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System Archetype: Limits to Growth(student stop engaging in class, less opportunity and knowledge they gain)

Drifting goals: groups are satisfied with the current level and no longer pursues higher marks.

The decreasing participation effort may be attributed to a lack of motivation and feedback. Students may not know their evaluation for the previous mini group projects and decrease effort for each additional one. By setting clear expectations and letting the students know their current and past marks for participation will address this issue and systematically solve the problem.

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To address the issue of low participation through the feedback loop, the following solutions can be implemented:

For Input:

Clearly communicate the importance and value of the projects not just in terms of credits but also in terms of real-world skills and future opportunities.

Set challenging yet achievable goals for the projects to increase students' motivation.

For Process:

Make the project activities more engaging and interactive. Use innovative teaching methods and technologies.

Encourage collaboration and teamwork by providing opportunities for students to share ideas and work together effectively.

For Output and Feedback:

Provide timely and specific feedback on students' work. Highlight their achievements and areas for improvement.

Reward outstanding performance to create positive reinforcement. This could include extra credit, recognition in class, or certificates.

By improving each stage of the feedback loop, it is possible to increase students' participation in team projects as the semester nears its end.

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1. Based on student feedback and performance, adjust the difficulty of the project to ensure that it is challenging but not frustrating.

2. Introduce group evaluation to prevent free riding.

3. Emphasize the importance of these projects to course learning and how they help students apply theoretical knowledge to practical problem solving.