AFRA - 120 - African Origins of Humanity and Civilization

2025-2026 UNDERGRADUATE - New Course Proposal

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Course Information
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  • READ BEFORE YOU BEGIN

    • Before proposing a new course, it is suggested that the course be first taught as an experimental (course number x67) course. Developing and teaching an experimental course only requires the approval of a department’s curriculum committee. As an experimental course, the faculty member teaching the course can “work the bugs out”. Perhaps, after teaching it once or twice, the faculty member may revise the content, which could affect the course title or course description found in the catalog and in UDSIS. Teaching as an experimental course is not a university requirement, however it is strongly suggested as this can save catalog revisions later and improve the final course.  It is understood that there will be times that new course must be taught before it is offered in an experimental form.  In this case, the explanation for why the course needs to be created as a permanent course without having first been offered in an experimental version should be included in the form.  After having offered a course in its experimental form twice, it is recommended that the course should be proposed and be sent through the official course creation process.
    • All action on a crosslisted course must be taken by the course owner. If a course is adding a crosslisting, it MAY NOT be crosslisted with an existing course. Attach support letter(s) from the cross-listing department(s) by clicking the PAPERCLIP icon. Proposals that do not have a support letter from corresponding departments will not be crosslisted.
    • Please Note:  All course changes are effective for the Fall semester of the upcoming academic year.

    INSTRUCTIONS

    1. Complete all sections of this proposal form. You will not be able to launch the proposal without completing required fields as indicated by an asterisk.
    2. To submit the proposal and send it to the next step, click "Validate and Launch Approval Process" at the top or bottom of the screen.

    For questions about this form, contact curriculog@udel.edu.

  • Department:*
  • Course Type:*
    Select the rubric/subject area of the course. This should match the Prefix below.
  • Prefix:*
    Code:*
    120
    120
  • Course Title:*
    African Origins of Humanity and Civilization
    African Origins of Humanity and Civilization
  • Justification of course creation:*

    To offer a course that reviews African origins of humankind and African emergence of civilization from prehistoric to early historic periods. The course surveys aspects of African continental and diasporic contributions to early global human and civilizational beginnings and particularly suveys global influences from the East African region. The course presents an Africana Studies approach and lens in evaluating the cradle of humanity and early ancient African civilization appearance. The course adds thematically and as well considers modern receptions, debates, and understanding of an African presence in prehistoric and historic periods. There is not a course like this in the Africana Studies program and it is hoped that this will help to provide a well-rounded and holistic training in the field. 

    Justify the need for this course.
  • Identify the main emphasis of the course along with major topics covered:*

    Key aspects of the course engages students with recognition of African presence in two main areas: (1) how Africa became the cradle of humankind, and (2) African early civilization and its influences on Western heritage. The course involves paleoanthroplogical aspects and includes review of intermediate forms of anthropoids, but more importantly Hominin, i.e., extinct human species and their imediate ancestors and review controversies about the "out of Africa" model. Also, east African independent civilizational development which led to cultural and historical influences on various Western socieities. 

  • Identify and justify any effect on other courses in your department or in another department:

    The course will not have an impact on Africana Studies or other departments because it is an area of study that has not been covered and it is believed that it would enhance the program by presenting a holistic curriculum. It will serve as a selection option when AFRA 134 is not being offerred. 

    Specifically list other departments chairpersons and/ or faculty consulted and summarize results of discussion.
  • If this course is required by majors/minors/concentrations, outline how this course relates to the overall program goals:

    It will serve as a selection option to the Africana Studies requirement core course AFRA 134, "History of Africa." Also, it would help advance the program by including continental early and global contributions that are not readily taught and that would bring critical thinking and a well-rounded analysis and continental understanding and exposure for majors/minors/concentrations. A curriculum change this cycle has been initated to offer additional course options instead of strictly HIST 134 for majors/minors/concetrations.

