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645.753.81 - Enterprise Systems Engineering

Systems Engineering

Spring 2024

Description

Enterprise Systems Engineering is a multidisciplinary approach to the application of systems engineering principles and systems thinking to large sociotechnical enterprises as complex adaptive systems. Health, energy, food, disaster response, and global transportation systems are all examples of such systems. Systems engineering has been a critical enabler of development, and is key, to addressing the complexities of the evolution of complex systems and systems of systems.?In this course, we explore systems thinking and systems engineering approaches that can be applied to this new class of broad sociotechnical enterprise.? We will examine the characteristics of this class of enterprise and the challenges for applying systems engineering to this type of complex adaptive system. These enterprises are comprised of multiple independent organizations with their own objectives, resources, and authority structures without top-level cross cutting authority and may possess conflicting objectives. A process model will be created to describe the activities of key enterprise elements and interactions which, along with external factors, influence the evolution of such enterprises. This model will be used to understand the current enterprise composition and dynamics and evaluate the impact of issues or actions as the basis for systems engineering trades or recommendations.??

Instructors

Janice Ziarko

jziarko1@jhu.edu

Judith Dahmann

jdahmann@MITRE.org

Course Structure

The course map and format are presented in the Course Introduction Lesson during the first week of each semester. Lessons and assignments are organized by 14-week Fall/Spring semesters and 12-week Summer semesters. The Course Schedule lists lecture dates and due dates for Assignments.

The course content is divided into modules. A Module will have several sections including the overview, content, readings, discussions, and assignments. Students are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted on the Course Outline page. Students should regularly check the Course Outline or Calendar for assignment due dates.

This is a seminar- based course where your research efforts contribute directly to individual and team assignments. Office hours will be held each week during the first half of the semester and will transition into online team facilitated sessions during the second half of the semester.

In the second half of the semester, a high level of engagement will be required for discussion and product creation for the project, informed by the research of each team member during the first half of the semester.

Course Topics

Module

Topics

Module 1

Introduction to ESE Lectures:

1.1 ESE Course introduction

1.2 Independent Research and Advanced SE Concepts

1.3 Socio-Technical Enterprises as Systems: Definition and Characteristics

1.4 Homework 1 Introduction

Module 2

Understanding Enterprises as Systems Lectures:

2.1 Socio-Technical Enterprise Characteristics and Challenges

2.2 Socio-Technical Enterprises: Examples and Principles

2.3 Socio-Technical Enterprises: Comparisons to SE of Engineered Systems

Module 3

Critical Thinking and ESE Lectures:

3.1 Defining Critical Thinking

3.2 Opinions, Beliefs. And Knowledge

3.3 Barriers to Critical Thinking

3.4 Homework 2 Introduction

Module 4

Systems Thinking and Enterprise Applications Lectures:

4.1 Systems Thinking Concepts

4.2 Systems Thinking and ESE

4.3 Systems Thinking Methods

Module 5

Process Modeling as an ESE Tool Lectures:

5.1 Foundations of Models

5.2 Developing a Process Model

5.3 Applying Process Models to Enterprise Problems

5.4 Homework 3 Introduction

Module 6

Complex Adaptive Systems

6.1 Characteristics of Complex Adaptive Systems

6.2 Applying Complex Adaptive System Concepts to ESE

6.3 Project Introduction

Module 7

ESE Project Examples Lectures:

7.1 Steps in the Project

7.2 Project Examples – Selecting and Characterizing an Enterprise

7.3 Project Examples – Process Model

7.4 Project Examples – Critical Assessments and Lessons Learned

7.5 ESE Course Exam Intr

Module 8

Instructor Facilitated Project work begins

Select and describe an Enterprise.

Teams select and describe an enterprise for the group project

Module 9

Define and Characterize activities of key elements in the enterprise to create an ESE process model,

Teams develop a process model of their selected enterprise.

Module 10

Continue to develop the ESE process model for the selected enterprise.

Teams develop a process model for their selected enterprise.

Module 11

Develop process model to address enterprise problems identified for the user of the model.

