Semester
Course Number
Registry Form
Purpose of Form
This form is designed to gather information on proposed courses and course revisions for the Banner database.
Directions
1.
Complete this form electronically. Paper copy will not be accepted.
Important: If this is a new course, complete all applicable sections of the form.
If this is a course revision, complete sections 1–4, and then complete only those sections that contain information
that is actually changing.
2.
Save the completed form to your hard drive and send it as an e-mail attachment (together with any ancillary information or forms your
college may require) to the following individual:
Undergraduate courses: the college undergraduate curriculum committee chairperson, associate dean, or formally appointed
delegate for your college.
Graduate courses: the graduate director or formally appointed delegate for your college.
3.
After the course has been approved within the college, the following individual should send this form as an e-mail attachment to
coursenumberform@neu.edu:
Undergraduate courses: the college associate dean or formally appointed delegate for your college.
Graduate courses: the graduate director or formally appointed delegate for your college.
This should occur at least thirty days prior to the planned listing of the new course with the Registrar's Office.
4.
The Registrar's Office will forward the form to the Provost's Office. The Provost's Office will then circulate the form to the following
individuals:
Undergraduate courses: the chair of each undergraduate curriculum committee and associate dean; also the dean of University
libraries.
Graduate courses: graduate directors.
Some courses, such as directed studies, special topics (with varying topic matter), theses, or dissertations are not forwarded to the
Provost's Office since there is no substantive description to approve.
5.
If there are objections to a proposed course (e.g., redundancy with an existing course), the objector must take the following actions
prior to the default approval date ("approval date if no reply") indicated by the Provost's Office:
Undergraduate courses: notify the proposer in writing with copy to the Provost's Office. The departments involved should then
attempt to negotiate the issue. If negotiation fails, the course will be considered by the UUCC at the next available meeting.
Graduate courses: notify the proposer in writing with copies to the Provost's Office, to the chairperson of the Executive Committee
of the Graduate Council, and to the graduate director of the college proposing the course.
6.
If there are no objections to a proposed course prior to the default approval date, the Provost's Office will so notify the Registrar's
Office. Courses that have not received this final approval may not appear in any University publication.
Additional steps after the course is approved
To create one or more sections of this course: Complete a Class Record Add Form for each class section you wish to add. The form
can be found at www.northeastern.edu/registrar/schedfrms.html. The completed form should be submitted to scheduling@neu.edu.
To add this course to one or more curricula as a requirement or elective (undergraduate day only): E-mail the addition to the DARS
team at dars@neu.edu. The DARS team will shepherd your curricular change(s) through the UUCC approval process before making
changes to the degree audit. Please note: Changes to major requirements must first be approved at the college level.
Please proceed to next page.
Semester Course Number Registry Form
Page 1 of 12
Semester Course Number Registry Form
1.
Departmental contact person
Name:
Date:
Phone:
E-mail:
Explanatory remarks (not to be published):
2.
Purpose of form submission
Click in box:
Explanatory remarks (not to be published):
3.
Term effective
Important: For changes to an existing course, term effective must be a term in which registration has not yet begun.
Indicate the first semester and year in which the data on this form is to become effective:
Semester (click in box):
Year (click in box):
Explanatory remarks (not to be published):
4.
Course number/department/college
Important: Course number must match the level of the course.
Where to find Banner codes/standards: www.northeastern.edu/registrar/banner.html
To find course leveling standards, click on “Course Number System/Leveling” on the above Web page.
To find subject codes and department codes, click on “College/Department/Subject Codes” on the above Web page.
Subject code
(2 or 4 letters)
Number
(4 digits)
Department code
(required)
College code
(click in box)
Explanatory remarks (not to be published):
STOP!
If this is a new course, complete all applicable sections below.
If this is a course revision, complete below ONLY those sections that contain information that is actually changing.
5.
Course title
Abbreviated (30 characters max):
Unabbreviated (85 characters max):
Explanatory remarks (not to be published):
6.
Credits (semester hours)
Select either fixed credit or variable credit (click in box):
If fixed credit, enter fixed credit value:
If variable credit, enter low credit limit:
or/to?
Enter high credit limit:
Explanatory remarks (not to be published):
7.
Repeatability for credit (if applicable)
Note:
“Repeatable for credit” means that a student may pass the course multiple times and receive additional credit for it each time.