  • Instructor reference:
    Jorge Serrano
    Jorge Serrano
    Enter the faculty name to whom questions may be directed.
  • Additional comments about this course:
    These comments are for approver reference only and will not be stored in UDSIS.
  • Check all University-level Requirements for which the course is being nominated.*
    If not nominating or if the course has already been approved for one of these requirements, select the "Not Nominating" tag.
Catalog Data
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  • SHORT TITLE: (UPPERCASE)*
    AFRICAN ORIGINS
    AFRICAN ORIGINS
    Please limit to 30 UPPERCASE characters.
  • Credit(s) for Catalog Display:*
    3
    3
    For variable credits hyphenate, ex: 1-6
  • Min Credits:*
    3
    3
    Max Credits:*
    3
    3
  • Can this be taken more than once per term?*
  • Can this be repeated for credit?*
  • Total Allowed Credits (see help text):*
    3
    3
    Total Allowed Credits is the number of credits a student can take and count towards graduation. Must be a multiple of the credit (or the Min of a variable credit course). Example: Three credit course can be repeated once for credit; Total Allowed Credits = 6. Example: Three credit course cannot be repeated for credit Max Repeatable Credits = 3.
  • Grading Basis:*
    Student Option defaults to Standard Grading. Student Option is the mechanism that allows for P/F, auditing and listening.

  • Primary Instructional Format

    Select the Primary Instructional Format for the course.  For an explanation of the format options, click here.

    If Lecture is a component, it must be the primary.​​​​​​​

  • Primary Instructional Format:*

  • Contact Hours & Additional Components

    To add a secondary Instructional format, add contact hours to another component. Courses typically do not have more than two formats.

  • Clinical contact hours:
    Discussion contact hours:
  • Field Studies contact hours:
    Independent Study contact hours:
  • Internship contact hours:
    Laboratory contact hours:
  • Lecture contact hours:
    3
    3
    Practicum contact hours:
  • Research contact hours:
    Studio contact hours:
  • Course Typically Offered:*
  • Description: (Please limit to 50-75 words)*

    Course surveys how Africa became the cradle of humankind and considers paleoanthroplogical and prehistoric aspects that include the "out of Africa" model. Also included is African early Nile valley civilization and its influences on other societies. The course considers various receptions of and debates about African human and civilizational origins.  

  • Crosslisting (only complete if applicable):

    May be crosslisted with ANTH120. 

    Two pre-existing courses may not be cross-listed with each other. Please email curriculog@udel.edu for questions about course number availability for cross-listing purposes.

  • Requisites & Restrictions

    Only specific UD courses can be coded as requisites in UDSIS and enforced for enrollment purposes.  Non-course restrictions will be included in course descriptions but are not system-enforced.

    Please review the Registrar's website for more information on Requisites and Restrictions.

    Contact grading-registration@udel.edu with questions about requisites and restrictions.

    Prerequisites

    A course or condition that must be met before a student can register for a course. In this context, condition refers to non-course requirements such as a minimum score on the Math placement exam. Elements that cannot be coded are not supported. Avoid vague or imprecise language. When more than one course is listed, use text such as “and” and “or” between each course for clarification.

    Examples: 

    • FREN 211 and one 300-level French class.
    • Grade of C- or better in MMSC 428
    • NTDT 400 or NTDT611
  • Prerequisite(s) (only complete if applicable):

  • Corequisites

    A course that must be enrolled concurrently or may be satisfied by previously earned credit. A course or courses, using prefix and course number, should be specified as a corequisite. Conditions such as an accepted placement on the Math Placement Exam are also permitted.  When more than one course is listed, use text such as “and” and “or” between each course for clarification.

    Examples:

    • MATH 117 or MATH 231 or MATH 241
    • NURS 358 and NURS 359
  • Corequisite(s) (only complete if applicable):
    A corequisite operates as a prerequisite if a student has already earned credit in the course.

  • Antirequisites

    A course that a student should not have taken prior to enrolling in this course. Although this is an exclusion, it still must be coded so language and direction remain precise and enforceable. When more than one course is listed, use text such as “and” and “or” between each course for clarification.

    Examples:

    • Students who have received credit in ECON 101 or ECON 103 are not eligible to take this course without permission.
    • Students who have received credit in CISC465 or CPEG465 or ELEG465 or MISY465 or CISC 665 or CPEG665 or MISY665 are not eligible to take this course without permission.
  • Antirequisite(s) (only complete if applicable):

  • Restrictions

    Used to convey information that students should be aware of prior to enrolling in the course.  These are included in the course description but are not enforceable as specific enrollment restrictions in UDSIS. Restricting enrollment by major is done at the section level via RESERVE CAP rather than RESTRICTION.

    Examples:

    • Knowledge of probability and statistics recommended.
    • Laboratory requires some out of class time for hands-on experience.

    Please note:

    ​​​​​​​No requisite information should be included (minimum grades, completion of specific courses, etc.). That information should be in the appropriate requisite section above.

