Download the Syllabus

Supply Chain Management  

MG 410 60    

Fall 2025 Syllabus

PROFESSOR: Latrelle Standifer, MBA

Office Location: Online

Office Hours: Via Zoom or Google Meet. Tuesday’s 1:30-3:30 PM (EST); Email for an appointment.

Phone: 336-297-7913

Email Address: standiferl@carolinau.edu 

Carolina University Mission Statement

We are a Christ-centered university committed to student success.

Course Information

Course Prerequisites

N/A

Course Description

This course introduces students to logistics techniques, practices, and policies in commercial enterprises. Students will learn the interaction between domestic and international supply chains, ethical sourcing, compliance, and the necessity to optimize logistics for customer service and business profitability.

Course Delivery and Methods

This is an online course. Students will watch the pre-recorded class lectures posted throughout the course on the Resources tab.

Objectives (Course Learning Outcomes)

Upon completion of this course, students will be able to:

1. Describe the origins of supply chain management and a supply chain manager's role
2. Describe the use of supply chain management to gain a competitive advantage over competitors/rivals
3. Develop an understanding of how theory and research are applied to work settings to deal with the issues/problems associated with supply chain management
4. Describe how supply chain management techniques, processes, and systems can be used to achieve sustainable average results in organizations
5. Describe how strategic, tactical, and operational decisions are made in supply chain management

Course Resources

Required Texts: 

Supply Chain Management, 1st Edition, By James Stock

ISBN13: 9781260914597

Note: Use one of these links based on preference to rent the correct textbook affordably:

Print Rental (150 Days): Paperback Link, Online Rental (180 Days): e-Book Link 

Required Resources: 

Computer/Internet Access 

Note: Please make sure to read/watch the weekly materials that are posted @ e-learning > Resources before attempting assignments.

Recommended Resources: 

1- APA Manual, 7^th Edition:  ISBN 978-1433832161 and APA7.org  

2- Scholarly Writing Webinar: https://www.youtube.com/watch?v=rfNBaSNl-u4  

Course Requirements and Assignments

Final Grades are weighted. More information about each category is displayed below:

Knowledge Check Videos (20%) 

Each student will complete five Knowledge Check Video Recordings throughout the course based on the chapters discussed in the corresponding week. The requirements for these assignments are the following:

• Students must thoroughly and completely answer the prompt in their own words.

  • Only information from the book or personal experience can be utilized to answer these questions. (No outside sources)

  • These videos must clearly display that you have watched the lectures and read the chapters for the corresponding week.

• Must be 3 to 5 minutes in length. NO POWERPOINT SLIDES

• Must follow the following structure:

  • Introduction

  • Prompt Answers 

  • Conclusion

• Videos must be uploaded to YouTube, and the link must be submitted to the course page via Word document. (Make sure that the video is uploaded as “unlisted” or “public”)

• Clothing must be professional (No pajamas or athletic/leisure clothing).

• The area behind the student recording must be professional, such as recording in front of a blank wall or blurring the background. (Pro tip: Zoom does this easily)

• Audio must be clear and easily heard without background noise or distractions.

• While notes are allowed, students must make frequent eye contact with the camera and avoid relying on notes excessively.

Students who excessively rely on notes and/or fail to demonstrate an adequate understanding of the concepts from our textbook reflected by the prompt will receive lower grades.

Additionally, students who answer prompts with information from outside sources (i.e. ChatGPT/Google Search), that is not reflected in our textbook, will also receive an automatic zero for this assignment. The textbook is required to complete these assignments.

Discussion Board (10%) 

All students will contribute to Discussion Forum prompts weekly. Each Student must provide an initial post responding to the prompt (150-200 words), DUE every Thursday at 11:30 pm, and comment meaningfully on two of their classmates' posts (75-100 words), DUE every Sunday at 11:30 pm. 

• NO AI-generated submission will be considered. In the case of an A.I. violation, the submission will automatically be graded as a zero.

Participation: Lecture Notes (10%) 

Each student must watch the lectures and submit a photo of their written lecture notes (10 bullet-point complete sentences minimum) on the designated Coursework Section each week.

Note: Place the photo in a Word document and submit it to avoid technical issues. 

