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Appendix A - Anti-Discrimination and Anti-Harassment Regulation 5.010
Appendix B - A Guide to Bias-Free Communication
Appendix C - Florida’s Statewide Course Numbering System
Appendix D - Florida Atlantic University Interest Group
Appendix E - Florida Atlantic University on the Internet

Appendix A:

Anti-Discrimination and Anti-Harassment Regulation 5.010


(a) Florida Atlantic University affirms its commitment to ensure that each member of the University community shall be permitted to work or study in an environment free from any form of unlawful discrimination or harassment that is based on a legally protected class, including race, color, religion, age, disability, sex, national origin, marital status, veteran status or any other basis protected by law. The University recognizes its obligation to work toward a community in which diversity is valued and opportunity is equalized. This rule establishes procedures for an applicant or a member of the University community to file a complaint of alleged discrimination or harassment.

(b) It shall be a violation of this Regulation for any officer, employee or agent to discriminate against or harass, as defined in this Regulation, any other officer, employee, student, agent or applicant. Discrimination and harassment are forms of conduct which shall result in disciplinary or other action as provided by the Regulations and Policies of the University.

(c) Activities covered under this rule include, but are not limited to, all educational, athletic, cultural and social activities occurring on a campus of or sponsored by Florida Atlantic University, housing supplied by the University and employment practices between the University and its employees, including Other Personnel Services (“OPS”) employees.

(d) The Office of Equal Opportunity Programs (“EOP”) shall administer the policies and procedures outlined in this Regulation. EOP shall answer inquiries regarding the procedures contained in this Regulation and may provide informal advice regarding issues of discrimination.

(e) Retaliation, or otherwise taking adverse employment or educational action, against a member of the University community because he/she in good faith reported discrimination or harassment, or participated in an investigation or review regarding a complaint, is strictly prohibited. Those found to have violated this prohibition against retaliation will be subject to disciplinary action up to and including termination.

(f) Any University supervisory employee who receives a report, observes or learns of an alleged violation of this Regulation has an absolute and unqualified duty to immediately report the conduct to the EOP Director. Those found to have failed to report in a timely manner will be subject to disciplinary action up to and including termination.

(g) Every University employee has a duty to cooperate fully and unconditionally in a harassment investigation. This duty includes, among other things, speaking with the EOP investigator and voluntarily providing all documentation that relates to the claim being investigated. The failure and/or refusal of any employee to cooperate in an investigation may result in disciplinary action up to and including termination.

(h) The prohibited conduct contained in this Regulation shall apply to vendors and contractors of the University. The Director of Equal Opportunity Programs shall consult with the vendor or contract manager to determine how any investigation will be undertaken. The University shall take action against the vendor or contractor, when warranted, in accordance with the terms of the governing contract or agreement.



(a) For the purpose of this Regulation, discrimination is defined as unlawfully treating any member of the University community differently than similarly situated others based on a legally protected class. Harassment is a form of unlawful discrimination based on certain legally protected classes under Title VII of the Civil Rights Act of 1964 and other laws.

(b) Additionally, discrimination on the basis of sex in education programs and activities receiving federal financial funding as set forth in Title IX of the Education Amendments of 1972, as amended, is included in this Regulation’s definition of prohibited discrimination.

(c) Examples of conduct that fall into the definition of discrimination include, but are not limited to:
1. Unlawful disparity of treatment in recruitment, hiring, training, promotion, transfer, reassignment, termination, salary and other economic benefits, and all other terms and conditions of employment on the basis of membership in a legally protected class.
2. Unlawful disparity of treatment in educational programs and related support services on the basis of membership in a legally protected class.
3. Unlawful limitation in access to housing, or of participation in athletic, social, cultural or other activities of the University because of membership in a legally protected class not based on a bona fide requirement or distinction.
4. Retaliation for asserting protected anti-discrimination rights, filing complaints or protesting practices which are prohibited under this Regulation.

(d) Examples of conduct that fall into the definition of harassment include, but are not limited to:
1. Harassment is defined to include verbal and/or physical conduct based on a legally protected characteristic which: (A) has the purpose or effect of creating an objectively intimidating, hostile or offensive work or educational environment; (B) has the purpose or effect of unreasonably interfering with an individual’s work or learning performance; or (C) otherwise unreasonably adversely affects an individual’s employment or educational opportunities.
2. Examples of harassment could include making “jokes” based on a legally protected characteristic, objectionable epithets/slurs, threatened or actual physical harm or abuse, the display of hostile symbols/objects and other intimidating or insulting conduct directed against the individual because of their legally protected characteristic or membership.

