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The author makes a case that ����������ý�Ļ���Ʒ can strengthen its role and status as a public university by supporting deep and reciprocal partnerships that use research to advance the public good with community groups, civil society organizations, and public agencies.

The authors maintain that language study – with a wide variety of cognitive benefits and skill developments – should be an important part of the curriculum at ����������ý�Ļ���Ʒ.

The authors cite the need to revisit incentives and strategies for educating graduate students across disciplinary lines as well as professional specialties.

The authors cite the need for dialogue as a learning and discovery process and the concurrent need to work with others across campus to help make dialogue a more universal aspect of CU’s classroom experience.

The authors submit that an international educational experience should be available to all CU students, and offer a five-point roadmap for how this might be achieved, as well as reviewing current foundations for such a roadmap.

The authors draw on lessons learned through the work of MASP and advocate for a broader ecosystem approach to enhancing diversity at CU-Boulder, arguing that enhancing diversity needs be to become much more central in our collective thinking about the University’s mission and work.

The authors argues that the university needs to adapt to all new kinds of students enrolling in its programs (rather than asking those students to adapt to CU), holding that CU needs to “listen more, invite our students to speak more and needs to help all students “learn how to listen and engage across difference” by becoming a campus of “facilitated conversations.”

The author argues in favor of transferring reduced tuition benefits from CU employees who don’t use them to low-income students, and invites faculty, staff, and students to brainstorm other ways that unused benefits, excess hours, payable fines, or any other surplus within our campus community can be donated, reallocated, or converted for use by disadvantaged students.

The authors argue that academic art museums, as centers for learning, have the potential to impart skills across disciplines, modeling applications of "transfer learning" where knowledge gained in one domain is applied to another.

The authors discuss the role of museum staff as learning providers, how their efforts shape the student experience, and what awareness of the value of informal learning suggests in terms of future research and innovation at ����������ý�Ļ���Ʒ.