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Fifteen modules have been available since 2004; five more will be available in Fall 2008. Numbers in parentheses following module titles correspond to numbers that were assigned to the 15 modules originally published in 2004. With the addition of new modules and reconfiguring of modules in thematic sequences in 2008, the numbers are no longer used as the main identifier.
Theme: Foundations in 21st-Century Skills
The modules in the theme Foundations in 21st-Century Skills engage students in developing and applying research, communication, and problem-solving skills to the study of work and the workplace. Students examine work-related topics such as product development, advertising, market research, industrial relations, and careers through several approaches, including primary document analysis, case study readings, interviews, and worksite visits. By building academic skills in the context of investigating the world of work, students connect the importance of what they learn in the classroom to their future roles in the workforce.
In From Concept to Consumer: Building a Foundation in Problem-Solving, students learn about the manufacturing process—design, development, production, and marketing—and consider the role of problem-solving, decision-making, and teamwork throughout the process. Through simulations in which students enact the roles of company employees planning to launch a new product line, the module Media and Messages: Building a Foundation of Communication Skills facilitates students’ practice of language and presentation skills for a variety of purposes and audiences. People at Work: Building a Foundation of Research Skills engages students in studying the history of working life in the U.S. and synthesizing what they have learned into Web sites they develop. And in Careers, Companies, and Communities, the focus on the workplace shifts to the present: students examine how businesses respond to economic and technological changes, how companies interact with and affect the communities in which they reside, and how current career opportunities match up with their own career interests and aspirations.
Theme: Working Toward Sustainability
The modules in the theme Working Toward Sustainability engage students in exploring fuel sources and technologies that can serve as alternatives to fossil fuels (that is, gasoline, oil, and coal) and learning about the importance of current research into stable and practical sources of energy. Given the political, economic, environmental, and social concerns over the use of fossil fuels, people around the world are seeking alternative sources of energy to power their lives—alternatives that are cost-effective, renewable, equitable, and environmentally safe.
This series builds students’ knowledge of the key science concepts essential for understanding how energy is stored and used as fuel. We All Run on Energy introduces students to the scientific concept of energy and how stored energy is released in order to fuel human activity. The three modules Energy from the Sun: Biomass, Is Hydrogen a Solution?,and The Nuclear Revolution each focus on a particular fuel source: biomass, hydrogen, and nuclear. Energy for the Future introduces students to innovative ways in which renewable energy sources and technologies are used to provide energy for society and asks students to consider the potential for these technologies to transform energy use in this century.
Theme: Getting Smart about Business
The modules in the theme Getting Smart About Business engage students in learning about the many components of successful businesses and understanding the skills needed to build and run a commercial enterprise. From bringing an idea to market and designing a promotional campaign to creating budgets, proposals, and projections, Getting Smart about Business develops students’ knowledge of decision-making processes in the world of business, and the module activities encourage students to see themselves taking on business decision-making roles. The series emphasizes that the knowledge and skills taught have numerous applications for students, whether they are interested in starting a business, managing personal finances more effectively, or sharpening skills that will allow them to succeed in higher education or the workplace.
In From Concept to Consumer: Building a Foundation in Problem-Solving, students learn about the manufacturing process—design, development, production, and promotion—and consider the role of problem-solving, decision-making, and teamwork throughout the process. Through simulations in which students enact the roles of company employees planning to launch a new product line, the module Media and Messages: Building a Foundation of Communication Skills facilitates students’ practice of language and presentation skills for a variety of purposes and audiences. In Careers, Companies, and Communities, students examine how businesses respond to economic and technological changes, how companies interact with and affect the communities in which they reside, and how current career opportunities match up with their own career interests and aspirations. Calculating Your Future: Personal Finance invites students to set personal financial goals, evaluate strategies for meeting those goals, and use algebra and data analysis to make short- and long-term financial decisions. In Planning for Business Success, students learn concepts in marketing and finance while developing plans for small businesses of their own; a math-enriched version of this module gives students the opportunity to use mathematics to complete analyses and make sound business decisions.
Theme: Manufacturing for Tomorrow
The modules in the theme Manufacturing for Tomorrow engage students in learning how products and services are created and brought to market and how such factors as quality, efficiency, and environmental sustainability are managed. Students develop an understanding of the connections between theory and practice in the field of business management and apply their understanding to solve real-world problems. Manufacturing for Tomorrow also demonstrates the importance of planning and extends students’ knowledge of planning processes and tools, from flowcharts, PERT charts, and supply chain maps to a variety of data analysis and graphical display methods.
