Integrative Workshop SYSE 590

Student Portfolio
Frank Lavoie Portland State University December 9th, 2005

Table of Contents
TABLE OF CONTENTS .................................................................................................................................. I INTRODUCTION............................................................................................................................................ 1 BACKGROUND .............................................................................................................................................. 1 EXECUTIVE SUMMARY ................................................................................................................................... 1 THE SYSTEMS ENGINEERING PROCESS ............................................................................................................ 1 PROBLEM DEFINITION ................................................................................................................................ 2 PROJECT SCOPE ........................................................................................................................................... 2 Aim ....................................................................................................................................................... 2 Resources............................................................................................................................................. 2 Timeline............................................................................................................................................... 2 STAKEHOLDERS ............................................................................................................................................ 3 THE SYSTEMS ENGINEERING PROCESS ............................................................................................................ 3 PROBLEM DEVELOPMENT TOP LEVEL .................................................................................................. 5 THE INITIAL USER STATEMENT ...................................................................................................................... 5 TOP LEVEL FUNCTION, REQUIREMENTS, ARCHITECTURE AND TEST (FRAT) ................................................. 6 Function............................................................................................................................................... 6 Requirements...................................................................................................................................... 6 Architecture........................................................................................................................................ 7 Trade off study................................................................................................................................... 8 Test....................................................................................................................................................... 8 ACADEMIC PLAN AND REFLECTION ON PROFICIENCY LEVEL ATTAINED THUS FAR ..................... 8 ACADEMIC PLAN FUTURE OUTLOOK ........................................................................................................... 9 REFLECTION ON PREVIOUS CLASSES .............................................................................................................. 9 Fall 2004 ............................................................................................................................................ 10 Winter 2005....................................................................................................................................... 11 Summer 2005 .................................................................................................................................... 12 Fall 2005 ............................................................................................................................................ 13
SYSE 590: Integrative Workshop (Student Portfolio) .............................................................................. 13 SYS 640: System Supportability and Logistics......................................................................................... 13 SYS 645: Design for Reliability, Maintainability and Supportability.................................................... 13 SYS 506: Industrial Internship Project at Nike ....................................................................................... 12 SYS 514: System Dynamics......................................................................................................................... 11 EMGT 540: Operations Research in Engineering and Technology Management ................................. 11 SYSE 591: Systems Engineering Approach ............................................................................................... 10 SYS 529: Business Process Modeling and Simulation.............................................................................. 10

CONCLUSIONS ............................................................................................................................................ 14 BIBLIOGRAPHY........................................................................................................................................... 15 APPENDIX 1 USER REQUIREMENTS................................................................................................. 16 EMPLOYER REQUIREMENTS (OSS AERK) ................................................................................................... 16 MASTER PROGRAM REQUIREMENTS ............................................................................................................. 17 INTEGRATIVE WORKSHOP REQUIREMENTS ................................................................................................... 19 APPENDIX 2 - SYSE ACADEMIC REQUIREMENTS AND COURSE DESCRIPTION ................................ 23 APPENDIX 3 - ACADEMIC PLAN

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Introduction
Background In order to apply systems engineering principles while pursuing their Masters degree in Systems Engineering (SYSE) at Portland State University (PSU), students must complete a portfolio that documents and integrates system learning as part of a course titled Integrative workshop SYSE 590. Executive Summary This report covers the following topics: The systems engineering approach. This approach is presented as a

possible technique to develop an academic plan. As we will see, this methodology is well suited to accomplish this objective. FRAT for completion of the academic program. A FRAT (see the definition of FRAT in the section titled The systems engineering process) was developed to be used as a guide for the completion of the academic program. The goal of the system is: to Obtain a Masters Degree in Systems Engineering. From this overall objective stem a series of sub-goals and requirements. The product of this analysis is the academic plan and course schedule which are presented next in this report. Academic Plan and Proposed Course Schedule. An academic plan should be based on professional and personal academic goal(s). This section presents the student academic plan as well as the course schedule. Where courses are already completed, a brief reflection on how the class contributed towards the overall goal is presented. Reflection on personal objectives. objectives is presented. -1Finally a reflection on personal

Problem Definition
The scope of the program as well as the stakeholders are presented in this section. Program scope Aim The aim of this report is to present the systems engineering approach as a tool to develop an academic plan. Resources The director of the Systems Engineering Program at PSU, Herman Migliore, was my academic advisor on this Integrative Workshop (IW) and on general issues related to the masters program. Meetings on a regular basis were organized to report on progress made and to align future work. Material resources, such as the use of an office at home, a personal computer, the Internet for literature research, a publications library at PSU and WebCT were used for this project. Timeline Due to academic constraints (course schedule), the time available to complete the core work of this project was sixteen (16) working weeks, which corresponds to the Fall of 2005 PSU academic term. Updates to this document will be made as necessary until the successful completion of the masters program. -2-

Stakeholders Stakeholders for this project include my academic advisor, fellow PSU Systems Engineering students, professors from PSU and Stevens Institute of Technology as well as INCOSE and the system engineering community. I must, of course, include myself as the prime stakeholder for the development of this academic program. The systems engineering process Part of the scope of this project is to use the systems engineering approach to initiate the development of this system. The aim of this section is to present this concept so that the elements presented later in this report are placed in perspective. Anything can be regarded as a system. This can mean high-tech software, a service, a simple piece of hardware or, as we will see in this report, to develop a program. Although used here to develop my masters program system, the system approach is especially empowered when utilized to develop complex systems. The system engineering process utilized to develop a clear user need, as well as a set of Functions and Requirements and, ultimately, a system Architecture is called the system engineering approach. The system engineering approach is a top-down iterative approach that consists of initially defining the system goal, which is in turn broken down into more refined or explicit sub-functions. The system goal is called the top level function, which states what the system must do. A set of requirements is associated with each function. These Requirements define the performance level expected from the functions that -3-

must be accomplished. Architecture for the system is then selected and this Architecture is further refined as the function tree branches down from the top. Last, but not least, this Architecture must be validated in some means. This aspect of the system engineering approach is called the Test. A more concrete or refined architecture will normally shape up at the 3rd level in a standard system. For each system level, a set of Functions, Requirements, Architecture and Test are developed. engineering process. Most systems will be composed of 3 function levels. More complex systems will likely have to be broken down further to shape up in distinctive architecture or design. In summary, the FRAT process is: Function: what the system/sub-systems must do (goal(s)); Requirement: how well a function must be accomplished (performance level); Architecture: what the system looks like (design); Test: a check that the architecture meets the goal(s) (validation). Figure 1 illustrates the systems

This process can and should be adapted depending on the type of system developed and more so depending on its complexity.

