coursework number meaning

Course Numbering and Description Guide

Courses follow numbering and other conventions that designate class level and type. Course descriptions establish the general or specific topic of study.

Current course descriptions are updated daily at 9 a.m. Published current courses have been approved by the UCLA Academic Senate. Descriptions are listed alphabetically by subject area. Classes offered in a specific term are published in the Schedule of Classes .

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. Lower-division courses may not be applied toward graduate degrees.

Upper-division courses (numbered 100–199) are open to all students who have met the requisites indicated in departmental requirements or the course description. Preparation generally includes at least one lower-division course in the subject or two years of college work. With approval of the major department, graduate students may take 100–series courses toward satisfaction of master’s degree requirements.

Undergraduate Seminars and Tutorials

Fiat lux freshman seminars.

Fiat Lux freshman seminars (numbered 19) are taught by faculty in areas of their expertise. They introduce freshmen to topics of intellectual importance, and enable them to participate in critical discussion of these topics with a small group of peers. The seminar series takes its name from the motto of the University of California: Fiat Lux—Let There be Light!

Sophomore Seminars

Sophomore seminars (numbered 88) are department-sponsored courses designed to give sophomores the opportunity to participate in small seminars that enhance writing, verbal, and analytical skills.

Honors Seminars and Tutorials

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.

Student Research Program Tutorials

Student Research Program tutorials (numbered 99) offer students entry-level research experiences. Students serve as apprentices working with an individual faculty member or in a research group. Students are graded P/NP based on the number of hours they participate in research.

Upper-Division Seminars

Upper-division seminars (numbered 190–194) are small seminars, with between 15 and 20 students, that focus on research practice or issues. Many are designed to be taken along with a tutorial course in the 195–199 series.

Upper-Division Tutorials

Upper-division tutorials (numbered 195–199) offer advanced opportunities for research through faculty-supervised internships and apprenticeships as well as honors research, directed research, and senior projects. Courses are structured by the instructor and student at the time they are initiated and are open to juniors (with a minimum 3.0 grade-point average in the major field), seniors, and graduate students. To enroll, students submit a contract through MyUCLA and have it approved by both the instructor and department chair.

Graduate Course Numbers

Graduate courses numbered 200–299 are generally open only to graduate students who have completed basic undergraduate courses in the subject. Courses and seminars in the 200 series can fulfill the minimum graduate course requirement for any advanced degree.

With department and instructor consent, and subject to requirements in the appropriate College or school, undergraduate students may enroll in 200-series courses for unit credit toward the bachelor’s degree. If students take a graduate course as an undergraduate, they may not apply that same course later toward a higher degree.

Teacher Training

Graduate courses numbered 300–399 are are professional courses or pre-professional experience, and are not applicable toward requirements for graduate degrees.

Professional Courses

Graduate courses numbered 400–499 are designed for professional programs leading to graduate degrees other than the M.A., M.S., and Ph.D. These courses may not be used to satisfy minimum graduate course requirements for the M.A. or M.S. degree but may apply as electives.

Individual Study and Research

Individual study and research courses (numbered 500–599) are reserved for advanced study and are not open to undergraduate students. Courses are numbered as follows: 595/596, directed individual study or research; 597, preparation for master’s comprehensive or doctoral qualifying examination; 598, master’s thesis research and preparation; and 599, doctoral dissertation research and preparation. Courses numbered 501 are not individual study and research but are cooperative programs held in conjunction with USC. See individual departmental listings for specific limitations on 500-series courses.

Note: These definitions do not apply to the schools of dentistry, law, or medicine, which maintain their own course numbering systems.

Other Course Numbering Conventions

Variable topics.

Variable topics courses do not have a specifically assigned course number. The course title usually indicates that it is a variable topics course (e.g., Spanish 130: Topics in Medieval Studies). Variable topics courses cover material within a defined topic area. They have a general catalog description, but specific topics vary by term and instructor. See the Schedule of Classes for topic descriptions offered in a specific term.

Concurrent Courses

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.

