Developing Systems Thinking Competencies in Emerging Nutrition Professionals: A Case Study Across Academic, Community, and Industry Contexts

INTRODUCTION: Preparing nutrition and dietetics professionals for the complexity of modern food, health, and environmental systems requires educational models that move beyond reductionist training. Systems thinking and transformational learning offer frameworks that support integrative, adaptive, and equity-oriented professional development. This case study describes a systems-based experiential learning pathway designed to cultivate systems literacy, leadership, and cross-sector collaboration among nutrition students. METHODS: A multi-year experiential learning model was implemented within the University of [Minnesota]'s Department of [Food Science & Nutrition]. This case study design included nine sequential activities were co-designed by a student and faculty mentor using systems thinking and transformational learning principles. Activities engaged the student across community, non-profit, regulatory, agricultural, industry, teaching, and leadership contexts. Mentorship meetings, reflective journaling, and iterative feedback loops were used to assess competency development related to systems thinking, ethical decision-making, interdisciplinary collaboration, and adaptive problem-solving. RESULTS: Experiential learning produced outcomes at personal, institutional, and systems levels. Personally, the student developed transdisciplinary collaboration skills, systems thinking competency, reflective practice, and adaptive leadership capacity. Institutionally, the case contributed to new systems-oriented curricular components, student-led organizations, and expanded mentoring structures that embedded systems thinking into departmental culture. At the systems level, partnerships across industry, government, and non-profit organizations strengthened knowledge exchange and demonstrated how systems-trained students can facilitate cross-sector alignment, support community-engaged problem-solving, and contribute to food system innovation. CONCLUSION: This systems-based experiential learning model demonstrates how intentional mentorship, reflective practice, and cross-sector engagement can cultivate the competencies required for nutrition and dietetics professionals to navigate 21st-century food system challenges. Embedding systems thinking into both curricular and co-curricular structures fosters a workforce capable of leading collaborative, evidence-informed, and equity-focused change. The case provides a replicable model for integrating systems thinking into nutrition education to prepare graduates to engage effectively within complex, interconnected food, health, and environmental systems.