(e) Sexual harassment includes unwelcome sexual advances, requests for sexual favors or other verbal or physical conduct of a sexual nature when:
1. Submission to such conduct or request is made either explicitly or implicitly a term or condition of an individual’s employment; or
2. Submission to such conduct or request is made either explicitly or implicitly a term or condition of academic achievement; or
3. Submission to or rejection of such conduct or request by an individual is used as the basis for an employment or academic decision affecting such individual; or
4. Such conduct or request unreasonably interferes with an individual’s work or academic performance or creates an objectively intimidating, hostile or offensive environment for working or learning.

(f) The definition of sexual harassment excludes the use of sexual material in a classroom setting for academic purposes.

(g) When referred to in this Regulation, days mean calendar days unless otherwise noted.



(a) The Office of Equal Opportunity Programs is responsible for administering the complaint and investigation process set forth in this Regulation. In cases where the potential complainant chooses not to file a formal complaint, EOP will take action to inform the alleged offender of the concerns, suggesting that the individual monitor and modify (if necessary) behavior. All complaints, formal or informal, must be reported to EOP.

(b) Any University employees who believe they have been harassed or discriminated against in violation of this Regulation must report the facts and circumstances thereof to the Director of Equal Opportunity Programs, the University Ombudsman, the University Provost, the Director of Personnel Services, or their College Dean or Vice President, who in turn must notify the Director of Equal Opportunity Programs.

(c) Any students who believe they have been harassed or discriminated against in violation of this Regulation must report the facts and circumstances thereof to the Director of Equal Opportunity Programs, the University Ombudsman, the University Provost, the Dean of Students, or their Department Head/Director or College Dean, who in turn must notify the Director of Equal Opportunity Programs.

(d) Reports or allegations of an alleged violation of this Regulation will be processed upon the filing of a written complaint with EOP. The Director of EOP may process an alleged violation without a written complaint if deemed necessary by the Director and enough information is available to conduct a responsible investigation.

(e) A complaint must be filed with EOP within one-hundred eighty (180) days of the alleged act(s) of discrimination/harassment. The Director of EOP may process an alleged violation outside of this time limitation if deemed necessary by the Director. The filing of a complaint under this Regulation is independent and does not preclude the complainant from also filing a complaint with federal, state or local enforcement agencies. The filing of a complaint with EOP does not constitute a filing with, or have any effect on the filing time limitations of those external agencies. All complainants are urged to contact these external agencies directly to learn the filing deadlines and procedures for each agency. Contact information for these agencies is available from the EOP office.

(f) All complaints shall contain the name of the complainant and state the nature of the act(s) complained of, including such details as the name of the alleged offender and the date(s) or approximate date(s) on which the offending act(s) occurred, the name(s) of any witnesses and the desired resolution(s). Any portion of a complaint file that is exempt from public disclosure under the Florida Public Records law shall remain confidential to the extent permitted by law.



(a) EOP shall investigate all complaints that contain enough information to allege prohibited discrimination or harassment. This investigation must include, but shall not be limited to, interviewing the alleged offender and the complainant. The investigation may include the interview of other persons who may have information relevant to the allegations, preparation of witness statements for all persons interviewed and review of any relevant documents. Upon completion of the investigation, a final report shall be prepared, including a summary of the complaint, a description of the investigation, whether a violation of University Regulation was found and recommendations for disposition.

(b) The Office of Equal Opportunity Programs may attempt conciliation before or during the course of an investigation of a complaint. If conciliation is not achieved, then EOP shall continue to investigate the complaint, and shall issue a final report.

(c) EOP shall conclude its investigation and issue its final report within seventy-five (75) days of the filing of the complaint. If additional time is required, the complainant and alleged offender will be notified in writing no less than ten (10) days prior to the seventy-five (75) day deadline of the reason(s) for the delay and the expected date of completion.

(d) The final report by EOP shall be submitted to the appropriate Vice President or Associate Provost if an employee is involved, and/or to the Dean of Students if a student is involved. Corrective or disciplinary action up to and including dismissal or expulsion will be considered and implemented, if warranted, by the Vice President, Provost or Dean of Students in consultation with the EOP Director. Corrective or disciplinary action will also be considered and implemented if EOP determined the complaint was unfounded and made maliciously or recklessly. All disciplinary action shall be subject to applicable University Regulations, policies and collective bargaining agreements.


