Equivalent courses at different institutions are identified by the same prefixes and same last three digits of the course number and are guaranteed to be transferable between participating institutions that offer the course, with a few exceptions, as listed below in “Exception to the General Rule for Equivalency.”
Transfer of any successfully completed course from one participating institution to another is guaranteed in cases where the course to be transferred is equivalent to one offered by the receiving institution. Transfer credit must be awarded for successfully completed equivalent courses and used by the receiving institution to determine satisfaction of requirements by transfer students on the same basis as credit awarded to the native students. It is the prerogative of the receiving institution, however, to offer transfer credit for courses successfully completed that have not been designated as equivalent. Equivalencies are established by the same prefix and last three digits and comparable faculty credentials at both institutions.
For example, ENC 1101 is offered at a community college. The same course is offered at a state university as ENC 2101. A student who has successfully completed ENC 1101 at a Florida College System institution is guaranteed to receive transfer credit for ENC 2101 at the state university if the student transfers. The student cannot be required to take ENC 2101 again since ENC 1101 is equivalent to ENC 2101.
Note: Credit generated at institutions on the quarter-term system may not transfer the equivalent number of credits to institutions on semester-term systems. For example, 4.0 quarter hours often transfers as 2.67 semester hours.
Section 1007.24(7), Florida Statutes, states:
Any student who transfers among postsecondary institutions that are fully accredited by a regional or national accrediting agency recognized by the United States Department of Education and that participate in the statewide course numbering system shall be awarded credit by the receiving institution for courses satisfactorily completed by the student at the previous institutions. Credit shall be awarded if the courses are judged by the appropriate statewide course numbering system faculty committees representing school districts, public postsecondary educational institutions, and participating nonpublic postsecondary educational institutions to be academically equivalent to courses offered at the receiving institution, including equivalency of faculty credentials, regardless of the public or nonpublic control of the previous institution. The Department of Education shall ensure that credits to be accepted by a receiving institution are generated in courses for which the faculty possess credentials that are comparable to those required by the accrediting association of the receiving institution. The award of credit may be limited to courses that are entered in the statewide course numbering system. Credits awarded pursuant to this subsection shall satisfy institutional requirements on the same basis as credits awarded to native students.
Since the initial implementation of the SCNS, specific disciplines or types of courses have been accepted from the guarantee of transfer for equivalent courses. These include courses that must be evaluated individually or courses in which the student must be evaluated for mastery of skill and technique. The following courses are exceptions to the general rule for course equivalencies and may not transfer. Transferability is at the discretion of the receiving institution.
The SCNS makes available on its home page ( https://flscns.fldoe.org/ ) a report entitled “Courses at Non-Regionally Accredited Institutions” that contains a comprehensive listing of all non-public institution courses in the SCNS inventory, as well as each course's transfer level and transfer effective date. This report is updated monthly.
Questions about the SCNS and appeals regarding course credit transfer decisions should be directed to Andrea White in the Office of Faculty Development and Advancement or the Florida Department of Education, Office of Articulation, 1401 Turlington Building, Tallahassee, FL 32399-0400 .
Special reports and technical information may be requested by calling the Statewide Course Numbering System office at (850) 245-0427 or at https://flscns.fldoe.org/ .
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Bill would direct similar community college courses across the state to carry same number; faculty groups oppose.
April 30, 2021.
At Pasadena City College, college algebra for STEM majors is labeled Math 003. At Cypress College, it’s Math 141 C and at Napa Valley, it’s Math 106. For anyone hoping to enroll in the same course at Oxnard College, look for Math R115. At Cuyamaca College, try Math 175. And at College of the Sequoias, it’s Math 035.
On and on across California’s public community colleges, courses that basically cover the same material and are recognized as being interchangeable in fulfilling requirements for majors and transfers are assigned different course numbers. That process confuses community college students trying to transfer to a four-year university, critics say. Students may not know whether they are taking the right courses and may inadvertently repeat some if they take classes at more than one community college, either in person or online.
Proposals to develop a statewide common numbering system have been debated for nearly three decades. A shadow system already tries to identify similar courses at different colleges, but some say it’s not enough and not easily available to students.
Now, a new effort is underway to create a broad new numbering system that would be accessible and easily understandable to all community college students and cover many more courses. It would ensure that similar courses at any California community college are aligned so they fulfill the same transfer requirements for California State University and the University of California systems. If California adopts the changes, it will join 17 states, including Arizona, Florida and Texas, that have or are developing common course numbers for their lower division courses usually taken in the first two years at public colleges and universities, according to a survey by the Education Commission of the States.
A bill in the California state Legislature, AB 1111 , would require the state’s 116 community colleges to adopt a common numbering system that would cover general education classes and those needed for transfer into various majors at universities. The Assembly’s Higher Education Committee unanimously approved the legislation on April 22.
The idea to phase in a new common numbering system by 2025 was among the recommendations of the recent Recovery with Equity report organized by Lande Ajose, Gov. Newsom’s senior policy advisor for higher education, and the Governor’s Council for Post-Secondary Education.
Backers say the change is an important step to help improve the low transfer rates: Only 19% of community college students who say they intend to transfer to universities do so within four years. Faculty organizations oppose the change, saying it will divert time and resources from much-needed reforms, such as better financial aid and ensuring students pass their classes, no matter what the catalog numbers. Those professors also criticize it for usurping the authority of the 73 districts that run the community colleges.
The bill’s author, Assemblyman Marc Berman, D-Menlo Park, said the “current system is unnecessarily confusing for students and that the differences in course numbers can unintentionally set students back and create a barrier to timely transfer.” Without a common course numbering system, he added, “students are struggling to transfer credits between institutions and plan out a coherent road map to earning their degree.”
Supporters include William Scroggins, president of Mt. San Antonio College, a Southern California campus with a strong record of transferring students. Scroggins said that a statewide common numbering system “would be very useful and very empowering for students.” It would especially help students who are the first in their families to attend college and may not receive enough academic counseling on campus, he added.
Assemblyman Marc Berman
The Berman bill faces headwinds as it moves now to the Assembly Appropriations Committee. The statewide community college Academic Senate recently approved a resolution to oppose AB 1111, saying it is not needed, would cost too much and “would create undue and unnecessary difficulties for colleges.” Beyond the changes needed in information systems, schedules and transcripts, upward of 150,000 courses would have to be reviewed to see which align and which might have to be changed.
The Faculty Association of California Community Colleges also argues against the plan. FACCC’s president-elect, Wendy Brill-Wynkoop, said she does not think that the number of students taking wrong or repetitive classes is high enough to “warrant the insane amount of time, effort and money” that statewide course numbering would require.
Besides, she and others point to a system that already aims to help students and faculty choose and qualify courses for transfer. That system, called Course Identification Numbering or C-ID, works fairly well, they contend, although critics say it is very limited in scope and adds another layer of bureaucracy.
The C-ID system began in 2007 and expanded in response to state legislation. With faculty review, C-ID has produced “descriptors” for about 400 types of lower division and transferable courses, detailing the material to be covered and sometimes the texts and amount of student work. Community colleges send in their courses for review in hopes they will be approved and then assigned to one of those descriptors and its numbers in the background. Classes often wind up with two numbers — that of their home college and the C-ID one.
Nearly 22,000 community college classes now fit into one of the descriptors, but there are more than 150,000 courses across the system, officials said.
More significant, most community college students never see or know about C-ID numbers, although some campus catalogs list them next to their own course numbers. Their counselors and online guides are supposed to inform them whether their courses will help their transfer applications to one of the 23 California State University campuses.
For example, College Composition is ENGL 100 or 110 in the C-ID system. It is described as an “introductory course that offers instruction in expository and argumentative writing, appropriate and effective use of language, close reading, cogent thinking, research strategies, information literacy, and documentation.” Students are supposed to be assigned at least 6,000 words of formal writing.