If course is repeatable for credit and if course has fixed credit, enter maximum times course may be repeated:
If course is repeatable for credit and if course has variable credit, enter maximum total credit hours that may be
earned in course:
Explanatory remarks (not to be published):
Semester Course Number Registry Form
Page 2 of 12
8.
Course properties
Where to find Banner codes: www.northeastern.edu/registrar/banner.html
To find billing attribute codes, click on “Billing Attribute Codes” on the above Web page.
Billing attribute code (required):
Course type (required—click in box):
This course will ALWAYS be graded on pass/fail (satisfactory/unsatisfactory) basis
This course will NOT be evaluated in TRACE
Explanatory remarks (not to be published):
9.
Course description
Maximum: One paragraph, 125 words. Do not include prereqs or coreqs in the course description.
Explanatory remarks (not to be published):
10. Corequisite courses
Note: These fields are used only for lectures with associated labs, clinicals, and/or recitations.
1.
and
2.
and
3.
Remove any existing corequisites from this course.
Explanatory remarks (not to be published):
11. Equivalent courses
List Banner semester courses that this course will replace.
1.
and
2.
and
3.
4.
and
5.
and
6.
and
Explanatory remarks (not to be published):
12. Prerequisite courses
Note: Include only immediate prerequisites. Do not include prerequisites of prerequisites.
In addition to indicating courses and “and/or” relationships, also indicate whether each prerequisite course may be
taken concurrently.
Please also note that Banner supports the use of parentheses to indicate logical priorities.
Example: (BIOL 1101 or BIOL 1111) and CHEM 1103
1.
May be taken concurrently
and/or?
2.
May be taken concurrently
and/or?
3.
May be taken concurrently
and/or?
4.
May be taken concurrently
and/or?
5.
May be taken concurrently
and/or?
6.
May be taken concurrently
Remove any existing prerequisites from this course.
Explanatory remarks (not to be published):
Semester Course Number Registry Form
Page 3 of 12
13. Restrictions by college/school
Select one of the following:
Registration in this course is restricted to students in the following college(s)/school(s):
Students in the following college(s)/school(s) are not allowed to register for this course:
Then select one or more of the following:
College of Arts, Media, and Design
School of Law
D’Amore-McKim School of Business
College of Professional Studies
College of Computer and Information Science
College of Science
College of Engineering
College of Social Sciences and Humanities
Bouvé College of Health Sciences
Provost's Office
Remove any existing college/school restrictions from this course.
Explanatory remarks (not to be published):
14. Restrictions by major or program
Note: Please enter EITHER major codes OR program codes in this section.
Do not enter both major codes and program codes.
Do not enter concentration codes, minor codes, or subject codes.
Where to find Banner codes: www.northeastern.edu/registrar/banner.html
To find program codes and major codes, click on “Program/Major/Concentration Codes” on the above Web page.
Select one of the following:
Registration in this course is restricted to students in the following program(s)/major(s):
Students in the following program(s)/major(s) are not allowed to register for this course:
Then enter one or more Banner major codes OR program codes below:
01.
and
02.
and
03.
and
04.
and
05.
and
06.
and
07.
and
08.
and
09.
and
10.
and
11.
and
12.
and
13.
and
14.
and
15.
and
16.
and
17.
and
18.
and
19.
and
20.
and
21.
and
22.
and
23.
and
24.
Remove any existing major/program restrictions from this course.
Explanatory remarks (not to be published):
15. Restrictions by class year (freshman, sophomore, junior, senior, graduate)
Select one of the following:
Registration in this course is restricted to students in the following class year(s):
Students in the following class year(s) are not allowed to register for this course:
Then select one or more of the following:
Freshman
Sophomore
Junior
Senior
Graduate
Remove any existing class-year restrictions from this course.
Explanatory remarks (not to be published):
16. Restrictions by attribute
Honors Program only
Explanatory remarks (not to be published):
Semester Course Number Registry Form
Page 4 of 12
17. Prerequisites/restrictions—miscellaneous
Note: Miscellaneous restrictions cannot be enforced by the Office of the Registrar.
Indicate in words:
Explanatory remarks (not to be published):
18. NU Core 2007 applicability—for undergraduate day students entering in fall 2007 through spring 2016
If this course is to be part of the NU Core for students entering in fall 2007 through spring 2016, indicate core category/categories below.