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System Engineering Process

Stakeholders / Users Define Goals and Objectives

Define desired Systems Functions

Define systems Requirements

Regulations

Identify alternatives

Constraints

Establish Decision Criteria

Validate and verify

Select and implement

Figure 1: The system Engineering process. Adapted from Morais and Mar 1

Problem development Top Level

In this section, the project is initially defined in systemic terms. The initial user statement is then presented as well as the system top level functions, requirements, architecture and test. We saw earlier that the FRAT can be broken down to lower levels. For the development of this program, this was deemed appropriate to remain at the top level of the FRAT. The initial user statement The initial user statement is based on objectives stated by my employer as well as those imposed by the program and this portfolio. which is presented below. These user statements are found at appendix 1 and are then translated into a FRAT,

PSU Systems Engineering Website, http://www.eas.pdx.edu/Systems/about.html, Presentation on Systems Engineering Generic Model of Systems Engineering (FRAT)

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Top level Function, Requirements, Architecture and Test (FRAT) Top level Function, Requirements, Architecture and Test (also referred to as FRAT) are described below. Function The system main function (top level function) stems from the overall system goal and objectives. This top level function as well as the user statement, in which we found the systems goals and objectives, is refined and updated in an iterative manner while using the system engineering approach. This refinement is based on my employer requirements as well as personal interest. The top level function (i.e. the system goal) which emerged from the initial user statement is: Obtain Masters Degree in Systems Engineering. Requirements Iteratively manner, top level requirements were derived. These requirements dictate how well the function should perform or closes in on the overall performance level associated with the system. allocation for this system. Desirable-D). Below is the requirements These are found at table 1, which lists the

requirements along with the source and overall priority (Essential=E; or

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Table 1: Top Level Requirements for Masters Program

Req # 1.1 Requirement Description The program requires a minimum GPA of 3.0 and a grade of no less than B for any course to count toward the masters degree. 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 Complete a minimum of 16 Credits of Mandatory Core Courses Complete a minimum of 16 Credits of Elective Courses Complete a student portfolio (Integrative Workshop) Complete an Industrial Internship Project Complete a minimum of 2 Logistics Intensive Classes Attain a grading of A in all classes. Complete a maximum of 9 credits each term Complete a minimum of 8 credits each term Complete the Masters Degree within 2 calendar years or 5 academic terms Director SYSE Program Director SYSE Program Director SYSE Program Director SYSE Program Employer Personal Personal Personal Employer D D D D E E E E E Source Director SYSE Program Priority E

Architecture Several architectures (or in this case academic plans) can be envisaged to accomplish the system goal. This may include the following two approaches (architectures): 1. Load a busy class schedule, which equates to skimming over course material and survive. 2. Load a light and manageable class schedule, which equates to taking a thorough look at class material. 3. Strike the balance between approaches 1 and 2.

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Trade off study No formal trade-off study was ever made to select the preferred approach to take with this academic program. From the advice from fellow students who had already started the program a year earlier, I made a decision to take two classes on my first term and then assess the situation with respect to workload, understanding of class material and against the other tests elements presented below. After a prototype approach was tried in this first term, I found it to be the best approach and carried on with a similar workload for future terms, with some flexibility to add an extra class for predetermined terms when deemed appropriate. Test The following validation elements will be used to evaluate the success of the academic program. These are: Validation of the plan (which is monitored on a regular basis) with my SYSE masters program academic advisor. Grades obtained for each class and GPA. Feedback received from my Industrial Internship employer (Nike). Personal satisfaction about the level of knowledge acquired.

Academic Plan and Reflection on proficiency level attained thus far

The aim of this section is to present the product (output) of the functions and the set of top level requirements. Appendix 2 presents the detailed academic requirements for the SYSE Master Program as well as course descriptions. -8Note that the logistic classes are

offered by the Stevens Institute of Technology. This was necessary to meet my employers requirement as logistics related classes are no longer offered at PSU. Academic plan Future Outlook My academic plan, which includes completed courses, is presented at appendix 3. As of December 9th, I will have completed 82% of the mandatory credits to obtain my masters degree. class. Out of the 18% of remaining credits, I must I look complete one of the four core courses, which is a Requirements Engineering I will be taking this class in my last academic term at PSU. forward to completing this class as it will bring together a great deal of the material I have covered ad hoc during my Industrial Internship Project at Nike. One other positive element of taking this class late into my academic journey is that this material will be fresh in my mind for when I return to my employment in Canada. As for the remaining classes, I intend to take a mixture of engineering economics and decision-making classes. There are many other fields in which I remain very keen on. These are simulation (computer modeling), operational research and programming. As time is running out, I will have to make a decision and pick courses that best fit in the remaining schedule and benefit the most my future employer. Many of these candidate courses, chiefly from PSUs EMGT department, are included at the end of appendix 3. Reflection on previous classes I am generally very satisfied with the level of knowledge I have attained so far while completing this academic program. Perhaps this is due to striking the right balance with respect to the number of classes taken each term. As presented generically as part of possible architectures in the previous section -9-

