June 14, 2014
June 14, 2014
June 14, 2014
Curriculum and Lab Development
20.11.1 - 20.11.17
Development of Lean-Agile Content Delivery Systems for Improved International Student SuccessIncreasing economic and technological interdependence has provided global incentive forcountries to further investments in engineering education. In certain Middle Eastern nations,domestic capacity for such education lags demand, thereby necessitating that students besupported in their pursuit of such studies abroad. While such mobilization presents significantopportunities for the host school and its students, institutions are often underprepared to providesufficient support structures capable of addressing the unique challenges faced by internationalstudents. Development of such systems is often hindered by highly volatile enrollment forecasts,as well as a lack of dedicated financial support for such initiatives. The latter challenge isexacerbated for U.S. state-funded institutions, where international education efforts oftentimesfall outside of the institution’s primary mission.In order to address these challenges and leverage the associated opportunities in hostinginternationally mobile students, it is essential that U.S. engineering colleges develop dedicatedprocesses and systems which are optimized with respect to the unique needs of the targetpopulation. In light of the aforementioned financial and forecasting challenges, these processesmust be both lean and agile. One approach for achieving such functionality is to leverage andcustomize existing content delivery systems through the use of supplemental technology-drivenprocesses as well as data-driven optimization of core system parameters.At Wright State University, proven processes exist for addressing the significant variation in themathematical preparation of students intending to enroll in engineering. Namely, through theEngineering Mathematics curriculum redesign, students have been able to accelerate entry intothe core program curriculum, which has been demonstrated to improve the likelihood ofretention throughout the degree program. While prepared students may complete this sequence inone semester, a pathway consisting of an additional preparatory course exists for underpreparedstudents. Over the past year, accelerated growth in the enrollment of internationally mobileundergraduate students has significantly expanded the number of enrollees entering the pathwayat the preparatory stage. In addition, the diversity of mathematics preparation amongst studentsenrolling in the preparatory course continues to expand. Both of these factors present challengeswhich must be addressed in order to maximize the likelihood of underprepared student success.In light of these challenges, a pilot effort aimed at modifying the content delivery system of theEngineering Mathematics preparatory course is currently underway. At the heart of this effort isthe integration of ALEKS software into the core content delivery system. By supplementingcustomized computer based instruction with traditional lecture delivery, it is anticipated that therange of preparation levels serviceable by the course will increase dramatically. The redesign ofthis core delivery system represents an excellent opportunity to demonstrate the lean systemdevelopment and customization strategy described above. Namely, by improving the assessmentand understanding of the unique learning factors of international students, the system may beoptimized using supplemental technology and parameter optimization to deliver substantial userquality at minimum cost. This paper summarizes current efforts and results associated with theimplementation of this design process.
Griffith, H., & Ajami, R., & Griffith, A. (2014, June), Designing Customizable Content Delivery Systems Using Lean-Agile Principles for Improved International Student Success Paper presented at 2014 ASEE International Forum, Indianapolis, Indiana. https://peer.asee.org/17174
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