Multiple-Listed Courses

Multiple-listed courses (identified by a capital M before the course number) are courses offered jointly by more than one department. They do not need to have identical course numbers, but all other aspects of the course must be the same, including title, units, requisites, format, and level. For example, Language in Culture is offered by the Anthropology department as course M140 and the Linguistics department as course M146. The course is listed in both departments.

UCLA Extension XL/XLC

UCLA Extension classes are listed in the Extension catalog available in print and on the Extension website . In general, students may not attend UCLA Extension for degree credit if they are enrolled in UCLA regular session (fall, winter, spring) at the same time.

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.

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How does the college course 101 numbering system work?

I'm not an American, but I know that the number 101, often used postpositively, is used to mean fundamentals/rudiments of a particular scholarly subject. I know (partially as a hunch but I also looked it up) this is because introductory courses in American, or maybe North American college are given the number 101.

But now I want to know a bit more about this numbering system, because I was watching a video called: Chemistry 107. Inorganic Chemistry, and I wondered exactly how far along or advanced this is? Is it guaranteed that there are 5 other courses between 101 and 107 that are intermediate between these?

The only information I got from Wikipedia was that:

This common numbering system was designed to make transfer between colleges easier.

So if anyone has gone through an education of this numbering system, could you explain roughly how this is arranged? Is Chemistry 107 really far ahead, and does it mean that there are 5 previous courses before it?

And here is the video in case it helps in answering my question.

• united-states
• terminology
• course-design

• 2 I'm not from the US, but from what I understand, the first number is basically the year and the rest is the number of the course. 101 is the most basic course in the first year, 102 would be in the first year but for someone who's already taken the subject in high school, etc. 107 wouldn't be that advanced as it's still a first-level course. –  user9646 Commented Apr 27, 2018 at 10:16
• 1 In my dept., 100-level courses were introductory, 200s were for non-majors, there were no 300s, and the 400s were all the major courses. It's pretty variable –  Azor Ahai -him- Commented Apr 27, 2018 at 17:53
• A remark that doesn't warrant a full answer: some schools, such as community colleges in Texas, use a four-digit system, i.e., MATH XXXX, where the first digit is used to indicate the level akin to 100, 200, etc. and the second describes the course's worth in credits. As an example, MATH 3325 is a junior level, three-credit course. –  Sean Roberson Commented Apr 27, 2018 at 19:24
• When I was at Univ. of North Carolina in the late 1970s, precalculus was Math 30, Calculus I-IV was Math 31-34, etc. Graduates only courses (actually means you have to get permission if you're an undergraduate) started at 200. However, I just looked and they don't use the same numbering system now. But Harvard still has a similar numbering system in place. For example, Math 55 at Harvard would probably not be considered an introductory course! Also Stanford University -- see their Math 61CM, 62CM, 63CM courses. –  Dave L Renfro Commented Apr 27, 2018 at 20:43
• My school uses 100 for absolutely introductory courses, 101 /102 if it splits the 100 course into two and expands the content (101 then becoming the introduction). (I've also seen it turn ECON 101 & 102 into ECON 100 + 201 + 202, so there are some permutations.) Higher 10x courses would be for slightly more advanced content or slight variations, e.g. we use MATH 103 for an introductory calculus course specifically aimed at business and social science students, but MATH 101/102 for the math major stream. –  Jim MacKenzie Commented Apr 27, 2018 at 20:48

6 Answers 6

A common system works roughly as Najib Idrissi describes: courses numbered 100-199 are first-year courses, which either have no prerequisites or only high school-level prerequisites. Courses numbered 200-299 are second-year courses, which have 100-level prerequisites, and so on.

But this system is by no means universal in the US, nor does the rough description above capture all aspects of it accurately. The "and so on" above would lead you to guess that 400-499 are the most advanced undergraduate courses, and 500+ are graduate courses. And that's the case at some universities. But at my current institution, 300-399 designate the most advanced courses intended primarily for undergraduates (including those in their fourth year), and courses starting at 400 are graduate classes. At another institution I've been at, "lower-level" undergraduate courses are 1-99, "upper-level" graduate courses are 100-199, "lower-level" graduate courses are 200-299, and "upper-level" graduate courses are 300-399. And in any of those systems, you can't always guess from the number alone the relationship between Basket Weaving 125 and Basket Weaving 147.

