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  • Course Attributes

Course Attributes

Course attributes are used to code and track courses in the system of record. Attribute codes can be entered during the initial creation of a course or during the schedule updating period. To create a course attribute, it must be approved through Curriculog using the Administrative: Attribute Request proposal. The attributes outlined on this webpage are verified with the department each semester prior to official reporting.

Contact Us

Registrar

classes@augusta.edu

COURSE ATTRIBUTE TYPES

 

EXL
 

 

HIGH IMPACT
PRACTICES

 

NO COST
LOW COST

 

STEM
 

HOW TO ADD & MAINTAIN COURSE ATTRIBUTES

Faculty Review

Once an upcoming course schedule has been published by the Registrar’s office, faculty are asked to individually review each course and verify or modify the assigned attributes.

New Course Proposal

When a new course is proposed through Curriculog, the originator will be asked to indicate any course attributes.

Instructions: Create a New Course

Schedule Submission

Each term, departmental/unit schedulers are provided an opportunity to indicate course attributes for each course.

Section Update Process

EXL

Experiential Learning Theory explains learning as a process in which experiences are transformed into knowledge. Courses designated as Experiential Learning ("EXL") must include learning through action, learning by doing, learning through experience, and learning through discovery and exploration. To have a course designated as EXL, the course should meet all 3 of the following criterion and be designated during the course creation, schedule update, or faculty review process:

    1. Intention – Learning experiences are carefully chosen for their learning potential, such as deepening emergent skills, encountering novel and unpredictable situations or learning from mistakes.
    2. Active Engagement – Throughout the experiential learning process, students must actively engage the learning through experiences real-world or simulated environment where they physically apply the concepts of the content.
    3. Reflection – Reflection on learning occurs after the engagement activity to connect the experience to course content, feelings about what was learned, contradictions, and new ideas. Reflection often includes analysis, critical thinking, and synthesis of learned material and may lead to further modifications of understanding.

 

EXL ATTRIBUTE

EXL

EXL Courses
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HIGH IMPACT PRACTICES (HIP)

High Impact Practice (HIP) course section attributes will be collected in the ADC in a similar manner as the No Cost and Low Cost Course Materials Course Section Attributes. HIPs include a variety of educational programs designed for deeper learning. HIPs include programs like service learning, learning communities, peer mentoring, etc.

HIPs, as noted by the Association of American Colleges and Universities (AACU), are designs and practices in teaching and learning that increase student engagement and lead to successful learning.

Definitions

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.

Criteria

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.

HIGH IMPACT PRACTICE
  • Capstone Course or Project
  • Collaborative Assignment or Project
  • Common Intellectual Experience
  • E-Portfolio
  • First Year Experience
  • International Virtual Exchange
  • Learning Community
  • Service Learning/ Community Engagement
  • Study Abroad/Study Away
  • Undergraduate Research
  • Work-Based Learning
  • Writing Intensive Course
ELEMENTS OF HIGH IMPACT PEDAGOGY
  • Performance expectations set at appropriately high levels
  • Significant investment of time and effort by students over an extended period of time
  • Interactions with faculty and peers about substantive matters
  • Experiences with diversity, wherein students are exposed to and must contend with people and circumstances that differ from those with which students are familiar
  • Frequent, timely, and constructive feedback
  • Periodic, structured opportunities to reflect and integrate learning
  • Opportunities to discover relevance of learning through real-world applications
  • Public demonstration of competence

Eligible Course Level

Undergraduate, Graduate, Professional

Banner Attribute Code

ZHIR

Course meets a High Impact Practice requirement established by the institution

ZHIL

Course section is linked to other course sections that are grouped as a Common High Impact Practice experience for students enrolled in the course section

 

HIP DEFINITIONS & CRITERIA

SERVICE LEARNING
ATTRIBUTES

UNDERGRADUATE RESEARCH
ATTRIBUTES

WORK-BASED LEARNING
ATTRIBUTES

COLLABORATIVE ASSIGNMENTS
& PROJECTS ATTRIBUTES

COMMON INTELLECTUAL
EXPERIENCE ATTRIBUTES

EPORTFOLIO
ATTRIBUTES

FIRST YEAR
EXPERIENCE ATTRIBUTES

LEARNING COMMUNITIES
ATTRIBUTES

WRITING INTENSIVE
COURSES ATTRIBUTES

CAPSTONE
ATTRIBUTES

STUDY ABROAD/AWAY
ATTRIBUTES

INTERNATIONAL VIRTUAL
EXCHANGE ATTRIBUTES

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SERVICE LEARNING ATTRIBUTES

Definitions

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.