titled Top Level FRAT, I could basically take two possible approaches to complete my degree: (1) skim over a great deal of material and learn a little about many subjects. By consequence, the pitfall of this approach is that students are in survival mode more often than not, accomplishing the minimum requirements for each class; (2) take a reasonable number of courses each term (most of the time two and sometimes three courses) and keep some flexibility to cover each of the topics in more detail by completing extra research in fields of personal and professional interests. It is now obvious that my decision was to opt for the latter approach, which has proved successful so far. Heres an overview of the courses I have completed thus far and a brief reflection on what I have generally gained from each of these classes: Fall 2004 SYSE 591: Systems Engineering Approach This class is the backbone of the program and has enabled me to appreciate the benefits of Systems Engineering as a field that serves to integrate and understand complex systems. Albeit web-based, perhaps the most beneficial aspect of this class was to be able to meet with colleagues studying in the vicinity of Portland to discuss the material presented each week as well as the final project. SYS 529: Business Process Modeling and Simulation This class was a good introduction to the topic of computer simulation. The overall quality of the class was good, but at the same time demanding. On a positive note, it enabled me to realize the potential benefits of simulation early in my degree. In fact taking a modeling class early in the program opens - 10 -

up the option to a graduate student to obtain a certificate in simulation. The supporting literature for this class, Business Process Modeling, Simulation and Design by Laguna and Marklund was easy to read and did an excellent work at explaining the topic of business process modeling using Extend as the modeling software. The assignments were also useful and well adapted to lead students through a smooth learning of this modeling software. On the flip side, I found the concepts of the business process difficult to grasp and therefore just as hard to model. first. This is because this class implied a students background knowledge of the software development process, which I lacked completely at The case study was however interesting to study, especially from an economic analysis perspective. Winter 2005 SYS 514: System Dynamics This was my second modeling class. After being opened to the elements of discrete modeling it was just a natural flow of event that I would want to get an exposure to continuous modeling. After having completed this class, I can safely say that system dynamics is a very important tool for engineers and decision-makers to be aware of. This said, a model remains a prediction tool and should be treated accordingly when analyzing the results. Dr. Wakeland knowledge and keen approach to facilitate learning made this a very interesting class overall. At this stage, I am still contemplating the idea of completing a certificate in simulation. To achieve this, I would require completing a simulation class in each of my remaining terms at PSU. EMGT 540: Operations Research in Engineering and Technology Management This class was a revelation for me. I particularly enjoyed the literature used for this class: Spreadsheet Modeling and Analysis by Ragsdale. - 11 This book

complemented the informative and interesting lectures offered by Dr. Anderson. This is despite a relatively heavy workload imposed by the weekly, but necessary assignments. The project associated with this class, which aim was to Maximizing Revenue of a Semiconductor Fabrication Unit, was a challenge because of the restrictions imposed by the proprietary data used to complete the class project and because of the dependency on outside resources to access this data. In spite of this, this allowed me to get some insight about the wafer manufacturing business in general, which is good. In retrospect, with a better understanding of the MOSEL software language, better results could have been achieved with the project. Overall, this class allowed me to gain knowledge about the benefits of usefulness of Operational Research, particularly as applied to the field of Logistics. Summer 2005 SYS 506: Industrial Internship Project at Nike (Requirements Allocation and Functional Breakdown for a XXX Testing Device) I made an attempt to go out of the box and I approached the program director in December 2004 to approve my idea to proceed with an internship project with a non-conventional industrial firm. This is to say that in recent years, full-time students on this program were given the opportunity to work within manufacturing plants, not within some large corporation headquarters such as Nike. This idea was accepted wholeheartedly by my academic advisor. For proprietary reasons, not a great deal can be revealed about this project at Nike Inc. From a personal and professional perspective, working for this world-class organization was enlightening. industry while applying basic It enabled me to learn about the footwear Systems Engineering principles for the

development of my project and final report. The complexity of the device under study made it an interesting challenge overall. I extremely benefited from this experience and, hopefully, I was able to provide useful insight to the - 12 -

company in return.

Unfortunately, the project report cannot be made

available for external review. Fall 2005 SYSE 590: Integrative Workshop (Student Portfolio) This document is the output of the process used to determine the pathway through this academic program. Although not explicitly shown in this portfolio, a great deal of reflection has taken place in order to make important decisions about the academic program strategy and approach. This was conducted through an analysis of my employers requirements, the program requirements, as well as personal and professional objectives against the list of available courses from both PSU and Stevens Institute of Technology. SYS 640: System Supportability and Logistics This class allowed me to acquire the detailed knowledge to analyze and understand the key elements of Integrated Logistics Support (ILS) as well as the costs drivers that are comprised within the Supply Chain. in previous courses. This class complements well and places in perspective the various analysis tools learned I feel confident that I have acquired the knowledge (and failing this useful references) to accomplish my future employment in Canada. I found Ben Blanchards Logistics Engineering and Management, 6th edition, a very useful and almost necessary reference to have for this class. SYS 645: Design for Reliability, Maintainability and Supportability This class is mandatory to understand the various metrics of overall system effectiveness with a particular emphasis on the technical elements within it: Reliability, Maintainability and Supportability. - 13 This web based course also

enabled me to gain an overall knowledge of various aspects of maintainability, such as how to conduct a FMECA, a FTA, etc. COTS procurement and Technology Refreshment. It allowed me to better This was particularly useful understand important and useful concepts from a defense perspective, such as as Canada prone the former approach in its defense procurement strategy. I will be acquainted with the relevant terminology in these fields as a result of this class, which is very nice. Finally, Stevens approach to Web learning is excellent as instructors in both of my courses generated sound questions to focus students toward relevant information for group discussions. The class reference, Maintainability: A Key to Effective serviceability and Maintenance Management by Blanchard, Verma (the instructor) and Peterson, was also an excellent guide for students.

Conclusion
To be completed.

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Bibliography
Blanchard, B. S. (2004) Logistics Engineering and Management, 6th ed.. Pearson Prentice Hall, Upper Saddle River. International Council on Systems Engineering (INCOSE) (2004) Systems Engineering Handbook. Martin, J.N. (1996) Systems Engineering Handbook: A Process For Developing Systems and Products. CRC Press LLC, Boca Raton, FA. Sterman, J.D. (2000) Business Dynamics: Systems Thinking and Modeling for a Complex World. MCGraw-Hill, New York.

