Appendix G
The
INSTRUCTIONS: Please submit three copies of
the proposal to the Senior Vice President for Academic Affairs, UNC Office of
the President. The signature of the Vice
Chancellor for Academic Affairs is required.
Date: 11/6/08
Constituent
Institution:
CIP
Discipline Specialty Title: Industrial Technology/Technician
CIP
Discipline Specialty Number: 15.0612 Level: B
Exact
Title of the Proposed Program: BS in Industrial Distribution and Logistics
Degree
Abbreviation: BS Proposed Date
of Initiation: January 2009
Date
at which assessment will be required (at the end of the fourth year or at least
two months prior to program expiration, whichever comes sooner):
Will this program be
completely individual access (e.g.,
Internet, videocassette)? Yes
If “yes,” primary mode
of delivery: Internet
If
cohort-based, length of time to complete the program (e.g., 18 mos., 2 years)
List any other UNC
institution that offers a similar program in the same location (if requesting a
site-based program) or a similar program by individual access (if requesting an
individual access program):
Institution None
Does this
program constitute a substantive change as defined by SACS/COC? No
By what date
should SACS be notified of authorization to establish? n/a
The following items conform to the information
required for SACS Substantive Change Procedure One.
1. Abstract (limit to one page or less)
Describe the proposed
change; its location; initial date of implementation; projected number of
students; description of primary target audience; projected life of the program
(single cohort [indicate number of years] or ongoing); and instructional
delivery methods.
The proposed change is to offer the
existing BS in Industrial Distribution and Logistics online beginning in the spring of 2009. An initial group of 20 students
is expected. These students will be taken mainly from the existing BSIT program
already in place. Currently there are 44
majors in the IDIS concentration in this program. At least half of these students would like to
move to this degree in order to receive a Bachelor of Science in Industrial
Distribution and Logistics instead of a Bachelor of Science in Industrial
Technology with a concentration in Industrial Distribution and Logistics.
In addition, this program is
especially important to those in the military with emphasis in logistics. An online program in this area would help
enhance those currently working in the field, military professionals wanting to
advance, as well as those with transfer credits needing an online environment
and those with an Associates Degree.
The program will be an online program
using Blackboard, Camtasia, Blade servers, Centra, Second Life, and other
avenues to enhance their modes of learning in this environment. The program is planned to be ongoing.
2. Background information
Provide a clear
statement of the nature and purpose of the change in the context of the
institution’s mission, goals, and strategic plan; evidence of the legal
authority for the change (to be provided
by UNC Office of the President).
For more than sixty years, the mission of East Carolina
University (ECU) has included support of courses and degree programs for
students located beyond the borders of the campus. Historically, these off-campus programs were
offered at specific sites and outreach centers, often involving the placement
of university support staff, teaching faculty, and resources at locations such
as military bases and community colleges.
By 1995, with advances associated with rapidly improving technologies,
access to the Internet, and faculty experience in utilizing these resources,
the university began a migration from site-based instruction and student
support services toward electronically supported academic programs.
Membership of these committees included an appropriate mix
of faculty and administrators. Surveys
and reviews were conducted to determine existing best practices as well as to
determine demand for critical academic programs. One obvious influence emerging from the
planning and program development process was the recognition of success in
courses and programs that increasingly integrated technology to support the
educational process.
Major strategies emerging from these planning efforts
included:
3. Assessment of need and program
planning/approval
Discuss the rationale
for the change, including:
·
intended audience and an assessment of
need (include results of surveys or
special studies);
Our intended audience is business professionals wanting to
advance in their current fields; community college transfer students wanting a
4 year degree; and military professionals wanting to advance in their
career. Our discussions with Naval Aviation
Depot (NADEP); Marine Corp Air Station (MCAS) Cherry Point; and Fort Bragg
indicate that this degree would be of great interest for service members.
We consistently get questions from working adults presently
in the industry about an online version of this program from people in industry
and the military. This degree would help
these students transfer in credits from community colleges without having an
AAS degree with a technical specialization.
In addition, general education classes can transfer in from the
community college AA/AS, therefore making this a degree completion program.
Furthermore, there is no online Distribution and Logistics
program in the state of NC. With our UNC
tomorrow initiatives and reaching out across
The
See Appendix A for examples of a short survey and responses
from individuals.
·
evidence of inclusion of the change in
the institution’s ongoing planning and evaluation processes; and
·
documentation that faculty and other
groups were involved in the review and approval of the new site or program.