Midterm (20%)

Each student will complete a final exam based on the chapters discussed in Weeks 1-3. The exam will comprise thirty (30) multiple-choice questions. You will have two (2) hours to complete the test, with only forward progress allowed. One retake is allowed for each student. Exams will not be reset under any circumstances once the two attempts are exhausted, so make sure you have a secure, reliable internet connection before attempting tests. 

Final Exam (25%) 

Each student will complete a final exam based on the chapters discussed in Weeks 4-7. The exam will comprise thirty (40) multiple-choice questions. You will have two (2) hours to complete the test, with only forward progress allowed. One retake is allowed for each student. Exams will not be reset under any circumstances once the two attempts are exhausted, so make sure you have a secure, reliable internet connection before attempting tests. 

Video Presentation – Strategic Supply Chain Design (15%)

To demonstrate their understanding of the concepts taught in this course, students will complete a video presentation.

Presentation Expectations:

Students will present a real or hypothetical company’s supply chain strategy, focusing on efficiency, ethics, compliance, globalization, and optimization. Students will present as if giving a real-world business pitch. The requirements are as follows:

Choose Your Focus

Pick one of the following:

• A real company with an international footprint (e.g., Uniqlo, Nestlé, Tesla)

• A startup or small business aiming to scale globally

• A new product launch with supply chain design from scratch

Video Structure Guide 

1. Introduction & Business Context 

• Brief company/product overview

• State the supply chain objectives (e.g., reduce lead time, expand to Latin America, become more sustainable)

• Define target markets (domestic and/or international)

2. Supply Chain Flow & Logistics Practices 

• Present a detailed flow map from raw material to final delivery

• Highlight key logistics techniques (e.g., cross-docking, consolidation, 3PL/4PL use)

• Mention tools used (e.g., TMS, WMS, route optimization)

Note: Explain why certain methods were chosen and how they impact cost or speed.

3. Domestic vs. International Logistics 

• Compare two sourcing or distribution strategies: local vs. global

• Analyze impacts on cost, risk, flexibility, and customer service

• Consider tariffs, currency risk, or regulatory differences.

4. Ethical Sourcing & Sustainability 

• Assess your company’s ethical sourcing policies (e.g., supplier code of conduct, fair labor)

• Evaluate sustainability goals (e.g., carbon neutrality, recycled materials)

• Discuss risks of unethical practices (e.g., brand damage, compliance penalties)

Note: Reference an existing scandal or success case (e.g., Nike, Patagonia).

5. Compliance & Regulations 

• Identify 3–4 key regulations that apply (e.g., INCOTERMS, C-TPAT, FDA, EU standards)

• Explain how compliance affects logistics strategy (e.g., documentation, inspections, costs)

• Show what non-compliance could cost

6. Logistics Optimization & Customer Value 

• Explain how logistics improvements drive both profit and customer satisfaction

• Example areas: inventory turnover, last-mile delivery, demand forecasting

• Use a quantitative KPI (e.g., reduced lead time)

7. Strategic Alignment & Final Takeaways 

• Recap: How do your logistics choices support business goals?

• Highlight competitive advantages gained

• Offer one strategic recommendation for future improvement

Note: Connect logistics strategy to long-term growth, ESG, or global competitiveness

Presentations must be 10 to 15 minutes.

• A PowerPoint template will be provided in the resources section for students to use as a starting point. 

• Videos must be uploaded to YouTube, and the link must be submitted to the course page via Word document. (Make sure that the video is uploaded as “unlisted” or “public.” If this is not done, I will not be able to view the video, which will result in a zero grade.)

• Clothing must be professional (No pajamas or athletic/leisure clothing).

• The camera must be on, and the area behind the student recording must be professional, such as in front of a blank wall or blurring the background. (Pro tip: Zoom does this easily)

• Audio must be clear and easily heard without background noise or distractions.

• While notes are allowed, students must make regular eye contact with the camera and avoid relying on notes excessively.

Each student must submit an outline paper in the designated Coursework Section in Week 2 explaining what has been chosen for the video presentation. This will be used for grading purposes. The presentation should reflect the concepts in our course textbook.

Have fun, and be creative!

Course Schedule

Course-Specific Policies

No late work is accepted under any circumstances.

No extra credit will be given.

