2.2: Designing a successful CURE- The basics
- Page ID
- 179494
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D) Designing a successful CURE: The basics
Jonathan J.-M. Calède
Examples of CUREs across disciplines and topic
Discipline | Level | Topic | Reference |
Anthropology | Both | Equity, Health, Obesity, etc. | Ruth et al., 2021 |
Biology | Both | Botany | Ward et al., 2014 |
Biology | Both | Conservation Biology | Sorensen et al., 2018 |
Biology | Both | DBER | Cooper & Brownell, 2018 |
Biology | Both | DBER | Mohammed et al., 2021 |
Biology | Both | Ecology | Russell et al., 2015 |
Biology | Both | Genomics – GEP | Lopatto et al., 2008 |
Biology | Both | Genomics – GEP | Shaffer et al., 2010 |
Biology | Both | Genomics – GEP | Shaffer et al., 2014 |
Biology | Both | Microbiology | Adkins-Jablonsky et al., 2020 |
Biology | Both | Microbiology | Lyles & Oli, 2022 |
Biology | Both | Microbiology | Zelaya et al., 2020 |
Biology | Both | Molecular Biology | Russell et al., 2015 |
Biology | Both | Molecular Biology/Ecology… | Poole et al., 2022 |
Biology | Both | Public Health | Malotky et al., 2020 |
Biology | Intro | Developmental Biology | Sarmah et al., 2016 |
Biology | Intro | Ecological Genetics | Bucklin & Mauger, 2022 |
Biology | Introductory | Botany | Murren et al., 2019 |
Biology | Introductory | Ecology | Brownell et al., 2012 |
Biology | Introductory | Ecology | Fukami, 2013 |
Biology | Introductory | Ecology | Genet, 2021 |
Biology | Introductory | Ecology | Kloser et al., 2011 |
Biology | Introductory | Ecology | Kloser et al., 2013 |
Biology | Introductory | Ecology | Young et al., 2021 |
Biology | Introductory | Field Ecology | Stanfield et al., 2022 |
Biology | Introductory | Field Ecology | Thompson et al., 2016 |
Biology | Introductory | Genetics | Brownell et al., 2015 |
Biology | Introductory | Genetics | Mills et al., 2021 |
Biology | Introductory | Genetics/Ecology/Evolution… | Bakshi et al., 2016 |
Biology | Introductory | Genomics | Bowling et al., 2016 |
Biology | Introductory | Genomics | Burnette & Wessler, 2013 |
Biology | Introductory | Genomics | Chen et al., 2005 |
Biology | Introductory | Genomics | Evans et al., 2021 |
Biology | Introductory | Genomics | Hatfull et al., 2006 |
Biology | Introductory | Genomics | Makarevitch et al., 2015 |
Biology | Introductory | Genomics | Wiley & Stover, 2014 |
Biology | Introductory | Genomics | Wolkow et al., 2014 |
Biology | Introductory | Genomics – SEA- PHAGES | Harrison et al., 2011 |
Biology | Introductory | Microbiology | Peyton & Skorupa, 2021 |
Biology | Introductory | Molecular Biology | Hekmat-Scafe et al., 2017 |
Biology | Introductory | Neuroscience | Waddell et al., 2021 |
Biology | Upper | Cell Biology | Shapiro et al., 2015 |
Biology | Upper | Cell Biology | Siritunga et al., 2011 |
Biology | Upper | Conservation Biology | Gastreich, 2020 |
Biology | Upper | Ecology | Shapiro et al., 2015 |
Biology | Upper | Genetics | Delventhal & Steinhauer, 2020 |
Biology | Upper | Genetics | Li et al., 2016 |
Biology | Upper | Genetics | McDonough et al., 2017 |
Biology | Upper | Genomics | Drew & Triplett, 2008 |
Biology | Upper | Genomics | Dunne et al., 2014 |
Biology | Upper | Genomics | Harvey et al., 2014 |
Biology | Upper | Genomics | Martin et al., 2020 |
Biology | Upper | Immunology | Cooper et al., 2019 |
Biology | Upper | Metagenomics | Baker et al., 2021 |
Biology | Upper | Microbiology | DeHaven et al., 2022 |
Biology | Upper | Microbiology | Jurgensen et al., 2021 |
Biology | Upper | Microbiology | Pedwell et al., 2018 |
Biology | Upper | Microbiology | Petrie, 2020 |
Biology | Upper | Microbiology | Sewall et al., 2020 |
Biology | Upper | Microbiology | Shapiro et al., 2015 |
Biology | Upper | Microbiology | Zelaya et al., 2020 |
Biology | Upper | Molecular Biology | Shanle et al., 2016 |
Biology | Upper | Molecular Biology | Shapiro et al., 2015 |
Biology | Upper | Molecular Biology | Shuster et al., 2019 |
Biology | Upper | Molecular Biology | Siritunga et al., 2011 |
Biology | Upper | Physiological Ecology | Ramírez-Lugo et al., 2021 |
Biology | Upper | Physiology | Rennhack et al., 2020 |
Biology | Upper | Restoration Ecology | Valliere et al., 2022b |
Biology | Upper | Urban Ecology | Valliere et al., 2022a |
Biology | Upper | Virology | Shapiro et al., 2015 |
Biology* | Introductory | Genomics – SEA- PHAGES | Jordan et al., 2014 |
Biology* | Introductory | Microbiology | Genné-Bacon & Bascom-Slack, 2018 |
Biology* | Introductory | Plant Microbiome | Bascom-Slack et al., 2012 |
Biology† | Introductory | Molecular Biology | Boltax et al., 2015 |
