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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.

The authors put forward a proposal to create a multi-disciplinary research center for studying the health effects of Cannabis in order to impact scientific understanding, public policy and public health issues related to the legalization of the drug in Colorado and across the nation.

The authors suggest that students should be empowered to take greater ownership for their educational experience and that this empowerment could lie in giving them more time to explore their passions, building a community more supportive of that exploration, and structures and policies that support it.

The author makes a case for abandoning the online orientation for new students at CU-Boulder and restoring an in-person, on-campus model to create a more positive and human experience for students.

The authors argue for renewed emphasis on the service performed by instructors and for improving the contractual structures and work conditions of instructors to facilitate that service, all for the purpose of increasing student success.

The authors revisit recommendations for integrating public engagement into scholarship across the campus.

The author argues that the university could create a stronger sense of creative agency for students by creating a recording studio where students could collaborate on multi-media projects outside of class.

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 author puts forward composite examples of academic advising that illustrate advisors’ collaborative work with students, faculty and staff, underscoring the need for considering the role of advisors in carrying out campus priorities.

The author muses what a core course of whatever kind, and in whatever discipline, might look like and aim for.