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Is the long-term prospect for Federal sources of research funding a "negative-sum" game, where we and peer institutions are putting ever more effort into competing for shrinking returns?

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How to create/support a healthy work climate for graduate research assistants while not compromising faculty freedom in advising and research? Discuss when considering the variations in cultures and backgrounds in our graduate students.

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What research areas do we want to focus on in the next 5 to 10 years?

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How can we increase the number of minorities and women applicants to the UW with an interest in ECE?

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We need to have a strategy for improving the ranking/stature of our department. While I understand all of the arguments about how good we are and that rankings don't matter, I think they do matter particularly in this competitive environment for recruiting top talent (both students and faculty). Raking does matter to the students even if it does not matter to us. So, we need to have a dedicated strategy for improving our ranking

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| How can we implement a 1 or 2 semester project based senior design course similar to ME and BME?

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Should hiring in growing research areas be allowed to crowd out hiring in more traditional ECE areas?

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I would like to hear us articulate our vision for the graduate student climate and culture that we want to foster. How will our department navigate the tension protecting students from the type of abusive learning and research environments (such as has recently been documented in the news) while at same time guiding students to develop their skills as independent thinkers and problem solvers that are capable of owning their academic progress?

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How can we make classes more interactive yet still cover the material? In other words, do we bias toward depth or breadth?

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Which key factors decide our department's ranking?

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There are 138 ECE courses on the books, and several additional courses are in the process of being created. Since we cannot and do not offer all of these courses on a consistent basis, this is a kind of false advertising. We need to pare down our list of courses to ones that are essential to serving the programs we offer: EE, CMPE, MS(various options), PhD(various areas). What should the relationship be between research areas and courses on the books?

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Are we committed to a "diverse, equitable, and inclusive department" and if so, then what does that mean and what can we--and what are we willing to--do to achieve it?

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How do we maintain and improve our ranking? There is a real threat to our ranking from private universities who used to be weak in engineering but now start to invest heavily.

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Do we risk narrowing the breadth and in turn the overall quality of our ECE department, by concentrating hiring, promotion and retention on "hot topics" with high levels of research funding?