Department
Enter the official SRS (Student Records System) department code. For example, the Department of French and Francophone Studies is FRNCH. A department's code may be different from a Subject Area code. For example, the Department of Classics has several subject areas: Classics, Greek, and Latin. If you don't know a department's code, select a department name from the pull down menu.
Enter the official SRS (Student Records System) Subject Area code for the course you are requesting to initiate, revise, or delete. For example the Subject Area code for Electrical and Computer Engineering is EC ENGR (not ECE). If you don't know the official Subject Area code, select a subject area name from the pull down menu.
Lower-division courses are numbered 1-99. Upper-division courses are numbered 100-199. Note: Certain numbers are reserved for specific categories of courses.
Course Prefixes
The prefix "M" is used for courses which are multiple-listed among departments or units. The prefix "C" is used for courses which are taught on the graduate and undergraduate level in the same subject area.
Course Suffixes
While a course can theoretically have any suffix, certain suffixes are usually reserved for certain types of courses:
CE Civic engagement
DC CAPPP program
EW EW Engineering Writing
H Honors
L Laboratory
SL Service Learning
W Writing II (in the College)
Reserved Course Numbers
Certain course numbers are reserved for particular courses and standard guidelines have been established by either the Undergraduate Council or the Graduate Council for offerings under these numbers.
Lower Division Numbers
19. Fiat Lux Freshman Seminars. (1 unit)
Grading: P/NP. Format: Seminar. Limited to 20 students. Taught by faculty in their areas of scholarship. Designed to engage students in an active learning environment with their peers and a distinguished faculty member.
88. Sophom*ore Seminars. (2 to 5 fixed units)
Grading: P/NP or Letter grading. Format: Seminar. Limited to maximum of 20 lower-division students. Readings and discussions designed to introduce students to current research in the discipline. Culminating project may be required.
89. Honors Seminars. ( 1 unit)
Grading: Letter grading. Format: Seminar. Limited to 20 students. Adjunct to a lower-division lecture course. Explores topics in greater depth through supplemental readings, papers, or other activities. Led by instructor of the lecture course. Applies toward honors credit for eligible students. Honors content noted on transcript.
89HC. Honors Contracts. (1 unit)
Grading: Letter grading. Format: Tutorial. Individual honors contract required. Individual study with instructor of a lower-division lecture course to explore topics in greater depth through supplemental readings, papers, or other activities. Honors content noted on transcript.
97. Variable Topics. (fixed or variable units)
Grading: department option. Format: department option, many are set up as seminars. Topics vary by instructor. (Note: These are permanent offerings.; no change from current reserved numbering.)
98. Professional School Seminars. (2 to 5 fixed units)
Grading: P/NP or Letter grading. Format: Seminar. Limited to 20 students. Taught by professional school faculty, seminars are designed to introduce students to the nature of professional work the role of professionals in society.
98T. Collegium of University Teaching Fellows. (5)
Grading: Letter grading. Format: Seminar. Taught by advanced graduate students in their field of specialization. One-time-only offerings. Introduces students to a cutting edge of a discipline in a small seminar environment. (Note: no change from current numbering.)
99. Student Research Program. (1 to 4 variable units)
Grading: P/NP. Format: Tutorial (supervised research or other scholarly work), three hours per week per unit. Entry-level research for lower-division students under guidance of a faculty mentor. Enrollment by contract. Students must be in good academic standing and enrolled in a minimum of 12 units (excluding this course). May be repeated; consult the Undergraduate Research Center. Contract required.
Upper Division Numbers
188. Special Studies. ( 1 to 5 fixed units)
Grading: department option. Format: varies (seminar or lecture) Departmentally sponsored experimental or temporary courses, such as courses taught by visiting faculty. Approved for one term or one year only. (Note: Former 198s courses.)
189. Advanced Honors Seminars. (1 unit)
Grading: Letter grading. Format: Seminar. Limited to 20 students. Designed as adjunct to a lower- or upper-division lecture course. Explores topics in greater depth through supplemental readings, papers, or other activities. Led by instructor of the lecture course. Applies toward honors credit for eligible students. Honors content noted on transcript.
189HC. Honors Contracts. (1 unit)
Grading: Letter grading. Format: Tutorial. Individual honors contract required. Individual study with instructor of a lower- or upper-division lecture course to explore topics in greater depth through supplemental readings, papers, or other activities. Honors content noted on transcript.
190. Research Colloquia. (1 or 2 fixed units)
Grading: P/NP only. Format: Seminar. Designed to bring students doing supervised tutorial research together in a seminar setting with one or more faculty to discuss their own work or related work in a discipline. Led by one of the supervising faculty.
