GRANTS |
Innovation and Incubator Grants from the University System of Georgia |
The HIP-TAG Development Committee--Teaching with HIPs at Georgia Tech
Georgia Institute of Technology
2025
Project Lead:
Laura Carruth
Executive Director, Center for Teaching & Learning
Project Overview:
Teaching using experiential learning has been part of the Georgia Tech mission since the institution was founded in 1885 and well before these practices were recognized to be pedagogically important. Georgia Tech has also always included High-Impact Practice (HIP) courses in the catalog (most commonly Undergraduate Research and Internships). However, due to the decentralized working structure at the institution, there has been little consistency across the academic schools and colleges regarding HIPs course definitions, course criteria, and appropriate USG course attributions (course tags) in Banner. This project aims to establish a uniform course approval process and accompanying guidelines for HIPs course proposals at Georgia Tech. The effort will be led by the HIP-TAG (Tagging Alignment Group) development committee representing the Office of Experiential and Engaged Learning, the Center for Teaching and Learning, the Registrar’s Office, and faculty champions from six colleges. HIP-TAG will develop the initial draft of the course approval form and guidelines using the AAC&U definitions for HIPs designated courses and then present the materials to all academic units for feedback. Ultimately, the developed course approval process will become a standard element in course scheduling.
The primary objectives are two-fold: 1) to create a structured course approval form and guidelines for use by academic units when proposing new HIPs-designated courses, and 2) to use the newly established proposal form and guidelines to review the current HIPs course catalog offerings across all colleges to ensure current HIPs courses are appropriately attributed.
The course proposal form will reflect the deliberate practices that make HIPs activities impactful learning experiences for students. The proposal will include the criteria for defining the eleven HIPs, course design elements that may be unique to teaching a HIPs course, clear and measurable course objectives that align with the appropriate HIPs designation, meaningful and appropriate course assessment, opportunities for student reflection, and a draft of the course syllabus which should include a HIPs syllabus statement.
The adoption of an institute-wide course HIPs proposal form will ensure a consistent and transparent approach across all Georgia Tech programs, schools, and colleges. The expected outcomes include producing a faculty review procedure that can be used with high-fidelity application across the Institute and be shared with other institutions to aid in USG implementation efforts. A formal HIPs approval process will benefit Georgia Tech students by making it easier for them to identify HIPS course in the catalog during registration and benefit administrative and academic units by improving their ability to easily identify HIP-designated courses for reporting.
The anticipated challenges include resistance to change from faculty and staff, the complexity of implementing a standard HIPs course approval proposal across schools and colleges and ensuring the scalability of the process. Strategies to overcome these challenges include engaging academic partners early in the process and collecting feedback from the six colleges as the form and guidelines are developed.
The HIP-TAG Development committee will consist of:
1) Chair: Appointed by the Executive Director of Experiential and Engaged Learning, Office of Undergraduate Education
2) Six Faculty Members: One representative from each of the six colleges that offer undergraduate courses
3) Representatives from the Office of Experiential and Engaged Learning including the Directors of Undergraduate Research, Co-op & Internship and Community-Based Learning
4) Representatives from the Registrar's Office and the Center for Teaching & Learning
The HIP-TAG Development committee will:
1) Collect and review any existing academic unit-level procedures for developing and approving HIPs courses
2) Identify the elements that should be included on a standardized institute-level course proposal form
3) Build a draft course proposal form and accompanying guidelines
4) Request feedback on the form and guidelines from the academic units and revise as necessary
5) Use the revised proposal and guidelines to review the current catalog of HIPs-designated courses to ensure they are appropriately attributed.
6) Socialize the proposed HIPs attribute process via information sessions to the Georgia Tech community
Project Description:
The formation of the ad hoc HIP-TAG development committee supports Big Bet 1 in the Georgia Tech Strategic Plan (https://strategicplan.gatech.edu/bets/leader-outcomes). Goal 1.2 states that Georgia Tech strives “to be a national leader in transformative teaching and learning that prepares students to be globally engaged leaders who define and solve problems to improve the human condition.” Two administrative areas that support this work include the Office of Experiential and Engaged Learning and the Transformative Teaching and Learning initiatives supported by the Center for Teaching & Learning. At the core of Big Bet 1.2 is promoting HIPs institute-wide in a manner that allows for deep and meaningful learning.
While Georgia Tech recognizes the transformative power of HIPs and their ability to foster critical thinking, collaboration, and real-world problem-solving skills, this work has not occurred on campus in a systematic way that allows for the use of common definitions, measures, and student experiences. To ensure the effective integration and oversight of HIPs, Georgia Tech needs to start with the adoption of a common HIPS course approval form and set of guidelines. This will allow for the appropriate documentation and reporting of HIPS courses as needed.
The HIP-TAG committee is the first step in developing a uniform HIPs approval and documentation process. This initiative will bridge existing gaps, provide essential support to faculty, and significantly impact student success, aligning with our mission to foster academic excellence and continue to be a leader in transformative teaching and learning.
Months 1-2: Formation and Initial Meetings
1) Appoint the HIP-TAG Development Committee members, including representatives from the Office of Experiential and Engaged Learning, the Center for Teaching and Learning, the Registrar’s Office, and faculty from six colleges.
