semester, we believe there is great value in students working with the two new subjects(Capital Budgeting and VBA) over time and within the same context (the simulation).Development work is distributed throughout the first two-thirds of the semester to create a senseof flow in relation to the topics of the course. After development, students use the remainder ofthe semester to examine peer-reviewed literature in order to find other methods for ranking andselecting projects, to design new or novel approaches to project selection, and to modify thesimulation model to better reflect real-world operating environments. Students then use thesimulation model to perform experiments and test hypotheses related to research objectives theydefine.Of course
characteristic and thus subject to penalty (0, -1, -2). Therational is that the presence of a simple example can be helpful to reflect the concept, however,multiple permutations indicate lack of understanding fundamental concepts. Students notcreating a cheat-sheet or failing to bring it for use in the exam received a score of zero. Tocompute a representative composite an additive scoring approach was used. Using this criterioneach cheat-sheet was evaluated by two reviewers.Figure 1 provides an illustration of two different authorized cheat-sheet examples used in amidterm examination. The cheat-sheet appearing on the left received the scores: density 2,organization 2, readability 3, formulas 0, and examples -1. This received a total score of 6
to note thatthe system is self-measuring. Performance information is not sent to an external group ofmanagers. Figure 7. Students in Japan Working Together on the Manufacturing System Design8. Run and Re-Run Simulation Until the Team Achieves the System FRs. If, the systemdoes not achieve the FRs, the students re-design and re-run their plant simulation, until thesystem achieves each of the 6 FRs. The approach is that the student teams invent the 6 PSs toachieve the 6 FRs. In addition students may add additional FRs to the initial set of 6 FRs.9. Team Reflection and Coaching. After each simulation run, the students discuss theirobservations about the simulation run. The teacher helps students put into words theirobservations about the
reflected in a brief questionnaire atthe end of the semester, as shown in Table 1. Of the 20 students, 19 preferred using spreadsheetsto conventional methods (one preferred using traditional engineering factors). Voluntarycomments were strongly supportive of the spreadsheet approach. Based on these results, theSpring 2014 course is being held in a computer lab. Table 1. Student Responses to the Computer Lab Question 1a and 1b What is the value What is your (N=20) of using Excel in recommendation class? regarding having