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Upcoming Registrar Related Events

Faculty Senate Online Course Approval Update

The Course Inventory Application will no longer host the Faculty Senate Online Course Approval Process. The Historical Records will still be available though, so Course Inventory will not be shut down. Submitters will not be able to submit anything on the former platform. The forms have been moved to Curriculog, a curriculum management application implemented in the 2016-2017 Academic Year. Curriculog is very similar to Course Inventory, and will allow for greater transparency, messaging, customization, and efficiency moving forward. The timeline and rules of the Course Approval Process have not changed.

For instructions on using Curriculog, click here.

The University's course inventory consists of all courses listed in the current undergraduate/graduate catalog. Part of the Faculty Senate's yearly course approval process, the online course approval application is for proposing a new course or revising or deactivating a course. This application is also used to apply for multicultural status and FYE and DLE requirement designations. Course proposals are routed electronically through the approval process and culminate in the Challenge List, also available through this application during the Challenge Period.

The course approval cycle begins in July and course proposals are required to be approved through the college level by December. Courses not approved by the college dean by the December deadline will not appear on the Challenge List. The Challenge List is the list of all course proposals in the current cycle that have received the required approvals. The Challenge Period, which usually falls during the first two weeks of spring classes, is a 10 day period in which all university faculty can review the Challenge List and submit electronically any concern or challenge they might have in reference to a particular course. Challenges are routed electronically to the chairperson of the Undergraduate Studies Committee for courses numbered 001-499, and to the Graduate Studies Committee chairperson for courses numbered 500 and above. The respective committees are responsible for determining the validity of the challenge and overseeing it's resolution. All courses approved by the Undergraduate and Graduate Studies Committees become part of the permanent course inventory, effective the following fall.

To view UD's Historical Course Inventory, click here.

For further assistance, please email

For the First Year Seminar (FYS) Requirements, click here.

Definitions of course detail terms:

Course ID
Course Title
Maximum repeatable credits
Grade type
Multicultural course
First Year Experience
Discovery Learning Experience
University Breadth
Instructional format
Cross-Listed and Dual-Listed courses
Course catalog title
General Education Requirements

Enter a course number as the subject area code and the three-digit number for the course; example ARTH402.

The course numbering scheme used at the University of Delaware is as follows:

  • 001-099  Below baccalaureate degree.
  • 100-199  Introductory-level courses.
  • 200-299  Introductory and intermediate courses, usually requiring some previous knowledge or experience in the discipline.
  • 300-399  Courses with a more concentrated focus on the subject matter in a particular discipline.
  • 400-499  Advanced courses for majors and other qualified students. See Note 3 below.
  • 500-599  Graduate-level courses for the nonspecialist. See Note 1 below.
  • 600-699  Graduate-level courses, also open to advanced undergraduates. See Notes 2 , 3 and 4 below.
  • 700-799  Graduate-level courses.
  • 800-899  Graduate-level courses.
  • 900-999  Ph.D.-level courses.
  • X66  Special problems and independent study.
  • X67  Experimental course (may be offered twice).

Note 1:  Courses numbered 500 to 599 may not be taken for graduate credit in a student's major. With the approval of the graduate student's major department, 500-level courses taken outside the student's major may be counted toward graduate degree requirements.

Note 2:  Courses numbered 600 to 699 are graduate-level courses also open to qualified advanced undergraduates with the consent of the instructor. There should be a single standard of expectation and grading for all students registered at this level.

Note 3:  In those few cases where the number of either undergraduate students or graduate students does not permit adequate offerings of both a 400-level and a 600-level course, a graduate 600-level course may be combined with a separately numbered 400-level undergraduate course in the same section. The graduate component must then be offered with a graduate standard of expectation and grading.

Note 4:  The appropriateness of 600-numbered courses for undergraduate credit is subject to review by the Committee on Undergraduate Studies.

Enter the short title (limited to 30 characters), as it will appear in the registration booklet and on students' transcripts. Every effort should be made to make this title meaningful by avoiding long titles with many abbreviations.

The Maximum (Max) and Minimum (Min) information must be completed for each course. When determining the number of credit hours for a fixed credit course, you must teach at least 50 minutes class time of lecture for each 1 credit hour and at least 2 hours of laboratory for 1 credit hour for a regular semester.

Courses offered for a certain fixed number of credits every time it is offered. All fixed credit courses must have the Max and Min completed.

Max has the same meaning for all courses, whether it is fixed credit or variable credit. Maximum credits means the maximum credits a student can take in this course (not a section) in a given semester. For most fixed credit courses, students take only one credit bearing section in a semester, in which case the Max equals the Min. In a few cases students may take more than one credit bearing section of some courses, varying topics courses for example, where the Max is greater than the Min.

Min is the minimum number of credit hours for a section of a course.

All variable credit courses must have Max and Min completed.