191. Variable Topics. (1-5 fixed units)
Grading: department option. Format: Seminar. Research seminar on selected topics. Reading, discussion, and development of culminating project.Note: variable topic lecture courses must be offered under a different number.
191H. Honors Seminars. (1-5 fixed units)
Grading: department option. Format: Seminar. Honors research seminars on selected topics. Reading, discussion, and development of culminating project.
192. Undergraduate Teaching Practicum. (2 to 4 fixed units)
Grading: P/NP or letter grade. Format: Seminar. Limited to juniors/seniors. Training and supervised practicum for advanced undergraduates in teaching courses. Students assist in preparation of materials and development of innovative programs with the guidance of faculty in a small course setting.
193. Journal Club Seminars. (1 or 2 fixed units)
Grading: P/NP only. Format: Seminar. Limited to undergraduates. Discussion of readings selected from current literature of the field.
194. Research Group or Internship Seminars. (1 or 2 fixed units)
Grading: P/NP only. Format: Seminar. Designed for undergraduates who are part of a research group or internship. Discussion of research methods and current literature in the field or discussion of faculty's or student's own research. May meet concurrently with a graduate research seminar in the same department (use "C" prefix). May use 194I for internship adjunct.
195. Community or Corporate Internship. (2 to 4 fixed units)
Grading P/NP or Letter grading. Format: Tutorial. Limited to juniors/seniors. Contract required with supervising faculty member. Internship in a supervised setting in a community agency or business. Student meets on a regular basis with instructor and provides periodic reports of their experience. For the College of Letters and Science, these courses must be supervised by CEESL.
196. Research Apprenticeship. (2 to 4 fix or variable units)
Grading: P/NP. Format: Tutorial (supervised research or other scholarly work), three hours per week per unit. Limited to juniors/seniors. Contract required. Entry-level research apprenticeship for upper-division students under guidance of a faculty mentor. May be repeated; consult department.
197. Individual Studies. (2 to 4 fixed or variable units)
Grading: P/NP or Letter grading. Format: Tutorial. Limited to juniors/seniors. Contract required. Individual tutorials between a faculty member and a student. No original project or research expected. Units can be extended to 8 units at the department's discretion. (Note: Original project or original research is not necessarily required. Former 199 courses.)
198. Honors Research. (2 to 4 fixed or variable units)
Grading: Letter grading. Format: Tutorial. Limited to juniors/seniors. Contract required. Development and completion of an honors thesis or comprehensive research project under direct supervision of a faculty member
199. Directed Research or Senior Project. (2 to 4 fixed or var. units)
Grading P/NP or Letter grade. Format: Tutorial. Limited to juniors/seniors. Contract required. Research under the guidance of a faculty mentor. Supervised individual research or investigation. Culminating paper or project required. The number 199T can be used for Honors Thesis.
Graduate Course Numbers
375. Teaching Apprentice Practicum. (1 to 4 variable units)
Seminar, to be arranged. Preparation: apprentice personnel employment as a teaching assistant, associate, or fellow. Teaching apprenticeship under active guidance and supervision of a regular faculty member responsible for curriculum and instruction at the University. S/U grading.
490. Communication Skills for Graduate Students.
Designed to train graduate students in oral and written communication skills related to specific fields or disciplines. Not designed to give credit for general communication, remedial instruction, or for second language instruction. Course may not apply toward minimum graduate course requirements, but may apply for up to 4 units of electives. Prerequisites or consent of instructor may be required. S/U grading.
495. Methods in Teaching. (2 units)
Courses prepare students for practical college-level teaching experience and are designed to provide professional development. They may not apply toward University minimum graduate course requirements, but a maximum of 4 units may be applied as electives. Courses are NOT designed to give credit to students for their actual teaching experience as TAs. May be repeated up to a maximum of 4 units. S/U grading
501. Cooperative Program. (2 to 8 variable units)
Designed for registered UCLA students to take approved courses at nearby institutions (primarily USC) for credit. Preparation: consent of UCLA graduate adviser and graduate dean, and host campus instructor, department chair, and graduate dean. Used to record enrollment of UCLA students in courses taken under cooperative arrangements with USC. S/U grading.
A course title should reflect the content of the course. It should be succinct. Bear in mind that the title will be abbreviated to 19 characters for use on student transcripts.
Some courses such as variable topics are set up so that sections of the course have their own titles known as subtitles. There are two ways to set up subtitles in SRS (Student Record System) depending on how a department wants a course to be displayed on the transcript. In both cases, course descriptions must be submitted to the Registrar's Office for official record keeping. The descriptions are subject to review by appropriate College, School, and Senate committees on an audit basis.
