645.780.81 - Agile Systems Engineering

Course Structure

The course materials are divided into modules which can be accessed by clicking Course Modules on the left menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• Agile & Lean Fundamentals
• Agile's Capacity to Engage Complexity
• Project Characteristics Govern
• Lean Concepts of Flow & Agile in Government
• Self-Organizing and Self-Managing Teams
• Quality in the Agile Space and the Evolving Role of Technical Leadership
• Agile Planning Means Planning to Discover
• Designing for Value
• Bringing Everything Together for Agile Systems Engineering
• Agile at Scale

Course Goals

To identify and describe the characteristics and responsibilities of a systems engineer engaged with a project using Agile Methods, and then apply that knowledge to create a set of systems-engineering-specific recommendations to the corporate CEO of a fictitious company in a semester-long simulation.

Course Learning Outcomes (CLOs)

• Explain the foundational principles that underlie the broad suite of agile and lean development constructs relevant to systems engineering.
• Identify which types of development projects are best suited for incorporating agile and lean methods.
• Evaluate the strengths and weaknesses of how industry is currently adapting their systems engineering processes to agile development projects.
• Apply the principles of agile and lean methods to real-world system engineering challenges.

Textbooks

This course will use:

as the primary textbook, supplemented with reprints of relevant articles, papers, selected textbook chapters and videos.

Other Materials & Online Resources

All additional course readings are available directly through the Canvas course site as eReserves or are provided as pdfs.

Required Software

Webcam and microphone are required (if provided with computer, this is usually sufficient along with adequate lighting and no background sound interference). Word, PowerPoint.

Student Coursework Requirements

It is expected that each module will take approximately 10-13 hours per week to complete. Here is an approximate breakdown: complete the assigned readings and watch/listen to video lectures and other posted videos (4-5 hours /week); work with teammates and individually on assignments, essays, and presentations (3-5 hours/week); attend Zoom live events (~bi-weekly) -- to present findings and analysis for deliverables listed below (2-3 hours/week).

Team Action Assignment (TAA) Zoom Conferences

The course instructor will convene six TAA Zoom conferences.  Using Canvas, your team will have a team action assignment for presentation back to the class during the regularly scheduled ~bi-weekly Zoom conference. Once you review your assignment, you will get together with your team, discuss the assignment and apportion work activities accordingly. Your entire team should be conversant with all of the information contained within the assignment, not just your portion of the presentation. Should a team member fail to attend the Zoom conference, the material still must be presented by your team. At the appointed time, your course instructors will convene a Virtual Live session for the entire class within Zoom. Your team will then present your particular findings and conclusions, taking questions from your course instructors and other students. Expect around 90 -120 minutes for this Zoom engagement for up to two teams. Your course instructor will strive to make this a lively and engaging interchange rather than a dull, wearisome monologue. You should expect challenges from your course instructors who will strive to engage all of your teammates and bring them into the discussion.

If you know in advance you cannot attend the TAA Zoom conference, you must inform your course instructors as well as your entire team as soon as possible so they can re-apportion their presentation to cover your assignment. In order for you to achieve a grade for a missed TAA Zoom Conference, you must work with your course instructors and write an essay paper summarizing the assignment. In no case will you automatically receive the same grade as your team.

Essay Assignments

For Essay assignments, you will analyze the principles of Agile Methods as systems engineers, project managers or technical leaders.

Each of these five Essay assignments will involve critical thinking problems, case study analysis, hypotheticals, and so on.

We generally do not directly grade spelling and grammar. However, you are in a graduate course: we expect you to be able to construct written communication appropriate for this level of education. We particularly abhor colloquial, sloppy language that does not comport with the quality of education you should expect from The Johns Hopkins University - such performance will detract from your grade. Although there are several great sources to help you write better, here is one for your consideration: https://owl.english.purdue.edu/owl/.

For individual submitted assignments, please include a cover sheet with your name and assignment identifier. For submitted team assignments please include a cover sheet with the names of each group member and assignment identifier. Each submitted assignment should also include a page number indicator (i.e., page x of y) on each page of your submissions. All assignments are due by the end of the module (i.e., Monday night) they are assigned in. We will provide feedback on assignments within one week after the assignment due date, striving to provide you feedback earlier if possible.

We encourage you to consider the following elements for each of your assignments:

1. Did you directly address the question?
2. Did you attempt to draw from most or all of your reading or video assignments in the current module over the course of your narrative? We have found this omission to be the single biggest source of poor grades over any other item.
3. Does your writing meet or exceed accepted graduate-level English and scholarship standards? Namely, this would include the use of proper grammar, complete sentences, and logical organization of answers.
4. Did you provide useful analysis and rationale for your discussion?
5. Did you provide at least the required citations in your work?
6. Is your paper the required length? This is a common error.
7. Did your clearly state your conclusion?

In preparing your homework, please put the name of the assignment, along with your name, in the document filename. We make use of the Canvas capability to do a batch download of the assignments - they lose their association with you without having your name on the assignment and submitted file. For example, for the Team Action Assignment (TAA) #1 we might create the filename bob_cameron_TAA1.doc if Dr. Bob were a student. Please submit all assignments in Microsoft Word, Excel or PowerPoint as required.

Quizzes (15% of final grade)

Quizzes are multiple-choice and are administered in all modules except Module 5 and 14. Questions are drawn from material either contained in the lectures, reading or short videos provided. Of the answers provided, there is only a single correct answer possible.

Team Action Assignments (TAAs) (35% of final grade)

There will be a total of six TAA's approximately every two weeks. As a team you will present the results of your assignment back to the entire class during a Zoom conference using a PowerPoint presentation and, on occasion, an Excel spreadsheet. Each member of the team will work together to assess the assignment requirements, apportion specific actions to team members, and together work on an integrated PowerPoint presentation. Unless a student cannot particulate in the Zoom conference, this is a team grade.

Two Team Presentations (15% and 20% of Final Grade Calculation, respectively)

The first of two team presentations are assigned in Module 2 and presented in Module 5 while the second one is assigned in Module 6 and presented in Module 14.

The team presentation will be graded according to the rubric provided within the applicable module.

Individual Leadership Essays (15% of Final Grade Calculation)

Implemented on alternating weeks with the team action assignments, this assessment will consist of five bi-weekly written assignments.

Grading Policy

Course Evaluation

Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. I/We will post grades one week after assignment due dates.

We 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.

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.