Max has the same meaning for all courses, whether it is fixed credit or variable credit. Maximum credits means the maximum credits a student can take in this course (not a section) in a given semester. For most courses students register for and take only one section in a semester, but sometimes students take more than one section of some courses, for example, our experimental courses, x67, and special problem or independent study courses, x66.

Min is the least number of credit hours that a student may register for in a variable credit hour course.

Courses with variable credit hours can be offered in a semester in one of two ways. When scheduling a course in a term you may choose to have a range of credit hours between the maximum and minimum. The student then registers for credits within this range. The second way is to schedule it as a fixed credit hour course, in which case a student can only register for the minimum credit in a section.

Enter the maximum number of credits for this course that will be allowed to count towards graduation.

Indicate whether the course is to be graded as a letter grade (standard) or pass/fail only.

If this course is a NEW course and you would like it to be evaluated for multicultural status, or if the course is currently approved as multicultural and course changes are being proposed, select "Yes." You will be prompted to complete the required Multicultural Course Approval Supplement form.

Courses certified to meet the multicultural requirement must meet three of the four criteria. On the web form, upload 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.

1.  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.

2.  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 students’ own.

3.  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 internationally. 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.

4.  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.

These guidelines are based in part on the diversity competence rubric developed by James Jones and J.M. Lee. See Jones, J.M. & Lee, J.M. (2016). Conceptualizing and measuring diversity competence: Psychometric properties of the Diversity Competence Scale. Unpublished manuscript, Center for the Study of Diversity. University of Delaware.

If this is a NEW course or a REVISED current course and you would like it to be evaluated for the First Year Expereince requirement designation, then click the YES radio button. As you progress through the course proposal form, you will be prompted to complete the FYE justification form prior to the submission of your course. Additional information is available at

If this is a NEW course or a REVISED current course and you would like it to be evaluated for the Discovery Learning Experience requirement designation, then click the YES, all sections or YES, some sections radio button. As you progress through the course proposal form, you will be prompted to complete the DLE justification form prior to the submission of your course. Additional information is available at General Education website, under DLE, "For Students" or "For Faculty".

If this is a NEW course or a REVISED current course and you would like it to be evaluated for the University Breadth requirement designation, then click the YES radio button. As you progress through the course proposal form, you will be prompted to complete the University Breadth justification form prior to the submission of your course.

REPLACES (Renumbering)
If this course is proposed as a course that is replacing another course, enter the Course ID of the course being deactivated. Use the form to "Propose a new course".

Instructional format information is required for all courses. If you have two instructional formats for a course, then indicate the combination of activities that includes more than one activity. For example, if some of your sections meet as three one-hour lectures per week, and others meet with two one-hour lectures and one recitation period, use the latter by entering 2 for Lecture, and 1 for Discussion. A 50-minute period is counted as one hour for this purpose.

For courses that meet only in Winter or Summer sessions, the contact hours should be calculated as if they meet in a fall or spring semester.

For variable credit courses you must choose at least one instructional format,but you can indicate "0" for the contact hours. Actual contact hours will vary depending on how many credits for which a student enrolls.

A variety of activities are grouped under each of these activity types. The list includes:

Lecture Laboratory Discussion Independent study
Lecture Laboratory Discussion Independent study
Seminar Studio Problem session Special problem
Colloquium Seminar Private Study Reading
Field study Recitation Research
Practicum Master's Thesis
Clinical Dissertation
Student teaching

Lecture, Discussion and Independent Study meet one hour per week per credit.

Laboratory meets two hours per week per credit.

Cross-listed definition – a course with different subject areas and the same course level. (HIST/JWST 254) For cross-listed courses, only one form should be sent forward from the primary department. The secondary subject area codes and numbers should be entered in the boxes provided. While the number of the secondary need not be the same as the primary, the course level must be the same as the primary. Only one form should be sent forward from the primary department with all the appropriate approvals on the one form.

Dual Listed definition – two courses (400 and 600 level) with the same subject area. (ECON420 and ECON620) For dual listed courses, two forms should be sent forward from the primary department with the identical course title, course description, grading basis and credits.

The title that will appear in the Undergraduate/Graduate Catalog is frequently the same as the short title, but should contain no abbreviations.

This is the body of the course description that appears in the catalog. The narrative should be brief and concise, using phrases or short sentences, and not exceed 45 words. Don't begin with "This course is..."

Courses that should be taken prior to this course.

Courses that are taken along with this course.

Requirements other than specific courses. Included here are such statements as: "Not open to freshmen" or "Required of all senior majors."

General Education Requirements

General education at the University of Delaware prepares students who are able to:

1)  Read critically, analyze arguments and information, and engage in constructive ideation.
2)  Communicate effectively in writing, orally, and through creative expression.
3)  Work collaboratively and independently within and across a variety of cultural contexts and a spectrum of differences.
4)  Critically evaluate the ethical implications of what they say and do.
5)  Reason quantitatively, computationally, and scientifically.