The Inside Scoop: Working with Verizon and the Redskins in 490H

By Jacob King (Q27)

When exploring the University of Maryland during one’s freshman year, a program that typically intrigues the highest achieving students is the QUEST Honors Program. And why shouldn’t it? The students in the program get to learn hands-on consulting skills and their capstone project involves applying design thinking, process innovation and systems thinking to a real world company and problem. Clients range from small, one-person companies to Fortune 500 companies, but they all demand long hours and commitment from teams.

The 4Gs at the Redskins Stadium

This semester, Cohort 25 is working on 11 capstone projects with a variety of companies. So how did one project lead a team to an exclusive tour of Redskins stadium? I reached out to the 4G’s to find out.

Cohort 25 students Pranav Khatri, Eleanna Makris, Alex Jerome, and Steven Kurapaty, also known as the 4G’s, have spent the semester working with their project sponsor, Verizon Smart Venues, and the Washington Redskins. This project relates to a new initiative by the Redskins which focuses on how fans interact with the team at away games. At its core, the scope of the project revolves around creating a medium for Redskins fans to gather at away games in cities where they are typically the minority fan base. Currently, the team holds bar events near stadiums during away games. However, there is no way to measure or track the turnout and demographic of such events.

The goal of the QUEST capstone project is to better understand who is coming to these events so that the Redskins are able to better engage with their fans. The most recent step in the team’s data collection involved testing what a bar rally might entail. In order to do this, the team took advantage of the finals for March Madness and conducted their own “bar rally” at Looney’s in College Park. According to team member Pranav Khatri, “We were hoping to get a breadth of differing demographics to attend our event. To tackle this, we decided to use Snapchat filters as well as Facebook advertisements before and during the event to gather different crowds of people. The Facebook ads were aimed at anyone 18 and over so believed we could attract a variety of people.”

In terms of collecting data at the event, Khatri added, “We created a two-tier solution. First, and most open to all users, the person texts a phone number to receive a giveaway and a link to our website. The user can then click on that link and sign in through Facebook to receive another giveaway. For this solution, we used a Twilio text messaging service to receive and send texts, Heroku to host our website and databases, PHP Facebook SDK for our website for Facebook authentication, and PostgreSQL as the database to store the information.”

The QUEST team, whose students are majoring in marketing, computer science, biology, and biochemistry, has found this scope to be challenging but very rewarding thus far. They expressed having to learn a lot of new skills to add to their own personal arsenals, mainly within the business sector such as marketing and accounting. Their biggest challenge so far has been effectively handling the intersection of the two clients and making sure that all requirements are fulfilled.

If you are interested in seeing the final recommendations from this exciting project and others, be sure to RSVP for the QUEST Conference on May 4th!

An Inside Look at QUEST2Japan

By: Grace Cha (Q24)

This school year for the QUEST2Asia study abroad trip, the program took 21 students to Japan. Japan is known as the birthplace of the total quality management (TQM) movement. Naturally, Japan would be the perfect destination for QUEST’s 25th year. Students went on various cultural and corporate site visits in Kyoto, Tokyo, and Osaka. Outside of the class, students got to explore the city and participate in fun activities, such as a tea ceremony or sushi-making class. Read on to learn about two students, Ivy Xia (Q25, Marketing) and Dominick Montero (Q24, Aerospace Engineering), and their experiences in Japan this past winter break:

Ivy Xia in front of temple

Ivy Xia in front of a temple

1. Why did you decide to go on the QUEST2Japan trip?

Ivy: I’ve always wanted to visit Japan. My interest to explore the Japanese culture stemmed from my love for Japanese cuisine, and a QUEST trip sounded like an enriching learning experience in addition to the cultural components.

Dominick: This program gave me a reason to travel to East Asia, somewhere I haven’t been before. I’ve been to Europe and Latin America, and I feel that Japan would have a different perspective because its history and roots are drastically different. I wanted to see how people would think and act in an East Asian country. I also was able to build my winter vacation around the trip and got to stop by South Korea as well.

2. What was your favorite corporate/cultural site visit?

Ivy: My favorite corporate visit was to Kodenshi corporation, a manufacturer of semiconductors. Our hosts really exemplified Japanese hospitality and made us feel like the most important and valued visitors. We were welcomed by a staff of over 10 people, including the founder of the company. We were able to see the clean room and the various facilities, which gave us really valuable insight into the operation of the company.