The genesis of each of the university’s distance education programs
begins in the academic department. Faculty members work with staff from the
Division of Academic Affairs to begin the planning process. Each program has a
coordinator that is a full time faculty member. They develop a program design
that includes both the instructional requirements and the academic resources
available to meet the needs of a widely dispersed group of students.
They
work with the Division of Continuing Studies to insure that prospective
students are made aware of the programs available to them and student services
to support these programs are incorporated into the planning process. The
Office of Institutional Planning, Research, and Effectiveness insures that
university surveys are made available to distance education students and that
their participation is encouraged. The academic department maintains an
assessment record book for each distance education program as a part of the
unit’s total assessment program.
The
proposals are referred to the Academic Program Development Collaborative Team
which consists of members representing the Office of Academic Affairs,
Institutional Planning, Research and Effectiveness, the Graduate School, the
Division of Continuing Studies, the Division of Research and Graduate
Studies, the Division of Health Sciences as well as the Faculty
Senate Chair. The groups charge is to advise departments planning new degree
programs and make a recommendation to the Provost regarding the approval of
program requests. The proposal is then reviewed by the Educational Policies and
Planning Committee, a standing committee of the faculty senate and then
referred to the executive council.
Provide projected annual enrollment:
Individual access: Years
1) 20 2) 30
3) 40 4) 50 5) 60
Projected total SCHs (all sites):
|
Year 1 |
Student Credit Hours
|
||
|
Program
Category |
UG |
Masters |
Doctoral |
|
Category I |
|
|
|
|
Category II |
|
|
|
|
Category III |
360 |
|
|
|
Category IV |
|
|
|
|
Year 2 |
Student Credit Hours |
||
|
Program
Category |
UG |
Masters |
Doctoral |
|
Category I |
|
|
|
|
Category II |
|
|
|
|
Category III |
540 |
|
|
|
Category IV |
|
|
|
|
Year 3 |
Student Credit Hours |
||
|
Program
Category |
UG |
Masters |
Doctoral |
|
Category I |
|
|
|
|
Category II |
|
|
|
|
Category III |
720 |
|
|
|
Category IV |
|
|
|
|
Year 4 |
Student Credit Hours |
||
|
Program
Category |
UG |
Masters |
Doctoral |
|
Category I |
|
|
|
|
Category II |
|
|
|
|
Category III |
900 |
|
|
|
Category IV |
|
|
|
4. Description of the
change
Provide a
description of the proposed change, including
·
description of the proposed program;
Distribution and Logistics represents professions in the
challenging field concerned with the flow of goods and services to support the
global economy. We are part of a $4 trillion industry making up more than 10%
of the national Gross Domestic Product (GDP). With global competition and ever
changing markets, distribution and logistics companies require the kind of
training provided by East Carolina’s Distribution and Logistics program.
In addition to a bachelor degree, our students leave us with
a Distributor Sales Certification, a yellow belt in six-sigma, and a
Certification in Transportation Logistics (CTL) by the American Society of
Transportation and Logistics (ASTL). Only 25 universities with the United
States are allowed to give their students this blanket waiver CTL certification
based upon approval of their degree program.
The Distribution and Logistics program prepares students for
successful careers in operations, logistics, and distributor sales. Courses
cover areas of the distribution and logistics industry including; sales and
branch operations, supply chain, purchasing and procurement, warehousing and
materials handling, inventory management, production planning, quality control,
security & risk management, as well as others. The course work is supported
in our Industrial Distribution Simulation Laboratory which provides real world
experience in Enterprise Resource Planning (ERP) systems with Microsoft Access,
Warehouse Operations, Bar Coding, RFID and Sales database handling with ACT!
Software. Our new
addition of SAP software gives our students real-world experience in
problem-solving.
See Appendix B for information regarding
bringing our lab courses to the online environment.
·
specific outcomes and learning
objectives;
·
curriculum and schedule of proposed
course offering
Students
will:
BS in Industrial
Distribution and Logistics core classes
IDIS 2771 Introduction to Distribution and Logistics
IDIS 3780,3781 Warehousing and Materials Handling
IDIS 3785 Global Logistics
IDIS 3790 Technical Presentations for Industry
IDIS 3795,3796 Distributor Sales and Branch Management
IDIS 3800 Transportation Logistics
IDIS 3805 Purchasing Logistics
IDIS 3815 Supply Chain Logistics
IDIS 3825 Strategic Pricing for Distributors
IDIS 3830 ERP Systems for Distributors
IDIS 3835 Security & Risk Analysis for Distributors
IDIS 4800 Distribution and Logistics Capstone
IDIS 4802 Distribution Research
ITEC 3290 Technical Writing
ITEC 3292 Industrial Safety
ITEC 3300 Technology Project Management
ITEC 3800 Cost and Capital Project Analysis
ITEC 4293 Industrial Supervision
ITEC 4300 Quality Assurance Concepts
Describe and provide
rationale for any differences in admission, curriculum, or graduation
requirements for students enrolled at the new site(s), or any special
arrangements for grading, transcripts, or transfer policies.
