Abstract for: A Non-System Dynamicist's View of Teaching System Dynamics

Integrated Science and Technology is an undergraduate program of applied, interdisciplinary sciences that features a core curriculum (Spine) where students are exposed to system thinking and modeling techniques. The Virginia Energy Transition to non-carbon-emitting power production was launched in 2020 represents a complex problem. An existing course sequence within the Spine provides the foundation for teaching holistic problem solving and system dynamics modeling in the context of the energy transition. The Virginia Clean Economy Act of 2020 set a goal to transition Virginia's electricity grid to 100% carbon-free by 2050. Since 2021, my colleague and I have team-taught Holistic Problem Solving Workshop I & II (ISAT 390/391) in the context of the Virginia Energy Transition, first introducing this big problem that is critical to humanity and the nexus between technology and society, and later engaging students in system dynamics modeling. ISAT 390/391 has provided our students a unique opportunity to examine a very big problem, one that is germane to the challenge of climate change. Both instructors have been empowered to expand their respective understanding of the technical and modeling approaches needed to teach energy in an innovative manner, one that digs deeply into the complex behaviors of energy systems and how they are impacted by human interactions and decision-making. The lessons learned through the development and implementation of this course sequence are already being applied toward the development of a senior-level energy modeling course to launch next year, and an externally-funded program directed by a team led by the author that brings energy education to K12 schools is examining how system dynamics models developed by our undergraduates can be incorporated into middle- and high-school classroom activities.