To: k-12sd@sysdyn.mit.edu
Does anyone know of any literature on the application of systems
thinking and systems dynamics as management tools in education
administration?
Lynn C. Todman lynn.
From: ithomas@mail.sd70.bc.ca (Ian Thomas)
The book that comes to mind is Fifth Disipline and the companion
Field book. It touches on systems thinking applied to education.
I would be interested in other literature on this topic.
>
I.Thomas
Date: Wed, 5 Mar 1997
Lynn,
Hope this helps...
Date: Tue, 18 Mar 1997
Does anyone have evidence that kids and teachers in schools where
Stella (or other system dynamics tools) is used exhibit systems
thinking outside of classroom problems? In other words, are systems
ideas and methods internalized by kids and teachers and used to
think outside of school? Any perspectives, experimental or simply
anecdotal, would be of interest.
Thanks,
Date: Tue, 18 Mar 1997
ggunn@MIT.EDU wrote:
Greg.... Good question.....will be looking for how the gallery
responds. My own guess from teaching ST, to date mostly with master's
level students, is that it is a kind of "paradigmatic intelligence"
and therefore should show up in many ways as individuals gifted
with more of it confront complexity. I think, e.g., that the Santa
Fe Institute is the world's best institutional example of SD/ST
at work, and therefore is a natural attractor basin for individuals
gifted in complexity modeling, simulation and synthesis. These
three skills represent, for me, a hierarchy of generating meaning,
as the brain does its innate metaphysical/epistemological inquiry
and construction process, and I'm currently building a computational
theoretical framework to make thispicture more functionally complete.
I'm an applied cognitive scientist with vested interests in promoting
the "what" of SD/ST and measuring when, where, how and
why brains do it. And you....?
Cheers....
From: "Jim Martin" (jimm@sbii.sb2.pdx.edu)
My name is Jim Martin. I am attached to the Center for Science
Education at Portland State University, Portland, OR. I have taught
grades 5-16+, mostly biology, and have used STELLA models in my
work. These models have great potential to reduce the average
American's deficit in bringing critical thinking to local and
regional issues. However, STELLA is not part of the arsenal which
teachers bring to their classrooms. I'm sure there are reasons
for this. The one I am interested in is the way STELLA and System
Dynamics materials are marketed to teachers.
If I go to a bookstore where teachers might go, I may see STELLA
II on the computer section bookshelves, but I never see teacher-made
STELLA materials packaged so that teachers can use them in their
classrooms without special training in STELLA programming. I know
that these materials exist, but must be ordered from a listing
which is available to practically no teacher in the region. My
interpretation of these observations is that STELLA materials
are produced within a product-oriented process, as opposed to
a market-oriented one. In my mind, I make an analogy to MacIntosh
vs IBM-compatible computers and products. MacIntosh is product-oriented,
and they produce products which a) are not purchased by a majority
of consumers, and b) have not been developed to satisfy a market
demand. IBM-compatible products are, in large, produced to meet
a market demand, make efforts to satisfy the demand, and are purchased
by a majority of consumers. Why do I write all of these words?
Students in school today must become system thinkers. They will
not, given the curricula they are exposed to. STELLA materials
can be used by teachers and students who know how to use the map
pages. Given time, the need, and opportunity, many of them will
learn how to do develop STELLA models. They need not do that now.
I would like you to make teacher-produced STELLA curricular materials
available in bookstores now. Many of these materials can be used
"out of the box." Teachers who use them will recognize
their effectiveness, and demand further information and training.
That's how the market operates. If you continue to ignore the
market which is out there, you'll still find dedicated systems
thinkers who will learn to use STELLA, and may use it in their
classrooms. But you won't make a dent in this nation's need for
system thinkers who are also ordinary citizens.
------------------------------
Date: Tue, 18 Mar 1997
Hello,
Cheers!
At 4:43 PM , Jim Martin wrote:
http://www.nconnect.net/~baxter
Date: Wed, 19 Mar 1997
> Does anyone know of any literature on the application of
systems thinking
Interesting, I was just doing some "surfing" during
a coffee break and noticed this link: http://www.connection.se/cogwheelschool/
RJ Glitz
Date: Wed, 19 Mar 1997
---------- Forwarded message ----------
Concerning SD and education administration: John Voyer, Libra
Professor at the University of Sourthern Maine's School fo Business,
has done some modeling of this issue for his university.
Jim Hines
Date: Wed, 19 Mar 1997
---------- Forwarded message ----------
At 01:14 PM 3/5/97 -0500, Lynn Todman wrote:
The Ohio State University, College of Food, Agriculture, and Environmental
Sciences has been going through a long-term strategic restructuring.
Much of what is being used in systems approaches. Also, the Department
of Agriculutural Economics (within the college) is experimenting
with using a systems-based approach (in some manner). I do not
have the web site at my disposal this moment, but the College's
web site should get you there. Look for "Project Reinvent"
at Ohio State University. The key word "Ohioline" may
also get you there.
