675.740.81 - Assuring Success of Aerospace Programs
Description
Technical managers, systems engineers, lead engineers, and mission assurance professionals will benefit from this course, which focuses on the leadership of system safety and mission assurance activities throughout the life cycle of a project to achieve mission success. This advanced course provides crucial lessons learned and proven best practices that technical managers need to know to be successful. The integrated application of mission assurance and systems engineering principles and techniques is presented in the context of aerospace programs and is also applicable to other advanced technology research and development programs. Students discuss critical risk-based decision making required from system concept definition and degree auditing through design, procurement, manufacturing, integration and test, launch, and mission operations. Experiences shared by senior aerospace leaders and extensive case studies of actual mishaps explore quality management topics relevant to aircraft, missiles, launch vehicles, satellites, and space vehicles. The course addresses contemporary leadership themes, government policies, and aerospace industry trends in mission assurance requirements, organizational structure, knowledge sharing and communication, independent review, audit, and assessment. Mission assurance disciplines covered include risk management, system safety, reliability engineering, software assurance, supply chain management, parts and materials, configuration management, requirements verification and validation, non-conformance, and anomaly tracking and trending.
Expanded Course Description
Course Background
Richard Day created this course and continues its evolution to address critical needs within the aviation, space, and defense community and continues to share his systems engineering and engineering management experience every semester as he has for over a decade. The course is informed by his direct program management and executive oversight of space programs at NASA and the JHU Applied Physics Laboratory, and his leadership for mission assurance improvement across the US space enterprise with the government agencies and major aerospace corporations.
The principles and techniques apply far beyond these domains to a wide variety of industries, organizations, and programs that aspire to high reliability and mission success. In fact, he is currently applying systems engineering and mission assurance methodologies to precision medicine and AI-enabled healthcare through his current leadership role within Johns Hopkins Medicine. In addition to this teaching appointment in the Whiting School of Engineering, Richard has a faculty appointment in the Johns Hopkins School of Medicine and works across many divisions and institutes within JHU.
Instructors
Richard Day
Steven Pereira
Course Structure
The weekly module cycle begins on Module Day 1, the first day of the semester, and ends at midnight Eastern time on Module Day 7.
For convenience and awareness, all modules are available from the outset of the course. This allows advance planning to accommodate other commitments.
Readings. lectures, and videos should be completed as early as possible during the module week to facilitate informed participation in the discussion forum as well as success in the quizzes and assignments.
Initial discussion posts are required no later than Module Day 7 each week. Then dialog with other participants throughout the following module week.
Course Topics
- Quality, Safety and Mission Assurance
- Risk Management
- Requirements Management, Verification and Validation
- Configuration Management
- Program Life-Cycle Reviews, Audits and Assessments
- Supply Chain Management
- Software Assurance
- Reliability Engineering
- System Safety
- Parts, Materials and Processes
- Governance for Institutional and Programmatic Success
- Mission Assurance Leadership and Decision-Making
- Current and Emerging Topics in Mission Assurance
Course Goals
There is a rich knowledge sharing opportunity provided by various well-documented mishaps over the decades. The aerospace industry needs learning organizations that continuously and appropriately apply lessons from prior successes and failures.
Mission success is the result of rigorous formulation and disciplined implementation of complex programs. Rigorous and disciplined execution may appear to run counter to cost, schedule, or other programmatic constraints. Advanced leadership insights, risk management, and evidence-based decision making is required to effectively balance these competing objectives. Despite some conventional wisdom, it is possible to achieve mission success and even exceed mission requirements despite strict cost and schedule constraints.
Course Learning Outcomes (CLOs)
- Explain the integrated application of engineering management, system engineering and mission assurance processes and techniques to improve the probability of success.
- Explain the integrated application of engineering management, system engineering and mission assurance processes and techniques to improve the probability of success.
- Identify what could go wrong in complex organizational and mission systems.
- Identify what could go wrong in complex organizational and mission systems.
- Apply essential concepts, tools and techniques for risk-based decision-making required throughout the program life cycle.
- Apply essential concepts, tools and techniques for risk-based decision-making required throughout the program life cycle.
- Assess the adequacy of checks and balances in technical organizations, and design organizational structures and processes to promote mission success.
- Assess the adequacy of checks and balances in technical organizations, and design organizational structures and processes to promote mission success.
- Evaluate the value and limitations of quality standards and processes, and design management systems appropriate for a typical aerospace or defense program.
- Evaluate the value and limitations of quality standards and processes, and design management systems appropriate for a typical aerospace or defense program.
Textbooks
Weick, K. E., and Sutcliffe, K. M. 2015. Managing the Unexpected: Sustained Performance in a Complex World. Hoboken, New Jersey: John Wiley and Sons, Inc.
Harland, D. M., and Lorenz, R. D. 2005. Space Systems Failures: Disasters and Rescues of Satellites, Rockets and Space Probes. Chichester, UK: Praxis Publishing Ltd.
Tufte, E. R. 1997. Visual and Statistical Thinking: Displays of Evidence for Decision Making. Cheshire, Conn.: Graphics Press LLC.
