Abstract
This paper presents a structural analysis of the undergraduate curriculum of the Department of Chemical Engineering at the University of Houston. Structural models are developed for the curriculum based on two different sets of information regarding prerequisite relations among courses; (i) prerequisite relations identified by professors, and (ii) prerequisite relations stated in the official university catalog. The basic structural differences between the two models are identified by matrix manipulations. Also developed, is a Bayesian approach to derive a ‘posterior curriculum structure’ based on students’ empirical opinions about prerequisite relations. The Bayesian approach evaluates the ‘strength’ of prerequisite relations when used in conjunction with the basic difference identification method.
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