John,
*******************************
Date: Wed, 19 Mar 1997
The discussion on the use of systems thinking in k-12 classrooms
is a current concern in our district. We began a three-year project
to integrate STELLA as a learning tool within our district. Approximately
18 teachers[mostly high school science with some elementary and
middle school] have worked within this project. Our goal was to
become familiar with the software and basic modeling/model use
during the first year and then integrate the use of models within
the current curriculum during the second year. We began with a
two-day basic modeling workshop that was intensive, exhausting,
and overwhelming. Monthly meetings continued our efforts to improve
our own proficiency with modeling. Guest speakers were imported,
and then we also tried working on group modeling projects. As
teachers, we were feeling frustrated with the lack of personal
time necessary for working on models. A summer workshop brought
us together for five days with new participants and students paid
to work with us. This workshop was most successful...all participants
left with models they had created and could work within their
own classrooms [including 3rd and 5th grade teachers]. This year
we have pushed for implementation. The need for activities and
an on-going, articulated use of STELLA in previous courses seems
to be an area of concern. How much time can one teacher put aside
for teaching students how to use STELLA? What types of activities
promote systems thinking and thus create problems that STELLA
models can help us to understand? Computer access has also been
a problem for our classes...one computer cannot afford learning
opportunities for 24 students. Developing the methodologies for
integrating this wonderful tool will take more time...but we've
started, and continue to identify means to achieve the goals we
had set 2-yrs ago. I have accomplished a basic CO2 cycle model
with my students in the hope that some of them might be attracted
to STELLA's use in modeling the behavior of the systems they will
choose to study in their personal research projects. Many students
have already stayed to "play" with STELLA. Just this
small glimpse of a very powerful tool has enticed many students
to want to learn more. I just wish I had been braver in turning
it over to the "kids". Next year we'll have a little
more confidence...and the word is out with the students! I think
we're progressing.... We did interview a UNH student who had used
STELLA in high school and felt that it made a world of difference
in how he approached his studies. A little more "chunking"
of information [less memorization] and an ability to see connections
most of his peers would miss.....were some of the skills credited
to his past work with STELLA. One of our high school students
remarked that the opportunity to see a graphic animation of the
model along with the graph suddenly made graphing seem so much
more valid to him. Evidently, the numbers connection to a graph
were just as complicated [and uninteresting] as the graph itself.
He became a very valuable communicator of student perceptions
of our present curriculum. I would appreciate any ideas you folks
might have to help make this a successful program. We are especially
interested in attracting other disciplines and encouraging student
use of STELLA. Thank-you and I would be happy to share more of
our work with anyone who might be interested.
-Barbara Hopkins
Date: Wed, 19 Mar 97
Regarding learning about system dynamics (and STELLA, which is
one of the software applications used in system dynamics), I would
be interested in your opinion about the material that is available
at the web site: http://sysdyn@mit.edu
---------------------------------
Jay W. Forrester
Date: Wed, 19 Mar 1997
Both George's idea of helping teachers write and Jim Martin's
comments about bookstores are both useful. My idea would be to
try and find a popular k-12 textbook publisher and work with them
to integrate system thinking and modeling right into their books
so it is not seen as a separate subject and students' skills would
build as they progressed through school and teachers would not
have to go out and find material. ST/SD provides such a powerful
way to meet many of the current standards that any publisher revising
their curriculum in light of the standards should easily see the
fit.
Nancy Roberts
Date: Wed, 19 Mar 97
ggunn@MIT.EDU wrote:
Some work of that kind was performed here at Educational Testing
Service by Hugh (Tony) Cline and Ellen Mandinach as part of the
STACI project. They wrote a book which contains some of the kinds
of evidence/anecdotes you're seeking. Mandinach and Cline, Classroom
Dynamics, 1994, Lawrence Erlbaum Associates. Fred Nickols Executive
Director Strategic Planning Educational Testing Service
See above for his entire message From Bill Buchanan
Date: Thu, 20 Mar 1997
Are conferences, workshops, or classes scheduled this summer on
system-dynamics, systemic alignment or related topics. In addition
to reading, I am looking for ways to increase my knowledge on
this topic.
Dave Haggard
>The following forwarded message came from the
Date: Sun, 23 Mar 97
Thanks for the splendid report on your activities. You seem to
have made much progress. I hope that you will send your communication
to the discussion group: K-12sd@mit.edu I am sure that the 300
or so members of that group would like to know what you are doing.
Date: Mon, 24 Mar 1997
Hello, k-12sd List!
>Hi All,
Nan S. Lux, Program Manager, System Dynamics Group
Date: Mon, 24 Mar 1997
More on k-12 use of systems modeling... Technology availability
is improving at our school...but I only have one computer in my
classroom on a regular basis. I have borrowed 3-4 others on occasion
to offer more students greater access at one time. Often in my
classes we are working either in the lab with experiments or utilizing
other literature. Student teams range from 2-4 students depending
upon the activity. Equipment constraints are not new to teachers.
Many times we develop lessons that engage students in a variety
of activities...that do not have to be used in any certain order.
Students share, wait their turn, and sometimes utilize free periods
to access computers. I do not expect all of my students to become
modelers...but they should all know the types of technology that
are accessible to help them obtain data, analyze data, and communicate
what they understand. STELLA has become an optional tool in my
classroom this year. I plan to develop more use of this software...one
byte at a time!
Cheers....
Barbara Hopkins
Date: Mon, 24 Mar 1997
Hi Folks: This is to further clarify the experiences we had with
a two-day intensive workshop. Exhausting and overwhelming were
the words used by our teachers...but they also thought the workshops
were valuable. The condensing of systems thinking...basic use
of STELLA, and work on constructing our own models [on a Thursday
& Friday] was perhaps too intensive for new modelers. Excitement
for classroom use coupled with trying to build "first"
models promoted "webs" that overwhelmed our expertise.
I would strongly suggest a more show & tell...activity &
construct approach. By initially focusing the group on a particular
experience and pushing for the group to construct a simple model...our
groups have demonstrated considerably more progress in ownership
of the modeling techniques. Part of the difficulty was our own
upbringing...considering the details of the parts as more important
than the relationships between the parts. We had to stop, reflect,
and relearn systems we thought we understood. Team approaches
helped us to see how others might model the same activity in a
different way. If one team was "stuck"...one might look
over the shoulder of others to see how they maneuvered the system.
This type of experience was less frustrating for some, and promoted
wonderful discussions to clarify relationships. From here...individual
teachers felt confident in trying to model on their own. Unfortunately,
there doesn't seem to be a lot of "development" time
available during the school year. Hope this helps!
Barbara
Barbara Hopkins
Date: Mon, 24 Mar 1997
Hello, K-12 SD List!
Thanks.
-------------------------------------------------------------------------
----------------Jane Soderquist-----------------
Date: Tue, 25 Mar
I recently sent out a long email with information about system
dynamics and available resources. The address of the K-12 discussion
group given there (k-12@mit.edu) was not correct. It should be:
k-12sd@sysdyn.mit.edu My apologies for any confusion that may
have been caused.
Date: Tue, 25 Mar 1997
Dear mail list companions,
Have a Happy Easter. Be well...and in touch.
