A Bachelor of Science Degree Program
in System Dynamics at WPI
James K. Doyle, Matthew W. Grabowski, Amy H. Kao,
Michael J. Radzicki, Kent J. Rissmiller, and Khalid Saeed
Department of Social Science and Policy Studies
Worcester Polytechnic Institute
100 Institute Rd.
Worcester, MA 01609
Email: doyle@ wpi.edu
In March of 1998 the faculty of Worcester Polytechnic Institute, the third oldest private
college of engineering in the United States, voted to establish the world's first undergraduate
major in system dynamics. Housed in WPI’s interdisciplinary Department of Social Science and
Policy Studies, the B. S. program in system dynamics aims to train students for careers as system
dynamics modelers, consultants, and policy analysts in both industry and government and to
prepare them for graduate study in system dynamics. The purpose of this paper is to describe the
rationale for and design of this new program, to engage the system dynamics community ina
dialogue about the role of undergraduate education in the field of system dynamics, and to solicit
feedback from the system dynamics community about the program requirements.
The Role of Undergraduate Education in System Dynamics
We believe that the creation of undergraduate major programs is important for the future
development of the field of system dynamics. Although system dynamics is currently taught at
more than 200 high schools in the United States and at dozens of graduate schools throughout the
world, there is currently no place for interested students to study system dynamics at the college
level beyond a couple of courses. This interruption in the flow of students from high school to
graduate schools and careers in system dynamics is probably at least partly responsible for the
current low supply of highly trained modelers and the increasing tendency for companies to hire
people to do system dynamics work who have had little formal training. This in tum may reduce
the average quality of system dynamics work, lowering the reputation of system dynamics and
hindering the growth of the field (see Anderson et al., 1997).
The proposed program is designed to bridge the gap between high school and system
dynamics careers by providing the thousands of U. S. high school students currently being
introduced to system dynamics an opportunity to continue to pursue that interest at the
undergraduate level. It is hoped that this effort will further the growth of the field of system
dynamics by increasing the supply of highly trained modelers and encouraging the development
of additional degree programs in system dynamics at other universities.
The WPI Philosophy
WPI has adopted an educational philosophy that is remarkably similar to the approach
preferred by the field of system dynamics: an emphasis on learner-directed learning, cooperative
learning, and learning by doing. Every undergraduate student at W PI is required to complete two
extended research projects in which they work in teams to solve complex, open-ended problems
in close collaboration with faculty members. These research projects are often completed at one
of WPI’s many Project Centers throughout the U. S. (e.g., Washington, D. C., San Francisco) and
the world (e.g., London, Venice, Bangkok), where students work with sponsoring agencies and
businesses to solve real problems. Consistent with this philosophy, the B. S. program in system
dynamics is based on an experiential learning model (see Kolb, 1984) in which students will
learn the craft of system dynamics modeling by working with faculty in an “apprenticeship-style”
learning environment.
University-W ide Degree Requirements
WPI system dynamics graduates will complete three university-wide “project”
requirements:
1. The Major Qualifying Project (MQP). The MQP is a three course equivalent research project
which is designed to provide the student with a capstone experience in their professional
discipline and to develop the creativity, self-confidence, ability to synthesize fundamental
concepts, and research and communication skills necessary for success in their chosen field.
2. The Interactive Qualifying Project (IQP). The IQP is a second three course equivalent
research project in which students examine some aspect of the interaction between science
and technology and society. It is intended to help the student gain an awareness of the
interrelationships between technology and people, develop the ability to communicate
effectively with disparate groups, and learn to derive solutions to complex
social/technological problems.
Both the MQP and IQP can be completed using the concepts and methods of system dynamics.
