As a systems engineering
design project focused on a specific technology domain, the project teams
had to cover two sets of issues, one to address the systems engineering
process and the other to assess and develop the technology elements.
issues: requirements and
requirements modeling; design alternatives; relevant intellectual
property; system modeling and design scaling; optimization and tradeoff
analysis; project development and life cycle planning; testing and
validation; economic consideration and business development strategy.
In addition, it was recognized that the
development cycle was by necessity twofold: first, the course itself
constituted a systems engineering exercise, and second, that the output of
the course project would be a systems engineering development plan which
could in principle be carried out in the future. To assess the course
development cycle, and to evaluate the course for future improvements, a
mission of class evaluation was added.
processing, and manufacturing technology issues:
process applications in semiconductor manufacturing; reactor and/or
process design alternatives; equipment and process modeling; sensor
systems; sensor integration; operation and control strategies; technology
development pathway; prototypes, testing, and evaluation.
The class consisted of 31
students, with 13 enrolled in the materials course ENMA659S and 18
enrolled in either the systems engineering course ENSE623 or its
professional masters counterpart ENSE643. The materials students
represented several departments and programs, including materials science
and engineering, mechanical engineering, electrical engineering, and
Cross-disciplinary integration in the
course was intentionally sought, and achieved through cross-listing,
because of the potential pedagogical synergy and because systems
engineering practice depends substantially on effective team integration
with technology domain expertise. Indeed, this cross-disciplinary
integration was considered a major benefit of the course by both systems
and materials students at the end of the course.
To implement an effective
cross-disciplinary experience, students from both materials and systems
were mixed in each project team. And to make the teams workable, five
teams were formed, each with responsibility for a materials topic and a
systems topic. The team responsibilities are shown in the table below.