GRCSE History

1. GRCSE History • GRCSE team established at BKCASE II at Daytona Beach, March 2010 • Team has remained fairly stable since • A couple of additions to the team • About 15 members, most are academic staff/faculty • Regular WebEx audio meetings • Fortnightly most of the time from March to mid November

2. GRCSE History • GRCSE team face to face meetings: • Chicago, July 2010, BKCASE III • Toulouse, October 2010, BKCASE IV

3. GRCSE Material Development • March 2010 • Start with GSWE2009 as an example of something like what we are producing • Explicit decision – to be very critical of GSWE2009 to ensure GRCSE reflects our considered opinion about what is needed in GRCSE

4. GRCSE Material Development • April 2010 • Conducted a survey of existing programs • To get an understanding of the current state of SE education at Masters level – globally • About 32 responses from 5 continents • Approx 50% response rate, and 50% US/50% non-US • Results reported in Appendix A • Deliberately only at a statistical summary level to avoid potential problems related to identity of education providers

5. GRCSE Material Development • April 2010 • Drafting of Chapter 2 • Guiding principles • Similar to GSWE2009, but with a few additional items • This work assisted the authors to come into agreement about our position

6. GRCSE Material Development • May-July 2010 • Drafting of initial form of some appendices and chapters • This work was important in shaping the direction of GRCSE

7. GRCSE Material Development • May-July 2010 • Major concepts introduced • Use of Bloom’s taxonomy to describe outcomes and kinds of achievement – and addition of Affective Domain • Decision to include Objectives (achievement 3-5 years after graduation) as a separate chapter • Concept of Core Knowledge needed in all SE programs + Extended Core for particular emphases – expressed in Architecture and CorBOK chapter • Include chapter concerning assessment methods

8. GRCSE Material Development • July-October 2010 • Developed initial forms of more chapters • Prepared first draft release to share with whole BKCASE team (before BKCASE IV) • Discussion at BKCASE IV – to identify changes needed prior to v0.25 release

9. GRCSE Material Development • October-November 2010 • Developed initial forms of remaining chapters • Responded to comments at BKCASE IV • Changes to the architecture chapter • First attempt to populate the CorBOK table to guide the placement of topics in relation to the target purpose of the program (only at level of topics – no levels of expected attainment)

10. GRCSE Material Development • 19 November - 15 December 2010 • Handover to BKCASE core team • GRCSE team could rest a bit • BKCASE core team revised to prepare the v0.25 release version • Change of order of chapters • Shift of some material from a chapter to an appendix (assessment discussion) • General tidying up • When I saw it I was pleased with the changes

11. GRCSE BKCASE IV ToC • Introduction • Guidance for Construction & Maintenance • Expected Objectives • Expected Outcomes at Graduation • Expected Background at Entry • Curriculum Architecture • Core Body of Knowledge (CorBOK) • Assessment • Anticipated GRCSE Evolution

12. GRCSE BKCASE IV ToC • Appendix A: Summary of Graduate Systems-Engineering-Centric Systems Engineering Programs in 2010 • Appendix B: Bloom’s Taxonomy of Educational Outcomes • Appendix C: GRCSE Outcomes to CorBOK Mapping • Appendix D: Assessment and Achievement of Learning Outcomes • Appendix E. Discussion of Program Emphases

13. GRCSE v0.25 ToC • Introduction • Context & Guidance Construction & Maintenance • Expected Student Background at Entry • Expected Objectives • Expected Outcomes When a Student Graduates • Curriculum Architecture • Core Body of Knowledge (CorBoK) • Assessment • Anticipated GRCSE Evolution

14. GRCSE v0.25 ToC • App A: Summary of Graduate Systems-Engineering-Centric Systems Engineering Programs in 2010 • App B: Bloom’s Taxonomy of Educational Outcomes • App C: GRCSE Outcomes to CorBoK Mapping • App D: Assessment and Achievement of Learning Outcomes • App E: Competency-Based Curriculum Development Approach • App F: Discussion of Program Emphasis

15. GRCSE v0.25 content • Introduction • Definition and description of SE • Challenges of SE • Need for GRCSE

16. GRCSE v0.25 content • Context and principles for guidance and construction of GRCSE • This section describes the academic context of programs and constraints on them • High level overview as basis for guiding principles • List of 20 guiding principles • Essentially saying we were trying to produce something that is generalisable to any institution anywhere, and can accommodate the local constraints

