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With the pandemic and elections taking so much of our focus this fall, it can be easy to lose track of the fundamentals that drive higher education and the CSU System: teaching, research, and outreach that supports our communities. But all this year, even while moving their courses online and working to connect with students in their new digital classrooms, our faculty have not only kept their focus – they have excelled.
In fact, our flagship research university in Fort Collins broke a new record in 2020 – topping $400 million in research expenditures for the first time ($407 million total). At CSU Pueblo, research and scholarship are largely focused on enriching undergraduate education – with awards this year including a $2.5 million National Science Foundation grant to support cyber security and technology education. Research is an engine of economic prosperity and societal advancement. University research translates directly into innovation, technological advances, and private-sector jobs. Research launched at the CSU System has fueled the formation of 50 new start-up companies in Colorado since 2006. CSU also ranks in the Top 100 universities for U.S. patents in 2019-20, according to the National Academy of Inventors. And of course, all of the remarkable progress this year has taken place against the backdrop of a global pandemic. Around the world, university faculties and infrastructures have pivoted as part of a massive mobilization of brainpower against a clear and common threat. And Colorado State University is at the forefront – one of the top ten universities worldwide in the research fight against COVID-19, alongside Harvard, Oxford, MIT, and Johns Hopkins. CSU’s Vice President for Research is Alan Rudolph, who describes himself as having spent his entire career chasing pandemics. Alan came to Colorado from a high-profile career in the federal government and private industry, where his work focused on mitigating global health outcomes from outbreaks that pose a threat to the whole planet – pandemics, biological terror threats, and the like. Over the last several years, in partnership with our academic colleges and institutes, he’s helped position CSU to be prepared to respond in exactly the sort of crisis we’re experiencing today. With this preparation, and the support and leadership of CSU President Joyce McConnell, our research university has rapidly mobilized in the fight against COVID. Today, CSU has more than 170 COVID-19 related projects, including vaccines. As Alan said recently, “The speed of mobilization and volume of effort is unlike any other research endeavor in the University’s 150-year history.” And the scientific breakthroughs in our campus laboratories translate directly into our ability to keep students, staff, and faculty safe on campus. The health and safety protocols that allowed for on-campus learning this fall were shaped and refined daily by the discoveries happening on the research side. As an example, Mark Zabel, a professor and researcher in Microbiology, Immunology, and Pathology at CSU Fort Collins, spearheaded getting saliva testing to the Fort Collins campus as part of CSU’s ongoing surveillance efforts – an affordable way to help identify people who have COVID before they show symptoms. CSU’s testing of residence hall sewage as another early detection method is also being adopted as a national best practice by many universities. Other faculty have set aside their own research to dive in collaboratively to the fight against COVID. All of this demonstrates the power of our state’s long-term investment in a nimble public health and research infrastructure. And there are enduring lessons that will transcend this current crisis: lessons about the importance of preparation; about the value in giving faculty room and incentive to innovate; and about the importance of working in partnership with state and federal colleagues focused on a common goal. In 2001, in the wake of the anthrax attacks on our nation’s capital, Dr. Tony Fauci ran a major investment in what was then termed the National Biodefense System. This system was composed of a series of Regional Centers of Excellence and Regional Biocontainment Labs; CSU won this competition for our region of the country. The facilities in question include labs behind a biosecurity level 3 barrier that meet federal good manufacturing practice standards. GMP facilities behind a level 3 biosecurity barrier are rare, and that investment two decades ago is now paying off as CSU’s BioMarc is actively involved in COVID-19 diagnosis and vaccine work. As the federal government looks to make investments in response to lessons learned from this pandemic, I’m sure that America’s research universities will once again play a critical role in assuring that we are better prepared to meet the next pandemic that finds us. This is research, with its attendant graduate education, applied for the benefit of the society we exist to serve, delivering fully on the promise of the tripartite mission that has been the foundation of land grant universities for over 150 years. We remain enormously proud to help deliver on the promise of that mission. Sincerely, -Tony Dr. Tony Frank Chancellor, CSU System To Noah Finkelstein it's more of a movement. And it's one that will go a long way to address the well-documented shortage of professionals in certain science, technology, engineering and math (STEM) fields.
