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The authors, using research and a long record of practice on the campus, outline a set of challenges and proposed solutions to elevating teaching excellence and promoting learning on campus.

The author proposes creating an integrated and horizontal arts consortium whose mission would be to provide multiple platforms to inform interested students, faculty, and the public as to what is happening on campus, not only in terms of speakers, performances, presentations, and exhibitions, but also classes and collaboration opportunities.

The author proposes creating a Graduate Student Opportunity Program (GROP), modeled upon the university’s Undergraduate Research Opportunity Program (UROP), that would provide funding for graduate students in the arts and that would improve the quality of graduate work, enhance recruiting of graduate students and increase employment opportunities for graduate students after they complete their degrees.

The authors propose a series of recommendations in the areas of economic, curricular, and visionary support to transform existing programs in Historical Studies, Creative Work and Performance, Languages and Cultures, Literary Study, Visual Media and Visual Literacy, Philosophical and Critical Study, and Integrated Programs of study into programs of study that build upon and extend our current disciplinary structure and that would give interdisciplinarity a coherent, academic goal.

The authors describe creating an aligned environment of support for the university that positions CU Boulder nationally as nimble for adaptability to faculty, researcher and student needs; enabling our students to build community; enhancing a tradition of world-class research and eliminating an unnecessary duplication of resources, enabling strategic “return on mission” investments in the university’s scholarly work to attract the most talented faculty, students and staff.

The authors call for further development of professional graduate programs at CU Boulder. Hiring trends for graduate students of all varieties, in combination with the
need for new revenue flows to the campus, indicate that a concerted and increased focus on professional graduate programs is warranted.

The authors call for leadership and funding support for an initiative to establish biomimicry as a central concept of teaching and research at CU Boulder.

The authors – members of the Provost’s Faculty Communication Committee – recommend a shift in organizational culture resting on important changes in how communication is managed and enacted between administration and faculty.

The author suggests five critical elements for the process of Academic Futures and suggests a jumping off point and a needed feature of campus communication.

The author describes the course of cultural change being facilitated by the Office of Diversity, Equity and Community Engagement and makes a strong appeal to partners and leaders to help enhance its efforts.