The first of these is a traditional case. Students can use the classroom to present, justify, and discuss their answers to the case questions. This exercise helps them tie together a variety of important concepts introduced in the first four chapters. The other three cases also help tie together concepts, but in the context of students developing their own DSSs. In effect, these are customized cases that evolve as students work on their projects.
Students can use the classroom to relay and discuss their experiences in building DSSs.
The textbook's case descriptions pose a series of guidelines for organizing students' consideration of their own customized DSS development cases as they unfold. The case descriptions also present samples of what other students have done in creating their own customized cases. We suggest that students be required to submit a written proposal outlining what they intend to accomplish in their projects. If there is sufficient class time, students may be asked to give brief presentations about their proposed projects. What students learn by listening to others' proposals may help them to do better with their own development projects.