CURRICULUM
COURSE DEFINITIONS AND NUMBERING
Definitions of course levels
Course numbering system
The University offers credit-bearing preparatory courses, which do not count toward the award of degrees, but may be either career development or community interest courses. Continuing education credits may be awarded for completion of these courses. Academic credit courses count toward undergraduate and graduate degrees. The numbering system distinguishes among courses that count toward undergraduate and graduate degrees as described below. Each course for academic credit includes a component for evaluation of student performance.
Student effort is reflected in the credit hours assigned to a particular course. For academic credit, equivalencies are as follows:
- Instruction delivered by an on-site instructor, audio conference instructor, or lecture instruction by video cassette or TV broadcast will be based on academic credit standards of one credit for each 750 minutes of instruction.
- Instruction under the supervision of an instructor, but without the instructor's direct participation such as in a laboratory or discussion group, will be based on academic credit standards of one credit for each 1500 minutes of instruction.
- Instruction delivered through unsupervised laboratory, including computer-based instruction, will be based on academic credit standards of one credit for each 2250 minutes of instructional activity. Homework assignments and individual group projects will not be considered as in-class contact hours.
DEFINITIONS OF COURSE LEVELS
The definitions of levels and numbering of courses at UAS are intended to provide a clear understanding of the criteria that are used as guidelines to distinguish among pre-college, lower division, upper division, and graduate courses as well as to explain the numbering sequence of those courses. The numbering sequence signifies increasing sophistication in a student's ability to extract, summarize, evaluate and apply relevant class material. Students are expected to demonstrate learning skills commensurate with the appropriate course level, and to meet, prior to registration, prerequisites for all courses as listed with the course descriptions.
In general, levels of courses differ with regard to the breadth and depth of their content, the perspective from which the subject is viewed, the degree to which particular intellectual skills are emphasized, and the degree of responsibility expected of students as they study the subject. Course numbers usually correspond to the classification of students as freshmen, sophomores, juniors, seniors, and/or graduate students. The following descriptions of course levels serve as guidelines for course development at UAS.
Pre-College Level Courses are offered to assist under-prepared and at-risk students to develop the necessary background, particularly in written communications and mathematics, to meet the skill and knowledge requirements for college-level work. Courses are numbered 050-099 and cannot be applied to degree programs.
Lower Division Courses: The primary function of lower division courses is to help students become independent learners. Lower division courses increase student knowledge on familiar subjects, introduce them to new subjects, and/or establish a foundation for them to study a major subject in depth.
Lower division courses are usually tightly structured with the expectation that students are to receive considerable instructional guidance in the learning process. As with all courses, the structure of lower division courses is reflected in the course syllabus. Instruction at the lower division level normally is informational and emphasizes learning skills; it usually entails the use of text materials or resources provided by the instructor. The intellectual skills emphasized in lower division courses include comprehension, analysis, synthesis, evaluation, and application of knowledge, but these competencies are not stressed to the same degree they are in upper division courses. Evaluation of student performance at this level tests information, concepts, synthesis, and skills. Lower division courses are numbered 100 and 200. Typically they require no prerequisite background in the discipline. They may have one or more of the following characteristics:
1. They are introductory courses or part of a series of basic courses in the discipline.
2. In some professional fields, they may build on the foundations of prerequisite courses.
3. They are courses that may be counted toward majors, electives, and/or the general education core requirements.
Upper Division Courses: The primary function of upper division courses is to refine students’ abilities as independent learners. Upper division courses enable students to study a major field in depth by building upon and integrating the knowledge they have gained in lower division courses. Upper division courses also help students integrate the knowledge they have acquired in the general education curriculum.
Upper division courses are characterized by a flexible structure that allows for a variety of approaches to the subject matter, a wide range of course material, and an emphasis on independent study and/or research in the laboratory, library, studio, or community. Students are expected to accept increasing responsibility for their own learning both inside and outside the classroom. Upper division courses strongly emphasize comprehension, analysis, synthesis, evaluation, and application of knowledge. Evaluation of student performance at this level stresses such outcomes as comprehension of concepts and the ability to solve problems and to integrate knowledge.
Upper division courses are numbered 300 and 400. Typically, they build on the prerequisite background of the lower division. They also may have one or more of the following characteristics:
1. They are built on a foundation of prerequisite lower division courses in a discipline or related field of study.
2. They synthesize knowledge from several specific areas in a discipline or from related disciplines.
3. They are courses designed to integrate knowledge and skills from different areas of a discipline and incorporate tasks that develop critical thinking skills.
Graduate Courses: The primary function of graduate courses is to broaden the perspective and deepen the advanced knowledge students require in a particular discipline or professional field of study, or to provide initial preparation in an advanced professional field that requires foundation knowledge and experience in a related discipline or field of study.
Graduate courses are characterized by a high level of complexity in the study of a particular subject. They are structured in a manner that allows for a variety of approaches to the subject matter, a wide range of source material, considerable student interaction, and a significant emphasis on independent study and/or research in the library, laboratory, studio, or community. They are designed to extend the knowledge and intellectual maturity of students beyond the baccalaureate level. They are intended for students who are capable of analyzing, exploring, questioning, evaluating, and synthesizing knowledge. Evaluation of student performance in graduate courses entails a variety of means and is commensurate with the level of complexity of these courses. Graduate courses are numbered 600.
Professional Development Courses: These courses are designed to provide continuing education for professionals at a post-baccalaureate level. They are not applicable to university degree or certificate program requirements, and are not interchangeable with credit courses, even by petition. They are numbered 500-599.
Courses are usually graded Pass/Fail or may be letter graded. The measurement of student effort is indicated by professional development credits. Each professional development credit awarded requires at least 12.5 hours of student engagement in a directed learning environment under the supervision of a qualified instructor. These courses are provided on a self-support basis.
COURSE NUMBERING SYSTEM
Course numbers indicate the level of academic preparation required as well as the student's year of study.
The following list indicates categories and their corresponding numbers:
001-049 Non-credit courses
050-099 Pre-college level (remedial) courses; associate and baccalaureate degree credit not granted
100-199 Undergraduate courses normally taken in the first year (freshman)
200-299 Undergraduate courses normally taken in the second year (sophomore)
Upper division courses require at least junior standing or equivalent experience in addition to any stated prerequisites. The student is expected to have adequate preparation and background to complete courses at this level.
300-399 Undergraduate courses normally taken in the third year (junior)
400-499 Undergraduate courses normally taken in the fourth year (senior)
500-599 Professional Development courses
600-699 Graduate courses. Not open to undergraduate students except by special permission. Graduate standing, admission, or equivalent is required for graduate level courses in addition to any stated prerequisites.
Special or reserved numbers (see Definitions of Course Levels):
-75 Current Issues
-91 Internships
-93 Special topics courses intended to be offered during one academic year only
-94 Practica
-97 Independent study
-98 Individual research
-99 Thesis
Courses bearing these numbers may be repeated for credit provided the course content differs each time the student registers for the course.
Cross-Listed Classes: For some courses, it is appropriate to designate the course in more than one discipline. The content is the same; it is one course but students may select a designator appropriate to their major.
Stacked Classes:Occasionally two or more courses are scheduled in the same classroom at the same time (e.g., ENGL 261/361, Introduction to Creative Writing and Advanced Creative Writing I). These are referred to as "stacked courses". Catalog descriptions of these courses include the statement "May be stacked". The semester class schedule will indicate if a class is being offered in stacked format.
08/08