Biology† | Introductory | Molecular Biology | Rowland et al., 2012 |
Biology† | Introductory | Organismal Biomechanics | Full et al., 2015 |
Business | Upper | Retail | Sternquist et al., 2018 |
Chemistry | Both | Biochemistry | Roberts et al., 2019 |
Chemistry | Both | Biochemistry | Shelby, 2019 |
Chemistry | Both | Biochemistry | Vater et al., 2021 |
Chemistry | Introductory | Analytical Chemistry | Silvestri, 2018 |
Chemistry | Introductory | Biochemistry | Bell, 2011 |
Chemistry | Introductory | Biochemistry | Chaari et al., 2020 |
Chemistry | Introductory | Biochemistry | Knutson et al., 2010 |
Chemistry | Introductory | Bioremediation | Silsby et al., 2022 |
Chemistry | Introductory | General Chemistry | Blumling et al., 2022 |
Chemistry | Introductory | General Chemistry | Miller et al., 2022 |
Chemistry | Introductory | General Chemistry | Tomasik et al., 2013 |
Chemistry | Introductory | General Chemistry | Weaver et al., 2006 |
Chemistry | Introductory | General Chemistry | Winkelmann et al., 2015 |
Chemistry | Introductory | Organic Chemistry | Alaimo et al., 2014 |
Chemistry | Introductory | Organic Chemistry | Carr et al., 2018 |
Chemistry | Introductory | Organic Chemistry | Cruz et al., 2020 |
Chemistry | Introductory | Organic Chemistry | Pontrello, 2015 |
Chemistry | Introductory | Organic Chemistry | Ruttledge, 1998 |
Chemistry | Introductory | Organic Chemistry | Silverberg et al., 2018 |
Chemistry | Introductory | Organic Chemistry | Weaver et al., 2006 |
Chemistry | Introductory | Organic Chemistry | Wilczek et al., 2022 |
Chemistry | Upper | Analytical Chemistry | Tomasik et al., 2014 |
Chemistry | Upper | Biochemistry | Ayella & Beck, 2018 |
Chemistry | Upper | Biochemistry | Colabroy, 2011 |
Chemistry | Upper | Biochemistry | Large et al., 2022 |
Chemistry | Upper | Biochemistry | Satusky et al., 2022 |
Chemistry | Upper | Biophysical Chemistry | Hati & Bhattacharyya, 2018 |
Chemistry | Upper | Medicinal Chemistry | Williams & Reddish, 2018 |
Chemistry | Upper | Polymer Chemistry | Karlsson et al., 2022 |
Chemistry* | Introductory | General Chemistry | Clark et al., 2016 |
Chemistry† | Introductory | Biochemistry | Rowland et al., 2012 |
Chemistry† | Introductory | Organic Chemistry | Boltax et al., 2015 |
Criminal Justice | Introductory | Crime statistics | Kruis et al., 2022 |
Criminal Justice | Introductory | Crime statistics | McLean et al., 2021 |
Engineering | Introductory | Biofluid Mechanics | Clyne et al., 2019 |
Engineering | Upper | Software Development | Abler et al., 2011 |
Engineering† | Introductory | Organismal Biomechanics | Full et al., 2015 |
Forensic Science | Upper | Next Generation Sequencing | Elkins & Zeller, 2020 |
Geosciences | Introductory | DBER | Kortz & van der Hoeven Kraft, 2016 |
Geosciences | Upper | Field Geomorphology | May et al., 2009 |
Geosciences | Upper | Field Glaciology | Connor, 2009 |
Geosciences | Upper | Field Petrology | Gonzales & Semken, 2009 |
Human Resource Development | Upper | Any | Hwang & Franklin, 2022 |
Information Security | Upper | Vulnerability Scanning | Xu et al., 2022 |
Linguistics | Introductory | Phonetics and Phonology | Bjorndahl & Gibson, 2022 |
Mathematics | Both | Any | Deka et al., 2022 |
Physics | Introductory | Solar Physics | Werth et al., 2022 |
Psychology | Upper | Cognitive Neuroscience | Wilson, 2022 |
Psychology | Upper | Music Psychology | Hernandez-Ruiz & Dvorak, 2020 |
Writing & Composition | Introductory | Oral History | Parsons et al., 2021 |
Writing & Composition | Introductory | Writing Pedagogy | Kao et al., 2020 |
Examples of unpublished CUREs across disciplines and topic at the Ohio State University
Discipline | Course | Topic | Contact Information |
Microbiology | Micro 2100 | Yeasts and Fermentation | Steven Carlson: carlson.271@osu.edu |
Evolutionary Biology | EEOB 4220 | Mammal Ecology and Evolution | Ryan Norris: norris.667@osu.edu |
Comparative Studies | CS 5189-S | Field Ethnography | Katherine Borland: borland.19@osu.edu, Jasper Waugh-Quasebarth: waugh-quasebarth.1@osu.edu |
Women’s, Gender, and Sexuality Studies | WGSST 2550 | History of Feminist Thought | Mytheli Sreenivas, sreenivas.2@osu.edu |
History | HIST 2475 | History of the Holocaust | Robin Judd, judd.18@osu.edu |
English | ENG 4523 | Renaissance London: Literature, Culture, and Place, 1540-1660 | Chris Highley, highly.1@osu.edu |
Examples of ELO alignments for Foundation courses
Expected Learning Outcome | ||
Generate ideas and informed responses incorporating diverse perspectives and information from a range of sources, as appropriate to the communication situation | Compare results of analyses to published findings | Discussion section of the manuscript will be assessed for explicit comparisons with the results of prior studies on different organisms |
