Teaching Supply Chain Management Complexities: A SCOR Model Based Classroom Simulation

The SCOR (Supply Chain Operations Reference) Model Supply Chain Classroom Simulation is an in‐class experiential learning activity that helps students develop a holistic understanding of the processes and challenges of supply chain management. The simulation has broader learning objectives than other supply chain related activities such as the Beer Game. Competing supply chains work to produce and sell two products, each experiencing differential demand. Seasonal demand, time delays, quality defects, and disruptions offer complexities that are part of actual supply chain management. The behavioral dynamics of collaboration between various functional nodes is illustrated through students’ interactions as they try to achieve their role's objectives. Through their decisions and actions, students develop a practical understanding of the processes and complexities of supply chain management. The classroom simulation actively engages students, and has been used successfully in multiple courses at the undergraduate and graduate levels at multiple universities and by a major corporation during a manager training session. Assessments indicate that the simulation is an effective experiential learning activity. While it offers learning outcome flexibility, common debrief themes are SCOR model processes, supply chain relationships, information flow, seasonal demand, quality defects, reverse logistics, and supply chain disruptions.     

Implementing web 2.0 tools in the classroom: Four teachers’ accounts

In this paper, four teachers shared their experiences using the following free Web 2.0 tools with their students: Jing, Wix, Google Sites, and Blogger. The teachers found that students reacted positively to lessons in which these tools were used, and also noted improvements they could make when using them in the future.     

Web Accessibility Assessment of Urban Public Library Websites

In an age of ubiquitous information and communication technologies, urban public libraries are some of the only places to provide free Internet access for all members of the community regardless of ability or disability. This study provides a website accessibility assessment of the 127 U.S. public library members of the Urban Library Council, using the World Wide Web Consortium’s Web Content Accessibility Guidelines to establish the level of Web readiness of urban public libraries to meet the needs of individuals with disabilities. Findings suggest these libraries require additional and ongoing maintenance to be digitally inclusive.     

Demystifying Critical Reflection: Defining criteria for assessment

Many university teachers in the social sciences and humanities, especially those interested in emancipatory educative practices, wish to see their students develop a capacity for critical reflection, considered essential for the development of higher-order thinking. However, critical reflection is rarely precisely defined nor are clear indications given about how teachers can develop appropriate criteria for assessing how well students reflect. This paper offers a framework for identifying indicators of a capacity for critical reflection in the social sciences, as well as demonstrating how criteria can be developed for assessing students' capability for critical reflection, including making distinctions between reflection on values, beliefs and assumptions. It is argued that offering clear criteria can assist in providing guidance to both students and teachers in developing critically reflective capacities.