(a) Any party may submit a written response or statement to be attached to the final report and maintained in the same file.

(b) Either the complainant or alleged offender may request reconsideration of the finding in the EOP final report. The party must submit this request in writing to the EOP Director within ten (10) days of receipt of the EOP final report.

(c) The request for reconsideration must be in writing and shall specify the basis of the request. Typically, reconsideration will be granted only in cases where relevant evidence was not reviewed and/or new evidence is available.

(d) Any disciplinary action imposed as a result of an EOP investigation may be reviewed subject to University Regulation 5.009 (Grievance Procedure), University Regulation 4.007 (Student Disciplinary Procedures), or an applicable collective bargaining agreement.

Specific Authority: Florida Board of Governors Resolution dated January 7, 2003; Formerly 6C5-5.012, Amended 11-11-87, 7-5-99, 11-9-05, 6-28-06.


Appendix B:

A Guide to Bias-Free Communication

People in the University community are increasingly aware of the need to use language that recognizes our diversity and does not offend, demean or exclude people on the basis of gender, race, ethnic group, religion, age, ability/disability or sexual orientation.

Changing our language usage, however, does not come easily or automatically. Familiar ways of writing and speaking are more comfortable; substitute phrases do not always spring quickly to mind.

In the fall of 1992, acting on a recommendation of the Minorities Affairs Committee, the Florida Atlantic University President appointed a task force and charged it with developing a guide to assist faculty, staff and students with these issues. FAU’s guide very closely mirrors “Guide to Bias-Free Communications” prepared by a similar broad-based group in 1990 at the University of Wisconsin-Madison and is used here with UW’s permission. FAU recognized the many hours of discussion about sensitive issues that preceded the final draft of UW’s Guide.

These guidelines are meant to help you find a more encompassing word or phrase when you need it and to be more attuned to language that, whether intended or not, may offend others. The guidelines aim primarily at written material but apply as well to the spoken word.

This area is controversial and in flux. Usage that groups prefer today may change next year, and these guidelines will be updated annually. The point is to try to communicate in a way that is respectful of diversity. Also, the examples we cite may not satisfy everyone.

We welcome your comments, questions and suggestions on how to make these guidelines more useful and pertinent.


1. Include all people in general references by substituting gender-neutral words and phrases for gender-biased words.

Example Recommended
mankind people, humanity, human beings
man-to-man defense one-on-one defense
man the operation staff the operation
manpower labor, human resources
layman’s terms ordinary terms
man hours staff hours, hours
man-made manufactured, synthetic, artificial

2. Communicate to everyone including both male and female reference points. (Don’t presume marital or familial relationships.)

Example Recommended
faculty and wives faculty, spouses and guests
you and your spouse invited... you and your guest are
are invited...
boyfriends/girlfriends friends, guests, partners
Dear Sir

Dear Sir or Madam
Dear Madam or Sir
Dear Colleague, Greetings

3. Avoid gender-biased pronouns by:
a. Dropping pronouns that signify gender and restructuring the statement.

Example Recommended
Each student should hand in his term paper by... Each student should hand in a term paper by...

b. Changing to plural construction.

Each student should hand in his term paper by... Students should
hand in term papers by...

A nurse cares for her patients. Nurses care for their patients.

c. Replacing masculine or feminine pronouns with “one” or “you.”

Each student should hand in his term paper by... You should
hand in your term papers by...

d. Avoid awkward construction such as he(she), s/he, (s)he, or him/her. Such constructions, which can be easily reworked, imply that women are considered to be the subject only as an afterthought.

As a professor emeritus, s/he is entitled to a reduced parking fee in Lot 60. A professor emeritus is entitled to a reduced parking fee in Lot 60.
When welcoming a new teaching assistant, ask him/her to provide a permanent address. When welcoming new
teaching assistants,
ask them to provide
permanent addresses.


4. Use parallelism to refer to women and men equally and to make references consistent.

Danny Jones, a strong basketball athlete, and Suzy Favor, an attractive young runner are... Jones, a strong player, and Favor, a powerful runner, are...

10 men students and16 female students... 10 male students and 16
female students...
Prof. Brown and Julia Smith were recently promoted.
Prof. Brown and Prof. Smith
were recently promoted.

