High impact practices — or HIPs — are a nationally recognized set of practices widely demonstrated within higher education to promote deep learning, student engagement, and retention. This applies most notably to historically underrepresented student groups.
While most of the implementation of HIPs happens in the classroom, there are elements
that can and should be noted in the Schedule of Classes to best advertise to students
the variety of opportunities available to them at CI and to track HIP-affiliated class
sections for reporting and analysis purposes. Below is a list of relevant HIPs and
details for the necessary steps departments should take to ensure correct setup and
accurate notation in the Schedule of Classes.
For more information on HIPs, connect with HIPEE - High Impact Practices & Experiential Education.
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CSU Fully Online is a cross-enrollment program that allows matriculated CSU students to concurrently take one online course at another CSU campus at no additional tuition cost.
Open enrollment for CSU Fully Online students begins after continuing student enrollment and is subject to space/seat availability. Fully Online students count towards individual course FTES for reporting purposes. All regular academic session class sections taught in a fully online modality will automatically have the Fully Online Class Attribute applied during the initial review and processing period of the schedule planning cycle.
If you have more questions, please contact the Academic Scheduling Office.
CSU Fully Online information for students can be found through the Registrar's Office.
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The Center for Global Engangement (CGE) provides resources for instructors for both short- and long-term study abroad opportunities tied to course curriculum. In consultation with CGE, the Faculty-Led Study Abroad Class Attribute may be applied to an existing class section or a section of the appropriate a Universities Studies course (UNIV) may be created to support the project.
To ensure accuracy and consistency, the Academic Scheduling Office will assist in the creation of any sections of UNIV 390, 391, or 392 - please connect directly early in the planning process to provide sufficient time for section setup.
More information can be found on the CGE website or by contacting Faculty Director Andrea Grove at andrea.grove@csuci.edu.
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The Learning Communities program supports students in their transition to campus through faculty mentorship and peer mentor engagement both in and out of the classroom.
Department chairs are highly encouraged to schedule Learning Community courses during the T/TH block from 10:30 - 11:45AM whenever possible so these courses do not interfere with other major-required courses. It is also advised to avoid scheduling other lower division courses during this block and to make as much use of other blocks, such as T/TH afternoon or MW blocks, to minimize time conflicts with Learning Community courses.
Spring 2026 Learning Communities and their associated courses can be found at the link below. Class sections should be created by departmental scheduling staff during the Spring 2026 schedule entry window. When possible, Learning Communities sections should be entered before other sections in the same series and given the first section number(s) in the sequences (01, 1L, 1A, etc.). This consistency will help students & advisors more easily identify Learning Community sections, as well as assist our technical team with setup.
Spring 2026 Learning Communities
The Spring LC course spreadsheet is set to comment-only. Once individual sections have been entered into CI Records, please use the spreadsheet comments to provide the remaining details for your program’s courses, including the section number, class number, meeting pattern, and instructor information for your program's courses. All other details, including Notes, enrollment controls, and Class Attributes, will be added by the Academic Scheduling Office.
More information can be found on the Learning Communities website. Additional questions can be directed to the Learning Communities Faculty Director Leslie Abell at leslie.abell@csuci.edu.
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Class sections offering low- or no-cost course materials can be identified in the Schedule of Classes using a Class Attribute. Department staff and the Academic Scheduling Office can add the Class Attribute for any relevant sections. Instructors should also indicate 'Other Educational Resources (OER)' or 'No Titles' in Follett Discover, using whichever option is most applicable.
More information can be found at csuci.edu/openci.
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Faculty teaching a course using the service-learning pedagogy are asked to complete the Chancellor Office Center for Community Engagement's (COCCE) Community Engaged Learning Survey (CEL). The CEL is an online survey designed to assign an SL attribute to that course at the schedule level. By having your course assigned the SL attribute, it will auto-populate into the CSUCI Serves database, where your students will be able to register with a university-approved community partner.
The CEL Tool will enable CSUCI to capture meaningful service-learning and community engagement data, thereby better supporting faculty and working towards appropriate recognition for this work. It also offers insight into curriculum design that may help shape and improve student learning. The survey takes less than 10 minutes to complete and comprises questions faculty can quickly answer for their course. After completion, faculty and the Center for Community Engagemeny will receive an email notification of the assigned Class Attribute.
Please complete the Community Engaged Learning Survey prior to the semester you are offering the course. Click here for more information about the survey. For questions, please contact, Pilar Pacheco, Director, Center for Community Engagement at pilar.pacheco@csuci.edu.