Date: Wed, 26 Mar 1997
Greetings SD community!
Dr. Guenther Ossimitz Abteilung
Date: Wed, 26 Mar 1997
Greetings!
Daud Mahmud
Date: Wed, 26 Mar 97
On March 24, Barbara Hopkins wrote:
Many companies are upgrading their equipment and can release computers
that are still entirely suited for school use. I know of one school
where people (parents, teachers, and students) have sought free
computers and have equipped each class room with four computers
that have been donated. Parents have helped the students in getting
all the computers networked together. Perhaps much can be done
by enlisting the community in the effort of making computers effective.
We would like to hear from anyone with experience in how to equip
a school.
Date: Wed, 26 Mar 1997
Hi Barbara,
Thin
Date: Wed, 26 Mar 97
Dear Fabian,
Gary Hirsch
Date: Wed, 26 Mar 1997
>
I have been asked to respond to this message and address it to
the entire listserve, so here goes. Not only is there evidence,
the evidence continues to be so exciting that I have not lost
my enthusiasm for teaching high school students to create systems
models. On the contrary, I believe it should start in the middle
school when students learn first year algebra. I teach math, programming,
and a system dynamics modeling course at Franklin High School
in Portland, Oregon. I have used system dynamics in my math classes
since 1991 and have taught the modeling class since 1992. The
modeling class is a math elective not applicable against the required
credits in math for graduation. In spite of this the course has
grown from 11 the first year to 40 students this year. Students
in the modeling course begin by completing exercises that build
their skill in using STELLA, designing simple models, analyzing
models they create via tutorials, and explaining what they understand
in all processes. In the second semester they create more sophisticated
original models for which they must collect data, work with an
expert who understands the problem they are trying to model, and
write a 10 to 12 page technical paper explaining their model and
the results. Students have gone on to teach college professors
what they learned in the class. I have had professors express
admiration for the models the students have designed, some exclaiming
that they have graduate students who could not do as well. One
group of students designed a model of a pronghorn population near
central Oregon, with spreadsheet data faxed to them by a wildlife
biologist who had just modeled the same population. The biologist
also faxed the observed population data and the results of his
model. The high school juniors created a model with less error,
compared to the observed data, than the professional biologist's
model displayed. Other students have been requested to create
models for administrators and teachers in the school. The Oregon
Land Management Office hired two of my students to do a wetland
model for them one summer. Currently we have two student groups
working on models related to the school funding problems we are
having in Oregon, requested by an administrator in the central
district office. I have had a student tell me that, having taken
the modeling class his senior year in high school helped him (significantly)
understand Calculus his freshman year at Reed College. Another
modeling student created a STELLA model for an economics paper
he did in college, only to have the professor grade him down,
claiming he was using the model as a page-filler. The student
went in and explained the model to the professor, who subsequently
gave him full credit for his paper. I have had other modeling
students tell teachers at Franklin that some of their environmental
science classes were easier to understand because of their exposure
to some of the complex issues that arise in environmental management
situations. Our main problem is (lack of) exposure regarding what
the students are doing. Those adults who take the time to see
what the students actually create are, without exception, very
impressed by the quality of work, the thought, the understanding
of the complexity of the issues they are modeling, and the models
they create. (Franklin is an inner city high school serving primarily
a blue collar population.) And Franklin High School is not the
only place this is occuring. Wilson High School in Portland also
has a modeling class whose students do excellent work. One of
their students gained early admittance to Harvard University using
a STELLA model he created in the modeling class at Wilson. Scott
Guthrie teaches the modeling class at Wilson. Ron Zaraza, my partner
in our NSF CC-STADUS grant uses STELLA throughout his physics
classes at Wilson as well. Ron has been instrumental in developing
systems study at Wilson. He has brought most of the social studies
teachers on board by teaching lessons in their classes, so they
can see how it would be useful to them. Both of these teachers
could offer more examples of student application of systems ideas
outside the classroom. La Salle High School is also making great
strides. They do not have a modeling class yet but they have been
the most successful in getting systems thinking to permiate multiple
departments. The students build or work with models in English,
science, religion, social studies, health, and math classes. They
have made systems a strand in their school and continue to expand
its use. Tim Joy, an English teacher, is the director of this
effort. He could tell you more about student experiences at La
Salle. At Franklin I have used system dynamics via STELLA and
the motion detector in every math class I have taught since 1991.
It is such a natural method for understanding the functions that
are traditionally taught in Algebra through Calculus classes that
I cannot understand why math teachers are not jumping at the chance
to use it in their classes. (Of course, I should not be surprised,
since we have found from our summer SD training of high school
math, science, and social science teachers that math teachers
are the most resistant to change. I think this is because our
training has included so little experience with applications.
This needs to change!!!) The use of system dynamics has significantly
altered the way I look at the mathematics I teach and the way
I now teach math. I require my students to create simple models
of some of the problems we study during the year. One year I tried
to collect some statistics regarding the use of systems versus
a traditional approach to teaching second year algebra. I collected
information on the number of students who successfully completed
the first year of pre-calculus from my Algebra II classes and
those of two other Algebra II teachers. I know this is statistically
flawed, but for what it's worth the difference was a success rate
of 78.9% for the systems students verses a 60.6% success rate
for the other students. The evidence of what students can accomplish
via systems studies using STELLA and other software has promped
the Portland Public School District (the largest in the Pacific
Northwest) to allow both Franklin High School and Wilson High
School to offer System Dynamics "Magnet" Programs starting
next year. Franklin will require Systems students to take 4 years
of math and 4 years of science and two system dynamics modeling
classes. Each year students will be required to create models that
coordinate their current math and science classes. Wilson's project
focuses on science and social studies. They have created a special
"Science, Society, and Technology" course team-taught
by the modeling teacher and a social studies teacher. Their Systems
students will also be required to take 4 years of math and 4 years
of science, and the special new SST class they have created. Franklin
and Wilson will share their developing curricula over the next
few years to expand each program. Additionally Ron Zaraza and
I will direct our second NSF grant to train high school math,
science, and social science teachers to create cross-discipline
system models using STELLA for three more years. We are also working
with Portland State University and University of Portland, as
both have become interested in incorporating systems training
in their teacher education programs. (BTW, we have had multiple
teachers, trained in our summer program, requested by organizations
such as Bonneville Power to create systems models for some problem
they want to study.) Another participant, a social studies teacher
in Tillamook, Oregon was discussing the political ramifications
of a ballot measure to build a new building in Tillamook. Three
of his students modeled the problem and, much to the consternation
of the principal and some local businessmen, publicized their
findings ultimately defeating the measure. We have had other participants
work with science professionals around the state creating system
models. Our experience with students and teachers has been that
we have seen barely the tip of the iceberg in the growth of system
dynamics use in and outside of education in the Portland area.
