The course title (sometimes also called the course name) and number are important identifiers for your course. It is a good idea to use titles and numbers that are easy to understand and remember. The course enrollment track specifies the type of certificate, if any, that the course offers.
The course title (sometimes also called the course name) and number are important identifiers for your course. It is a good idea to use titles and numbers that are easy to understand and remember. The course enrollment track specifies the type of …
The number by which a course is designated indicates the level of the course: 100-299: Lower-division courses primarily for freshmen and sophomores. 100-199: Primarily introductory and beginning courses. 200-299: Intermediate-level courses. 300-499: Upper-division courses primarily for juniors and seniors. 300-399: Advanced-intermediate-level courses.
Omnibus Course Abbreviations : Abbreviation. Title. Number. AP. Applied Project. 593, 693, 793. CW. Conference and Workshop. 594. FW. Fieldwork. 583, 683, 783. FYS. First-Year Seminar. 191. HC. Honors Colloquium. 497. I. Internship. 484, 584, 684, 784. P. Practicum. 580, 680, 780. PS. Pro-Seminar. 498. R. Research. 592, 692, 792. RC. Reading and Conference. 590, 690, 790. RM. …
Includes the title of the class, CRN, subject and course number. CRN(Course Reference Number) is a unique number for each course used when registering for classes. Subjectis the course subject, identified with a three or four letter prefix. Course Numberis identified with four numbers.
Please follow these guidelines when entering course titles: Use no more than 22 spaces for the complete title, including any required abbreviations. Use upper- and lowercase letters, capitalizing each word of the title. Use English language in course titles unless approved by UOCC and listed in catalog.
The required abbreviation must be included in the 22 character title count.
Courses must be scheduled as regular courses, with specific CRNs for each section taught be a different instructor, a specific title, meeting times and days, etc., These courses cannot be treated as individualized courses, but may require the use of an abbreviated general title as the first word of the specific course title, ...
These courses, such as readings and seminars , are generally more loosely structured than regular university offerings. Students meet with instructors either individually or in small groups. A variety of subjects may be offered under the same open-ended course number. There are two types of open-ended courses, Individualized Courses and Group-Oriented Courses.
Do not use punctuation unless it is crucial to the meaning of the title. Do not use a ‘?’ or ‘#.’ Ampersands (&) are acceptable as joining characters.
Acronyms specific to a discipline or that someone outside the academic department would not understand should not be used. Names of specific programs or products should not be used unless additional words can be added to clarify.
Titles for courses with permanent numbers have been set in the curriculum and may not be changed. Change in titles for these course require curricular approval.
Courses follow numbering and other conventions that designate class level and type. Course descriptions establish the general or specific topic of study.
With approval of the major department, graduate students may take 100–series courses toward satisfaction of master’s degree requirements.
Undergraduate courses are classified as lower division and upper division. Lower-division courses (numbered 1–99) are often surveys of and preliminary introductions to the subject field. They are designed primarily for freshmen and sophomores, though upper-division students may enroll for unit and grade credit.
Honors seminars and tutorials (numbered 89/189 and 89HC/189HC) are primarily designed for students in the College Honors Program. They are adjunct to lecture courses and explore lecture topics in more depth through supplemental readings, papers, or other activities.
Certain Extension courses (numbered 1–199), prefixed by XL or XLC in Extension class listings, yield credit toward the bachelor’s degree. Graduate students may petition to apply up to two XLC courses toward the master’s degree.
Graduate courses numbered 300–399 are highly specialized teacher-training courses that are not applicable toward University minimum requirements for graduate degrees. They are acceptable toward the bachelor’s degree only at the discretion of the individual College or school.
Concurrent courses (identified by a capital C before the course number) are pairs of courses, usually within a single department or program, for which credit is given at two levels—undergraduate and graduate. Concurrent courses are offered at the same time and place with the same instructor, but work levels and performance standards are evaluated differently for students at each level.
100-299: Lower-division courses primarily for freshmen and sophomores.
Not available for credit toward other degrees. 900-999: Independent graduate study involving research, thesis, or dissertation. Not open to undergraduates.
The primary intent of lower-division coursework is to equip students with the general education needed for advanced study, to expose students to the breadth of different fields of study, and to provide a foundation for specialized upper-division coursework in professional fields.
Upper-division courses are specialized, in-depth, and advanced, and emphasize problem-solving, analytical thinking skills, and theoretical applications. These courses often build on the foundation provided by the skills and knowledge of lower-division education.
600-699: Graduate courses. Not open to undergraduate students, with the exception of seniors admitted to an Accelerated Master's Program. (AMP).
Thus, many intermediate and all advanced baccalaureate courses in a field of study are properly located in the upper-division. In addition, disciplines that depend heavily on prerequisites or the body of knowledge of lower-division education may properly be comprised primarily of upper-division courses.
College course numbers may mean different things depending on the individual institution. There are standard formats that many colleges use to signify dates, levels and titles. Most college courses are identified by three to four numbers. For example, the first digit may indicate the class year, the middle two digits may identify ...
These classes will acquaint students with the basic terms, methods, ideas and language of the subject. 200-level courses are actually 100-level courses that focus on particular areas within a discipline. Students must have finished a 100-level writing or English class, so they can recognize concepts, read detailed texts, use quantitative skills and articulate themselves with peers. These classes will require students to progress through academic explorations towards conclusions and experiments. Students who take 200-level classes must be able to keep up at a reasonable pace without encountering comprehension difficulties.