Note 1: Changes to the NU Core are first approved at the college level and are then approved through the Office of
the Provost. Checking one or more of the boxes below will automatically initiate the approval process through the
Office of the Provost.
Note 2: Knowledge domains level 1: entry level courses, with numbering in the 1000–1999 range, that introduce students to broad new
ways of thinking. Intermediate/advanced level courses (with numbering in the 2000 range and above) will automatically be
categorized as knowledge domain level-2 courses that present more focused, in-depth experiences than do level-1 courses.
Where to find further NU Core 2007 information: www.northeastern.edu/registrar/nucore.html
Capstone
Knowledge domains level 1
Comparative study of cultures
(Important: See Note 2 above)
Experiential learning
Arts
Writing intensive in the major
Humanities
Mathematical/analytical thinking
Level 1
Level 2
Social science
Science/technology
Explanatory remarks (not to be published):
Semester Course Number Registry Form
Page 5 of 12
19. NU Core 2016 applicability—for undergraduate day students entering in fall 2016 or after
If this course is to be part of the NU Core for students entering in fall 2016 or after, indicate core category/categories below.
Note 1: Changes to the NU Core are first approved at the college level and are then approved through the Office of the Provost. Checking
one or more of the boxes below implies a commitment in good faith to design the course to enable student achievement of the
applicable learning goals and automatically initiates the approval process through the Office of the Provost.
Note 2: Core categories 1 through 8: You may select at most two of these.
Core categories 9 through 11: You may select any combination of these (in addition to your selections for categories 1 through 8).
For each category you select, please answer all applicable questions.
Where to find further NU Core 2016 information: www.northeastern.edu/core/
1.
Engaging with the Natural and Designed World
Students study and practice scientific investigation and/or engineering design in order to understand the natural world and to
effect changes in it to meet human and societal needs and wants. They learn critical thinking and analytical problem solving;
the biological, chemical, and/or physical principles that govern the natural world; and the efforts that underlie the origins,
development, acceptance, and applications of those principles.
I.
Which of the following best describes how the course presents content related to this core requirement:
Integrated throughout course materials and activities
Incorporated as a module (or section or unit) of course materials and activities
A combination of both integrated and modular materials and activities
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through C OR you may address
all goals collectively in the final field “Collective answer for goals A through C.”
A.
Formulate a question that can be answered through investigation or a challenge that can be addressed through research or
design.
Answer for goal A:
B.
Develop and use models based on evidence to predict and show relationships among variables between systems or
components of systems in the natural and/or designed world.
Answer for goal B:
C.
Use and question scientific principles and practices to evaluate issues raised by the interplay of science, technology, and
society.
Answer for goal C:
Collective answer for goals A through C:
Semester Course Number Registry Form
Page 6 of 12
2.
Exploring Creative Expression and Innovation
Students study and practice creative expression and innovation. They learn about traditions of creative expression and
innovation in any of a number of modes (texts, image, sounds, design, etc.) and products (poems, paintings, prototypes,
business plans, games, apps, medical devices and procedures, etc.) and develop their own creative processes and products
as a means of seeing and experiencing the world in new ways and communicating those experiences to others.
I.
Which of the following best describes how the course presents content related to this core requirement:
Integrated throughout course materials and activities
Incorporated as a module (or section or unit) of course materials and activities
A combination of both integrated and modular materials and activities
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through C OR you may address
all goals collectively in the final field “Collective answer for goals A through C.”
A.
Describe creative processes in one or more disciplines (e.g. art, business, writing, science, engineering).
Answer for goal A:
B.
Generate an artifact (e.g., design, poem/essay, application, visualization, musical composition, product, prototype) through a
creative process.
Answer for goal B:
C.
Evaluate experimentation, failure, and revision in the creation of innovative projects.
Answer for goal C:
Collective answer for goals A through C:
3.
Interpreting Culture
Students study and analyze cultural practices, artifacts, and texts (e.g., visual art, literature, theatrical performances, musical
compositions, architectural structures). They learn critical reading and observation strategies and how traditions of theoretical,
aesthetic, and/or literary criticism provide different lenses for the interpretation of cultural objects and practices.
I.
Which of the following best describes how the course presents content related to this core requirement:
Integrated throughout course materials and activities
Incorporated as a module (or section or unit) of course materials and activities
A combination of both integrated and modular materials and activities
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through C OR you may address
all goals collectively in the final field “Collective answer for goals A through C.”
A.
