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

BKCASE is the acronym for the Body of Knowledge and Curriculum to Advance Systems Engineering. The BKCASE project is led by the Stevens Institute of Technology and the Naval Postgraduate School. The project scope is to define a Systems Engineering Body of Knowledge (SEBoK) and to use the SEBoK to develop an advanced Graduate Reference Curriculum for Systems Engineering (GRCSE). The planned outcome is that the SEBoK will be supported worldwide by the Systems Engineering community as the authoritative SEBoK for the SE discipline; and that the GRCSE will receive the same global recognition and serve as the authoritative guidance for graduate degree programs in SE. A distinguished group of systems engineers from across the world is volunteering as authors and reviewers on the project, to collaborate over a three year period, and to deliver the products, the SEBoK and GRCSE, to the public incrementally through 2012. This paper presents the results of the first two project workshops, and outlines the content of SEBoK version 0.25, which will be released in July, 2010, and GRCSE version 0.25 which will be released in October, 2010. Several professional societies have affiliated with the BKCASE project. They include INCOSE, ACM, NDIA Systems Engineering Division, the IEEE Systems Council, and the IEEE Computer Society. With the financial sponsor, OSD, collectively they are referred to as the project partners. The professional societies have nominated authors as identified in Table 1, and they provide financial support for their author's participation.

In this paper we address the challenges and importance of developing the students’ affectiveengagement with the cognitive content offered in systems engineering education. Systemsengineering is concerned with developing the most appropriate total system solution to address aneed. Systems engineering methods used to find this solution require applying a systemsperspective while making tradeoffs of the relative benefits of each set of possible approaches to aproblem. However, the practical application of systems engineering is to seek a comprehensivedesign 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 theadvantage of an optimal rather than adequate solution, demands that the systems engineerbelieves in the value of the methods, techniques, and perspectives of the systems engineeringmethod, even at times where the method may seem indirect or counterintuitive to performingengineering work. Therefore, systems engineering education must engage the students in boththe 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 engineeringmethod. This paper discusses: 1) the current gap in addressing the affective domain in systemsengineering education, 2) the importance of closing that gap to enable the effectiveimplementation 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 thestudent’s affective engagement in systems engineering methods Refereed/Peer-reviewed

The article of record as published may be found at http://dx.doi.org/10.1016/j.procs.2013.01.103 With the ever-increasing complexity of systems, it is important to properly educate the upcoming systems engineering workforce. The Graduate Reference Curriculum for Systems Engineering (GRCSE) provides guidelines for graduate program degrees in systems engineering. GRCSE establishes a baseline set of entrance expectations, objectives, outcomes and content for any graduate degree in systems engineering. GRCSE recognizes that each university needs to meet the needs of their constituents, and for this purpose, GRCSE only defines 50% of the program content, and leaves the other 50% to be defined by individual universities to satisfy the needs of their stakeholders. The purpose of this paper is to introduce GRCSE's outcomes, and how those outcomes can be attained through the program content. GRCSE