(none)
Describe
administrative oversight to ensure the quality of the program or services to be
offered.
Academically
qualified persons participate in all decision making concerning curriculum and
program oversight. Permanent faculty members of ECU are
responsible for presentation, management, and assessment
of all electronically-offered degree programs.
A program coordinator is assigned for each
degree program, whether offered on campus or electronically. Each program coordinator is a full-time
ECU faculty member. An assessment team
representative from the academic discipline coordinates
assessment of all on-campus and electronically offered degrees in the
discipline.
5. Faculty
and support staff
Provide:
·
number of faculty expected to deliver
instruction: full-time faculty 12 part-time faculty _0_
·
a complete roster (using the SACS “Roster
of Instructional Staff” form) of those faculty employed to teach in the
program, including a description of those faculty members’ academic
qualifications and course load in the proposed program, as well as course work
taught in other programs currently offered;
·
evidence that adequate faculty members
are assigned to support the program;
·
impact of the initiative on faculty
workload; and
There
are currently 19 core courses in the program.
These consist of IDIS and ITEC prefix courses. As you can see from the table below, all of
the courses are covered by tenure track or tenured faculty except for two. These two are IDIS 3805 Purchasing Logistics
and IDIS 3825 Strategic Pricing. These
two courses are mainly taught by Ms. Jeanne Marie Lawrence who is a Certified
Supply Chain Professional, Certified Purchasing Manager, as well as a Certified
Six Sigma Green Belt.
In
addition, there will be no additional impact on our faculty loads the first
year because the first 20 students will come directly from our BSIT program
with a concentration in Industrial Distribution and Logistics. We are already teaching these students with
our current faculty load.
|
Name |
Advanced Degree |
Courses Taught |
Other Qualifications |
|
Leslie Pagliari |
PhD |
IDIS
2771; IDIS 3785;IDIS 3835; IDIS 4800; IDIS 4802 |
CSIT;
Certificate in Logistics Mgmt |
|
Chuck Coddington |
PhD |
ITEC
3300; IDIS 3785; IDIS 3815; IDIS 3800 |
|
|
Paul
Petersen |
PhD |
ITEC
3800; ITEC 4293 |
|
|
Merwan
Mehta |
PhD |
ITEC
3800; ITEC 4300; IDIS 2771 |
CME;
CSSBB |
|
Janet
Sanders |
PhD |
ITEC
3800; ITEC 4300; IDIS 3790 |
|
|
Mike Behm |
PhD |
ITEC
3292; ITEC 3290 |
|
|
Kanchan
Das |
PhD |
ITEC
3290; ITEC 3800 |
|
|
David
Batts |
EdD |
ITEC
3290;ITEC 3292; ITEC 4293 |
|
|
Sam
Khoury |
ABD |
IDIS
2771; IDIS 3780/81; IDIS 3795/96; IDIS 3830 |
Net+; A+;
CCNA; CCAI |
|
Mark
Angolia |
MS |
IDIS
3780/81; IDIS 3795/96; IDIS 3800; IDIS 3830; ITEC 3300 |
PMP |
|
Jeanne-Marie
Lawrence |
MS |
IDIS
3785; IDIS 3815; IDIS 3805; IDIS 3825 |
CSSGB;
CSCP; CPM |
|
Sandy
Friend |
MS |
ITEC
3290; ITEC 3292; IDIS 3790; IDIS 3835 |
|
**NOTE: The following are acronym descriptions for the table
above:
CSIT: Certified
Senior Industrial Technologist
CME: Certified Manufacturing
Engineer
CSSBB: Certified Six Sigma Black Belt
CSSGB: Certified Six Sigma Green
Belt
CPM: Certified Purchasing Manager
CSCP: Certified Supply Chain
Professional
PMP: Project Management Professional
Net+; A+; CCNA; CCAI: Networking and
Computer Maintenance Certifications
It is important to
note that course rotations are already committed to on campus and online
deliverables. The program can handle
both at this time.
·
number and responsibilities of support
staff (e.g., program coordinator).
