Teaching, Pedagogy and Curriculum

The authors argue that undergraduate research is a primary avenue for students to excel, with proven positive outcomes for their education and career trajectories. Added to a commitment that ensures that underserved 
students are involved, it also goes hand-in-hand with inclusive excellence.

The author holds that Massive Online Open Courses (MOOCs) allow educators to match the structure and the substance of their courses to the needs of the learning experience, and should be an increasingly relied upon tool for course delivery.

The author calls for the comprehensive investment in distance/online/on-demand educational offerings at CU Boulder.

The author proposes a working Media Archeology Lab – a hands-on, interactive type of lab – as a model for CU and beyond in changing humanities scholarship.

The authors describe a collections network on campus that serves as an asset for its members and for the campus regarding best practices, digital asset management, advocacy and emergency preparedness.

The author suggests offering broad interdisciplinary and interdivisional “mini-majors” that would capture the interest of undecided freshmen.

The author calls for “making the Humanities as productive as we can be” by creating incentives to develop new courses, make research more accessible to students and widen horizons by listening to what students have to contribute.

The authors put forward a model of teaching and learning that offers students “a lived experience” through the application of tactile, object-based learning, and flexible spaces in which students can access collections that foster greater engagement and creativity among undergraduate and graduate students.

The author submits that doing away with the traditional semester timeline and creating two fall 6-week “sessions” would allow students to focus deeply on course material and pace their work to achieve greater success.

The author makes the case that adding career development coursework to the core curriculum will ensure that all students make strides toward academic and career progress.