    Enrollment restrictions that are not based on specific courses may be enforced on individual class sections as Reserve Capacities.

    Contact grading-registration@udel.edu with questions about requisites and restrictions.

  • Restriction(s) (only complete if applicable):
  • GENERAL EDUCATION OBJECTIVES

  • Click here for more infomation about General Education Objectives.

  • 1A: Read Critically:
    1B: Analyze Arguments and Information:
  • 1C: Engage in Constructive Ideation:
    2A: Communicate Effectively in Writing:
  • 2B: Communicate Orally:
    2C: Communicate through Creative Expression:
  • 3A: Work Collaboratively across Cultural Contexts and Differences:
    3B: Work Independently across Cultural Contexts and Differences:
  • 4: Critically Evaluate Ethical Implications:
    5A: Reason Quantitatively:
  • 5B: Reason Computationally:
    5C: Reason Scientifically:
Routing
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  • Please note: Routing is a highly critical section. Failure to provide the correct routing information will result in the entire proposal being rejected and an entirely new form will have to be submitted. Routing errors cannot be remedied after launch.

    ​​​​​​​Please give careful consideration to this section before launching your proposal. 


  • Which College Approval Routing needs to be utilized?*
    Select the proper College or Program in order to ensure proposal is on the correct track. Ignore the symbols which are used to determine approval workflow.
  • Departmental Committee Routing*
    If your department is not listed, select 'Other'. Please note that 'Office of the Dean' options should only be used for programs/courses that are directly owned by the dean's office and not another department.
Attachments
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  • Attachments can be added using the paperclip icon to the right.

    1. Provide a syllabus/precise description of content.
    2. Provide support letter(s) from any cross-listing department(s).

    Supporting documentation, e.g., letters of support, syllabi, etc., does not constitute the "approved" language that will be imported into the Catalog.

  • Attached: Documentation*

  • THE REQUIREMENT JUSTIFICATION SECTIONS BELOW ARE ONLY REQUIRED IF YOU ARE NOMINATING THE COURSE.  COMPLETE ALL PERTINENT FIELDS BELOW AND ATTACH ALL PERTINENT DOCUMENTS.

    IF YOU ARE NOT NOMINATING THE COURSE FOR A UNIVERSITY REQUIREMENT, CLICK "VALIDATE AND LAUNCH APPROVAL PROCESS" TO SUBMIT THE PROPOSAL.

Capstone Course Justification
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  • The Capstone Experience will require students to engage in explorations in which the outcomes are unknown, and/ or engage in self-assessment, reflection, and analysis that prepares them for future success. These experiences should occur during the senior year or near the end of the program of study and must have a set of learning goals that are well communicated to students.

    In all possible regards, the Capstone Experience should be an expression of the totality of a student's growth, development, and learning as an undergraduate. If the Capstone experience is primarily course based (vs. internship, research, etc.) it is recommended that whenever possible, the course include high impact practices such as service learning and problem based learning. Each capstone requirement will be a minimum of a (1) credit, credit-bearing course. A Capstone Experience may be solely based within the discipline or be interdisciplinary in nature.

  • Type of Capstone Experience:
    *DISCLAIMER: Other types of courses may be considered as Capstone, but these courses are less well defined and need supporting justification
  • Explain how this course will require students to engage in explorations in which the outcomes are unknown.
  • Explain how this course will engage in self-assessment, reflection, and analysis that prepares them for future success.
Discovery Learning Experience Justification
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  • Context in which discovery and experiential learning will occur:
  • Explain how this course is an experiential learning experience and how it involves out-of-class and beyond typical curriculum instructional experiences:

  • Explain how this course achieves each of the following student learning goals.

  • Students will apply critical thinking skills and academic knowledge/ concepts to develop effective responses to, and make informed decisions about, problems or situations encountered in the course of the learning experience.
  • Students will engage in reflection, which incorporates self-assessment and analysis of the learning that has occurred as a result of their participation in the DLE. At a minimum, students will be expected to examine and demonstrate what they have learned as a result of the DLE, how they have learned it, the impact of their learning on their personal and professional growth, and how to apply that learning in other situations or contexts.
  • Explain the cycle of when and how this course will be offered. Include terms course is to be offered, (i.e., fall and spring); whether all sections or only selected sections of the course are to carry the DLE designation; and additional information about the particulars of this course offering.
First Year Seminar (FYS) Justification
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  • The faculty senate has recognized the FYS as an important experience for students with clearly articulated content aligned with best practices in helping students through the transition from high school to college. Since it serves as the first introduction to the University of Delaware, a committed portion of the FYS course time should be allotted to common content that furthers the aims of General Education at the University of Delaware and/ or provides a foundation for student success. As such, in May 2015, the faculty senate approved the topics listed below for mandatory inclusion in all FYS courses.

