Think about your class as an organization that is part of an open system, including your school and the outside environment. What external factors affect what you do in class? How does your class process these factors internally (i.e., discussions, assignments, or lectures)? Do the conclusions drawn from your internal class processes cycle back into the external environment? How so (i.e., projects, presentations, academic clubs, volunteer groups, or social advocacy groups)? (pp. 294–296)