The University of Colorado Boulder and University of Massachusetts Amherst are lead public campuses partnering with the Association of Public and Land-grant Universities to create a national network of about 200 campus STEM education centers. This project, funded by a $1.5 million grant from the National Science Foundation, will create a network that supports and incubates these centers, provides a critical resource for stakeholders to engage with universities around STEM education and allows for essential research on the nature of these centers and the processes of network formation. “We are now in a position to move beyond individual and isolated efforts and to leverage cross-institutional work," said Finkelstein, CU-Boulder physics professor and network co-director. STEM education centers serve as campus-based resources for addressing the national call for improving science, technology, engineering and mathematics education at the undergraduate level. These centers serve as homes for interdisciplinary and cross-unit work, support transformation of educational practices, provide resources within and across disciplines and serve as a locus for educational research, evaluation and systematic transformation. In recent years, there has been significant growth in number and scale of these centers yet there is no established network or coordination. The project will also examine the capacities and mechanisms of individual centers and identify how such a network forms and what it may accomplish. The five-year project will yield a new national resource that will impact individual centers and campuses and provide a new platform for systemic transformation of undergraduate STEM education. The network will provide programming and resources for established and new STEM centers including conferences, learning communities, an online engagement platform, toolkits of resources for centers and directory of centers for the community and external stakeholders. “It’s extremely valuable for institutions to have a dedicated forum to exchange ideas, compare practices and work together to address the pressing need to improve and expand undergraduate STEM education across the country,” Finkelstein said. This article was originally posted by University of Colorado on October 8, 2015. See more at: http://www.colorado.edu/news/features/cu-boulder-key-partner-national-stem-center-initiative#sthash.eWNCbJhw.lAjyNYnI.dpuf The Evening MBA Program, offered by the University of Colorado Boulder’s Leeds School of Business, is going south -- in a good way.
Beginning in May, the program -- offered since 2000 on the CU-Boulder campus -- also will be available at the Liniger Building at CU South Denver, located at 10035 Peoria St. in Parker, Colorado. The two-year program is designed for busy working professionals. Courses, which include everything from Socially Responsible Enterprise to a seminar in Global Perspectives, meet two nights per week. The cohort-based structure brings together students who navigate their studies through a committed and collaborative network they develop during the program. In addition, class topics often spill over into helping students with business challenges they may face in their daytime jobs, said David Ikenberry, dean of the Leeds School. “We’re very excited about this expansion,” Ikenberry said. “This top program offers busy professionals who cannot accommodate the drive to Boulder the opportunity to earn the same excellent MBA delivered by some of our best faculty in this new Parker location. Furthermore, we are thrilled to provide our south Denver corporate partners with a new tool for them to better retain and develop the next generation of leaders in their firms, a critical talent-development challenge we hear.” The Evening MBA Program traditionally yields a graduation rate greater than 90 percent, which officials attribute to students’ experiences with their cohorts and top-tier Leeds School faculty, as well as the entrepreneurial culture and team dynamic that influence many of the courses. The Leeds School’s Evening MBA Program currently is ranked No. 39 in the nation among part-time programs, according to U.S. News & World Report. “We’re very proud of the Evening MBA Program’s reputation, not only from what we hear from our students, alumni and industry partners, but also in how we perform in national rankings,” said Richard Wobbekind, economist and senior associate dean for academic programs at the Leeds School. “A signature component of this program is the service and support we deliver to busy professionals so they can better focus on their studies. We handle all course registration details, provide course books and all class materials and even cater evening meals. We provide an on-site staff assistant prior to each session to answer questions and provide as much support as we can to these high-achieving students.” The Liniger Building at CU South Denver continues to offer services of The Wildlife Experience, which was founded in 2002 and is designed to be a cultural and educational center and a community asset for south Denver. The facility continues to host exhibits in fine art, natural history and interactive science and provide space for private and community events. The first CU South Denver classes in the facility took place in August 2014; the University of Colorado’s four campuses offer a supply of quality higher education options for the residents of south Denver, ultimately combining quality higher education with community service and events. In addition to the Evening MBA Program designed for working professionals, the Leeds School continues to offer its Full-Time MBA Program on the Boulder campus. The application deadline for the first class of the Evening MBA Program at CU South Denver is April 1. For more information and to apply visit http://www.colorado.edu/leedsmba/evening-mba. -CU- New this year from the Assessor’s Office – business personal property tax declaration notices will arrive in the form of a postcard, driving recipients to a special online tool that will allow them to view, download and print an asset listing, as well as file their full Declaration online at www.DouglasFilesOnline.org