Describe means by which the institution will provide support services for students enrolled at the site(s) (e.g., admissions, skills assessment, course registration, academic advising, counseling, etc.).
A
system of support services is available to distance education students from the
time of admission to graduation. The
Division of Continuing Studies serves as a clearinghouse of information and a
bridge linking distance education students to appropriate faculty and staff in
key university offices. Continuing
Studies student services staff members are easily accessible to assist students
through a dedicated email box dcs@ecu.edu or our toll free 800 number. In
addition, the Division’s publications and website (www.options.ecu.edu), provide information about admission, advising, registration,
bookstore services, library resources and other university services. The Options web site has a current students
page with links to financial aid, the library, the university bookstore,
Blackboard course management platform, technical assistance/Helpdesk,
disability support services and an orientation site. In addition, the University has made a
commitment to provide an online interface for services that all students can
access anytime. The major repository for administrative services is OneStop. https://onestop.ecu.edu/onestop/ This comprehensive portal provides
access to students, faculty, and staff. The university community logs in using
e-mail credentials. Through the OneStop web portal, students can access
advising and registration information, their course schedule, grades, course
catalog, course description, a GPA calculator, university events and
announcements, and a myriad of other services.
6. Library and learning resources
·
Describe
library and information resources to support the program, including staffing
and services in place to support the initiative.
·
Describe
cooperative agreements with other institutions and include a copy of such
agreements in the appendix.
·
Relative
to electronic resources, describe how students and faculty will access
information, training for faculty and students in the use of online resources,
and staffing and services available to students and faculty.
Checking Out Books and Obtaining
Articles:
Students enrolled in distance education courses may check
out books from Joyner Library as well as obtain articles and research
assistance at
http://media.lib.ecu.edu/DE/DE_Home.html
Off-Campus Access to Services:
Joyner Library provides off-campus access to its resources
and services through a proxy server. The students create accounts and are
authenticated using their ECU email User ID and password. Further information
regarding this service is available at http://media.lib.ecu.edu/erdbs/erdbs_description.cfm?id=96
Joyner Library’s Interlibrary Loan software streamlines the
process for submitting and receiving ILL requests. The link to this new service
is http://jill.lib.ecu.edu/illiad/logon.html. Information for first time users
of the service is provided.
Joyner Library currently subscribes to approximately 150 databases
containing indexes to journal and magazine articles. Many of these resources
offer full-text access to individual articles. A listing of these resources may
be found at. http://media.lib.ecu.edu/erdbs/.
If students wish to check and see if Joyner Library has
full-text access to a particular journal title, they may use the E-Journal
Portal. http://media.lib.ecu.edu/erdbs/
If the
library does not have electronic access to a journal article, students may
obtain the article through Interlibrary Loan. Distance Education student’s
information is at: http://www.ecu.edu/cs-lib/accesssrv/ill/docdel.cfm. The web-based forms for
Interlibrary Loan are located at http://jill.lib.ecu.edu/illiad/logon.html. For more information on conducting
research at a distance including getting books and journal articles, please
review: http://media.lib.ecu.edu/DE/DE_Home.html
Research Assistance:
Students wishing to obtain subject specific research
assistance may use Pirate Source, http://media.lib.ecu.edu/reference/piratesource/. This service allows students to
search for resources based on subject area and includes all types of materials
from books to journals to websites.
Library Instruction and Tutorials are available to students
under Instructional Services at http://www.ecu.edu/cs-lib/Reference/Instruction/index.cfm or
http://media.lib.ecu.edu/reference/howdoi/
which includes FAQ, Research Topics and Borrowing Information.
Students may also request assistance using the "Ask a
Reference Librarian" web page. Here
they access to links for consultation by filling out a form http://www.ecu.edu/cs-lib/reference/email.cfm, or through email askref@ecu.edu, or Chat live using AOL.
Additional Resources:
Digital Resource Collection - http://digital.lib.ecu.edu/
Virtual Reference Desks - http://del.icio.us/joynerlibrary/vrd?setcount=25
7. Physical
resources
Describe
physical facilities and equipment to support this initiative. Assess the impact that the proposed change
will have on existing programs and services.