To address your question about the online chemistry course, you can't even assume that Chemistry 101-106 even exist at the institution in question; if they do, they may or may not have any clear relation with 107. When I was an undergraduate, there were two distinct introductory chemistry sequences for different audiences: 105-106 and 107-108. So there was no 101, and 106 was a more advanced course than 107.

So if you want to know the place of a specific course in the curriculum, you have to consult the course offerings of the specific institution.

tl;dr (summarizing this and other answers, and many more details in comments): There is no one system for course numbers, even at a given institution. At best you can make a rough guess about a course number's meaning. If you really want to know, you need to find information from the specific department.

• 2 Sometimes, "100" is a course intended for non-specialists of the subject. So "Psychology 100" may be for Arts students (Literature, History) who need a 1st-year Science credit. For students planning to proceed in Psych, there would be a 101 or others. At one large University, as I recall, Physics 100 was a science credit for Arts students, and there were other 10x courses specifically intended for majors in Engineering, Medicine, Pharmacy, and others--each separate, I think, so as to be scheduled compatibly with the courses of those specialties. Actual Physics majors took Physics 130. –  CCTO Commented Apr 27, 2018 at 18:02
• 1 And at the low end of things, 0-level courses are typically remedial, non-credit courses covering things the student didn't learn in high school but should have, eg. "Math 050: Trigonometry". –  Mark Commented Apr 27, 2018 at 20:57
• @Mark That is not a "typical" system. Some schools use numbers below 100 that way, but many don't. Again, while the first digit often has significance, which numbers mean what varies a lot. –  Henry Commented Apr 27, 2018 at 21:12
• 1 Sometimes, 101 existed in the past, but got split or combined with another course, or various other things, and the number never got reused. –  Riking Commented Apr 27, 2018 at 22:17
• @CCTO And for another example, mine was the opposite - CS 100 was the overview course for CS majors. CS 105/106 were the intro-to-programming courses for non-majors, and CS 115/116 were the same intro courses but geared towards majors. (And to this answer's point about gaps, there were no other 100-level CS courses) –  Izkata Commented Apr 28, 2018 at 4:14

The numbering system isn't nearly that consistent across American universities. "Subject 101" isn't really the introductory course in Subject at most schools.

Based on my experiences on a few schools, here are the consistent patterns I'm aware of:

• Course numbers are typically three digit numbers
• The first digit does typically indicate the level of the course, with 1XX courses being lower level than 2XX courses and so on, but the significance of the first digit can vary wildly (4XX courses could be undergrad courses or upper level grad courses at different schools, for instance).

It's impossible to guess at the significance of the last two digits of a course number without knowing the specific courses involved. Some of the principles that lead to choosing specific numbers are:

• Sometimes consecutive courses do get numbered consecutively, so 130 and 131 might form a related sequence. Conversely, my experience is that when courses don't form a natural sequence, they rarely (but not never) get consecutive numbers, to avoid confusion: there are always many gaps in the numbering system.
• Sometimes the second digit has significance - it might be that courses whose second number is a 4, regardless of level, are all inorganic chemisty, so 141 is the first inorganic chemistry course while 440 is the number of a graduate seminar in inorganic chemistry.
• Often when a course is removed or dramatically changed, its number will be retired for a time: it would be confusing if 107 meant very different things for people graduating from the same school in the same year because they took the course in two different years.

• 1 Another principle that is sometimes used: odd numbers for the fall semester courses, even numbers for the spring semester courses. –  Michael Seifert Commented Apr 27, 2018 at 16:14
• 1 Re 4XX courses, what I've seen is that the same course will be open to grad or undergrads. Undergrads sign up for 4XX, grads for 6XX - same course, same instructor, perhaps a few extra assignments required of 6XX. Then 7XX courses are generally grad-level only. –  jamesqf Commented Apr 27, 2018 at 17:35
• @MichaelSeifert Or vice versa. I've seen the evens for sone semester and odds for another pretty frequently, but I haven't seen one be more common than the other. –  RothX Commented Apr 27, 2018 at 17:52
• 1 @jamesqf The pattern of which initial number corresponds to which level varies a lot by institution. I've never been at a school which routinely used 7XX numbers, but I can certainly believe they exist. –  Henry Commented Apr 27, 2018 at 18:59
• My school's grad courses are 8XX, so I think this is very school-dependent. –  Jim MacKenzie Commented Apr 27, 2018 at 20:49

When people in the U.S. talk about a generic introductory course, say "Underwater Basket Weaving 101", we often give it the number 101 .

