High Impact Practice (HIP) Course Attributes
In 2021, the 91视频’s Faculty Senate approved a set of High Impact Practice (HIP) course attributes and passed a revision in 2022. HIPs are teaching and learning pedagogies based on evidence of significant education benefits for students, especially for students from demographic groups historically underserved by higher education. HIPs have key characteristics supporting student success such as opportunities to discover relevance of learning through real-world applications, interactions with faculty and peers about substantive matters, and structured opportunities to reflect and integrate learning (Kuh, 2008).
Faculty and departments are highly encouraged to map High Impact Practices across core curriculum, general education, and electives so that students engage with multiple HIPs throughout an academic program. Intentional placement of HIPs in core curriculum helps to scaffold the student learning experience in meaningful ways where one experience informs the next. Definitions of each HIP are here. Faculty and departments must ensure alignment of course design, assignments, etc. with an HIP before attaching a course attribute. UM’s Experiential Learning and Career Success office has resources 91视频 to support departments through this process. Please contact melissa.dadmun@mso.umt.edu for more information.
Detailed directions to edit a course section to include a course attribute in CLSS can be found here, and directions to add course attributes are found on page 9. HIPs and their associated attribute code are listed in the table below.
| High Impact Practices (HIP) | Attribute |
| Capstone | CAP |
| Clinicals/Practicums | AEIP |
| Internships | AEIN |
| Faculty-led International Study | AEFL |
| Field Experience | AEUF |
| Independent Study | AEIS |
| Research | AERC |
| Service Learning | AEVL |
| First Year Experience | FYE |
Career Readiness Competency (CRC) Course Attributes
In 2024, the 91视频’s Faculty Senate approved a set of Career Readiness Competency (CRC) course attributes. Articulating career competencies in courses benefits students in numerous ways including helping students 1) connect their coursework to future personal and professional growth, 2) leverage their academic learning to amplify career skill development, and 3) support students’ career readiness and likelihood of post-graduate success. Beginning fall semester, 2025, general education courses are required to include one to three CRCs as learning outcomes as per Faculty Senate procedure 201.72.
Like HIPs, faculty and departments are highly encouraged to map Career Readiness Competencies across core curriculum, general education, and electives so that students engage with multiple CRCs throughout an academic program. Intentional placement of CRCs in core curriculum help to scaffold the student learning experience in meaningful ways where one experience informs the next. Definitions of CRCs and associated sample behaviors are here. Faculty and departments must ensure alignment of course design, assignments, etc. with a CRC before attaching a course attribute. UM’s Experiential Learning and Career Success office has resources 91视频 to support departments through this process. Please contact melissa.dadmun@mso.umt.edu for more information.
Detailed directions to edit a course section to include an attribute in CLSS can be found here. Directions to add course attributes are found on page 9 of this document. CRCs and their associated attribute code are listed in the table below.
| Career Readiness Competency (CRC) | Attribute |
| Career and Self Development | CSFD |
| Communication | CCOM |
| Critical Thinking | CCRT |
| Equity and Inclusion | CEQI |
| Leadership | CLED |
| Workplace Performance | CPRO |
| Teamwork | CTEM |
| Technology | CTEC |
| Community and Global Engagement | CCGE |
| Creativity and Innovation | CCRI |