Difference between revisions of "Guidance for Educators and Researchers"
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==Implementation Examples== | ==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 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. | ||
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| + | ==Educator== | ||
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| + | 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. | ||
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| + | 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. | ||
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| + | ==Researcher== | ||
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| + | 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. | ||
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==Summary== | ==Summary== | ||
Revision as of 18:47, 26 July 2012
Faculty should also plan to review the Graduate Reference Curriculum for Systems Engineering (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 GRCSE version 0.5 was released in December 2011 and may be downloaded here.)
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.
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.
Faculty can also use the concepts, perspectives, and references to develop or refine their course objectives and the techniques for assessing them.
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 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.
Educator
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.
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.
Researcher
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.
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 and 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.
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., 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.
Additional References
No additional references have been identified for version 0.75. Please provide any recommendations on additional references in your review.
Comments from SEBok 0.5 Wiki
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