This is just a linguistic shorthand; introductory courses are labeled 101 at relatively few colleges and universities. The actual numbers depend on the university, and the systems vary wildly, and can even vary somewhat between different departments at the same colleges.

For example, the introductory courses in mathematics at various universities (calculus or precalculus) are labeled:

M.I.T.: 18.01 (18 is the math department number). Princeton: MAT 100, followed by MAT 103. Harvard: Math 1a. Williams College: Mathematics 130, Purdue University: MA 16500 or MA 18100 (the second is honors calculus). Mount Holyoke College: Math 101.

• 1 It's worth adding that there are often multiple introductory courses for a subject like mathematics, usually intended for different students with different needs. There might be an intro course for students who intend to become math majors, one for students who will be studying engineering, one for students studying economics/social sciences/life sciences, etc... Each course will have different numbers. That system will also vary wildly depending on the department. –  Zach Lipton Commented Apr 27, 2018 at 19:55
• 6 This nicely summarizes what I began to read from the other answers: "101" is mostly used only in this proverbial sense. In which case it need not even apply to actual courses, but any profession ("we found the suspect, that was just police work 101") or other activity ("How can you wear socks and sandals? That's fashion 101"). E.g., a possibly good and idiomatic translation into German might be "Das kleine Einmaleins des Unterwasser-Korbflechtens" (literally, "the rules of multiplying single-digit numbers in underwater basket weaving") –  Hagen von Eitzen Commented Apr 28, 2018 at 8:47

As others have said, there's a lot of variation in how courses are numbered at different universities. One example that's somewhat different from those that have already been mentioned is the University of Texas at Austin.

UT Austin uses the first digit to indicate the number of credit hours that are awarded for the class (which is usually roughly equal to the number of class hours per week.) The remaining two digits indicate the relative level of the class: lower division (freshman/sophomore), upper division (junior/senior), or graduate.

For example: The first class taken as part of a bachelor's degree in physics is PHY 301 (Mechanics), which is also open to other majors. It requires prior or simultaneous enrollment in PHY 101L, which is a laboratory course. There's also PHY 104 (Introductory Physics Seminar) which is a high-level overview of the field, and is roughly equivalent to what one might expect from a "101" class.

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*.

• So Econ 201, Econ 220, and Econ 2051 are meant for Econ majors only. These courses presume familiarity with the department's field. In other words you'll be at a serious disadvantage if you haven't taken a few 100-level courses.

200-level courses (sometimes called 2000-level courses) are designed explicitly for majors.

So Econ 202 and Econ 240 are designed for econ majors. Thus most students will be econ majors, and the course will assume you have some general background knowledge of economics. Ideally from taking 100/1000 level courses.

In most cases 200-level and up courses are not going to be designed (or fair) for cross-school (cross-college) students. In other words, the pre-reqs for 200-level and up courses are "you need to have had at least a year of education in this school in order to know what's going on in class".

300-level and up (or 3000-level and up) courses and up vary widely by school and department/major.

• Where I went to undergrad , 300-level sometimes meant you had to have taken at least 3 200-level courses in the department.
• Sometimes 400-level means seminar, or masters students only. Sometimes 300-level means double-length courses.
• If your school has 500-level courses, these are normally grad student-only courses, though.

* if your university has multiple colleges. For example, Cornell has an engineering college, a fine arts college, a liberal arts college, an industrial and labor relations college , a hotel management college, an undergrad business school , and more. Here's a better explanation of this.

• 8 I don't think the practices described here are remotely universal. For instance, some schools may use the distinction between 100 level and 200 level to distinguish between non-major and major courses, but many other schools do not. Nor is it consistently true that 500 level courses are grad student-only. –  Henry Commented Apr 27, 2018 at 19:02

A university can use any system they want. Especially older and prestigious universities will have weird systems, since they are less concerned about being accepted as "legitimate" (their legitimacy is already beyond question).

