DOI
https://doi.org/10.1109/CTS.2008.4543965

Summary
The paper presents a conceptual experiment that aims to find educational and sociological strategies to teach non-traditional STEM learners. The authors state that such approaches can help to increase the number of people majoring in STEM disciplines and encourage people from underrepresented groups to choose STEM career path. Considered transmission models of communication (Shannon-Weaver, Lasswell formula) are receiver models of communication (Berlo’s listening theory, Schramm’s model, Riley’s model) are described. The authors discuss several approaches, namely, systemic thinking, STEM know-how, know-why, care-how, care-why. They emphasize the problem that engineering work culture is focused on the deriving solution only. The suggested solution is to form multidisciplinary teams of educators, social sciences, and other disciplines to deal with the identified problem and to see the wider perspective and possible solution paths.

Relevance for Complex Systems Knowledge
System thinking is solving problems with consideration on how separate parts interact and how they all can be grouped to one system and their performance in dynamic environment. The authors state that frequently the graduates of STEM are underprepared to solve real life problems because they lack systematic thinking about the parts of the system which are not in their educational field. They usually prepare only technical solutions without considering conflict of interest, artificial barriers, ethical and social aspects. In conclusion, authors suggest using holistic systems engineering approach to develop collaborative technology for STEM education by the team of educators and engineers of various fields.

Point of Strength
The strength of the article is the defined scheme how collaborative work can prepare graduates to receive and transform information and to develop system thinking skills.