Salinas-Navarro, David Ernesto
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Salinas-Navarro, David Ernesto
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Salinas Navarro, David Ernesto
Translated Name
Salinas, David
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Salinas Navarro, David
Salinas Navarro, D. E.
Salinas Navarro, Ernesto
Salinas Navarro, E.
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57208908312

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Now showing 1 - 3 of 3
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Learning Experiences about Food Supply Chains Disruptions over the Covid-19 Pandemic in Metropolis of Latin America

2021 , Salinas-Navarro, David Ernesto , Alanis-Uribe, Alejandra , Da Silva-Ovando, Agatha Clarice

The COVID-19 pandemic changed education by disrupting activities and interactions among all stakeholders. However, this event also opened new possibilities, as in higher education, to explore the future implications of the pandemic for learning purposes. One possibility is about the study of supply chains where delivery times and product quality were affected during the sanitary emergency. One essential category of goods strongly affected is food concerning availability, accessibility, and affordability because of physical limitations, mandatory ordinances, or deficient infrastructure. This situation interrupted supply chains affecting food provision and procurement across different social groups and locations, especially in disadvantaged or poor communities or countries. Accordingly, this work explores, from the perspective of Industrial Engineering education, the effects of the pandemic on food supply as relevant learning experiences about relevant contemporary issues. Learning experiences can refer to present difficulties in food supply during the pandemic; however, other possibilities might exist to improve food security in the future. Thus, a study of the pandemic situation in Latin America has been implemented about food supply. An online survey using internet social networks helped to collect data about people's profiles, consumption preferences, and shifts in food demand and supply over the pandemic in the two main conurbations of Mexico and Bolivia. Data analysis studied the impact on distinct age groups, locations, and income levels. Results explore consequences in the food provision because of increasing delivery times, shortages, and price rises. These findings can help to conceptualize learning experiences to strengthen food security in urban areas. ©The authors, Proquest.

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Design a challenge-based learning model for higher education, an application in a beverage company

2022 , Da Silva-Ovando, Agatha Clarice , Olivares Quintana, Oscar Saúl , Salinas-Navarro, David Ernesto , Chong, Mario

As the students’ profile and the industry’s expectations change over time, universities must adopt learning methodologies to deliver more suitable graduates to the labor market. The Universidad Privada Boliviana (UPB) has been developing experiential learning practices by implementing challenge-based learning (CBL) to enrich undergraduates’ curricula. One example reflected in the CBL experiences developed by Taquiña Brewery, one of the five breweries of the Cervecería Boliviana Nacional (CBN), and the Industrial and Systems Engineering Department of the UPB between 2018 and 2019. As a result, the students widely accepted the methodology, and academics from all disciplines were trained to replicate CBL experiences in their classrooms. While CBN found the opportunity to hire new talent, receive a fresh perspective on recurrent operational issues, and find new ideas based on theoretical concepts. This work contributes to the exemplification of innovative approaches to enhance the teaching and learning of Supply Chain Management and Logistics. ©The authors, IEEE.

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Going beyond traditional approaches on industrial engineering education

2020 , Salinas-Navarro, David Ernesto , Mejia-Argueta, Christopher , Da Silva-Ovando, Agatha Clarice , Garay-Rondero, Claudia Lizette

This Research-to-Practice full paper refers to academic perspectives on educational innovation for industrial engineering education. Two common views prevail in educational innovation that turn into different results. One view refers to the use of pedagogical approaches to improve in-classroom students' learning. This is an operational perspective about teaching activities, instructional facilitation and the use of academic resources. The second view refers to educational value creation for students, educational partners, society and to improve the academic positioning of universities. However, both views complement each other and can articulate a holistic approach on educational innovation. To proceed in this direction, this work unfolds in three parts. First, a literature review illustrates the differences between the two complementary views. Second, a conceptual framework is provided to connect the two perspectives and guide further educational innovation efforts. Third, a descriptive and exploratory application case is offered to exemplify the framework at the MIT Supply Chain and Logistics Excellence (SCALE) Latin America Network for industrial engineering education. This work contributes to educational practice with a tool to reflect upon innovation efforts, identify instances and align initiatives with intended educational purposes. ©The authors, IEEE.

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