Recognize and identify a variety of cultural practices and creations, their forms of production, and development over time.
Answer for goal A:
B.
Acquire and assess techniques of interpretation (including critical reading and observation techniques), criticism, and analysis
of cultural practices, texts, and/or artifacts.
Answer for goal B:
C.
Formulate arguments for and against different theories and interpretations of cultural practices, texts, and/or artifacts.
Answer for goal C:
Collective answer for goals A through C:
Semester Course Number Registry Form
Page 7 of 12
4.
Conducting Formal and Quantitative Reasoning
Students study and practice systematic formal reasoning using either the symbolic languages of mathematics and logic or the
combinations of text and symbols characteristic of computer software. They learn when and how to apply formal reasoning to
particular problems and subject matters.
I.
Which of the following best describes how the course presents content related to this core requirement:
Integrated throughout course materials and activities
Incorporated as a module (or section or unit) of course materials and activities
A combination of both integrated and modular materials and activities
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through C OR you may address
all goals collectively in the final field “Collective answer for goals A through C.”
A.
Recognize when examination of a phenomenon or situation can benefit from problem solving techniques and analyses that use
formal reasoning.
Answer for goal A:
B.
Use their expertise in some applications of formal reasoning and know when to call upon domain experts when a problem is
beyond their personal expertise.
Answer for goal B:
C.
Generate artifacts that require formal reasoning and planning. These artifacts might include logical proofs, mathematical
computations, software, simulations, problem solutions, or plans/analyses in a variety of disciplines that require a formal,
systematic component.
Answer for goal C:
Collective answer for goals A through C:
5.
Understanding Societies and Institutions
Students study and practice social science, historical, and/or literary methods of inquiry and theories in order to understand
human behavior and cultural, social, political, and economic institutions, systems, and processes. They learn theories of social
behavior as they relate to phenomena such as globalization, social change, and civic sustainability.
I.
Which of the following best describes how the course presents content related to this core requirement:
Integrated throughout course materials and activities
Incorporated as a module (or section or unit) of course materials and activities
A combination of both integrated and modular materials and activities
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through C OR you may address
all goals collectively in the final field “Collective answer for goals A through C.”
A.
Describe current theories of how social, political, or economic institutions, systems, and processes work.
Answer for goal A:
B.
Explain the historical and cultural contingency of many descriptions and explanations of human behavior, institutions, systems,
and processes.
Answer for goal B:
C.
Evaluate social, political, or economic theories by applying them to local and global phenomena.
Answer for goal C:
Collective answer for goals A through C:
Semester Course Number Registry Form
Page 8 of 12
6.
Analyzing and Using Data
Students study and practice methods and tools of data analysis and use. Students learn about the structure and analysis of at
least one type of data (e.g., numbers, texts, documents, web data, images, videos, sounds, maps) and acquire the skills to
examine, evaluate, and critique such data, extract patterns, summarize features, create visualizations, and provide insight not
obvious from the raw data itself. Students also learn to be sensitive to ethical concerns associated with data: security, privacy,
confidentiality, and fairness.
I.
Which of the following best describes how the course presents content related to this core requirement:
Integrated throughout course materials and activities
Incorporated as a module (or section or unit) of course materials and activities
A combination of both integrated and modular materials and activities
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through D OR you may address
all goals collectively in the final field “Collective answer for goals A through D.”
A.
Describe how data may be acquired, stored, transmitted, and processed.
Answer for goal A:
B.
Analyze at least one important type of data and summarize the results of an analysis in ways that provide insight.
Answer for goal B:
C.
Use mathematical methods and/or computational tools to perform analysis.
Answer for goal C:
D.
Evaluate and critique choices made in selection, analysis, and presentation of data.
Answer for goal D:
Collective answer for goals A through D:
Semester Course Number Registry Form
Page 9 of 12
7.
Engaging Difference and Diversity
Students study and practice methods for recognizing and understanding human diversity of various kinds in global, local and
organizational contexts. They learn theories and perspectives of human difference, civic sustainability and multiculturalism,
how social arrangements shape and are shaped by difference, and the histories, cultures and interactions of diverse groups.
I.
Which of the following best describes how the course presents content related to this core requirement:
Integrated throughout course materials and activities
Incorporated as a module (or section or unit) of course materials and activities
A combination of both integrated and modular materials and activities
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through D OR you may address
all goals collectively in the final field “Collective answer for goals A through D.”
