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  • Bringing Sustainability into the SCM/OM Curriculum: Sharing Experiences and Best Practices

    In a globalizing world of limited resources and unlimited ingenuity, colleges and universities play a vital role in preparing students to meet the sustainability challenges of the future. The imperatives of sustainability point not only to new course content, but also to new ways of teaching that content. Sustainability education is multi-disciplinary and plays a key role in creating and raising sustainability consciousness paving the way for a more sustainable future. In this context, many universities wonder whether there is value in launching a sustainable supply chain course and if so, what is that value? There are many students that are interested in sustainability, but there are few jobs where they can put what they learn in a business school into practice so a secondary question is what specific skills/curriculum should we teach our students and why? If they want jobs in the area of sustainability, what competencies should they develop? This workshop will bring together a series of panelists who either taught or plan to teach a course on sustainable supply chain management to discuss the intended learning outcomes of introducing sustainability in the curriculum and how this can look like. The workshop consists of two parts: first panel discussion and second discussion in small groups around key questions identified in the panel (by both the panelist and the audience).


    Authors: Eugenia Rosca, Wendy Tate, Andrea Sordi

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  • Deliberate Practice in Course and Curriculum Design

    This workshop begins by explaining what deliberate practice is. It then introduces the SPARRING model, an eight-step instructional design model that incorporates all deliberate practice principles into one framework. The SPARRING model will help you design your courses for deliberate practice. Due to its origins as a one-on-one coaching technique, deliberate practice is difficult to apply in traditional university classrooms. This will show you how to combine 13 pedagogical techniques, some of which you already use, to implement deliberate practice in your curriculum. We have applied deliberate practice to supply chain management education for several years. Our experience provides evidence that a deliberate-practice pedagogy can be implemented in residential programs. At a time of major disruptions in higher education, the SPARRING model offers a new pathway for traditional residential universities interested in teaching real-world skills valued by employers in a manner not easily replicated by artificial intelligence.


    Authors: Francois Giraud-Carrier, Alicia Ingersoll, Benjamin Neve

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  • Teaching Business Analytics: How to Increase your Students' Employability

    As a former data science and analytics executive in the largest organizations and fintech, I reviewed thousands of resumes, hired and managed the brightest data scientists and analytical professionals. However, there is disconnect between academia and skills corporate needs from their employees. Building on the successful workshop I held in last year’s DSI where I discussed general skill requirements to enthusiastic audience of instructors, I am now offering what topics and projects to cover in a business analytics course so that students will be armed with knowledge and skills that can showcase to their potential employers during these challenging times.


    Author: Yasemin Tarakci

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  • Effective Course Design for Gen Z: How to engage Today's Tech Savy, Entrepreneurial Learners

    Today’s students have grown up with technology and were forced to embrace it with the COVID19 shutdowns. With the materials created, are you ready to flip your class? This workshop provides tips and tools for tackling the changing student population and teaching demands. Practical how-to advice will be shared, from setting expectations before class officially begins to engaging your learners to the end. Classroom tested techniques will be shared along with ways administrators can support faculty innovation in course design whether delivering face-to-face or remotely.


    Author: Karen Eboch, Katharine W. Sobota

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  • How Will ChatGPT Affect Data Analysis Instruction?

    In this DASI online session a panel of experienced teachers: Bob Andrews (Virginia Commonwealth U.), Kellie Keeling (University of Denver), Paul Brooks (Virginia Commonwealth University), Bob McQuaid (Pepperdine University) & Bob Stine (Wharton School), give their comments and then open up the discussion to those attending on how ChatGPT will affect data analysis instruction.

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  • Applying the 10 Core Teaching Practices for Learning Across Modalities

    The delivery of education has changed because of the pandemic and hopefully the days of a professor standing behind a lectern of a large lecture hall orating are over. Multiple researchers have shown that students learn better when a variety of techniques are used and when learners are actively engaged in the process. This workshop is based on work done to identify 10 core teaching practices identified by both teachers and learners as keys to success. Whether you find yourself teaching face to face, blended, hybrid, or online asynchronous courses, join in the discussion to share methods to incorporate these core practices across the classroom modalities.


    Author: Karen Eboch

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  • Desiging and Delivering Online Courses at Scale

    While most of us have had experiences in online teaching (e.g., via Zoom) during the pandemic, the need and variety in online teaching is likely to grow in the post-pandemic era. Online courses can be scalable, low cost, inclusive, and more innovative than ever before. Many schools are in the process of migrating some of their mainstream courses to online delivery permanently. This workshop aims at coaching instructors who are trying to use synchronous, asynchronous, or a hybrid mode to set up and deliver courses online to 50 or more students.


    Authors: Gopesh Anand, Nitin Joglekar, Dan Zhang

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  • Learning-By-Doing: An Applied Approach to Inclusive and Effective Team Building I OM and Mis Pedagogy

    This interactive workshop offers an appreciation of how LBD principles can impact student learning outcomes, teaching evaluations, and institutional reputation. Research in LBD practices linked to student learning assessment are discussed including specific pedagogical approaches that promote student engagement, experience, and skill-building. Suggestions and specific assignment examples are introduced and disseminated, including approaches from various institution types.


    Authors: Seth Powless, Carol Putman

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  • Teaching Industry 4.0 in Business Classes

    This panel addresses how international faculty teach “Industry 4.0” concepts. The panelists present 3 innovative teaching projects before engaging in a moderated debate about future-ready teaching formats. The projects presented concern the use of 3D printing workshops, Industry 4.0 learning labs, and Virtual Reality.


    Authors: Mirko Kremer, Torbjorn Netland, Lars Brehm, David Wuttke

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  • Leaderboard or Digital Badges: Improving Engagement in Online Discussions

    Engaging students in online discussions is difficult. Gamification increases engagement in non-game settings such as online classrooms by adding game design elements. Since game elements such as leaderboards and digital badges are typically used together, there remains a lack of awareness on the effectiveness of each element. Thus, the aim in the present study is to compare leaderboards and badges for improving engagement in online discussions. Overall, digital badges were more effective in increasing behavioral engagement when compared to a leaderboard. The research provides insights into the efficacy of gamification and alternatives to address low student engagement in online discussions.


    Authors: Brian Bovee, Thomas Jernejcic, Omar El-Gayar

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  • Online, Remote, Hybrid or Flex? GIFT Exchange for Mixed Modes of Teaching

    This workshop offers GIFTs (Great Ideas for Teaching) to refresh your courses. No need for contingency plans for teaching during the challenging time of the Pandemic and beyond. The workshop uses breakout groups and brainstorming to share ideas that help you deliver a flexible, engaging, and effective learning experience. GIFTs provide quick additions to your courses and new ideas for course design using multiple modes of delivery such as online, remote, hybrid, and flex.


    Authors: Ying Fan, Monique French

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