Student Project(30%) 

As part of the course, each student will develop and present a project focused on systems thinking. Use all the steps in the Basic Modeling Approach as defined and discussed in class to gain insight into a problem of your own choosing: 


1. Clearly define the problem through a concise statement 
2. Brainstorm/Identify key factors 
3. Develop testable hypotheses 
4. Develop causal loop diagrams 
5. Identify stocks(nouns) and flows(verbs) 
6. Develop models and iterate 
7. Validate and verify 
Note: unless your competance involves demonstrating computer skills, your Stocks and Flows models do not actually have to run. And your validation and verification can just be a description of how you would test. 

The project should include a brief presentation (10 - 15 minutes) to be given to the class and a written paper with all of your detail work (10 - 12 pages). 

In addition, the written report should include a section that explains how the project explicitely demonstrates the particular Competences chosen for the course. 

In the case of the HC-H and L-7 Competences, the project must be completed as a collaborative, team effort. Teams will be formed during the course of the Term for students in these Compentences. The team should produce a single presentation, but each team member must prepare a written report. The report must include a section on teamwork/collaboration as defined in the Competence Statement. 

Competences Short Descriptions 

HC-5: Understands change methodology, can use systems thinking techniques to plan change within a community, and assess its likely impact. 

PW-3: Can explain the elements of a computing system and develop or adapt applications to solve problems using systems thinking techniques and technologies. 

PW-F: Can use and adapt system simulation technologies and dynamic modeling techniques to create an interactive information resource. 

WW: Can use dynamic modeling techniques as a tool to solve business problems. 

HC-H: Can learn collaboratively and examine the skills, knowledge, and values that contribute to such learning. (see below) 

L-7 Collaborative Learning: Can learn collaboratively and examine the skills, knowledge, and values that contribute to such learning. (see below) 

H-2-C Can identify an organizational problem and design a plan for change based on an understanding of change theories or models. 

1. Identifies one or more problems of strategy, structure or process that affect an organization 
2. Describes one or more change theories or models that explain these 
problems. 
3. Uses these theories or models to address the problem(s). 

S-1-D Can understand general computing principles and solve problems using computer-based applications within workstation or PC platforms. (must have 4of 5): platform proficiency; graphic user interfaces; knowledge of software design; spreadsheets and database tech; computer-based communications tech. 


The student project should focus on: 
1. Assessment of a problem 
2. Design and planning for its solution 
3. Student interaction with the problem 
S-1-X The S-1-X competence is a student-written competence in the S-1 category, "Experiencing Science" which focuses on "hands-on" direct applications of scientific and/or technical knowledge. Student must submit a statement for approval by the instructor at the start of the term. 

S-5 Information Technology: Can use contemporary information technology effectively to develop working, computer-based dynamic systems models using both Causal Loop Diagrams as well as Stocks and Flows. 

1. Students should use a software suite including word processing and presentation software in the development of the project. 
2. Students should use the internet as part of their development of the project. 
3. Students should demonstrate the ability to develop an approach to solving a problem with the use of dynamic systems modeling and modeling software. 

Detailed Requirements for L-7 & HC-H: 

1. Participates in the project to develop the results for and then a presentation of an analysis of one particular problem. 

- describe the benefits and shortcomings of group learning 
- describe examples of learnings which took place during the project 

2. Applies collaborative learning skills such as communication skills, problem solving skils, group dynamics, etc. 

- describe how you participated as a listener 
- describe how you interacted with others in the team 
- describe the role questions played during the project 
- describe personal instances where the group influenced you in a change of position 

3. Reflects on one's ability to contribute to the collaborateve learning process as characterized in at least one model or theory 

- describe working with others to develop common understandings of the project problem chosen 
- describe the process used to arrive at the final, shared outcome 
- describe the distinctions among collaboration, cooperation and strategies of group dynamics with examples from your team's work on the project 



Detailed requirements for L-7 follow: 

Competence: L-7: Can learn collaboratively and examine the skills, knowledge, and values that contribute to such learning. 





Learning From Experience 



Criterion 
Specifications Meets 
Needs Improvement – note area/s for development 

Can reflect on experiences through a collaborative process 
Describes 2 or 3 experiences of working with others in a collaborative experience. 





Can articulate differences between learning independently and learning collaboratively. 
Tell how collaboration differs from one’s experience of learning on one’s own. Was it better/worse? Were there barriers? Was the outcome better than one could do on one’s own? 





Can assess one’s abilities as a collaborative learner and identify areas for growth. 
Describe one’s own abilities from the following perspectives: 

· Listening 

· Asking questions 

· Providing feedback to others 

Describe one’s strengths and what might improve them. 





Can support the self-assessment of others through effective feedback. 
Give an example of feedback provided to collaborators. Include in the feedback 

· A process for providing critical feedback while respecting the dignity of others 

· What specifically helped the group improve as a result of the feedback 

· How to use questions as a stimulus for learning from feedback 














Inquiry 



Criterion 
Specifications Meets 
Needs Improvement – note area/s for development 

Can articulate problems and questions that can be researched and resolved in a working group. 
Give an example of a question/hypothesis the collaborative group engaged. Tell how the group elaborated on the question/hypothesis to make the collaborative inquiry richer and clearer as a result of collaborative dialogue. 





Can demonstrate active listening skills. 
Give an example of an experience where you were challenged by the ideas, concepts, and/or interactions of others in the group. How did you engage the challenge, eg, could you change your position, could you describe what it would take to change your position? Did this process contribute to the learning of the group? 










Decision Making 



Criterion 
Specifications Meets 
Needs Improvement – note area/s for development 

Can understand and apply a model of group problem solving, decision making, and/or learning. 
Ground the group experience in the context of a collaborative model or theory engaged in the class.