We have a critical mass of trained teachers, students, and other interested
professionals and expect the growth to continue exponentially.
I hope this helps answer your question.
Diana M. Fisher
"Every explanation should be as simple as possible but no
simpler." (Einstein)
Date: Thu, 27 Mar
Hello!
Hope this helps!
http://www.nconnect.net/~baxter/science.html
Date: Thu, 27 Mar
On April 5, fifty New Jersey educators, representatives from industry
and business, environmentalists, and community/state activists
are meeting at Princeton University, Woodrow Wilson School of
Public and International Affairs to discuss teacher training in
systems thinking as it relates to New Jersey's K-12 Core Curriculum
Standards recently adopted by the legislature. On the 56 Core
Standards covering Science, Language Arts, Mathematics, Social
Studies, World Languages, Health/Physical Education, and The Arts,
a healthy 37 of the standards relate to comprehension of systems
issues and concepts. Approxiamately 25 or 26 states have adapted
core standards and frameworks across the country. Does anyone
have working knowledge of a similar group in your state? Has anyone
reviewed their state core curriculum or coordinated comprehensive
district curriculums in light of the systems thinking concepts
and training? Does anyone know of larger efforts coordinated at
the state level by State Departments of Education as optional
training for teachers? Is there a comprehensive list of the college
courses taught on systems thinking and how many are part of teacher
training programs? I believe we have a can impact certification
requirements for NJ teachers, in light of the entire core curriculum
standards, current changes in certification procedures, and required
methods courses. Does anyone know of other states that have worked
through this process? Over the past five years, Rich Langheim
and I have made a variety of attempts to bring a NJ or Tri-State
group together through meetings, programs, and possible grant
projects. The new Core Standards may be a powerful vehicle that
can coordinate systems training, programs, and collaboration in
our area. We have always felt that the participation by a business
is crucial for the process. I would appreciate any input or thoughts.
This group has real potential for the work started in the New
Jersey.
With good thoughts
Date: Thu, 27 Mar 1997
Oregon has also changed the structure of its k-12 goals and curriculum.
Under a massive re-structuring mandated by the legislature, students
will be assessed on their mastery of key concepts and skills.
The state higher ed board has even adopted new admissions standards
based on proficiencies. All of these documents are full of references
to systems. The sad joke is that most of the people writing these
documents have no idea what systems thinking/dynamics really entails.
We are in serious danger here of having "systems" become
the new educational buzz-word. Our Oregon State Department of
Education sent a team to the K-12 conference in Concord in '94.
They had no idea what was going on, and in fact, got into several
discussions in which they revealed that they saw systems chiefly
as a way of mandating change. There has been no visible action
on systems within the state hierarchy since then, although the
word still crops up everywhere in documents. In Portland itself,
we have re-written the grade 6-12 science curriculum to include
systems concepts, including models. However, we know that this
is a long term goal not likely to be achieved in the next 2-4
years. At two sites (Wilson HS and Franklin HS) we have magnet
programs in system dynamics that include modeling classes and
introduce models and systems concepts across the curriculum. Again,
this is unlikely to be fully achieved in less than 2-4 years.
One problem we have seen in Oregon is that many people have heard
of system dynamics/thinking (chiefly through the "Fifth Discipline),
but most have only a sketchy understanding of the ideas. They
are enthused, but really don't understand the scope of the changes
teaching using systems implies. We probably have more teachers
trained in modeling and using models in class here in Oregon (150+)
than anywhere else, but we are only beginning to have an impact
on instruction. Before any large-scale change can take place,
there needs to be a larger base. To attempt to institutionalize
systems work without the critical mass of well tested materials
and experienced practitioners is to court disaster. The key is
to involve classroom teachers who successfully use systems in
the process. Outside experts may not really be systems experts
and they are almost certainly not experts about what happens in
the classroom. This is not to denigrate the efforts made by academics
or industry people. Their assistance is vital for long term change.
However, if systems is to be "sold" rather than "imposed",
practitioners have the most credibility in the teaching community.
For this reason we've resigned ourselves to a long, but we hope
process. Changes will follow an infection model, with gradually
increasing visibility/infection. One piece of evidence for the
possible validity of such an approach is a recent grant. A consortium
of Oregon colleges and Universities have been awarded an 5-year
grant to re-design teacher prep programs for math and science
teachers, as well as to redesign part of the common curriculum
for all undergraduates. The CC-STADUS/SUSTAIN Project will be
working with them to introduce systems into the common curriculum
courses and pre-service classes for teachers. In addition to our
regular summer training, Diana Fisher will be teaching a System
Dynamics course for Teachers at Portland State University this
summer and I am working with the University of Portland to include
System Dynamics in their required course on computer tools for
all education majors (in fact, my class meets in 2 hours). We
are also working with a local utility to provide courses during
the regular school year for both pre-service and in-service teachers.
Rather than working with the Oregon Department of Education, we're
looking for leverage points within various structures to move
gradually toward change. Right now, mandated, state-level change
has very bad name here in Oregon.
Ron Zaraza
Date: Thu, 27 Mar 97
I would be interested in what the New Jersey Curriculum Standards
would mean by "systems thinking." For many people it
is superficial talk about systems, agreeing that systems are important,
"thinking" about systems, but at the same time having
no real understanding of systems. System dynamics is the necessary
foundation. It is not easy to learn and understand. It must be
taken seriously if it is to be effectively. What does all of this
mean in the New Jersey public debate?
