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The authors provide a model of operational efficiency for CU-Boulder’s largest college based on a partnership between staff and faculty in which staff are integral to the success of A&S’s academic mission.   See the

The author outlines a way for faculty and staff to spend less time on tasks that could be considered “not important but considered urgent,” and focus instead on activities directly relevant to teaching and research priorities.

The author calls for a campus-wide network of academic support for all students in order to end the outdated “sink or swim” mentality of academic achievement that still exists in some quarters at ���񱦵�.     See

The authors maintain that employees could benefit from an initiative similar to the Unified Student Experience (USE) that examines ways to support employees in their many roles, identifying barriers, gaps and opportunities to strengthen campus

The author makes a case for ending campus construction that does not directly support ���񱦵�’s main mission of research and teaching, and for enacting a vision – including a capital construction vision – that does. 

Based on his own experience teaching in the humanities, the author calls for casting off disciplinary constraints and constructs that squelch creativity, and expanding the centrality of the humanities in the academic experience of students. 

The author argues that student support services such as advising should be priorities for investing needed dollars over campus lifestyle amenities and athletic facilities.     See the white paper

The author argues that by creating more opportunities for staff to directly connect with students as well as creating a more inclusive workplace, the university would help staff better align with the Strategic Imperatives and the mission of CU.

The authors remind that a canvass of examples of interdisciplinarity currently informs research and teaching in Geography and at ���񱦵�, providing a key model for the Academic Futures initiative.

The author puts forward a plan for internationalization of education that builds on the university's reputation as a leader in atmospheric sciences and proposes a co-curiruclar center to "thread climate-change realities and points of inspection throughout all academic disciplines."