The "100-system" is pretty common. Usually the first number is the year in which students are expected to take it, and the second number is the semester. But this system often creates problems:

• Sometimes, Math 101 is taken in year 1 by some majors but year 2 by others.
• Sometimes students from a major can choose from, eg, organic or inorganic chemistry for their third semester. So which one gets to be called Chem 201? Regardless, the other one will be called something else.
• Sometimes a class can be taken at any time as an elective, so has no "default" time it is supposed to be taken.
• Sometimes there will be multiple versions of a class, but later on the 101 course will be discontinued, while the other remains.

The only real rule is that if a course has a certain number, no other course will have that number.

However, "Something 101" has been used for a time in colloquial English to mean "the basics of", "an introduction to" or "a crash course in" something. Funnily enough, this has resulted in me taking some courses which claimed to be the "101" of something, but were advanced, graduate-level classes (the ones I took did not actually have a course code of 101, though).

So the answer is, there isn't really a system, and when people refer to "101", they probably mean it as a figurative expression, and not an actual system.

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What Do College Course Numbers Mean?

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 and the last digit may indicate the number of credit hours.

Course Levels 101

Most colleges identify introductory classes at the 100-level. 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.

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100- and 200-Level Course Expectations

100-level courses come with no prerequisites regarding knowledge of a disciplines concepts and terminology. Students who enter these classes must be able to compose formal essays and comprehend college-level textbooks. 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.

300- and 400-Level Course Expectations

300-level courses will contain advanced content for upper division students. These classes will most likely be core requirements of the students’ majors. 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.

In the end, college course numbers will indicate the level of difficulty and identify the subject. For example, “ENG” is often used for English, “MAT” for mathematics and “BIO” for biology. The U.S. Department of Education offers assistance on how to pay for and complete a post-secondary education here .

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Course Numbering & Academic Credit

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 Graduate courses
• 9900-9999 Graduate individual study (thesis/dissertation) courses

A cademic Credit at Penn

All of Penn’s undergraduate programs and many of its graduate and professional programs use course units (CUs) as a general measure of academic work and progress toward a degree. Penn’s use of CUs conforms to the practices of peer institutions that use a similar system of academic credit including Brown, Duke, Harvard, Princeton, and Yale. A CU is a general measure of academic work over a period of time, typically a term (semester or summer).

The Schools of Law, Dental Medicine, and Veterinary Medicine do not use CUs. The Law School uses credit hours in a way that is consistent with law schools in the United States. The Schools of Dental Medicine and Veterinary Medicine uses credit hours in ways that are consistent with professional education in those fields of study.

Definition of a Course Unit

A course unit (CU) is a general measure of academic work over a period of time, typically a term (semester or summer). A CU (or a fraction of a CU) represents different types of academic work across different types of academic programs and is the basic unit of progress toward a degree. One CU is usually converted to a four-semester-hour course. A degree from one of Penn’s undergraduate programs requires the completion of 32 to 40 (or more) course units. Graduate and professional degrees vary in the number of years of study and the number of CUs required.

A ssignment of Academic Credit

The course unit (CU) value of a course determined by the faculty reflects their judgment regarding the expected work of a student completing that course. Factors that may be considered when assigning academic credit for a course include scheduled class time, expected time outside of class, the difficulty and range of materials covered, and the mastery of specific knowledge through written reports, exams, and other evaluations.

The assignment of academic credit for a course is formally approved by the curriculum committee (or similar body) of the school when a course is first proposed. It is reviewed formally by the faculty of a program, department, or school through periodic program reviews or curriculum revisions. Additionally, it is reviewed by the faculty of a program, department, or school informally as part of ongoing assessments of curriculum and teaching effectiveness.

Tr a n sfer Credit

At the University of Pennsylvania, faculty in individual departments and schools make decisions about awarding credit for external courses (courses taken at a college or university other than Penn). Each school has policies and procedures for evaluating and awarding external credit. Judging both course content and student work, faculty determine whether external courses are equivalent to courses offered through their own departments and thus what credit, if any, to award. In awarding credit at Penn for external courses, faculty also determine how those credits may be used (e.g., whether they satisfy general education requirements or requirements in a major).