Tufte, E. R. 2006. The Cognitive Style of PowerPoint: Pitching Out Corrupts Within. Cheshire, Conn.: Graphics Press LLC.
Required reading assignments, recorded lectures, case studies and other resources are provided under each course module in Canvas. Completing the assigned reading, etc. is necessary for a complete learning experience. The readings reinforce the content of each module and are essential for success in quizzes, assignments, and the final project.
Other Materials & Online Resources
AS9100D: Quality Management Systems – Requirements for Aviation, Space and Defense Organizations is REQUIRED for success in the course.
AS9100D is a copyrighted international technical standard not available through the bookstore. Connect via JHU VPN first, then you should be able to download free from https://saemobilus.sae.org/content/as9100d. The SAE form will look different when you access through JHU VPN.
For VPN questions, go to https://livejohnshopkins.sharepoint.com/sites/Office365Hub/SitePages/VPN-Resource-Center.aspx or contact EP help.
You can also check with your employer’s technical standards or quality management groups. AS9100D can be purchased through SAE International http://standards.sae.org/as9100d/ .
Student Coursework Requirements
QUIZZES (40%)
Quizzes provide timely reinforcement and assess comprehension of key concepts from the required reading, lectures, and other course materials. All course materials may be used "open book" and should be readily available for reference during the quiz. Full and timely learning in each module is important to be synchronized for active participation in the discussions and office hours, and progression to the next module.
Each quiz is "auto-graded" so care in spelling and following directions on the formatting of responses is important for accurate scoring.
WEEKLY ACTIVE PARTICIPATION (10%)
Active participation in both on-line discussions and weekly office hours for each module is very important for a successful learning experience and course outcome. Lessons learned and shared experiences among students and instructors provide the entire class with a broader perspective of the topics being discussed and provide answers to common questions. Discussion forum participation, complete and insightful responses to discussion questions, and interaction with other students contributes 10% of the final course grade.
Initial discussion posts in response to the prompt are required by midnight on module day 7. Late initial posting earns zero points. A thoughtful, value-added reply to at least two other students' post is required no later than the end of the subsequent module week. A response is required for any questions posed by other students or the instructors.
Scoring rubric for initial posting:
Fully meets expectations = 100%
Partial credit = 50% (no intermediate scores)
Late = 0
Exceptional content and insights = 150%
ASSIGNMENTS (20%)
There are 5 written assignments. The response needs to be appropriate for a professional setting - well researched and well written, with correct spelling and grammar. Written assignments must include the required content and demonstrate thoughtful analysis and insightful conclusions at the Masters level. The student is expected to make connections among relevant information and formulate conclusions and recommendations based on the lecture material provided, the required reading, and additional research.
Sources must be appropriate for academic and professional writing with the in-text citations and reference listing using the APA format. Quotes must be attributed.
COURSE CAPSTONE PROJECT: MISSION ASSURANCE IMPLEMENTATION PLAN (30%)
The course capstone project requires the integrated application of the principles, standards and techniques explored throughout the course to the development of a Mission Assurance Implementation Plan (MAIP) for a specific commercial satellite program scenario. Students are expected to thoughtfully apply and meaningfully tailor mission assurance processes to the complex, high-stakes program.
Students should start working on the MAIP at least one month in advance of the due dates. This is a graduate-level project and performance may significantly impact the final course grade.
Students should prepare for the final project while working through and learning from each of the modules, synthesize information from the substantial learning resources provided, and conduct independent research to supplement the material provided and advance understanding. Utilize office hours to ensure understanding of the rigor required in each mission assurance process area.
Please refer to the MAIP instructions and grading rubrics for further details on expectations. A document template is provided to standardize the format and guide the development of the required content. The MAIP is submitted in two parts a few weeks apart. Part 1 contributes 10% of the final grade and Part 2 contributes 20%.
Grading Policy
This course uses the Engineering for Professionals grading system as implemented in Canvas. There is no rounding.
A letter grade of "A" requires excellent performance evidenced by mastery of the course material and thoughtful application of that knowledge to the graded elements of the course.
| Score Range | Letter Grade |
|---|---|
| 97 - 100 | = A+ |
| 93 - <97 | = A |
| 90 - <93 | = A− |
| 87 - <90 | = B+ |
| 83 - <87 | = B |
| 80 - <83 | = B− |
| 77 - <80 | = C+ |
| 73 - <77 | = C |
| 70 - <73 | = C− |
| 67 - <70 | = D+ |
| 63 - <67 | = D |
| <63 | = F |
Course Policies
Late Policy
Coursework is considered “on time” if submitted and time stamped within Canvas no later than 11:59pm Eastern on the indicated due date. Canvas will automatically deduct 1% per day for late submissions.
Initial discussion posts submitted beyond the Day 7 deadline receive zero points.
Note: Please anticipate and plan ahead for other commitments as only unusual, extenuating, and unpredictable circumstances will be considered for relief from the late penalty. A predictably busy workload or course load is generally not sufficient rationale for relief. Email both instructors in advance and/or as soon as possible to discuss potential relief.
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.