Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Computing and Information Technology
The correct sequence of courses in a curriculum can ensure that students develop their knowledge and skills holistically. The challenge level can also be more evenly distributed. Creating these sequences is difficult because curriculum designers must consider multiple potentially conflicting criteria simultaneously. There currently exists a dearth of tools for analyzing the curriculum that incorporates course dependencies as defined by curriculum designers while also considering students' pathways through the curriculum. In this paper, we present Curri, a data-driven curriculum visualization system that scrapes dependencies from our university's published curriculum and leverages student academic data to determine when, on average, students take each course. We evaluate our approach with a case study and two focus groups. This work provides initial evidence that considering both dependencies and students' temporal performance leads to new analyses and insights.
MacNeil, S. M., & Dorodchi, M. M., & Al-Hossami, E., & Benedict, A., & Desai, D., & Mahzoon, M. J. (2020, June), Curri: A Curriculum Visualization System that Unifies Curricular Dependencies with Temporal Student Data Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34362
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