Dominick: The corporate visit to Toyota. The employees took us on a tour of the factory, where we witnessed the final stages of assembly building. We got to look over the entire factory on an overhead walkway. At one point, we got to complete fun tasks testing our hand coordination and agility. It was really interesting to see how Toyota implemented small kaizens (improvements) – such as line robots or kanban flashing lights – and how it could significantly impact their overall efficiency.

Dominick Montero in Niseko

Dominick Montero in Niseko

3. What were your main “QUEST” takeaways from the trip?

Ivy: The main QUEST takeaway was the application of quality management and Kaizen (continuous improvement) principles in businesses. While Japan is a leader in innovation and quality, there are significant differences in business operations between Japan and the U.S. The business visits shed light on the effects of culture in business.

Dominick: On a soft skills level, I would say that a main takeaway was understanding the importance of different perspectives and balancing that with your own. For example, Japan has a different approach in certain areas that we could apply here in the U.S., but there are also things that we do that could work in Japan as well. In QUEST, we intuitively learn about team dynamics through our projects – and how to better work together. It was inspiring to see how people in Japan work together like cogs in a machine.

3 QUEST Electives You Might Not Have Considered

In addition to the three core classes, QUEST students are required to take two electives to enrich our learning experience. With a long and growing list of electives, the decision to decide on what elective to take may seem daunting. Last year, I interviewed three QUEST students about electives they enjoyed taking other than the popular QUEST-only electives (like mentoring, scoping, and study abroad trips). One year later, I have asked three more QUEST students about their opinions on worthwhile electives.

ENME466: Lean Six Sigma with Dr. David Bigio

In 190H, we are introduced to the concepts of Lean Six Sigma and the DMAIC (Define – Measure – Analyze – Improve – Control) process. This course applies these specific concepts on a deeper level for a semester-long corporate consulting project, much like the capstone 490H course. As a business student, Laura Bell (Q24) found that she learned how to troubleshoot and problem-solve in a different way – with an engineering mindset.

 Laura Bell (Q24), Senior in Supply Chain Management and International Business

I would definitely recommend this class because you learn skills that are applicable outside the classroom. You even get the opportunity to earn your Lean Six Sigma greenbelt, which is attractive to many employers. My advice is to prepare yourself for a more rigorous course load, but know that in the end the learning experience will be worth it!

BMGT452: Marketing Research Methods with Dr. Bobby Zhou

This course focuses on marketing decision-making and market research. Coursework involved designing market research studies, data collection, and statistical analysis. This course also has similar themes to 190H emphasizing how to ask the right questions.

Sydney Tommins (Q24), Senior in Marketing and Operations Management

In my 490H project, we had to conduct market research and contact our client’s customers with questions. Through my experience with BMGT452, I was able to determine how to ask questions that are very qualitative in a manner that allows us to quantify the data in order to analyze it… I can’t stress enough how important it is to know how to ask the right questions… This class really helps develop a foundation so that you can generate the results you need to back up your claims.

CMSC320: Introduction to Data Science with Professor John Dickerson

CMSC320 is a computer science course that focuses on data analysis and data analytics, similar to Kylie King’s QUEST-only BMGT438A/ENES 478A course on applied quantitative analysis. The course assignments are group-based. You get to learn about R to collect data from websites and how to analyze those very data sets.

Andrew Dicken (Q23), Senior in Computer Science

My biggest recommendation is to take CMSC320 with some other friends (aka other QUEST people) because there is a ton of group work and you need a good group to succeed.

QUEST Rolls out New 3-Credit Data Analytics Elective

As a program that is constantly evolving and improving, the QUEST Honors Program at the University of Maryland has distinguished itself through its unique, rigorous, and practical classes.

QUEST students are required to take two elective classes from a constantly evolving list, pre-approved by the Curriculum Review Committee. Regarding QUEST electives, Kylie King, Program Director of QUEST, says: “We try to stay on top of current trends in education and the business world as a whole and adjust to make sure our students have the skills they need.”