Use of Artificial Intelligence

The use of generative AI tools is permitted in this class for the following activities:

• Brainstorming and refining ideas

• Fine-tuning research questions

• Finding information on a topic

• Drafting an outline

• Checking grammar and style

• AI-specific assignments (per the provided instructions)

The use of generative AI tools is not permitted for the following activities:

• Impersonation in a classroom context (e.g., composing discussion board posts)

• Completing group work

• Writing a draft of a writing assignment

• Writing entire sentences, paragraphs, or papers to complete class assignments

Course Grading

University Policies

Late Assignment Policy

• Students are expected to inform professors prior to a scheduled absence and understand work may be made up at the professor’s discretion to ensure full credit.

• Upon an unexpected absence from class, the student should contact the professor immediately to discuss make-up work and submit such work in a timely manner.

• Students should not wait until the end of the session to deal with concerns about absences.

Grading Scale

Instructor Student Interaction & Communication

• Please use email whenever possible.

• Throughout an active course, faculty should respond to all emails and voicemail messages within 24 hours. 

• Grading of assignments is to be done within 3 days for regular assignments (this includes attendance) and 7 days for larger assignments. 

• Some assignments may require additional time to grade due to the length of the project and the directive to provide substantive feedback that will assist you throughout the learning process. In cases where the assignment is not returned with feedback within the stated period, refer to communication from your professor to facilitate expectations on subsequent assignments. Students are not expected to apply adjustments on subsequent assignments in advance of returned grading and feedback. 

All CU faculty and students are provided with means of electronic communication (e.g. email, video conferencing, chat features, discussion boards, etc.) All employees and students are required to use official university electronic accounts for official university correspondence. This policy is meant to include both synchronous and asynchronous communication. Faculty and staff are not obligated to read, receive, or respond to communications where these guidelines are not followed. Email must be checked regularly, especially when enrolled in an active course. Adhere to the following guidelines when communicating online with professors, university employees, and other students.

• Accounts: Only university email and related systems should be used for institutional communications. Do not use personal email or video conferencing accounts. 

• Names: Refer to professors and CU employees by their last names with appropriate honorifics (e.g., “Dr.” or “Prof.”). For professors, if you cannot easily verify their degree or status, “Prof.” is most appropriate—not “Ms.” or “Mr.” Under no circumstance should you use first names unless given explicit permission.

• Introductions: Use subject lines appropriately and begin any course-specific email with your first and last name, the course number, and your exact section number or meeting time (e.g., “101-05,” “9 am MW,” but not “this morning”). 

• Grammar and Style: All written communications must conform to standard English. Emails and discussion board posts should not resemble text message, chat, or social media posts. Use complete sentences with correct capitalization, spelling, punctuation, and grammar. 

• Coordination: All members of a synchronous, online interaction should participate by the same mode of interaction when possible. For example, join video conferences with video. This is especially true for one-on-one meetings with your professor and small group video discussions in or outside of class. 

• “Class” Conduct: When participating in synchronous classes or meetings (especially when using video), conduct yourself as if in the classroom. Be on-time and mentally present. Be seated at a desk or table. Dress according to classroom standards. Do not introduce distractions into the interactions and be prepared to stay for the duration of the session per normal classroom behavior.

• Complexity: In general, asynchronous communication is appropriate for simple questions and activities. Complex questions that require more than one simple response should be addressed synchronously—during class is often best. If you are unable to ask your question during class, or it is too personal to do so, use an asynchronous method to arrange a synchronous meeting.

• Boundaries: Synchronous communication is less formal than asynchronous. However, the appropriate use of names, language, acronyms, and emojis must still conform to classroom standards. Since we do not all share the same online culture, be prepared to explain yourself if your acronym or emoji is not understood. Be polite and respectful when asking for clarification, and gracious when misunderstandings occur. 

Student Complaints

Informal Resolution

Carolina University seeks to provide an excellent educational experience for all students. If a student wishes to make a complaint of an academic nature, in the first instance, they should seek to resolve the matter by informal discussion with the faculty member.

If the discussion is in person, it is recommended that the student follow up with an email summarizing the discussion (complaint and resolution if one is reached).

If the discussion with the faculty member does not resolve the issue, the student may also contact Dr. Mennie (menniej@carolinau.edu).

Filing a Formal Complaint

If informal discussions do not resolve the complaint, a student may file a formal complaint. No student shall suffer retaliation or other punitive action for the sole reason of filing a complaint or participating in a related process. A student must be enrolled at the institution to file a complaint under this policy. A student may file a complaint about a matter related to teaching, learning, assessment, grading, or student performance in a course.

