Difference between revisions of "Guidance for Educators and Researchers"
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==Summary== | ==Summary== | ||
| − | + | Educators 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. Educators can leverage the case studies and vignettes provided in the SEBoK directly in the classroom. Educators should use the SEBoK in tandem with GRCSE for development of curricula at the program level. Finally, educators and researchers can use the SEBoK for continuing education and research. | |
==References== | ==References== | ||
Revision as of 16:54, 30 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.)
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.
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.
Vignette
William, a software engineer by training is interested to learn more about Software Intensive Systems (SIS). More specifically, he wants to learn about some of the best practices that is currently used throughout the software development life cycle, and try to adopt those practices as it relates to software intensive systems. As part of his research, William has spent an extensive amount of time and effort reviewing the SWEBoK (SoftWare Engineering Body of Knowledge) and its corresponding primary references to find any special treatment of activities and practices as it relates to SIS. As part of his research, he learns about the SEBoK, and he decides to spend some time reviewing the SEBoK to see if there is any special treatment of the software intensive systems throughout that document. Although, he was not able to find any specific discussion of the SIS as part of SEBoK, he realized that there are number of activities throughout the system development life cycle which can be adopted/customized to deal with the development of SIS. Therefore, William decided to invest some time, and learn about the system development life cycle SEBoK part 3, and try to customize some of the activities and practices mentioned in this section to address the development of the software intensive systems.
Summary
Educators 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. Educators can leverage the case studies and vignettes provided in the SEBoK directly in the classroom. Educators should use the SEBoK in tandem with GRCSE for development of curricula at the program level. Finally, educators and researchers 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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