Thus, in the Fall of 2015, after acquiring feedback from students, alumni, and faculty, the Quality Guild realized that QUEST students’ abilities to analyze quantitative data were not where they should be and therefore, decided to pilot a new 1-credit course: Applied Quantitative Analysis. Beginning this Fall 2016, the course will be offered as BMGT438A/ENES 478A: Applied Quantitative Analysis, a more comprehensive and extensive 3-credit class that counts as a QUEST elective.

Clair Devaney, Q25, took the class when it was one credit and definitely thinks expanding the course makes it more appealing and beneficial. “Definitely only reached the tip of the iceberg,” she says, “but it was a great way to expose oneself and inspire a deeper dive into data analytics in the future.

So what’s the change from 1 credit to 3 credits? Now, students will not only expand their knowledge base and be able to get more in-depth, but they will also perform an in-depth project with a QUEST corporate partner.

Possible topics and learning objectives outlined in the syllabus thus far include:

  • Collect appropriate data (considering research questions, type of data, etc.).
  • Describe data collection process (consider assumptions of sampling and sample design).
  • Accurately describe data
  • Clean data for analysis
  • Evaluate alternative analysis methods
  • Select and justify the most appropriate method(s) for analysis
  • Consider assumptions of selected method
  • Draw valid conclusions based on analysis
  • Apply conclusions to problem at-hand and provide recommendations

Kylie King, who is also the instructor for the course, tells interested students: “We are using a flipped-classroom model so be sure you are ready to watch videos and read a little bit before class. In class, we will use R to analyze data. I try to break this down so that it is easy to follow and not intimidating.”

 

Reflections On Q25’s Innovative Solutions in 190H

As Cohort 25’s first taste of QUEST is two-thirds over, I’d like to take a second to reflect on the amazing projects we’ve worked on so far in 190H. Over the span of just 11 weeks, teams have completed both an atoms-based and bits-based project. While it has been challenging and fast-paced, when I actually pause to look back on what we’ve all accomplished, it’s incredible. At first, when I was introduced to both the atoms-based and bits-based projects, I thought to myself: “If I had a good idea, I would’ve already dropped out and been a millionaire.” But that’s the beauty of QUEST. Throughout our time in 190H, we’ve not only come up with awesome projects, but have also learned tremendous real-life tools that facilitate the process. Brainstorming is more than just throwing down bullet points on a piece of paper, and planning out a project is more than just saying you’ll do it before the deadline.

To be able to say that I’m in the same cohort as some of my peers and that I saw the evolution of their projects firsthand is insane. I’m pretty proud to be a part of Q25 and I wanted to share some of the awesome projects that have been created so far with the rest of the QUEST community.

First off, the atoms-based project: our introduction into the world of QUEST. Here, we were told to create an atoms-based solution to a problem that college students face. The result had to be something physical that you could drop on your foot. Easy enough, right? Well, after watching the atoms-based presentations, you would’ve thought so. Projects ranged from sound-proofing tapestries for dorms, water bottles that track how much you drink, a light-up crosswalk and driving wheel cover that would alert drowsy drivers, and pillows and mattresses designed to wake-up dorm students without waking up their roommates.

Christy Cwieka, a bioengineering major from Team Armstrong Strongarms, said: “Our team developed the Shake N’ Wake, an alarm clock that ensures customers get out of bed as opposed to merely turning off the alarm and waking up at a later time. We created a mattress pad containing a pressure sensor that would tell if the user was still on the mattress even after the alarm went off. This secondary check gives feedback to the alarm and tells it to continue ringing if the user does not get out of bed or if the user does not stay out of their bed for five consecutive minutes. We also created the silent alarm feature by using vibrating disks connected to the pressure sensor so that the user will be woken up by vibration instead of sound and therefore not cause a disturbance for anyone else sleeping in the room.”

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Here is a picture of the inside of Team Armstrong Strongarm’s prototype.

Sanjay Tohan, a finance and information systems double major from Team Straight Outta QUEST, describes his team’s product, The Lavaggio. “The Lavaggio is a two-in-one washing and drying machine that washes and dries clothes individually. Like a car mat cleaner at the car wash, you slide your article of clothing through the top, and it comes out of the bottom cleaned and dried. Never again will you have to wait to have a full load ready to just wash one article of clothing.”

