Policy: Course Classification

Document Number: 1.001
Title: Course Classification
Effective Date: 06/13/2024
Revised Date: N/A

Policy Statement

Courses offered at River Parishes Community College (RPCC) are identified and recognized by their title, a ‘rubric’ consisting of a four-letter prefix and a four-digit number, and a classification of instructional program (CIP) code. These features are important indicators of coherence in RPCC’s educational programs. 

Policy Scope 

This policy applies to all courses for which students earn academic credit upon successful completion and contribute to a student’s credit hour load. 

Course Characteristics and Classification 

1. Course titles should be descriptive, clear, and concise. Whenever possible, the title should consist of a maximum of 30 characters+spaces (the Banner limit). 
2. Course rubrics consist of a prefix and number. 

   
   The prefix should consist of four capital letters, align with the department’s discipline(s), and be appropriate to course content and title.  

   Numbering of courses must be consistent with LCTCS Academic Policy 1.007, “Course Classification”: developmental and co-requisite courses for English Composition and College Mathematics begin with "0", first or freshman year with "1", and second or sophomore year with "2”.  The level for a course is primarily determined by its content and prerequisites. The second and third digits uniquely identify the course; for example, the second digit may indicate the preferred semester in which students enroll in the course ( “1” for first semester, “2” for second semester, “3” for courses offered only during a summer term) and the third may identify the course as being second in a sequence of courses.  All course numbers must have four digits, with the fourth digit the same as the credit hours earned for successful completion of the course.  

   Numbers for new courses should be proposed with consideration of appropriate prerequisites (next section). The number for a course that serves as a pre-requisite for subsequent courses must have a lower number and, preferably, be at a lower grade level than the courses for which it serves as a pre-requisite. For example, a 1000-level course may have another 1000-level course, but not a 2000-level course, as a prerequisite.  

   Course prefixes and numbers should be commensurate with those of equivalent courses at other state colleges and universities.  If a new course is equivalent to a listing in the Board of Regents’ Master Course Articulation Matrix and Louisiana Common Course Catalog, the state number (Louisiana Common Course Number or LCCN) is to be adopted:  even if the course number is not consistent with the intended level (e.g., a course students may take in their first year that does not have a prerequisite and has a 2000-level number), the benefit of aligning the course numbers is expected to facilitate course transferability.  If an equivalent course does not exist, the cognitive level (reflected in the Bloom’s verb that introduces each course learning outcome), difficulty, and expectations of the course must be considered in the numbering. 

   Courses in sequence may be numbered consecutively (i.e., 1033/1043 or 2013/2023) or, if there is a significant increase in the difficulty of the courses, they may be numbered on both freshman and sophomore levels (i.e., 1013/2013). 

   Numbers of courses deleted from the RPCC Catalog may not be re-used. 

3. The Classification of Instructional Program (CIP) code must be included in the master syllabus for all courses.  For applied science degrees, technical diplomas, and certificate-level educational programs, CIP codes for courses may be the same as the CIP code for the program.  Transferable courses supporting associate degrees intended to prepare students to transfer to a four-year institution often differ from the CIP code of the program(s) supported by the course.  CIP codes are important for identifying course content and for assigning faculty to programs in RPCC’s student information system (Banner).   

The Classification of Instructional Programs (CIP) provides a taxonomic scheme that supports the accurate tracking and reporting of fields of study and program completions activity. CIP was originally developed by the U.S. Department of Education's National Center for Education Statistics (NCES) in 1980, with revisions occurring in 1985, 1990, 2000, 2010 and 2020. 

Policy Implementation 

Faculty proposing curricular actions to the Curriculum Committee should consult with the Director of Curriculum and Assessment when proposals include course additions, modifications, and/or deletions so that RPCC’s entries in the Master Course Articulation Matrix remain current. 

Academic Affairs staff at the Louisiana Board of Regents update the Master Course Articulation Matrix annually, and RPCC participates in the review of proposed additions to the Matrix and may suggest additions to be reviewed by other institutions.  Monitoring the matrix to ensure RPCC students have opportunities to take courses transferable to other colleges and universities is an important service.  RPCC’s Vice Chancellor for Academic Affairs and Director of Curriculum and Assessment are responsible for communicating updates to course equivalencies to faculty and staff. 

A Core Requirement of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) calls for evidence of coherence in educational programs.  Compliance with this standard includes consideration of course numbering, sequencing, prerequisites, and learning outcomes.  Proposals for new courses must support coherence in RPCC’s educational programs and should be discussed with the Vice Chancellor for Academic Affairs, RPCC’s Institutional Accreditation Liaison, and/or Director of Curriculum and Assessment prior to submission for review by the Curriculum Committee.