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 Resource Gap Availability of Resources

Additional challenges in servicing internationally mobile students Resource gap

Unique Challenge

Discrepancy between applications and enrollment

Proposed Remedy

Lean system design Agility in system design Variability in prerequisite preparation Agility 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 Large Data sets Enable SIX-SIGMA to drive AGILITY in implementation

MPL retake optimizes LEANness to end user Adaptive learning system drives AGILITY Adaptive learning system drives AGILITY

Room for improvement?

Drive parameter optimization (“refresh rate”, etc) through data

Error in ALEKS CL Estimate - Class Exam % - ALEKS Score by Topic

80 70 60 30 20 50 40 10 0 0 5 10 15 20 25 30

Robustness to preparation level?

1 0.5

0 5 15 25 35 45 55 65 75 85 95 MPL 0 10 5 0 5 15 25 35 45 55 65 75 85 95 MPL 2 1 0.5

0 5 15 25 35 45 55 65 75 85 95 MPL 4 10 5 0 5 15 25 35 45 55 65 75 85 95 MPL 1 5 0 5 15 25 35 45 55 65 75 85 95 MPL 3 20 10 0 5 15 25 35 45 55 65 75 85 95 Total Class

250 Student Efficiency in ALEKS 200

T o p i c s

150

a r L e n e d

100 50 0 0 20 40 60 80

Hours in ALEKS Platform

100 R² = 0,2428 120 140 160

Relationship Between Time in ALEKS and In Class Examination 100% 90%

A v e r a g e

80% 70% 60%

E x a m

50% 40%

o r S c e

30% 20% 10% 0% 0 R² = 0,0775 20 40 60 80

Hours in ALEKS

100 120 140 160

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