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Prototype of The Lavaggio

In less than 3 weeks after completing our atoms-based projects, Q25 completed and presented our bits-based creations, apps or websites designed as solutions to a problem. I can speak for everyone when I say I never thought I would be able to complete this project in just three weeks during the heat of midterms. However, of course, in typical QUEST fashion, we all not only completed our projects, but exceeded expectations. Here, projects included apps to help users find the most convenient and accessible parking on college campuses, pregnant mothers to monitor their health and pregnancy, and students to organize club activities on campus.

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Team QUEST In Peace’s Wireframe

Pranav Khatri, a computer science major from Team QUEST In Peace describes his team’s application. “Our application is aimed at getting people more involved in politics. Initially, users take a survey, which allows our app to find out one’s preferences. These responses and preferences are used to filter articles specifically catered to what they are interested in. Our hope is to increase interest and knowledge of politics and current events.”

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Team QUESTateer’s wireframe

Alston Kau, a bioengineering major, helped his team, the QUESTateers, create HotSpots, “an application that allows anyone, from novice to expert bar-goers, to access crucial information about local bars before heading out. Additional features of HotSpots include the crowdedness of the bar, a favorites option, a list of deals for each bar, and a map view.”

Just two-thirds of the way through 190H, QUEST has been an amazing experience thus far. Seeing what some of my peers and even my own group have come up with has been mind-blowing. Seeing how we have determined creative solutions to so many problems and the process that we have used to go about it makes me very optimistic and excited to see what we will accomplish in the future.

Which QUEST Elective is Right for You?

Although spring semester classes may be the last things on our minds in the midst of studying for exams and preparing for interviews, class registration will be here before you know it. Registration appointments for Spring 2016 have already been released on Testudo, so it’s a good time to start thinking ahead!

In addition to the three required courses (190H, 390H, and 490H), all QUEST students are required to take two electives to successfully complete the program curriculum. You can find a list of electives here. QUEST students are also required to submit an updated course plan each semester, outlining the classes they plan to take in upcoming semesters.

It may seem a bit overwhelming to decide which QUEST electives are right for you. We all know about the QUEST-only electives: the mentoring class (BMGT/ENES397: Mentoring Design and Quality Teams), the study abroad opportunity in Asia (BMGT438Q Saigon and Hong Kong: From Emergent to Developed – A Mix of Markets), the Silicon Valley trip (BMGT438G/ENES489Q: Special Topics in Operations Management: Design and Innovation in Silicon Valley), and the Scoping class (BMGT/ENES491: Defining Consulting and Innovation Projects), but there are many other electives that can even fulfill major requirements that I’d suggest looking into.

I asked three QUEST students about electives they have taken or are currently taking that they found enjoyable. Read on to gain some insight on their experiences!

BMGT332: Operations Research for Management Decisions with Dr. Bruce Golden

The course is about introducing students to operations and operations research and getting students to think critically and analytically about news and decisions made in the future. For instance, the class analyzes the Berwyn Bank case study, a conceptually difficult case that is the baseline of operations research. Techniques learned in the class include linear programming, transportation and assignment models, Markov processes, and queuing models. It integrates operations research with managerial decision making.

Ananth Srivatsan (Q23), Computer Engineering, Junior

“I really like the analytical part of this class. Because its so math-based and the scientific method is a huge part of the way he runs the class, even when something seems open-ended, there’s typically a specific and understandable answer. I think I am learning a lot more about making systematic and statically based analysis and decisions, which is probably a useful skill to have.”

ENCE320: Introduction to Project Management with Professor Scott Macrae

Although there is a business version of this course, engineering students may be interested in taking the engineering version, where students will learn the fundamentals of project management and gain analytical skills for the management component in engineering projects. Some of these skills include economic analysis, budgeting, life cycle costing, and project control. Students will gain applicable insight as project managers, as the course culminates in a hands-on project assignment.

Ben Seibert (Q24), Civil Engineering, Junior

“My favorite part about the course was that I got to work with a type on an actual project. It took a lot of coordination and project management techniques which were very useful.”

