Faculty Information

I teach research in my course. Am I teaching a CURE?

  Does your course conduct research with no known outcome?

  Does the research allow for failure or inform students to prepare for the unexpected?

  Does the course produce novel data that can be useful to others in the field?

If yes, then your course is likely a CURE.

Distinguishing between research- and inquiry-based courses is an important component of defining the type of course you are teaching. Courses in all fields can fit into one or the other category. Both research- and inquiry-based courses engage students in formulating questions that they investigate through various means that may include observation, surveys, writing assignments, or community-based projects.  They may be offered as introductory-level courses to pique students’ interest in a field or as upper-division courses as a culmination of the didactic training students receive through a department’s curriculum. However, research-based courses also include the intellectual contribution of information.  The original contributions made by students vary by field of study and can include novel interpretation of current information, generation of data, and creative endeavors.  These experiences are not limited to STEM fields. Learn more about Humanities Research 

Why should I teach a course-based undergraduate research experience (CURE)?

  Integrate your research in the course you are teaching. 

  Increase your chances of publishing original research.

   Engage with students and see them develop a more authentic and rewarding relationship with research.

Although the impacts of CUREs on students have been widely studied, the benefits to faculty have only recently been appreciated.  Faculty who teach CUREs report increased integration of their own research in their teaching, recognition from departments and institutions, and opportunities for publication.  They also find that teaching CUREs gives them more enjoyment and reward due to intellectual stimulation and increased student engagement (Shortlidge, et al., 2017).

PH Interview video block

Pamela Harvey (EBIO) discusses her experience teaching CURE at CU.

Who is teaching a CURE?

Alexandra Jahn 
ATOC4500: Numerical Methods and Modeling
ATOC3700: Research Experience in ATOC
alexandra.jahn@colorado.edu

Katja Friedrich
ATOC 3180 - Aviation Meteorology
katja.friedrich@colorado.edu

Sebastian Schmidt – ATOC4500
ATOC4500: Scientific Programming and Data Visualization
sebastian.schmidt@lasp.colorado.edu

Amy Palmer 
CHEM 1400 - Foundations of Chemistry
amy.palmer@colorado.edu

Martin Boileau
ECON 4309 - Economics Honors Seminar 1
martin.boileau@colorado.edu

Lisa Corwin – EBIO (no number yet)
Lisa.Corwin@Colorado.EDU

Nancy Emery
EBIO 4600/5600 Evolutionary Ecology
nancy.emery@colorado.edu

Nolan Kane
EBIO 4460 - Special Topics
nolan.kane@colorado.edu

Katharine Suding
EBIO 4460 - Special Topics
suding@colorado.edu

Jason Gladstone
ENGL 1230 - Environmental Literature
jason.gladstone@colorado.edu

GEOL 3181 - Microbial Planet Laboratory
Contact: sebastian.kopf@colorado.edu 
More Information in the Course Catalog
Syllabus

Amelia Brackett Hogstad
HIST 2326 - Environmental History in Action
amelia.brackett@colorado.edu

Vilja Hulden
FYSM 1000 - First Year Seminar
vilja.hulden@colorado.edu

David Shneer
HIST1830 - A Global History or the Holocaust and Genocide
David.Shneer@colorado.edu

Stephen Voida
INFO 4871 - Special Topics
svoida@Colorado.EDU

Contact perri.longley@colorado.edu for more information on courses taught during the Fall semester this year at CU. 

 

Already teach a CURE at CU? Want to showcase your work?

Reach out to Perri Longley to schedule an interview, video, and/or class visit! perri.longley@colorado.edu