewise, professional trainers use the SEBoK to develop training material, or to evaluate or update existing training courses.

Both faculty and trainers pursue professional development, in the form of SE study, using the SEBoK.

Vignette: Curriculum and Course Development

A university designates a faculty team to investigate the feasibility of developing a graduate degree in SE.

Results of preliminary feasibility analysis (including evaluating the market, competing degree programs, and so on) are encouraging. The faculty team then begins to design the program, by identifying:

program constituents
potential objectives, outcomes and entrance requirements, based on review of GRCSE
one half of the curriculum content based on review of the typical curriculum architecture (GRCSE chapter 5) and the core body of knowledge (CorBoK) (chapter 6) of GRCSE and
the other half of the curriculum content based on review of the SEBoK (Parts 2 through 7) .

According to the GRCSE, 50% of the total knowledge conveyed in a graduate program should be based on the CorBoK, to ensure a common foundation among programs offered at different institutions. At the same time, restricting the CorBoK to no more than 50% encourages a healthy variety in those programs.

Once these steps are complete, the overall architecture and the content and scope of the curriculum are defined. Now the faculty designs the courses themselves, defining in turn:

the prerequisites for each course
the overall course sequencing for the curriculum, based on the course prerequisites
the objectives and goals for each course and
the expected outcomes of each course.

Finally, the faculty is ready to develop the content for each individual course.

Defining course content is done based on topics in the SEBoK that cover the subject of the course.

Using primary and additional references as much as the topics themselves, the faculty responsible for course design define:

the scope of the course content
the course coverage, that is, what within the course content scope is actually taught in the course.

Given the scope and coverage, the next and final step is to develop the course material.

A professional trainer designing the training material performs the same kinds of activities. To customize the training course for a specific industry or customer, the trainer may integrate domain-specific content as well.

Researcher

Researchers use SEBoK topics and their primary and additional references to learn about the state of the art in the subject areas of topics, and to look for opportunities to advance those areas by further research.

Vignette: Software Engineering Research

William McGregor, a software engineer, wants to learn more about software intensive systems (SIS). Initially, William wants to answer the question: Do the activities and practices used to develop SIS represent special treatments of standard activities and practices?

William has already reviewed the SWEBoK and its primary references extensively for an answer to his question. In the course of his research, William learns about the SEBoK and decides to look there, too.

William finds no specific discussion of the SIS within the SEBoK. As he looks through the SEBoK, though, he realizes that there are activities throughout the system development life cycle which can be adapted or customized for the development of SIS. Accordingly, William decides to replace his original question with two new ones: (a) what best practices are applied throughout the software development life cycle and (b) how can those practices be adapted to SIS?

William now focuses on Part 3 to learn about the system development life cycle and identify development activities and practices that he can customize for software intensive systems.

Summary

Educators use the SEBoK as a framework or a resource which helps them:

determine what subject matter should be included in a new curriculum
identify gaps in an existing curriculum and craft plans to address those gaps, and
design individual courses.

The case studies and vignettes in the SEBoK may be used by educators in the classroom.

To develop curricula at the program level, educators should use the SEBoK in tandem with the GRCSE.

Researchers use the SEBoK to learn about the state of the systems engineering discipline, and to look for opportunities to advance that state by further research.

References

Works Cited

Bloom, B.S., M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. Krathwohl. 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. London, UK: Longman Group Ltd.

Primary References

Pyster, A., D.H. Olwell, T.L.J. Ferris, N. Hutchison, S. Enck, J.F. Anthony, D. Henry, and A. Squires. Eds. 2015. Graduate Reference Curriculum for Systems Engineering (GRCSE™), version 1.1. Hoboken, NJ, USA: The Trustees of the Stevens Institute of Technology ©2015. Available at: http://www.bkcase.org/grcse-2/.

Additional References

None.

