Teaching Innovation Track Abstracts

Teaching Innovation Track Abstracts 9:00 AM 10: 20 AM a. Immersive Learning in Logistics and Supply Chain Management Undergraduate Education Taking It To The Next Level b. Experiential Case Approach to Teaching c. Creating Logistics Program Growth through Academic and Industry Collaborations 10:40 AM 12:00 PM a. Implementation of an Interdisciplinary Logistics Focused Project b. Developing an Industry-Friendly SCM Program: A Two-Phase Approach c. Hand s-on Interactive Classroom Exercises to Help Flip the Classroom 1:30 PM 2:50 PM a. Using Monte Carlo Simulation to Teach Business Students an Updated Classic Transportation Problem in Supply Chain and Operations Management b. Creating and Delivering MBA SCM Course: A demonstration c. Developing an Online Supply Chain Management Class

Immersive Learning in Logistics and Supply Chain Management Undergraduate Education Taking It To The Next Level Bradley E. Anderson, Ball State University

Abstract: This paper is a case examination of how a complex consultation style project course has been effectively implemented and integrated into undergraduate Logistics and Supply Chain Management learning with very positive results. Ball State University students are honing their skills by working through rigorous and successful immersive learning student-led consultation style projects directly with companies like Allegion. Although masters level programs have been known to include very beneficial experiential learning projects, some of which include student-led consultation projects, this level of project difficulty has not been present in undergraduate programs. This immersive learning project was a resounding success on every measure and by every person involved. Undergraduate student-led teams worked together and came away with a great sense of accomplishment, a significantly greater skill set, and a greater opportunity for employment.

Experiential Learning: 10 Step Case/Project Approach Incorporating Mini-Internships John Kent, University of Arkansas

Problem Statement: Marginal pedagogical value decreases with each repetitive use of a traditional case. Abstract: Imagine meeting with several executives in the first week of class to learn about issues they are confronting. Issues directly related to the learning objectives of the course. Then imagine those same executives asking your students to recommend solutions to those issues. Students have 12 weeks to formulate a solution set, develop an implementation plan, calculate ROI and present their recommendations. Except this time instead of a traditional classroom, the presentation is in an executive boardroom. The assessable Learning objectives include critical thinking, technical skills in the major, along with both oral and written communications skills. Step 1, prior to the beginning of the semester the instructor meets with senior management within the firm(s) involved in the case project to identify the salient issues, scope of project and middle level management points of contact. Step 2, invite primary points of contact to attend the 2 nd or 3 rd class meeting to describe the issues and introduce themselves to the students. Step 3, organize the students in teams to solve the issues while being directly tied to assessable outcomes. Remember you must objectively assign individual student grades at the end of the semester. Step 4, structure predetermined dates for regular project deliverables as academic medicine for senioritis. The final project should be due at least 4 weeks prior to the last day of class. Step 5, remain flexible. This is one of the most difficult aspects for the students. They are looking for a cookbook approach to achieving their desired grade, which, frequently isn t an A. Step 6, schedule conference calls with potential solution vendors. Identify your best technical experts for PowerPoint, excel, word, visio, etc. Incorporate data visualization dashboards (i.e. Tableau). Step 7, practice makes perfect and not everyone wants to be a presenter. Step 8, schedule the final presentation(s) several weeks in advance so the sponsor firm(s) are aware and invite as many people as possible and the students know well in advance to reschedule test(s) etc. Step 9, don t forget step 7. Practice makes perfect. The end of the semester practices sessions will be stressful. Step 10, plan debrief meeting with the executive sponsors to plan for next semester. They are long term, strategic pedagogical partners. Experiential learning case projects are almost always discussed by students in their job interviews. The experimental learning case projects can be viewed as mini-internships.