Students statewide see differing courses numbers in their home college course catalogs: ENGL 1A, ENGWR 480, ENG 200, ENGL 150 and others that fit the C-ID slot.
Sound complicated? That’s the point for reforming it, according to Jessie Ryan, executive vice president of the Campaign for College Opportunity, a nonprofit that seeks to expand college attendance and success. The C-ID system was developed as a tool for counselors and faculty and it wrongly “assumes students and families are savvy enough to navigate a fairly complex online portal,” she said. Berman’s proposal, she added, will help assure students “that a class will count and is recognized.”
Berman acknowledges many details remain to be worked out, including cost and timing. But he said he does not think those will be a barrier. The C-ID system and nomenclature can be the base of new public-facing numbers, according to the assemblyman. “We want to build upon something that already exists,” he said.
If it passes, the reform will face complications of what specific numbers to use and how to treat classes at the three community colleges in the state that operate on an academic calendar of three “quarter” terms in a school year rather than two semesters.
A trial run of sorts took place 17 years ago. The Los Rios Community College District at that time developed a new course-numbering system for its then three colleges: Sacramento City, American River and Cosumnes River. (A fourth, Folsom Lake, was added later.)
The schools shared some common numberings but also had conflicts and differences. It took much planning to create across-the-board replacements, according to Kale Braden, who was on the planning task force at the time and is now American River’s associate vice president of instruction and enrollment management.
The district wound up better off with the new system, but Braden worries how that could work statewide. “It was a pretty heavy lift for just the three colleges,” he said. “I have trouble imagining the lift” for all the colleges across California.
The Los Rios district’s chancellor, Brian King, testified in favor of AB 1111 at the committee hearing. He described the change at his colleges as a success because it helps students get to a four-year degree. “Simplicity benefits our students,” he said.
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Great article. I am a Special Ed teacher in Los Angeles and I can tell you that the drop out and failure rate of my students at the community college level stems at least in part from confusion around what classes to take. It's compounded by the distinction between classes that qualify for transfer credits to 4-year colleges and those that don't. Perhaps the new system could identify this in the new numbering system. Community … Read More
Great article. I am a Special Ed teacher in Los Angeles and I can tell you that the drop out and failure rate of my students at the community college level stems at least in part from confusion around what classes to take. It’s compounded by the distinction between classes that qualify for transfer credits to 4-year colleges and those that don’t. Perhaps the new system could identify this in the new numbering system. Community colleges have responded to this mess by adding more counselors but, if anything, this has made things even worse. Simplicity is key, no?
Really, to object to this much needed change just sounds like faculty are worrying they will have to follow a more prescribed curriculum, which I don’t see happening.
On its face this is a good idea, but the notion that it would be cheap or simple is mistaken, and no one who deals with educational bureaucracy can pretend otherwise. As a former department chair I can tell you that for each course number to be changed there will be multiple layers of paperwork and approvals at each level of the decision making: department to college to institution, to district or system, to statewide. … Read More
On its face this is a good idea, but the notion that it would be cheap or simple is mistaken, and no one who deals with educational bureaucracy can pretend otherwise. As a former department chair I can tell you that for each course number to be changed there will be multiple layers of paperwork and approvals at each level of the decision making: department to college to institution, to district or system, to statewide. Multiply all that by the number of courses and the number of colleges and universities involved.
Who’s going to do all that work? Who in education has time left over in their teaching or educational duties or required professional activities to do it? It’s not just faculty who would oppose this idea. Try asking the office managers what they think of it. Meanwhile there are other possible solutions like investing in robust advising programs and advisor training programs, and outreach that brings students to advisors they can trust. In other words people with expertise. That’s where money should be invested.
Some people think that providing a better education is more important than pandering to the college bureaucracy. The massive administrative staffs of American colleges are unique in the world and do not result in a better education. It may need to be done top down. UCs/CSUs could define the syllabus, and provide course numbers.
This great post epitomizes why I donate to support EdSource, which dares to spend its talent on stories that are important but easily overlooked. Aligning the parts of the education system to work together is detailed, tedious, disruptive, and vital. Course lists are infrastructure . There’s never been a more logical moment to tackle this mess.
It surprises me that course numbers across institutions are more confusing today. When I transferred, I mostly figured it out on my own, or the admissions office made the transfer automatic based on comparisons between institutions. My experience was well before we had Internet. I wonder why it was so easy at a time when even applying for college was all done on paper and via snail mail. I would think it is much easier … Read More
It surprises me that course numbers across institutions are more confusing today. When I transferred, I mostly figured it out on my own, or the admissions office made the transfer automatic based on comparisons between institutions. My experience was well before we had Internet. I wonder why it was so easy at a time when even applying for college was all done on paper and via snail mail.
I would think it is much easier today for students and admissions officers to sort out the transfer of credits between institutions, whether the case is in-state, between states, or beyond. Is this being overthought? Or, is there an issue of equity regarding students and institutions?
On a different note, it is important to recognize that graduation requirements are not universal.
This makes way too much sense to be adopted. Faculty is concerned that they will be held responsible for actual teaching at some point.
California’s community colleges are barred by state law from offering bachelor’s degrees in fields like education and nursing, even in remote areas without a four-year university. That’s not the case in Washington.
Why open a new district-run police department? “We need to take our safety to another level.”
The Los Angeles Unified School District has reinstated police to two of its campuses — continuing an ebb and flow in its approach to law enforcement.
Oakland Unified remains committed to the idea that disbanding its own police force can work. Staff are trained to call the cops as a last resort.
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Credit value and course numbers, the semester hour, course numbers.
The credit value of courses is expressed in semester hours. Most courses are designed to require approximately three hours of work a week throughout the semester for each semester hour of credit given; that is, for each hour a class meets, an average of two additional hours of preparation is expected of the student. The time requirement in the laboratory, field, or studio varies with the nature of the subject and the aims of a course, so there is no fixed ratio of laboratory to class hours.
Most courses meet three hours a week in the fall and spring semesters and have a credit value of three hours. In a six-week summer term, courses meet seven and a half hours a week for three semester hours of credit. Fall and spring semester classes that meet on Monday, Wednesday, and Friday are scheduled for an hour (50 minutes with a 10-minute interval between classes); classes that meet on Tuesday and Thursday are scheduled for an hour and a half (75 minutes with a 15-minute interval between classes). Monday/Wednesday/Friday classes normally begin on the hour and are dismissed after 50 minutes; Tuesday/Thursday classes normally begin on the hour or half-hour as appropriate and are dismissed after 75 minutes. Summer classes normally are scheduled every day for an hour and a half (75 minutes with a 15-minute interval between classes).
Each field of study taught at the University is identified by a name and a one-, two-, or three-letter abbreviation. Lists of fields are included in the General Information Catalog . Each course in the field is identified by a number made up of three digits, which may be followed by a letter. Except in the Dell Medical School, the first digit of the course number indicates the credit value of the course in semester hours. Courses numbered 201 through 299 have a value of two semester hours; 301 through 399, a value of three semester hours; and so on. A zero as the first digit indicates that the course is noncredit. Except in the School of Law, and the Dell Medical School, the second and third digits of the course number indicate the rank of the course; if they are 01 through 19, the course is of lower-division rank; if 20 through 79, of upper-division rank; and if 80 through 99, of graduate rank.
Courses that have the same field of study abbreviation and the same course number, but differing credit values, may not both be counted for credit unless the course is designated as repeatable for credit. For example, Mechanical Engineering 136N and 236N may not both be counted because they are substantially the same; however, English 326K and 326L may both be counted.
