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.

A Case for Investing in and Centralizing Distance/Online/MOOC Education on Main Campus (McClanahan)

The author calls for the comprehensive investment in distance/online/on-demand educational offerings at CU Boulder.

The Media Archaeology Lab as Platform for Undoing and Reimagining Humanities Scholarship (Emerson)

The author proposes a working Media Archeology Lab – a hands-on, interactive type of lab – as a model for CU and beyond in changing humanities scholarship.

CU Collections Management Group (Scholnick, Briscoe, Paul, Ryan, et al.)

The authors describe a collections network on campus that serves as an asset for its members and for the campus regarding best practices, digital asset management, advocacy and emergency preparedness.

A New Kind of Majors (Leiderman)

The author suggests offering broad interdisciplinary and interdivisional “mini-majors” that would capture the interest of undecided freshmen.

On Making the Humanities Productive (in the Undergraduate Curriculum and Beyond) (Hoecker)

The author calls for “making the Humanities as productive as we can be” by creating incentives to develop new courses, make research more accessible to students and widen horizons by listening to what students have to contribute.

Re-Imagining Teaching and Learning through Material Culture (Guinn-Chipman, et al.))

The authors put forward a model of teaching and learning that offers students “a lived experience” through the application of tactile, object-based learning, and flexible spaces in which students can access collections that foster greater engagement and creativity among undergraduate and graduate students.

A New Model Course Delivery (Rudy)

The author submits that doing away with the traditional semester timeline and creating two fall 6-week “sessions” would allow students to focus deeply on course material and pace their work to achieve greater success.

The Case for Career Development Core Coursework (Severy)

The author makes the case that adding career development coursework to the core curriculum will ensure that all students make strides toward academic and career progress.