Our greatest asset in this visioning effort is our community. You have great ideas about where we should be headed. To make sure that we hear all of these ideas, campus leadership invites you to gather together and develop community white papers.

The deadline for submitting a white paper has passed. If you have a question about white papers, please email Academic Futures. 

To view and download white papers as a whole, please use this link. 

 

The Importance of Supporting Low-Income Students (Steinberg)

The author argues that more specific attention is needed to help students from low-income backgrounds overcome adversity in their unique positions at CU Boulder.

Enhancing Students’ Experience in On-Campus Jobs: Improved Career-Readiness for Post-Graduation Employment (Hermann)

The authors propose CU Boulder make the on-campus job experience a stronger learning experience, so that students develop the technical and soft skills that are in high demand in the job market.

Undergraduate Research and Inclusive Excellence: A Strategic Combination (Graf & Wuttke)

The authors argue that undergraduate research is a primary avenue for students to excel, with proven positive outcomes for their education and career trajectories. Added to a commitment that ensures that underserved 
students are involved, it also goes hand-in-hand with inclusive excellence.

What is a MOOC in 2018? (Haynes)

The author holds that Massive Online Open Courses (MOOCs) allow educators to match the structure and the substance of their courses to the needs of the learning experience, and should be an increasingly relied upon tool for course delivery.

Campus-Wide Academic Coaching and a Centralized Academic Success Center (Simmons, et al.)

The authors suggest that CU Boulder create a centralized academic support center with academic coaching at its heart.

Realigning Academic Policies to Support Student Success (Wold-McCormick; Kraus)

The authors call for a streamlining and more effective communication of academic policies and procedures that impact students in order to promote consistency, fairness, clarity and reasonable expectations.

Results not Rhetoric (Rankin)

The author suggests ways to increase the percentage of women faculty in the sciences as one example of how the campus might approach cultivating diversity within its community. Some recommended methods include enlarging search pools and engaging in broad searches; ensure that shortlists have female candidates; and require search committees to take classes on unconscious bias.

Incorporating Student Voices in Academic Futures (Dykeman, Moriyama & Gammon)

The authors propose involving student voices in shaping the Academic Futures process by means of online surveys, flash surveys and informal focus groups.

Refining the Budget Model for Professional Masters Programs (Flores, Kimball)

The authors argue that the campus should align additional financial resources (funding the administration wishes to supply to departments) more closely to departments that bring in more revenue. They suggest several models of professional masters programs at other universities that provide departments with more revenue that facilitates improvements within those departments.

Easily Moveable Furniture Makes for a More Inclusive and Collaborative Learning Environment (Wilson, Pavlicek)

The authors advance a suggestion to enable instructors to change a classroom’s configuration from week to week, varying furniture layout based upon lesson planning, and incorporating the functionality of the space into the way students interact and learn.

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