This project aims to develop and refine a scalable, structured protocol for reviewing and evaluating High-Impact Practices (HIPs) at Dalton State College. The initiative builds on the initial work of the Dalton State HIPs Implementation Team from the 2021-2022 academic year. Although this is not a completely new project, work stalled on this initiative after Spring 2022. Currently, instructors are asked each semester to designate which of their courses are high impact, and those courses are coded into Banner using the appropriate attribute. However, we are currently relying on instructors to make that determination. Because this format does not ensure consistency across disciplines, and because courses are not being reviewed to confirm that they meet all criteria for being designated as a HIP, we need to develop a more systematic and transparent process for reviewing and documenting course-level HIPs.
a. Objectives & Goals: 
      i. Standardize the HIPs review and approval process by implementing clear guidelines, workflows, and review rubrics that align with USG best practices.
     ii. Develop a faculty committee to oversee HIPs course review, ensuring representation from all schools within the institution.
     iii. Ensure quality and alignment by requiring faculty to complete the USG “Elements of High Impact Practices” course before applying for a HIPs designation, as well as a Dalton State-specific training course to familiarize faculty with our application and approval process. The DSC course will be available within our campus LMS and provide sample syllabi and assignments from faculty on campus who have successfully employed HIPs.
     iv. Enhance faculty training through “just-in-time” microlearning modules that introduce best practices for HIPs implementation and documentation.
     v. Improve tracking and transparency by integrating HIPs designation into Dalton State’s student information system (Banner). This is a separate key area for the mini-grants, but we intend to incorporate this area into our proposed project.
b. Project Structure & Implementation:
      i. Development of Review Process – A team of faculty, led by a CETL Faculty Fellow, will work in collaboration with the Vice President for Academic Affairs (VPAA) to develop standardized application and approval protocols for faculty submitting courses for HIPs designation.
     ii. Development of a HIPs Review Committee – A cross-disciplinary faculty committee will be established to evaluate HIPs course proposals, ensuring they align with the eight key elements of HIPs. This committee will receive training and use structured rubrics to assess proposals consistently.
     iii. Faculty Training & Support – Dalton State will enhance its faculty training resources, incorporating HIPs-focused workshops and microlearning modules to support faculty in developing and submitting quality HIPs proposals. The microlearning courses are intended to provide information in bite-sized pieces, so that learners are not overwhelmed with several larger, more time-consuming courses. Each of these courses should take 15 minutes or less to complete and will be available as “just-in-time” training. Workshops will be offered as options to faculty who may need more hands-on support. We will also identify faculty who have successfully implemented HIPs in the past to serve as mentors for faculty who are newly applying.
     iv. Integration with Banner & Institutional Data – In collaboration with the Registrar’s Office and Advising & Student Success, we will document approved HIPs courses in Banner, ensuring seamless tracking and reporting.
     v. Review & Feedback Mechanisms – The committee will develop feedback templates for faculty submitting HIPs proposals, helping to refine courses before official designation.
c. Anticipated Challenges & Strategies:
      i. Challenge: Faculty Participation – Training and applying for HIPs designation, as well as reviewing proposals, will require faculty time and effort, so encouraging faculty to participate in this initiative will be a central challenge. We plan to offer incentives such as credit for professional development and/or student success achievements in annual evaluation reports, stipends and/or course releases, and campus-wide recognition for HIPs faculty.
     ii. Challenge: Consistency in Review – Faculty may interpret HIPs standards differently, so the development of clear review rubrics, sample proposals, and training for committee members should help to ensure consistency.
     iii. Challenge: Institutional Buy-In – Without strong administrative support, sustaining the process could be difficult. The HIPs Team, the Office of Academic Affairs, and the CETL will work closely to offer support and embed HIPs recognition into faculty evaluations and strategic goals.