East
Carolina University has assembled the sufficient network resources to offer
on-line degree programs and student services. These can be best viewed at:
Division of Continuing Studies - http://www.options.ecu.edu/
OneStop - https://onestop.ecu.edu/onestop/
8. Financial
support
Describe
financial resources to support the change, including the budget for the first
year of the proposed program. Include
projected revenues (including tuition and fees receipts, state appropriations
based on projected SCHs, grants, etc.) and expenditures, as well as amount of
resources going to institutions or organizations for contractual or support
services.
|
Line Item |
Description |
Total |
|
|
1310 |
EPA Faculty Salaries |
66,843 |
Average faculty salary 77,983/21 s.h. x
18 s.h. in first year |
|
|
|
|
|
|
1800 |
Staff Benefits |
15,373 |
23% |
|
|
|
|
|
|
2000 |
Supplies & Materials |
1500 |
250 per course |
|
|
|
|
|
|
|
Total Budget |
83,716 |
|
|
|
|
|
|
|
|
|
|
|
|
|
107 revenue |
69,107 |
(average faculty
salary) 77,983/406.24 (matrix fte) x 360
SCH |
9. Evaluation
and assessment
Describe
the means used by the institution to monitor and ensure the quality of the
degree program and off-campus site(s).
Summarize
procedures for systematic evaluation of instructional results, including the
process for monitoring and evaluating programs at the new site, as well as
using the results of evaluation to improve institutional programs, services,
and operations.
Assessment of distance learning is fully integrated into the
university-wide assessment program.
Since all distance education programs and courses originate in the
academic units, with administrative support from the Division of Continuing
Studies, the academic unit develops the DE assessment plan along with the
assessment plan for the campus-based program. Faculty and administrators within
academic units oversee all distance education programs to ensure quality and
content. Academically, there is no
distinction between courses taught on campus and those taught via distance
education. All participants must meet
the same course objectives and demonstrate the same learning outcomes. The curriculum and evaluation of DE courses,
however delivered, are conducted under the same procedures and personnel as
on-campus courses. The academic unit
establishes the intended learning outcomes, the means of assessment, and the
criteria for success, and carries out the assessment activities for both the
campus and DE programs. The assessment
record book for the unit contains separate documentation for the campus and
off-campus programs with parallel assessment plans and a comparability study
and/or plan to document the performance of both the campus and DE programs.
The Office of Institutional Effectiveness coordinates the
assessment of student learning outcomes in academic degree programs. A standard
format for reporting goals, criteria for success, results, and use of results
has been implemented and an assessment coordinator for academic affairs has been
working with an assessment team, consisting of representatives from all
academic units. In addition, they have conducted a number of comparisons
between off-campus and comparable on-campus programs. The SOIS is
analyzed to determine difference between distance education and on-campus
courses. Both the Graduating Senior Survey (for undergraduate programs)
and the Graduate Student Exit Survey are analyzed to determine student
satisfaction with off-campus programs. Comparisons are made between
students graduating in distance education programs and those graduating from
comparable on-campus programs.
Operational planning for the university incorporates
procedures to evaluate the extent to which educational goals and objectives are
being achieved. During this phase, units
formalize major objectives for the next planning cycle and indicate the manner
in which progress toward those objectives will be measured. Superimposed upon the short-term analysis are
longer-term records of unit performance with regard to students served,
graduates from degree programs, levels of research/creative productivity,
grantsmanship, and service. Longer-term
records are, in turn, derived from compiling standard, day-to-day evaluative measures
of teaching, research, and service.
These activities are systematically documented via annual reports, and
data are then compiled and analyzed by individual units and the Office of
Planning and Institutional Research, among others.
The Student Opinion of Instruction Survey (SOIS) is
administered in the fall and spring semesters to all classes with enrollment of
more than five students. Results of
those surveys are delivered to individual faculty members and to their
respective unit heads. Information from
those surveys is used to contribute ideas to curriculum revision, for annual
evaluations of faculty members, and for merit pay considerations for those
faculty members. Likewise, the unit head
has the opportunity to use the information from the survey results to effect
changes in instruction or in assignment of individual courses to
instructors. Faculty members frequently
consider altering their courses based on feedback received from SOIS scores and
accompanying student comments.
A myriad of activities is employed by academic units to
evaluate instructional programs. There
are internal reviews of the SOIS results.
Faculty members and department chairs consider teaching materials
through peer reviews or administrative reviews, conducted annually. Faculty members are encouraged to use
instructional technology, as appropriate to the discipline. External reviews of entire programs are
conducted for many accreditation studies and include site survey teams, surveys
of employers asking how program graduates meet competencies in job
settings. Students provide information
to assist in this process through the sophomore survey and the graduating
senior survey, with information provided to individual programs with comparisons
to all sixteen UNC campuses.
