The Flipped Classroom of Operations Management
In this insightful article by Ardavan Asef-Vaziri from California State University, Northridge, the concept of the flipped classroom in operations management is discussed as a not-for-cost-reduction platform. The author delves into the innovative approach of using technology to enhance learning outcomes and student engagement within the realm of operations management, offering a fresh perspective on educational strategies in this field.
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The Flipped Classroom of Operations Management A Not-For-Cost-Reduction Platform Ardavan Asef-Vaziri, Systems and Operations Management California State University, Northridge 1 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Lectures online, Fights inline By delivering the lectures online using recorded screen captures, the students are empowered to stop, rewind, and Fast Forward the professor. This is an excellent learning power. Class time is no Case studies Web-based Simulation longer spent on teaching the basic concepts, but on more value- added activities 2 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Operations Management (i) Create a smooth Flow. (ii) Understand Trade-Off. (iii) Remove Variability. (iv) Align process competencies with product (service) attributes. 3 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Flipped Classroom (i) Smooth (the work-load is uniformly spread over the semester due to well-paced lecture captures) (ii) Lean (the students do not have the opportunity to postpone watching the lectures due to after-lecture- before-class quizzes) (iii) Synchronized (online components facilitate the learning process in the classroom, and live face-to- face in-class problem solving and troubleshooting which reinforce the online material). 4 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Cost World Bounded World http://lssacademy.com/wp-content/uploads/2010/06/cost-savings.jpg Reduction in the cost of a traditional course delivery by switching it to online is bound by the total cost of the course. Improvement by moving online or hybrid is also limited. 2%, 5%, 10%, or -%? 5 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Costs = Trips, Professors, Classrooms, TAs For the hybrid courses to achieve their cost reduction goal from the students perspective, it is important to bundle 2-4 courses in a hybrid form - to save a direct $ and indirect (time) cost of round trip to campus. Online and hybrid, no prof., extensive TA hours? http://news.stanford.edu/thedish/wp-content/uploads/2012/06/otl.jpg http://blurblawg.typepad.com/.a/6a00e54f871a9c88330120a5d73398970c-800wi Opportunity cost of room > Opportunity cost of professor. 6 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Cost World Behavioral Aspects Make the educational entity more efficient through workforce reduction? Human resources will informally resist. First generation college students; face-to-face, live communication with their professors; their role models, their future friends. That is a valuable chuck to put on their parents table. 7 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Cost World vs. Throughput World Flipped Courses belong to the throughout world. The feasible region of the throughput in the direction of improvement of the objective function is unbounded. http://www.pvmgarage.com/pvmenglishcontent4984/uploads/aug9/Depositphotos_1191401_S.jpg Online courses are Made To Stock products. Flipped classroom is Make to Order. 8 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Cost World vs. Throughput World Class discussions in a flipped classroom can differentiate us. Transfer our courses into a non-tradable products; a product renewing itself in each new offering. Flipped Courses add to dynamic capabilities of universities. http://www.pvmgarage.com/pvmenglishcontent4984/uploads/aug9/Depositphotos_1191401_S.jpg Not even a single class session is cancelled in a flipped classroom, while all the lectures are delivered online. 9 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
A Great Film Is Not Just a Good Idea Stanley Kubrick is the greatest filmmaker of all time. 10 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Great Films are a Well Integrated Network of Good Chunks. film doctor-zhivago 11 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