Integrate perspectives from different actors to explain social interactions | Compare and analyze the transcripts of the interviews coding for commonalities | |
Organize raw narrative data into usable research data | Develop an indexing system (e.g., titles and keywords) for organizing oral histories into a searchable database | |
Draw appropriate inferences from data based on quantitative analysis and/or logical reasoning | Interpret results of statistical analyses of phenotypic data in light of ecology | Results and discussion sections of the manuscript will be assessed for match between statistical test results, conclusions about significance, and interpretation in terms of locomotion |
Correlate quantitative demographic data and questionnaire responses to test specific hypotheses | Graphical analysis of the relationship between anthropometric data and views of others’ bodies | |
Analyze word-frequency data to identify linguistic changes | Quantitatively identify important language change events and their relationship with political, historical, and sociological phenomena | |
Analyze and interpret significant works of visual, spatial, literary and/or performing arts and design | Integrate historical context and iconographic analysis to critically assess the representation of past events | Write a critical analysis of a colonial art painting from the MET collection |
Use historical sources and methods to construct an integrated perspective on at least one historical period, event or idea that influences human perceptions, beliefs, and behaviors | Combine the writings of different authors representing opposite interest groups to understand historical upheavals | Synthesize into an essay the works of revolutionary and anti-revolutionary proponents to qualify the atmosphere prior to the July revolution in France in the early 19th century |
Employ the processes of science through exploration, discovery, and collaboration to interact directly with the natural world when feasible, using appropriate tools, models, and analysis of data | As a group, assemble a database from field specimens that will enable novel analyses | Collaboratively build a thorough dataset of qualitative and quantitative morphological information from wild plants for the Ohio State Marion prairie |
Critically evaluate and responsibly use information from the social and behavioral sciences | Assess the value of published data and the context in which these were collected | Analyze a time-series of census data and rigorously determine the possible effects of biases on the data |
Explain how categories including race, ethnic and gender diversity continue to function within complex systems of power to impact individual lived experiences and broader societal issues | Associate personal narratives with patterns in socioeconomic data | Review journalistic articles presenting personal stories of people representing race, ethnic and gender diversity and link them with quantitative data from the social science literature |
Examples of ELO alignments for Theme courses
Expected Learning Outcome | ||
Identify, reflect on and apply the knowledge, skills and dispositions required for intercultural competence as a global citizen | Evaluate the component skills of intercultural competence | Reflection on personal competency in the components of intercultural identity |
Demonstrate a developing sense of self as a learner through reflection, self-assessment and creative work, building on prior experiences to respond to new and challenging contexts | Assess changes in metacognition over the course of the CURE | Reflection workbook activities on information literacy |
Engage in an advanced, in-depth, scholarly exploration of the topic or idea of sustainability | Summarize the state of the research on the management of natural resources | Collaborative literature review activity summarizing papers of the students’ choosing on the management of natural energy resources |
Analyze the roles of different stakeholders in the adoption of sustainability policies and commitments worldwide | Critical essay of the roles of political and economic stakeholders in a decision made at the COP26 | |
Synthesize the historical perspective of the concept of sustainability | Write an essay on the historical developments that have led to the modern concept of sustainable development | |