    It is important to note that as an introductory course, the FYS will introduce many of these topics to students, but it is understood that subsequent additional learning opportunities will occur through other general education requirements, courses student must take as a requirement of their college and/ or major, and out of the classroom learning experiences.

    Please complete the questions below explaining how the specific outcomes will be met.

    Important: Modules related to outcomes, will be available on the Sakai site dedicated to First Year Seminar instructors. For access to the Sakai site contact Meghan Biery by email mbiery@udel.edu

  • Ethics/Academic Honesty

    UD graduates should be able to explain the reasons behind the positions they hold on key ethical questions and to articulate the values that underlie their decisions.

    Students who complete the FYS course will be able to:

    1. Distinguish between values, morals, and ethics and laws.
    2. Define elements of academic dishonesty including plagiarism, fabrication, cheating, and academic misconduct as defined by UD's Code of Conduct.
    3. Articulate the possible consequences for academic dishonesty at UD.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
    Use a module.

  • Responsible Use of Internet/Social Media

    Understanding how to responsibly use social media, other technologies, and develop a positive digital identity is crucial for today's successful student.

    Students who complete the FYS course will be able to:

    1. Describe principles and specific examples of ways the internet and social media can be used to both help and harm others.
    2. Demonstrate effective ways to responsibly use social media to positively engage with others and portray oneself with authenticity.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
    Use a module.

  • Academic Policies and Procedures

    Early in their academic careers at UD, students should be aware of the important policies and practices that will guide their progress and be familiar with those resources that will support their academic success.

    Students who complete the FYS should be able to:

    1. Find the name of their academic advisor on UDSIS and know how to contact this individual.
    2. Identify important dates on the University of Delaware Academic Calendar, including those for registration and course drop and add.
    3. Understand the difference between a semester GPA and a cumulative GPA. and how to calculate both.
    4. Identify where to access UD academic policies.
    5. Be able to explain what academic probation means including the criteria for being placed on probation and at least three campus resources to support students facing academic challenges.
    6. Know how to access the academic support resources available to them at UD.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
    Use a custom strategy.
  • Other strategies to meet the outcome:

  • Diversity

    The development of skills to work independently and collaboratively across a variety of cultural contexts and a spectrum of differences ensures that students will understand the limitations of a single perspective and the value of diverse perspectives and cultures in creative problem solving of major challenges and discussion in debates, and establishment of an engaged society.

    Students who complete the FYS course will be able to:

    1. Define diversity as it is described in UD's "Diversity Statement."
    2. Provide three examples of how individual students at UD can contribute to making UD a respectful, equitable, and inclusive academic community.
    3. Identify three sites on campus where students can become better informed about diversity (academic departments, SROs, or offices).
    4. Describe the process for reporting an incident of discrimination/ misconduct based on race, gender, sexuality, religion, or other diversity category.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
    Use a custom strategy.
  • Other strategies to meet the outcome:

  • Safety and Wellness

    Three sessions of the FYS course must be designated to student wellness and safety with a defined significant emphasis on alcohol and other substance education as well as sexual misconduct/ violence prevention education, accomplished through the teaching of bystander intervention theory and practice* which must be taught by qualified, trained personnel or prevention staff. For more information about how to schedule the "Safety and Wellness" sessions contact Meghan Biery by email mbiery@udel.edu

  • What is your strategy to achieve the outcome?
Multicultural Course Justification
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  • Important: Explain how this course achieves at least 3 of the 4 goals of a multicultural course. Attach the assignment this course uses to satisfy each of the three criteria (this could be a reading, project, essay, etc.) in the appropriate space below that criteria. You may also offer a brief explanation of the assignment in the text box, but this is not required.

    For additional help with the application process and the requirements for multicultural courses, please see the handbook written by members of the Diversity and Inclusion committee, which reviews these courses: https://sites.udel.edu/ctal/files/2017/09/MC-Handbook-r4vntc.pdf

  • Attached:

  • Diversity Self-Awareness and Perspective Taking

    Students can articulate their own individual identity in relation to key concepts such as race, ethnicity, gender, sexuality, language, social class, disability, national origin, and religious affiliation and can also reflect on how their social position differs from and impacts their relationships in diverse environments. In other words, students will learn to locate themselves within larger structures of difference and understand how their own position shapes their identity and/ or worldview, as well as how that identity and/ or worldview may differ from others.