Date: Mon, 31 Mar 1997
Greetings to all,
Thin
From: "Lynn Todman"
Organization: Western Michigan University
Date: Wed, 5 Mar 1997
Subject: systems thinking/dynamics and education administration
todman@wmich.edu
To: k-12sd@sysdyn.mit.edu
Date: Wed, 5 Mar 1997
Subject: Re: systems thinking/dynamics and education administration
> Does anyone know of any literature on the application of
systems
> thinking and systems dynamics as management tools in education
> administration?
>
> Lynn C. Todman
>
> lynn.todman@wmich.edu
ithomas@mail.sd70.bc.ca
Teacher of Information Technology
Alberni District Secondary School
To: lynn.todman@wmich.edu
From: Fabian Szulanski FABIANS@IFI.UIB.NO
Subject: Re: systems thinking/dynamics and education administration
Cc: k-12sd@sysdyn.mit.edu
Is my impression that you will find more ST/SD work related to
the strategic level of education administration, as compared against
what you could find from work done in the operational level. You
might try to contact Will Glass from GKA at wglass@gka.com They
have done some work with Athabasca University in Canada. They
have a working paper where you can find some ST & SD work,
in that case related to the organizational strategic planning
within a distance learning educational institution. You can ask
him for further references on other cases. Also try to read Classroom
Dynamics, by E.Mandinach and H.Cline. (Lawrence Erlbaum Associates,
publishers). You might get some useful references there. You might
want to contact the directors of the main projects related to
ST/SD, such as the Waters Project, CC-STADUS, etc. Those reference
data you could get from Lees Stuntz stuntzln@tiac.net , from the
Creative Learning Exchange. You may ask her also how to get Classroom
Dynamics. There are another possibilities, but you can try to
begin with these.
Fabian.
To: k-12sd@sysdyn.mit.edu
From: ggunn@MIT.EDU
Subject: Hi folks,
Greg Gunn
From: Bill Buchanan
Reply-To: waba@sprynet.com
Organization: WABA, Inc.
To: ggunn@MIT.EDU
Cc: k-12sd@sysdyn.mit.edu
Subject: SD/ST
>
> Hi folks,
>
> Does anyone have evidence that kids and teachers in schools where Stella
>(or other system dynamics tools) is used exhibit systems thinking outside of
> classroom problems? In other words, are systems ideas and methods
> internalized by kids and teachers and used to think outside of school?
>
> Any perspectives, experimental or simply anecdotal, would be of interest.
>
> Thanks,
>
> Greg Gunn
--------------------------
Bill Buchanan
c/o: waba@scientist.com
Director Inst. for Applied Complexity Science
3118 Greer Rd. Palo Alto, CA. 94303
To: k-12sd@sysdyn.mit.edu
Date: Tue, 18 Mar 1997
Subject: Getting Stella to Teachers and Students
Jim Martin
Center for Science Education
PSU-CSE,
PO Box 751 Portland, OR 97207-0751
(503) 725-4243, (503) 725-3884 FAX
jimm@sbii.sb2.pdx.edu
To: "Jim Martin"
From: Hedi Baxter
Subject: Re: Getting Stella to Teachers and Students
I am very interested in using STELLA programs in my science computer
lab, and I would love to attend a workshop to learn how to write
STELLA programs-- anyone have any recommendations for any taking
place this summer? Also, I'd like to comment to Jim that the Explorer
simulations we use in our biology classes (photosynthesis, cardiovascular
system, population dynamics, genetics, and some others) all appear
to be STELLA programs; have you seen them? I could be wrong, but
they look like STELLA to me.
Hedi Baxter
>My name is Jim Martin. I am attached to the Center for Science
>Education at Portland State University, Portland, OR. I have taught
>grades 5-16+, mostly biology, and have used STELLA models in
>my work. These models have great potential to reduce the average
>American's deficit in bringing critical thinking to local and
>regional issues. However, STELLA is not part of the arsenal which
>teachers bring to their classrooms. I'm sure there are reasons for
>this. The one I am interested in is the way STELLA and System
>Dynamics materials are marketed to teachers.
>
>------------------------------
>Jim Martin
>Center for Science Education
>PSU-CSE, PO Box 751
>Portland, OR 97207-0751
>(503) 725-4243, (503) 725-3884 FAX
>jimm@sbii.sb2.pdx.edu
baxter@nconnect.net
Hartford Union High School
From: George Richardson (gr383@cnsvax.albany.edu)
Subject: REPLY systems thinking/dynamics and education administration
(SD0748) (fwd)
To: k-12 listserve (k-12sd@sysdyn.mit.edu)
---------- Forwarded message ----------
Date: Thu, 06 Mar 1997
From: Robert Glitz (rglitz@erols.com)
Reply-To: system-dynamics@facteur.std.com
To: system-dynamics@facteur.std.com
Subject: REPLY systems thinking/dynamics and education administration
(SD0748)
> and systems dynamics as management tools in education administration?
It is entitled "Systems Thinking for School Restructuring"
and might be worth a look over. Mainly its an advertisement for
a publication, but it has alot of links to school sources.
rglitz@erols.com
From: George Richardson (gr383@cnsvax.albany.edu)
Subject: REPLY systems thinking/dynamics and education administration
(SD0749) (fwd)
To: k-12 listserve
Date: Thu, 06 Mar 1997
From: Jim Hines (jimhines@interserv.com)
Reply-To: system-dynamics@fcteur.std.com
To: system-dynamics@world.std.com
Subject: REPLY systems thinking/dynamics and education administration
(SD0749)
LeapTec and MIT
jimhines@interserv.com
From: George Richardson (gr383@cnsvax.albany.edu)
Subject: REPLY systems thinking/dynamics and education administration
(SD0747)
To: k-12 listserve
Date: Wed, 05 Mar 1997
From: John Holden
Reply-To: system-dynamics@facteur.std.com
To: system-dynamics@facteur.std.com
Subject: REPLY systems thinking/dynamics and education administration
(SD0747)
>Does anyone know of any literature on the application of systems
thinking
>and systems dynamics as management tools in education administration?