Explore and analyze health and well-being from theoretical, socio-economic, scientific, historical, cultural, technological, policy and/or personal perspectives | Synthesize health outcome data from multiple fields of study | Integrate data from the medical literature and experimental work in model animals to inform the relationship between pollution and chronic health conditions |
Evaluate how mental attitudes affects health efforts | Test the hypothesis that positive mental attitudes lead to significantly greater engagement in healthy behaviors | |
Summarize historical data on population health | Compare health metrics in England between Tudor and Victorian times |
Examples of ELO alignments for Embedded literacies
Expected Learning Outcome | Translation to specific CUREs | Proposed assessment |
Apply methods needed to analyze and critically evaluate statistical arguments | Re-analyze published data to evaluate the validity of proposed paradigms | Graphic of the distributions of isotope masses and associated summary statistics for previously analyzed supernovae |
Critical evaluation of published quantitative data of three select psychoanalysis studies | ||
Use network analysis to investigate the World Religions Paradigm | ||
Interpret the results of qualitative data analysis to answer research question(s) | Use visual analysis of rock samples to determine lithology in the field | Lithological characterization of rock units of geological map |
Employ questionnaires to investigate major cultural anthropology questions | Survey immigrant populations in the Columbus area to shed light on the processes that help groups of people maintain their culture | |
Explain the role of theatre reviews in the dramatic arts | Synthesize reviews of theatrical performances to characterize the status of theatre through time | |
Develop scholarly, creative, or professional products that are meaningful to them and their audience | Cooperatively develop a publication-quality manuscript in a given journal format | Manuscript accompanied by self and peer-reflection of contribution to the final product |
Recognize how technologies emerge and change | Articulate the significance of a recent technological advancement for future research in chemical engineering | Group Pecha-Kucha presentations of case studies involving micro computed tomography in chemical engineering |
Appreciate the importance of technological exchanges across the world | Create a map of technological advancements that led to the development of the computer mouse | |
Explain the role of historical advancements in technology on human societies | Essay on the consequences of the invention of the printing press on the dissemination of information in Europe during the 15th and 16th centuries |
Examples of ELO alignments for Honors courses
Expected Learning Outcome | Translation to specific CUREs | Proposed assessment |
Reflect on ways in which their learning furthered their aspirations | Identify professional skills improved through the CURE | Pre/post self-efficacy and aspirations survey (e.g., Martin et al., 2021) |
Identify, assess, and compare how scholars from a diversity of perspectives in different fields and disciplines approach their most challenging problems | Integrate knowledge from different subfields relevant to your research project | Contrast the strengths and weaknesses of molecular and morphological approaches in resolving phylogenetic relationships within Mammalia |
Contrast the policy solutions proposed by academics from different leanings | Evaluate the differences between the policies suggested by economists from various schools of thought in response to the Great Recession | |
Undertake a comparative analysis of a topic treated by different writing modes | Contrast a non-fiction graphic novel and a biography or historical/journalistic book discussing the same topic | |
Take on a variety of roles within groups | Use appropriate language and communication skills to fulfill a given role within a group | Effectively engage in group discussion in the different capacities identified by the instructor |
Communicate using modalities that are effective and inclusive relative to the intended audience | Model inclusive interactions during group activities | Self and peer-evaluations of group work |
Articulate what success looks like for them in both personal and professional contexts | Develop three personalized learning goals for the semester | Self-assess progress on these goals and participate in an end of the semester conference |
Demonstrate a growth mindset to integrate new information and ways of thinking | Evaluate self-efficacy and acquisition of new skills | Reflect on self-efficacy and acquisition of new skills pre and post CURE |