A course number ending with the letter A designates the first half of a two-semester course; B, the second half. For example, Music 612A is the first half of Music 612; Music 612B, the second half. A student who completes half of a two-semester course earns half the semester-hour value of the course; for example, Music 612A has a value of three semester hours. A course number ending with the letter X designates the first third of a three-semester course; Y, the second third; and Z, the last third. Each third of the course has one-third the semester-hour value of the course as a whole.
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2024-2025 General Information Catalog
2024-2025 Graduate Catalog
2024-2026 Law School Catalog
2024-2025 Medical School Catalog
2024-2026 Undergraduate Catalog
In the late 1920s, colleges began using a numbering system for their courses. According to the Oxford English Dictionary, using "101" as an introductory course number started at the University of Buffalo in 1929. Since then, colleges have sharpened their standardization of course numbers, so that each three-digit code for a class contains information about the course level, subject area and sequence among other classes. Standardization of course codes requires the collaboration of several professors and administrators, but overall it is an easy formula.
Assemble the administrators, professors and other important faculty members. You will need the input of these individuals to properly code each course.
Instruct the faculty for each department to go through their course offerings and categorize them by level (freshman, sophomore, junior, senior or advanced). Advanced-level courses include a senior project or thesis class, or any specialized class that is nearly a graduate-level course.
Tell the department faculty that after their courses have been assigned a level, they must be put into sequence whenever applicable. For example, freshman may have to take English I followed by English II. This applies wherever prerequisites within the department are necessary for a student to take a class.
Use the course numbering system to standardize the classes offered by your school. The first element in the three-digit course code is the class level. For most schools, the numbers range from one to five. The first number in the code will be as follows for each class: Freshman level: 1 Sophomore level: 2 Junior level: 3 Senior level: 4 Advanced level: 5
Designate the subject area for each class by assigning a number for the second digit in the code. This part of the code can be fairly arbitrary; schools can assign any number for the subject area. For example, Mathematics is 1, Psychology is 2, Business is 3 and so on. For classes that cover more than one subject area, choose one main subject to assign to that class.
Decide what sequence number to give each course. This will be the last number in the three-digit code. The first class in a sequence is assigned a zero. Any classes that a student can take to follow that class are assigned a 1, 2 and so on.
Finalize the codes and review each one to make sure they are correct. Each code should have three numbers that relate to the level, subject area and sequence number. For example, a sophomore level Mathematics class named Trigonometry II would likely have the course code "211" according to this formula.
Ashley Henshaw is a writer based in Chicago. Her work has appeared on the websites of The Huffington Post, "USA Today" and "The San Francisco Chronicle," among others. Henshaw received a Bachelor of Arts in English from Loyola University Chicago.
Fall-term courses are indicated by the letter “a” (e.g., ENGL 201a), and spring-term courses by the letter “b” (e.g., ENGL 450b). Departments number their courses according to different schemes, and course numbers do not necessarily reflect whether courses are more or less advanced or more or less difficult.
In some departments, courses are numbered in ascending order, going from introductory to intermediate and advanced. In others, courses are grouped primarily by subject matter, with the result that the number of a course (usually with the exception of the 400 range) bears no particular relation to its level of difficulty.
More precise indications about the level of a course may be found in the introduction to some department’s entries in the Yale College Programs of Study .
A compendium of roughly 2,000 courses to be offered in Yale College in 2019–2020, the blue book is a resource to use.
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The Ohio State University
University classification and course numbering system, undergraduate courses.
Courses numbered 1000-1099 are undergraduate non-credit courses for orientation, remedial, or other non-college-level experiences. These courses are in addition to a program’s graduation requirements.
Courses numbered 1100-1999 are introductory, required or elective courses that may be prerequisite to other courses. They provide undergraduate credit, but do not count toward a major or field of specialization. Some of these courses count as General Education requirements.
Courses numbered 2000-2999 are intermediate courses providing undergraduate credit and may be counted toward a major or field of specialization.
Courses numbered 3000-3999 are upper-level courses providing undergraduate credit that may be counted toward a major or field of specialization.
Courses numbered 4000-4999 are advanced undergraduate courses providing undergraduate credit that may be counted toward a major or field of specialization. Graduate students may enroll in and receive graduate credit for 4000-level courses outside their own graduate program.
Courses numbered 5000-5999 are offered for both graduate and undergraduate credit. They are advanced-level undergraduate courses providing undergraduate credit that may be counted toward a major or field of specialization or are foundational course work and research for graduate and professional credit.
Courses numbered 6000-6999 are foundational graduate and professional courses and research providing graduate or professional credit.
Courses numbered 7000-7999 are intermediate graduate and professional courses and research providing graduate or professional credit.
Courses numbered 8000-8999 are advanced graduate and professional courses and research providing graduate or professional credit.
H -- Honors course: a course offering more advanced, rigorous curriculum and enrichment experiences. Only students in University Honors and Scholars may enroll.
E -- Honors Embedded course: a non-honors course in which students can earn Honors credit by incorporating enhanced honors components.
T -- ATI course: a course that is part of an associate degree program (available at Ohio State ATI only) and fulfills the technical portion of the curriculum.
S -- Service Learning course: a course that uses experiential learning strategies and involves student participation in an organized service activity.
Some course number combinations are used consistently across disciplines to identify a special characteristic of a course. Following the university’s course numbering model (outlined above), the first digit of the course number continues to designate the level of the course.
Number combination | Special characteristic of the course |
---|---|
X189 | Field experience and field work |
X191 | Internships |
X193 | Individual studies |
X194 | Group studies |
X797 | Study at a foreign institution |
X798 | Study tours |
7796 or 8796 | Curricular practical training |
X998 | Research |
7999 | Research for master’s thesis |
8998 | Research for dissertation (pre-candidacy) |
8999 | Research for dissertation (post-candidacy) |
X78Y | Research principles and techniques |
X88Y | Interdepartmental seminars |
X89Y | Colloquia, workshops, and special topics seminars |
2367 | Second writing course (General Education) |
2596, 3596, or 4596 | Cross-disciplinary undergraduate seminar |
3597 or 4597 | Contemporary world/capstone course |
University of Notre Dame
Office of the Registrar
Period i - current course numbering policies.
These course numbering policies were implemented in the Summer 2005 academic term and are still the current guidelines. Courses in the Course Catalog are identified with a subject code of up to four letters and a 5-digit course number. The 5-digit course number is all numeric and uses the following numbering conventions.
First Rule: The first digit in the 5-digit course number indicates the level of the course:
0 XXXX = Pre-College course 1 XXXX = Freshmen Level course 2 XXXX = Sophomore Level course 3 XXXX = Junior Level course 4 XXXX = Senior Level course 5 XXXX = 5th Year Senior / Advanced Undergraduate course 6 XXXX = 1st Year Graduate Level course 7 XXXX = 2nd Year Graduate Level course (MBA / LAW) 8 XXXX = 3rd Year Graduate Level course (MBA / LAW) 9 XXXX = Upper Graduate Level course
Second Rule: The second digit in the 5-digit course number indicates the category of the course:
X 0 XXX = Regular classroom course X 1 XXX = Lab / Drill / Studio X 2 XXX = Tutorial / Discussion Group X 3 XXX = Seminar X 4 XXX = ND Study Abroad or Remote Learning X 5 XXX = Internship / Field Work X 6 XXX = Directed Readings X 7 XXX = Special Studies X 8 XXX = Thesis / Research / Dissertation X 9 XXX = Transfer course articulation
The last three digits of the course number are used by each academic department to meet their own curriculum structuring needs.
The following course numbering policies were in effect from 1970 through the Spring 2005 semester. During this period, courses in the Course Catalog were identified with a subject code of up to four letters and a 3-digit or 4-digit alphanumeric course number using the following numbering conventions.
