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SYSE 625 : System Quality Assurance

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Last approved: Mon, 11 Jan 2016 19:31:55 GMT

Last edit: Mon, 11 Jan 2016 19:31:54 GMT

SYSE 625-WW
Campus
Worldwide
College of Aeronautics (WAERO)
SYSE
625
System Quality Assurance
3
This course presents the managerial and mathematical principles and techniques of planning, organizing, controlling and improving the quality, safety, reliability and supportability of a system throughout the system life cycle. The course focuses on the importance of structuring and controlling integration and test activities. Topics include establishing a baseline control during the integration and test phases; cognitive systems engineering and the human-systems integration in complex systems environments; establishment of criteria for planning tests; the determination of test methods; subsystem and system test requirements; formal methodologies for measuring test coverage; sufficiency for test completeness; and development of formal test plans to demonstrate compliance. Also covered are methods of developing acceptance test procedures for evaluating supplier products. The quality related topics including fitness for use, quality costs, quality planning, statistical quality control, experimental design for quality improvement, concurrent engineering, continuous improvement and quality programs such as ISO 9001:2000, ISO 14001, CMMI, Malcolm Baldridge and TQM. Reliability related topics covered include reliability prediction using discrete and continuous distribution models. Supportability related topics include system supportability engineering methods, tools, and metrics and the development and optimization of specific elements of logistic support. Quality and safety is a key theme throughout the course.

This is a required course in the Master of Systems Engineering degree program. It is designed to provide students with a comprehensive understanding of the elements of, processes involved in, and formulation and execution of quality assurance plans for systems engineering initiatives. The successful students will be instructed in a variety of testing techniques, methods and tools, describe the state of the practice for verification and validation techniques, and demonstrate proficiency in managing a quality assurance portfolio throughout the systems engineering life cycle phases.

Upon course completion, students will be able to:1. Analyze system quality assurance plans2. Apply system quality assurance tools & techniques3. Explain the system quality assurance contexta. Evaluate the challenges of system quality.b.Apply a system quality model4. Evaluate system quality assurance projectsa. Identify components of a system quality assurance construct (safety, reliability, supportability, logistics, and security)b. Appraise system quality plansc. Relate system quality to the system development life-cycled. Compare and contrast quality tools & techniquese. Adapt a common system process model for increased qualityf. Develop system integration and test plans5. Examine system quality assurance managementa. Discuss process controls (Agile, MSF, ISO, & CMMI)b. Examine quality metrics and statisticsc. Classify quality economics6. Apply system quality assurance standardsa. Apply common standards(ex. IEEE)b. Create a system quality process model7. Discuss system quality assurance engineering and management organizationa. Explain management roles, organization, and activities8. Debate system quality assurance management, comprehensivelya. Analyze current issues in software quality assuranceb. Debate quality assurance management issues9. Explain a system quality assurance management topic, in detaila. Demonstrate critical thinking, integrative reasoning, & communication skills

Located on the Daytona Beach Campus, the Jack R. Hunt Library is the primary library for all students of the Worldwide Campus. The Chief Academic Officer strongly recommends that every faculty member, where appropriate, require all students in his or her classes to access the Hunt Library or a comparable college-level local library for research. The results of this research can be used for class projects such as research papers, group discussion, or individual presentations. Students should feel comfortable with using the resources of the library. 


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• Daniel Galin, Software Quality Assurance: From Theory to Implementation, Addison Wesley, 2003. • Stephen Kan, Metrics and Models in Software Quality Engineering (2nd Edition), Addison Wesley, 2002. • M. Fowler and K. Scott, UML Distilled, Second Edition, Addison Wesley, 2000. • G. Booch, J. Rumbaugh, I. Jacobson, The Unified Modeling Language User Guide, Addison Wesley, Reading MA, 1999 • P. Ammann and J. Offutt. Introduction to Software Testing. Cambridge University Press, 2008. • Systems Engineering Design o http://syseng.omg.org/ • American Society for Quality o http://www.asq.org • Model Checking o http://www.cs.cmu.edu/~modelcheck/ • International Council on Systems Engineering (INCOSE) websites o http://www.incose.org/ and http://g2sebok.incose.org/ (Guide to the Systems Engineering Body of Knowledge) • NASA Systems Engineering Handbook (2007) o http://foiaelibrary.gsfc.nasa.gov/_assets/doclibBidder/tech_docs/5.%20NASA%20SP-6105%20Rev%201%20(Sys%20Eng%20Handbook).pdf • Air Force SMC Systems Engineering Primer & Handbook, Third Edition, 2005 o http://spacese.spacegrant.org/SEModules/Reference%20Docs/SMC_SE_Primer4-05.pdf
N/A

Written assignments must be formatted in accordance with the current edition of the Publication Manual of the American Psychological Association (APA) unless otherwise instructed in individual assignments.