A.
Describe how notions of human difference have changed over time and across local and global contexts.
Answer for goal A:
B.
Discuss the value in recognizing, respecting and embracing human diversity, and how diversity contributes to culture and
society, including civic sustainability.
Answer for goal B:
C.
Evaluate and compare two or more theories of human difference, and approaches to cultivating and leveraging diversity.
Answer for goal C:
D.
Connect theories of human difference and approaches to diversity to one’s own experience.
Answer for goal D:
Collective answer for goals A through D:
8.
Employing Ethical Reasoning
Students study and practice methods of analyzing and evaluating the moral dimensions of situations and conduct. They learn
ethical theories and frameworks; explore how conceptions of morals and ethics shape interpretation of concepts such as
justice, fairness, rights and responsibilities, virtue, and the good life; and apply these to personal, professional, social, political,
historical or economic questions and situations.
I.
Which of the following best describes how the course presents content related to this core requirement:
Integrated throughout course materials and activities
Incorporated as a module (or section or unit) of course materials and activities
A combination of both integrated and modular materials and activities
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through C OR you may address
all goals collectively in the final field “Collective answer for goals A through C.”
A.
Describe the moral and ethical elements of an issue, problem, or situation.
Answer for goal A:
B.
Explain at least two key ethical theories.
Answer for goal B:
C.
Apply ethical theories to moral dilemmas and personal positions.
Answer for goal C:
Collective answer for goals A through C:
Semester Course Number Registry Form
Page 10 of 12
9.
Writing Intensive
Students study and practice writing for multiple public, academic, and professional audiences and contexts. They learn to use
writing strategies, conventions, genres, technologies, and modalities (e.g., text, sounds, image, video) to communicate
effectively.
I.
Was this course approved for Writing Intensive in the Major in NU Core 2007?
Yes
No
Note: If you answered Yes in part I above, you do not have to complete part II below.
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through D OR you may address
all goals collectively in the final field “Collective answer for goals A through D.”
A.
Adapt writing for multiple academic, professional, and public occasions and audiences.
Answer for goal A:
B.
Develop facility with genres of their chosen academic field and profession.
Answer for goal B:
C.
Identify credible, relevant sources and engage meaningfully with them in their writing.
Answer for goal C:
D.
Demonstrate control of writing conventions, including citation standards and mechanics.
Answer for goal D:
Collective answer for goals A through D:
10.
Integrating Knowledge and Skills Through Experience
Students study and practice the principles and strategies of experiential learning. Through direct experience and reflection on
that experience, they learn to recognize and articulate their knowledge and skills, to apply the knowledge and skills they learn
in one context to another context, and to determine what knowledge and skills they need to develop to meet their goals.
I.
Which of the following best describes how the course presents content related to this core requirement:
Integrated throughout course materials and activities
Incorporated as a module (or section or unit) of course materials and activities
A combination of both integrated and modular materials and activities
Briefly describe how the students will engage with the content of the course (e.g., project, discussion, writing, homework, etc.)
to achieve the following learning goals.
II.
You may give separate answers for each individual goal by filling the fields under each goal A through D OR you may address
all goals collectively in the final field “Collective answer for goals A through D.”
A.
Apply knowledge and skills in new, authentic contexts.
Answer for goal A:
B.
Gain new knowledge and develop new skills to successfully engage in unfamiliar tasks and activities.
Answer for goal B:
C.
Integrate and use the deepened knowledge and skills as well as the newly gained knowledge and skills to continue to learn in
their academic programs.
Answer for goal C:
D.
Articulate how and what one learns across a range of contexts.
Answer for goal D:
Collective answer for goals A through D:
Semester Course Number Registry Form
Page 11 of 12
11.
Capstone Experience
Was this course approved for Capstone in NU Core 2007?
Yes
No
Additional steps after the course is approved
To create one or more sections of this course: Complete a Class Record Add Form for each class section you wish to add. The form
can be found at www.northeastern.edu/registrar/schedfrms.html. The completed form should be submitted to scheduling@neu.edu.
To add this course to one or more curricula as a requirement or elective (undergraduate day only): E-mail the addition to the DARS
team at dars@neu.edu. The DARS team will shepherd your curricular change(s) through the UUCC approval process before making
changes to the degree audit. Please note: Changes to major requirements must first be approved at the college level.
2015-09-15
Semester Course Number Registry Form
Page 12 of 12