Contribution: An evaluation of the effectiveness of systems engineering (SE) courses in developing students’ systems thinking (ST) capacity in both the cognitive and affective domains. A combined cognitive ST performance and affective engagement with ST assessment is proposed as an approach to assess students’ ST in both domains. The results can support course change decisions and guide learning experience development. Background: SE education aims to produce graduates with strong knowledge and skills in SE and a strong appreciation of the practical value of ST, which addresses the cognitive and affective domains in education. Consequently, it is important to evaluate the effectiveness of SE courses in developing students’ ST in these domains, an area that studies do not consider. Intended Outcomes: An understanding of the ST ability of undergraduate students in an SE course in a domain specific engineering program in both the cognitive and affective domains. Application Design: A study evaluated the effectiveness of two SE classes in developing students’ ST capacity using a combined cognitive and affective assessment tool developed and validated in previous studies. ST assessment is determined by combining ST performance and affective engagement. To observe the transformation of students’ ST capacity, a longitudinal design collected data at two times in each of two offerings of an SE course offered by the same university in two locations—Australia and Singapore. Findings: The course developed students in most dimensions of cognitive ST, but did not appear to improve students’ affective engagement with ST.

中文翻译：

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系统工程课程在发展系统思维方面的有效性

贡献：评估系统工程 (SE) 课程在培养学生在认知和情感领域的系统思维 (ST) 能力方面的有效性。建议将认知 ST 表现和情感参与与 ST 评估相结合，作为评估学生在这两个领域的 ST 的方法。结果可以支持课程更改决策并指导学习体验的发展。背景：SE 教育旨在培养具有强大 SE 知识和技能以及对 ST 实用价值的强烈理解的毕业生，ST 解决了教育中的认知和情感领域。因此，重要的是评估 SE 课程在这些领域培养学生 ST 的有效性，这是研究未考虑的领域。预期结果：在认知和情感领域的特定领域工程项目中，了解 SE 课程中本科生的 ST 能力。应用设计：一项研究使用先前研究中开发和验证的组合认知和情感评估工具评估了两个 SE 课程在培养学生 ST 能力方面的有效性。ST 评估是通过结合 ST 表现和情感参与来确定的。为了观察学生 ST 能力的转变，纵向设计在澳大利亚和新加坡这两个地方的同一所大学提供的两个 SE 课程中的每一个中收集了两次数据。结果：该课程在认知 ST 的大多数方面培养了学生，但似乎没有提高学生对 ST 的情感参与。