2023 ASEE Annual Conference & Exposition

Applying a Competency-Based Education Approach for Designing a Unique Interdisciplinary Graduate Program: A Case Study for a Systems Engineering Program

Presented at Systems Engineering Division (SYS) Technical Session 1

Starting in 2020, ten faculty members of the University of Connecticut’s (UConn) Master of Engineering program in Advanced Systems Engineering applied four existing competency frameworks to define the unique aspects of their professional training program using a competency-based education approach. The four frameworks include the 21st Century Cyber-Physical Systems Education report published by the National Academies Press, the Applied Mathematics at the U.S. Department of Energy report published by Lawrence Livermore National Laboratory, the INCOSE (International Council on Systems Engineering) Systems Engineering Competency Framework, and the INCOSE Model-Based Enterprise Capabilities Matrix. The purpose of the use of these frameworks and reports was to identify generally desirable competencies that a professional should acquire when training at the graduate level in systems engineering for the development of complex CPS. The competency-based education process included a mapping of previously defined student learning outcomes to competencies defined in the frameworks. This paper explains the systems engineering education program background, competency-based education initiative goals, methods, process, and results. The paper concludes that a tailored approach to graduate education programming, based upon this competency-based education and course assessment method, can be used to differentiate graduate systems engineering programs from each other. The paper also concludes that customized learning, targeting specific systems engineering skillsets, can be achieved by each systems engineering student based upon offering an open and customizable course curriculum. Students can use their competency-based learning plans and social-media-recognizable badges to signify their unique systems engineering competencies and learning outcomes achieved either through a four-course Graduate Certificate or a ten-course Master of Engineering program offered by UConn. The competency definitions by graduate course can be used by graduate students to create a longer-term systems engineering professional development plan that supports life-long learning.

Authors
  1. Dr. Song Han University of Connecticut [biography]
  2. Dr. Hongyi Xu University of Connecticut [biography]
  3. Dr. Shengli Zhou University of Connecticut [biography]
  4. Dr. Qian Yang University of Connecticut [biography]
  5. Dr. Fei Miao University of Connecticut [biography]
  6. Dr. George M. Bollas University of Connecticut [biography]
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