Undergraduate schools use a web-based, password protected application called the External Course Approval Tool, or XCAT . When academic credit is awarded for courses taken at other institutions, typically courses worth 3, 4, or 5 semester hours or worth 5 quarter hours are awarded one course unit (CU) at Penn.

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Understanding the Course Catalog

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Confused by the different numbers and letters you’ll find at the end of a course name? Not sure how you can tell whether a class is a lecture, seminar, or activity course? Your Academic Advisors are here with the answers!

What Do the Course Numbers Mean?

Stanford does not have a standardized course numbering system. This means that each department is free to number its courses in its own way. 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

Again, this numbering is not a universal rule.  And even when departments do follow these numbering guidelines, they are not necessarily set in stone. For example, you can often take a 100-level course intended for majors even if it's outside of your field, though you should expect it to be a bit more advanced than an introductory course.

If you're unsure if a course is the right level for you, start off by reading its description carefully in  ExploreCourses . If you're still not certain, we recommend you check in with the course instructor, the department's  Student Services Officer  (SSO), or your Academic Advisor.

What Do the Letters After Course Numbers Mean?

You've likely noticed that many courses end with a letter. Maybe you have heard of (or taken) CS106A or English 9CE. But what do those letters mean? The short answer is that it varies. Different departments use these letter to signify different things.

There are a few standard guidelines that you will see across many departments:

N : frosh IntroSem course  Q : sophomore IntroSem course  SC : Sophomore College program course  AX : Arts Intensive program course  SI : Student-Initiated course

The use of other letters depends on the department. Be sure to read the full course description in  ExploreCourses  for guidance, and click the blue Schedule link to see if there is more information in the Notes. Here are some common approaches (note that "A" is used differently in each one):

• Letters frequently signal that courses are a variation on the same basic content, such as with Engr40, Engr40A, Engr40M; HumBio120 or HumBio120A; Math61CM or Math61DM.
• "A-B-C" will sometimes refer to a sequence of courses, but not always--you can usually tell from the course descriptions and prerequisites.
• "A" may also be used to denote a 1-unit auxiliary course or a course with an additional auxiliary component, such as the CS103A or Math51A, although there are many different ways auxiliary courses are presented.
• An "A" in a PWR course might even stand in for the instructor's initials.

See if the courses in your department show a pattern, or consult the  department SSO , your Academic Advisor, or your Major Advisor.

How do I know if a class is a lecture, seminar, activity, or practicum?

All courses have a 3-letter component code listed in the course catalog. This component code tells you what kind of class the course is intended to be. You can find this component code by looking up the course on  ExploreCourses  and clicking on the blue Schedule link. Here are some common examples:

LEC : lecture courses  DIS : discussion section component of a lecture course  LBS : lab section component of a lecture course  SEM : seminar courses  PRC : practicum courses  COL : colloquium courses  ACT : activity courses

Lecture courses are often larger courses focused on (not surprisingly) the instructor giving a lecture. Discussion sections are often smaller groups where students can talk about and practice the concepts taught in lecture. Seminar courses are usually smaller classes with an emphasis on classroom discussion. Practicum courses usually focus on the practice and application of your skills: music lesson courses for voice, piano, guitar, etc. are all practicums, for example. Colloquium courses often have rotating guest speakers each week to talk about different topics.

Note that if a course has multiple components (e.g. a lecture and a discussion section, or a lecture and a lab), you must usually sign up for each component. Check the Notes in Explore Courses for details.

Activity courses are a special category worth paying attention to, for reasons explained below.

Which classes are activity units?

All courses with the component code ACT are activity classes, sometimes called "activity units" or ACT units. All Student-Initiated courses ( with SI after the course number , eg Anthro 13SI) are ACT units.  Athletic  and  Physical Education  courses are generally activity units. Activity units are always only graded Satisfactory/No Credit.

