VisualizeAUS

Each dot represents one semester. Red dots are Fall semesters, blue are Spring, and green are Summer terms. The dashed line shows the overall upward trend. AUS has grown from about 1,100 course sections per regular semester in 2005 to nearly 2,000 in 2025 — a 59% increase. The peak was Fall 2025 with 1,941 sections. Summer terms are much smaller (200-400 sections) and appear as the lower cluster.

The blue line tracks total sections offered, while the red line tracks unique courses. Both have grown, but total sections grew faster — meaning AUS is offering more sections of existing courses (to accommodate more students) in addition to introducing new ones.

Mathematics (MTH) has the most sections of any subject — over 5,500 across 20 years — because nearly every student takes multiple math courses. The next largest subjects are Civil Engineering (CVE), Mechanical Engineering (MCE), and Electrical Engineering (ELE), reflecting AUS's strong engineering focus.

This shows how the top 10 subjects have evolved semester by semester. Most subjects show steady or growing offerings. Engineering subjects tend to grow in step with each other, suggesting coordinated program expansion.

Each cell shows the number of sections a subject offered in a given year. Darker red means more sections. You can see the overall growth pattern clearly — most subjects get darker as you move from left to right.

This stacked area chart shows how enrollment across different academic levels has evolved over 20 years. Undergraduate sections dominate at 70% of all offerings. The Graduate program has been present since 2005, while the Doctorate program launched in 2019 and the Achievement Academy started in 2011. Notice how all levels have grown over time, with the undergraduate base expanding steadily.

The distribution across all semesters shows the massive dominance of undergraduate education at AUS, with graduate sections being the second largest category at 8,623 total sections. Specialized programs like the Doctorate and Achievement Academy are smaller but growing.

This reveals which subjects serve multiple academic levels. Subjects at the top have the highest proportion of graduate-level sections. Some subjects like MBA and certain engineering programs serve a significant graduate population, while others like MTH and PHY are almost exclusively undergraduate.

The most prolific instructor has taught nearly 500 sections over their career at AUS. The color indicates how many semesters they've been active — darker blue means a longer tenure.

Left: Most instructors teach for a relatively short time — the histogram is heavily skewed toward 1-5 semesters. However, a significant number have been active for 20+ semesters (10+ years). Right: The number of active instructors has grown from about 300 in 2005 to over 500 in recent years.

Each bubble represents an instructor. The x-axis shows total sections taught, the y-axis shows how many distinct subjects they teach, and the size reflects their tenure. Instructors in the upper-right are both prolific and versatile — teaching many sections across multiple subjects. Most instructors cluster in the lower-left (few sections, 1-2 subjects), while a handful of "superstar" instructors stand out.

Left: The TBA rate shows the percentage of sections each semester where no instructor was assigned at scrape time. High TBA in recent semesters often means instructors haven't been finalized yet. Right: The average number of sections per instructor per semester has remained relatively stable, hovering around 3-4 sections, showing consistent workload distribution.

Green bars show newly hired instructors (first semester teaching); red bars show departures (last semester before disappearing from the data). Of 1,639 instructors who have ever taught at AUS, 532 are still active. Fall semesters consistently recruit more new faculty than Spring, reflecting annual hiring cycles.

Survival curves by hiring cohort: of instructors hired in a given period, what percentage are still teaching N years later? The steepest drop is in the first 1-2 years — many instructors teach for only a short period. Those who survive past ~5 years tend to stay much longer. Compare cohorts to see if AUS is retaining faculty better or worse over time.

Each dot is a course. Green dots in the lower-right are "owned" courses: offered for many semesters but taught by very few instructors (high continuity). Red dots in the upper-right are high-turnover courses: many semesters AND many different instructors rotating through. Dot size indicates total sections taught.

The longest instructor-course pairings in AUS history. Imad A Abu-Yousef has taught CHM 101 for 60 semesters — an extraordinary run of continuity. These are the courses where one person has become synonymous with the class.

This chart shows the evolution of teaching methods at AUS. Traditional (in-person) instruction dominates across almost every semester. The most dramatic shift occurred during COVID-19 (2020-2021), when non-traditional delivery surged. After the pandemic, AUS largely returned to traditional methods, though some non-traditional instruction persists.

Not all subjects adopted non-traditional teaching equally. This chart shows which subjects had the highest proportion of non-traditional sections across all time. Some subjects naturally lend themselves to online/blended formats, while others (especially lab-heavy engineering and science courses) remained largely in-person.

Total sections barely dipped: Fall 2019 had 1450 sections, Fall 2020 had 1398 (-3.6%). The real story is what came after — AUS surged to 1791 sections by Spring 2026 (+23.5% vs Fall 2019). Course variety (red dashed line) dipped more noticeably, falling 4.6% by Spring 2021 as the university consolidated offerings while maintaining section counts.

Instructor count fell from 420 (Fall 2019) to 394 (Fall 2020), a 6.2% decline. Combined with fewer unique courses, this suggests AUS kept sections running by concentrating teaching among fewer instructors on a narrower set of courses — a resilience strategy, not a collapse.