Teams develop a process model of their selected enterprise

Teams define the purpose and user of the ESE process model

Module 12

Apply the ESE process model to the selected problem set and assess the utility of the model.

Teams apply the process model to a selected problem set

Module 13

Group Project Report and Team/Self-Assessment

Module 14

Team Presentations

Course Goals

Establish a working definition of a broad socio-technical enterprise as a system to create an enterprise systems engineering process model which addresses enterprise-level challenges.

Course Learning Outcomes (CLOs)

Identify significant similarities and differences between the application of systems engineering to traditional systems and broad complex adaptive socio-technical systems.
Describe the characteristics and challenges of large socio-technical enterprises as complex adaptive systems and demonstrate how this class of enterprise differs from technical systems, systems or systems or organizations.
Apply critical systems thinking skills to critically assess how the driving characteristics of broad complex socio-technical enterprises challenge current systems, systems of systems and enterprise engineering practices and recommend approaches to address these challenges, adapting systems engineering practices to apply systems approaches to address these challenges.
Create an enterprise system engineering process model to describe a selected socio-technical enterprise as a complex adaptive system and apply the model as a system engineering tool to address enterprise-level challenges.
Apply critical and systems thinking skills to judge an enterprise system engineering process model's ability to address challenges unique to this class of large complex socio-technical enterprises.

Textbooks

There is no required textbook for this course.

Other Materials & Online Resources

Materials provided online will suffice for independent research. References are provided as a “start-up” resource to assist students with their research efforts.

Required Software

You should refer to Support on the menu for a general listing of all the course technical requirements.

To access Zoom for Office Hour sessions, click on the Office Hours link in Canvas or dial in by phone.

For more information regarding Zoom, please see the Zoom Student Quick Start Guide.

Student Coursework Requirements

This course consists of FIVE basic student requirements to complete the course, detailed on the next few pages.

Final grades will be determined by the following weighting for each of the five basic student requirements.

Item	Grade Item	% of Grade
1	Participation and Preparation Quizzes (1 % each, 6 automated Quizzes)	3%
	Discussion Questions (5% each, 4 graded discussions)	20%
2	Homework (10% each, 3 assignments)	30%
3	Examination (1 exam)	12%
4	Group Project (1 report and 1 presentation)	30%
5	Teamwork - Team Member and Self- Assessment	5%

For late submissions, students must notify the instructors in advance of the due date to avoid penalties. Please provide the reason, circumstances, and a date for submitting the assignment.

Each module will take approximately 10 to 12 hours per week to complete. For the first half of the course, individual assignments and independent research is the focus. In the second half of the course, teamwork and product creation for the Group Project will be the focus. An instructor facilitated session will be held each week in lieu of Office Hours for each team.

REFERENCES: Throughout this course, you will be performing a significant amount of independent research. Therefore, it is very important to practice proper referencing skills. Be sure to capture the following information:

Author(s)
Date of Publication (if available) - if a web site reference, include the date it was downloaded.
Title of Publication
Source of Publication (publisher, location of publisher, or web site)
If taking a direct quote, include the page number for the quote.

See the Sheridan Library web site for specifics on a variety of citation styles.

APA Example:

Inline Reference Example: (Flavin, 2003, pp. 397-404).

End of Paper Reference Examples:

Flavin, C. (1998). The use of wind power should be increased. Charles P. Cozic (Ed.), Global Resources. Greenhaven Press. Retrieved December 2, 2003 from website: http://include-website-name-here.

Preparation and Participation

(23% of Final Grade = 3% for SIX Quizzes and 20% for FOUR Discussions)

Evaluation of preparation and participation is based on contributions to SIX Quizzes in Modules 1 through 6, and FOUR discussion forums in Modules 1, 3, 5, and 7.

Quizzes

Quizzes test your understanding of topics presented in recorded lectures and content of a module in the first half of the course. Quizzes are automated and consist of multiple-choice questions, with weighting of questions detailed in the quiz. Late penalty is 5 points per week.