    Please attach assignment document by clicking on the PAPERCLIP icon to the right.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation:

    Students can articulate their own individual identity in relation to key concepts in the course regarding origins and they are directed to make comparative assessments of such items as race, ethnicity, gender, sexuality, language, social class, national origin, notions of heritage (both human and civilizational) and aspects of religious derivation, evolutionism for example and other aspects that construe identity. Students are asked to reflect on how their beliefs about the beginnings of humanity relate to their social position for example and how such held perspectives impact their own relationship in diverse environments and others. The course is intended to have students consider the implications of an origins identity and how does such an idea about identity connect to their own beliefs or non-beliefs compared to others and how various beliefs can be embedded in structural systems and involve contrastive issues and worldview clashes.  See attached assignment titled "Diversity Self-Awareness." 

  • Cultural Difference

    Students gain in-depth knowledge of the history, lived experience, artistic production, identity and/ or worldview of one or more underrepresented groups in the West (i.e., the US, Great Britain, Europe, Canada, Australia, New Zealand) and/or of a non-Western culture (or cultures). Students can articulate particular aspects and experiences of these cultures as well as how they may be similar to or different than the student's own.

    Please attach assignment document by clicking on the PAPERCLIP icon to the right.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation:

    Students gain in-depth knowledge of varying interpretations that explain origins and as well how historically maintained epistemologies can have a social impact, and with such ideas they learn how present human and civilizational hierarchies yield racial social formations and particularly how such knowledge and interpretations were historically and purposefully used to dominate one group over another. The students learn how centering an African perspective on African phenomena has served to counter pejorative narratives about underrepresented groups. Students learn about how people explain African phenomena and how such understanding functions to bring awareness of cultural presence in the world other than as enslaved or colonized for African and African descended peoples. The course produces understanding about contributions to global prehistory and history. Understanding contributions include analysis of varying African cultures, histories, and experiences and students engage with their own and varying backgrounds, other than their own, and which help to bring appreciation for and reception of difference. They recognize differences of world viewing presented as identifying with an ancient culture. Students learn that at times there might be conflict with each other and that such conflicts have accrued throughout time. They share views that shape contemporary worldviews and that regard race/cultural relations. They learn about how one culturally identifies and connect to origins and primarily in the ways that African American have done. See attachment titled "Cultural Difference." 

  • Personal and Social Responsibility

    Students analyze the ethical, social, and/ or environmental consequences of policies, ideologies, or actions on marginalized communities/ groups within the US or intentionally. Based on this analysis, students identify a range of potential personal and civic responses to these issues. A service learning version of this course may allow students to directly take informed and responsible action to address these challenges.

    Please attach assignment document by clicking on the PAPERCLIP icon to the right.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation:

  • Understanding Global Systems

    Students gain and apply the tools to think systematically about how institutions, ideologies, rhetoric, and/ or cultural representations shape a people's culture and identity, which may include their role in perpetuating inequality, whether historically or in the present day.

    Please attach assignment document by clicking on the PAPERCLIP icon to the right.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation

    Students gain and apply from the readings and lectures in the course tools to think systematically about how writers, institutions, ideologies, rhetoric, and/ or cultural representations systemically shape an understanding of people's culture that primarily is devised from an origins identity, which may include their role in perpetuating unacknowledged contributions to world development. Students consider how for example people consider the “out of Africa model” (as a concept and theory) and how different it is from the “multiregional model.” Students learn how thinking about (social constructions of) race singly differs from a “human race” which can be a binding idea and versus thinking of one group living in one particular region (independently) and as developing for example an ecological advantage and supremacy. See attachment titled "Global Systems." 

University-level Breadth Requirement Nomination
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  • University Breadth category:
  • Proposed by:
    Jorge Serrano
    Jorge Serrano
  • Chair/ Director:
    Kimberly Blockett
    Kimberly Blockett
  • Proposed Enrollment:
    50
    50
  • Does this course satisfy a requirement for the major?
  • Is this course restricted to students in the major?
  • Does this course have prerequisites?
  • Are the prerequisite course(s) open to all students in all majors?
  • How often do you expect to offer this course?
    every 2-3 semesters
    every 2-3 semesters
  • Do you expect this to be a multiple section course?

