645.783.81 - Systems Engineering Process Improvement

Expanded Course Description

The first half of the course focuses on learning activities that covey the key concepts and practices of process improvement in the context of systems engineering (lectures, discussions, individual assignments).  During the second half of the course, process improvement practices are exercised in the group project. 

A case study story will drive a simulation learning activity that explores process definition, mapping, modeling and simulation, and assessment. Instructor facilitated teamwork will guide teams though each step to ultimately discover improvement opportunities for a selected systems engineering process.

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 Outline 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. Modules run for seven (7) days.

This is a seminar-based course where your research efforts contribute directly to individual and team assignments and the group project. The first half of the semester focusses on lectures and individual assignments.  The second half of the semester focuses on the Group Project to develop a SE process model with weekly online team facilitated sessions for guidance. A high level of engagement is required for each team.

Course Topics

1. continuous process improvement,
2. quality management for engineering,
3. systems engineering standards and methods,
4. systems engineering processes and products.
5. systems engineering process improvement methods and challenges, and
6. process mapping, modeling. and simulation.

Course Goals

Explore how to define, map, model and simulate, assess, manage, and improve a systems engineering process for a future technical system.

Course Learning Outcomes (CLOs)

• 1. Explain the concepts and practical approaches to create, develop, document, manage, assess, and improve processes in the context of systems engineering.
• 2. Apply strategies for managing continuous process improvement and implementing quality management in technical systems or organizations.
• 3. Identify challenges and risks inherent in systems engineering process improvement efforts, and how to overcome challenges and risks.
• 4. Define, map, model and simulate, assess, and improve a selected systems engineering process.
• 5. Lead or contribute to a collaborative team working on a systems engineering process model and improvement effort in a technical organization. (Group Project case study).

Textbooks

There is no required textbook for this course. Materials provided online will be augmented by independent research.  References are provided as a “start-up” resource to assist students with their research efforts.

Other Materials & Online Resources

EP students may access electronic versions of textbooks through the Sheridan Libraries. Instructions on how to search for available textbooks are accessible through this link: Browse Electronic Textbook Instructions

Required Software

Students will be able to select a preferred tool for process mapping and modeling.  The instructor will suggest sources that are available.  The Microsoft Office suite is the standard. The JHU SE Student ToolKit - Home (sharepoint.com) provides access to tools and software. 

Student Coursework Requirements

This course consists of SIX 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.

For late submissions, please notify the instructor in advance of the due date to avoid penalties. Include the reason, circumstances, and assignment date submission/

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 includes 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.

1. Discussion Participation (20% of Final Grade, 5% each)

Evaluation is based on FOUR discussion forums in Modules 1, 3, 5, and 7. 

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 discussed.

Students are expected to submit a "significant" initial posting and responses to colleagues that are clear, succinct, and rich in insights. Positions, opinions, and assertions are supported by citing real-world experiences or authoritative sources (knowledge-based). 

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 in a respectful manner. 

Timeliness and critical thinking are assessed.  Your colleagues need enough time to respond to your initial post.  Address the discussion question or topic with insights and analysis and cite work experience and sources.  Postings are not accepted after 2 weeks.

Each discussion question consists of two parts.

Part one (50% of your grade) is your initial response to the discussion question by the day 4 for that module week.  Late penalty is 5 points per week. 

Part two (50% of your grade) is interaction. Respond to at least TWO classmate postings by day 7 of that module week.  Late penalty is 5 points per week. 

2. Homework Assignments (30% of Final Grade - 10% each,)

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.

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.

One re-submission is permitted for grades below 85. If the resubmission results in a better grade, that grade will be substituted for the previous grade.  The highest grade for resubmissions is a 90. 

3. Exam (15% of Final Grade)

One examination will be given. Assignments are submitted in softcopy by uploading on-line on the date due.  The  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 and Resubmissions are not accepted for the exam.

4. Short Quizzes on Project Progress (2% of Final Grade)

In Modules 9 and 12, a short quiz is offered for feedback about teamwork and progress on the Group Project.  All team members are expected to contribute to the project.

5. 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. 

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 are not accepted.

6. Team Report Improvement Opportunities (TRIO) (3% of Final Grade)

Each student is required to complete a Team Report Improvement Opportunity (TRO) evaluation to assess the process models of other teams, as well as their own team, and discern improvement opportunities based on team presentations and final reports which will be shared once submitted. 

Grading Policy

Assignments are due according to dates posted on the Canvas Course Outline.

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

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work.

EP uses a +/- grading system. See Graduate Programs catalog, p. 10.

Course Evaluation

Final grades are determined by the following weighting of SIX basic student requirements.

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.