Creating Logistics Program Growth through Academic and Industry Collaborations Scott Keller, University of West Florida Stephen LeMay, University of West Florida Dan Lynch, Dalhousie University Derek Smith, Gulf Power Intern, University of West Florida Student

Abstract Pressure exists from educational accreditation bodies, state boards of governors, industry recruiters, and parents of students for universities to provide educational materials and experiences to undergraduate students that are directly linked to four-year graduation rates, job placement within the student s major field of study, and improved salary levels of graduates. Professors leading the charge to launch new electives or programs in supply chain logistics management face the added hurdles of attracting students to enroll in logistics classes, certificate programs, specializations, and stand-alone logistics majors. Achieving these goals is dependent on many factors, of which, forming industry and academic partnerships is one critical element. Our paper and presentation illustrate the importance of academic/industry collaborations in supporting the launch of a new stand-alone BS/BA in Supply Chain Logistics Management. Research collaborations with several industry partners are examined, and the results specific to student/industry live case projects are discussed. The discussion highlights the process taken to select and secure agreements with collaborating partners and the steps to identify and complete each project. Projects include total cost analysis for logistics decision-making and supplier selection. Partnership collaboration hurdles are examined along with the successes that have bearing on the program, industry partners, and students. The comprehensive grading rubric utilized to evaluate student team performances in the projects is provided.

Implementation of an Interdisciplinary Logistics Focused Project Mark Shaughnessy, Maine Maritime Academy Navneet Jain, Maine Maritime Academy

Abstract: This paper and presentation describes the design and implementation of a student-led consulting project with a rapidly growing retailer. The students from two courses were involved in preparing plans for the retailer regarding strategic marketing, as well as expansion, location and design of distribution facilities. The classes involved were a junior-level undergraduate logistics course, Global Purchasing and Materials Handling, and a graduate marketing course, Global Strategic Marketing for Supply Chain Advantage. The paper examines the process of creating the inter-disciplinary course, this includes the creation of the lesson plans, evaluation of student performance, coordination between the graduate and undergraduate faculty and students, and the delivery of an integrated solution to the business issues of the clients. Follow on surveys of long term outcomes for students, faculty and the outside client were conducted four years after the original course offering. The findings from all three constituent groups were analyzed. The long term outcomes for all groups were very positive. Faculty found the process effective albeit time consuming and stressful. The client was very happy with the outcome and implemented many of the reports action items with great success. Perhaps the most interesting long term result was reported by the students. Their recall of the classes after four years was almost photographic, certainly better than their instructors recall. They not only recalled the class in detail but provided specific examples of how material learned in the class has been useful to them in their current careers.

Developing an Industry-Friendly SCM Program: A Two-Phase Approach Michael Tracey, Western Illinois University Honey Zimmerman, Western Illinois University