CMSC434: Introduction to Human-Computer Interaction with Professor Jon Froehlich

This interesting course focuses on the human component of technology. It examines the way technology is perceived, used, and adopted by people. It applies design processes, guidelines, and research to develop interfaces that focus on the voice of the customer and user experience. In terms of the class, students will build both low-fidelity and high-fidelity prototypes using graphic editors and programming environments such as Visual Basic and Java.

Enoch Hsiao (Q21), Computer Science, Senior

“My favorite part about the course was really how it focused not on computers and technology, but on people. Computer science courses traditionally focus heavily on concepts and the implementation of those concepts, but in CMSC434 we focused an incredible amount of time and energy into figuring out how people think and how they react to technology. The prototyping and testing practices we learned aligned perfectly with QUEST principles.”

Thoughts from QUEST Camp 2015

By: Joseph Piscitelli

Bright and early at 7:30 a.m., a talented group of students from the worlds of business, engineering, and science gathered at Van Munching Hall to embark on a trip that would introduce them to one of the most cohesive and dynamic groups on campus: QUEST.

Familiar faces were seen, old friends reunited, and new friendships were created as everyone began to sign in, eat their breakfast, and head to the bus.

For some, expectations were high, for some, the unknown was ahead, and for others, it was simply just too early in the morning.

After unpacking upon arrival, each cohort participated in group icebreakers. While the games were a great way to meet each other and learn leadership tidbits, the icebreakers proved to be much more.

“I liked doing the icebreakers right when we got there because it inspired us for our [pilot] product,“ said Christy Cwieka of Cohort 25. “The ice breaker where we ran around with a blindfold actually helped my team realize the lack of awareness blind people feel and then we tried to fill a need for them when creating our product.”

While QUEST Camp was all fun, it was more than just games. Each team also created a pilot product and gave a short two-minute pitch in an attempt to sell their product to future investors.

“Doing the product presentation was a great way to get to know your team and see how you would work together,” said Isabelle Lock of Cohort 25. “I liked how we were put in a low pressure situation, but still got to see how we interacted as a team.”

Additionally, groups got to partake in high and low ropes courses. While low ropes courses helped groups bond through collaboration to accomplish a wide variety of tasks, the high ropes, although done individually, helped bring groups together as teams and mentors cheered each other on.

“I wasn’t nervous for doing the high ropes at first, but once I got up there, I was a little scared,” said Sanjay Tohan of Cohort 25. “It was a great team building exercise. It was cool to cheer on my team and watch my team do the course.”

Following team name introductions and a campfire that evening, groups presented their products the following morning.

“I was actually surprised at how cool and creative some of the groups were,” said William Dawkins of Cohort 26. “I actually liked seeing all of the different products and presentations of each group.”

On August 27th, as Cohort 25 ended their time at Camp Letts, Cohort 26 was ready to start their experience. Representatives from QSO led both cohorts in mixed icebreakers where members of QUEST truly pushed their creativity.

Christy said, “I really enjoyed doing the icebreakers with Q26. The charades were a fun and creative way to meet everyone in the other cohort.”

“It was a good time. It definitely exceeded my expectations,” said William Dawkins. “Even though I don’t start 190H until the spring, it was still cool to meet my team and see how we work together.”

Overall, QUEST Camp proved to be a unique and exciting experience for those who attended. It was definitely a great way to introduce and ease the new cohorts into a new chapter of their college careers.

 

The 490H Experience

By: Aashima Gupta

Since the start of the QUEST program, I’m sure you have heard plenty about the capstone course, BMGT/ENES490H. This course is unique from anything that I have taken at UMD, mostly because it does not feel like class. You’ve probably heard this before, but it’s true, it’s a real work experience. As a consulting intern at Ernst & Young (EY) this summer, I can confidently say that the skills I gained from 490H have helped me on the job. In fact, on my second day of work, I was asked to make a process flow diagram on Visio. The staff member on my team was really impressed with my work because I already had such a deep understanding of this tool. It’s the little things like this that can set you apart from other interns!

There are two major takeaways from this course: learning how to be a team player and building client relationships. I had a diverse and hard-working team with members Tony Trinh (Q21), Mandy Yard (Q21), Libby Wei (Q21) and Michael Goglia (Q20). Although we worked tirelessly for hours throughout the semester, knowing that I had this team for support comforted me. And we always made sure to have a few good laughs to make our time working more fun!

