Report of The Curriculum Committee

I started the work as head of the curriculum commitee by reviewing the courses currently offered (as posted on the web) at some of the prominent institutions in the field. I have concluded that this does not constitute a very solid foundation for the design of a standard curriculum in system dynamics. The courses offered cover a number of different topics in the systems dynamics method, yet it is not quite clear from the course descriptions what is actually covered, how well and what is not. Moreover, the verious domains of applications seems to stand out more prominently in many course descriptions rather than the elements of the method. There are of course exceptions to this, but it implies that I have chosen to take a different approach and will proceed as follows:

1. I am assuming we are developing a curriculum in system dynamics in general, - not in a domain of application. The domain of applications are relevant when considering cases. In fact, SD typically applies across domains and disciplines.
2. I am assuming we are going to put together the ideal and entire curriculum for a SD education. We thus need to decide on all the topics to be covered and the estimated number of lessons would be required to cover those topics.
3. We can then build a curriculum based on a spiral model. At each level, there will be an element of (Blooms taxonomy);
• knowledge;
• comprehension;
• application;
• analysis;
• sythesis; and
• evaluation.

At the lover levels the emphasis will be on knowledge, comprehension and application, at the upper levels, the emphasis will be on analysis, synthesis and evaluation.

4. Having decided on the levels, we need to define the unit of an educational lesson, whether a lecture, an excersize or some other such lesson (say one hour student work). By then we are ready to distribute the curriculum by topics across these levels and the lessons associated with each such a level.

In view of this, I suggest we set up a framework for listing topics to be covered by the curriculum. The elements of the curriculum will therefore be categorized as:

1. Theory
2. Method
3. Technique
4. Tool
5. Case (categorized by purpose, domain, etc.) to be covered by the curriculum.

I will create such a list and ask the members of the curriculum committee to add topics to the categories listed, including volume (number of lessons) at the varous levels (say A – E). This list will be sent out late February with 14 days response time. A compiled version will be prepared within a week after that.

I hope this procedure will prove to be effective and I hope for your cooperation.

Best regards,

Paal I. Davidsen

Blooms taxonomy

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.