101 - 199 = Freshman courses 200 - 299 = Sophomore courses 300 - 399 = Junior courses 400 - 499 = Senior courses and first year law student courses (The latter were open to graduate students for graduate credit with the permission of the department chairman and/or the Graduate School dean.) 501 - 599 = Fifth year courses in five year programs, first year MBA courses, second year law courses, and graduate courses open to qualified undergraduates with the permission of the chairman of the department and/or class professor. 600 and higher = Third year law courses, second year MBA, and all graduate courses were restricted to graduate students and were numbered in the 600's or higher.
A letter suffix on a course number was occasionally used to denote a completely different course or a type of course (examples: "L" for Lab, "D" for Drill, and "T" – Tutorials).
Questions about the numbering of courses should be addressed to the Office of the Registrar by emailing [email protected] .
At first glance it can be hard to unpack the shorthand used for courses at William & Mary. Here's an explanation.
In the example above, note the Short Course Title "Worlds of Music." Sometimes there's a longer Full Course Title that gives a better sense of the course. Check the Undergraduate Catalog.
The 5-digit Course Reference Number is the unique identifier assigned to every course and section. This is the number you use to register for a specific class. CRNs that start with a 1 indicate a fall course, 2 indicates spring courses, and 3 is for summer courses. The numbers contain no meaning beyond that. In the example above, 11360 is the CRN for this course and section.
The four-letter Course Prefix indicates the department or program offering the course. Knowing the academic discipline can give you some insight into how it will be taught (e.g., methodologies, perspectives, approaches). Most of the prefixes are easy to figure out: ECON is Economics, PSYC is Psychological Sciences, and so forth. In the example above, ANTH means the course is offered by the Anthropology Department.
The 3-digit course number following the prefix gives some information about where a course falls in that department's or program's curriculum. Courses at the 100 or 200 levels are usually introductory and have a broader scope. Courses at the 300 level are mid-level, likely to be narrower in scope, and might require a lower-level introductory class as a prerequisite. Courses at the 400 level are likely to be very focused and assume that you already have a good amount of knowledge in that academic area. Numbers in the 500s, 600s, and 700s are used by graduate-level courses.
In the example above, 241 indicates that Anthropology considers this an introductory course. This is confirmed in the course description: "This course will introduce students to musical cultures of the non-Western world." The full course listing indicates that this course can serve as a prerequisite for upper-level courses.
Occasionally a course is taught with more than one "section" or class, usually by different faculty and usually at different times. You'll want to keep track of both the course number and section number to make sure you're referring to the right class. In the example above, 01 is the section number.
Courses that are part of the COLL curriculum can be any prefix or course number. The COLL designation is carried by an attribute attached to the course listing. For example, the listing for CLCV 355 – The Roman Family carries attributes for COLL 200 , the ALV requirement, and the domain elective CSI . You can search for attributes directly in the course listings.
Sometimes two or more courses have the same course number and are listed in more than one department or program. This is called cross-listing . For example, ENGL 204: The Study of Language is also listed as ANTH 220 and LING 220, with the same title. These are all the same course taught by the same professor. Cross-listing a course can help different groups of students find it and get appropriate credit for it in their major.
Content in these courses varies from semester to semester. Often these are experimental courses that allow faculty to try out new content. Sometimes you can repeat a topics course, but only if the topic has changed. Course descriptions in the Dynamic Schedule explain the content in topics and seminar courses.
You may also want to check out our Glossary of Terms .
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Williamsburg, Virginia
Course numbering.
This is the first version of the 2024–25 General Catalog. Please check back regularly for changes. The final edition and the historical PDF will be published during the fall semester.
Course numbers at the University of Iowa consist of an alphabetical prefix (up to four letters) showing the college, department, or program, followed by a colon and a four-digit numerical suffix for the individual course. For example, SOC:2810 identifies the course numbered 2810 in the Department of Sociology and Criminology (SOC), titled Social Inequality.
Course suffix numbers:
Course Number | Title |
---|---|
ACCT | Accounting |
BAIS | Business Analytics |
BUS | Business Administration (Tippie College of Business) |
ECON | Economics |
ENTR | Entrepreneurship (Entrepreneurial Management) |
FIN | Finance |
MBA | Tippie Professional Programs (Master of Business Administration Program) |
MGMT | Management (Management and Entrepreneurship) |
MKTG | Marketing |
Course Number | Title |
---|---|
DENT | Dentistry |
DPH | Dental Public Health (Preventive and Community Dentistry) |
ENDO | Endodontics |
FAMD | Family Dentistry |
GSND | Geriatric and Special Needs Dentistry |
OMFS | Oral and Maxillofacial Surgery |
OPER | Operative Dentistry |
OPRM | Oral Pathology, Radiology, and Medicine |
ORDN | Orthodontics |
ORSC | Oral Science |
PCD | Preventive and Community Dentistry |
PEDO | Pediatric Dentistry |
PERI | Periodontics |
PROS | Prosthodontics |
Course Number | Title |
---|---|
BBC | Belin-Blank Center for Gifted Education |
CSED | Counselor Education |
EALL | Education Interdepartmental (College of Education) |
EDTL | Education Teaching and Learning (Teaching and Learning) |
EHOP | Education Honors Opportunity Program (College of Education) |
EPLS | Educational Policy and Leadership Studies |
PSQF | Psychological and Quantitative Foundations |
REA | UI REACH |
SIED | Science Education (Teaching and Learning) |
Course Number | Title |
---|---|
BME | Biomedical Engineering (Roy J. Carver Department of Biomedical Engineering) |
CBE | Chemical and Biochemical Engineering |
CEE | Civil and Environmental Engineering |
ECE | Electrical and Computer Engineering |
EIT | Engineering and Information Technology (College of Engineering) |
ENGR | Core Engineering Courses |
ISE | Industrial and Systems Engineering |
ME | Mechanical Engineering |
Course Number | Title |
---|---|
AMCS | Applied Mathematical and Computational Sciences |
BMED | Biomedical Science |
CBIO | Cancer Biology (Biomedical Science) |
GENE | Genetics |
GRAD | Graduate College |
IGPI | Interdisciplinary Graduate Program in Informatics (Informatics) |
IMMU | Immunology |
IWP | International Writing Program |
MMED | Molecular Medicine |
NSCI | Neuroscience |
PBAF | Public Affairs (Planning and Public Affairs) |
SDG | Sustainable Development Goals (Sustainable Development) |
SLIS | Library and Information Science |
TBM | Translational Biomedicine |
TOX | Human Toxicology |
UICB | University of Iowa Center for the Book (Center for the Book) |
URP | Urban and Regional Planning (Planning and Public Affairs) |
Course Number | Title |
---|---|
HRTS | University of Iowa Center for Human Rights |
LAW | Law |
LWAB | Law Study Abroad |
Course Number | Title |
---|---|
ACTS | Actuarial Science (Statistics and Actuarial Science) |
AFAM | African American Studies |
AMST | American Studies |
ANTH | Anthropology |
ARAB | Arabic (French and Italian) |
