In the summer of 2013, Provost Zukoski launched seven task forces to develop recommendations for priorities, cost, timelines, and implementation strategies related to Realizing UB 2020 goals and initiatives. Each of these task forces included members representing perspectives from across the university, and each was tasked with a charge and specific deliverables. In December 2013, the task forces submitted their final reports, which contain many thoughtful and exciting recommendations. For more information about the task forces and to read their full reports, see the Realizing UB 2020 webpage.
From their recommendations, we have identified two signature UB 2020 initiatives, which will define the future direction of UB research and education:
Curricular distinction at UB will encompass a new general education program, experiential learning, interprofessional education, and significant international experiences. We will also explore an expansion of our Undergraduate Academies. The new general education program will be at the forefront of this initiative with focus on high impact practices and our UB 2020 themes – humanity, justice, environment, innovation, and health.
Realizing UB 2020 is a plan to invest our resources, build on our strengths, and achieve our UB 2020 aspirations. We will increase our distinctiveness and impact by addressing the toughest challenges facing our society, mankind, and the planet. We note that such challenges do not yield to narrow disciplinary interests. Therefore, addressing these issues requires truly interdisciplinary research and education – not the evolution of a new discipline, but collaboration across disciplinary lines.
Through our strategic plan, we have chosen to be leaders and we have defined leadership around our capacity to attack the difficult problems and questions of our time. Our vision is that UB will further develop the capacity to undertake multidisciplinary research, education, and engagement, and invest in important, defined areas. Our conversations have led us to establish Communities of Excellence.
Communities will address areas of human/social/global concern that require thought leadership and significant attention from multiple disciplines. The issues selected and/or approaches to solving them will be derived from and linked to UB themes of humanity, justice, environment, innovation and health. In communities, scholars from across the campus will work in groups focused on finding solutions to complex challenges. Faculty members involved with Communities will earn distinction as thought leaders in their disciplines who work on the most relevant topics and shape the way that others approach them. Ultimately these investments will define areas of UB leadership and thus how we are perceived by our peers and by our community.
In directing our attention and resources to large questions, we are not signaling a desire to evolve new disciplines or degree structures. Instead we will confront challenges of such magnitude that the knowledge of many disciplines is needed to create coherent, implementable and sustainable solutions. In this process we are not privileging a particular discipline. We are empowering thought leaders from across disciplines by providing the colleagues, institutional resources and infrastructure necessary for participants to thrive. These thought leaders will be recognized within their disciplines for delivering transformative education, scholarship, creative activities, clinical services, and engagement.
The community creates a forum for integrating the educational and scholarly processes across department and degree structures. Faculty will be drawn to participate by the intellectual and creative content of the community and the capacity of the community to address issues of interest. However, faculty report to departmental chairs, have their teaching assignments decided by chairs, participate in departmental activities of recruiting, educating, and conducting scholarship. The individual is embedded in a department, but is also part of multiple groups within and outside that department. The result is that we need a coordinating structure that is more complex than in colleges of a century ago. This is a recognition that while the foundational structure of the university is strong, our aspirations of leadership and vibrancy necessitate allowing faculty and students to act in concert across disciplinary boundaries to address the challenges of our time. Communities will thus balance multiple interests and allow us to of promote genuinely interdisciplinary collaborations and opportunities yet preserve historical university structures.