Undergraduate Course numbers should be assigned as follows:

• 100-199 courses under the College of Agriculture and Life Sciences are offered by the Agricultural Institute and are designed to meet specific requirements of the Associate of Applied Science degree.
• 100-299 courses are intended primarily for freshman and sophomores [290-299 introductory seminars and special topics courses intended primarily for freshman or sophomores]
• 300-399 courses are intended primarily for juniors
• 400-499 courses are intended primarily for seniors [490-498 advanced undergraduate seminars and special topics courses; 499 advanced undergraduate research]

Revision of course level from 400 to 500 or from 500 to 400:

Proposals to change a course level from 400 to 500 (or from 500 to 400) require the submission of a completed Course Action Form (see Creating a New Course) for proposing the course as a new 400 or 500 level course. Concurrently a Course Action Form should be submitted dropping the 400 or 500 level course that will no longer be offered (see Dropping a Course). The 500-level course action should be submitted to the Graduate School for processing while concurrently submitting the 400-level course action to the Office of Undergraduate Courses and Curricula for review by the University Courses and Curricula Committee (UCCC). Neither action is complete until both have been approved.

Dual-Level ("Piggybacking") use of certain 400 and 500 level courses:

The practice of a department teaching a 400-level course and a 500-level course in the same subject matter in the same room at the same time is called "dual-level" use, formerly "piggybacking." Approval must be obtained on a course-by-course basis from the Dean of Undergraduate Academic Programs after review by the University Courses and Curricula Committee (UCCC) and concurrently from the Graduate Dean after review by the Administrative Board of the Graduate School. Both courses should bear the last two digits at each level (example: PY 414/514) and must have the same course title, credit hours, grading method, etc. Such proposals are expected to reflect the different needs and abilities of students taking the 500-level version of the course and students taking the 400-level version. Therefore, all requests for dual-level use must address how the performance expectations will be greater and performance evaluation more rigorous for students taking the 500-level course.