5. “Women” is often used, incorrectly or inappropriately, as an adjective. Consider using “female” or eliminating the adjective if it’s unnecessary.

Geraldine Ferraro was the
first woman vice-presidential candidate.

  Geraldine Ferraro was
the first female vice-
presidential candidate.

Dr. Helen Popovich became the first woman president of FAU on Sept. 1, 1983.   Dr. Helen Popovich became the first female president of FAU on Sept. 1, 1983.

6. If a direct quote (derived from research or an interview) offends or inappropriately excludes women or men and is not essential to your document, consider eliminating, paraphrasing or replacing the quote.

7. Use neutral words for “man” and “woman” in job titles or descriptions.

chairman chair
policemen police officers
sales girl sales clerk
spokesman spokesperson
lady lawyer lawyer
founding fathers founders

8. Base communication on relevant qualities, not on sex. Avoid sexual stereotyping.

She’s a good basketball player. She shoots like a man.

She’s a good basketball player. She shoots well.

A brilliant female
A brilliant researcher...

9. Avoid any reference to martial status, parental status or affectional status unless it is directly relevant.

10. When choosing photographs or illustrations, consider the balance of women and men. Also, be conscious of the relative positions of women and men and their actions. Nonverbal messages conveyed by portraying men standing/women sitting, men gesturing at smiling women, men pointing to or working with lab and other equipment while women passively observe imply status differences. Such implications, whether subtle or direct, are unrealistic in the modern workplace or University. Work with artists and photographers to update graphic content.


1. The terms impairment, disability and handicap are not synonymous. Be sensitive to the meaning of each.

An impairment is a physiological condition. Example: Arthritis is an impairment in which tissues of the joints are damaged.

A disability is the consequence of an impairment. A disability may or may not be handicapping. Example: Disabilities resulting from arthritis include difficulty in bending the spine or limbs, and thus difficulty in walking or performing tasks.

A handicap is the social implication of a disability; a condition or barrier imposed by society, the environment or oneself. The term should not be used to describe a disability. Example: People with arthritic knees and hips may be handicapped by the absence of elevators in older buildings.

2. Disabilities may be the result of either injury or disease, often a disease long past. Disabled people should not automatically be viewed as sick or having a disease.

3. Put people first, not their disabilities.

The visually impaired students used a special keyboard. The students with visual
impairments used a
special keyboard.

4. Do not focus on a disability unless it is relevant to your communication.

The new instructor, whose bout with polio left him on crutches, will teach two sections of African history.

The author of the text on legal rights for the disabled writes from experience. She has had paraplegia since childhood.

5. In photos and illustrations, depict disabled people in everyday situations—work, home, play—and show them interacting with people who are not disabled. Do not focus on wheelchairs, crutches or other adaptive equipment.

6. When the context calls for discussion of people with and without disabilities, use that term—“people without disabilities”—rather than “normal” or “able-bodied.” (“Normal” implies that by comparison disabled people are abnormal; “able-bodied” suggests that all people with disabilities have physical disabilities or are unable to compensate for their disabilities.) “Nondisabled” is another useful term.

7. Avoid language that portrays people with disabilities as either unfortunate, helpless victims or, at the other extreme, as courageous superhumans.

1. Avoid identifying people by race or ethnic group unless it is relevant. We don’t usually point out that an individual is white or of Anglo-Saxon heritage. The same rule should apply to other groups.

Andrew Young, the black mayor of Atlanta, cast his vote.   Andrew Young, mayor of Atlanta,
cast his vote.
Maria Duran, a Hispanic professor of physics, has been promoted to associate professor.


Maria Duran, a professor of physics, has been promoted to associate professor.

Alpha Beta Gamma, the black fraternity, wants to re-roof its building.

  Alpha Beta Gamma wants to re-roof its building.

2. Avoid the term “nonwhite,” which sets up white culture as the standard by which all other cultures should be judged. Also avoid “culturally disadvantaged” and “culturally deprived.” These terms imply that the dominate culture is superior to other cultures or that other groups lack a culture.


3. Refer to individuals as “members of a minority group” or specify the minority group (e.g., Latino) when minority group identity is pertinent. (“Minority” refers to a group and serves as a modifier in the term “minority group.”)

Women and minorities are encouraged to apply.

Women and members of
minority groups are encouraged
to apply.

Minorities attended the meeting.