* John Holden *
* E-MAIL: holden.24@osu.edu *
* PHONE: (614) 292-5545 (day)*
* PHONE: (614) 262-6838 (eve)*
* FAX: (614) 292-0078 *
*******************************
To: k-12sd@sysdyn.mit.edu
From: "Barbara A. Hopkins" (Hopkins@harley.mv.com)
Subject: SysDyn in k-12 classrooms
Chemistry
Oyster River High School
Durham, New Hampshire 03824
603-868-2375
From: jforestr (Jay W. Forrester)
To: Hedi Baxter (baxter@nconnect.net)
Subject: Re: Getting Stella to Teachers and Students
Germeshausen Professor Emeritus and Senior Lecturer
Room E60-389
Massachusetts Institute of Technology
Cambridge, MA 02139, USA
tel: 617-253-1571
fax: 617-252-1998
email: jforestr@mit.edu
Home office tel: 508-369-9372
Home office fax: 508-369-9077
To: jforestr@MIT.EDU
From: nroberts@lesley.edu (Nancy Roberts)
Subject: proposal & comments
(Minor edit by Nan Lux)
Lesley College
29 Everett Street Cambridge, MA 02138-2790
617-349-8419
To: (ggunn@MIT.EDU)
Cc: (k-12sd@sysdyn.mit.edu)
From: "fred nickols" (fnickols@ets.org)
Subject: re: SD/ST
>
> Hi folks,
>
> Does anyone have evidence that kids and teachers in schools
where Stella (or
> other system dynamics tools) is used exhibit systems thinking
outside of
> classroom problems? In other words, are systems ideas and
methods
> internalized by kids and teachers and used to think outside
of school?
>
> Any perspectives, experimental or simply anecdotal, would
be of interest.
>
> Thanks,
>
> Greg Gunn
To: jforestr@MIT.EDU (Jay W. Forrester)
From: haggardd@dodgenet.com (David Haggard)
Subject: Re: Systems ideas in school administration
>system-dynamics@europe.std.com
>discussion group. It may be of interest to some in the
>K-12sd group.
>------------------------------
>Jay W. Forrester
>Germeshausen Professor Emeritus and Senior Lecturer
>Room E60-389 >Massachusetts Institute of Technology
>Cambridge, MA 02139, USA
>tel: 617-253-1571
>fax: 617-252-1998
>
>email: jforestr@mit.edu
>
>Home office tel: 508-369-9372
>Home office fax: 508-369-9077
>
>------- Forwarded Message
>
>Date: Thu, 06 Mar 1997
>From: Robert Glitz (rglitz@erols.com)
>Organization: NGB
>
>> Does anyone know of any literature on the application
of systems thinking
>> and systems dynamics as management tools in education
administration?
>
>Interesting, I was just doing some "surfing" during
a coffee break and
>noticed this link: http://www.connection.se/cogwheelschool/
>It is entitled "Systems Thinking for School Restructuring"
>and might be worth a look over.
>RJ Glitz
>rglitz@erols.com
>
>------- End of Forwarded Message David Haggard haggardd@dodgenet.com
From: jforestr (Jay W. Forrester)
To: Paul Newton (pnewton@netnet.net)
Subject: Re: K-12 ST/SD in GBay, WI & Carthage, MO
To: k-12sd@sysdyn.mit.edu
From: nlux@MIT.EDU (Nan Lux)
Subject: S.D./S.T. Workshops
Below are some workshops for learning more about system dynamics
and systems thinking. They will mostly have a corporate slant
but some teachers have found them useful in the past. Shortly,
we hope to have a list out to you that is especially for k-12
teachers. Feel free to contact the various companies with your
questions. Nan Lux
------------------------
>
>I decided some time ago that it might be useful to post a
monthly
>calendar of workshops and conferences in system dynamics.
So here is
>the calendar I wanted to post in February - it is not completely
filled
>in - but it is a start. I have only included course titles,
no
>descriptions. For more details contact information is listed
at
>the bottom for the "Offered By" column.
>
>I hope this will be useful to people.
>
> Bob Eberlein
> vensim@world.std.com
>
>-------------------------------------------------------------------------
>Date Title Location
Offerd By
>-------------------------------------------------------------------------
>Mar 10-12 Systems Thinking and ithink I Santa Fe,
NM HPS
>Mar 12-14 Systems Thinking and ithink II Santa Fe,
NM HPS
>Mar 17 People Express Microworld Boston
GKA
>Mar 18 Boom & Bust Microworld Boston
GKA
>Mar 19 Service Quality Microworld Boston
GKA
>Mar 20 Beefeater Microworld Boston
GKA
>Apr 7-9 Systems Thinking and ithink I Washington,
DC HPS
>Apr 9-11 Systems Thinking and ithink II Washington,
DC HPS
>May 12-14 Systems Thinking and ithink I Chicago,
IL HPS
>May 14-16 Systems Thinking and ithink II Chicago,
IL HPS
>May 13-14 Power of Systems Thinking Conference Boston
Pegasus
>May 15-16 Strategic Modeling with Powersim Boston
GKA
>May 15-16 Starting System Dynamics with Vensim Boston
Ventana
>Jun 16-20 System Dynamics: Modeling for Organizational Learning
Camridge MA MIT
>Jun 16-18 Systems Thinking and ithink I Boston, MA
HPS
>Jun 18-20 Systems Thinking and ithink II Boston, MA
HPS
>Jul 14-16 Systems Thinking and ithink I Newport Beach
CA HPS
>Jul 16-18 Systems Thinking and ithink II Newport Beach
CA HPS
>Aug 18-20 Systems Thinking and ithink I Princeton,
NJ
>Aug 19-22 The International System Dynamics Conference Istanbul,TURKEY
SD97
>Aug 20-22 Systems Thinking and ithink II Princeton,
NJ HPS
>
>
>Contact Information:
>
>HPS
> Lisa Killmer Phone: (800) 332-1202 or
> High Performance Systems, Inc. (603) 643-9636 (phone)