Faculty members use a variety of techniques within their
individual courses. These techniques are
evaluated in a number of ways. Faculty
members receive individual evaluations of their teaching through departmental
chairs, accompanied by information gleaned from the SOIS. Further assessment of techniques used in
instruction may occur in conjunction with peer review (required in years one
and four of non-tenured faculty members) or as a part of the process for cumulative
review of permanently tenured faculty.
10. Appendices
Appendices may include items such as (1) vitae of key faculty; (2) selected letters of support; (3) copies of library and other cooperative agreements, etc.
Name,
title, telephone, and e-mail of contact person to respond to questions:
Dr. Leslie R. Pagliari, Assistant Professor and Program Coordinator
Distribution and Logistics
Phone: (252) 328-9663
Dr. Chuck Coddington, Professor
Distribution and Logistics
Phone: (252) 328-9652
coddingtonc@ecu.edu
This request to establish a new
distance education degree program (or program site) has been reviewed and
approved by the appropriate campus committees and authorities.
Provost
and Senior Vice Chancellor for Academic and Student Affairs
Appendix A: Survey of Interesting Individuals for the
Online Program in Distribution & Logistics
Student 1
I am currently employed by General Dynamics Information Technology
as a Defense contractor. I work on a
Reliability centered Maintenance (RCM) project that requires me to analyze the
lifecycle of the H-53 helicopter’s T-64 engine.
Much of this work involves cost analysis, supply chain management and
purchasing/distribution logistics. From
time to time my job also requires that I make presentations of my work to the
customer. I am a retired Marine with
over 22 years experience providing operational aviation maintenance and support
to the Marine Corps and Department of Defense.
A degree in Distribution & Logistics will give me a broader
scope and insight to the field of logistics.
I have not been formally trained; consequently many career enhancing
opportunities are not available to me.
This degree will really provide me with a leg up and enable me to
transition to the upper levels of my field.
Online is the only way I can go to school. I am a non-traditional student with a family
of five. It is not desirable or feasible
that I resign from my current fulltime employment and relocate my
school aged children to Greenville (in order to sit in a traditional
classroom). This online degree at East
Carolina University is the opportunity I have been searching for!
The Fleet Readiness Center-East (FRC-E) at the Naval Aviation
Depot on board MCAS Cherry Point, NC is an established industry leader in this
state. Logistics is a growing field at
the FRC-E. A career in logistics is
undoubtedly my best opportunity in the eastern North Carolina area. East Carolina is the closet university to
where I live and work. It is an
outstanding institution of learning. Why would I want to go someplace else? It stands to reason I should pursue my
educational goals at East Carolina!
I currently have an Associate in Science and an Associate in
General Education, however, neither unlocks the doors a degree from East
Carolina will.
I am a retiree of 20 years honorable service in the United States
Marine Corps. Before I retired I had
supervised an avionics work center though all the phases of military aviation
maintenance support in many diverse environments. Aviation support thousands of miles away
while on deployment in Africa, the Middle East, or Asia is considerably
different than at a home base in the continental United States. I was also a Quality Assurance
Representative.
Here is an abbreviated listing of some of my US Marine Corps training. I need the
training provided at ECU because not much of my active duty training applies to
the logistics field:
Certif., Individual
Material Readiness List Mngr., FASOTRA,
Cherry Point, NC, 2002
Certif., Aeronautical
Technical Publications Librarian, FASO,
Brunswick, ME, 1999
Certif., Naval
Aviation Maint. Discrep. Rprtng. Prgm., FASO,
Brunswick, ME, 1998
Certif., Quality
Assurance Course, FASOTRA, Brunswick,
ME, 1998
Certif., Naval
Aviation Maintenance Work Center Suprvsr, FASO,
Cherry Pt., NC, 1992
Certif., Hazardous
Waste Material Management, NADEP, Cherry
Pt., NC, 1990
I and my family need this program at
ECU.
Student
2
I am currently
working out of Mooresville, NC as a Warehouse Manager that provides services to
Lowes Home Improvement.
The ID&L
program will enhance my career by opening more professional opportunities such
as; Logistic Coordinator, Project Management, or Service Account Manager.
I need this degree
as an online option to be able to complete my bachelor’s degree. I am a full
time employee that needs work benefits, father of my six month old daughter,
and currently own my own home here in the Charlotte area. For all of these
reasons I will depend on a solid internet based program.
I am interested in
the IDIS program because I would like to complete my personal goals. One of
which is to open better opportunities for employment so that I can better
support my family. Another goal of mine includes, setting a standard of
education level for my daughter. I hope that she will follow my example, by not
limiting herself to her education and to never stop learning.