Students should have acquired a sufficient knowledge in the major to pursue independent study and research with methodological tools and models. These students must be able to obtain relevant information the proper use of resources and libraries. They must be able to assimilate valid information, combine findings into cohesive statements and ultimately produce term-papers. 400-level courses will likely include tutorials, seminars, guest lectures and honors courses reserved only for upper-division students finishing their major. These students must have completed enough 300-level classes to work independently under the supervision of faculty. Many of these 400-level classes include capstone projects that require students to synthesize all relative information into a final presentation.
These basic or survey classes will have titles like general biology, world history or writing fundamentals. These 100-level courses are usually taken by freshman, although some will be sophomores meeting general education requirements. 200-level classes will be more strenuous and focused on specific topics like Asian history, Western literature and computer programming. Some of these classes may require students to have taken the prerequisite 100-level class. 300- and 400-level classes involve in-depth coursework and require greater knowledge of a certain field. These classes are usually taken during the final two years of college. Some 400-level classes include first-year graduate students who are preparing to take 500- and 600-level classes offered through graduate schools.
Students must have finished a 100-level writing or English class, so they can recognize concepts, read detailed texts, use quantitative skills and articulate themselves with peers. These classes will require students to progress through academic explorations towards conclusions and experiments.
These courses and all with the HON prefix are reserved for students in Barrett, the Honors College.
Lower-division courses, numbered from 100 to 299 , are designed primarily for freshmen and sophomores. Certain classes are closed to freshmen who lack the designated prerequisites or whose majors are outside the units offering the courses. This information is available in the course catalog or from the student’s academic advisor.
In the case of a placeholder course, the course remains on the student’s academic record until the student’s record is updated by the Study Abroad Office following completion of the student's study abroad program. The SAO-prefixed course will be dropped from the student's record and replaced with the ASU courses, credits and grades equivalent to the coursework completed abroad. Students must register for at least the number of credit hours equivalent to full-time study at ASU (i.e., 12 credit hours for undergraduate students and nine credit hours for graduate students during the fall and spring semesters, or one to six credit hours during the summer session). Students participating in an SAO partnership program must register for the subtopic “SAO: Study Abroad Program”, whereas participants in an SAO exchange program must register for the subtopic “SAO: Exchange Program”. The SAO placeholder course is not an indication of the level of coursework or the total number of credit hours the student may complete abroad.
Omnibus numbers are used for courses offered on an experimental or tutorial basis or for courses in which the content is new or periodically changes. Each academic unit uses that unit's prefixes with omnibus course numbers. The general nature of the work required for a particular omnibus course is consistent from unit to unit but subject matter varies. Omnibus courses often are offered for a variable number of credit hours.
Graduate-level courses, numbered from 500 to 799 , are designed primarily for graduate students. However, an upper-division undergraduate student may enroll in courses numbered 500-599 with the approval of the student's advisor, course instructor, department chair and dean of the college in which a course is offered. If such a course does not meet an undergraduate graduation requirement, it may be eligible for use in a future graduate program on the same basis as work taken by a nondegree graduate student. Undergraduate students should review additional information about graduate credits earned by undergraduate students.
492 Honors Directed Study (1-6) Independent study in which a student, under the supervision of a faculty member, conducts research or creative work that is expected to lead to an undergraduate honors thesis or creative project.
Campus: The general location of the class including in person or Off campus location s can be located under the Campus label. The location of all online classes is "online".
Status: The maximum number of students allowed to enroll in the class, the amount of seats that are available to register for, the maximum amount of students who can waitlist, the amount of waitlist seats that are available to waitlist for.
CRN (Course Reference Number) is a unique number for each course used when registering for classes.
Find out how to browse classes and learn terminology, such as CRN (Course Reference Number).
Instructor: The instructor (s ) of the class.
Cancelled or rescheduled is a class removed from the active/new class offering.
The one thing to remember about course numbers is that the first digit indicates what level of study your course is . That is likely the only uniform (and truly helpful) piece of information these numbers will provide for you. 3. Course Name. The third element of a course code is obvious: the name of the course.
The second part of a college course code is a series of numbers. These are often three digits long, but many colleges use four digits (or even five).
While there isn’t a universal rule for what each number means in relation to each other, the main idea is just to distinguish different courses that are from the same department at the same level.
Course prefixes will help you understand if the two courses you're trying to compare are part of the same academic department.
How College Course Codes Work. Colleges use course codes to describe and organize their courses in a way that can be easily understood by both colleges and students (if said students have translation guides, that is). They consist of four important blocks of information. 1.
Colleges use course codes to describe and organize their courses in a way that can be easily understood by both colleges and students (if said students have translation guides, that is).
The key is to start with the end in mind and develop a foolproof plan before enrolling in any courses.
So, we have established the importance of a great course name and we understand that for the people who will be coming in contact with your course, the name will most often create the first impression of your course for them.
We are easily drawn to things that come in threes, so, if you can make your title in 3 key points, you woul d make it attractive and easy to remember .
Especially when you realize that the e-Learning industry is likely to be worth $325 Billion by 2025 .
Point out the success students can have with your “system” by taking advantage of powerful modifiers.
Use a two-part name for simplicity and clarity. A two-part name which is essentially a short, descriptive name with a clarifying tagline is a way to be clear and still have space to expand your topic if the need arises. Those are your examples of two-part names. You can try them out.
If you’re offering a course series or related courses, this can be a great time to use a common name format.
Writing a good eLearning title might sound easy, but it can be a bit challenging.