  • ​Please attach sample syllabus by clicking on the PAPERCLIP icon to the right.

Sustainability Designation
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  • Across all academic disciplines at the University of Delaware, we are committed toward advancing our students’ critical understanding of the principles of sustainability as well as critically exploring impactful solutions to advance sustainability. To assist students ability to search for these courses, courses can be designated as "sustainability connections" and "sustainability investigations" courses using the rubric below. The Faculty Senate will assist all faculty to correctly classify courses within these two subcategories.  The parameters for the two classifications are as follows:

    Criteria for Sustainability Connections Courses

    SCON courses build competencies and knowledge in a field that is relevant to understanding some aspect of the 17 Sustainable Development Goals. Sustainability is a visible and explicit part of SCON courses, but does not need to be a major focus. While students may be made aware of multiple dimensions of sustainability, it is not necessary or expected that SCON courses will address more than one of the 17 dimensions in depth. It is expected the SCON courses will do all of the following:

    1. Introduce students to one or more of the Sustainable Development Goals that are appropriate to the discipline or area of study of the course.
    2. Make students aware that sustainability has multiple dimensions, including, at a minimum, environmental, social, and economic dimensions.
    3. Include at least one student learning outcome in the course syllabus stating that students will demonstrate abilities to either a) think critically about a sustainability question, problem and/or potential solution, or b) articulate connections between the field of study of the course and sustainability.
    4. Include at least one sustainability-focused activity or reading that provides students an opportunity to demonstrate attainment of the sustainability learning outcomes but does not need to focus solely on sustainability.


    Criteria for Sustainability Investigations Courses

    SINV courses have a primary and explicit focus on a major sustainability challenge that requires students to engage in a deep and focused exploration of sustainability and its multiple dimensions as a major theme of the course. SINV courses must include all the elements listed below:

    1. Course title or description clearly articulates a focus on multiple aspects of the 17 Sustainable Development Goals.
    2. Devote a substantial portion of course instruction and work to sustainability-related content that are appropriate to the discipline or area of study.
    3. Make students aware that sustainability has multiple dimensions, including, as a minimum, environmental, social, and economic dimensions.
    4. Include all of the following three student learning outcomes in the course syllabus stating that students will demonstrate abilities to:
      1. Think critically about a sustainability question, problem, and/or potential solution.
      2. Articulate connections between the field of study of the course and sustainability.
      3. Apply disciplinary or interdisciplinary knowledge and methods to analyze and solve a problem of sustainability.

    (Although the exact language of these three outcomes could be altered/tailored to integrate their meaning into existing student learning outcomes for the course’s discipline)

    1. Give significant weight to sustainability-related content in assessing student performance.
  • Sustainability Designation
Administrative Fields (DO NOT EDIT)
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  • Status:
  • Student Information System ID
  • Comparison ID:
    306183AFRA120
    306183AFRA120
  • University Breadth:
    Requirement Designations:
  • A&S Breadth Requirements:
    College of Engineering Breadth:
  • Capstone:
  • Primary Org.:
    Course Offering Number:
    1
    1
  • Crosslisting Prefix 2:
    Crosslisting Code 2:
    120
    120
  • Course Offering Number: 2
    2
    2
  • Crosslisting Prefix 3:
    Crosslisting Code 3:
  • Course Offering Number: 3
  • Crosslisting Prefix 4:
    Crosslisting Code 4:
  • Course Offering Number: 4
  • Crosslisting Prefix 5:
    Crosslisting Code 5:
  • Course Offering Number: 5
  • Crosslisting Prefix 6:
    Crosslisting Code 6:
  • Course Offering Number: 6
  • Crosslisting Prefix 7:
    Crosslisting Code 7:
  • Course Offering Number: 7
  • Crosslisting Prefix 8:
    Crosslisting Code 8:
  • Course Offering Number: 8
  • Crosslisting Prefix 9:
    Crosslisting Code 9:
  • Course Offering Number: 9
  • Crosslisting Prefix 10:
    Crosslisting Code 10:
  • Course Offering Number: 10
  • CIP Code:
  • Administrative Use Only:
    No Administrative Use Only:

  • User Tracking

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      Listed below are the symbols and colors utilized in Curriculum:

      • = has not made a decision
      • = approved
      • = rejected
      • = held
      • = suspended
      • = cancelled
      • = multiple decisions
      • = task
      • = mine
      • = stuck
      • = urgent, out of date import source