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-Faculty should also plan to review the Graduate Reference Curriculum for Systems Engineering [[Acronyms|(GRCSE)]] companion guide. (Pyster and Olwell et al. 2011) GRCSE provides a summary of which topics should be covered in a systems engineering curriculum, while the SEBoK describes the knowledge that constitutes a topic.  (Please note that [[Acronyms|GRCSE]] version 0.5 was released in December 2011 and may be downloaded [http://www.bkcase.org/fileadmin/bkcase/files/GRCSE_0.5/GRCSE_Version0_5_Final.pdf here].)
+For educators or researchers, the SEBoK should be used together with GRCSE (''Graduate Reference Curriculum for System Engineering''). The SEBoK is a guide to the knowledge that constitutes the systems engineering domain, while [http://www.grcse.org GRCSE] “describes a program for a professional master’s degree focused on developing student ability to perform systems engineering tasks and roles” (Pyster et al. 2012).
-Within the context of this use case, we refer to a university faculty and/or professional trainer as an educator.  A researcher is a person who is interested in learning about the current state of System Engineering and/or potential advancement of the state of SE.  An educator will use the SEBoK and GRCSE in support of curriculum and/or course development in order to assure its accuracy and completeness, and its assessment. The curriculum and/or course can be one that is focused on system engineering, domain-centric systems engineering, or another engineering discipline that includes some systems engineering topics.
+An educator, for purposes of this use case, is a university faculty member or a professional trainer. Educators use the SEBoK and the GRCSE to develop curricula or courses focused on {{Term|Systems Engineering (glossary)|systems engineering}} (SE) generally, on domain-centric systems engineering, or on another engineering discipline that touches on SE. The SEBoK and GRCSE are means to assure accuracy, completeness, and effective assessment at all levels, from lessons through objectives.
+A researcher, for purposes of this use case, is a person actively contributing to the body of SE knowledge.
 ==The Use of Topics==
-Each topic in the SEBOK identifies a wide range of related concepts and perspectives. A good course requires multiple perspectives on a topic, and the SEBoK provides these various perspectives.  As there is a wide diversity in accepted practices across systems engineering, cataloging this diversity for use in courses is important.
+Educators can use SEBOK topics and their primary and additional references as:
+*assigned readings for courses,
+*supplemental references for student research, and
+*content for curriculum development.
-The SEBoK also provides a range of references in the citation section and identifies those references that are considered primary references for a particular topic as well as additional references. Faculty can refer to the reference lists at the end of each topic discussion to identify additional content for further curriculum development; to use as reading assignments in a course; or to provide students with additional or supplemental references.
+Educators can also use the concepts, perspectives, and references to develop or refine course objectives and the techniques for assessing them.
-Faculty can also use the concepts, perspectives, and references to develop or refine their course objectives and the techniques for assessing them.
+Researchers can use SEBoK topics and their primary and additional references to learn about the state of the art in the subject areas of interest, for summaries of the literature, and to look for opportunities to advance those areas by further research.
+A good course or research topic should reflect multiple perspectives, which the SEBoK provides. As well, cataloging the wide diversity in accepted practices across SE is an important function of the SEBoK from the researcher's perspective.
+For both educators and researchers, the fact that the SEBoK provides both primary and additional references in each topic is useful. So is the fact that the SEBoK is a wiki, which allows frequent updates to keep pace with the dynamic evolution of the systems engineering domain. See [[Acknowledgements and Release History]].
 ==Implementation Examples==
-Good examples make for good teaching.  The SEBoK includes [[Systems Engineering Implementation Examples]], which contains summaries of and references to full case studies and overviews of events (vignettes) related to specific areas of systems engineering.  These case studies and vignettes are linked back to the appropriate areas of the SEBoK and a [[Matrix of Implementation Examples|matrix]] is provided that shows the primary areas of the SEBoK addressed by each case study or vignette.  Faculty can use the matrix to find case studies and vignettes, along with additional references, that are related to their areas of study.  These examples can be directly used in the curriculum.
+Good examples make for good teaching. The [[Systems Engineering Implementation Examples]] in the SEBoK consist of relatively in-depth case studies and shorter examples, which are linked back to appropriate areas of the SEBoK. A [[Matrix of Implementation Examples|matrix]] shows which SEBoK topics are addressed by each case study or vignette.
+Each case study in the SEBoK is actually a summary of an original case found in the SE literature, and is accompanied by a reference to the full, published case study. Case study summaries or examples from the SEBoK may be incorporated in curricula.
 ==Educator==
+University faculty may use the SEBoK and GRCSE to develop:
+*a complete SE curriculum,
+*a single course in systems engineering, either for use in an SE curriculum, or in a curriculum that belongs to some other discipline, or
+*assessment criteria for curricula or courses.
+Likewise, professional trainers use the SEBoK to develop training material, or to evaluate or update existing training courses.
+Both faculty and trainers pursue professional development, in the form of SE study, using the SEBoK.
+===Vignette: Curriculum and Course Development===
+A university designates a faculty team to investigate the feasibility of developing a graduate degree in SE.
+Results of preliminary feasibility analysis (including evaluating the market, competing degree programs, and so on) are encouraging. The faculty team then begins to design the program, by identifying:
+*program constituents
+*potential objectives, outcomes and entrance requirements, based on review of GRCSE
+*one half of the curriculum content based on review of the typical curriculum architecture (GRCSE chapter 5) and the core body of knowledge (CorBoK) (chapter 6) of GRCSE and
+*the other half of the curriculum content based on review of the SEBoK (Parts 2 through 7) .