Each cell shows a subject's section count indexed to Fall 2019 = 100. Green cells above 100 mean growth; red below 100 means contraction. During Fall 2020, 10 subjects shrank by 10%+, 5 grew by 10%+, and 12 held steady. Language programs (ELP, ARA) and media (MCM) were hit hardest, while computing (CMP, COE) and sustainability (ESM) expanded — reflecting a shift toward technical subjects during the pandemic.

The most lasting COVID effect: sections without an assigned physical classroom rose from 12.8% (Fall 2019) to 19.6% (Spring 2026). This didn't spike during COVID itself, but climbed steadily afterward — suggesting a permanent structural shift toward flexible or unassigned scheduling that outlasted the pandemic.

This heatmap shows how many course sections are scheduled at each day-time combination across all 20 years. The busiest slots are Monday and Wednesday around 11:00 AM and 2:00 PM. Sunday through Thursday are the main teaching days (the UAE work week).

Left: The two dominant scheduling patterns are Mon/Wed (MW) and Tue/Thu/Sun (TRU), together accounting for over half of all sections. Right: New Academic Building 1 hosts the most sections, followed by the Language Building and Engineering Building Right.

One of the most dramatic shifts in AUS scheduling: Saturday classes peaked at 532 sections (46.1% of all sections) in Fall 2005, then collapsed to near-zero by 2010. The most recent semester has just 0 Saturday sections. AUS effectively transitioned from a 6-day to a 5-day teaching week within a few years.

The full evolution of scheduling patterns over 20 years. As Saturday classes (yellow) disappeared, the MW and TRU patterns consolidated their dominance. Note the Tue/Thu (TR, without Sunday) pattern and single-day classes as persistent but smaller shares. The daily (MTWRU) pattern is mostly summer/intensive courses.

This shows how many completely new courses were introduced each year. The peak was 2005 with 604 new courses. The early years (2005-2008) show high counts because the database starts in 2005 — many courses that already existed appear as "new" in the first captured year. After that baseline, the rate of new course introduction reveals genuine curriculum expansion.

How long do courses survive in the catalog? 981 courses (28.2%) were offered in only one semester — these are likely special topics, experimental courses, or one-off offerings. Meanwhile, 325 courses have been offered for 30+ semesters (15+ years), forming the stable core of the AUS curriculum.

These are the marathon runners of the AUS curriculum — courses that have been offered the most semesters. Foundational courses in math, English, physics, and engineering dominate this list, as they serve the widest student populations.

This shows courses that were last offered before 2020 (having previously been offered for at least 5 semesters). These are 344 courses that appear to have been discontinued — removed from the active curriculum. Spikes in certain years may correspond to department restructuring or program changes.

Red bars show how many other courses list this course as a prerequisite, while blue bars show how many prerequisites it requires. Foundational courses like intro math, physics, and programming have enormous outgoing connections.

This interactive network graph shows all Computer Engineering (COE) courses and their prerequisites. Red nodes are COE courses; blue nodes are prerequisites from other departments. Hover over nodes to see course names.

Left: Departments ranked by average prerequisites per course. Engineering and science departments have the most complex prerequisite structures. Right: A matrix showing which departments depend on which others for prerequisites. Many engineering departments depend heavily on MTH and PHY courses.

The most common corequisite pairs are typically lecture-lab combinations (e.g., a physics lecture with its corresponding lab). These mandatory pairings ensure students get both theoretical and practical instruction simultaneously.

This compares the number of prerequisite vs corequisite requirements by department. Most departments rely more heavily on prerequisites, but some (especially lab-intensive programs) have significant corequisite requirements.

Each bar shows how many prerequisite links require that minimum grade. C- dominates overwhelmingly as the university-wide standard passing grade. The second most common is C (no minus), followed by A- — used in competitive programs.

Each department's bar shows the percentage breakdown of grade levels required for its prerequisites. Departments on the left have the highest proportion of strict requirements (A or B range). Green (C-) dominates for most departments.

Course attributes are tags that classify courses for general education requirements, major electives, and special designations. "Preparatory" and "MTH Major Elective" are the most common tags. Science requirements, communication courses, and social science requirements round out the top categories — reflecting AUS's broad general education structure.

This stacked area chart shows how different categories of course attributes have evolved over time. Growth in "Communication/English" and "Natural Sciences" tags reflects expanding gen-ed requirements. The overall increase in tagged sections mirrors the university's growth in total offerings.

Left: The vast majority of AUS courses are 3-credit courses. Labs, independent studies, and capstones often differ from the 3-credit standard. Right: Blue bars show lecture hours and red bars show lab hours by department. Engineering and science departments have significantly more lab hours.

The stacked bars show absolute counts of lab vs lecture sections, while the green line shows the percentage of labs. The lab percentage has remained fairly stable at around 15-20%.

Each bar represents a semester, split into sections with available seats (green) and sections completely full (red). Note that this reflects a snapshot when scraped, not the full registration period.

Subjects ranked by what percentage of their sections were full. Higher bars mean more sections at capacity and potentially high demand.

Course fees vary by college and type. The boxes show the spread of fee amounts. Different colleges charge different technology fee tiers.

Fee trends over time reflect general cost inflation and evolving technology requirements across different colleges.

90.5% of sections have enrollment restrictions. The vast majority are level-based restrictions (e.g., "Undergraduate Only" or "Graduate Only"), ensuring students are in appropriate courses for their academic level. A smaller portion restrict by major, college, or class standing.