Abstract. The Student Peer Evaluated Line Balancing Competition is a 30-minute in-class problem-based learning experiential exercise that challenges student groups to design a feasible and efficient laptop computer assembly line. Each student group's proposed design is publicly peer-reviewed by the rest of the class, enabling students to evaluate various alternatives and realize the key requirements for optimally balancing an assembly line. Evidence of effectiveness is provided, including student survey results and a statistical analysis of exam question performance both before and after the exercise was incorporated into our business undergraduate operations management class. The survey revealed that 96% of students recommended continued usage and 92% believed the competition helped them to be able to determine a feasible solution for line balancing problems. Exam question performance analysis revealed that our initial instructions for the competition actually resulted in lower performance compared to traditional lecture. We subsequently improved the instructions and found that this change has resulted in similar exam question performance as traditional lecture. The result is an exercise that significantly improves student engagement while maintaining student performance previously achieved through traditional lecture.

Campus Club Cupcakes is an in-class 'introduction to operations management' experiential learning exercise which can be used within minutes of starting the course. After reading the one-page mini case, students are encouraged to meet each other and collaborate to determine if making and selling cupcakes to fellow business students would be a viable fundraising activity for a student club interested in completing a community development project in a developing country. The exercise is a variation and extension of the popular Kristen's Cookie Co. Harvard case which addresses capacity and bottlenecks. Campus Club additionally incorporates supply chain management and risk management concepts while also revealing how operations management integrates with the functional areas of marketing, accounting, and finance.

Rather than providing all the required information as classroom exercises typically do, this international purchase and intermodal transportation competitive in‐class exercise intentionally holds back selected supply chain details. This inquiry‐based learning (IBL) approach simulates a real‐world Distribution Requirements Planning scenario by requiring students to identify what information they need and seek out those details from the instructor while competing with fellow student groups. In this 20‐30 minute exercise students are challenged to identify the all the necessary supply chain activities required to effectively ship patio swings from a supplier in China to a national retail chain in time for a spring sale. Generating the benefits of improved critical thinking in a fraction of the time required for traditional IBL, the approach is best described as a Partial Information Exercise. A student survey (n = 310) found that students strongly supported the inquiry approach, it generated significantly increased interest in global supply chain management roles and responsibilities, and over 91% of participants recommended the exercise continue to be part of the introductory operations and supply chain management course.