Course Attributes

Courses designed for deeper learning and that incorporate at least one type of HIP and at least one of the 8 Key Elements of HIPS identified by AAC&U.

The process to identify a course as high impact practice is through a course proposal in curriculog, identifying the course attribute during course scheduling, or adding the attribute during the faculty review that takes place each semester before the census date.

To give a course the HIP Attribute a Course must include AT LEAST ONE from each column below.

Undergraduate, Graduate, Professional

Community Engaged/ Service Learning courses utilize experiential pedagogy that includes student participation in curricular-based assignments that provide a needed service to others in the campus, local, national or international community and involve reflection on the learning outcomes. Learning and service must connect to real-world challenges such as housing insecurity, health outcomes, education, sustainability, etc.

CESL courses must meet the definition of one type of High Impact Practice and utilize at least one pedagogical element of High Impact Practices as defined by AAC&U.

Course must meet all of the following requirements:

1. Required participation. All students in the course are required to participate in the CESL activity/assignment.
2. Content knowledge. The service component is integrated into the course content (learning objectives), and course topics are applied through the real word learning experience.
3. Cognitive reflection. Student reflection is part of the required assignment to help students connect their service with the disciplinary content.
4. Accountability. Students must log or register the required activity/ number of hours of service/community engagement as part of the course requirement.

Undergraduate, Graduate, Professional

• Develop a marketing plan for a non-profit
• Provide financial planning, spending, and saving education to middle schoolers
• Generate a food bank and sharing process for college students • Conduct a needs assessment for a local public school, business, or non-profit
• Provide health care center with educational pamphlets about infant and maternal nutrition in the post-partum phase of development

At AU Service-Learning/ Community Engaged courses indicate relation to academic content and reciprocal benefit for the student/university and the community organization. For courses that include volunteer activity that does not necessarily include a content relation, see Community Engagement.

• List of Community Partners
• Identifying Service Learning Courses as a High Impact Practice for Inclusion in Banner (Complete GA)
• USG Service Learning Handbook

Experiential learning courses where an undergraduate student contributes to research or scholarly work of the discipline to create or contribute to original research or creative projects. Students are closely mentored by a faculty member whose research aligns with the topic of study.

ZUR courses must meet the definition of one type of High Impact Practice and utilize at least one pedagogical element of High Impact Practices as defined by AAC&U.

Students will meet three (3) of the six (6) following Student Learning Outcomes:

1. Content knowledge. Students will learn about the historically and/or modern relevant background literature pertaining to the topic of study.
2. Ethical responsibility. Students will participate in ethical protections of human / nonhuman subjects, confidentiality, authorship, or data integrity.
3. Research Design. Students will engage in research or methodological design.
4. Original Composition. Students will engage in novel content analysis or content composition.
5. Content creation. Students will analyze, synthesis or create new knowledge.
6. Sharing and Dissemination of knowledge. Students will participate in writing of scholarly dissemination via manuscript preparation. Students will disseminate findings to a public audience in written or oral form.

Undergraduate

Mentored undergraduate research; undergraduate thesis.

Independent study courses may or may not qualify as UR based upon the level of mentorship and hands-on guidance provided. Note that the ZUR attribute should be reserved for intensively mentored projects.

Internships provide students with direct experiential learning in a work setting, usually related to their career interests, and give them the benefit of supervision and career development from professionals in the field. If the internship is taken for course credit, students should complete a project, presentation, or paper that is publicly disseminated. Internships may be paid or unpaid and credited or not-for-credit.

ZWLP courses must meet the definition of one type of High Impact Practice and utilize at least one pedagogical element of High Impact Practices as defined by AAC&U.

Internship courses must also meet all the following requirements:

1. Bi-Weekly supervision by a professional in the related field of study.
2. Students will conduct a project(s) individually or with a team that contribute to the mission of the organization.
3. Students will shadow and/or observe professionals on site in typical daily activities and or leadership activities.
4. Students will log hours with the on-site supervisor.
5. Students will conduct a reflection assignment and/or reflective oral presentation on the professional development gained during the internship experience.