17. GRCSE v0.25 content • Expected student background at entry • Education programs accept students who satisfy entry criteria • And transform them to achieve outcomes (and later objectives) • Logically fits at beginning • Refer to survey entry requirement findings • Identifies the range of things which are typical – not limited to what one institution has stated

18. GRCSE v0.25 content • Expected student background at entry • GRCSE entry • Suitable u/g degree – engineering, science, maths, computing • 2 years relevant experience • Effective communication in the language of instruction • Levels of attainment of particular knowledge are suggested

19. GRCSE v0.25 content • Expected objectives • Description of intended objectives • Refers to early career achievement/progress of graduates • Links to ABET expectation that a program explicitly identify objectives • Some examples are provided, but not stated as necessarily appropriate for all • Generic set provided to indicate our general views

20. GRCSE v0.25 content • Expected objectives • This and the background section provide book ends for a program

21. GRCSE v0.25 content • Expected outcomes • Outcomes refer to the achievement of graduates as at graduation • Bloom level attainment for all topics in the Core Foundation • Bloom level attainment in one extension focus area • Bloom synthesis level in one topic area in Core • Demonstrate ability to perform SE activities in one domain • Apply SE methods to one specialty • Comprehend SE challenges in multidiscipline teams • Be effective member multidiscipline teams • Be able to evaluate solution strategies • Able to reconcile conflicting requirements • Able to learn new methods etc • Understand relationship of SE to other fields • Demonstrate enough mastery of SwE for development of new systems • Demonstrate knowledge of professional ethics

22. GRCSE v0.25 content • Curriculum architecture

23. GRCSE v0.25 content • Core body of knowledge (CorBOK) • Proposed form of the table

24. GRCSE v0.25 content • CorBOK

25. GRCSE v0.25 content • Assessment • Discussions of: • Outcomes assessment • Objectives assessment • Program update action based on assessment – programs should be updated based on findings made through assessment

26. GRCSE v0.25 content • Anticipated GRCSE evolution • This chapter provides a brief statement of current intentions related to INCOSE + IEEE long term support

27. GRCSE v0.25 content • App A – Summary of graduate programs (survey) • Description of who was invited to respond • Description of the survey instrument • Summary of findings – care to ensure anonymity and judgement free presentation

28. GRCSE v0.25 content • App B – Bloom’s taxonomy of educational outcomes • Outline of Bloom’s taxonomy • Cognitive domain • Affective domain • Includes examples to assist making explicit plans • Includes a level of attainment code to link to CorBOK

29. GRCSE v0.25 content • App C – GRCSE outcomes mapping to CorBOK • Not populated at present

30. GRCSE v0.25 content • App D – Assessment and achievement of learning outcomes • Extended discussion of the nature and function of assessment

31. GRCSE v0.25 content • App E – Competency-based curriculum development approach • Discussion of concept of competency-based curriculum design • This material was originally in Curriculum Architecture chapter but was judged to be ‘not core material’ for GRCSE – shifted to appendix

32. GRCSE v0.25 content • App F: Discussion of program emphasis • This section discusses three views of SE • Product or system design view of SE • Enterprise view of SE • Customer service view of SE • This material was originally in Curriculum Architecture chapter but was judged to be ‘not core material’ for GRCSE – shifted to appendix

33. GRCSE Near-term Action • Review comments due 7 March • Reasonable to not try to author or amend sections before review comments are available for response

34. GRCSE Near-term Action • Review comments due 7 March • After 7 March and before BKCASE VI • Core team and TF organisation of comments similar to arrangement for SEBOK • Division related to current chapters and appendices of GRCSE – to assign to author groups • Develop plan for responding to the comments

35. GRCSE Near-term Action • Anticipated outcomes of review process • Probable surprise/resistance to including objectives • Questions around architecture • Is it right? • Is it communicated effectively? • CorBOK • What should be included? • What level of attainment should be required?

36. GRCSE Near-term Action • Anticipated outcomes of review process • Assessment • Should assessment be included? • Bloom’s taxonomy • Should Affective Domain be included? • Issues arising from the balance of ‘education’ and ‘training’ • To what extent is education program ‘training’ – ready to go on specific techniques at graduation?

37. GRCSE and Wiki • Should GRCSE be distributed as document only or wiki? • GRCSE is planned as a focused whole • Not a ‘dip in’ type reference • GRCSE is designed to provide a whole guide to curriculum development • Wiki form may fragment GRCSE resulting in loss of clarity re the vision of the whole