Background. Educational games are widely used in business classes in general, and supply chain management (SCM) classes in particular. These games are designed to familiarize students with the real business world. Most SCM games are ready-made, with pre-set learning objectives focusing on a certain module in a supply chain. Intervention. This article presents the new spreadsheet-based Flexible Supply Chain Management Game (FSCMG) and the findings of its pilot study. FSCMG’s features are transparent to instructors and students alike. It is easily modifiable to suit an instructor’s learning objectives. Method. Six groups of undergraduate students took turns playing three modules, namely a wholesaler, manufacturer, and supplier. There were two groups per module to represent two supply chains. The students’ spreadsheets are analyzed and presented. Results. Students’ spreadsheets revealed that they were able to employ SCM conceptual understanding in FSCMG, particularly pricing strategy, inventory management, forecasting, and the relationships within a supply chain. Conclusion. FSCGM helped the students apply their in-class knowledge in a real-world situation and be well prepared for their future careers where an extensive understanding is required.
Haloperoxidase enzymes are of interest for basic and applied bioscientists because of their increasing importance in pharmaceutical industry and environmental cleanups. In a guided inquiry-based laboratory experiment for life-science, agricultural science, and health science undergraduates, the bromoperoxidase from a red seaweed was used to brominate bromophenol red, a novel starting substrate. Substrate and enzyme concentration dependence of this enzyme-catalyzed reaction as followed colorimetrically yielded initial rates of reaction that the students compared with those of their peers. The students worked as collaborative groups partially designing their own experiments and carrying them out. In performing the laboratory experiment, they were minimally guided by the instructor and teaching assistants. To engage the students before the laboratory, a short activity involving the enzyme-induced color change was carried out. At the end of the laboratory session, student groups discussed their results in front of the class and reached their own conclusions. Most students had better understanding of important concepts in enzyme kinetics and showed good attitude toward the overall student-centered laboratory exercise.
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