As for building client relationships, knowing how to send professional emails and talk to clients are essential skills. My QUEST team emailed our client, TAMKO building products, almost every other day, whether it was just sending a thank you email or setting up a phone call. During my internship this summer, I see my EY team members using the same skills that I built through 490H in order to contact our client. Finding a balance between being professional and friendly is key.

490H replicates what many people will experience in the workforce. A lot of college classes shield you from what is out there in the “real world,” but not this one. When I started working this summer, I was not as surprised or naive about what I was seeing, and I give this course credit for that. Just remember, you get out what you put in!

 

Passion: The 390H Experience by Samuel Lewis

It’s more than enthusiasm or excitement. It’s a form of ambition that is materialized into action while putting as much heart, mind, body and soul into something as humanly possible. It’s a characteristic that distinguishes one person’s life from another’s. It’s something that can’t be taught in the classroom, that is, unless you’re a QUEST student. It’s called passion.

 

Though it’s pretty hard to summarize everything my cohort has learned from Dr. Suarez in 390H this past semester, here it goes.

 

There’s no formula for creating passion. That’s the beauty of it. There are no YouTube tutorials or special recipes for creating it. It has to be found from within. It’s an intangible trait that may take years to discover, yet seconds to set you free.

 

Passion is giving meaning to something. Think of that one belief, approach, or attitude that has set yourself apart from your peers. You may not have realized it, but you gave a special form of meaning to something that no one else saw.

 

Passion enables you to overcome your obstacles. People with passion don’t see closed doors, they see every hurdle as an opportunity. They take their meaning and apply it to something no one else sees.

 

Passion shapes your existence. Think of all of the people that have greatly influenced the world. They didn’t focus on what they were doing; they focused on why they were doing it. Think about that for a moment.

 

You can’t go wrong following your passion. I don’t know about you, but one of my greatest fears is looking back on my life and wishing I had done something differently. Looking back, I’ve found that every tough decision I’ve made where I thought, that was a good decision, had been a time where I followed an unexplainable urge from within.

 

It’s funny how a 3-credit class with no quizzes, midterms, or final exams is the one class I’ve learned the most from. For the past semester, the class I’ve been lucky enough to be a part of has given me more than just quality tools, presentation skills, and teamwork experiences. While taking the second QUEST course, my fellow classmates and I have been able to find that little word called passion from within.

190H Poster Presentations

On Wednesday, April 29th, Q24 presented their posters for their process improvement projects. The process improvement projects, which were recently added to the 190H curriculum starting with Q22, pair teams with clients on campus. New clients for this semester included TerpThon, the Athletics Department, Smith Start, and the Department of Transportation Services (DOTS).

The process improvement projects allow students to apply the tools they have been learning throughout the semester and incorporate the principles of lean processes. It also presents students with an opportunity to service clients and create a poster deliverable, which will be highly beneficial for when Q24 students take the 490H course in the fall of their senior year.

Bobby Crumbaugh, a Q24 Supply Chain Management major, highlighted that through this process improvement project, he gained invaluable experience conducting onsite interviews with clients and stakeholders, as well as using different sources of information to make the best recommendations.

However, the project was not without challenges. According to Crumbaugh, “Our specific project’s problem was a bit narrow so there wasn’t a lot of room for innovation. We would like to have added more value by having a broader scope and more time.”

Team Q the Applause

Team Q the Applause

Crumbaugh was part of team Q the Applause, which won the award for Best Poster in the 190H class. Q the Applause worked with the Department of Psychology, focusing on their sign-in process for appointments in their new office for the fall. Students, members of the Quality Guild, and clients were part of the vote.

When asked if any student in his group had experience creating posters, Crumbaugh noted that no one necessarily had expertise in this area. However, they did have a process that allowed them to make a phenomenal poster.

“We designated one person to work on the poster as whole, and then other team members would individually go to that person to give input on specific chunks of the graphic. At the end, all of us took a step back and looked at the whole poster as a team, and then made small changes to make it visually appealing,” Crumbaugh explained.

All in all, the poster projects this semester were very impressive. Who knows what Q25 and Q26 will bring to the table next year!

Check out the 190H posters here