Members of the Hmong
and Korean communities
attended the meeting.

4. Avoid words, images or situations that reinforce stereotypes and that imply all people of a particular race or ethnic group are the same.

Not surprisingly, the Asian-American students did best in the math contest.

The Problem
Assuming it is relevant to point out that this group excelled, the phrase “not surprisingly” may reinforce the stereotype that all Asian-Americans have superior aptitude in math.

Stereotypical phrases occur much more commonly in spoken than in written communications. Be conscious of what you say as well as what you write.

5. Stay attuned to the current terminology by which racial and ethnic groups refer to themselves. Usage changes (e.g., from “Negro” to “African American”, from “Oriental” to “Asian American”). National newspaper and television news are good indicators of current usage. Also, ask people what term they prefer.

People who trace their ancestry through the Caribbean or Central and South America may identify themselves as coming from any one of a number of different cultures and ethnic groups. For instance, the terms Hispanic, Latino/a, Chicano/a and Puertorriqueno/a all have different meanings. Many people whom the U.S. Census would describe as “Hispanic” prefer the term “Latino or Latina.” Some people with Spanish-sounding surnames may have indigenous Indian, German or Asian ancestry or prefer to be referred to by their nationality, e.g., Colombian, Nicaraguan, Guatemalan. Others may prefer that no reference be made to their nationality or ancestry.

People whose ancestors originally populated North America may want to be identified with specific communities, such as Seminole or Miccosukee, or they may prefer to be referred to as “American Indian” or “Native American” rather than “Indian.” If in doubt, ask.

Also, attention must be paid to the punctuation used in referring to racial and ethnic groups. The terms “African American,” “Asian American” and so forth are nouns and should not be hyphenated. However, when these terms are used as modifiers (e.g., “the Asian-American students” in example number 4), they should be hyphenated.

6. Be sensitive to religion when referring to various ethnic groups. Don’t make assumptions. For instance, just as not all Arabs are Muslims, most nationalities and ethnicities will embody different religious practices. Avoid stereotyping a race, nationality or ethnic group with a specific religion.

7. Be sure your communications do not patronize or give token attention to members of racial or ethnic groups. Exaggerated focus on people’s accomplishments or insincere and gratuitous references to their concerns imply that these people are not normally successful or accomplished or are not considered to be in the mainstream of society.

8. Review written communications and visual materials to ensure that, where appropriate, all groups—women, men, minority and ethnic group members, older people and disabled people—are represented.

This does not mean that every publication, video or similar material must include all groups at all times or that participation of particular groups should be exaggerated or overstated. But generic campus publications, such as college bulletins or communications that are part of a continuing series (such as newspapers or annual reports), should aim for reasonable representation of all groups involved.


1. “Gender orientation” and “sexual orientation” are preferred to “sexual preference,” a term that implies that being homosexual, bisexual or heterosexual is a matter of choice.

2. Most gay people prefer the term “gay” to the somewhat clinical “homosexual.” The term “gay” may be used to refer to both men and women, but “lesbian” is the term preferred by gay women. Keep in mind also that people of a bisexual orientation may not consider themselves to be part of either the gay or heterosexual community. As a matter of principle, refer to societal groups in the way that members of each group prefer. Ask people what term they prefer.

3. Avoid using “gay lifestyle” or “lesbian lifestyle.” Being gay or lesbian is not a lifestyle; it is a fundamental orientation. In addition, gays’ lives and relationships are as diverse as those of the rest of the population.

4. “Gay community” is an umbrella term used in the same manner that a name such as “the Italian-American community” is used to describe a group whose members have similar, but not identical, backgrounds and social agendas. The term may be used to refer to both men and women but again, “lesbian and gay community” is preferred.

5. Include the viewpoint of somebody who is gay when reporting on a gay topic. Better yet, solicit more than one gay viewpoint, since the gay, lesbian and bisexual community is not monolithic.

6. Avoid classroom or extracurricular activities or exercises that assume all students are heterosexual or that otherwise invade students’ privacy.

1. Refer to a person’s age only when it is relevant to the medium or the message. For example, communications that follow newspaper style are generally expected to state a subject’s age. However, in most internal University communications, age is not pertinent and its mention may even be distracting.

The researchers, ages 56 and 60, won a grant from NIH.

Patricia Schmidt, 12, will study at FAU this spring. She is the youngest student ever to enroll at the University.