Business owners in Douglas County who own, lease, or borrow business personal property with a total market value greater than $7,300, must report the property to the County Assessor no later than April 15, 2015. “This year’s Declaration Notices reflect what is now possible to achieve electronically on behalf of our customers – making the process of personal property declarations less costly and more efficient for everyone involved,” said Lisa Frizell, Douglas County Assessor. For assistance with questions or for additional information, including the types of business personal property that is taxable, please visit the Assessor’s website, www.douglas.co.us/assessor or phone the office at (303) 660-7448. Douglas County School District Program provides opportunities to learn 21st century leadership and life skills - January 20, 2015, Paula Hans - Legacy Point Elementary School has been named a Leader in Me Lighthouse School by Franklin Covey Co. This is a national honor that recognizes outstanding achievements in school and student outcomes, through the implementation of the The Leader in Me framework. It also celebrates the extraordinary impact the framework has on staff, students, parents and the greater community. “Leader in Me has changed the entire culture and climate of the school,” said Legacy Point Elementary Principal Joanna Polzin. “Students own everything they do, because they utilize in the Seven Habits. They are proactive with the choices they make. They ‘speak first to understand’ other students and where they are coming from, before they speak. They believe in ‘sharpening the saw.’ When we say ‘sharpen the saw’ that means I need to go out and play. I need to take a break from my learning.” The Leader in Me journey has been supported by everyone in the school community. In fact, Legacy Point created Lighthouse Teams to keep students, staff and parents updated and part of the collaborative process. “We are thrilled to recognize Legacy Point Elementary as a Leader in Me Lighthouse School,” said Sean Covey, the Education Practice Leader at Franklin Covey. “Schools who achieve the Lighthouse Milestone are great examples of a strong leadership model and of what it means to be a Leader in Me school. This school has experienced transformational results by implementing the paradigms and practices related to The Leader in Me. We are so pleased to celebrate the success they are experiencing.” Polzin says the principles of the Leader in Me framework perfectly align with the Douglas County School District’s Strategic Plan, including measuring what matters most as outlined in the System Performance priority. “Our students have become skilled in setting meaningful goals backed by purposeful plans. Furthermore, our students create and maintain systems to track academic progress, so that they are in control of their learning. Through the Leader in Me, our students connect to timeless principles that promote lifelong growth and success,” Polzin said. Additionally, Polzin says the framework is also an example of Choice. She says a number of families have chosen Legacy Point because of its Leader in Me program. Want to learn more about the framework and see it firsthand? On January 30, the school will be hosting a Leadership Day, which will include student tours, as well as student and staff panels, so that educators and parents can learn about the Leader in Me framework and its impact. Please call Legacy Point's front office at 303-387-8725 if you are interested in attending. “They will be able to visit classrooms and see, first-hand, how Leader in Me works,” Polzin said. About Leader in Me The Leader in Me is Franklin Covey’s whole school transformation process. It teaches 21st century leadership and life skills to K12 students and creates a culture of student empowerment, based on the idea that every child can be a leader. The Leader in Me framework helps students learn how to become self-reliant; Control their emotions; Set and track goals; Do their homework; Prioritize their time increase interpersonal skills, such as resolve conflicts and interact well with others; As well as assisting those through the development of the skills and self-confidence needed to lead their lives and succeed. While The Leader in Me is not designed specifically as an academic program, many schools have reported that its goal setting and data tracking processes have helped to clarify academic priorities and encourage students to take greater ownership over their education, all of which can impact academic progress. Leader in Me utilizes a number of leadership and educational models and processes, including The 7 Habits of Highly Effective People; The Four Imperatives of Great Leaders; The 4 Disciplines of Execution; and social emotional learning and organizational quality models from past and current thought leaders. Content from The 7 Habits of Highly Effective People is a key component of the overall Leader in Me process. The 7 Habits is a synthesis of universal, timeless principles of personal and interpersonal effectiveness, such as: responsibility, vision, integrity, teamwork, collaboration and renewal, which are secular in nature and common to all people and cultures. Additionally, training on establishing a vision for the school, goal setting, data tracking and personal accountability systems are also included. The Leader in Me differs from other whole school transformation processes in that it offers a holistic, school wide experience for staff, students and parents and creates a common language and culture within the school. The leadership principles and lessons are not taught as a curriculum, but instead, are incorporated into the coursework, traditions, systems and culture. The Leader in Me process is implemented as follows: • School staff identify a new vision for the outcomes they want for their school (e.g. decreasing discipline referrals). • School staff learn The Leader in Me principles and tools (The 7 Habits and other leadership principles) and begin incorporating the leadership principles in their work and relationships (e.g. learning how to work more cooperatively with each other). • School staff model the behaviors to their students. • Teachers are taught how to incorporate the leadership principles and tools into school culture and curricula. • Key elements of the leadership model are implemented into the school, including: o Teaching students how to set, track and achieve goals; o Reinventing the physical environment to