Objective: Develop evaluative criteria and process for assigning the USG HIPs code (ZWIP) to Writing-Intensive Courses. 

UWG does not utilize the USG HIPs codes for Writing-Intensive Courses (WICs). There is no university-wide process for identifying, evaluating and tracking WICs. Two colleges—The College of Humanities, Arts, and Social Sciences (CHASS) and The College of Mathematics, Computing, and Sciences (CMCS)—currently have a common discipline-specific writing (DSW) degree requirement. Students can also receive a DSW certificate for completing additional DSW courses. However, DSW courses in these two colleges are not assigned the USG WIC code. This project will develop a framework to code WICs across all UWG colleges and schools, using a common set of criteria developed by faculty and a process that parallels the successful coding of other HIPs at UWG.  

Over the past ten years, UWG has been an engaged institutional partner in the USG initiatives to develop high-quality HIPs, create processes to code HIPs, and assess HIPs in relationship to student success. In support of this work, UWG faculty and staff have participated in national conferences and workshops on HIPs organized by AAC&U among others. UWG faculty contributed to the evaluation taxonomies that were developed during the initial stage of the USG HIPs coding process. More recently, UWG’s approved Quality Enhancement Plan (From Classrooms to Careers: Career Readiness through Experiential Learning) has supported the development of criteria for Work-Based Learning, Capstone Seminars, and Undergraduate Research, along with a faculty-led evaluation process for coding and assessment. Similar work has led to coding of First-Year Seminars, Service-Learning, and Study Abroad / Away experiences. Writing-Intensive Courses (WICs) represent the next step in the goal to develop criteria, coding, and assessment measures for all 11 HIPs. 

Goals: 
1) Establish Criteria: Identify faculty from each college / school who will work collaboratively to develop criteria for writing-intensive courses based on national standards.  Criteria will be approved by the faculty senate.

2) Implement Process: Following the process already in place for other HIPs (work-based learning, undergraduate research, etc.), faculty will be able to submit courses via an online application to receive the WIC attribute. Applications will be reviewed by a faculty senate subcommittee, and once approved will be submitted to the Registrar for coding. 

3) Develop Resources: Work with faculty from each college / school and the Institute for Faculty Excellence (IFE) to identify / design resources and host workshops to support WIC implementation. Resources will support faculty in the development of high-quality WICs.

4) Student Support: Design campus-wide communication to students (embedded in WIC courses) that helps students understand the value of writing to career readiness and learn about appropriate use of Artificial Intelligence (AI) in relationship to writing. 

Outcomes:
1) Process: An institutional process for coding WICs based on best practices of faculty governance and aligned with coding processes that are successfully used for other campus HIPs (work-based learning, undergraduate research, etc.). 

2) Quality: Work will ensure that all courses assigned WIC attributes meet the institutional criteria (based on national standards) for high-quality HIPs through a process of faculty evaluation and feedback. This will enhance student learning in relationship to writing and expand faculty engagement in helping students learn about writing.
 
3) Access: WIC coding will allow students (and faculty and staff advisors) to identify WICs and make appropriate choices for selecting appropriate courses that will support student proficiency in writing and in making connections between writing and career readiness.

Challenges: 
1) WIC Alignment: Two colleges already have an internal process for designating discipline-specific writing courses as part of a degree requirement. While this proposal will benefit from this foundational work, it also presents challenges. Approved DSW courses will need to add the USG code and be aligned with the WIC-criteria that will be used across campus by all colleges and schools. 

2) AI Integration: Artificial Intelligence currently is a major topic of discussion at UWG and across the nation in relationship to student writing. While the attribute process does not address AI directly, UWG plans to integrate into its WIC development process an AI curriculum, which will support student learning on the appropriate uses of AI in relationship to writing.