The Total; System PowerPoint Slides Textbook Lecture Captures and other youtube repository Solved /Animated Basic Assignments Online Basic Quizzes Learning Management System Class Attendance, Participation, Engagement Qualitative Material To Set the Stage to Teach the Quantitatives Subjects Case Studies & Problem Based Learning Web-based Simulation Games Solved /Animated Advanced Assignments Online Intermediate & Advanced Quizzes Proctored Exams 12 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. Text Book Not thick Not isolated islands of OM Tools. Integrated approach to improve process flow in MFG and SERVS The authors teach at the world class business schools. Unfortunately the book do not have that much supporting material for undergraduate studies and no online material. 13 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. PPT Slides Value System Information Infrastructure Information Infrastructure Value System Network of Value Added and Non- Network of Value Added and Non- Value Added Activities Value Added Activities Freshmen Freshmen Graduate Graduate Drop-outs Drop-outs Transfers Transfers Human Resources Resources Human Capital Resources Resources Capital 14 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. PPT Slides CSUN Student Value Proposition Perceptions Product Customer Expectations CSUN Resources and Learning Processes Student Success Stakeholders Satisfaction Value Chain Performance Financial Performance 15 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. PPT Slides Roof R-Form R-Punch 15 8 Door Assembly 10 Base Weld B-Form B-Punch 3 12 10 Flow Time Theoretical Flow Time Roof Path: 15+8 = 23 Max = 25 + 10 = 35 Critical Path = Max(33,35) = 35 Base Path: 3+10+12 = 25 Theoretical Flow Time = 35 16 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. PPT Slides Roof R-Form R-Punch 15 8 Door Assembly 10 Base Weld B-Form B-Punch 3 12 10 R-Punch:1/15 per min. or 4 per hr. R-Form:1/8 per min. or 7.5 per hr. Process Capacity is 4 per hour (c) If you want to increase the process capacity, what is the activity process that you would put some additional resource? B-Punch:1/3 per min. or 20 per hr. B-Form:1/10 per min. or 6 per hr. Welding: 1/12 per min. or 5 per hr. R-Punch Assembly: 1/10 per min. or 6 per hr. 17 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. PPT Slides R-Punch R-Form Roof R-Punch 8 Door Assembly 15 10 Base Weld B-Form B-Punch 3 12 10 R-Punch: 2/15 per min. or 8 per hr. R-Form:1/8 per min. or 7.5 per hr. B-Punch:1/3 per min. or 20 per hr. B-Form:1/10 per min. or 6 per hr. Welding: 1/12 per min. or 5 per hr. Assembly: 1/10 per min. or 6 per hr. Process Capacity is 5 per hour 18 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. PPT Slides R-Form R-Form R-Punch R-Punch 15 R-Punch Punch Assembly 8 15 Assembly B-Form B-Form Weld Weld 10 B-Punch B-Punch 3 3 B-Punch Punch 12 10 19 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. PPT Slides R-Form R-Form R&B-Punch Assembly 8 Punch Assembly Punch 15,3 B-Form B-Form Weld Weld 10 12 10 Punch: 2/18 per min. or 6.67 per hr. R-Form:1/8 per min. or 7.5 per hr. B-Form:1/10 per min. or 6 per hr. Welding: 1/12 per min. or 5 per hr. Assembly: 1/10 per min. or 6 per hr. Process Capacity is 5 per hour 20 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. PPT Slides R-Form R-Form Process Capacity is 6 per hour R&B-Punch Assembly 8 Punch Assembly Punch 15,3 B-Form B-Form Weld Weld 10 10 10 21 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
1. PPT Slides R-Form R-Form R-Punch Punch Assembly Assembly 15 8 B-Form B-Form Weld Weld B-Punch Punch 3 10 10 10 Path 1 Assembly Assembly 23 10 Path 2 23 22 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
3. Lecture Captures- Screenwriter, Director, Producer,Editor, Cinematographer, Record it in (i) classroom and leave it for (ii) 7 years !!?? As we learn from Hitch, before filming starts, all of the s ances have already been pictured in a drawing booklet. The film has already been structurally made all he needs is to transfer it on another media. 23 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
