“Comparing Popular Courses in Canadian and American Universities: Trends and Insights”

**Abstract**
The abstract provides a concise summary of the article, including the research aims, methodology, key findings, and implications for understanding popular courses in Canadian and American universities.

**1. Introduction**
– Background and rationale for comparing popular courses in Canadian and American universities.
– Importance of understanding trends in course popularity for educational planning and policy-making.
– Overview of the structure of the article.

**2. Methodology**
– Description of the methodology used for gathering and analyzing data on course popularity.
– Explanation of the criteria used to select universities and courses for comparison.
– Details on data collection methods and sources.

**3. Comparative Analysis of Popular Courses**
– Examination of popular undergraduate courses in Canadian universities.
– Discussion of trends in disciplines such as STEM, social sciences, humanities, etc.
– Case studies of specific universities or provinces.
– Comparative analysis of popular undergraduate courses in American universities.
– Similarities and differences compared to Canadian trends.
– Regional variations and institutional factors influencing course popularity.

**4. Factors Influencing Course Popularity**
– Identification and analysis of factors contributing to the popularity of certain courses.
– Faculty expertise and reputation.
– Industry demand and job market trends.
– Curriculum innovation and interdisciplinary approaches.
– Comparison of influencing factors between Canadian and American universities.

**5. Student Perspectives and Preferences**
– Survey findings or qualitative data on student preferences for specific courses.
– Analysis of how student preferences shape course popularity over time.
– Comparison of student perspectives between Canada and the United States.

**6. Implications for Educational Policy and Planning**
– Discussion of how understanding course popularity trends can inform educational policy.
– Recommendations for universities to adapt curricula to meet student demand.
– Policy implications for promoting diversity and inclusivity in course offerings.

**7. Conclusion**
– Summary of key findings regarding popular courses in Canadian and American universities.
– Implications of the study for future research and educational practices.
– Final thoughts on the significance of understanding course popularity trends in higher education.

**References**
– List of all sources cited in the article, formatted according to the specified academic style (e.g., APA, MLA).

—

This structure outlines a comprehensive approach to exploring and comparing popular courses in Canadian and American universities, integrating both quantitative and qualitative analyses to provide insights into educational trends and implications for policy and planning. Adjustments can be made based on specific research findings and requirements.