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Appendix 1 User Requirements Employer Requirements (OSS AERK) PG - System Engineering (Logistics Option) Section 1 - General Introduction 1. Applicable to the following components/MOCs: Regular Force/ ANY Scope 2. Possession of this specialty will enable personnel to perform the duties of an Integrated Logistics Support (ILS) Manager. Working Conditions 3. The working conditions for this specialty are not more stringent than those listed in the applicable Officer General Specification (OGS) or in the Occupational Specification(s)(OS). Selection Criteria 4. Personnel must meet the following requirements to be selected for this specialty: a. b. c. d. be of Major rank; have a Level 2 security clearance; possess a Baccalaureate in Engineering, Mathematics, Physics, or Science; and have Life Cycle Material Management (LCMM) or related experience.

Method of Qualification 5. Formal Training Personnel shall be awarded the qualification and achieve certification after completion of a formal course. Section 2 - Performance Requirements Skill 1:Basic; 2:Detailed; 3:Comprehensive 1. 2. 3. 4. 5. 6. Planning system design Controlling ILS processes Implementing requirement definition process for weapons and other systems Implementing acquisition process for weapons and other systems Interpret logistics support analysis data Implementating ILS processes Level 2 2 2 2 2 2 Level 2 2 2 2 2 2 2

Knowledge 1:Basic; 2:Detailed; 3:Comprehensive 1. 2. 3. 4. 5. 6. 7. Logistics engineering and management Systems engineering processes Engineering economy Deterministic and probabilistic operations research models and theory Reliability and maintainability models Data structures management information systems Engineering psychology and industrial training systems

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Master Program Requirements Master of Engineering in Systems Engineering College of Engineering and Computer Science Portland State University BACKGROUND Systems Engineering focuses on defining customer needs and required functionality early in the development cycle, documenting requirements, then continuing with design synthesis and system validation while considering the complete problem: Operations --Performance --Test -- Manufacturing -- Cost & Schedule -- Support -- Disposal. Systems Engineering integrates all the disciplines and specialty groups into a team effort forming a structured development process that proceeds from concept to production to operation. Many of us already practice systems engineering, but call it something else: design or development of product, process, and service. This course of study will enable the engineering to function in an interdisciplinary team and apply their area of engineering specialty toward the development of a product, process, or service. MASTERS PROGRAM Learning Objectives Improve students' ability to engineer complex products, processes, or services. Develop students' understanding of basic systems concepts and their application to the engineering life-cycle. Develop students' understanding of key systems engineering skills, including team building, communication, synthesis & creativity, problem solving, management of time and resources, database management, and life-cycle viewpoints. Build on students' existing knowledge and project experiences by providing additional domain specialization or project management tied to systems engineering skills. General Requirements The course of study requires 45 credits all taken at the graduate level. The student will be under the supervision of the Director of Systems Engineering, and a faculty advisor from his department of specialty, and an industry advisor knowledgeable with the student's internship/project experience. Core courses will introduce the student to systems methods and its tools. Elective courses will provide advanced domain knowledge mostly in the students area of specialty. Courses from other departments will enable the student to apply this domain knowledge in an interdisciplinary, integrated manner. The internship/project will be a capstone experience combining both systems engineering and domain-specific approaches in the engineering of a complex system. Core Courses 16 credits

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SYSE 591 Systems Engineering Approach ............................ 4 One of Three Possible Modeling Courses .............................. 4 SYSC 514 System Dynamics SYSC 527 Discrete System Simulation SYSC 529 Process Modeling and Simulation EMGT 540 Operations Research In Engineering Management................. 4 SYSE 595 Hardware-Software Integration 4 Elective Courses 16 credits Each student will be under the advisement of the Director of Systems Engineering and a faculty advisor familiar with one of these specialties: Civil Engineering, Computer Science, Electrical & Computer Engineering, Engineering Management, Mechanical Engineering, and Software Engineering. Elective courses may come from anyone of these areas based on a plan of study agreed upon by advisors and the student. Courses from other universities may be acceptable, as evaluated on a case by case basis, and up to a limit of 15 credits. Systems Engineering courses are also available as electives. Project/Internship 9 credits Each student will participate in an industrial experience either as part of a formal internship (SYSE 504) or as part of an industrial project (SYSE 506). These industrial experiences will involve the student, faculty advisors and an industrial advisor. The internship may be full time or part time with nine months of full time employment learning 9 credits. The internship/project must encompass systems level considerations as applied to a product, process or service requiring knowledge from multiple engineering disciplines. Integrative Workshop 4 credits A total of four credits of interactive workshop between faculty advisor and student are required. The student will be guided to consolidate their project experience and knowledge from elective courses with concepts from their systems engineering core courses. Two important concepts in Systems Engineering are integration and management of interfaces, related to both physical components and product development process. The objective of Integrative Workshop is for the student to exercise these concepts as applied to their course work and project work. The workshop will span the students entire program under the guidance of an advisor, thus giving the time to achieve several goals. One, the student is given feedback as they apply discipline skills in systems settings. Two, the student will be asked to reflect on past approaches as it relates to newer more advanced systems skills. Third, the workshop will review systems topics over several terms, thus reinforcing their use. In this way, behavioral change, from engineering specialty thinking to systems engineering thinking, will be achieved. The program also benefits because students continuously assess how well all courses INTEGRATE to achieve Systems Engineering education goals. Workshops will culminate in a student portfolio summarizing the academic knowledge and practical experience students gained while in the Systems Engineering program.