> 45 Lyme Road, Suite 300 Fax: (603) 643-9502
> Hanover, NH 03755 email: lkillmer@hps-inc.com
>
>GKA
> Claire Preisser Phone: 617 441 7766
> GKA Incorporated Fax: 617 491 6744
> 125 CambridgePark Drive Email: preisser@gka.com
> Cambridge MA 02140
>
>MIT
> Elizabeth Martin Phone(brochure) 617 253 4432
> Program Manager Phone: 617 253 7166
> MIT Sloan School of Management Fax: 617 252 1200
> 50 Memorial Drive Suite E52-101 Email: sloanexeced@mit.edu
> Cambridge MA 02142 http://web.mit.edu/sloan-exec-ed/
>
>Pegasus
> Pegasus Communications Phone: 617 576 1231
> 1696 Massachusetts Avenue Fax: 617 576 3114
> Cambridge MA 02138
>
>SD97
> Yaman Barlas Phone: 90 212 257 8097
> Dept of Industrial Engineering Fax: 90 212 265 1800
> Bogazici University Email: sd97@boun.edu.tr
> 80815 Bebeck Istanbul http://ieiris.cc.boun.edu.tr/sd97
> TURKEY
>
>Ventana
> Bob Eberlein Phone: 617 489 5249
> Ventana Systems, Inc. Fax: 617 489 5316
> 149 Waverley Street Email: vensim@world.std.com
> Belmont MA 02178 http://www.std.com/vensim
E60-383, 30 Memorial Drive, Cambridge, MA 02139
Phone: (617) 253-1574 Fax: (617) 252-1998
Email: nlux@mit.edu
To: k-12sd@sysdyn.mit.edu
From: "Barbara A. Hopkins" (HOPKINS@HARLEY.MV.COM)
Subject: Availability of computers
Barbara
Chemistry
Oyster River High School
Durham, NH 03824
603-868-2375
To: k-12sd@sysdyn.mit.edu
From: "Barbara A. Hopkins" (HOPKINS@HARLEY.MV.COM)
Subject: Basic modeling workshops
Oyster River High School
Durham, NH 03824
603-868-2375
To: k-12sd@sysdyn.mit.edu
From: jsoderquist@hps-inc.com (Jane Soderquist)
Subject: Re: S.D./S.T. Workshops
I'm new to the Education staff at High Performance Systems, Inc.,
the company which produces the STELLA & ithink software--therefore
am new to the K-12 SD list. Many of the workshops HPS offers were
on the SD course list distributed earlier today. One workshop
which was not listed was our upcoming "Systems Thinking with
the STELLA Software" workshop from August 5-8 in Durham,
NH. It is an annual workshop geared toward educators seeking to
use STELLA in the classroom. Information is available from Lisa
Killmer at (800) 332-1202 or (603) 643-9636. Her email address
is lkillmer@hps-inc.com. I hope this information is helpful to
you. Please don't hesitate to reply or call me at the number above
if you have any questions or need additional information.
-Jane Soderquist
Date Title Location
Offerd By
-------------------------------------------------------------------------
Mar 10-12 Systems Thinking and ithink I Santa Fe, NM
HPS
Mar 12-14 Systems Thinking and ithink II Santa Fe, NM
HPS
Mar 17 People Express Microworld Boston
GKA
Mar 18 Boom & Bust Microworld Boston
GKA
Mar 19 Service Quality Microworld Boston
GKA
Mar 20 Beefeater Microworld Boston
GKA
Apr 7-9 Systems Thinking and ithink I Washington, DC
HPS
Apr 9-11 Systems Thinking and ithink II Washington, DC
HPS
May 12-14 Systems Thinking and ithink I Chicago, IL
HPS
May 14-16 Systems Thinking and ithink II Chicago, IL
HPS
May 13-14 Power of Systems Thinking Conference Boston
Pegasus
May 15-16 Strategic Modeling with Powersim Boston
GKA
May 15-16 Starting System Dynamics with Vensim Boston
Ventana
Jun 16-20 System Dynamics: Modeling for Organizational Learning
Camridge MA MIT
Jun 16-18 Systems Thinking and ithink I Boston, MA
HPS
Jun 18-20 Systems Thinking and ithink II Boston, MA
HPS
Jul 14-16 Systems Thinking and ithink I Newport Beach
CA HPS
Jul 16-18 Systems Thinking and ithink II Newport Beach
CA HPS
Aug 18-20 Systems Thinking and ithink I Princeton, NJ
Aug 19-22 The International System Dynamics Conference Istanbul,TURKEY
SD97
Aug 20-22 Systems Thinking and ithink II Princeton, NJ
HPS
| High Performance Systems, Inc. |
| 45 Lyme Road, Suite, 300 |
| Hanover, NH 03755 |
| http://www.hps-inc.com * support@hps-inc.com |
-----------jsoderquist@hps-inc.com--------------
From: jforestr@MIT.EDU (Jay W. Forrester)
To: k-12sd@sysdyn.mit.edu (list of participants)
Subject: Correction of error
To: k-12sd@sysdyn.mit.edu
From: Fabian Szulanski (FABIANS@IFI.UIB.NO)
Subject: Asking for hints
I'm Fabian Szulanski, now in the Master in System Dynamics in
Bergen, Norway. I'm beginning to think about some research topics
for my Master Thesis, and I have thought of trying to figure out
how can be Systems Thinking and System Dynamics be better taught
in a multicultural and interdisciplinary high school teacher training
program, and to try to propose a methodology for homogenize that
knowledge transfer; and after that, to measure the effectiveness
of applying that proposed methodology. My specific question is
if any of you are aware of a similar or related research endeavor
which I can take as a point of departure for mine, adding some
fresh perspective to it, and also if you can refer to the proper
support bibliography that should be used in a research like the
one I am thinking to propose. I think that some literature about
learning theory should be included but I don't have access to
all the listings at this moment. If not already done, it would
be a real challenge for me to tackle this research project. Any
comments, insights and suggestions will be really appreciated.
