645.781.81 - Systems Thinking and Systems Dynamics

Expanded Course Description

Prerequisite

EN.645.662 Introduction to Systems Engineering and EN.645.767 System Conceptual Design

Course Structure

The course is divided into 14 course modules with homework assigned during each module, along with a Final Project that requires an integrated course solution.

1. Motivations for Systems Thinking (Purpose) - Modules 1 & 2
2. Systems Thinking Defined (Definition) - Modules 3 & 4
3. Impacts of Systems Thinking (Effects)- Modules 5 & 6
4. Systems Thinking and Dynamic Tools (Means) - Modules 7 & 8
5. Systems Thinking and Dynamics Applications (Uses) - Modules 9 & 10
6. Systems Thinking and Dynamics Modeling (Simulate) - Modules 11 & 12
7. Systems Thinking and Dynamics Take Aways (Evolve) - Modules 13 & 14

Course Topics

• Why Think in Systems?
• What are Systems and Systems Thinking?
• How to Impact Systems with Systems Thinking
• Systems Thinking and Dynamics Tool Kit
• Systems Thinking and Dynamics Applications
• Systems Thinking and Dynamics Modeling
• Systems Thinking and Dynamics Take Aways

Course Goals

Systems thinking is the ability to perform insightful and comprehensive problem solving of complex systems. Fundamental to systems thinking is system dynamics, an approach used to understand the nonlinear behavior of complex systems over time using stocks, flows, internal feedback-loops, a variety of functions, and time-delays. This course will investigate the needs, motivations, and frameworks of systems thinking employing causal-loop diagram archetypes, as well as establish foundational concepts and approaches for systems thinking problem construction. 

Course Learning Outcomes (CLOs)

• Explain the foundational motivations for systems thinking problem solving
• Apply fundamental system thinking approaches and system dynamics analytical tools
• Construct and apply systems thinking archetypes and system dynamics analytical models
• Apply systems thinking problem solving strategies for real-world challenge

Textbooks

• Meadows, D. H. (2008). Thinking in systems: A primer. Chelsea Green Publishing.
• Senge, P. M. (2006). The fifth discipline: The art & practice of the learning organization. Currency.
• Kim, D. H. (2000). Systems thinking tools. Pegasus Communications. (Part II)

Required Software

Vensim will be the system dynamics modeling tool used in the course.

Student Coursework Requirements

It is expected that each module will take approximately 8–12 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 2–3 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 2–3 hours per week), and writing assignments (approximately 4–6 hours per week).

This course will consist of the following basic student requirements:

Discussions

You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings. Post your initial response to the discussion questions by the evening of Day 5 for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness).

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.

I will monitor module discussions and will respond to some of the discussions as discussions are posted. In some instances, I/we will summarize the overall discussions and post the summary for the module.

Evaluation of preparation and participation is based on contribution to discussions.

Preparation and participation is evaluated by the following grading elements:

• Timeliness (50%)
• Critical Thinking (50%)

Assignments

Assignments will include a mix of qualitative assignments (e.g. literature reviews, model summaries). Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. Each question should have a repeat of the question, any assumptions, requested answer and any amplifying conclusions/discussion delineated. All Figures and Tables should be captioned and labeled appropriately.

All assignments are due before the start of the next module.

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

If, after submitting a written assignment you are not satisfied with the grade received, you are encouraged to redo the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade.

Weekly assignments are graded as follows:

• 10–9.3 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].
• 9.2–8.5 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].
• 8.4–7.5=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].
• <7.4=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].

Grading Policy

Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Calendar or Assignments areas. I will post grades one week after assignment due dates.

I expect well written and grammatically correct statements since communication is a large part of systems engineering. Grades will be decremented if the answers are note well written and communicated clearly.

• A (& +/-) indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.
• B (& +) indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10). You should contact your Program Chair for guidance on the breakdown used by your program.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.