ARTE | Art Education (Art, Art History, and Design) |
ARTH | Art History (Art, Art History, and Design) |
ARTS | General Art (Art, Art History, and Design) |
ASIA | Asian Languages and Literatures (Asian and Slavic Languages and Literatures) |
ASL | American Sign Language |
ASLE | American Sign Language in English |
ASP | Aging and Longevity Studies |
ASTR | Astronomy (Physics and Astronomy) |
BIOL | Biology |
BKAT | Papermaking (Art, Art History, and Design) |
CCCC | Critical Cultural Competence |
CERM | Ceramics (Art, Art History, and Design) |
CHEM | Chemistry |
CHIN | Chinese (Asian and Slavic Languages and Literatures) |
CINE | Cinematic Arts |
CL | Division of World Languages, Literatures, and Cultures |
CLAS | Liberal Arts and Sciences Nondepartmental (College of Liberal Arts and Sciences) |
CLSA | Classics: Ancient Civilizations (Classics) |
CLSG | Greek (Classics) |
CLSL | Latin (Classics) |
CNW | Creative Nonfiction Writing (English) |
COMM | Communication Studies |
CRIM | Criminology, Law and Justice (Sociology and Criminology) |
CS | Computer Science |
CSD | Communication Sciences and Disorders |
CW | Creative Writing—Writers' Workshop (English) |
DANC | Dance |
DATA | Data Science (Statistics and Actuarial Science) |
DIGA | Digital Arts |
DRAW | Drawing (Art, Art History, and Design) |
DSGN | Design (Art, Art History, and Design) |
DST | Disability Studies |
ECON | Economics |
EES | Earth and Environmental Sciences |
ENGL | English |
ENVS | Environmental Sciences |
ESL | English as a Second Language |
EVNT | Event Management |
FREN | French (French and Italian) |
GEOG | Geography (Geographical and Sustainability Sciences) |
GHS | Global Health Studies |
GRMN | German |
GWSS | Gender, Women's, and Sexuality Studies |
HHP | Health and Human Physiology |
HIST | History |
HPAS | Health and Physical Activity Skills (Health and Human Physiology) |
INTD | Interdepartmental Studies |
INTM | Intermedia (Art, Art History, and Design) |
IS | International Studies |
ISA | Iowa Sciences Academy |
ITAL | Italian (French and Italian) |
JMC | Journalism and Mass Communication |
JPNS | Japanese (Asian and Slavic Languages and Literatures) |
KORE | Korean (Asian and Slavic Languages and Literatures) |
LAS | Latin American Studies |
LATH | Latham Science Engagement Initiative |
LATS | Latina/o/x Studies |
LING | Linguistics |
MATH | Mathematics |
MDVL | Medieval Studies |
MTLS | Jewelry and Metal Arts (Art, Art History, and Design) |
MUS | Music |
MUSM | Museum Studies |
NAIS | Native American and Indigenous Studies |
PHIL | Philosophy |
PHTO | Photography (Art, Art History, and Design) |
PHYS | Physics (Physics and Astronomy) |
PNTG | Painting (Art, Art History, and Design) |
POLI | Political Science |
PORT | Portuguese (Spanish and Portuguese) |
PRNT | Printmaking (Art, Art History, and Design) |
PSY | Psychology (Psychological and Brain Sciences) |
RELS | Religious Studies |
RHET | Rhetoric |
RUSS | Russian (Asian and Slavic Languages and Literatures) |
SCLP | Sculpture (Art, Art History, and Design) |
SJUS | Social Justice (Gender, Women's, and Sexuality Studies) |
SLA | Second Language Acquisition |
SMC | Sport Media and Culture |
SOAS | South Asian Studies (Asian and Slavic Languages and Literatures) |
SOC | Sociology (Sociology and Criminology) |
SPAN | Spanish (Spanish and Portuguese) |
SPST | Sport Studies (American Studies) |
SRM | Sport and Recreation Management (Health and Human Physiology) |
SSW | Social Work |
STAT | Statistics (Statistics and Actuarial Science) |
SUST | Sustainability Science (Geographical and Sustainability Sciences) |
SWAH | Swahili (French and Italian) |
TAPE | Teaching Assistant Preparation in English (English as a Second Language) |
TDSN | Three-Dimensional Design (Art, Art History, and Design) |
THTR | Theatre Arts |
TR | Therapeutic Recreation (Health and Human Physiology) |
TRNS | Translation |
WLLC | Division of World Languages, Literatures, and Cultures |
WRIT | Writing (Magid Center for Writing) |
Course Number | Title |
---|---|
ACB | Anatomy and Cell Biology |
ANES | Anesthesia |
AT | Athletic Training (Orthopedics and Rehabilitation) |
BMB | Biochemistry and Molecular Biology |
CTS | Cardiothoracic Surgery |
DERM | Dermatology |
DIET | Dietary |
EM | Emergency Medicine |
EMTP | EMT—Paramedic Program (Carver College of Medicine) |
FAM | Family Medicine |
FRRB | Free Radical and Radiation Biology |
IM | Internal Medicine |
MED | Carver College of Medicine |
MICR | Microbiology and Immunology |
MPB | Molecular Physiology and Biophysics |
MSTP | Medical Scientist Training Program |
NEUR | Neurology |
NSG | Neurosurgery |
OBG | Obstetrics and Gynecology |
OPHT | Ophthalmology and Visual Sciences |
ORTH | Orthopedics and Rehabilitation |
OTO | Otolaryngology–Head and Neck Surgery |
OTP | Orthoptics Teaching Program (Carver College of Medicine) |
PA | Physician Assistant Studies and Services |
PATH | Pathology |
PCOL | Pharmacology (Neuroscience and Pharmacology) |
PEDS | Pediatrics (Stead Family Department of Pediatrics) |
PERF | Perfusion (Cardiothoracic Surgery) |
PSYC | Psychiatry |
PTRS | Physical Therapy and Rehabilitation Science |
RAD | Radiology |
RADO | Radiation Oncology |
RSBI | Breast Imaging (Radiation Sciences) |
RSCI | Cardiovascular Interventional (Radiation Sciences) |
RSCT | Computed Tomography (Radiation Sciences) |
RSMR | Magnetic Resonance Imaging Program (Radiation Sciences) |
RSMS | Diagnostic Medical Sonography Program (Radiation Sciences) |
RSNM | Nuclear Medicine Technology |
RSP | Radiation Sciences Program |
RSRT | Radiologic Technology (Radiation Sciences) |
RSTH | Radiation Therapy (Radiation Sciences) |
SURG | Surgery |
URO | Urology |
Course Number | Title |
---|---|
NURS | Nursing |
Course Number | Title |
---|---|
PHAR | Pharmacy |
Course Number | Title |
---|---|
BIOS | Biostatistics |
CBH | Community and Behavioral Health |
CPH | College of Public Health |
EPID | Epidemiology |
HMP | Health Management and Policy |
OEH | Occupational and Environmental Health |
Course Number | Title |
---|---|
ABRD | Study Abroad |
AERO | Aerospace Studies |
CCP | Career Center Programs |
CIAE | Office of Access and Support |
CSI | College Success Initiatives |
HONR | Honors Program (University of Iowa Honors Program) |
IALL | Iowa Lakeside Laboratory |
INTL | International Activities (Study Abroad) |
LLS | Lifetime Leisure Skills |
LS | Leadership Studies |
MILS | Military Science |
SSTP | Secondary School Training Program (Secondary Student Training Program) |
UIUB | University of Iowa Upward Bound |
ULIB | University Libraries |
URES | Undergraduate Research Experiences |
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Level of the course (first digit).
The first digit of the course number indicates the level of the course: roughly,
1 and 2 indicate underclass courses;
Subject Matter (Second Digit)
Within the MATH subject area, the second digit often indicates the subject matter:
0, general;
7, probability and statistics;
In the MATH subject area, conversion of courses numbers from the old 3-digit system to the new 4-digit system was accomplished in most cases by adding a 0 as the 4th digit. Exceptions are as follows:
MATH 005 becomes 1005,
Course numbers with 4 digits will be used from summer 2008 forward.
Course numbers and CRNs are not the same thing. Both have five digits but designate different things.
Street address.
Numerology is the ancient practice of interpreting the spiritual significance and meaning of numbers. The system referenced below is Pythagorean numerology, founded by the Greek mathematician and philosopher Pythagoras. (His Pythagorean theorem of geometry might ring a bell.) On a practical level, while in astrology , you’d calculate your birth chart using your date, time, and location of birth, in numerology, your chart can be created from your name as it appears on your birth certificate, your current first and last name, and your date of birth.