Section Subtitle Replaces the Generic Course Title on the Transcript
If a section subtitle is to be displayed on the transcript, the section is assigned a subtitle code and a 19-character abbreviation for that section. The 19-character abbreviation then replaces the generic course title and abbreviation. For example: English 180X. The generic course title of English 180x is Specialized Studies in Literature (SPECIALIZED STDS-LIT). Each section is given a specific subtitle and 19-character abbreviation that replaces the generic course title on the transcript. In Fall Quarter 2001, section 2, "Illness Narrative as Genre" was given the 19-character abbreviation ILLNESS NARRATIVE and that abbreviation is what appeared on student transcript instead of the generic title.
Section Subtitle Not Displayed on the Transcript
In cases where the department does not want the section subtitle displayed on the transcript, the section subtitle is entered into a textual note field. The subtitle is not given a 19-character abbreviation and does not display on the transcript. The full spelled out title appears only in the online Schedule of Classes and in URSA so students will know the title of the section.
The short title of a course is its 19-character abbreviation which appears on the transcript and other printed documents.
Unit value is the workload credit given for a course. It is generally the same as credit toward a degree, except that some courses, such as Aerospace Studies A, may have less degree credit or no credit toward a degree.
Senate Regulation 760 provides that credit be reckoned at the rate of one unit per three hours of work per week, per term, or the equivalent. Senate regulations define course credit in terms of total hours of work required of the student and do not impose specific requirements as to the number of hours spent in class. Similarly, the Los Angeles Division has adopted a policy of breaking the lockstep between course credit and hours spent in class, and of encouraging experimentation and innovation in format and instructional methods. A department or program may wish to adopt a general policy concerning flexibility of format. In keeping with these policies, the Undergraduate Council's policy is to judge each course's format and credit value on its individual educational merits, rather than insisting on any fixed set of format requirements. Nevertheless, as noted above, Senate regulations indicate that one unit must carry with it a corresponding three hours of work per week on behalf of the student. Historically, the norm has been that one unit of credit corresponds to one contact hour of instruction. It is the responsibility of the instructor and, ultimately the department or program chair, to ensure that the workload in the course is commensurate with its credit value.
Units for a course are usually fixed. Most courses are four or five units. Certain courses have variable units such as "two to eight units" or alternate units such as "two or four or eight."
Variable and alternate units apply to the course as a whole; individual class sections cannot be given different unit values. It is important to note that students choose the number of units when they enroll, and students can change units through URSA. Variable unit classes at the undergraduate level often involve a contract with the student for a specified number of units. It is up to the instructor when assigning the final grade to monitor the number of enrolled units.
If a course may be repeated for credit, the number of times it may be repeated or the maximum number of units for repeat must be indicated in the description of the course. A request for more than two repetitions for credit requires justification.
Grading Basis
Enter the grading basis for the course. Undergraduate courses have the following options. The usual grading basis for most undergraduate courses is Passed/Not Passed or Letter Grading.
Letter Grading
Passed/Not Passed
Passed/Not Passed or Letter Grading
In Progress with Letter Grading
In Progress with Passed/Not Passed
In Progress with Passed/Not Passed or Letter Grading
The grading options for a graduate level class are the following. The usual grading basis for most graduate courses is Letter Grading.
Letter Grading
Satisfactory/Not Satisfactory
Satisfactory/Not Satisfactory or Letter Grading
In Progress with Letter Grading
In Progress with Satisfactory/Not Satisfactory
In Progress with Satisfactory/Not Satisfactory or Letter Grading
If a department or program needs to change the grading status of a course either to or from a P/NP only basis, such a change must be requested through the course revision form and approved prior to the enrollment deadline for the term.
Specific reasons for In Progress grading must be given in the justification section. The Undergraduate Council Curriculum Committee's policy is not to approve In Progress grading for directed independent studies (199) or honors research courses.
Classes are categorized according to the following instructional formats or class types.