Undergraduate, Graduate, Professional

Examples include but are not limited to: for-credit on or off-campus internship, a practicum, a clinical experience, a co-op experience, or other similar work-based experience.

All off-site/community internship sites should have a current approved Memorandum of Understanding between the organization and Augusta University. See the Office of the Vice Provost for Instruction for more information.

CA courses are those which include substantial collaborative assignments and projects within the course curriculum. A CA class contains two or more substantive assignments or projects that students work on collaboratively for extended periods of time. At least 50% of the assessments, whether individual or group grades, report on activities that required students to work collaboratively.

CA courses must meet the definition of one type of High Impact Practice and utilize at least one pedagogical element of High Impact Practices as defined by AAC&U.

A CA course must meet at least 4 of the following 6 Student Learning Objectives

1. Collaborative Learning: Students will work with others to learn content and solve problems.
2. Enhanced Understanding: Students will sharpen their own understanding by listening seriously to the insights of others.
3. Communication and Accountability: Students will learn how to communicate with others and hold their peers accountable.
4. Diverse Perspectives: Students will critically engage with and listen to the viewpoints, opinions, and suggestions of a diverse set of people in working towards a common goal.
5. Teamwork and Leadership Reflection: Students will reflect on teamwork and leadership and their contribution to the collaborative work.
6. Public Demonstration of Competence: Students will publicly demonstrate competence on the collaborative project.

Undergraduate, Graduate, Professional

Examples include, but are not limited to:

• A series of organized study groups
• Collaborative assignment with individualized evaluation
• Team-based research projects
• Short-term collaborative assignment with group summative evaluation
• Long-term collaborative project with group summative evaluation, peer review, revision, and reflection.

FYE courses bring small groups of students together with faculty or staff on a regular basis and have a strong emphasis on critical inquiry, frequent writing, information literacy, and collaborative learning. Components of an FYE course include substantive class discussions, reflective assignments and a collaborative research project. Students enrolled in an FYE class will create a research project in which students work on collaboratively to create the research question (RQ) with possible solutions and a public sharing out of their findings (EXPO). At least 50% of the assessments, whether individual or group grades, report on activities that require students to work collaboratively.

FYE courses must meet the definition of one type of High Impact Practice and utilize at least one pedagogical element of High Impact Practices as defined by AAC&U.

An FYE course must meet at least 4 of the following 6 Student Learning Objectives.

1. Collaborative Learning: Students will work with others to learn content and solve problems.
2. Enhanced Understanding: Students will sharpen their own understanding by listening seriously to the insights of others.
3. Communication and Accountability: Students will learn how to communicate with others and hold their peers accountable.
4. Diverse Perspectives: Students will critically engage with and listen to the viewpoints, opinions, and suggestions of a diverse set of people in working towards a common goal.
5. Teamwork and Leadership Reflection: Students will reflect on teamwork and leadership and their contribution to the collaborative work.
6. Public Demonstration of Competence: Students will publicly demonstrate competence on the collaborative project.

Undergraduate

Examples include, but are not limited to:

• INQR 1000 (Design Your Life)
• INQR 1000 (Discipline-Based)
• INQR 1000 (Study Abroad)
• Classes with Team-based research projects
• Classes that contain short-term collaborative assignment with group summative evaluation
• Classes with long-term collaborative project with group summative evaluation, peer review, revision, and reflection.

As part of a Learning Community (LC), students take two or more linked courses as a group and work closely with one another and with their professors to integrate learning across courses and to involve students with “big questions” that matter beyond the classroom. Many learning communities explore a common topic and/or common readings through the lenses of different disciplines. Some deliberately link “liberal arts” and “professional courses”; others feature service learning. GL courses prepare students to consider issues from multiple perspectives, and to ethically and collaboratively contribute to discussions. LC courses will spend over 50% of the class on discussions, experiences, and assessments that integrate student learning with their common topic/theme.

LC courses must meet the definition of one type of High Impact Practice and utilize at least one pedagogical element of High Impact Practices as defined by AAC&U.