Numerologist Felicia Bender compares the practice to Morse code. “To the untrained, hearing the dots and dashes of Morse code seems like random or garbled sounds,” Bender says. “Yet to those trained in the language of Morse code, the dots and dashes communicate very specific information. You just have to know the language to understand it.”
The number four in numerology symbolizes stability, security, long-term goals, and the creation of solid foundations. “It carries a no-nonsense, practical mentality focused on ‘just the facts.’ The number four is often seen as a purveyor of knowledge, with a strong teaching aspect to it,” Bender explains.
Bender emphasizes that the number four is known as the architect number due to its inherent ability to bring structure into any situation. “Visually, if you turn the number four upside down, it resembles a chair or a box,” she notes. “This visual representation underscores its grounding and organized energy. The fours are in it for the long haul, always working step by step towards clearly defined goals.”
However, the journey with the number four is not without its challenges. Bender highlights the limitations that often accompany this number. “When the four appears, it signals the need to get serious and methodical, avoiding any shortcuts,” she says. “It’s all about seeking accomplishment, doing the job well and right, and earning the respect that comes with such achievement.”
Some consider angel numbers as messages from the universe or spirit guides—and in turn, they can carry profound importance. When it comes to recognizing angel numbers, Bender believes there’s never a “random” number sequence. “If you’re noticing it and feel a sense that this has some significant meaning for you, then it is definitely an angel number,” she explains. Bender adds that many people, even those skeptical of numerology, often seek her guidance after repeatedly encountering specific number sequences. “It’s my experience that when this happens, it’s a strong message from your spiritual guides doing their best to get your attention.”
For the angel number 444, the most vital message is this: Be prepared for success. It’s not just about getting something that you wanted. It’s about being ready for what comes after that success, so it doesn’t destroy you—and so you can make the most out of said success. Bender goes on to note that we see 444 when our lives feel out of control and chaotic, when nothing seems to be going right, and no matter what you put your focus on, it somehow blows up or goes sideways. The 444 reminds us that it’s up to us to bring order to chaos, to bring structure to the formless, and to set secure foundations rather than building something on a pile of shifting sand.
One of Bender’s clients, for example, was ready to give up on her dream of publishing a book after numerous rejections. Then, she started seeing 444 everywhere. After discussing the possible message with Bender, she recommitted to her goal, did extensive research on self-publishing, and was preparing to launch her book independently. Just before finalizing her plans, she received an unexpected offer from a publisher she had contacted months earlier. The book was published, became a bestseller, and she secured a contract for a second book. She credited the angel number 444 for renewing her faith and determination.
In short, Bender goes on to state that when the number four shows up with any other number, its message is that you must not stop now. Whatever it is you’ve been working on—whether it’s a relationship, a project, or getting that new job—is close to manifestation. Don’t abandon it, don’t get frustrated, and don’t lose hope. It takes time for desires to materialize and when the four presents itself, it’s reminding you that you have the utmost support from your spiritual team, however you define them. It’s a reminder to communicate with them, ask for what you want, and then follow up with action.
Sagittarius Weekly Horoscope
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Over the summer, PNB’s studios are full of dedicated young dance students here for our annual Summer Course. Today on the PNB Blog, we’re breaking down some fun numbers to see just how hard these students are working. Join us in celebrating them and all their achievements this summer!
Students attended 18 to 21 classes per week, Monday through Saturday, 8:30 am to 5:30 pm, meaning PNB School offered 1,050 total classes over the five-week course!
In addition to classes, Summer Course students attended 4 seminars on topics like injury prevention, mental health, and nutrition offered by PNB School’s Consulting Staff. Plus, students could participate in individual pointe shoe fittings by Freed of London staff.
Students from 35 different U.S. states attended; California had the most students represented with 62 students, then New York with 22, and Texas and Washington tied for third with 17 students.
9 international students attended Summer Course; six were from Canada.
29 students’ Zodiac sign is Gemini, the most common sign at Summer Course. Libra was a close second with 26, and Aries came in third with 21!
The Summer Course students learned 21 variations and PNB repertory works , and 11 of those were choreographed by George Balanchine.
Many Summer Course students stayed in the PNB Summer Residence, where they participated in fun activities like the Annual PNB Dorm Dance, attending a Seattle Mariner’s game, and more. Notably, there were 5 late-night runs to Dick’s Drive-In!
While all of this was happening in Seattle, PNB School was busy in Bellveue, too! At the Francia Russel Center, Students attended Summer Course three to six days a week. 97 classes were scheduled per week, meaning 388 total classes were offered over the four-week course.
Congratulations to these students! Are you ready to take on the challenge of PNB’s Summer Course? Learn more here .
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Nolan o'hara | 3 hours ago.
The Twins retired the Washington Senators’ “W” during a pregame ceremony honoring the 100th anniversary of the 1924 World Series Senators team ahead of Sunday afternoon’s series finale against the Cleveland Guardians at Target Field in Minneapolis.
The “W” is the 10th number — or letter — retired by the Twins, joining Harmon Killebrew (No. 3), Rod Carew (No. 29), Tony Oliva (No. 6), Kent Hrbek (No. 14), Kirby Puckett (No. 34), Bert Blyleven (No. 28), Tom Kelly (No. 10), Joe Mauer (No. 7) and Jim Kaat (No. 36).
Jackie Robinson’s No. 42 was retired by all 30 Major League Baseball teams in 1997.
“The Washington Senators’ ‘W’ is a reminder of our legacy as a charter member of the American League,” Twins executive vice chair Joe Pohlad said in a statement. “The ‘W’ symbolizes the Hall of Fame players, historical achievements, three pennants, 1924 World Series championship and 60 seasons that formed the foundation in our nation’s capital. Washington Senators history is Minnesota Twins history, and we are proud to celebrate that legacy — now and for all future generations — by permanently displaying the ‘W’ alongside our retired numbers at Target Field.”
The Senators were a charter member of the American League in 1901 and played 60 seasons in Washington until 1960. The franchise moved to Minnesota in 1961, becoming the Twins. Kaat and Killebrew were among notable Twins legends who wore the Senators’ “W” before the move.
NOLAN O'HARA
The number of jobs added last month fell short of expectations and unemployment was on the rise, triggering a measure that has typically meant the U.S. is now in a recession.
The economy has been unusually defiant, with the nation’s gross domestic product continuing to grow, and employment trends reflecting the unusual forces that came into play during the COVID-19 pandemic, which dramatically disrupted the labor market.
That combination of factors has led most economists to determine that the "Sahm rule" probably doesn't apply right now. But for roughly five decades it has predicted every downturn.
So what exactly is the Sahm rule?
The Sahm rule is named for noted economist Claudia Sahm, who has accurately forecast every U.S. recession since the 1970s.
Basically the rule says that if the jobless rate, based on a three-month average, is a half percentage point above its lowest point over the previous 12 months, the economy has tipped into a recession.
Friday’s jobs report technically meets the Sahm rule's criteria. The jobless rate in July rose from 4.1% to 4.3%, ticking the three-month average more than a half point above the 3.6% average one year ago.
The calculation is based on the fact that rising unemployment typically follows a spike in layoffs. And people who find themselves suddenly out of work often spend less, putting a dent in business profits, which can lead them to lay off more employees.
It's not likely, many economists say.
Though layoffs have reached their highest levels in over a year, according to the filing of unemployment insurance claims, they remain historically low. The key reason? Employers have generally hesitated to cut their staffs in the wake of COVID-related labor shortages that hindered their operations during the pandemic, says Ryan Sweet, chief U.S. economist at Oxford Economics. The unemployment rate is also historically low despite its increase.
Fed Chair Jerome Powell responded to a question about the rule at a news conference Wednesday following the Fed's decision to keep the key interest rate unchanged. “It's not like an economic rule where it's telling you something must happen.” He continued, “what we think we're seeing is a normalizing labor market and we're watching carefully to see if it turns out to be more."
