Asgarpoor, J. S. (2020, June), An Integrated Platform of Active Learning Techniques in a Supply Chain Management Program  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34132

\bibitem{asee_peer_34132}
  Asgarpoor, J. S. (2020, June), \emph{An Integrated Platform of Active Learning Techniques in a Supply Chain Management Program}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34132

Jena Shafai Asgarpoor.  "An Integrated Platform of Active Learning Techniques in a Supply Chain Management Program".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34132 Internet.  18 Apr, 2024

\bibitem{asee_peer_34132}
  Jena Shafai Asgarpoor.
  "An Integrated Platform of Active Learning Techniques in a Supply Chain Management Program".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34132 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_34132
author = "Jena Shafai Asgarpoor"
title = "An Integrated Platform of Active Learning Techniques in a Supply Chain Management Program"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34132}
number = {10.18260/1-2--34132}
}

TY  - CPAPER
AB  - Active and experiential learning have gained much popularity in recent years, but their origins date back to long before the advent of formal schooling and books. From the beginning of time, humans have learned by doing, trying, and failing, until they found a solution. Wurdinger and Allison say this type of learning is a cognitive process, which must include planning, testing, and reflecting all in the same learning experience [1]. A number of such activities were integrated into an undergraduate supply chain management program. Firstly, four field trips were aligned with relevant subjects in the sequence of courses students took in each of the four semesters. For example, a field trip of a warehouse was scheduled in the semester when they took the Warehouse & Inventory Management course. Secondly, in the Quality Management course students took on various roles in a mock manufacturing company named Banchee, Inc. While making Banana & Cheese (i.e., Banchee) Cracker Sandwiches, they learned practical knowledge about the 5 phases in the DMAIC process. This was done in five, two hour sessions, each dedicated to a phase of DMAIC. Surveys revealed that students attributed higher levels of learning, retention, and comprehension of content, and they attached more excitement and worth to those courses that included active learning strategies.
Key words: Experiential Learning, Active Learning, Six Sigma DMAIC, Field Trip

AU  - Jena Shafai Asgarpoor
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - An Integrated Platform of Active Learning Techniques in a Supply Chain Management Program
UR  - https://peer.asee.org/34132
DO  - 10.18260/1-2--34132
ER  -