An LC course must meet at least 4 of the following 6 Student Learning Objectives:

1. Share Common Interests: Students will interact with faculty/staff and peers about substantive matters relating to the LC topic or theme.
2. Diverse Perspectives: Students will incorporate experiences with diversity, wherein students are exposed to and interact with people unlike themselves.
3. Collaborative Learning: Students will create strategies to apply knowledge, skills, and abilities to work collaboratively.
4. Enhanced Understanding: Students will become informed, open-minded, and responsible people who are attentive to each other across a spectrum of differences.
5. Engage in Reflective Practice: Students will reflect on life experiences and worldviews that are different from theirs and contemplate on how this knowledge contributes to their personal growth.
6. Discover Relevance: Students will engage with their own learning through the relevance of real-world applications in various contexts.

Undergraduate, Graduate, Professional

• Special Populations (ex: African American Male Initiative -AAMI, First Generation)
• Academic Communities: (ex: Honors, Professional Scholars)
• Major-Related Learning Communities (ex: Jag Byte - SCCS Majors, Spanish Speaking Health Care)
• Success-Related Learning Communities (ex: Jaguar Jumpstart, Minority Mentoring Program)

Notes Body

Resources Body

Capstone courses and projects are culminating experiences that require students nearing the end of their college years to engage in a project that integrates and applies what they’ve learned in a given area of study (often the major, minor, or certificate program).

ZCAP courses must meet the definition of one type of High Impact Practice and utilize at least one pedagogical element of High Impact Practices as defined by AAC&U.

Internship courses must also meet 4 of the 5 the following student learning outcomes:

1. Synthesize relevant literature. Students will synthesize multiple topics, theories or bodies of work about the discipline area and draw comparisons or conclusions between them.
2. Reflect on content knowledge. Students will use reflection to identify themes of their learning across multiple courses and learning experiences.
3. Apply learning. Students will apply learning in the specific topic area to real world situations.
4. Identify areas of need. Students will identify related topic areas that warrant further reflection, discovery, or scholarly inquiry.
5. Communicate findings. Students will disseminate findings and discoveries about the topic area to a public audience.

Undergraduate, Graduate, Professional

Examples include, but are not limited to research papers, performances, portfolio of the student’s best work, exhibit of artwork, musical, or literary or composition.

Global Learning (GL) courses are that allow students to explore cultures, life experiences, and worldviews different from their own. These studies can focus on US diversity, world cultures or both. GL courses prepare students to consider issues from multiple perspectives, and to ethically and collaboratively contribute to discussions about and finding solutions to issues faced by international organizations and the people impacted by their activities. GL courses will spend over 50% of the class on discussions, experiences, and assessments dealing with global cultures, views, and issues.

GL courses must meet the definition of one type of High Impact Practice and utilize at least one pedagogical element of High Impact Practices as defined by AAC&U.

A GL course must meet at least 4 of the following 6 Student Learning Objectives.

1. Global Awareness: Students will examine actions and relationships that influence global systems from multiple perspectives, analyzing how complex systems impact themselves and others.
2. Global Diversity: Students will explore complexes of diversity, equity, and inclusion around the world, including language, culture, and identity.
3. Global Action: Students will create strategies to apply knowledge, skills, and abilities to collaboratively and equitably foster global well-being and resilience.
4. Global Perspectives: Students will become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences.
5. Global Reflection: Students will reflect on life experiences and worldviews that are different from theirs and contemplate on how this knowledge contributes to their personal growth.
6. Global Engagement: Students will be engaged and immersed in different world views and cultures directly.

Undergraduate, Graduate, Professional

Examples include, but are not limited to:

• Internationally-focused courses
• Study away
• Study abroad

The study abroad/away designation requires multiple attributes. For courses that fall within this category, please consult with the Director of Study Abroad.

PRIMARY CODE

DURATION CODE

MAY INCLUDE ONE OR MORE SUPPLEMENTARY CODE IN ADDITION TO PRIMARY & DURATION CODES