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Buff Undergraduate Success is working under an updated charge, is welcoming news members and celebrating all-time-high retention rates.

For more than two years, the BUS Leadership Implementation Team has been focused on increasing undergraduate retention and graduation rates. Get the latest update.

Last fall, the faculty voted to approve a common curriculum that defines the academic experience and intended learning outcomes that every undergraduate student should have upon graduation, regardless of major. Get an update.

The Buff Undergraduate Success initiative made important progress this academic year on 11 projects focused on increasing retention and creating a sense of belonging for ÍÃ×ÓÏÈÉú´«Ã½ÎÄ»¯×÷Æ· undergraduates. The team has its sights set on fall 2023.

The proposal for learning objectives and outcomes for a common undergraduate curriculum at ÍÃ×ÓÏÈÉú´«Ã½ÎÄ»¯×÷Æ· won approval at the end of the fall 2022 semester among nearly all college and school faculty governance groups, the University Libraries and the Program in Environmental Design, as well as the Boulder Faculty Assembly.

The Common Curriculum Planning Committee worked throughout this academic year to develop a draft of the common curriculum’s learning objectives and outcomes. Comments on the draft proposal will be accepted throughout the summer and may be submitted via email.

With dates April 12, 18, 21 and 26, a series of forums will allow campus community members to discuss goals and learning outcomes for framing a common curriculum. Plan to attend a session!

The newly appointed common curriculum planning committee is continuing last year's work on creating a common learning experience for undergraduate students.

The campus's academic assessment steering committee has been spending the spring semester studying the various levels of student learning assessment already occurring on campus. Get an update.

The university has started work to address recent recommendations for creating a common learning experience and a common set of learning outcomes for ÍÃ×ÓÏÈÉú´«Ã½ÎÄ»¯×÷Æ· undergraduates.