Fostering Systems Thinking in Your Students
Incorporating Environmental Data-Driven Inquiry and Exploration in Your Course
Thursday, March 30th
12:00 pm PT | 1:00 pm MT | 2:00 pm CT | 3:00 pm ET
Wednesday, March 22nd
9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET
Presenters: Lisa Gilbert (Williams College) and Karl Kreutz (University of Maine)
This webinar is part of a series supporting teaching with InTeGrate principles, using InTeGrate-developed and curated materials as tools.
Resources, including presentation slides and the Screencast recording after the webinar
At the end of this webinar, participants will have:
- examples of systems thinking assignments to incorporate into your course
- strategies to help students develop their systems thinking skills
- greater familiarity with InTeGrate principles and materials
- new colleagues engaged in this work
Time - 9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET
Duration - 1 hour
Format - Online web presentation via Adobe Connect web conference software with questions and discussion.
Go to the webinar technology page for information on using Adobe Connect.
Detailed instructions for joining the webinar will be emailed to registered participants one day prior to the webinar.
Registration is now closed.
Preparation - There is no advance preparation required for this webinar.
Please email Rory McFadden (firstname.lastname@example.org) if you have any questions about this event.
Lisa Gilbert, Geoscience and Williams-Mystic, Williams College
Karl Kreutz, School of Earth and Climate Sciences, Climate Change Institute, University of Maine
Fostering Systems Thinking in Your Students (PowerPoint 2007 (.pptx) 12.2MB Mar22 17)
1) Welcome and introductory remarks - John McDaris, SERC staff
2) Systems Thinking – Lisa Gilbert
- Prompt: What does systems thinking mean to you?
- Introduction to systems and systems thinking
- Using knowledge surveys to assess systems thinking
3) Modeling and feedback in a system – Lisa Gilbert
- Using systems modeling to contrast conditions that produce equilibrium and non-equilibrium behavior
- Exploring the effects of negative and positive feedback on system behavior
- Using systems model to interpret Arctic sea ice data
4) Systems Thinking in the InTeGrate modules examples:
- Systems Thinking (entire module)
- A Growing Concern: Sustaining Soil Resources through Local Decision Making (Unit 5)
- The Wicked Problem of Global Food Security (Unit 2)
- Earth's Thermostat (Units 3 and 6)
5) Reflections by participants
- Prompt: How do you incorporate systems thinking in your course?
The convener will reflect on the chat provide a synthetic remark. The chat and final remarks will be discussed further in the InTeGrate discussion thread. This online interest group is aimed at providing you with a platform for continuing discussion and exchanging ideas with your new colleagues about systems thinking, as well as broader InTeGrate principles that will continue to be discussed throughout the webinar series.
Prompt: "What does systems thinking mean to you?"
Abstract box models...
Making connections between the Earths 'spheres'.
Systems thinking means an integrated view of a particular problem.
movement of materials/energy between spheres
A whole system approach
Interconnectedness and feedback of earth systems
Seeing connections between several concepts
making connections between processes, feedback systems
interconnections and feedbacks
what amplifies what?
large-scale view of how earth processes work and are interconnected
Thinking about things/science incorporating multiple disciplines.
Understanding mechanisms of interconnected processes in space and time
A specific discipline that incorporates a holistic approach and takes into account long time periods, time lags and a specific tool set to approach issues.
Thinking about how an ecosystem is interconnected.
seeing the interdependent nature of dynamic systems.
Thinking of all the connected elements that combine to create a whole
All the processes and components interacting and involved in Earth's spheres. Can be used to help make a decision about a socioscientific issue.
making connection between what students are learning in different classes
Connections related to the interactions of various parts that make up the whole
involves the STEM and Societal
approaching studying the earth through the interconnections of all of the different parts of the earth
Prompt: "Reinforcing feedback loops underlie many environmental problems. What are some examples?"
melting ice in oceans
High speed wobbles on a skateboard
methane release due to climate change
albedo and warming
melting of Arctic ice reduces albedo
melting of arctic sea ice
nitrogen pollution in waterways
ice melyexposes dark surfaces incrases heat incrases ice melt
unprecedented sea ice decline
Loss of ice on the Arctic ocean
losing snow/ice increases albedo, which increases melting
addition of groin into coastal system, which disrupts sediment flux
global warming and co2 emissions
albedo and ice coverage
climate: warming leads to permafrost thaw leads to methane release leads to more warming
loss of albedo from polar ice and global warming
N fertilizer overuse.
neutral bouyancy of model magma chamber ascent in crust
heat is from outside the system and not accounted for in the loop.
pesticide use destabilizing ecosystem requiring more pesticides
losing bees and effect on ecosystem
meander growth in rivers
population growth relative to environmental problems
reinforcing: industrial ag, ancient aquifer use
herbicide resistance in ag
feedback on a guitar
Prompt: "What else would you add to the (simple 3-element diagram) shown on the screen?"
biology - insect adaptations
various causes of wildfires
smoke -> clouds -> reflect sunlight
release of CO2
decreased rH, increased ET, dry t-storms
decrease in water table drying soil causes more plant death
wildfires aren't necessarily bad, decreased rainfall in certain areas, command and control of fires
temporal variations in temperature, precipitation patterns
Wendi J. W. Williams: available fuel changes real-time
Arctic ice melting increases methane release heating atmosphere more
major air masses
scale quite a jump from wildfires in MN to global circulation
plant stress increases plant disease
human settlement patterns
decreased insolation at surface
big jump, but think about dust from Africa appearing in US particulate matter...