Many activity courses are offered for 1 or 2 units, making them easy to fit into your schedule.  But not all small unit courses are activity units.  Check the component code on ExploreCourses! Course marked SEM (seminar), PRC (practicum), WKS (workshop), and so forth are NOT activity units.  Wellness  and  Outdoor  courses are usually activity units, but not always. Most  music  and  dance  practice courses are NOT activity units (one exception being  DANCE 46: Social Dance I , which  is  an activity unit).

When do activity units matter?

Only 8 completed activity units may count toward the 180 total units needed for graduation ( Undergraduate Degree Requirements ). The detailed version of your Unofficial Transcript has an addendum at the bottom showing how many activity units you’ve attempted and earned, so you can check your total there.

However, that doesn't mean you can only ever take 8 activity units. You can take as many activity units as you like -- just be aware that only 8 of them will count in your total units towards graduation.

No matter how many you've taken and completed in the past, activity units will always count toward the 12 units required to be a full-time student. Even if you've taken more than 8 activity units total, you might still take more activity units in future quarters to qualify as a full-time student, even with the awareness that any activity units beyond the first 8 will not count toward your graduation total.

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University registrar, 2024-2025 bulletin.

• General Bulletins
• Course Numbering

Florida's Statewide Course Numbering System

Courses in this General Bulletin are identified by prefixes and numbers that were assigned by Florida's Statewide Course Numbering System (SCNS) . This numbering system is used by all public postsecondary institutions in Florida and by participating non-public institutions. The major purpose of this system is to facilitate the transfer of courses between participating institutions. Students and administrators can use the online SCNS to obtain course descriptions and specific information about course transfer between participating Florida institutions. This information is available on the SCNS Website, at https://flscns.fldoe.org/ .

Each participating institution controls the title, credit, and content of its own courses and recommends the first digit of the course number to indicate the level at which students normally take the course. Course prefixes and the last three digits of the course numbers are assigned by members of faculty discipline committees appointed for that purpose by the Florida Department of Education in Tallahassee. Individuals nominated to serve on these committees are selected to maintain a representative balance as to the type of institution and discipline field or specialization.

Course Prefixes and Numbers

The course prefix and each digit in the course number have a meaning in the SCNS. The listing of prefixes and associated courses is referred to as the “SCNS taxonomy.” Descriptions of the content of courses are referred to as “statewide course profiles.”

The course prefix is a three-letter designator for a major division of an academic discipline, subject matter area, or sub-category of knowledge. The prefix is not intended to identify the department in which a course is offered. Rather, the content of a course determines the assigned prefix to identify the course.

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 same place at the same time. The “L” represents a laboratory course or the laboratory part of a course that has the same prefix and course number but meets at a different time or place.

Example of Course Identifier

For example, a freshman composition skills course is offered by eighty-four different public and non-public postsecondary institutions. Each institution uses “ENC_101” to identify its freshman composition skills course.

General Rule for Course Equivalencies

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.

Authority for Acceptance of Equivalent Courses

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.

Exceptions to the General Rule for Equivalency

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.

• Courses not offered by the receiving institution
• For courses at non-regionally accredited institutions, courses offered prior to the established transfer date of the course in question.
• Courses in the _900–999 series are not automatically transferable and must be evaluated individually. These include such courses as Special Topics, Internships, Apprenticeships, Practica, Study Abroad, Theses, and Dissertations
• Applied academics for adult education courses
• Graduate courses
• Internships, apprenticeships, practica, clinical experiences, and study abroad courses with numbers other than those ranging from _900–999
• Applied courses in the performing arts (Art, Dance, Interior Design, Music, and Theatre) and skills courses in Criminal Justice (academy certificate courses) are not guaranteed as transferable. These courses need evidence of achievement (e.g., portfolio, audition, interview, etc.).

Courses at Non-Regionally Accredited Institutions

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.

SCNS Contact Information

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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College & Careers

What’s in a college course number? Lots of confusion

Bill would direct similar community college courses across the state to carry same number; faculty groups oppose.

Larry Gordon

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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Martin Blythe 3 years ago 3 years ago

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.

Roy Conboy, Professor Emeritus SFSU 3 years ago 3 years ago

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.

Jim 3 years ago 3 years ago

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.

