"View Flash version of this presentation (requires the free Flash Player plug-in. Your screen resolution should be at least 1024x768 for optimal viewing.) View RealPlayer version of this presentation (requires the free RealPlayer plug-in. Your screen resolution should be at least 1024x768 for optimal viewing.) Chair: June Howard, Professor of English, American Culture and Women�s Studies, LS&A. Charge: The University promotes a life of learning for its faculty, administration, staff, and students through inquiry, creativity, practice and social responsibility. The working group on the knowledge environment will explore the distinctive role of research, professional and creative practices at the University. These activities are intertwined, in many ways and at every level, with our educational work. Knowledge production is not only responsive to changing social needs, but is also itself an engine of change. The working group will examine how understandings of our research mission are consistent or varied across the campus; what is distinctive or even unique about the knowledge environment at the University of Michigan; how research and creative practices are integrated in graduate, professional, and undergraduate education. It will work to identify key emerging trends and opportunities. Membership: Mark Burns, Professor of Biomedical Engineering and Chemical Engineering; Juan Cole, Professor of Middle Eastern and South Asian History, LSA; Jane Dutton, Professor of Business Administration and Psychology, LSA and Business; Scott Page, Professor of Political Science and Economics, LSA and Business; Marianetta Porter, Professor of Art, Art & Design; James Shayman, Professor of Internal Medicine; John Wilkin, Associate University Librarian Key Shared Premises � Research and creativity form the dynamic core of the University; knowledge work is not just one of our many activities but shapes (almost) everything we do. � An extraordinary quantity and quality of research is done here. � The U-M has long been, is, and will continue to be an intellectually exciting, generative place for a diverse faculty. � Interdisciplinarity continues to be a key distinctive feature of the U-M�s knowledge environment. � Higher education is in the midst of great changes that call on us to protect and continue to nourish our important strengths. Examples of Findings � How the �research mission� is enacted varies widely across schools, colleges and units. In both research and creative practices, multiple models of �knowledge� exist across the U-M, with a strong, shared commitment to rigorous inquiry and openness. � Respectful, serious dialogue across our differences strengthens us individually and collectively. Time for purposeful reflection is scarce, but it is an essential activity. � The U-M brings in increasing amounts of external funding and also commits significant internal funds for research. Some tension exists between external and internal priorities. � Research and undergraduate education are more integrated than many members of the University community may realize. � University instructors transmit knowledge and, just as crucially, create an environment that encourages and enables inquiry. We need to interrogate our models of knowledge in the radically new environment of the twenty-first century. Both the preservation of information and rigor are touchstones, as are inquisitiveness and experimentation. � The U-M�s knowledge-creation community is multigenerational and multi-role, involving faculty, postdoctoral fellows, graduate students, professional students, undergraduate students, and staff. � Both the technology and the economy of our system of publication are undergoing fundamental transformation, and its effectiveness is compromised. � The University staff enables faculty and student achievement, maintains institutional memory, and contributes to our knowledge work in important ways. � The University provides practical knowledge and resources to Michigan and the region, the nation and the world--and engages in dialogue on all those scales. The U-M is also committed to basic inquiry, to pursuing knowledge for its own sake, to maintaining high academic standards�which implies an intense internal dialogue. We need to do both."
Date Record Checked: 2012-12-02 22:47:53