Recent examples of such projects completed by W PI students include:
The Dynamics of the Escalation Phenomenon
Policy Design in Sterling, Massachusetts
The Dynamics of Deregulation in the Massachusetts Electric Power Industry
Sustainable Development in Kingston, Jamaica
A System Dynamics A pproach to the Medicare Crisis
The Dynamics of the Emergence and Diffusion of Silicone Gel Breast Implants
A System Dynamics Study of Kiama, NSW, Australia
The Dynamics of the Fishing Crisis
Dairy Farm Dynamics
A System Dynamics Study of Project Management: The Case of a World's Fair
A System Dynamics Study of the Strategic Issues Facing Engineering Schools
In addition, each student will complete a third “project” requirement:
3. The Humanities Sufficiency. The Sufficiency is an integrated sequence of five courses in the
Humanities and/or Arts followed by a one-course independent study project. It is designed to
provide students more intellectual breadth and a better understanding of themselves, their
cultures, and their heritage.
System Dynamics Major Requirements
System Dynamics
System Dynamics students will complete a five-course sequence in system dynamics
modeling. The first course is designed to provide a general overview of the system dynamics
approach to both SD majors and nonmajors. The next three courses are intended to introduce SD
majors to the basic “nuts and bolts” of system dynamics modeling as well as important advanced
modeling techniques and group model building. The fifth course is an advanced seminar in
which students will produce an original system dynamics model of a self-selected problem. The
course descriptions are as follows:
$1510. Introduction to Economic and Social Systems
The goals of this course are to acquaint students with the fundamental structures underlying
economic and social systems, and to motivate them to begin analyzing economic and social
problems dynamically and holistically. These goals are pursued via the integration of basic
economic and social concepts into interactive simulation models and computerized leaning
environments.
The curriculum materials have been formulated with a simulation technique that has its
origins in control theory and electrical engineering. As a consequence, engineering students will
find them complementary to their engineering work. Moreover, the course materials have been
designed to stimulate the recognition of "generic structures" or combinations of stocks, flows,
feedback loops, and system limits that produce the same dynamical behavior in a diverse array of
economic, technological, and social systems.
A partial list of the economic and social problems that will be addressed in the course
includes: the origin of economic cycles, the deficit and debt problem, natural resource depletion,
the economics of poaching, the economics of illegal drug markets, the stagnation and decay of
urban economies, global warming, the pros and cons of economic growth, arms races, the
escalation of commitment to failing courses of action, and the cycle in the supply and demand for
engineers.
$S1520. Dynamic Modeling of Economic and Social Systems
The purpose of this course is to teach students the basic techniques of producing dynamic
simulation models of economic and social systems. Models of this type can be used to examine
the possible impacts of policy changes and technological innovations on socioeconomic systems.
The curriculum in this course is divided into three distinct parts. First, a detailed
examination of the steps of the system dynamics modeling process: problem identification
(including data collection), feedback structure conceptualization, model formulation, model
testing and analysis, model documentation and presentation, and policy implementation. Second,
a survey of the "nuts and bolts" of continuous simulation modeling: information and material
delays, time constants, the use of noise and numerical integration techniques, control theory
heuristics, and software details (both simulation and model presentation and documentation
software). Third, a step-by-step, in-class production of a model, involving the construction,
testing, and assembly of sub-sectors.
$2530. Advanced Topics in System Dynamics Modeling
This course will focus on advanced issues and topics in the computer modeling of complex
social and economic systems. A variety of options for dealing with complexity through
developing models of large-scale systems and partitioning complex problems will be discussed.
Topics will include an extended discussion of model analysis, the use of summary statistics and
sensitivity measures, the model validation process, and policy design. System dynamics
applications to theory building and social policy are also reviewed. Complex nonlinear dynamics
and the chaotic behavior of systems will be discussed.
$S2540. Group Model Building
This course will review the system dynamics practice of group model building, in which a system
dynamics model is created through close interaction with a team of policy makers or managers.
Topics will include mental models theory, alternate techniques for eliciting, mapping, and
sharing mental models for use in model building, procedures for group facilitation, individual
and team learning, group communication and decision making processes, and factors that
promote or impede group performance. Special attention will be paid to the rigorous assessment
of learning and group performance.
$S3550. System Dynamics Seminar
This special topics course is designed primarily for System Dynamics Majors and students
presently engaged in planning system dynamics projects. Students will be required to complete
an original system dynamics modeling project and will be encouraged to choose a project that
can serve as the "first cut" at an MQP or IQP idea. The course will be conducted as a research
seminar, with many sessions being reserved for student presentations. Classic system dynamics
models will be replicated and discussed. Students will read, evaluate, and report on research
papers representing the latest developments in system dynamics.
