Page 87401 proceedings of the 2003 american society

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Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education The OM course primarily focuses on the production and operations management functions that involve the planning, coordination, and execution of activities directly related to production of goods and services. This paper will use the development of this OM course as an example to demonstrate the efforts made by Greenfield Coalition (GC) to meet the needs of the current global marketplace. The paper will detail the steps taken to develop the course, the instructional strategies and activities used to engage students in the active problem-solving process, and the efforts made by the team to ensure the practical value of the course. Greenfield Coalition Course Structure Greenfield Coalition courses are structured into modules, sessions and activities. Each course consists of a number of modules (in some cases, the smaller courses may just have one module). Multiple sessions make up a module. A session focuses on a topic, a case or a problem to solve. Each session consists of a set of learner centered activities. In the case of the OM course, it contains four modules. Module one is made up of two sessions, module two has eight sessions, module three has six sessions, and module four has four sessions. In the OM course, like in other courses in the Greenfield Coalition, instructors play a role of facilitator. What makes GC courses different from traditional classroom-based learning is that GC courses integrate three types of learning: classroom instructor facilitated learning, self-directed web-based learning, and experiential learning. A single session may have activities that represent any of these three components. All the decriptions of the learning activities and resources are provided via the Greenfield Course Learning System – a database driven web server. Course Planning The design and development team for the OM course consisted of a university faculty member (as a subject matter expert), an industry expert, an instructional designer, a programmer, and a media specialist. The design of the course started with collaboration between university faculty and industry partners to determine course objectives. The course objectives specified what students would be able to do after completing the course. Once the course objectives were validated and refined by industry stakeholders, the faculty laid out the tentative topics and modules to be covered by the course. In spite of the faculty’s benchmarking efforts involving several successful operations management curricula across the nation and elsewhere, the industry experts concluded that the course lacked a real-world perspective and that the content was too “academic” in nature.
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