Improving student success begins by evaluating your curricula. We provide the tools that enable you to do just that by visualizing and analyzing the efficiency of your institution's programs.
A curriculum’s structural complexity is defined by the relationsip between the courses in the curriculum. It is a metric correlated to how complex the curriculum’s graph is. Curricula with courses that have many prerequisite relationships will have a greater structural complexity. Click here to learn more.
A curriculum’s instructional complexity is defined by the difficulty of the courses within the curriculum. Although there might be several ways to define difficulty, the metric we use is the courses’ fail rate (DFIW). Curricula with more difficulty courses, especially those that are prereqs for other courses will be more instructionally complex.
Students must complete a total of six courses before they can take circuits I with the longest chain being four courses. If a student fails to pass one of these courses, they are delayed a whole term.
15% 7th term completion rate
Precalc is replaced with an Engineering 101 course that prepares students for Calc I and Circuits I. The number of courses remains the same, but the curriculum is less complex.
30% 7th term completion rate
We provide a simple method for uploading your curricula and the cloud infastructure to store them. Define your curricula using our CSV and JSON file formats and enter into our system with a simple form.
Once your curricula have been uploaded. You can immediately visualize it as a graph. This will allow you to easily asses the structural complexity, as well as identify potential probelm areas such as bottleneck courses.
We provide an interface for editing your curriculm allowing you to perform what-if analysis by seeing how structural changes affect complexity. You can also browse and search other institution’s curricula to compare to your own.
Given a curriculum with all course passrates and credit hours, we can provide even more analysis by simulating students moving through it. Results will give graduating rates as well as course enrollment information.
If you are interested in using our tools to analyze your curriculums and would like more information, sign up and you'll be able to begin uploading your curricula.Sign Up
A course's blocking factor corresponds to how many other courses are blocked through pre-requisite relationships by this course.
In this example, the course denoted as "EE 102" has a blocking factor of 3. This can be seen by the dashed line connecting "EE 102" to the three other courses "EE 104", "EE 105", and "PHYS 103".
A course's delay factor accounts for the number of courses on the longest prerequisite path that intersects with the course.
In this example, the course denoted as "EE 102" has a delay factor of 4. This can be seen by the dashed line connecting "PHYS 101", "EE 102", "EE 105", and "PHYS 103".
A course's complexity is found by adding that particular course's blocking factor and delay factor together.
In this example, the course denoted as "EE 102" has a delay factor of 4 and a blocking factor of 3. Therefore, the complexity for this course is 4 + 3 = 7.
Note: In a curriculum following a quarter system we make an adjustment to the complexity by multiplying it by 2 / 3.
A curriculum's complexity is measured by the sum of it's courses' complexity.
In this example, the curricular complexity is 8 + 7 + 3 + 5 + 4 = 27.
Note: In a curriculum following a quarter system we make an adjustment to the complexity by multiplying it by 2 / 3.
We are professors, administrators and researchers from the University of New Mexico's Institute of Design and Innovation (IDI). We have worked to create analytic tools and visualization dashboards that allow decision-makers at all levels to act decisively and effectively.
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