Other Social Science and Management Courses
Students will also complete 7 additional courses in social science and management in
subjects that are either traditional SD modeling application areas (economics, management,
public policy) or that provide a background in topics relevant to the system dynamics approach
(e.g., mental models, decision making and problem solving). Students will choose from among
such courses as:
$S1110. Introductory Microeconomics
$S1120. Introductory Macroeconomics
$S2117. Environmental Economics
$S2125. Development Economics
$S1401. Introduction to Cognitive Psychology
$1402. Introduction to Social Psychology
$S1503. The Psychology of Decision Making and Problem Solving
$S1303. American Public Policy
SS1320. Topics in International Politics
$S2304. Governmental Decision Making and Administrative Law
$2312. International Environmental Policy
MG2300. Organizational Science - Foundation
MG2200. Financial Management
MG3351. Organizational Science - Management of Change
MG3414. Management of Process and Product Innovation
Basic Science, Mathematics, and Computer Science Courses
System Dynamics students will be required to take a minimum of two courses in basic
science. Students will be encouraged to take Physics 1110. General Principles - Mechanics and
Physics 1120. General Principles - Electricity and Magnetism as preparation for ES3011 and
ES4012, Control Engineering I and II, in order to gain a solid background in control theory.
Students will also be required to complete 6 courses in mathematics in order to obtain an
understanding of the mathematics on which system dynamics modeling is based. The required
math courses include one year of calculus, differential equations, and numerical analysis. In
addition, students will take a minimum of two courses in computer programming in order to
achieve an understanding of the programming principles that underlie system dynamics computer
software.
Modeling A pplication Areas
Students will also complete a five-course sequence of applied courses in the area in which
they choose to focus their system dynamics modeling. Thus far 12 application areas have been
approved:
Economics
Project Dynamics
Engineering Systems
Public Policy
Environmental Policy
Fire Protection Engineering
Computer Science
Infrastructure Planning
Society-Technology Studies
Transportation Planning
Model Analysis
Electrical Power Systems Planning
Students will also be encouraged to develop and gain approval for new application areas
according to their interests.
System Dynamics Faculty and Their Research Interests
The following WPI faculty are actively involved in the system dynamics major:
James K. Doyle, Ph. D., Associate Professor -- Social and cognitive psychology, mental models,
knowledge elicitation, assessment of learning, judgment and decision making
Michael J. Radzicki, Ph. D., Associate Professor - Macroeconomics, regional economics,
sustainable economic development, system dynamics, websims
Kent]. Rissmiller, Ph. D., Associate Professor - Environmental and energy law and policy,
American politics, political theory, jurisprudence
Khalid Saeed, Ph. D., Professor and Department Head - System dynamics, sustainable economic
development, infrastructure planning
Conclusion and Future Directions
This paper has described the rationale for and implementation of a new undergraduate
degree program in system dynamics. Marketing of the program to students at more than 200 high
schools in the U. S. will begin in the Fall of 1998, with the goal of enrolling between ten and
twenty freshmen in the program in the 99/00 academic year. Given the uniqueness of the
program and its importance to the future growth of the field of system dynamics, in the near
future W PI intends to create an advisory board composed of leading system dynamics
professionals from academia, industry, and K-12 education.
At this time the Social Science and Policy Studies Department at WPI would like to thank
the many professionals both at W PI and in the international system dynamics community without
whose encouragement and support this new program would not have been possible. The
Department would also like to invite interested SD professionals from industry, higher education,
and K-12 education to comment on the design, implementation, and marketing of the new major
in order to assist its future development.
References
Andersen, D. L., Radzicki, M.J., Spencer, R. L., and Trees, W. S. (1997). The dynamics of the
field of system dynamics. Proceedings of the 15" International System Dynamics
Conference, (Istanbul, Turkey), pp. 811-814.
Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs, NJ: Prentice Hall.
