Academics

Librarians advance teaching and research through graphic novel, comics collections

Megan Maneval — Thu, 20 Nov 2025 19:47:14 +0000

Librarians advance teaching and research through graphic novel, comics collections Megan Maneval Thu, 11/20/2025 - 12:47

The University Libraries partnered with faculty on a collaborative research grant to explore how comics and graphic novels are used in teaching and research across campus, working to build interdisciplinary collections that support innovative instruction and student engagement.

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CU Boulder learning outcomes assessment takes shape, garners cross-campus participation

Megan Maneval — Mon, 17 Nov 2025 17:39:03 +0000

CU Boulder learning outcomes assessment takes shape, garners cross-campus participation Megan Maneval Mon, 11/17/2025 - 10:39

In 2024, CU Boulder identified the need for an intensive cross-campus focus on creating and assessing program learning outcomes to support student success, guide academic planning and meet the standards of the university accreditation agency, the Higher Learning Commission. While the focus began with undergraduate degree program assessment, graduate degree programs subsequently joined the effort.

The university has built a strong foundation for assessment with centralized support and a growing collection of plans and reports. CU Boulder has also worked to build assessment into academic program reviews, ensuring data-driven improvements.

The following interview with Katherine Eggert, vice chancellor for academic planning and assessment, and Aaron Zimmerman, assessment analyst, addresses the need for assessing program learning outcomes and the cross-campus effort to get them in place.

Katherine Eggert

Aaron Zimmerman

What motivates the process of program learning assessment?

The core questions that motivate the program learning assessment process are the following:

“What do we, the faculty of this program, expect our students to learn?”
“What evidence do we have that our students are achieving these program learning outcomes?”
“Based on the evidence that we have collected, what changes can we make to our curriculum to continue to increase student learning and student achievement?”

In this sense, student success is the core motivation. The faculty of each program work together to answer these questions, and our team supports them and keeps records of their assessments.

What is involved in the program learning assessment cycle?

At CU Boulder, we have implemented a four-year cycle for program learning assessment to ensure continuous improvement and accountability. The cycle begins with a planning year, with faculty working together to develop program learning outcomes that capture what students should know and be able to do by the time they have completed their studies within the given degree program. Faculty then identify meaningful sources of evidence of student learning (for example, papers, projects or exams) that assess students’ mastery of these program learning outcomes.

During the following three years, the program collects data and submits an assessment report at the end of each year. The program then re-enters the cycle with a new planning year, which is an opportunity for the program to analyze the data that has been collected as well as to revisit and revise the previous cycle’s assessment plan.

What are the benefits of the program learning assessment process for students?

When a program shares its program learning outcomes with students, students have a clear sense of what they will be learning, i.e., “By the end of my study in this program, I will be able to...” Furthermore, when students have a curriculum map of their degree, they also can see what they are learning in a given course, how that learning prepares them for future courses and how the program’s curriculum fits together.

Finally, when students seek guidance from their academic advisors or Career Services on possible employment options, they can collaboratively reference the program’s learning outcomes for a concrete sense of the skills and knowledge students have practiced and mastered during their studies.

What are the opportunities that program learning assessment creates?

Assessment structures a unique opportunity for the program's faculty to have meaningful conversations around student learning. Faculty members can engage collaboratively in their analysis of student work: “Based on the evidence that we have collected, what are the strengths and the areas for growth that our students are currently demonstrating?”

Another important opportunity is for the program to consider how it shares the meaningful teaching and learning taking place within the program with the public. A program might share its learning outcomes and some data about student learning on its website, for example, demonstrating to prospective students and the public at large that the program not only has ambitious educational aims but also direct evidence of their students achieving these ambitious learning goals. This is all the more critical during a time when the value of higher education is being questioned.

What advice would you give to programs regarding the learning assessment process?

The first piece of advice would be to create time and space for these discussions to take place. The more these discussions become a routine part of a department’s business, the more learning assessment—and learning improvement—becomes an integral component of the program’s culture.

The second piece of advice is to frame program learning assessment as an opportunity for curiosity and authentic inquiry. A program’s assessment plan should be centered, first and foremost, on questions that matter deeply to the faculty. Questions like, “How well are our students able to apply what they are learning (in our coursework) to the field?” and, “How well are our students doing at designing and conducting independent research?” go to the heart of what faculty care about when it comes to teaching and learning.

