The Pre-Kindergarten Learning Enterprise (PKLE)

To meet the challenges that today’s pre-Kindergarten children will face as adults, they need effective development and learning organizations. Together, those organizations form the pre-Kindergarten (pre-K) learning enterprise, whose characteristics and behaviors greatly influence what pre-K children learn and how well they learn it. In this paper, the pre-K learning enterprise is explicitly defined and modeled for the first time and then analyzed through a systems thinking lens using systemigrams and related causal loop diagrams. Defining and modeling the pre-K learning enterprise is itself valuable as a means to understand the various relationships that exist among the identified constituent systems (e.g., home environment, preschool, financial, health care, state, and government) and the stakeholders identified within the enterprise (e.g., parents, educators, health care providers, and policy makers). That value is enhanced through an analysis which reveals the predominant reliance of several key pre-K learning enterprise component systems on the financial system while exposing weak interactions among the three main participating systems (preschools, home environment, and government). Heavy reliance on the financial system in today’s economy reduces the effectiveness of the pre-K learning enterprise. To ease such reliance on the financial system while enhancing key interrelationships, three improvements to the existing enterprise are postulated: (1) enhance the role of parents through better education on child development, learning, health and nutrition and their increased voluntary involvement with preschools, (2) reduce the dependency on the financial system and promote partnerships among preschools, sports facilities, libraries and other learning systems to share resources, and (3) enhance government role through implementation of curriculum standardization, assessment and evaluation, and an effective policy towards mandatory education of low-income children

BKCASE:Body of Knowledge and Curriculum to Advance Systems Engineering Panel Discussion

May 26, 2010: European Systems Engineering Conference (EUSEC®) BKCASE Panel at EuSEC by Rick Adcock, Bud Lawson, Dave Olwell, Art Pyster, Jean Claude RousselMuch of the funding and sponsorship for BKCASE was provided by the U.S. Department of Defense

ScienceDirect

Abstract In an effort to explore the relationship between the disciplines of systems engineering and software engineering, professionals from academia, industry, and government gathered for a workshop to deliberate on the current state, to acknowledge areas of inter-dependence, to identify relevant challenges, and to propose recommendations for addressing those challenges with respect to four topical areas: 1) Development Approaches, 2) Technical, 3) People, and 4) Education. This paper presents the deliberations and recommendations that emerged from that workshop, and the proposed project to be launched

Overcoming challenges on an international project to advance systems engineering

The Body of Knowledge and Curriculum to Advance Systems Engineering (BKCASE) project's dual product development cycle spanned a three‐year period from the September 2009 to December, 2012. During this timeframe, BKCASE authors met quarterly at various locations, primarily in various regions of the United States, but also in Stockholm, Sweden; Toulouse, France; London, England; and Rome, Italy (BKCASE, 2009–2019). The team successfully worked through challenges and differences to produce The Guide to the Systems Engineering Body of Knowledge (SEBoK) wiki and a Graduate Reference Curriculum for Systems Engineering (GRCSE) publication. This article is a collection of personal stories from the team members that focus on overcoming obstacles to successfully produce the final published products

The Body of Knowledge and Curriculum to Advance Systems Engineering Project

October 2010: National Defense Industrial Association (NDIA) SE Conference. “The Body of Knowledge and Curriculum to Advance Systems Engineering Project” by Art Pyster and David OlwellMuch of the funding and sponsorship for BKCASE was provided by the U.S. Department of Defense

The Body of Knowledge and Curriculum to Advance Systems Engineering Project (presentation)

Prepared for NDIA Systems Engineering Conference, San Diego, California October, 201

Systems Engineering Body of Knowledge and Its Integration with Software Engineering

May 16-19, 2011: Systems and Software Technology Conference (SSTC). Systems Engineering Body of Knowledge and Its Integration with Software Engineering by Dr. David OlwellMuch of the funding and sponsorship for BKCASE was provided by the U.S. Department of Defense

Program Accreditation and the Graduate Reference Curriculum in Systems Engineering (GRCSE (TM))

This paper discusses the possible use of the Graduate Reference Curriculum for Systems Engineering (GRCSE) to inform engineering accreditation efforts. The paper is organized as follows: The first section provides background on the genesis of GRCSE. The second section discusses the status of accreditation of systems engineering in the United States and Europe. The third section discusses the objectives, outcomes, and core body of knowledge contained in GRCSE. The last section concludes with a discussion of how the GRCSE work might be expected to influence future accreditation