Criteria

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.

Eligible Course Level

Undergraduate, Graduate, Professional

Examples

  • 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

Notes

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.

Resources

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

Banner Attribute Code

ZSLP

Primary: Service Learning Course meets institution's criteria as a High Impact Practice for Service Learning

ZSL1

Service learning courses that require 10 or less hours of service/engagement

ZSL2

Service learning courses that require 11 - 20 hours of service/engagement

ZSL3

Service learning courses that require 21 - 50 hours of service/engagement

ZSL4

Service learning courses that require 51 or more hours of service/engagement

 

 BACK TO HIP ATTRIBUTE MENU

 

UNDERGRADUATE RESEARCH ATTRIBUTES

Definitions

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.

Criteria

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.

Eligible Course Level

Undergraduate

Examples

Mentored undergraduate research; undergraduate thesis.

Notes

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.

Banner Attribute Code

ZURP

Primary: Undergraduate Research course meets institution's criteria as High Impact Practice for Undergraduate Research

ZUR1

Research or creative project that requires 30 or less contact hours

ZUR2

Research or creative project that requires 31 - 50 contact hours

ZUR3

Research or creative project that requires 51 - 100 contact hours

ZUR4

Research or creative project that requires 100 or more contact hours

 

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WORK-BASED LEARNING ATTRIBUTES

Definitions

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.

Criteria

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.

Eligible Course Level

Undergraduate, Graduate, Professional

Examples

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.

Notes

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.

Banner Attribute Code

ZWLP

Primary: Work-Based Learning course meets institution's criteria as High Impact Practice for Work-Based Learning

ZWL1

Work-based component requires 30 or less contact hours

ZWL2

Work-based component requires 31 - 50 contact hours

ZWL3

Work-based component requires 51 - 100 contact hours – if selected, instruction type must be code 81

ZWL4

Work-based component requires 100 or more contact hours – if selected, instruction type must be code 81

 

 BACK TO HIP ATTRIBUTE MENU

 

COLLABORATIVE ASSIGNMENTS & PROJECTS ATTRIBUTES

Definitions

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.

Criteria

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.

Eligible Course Level

Undergraduate, Graduate, Professional

Examples

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.

Banner Attribute Code

ZCOP

Primary: Collaborative Assignments and Projects course section meets institution’s criteria as a High Impact Practice for Collaborative Assignments and Projects

ZC01

Contact Hours: Collaborative Assignments and Projects component requires 10 or less contact hours

ZC02

Contact Hours: Collaborative Assignments and Projects component requires 11 – 20 contact hours

ZC03

Contact Hours: Collaborative Assignments and Projects component requires 21 - 50 contact hours

ZC04

Contact Hours: Collaborative Assignments and Projects component requires 51 or more contact hours

 

 BACK TO HIP ATTRIBUTE MENU

 

COMMON INTELLECTUAL EXPERIENCE ATTRIBUTES

Banner Attribute Code

ZCIP

Primary: Common Intellectual Experiences course section meets institution’s criteria as a High Impact Practice for Common Intellectual Experiences

 

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EPORTFOLIO ATTRIBUTES

Banner Attribute Code

ZEPP

Primary: ePortfolio meets institution’s criteria as a High Impact Practice for ePortfolios

 

 BACK TO HIP ATTRIBUTE MENU

 

FIRST YEAR EXPERIENCE ATTRIBUTES

Definitions

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.

Criteria

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.

Eligible Course Level

Undergraduate

Examples

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.

Banner Attribute Code

ZFYP

Primary: First-Year Experience course section meets institution’s criteria as a High Impact Practice for First-Year Experience.

 

 BACK TO HIP ATTRIBUTE MENU

 

LEARNING COMMUNITIES ATTRIBUTES

Definitions

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.

Criteria

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.

Eligible Course Level

Undergraduate, Graduate, Professional

Examples

  • 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

Notes Body

Resources

Resources Body

Banner Attribute Code

ZLCP

Primary: Learning Community course section meets institution’s criteria as a High Impact Practice for Learning Communities

 

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WRITING INTENSIVE COURSE ATTRIBUTES

Banner Attribute Code

ZWIP

Primary: Writing-Intensive course section meets institution’s criteria as a High Impact Practice for Writing-Intensive Courses

 

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CAPSTONE ATTRIBUTES

Definitions

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).