Discussions

Discussions are an opportunity to examine the topic through interaction with your colleagues in this course. Sharing your lessons learned, experiences, and research sources provide the entire class with a broader perspective of the topics being discussed.

Grading criteria is detailed below:

Grading Criteria for Discussions
Discussions will be graded on a scale of 0 to 100. using the following criteria: 100–90 = A+, A, A-. Timeliness [regularly participates, all required postings early and throughout the discussion]. Critical Thinking [rich in content; full of thoughts, insight, and analysis]. 89–80 = B+, B, B-. Timeliness [frequently participates; some required postings not in time for others to respond]. Critical Thinking [substantial information; thought, insight, and analysis]. 79–70 = C. Timeliness [infrequently participates; most required postings not in time for others to respond]. Critical Thinking [generally competent but thin information]. < 70 = D or < 63 = F. Timeliness [rarely participates; some or all required postings missing]. Critical Thinking [rudimentary and superficial; no analysis or insight is displayed]. Each discussion question consists of two parts, your initial response to the questions, and your response to the postings of your colleagues. Part one (50% of your grade) is your initial response to the discussion questions by the evening of day 4 for that module week. A penalty of 5 points per week will be assessed for late initial postings. Students are expected to submit a “significant” initial posting that is clear, succinct and rich in insights. Positions, opinions, and assertions must be substantiated by citation of real-world experiences or authoritative sources (knowledge-based response). Part two (50% of your grade) is your interaction, responding to at least TWO classmate postings with thoughtful responses by the end of day 7 of that module week. A penalty of 5 points per week will be assessed for late responses. Just posting your response to a discussion question is not sufficient. Interact with your classmates though a detailed response to their initial posting. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive. Postings will not be accepted after 2 weeks. The class has moved on and there is little value to interaction about the discussion topic at this point in time.

Grading Criteria for Discussions

Discussions will be graded on a scale of 0 to 100. using the following criteria:

100–90 = A+, A, A-.

Timeliness [regularly participates, all required postings early and throughout the discussion].

Critical Thinking [rich in content; full of thoughts, insight, and analysis].

89–80 = B+, B, B-.

Timeliness [frequently participates; some required postings not in time for others to respond].

Critical Thinking [substantial information; thought, insight, and analysis].

79–70 = C.

Timeliness [infrequently participates; most required postings not in time for others to respond].

Critical Thinking [generally competent but thin information].

< 70 = D or < 63 = F.

Timeliness [rarely participates; some or all required postings missing].

Critical Thinking [rudimentary and superficial; no analysis or insight is displayed].

Each discussion question consists of two parts, your initial response to the questions, and your response to the postings of your colleagues.

Part one (50% of your grade) is your initial response to the discussion questions by the evening of day 4 for that module week. A penalty of 5 points per week will be assessed for late initial postings.

Students are expected to submit a “significant” initial posting that is clear, succinct and rich in insights. Positions, opinions, and assertions must be substantiated by citation of real-world experiences or authoritative sources (knowledge-based response).

Part two (50% of your grade) is your interaction, responding to at least TWO classmate postings with thoughtful responses by the end of day 7 of that module week. A penalty of 5 points per week will be assessed for late responses.

Just posting your response to a discussion question is not sufficient. Interact with your classmates though a detailed response to their initial posting. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.

Postings will not be accepted after 2 weeks. The class has moved on and there is little value to interaction about the discussion topic at this point in time.

Homework Assignments (30% of Final Grade - 10% each, 3 assignments)

Each student is required to complete all homework assignments to earn a course grade. Homework is submitted in softcopy by uploading on-line on the date due.

Grading Criteria for Homework Assignments
Homework assignments will be evaluated and graded on a scale of 0 to 100. Specific requirements and grading criteria are documented in a grading rubric provided with each homework assignment. Late assignments will be reduced by 10 points per week late.

Grading Criteria for Homework Assignments

Homework assignments will be evaluated and graded on a scale of 0 to 100.

Specific requirements and grading criteria are documented in a grading rubric provided with each homework assignment.

Late assignments will be reduced by 10 points per week late.