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Integrative Workshop Requirements SYSE 590 Requirements Integrative Workshop Systems Engineering is an acquired behavior to be developed throughout the Masters degree program. Students and faculty advisors will engage in creative workshop activities integrating technical specialty skills and project experience invoking systems engineering applications of communication, synthesis and creativity, team building, problem solving, management of time and resources, and system life-cycle thinking. A student portfolio will document the program plan and document that the desired behavioral change is taking place. Hours of credit: Total of 4; variable each term. Students are expected to devote a total of 120-160 hours to develop a portfolio. Students will be graded (Pass/NoPass) on an on-going basis, and then recorded depending on which terms they enroll in course. The portfolio will summarize the courses taken, relate course topics to each other, summarize discussions with peers and advisors, and document the students reflection on the relation of course and discussion topics to Systems Engineering. Advisors are expected to devote at least 100 hours to each student throughout their degree program by providing assistance in the development of study plans, guidance in the integration of course topics, help in the selection of creative exercises, insight regarding systems engineering concepts, and feedback on portfolio progress. Place in development of department's total program The program will be enhanced due to: 1) assessment of student progress in meeting learning objectives; 2) coupling of specialty disciplines to SYSE skills; 3) reinforcement of SYSE behavior; 4) assessment of program objectives and assessment of progress toward meeting them; 5) an open forum for discussing program changes; and 6) formal planning of student study plans. Educational purposes to be served by this course. The objective of SYSE 590 is to provide an interactive workshop between faculty advisor and Masters student. The student will be challenged to consolidate their project experience and knowledge from elective courses with concepts from the required systems engineering core courses. SYSE concepts of integration, synthesis, and interface management will be continually exercised based on Masters program components. Methods of evaluation to be used in this course:

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Student: Monitoring student input to Internet discussions, performance on project reports, and development of student portfolio. With guidance from the advisor, the student will define the objectives of their portfolio along with performance criteria, and then reflect on how well their portfolio meets the objectives. The advisor will grade this reflection with special emphasis on the utilization of SYSE concepts. Course: Because of its nontraditional nature, course assessment is given a high priority. Examples include: Monitoring of weekly email, chat, and Bulletin Board discussions, Reflection on cumulative Bulletin Board discussions, Surveys of student impressions, Review of entries in each student portfolio. Outline of course: Meeting Program Goals The learning objectives for the Master of Engineering in Systems Engineering are to improve students' ability to engineer complex products and processes as a consequence of using the systems engineering concepts presented in the Core Courses. The Elective Courses build on students' existing knowledge and project experiences by providing additional domain specialization or project management exposure. Two important concepts presented in the systems engineering core are integration and management of interfaces as related to both physical components and product development processes. In SYSE 590, the student exercises these concepts, using their program of study. Elective course work and project work must couple to systems core courses. Course components must logically interface and build to meet the program objectives. In addition to exercising the concepts of integration for the student, SYSE 590 will provide assessment of students progress and program integrity, available to other students, faculty and industry partners. Course Goals SYSE 590 - Integrative Workshop (IW) is a distance learning seminar series, spanning the students entire program under the guidance of an advisor, thus allowing time to achieve several goals. First, the student is given feedback as discipline skills are applied in a systems settings. Second, the student will be asked to reflect on past approaches as they relate to newer more advanced systems skills. Third, the IW will review systems topics over several academic terms, thus reinforcing their use. In these ways, behavioral change from engineering specialty thinking to systems engineering thinking will be developed. Because of the difficulty of achieving these types of goals, the program must be continuously assessed. Specifically, course modules and groups of courses must integrate to achieve these goals, and if not, corrective changes must be incorporated early in the students program. Portfolio Contents

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The workshops will culminate in a student portfolio that: a) formatively records their studies, b) applies systems principles to their program planning and evaluation, and c) summarizes the academic knowledge and practical experience students gained while in the systems engineering program. The portfolio must contain at least three components. 1. Study plan and record of courses actually taken: a. c. a well thought out study plan, assess beneficial changes that occur in study plan.

b. evaluate progress achieved through this study plan,

2. Reflection on coupling of technical specialties and SYSE fundamentals: a. c. connection between the fundamentals learned in past with new advanced systems topics, use of systems concepts in projects and their impact on the development environment.

b. relationship of the domain knowledge gained in electives to systems concepts,

3. Exemplify systems engineering applied to review of student's program: a. defining the specific objectives of compiling their own portfolio, given that their advisor and employer are customers/stakeholders such as, 1) evidence of competencies 2) additional work in integration and interface management 3) assessment of student's program 4) comparison of student's program to past portfolios b. measuring how well these objectives were met, 1) advisor interaction 2) student peer interaction 3) engineering peer interaction 4) supervisor interaction 5) outside studies and case studies c. evaluating process at end of their program. Web Archival Most of the student-to-student and student-to-faculty interaction will be conducted online via the Internet using email and bulletin boards. As inexpensive new technology becomes available (such as Internet TV) additional forms of communication will be incorporated.

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Students will be encouraged to archive their portfolio on the Systems Engineering web site as a model for future student use and for program evaluation. Personal or proprietary entries in the portfolio will be restricted to student and advisor, but this restriction is not expected to detract from the value of making these portfolios public. Students will also be encouraged to compile their portfolios on a continuous basis and to make available on the web after some reasonable student-faculty interaction. A portfolio template will be suggested to students to make their documentation process easier and foster consistency in the web site design. Academic Integrity IW will serve as a window for stakeholders and evaluators to view individual student performance and how well the program aids students to attain this performance. Such a safeguard is an imperative when considering the web nature of the program. Two other demands are placed on the IW and the portfolio. Students will not be in a position to give a personal presentation as part of an on-campus graduate seminar, which is traditionally used as a significant component in exit evaluation. The portfolio may serve as the Exit Document. In addition the student will be encouraged to include their project report in the web archives and link it from the portfolio. (As technology permits, the student may also include a presentation video on web, linked from their portfolio). The other demand is the application of original and significant Systems Engineering concepts as part of the project work. The project should demonstrate 9 credits of scholarly work in Systems Engineering. Maintenance of the portfolio on an on-going basis will give formative assessment, and the final document will give summative assessment of the application of Systems Engineering concepts in project work.