And Sahm, for whom the rule was named, wrote in a recent post , that “A recession is not imminent, even though the Sahm rule is close to triggering…The swing from labor shortages caused by the pandemic to a burst in immigration is magnifying the increase in the unemployment rate.”
The rising unemployment rate is due in part to a growing number of people looking for work including those who'd left jobs during the pandemic to look after loved ones or for health reasons, and others lured back by rising wages, Sweet says.
Additionally, roughly a third of the 3 million new positions added last year were filled by recent immigrants, according to estimates from RBC Capital Markets. But new immigrants also have more difficulty finding work initially, which contributes to a higher jobless rate, Goldman Sachs says.
Louis Jacobson, PolitiFact Louis Jacobson, PolitiFact
Amy Sherman, PolitiFact Amy Sherman, PolitiFact
Leave your feedback
This fact check originally appeared on PolitiFact .
Vice President Kamala Harris has tapped Minnesota Gov. Tim Walz as her running mate, capping a historically compressed vice presidential search.
Walz rocketed up the list of finalists on the strength of his folksy relatability, gubernatorial experience and congressional record representing a conservative-leaning district.
READ MORE: Harris selects Minnesota Gov. Tim Walz as running mate
“I am proud to announce that I’ve asked @Tim_Walz to be my running mate,” Harris posted on X Aug. 6. “As a governor, a coach, a teacher, and a veteran, he’s delivered for working families like his. It’s great to have him on the team. Now let’s get to work.”
Walz rose to the rank of command sergeant major over 24 years in the U.S. Army National Guard and worked as a teacher and football coach. He was elected to the U.S. House of Representatives by ousting a Republican incumbent in a heavily rural district in 2006. Walz was elected governor in 2018 and was reelected in 2022.
“He’s a smart choice if they deploy him in two specific ways,” said Blois Olson, a political analyst for WCCO radio in Minneapolis-St. Paul. “Send him to rural areas to counter the polarization and the idea that only Republicans can win there. And have him keep the deep left base satisfied, which could be an issue with a very moody voting bloc.”
Olson said Walz’s rural experience and regular-guy vibes might be able to shave 2 to 4 percentage points off GOP electoral performance in rural Michigan, Pennsylvania and Wisconsin — three states considered crucial to a Democratic victory in November.
WATCH LIVE: Harris holds first rally with Minnesota Gov. Tim Walz after choosing him as running mate
“The most recent Survey USA poll taken last month for KSTP-TV had Walz’ job approval at a healthy 56 percent,” said Steve Schier, a political scientist at Carleton College in Minnesota. “That said, Minnesota is quite a polarized state, and Republicans in the state despise him. He initially campaigned as a moderate in 2018 but has governed as a progressive.”
Walz was one of several potential vice presidential options floated since President Joe Biden announced he’d cede the nomination and endorsed Harris. Other frequently cited names were Gov. Josh Shapiro of Pennsylvania, Arizona Sen. Mark Kelly, Kentucky Gov. Andy Beshear and Transportation Secretary Pete Buttigieg.
Now that he is Harris’ running mate, we are on the lookout for claims by and about Walz to fact-check — just as we are for Harris and former President Donald Trump and his vice presidential pick, Sen. J.D. Vance, R-Ohio. Readers can email us suggestions to [email protected].
READ MORE: Fact-checking JD Vance’s past statements and relationship with Trump
Republicans have already begun to question Walz’s handling of the rioting following the murder of George Floyd while in Minneapolis police custody. Walz clashed with Minneapolis Mayor Jacob Frey over how to handle the unrest, but he sent the Minnesota National Guard to aid local law enforcement.
Walz grew up in Nebraska but moved with his wife, Gwen, to Minnesota in 1996 to teach high school geography and coach football; his teams won two state championships.
He was 42 when he ran for Congress, a decision sparked by a 2004 incident at an appearance by President George W. Bush. “Walz took two students to the event, where Bush campaign staffers demanded to know whether he supported the president and barred the students from entering after discovering one had a sticker for Democratic candidate John Kerry,” according to the Almanac of American Politics. “Walz suggested it might be bad PR for the Bush campaign to bar an Army veteran, and he and the students were allowed in. Walz said the experience sparked his interest in politics, first as a volunteer for the Kerry campaign and then as a congressional candidate.”
Walz’s ideological profile is nuanced. The other highest-profile finalist for Harris’ running mate, Shapiro, was pegged as somewhat more moderate and bipartisan than Walz. An Emerson College poll released in July found Shapiro with 49 percent approval overall in his state, including a strong 46 percent approval from independents and 22 percent from Republicans.
When he was elected to Congress, Walz represented a district that had sent Republicans to Washington for 102 of the previous 114 years, according to the Almanac of American Politics. Representing that constituency, Walz was able to win the National Rifle Association’s endorsement and he voted for the Keystone XL pipeline — two positions that have become highly unusual in today’s Democratic Party.
During his first gubernatorial term, Walz worked with legislative Republicans, which produced some bipartisan achievements, including $275 million for roads and bridges, additional funds for opioid treatment and prevention, and a middle-income tax cut.
In 2022, Walz won a second term by a 52 percent to 45 percent margin. Democrats also flipped the state Senate, providing him with unified Democratic control in the Legislature. This enabled Walz to enact a progressive wish list of policies, including classifying abortion as a “fundamental right,” a requirement that utilities produce carbon-free energy by 2040, paid family leave and legalizing recreational marijuana. He also signed an executive order safeguarding access to gender-affirming health care for transgender residents.
After Harris’ announcement, the Trump campaign attacked Walz’s legislative record in a campaign email: “Kamala Harris just doubled-down on her radical vision for America by tapping another left-wing extremist as her VP nominee.”
Olson noted that Walz “only has one veto in six years. He doesn’t say ‘no’ to the left, after being a moderate. That’s a reason he’s now beloved by the left.”
Democrats have controlled the Minnesota state Legislature’s lower chamber during Walz’ entire tenure. However, Republicans controlled the state Senate for his first four years in office.
Walz’s meteoric three-week rise on the national scene stemmed after calling Trump, Vance and other Republicans in their circle “weird.”
In a July 23 interview on MSNBC, Walz predicted that Harris would win older, white voters because she was talking about substance, including schools, jobs and environmental policy.
“These are weird people on the other side,” Walz said. “They want to take books away. They want to be in your exam room. That’s what it comes down to. And don’t, you know, get sugarcoating this. These are weird ideas.”
Days later on MSNBC , Walz reiterated the point: “You know there’s something wrong with people when they talk about freedom. Freedom to be in your bedroom. Freedom to be in your exam room. Freedom to tell your kids what they can read. That stuff is weird. They come across weird. They seem obsessed with this.”
Other Democrats, including the Harris campaign, amplified the “weird” message, quickly making Walz a star in online Democratic circles.
Walz also attracted notice for being a self-styled fix-it guy who has helped pull a car out of a ditch and given advice about how to save money on car repairs . He staged a bill signing for free breakfast and lunch for students surrounded by cheering children .
Schier said he expects Walz to be a compatible ticket-mate who won’t upstage the presidential nominee. “Walz will be a loyal companion to Harris,” Schier said.
One thing Walz does not bring to the table is a critical state for the Democratic ticket. In 2024, election analysts universally rate Minnesota as leaning or likely Democratic. By contrast, Shapiro’s state of Pennsylvania is not only one of a handful of battleground states but also the one with the biggest haul of electoral votes, at 19. Another finalist, Kelly, represents another battleground state with nine electoral votes, Arizona.
We have not put Walz on our Truth-O-Meter. However, days after Floyd’s murder, we wrote a story about how a false claim about out-of-state protestors was spread by Minnesota officials, including Walz, and then national politicians, including Trump.
