Lessons Learned from Introducing a Skills Line into a Systems Engineering Curriculum

2010 ◽  
Author(s):  
Marijn Janssen ◽  
C. Els van Daalen ◽  
Rien Elling ◽  
Jolien Ubacht ◽  
Ivo Bouwmans
Keyword(s):  
Systems Engineering ◽  
Lessons Learned ◽  
Engineering Curriculum

scholarly journals Offshore Wind Energy Systems Engineering Curriculum Development

2012 ◽  
Author(s):  
Jon G. McGowan ◽  
◽  
James F. Manwell ◽  
Matthew A. Lackner ◽  
◽  
...  
Keyword(s):  
Curriculum Development ◽  
Wind Energy ◽  
Systems Engineering ◽  
Energy Systems ◽  
Offshore Wind ◽  
Engineering Curriculum ◽  
Offshore Wind Energy ◽  
Wind Energy Systems

Requirements Management for Data Driven Requisitions

2021 ◽  
Author(s):  
Duncan James McLachlan ◽  
Changlih Ee ◽  
Jeroen Veen ◽  
Fabien Cochet ◽  
Daniele Tomassi ◽  
...  
Keyword(s):  
Systems Engineering ◽  
Task Force ◽  
International Association ◽  
Substantial Reduction ◽  
Lessons Learned ◽  
Data Driven ◽  
Requirements Management ◽  
Technical Specifications ◽  
Equipment Supplier

Objectives/Scope Systems engineering techniques, particularly requirements management, are critical to realizing the value of digital transformation to improve capital project delivery. Drawing on the results of a case study, this paper will demonstrate the value of using digital requirements management to exchange information through a project lifecycle, specifically showing benefits in the integrity of data transfer; more efficient procurement lifecycle; more robust deviation management; and bidirectional traceability of requirements, including full visibility and end to end verification and validation. Methods, Procedures, Process A requirement is a capability to which a project outcome (product or service) should conform, and the purpose of requirements management is to ensure that an organization documents, verifies and validates these capabilities. In this case study the operator provides their technical specifications in the form of requirements. These requirements are then imported into the EPC's PLM platform, where they are supplemented with additional information from the EPC's engineers to create a requirements-based requisition package. This is then transmitted to the equipment supplier, where it is reviewed and, for the purposes of the case study, reviewed for completeness. To test the ability to identify changes and deviations, the EPC engineer modified the requirements and the file was transferred to both the operator and equipment supplier to ensure the changes were transferred and were identifiable. The case study also demonstrates how verification activities (testing, commissioning, etc.) can be linked to requirements; passed through the supply chain and be modified to capture changes to the status of the activity (such as test results). Results, Observations, Conclusions The case studies described show how requirements can be exchanged between operator, EPC and equipment supplier without any loss of data. It will also show how this approach allows a data driven approach, as opposed to a document driven approach, to be deployed in the requisitioning process, which could facilitate substantial reduction in the procurement lifecycle. This is achieved by removing extraneous information exchanged between the companies; the removal of swivel chair solutions, where data is extracted from one system and transferred to another; and expediting the bid evaluation stage. Finally, the case study will demonstrate how this approach could be extended beyond the purchase order to provide a direct link between specific requirements and testing (FATs) or commissioning activities, which facilitates a more efficient process for verification as well as ensuring a digital record of the entire lifecycle of a package. The case study highlighted the importance of aligning data model and developing workflows, these findings are captured in the lessons learned section and have been shared with the International Association of Oil and Gas Producers (IOGP) Requirements Digitalization Task Force (RDTF). Novel/Additive Information The paper will also include a vision of requirements models can be used to establish a holistic requirements model of a project, including the interdependencies of different system components. The case study will also demonstrate how the adoption of a common data standard for requirements allows a software agnostic solution that can be adopted by all.

Continuous Curriculum Restructuring in a Graduate Software Engineering Program

2009 ◽  
pp. 278-297
Author(s):  
Daniela Rosca
Keyword(s):  
Software Engineering ◽  
High Frequency ◽  
Graduate Program ◽  
Lessons Learned ◽  
Engineering Curriculum ◽  
Student Body ◽  
Course Content ◽  
Engineering Program ◽  
Curriculum Restructuring

The development, maintenance and delivery of a software engineering curriculum present special challenges not found in other engineering disciplines. The continuous advances of the field of software engineering impose a high frequency of changes reflected in the curriculum and course content. This chapter describes the challenges of delivering a program meeting the needs of industry and students. It presents the lessons learned during 21 years of offering such a program, and dealing with issues pertaining to continuous curriculum and course content restructuring, the influence of the student body on the curriculum and course content. The chapter concludes with our recommendations for those who are seeking to create a graduate program in software engineering, with a special note on the situations where an undergraduate and graduate program will need to coexist in the same department.

Addressing Educational Needs in Spatial Data, Information Science, and Geomatics in the Civil Engineering Undergraduate Curriculum

2003 ◽  
Vol 1848 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Wayne A. Sarasua ◽  
William J. Davis
Keyword(s):  
Data Collection ◽  
Spatial Data ◽  
Information Science ◽  
Civil Engineering ◽  
Undergraduate Curriculum ◽  
Lessons Learned ◽  
Planning System ◽  
Engineering Curriculum ◽  
Clemson University ◽  
Data Collection And Analysis

The technology-driven, rapidly advancing field of spatial data and information science (SDIS) is an integral part of numerous engineering professions. Many college civil engineering programs are struggling to find ways to accommodate this subject in an already crowded undergraduate curriculum. There are several reasons that taking a course in SDIS is desirable for civil engineers entering today’s demanding job market. First, technologies related to surveying, spatial data, and information science are among the fastest developing in the industry, and there is significant demand for skills in the latest technology. Second, spatial data collection and analysis are essential to all civil engineering disciplines; thus, a fundamental understanding of data collection and analysis techniques is desirable. The transportation discipline of civil engineering may face the greatest need for professionals specializing in SDIS. Transportation planning, system design, facilities management, and transportation logistics rely heavily on SDIS technologies, including conventional surveying, geographic information systems, Global Positioning System, remote sensing, and digital terrain modeling. A description is given of a widely transferable and technically up-to-date course in geomatics that expands on traditional surveying by incorporating modern methods of spatial data collection, management, and analysis. Including a course on geomatics early in students’ undergraduate civil engineering curriculum may plant the seed for the development of future SDIS and SDIS for transportation professionals. Lessons learned in developing geomatics courses at Clemson University, Georgia Tech, and The Citadel are presented. Findings and recommendations are summarized with respect to broader application issues affecting the civil engineering curriculum.

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