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Appendix 2 - SYSE Academic Requirements and Course Description

COURSE DESCRIPTIONS

Core Courses:
EMGT 540: Operations Research in Engineering and Technology Management SYSE 573: Requirements Engineering (as of fall 2004) SYSE 591: Systems Engineering Approach And, one of three modeling courses: SYSC 514: System Dynamics SYSC 527: Discrete System Simulation SYSC 529: Business Process Modeling & Simulation

Required Courses:
SYSE 506: Project SYSE 590: Integrative Workshop

Elective Courses:
EMGT/SYSC 553: Manufacturing System Simulation SYS 640: System Supportability and Logistics (Stevens Institute of Technology) SYSE510SSI: Systems Security Interface Engineering SYS 645 : Design for Reliability Maintainability and Supportability (Stevens Institute of Technology) SYSE 575: Reducing Risk in Decision Making SYSE 595: Hardware-Software Integration

Core Courses:

EMGT 540: Operations Research in Engineering and Technology Management (4 credits) Professor: Tim Anderson
Resource optimization is studied through mathematical programming. Emphasis is placed on applying linear programming, and goal programming to engineering management decisions. Problem formulation, mathematical model building, basic principles behind the Simplex algorithm, and multiple objective linear optimization via goal programming are included in the course. Post-optimality analysis is studied from the viewpoint of technology management. The course includes a term project involving a real-life problem. For More Details.

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SYSE 573: Requirements Engineering (4 credits) Professor: Dorothy McKinney

This course provides the knowledge and skills necessary to translate needs and priorities into system requirements, and develop derived requirements, which together form the starting point for engineering of complex hardware/software systems. The student will develop an understanding of the larger context in which requirements for a system are developed, and learn about trade-offs between developing mission needs or market opportunities first versus assessing available technology first. Techniques for translating needs and priorities into an operational concept and then into specific functional and performance requirements will be presented. The student will assess and improve the usefulness of requirements, including such aspects as correctness, completeness, consistency, measurability, testability, and clarity of documentation. Case studies, many involving software-intensive systems, will be used. Prerequisite: SYSE 591 Systems Engineering Approach or SYSC 513 Systems Approach or Consent of Instructor. See Syllabus for more details.

SYSE 591: Systems Engineering Approach (4 credits) Professor: John Blyler

Engineering of complex hardware, software systems encompasses quantitative methods to understand vague problem statements, determine what a proposed product/system must do (functionality), generate measurable requirements, decide how to select the most appropriate solution design, integrate the hardware and software subsystems and test the finished product to verify it satisfies the documented requirements. Additional topics that span the entire product life cycle include interface management and control, risk management, tailing of process to meet organizational and project environments, configuration management, test strategies and trade-off studies. Prerequisite: Consent of Instructor. See Syllabus for more details.

SYSC 514: System Dynamics (4 credits) Professor: Wayne Wakeland

A lab and web-based course that introduces the student to the study of the dynamic behavior of continuous systems that contain feedback. Stella is the primary simulation language used in the course. "Lecture" materials are provided on the web using WebCT. Class time is used to assist students in carrying out various labs to reinforce the primary concepts. Some students may find that they can take the course almost entirely remotely. For more information: http://www.webct.pdx.edu:8900/public/sysc514/index.html

SYSC527: Discrete System Simulation (4 credits) Professor: Wayne Wakeland

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Discrete system simulation (DSS) models characterize systems as flows of entities that traverse the system based on logic predicated on sampling from probability functions. The results are used compute statistical measures of performance for the system under study. DSS is used extensively in the fields of operations research, civil engineering, industrial engineering, systems analysis, etc. Students learn how to use DSS to study problems in their respective fields of interest. For more information: http://www.webct.pdx.edu:8900/public/sysc527/index.html

SYSC 529: Business Process Modeling & Simulation (4 credits) Professor: Wayne Wakeland
The primary emphasis is on using discrete (and possibly continuous) system simulation models to analyze business processes, including administrative processes, decision-making, product development, manufacturing, and service delivery, etc. Discrete system models characterize the system as a flow of entities that enter and move through various processes, queues, and decision logic according to various probability functions specified by the modeler. Monte Carlo sampling is used to calculate statistical measures of system performance, such as throughput, average queue length, resource utilization, etc. For more information: http://www.webct.pdx.edu/public/sysc529/index.html

Required Courses:

SYSE 590: Integrative Workshop (1-4 credits per term; 4 in total) Professor: Herm Migliore
Systems Engineering is an acquired behavior to be developed throughout the Masters degree program. Students and faculty advisors will engage in creative workshop activities integrating technical specialty skills and project experience invoking systems engineering applications of communication, synthesis and creativity, team building, problem solving, management of time and resources, and system life-cycle thinking. A student portfolio will document the program plan and document that the desired behavioral change is taking place. Prerequisite: Consent of Instructor Hours of credit: Total of 4; variable each term. For More Details

SYSE 506: Masters Project (9 Credits)

Contact Director.

Elective Courses:
EMGT/SYSC 553: Manufacturing System Simulation (4 credits) Professor: Wayne Wakeland
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The course focuses on using the ProModel discrete event simulation software to model manufacturing systems. Concepts include: a) overview of discrete system simulation and manufacturing simulation, b) data collection and prob. distributions, c) modeling material handling systems, d) job shop and production planning applications, and e) experimental design and output analysis. Relevant aspects of ProModel are also covered: locations, entities, processing logic, arrivals, path networks, resources, etc. For more information: http://www.webct.pdx.edu/public/emgt553/index.html

SYSE 510 SSI: Systems Security Interface Engineering (4 credits) Professor: Ike Eisenhauer
Interface management and integration engineering are two primary functions of Systems Engineers. These functions are becoming more and more important as the systems we design become more and more complex. This course covers the systems engineering approach to integration and interface management of complex systems. For application, this course concentrates its examples on the concerns of integration and interface management of human and automata security principals. While much the current concepts surrounding security apply to "information security" (ISEC) this course treats ISEC as only one of the vast application areas for security. Course goals include: Developing an understanding of system security issues, learning how to manage integration and interfacing of systems and system components, apply Systems Engineering Techniques to System Security Design, view Security Policy Development as a Systems Engineering Evolution, and learning techniques to manage risk inherent in system security issues.