Visit Program Assessment for additional information and recent news and presentations.

CU Boulder is making progress on creating and assessing program learning outcomes to support student success, guide academic planning and meet the standards of the university accreditation agency.

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New degrees to expand pathways in natural sciences

Megan Maneval — Mon, 17 Nov 2025 14:00:46 +0000

New degrees to expand pathways in natural sciences Megan Maneval Mon, 11/17/2025 - 07:00

Colorado Arts and Sciences Magazine

A new suite of Bachelor of Science degrees across many majors in the Division of Natural Sciences will prepare students for evolving careers in science, research and technology.

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4 ways to avoid cheating, plagiarism and other forms of academic dishonesty

Anonymous — Fri, 14 Nov 2025 16:30:22 +0000

4 ways to avoid cheating, plagiarism and other forms of academic dishonesty Anonymous (not verified) Fri, 11/14/2025 - 09:30

Rushing to finish assignments or study for tests can sometimes lead to academic dishonesty—where students engage in plagiarism, cheating or helping another student gain an unfair advantage. Whatever the intention, these actions violate the Honor Code and have consequences. Here are four strategies to avoid these issues.

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Spring academic calendar: Lots of changes, don't be surprised

Megan Maneval — Tue, 11 Nov 2025 17:18:07 +0000

Spring academic calendar: Lots of changes, don't be surprised Megan Maneval Tue, 11/11/2025 - 10:18

With the changes to the academic calendar that began this fall, be sure to note key dates to the spring 2026 semester: earlier start of classes, spring midsemester reading day, earlier spring break, two reading days before Monday–Friday final exams and a Saturday commencement.

Thursday	Jan. 8	Classes begin
Monday	Jan. 19	Martin Luther King Jr. holiday (university closed)
Thursday	Feb. 26	Spring midsemester reading day (no classes; no exams)
Monday–Friday	March 16–20	Spring break (no classes; university closed Friday, March 20)
Friday	April 24	Last day of classes
Saturday–Sunday	April 25–26	Reading days (no classes; no exams)
Monday–Friday	April 27–May 1	Final exam period
Saturday	May 2	University commencement

Note: Colorado Law follows a different academic calendar.

Changes to the academic calendar began this fall. Be sure to note key dates for the spring semester: An earlier start of classes, earlier spring break, a Saturday commencement and more.

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Quick writing tips for acing your finals

Megan Maneval — Fri, 07 Nov 2025 19:10:15 +0000

Quick writing tips for acing your finals Megan Maneval Fri, 11/07/2025 - 12:10

Worried about your end-of-term papers? You’re not alone. Writing can be a daunting task, especially when you don’t know where or how to begin. When you’re stuck, remember these three tips to ease the stress of acing your written projects.

Start in the middle, write the beginning last

It’s easy to get caught up in writing the perfect introduction. It should be clear, concise and engaging. But how do you pull that elusive combination out of thin air? Simple answer: You don’t.

Consider starting with an outline. Begin with a bulleted list, then fill in the details. Once you have captured the big ideas for your paper, it’s much easier to connect the dots and form a logical argument.

Not ready to write an outline yet? Pick one idea that’s interesting to you and just start writing down your thoughts as they come to you. Don’t worry about punctuation or correctness—just freewrite. This approach opens up your creativity and helps you to capture your ideas on the page without the pressure of your inner editor getting in your way before you know what you want to say.

Crafting an introduction is a much simpler feat when you give yourself time to articulate a clear sense of purpose.

If possible, read your writing aloud

Reading your writing aloud isn’t the only way to edit, but it’s one of the best. First and foremost, you are more likely to catch mistakes when reading aloud. It’s common to subconsciously gloss over words while you read in your head, especially when you already know what you intended to say.

Reading aloud creates a necessary layer of separation from the work that helps you pick up on grammatical errors and awkward phrases.

Reading aloud also helps you slow down and pay attention to your word choice. This process can help you tidy your sentences of superfluous words and better communicate your meaning.