Criteria

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.

Eligible Course Level

Undergraduate, Graduate, Professional

Examples

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.

Banner Attribute Code

ZCAP

Course offered to capture a culminating project or exhibition

 

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STUDY ABROAD/AWAY ATTRIBUTES

Definitions

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.

Criteria

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.

Eligible Course Level

Undergraduate, Graduate, Professional

Examples

Examples include, but are not limited to:

  • Internationally-focused courses
  • Study away
  • Study abroad

Banner Attribute Code

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

REQUIRED - SELECT ONE

ZSAB

Study Abroad (The course is taught outside the of the United States and results in progress toward a degree at Augusta University)

ZSAW

Study Away (The course is taught within the United States in a location significantly different from the home campus and results in progress toward a degree at Augusta University)

 

DURATION CODE

REQUIRED - SELECT ONE

ZSA1

Less than 2 weeks

ZSA2

2 to less than 4 weeks

ZSA3

4 to less than 8 weeks

ZSA4

At least 8 weeks but less than a full semester

ZSA5

One semester

 

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

ZSAC

Faculty Led (course is taught by a faculty member at Augusta University who is leading the trip)

ZSAD

Branch Campus Abroad (course is taught at a USG branch campus abroad such as the sites in Costa Rica, Cortona, Oxford, Montepulciano)

ZSAE

Embedded (course is partially taught at Augusta University and partially taught abroad, such as a course with a trip over spring or winter break)

ZSAF

USG Consortium Study Abroad (course is taught as part of one of the USG Goes Global [G3] Study Abroad trips, such as the European Council or Asia Council trips)

ZSAG

International Service Learning (credit bearing volunteering, community development, and/or other related educational experience abroad) – if selected, must also include the appropriate Service Learning/Community Engagement attribute

ZSAH

Internship Abroad (credit bearing work experience abroad) – if selected, must also include the appropriate Work-Based Learning attribute

ZSAI

Research Abroad (credit bearing research experience abroad, self-organized or sponsored) – if selected, must also include the appropriate Undergraduate Research or Creative Project attribute for undergraduate courses

ZSAJ

Direct Enroll/Unilateral (Course is taught at an international institution in which the student is enrolled directly)

ZSAK

Exchange/Bilateral (course is taught at an international institution in which the student is enrolled and whereby the USG institution holds an exchange agreement)

ZSAL

Third Party Provider (courses is taught abroad as a part of a study abroad program offered by a third party/provider/company/organizer)

ZHIL

Course section is linked to other course sections that are grouped as a Common High Impact Practice experience for students enrolled in the course section

ZHIR

Course meets a High Impact Practice requirement established by the institution

 

 BACK TO HIP ATTRIBUTE MENU

 

VIRTUAL EXCHANGE COURSE SECTION ATTRIBUTES

Banner Attribute Code

ZIVE

Course utilizes technology to virtually pair two or more groups of students residing in different countries to complete joint curriculum goals.

 

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NO COST/LOW COST

In Fall 2018, University System of Georgia (USG) institutions were required to prominently designate sections of courses whose course materials exclusively consist of no-cost (open or free textbooks) or low-cost course materials at the point of registration.

Included in the cost caps are textbooks and other text-based materials, workbooks, lab manuals, online homework platforms, and codes or publisher-provided curricular materials for students.

Excluded from the cost caps are equipment (such as art supplies, calculators, or physical lab materials) and fees for test proctoring.

AFFORDABLE LEARNING GEORGIA

 

NO COST/LOW COST ATTRIBUTES

ZNCM

No-Cost: $0 Required Costs

ZLCM

Low-cost: $40 or Under Required Costs
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STEM

The courses assigned this attribute are specific degree-level science, technology, engineering and mathematics (STEM) courses leading to high demand careers in Georgia. These courses, taken at an eligible postsecondary institution, will have an additional weight of 0.5 added to grades of B (3.0), C (2.0) and D (1.0). Grades of A and F do not qualify for the additional STEM weight.

STEM WEIGHTED COURSES

 

STEM ATTRIBUTE

STEM

STEM Weighted Courses
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