SYSE 575: Reducing Risk in Decision Making (4 credits) Professor: John Blyler
This special topics course will examine the concepts, techniques and tools for managing risk and making decision as key components of the systems engineering process. In this course, risk connotes a measure of the probability and severity of an undesired event. This course begins with an overview of the risk management (identifying, assessing, monitoring, and mitigating) and decision process. Differences between mission critical and non-mission critical programmatic risk will be emphasized. Other topics include the limits of expected value-based risk analysis, decision making strategies such a max/min, min/max and regrets. Formal methods in risk analysis, elementary decision analysis and decision trees, multi-objective decision making, pareto techniques, optimality, and trade-off analysis will be covered. Risk and decision techniques will be contrasted with the interfacing processes of program management and software engineering, from both the government (DOD) and industrial perspectives.

SYSE 595: Hardware-Software Integration (4 credits) Professor: John Blyler

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Systems Engineering is applied to the integration of hardware-software systems, focusing on embedded computer products development and information technology systems. Factors that affect the selection of hardware and software solutions in design will be examined, as well as the use of trade studies to optimize the efficiency of integration issues. Techniques for partitioning of system-level functions and requirements to hardware/software components will be provided, as will practical guidance, through case studies, process templates and design checklists. Prerequisite: Basic understanding of hardware and software development. See Syllabus for more details.

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Appendix 3 Academic Plan Core Courses EMGT 540: Operations Research in Engineering and Technology Management SYSE 591: Systems Engineering Approach SYSE 573: Requirements Engineering (as of fall 2004)
One of three modeling courses: 4 credits Requirement 45 Credits 16 credits 12 credits Earned Credits

37
12
8

4 4
4

SYSC 514: System Dynamics SYSC 527: Discrete System Simulation SYSC 529: Business Process Modeling & Simulation Required Courses SYSE 506: Project SYSE 590: Integrative Workshop Elective Course EMGT/SYSC 553: Manufacturing System Simulation SYSE 575: Reducing Risk in Decision Making SYS 640 Supportability and Logistics, Reliability and Maintai SYS 645 Supportability Reliability and Maintainability SYSE510SSI: Systems Security Interface Engineering SYSE 595: Hardware-Software Integration Course Schedule Fall 2004 Schedule (mid-September to mid-December) Course Number 13622 SYSE 591 SYSE 505
SYSE 590 SYSE 590 16 credits 13 credits

4 4 13 9 4 12

Stevens Stevens

? 4 4 ? ?

CRN

13610 SYSC 529

EMGT 540

Course Name Systems Engineering Approach Reading and Conference Integrative Workshop Integrative Workshop Business Process Mod/Sim Operations Research in Eng & Tech Mngt

Cr

Mode 4 Web 4 Web 1 Web 4 Web 4 Class 4 Web

Instructor Blyler By Arrangement By Arrangement By Arrangement Wakeland Anderson

Done/ Interest Done

Credits completed
4 0 0 0

Course Underway 0 0 0 0 0 0

Planned course 0 0 0 0 0 0

Done

4 0

Winter 2005 Schedule (begin-January to mid-March) Course Number 44939 SYSE 595 44940 SYSE 510SSI SYSE 505
SYSE 590 SYSE 590

CRN

Course Name Hardware-Software Engineering Systems Security Interface Engineering Reading and Conference Integrative Workshop Integrative Workshop System Dynamics Operations Research in Eng & Tech Mngt

Cr

Mode Instructor 4 Web Blyler 4 Web 4 Web 1 Web 4 Web 4 Web 4 Web Eisenhauer By Arrangement By Arrangement By Arrangement Wakeland Anderson

0 0 0 0 0 Done Done 4 4

0 0 0 0 0 0 0

0 0 0 0 0 0 0

43532 SYSC 514

EMGT 540

Summer Project SYSC 506 Industrial Project - Nike

Done 9 0 0

Fall 2005 Schedule (mid-September to mid-December) Course Number 13622 SYSE 591 SYSE 505
SYSE 590 SYSE 590

CRN

13610 SYSC 529

EMGT 540

Course Name Systems Engineering Approach Reading and Conference Integrative Workshop Integrative Workshop Business Process Mod/Sim Operations Research in Eng & Tech Mngt

Cr

Mode 4 Web 4 Web 1 Web 4 Web 4 Class 4 Web

Instructor Blyler By Arrangement By Arrangement By Arrangement Wakeland Anderson

Done/ Interest

0 0 0 0

0 0 0 0 4 0 0

0 0 0 0 0 0 0

Underway

0 0 0

Stevens Institute of Technology courses Supportability and Logistics, Reliability and Maintainability SYS 640
SYS 645

Underway Underway

0 0

4 4

0 0

Supportability Reliability and Maintainability

Winter 2006 Schedule (begin-January to mid-March) Course Number 44939 SYSE 595 44940 SYSE 510SSI SYSE 505
SYSE 590 SYSE 590

CRN

Course Name Hardware-Software Engineering Systems Security Interface Engineering Reading and Conference Integrative Workshop Integrative Workshop System Dynamics Operations Research in Eng & Tech Mngt

Cr

Mode Instructor 4 Web Blyler 4 Web 4 Web 1 Web 4 Web 4 Web 4 Web Eisenhauer By Arrangement By Arrangement By Arrangement Wakeland Anderson

0 0 0 0 0 0 0

0 0 0 0 0 0 0

0 0 0 0 0 0 0

43532 SYSC 514

EMGT 540

Spring 2006 Schedule (end-March to mid-June) Course Number 64565 SYSE 573 64566 SYSE 575 SYSE 505
SYSE 590 SYSE 590 EMGT/SYSC 553

CRN

Course Name Requirements Engineering Reducing Risk in Decision Making Reading and Conference Integrative Workshop Integrative Workshop Manufacturing Simulation Discrete System Simulation