If, after submitting a written assignment you are not satisfied with the grade received, you are encouraged to resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade.

Exam (12% of Final Grade)

One examination will be given. Assignments are submitted in softcopy by uploading on-line on the date due.

Grading Criteria for Course Exam
The course exam will be evaluated and graded on a scale of 0 to 100. Specific expectations and grading criteria are documented in the exam grading rubric which will be used to provide feedback for each part of the assignment. Late submissions will not be accepted.

Grading Criteria for Course Exam

The course exam will be evaluated and graded on a scale of 0 to 100.

Specific expectations and grading criteria are documented in the exam grading rubric which will be used to provide feedback for each part of the assignment.

Late submissions will not be accepted.

Group Project (30% of Final Grade)

The Group Project will require students to apply the skills developed throughout the course to the development of an Enterprise Systems Engineering process model. Each team will deliver a final project report and a presentation. Submit the final report and presentation in softcopy by uploading to Canvas.

Grading Criteria for Group Project
The project will be evaluated and graded on a scale of 0 to 100. Specific expectations are documented in the project description which includes a grading rubric used to provide feedback for each part of the project. All team members are expected to contribute to the project. Individual participation will impact the grade of each team member and may result in a higher or lower grade based on the quality and level of participation. Late submissions of the Group Project Report and Presentation will not be accepted.

Grading Criteria for Group Project

The project will be evaluated and graded on a scale of 0 to 100.

Specific expectations are documented in the project description which includes a grading rubric used to provide feedback for each part of the project.

All team members are expected to contribute to the project. Individual participation will impact the grade of each team member and may result in a higher or lower grade based on the quality and level of participation.

Late submissions of the Group Project Report and Presentation will not be accepted.

Teamwork – Team /Self-Assessment (5% of Final Grade)

Team /Self-Assessment Forms evaluate each student’s contribution to the Group Project based on four elements, each 25% of the grade: 1) Team member ratings of student performance, 2) Instructor rating of student performance, 3) Student’s assessment of each team member, and 4) Student’s own self-assessment.

Teamwork: Team / Self-Assessment Form
Students rate the performance and contributions of each team member, including a self- assessment, based on the FIVE factors listed below. Late submissions will not be accepted. Ratings are on a scale of 1 – 5, with 5 being the highest rating: Students rate each team member and themselves using the following scale: 1 (poor), 2 (fair), 3 (good), 4 (very good) and 5 (excellent). Comments are required to provide thoughtful, constructive feedback to explain ratings, describing the strengths and weaknesses of each team member being assessed and in a self-assessment.
1. Availability - Presence in communications, product reviews, and meetings; team is notified in advance if not available; timely response to emails and calls.
2. Product quality - Product was adequate upon team review with little re-work required.
3. Product timeliness - Product submitted on time per the schedule or adjusted schedule.
4. Product quantity - Fair share of the work, stepped up to the plate to fill in the gaps.
5. Overall contribution - Solid contributor to the team effort.

Grading Policy

Assignments are due according to the dates posted in your Canvas course site on the Course Outline. Instructors post grades one week after assignment due dates.

Instructors generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

Score Range	Letter Grade
97% and 100%	A+
93% and Less Than 97%	A
90% and Less Than 93%	A-
87% and Less Than 90%	B+
83% and Less Than 87%	B
80% and Less Than 83%	B-
70% and Less Than 80%	C
63% and Less Than 70%	D
0% and Less Than 63%	F

Course Evaluation

Final grades will be determined by the following weighting for each of the five basic student requirements.

Item	Grade Item	% of Grade
1	Participation and Preparation Quizzes (1 % each, 6 automated Quizzes)	3%
	Discussion Questions (5% each, 4 graded discussions)	20%
2	Homework (10% each, 3 assignments)	30%
3	Examination (1 exam)	12%
4	Group Project (1 report and 1 presentation)	30%
5	Teamwork - Team Member and Self- Assessment	5%

For late submissions, students must notify the instructors in advance of the due date to avoid penalties. Please provide the reason, circumstances, and a date for submitting the assignment.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically.

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity.

If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.