In From Concept to Consumer: Building a Foundation in Problem-Solving, students learn about the manufacturing process—design, development, production, and promotion—and consider the role of problem-solving, decision-making, and teamwork throughout the process. In Closing the Environmental Loop, students examine the environmental impacts of different approaches to industrial production and waste disposal while redesigning a product to be more environmentally sustainable. In Planning for Efficiency, students learn strategies for managing the efficient use of time, materials, and human resources in the workplace and conduct an efficiency analysis of an actual business. In Ensuring Quality, students investigate how companies measure and control for quality in the manufacture of goods and the delivery of services, and they are introduced to the use of data and statistics to analyze quality.
Theme: Data, Decisions, and Design
The modules in the theme Data, Decisions, and Design engage students in investigating two key aspects of modern business: how businesses track information and use it to make decisions, and how products are designed, engineered, and refined to meet the needs and desires of users. In their module projects, students carry out tasks essential to both these management and production aspects of industry. They learn methods for organizing and interpreting data in various business scenarios, explore how product design works within different industries, and conduct an analysis of product failure.
In From Data to Knowledge, students look at how information systems are used to manage, analyze, and share data needed to make informed decisions—such as a health diagnosis or a choice of colleges. Students learn how a physician used geographic data to investigate a cholera outbreak in the 1800s and how Geographic Information Systems guide business decisions today. They conduct a debate on the ethics of data-driven decision-making.
The other two modules, Reverse Engineering and Different by Design, focus on the importance of data in engineering and on design issues of the 21st century. Students begin Reverse Engineering by analyzing products from the perspectives of consumers and manufacturers, and then proceed to examine failed products to see how they might be improved. In Different by Design, students learn about the steps in the industrial design process, and then redesign an existing product to meet specific needs. Students keep records throughout each module: journals to describe, evaluate, and improve information systems, and, in the engineering modules, technical logbooks that document experiments and project work.
Theme: Living in a Global Economy
The modules in the theme Living in a Global Economy engage students in learning how economic forces at multiple levels shape the ways in which money, goods, and services are produced, exchanged, and distributed throughout the world. Students gain familiarity with the complex interrelated systems that make up the global economy as they develop financial plans, interpret data on a country’s economic performance, negotiate a trade agreement, and create a proposal for improving a company’s social responsibility.
In The Wealth of Nations, students learn about the factors that determine a nation’s economic well-being and research the economic indicators of several countries in order to identify viable new sites for an expanding business. In Markets Without Borders, students investigate the roles of such elements as trade policy, trade balance, currency value, cultural norms, and international regulations in determining how the world’s economy functions in an era of globalization. In Global Citizens, students consider the meaning of corporate citizenship by studying how businesses respond to social and environmental concerns in the countries in which they both produce and sell goods, and by making recommendations about how a company can be a good corporate citizen.
Theme: Putting Math to Work
The modules in the theme Putting Math to Work engage students in exploring the numerous uses of mathematics in the worlds of business and finance. Students examine how algebra and statistics can enable them to compare sets of data, observe changes over time, and make reliable plans and predictions. Putting Math to Work also enhances students’ understanding of how information is converted into numerical data and how, in turn, data can inform both personal and business planning and decision-making.
Calculating Your Future: Personal Finance invites students to set personal financial goals, evaluate strategies for meeting those goals, and use algebra and data analysis to make short- and long-term financial decisions. In Planning for Business Success (Math-Enriched), students learn concepts in marketing and finance; apply those concepts using graphing and formulas; analyze data; and develop plans for small businesses of their own. In Ensuring Quality, students investigate how companies measure and control for quality in the manufacture of goods and the delivery of services, and they are introduced to the use of data and statistics to analyze quality.
From Concept to Consumer: Building a Foundation in Problem-Solving introduces students to various aspects of manufacturing, such as product design, product development, production planning, manufacturing processes, and quality assurance. Students learn about the historical context in which manufacturing occurs by investigating the evolution of everyday objects in relation to social and technological change. Students also attempt to solve a variety of problems similar to the problems people must solve in the various departments of manufacturing organizations. By the end of this module, students will know what it takes for a product to make its way from concept to consumer.