I do have an AGE
degree and will graduate this December with three more associate degrees in;
(AA)Arts, English, and Political Science
I do not have any
military training but, I do have a considerable knowledge of distribution and
logistics. The Distribution field is a time and money based industry. Services
rely on repeat business to be able generate income. Without good coordination
of affordable products and services a company can suffer financially. Usually multiple
manufacturers and service companies are involved in excellent execution of
marketing programs, retail programs, construction programs, and various other
programs that depend on the distribution of manpower and material.
Sincerely,
A man in need of
this program
Student 3
I am currently the Director of Network Services for a global distribution
company. I have been employed in the Technical/Information Services field for
19 years. In the early part of my career my duties centered around
electro-mechanical field engineering work, after that I was mainly involved in
system analysis and network engineering. I have been involved in management for
the last 9 years.
The more I
understand about distribution, logistics/supply chain processes, theory, and
methodology the more latitude and understanding I will have to provide
technical solutions for my current organization. My other goal would be to
acquire the skills to open up other professional opportunities within business
process improvement and supply chain organizations.
I work full time, have a family (wife, son, and daughter) whose lives I
actively participate in. Having the curriculum fully online allows me to
maintain a work/life balance while still striving to obtain personal and
professional goals.
This particular degree option fits my personal interests as well as my
professional goals.
No I will not, but I have a large amount of credit hours to transfer. I
believe I will have a couple of classes to take to meet requirements to enter
the program as a junior depending on how my credits transfer.
No, I do not have Military training or service.
Student
4
1. Briefly describe your professional background (what you do if you
are currently employed)
I am currently
employed with Citgo Asphalt Refining Co.. I am an Operations Specialist and
Facility Security Officer.
2. How will the online IDIS program enhance your
career?
The IDIS program
will allow me to have more opportunities to grow into job positions with
greater responsibilities within the company. This degree option will educate me
to the level required in managing the business areas of Citgo. Also, this
degree will educate me in the areas of materials handling, security and risk
management, quality control, and supply chain management. These areas are very
critical in the asphalt production, delivery, and sales.
3. Why do you need this degree as an online option?
I need this
degree as an online option because I have a full time job that requires forty
to fifty hours a week. I need the option to work at my own pace and time when
my work schedule allows me. I do not have time to sit in classes each week to
fulfill the obligation.
I am interested
in the IDIS degree option that ECU offers because of the specific
areas that the IDIS degree involves. These areas were listed in question
two and are very detailed as to the areas of an industrial atmosphere.
5. Do you or will you have an AA or AS degree (college
transfer/general education degree)?
I do not have an
AA or AS degree. I am transferring college credits from two other schools.
6. Do you have military training/service? If so, can
you briefly explain your areas of training/service that would apply to the
distribution/logistics field?
I do not have any
military training or service. I am Pro Board certified with Texas A&M
University in Incident Command System.
Student
5
1. Briefly describe your
professional background (what you do if you are currently employed)
I am a supervisor for UPS, currently
positioned in the training department with the responsibility of training new
hires in the load and unload process.
2. How will the online IDIS
program will enhance your career?
The program will qualify as the required
portion of having to have a degree for consideration for promotion with the
distinct advantage of an area of expertise in the complexity of constantly
tweaking the efficiency bar in distribution.
3. Why do you need this degree
as an online option?
My residence would prevent an on campus
option for obtaining this type of training and it fits the mold for study and
family obligations.
4. Why are you interested in our
online IDIS (as opposed to other degree options ECU or other universities
offer)?
Because of the field of employment that I
have a good bit of time invested in.
5. Do you do or will you have an
AA or AS degree (college transfer/general education degree)?
I presently have an AA degree.
6. Do you have military
training/service? If so, can you briefly explain your areas of training/service
that would apply to the distribution/logistics field?
None.
Student
6
Currently I am a Warehouse
Supervisor(www.richmondcold.com) responsible for shipping pork products from
Smithfield Inc, domestically as well as internationally
It will give me a broader
understanding of logistics and prepare me for advancement
As an adult learner working
odd and long hours, a lot of flexibility is needed to get the required
education needed to advance
Besides from having the best
degree options, it is one of the few that offers this type of program
No
No
Student
7
I am a Supplier Quality Engineer at
Caterpillar Inc. I handle all Hydraulic and Heavy Fabrication components,
in regards to a reactive quality perspective. This includes coordinating
the logistical aspect of receiving in the non-conforming material and issuing
rework deviations. I also handle the Cost of Poor Quality (COPQ)
Charges. I have a lot of interaction with my 109 suppliers on a mostly
daily basis to ensure that their process has not changed and that the material
we receive is, in fact to print and conforming.
