Tag: Dr. Albena Ivanova

Guest Post: Aggregate Planning with Excel OM

Today’s Guest Post comes from Dr. Albena Ivanova, who is Professor of OM at Robert Morris University in Pennsylvania.

Excel OM software, which comes free with your Heizer/Render/Munson text, is an excellent tool for students to learn the various concepts of Operations Management. I have been using this software in conjunction with MyOMLab ever since I started teaching. I have found that using this software has not only made the homework completion process smoother but also helped students gain a better understanding of the course concepts.

 

The first thing that I do is show students how to arrange their tabs so they can have the two screens open at the same time next to each other. I usually pick algorithmic problems for class practice, where we are all working on the same problem, but with different numbers. I use the Study Plan for class practice and then give similar questions (but with different numbers) for homework and for the exam. My homework is not time limited, however, the students have only one (1) attempt. If they need to practice, they can do that in the Study Plan before completing the homework.

 

In the attached video I explain the process of using the Excel OM software to complete an Aggregate Problem homework in MyOMLab. The software has been slightly modified, and I have explained these modifications in detail in the video. I think that these small edits provide additional learning experience for the students, as they can see how to create or edit their own templates.

 

Overall, using Excel OM software has been a game-changer in my classroom. It has helped students better understand the course concepts. I hope my experience and the attached video will be helpful to fellow operations management professors in their efforts to enhance the learning of their students.

Guest Post: Interdisciplinary Teaching in Operations Management

 

Today’s Guest Post comes from Dr. Albena Ivanova, who is Associate Professor of OM at Robert Morris University in Pennsylvania.

If you are tired of teaching the same OM topics every semester, here is a way to spice up your classes. You can pair with another professor from a different discipline to create an integrated interdisciplinary session. Here is what you need to do:

Pick a class that is offered at the same time as your class, so the students can work together. Look in the course schedule and find classes and professors that you can contact.

Talk with the other professor and identify common themes and overlaps between the two disciplines. Determine the topic of the interdisciplinary project.

Decide on the format of the presentation. You can choose a semester long project, one- or two-week project, or just one session. You can do a concert teaching, exchange classrooms, or invite a speaker.

Plan the project steps and class activities.

For example, last semester, we merged Operations Management and History of Art classes for one week to discuss the Dimensions of Quality of an Artwork. In the first session, I presented the dimensions of quality for products and services from an operations perspective and my art colleague presented how the perception of “good” art changed over time and presented to the students 25 pieces of artwork of different “quality”. Then we broke the students into interdisciplinary groups and asked each group to come up with three dimensions of quality with corresponding measures. After the first session completed, we analyzed the results and came up with seven dimensions that were derived from the student responses. In the second session, we presented the results and had an open discussion about the interdisciplinary nature of our classes. Here is the final definition of quality of art for our audience, arranged in the order of importance:

Quality art has meaning, provokes emotions, takes time to create, uses interesting colors and expensive materials, is unique and beautiful

Guest Post: Free Your Classroom from Cell Phones

Today’s Guest Post comes from Dr. Albena Ivanova, who is Associate Professor of OM at Robert Morris University in Pennsylvania.

Last semester I found this article on the APA website: https://www.apa.org/ed/precollege/undergrad/ptacc/no-mobile-phones.pdf

The professor, whose name is not listed in the paper, uses a positive reinforcement strategy to provide a disincentive for the students to use cell phones during class. He/she gives an opportunity for the students to earn bonus points if they leave their cell phones on the front desk for the entire class the entire semester.

I tried this technique in one of my classes this semester (see the photo with each student’s spot numbered) and it worked well. I surveyed the students at the end of the semester and 84% stated that they did not miss their cell phones during class, 84% did not feel anxious during class without cell phones, 84% did not feel disconnected from the world without cell phones, 68% stated they were able to focus better, and 68% said were able to take better notes.

I will definitely use this technique again in my future classes. However, if the class relies too heavy on computer use, then the computer itself becomes a distraction. That is why I would recommend using this technique only if the computer usage in class is minimal.