2. If you use a generic age description, ask your subjects what wording they prefer. Do they refer to themselves as older persons or senior citizens? As youths, teenagers or young people?

3. Avoid cliches such as “precocious,” “spry” or “chipper,” and avoid generalizations that reinforce stereotypes about age. Middle school children are not necessarily troublemakers, and not everyone over 80 lives in a nursing home.

4. Don’t assume older people are less intellectually, physically or emotionally able than other age groups. Also don’t underestimate the capabilities of younger people simply on the basis of their age.

Carl Elliot, 12, feeds his dog every day without having to be reminded.

Darleen Hampton, 62, still puts in a full day in the admissions office.

5. Don’t use patronizing language.

The sweet little old lady beamed as she entered the classroom. The older woman smiled as she entered the classroom.

6. In communications meant to represent a range of experiences or viewpoints, include people of diverse ages.

7. Newspaper style dictates that females 18 years or older are women, not girls; males 18 years or older are men, not boys. In a university setting, however, it may be more appropriate to refer to all students, whether 17 or 60, as men and women.


Appendix C:

Florida’s Statewide Course Numbering System

Courses in this catalog are identified by prefixes and numbers that were assigned by Florida’s Statewide Course Numbering System (SCNS). This numbering system is used by all public postsecondary institutions in Florida and 28 participating nonpublic institutions. The major purpose of this system is to facilitate the transfer of courses between participating institutions. Students and administrators can use the online Statewide Course Numbering System to obtain course descriptions and specific information about course transfer between participating Florida institutions. This information is on the SCNS website.

Each participating institution controls the title, credit and content of its own courses and recommends the first digit of the course number to indicate the level at which students normally take the course. Course prefixes and the last three digits of the course numbers are assigned by members of faculty discipline committees appointed for that purpose by the Florida Department of Education in Tallahassee. Individuals nominated to serve on these committees are selected to maintain a representative balance as to type of institution and discipline field or specialization.

The course prefix and each digit in the course number have a meaning in the Statewide Course Numbering System (SCNS). The list of course prefixes and numbers, along with their generic titles, is referred to as the “SCNS taxonomy.” Descriptions of the content of courses are referred to as “statewide course profiles.”

Prefix ENC English Composition
Level Code
(first digit)
1 Lower (Freshman) Level at this institution
Century Digit
(second digit)
1 Freshman Composition
Decade Digit
(third digit)
0 Freshman Composition Skills
Unit Digit
(fourth digit)
1 Freshman Composition Skills I
Lab Code   No laboratory component in this course

Equivalent courses at different institutions are identified by the same prefixes and same last three digits of the course number and are guaranteed to be transferable between participating institutions that offer the course, with a few exceptions. (Exceptions are listed below.)

For example, a freshman composition skills course is offered by 56 different postsecondary institutions. Each institution uses “ENC_101” to identify its freshman composition skills course. The level code is the first digit and represents the year in which students normally take the course at a specific institution. In the SCNS taxonomy, “ENC” means “English Composition,” the century digit “1” represents “Freshman Composition,” the decade digit “0” represents “Freshman Composition Skills” and the unit digit “1” represents “Freshman Composition Skills I.”

In the sciences and certain other areas, a “C” or “L” after the course number is known as a lab indicator. The “C” represents a combined lecture and laboratory course that meets in the same place at the same time. The “L” represents a laboratory course or the laboratory part of a course, having the same prefix and course number without a lab indicator, which meets at a different time or place.

Transfer of any successfully completed course from one participating institution to another is guaranteed in cases where the course to be transferred is equivalent to one offered by the receiving institution. Equivalencies are established by the same prefix and last three digits and comparable faculty credentials at both institutions. For example, ENC 1101 is offered at a community or state college. The same course is offered at a state university as ENC 2101. A student who has successfully completed ENC 1101 at the community or state college is guaranteed to receive transfer credit for ENC 2101 at the state university if the student transfers. The student cannot be required to take ENC 2101 again since ENC 1101 is equivalent to ENC 2101. Transfer credit must be awarded for successfully completed equivalent courses and used by the receiving institution to determine satisfaction of requirements by transfer students on the same basis as credit awarded to the native students. It is the prerogative of the receiving institution, however, to offer transfer credit for courses successfully completed that have not been designated as equivalent. NOTE: Credit generated at institutions on the quarter-term system may not transfer the equivalent number of credits to institutions on semester-term systems. For example, 4.0 quarter hours often transfers as 2.67 semester hours.