3. Lecture Captures Using Camtasia Studio software , lectures are captured in the office in a controlled environment. The voice of the instructor is recorded along with what is happening on the screen; slides, animations, and what the instructor writes or draw on the screen. No close-up or long- shot of the instructor; no distract. Well-designed structure, no room for a free flow of discussions, where the latter is the ideal case for the in-class recordings. In order to close the loop, and to take the feedback from the face-to-face class-discussion and bring it into the lecture captures, re-capturing of 15% of the lectures per semester is recommended; a verage lecture age is < 4 years. 24 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
4. After Lecture and Before Class Quizzes After lecture and before the students come to class to ensure that the they have listened to the lectures. The students do not need anything except listening to the lectures. Basic quizzes are the same as problems in the lecture, just numbers are changed. They may also go thorough the basic assignments if they wish. http://4a4b.wikispaces.com/file/view/quizzes.jpg/44741925/quizzes.jpg 25 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
5. Step-by-Step Animated-Narrated Solved Assignments Step-by-step animated solutions to the assignments. Put assignments in the slide show mode. The next move is just one mouse click away. 2- 10 mouse clicks from one slide to the next. Some assignments are also narrated. Basic, Intermediate, Advanced assignments. A below average student, after listening to the lecture, can independently solve! the solved assigned problems. 26 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
6. Pre-Class Meditation, State Zero Constantine Stanislavsky had a more profound effect on the process of acting than anyone else in the twentieth century. Great actors such as Marlon Brando, Gregory Peck, and Daniel Day Lewis have followed his method. The difference between the good actor and the great actor was the ability to be relaxed and to be private in public. Sate Zero; cut the mental links with unrelated environment. 27 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
7. In-class Echo360 is another enabling technology to record the class discussions. The recordings will be posted the same day. http://www.oreillynet.com/oscon2004/tuesday/Images/Class_Participation.jpg In-class recordings are in an open, lively, free flow environment; an environment for creativity, challenges and debates, frequent interruption. 28 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
7. Class Attendance, Class Participation, Class Engagement 29 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
8. After Class Quizzes The basic, intermediate, and advanced online algorithmic quizzes have been designed and implemented by the instructor. They differ from the types of quizzes available by publishers or educational service providers. The student do not pay $ The quizzes are strategic fit for a text book designed for the world class business schools thought to the students of an average business school. Wrong answers are pooled from the right answers of other instances of the same problem http://www.lumina.com/images/sized/uploads/affiliate_logos/strategicfit_logo-165x165.jpg 30 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Process Flow, Throughput*FlowTime=Inventory HsBuff:0.9 Hs:25 9% TrBuff:2 Tr:5 RgBuff:9 Rg:6 80/hr 2/hr 91% SpBuff:6 Sp:6 R 80 80 80 80 72.8 72.8 7.2 7.2 R/min 1.333333 1.333333 1.333333 1.333333 1.213333 1.213333 0.12 0.12 I T 9 RgBuff RgProc TrBuff TrProc SpBuff SpProc HsBuff HsProc 6 2 5 6 6 0.9 25 31 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Process Flow, Throughput*FlowTime=Inventory HsBuff:0.9 Hs:25 9% TrBuff:2 Tr:5 RgBuff:9 Rg:6 80/hr 2/hr 91% SpBuff:6 Sp:6 R 80 80 80 80 72.8 72.8 9.2 9.2 R/min 1.333333 1.333333 1.333333 1.333333 1.213333 1.213333 0.153333 0.153333 I T 9 RgBuff RgProc TrBuff TrProc SpBuff SpProc HsBuff HsProc 6 2 5 6 6 0.9 25 32 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Process Flow, Throughput*FlowTime=Inventory HsBuff:0.9 Hs:25 9% TrBuff:2 Tr:6 RgBuff:9 Rg:6 80/hr 2/hr 91% SpBuff:6 Sp:6 R 80 80 80 80 72.8 72.8 9.2 9.2 R/min 1.333333 1.333333 1.333333 1.333333 1.213333 1.213333 0.153333 0.153333 I T 9 6.75 6.00 1.50 5.00 4.95 6.00 5.87 25.00 RgBuff RgProc TrBuff TrProc SpBuff SpProc HsBuff HsProc 2 6 0.9 33 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Process Flow, Throughput*FlowTime=Inventory HsBuff:0.9 Hs:25 9% TrBuff:2 Tr:6 RgBuff:9 Rg:6 80/hr 2/hr 91% SpBuff:6 Sp:6 R 80 80 80 80 72.8 72.8 