Prompt: "Give examples of simple Inflow>Reservoir>Outflow systems that you could have students sketch, photograph."
galcier mass balance
aquifer recharge and use
discharge in a river
grocery store shelves
students in and out of buildings
population of bunnies over time
learning and knowledge
dog food bowl
students in and out of undergradaute school
# of people in a restaurant over an evening
household water or electrical use.
Prompt: "How do you teach systems thinking? Course title and approach:"
Intro to Earth Systems in Intro Physical Geology
rock re-cylce includeing other spheres (bio, atmo, hydro) in Geology 106
Intro to Enviro Science: energy system, electrical grid
LEED Lab; buildings as a system
environmental science (intro): population ecology
Dynamic Earth, first time teaching this fall
Trish: sketching an ecosystem and labeling varied components (e.g. biosphere/atmosphere/geosphere/hydrosphere) and linking them
Working with summer research students on how to teach interconnectedness to middle school students and public
water cycle and residence time in geology/oceanography
Sustainability of Food Systems: A Life Cycle Analysis Perspective, mapping the global pork trade
NS 103 Sustainability and Systems use STELLA with students. Teach them causal loop diagrams.
Intro En Sci - CO2 sources and sinks
Environmental Chemistry. appraoch = use generated diagrams to illustrate connections
geology and earth science: how many aspects of the class can relate back to and fit in with plate tectonics throughout the semester
Climate Change, Use simple computer climate models
Nutrient Transformations; thinkng about nutrient movements between spheres, climate change
Water in Society: water cycle and nitrate pollution in Iowa
annual cycle of CO2 variation in atm in meteorology
Oceanography - several options, ranging from atmospheric to coastal geomorph to ecosystems/fisheries pressures
Intro to Geo-106 Rock Cycle and Bowen's Reaction Series
GS 108 Food Webs
Intro geography - human/cultural systems
Weakly! I am constantly emphasizing how everything in oceanography is connected and that we can't think about seawater chemistry, marine sediment distribution and sea surface productivity in an isolated fashion. They influence one another. But I do not do it eloquently as I see you have done here.
World Food Issues - upper level non-majors course; start semester with fintroduction of food systems (conventional/industria/ vs. agroecology/tradiational
Feedback in loss of Arctic Sea ice in environmental science; CO2 and temperature in geology and environmental classes, rates of weathering and CO¬2 content in the atmosphere
Intro to geology: Electic motor/generator in car to illustrate geodynamo and Earth's magnetic field. A systems diagram would improve my explantation.
Proces from mining to plastics to water bottles then trash in the oceans
I have students write about hydraulic fracturing and include biology geologyl hydrology, politics, etc
environmenttal science: how population growth is integrated into environemntal problems - Iink the concepts with pollution, energy, waste disposal, food production/pest issues, etc back to population growth
Natural Science 115
Air and water pollution
Prompt: "Other questions?"
How long does this approach take in the classroom? (Ans: part of 4-6 classes spread through a semester.)
Are there a variety of examples in the integrate units? (Ans: yes, see slides)
How complex is TOO complex? Given your classroom experience. (Ans: with systems diagrams, let their imaginations run wild, so they will see how complicated the world really is. For systems modeling, need to start simply.)
Many of my students include the system name into the system - hard to get across the idea that the "bathtub" should not be a component in their diagram. Also, many students are stuck on a linear sequence with only hierarchical branches, and no networks.
How are system diagrams different than concept maps? (Ans: Systems diagrams show flow of energy, matter, etc. connecting reservoirs. Also called causal loops. Concept map is a more general term for diagrams that show the relationship between concepts, and can be useful for helping students learn to organize their knowledge.)
What is the response of your students to your systems approach? (Ans: it is now the students' favorite part.)
Do you ask the students to make decisions based on the system diagrams? (Ans: she hasn't so far, but likes the idea a lot.)
6) Opportunities for further interaction – Rory McFadden
- Teaching for a Sustainable Future
- InTeGrate Modules and Courses
- Systems Thinking module
- MPRNews Climate Cast Podcast - July 9, 2015
- A Growing Concern module
- The Wicked Problem of Global Food Security module
- Earth's Thermostat module