ActivityPercent of Grade
Input Grading Item100

Undergraduate Grade Scale

90 - 100% A
80 - 89% B
70 - 79% C
60 - 69% D
0 - 60% F

Graduate Grade Scale

90 - 100% A
80 - 89% B
70 - 79% C
0 - 69% F
INTEGRATED PROJECT TEAM (IPT) PORTFOLIOS: ** Students will be assigned to an IPT and will execute on all provided project work assignments (Debate assignment as either the Affirmative team or the Negative team) using Quality Assurance artifacts and documentation to monitor and manage the IPT, consistent with a real-world development project. At a minimum, each IPT will develop the following documentation for their portfolio: • IPT Charter • Quality Assurance Plan – including Purpose/Scope, Quality Objectives, Management, Tasks and Responsibilities, Review and Audit plan • Review Checklists (Specific to Debate artifacts required) • Inspection Logs (Specific to Debate artifacts required) – both blank forms and specific reports • Peer Review Documents (IPT members will evaluate every other member’s contribution to the team; Feedback will be incorporated into grading at the instructor’s discretion) o Progress Report (1 per IPT member) o Final Evaluation (1 per IPT member) Students may make use of additional documentation – meeting minutes, process metrics, inspection checklists, and reports – and expand upon the example documentation provided, leveraging publicly available templates for these common SQA artifacts. The concept is for students to manage their team and provide quality Debate documentation by leveraging common SQA approaches, which can be encapsulated in the following statement: “Know what you are doing; Know what you should be doing; Know how to measure difference” *Specific Debate artifacts are dependent on assigned team (affirmative or negative), but include: - Affirmative Construct - Negative Cross Examination - Affirmative Response to Cross Examination - Negative Construct - Affirmative Cross Examination - Negative Response to Cross Examination - Affirmative Rebuttal - Negative Rebuttal INDIVIDUAL SPECIAL TOPIC: Each student will submit a paper on the instructor-assigned Quality Assurance topic: • 600 word paper (double-spaced; figures & tables not included in page count) o Liberal use of quotations is allowed; however, the sources must be referenced. o No more than 20 percent of the paper word count can be quotations DEBATE: We use the debate format to provide a structured, thoughtful discussion of issues and to provide a directed project on which the IPT’s may focus their QA skills. Please, have fun with it. Feel free to show a sense of humor. However, ensure that the important points are discussed. • Each IPT will be designated as the proponent for a particular perspective • Any time prior to the debate, each IPT should prepare a plan: o Review any relevant materials. You may want to do a brief literature scan. It’s up to you to determine how much material you need. In the end, the goal is to learn, have fun, and attempt to “win” the debate. o Discuss the issues/topics within the group (via email, phone, discussion board, etc.) to come to a consensus agreement on the main discussion points
Dr. David Hernandez - 3/1/2015
hernandez.david4@erau.edu
Dr. Bruce Conway - 3/1/2015
conwaybr@erau.edu
Dr. Bruce Conway - 3/1/2015
conwaybr@erau.edu
Dr. Kenneth Witcher - 3/1/2015
kenneth.witcher@erau.edu
PO#NameDescription
1-4 Master of Systems Engineering PO#1 - Systems Thinking: Students will understand systems concepts, including the relations among subsystems; will understand the needs of the super-system and their impact on system development; and will understand how the business (enterprise) and technology environment influences system development and its effect on its operating and social environment.
PO#2 - Holistic Lifecycle View: Students will be able to analyze stakeholder needs to establish and manage system requirements throughout its life cycle. Students will also be able to evaluate the impact of system requirements in terms of the draw of developmental and operational resources, and the interaction of the system with its environment
PO#3 - System Design: Students will understand different types of system architectures; will be able to examine alternatives in developing system concepts; will understand the need for designing for a system’s life cycle; and will understand the processes for validating and verifying a system’s design and transition to operation.
PO#4 - Systems Engineering Management: Students will understand the coordination of system life cycle activities and the concurrent development of systems elements; will understand the timely integration of both enterprise functions and system specialties into a system’s development; will understand how to define a life cycle process for a given system; and will understand the role of systems engineering planning, monitoring, and controlling, and the logistics and operations associated with a system development and implementation.
Key: 240