Integrating Affective Engagement into Systems Engineering Education

Abstract

In this paper we address the challenges and importance of developing the students' affective engagement with the cognitive content offered in systems engineering education. Systems engineering is concerned with developing the most appropriate total system solution to address a need. Systems engineering methods used to find this solution require applying a systems perspective while making tradeoffs of the relative benefits of each set of possible approaches to a problem. However, the practical application of systems engineering is to seek a comprehensive design solution that satisfies a range of constraints and provides an adequate solution that "satisfices" the stakeholders. Applying the systems engineering method in order to gain the advantage of an optimal rather than adequate solution, demands that the systems engineer believes in the value of the methods, techniques, and perspectives of the systems engineering method, even at times where the method may seem indirect or counterintuitive to performing engineering work. Therefore, systems engineering education must engage the students in both the cognitive domain -developing ability to perform the techniques, and in the affective domain -transforming the student's belief to recognize the positive value of the systems engineering method. This paper discusses: 1) the current gap in addressing the affective domain in systems engineering education, 2) the importance of closing that gap to enable the effective implementation of systems engineering on the job, and 3) related issues and challenges. Following this discussion, the paper proposes a framework for assessing the development of the student's affective engagement in systems engineering methods.

Undergraduate Students’ Engagement With Systems Thinking: Results of a Survey Study

“…In engineering education generally and SE in particular, the affective aspect of learning is relatively less appreciated compared to the cognitive aspect of learning [33,36,39,40]. Existing engineering education practice emphasizes acquisition of knowledge (cognitive dimension) with less emphasis on valuing the acquired knowledge (affective dimension) [36].…”

“…Engineering educators often associate the affective domain with the 'soft skills' necessary for practice [28,[41][42][43][44]. The view which associates the affective with soft skills results in the two domains being interpreted as being about different subject areas of knowledge rather than as different dimensions of the learner in relation to holistic engagement in education [44].…”

The Effectiveness of a Systems Engineering Course in Developing Systems Thinking

“…The affective domain is concerned with transforming the student to become characterized by their belief in, and the high value they put on, the material they have learned. However, the true value of SE education, in particular, lies in the fluent and intuitive application of the SE principles, concepts and methods in scenarios, even under pressures such as project timelines, budget constraints or company culture [10]. Therefore, augmenting the usual focus on the students' cognitive development with their affective development, through generating an intuitive appreciation of the value of the SE methods and theory, SE educators can enhance student potential to incorporate learning content into their professional belief and value systems, and subsequently into their practice [10].…”

“…One intended learning outcome (ILO) of SE education is that the graduate has strong knowledge and skills in ST to support their SE practice. The ILOs include a strong appreciation of the practical value of ST so that SE practice is characterized by thoughtful application of ST [10]. This additional dimension is the manifestation of the development of the student's engagement with ST, that is, a form of development as described by the Bloom group as the affective domain [11], [12].…”

Final Year Engineering Project and Its Contribution to Holistic Education

“…Apart from civil engineering, Ferris ( 2011 ) argues for the necessity to include objectives for the affective domain in systems engineering education as diverse competencies are required of a systems engineer to deliver a complex system.…”