reinforce the vision and outcomes for the school (banners, signs, murals); o Holding studentled conferences (parent/teacher), giving each student a leadership role within the school and studentled leadership events; o Using a common language of leadership; • Parents play an important role in supporting their children in the process. • School staff, students and parents utilize a number of resources (lesson plans, videos, student materials, teacher editions, posters, books and TheLeaderinMeOnline.org) to help them implement and reinforce the process. The Lighthouse Milestone is a highly regarded standard set by Franklin Covey that is attainable by every Leader in Me School. The attainment of the Lighthouse Milestone represents a significant benchmark and it is evidence that a high standard has been met by a school. Applying for the Lighthouse Milestone typically occurs three to five years after a school begins The Leader in Me process. Becoming a Leader in Me Lighthouse School is a recognition that schools earn because they have produced outstanding results in school and student outcomes and have demonstrated the following: • The school campus environment reinforces the leadership model by displaying leadership language that emphasizes individual worth and potential in hallways and classrooms. • Teachers integrate leadership language into school curriculum and instruction. • Staff collaborates and works together to effectively build a culture of leadership. • Students are provided with meaningful, student leadership roles and responsibilities, such as mentor, public speaker, school tour guide and greeter. • Parents are given opportunities to learn The Leader in Me model and the 7 Habits and are involved in activities that support the leadership model. • A system is in place for setting and tracking schoolwide and classroom academic and personal goals. • Leadership events are held to allow students to practice their leadership skills (e.g. public speaking, sharing data, confident greetings, etc.) with community business partners, parents and other educators. • The school leadership team meets regularly and oversees school wide implementation of the leadership model, with the help of students, staff, parents and community members. • Measureable improvements in teacher engagement, parent satisfaction, student behavior and academic alignment are shown by comparing baseline data with the tracking of ongoing data. Leader in Me schools, which have proven adherence to the process, report increases in the following: student selfconfidence, teamwork, initiative, responsibility, creativity, selfdirection, leadership, problemsolving and communication for children of all ages, socioeconomic levels, learning capacities and cultural backgrounds. Schools also report achievement in the following key outcomes: fewer discipline referrals and suspensions; improved teacher, student, parent satisfaction and engagement; general student behavioral improvement; improved student leadership skills; enhanced school culture; and selfdirected learning. Based on the results of a recent random survey of 260 Leader in Me principals conducted by Westgate Research, 99 percent of principals reported that The Leader in Me had a “very positive” or “positive” impact in their school and 87 percent said they were “extremely likely” to recommend The Leader in Me to another school principal. Additionally, several third party, multiyear studies are now underway and Franklin Covey is also collaborating with independent institutions to measure outcomes of The Leader in Me process. Since its official launch six years ago, nearly 2,000 public, private, charter and magnet schools across 35 countries have adopted The Leader in Me. Educators continue to offer feedback on best practices, which provides continuous improvement and refinement of the process. About DCSD Douglas County School District is Colorado's third largest school district, serving 67,000 students. Visit the District website at www.dcsdk12.org Douglas County Media Relations contact, Paula Hans, Public Information Officer, at paula.hans@dcsdk12.org or 303.387.0031 The University of Colorado Denver Business School is enrolling students now for its Fall 2015 MBA program in South Denver. CU Denver began its collaboration with The Wildlife Experience to offer classes in South Denver in the fall of 2014. The Business School is expanding its offerings this fall and students will be able to choose between the Downtown and South Denver campuses for class location.
Expanded offerings will allow both part-time and full-time students to complete the entire CU Denver MBA at the South Denver location starting in fall of 2015. In addition to offering the complete MBA core in South Denver students will be able to choose from electives in areas like project management, leadership and business planning. An MBA from the CU Denver Business School provides students with the relevant education that employers value most. Students build a degree that gives them experience, skills, and knowledge in a competitive marketplace. The CU Denver Business School offers more degree specializations, industry specific programs, and dual degree options than any other business school in the region. They partner with over 300 businesses that bring high-profile scholarship, internship and job opportunities to their graduates. Attend an Information Session to learn more about the programs and classes offered by the CU Denver Business School. Wednesday, March 4 from 5-7pm at the Wildlife Experience, 10035 Peoria St., Parker, CO. For more information, contact Graduate Advising at 303-315-8200. The Business School at the University of Colorado Denver is a hub of innovation, collaboration and discovery. With full AACSB accreditation it is the largest accredited graduate school of business in the Rocky Mountain region and places it in the top 5 percent of business programs worldwide. The Business School offers outstanding education to more than 3,000 undergraduate and graduate students each year who come from around the world to study in one of its twelve academic disciplines. Kim Halpern | Director of Marketing and Communications University of Colorado Denver | Business School 303 315 8010 | 303 315 8084 | kim.halpern@ucdenver.edu business.ucdenver.edu |
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