1. | ACT | Students develop technical or creative skills such as painting, music, drama, or design. |
2. | CLI | A group meeting devoted to the analysis and solution of concrete problems or to the acquiring of specific skills or knowledge. Students learn professional skills by actual practice with clients. |
3. | DIS | A subsection of a course focusing on topics presented in the main section of the course (usually a lecture). Substantial student participation is required. |
4. | FLD | Work done in the field to gain practical hands-on experience and knowledge through firsthand observation; work done to gather data through interviewing or observing subjects in the field. Students participate in short or extended field trips in nonclassroom settings. |
5. | LAB | Under supervision, students engage in testing and analysis, carry out experiments, observe demonstrations, and learn proper use of special equipment and facilities. |
6. | LEC | Formal discourse or instruction given by an instructor about a topic in a discipline. |
7. | REC | Students take part in oral presentations and exhibitions involving substantial participation. |
8. | RGP | In-depth Investigation aimed at the discovery and interpretation of facts or the revision of accepted theories or laws in the light of new facts. |
9. | SEM | Students meet with an instructor in a small classroom setting to exchange ideas through discussion, research papers, and reports. |
10. | STU | Students work in a studio setting to develop technical and creative skills such as painting, music, drama, dance, or design. |
11. | TUT | Students are supervised by an instructor on a one-on-one basis to pursue an agreed upon individual course of study. |
Enter the number of class contact hours required each week. Indicate the number of contact hours spent in lecture, discussion, laboratory, etc. It is helpful to the student to estimate the number of non-contact hours as well such as outside study, reading time, or other activity.
Any change in the class type and contact hours or any variation which occasions a change in the nature of the course listing in the Schedule of Classes or catalog must be submitted for approval on a course revision form.
Multiple-listed Courses
Courses jointly offered by two or more departments are designated as "multiple listings" and are identified by the prefix "M." Multiple-listed courses are listed in the general catalog and in the Schedule of Classes under each of the cosponsoring departments' course listings. The statement "Same as ....:" appears in each department's class listing.
Example:
Classics M147 and Philosophy M102 are multiple-listed courses. The "Same As..." statement appearing in each course description is as follows:
In the Classic Department's course description
Classics M147. Aristotle. (Same as Philosophy M102)
In the Philosophy Department's course description
Philosophy M102. Aristotle. (Same as Classics M147)
All elements of the course except the course numbers (e.g., title, format, unit value) must be identical for all sponsoring units. The numbers of all of the courses to be multiple listed must be specified on the entry form. The numbers need not be identical but must be at the same level-all upper division or all lower division (e.g., Classics M147/Philosophy M102).
The chairs of all cosponsoring departments must sign the form.
Concurrently scheduled courses are pairs of courses, within a single department or program, which are offered at the same time and place, with the same instructor, but for which credit is given at two levels-graduate and undergraduate. Concurrently scheduled courses are subject to approval by both the Undergraduate Council (course numbers below 200) and the Graduate Division (course numbers 200 and above). Each Concurrently scheduled course is listed in the general catalog under the appropriate level with a "C" prefix. Each description has a "Concurrently scheduled with ....." statement naming the respective Concurrently scheduled course.
The following procedures and regulations were approved jointly by the Graduate Council and Undergraduate Council.
1. In the justification section, describe the distinction between the two courses and the rationale or compelling reason for offering the two courses concurrently. The concurrent course must be approved by both the College or school Faculty Executive Committee and the Graduate Division.
2. Example of justification: Policies on minimum enrollments in courses may impede a department's ability to continue to offer courses in certain highly specialized but still significant areas. "Pooling" of undergraduate and graduate students interested in the subject in a concurrent class-without "double-counting" toward the faculty member's teaching load-may be an acceptable way of raising enrollment above the minimum level. In courses which regularly enroll both graduate and undergraduate students, concurrent scheduling ensures that students receive appropriate credit.
3. Concurrently scheduled courses must conform with Senate Regulation 762:
[SR762.] No student, by merely performing additional work, may receive upper-division credit for a lower-division course or graduate credit for an undergraduate course. Related courses may share lectures, laboratories, or other common content but must have clearly differentiated performance criteria, requirements, and goals.
4. It is expected that the amount of activity and level of performance required of a graduate student enrolled in a concurrently scheduled course exceeds that of an undergraduate. The character of this difference should be clearly stated on the course request form in the justification section.
5. For concurrently scheduled courses, suitably separate activities and standards for performance and evaluation must be applied for graduates and undergraduates. The character of the difference should be communicated through the course syllabus or other suitable means to students enrolled in the course.
6. The status of concurrent courses offered by a department or program and the relationship to other teaching activity shall be subject to specific appraisal at the time of the Academic Senate programmatic review of units.
7. Instructors proposed for the initial offering of the courses are to be specifically named in the course request. Only regularly appointed officers of instruction (Universitywide Academic Senate Regulation 750[A]) are authorized to teach a pair of approved, concurrently scheduled courses. The Registrar is authorized to schedule for the same time and place only those pairs of courses which have been approved for concurrent scheduling. Such courses are designated by a "C" prefix to inform students that the course is concurrently scheduled.
Courses in which both regular and University Extension students are enrolled and in which resident students receive degree and grade-point credit are defined as concurrent courses. The Extension course and the regular course are the same-taught by the same instructor, at the same time, in the same place, at the same level. The instructor must hold a regular faculty title (SR 750), and the department or program must approve and supervise the arrangement.
