Lopez, B. (2024, June), Analysis of Chemical Engineering Curricula Using Graph Theory  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46570

\bibitem{asee_peer_46570}
  Lopez, B. (2024, June), \emph{Analysis of Chemical Engineering Curricula Using Graph Theory}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--46570

Blake Lopez.  "Analysis of Chemical Engineering Curricula Using Graph Theory".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46570 Internet.  22 Jan, 2025

\bibitem{asee_peer_46570}
  Blake Lopez.
  "Analysis of Chemical Engineering Curricula Using Graph Theory".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46570 Internet.  22 Jan, 2025

@INPROCEEDINGS{asee_peer_46570
author = "Blake Lopez"
title = "Analysis of Chemical Engineering Curricula Using Graph Theory"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46570}
number = {10.18260/1-2--46570}
}

TY  - CPAPER
AB  - Chemical engineering is a complex interconnected major. Just as chemical engineers have broken complex processes into unit operations, the chemical engineering curriculum has been broken up into courses. The organization of these courses varies amongst institutions and are based on years of prior teaching and research. Despite this, there have been calls to reevaluate the curriculum from both industry and academia. We propose a graph-based representation of curricula in which topics are represented by nodes and topic dependencies are represented by directed edges forming a directed acyclic graph. This enables using graph theory measures and tools to provide formal ways of evaluating a curriculum. Additionally, the abstraction is readily understandable meaning conversations between instructors regarding the curriculum can occur within a department and even across institutions. This abstraction is explained with a simplified curriculum and applied to the undergraduate chemical engineering curriculum of a subject university. Highly and lowly connected topics are identified and approaches for grouping the topics into modules are discussed. 
AU  - Blake Lopez
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Analysis of Chemical Engineering Curricula Using Graph Theory
UR  - https://peer.asee.org/46570
DO  - 10.18260/1-2--46570
ER  -