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The authors hold that open science is a critical pathway to accelerating the best new environmental science from big data opportunities.

The authors argue that CU will be best served by helping labs meet their individual scientific and fiscal goals rather than by imposing “one-size-fits-all” policies across campus, which will prevent some labs from thriving and from successfully serving a broad off-campus user community.

The authors propose ways to increase communication and more coordinated outreach related to scientific and environmental research at ����������ý�Ļ���Ʒ and in the Boulder science community at large.

The authors recommend a more expansive and coordinated effort toward building campus-wide university corporate partnerships.

The authors propose longer-term (minimum of one semester) faculty residencies to provide site-specific education around Colorado. The instruction focus could include traditional and non-traditional undergraduate student education, dual high school enrollment, co-requisite remediation, and graduate education and BA/MA programs.

The authors unveil a vision of the university art museum of the 21st century – one that is held in high esteem by peers and with a mission to contribute to a university culture in which art, creativity, intercultural understanding, and research advance all disciplines in contribution to society.

The authors propose different ways to begin to achieve a defined balance between transdisciplinary interests and traditional discipline-based academic rigor.

The authors provide a model for ����������ý�Ļ���Ʒ to greatly expanding already robust undergraduate research experiences built on apprenticeship models by adopting Course-Based Undergraduate Research Experiences that allow whole classes of students to address a research question that is of interest to a scientific or local community.

The author posits that by creating a Center for Mediterranean Studies the campus could expand its commitment to interdisciplinarity in the Humanities and build on an emerging program of strength on the campus.

The authors advocate for an Institute of the Arts at ����������ý�Ļ���Ʒ that would be a catalyst facilitating and strengthening connections between faculty and students in the arts, focus on art making and learning, and being an incubator for creative work and a hub for experiments in pedagogy.