Concurrent course offerings do not require approval by Undergraduate Council if the course and instructor have previously been approved by the Curriculum Committee for regular session. When approval is required for a new course, requests for concurrent arrangements should be submitted in memo format from the department or program chair to the College or school for approval. The College or school then routes to the next appropriate level for final approval.
GE Requirement
Indicated if this is a GE requirement for your college or school or a proposed GE requirement. GE Proposals must be submitted to the College or School Faculty Executive Committee and the GE Governance Committee.
Major or Minor Requirement
Indicated if this is a requirement used in your department's major, major elective field, minor, or specialization. If so, it may require a separate memo to update your program requirements. The two approval processes are separate.
Course requisites are requirements or recommendations associated with a course. If a course has requisites, they must be specified. Requisites can have different levels of enrollment enforcement in the Student Records System. Requisites which do not have the Boolean logic necessary to be processed by the computer are simply titled "Requisites," and enrollment can only be enforced at the instructor level. The categories of requisites include requisites, enforced requisites, corequisites, preparation, and recommended.
Enforced requisites are course requirements that can be monitored by the Student Records System (SRS) prior to enrollment. There are two levels of enrollment enforcement: warning and enforced. If a requisite is at the enforcement level, enrollment is prevented if the requirement has not been satisfied. If a requisite has a warning level, the student is informed the requisite has not been met, but enrollment is permitted. Only requisites with specific course numbers can be enforced. A requisite such as "one course in economics" could not be enforced, but "Economics 11" could be.
Corequisites are courses that must be taken in the same term.
Preparation requirements for courses are requirements such as placement tests for language. They appear only in the course description and are usually not enforced or searchable by the Student Records System. Enrollment enforcement is at the instructor or departmental level. (Note exceptions: some placement requirements such as Subject A and Mathematics are specially coded for enforcement during enrollment.)
Recommended requisites are those courses or a level of preparation that is suggested by an instructor for successful completion of the course. Recommendations have no enrollment enforcement.
The department or program or instructor may waive requisites for a student whose preparation is substantially equivalent to the requisites required, or who has a distinctly superior record of scholarship. Using the phrase "or equivalent" is not necessary in a requisite description on the course approval request.
Enrollment restrictions limit enrollment in a class to certain groups of students such as majors or limit enrollment to a certain level or levels of students such as senior or upper division. Restrictions may not be applied to members of a specific institution, professional group, or employer. Enrollment restrictions can vary by term and by instructor, and can be applied to specific sections of a class. Instructions for applying enrollment restrictions may be given directly to the Registrar's Office Scheduling Unit, and no course approval request is necessary. Since restrictions may vary by instructor and by section, enrollment restrictions are not part of the course description. Restrictions are noted in the Schedule of Classes.
Enrollment restrictions limit enrollment in a class to certain groups of students such as majors or limit enrollment to a certain level or levels of students such as senior or upper division. Restrictions may not be applied to members of a specific institution, professional group, or employer. Enrollment restrictions can vary by term and by instructor, and can be applied to specific sections of a class. Instructions for applying enrollment restrictions may be given directly to the Registrar's Office Scheduling Unit, and no course approval request is necessary. Since restrictions may vary by instructor and by section, enrollment restrictions are not part of the course description. Restrictions are noted in the Schedule of Classes.
The course description and title that is submitted on the course approval form is an official record. The course description and title are entered into the Student Records System and are used for official student records such as transcripts and degree auditing. Archival records of descriptions and titles are maintained by the Registrar's Office and are available on request. The official course description is also used for the print and electronic versions of the UCLA General Catalog and the Schedule of Classes and in MyUCLA.
All course approval requests must include a course description. Course descriptions should be concise-40 words or less-and indicate the substantive content of the course. Avoid a repetition of the title. Descriptions should not be exposition or an argument of a topic, be marketing for the course, or be a syllabus (i.e., they should not indicate topics by week or discuss assignments or examinations). Indicate in the course description if the course can be repeated for credit and indicate the maximum number of units that can be repeated if applicable.
Look in the catalog for examples of how descriptions are written and the style used in the UCLA General Catalog. Course descriptions are edited by the Registrar's Office for style and logical consistency. For assistance with drafting a course description, contact the Registrar's Office Publications Unit. Nonsubstantative editorial changes may be given directly to the Registrar's Office Publications Unit. Any substantive revision to a course description or title, other than to correct a misspelling or typographical error, must be submitted on a course revision form.
Justification
Justify the need for the course or the course change. State the course objectives. Identify effects on other courses in your department or on courses or curriculum in other departments. List departments and chairs consulted and summarize their responses.