2) Hold initial committee meetings to outline goals, responsibilities, and a detailed action plan.
Months 3-4: Research and Data Collection
1) Collect and review current academic unit-level procedures for developing and approving HIPs courses.
2) Identify best practices and elements to be included in a standardized institute-level course proposal form and guidelines.
Months 5-6: Draft Development
1) Build a draft course proposal form and accompanying guidelines, using AAC&U definitions for HIPs-defined courses.
2) Ensure the draft includes criteria for defining the eleven HIPs, course design elements, measurable objectives, appropriate assessments, and a draft syllabus with a HIPs statement.
Months 7-8: Feedback and Revisions
1) Present the draft form and guidelines to all academic units for feedback.
2) Collect and analyze the feedback from academic units.
3) Revise the course proposal form and guidelines based on the feedback received.
Months 9-10: Review and Finalization
1) Use the revised proposal form and guidelines to review the current catalog of HIPs-designated courses (in progress) and section-level HIPs.
2) Ensure all current HIPs courses are appropriately attributed in the catalog.
3) Finalize the course proposal form and guidelines.
Month 11: Socialization and Information Sessions
1) Organize and conduct information sessions to introduce and explain the new course approval process to the Georgia Tech community.
2) Provide training and resources for faculty and administrative staff on the new process.
Month 12: Implementation
1) Implement the new course approval process across all Georgia Tech programs, schools, and colleges.
2) Monitor the initial application of the process and make minor adjustments as needed.
3) Prepare documentation and reporting standards for HIPs courses.
Expected Outcomes
1) Establish a consistent and transparent course approval process for HIPs courses.
2) Produce a faculty review procedure that can be applied with high fidelity across the Institute.
3) Improve the ability of administrative and academic units to identify HIP-designated courses for reporting.
4) Enhance students' ability to identify HIPs courses during registration.
Challenges and Strategies
1) Resistance to Change will be addressed by engaging academic partners early in the process and maintaining open communication.
2) Complexity of Implementation will be counteracted by using clear guidelines and providing comprehensive training to ensure smooth adoption.
3) Scalability Challenges will be overcome by developing a flexible process that can be scaled, revised, and adapted as needed.
Project Outcomes:
Months 1-2: Formation and Initial Meetings
1) Appoint the HIP-TAG Development Committee members, including representatives from the Office of Experiential and Engaged Learning, the Center for Teaching and Learning, the Registrar’s Office, and faculty from six colleges.
2) Hold initial committee meetings to outline goals, responsibilities, and a detailed action plan.
Months 3-4: Research and Data Collection
1) Collect and review current academic unit-level procedures for developing and approving HIPs courses.
2) Identify best practices and elements to be included in a standardized institute-level course proposal form and guidelines.
Months 5-6: Draft Development
1) Build a draft course proposal form and accompanying guidelines, using AAC&U definitions for HIPs-defined courses.
2) Ensure the draft includes criteria for defining the eleven HIPs, course design elements, measurable objectives, appropriate assessments, and a draft syllabus with a HIPs statement.
Months 7-8: Feedback and Revisions
1) Present the draft form and guidelines to all academic units for feedback.
2) Collect and analyze the feedback from academic units.
3) Revise the course proposal form and guidelines based on the feedback received.
Months 9-10: Review and Finalization
1) Use the revised proposal form and guidelines to review the current catalog of HIPs-designated courses (in progress) and section-level HIPs.
2) Ensure all current HIPs courses are appropriately attributed in the catalog.
3) Finalize the course proposal form and guidelines.
Month 11: Socialization and Information Sessions
1) Organize and conduct information sessions to introduce and explain the new course approval process to the Georgia Tech community.
2) Provide training and resources for faculty and administrative staff on the new process.
Month 12: Implementation
1) Implement the new course approval process across all Georgia Tech programs, schools, and colleges.
2) Monitor the initial application of the process and make minor adjustments as needed.
3) Prepare documentation and reporting standards for HIPs courses.
Expected Outcomes
1) Establish a consistent and transparent course approval process for HIPs courses.
2) Produce a faculty review procedure that can be applied with high fidelity across the Institute.
3) Improve the ability of administrative and academic units to identify HIP-designated courses for reporting.
4) Enhance students' ability to identify HIPs courses during registration.
Challenges and Strategies
1) Resistance to Change will be addressed by engaging academic partners early in the process and maintaining open communication.
2) Complexity of Implementation will be counteracted by using clear guidelines and providing comprehensive training to ensure smooth adoption.
3) Scalability Challenges will be overcome by developing a flexible process that can be scaled, revised, and adapted as needed.
1) Creation of a structured course approval form and guidelines for HIPs-designated courses.
2) Development of a faculty review procedure for high-fidelity application across the Institute.
3) Workshop materials and resources for disseminating the HIPs course proposal plan to the academic units.
These documents and resources will be made available to support our USG partner institutions. We will welcome feedback on the effectiveness of these materials when used by other institutions as they work to implement similar initiatives.
The description on the development of use of these materials is included in the Project Description and Work Plan and Timeline sections of the proposal.