At a May 2020 news conference, Walz said he understood that the catalyst for the protests was “Minnesotans’ inability to deal with inequalities, inequities and quite honestly the racism that has persisted.” But there was an issue with “everybody from everywhere else.”
“We’re going to start releasing who some of these people are, and they’ll be able to start tracing that history of where they’re at, and what they’re doing on the ‘dark web’ and how they’re organizing,” Walz said. “I think our best estimate right now that I heard is about 20 percent that are Minnesotans and about 80 percent are outside.”
The statistic soon fell apart.
Within hours, local TV station KARE reported that Minneapolis-based police tallies of those arrested for rioting, unlawful assembly, and burglary-related crimes from May 29 to May 30 showed that 86 percent of those arrested listed Minnesota as their address. Twelve out of 18 people arrested in St. Paul were from Minnesota.
Confronted with these numbers, the officials walked back their comments that evening or did not repeat them. In a news conference, Walz did not repeat his earlier 80 percent assertion. KARE-TV wrote that Walz said the estimate was based in part on law enforcement intelligence information and that the state would monitor developments.
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IMAGES
COMMENTS
1. Course Prefix. The first part of a college course code is simple: a series of letters indicating the course's general subject. This is the course prefix, and it's fairly intuitive. Tip: if you get stuck wondering what a particular set of letters means, compare several courses sharing the same prefix. Or Google it.
Undergraduate Course Numbers. 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.
Short version: Only the first number matters in course descriptions. 101 courses are special in that they are designed for anyone at the university to take them, and have no prerequisites. 100-level courses (sometimes called 1000-level courses) are designed for all students, regardless of major or college*.
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 the subject ...
Course Numbering. Courses are designated with a subject code and course number. The number assigned to a course generally denotes its level and may also indicate a course type. 0001-3999 Undergraduate courses; 4000-4999 Mixed courses primarily for Undergraduate students; 5000-5999 Mixed courses primarily for Graduate students; 6000-9899 ...
One common (though not universal) numbering guideline you will see across many departments is as follows: 1-99: introductory level courses for all students. 100-199: courses primarily for undergraduate majors and minors. 200-299: courses for advanced undergraduates and beginning graduate students. 300 and above: courses for graduate students.
The course number is a four-digit designator for the course level (first digit), century (second digit), decade (third digit), and unit (last digit). In the sciences and certain other areas, a "C" or "L" after the course number is known as a lab indicator. The "C" represents a combined lecture and laboratory course that meets in the ...
Sacramento City College already aligned course numbers with other schools in the Los Rios District. At Pasadena City College, college algebra for STEM majors is labeled Math 003. At Cypress College, it's Math 141 C and at Napa Valley, it's Math 106. For anyone hoping to enroll in the same course at Oxnard College, look for Math R115.
Each course in the field is identified by a number made up of three digits, which may be followed by a letter. Except in the Dell Medical School, the first digit of the course number indicates the credit value of the course in semester hours. Courses numbered 201 through 299 have a value of two semester hours; 301 through 399, a value of three ...
Courses are designated by two numbers, separated by a colon. The first number refers to the department or area of the course; the second number refers to the specific course. For example, in the course designated 600:111 the "600" refers to the Department of Art and the "111" refers to the course. Courses numbered 0-99 are primarily designed ...
1030 following the first colon is the course number that indicates the level of the course. 0001 after the second colon is the section of the course which can be numbers, letters, or a combination depending on whether the section is a stand-alone, lab, lecture , or discussion. Course levels are defined below.
Step 1. Use the course numbering system to standardize the classes offered by your school. The first element in the three-digit course code is the class level. For most schools, the numbers range from one to five. The first number in the code will be as follows for each class: Freshman level: 1 Sophomore level: 2 Junior level: 3 Senior level: 4 ...
Registration & Course Selection. Fall-term courses are indicated by the letter "a" (e.g., ENGL 201a), and spring-term courses by the letter "b" (e.g., ENGL 450b). Departments number their courses according to different schemes, and course numbers do not necessarily reflect whether courses are more or less advanced or more or less ...
When registering for your college classes, how much should you pay attention to COURSE NUMBERS? What do they mean? What can you expect from courses at these ...
Course numbers usually correspond to the classification of students as freshmen, sophomores, juniors, seniors, master's and doctoral students. Some digits of the course number are intended to convey a university-wide meaning and must be used consistently across all disciplines. The first digit identifies the level of instruction:
Undergraduate courses. Courses numbered 1000-1099 are undergraduate non-credit courses for orientation, remedial, or other non-college-level experiences.These courses are in addition to a program's graduation requirements. Courses numbered 1100-1999 are introductory, required or elective courses that may be prerequisite to other courses.They provide undergraduate credit, but do not count ...
The last three digits of the course number are used by each academic department to meet their own curriculum structuring needs. Period II - Before Summer 2005. The following course numbering policies were in effect from 1970 through the Spring 2005 semester. During this period, courses in the Course Catalog were identified with a subject code ...
The 5-digit Course Reference Number is the unique identifier assigned to every course and section. This is the number you use to register for a specific class. CRNs that start with a 1 indicate a fall course, 2 indicates spring courses, and 3 is for summer courses. The numbers contain no meaning beyond that. In the example above, 11360 is the ...
Course numbers at the University of Iowa consist of an alphabetical prefix (up to four letters) showing the college, department, or program, followed by a colon and a four-digit numerical suffix for the individual course. For example, SOC:2810 identifies the course numbered 2810 in the Department of Sociology and Criminology (SOC), titled ...
Conversion From 3 to 4 Digits. In the MATH subject area, conversion of courses numbers from the old 3-digit system to the new 4-digit system was accomplished in most cases by adding a 0 as the 4th digit. Exceptions are as follows: MATH 109 becomes 1009. Course numbers with 4 digits will be used from summer 2008 forward.
The course code comprises the sixth, seventh, and eighth digits in all course numbers. Course codes from 100 to 299 indicate introductory and intermediate undergraduate courses. Codes from 300 to 499 indicate advanced undergraduate courses. Courses coded from 500 to 799 are graduate courses and are described in the graduate catalogs of the ...
The course number identifies the department and the course level. Lower-division course numbers begin with a 1 or 2 (freshman- and sophomore-level) while upper-division course numbers begin with a 3 or 4 (junior- and senior-level). CRNs are Course Reference Numbers. CRNs change every semester and are used in FlashLine to allow students to ...
What Do Course Numbers Mean? When you view a college catalog, you'll notice that courses have designations like MATH 093, CHEM 110, HIST 215, etc. While the reason for these designations can vary ...
The number four in numerology symbolizes stability, security, long-term goals, and the creation of solid foundations. "It carries a no-nonsense, practical mentality focused on 'just the facts.'
Students attended 18 to 21 classes per week, Monday through Saturday, 8:30 am to 5:30 pm, meaning PNB School offered 1,050 total classes over the five-week course! In addition to classes, Summer Course students attended 4 seminars on topics like injury prevention, mental health, and nutrition offered by PNB School's Consulting Staff.
The Twins retired the Washington Senators' "W" during a pregame ceremony honoring the Senators' 1924 World Series championship ahead of their series finale against the Cleveland Guardians on ...
Discover the meaning of 444, the angel number that signifies change, transformation and rebellion in your life. Learn how to embrace this powerful energy.
The number of jobs added last month fell short of expectations and unemployment was on the rise, triggering a measure that has typically meant the U.S. is now in a recession.. The economy has been ...
Interval and ratio data both have equal spacing between values, but ratio data has a true zero point. For example, the number of cookies you have would be an example of ratio data. The difference between four and five cookies is the same as between three and four cookies, but zero cookies represent a true absence.
Walz's meteoric three-week rise on the national scene stemmed after calling Trump, Vance and other Republicans in their circle "weird."