For a concurrent course, the amount of activity and level or performance required of a graduate student must exceed that of an undergraduate. The character of this difference must be clearly stated in the justification. The difference in the work for a graduate student must be substantive.
An example of differences in types of activity and level of performance: In a Comparative Literature course, the graduate students might be required to read the literature in the original language, whereas the undergraduates could read it in translation. In addition, while all students would attend the same series of general lectures, the graduate students would meet an additional hour each week for discussion of problems relating to the original text.
Syllabus
A syllabus is required for a new course, a course that has been substantially revised, or for a course that has changed units. The syllabus must include the following items:
If the course has a concurrent graduate-level listing, the graduate workload expectations must be detailed separately from the undergraduate workload.
Upload Instructions
Use the "Browse" button to access your computer's files. Select the document you want to upload and press "return." This is the same method you use to upload an attachment to your e-mail. (An alternate method is to type the complete path name for the file.) The file must be a Microsoft Word document with an extension abbreviation (.doc or .docx), an Adobe PDF document (.pdf), an HTML document (.htm .html), or a text document (.txt). Files must be less than 1MB in size.
Supplemental Information
Additional comments or information can be entered under supplemental information.If a syllabus is not included, learning objectives/competencies should be added to this field.
Grading Structure
Indicate the grading structure of the course. How many midterms, papers, finals and the weight each is given to calculate the final grade.
Effective Date
The starting or effective date for a course action must be specified. The effective date is the term in which the course or course change begins. The effective date must be indicated in order for the course to be entered into the Student Records System. If the effective date needs to be adjusted, department or program staff may contact the Registrar's Office Publications Unit who will coordinate the adjustment. For one-time-only or limited one-year offerings, indicate a discontinue date. Once enrollment begins, no changes in grading basis, class type, units, title, or number may be made to courses offered for that term. Retroactive effective date changes are not approved once students have enrolled.
Discontinue Date
For one-time-only or limited one-year offerings, indicate a discontinue date. Once enrollment begins, no changes in grading basis, class type, units, title, or number may be made to courses offered for that term. Retroactive effective date changes are not approved once students have enrolled.
Course Instructors
The department or program chair assigns persons in charge of courses in accordance with Senate and administrative regulations. The provisions of Universitywide Academic Senate Regulation 750 are as follows:
SR750 [A] Only regularly appointed officers of instruction holding appropriate instructional titles may have substantial responsibility for the content and conduct of courses which are approved by the Academic Senate.
SR750 [B] Professors, professors in residence, and adjunct professors of any rank, instructors, instructors in residence, and adjunct instructors, and lecturers may give courses of any grade. Persons holding other instructional titles may teach lower-division courses only, unless individually authorized to teach courses of higher grade by the appropriate Undergraduate Council members and/or the Graduate Council. If a course is given in sections by several instructors, each instructor shall hold the required instructional title.
SR750 [C] Announcements of special study courses in which individual students work under the direction of various members of a department/program may state that presentation is by the staff, but a faculty member of the unit shall be designated as the instructor-in-charge.
SR750 [D] Only persons approved by the appropriate administrative officer, with the concurrence of the Undergraduate Council may assist in instruction in courses authorized by the Academic Senate.
SR750 [E] No student may serve as a reader or assistant in a course in which he is enrolled.
Other Instructional Titles
For purposes of provision SR750 [B], "other instructional titles" are those of Teaching Associate, Teaching Fellow, and Teaching Assistant. Approval must be granted by the Undergraduate Council in order for instructors carrying these titles to teach upper-division courses. Approval is granted only under the most unusual of circ*mstances. The burden of proof is with the department, program, or school to show that such circ*mstances exist. The request for approval must meet the following criteria and use the procedures listed below.
Requested Section
Short Title Appears on Transcript
Section Description
Term
Quarters Taught
Indicate the quarters the class is expected to be taught. This is a required field for all Engineering courses.
TIE Code
Total Instructional Effort (TIE) Reporting. Total Instructional Effort or TIE is method of classifying and reporting classes. Three TIE classifications describe the faculty's instructional goals for students and conveys the faculty's changing role as students move from introductory classes to more independent and scholarly activity as they approach graduation.
Transmitting the Knowledge
Initiating Intellectual Independence
Emphasizing Independent Inquiry
The eighteen Faculty Instructional Activity (FIA) types described below are intended to capture the range and variety of course-based faculty instructional activities. Using these types to classify all undergraduate, graduate and professional courses is a first step in a process designed to improve the way UC reports General Campus Faculty Instructional Activities both internally and to the Legislature. Each of the FIAs are assigned a TIE classification. This component of the reporting process deals only with formal faculty instructional activities delivered through credit-bearing courses and is a part of a more comprehensive reporting system, which recognizes that faculty instructional activities extend beyond credit-bearing courses and uses other means to convey this to the Legislature. For more information see http://www.ucop.edu/planning/itfreport.pdf.