Jeff Camp 3 years ago 3 years ago

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.

Jay 3 years ago 3 years ago

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.

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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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How to Standardize College Course Numbers

How to Find a Course Reference Number

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.

Course Review

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.

Assigning Course Numbers

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.

• One way to simplify the second part of the code is to alphabetize by subject area. For example, Art History is 1, Astronomy is 2, Business is 3 and so on.
• It's helpful to provide students, especially incoming freshmen, with an explanation of the standardization of your course numbering to help them look for appropriate classes.
• Every class should have its own unique code - don't assign the number "101" to all introductory classes.

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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.

Interpreting Course Numbers

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 .  

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.

• Yale College Programs of Study (YCPS) catalog.yale.edu external

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Course Numbering, Suffixes, Special/Course Designation

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.

Dual-level courses

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.  

Graduate and professional courses

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.

Course suffixes

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.

Special/consistent course designations

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.

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Course Numbering

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.

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 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] .

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Course Prefixes and Numbers

At first glance it can be hard to unpack the shorthand used for courses at William & Mary. Here's an explanation.

Course Title

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.

Course Reference Number (CRN)

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.

Course Prefix

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.

Course Number

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.

Section Number

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.

COLL Courses and Attributes

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.

Cross-Listing

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.

Topics and Seminar Courses

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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General Catalog

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.

Courses at the University of Iowa

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:

• 0000–0999 designate prelower-level courses;
• 1000–2999 designate lower-level undergraduate courses;
• 3000–4999 designate courses for upper-level undergraduate and graduate students (except in the College of Engineering, where numbers 3000–5999 designate courses for undergraduate and graduate students);
• 5000–7999 designate graduate-level courses; and
• 8000–9999 designate professional-level courses.

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Course Numbering System

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;

• 3 and 4, upper class courses;
• 5, professional-level and mathematics education courses;
• 6 and 7, graduate courses.

Subject Matter (Second Digit)

Within the MATH subject area, the second digit often indicates the subject matter:

0, general;

• 1 and 2, analysis;
• 3 and 4, algebra and combinatorics;
• 5 and 6, topology and geometry;

7, probability and statistics;

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 005 becomes 1005,

• MATH 006 becomes 1006,
• MATH 011 becomes 1011,
• MATH 012 becomes 1012,
• MATH 103 becomes 1300,
• MATH 105 becomes 1105,
• MATH 106 becomes 1106,
• MATH 109 becomes 1009.

Course numbers with 4 digits will be used from summer 2008 forward.

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Course Numbers vs. CRNs

Course numbers and CRNs are not the same thing. Both have five digits but designate different things.

• For example, the course number for General Psychology is PSYC 11762: PSYC (Psychology subject) and 11762 (course number).
• 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).  
• Each CRN is different for each section of a course and designates the day/time/instructor, etc., for that semester’s course.
• CRNs are different for each course offered each semester.
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From Chaos to Clarity: Unlocking the Angel Number 444

What Is Numerology?

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 Significance of the Number 4

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.”

Unlocking the Angel Number 444

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.

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2024 Summer Course by the Numbers

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 .

Photo credits: Featured photo – PNB School Summer Course students, photo © Angela Sterling. PNB School Summer Course student and Freed of London employee, photo © Angela Sterling. Rachel Foster and PNB School Summer Course students, photo © Angela Sterling. PNB School Summer Course student, photo © Angela Sterling. PNB School Summer Course student and Jonathan Porretta, photo © Angela Sterling.

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Q&A with Jonathan Porretta, a New PNB Rehearsal Director

Meet PNB’s 2024 Summer Course Counselors

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Twins honor Washington Senators with 'W' alongside retired numbers

Nolan o'hara | 3 hours ago.

• Minnesota Twins

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

Are we in a recession? The Sahm rule explained

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?

What 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.

Will the Sahm rule apply this time?

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.”

So why are jobless numbers up?

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

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• Copy URL https://www.pbs.org/newshour/politics/fact-checking-tim-walzs-past-statements

Looking back at Tim Walz’s record and past statements

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.

Who is Tim Walz?

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.

Fact-checking Walz

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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