60 Teaching Minds design. They design the information architecture, including content, sitemap, wireframes, and low-fi prototypes, after which they test their prototypes on prospective users. The final step in the process is a re- view of proposals from a set of vendors who could build the site the students designed. COURSE 3: MARKETING—LAUNCHING A NEW PRODUCT In this story, the students belong to a product-launching team. The goal is to launch a new social network for amateur performers, iSing. com. Students decide which role they want to play, product marketing or marketing communication, and working together in teams of four, they prepare the launching plan for this product. Among the activities they perform are preparing job descriptions for both roles, preparing a position strategy statement and a message architecture, preparing a preliminary market segmentation for the product, preparing demo- graphics and psychographics of the target groups, launching a kick- off meeting for the project, and preparing a launching program, in- cluding the following subtasks: total product requirements, barriers to customer adoption, competitive analysis, market/customer research, hiring a research firm, market leverage model, communication plan, web tools, branding, market research, and hiring a PR firm. Finally, students prepare a complete budget and defend the plan and the bud- get in front of the top management of the company. COURSE 4: RE-ENGINEER A SUPPLY CHAIN Students now play the role of junior executive in the supply chain management department of RightByte technologies. They receive a report from the CEO describing the current processes and the main problems identified. With this information, students are requested to find out the root causes of the problems and come up with a suggested course of action to solve them. They have to take into account the following design principles for the new solution: customer service im- pact, impact on cost savings, and ease of