In From Concept to Consumer, students also learn that effective communication, collaboration, and compromise are essential aspects of work in manufacturing organizations. Throughout the module, students develop and practice these skills through role-playing, hands-on simulation, and team-based research activities. This module relies heavily on guided Internet research and requires that student teams develop and give several presentations, including one presentation that uses Microsoft® PowerPoint® software. In addition to developing oral presentation skills, students also develop skills in communicating ideas graphically through process flowcharts and tables.
Media and Messages: Building a Foundation of Communication Skills engages students in addressing a variety of communication challenges encountered by a fictional food chain called Quick n’ Tastee—a company that is expanding its product line through a partnership with a company based in another country. As employees of Quick n’ Tastee, students select a new line of food, decide on the best locations for introducing their new line, prepare to interview potential employees, analyze styles of communication appropriate for different contexts, develop logos and slogans, and plan an ad campaign. In an ongoing assignment, students analyze advertisements to discover ways that the media communicate messages.
The goal of this module is to introduce students to communication issues in the workplace. The Quick ‘n Tastee scenario provides the context in which students learn and apply a variety of written and verbal workplace communication skills, such as summarizing and organizing written and verbal information, giving and receiving feedback, writing and speaking persuasively, writing and then revising a short report, and making oral presentations. Students develop an awareness of issues of diversity in communication and the importance of shaping information for a specific audience and purpose. Students also practice developing communication skills using presentation software.
People at Work: Building a Foundation of Research Skills challenges students to trace changes in the workplace by looking closely at key periods in United States history. Students learn how such factors as immigration, the economy, technological innovation, and legislation affected people’s work experiences in the past, shape working conditions today, and will affect the workplace of tomorrow. Students research different periods of U.S. history by analyzing primary and secondary sources of information, including documents, art, and photographs, that portray work life from various perspectives. They also conduct interviews of present-day workers in order to collect information about the workplace of today.
In this module, students learn and apply a variety of research and communication skills, including finding and evaluating sources, paraphrasing, and citing sources appropriately. In an ongoing project, students develop technology skills as they build a class Web site that explains how the workplace has changed throughout U.S. history.
Careers, Companies, and Communities introduces students to three interwoven themes that continue throughout this course. The first, "The Changing Nature of the Workplace," is introduced through the Change in the Workplace assignments that students complete in each of the six activities. The second and third themes, "Interplay Between Industry and Community" and "Industry Clusters," are explored through both in- and out-of-school activities, as well as through a Career Exploration Journal. Students are given a Career Exploration Journal assignment in each of the first five activities, and they use those assignments, and their new understanding of both industry clusters and the interactions between industry and community, to create a career presentation.
In this module, students learn about the businesses and industries in their region, the range of positions companies may offer, and the changing nature of the workplace. They gain information through interviews, classroom speakers, a worksite visit, and other resources. Throughout the module, students develop technology skills: working with databases, creating and delivering presentations, and doing Internet research. By the end of this module, students will have a better understanding of careers they may want to pursue, places they may want to work or intern, and the ways that people and companies adapt to change.
In We All Run on Energy, students learn the physical science concepts that underlie how energy is stored and released for human use. They learn that various forms of energy are interchangeable and that converting energy from one form to another allows humans to use energy to do different kinds of work. Students also learn about atoms and molecules, the role of the carbon cycle in energy transfer, and the relationship between energy and the earth’s climate. At the same time, they learn why scientists and governments are working to find sustainable, renewable energy sources; why fossil fuels are no longer the best solution for all of our energy needs; and why they, as members of the next generation to deal with the challenges of energy, need to understand and be engaged with the subject.
Throughout We All Run on Energy, students are encouraged to take on the responsibility of becoming their generation’s leaders by creating an activity that teaches younger students about the concept of energy—what it is, how we use it, and how we need to prepare for the future by finding new sources of energy to meet society’s needs. Students choose from several options for helping fifth-grade students understand energy, such as developing a hands-on experiment or creating a Web site. As part of the activity design process, students seek information from members of the business community by asking questions of a representative of an energy company, thus learning how energy companies are dealing with energy-related challenges and what alternatives to fossil fuels are being pursued by energy providers.