Fabian.
From: Guenther Ossimitz (GUENTHER.OSSIMITZ@UNI-KLU.AC.AT)
Organization: University of Klagenfurt, Austria
To: k-12sd@sysdyn.mit.edu
Subject: List of System Dynamics web ressources
If you are interested in a comprehensive list of SD-related web
sites (english and german), please try http://www.uni-klu.ac.at/users/gossimit/links/bookmksd.htm
Any comments are welcome! Happy easter!
"Didaktik der Mathematik"
University of Klagenfurt
A-9020 Univ.str. 65 AUSTRIA/EUROPE
Phone: +43/463-2700-437
Fax:+43/463-2700-427
mail: ossimitz@bigfoot.com
http://www.uni-klu.ac.at/users/gossimit/main.htm
JESUS IS LORD - YESTERDAY, TODAY AND FOREVER!
From: Mary Lind & Daud Mahmud (ML-DBMAHMUD@WORLDNET.ATT.NET)
To: k-12sd@sysdyn.mit.edu
Subject: ST/SD in Elementary Schools
I am a parent who is very interested in having my children learn
about ST/SD as early as possible i.e. in Elementary School. Does
anybody know of a school in the Chicago area or in driving distance
of Chicago that is teaching ST/SD at the Elementary Level? My
desire is to visit the school with a couple of people who are
involved in Elementary Education in my town i.e. Naperville, Illinois.
My thinking is that such a visit may help us start ST/SD education
in or around Naperville. Thanks in advance for your help.
From: jforestr (Jay W. Forrester)
To: k-12sd@sysdyn.mit.edu (list of participants)
Subject: Obtaining computers
"Technology availability is improving at our school...but
I only have one computer in my classroom on a regular basis."
I wonder if schools are searching for available excess computers
that can be donated?
From: Thin choy Tang (TTANG@MAIL.SDSU.EDU)
To: "Barbara A. Hopkins"
Cc: k-12sd@sysdyn.mit.edu
Subject: Re: SysDyn in k-12 classrooms
Currently, how many classes and subjects in your school use STELLA?
What background does the students bring with them and is computer
literarcy important factor to consider when implementing STELLA?
Do teachers and students find STELLA easy to learn? DO you personally
check the model that the students created to make sure that they
are valid as there is no right or wrong answer? Thanks very much
and appreciate for time. Others are welcome to contribute too.
From: jforestr (Jay W. Forrester)
To: k-12sd@sysdyn.mit.edu (list of participants)
Subject: [GBHirsch@aol.com: REPLY Asking for hints (SD0768)]
From: GBHirsch@aol.com
Date: Wed, 26 Mar 1997
To: system-dynamics@europe.std.com
Subject: REPLY Asking for hints (SD0768)
Sender: system-dynamics-approval@world.std.com
Reply-To: system-dynamics@europe.std.com
You should contact Mike Radzicki (mjradz@wpi.edu) and his colleagues
at Worcester Polytechnic Institute who have done work in the area
of measuring the effectiveness of educational interventions using
System Dynamics. Perhaps they can help you.
GBHirsch@aol.com
------- End of Forwarded Message
To: ggunn@MIT.EDU
From: dfisher@pps.k12.or.us (Diana M. Fisher)
Subject: Re: Systems Thinking outside classroom
Cc: k-12sd@sysdyn.mit.edu
To Mr. Gunn and the k-12 SD community,
>Does anyone have evidence that kids and teachers in schools
where Stella (or
>other system dynamics tools) is used exhibit systems thinking
outside of
>classroom problems? In other words, are systems ideas and
methods
>internalized by kids and teachers and used to think outside
of school?
NSF CC-STADUS Project Director
(Cross Curricular Systems Thinking and Dynamics Using STELLA)
Franklin High School
5405 SE Woodward St. Portland, OR 97206
(503) 916-5140
dfisher@pps.k12.or.us
To: k-12sd@sysdyn.mit.edu
From: Hedi Baxter
Subject: Explorer by Logal
I will write the list with my reply about the Explorer software
because I received quite a few letters requesting more information.
Thank you, everyone, who suggested possible Stella workshops I
could attend. I neglected to add that I'm from Hartford, Wisconsin
-- a town that is between Madison and Milwaukee. Explorer simulations
are produced by Logal. They are "simulations of natural phenomena
that run on mathematical models." They are good about sending
samples for you to preview -- we use their programs to simulate
photosynthesis, the cardiovascular system, population and genetics
(though I haven't used the genetics simulation myself, yet). For
more information, look for Logal software; the software I have
at home doesn't give an address or further information, but I
have it at school. I can give you more info after Spring break
(I'm off for a week :) The simulations have a spreadsheet as well
as a graphical work window. The toolbar looks like Stella, and
the principles seem like Stella to me; although, I have only played
around with Stella a little bit. I highly recommend the programs
we've been using, and I know the physics dept. uses some other
Explorer models, too.
Hedi
baxter@nconnect.net
Biology, Physical Science, Earth Science, and Entomology (beetles
are best!!)
Hartford Union High School Hartford, Wisconsin
From: LucasRPS@aol.com (Tim Lucas)
To: k-12sd@sysdyn.mit.edu
Subject: State Core Standards and Systems Thinking
- Tim Lucas Principal
- Willard School Ridgewood, New Jersey
To: k-12sd@sysdyn.mit.edu
From: rzaraza@pps.k12.or.us (Ron Zaraza)
Subject: Re: State Core Standards and Systems Thinking
Wilson HS
CC-STADUS Principal Investigator
From: jforestr (Jay W. Forrester)
To: LucasRPS@aol.com
Subject: Re: State Core Standards and Systems Thinking
From: Thin choy Tang (TTANG@MAIL.SDSU.EDU)
To: k-12sd@sysdyn.mit.edu
Subject: Interface STELLA with MacroMedia Director
I wonder if anyone in this group is using other software tool
such as MacroMedia Director as a front-end interface to STELLA?
The reason why I ask this question is that I found that STELLA
does not have userfriendly interface. Have a good evening.