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The authors argue that the University of Colorado should offer a greater level of support to students as they navigate financial aid forms, deadlines, requirements, and other complexities.

The author proposes five ideas for ����������ý�Ļ���Ʒ to help its graduate students build their professional network and apply the skills gained through graduate work.

In order to better integrate incoming students to CU’s campus culture and improve their academic and social success, campus should adopt a more comprehensive new student orientation model.

The author argues that more specific attention is needed to help students from low-income backgrounds overcome adversity in their unique positions at ����������ý�Ļ���Ʒ.

The authors propose ����������ý�Ļ���Ʒ make the on-campus job experience a stronger learning experience, so that students develop the technical and soft skills that are in high demand in the job market.

The authors suggest that ����������ý�Ļ���Ʒ create a centralized academic support center with academic coaching at its heart.

The authors call for a streamlining and more effective communication of academic policies and procedures that impact students in order to promote consistency, fairness, clarity and reasonable expectations.

The authors propose involving student voices in shaping the Academic Futures process by means of online surveys, flash surveys and informal focus groups.

The author argues for developing, as a pre-requisite for graduation, an accessible internship curriculum accessible to all students through elective credit or departmental credit, supported by increased funding for unpaid and undercompensated internships to ensure equity for disadvantaged students.

The authors raise the question of where transfer students experience barriers to academic success and belonging at ����������ý�Ļ���Ʒ and prompt discussion about what actions can be taken to support students as they face these challenges.