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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.

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 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 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 outlines how intentional sustainability-related leadership and activities revolving around academic, research, operational, student and community engagement can ensure ����������ý�Ļ���Ʒ’s success in achieving global leadership in sustainability and effectively incorporating sustainability into all aspects of the University.

The authors suggest a series of steps to improve climate, gender equity, parental leave and childcare as core issues central to gender equity on campus.

The authors outline recommendations from a recent luncheon of 35 faculty of color on how ����������ý�Ļ���Ʒ can increase equity, inclusive excellence, and diversity through stronger commitments and new strategies.