Abstract: Firms often find it difficult to bring new personnel into their organizations that have the skills required for contributing immediately to improving contemporary global supply chains. Part of problem is the offerings at college-level SCM programs do not always matchup well with the distinctive needs of their business clientele. A central issue may be a lack of interaction between academics and industry regarding this issue. This paper demonstrates how Western Illinois University s SCM program uses a structured two-phased approach to gather and utilize input from practitioners to refine its program to produce the most desirable recruits possible. The first phase employed a survey of thirty business people actively engaged in hiring WIU s students to fill internship and fulltime SCM-related positions. The survey included thirty-seven items/topic areas drawn from an examination of the offering of multiple SCM programs, the informal input of industry contacts, and the articles cited in the paper, especially the more practitioner-oriented ones. The respondents were asked to rate the importance of each topic as to its individual significance to the future success of WIU students seeking a career in SCM. The topics were then placed into five tiers based on multiple paired t-tests. Utilizing the findings entailed cross-listing the topics with a mean importance rating 3.0 with WIU s courses in a matrix. This allowed the faculty to evaluate the overall coverage of a topic in the context of its importance rating in a structured manner and to make adjustments as needed throughout the program to bridge the gap between what they considered an adequate level of topic coverage and what their business partners were indicating. Phase 1 enabled retuning in a somewhat methodical fashion the set of business courses to be taken by all SCM majors as well as their associated learning outcomes. Phase 2 was conducted two years later and concentrated on determining the relative importance of each of WIU s possible electives offered to: 1) a specific career track within SCM, 2) a career in SCM in general, and 3) to a particular organization with a long-term consistent relationship with the program. The results enable a SCM major to customize his/her program to better fit the student s professional goals. The participants in Phase 2 were limited to firms with ongoing involvement as members of WIU s SCM Advisory Board. They were provided the program s core courses, a listing of the SCM program s seventeen possible electives along with the course description for each, and eight career tracks. They were asked to rank up to six elective courses as to their desirability relative to a career track(s). Overall scores were tabulated on a 10-8-6-5-3-1 basis. This allowed the generation of three tables for student, faculty, and advisor use: 1) Ranking of Available Electives by Career Track, 2) Overall Ranking of Available Electives for the many students who do not yet know which, if any, particular career track they wish to pursue, and 3) Composite Elective Course Rankings by Firm for students who desire to work for one of the twelve particular organizations that participated. The results supplied in the paper are not necessarily generalizable, but the methods described are repeatable and may be employed by other SCM programs. This two-phase approach, while not perfect, enables a somewhat structured evaluation of learning outcomes and redirection of resources to offer a SCM curriculum that transcends faculty interests to include meaningful attention to the requirements of that portion of the business world most relevant to a program. In WIU s case, it is its industry customers.

Hand s-on Interactive Classroom Exercises to Help Flip the Classroom Ted Farris, University of North Texas Michael Gravier, Bryant University

Abstract: In today s classroom we are faced with requests to flip the classroom and increase the number of non-lecture experiences. Students demand engaging exercises that demonstrate real life applicability, and employers demand new hires who are closer to turnkey than ever before. Two exercises are offered which provide opportunities for students to engage in semistructured, critical thinking exercises while learning about highly relevant topics in a real-time manner. Either exercise may be used in isolation, or in conjunction to teach supply chain topics including globalization, procurement, outsourcing, operations, supplier relationship management, international logistics, transportation, enterprise resource planning, market entry, supply chain complexity, and supply chain mapping.

Using Monte Carlo Simulation to Teach Business Students an Updated Classic Transportation Problem in Supply Chain and Operations Management David Weltman, Texas Christian University Travis Tokar, Texas Christian University

Abstract: This teaching brief explains a Monte Carlo simulation workshop applied to the classic transportation problem and can be conducted in a classroom or lab where students have access to a Monte Carlo simulation tool such as Oracle Crystal Ball. The exercise extends the classic transportation problem to downstream trading partners where demands are uncertain. Students are exposed to holding and stock-out costs and are able to see consequences of various supply and demand scenarios based upon student developed transportation policies. For the first time, the powerful Monte Carlo simulation method is applied to a classic supply and operations management problem in a student workshop environment.

Creating and Delivering MBA SCM Course: A demonstration Brent Williams, University of Arkansas

Abstract:

Developing an Online Supply Chain Management Class Carole L. Shook, University of Arkansas

Abstract: This paper describes a way to create and organize an online course to encourage student interaction and cultivation of knowledge. In Supply Chain Management, online education could be a way to fulfill the high demand for students to work in this field. Studies show that online education is growing, but that faculty do not accept the value of online learning. Often this is because faculty don t know how to create an effective course. The paper is designed to explain how to develop an online course effectively. The paper will describe techniques that are espoused by Quality Matters, an online course development group from the University of Maryland. Creation of learning objectives and the format of an online course are discussed. The course goes beyond traditional lecture in learning techniques. There is a description of how assignments are created and used along with how to get students to use their informed opinion and analysis techniques to have assignments that have qualities of evaluation and synthesis from Bloom s Taxonomy.