9.2 9.2 R/min 1.333333 1.333333 1.333333 1.333333 1.213333 1.213333 0.153333 0.153333 I T 9 6.75 6.00 1.50 5.00 4.95 6.00 5.87 25.00 RgBuff RgProc TrBuff TrProc SpBuff SpProc HsBuff HSProc 8.0 2 6.7 6 7.3 0.9 3.8 34 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Process Flow, Throughput*FlowTime=Inventory HsBuff:0.9 Hs:25 9% TrBuff:2 Tr:6 RgBuff:9 Rg:6 80/hr 2/hr 91% SpBuff:6 Sp:6 R 80 80 80 80 72.8 72.8 9.2 9.2 R/min 1.333333 1.333333 1.333333 1.333333 1.213333 1.213333 0.153333 0.153333 I T 9 6.75 6 1.5 5 RgBuff RgProc TrBuff TrProc SpBuff SpProc HsBuff HsProc Average flow time = T = I/R = 43.68/(80/60) = 32.76 8.0 2 6.7 6 7.3 0.9 3.8 43.68 4.945055 6 5.869565 25 35 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Process Flow, Throughput*FlowTime=Inventory R 80 80 80 80 72.8 72.8 9.2 9.2 R/min 1.333333 1.333333 1.333333 1.333333 1.213333 1.213333 0.153333 0.153333 I T 9.00 8.00 2.00 6.67 6.00 7.28 0.90 3.83 RgBuff RgProc TrBuff TrProc SpBuff SpProc HsBuff HsProc 6.75 6.00 1.50 5.00 4.95 6.00 5.87 25.00 19.25 10.95 30.87 Common: 6.75+6+1.5+5 = 19.25 TSP= 19.25+10.95 = 30.2 TPA1= 19.25 +30.87 = 50.12 (7.2 PA patients out of 9.2 PA patients) TPA2= 19.25 +10.95 +30.87 = 61.07 (2 PA patients out of 9.2 PA patients) 36 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Process Flow, Throughput*FlowTime=Inventory 7.2 2 70.8 TPA = 50.12(7.2/9.2) + 61.07(2/9.2) = TPA = 50.12(0.782609) + 61.07(0.217391) = 52.5 We already have the Average flow time T = I/R = 43.68/(80/60) = 32.76 T= 30.20(70.8/80) + 50.12 (7.2/80) + 61.07 (2/80) T = 32.76 Recheck 37 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
8. After Class Quizzes Q1 Q2 Q3 Q4 Q5 Q6 Q7 Jacob arrived Wants To Wait Before I0 around 1 A) 2 B) 3 C) 4 D) 5 E) 6 F) 7 G) 8 H) 9 I) 10 J) 11 K) 12 L) 13 M) 14 N) 15 O) 16 P) 17 Q) 18 R) 19 S) 20 T) 21 U) 22 V) 23 W) 24 X) 25 Y) 26 Z) Start 7:00 AM 6:00 AM 120 7:00 AM 6:30 AM 120 10:00 AM 8:00 AM 7:00 AM 120 8:00 AM 7:30 AM 120 10:00 AM 7:00 AM 6:45 AM 120 7:00 AM 6:15 AM 120 10:00 AM 8:00 AM 7:15 AM 120 8:00 AM 7:30 AM 120 10:00 AM 7:00 AM 6:20 AM 120 7:00 AM 6:40 AM 120 10:00 AM 8:00 AM 7:10 AM 120 8:00 AM 7:20 AM 120 10:00 AM 7:00 AM 6:10 AM 100 7:00 AM 6:50 AM 100 10:00 AM 8:00 AM 7:40 AM 100 8:00 AM 7:50 AM 100 10:00 AM 7:00 AM 6:50 AM 100 7:00 AM 5:45 AM 100 10:00 AM 8:00 AM 6:45 AM 100 8:00 AM 7:00 AM 150 10:00 AM 7:00 AM 6:00 AM 150 7:00 AM 6:15 AM 150 10:00 AM 8:00 AM 5:50 AM 150 8:00 AM 7:15 AM 150 10:00 AM 7:00 AM 5:50 AM 150 7:00 AM 6:30 AM 150 10:00 AM End R1/min R2/min 5 5 5 5 6 6 6 6 8 8 8 8 5 5 5 5 6 6 6 6 8 8 8 8 5 5 Rp/min 4 4 4 4 4 4 4 4 5 5 5 5 4 4 4 4 4 4 5 5 5 5 5 5 4 4 I T 50 30 25 30 80 100 55 70 81 123 36 87 10 45 15 40 70 115 12 48 81 126 45 84 15 60 When I 60 80 100 64 72 76 84 60 80 150 85 90 88 92 96 68 76 84 110 120 125 175 130 100 104 120 When Time Average I 10:30 AM 11:50 AM 9:40 AM 11:28 AM 1:48 PM 4:44 PM 11:36 AM 3:00 PM 3:40 PM 6:30 PM 12:35 PM 4:30 PM 10:06 AM 11:34 AM 9:32 AM 11:16 AM 1:24 PM 4:16 PM 9:25 AM 11:15 AM 3:25 PM 6:35 PM 12:20 PM 4:50 PM 10:23 AM 11:45 AM Average R 3.200 3.667 2.857 3.556 3.879 3.745 3.478 3.765 4.688 4.884 4.390 4.688 3.286 3.879 3.500 3.833 3.915 3.580 3.256 4.048 4.565 4.754 3.750 4.667 3.138 3.680 Average T 41.250 47.045 34.500 39.375 49.219 65.114 35.250 49.688 51.200 68.857 33.667 51.200 36.739 42.422 27.143 34.565 46.033 62.480 25.643 37.588 55.286 72.879 40.308 54.929 47.721 52.663 9:00 AM 2 2 2 2 3 3 3 3 4 4 4 4 2 2 2 2 3 3 3 3 4 4 4 4 2 2 9:20 AM 11:30 AM 9:40 AM 11:00 AM 9:40 AM 11:20 AM 9:20 AM 11:20 AM 10:15 AM 10:45 AM 11:00 AM 10:45 AM 10:30 AM 10:50 AM 9:50 AM 10:30 AM 10:00 AM 10:00 AM 9:50 AM 10:15 AM 10:45 AM 11:00 AM 10:45 AM 11:30 AM 10:45 AM 10:45 AM 15 20 25 16 18 19 21 15 16 30 17 18 22 23 24 17 19 21 22 24 25 35 26 20 26 30 240 300 180 240 240 300 180 240 240 300 180 240 220 280 160 220 220 280 160 270 270 330 210 270 270 330 132.000 172.500 98.571 140.000 190.909 243.830 122.609 187.059 240.000 336.279 147.805 240.000 120.714 164.545 95.000 132.500 180.213 223.706 83.488 152.143 252.391 346.475 151.154 256.333 149.769 193.800 9:00 AM 9:00 AM 9:00 AM 9:00 AM 9:00 AM 9:00 AM 9:00 AM 9:00 AM 9:00 AM 9:00 AM 9:00 AM 9:00 AM 38 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Paste in .tex/then latex/then ps2pdf/write on Word 39 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