A student must complete and submit the Student Academic Complaint Form to the Registrar's Office no later than 7 days after the events that are alleged to have caused the complaint. Any supporting evidence must be attached to the form. A vague complaint stating unsupported allegations, obvious falsehoods, based on differences of opinion about academic content or faculty expertise, or is unrelated to academic matters is liable to be dismissed summarily.

For the full text and a thorough explanation of the university’s complaint policy, visit: https://catalog.carolinau.edu/student-academic-complaints

Course Attendance and Participation

All courses follow specific attendance policies found in the Academic Catalog for that course level and format. It is the student’s responsibility to be familiar with these policies and to keep track of their own attendance. Per the university attendance policy, accrued absences may contribute negatively toward a student’s final grade. Attendance and participation may be used by instructors to determine a portion of a student's grade for a particular course. Whereas attendance is typically defined by statuses identifying a student’s presence in a class, participation typically includes the assessment of activity within that course. In some cases, the methodology, subject matter, learning environment, or other factors may require attendance.

Traditional in-class attendance will be recorded for hybrid courses, whereas attendance for online courses will be gauged by regular academic engagement. Students should refer to the course syllabus for the course’s grade weighting table and course-specific policies regarding the grade percentages attributable to each component in a course, which may include attendance and participation. It is the student’s responsibility to be familiar with these policies and to keep track of their own attendance and comply with the rules.

Disability Assistance

Carolina University welcomes students, faculty, staff and visitors with disabilities to our campus and to our programs. Our goal at CU is to ensure an accessible, inclusive welcoming learning and working environment for individuals with disabilities while complying with federal and state regulations.

Students with disabilities are encouraged to reach out to University Accessibility Services (UAS) as soon as possible to explore possible accommodations. UAS serves as a central resource on disability-related information, procedures and services for the university community and partners will work with the student and any other campus partners to identify barriers and implement plans for access. More information about UAS can be found at https://carolinau.edu/university-accessibility-services

Academic Integrity and Misconduct

The Student Handbook has a detailed list of different ways students show a lack of academic integrity, including academic technology misuse, cheating, complicity, fabrication or invention, falsification, forgery, multiple submissions, plagiarism, and sabotage. 

Academic integrity is the honest and responsible conduct of studies, scholarship, research, information collection, and presentation. The university expects students to submit assignments that are original to them and to properly cite and reference other peoples’ ideas using the prescribed style guide. The very foundation of a good university education is academic integrity. Learning how to express original ideas, cite sources, work independently, and report results accurately and honestly are skills that carry students beyond their academic careers. If a student is uncertain about an issue of academic honesty, they should consult the faculty member to resolve questions in any situation prior to the submission of the academic exercise.

Maintaining your academic integrity involves:

• Creating and expressing your own ideas in course work.

• Acknowledging all sources of information including verbal, written, digital, and graphic.

• Completing assignments independently or acknowledging collaboration.

• Attending classes, exams, and required academic events.

• Accurately reporting results when conducting your own research.

• Honesty during examinations.

• Not tampering with or misusing technology.

• Not aiding or abetting other students in violating any academic rules or policies.

Courses at Carolina University will utilize proctoring for select exams to ensure exam integrity. Per Carolina University directives, all exams that represent 25% or more of a course grade are required to be proctored. Instances of cheating or inappropriate behavior will be considered violations of the Academic Integrity policy and will result in disciplinary action.

Plagiarism is the use of another person’s distinctive ideas or words without acknowledgment. All researchers are expected to acknowledge the use of another author’s words by the use of quotation marks around those words in the text of a paper and by appropriate citations. Plagiarism can occur in an oral, written, or media project submitted for academic credit or for some other benefit. Examples of plagiarism include (but are not limited to), the following:

• Word-for-word copying of another person’s ideas or words;

• Mosaic (interspersing of one’s own words here and there while, in essence, copying another’s work);

• Paraphrasing without citation (the rewriting of another’s work, yet still using their fundamental idea or theory);

• Submission of another’s work as one’s own;

• Having another person write a paper;

• Buying or procuring a ready-made paper from a research paper “service” on the Internet or from another such service;

• Neglecting quotation marks on material that is otherwise acknowledged;

• Fabrication of references (inventing or counterfeiting sources)

BIBLIOGRAPHY

None.