The most difficult question in any endeavor is "what does success look like?" This is true in the case of Academic Futures, and it is the immediate question facing the Academic Futures Committee.
We don't need to guess about who we are. We don't need to "trust our gut" about what works. As Academic Futures proceeds, data will directly shape the paths we choose.
Who doesn't love a top 10 list? While the ideas and suggestions that folks have offered are in the hundreds, here are some of the consistent themes we've heard and that the committee is currently taking up.
The committee has started its work for the spring, sorting through the many ideas generated by campus, as well as collaboratively looking outward among the broader higher education community.
The Academic Futures Committee is reviewing campus input from last semester. Members of the community can now see that input to get a keen sense of the marvelous visions and ideas contributed so far in the process.
As the new semester is off and running, we wanted to take this opportunity to update you on the next important phases of Academic Futures: Rethinking the university—the futures of learning and discovery.
As we've arrived at the end of the facilitated campus conversations, stay tuned because there is a good deal more engagement to come via white papers, faculty forums and more.
The Diversity and Inclusion Summit has provided a great reminder of CU ºù«ÍÞÊÓƵ's need to listen to its students and form solutions based on how people actually experience the university.
Since we began Academic Futures, I have been struck by a constant question from our campus community: "Is this for real?" It's a natural question, and the answer to all its variations is "yes."
We know the Academic Futures campus conversation is taking valuable time. We want to update you on what we're seeing and ways we've augmented the process to accommodate the needs of the community.