8. On Moodle 40 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
9. Web-based Games Two computer games, each 1 week, each hour in the game equivalent to one day of operations, 7*24+100 = 268 days. The students act as operations managers, apply the OM tools, techniques, and methodologies to the system under their supervision in a virtual environment. After the first game, the students realize that understanding the course material plays a profound role in their performance in the game; therefore, they allocate more time to learn the course material related to the second game. In a report, students will explain how they played the games, what operations management tools and techniques they used, the good and bad decisions they made, and what they learned throughout the games. 41 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
10. Online Communication System (Moodle) To make sure the students have listened to the lecture captures, have taken basic quizzes, and have worked on the assignments. We send emails at least once a day, and a few hours before the quiz due dates to the students who seem to have not listened to the lectures, or have not taken the basic quizzes. We also send emails to the students who have taken the basic quizzes, instructing them to proceed ahead to the solve assignments, get ready for class discussion, and be prepared for the upcoming intermediate and advanced quizzes. We also open forums on Moodle allowing the students to search for teammates or discuss specific topics. 42 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
11. Academic Honesty Control System The Big Brother Moodle enables the instructor to play the role of big brother. A wealth of data on student interactions is available the time and duration a student has listened to a lecture the time and duration a student has spent on quizzes, etc. Several types of simple and multiple linear regression analyses are conducted in the back-ground to ensure academic integrity. If the ratio of the quiz-grade/time-spent by the student exceeds UCL, odds of monitoring and auditing the student increase. If it falls below LCL, we will try to support the student to improve his/her performance. If the StdDev of the quiz grades of a student exceeds UCL, odds of auditing the student increase. 43 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Student Evaluation- Resources and Learning Processes 44 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Comparison to Average and Best online Courses Compared to an Average Online Course 78.4 80 90 16.4 0.21 1.79 3.6 Compared to the Best Online Course 66.8 65 40 22.6 0.34 2.47 4.9 Statistics Mean Median Mode Standard Deviation Coefficient of Variation Standard Error 95% Confidence Interval 45 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
The Gap Between Layers of Students Focus on the top 20% Focus on the bottom 20% Turn D and F students into C students. Or Turn A and B students into MS and PhD candidates. Unlike Sci., Eng. and Soc. Science at CSUN, COBAE is not known for MS and PhD. 46 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Descriptive Statistics Statistics Mean Median Mode Coefficient of Variations 95% Confidence Interval MT-S11 12.1 12 14 0.29 0.46 MT-F11 MT-S12 MT-F12 MT-F13 11.6 12.4 12 13 14 15 0.34 0.27 0.52 0.45 14.0 14 16 0.29 0.56 14.0 15 16 0.31 0.67 47 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Regression Analysis: quizzes vs. Mid-Term The average grade online quizzes was 10% more than proctored midterm exams. quizzes are taken shortly after listening to the online lectures and shortly after in-class discussions are open book the lowest quiz was dropped, students have more time Have less stress during the quizzes. Having named all these elements, along with the great set of random algorithmic problems, we can claim that there is no evidence supporting academic disintegration attributed to quizzes. 48 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Pareto diagram for the four semester grades, Spring 2011 to Fall 2012 20 18 16 14 12 10 8 6 4 2 0 10 20 30 40 50 60 70 80 90 100 MT-S11 MT-F11 MT-S12 MT-F12 49 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
Class Attendance, Class Participation, Class Engagement Participation 1 0.8 0.6 0.4 0.2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 50 Ardavan Asef-Vaziri, CSU, Northridge. POMS, 2017, Seattle, WA.