Several of these instructional types are synonymous, by separate types are established to recognize key terminology differences across UC's disciplines. For example: IND is the common term used at UCLA rather than CONF. Departments (and other instructional units) are asked to classify courses in accordance with the nature of the instruction in the course and the terminology used in the discipline for that type of instruction.
TIE | FIA | Definition |
E | CONF | Conference Not used at UCLA |
I | FWR | Fieldwork - Research |
T | FWS | Fieldwork - Skills/Techniques |
E | IND | Individualized Instruction |
I | INT | Internship |
I | LABR | Laboratory - Research |
T | LABS | Laboratory - Skills/Techniques |
T | LECN | Lecture - no Supplementary Activity |
T | LECS | Lecture - plus Supplementary Activity |
I | CLK | Legal/Medical Clerkship |
I | PRA | Practicum |
I | PRAT | Practicum - Teaching |
I | PROJ | Project |
I | SEMR | Seminar - Research/Creative Development |
T | SEMT | Seminar - Topical |
I | STUC | Studio - Production/Creative Development |
T | STUT | Studio - Technique |
I | TUT | Tutorial |
Faculty Instructional Activity Types
CONF -- Conference: A form of Individualized Study in which a student and a faculty member meet on a regular, one-on-one basis to discuss on-going work such as a research project, dissertation work, or other academic issues. (Note: Not used at UCLA see IND.)
FWR -- FieldworkResearch: A course that takes place in a field location in which the primary objective is for the student to gain experience in research methodologies and practices utilized in the discipline or profession. Fieldwork is commonly associated with the physical sciences, human development, and social work where the sites provide direct access to specimens, structures, social situations, and clients. Students are usually expected to produce a research product that includes the collection of data and/or direct client interaction, analysis, and the writing of a report. The specific work to be completed for course credit will differ for each enrolled student. In general, these courses are advanced courses for which the student has mastered or is in the process of mastering the basic content and methodologies of the discipline. On occasion, these courses are taken in tandem with FieldworkSkills/Techniques courses as a distinct component of a fieldwork experience.
FWS -- FieldworkSkills/Techniques: A course that takes place in a field location in which the primary objective is for the student to acquire mastery of techniques and principles that are best learned in the field setting. Fieldwork is commonly associated with the physical sciences, human development, and social work where the sites provide direct access to specimens, structures, social situations, and clients. The specific work to be completed for course credit is very similar for all enrolled students. On occasion, these courses are taken in tandem with FieldworkResearch courses as a distinct component of a fieldwork experience.
IND -- Individualized Instruction: A course in which a faculty member and a student directly negotiate the content of the course and the method by which the student will meet the goals of and receive credit for the course. Students work with a great degree of self-direction, but their progress is dependent upon the guidance and review of a faculty member. These courses include those in which masters or doctoral students register while conducting thesis and dissertation research and writing theses and dissertations. In Individualized Study courses, students may carry out activities in a research laboratory, conduct research in a library or similar intellectual environment, and/or develop a creative product such as a series of paintings, an extensive computer project, or a performance. Individualized Study courses may also involve the faculty member and the student agreeing upon a set of readings that the student will use as the starting point for the production of a paper or other scholarly work such as a musical composition or other creative activity. (Many courses of this type are currently categorized as Independent Study.)Individualized Study courses typically meet on an ad hoc basis at a location convenient to both the faculty member and student.
INT -- Internship: A course in which students to carry out all or a major part of the work at an off-campus site. The site is selected because its characteristics allow for a beneficial experience that could not be achieved on campus. Often the professionals at the internship placement site take an active role, along with the faculty member, in shaping student experience, and these professionals at the site provide a substantial degree of guidance and feedback. The responsibility for the form of the internship and evaluation of the students performance, however, is the responsibility of the faculty member. This course type shares some features of fieldwork courses.
LABR -- LaboratoryResearch: A course that takes place in a laboratory setting in which the primary, but not exclusive, objective is for the student to gain experience in the production of new knowledge in a laboratory setting. Students are usually expected to produce a research product that includes the collection of data, analysis of those data, and the writing of a report. The specific work to be completed for course credit will differ for each enrolled student.
