Instructor Materials: Overview of the Systems Thinking Module

Module Goal: The goal of this module is to prepare students to address complex systems issues for a sustainable future by:

1. identifying the parts of a system and explaining how the parts interact,
2. developing skills to model complex systems using data and examples relevant to the course, and
3. applying a systems approach to evaluate a societal challenge.

Module Summative Assessment:

Imagine it is some months from now and you have applied for a job as an ocean science writer for a new popular science magazine called Our Changing Ocean. In the interview, the editor asks you:

"People say 'everything is connected,' but I rarely get specific examples. Will you convince me of the connectedness and complexity of the ocean?"

Write what you would say in response by picking any three seemingly unrelated concepts from this course and relating them in the the context of human interaction with the ocean. Be sure to use systems thinking language and specific examples.

Show note

Hide

Note: As an exam question, completion time is about 20 minutes. In the question above, substitute "ocean" for "Earth" or "climate" or other more relevant term for the course.

Show rubric

Hide

Rubric

Topics seemingly unrelated?

• 0=not at all
• 1=somewhat; e.g., two of the topics presented in class the same day
• 2=yes; e.g., sperm whales, forest fires in Minnesota, and Arctic sea ice extent

Accuracy (of descriptions and connections)?

• 0=not at all
• 1=somewhat; e.g., more than one minor incorrect detail
• 2=yes

Convincing connections?

• 0=not at all
• 1=somewhat; e.g., some connections silly or superficial
• 2=yes; using a diagram or words

Connections show complexity?

• 0=not at all
• 1=somewhat; e.g., incomplete understanding of feedback
• 2=yes; using a diagram or words

Relevant to "ocean change"?

• 0=not relevant
• 1=somewhat; e.g., alluded to but not mentioned explicitly
• 2=yes, directly addressed

Specific examples?

• 0=no
• 1=some; e.g., mentions specific places, but insufficient detail for a Scientific American-type article
• 2=yes

Writing clear and organized?

• 0=no, very difficult to follow
• 1=somewhat; e.g., lacking summary/overview or other structure, but reader can still follow with some effort
• 2=yes, considering time allotted

Score out of 14 points.

Unit 1Introduction to Systems Thinking — What is a System?

As an introduction to the terminology of systems, this unit should be used early in a course. The unit focuses on a simple conceptual model to introduce the tools of systems thinking, uses a real-world example of a complex societal problem for practice, and offers easily adapted alternatives.

Unit 2Picturing Complexity

Early in a course, students will work collaboratively to create and revise an Earth systems diagram. Building on that experience, students will use photographs to represent a system from their daily lives.

Unit 3Modeling a System

This unit introduces systems modeling, which allows system components to be quantified and manipulated to demonstrate system response. Students use a simple systems model of a bathtub to explore the effect of flow rates on system equilibrium.

Unit 4Feedbacks in a System

Feedbacks are a critical part of many systems. In this unit, students use a systems model to explore the effect of positive (reinforcing) and negative (balancing) feedbacks on system behavior. Model results are then used as a basis for interpreting Arctic sea ice data.

Unit 5Analyzing Complexity

Relatively late in the course, students revise their systems diagrams from Unit 2, based on their expanded knowledge of that system and experience with systems thinking.

Unit 6Systems Thinking Synthesis

This simple in-class exercise is an alternative to standard review sessions and is a way to model the "big-picture thinking" students need to do when thinking about systems. In a round-robin of pairings, students review course content while making connections between components of the course.

Making the Module Work

To adapt all or part of the Systems Thinking module for your classroom, you will also want to read through

• Instructor Stories, which detail how the Systems Thinking module was adapted for use at three different institutions, as well as our guide to
• Adapting InTeGrate Modules and Courses for Your Classroom, which outlines how to effectively use InTeGrate modules and courses.