This program will
increase my knowledge of the logistics side of my job and prepare me for
advancements in the Supply Chain field. A company is dependent upon its
ability to get parts when they need them and to ship the end product to the
customer. A degree in this field is beneficial for anyone in the
industrial field of work.
This degree being
offered online is very important to me, since I do work a full time job in
Clayton, NC and live in Wilson, NC. I can take the classes and do the
work in my spare time at work and at home, without rushing to and from
class. I would not be able to attend class if it were not offered
online. I would like to see more degree's offered online.
The answer to
this question is virtually the same as the previous question. Since I
work full time and do so far away from campus. It would be impossible for
me to attend class with my schedule. With my job, I travel a lot and I
would not be able to attend class on a regular basis.
I currently have
an AS degree in Criminal Justice Administration. I was going to school
for this while working at CAT. As I got promotions at work, my game plan
changed. Now to ensure my further advancements, this degree is very
important.
N/A
Appendix B: Lab Descriptions for Online Development
The
online version of IDIS 3780 Warehousing Lab will utilize the following
available resources:
Video
Recordings
The same
labs completed by the face to face students will be videotaped to allow DE
students to follow along virtually with the demonstrations. The labs are structured so that we conduct
warehouse type exercises and then use the data to complete an industrial
analysis of the data. As students watch
the videos, they will be able to see and hear the data being collected,
allowing them to generate their own data collection.
In
addition, we are reviewing Second Life to see the feasibility of using a
virtual warehouse for our online students using Second Life.
Camtasia
Recordings
Camtasia
will be used record the development of the data analysis solution. This will allow for a narrated explanation of
the step by step process used to consolidate the data in spreadsheet format and
conduct analysis. The key is that
Camtasia allows for demonstration of Excel techniques along with voice over for
explanation of the “why” to complement the “how”.
Software
Downloads
Where
feasible, students will be directed to commercial web site to acquire free
trial software to allow them to do lab exercises at home. The initial application is the utilization of
bar coding software that student can download a free 30 day trial and conduct
the same bar code creation labs conducted by the face to face students. The bar code creation labs are then supported
by the video demonstrations to allow for the scanning instruction given to face
to face.
Another
software download will be SAP for the ERP interface. This software is free for any user as it only
functions when directed to the SAP University Alliance server that we will use
for the face to face. Labs dealing with
SAP interface in warehousing are slated for development in 2009.
TEC
Blade Server
Any
software required for labs that is unavailable for free to DE students will
utilize the Blade server technology from the College of Technology and Computer
Science. This will allow DE students to
use the same application software that we demonstrate on the lab videos.
Discussion
Boards
Blackboard’s
Discussion Board function will be used to discuss the lab results is a similar
matter to how they are discussed in class.
Questions will be posted to the DB for response which will be a
supplement to the regular assignment portion of the labs that will be the save
for face to face and DE.
The
online version of IDIS 3830 ERP for Distributors will utilize the following
available resources:
Video
Recordings
Class
presentations will be recorded in the Global Classroom and posted to the
Blackboard shell of every section. When
the Global Classroom is not available, the presentations will be taped using a
digital camera.
Camtasia
Recordings
Camtasia
will be used to record complex software exercises. The recordings will be narrated, while
presenting step-by-step instructions students can follow. These records will be posted in the
Blackboard shell of every section for later viewing.
Software
Downloads
Students
will be directed to an FTP server where they will be able to download the SAP
Graphical User Interface (GUI) that will be used throughout the course. The software is provided free of charge
through the SAP Academic Alliance program.
Students will be provided with instructions on how to download and
configure the software before the class begins.
TEC
Blade Server
Since
Microsoft Access will also be used in the course, students that do not have the
software on their home PC, will be able to use the software through the Blade
server technology from the College of Technology and Computer Science. This will allow DE students to have access to
the same software traditional students have access to.
Discussion
Boards
Blackboard’s
Discussion Board function will be used to discuss course concepts and labs
students are required to complete.
Students will be required to provide answers to discussion questions on
a weekly basis and graded on accuracy and participation.
SAP
and Microsoft Access Step-by-Step Labs
The
step-by-step labs students will perform will be posted in the Blackboard shell
for each section. These labs were
developed by the SAP Academic Alliance program for student use. Several Microsoft Access labs will be
included in the course to enhance student learning and understanding of
database concepts. Students will also
have access to the Microsoft Access labs through the Blackboard shell.