LABS -- LaboratorySkills/Techniques: A course that takes place in a laboratory setting in which the primary, but not exclusive, objective is for the student to acquire mastery of techniques and principles that are best learned in a laboratory setting. Students typically gain hands-on experience in the use of equipment and procedures, and they conduct, analyze, and write up a set of specified laboratory exercises. The specific work to be completed for course credit is very similar for all students enrolled in the specific course. This course type also includes foreign language courses in which the primary focus is the acquisition of listening and speaking skills in the language being taught and courses whose primary objective is to advance students composition and rhetoric skills.
LECN LectureNo Supplementary Activity: A course in which the primary goal is the transfer of a body of knowledge from an instructor to a group of students through didactic instruction. This is accomplished by the instructor presenting that body of knowledge in a primarily oral form, supplemented by required reading and problem assignments appropriate to the discipline. While there may be discussion, question and answer, and other forms of interaction between instructor and student, the primary means of accomplishing the desired transfer of knowledge is via presentations made by the instructor in a variety of media appropriate to the topic. Colloquia should be categorized as Lecture.
LECS -- Lecture plus Supplementary Activity, e.g., Laboratory or Discussion: A course that is a unified combination of a Lecture course and a Laboratory-Skills/Techniques, Fieldwork, or Discussion Section (including those led by graduate students) in which the primary goal is the transfer of a body of knowledge from an instructor to a group of students through didactic instruction. (Note that a Discussion Section is not an Instructional Activity Type because it is a secondary, generally non-credit bearing, section.) Students enroll in the two components as a single course, and a single grade is issued for the combined instructional experience. The relative distribution of lecture activities and laboratory activities will vary depending upon the particular course but it will usually be the case that the lecture activities and the laboratory activities are delivered in different places and at different times. Other courses given for credit and graded separately and having required concurrent enrollment are not supplemental activities. Laboratory courses that have a relatively small lecture component and where most of the class time is spent in the laboratory should be classified as Laboratory-Skills/Techniques.
CLK -- Legal/Medical Clerkship: A form of Internship generally used in the context of medical or law school curricula that usually takes place in an off-campus location, such as a hospital or courthouse.
PRA -- Practicum: A course in which the primary goal is to enhance the students previously acquired knowledge and abilities by applying them to real cases or situations that are carefully supervised by the instructor. This course type is most typically used in fields such as clinical psychology, social welfare, and other healing arts to describe a course in which the student is having his or her first supervised experience in delivering interventions.
PRAT -- PracticumTeaching: A course in which faculty members formally prepare students, especially teaching assistants, who are responsible for instructing other students in discussion, laboratory, or other class settings (primarily secondary sections) to meet their teaching responsibilities. Such instruction may be relevant to a particular course, or it may be in anticipation of future teaching.
PROJ -- Project: A course in which a faculty member guides one or more students, typically a group of students, in solving a complex problem specified by the faculty member. The primary goal is to gain knowledge of how complicated systems work and why successful solutions must consider multiple aspects of a problem. This instruction type is typically used in engineering, management, and some other professional disciplines.
SEMR -- SeminarResearch/Creative Development: A course conducted in a seminar format (i.e., in a small classroom setting where the faculty member and the students consider concepts and exchange ideas through discussion, research papers, presentations, and/or performances) in which the primary focus of the seminar is on-going research/creative work being conducted by the participants in the seminar. Student presentations, papers and/or projects are a major component of the seminar. The specific work to be completed for course credit will differ for each enrolled student. Most laboratory research meetings would be in this category.
SEMT -- SeminarTopical: A course conducted in a seminar format (i.e., in a small classroom setting where the faculty member and the students consider concepts and exchange ideas through discussion, research papers, presentations, and/or performances) in which the topic is defined by the professor and the primary goal is the transfer of a body of knowledge. The nature of the work to be completed for course credit is very similar for all enrolled students.
STUC -- StudioProduction/Creative Development: A course that takes place in a studio setting in which the primary, but not only, objective is for the student to gain experience in the production of major creative works in a studio setting. Students are expected to enhance the development of their work, which might be perfecting a performance, creating a series of paintings, a musical composition, a film, a public performance or exhibition (including design of specific aspects such as production set, lighting or costume design), or similar creative output(s).
STUT -- StudioTechnique: A course that takes place in a studio setting in which the primary, but not only, objective is for the student to acquire mastery of techniques and principles that are best learned in a studio setting. For example, students gain hands-on experience in the technique and creative application of a musical instrument, film or video equipment, the paint brush, computer graphic programs, or control of the voice, etc. The nature of the work to be completed for course credit is very similar for all enrolled students.
TUT -- Tutorial: A course where a faculty member meets with a very small group of students with the aim of facilitating their mastering a body of knowledge. The role of the faculty member is to assist and guide the students progress rather than present information in a didactic fashion. Tutorials will tend to meet at a regular time and place.