Energy from the Sun: Biomass introduces students to the use of biomass to meet human energy needs. Students take on the roles of staff members in a nongovernmental organization (NGO) consulting for a developing country that is trying to choose a biomass-fueled stove to distribute to its citizens. The country also wants to investigate ways in which biomass can serve as a source for other energy needs. The NGO will investigate the different stove designs available and study other biomass fuels, including biogas, which can be used to create electricity, and ethanol, which can be used as a fuel to run engines and generators.
In Energy from the Sun: Biomass, students learn about biomass as a source of solar energy from the perspective of biology and chemistry. Students explore how plants, through photosynthesis, capture solar energy as chemical energy and how this energy travels through ecosystems. Students learn how humans and other animals use the chemical energy stored in food and how the breakdown of food in animals releases energy, which is used to do work. They then learn how biofuels are used in the same way food is to do other kinds of work, such as cooking, heating water, and generating electricity. For their ongoing project, they write a report that makes recommendations to the developing country about which stove design would be best for the country’s unique situation. By the end of the module, students have explored how biomass can be used as a sustainable alternative energy source and some of the advantages and disadvantages of different biomass sources and use methods.
In Is Hydrogen a Solution?, students explore the possibilities of using hydrogen-powered fuel cells to meet future energy needs. Students take on the roles of researchers in a venture capital firm specializing in technology innovations and renewable sources of energy. The firm has asked the researchers to consider whether or not they should invest in a start-up company that is working on developing vehicles that run on fuel cells. The students consider this question as they investigate the properties of hydrogen and learn how fuel cells work. Over the course of the module, students learn what hydrogen is, how it can be used in fuel cells, and what obstacles currently prevent us from using it on a large scale. At the end of the module, student teams make their decisions about pursuing fuel cells as a solution to transportation energy needs in the U.S. and share with the class the reasoning behind those decisions.
Students conduct research and hands-on experiments to learn how hydrogen gas is produced, why hydrogen is considered an energy carrier or storage device (like biofuels and batteries) rather than an energy source, how hydrogen can be stored, and how fuel cells extract energy from hydrogen. As students conduct research and experiments, they will learn about some fundamental science concepts related to hydrogen and fuel cells: the formation of chemical bonds, the ways in which substances change during chemical reactions, and properties of gases at different temperatures and pressures.
The Nuclear Revolution introduces students to the generation of power from radioactive elements found on Earth. Throughout the module, students take on the roles of advisors to the prime minister of a fictional Eastern European country. Working in teams, they act as members of a governmental commission appointed to examine nuclear power as an alternative energy source that is more sustainable than fossil fuels. Nuclear energy is seen as a possible way for the country to reduce carbon dioxide emissions and attain greater energy independence. Students investigate the potential of and the problems with nuclear power and make a recommendation to the prime minister as to whether their country should build new nuclear power plants.
Students learn about the energy inside atoms and the positive and negative aspects of nuclear energy. They explore the properties that make elements radioactive and investigate how scientists know what they know about atoms. Students examine how nuclear fission and fusion are currently used as energy sources and how they might be used in the future to meet the energy needs of their country. They also learn about the risks associated with the use of nuclear energy and the disposal of spent nuclear fuel, and look closely at the consequences of nuclear accidents that have occurred in the past.
In Closing the Environmental Loop, students investigate how industry is changing in response to today’s environmental issues and learn about a range of incentives for reducing the environmental impact of products and processes. They first look at how every stage in the life cycle of everyday products affects the environment. Then, through video, case studies, and Web research, they learn how industries are redesigning products for easier remanufacture or recycling, changing their production processes, improving their facilities, developing eco-industrial parks, and “greening” their product supply chains.
This module introduces students to the use of data for monitoring progress toward environmental goals. Through a role-play activity, students develop the negotiation skills needed to build financially and environmentally sustainable business partnerships. Throughout the module, students apply what they learn about products and companies to a product of their own choosing. In a final activity, they present proposals for making their chosen products more environmentally sustainable.
Planning for Efficiency focuses on how companies can make the best use of time, materials, and human resources in the context of changing social, environmental, and market realities. Students learn about historical changes in the ways that people think about time and work, and explore how these changes, along with advances in technology, have shaped the ways in which businesses manage their resources. Through role plays, simulations, and case studies, students try out and analyze various approaches to resource management and production planning.
In this module, students learn how to use resource management tools including the critical path method and value stream mapping. Then they apply these tools to planning and scheduling tasks in their own lives and in several business settings. Students also develop skills for conducting effective meetings. In an ongoing project, teams research and observe a local business to see how it manages its time, materials, and human resources.