+According to the GRCSE, 50% of the total knowledge conveyed in a graduate program should be based on the CorBoK, to ensure a common foundation among programs offered at different institutions. At the same time, restricting the CorBoK to no more than 50% encourages a healthy variety in those programs.
+Once these steps are complete, the overall architecture and the content and scope of the curriculum are defined. Now the faculty designs the courses themselves, defining in turn:
+*the prerequisites for each course
+*the overall course sequencing for the curriculum, based on the course prerequisites
+*the objectives and goals for each course and
+*the expected outcomes of each course.
+Finally, the faculty is ready to develop the content for each individual course.
+Defining course content is done based on topics in the SEBoK that cover the subject of the course.
-A university faculty can use SEBoK and GRCSE in several capacities.  The faculty can use SEBoK to develop a complete system engineering curriculum, or a single course in system engineering (either to be used in a SE curriculum or be used in some other discipline).  Faculty can also use SEBoK and GRCSE for curriculum or course assessment.  Finally, a faculty may use SEBoK as part of his/her professional development, either by expanding his/her knowledge in SE, or learning about the SE domain.
+Using primary and additional references as much as the topics themselves, the faculty responsible for course design define:
+*the scope of the course content
+*the course coverage, that is, what within the course content scope is actually taught in the course.
-A professional trainer can use SEBoK in order to develop training material. S/he can also use SEBoK to evaluate and/or update an existing training course.
+Given the scope and coverage, the next and final step is to develop the course material.
+A professional trainer designing the training material performs the same kinds of activities. To customize the training course for a specific industry or customer, the trainer may integrate domain-specific content as well.
 ==Researcher==
+Researchers use SEBoK topics and their primary and additional references to learn about the state of the art in the subject areas of topics, and to look for opportunities to advance those areas by further research.
-A researcher may use a topic and it’s corresponding primary and secondary references in SEBoK to learn about the state of the art in that specific area, and potentially look for opportunities to advance the area by further research.
+===Vignette: Software Engineering Research===
+William McGregor, a software engineer, wants to learn more about software intensive systems (SIS). Initially, William wants to answer the question: Do the activities and practices used to develop SIS represent special treatments of standard activities and practices?
+William has already reviewed the SWEBoK and its primary references extensively for an answer to his question. In the course of his research, William learns about the SEBoK and decides to look there, too.
+William finds no specific discussion of the SIS within the SEBoK. As he looks through the SEBoK, though, he realizes that there are activities throughout the system development life cycle which can be adapted or customized for the development of SIS. Accordingly, William decides to replace his original question with two new ones: (a) what best practices are applied throughout the software development life cycle and (b) how can those practices be adapted to SIS?
+William now focuses on [[Systems Engineering and Management|Part 3]] to learn about the system development life cycle and identify development activities and practices that he can customize for software intensive systems.
 ==Summary==
-Faculty can check current curriculum against the SEBoK to identify potential gaps in many areas of the curriculum and to support putting a plan in place to address those gaps.  They can also use the SEBoK as a framework for determining what subject matter should be included in a new curriculum and as a resource in designing individual courses. Faculty can leverage the [[Case Studies|case studies]] and [[Vignettes|vignettes]] provided in the SEBoK directly in the classroom. Faculty should use the SEBoK in tandem with GRCSE for development of curricula at the program level. And finally, faculty can use the SEBoK for continuing education and research.
+Educators use the SEBoK as a framework or a resource which helps them:
+*determine what subject matter should be included in a new curriculum
+*identify gaps in an existing curriculum and craft plans to address those gaps, and
+*design individual courses.
+The case studies and vignettes in the SEBoK may be used by educators in the classroom.
+To develop curricula at the program level, educators should use the SEBoK in tandem with the GRCSE.
+Researchers use the SEBoK to learn about the state of the systems engineering discipline, and to look for opportunities to advance that state by further research.
 ==References==
 ===Works Cited===
-Bloom, B.S., M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. Krathwohl. 1956. ''Taxonomy of Educational Objectives the Classification of Educational Goals Handbook I: Cognitive Domain.'' London, UK: Longman Group Ltd.
+Bloom, B.S., M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. Krathwohl. 1956. ''Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain.'' London, UK: Longman Group Ltd.
 ===Primary References===
-Pyster, A., Olwell, D., Squires, A., Hutchison, N., Enck, S., (eds); T. Ferris (lead author). 2011.  ''Graduate Reference Curriculum for Systems Engineering (GRCSE).''  Version 0.5.  Hoboken, NJ, USA: Stevens Institute of Technology.  Released for review, December, 2011. Available at [http://www.bkcase.org/fileadmin/bkcase/files/GRCSE_0.5/GRCSE_Version0_5_Final.pdf http://www.bkcase.org/fileadmin/bkcase/files/GRCSE_0.5/GRCSE_Version0_5_Final.pdf].
+Pyster, A., D.H. Olwell, T.L.J. Ferris, N. Hutchison, S. Enck, J.F. Anthony, D. Henry, and A. Squires. Eds. 2015. ''[[Graduate Reference Curriculum for Systems Engineering (GRCSE™)]]'', version 1.1. Hoboken, NJ, USA: The Trustees of the Stevens Institute of Technology ©2015. Available at: http://www.bkcase.org/grcse-2/.
 ===Additional References===
-No additional references have been identified for version 0.75.  Please provide any recommendations on additional references in your review.
+None.
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-==Comments from SEBok 0.5 Wiki==
+<center>'''SEBoK v. 2.9, released 20 November 2023'''</center>
-No comments were logged for this article in the SEBoK 0.5 wiki.  Because of this, it is especially important for reviewers to provide feedback on this article.  Please see the discussion prompts below.
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