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Using Loops That Matter for Feedback Analysis: A Structured Curriculum for Building Systems Understanding

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  • Jefferson K. Rajah
  • Birgit Kopainsky
  • William Schoenberg

Abstract

Loops that matter (LTM) has gained traction in system dynamics for its ability to algorithmically identify feedback loops and shifts in loop dominance. Yet, its unstructured use may encourage superficial analyses and hinder systems understanding among new learners. To maximize the pedagogical value of LTM, we developed a structured curriculum that integrates LTM into existing feedback analysis pedagogy, emphasizing feedback narratives and dynamic insights. Delivered to two cohorts of new system dynamics students, the curriculum comprises two lesson plans: (1) feedback loop analysis and narrative building and (2) identifying leverage points for systems change. Our evaluation of the curriculum's impact on learner performance, across three cohorts of master's students (2022–2024), show significant and meaningful improvements in feedback analysis scores among participants. We further reflect on the insights and lessons we learned and provide pedagogical recommendations for other educators.

Suggested Citation

  • Jefferson K. Rajah & Birgit Kopainsky & William Schoenberg, 2026. "Using Loops That Matter for Feedback Analysis: A Structured Curriculum for Building Systems Understanding," System Dynamics Review, System Dynamics Society, vol. 42(1), January.
    • Handle: RePEc:bla:sysdyn:v:42:y:2026:i:1:n:e70018
    DOI: 10.1002/sdr.70018
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