In Planning for Business Success, students take on the role of manager of NoNaymz, a local band trying to break into the national music scene, and, through case studies and a computer simulation, they learn about marketing and finance. Students apply their NoNaymz experience to create a realistic business plan for a small business of their own. In a closing activity, students present their plans to visitors from the community in an effort to recruit potential “investors.”
In this module, students develop a range of entrepreneurial skills. They identify a business’s target audience, design market surveys and analyze their results, develop a marketing plan to reach a particular audience, determine costs and revenues, calculate profits and losses, conduct a break-even analysis, and analyze the effect of supply and demand on prices. Students also debate ethical issues involved in marketing. The module utilizes Microsoft® Excel as a financial management tool.
Planning for Business Success (Math-Enriched) is an alternate version of this module that presents students with the same scenarios and activities but also provides extensive practice with the use of algebra and data analysis, teaching students to use graphing and functions as they are applied in business decision-making.
In Calculating Your Future: Personal Finance, students learn the skills and knowledge needed to take ownership of their finances. Students apply concepts of algebra and data analysis to making short- and long-term real-world financial decisions, such as how much to spend on a daily and monthly basis; whether to apply for a credit card, and, if so, which one; what to consider before making a major purchase, such as an automobile; how to pay for college; how to weigh the risks of different investment options; and when and how to plan for retirement.
Students use critical-thinking and problem-solving skills to set financial goals and evaluate strategies for meeting those goals. Throughout the module, they use algebra and data analysis to analyze financial situations. For example, students construct and explore functions that express relationships among the variables of principal, interest, and time in order to maximize their investments and minimize debts. Students also consider how personal values and other non-economic factors affect financial decisions, and they examine the short- and long-term effects of different financial decisions.
In Ensuring Quality, students face a series of challenges that show how business and industry use statistics and data analysis to improve the quality of products and services. The goal is for students to be able to apply statistical analysis in several business contexts in order to measure, analyze, and control quality. To do this, they take on the roles of members of various departments in Xavier Automotive Company (XAC) and use statistics to make business decisions that members of these departments would make. Students learn how companies measure and control for quality and about the role of data analysis in ensuring quality. In addition, students learn how data are used to make long-term business decisions.
In this module, students learn statistics concepts relevant to analyzing data and then apply these concepts to a final company scenario, in which they create a status report for one XAC division. Students also become familiar with a variety of ways to present statistical information visually. Using MINITAB® Statistical Software,** a statistical analysis software package, or Microsoft® Excel students analyze consumer information to inform design and marketing decisions, make personnel decisions based on data about employees’ previous performance, and monitor production for the presence of defects.
MINITAB® is a registered trademark of Minitab Inc.
From Data to Knowledge introduces students to the purposes and uses of information systems. Students learn to create and use their own information systems. Using the health care industry as an example, students research ways that information systems, including geographic information systems, are used by businesses. Through observation, hands-on projects, and case studies, students find out how different types of information systems are used to create, manage, and share information for a variety of purposes.
In this module, students learn skills that will help them analyze different kinds of data and make decisions using those data. They learn and apply skills in database development and learn the pros and cons of spreadsheets and databases. Students also grapple with ethical issues related to information systems as they consider the potential benefits and drawbacks of using information systems in business. Students will develop a solid understanding of information systems and be able to make informed decisions about the benefits and drawbacks of new trends in the field.
In Reverse Engineering, students analyze products, determining how they can be designed to meet the needs of their intended users and considering other factors that influence product design. First, students focus on using reverse engineering to make good products for the consumer by analyzing features of existing products, considering design factors that determine the ease of product assembly, and looking at the manufacturing processes used to create products from different materials. Students then focus on reverse engineering from the perspective of product failure, and analyze communication failures in written and visual instructions. Students also test different materials as they explore engineering failures related to material choice. For their module project, students analyze a case study and role-play its situation.
As students explore the process of reverse engineering in this module, they develop a number of valuable skills. Students are introduced to logbooks and their use in scientific and technical fields, and make log entries of experiment results, team meeting notes, and sketches of products. In addition, students continue to develop their teamwork skills, focusing on meeting facilitation.
