Customizing Content Delivery Systems Using Lean/Agile/Six Sigma for Improved International Student Success Henry Griffith – Adjust Instructor, College.

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Presentation transcript:

Customizing Content Delivery Systems Using Lean/Agile/Six Sigma for Improved International Student Success Henry Griffith – Adjust Instructor, College of Engineering Riad Ajami – Director, Center for Global Business Angela Griffith – Assistant Dean, College of Engineering Wright State University Dayton OH June 14 th, 2014

Presentation Summary Objective Motivation WSU EGR Math Sequence/EGR 1980 Course Structure Student Performance/Satisfaction Conclusions

Objective To demonstrate how proven best practices from industry (agile/lean design, statistical quality control methodologies) serve as natural solutions for inherent challenges associated with education of internationally mobile students in US public institutions

The resource paradox in US public higher ed institutions Demand for Resources Supporting Internationally Mobile Students Availability of Resources Resource Gap

Additional challenges in servicing internationally mobile students Unique ChallengeProposed Remedy Resource gapLean system design Discrepancy between applications and enrollment Agility in system design Variability in prerequisite preparationAgility in system design Unique challenges for ELL, acclimation issues in US Six Sigma/ SPC in content delivery

Unique Challenges at WSU – Spring 2014 Variability in preparation, but how much….? N=65, predominately Kuwait

Engineering Mathematics Sequence at WSU Focus of today’s presentation

EGR 1980 – Historical Delivery Structure Traditional sequential linear progression lacks agility to accommodate high levels of variability in student preparation

EGR 1980 – Modified Structure Adaptive learning system drives AGILITY Large Data sets Enable SIX-SIGMA to drive AGILITY in implementation MPL retake optimizes LEANness to end user

Room for improvement? Drive parameter optimization (“refresh rate”, etc) through data

Robustness to preparation level?

Student Efficiency in ALEKS

Relationship Between Time in ALEKS and In-Class Examination

Student Satisfaction 83% of respondents first time using a course with online learning system Usability of ALEKS – 4.02 (1 – very difficult, 5 – very simple) 54% of respondents confident in ability to master topics in ALEKS not yet covered in lecture 88% would re-enroll in an ALEKS based course

Conclusions Expanding enrollment and diversity in preparation of internationally mobile students demands sophisticated solutions to meet unique needs of population Best practices in business, such as lean/agile design and statistical quality control, are natural solutions for addressing unique challenges Through modularized, system based design, solutions developed for internationally mobile students may be used to drive pedagogical improvements for all students involved

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