The course prefix is a three-letter designator for a major division of an academic discipline, subject matter area or subcategory of knowledge. The prefix is not intended to identify the department in which a course is offered. Rather, the content of a course determines the assigned prefix to identify the course.

Section 1007.24(7), Florida Statutes, states:

Any student who transfers among postsecondary institutions that are fully accredited by a regional or national accrediting agency recognized by the United States Department of Education and that participate in the statewide course numbering system shall be awarded credit by the receiving institution for courses satisfactorily completed by the student at the previous institutions. Credit shall be awarded if the courses are judged by the appropriate statewide course numbering system faculty committees representing school districts, public postsecondary educational institutions, and participating nonpublic postsecondary educational institutions to be academically equivalent to courses offered at the receiving institution, including equivalency of faculty credentials, regardless of the public or nonpublic control of the previous institution. The Department of Education shall ensure that credits to be accepted by a receiving institution are generated in courses for which the faculty possess credentials that are comparable to those required by the accrediting association of the receiving institution. The award of credit may be limited to courses that are entered in the statewide course numbering system. Credits awarded pursuant to this subsection shall satisfy institutional requirements on the same basis as credits awarded to native students.

Since the initial implementation of the SCNS, specific disciplines or types of courses have been excepted from the guarantee of transfer for equivalent courses. These include varying topics courses that must be evaluated individually or applied courses in which the student must be evaluated for mastery of skill and technique. The following courses are exceptions to the general rule for course equivalencies and may not transfer. Transferability is at the discretion of the receiving institution:

A. Courses not offered by the receiving institution.

B. For courses at nonregionally accredited institutions, courses offered prior to the established transfer date of the course in question.

C. Courses in the _900-999 series are not automatically transferable and must be evaluated individually. These include such courses as special topics, internships, apprenticeships, practica, study abroad, thesis and dissertations.

D. College preparatory and vocational preparatory courses.

E. Graduate courses.

F. Internships, apprenticeships, practica, clinical experiences and study abroad courses with numbers other than those ranging from _900-999.

G. Applied courses in the performing arts (art, dance, interior design, music and theatre) and skills courses in criminal justice (academy certificate courses) are not guaranteed as transferable. These courses need evidence of achievement (i.e. portfolio, audition, interview, etc.).

The Statewide Course Numbering System provides online a report entitled “Courses at Nonregionally Accredited Institutions” that contains a comprehensive listing of all nonpublic institution courses in the SCNS inventory as well as each course’s transfer level and transfer effective date. This report is updated monthly.

Questions about the Statewide Course Numbering System and appeals regarding course credit transfer decisions should be directed to Maria Jennings at in the Office of the Registrar at FAU or the Florida Department of Education, Office of Articulation, 1401 Turlington Building, Tallahassee, Florida 32399-0400. Special reports and technical information may be requested by calling the Statewide Course Numbering System office at 850-245-0427 or by visiting its website.


Appendix D:

Florida Atlantic University Interest Group

FAU-L is an unmoderated discussion list dealing with issues, concerns and news related to Florida Atlantic University, its alumni, students, faculty, visitors and friends. The discussion list intends to exchange ideas, answer questions and share experiences between and among members. This discussion list is open to all interested individuals and organizations. List Manager: Gary L. Parsons,

To subscribe (make sure your email is in plain text format):

1. Address the message to;

2. Leave the subject line empty;

3. In the first line of the email message type (in lowercase): subscribe fau-l;

4. Remove any additional characters from the body of the email message;

5. Send the message.

Soon after, you will receive a confirmation email indicating that you have successfully subscribed to the FAU-L Listserv.

To post a message to the list members (messages can be in any email format: plain text, rich text or HTML), address it to:

To unsubscribe (make sure your email is in plain text format):

1. Address the message to;

2. Leave the subject line empty;

3. In the first line of the email message type (in lowercase): unsubscribe fau-l;

4. Remove any additional characters from the body of the email message;

5. Send the message.

Soon after, you will receive a confirmation email indicating that you have successfully unsubscribed from the FAU-L Listserv.

Appendix E:

Florida Atlantic University on the Internet

An interesting and always growing body of current information about FAU is available at

FAU’s course schedule has information about current class sizes and is updated regularly with details about cancelled, closed and held classes. Any changes of time, day or location are also available in the course schedule at