In Different by Design, students take on the challenge of redesigning an existing product. They first consider how the features and functions of a product are directly related to consumer needs. They learn about the procedures that design teams use to develop products, including the screening and scoring of potential concepts to find the one that best matches the team’s goal. Students then complete a basic cost analysis of a product, addressing the economic factors that affect a product’s development. They learn basic principles of industrial design and consider how such factors as appearance and user-friendliness may influence both a company’s image and a product’s success. Students are also introduced to the idea of intellectual property rights, and they conduct searches for patents. Finally, students learn how to visually represent a design idea to different audiences, from tradespeople to consumers, using technical drawings and illustrations.
Throughout this module, students work in teams to apply the design tools they’ve learned to a product of their choice. Teams compare and contrast different brands and models of a similar product, exploring how the products meet customers’ needs. At the conclusion of the module, teams present a complete plan for a redesigned product. This module teaches students how to think and work like engineers: They learn techniques used to turn customer feedback into useful design information and how the creative aspects of the design process can fulfill customers’ needs in unique ways.
Energy for the Future introduces students to innovative ways in which renewable energy sources and technologies are used to provide energy for society. Students become familiar with the different forms and sources of energy and learn about renewable and non-renewable energy sources. They analyze case studies to determine the pros and cons of several energy sources and analyze the availability, practicality, safety, and environmental impact of different energy technologies. They construct simple energy systems and learn to calculate work, power, potential energy, and efficiency. They also learn about the principles of electricity and how to determine the energy needs of different systems, such as homes or schools.
In this module, student teams further develop their Internet research skills as they gather information about one energy-generation technology. Teams then share their findings with one another and consider the merits and drawbacks of the different energy technologies for meeting the energy needs of a particular building. In a culminating project, students design a plan to meet some of the energy needs of their school with renewable energy sources.
In The Wealth of Nations, students analyze the factors that affect the wealth of different countries and consider different ways to measure the health of an economy. They examine the consequences of declining natural resources and learn how investments in resources affect a country’s productivity and the standard of living of its citizens. Students compare standards of living among countries and predict how current population trends may affect the workforce as well as the market for particular goods and services. Students also compare the way that resources are used in different countries and consider the potential economic, environmental, and social consequences of a declining natural resource base. In an ongoing project, students become familiar with CleanWater Tech, a fictional U.S. company that produces water filtration and disinfection technologies and is interested in opening a facility abroad. Students apply what they’ve learned about the country’s economic health in order to justify their decision about whether to expand CleanWater Tech into their chosen country.
In this module, students analyze and interpret data such as real and nominal GDP, inflation rates, and unemployment rates to better understand how economists measure the health of economies. Students further develop their research and analytic skills in this module, using them as economists do to analyze a country’s economic climate. Finally, students use their analyses of the various indicators they’ve learned about to develop their own economic indicator for analyzing the economic health of a country.
In Markets Without Borders, students become familiar with the interdependence of different countries in today’s global economy. They examine the role of trade in the global economy and analyze the purposes and effects of quotas, tariffs, and trade agreements on businesses, governments, and individuals throughout the world. Students analyze the challenges of conducting intercultural business and trade, and they develop international agreements that balance the conflicting interests of different nations.
Throughout this module, students participate in a Web-based international relations simulation in which they take on the role of policymaker for a particular country. In an attempt to serve the best interests of their project country’s citizens, students propose and negotiate trade agreements, set trade policy, and cast their votes on international regulations. Students create a Country Briefing Handbook, a compilation of information about their project country’s economy, trade relations, laws, and social and environmental issues related to globalization.
Global Citizens iintroduces students to the concept of corporate citizenship—the responsibility companies have to enact policies and practices that address emerging social and environmental issues around the world. Students also examine the effects these practices may have on the company’s stakeholders, including shareholders and customers. Through case studies and role plays, students learn about the different kinds of social and environmental issues—such as pollution, labor practices, and worker health—that arise in different business contexts around the world and look at how companies have addressed these issues.
Throughout this module, student teams take on the role of employees in the corporate citizenship department of a company. Each team recommends how its company can responsibly manage one social or environmental issue in a particular country. As part of the module, students also examine the potential impact that individual citizens can have on a company’s actions, and develop an experiment and survey to determine if and how corporate behavior affects consumer behavior. This capstone module allows Ford PAS students to demonstrate the variety of skills and breadth of knowledge they have developed throughout this program.
A project of EDC. Education Development Center, Inc., works closely with Ford Motor Company Fund