European Journal of STEM Education
Research Article
2016, 1(1), pp. 9-18

Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates

Published in Volume 1 Issue 1: 05 Mar 2016
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Abstract

In academia, smooth progression of students significantly depends on the way curricula are developed and organized. Curricula or study plans with high degree of interconnectivity between courses, multiple prerequisites, and hierarchically structured courses tend to complicate the smooth progress of the enrolled students. In this work, a rigorous quantitative relaxation indicator, developed and published elsewhere by the first author, has been applied to quantify the degree of stiffness and rigidity in undergraduate engineering curricula at the American University of Sharjah (AUS), the University of Sharjah (UOS), United Arab Emirates University (UAEU), and the Petroleum Institute (PI), which are the leading universities in the United Arab Emirates. Results indicate high rigidity (low relaxation indices) due to high degree of interconnectivity between courses, specifically in the second year of the study plans. The chemical engineering curriculum at PI exhibited the least flexibility due to very strong pre-and-co-requisite ties while the civil & environmental curriculum at UAEU showed the highest flexibility. The curricula considered require immediate attention and reorganization in order to facilitate smooth sequential progress of the students from one semester to another. A list of courses that require relaxation of strong pre-and corequisites ties has been presented for each curriculum.

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AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Darwish NA, Qasim M. Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates. European Journal of STEM Education. 2016;1(1), 9-18. https://doi.org/10.20897/lectito.201602
APA 6th edition
In-text citation: (Darwish & Qasim, 2016)
Reference: Darwish, N. A., & Qasim, M. (2016). Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates. European Journal of STEM Education, 1(1), 9-18. https://doi.org/10.20897/lectito.201602
Chicago
In-text citation: (Darwish and Qasim, 2016)
Reference: Darwish, Naif A., and Muhammad Qasim. "Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates". European Journal of STEM Education 2016 1 no. 1 (2016): 9-18. https://doi.org/10.20897/lectito.201602
Harvard
In-text citation: (Darwish and Qasim, 2016)
Reference: Darwish, N. A., and Qasim, M. (2016). Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates. European Journal of STEM Education, 1(1), pp. 9-18. https://doi.org/10.20897/lectito.201602
MLA
In-text citation: (Darwish and Qasim, 2016)
Reference: Darwish, Naif A. et al. "Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates". European Journal of STEM Education, vol. 1, no. 1, 2016, pp. 9-18. https://doi.org/10.20897/lectito.201602
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Darwish NA, Qasim M. Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates. European Journal of STEM Education. 2016;1(1):9-18. https://doi.org/10.20897/lectito.201602
Related Subjects
Engineering, STEM Education
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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