Cr

Mode Instructor 4 Web 4 Web 4 Web 1 Web 4 Web 4 Web 4 Web McKinney/ Eisenhauer Blyler By Arrangement By Arrangement By Arrangement Anderson & Wakeland Wakeland
Planned Planned 0 0 0 0 0 0 0 Completed Total Grand total 25 0 0 0 0 0 0 0 Underway 12 4 0 0 0 0 4 0 Planned 8

63413 SYSC 527

45

List of Potential Classes from EMGT Department

Emgt 525 Strategic Planning in Engineering and Tech. Mgmt. ( 4 cr.) Emgt 537 Productivity Analysis ( 4 cr.) Emgt 546 Project Scheduling and Network Analysis ( 4 cr.) Emgt 550 Manufacturing Systems Engineering ( 4 cr.) Emgt 551 Manufacturing Systems Management ( 4 cr.) Emgt 552 Intelligent Manufacturing Systems ( 4 cr.) Emgt 553 Manufacturing Systems Simulation ( 4 cr.) Emgt 560 TQM: Total Quality Management ( 4 cr.) Emgt 563 Reengineering the Technical Enterprise ( 4 cr.) Emgt 565 Research Methods for Engineering and Tech. Mgmt. ( 4 cr.) Emgt 571 Expert Systems in Engineering ( 4 cr.) Emgt 510 Technology Assessment And Acquisition (4 cr.) Emgt 510 New Product Development (4 cr.) Emgt 510 Technology Forecasting (4 cr.) Emgt 510 Technology Transfer (4 cr.) Emgt 510 Organization Transformation Management (4 cr.)

EMGT 507/607

Dr. Charles Weber

Graduate Seminar Economics of Technological Innovation Business Enterprises for Technology Management Creating Breakthrough Products Competitive Strategies in Technology Management Critical Writing for Technology Management Decision Support System: Data Warehousing E-Business Entrepreneurship Modeling Entrepreneurship-1 Entrepreneurship-2 Ethical Issues in Tech. Management International Law For Technology Management Innovation Management Implementing Organizational Change Information Security Management International Technology Management Managing Intellectual Capital New Product Development Managing New Technology Introduction Organization Transformation Management Project Management Framework Project Management Tools Probability and Statistics for Technology Management R&D Management Supply Chain Implementation Supply Chain Management Strategic Intelligence Strategic Management of Technology Technology Assessment & Acquisition Technology Forecasting Technology Management Presentations Technology Transfer Management of Engineering and Technology Communication and Team Building Strategic Planning in Engineering Management Decision Making in Engineering and Technology Management Engineering Economic Analysis Productivity Analysis Operations Research in Engineering and Technology Management Project Management in Engineering and Technology

1 F-W-S 4 TBA 4 Winter 4 TBA 4 Fall 4 TBA 4 Summer 4 TBA 4 TBA 4 Fall 4 Spring 4 Spring 4 TBA 4 Fall 4 TBA 4 Spring 4 Fall 4 Spring 4 Spring 4 Fall 4 TBA 4 Fall 4 Winter 4 Winter 4 Spring-Sum 4 Spring 4 Winter 4 Winter 4 Winter 4 Fall 4 Fall 4 TBA 4 Spring 4 Fall-Winter 4 Win-Spring 4 Spring 4 Win-Spring 4 Fall-Spring 4 Summer 4 Fall-Winter 4 Fall-Spring

EMGT 510/ 610 ETTBA EMGT 510/610 BE Reed, J. EMGT 510/610 CB Balland, J. EMGT 510/610 CO Herman, A. EMGT 510/610 CWKrasner, A. EMGT 510/610 DS Setiowijoso, L. EMGT 510/610 EB Balland, J. EMGT 510/610 EM Ewton, S. EMGT 510/610 EN Weber, C. EMGT 510/610 EN Weber, C. EMGT 510/610 ET Cox, J. EMGT 510/610 IL TBA Weber, C. EMGT 510/610 INN EMGT 510/610 IOC Capps, B. EMGT 510/610 ISMSingam, S. EMGT 510/610 ITM Singam, S. EMGT 510/610 MIC Reed, J. EMGT 510/610 NP Weber, C. EMGT 510/610 NT Berglund, N. EMGT 510/610 OT Staff EMGT 510/610 PM Milosevic, D. EMGT 510/610 PM Milosevic, D. EMGT 510/610 PR Anderson, T. EMGT 510/610 RD Daim, T. EMGT 510/610 SC Singam, S. EMGT 510/610 SC Singam, S. EMGT 510/610 SI Herman, A. EMGT 510/610 SM Weber, C. EMGT 510/610 TA Daim, T. EMGT 510/610 TF Daim, T. EMGT 510/610 TMKrasner, A. EMGT 510/610 TT Daim, T. EMGT 520/620 EMGT 522/622 EMGT 525/625 EMGT 530/630 EMGT 535/635 EMGT 537/637 EMGT 540/640 EMGT 545/645 Kocaoglu, D. Milosevic, D. Milosevic, D. Kocaoglu, D. Anderson, T. Anderson, T. Anderson, T. Kocaoglu, D.

EMGT 546/646 EMGT 550/650 EMGT 551/651 EMGT 552/652 EMGT 553/653 EMGT 555/655 EMGT 560/660 EMGT 565/665 EMGT 571/671 EMGT 589/689 EMGT 590/690

Staff Anderson, T. Singam, S. Staff

Project Scheduling and Network Analysis Manufacturing Systems Engineering Manufacturing Systems Management Intelligent Manufacturing System

4 TBA 4 TBA 4 Fall 4 TBA 4 Spring 4 F-W-Sum 4 Summer 4 Summer 4 TBA 4 F-W-S-Sum 4 Summer

Anderson, T. / Wakelan Manufacturing System Simulation Harmon, R. / Balland, Technology Marketing Milosevic, D. Anderson, T. Staff Staff Milosevic, D. Total Quality Management Research Methods for Engineering and Technology Management Expert Systems Engineering Capstone Project Engineering and Technology Management Synthesis