Reading aloud to a peer or a writing consultant is even better because they can offer feedback and ask questions that may help you improve your clarity and argumentative impact.

Visit the CU Boulder Writing Center

Whether you’re working on a research paper or preparing for a test, the CU Boulder Writing Center is an excellent resource to enhance your writing skills.

The Writing Center consultants are happy to be a final set of eyes before you submit your project. However, if you want to write the best possible paper, stop by the Writing Center before you write a single word. The consultants also will help set you up for success by teaching universal tools that make writing every future paper easier.

The Writing Center is a free support service available to all CU Boulder students, faculty, staff and alumni. There are remote sessions and in-person options offered at locations across campus, including Norlin Library and some residence halls. Appointments are recommended, but drop-ins are always welcome. Keep in mind the schedule fills up quickly around mid-terms and finals, so plan ahead!

Visit the Writing Center website for more information or to book an appointment.

Finals are around the corner—don't forget these three tips to ease the stress of acing your written projects.

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Finals prep: Tips to finish strong

Anonymous — Fri, 07 Nov 2025 16:23:40 +0000

Finals prep: Tips to finish strong Anonymous (not verified) Fri, 11/07/2025 - 09:23

Finals will be here before you know it! It's never too early to get organized and ensure you're on track to finish the semester strong.

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College of Music announces new applied jazz strings course

Megan Maneval — Tue, 04 Nov 2025 14:22:48 +0000

College of Music announces new applied jazz strings course Megan Maneval Tue, 11/04/2025 - 07:22

College of Music

Upcoming construction at the University Memorial Center will improve the heating, ventilation and air conditioning system; the Campus Dining & Hospitality loading dock; and pavement between it and the neighboring Center for Academic Success and Engagement.

The CU Boulder College of Music's Thompson Jazz Studies Program is excited to announce the addition of applied jazz strings—taught by recent alum and current Jazz Studies Lecturer Enion Pelta-Tiller—to the college's various jazz performance degrees.

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Apply now—Critical Dialogic Pedagogy Micro-Credential Program

Megan Maneval — Fri, 31 Oct 2025 17:02:29 +0000

Apply now—Critical Dialogic Pedagogy Micro-Credential Program Megan Maneval Fri, 10/31/2025 - 11:02

Graduate students are invited to apply for the Critical Dialogic Pedagogy Micro-Credential Program, a 10-session workshop series co-sponsored by CU Dialogues, the Center for Teaching & Learning (CTL) and the School of Education.

Apply by Nov. 30

This program is open to up to 20 graduate students and is grounded in critical dialogic pedagogy, somatic reflection and intersectional equity practices. Be sure to sign up early, as spots fill up fast.

�� the workshop series

Participants will engage in:

Weekly 90-minute sessions held on Thursdays 3:30–5 p.m. (alternating in-person and remote). First session: Jan. 15
Asynchronous readings, reflections and practice-based assignments
A culminating learning portfolio to demonstrate competencies
Earning a digital micro-credential badge

Past participants experiences, outcomes

“This course has helped me see the importance of open dialogue and inclusion in the classroom. I now understand how different perspectives can improve learning and create a more welcoming environment for everyone. It has also made me more aware of how teaching practices and curriculum design can impact student engagement!”

“One aspect of the program I found most effective was how it focused on active listening. A lot of times we think we’re listening, but we’re actually just waiting to respond. This course taught me how important it is to really listen to understand, not just to reply. It made the conversations feel more real, respectful, and meaningful. I think that skill changed the way I approach discussions both inside and outside of class.”

“I am now a lot more confident in creating powerful and strategic questions, being able to identify different power structures and dialogue types, and being able to facilitate dialogue. I am more conscious of the ways that facilitators can completely transform discussion, dialogue, and class culture.”

Are you a graduate student looking to grow as a reflective, equity-oriented educator while earning a digital badge and micro-credential—for free? Learn more.

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The weight of words in the age of AI

Megan Maneval — Tue, 28 Oct 2025 15:45:29 +0000

The weight of words in the age of AI Megan Maneval Tue, 10/28/2025 - 09:45

An ATLAS faculty-led seminar challenges first-year engineering students to explore the power of language in a digital age.

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Academics

Librarians advance teaching and research through graphic novel, comics collections

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