Gathering Information to Facilitate Change in Undergraduate Education (CU English Dept.)

The authors describe the process of gathering best practices and surveying students to “rethink the English major.”

Sustainable Solutions Collaboratory (Simmons)

The author proposes the founding of the cross-campus and cross-college Sustainable Solutions Collaboratory to serve as a clearinghouse, curator, and applied learning and engagement hub at CU Boulder.

Studies of foreign cultures/languages as the educational necessity (Leiderman, Olson Osterman, Weber)

The authors explain the professional and ethical (rather than recreational) relevance of humanities, and especially, literary and cultural studies of foreign countries while proposing steps that would highlight the professional aspects of the humanities at CU Boulder.

Sustainability As An Interdisciplinary Theme for Undergraduate Education (Simmons, Boykoff, Osnes)

The authors propose to harness the broad appeal and diverse reach of sustainability as a theme to inform and organize undergraduate education, in order to help the campus meet the desires of parents and students for a relevant 21st century education while carrying out CU Boulder’s educational Strategic Imperatives.

The Classroom Theorist Meets Future Star Practitioners – and Peers? (Zizzi)

The author outlines a model whereby teaching faculty produce, and not merely disseminate, knowledge, while influencing practice.

Media Communication Literacy – a Campus Imperative (College of Media, Communication and Information II)

The authors propose that every student who graduates from CU should be able to understand how messages, images and information are gathered, organized and used to create meaning.

Integrating Efforts to Support Instructional Innovation (Otero, et al.)

The authors describes how new structures and policies are designed to meet faculty needs as they provide innovative and scholarly teaching through the use of undergraduate learning assistants (LAs).

Opening Classrooms: Literacies & Spaces (Sinkinson and McAndrew)

The authors encourage the campus to dwell on questions about how it might invite learners to cultivate critical approaches to authentic digital communities and information landscapes.

Learning Outcomes, Assessment, and Our Academic Future (Eggert)

The author holds that faculty should not dread learning outcomes’ arrival, but rather should take control of the process, mindful that defining learning outcomes and devising ways to assess them is an educational opportunity and a way for units to understand their mission and envision their own academic futures.

Promoting critical and ethical reasoning skills (Wolf-Root)

The author proposes that CU make sure that all students are trained in ohw to reason critically and ethically.