Best Practices for STEM CUREs Teaching Circle–Fall 2023
In the fall of 2023, five Carleton STEM faculty members met to discuss the elements of Course-based Undergraduate Research Experiences (CUREs), their experiences implementing CUREs at Carleton, and the desired…
Scaffolding to a Course Undergraduate Research Experience (CURE) in a Cognitive Science Lab
The CURE in Cognitive Processes (CGSC 232/233) has three stages. The first focuses on giving students experience participating in cognitive evaluations. This includes reviewing canonical experiments in cognitive psychology and…
Teaching students to be (neuro)scientists via a course-based undergraduate research experience in a Foundations in Neuroscience course.
A course-based undergraduate research experience (CURE) affords students the opportunity to do hands-on research while enabling faculty to generate data. Here, I describe a CURE conducted in Foundations in Neuroscience…
Course-based undergraduate research experiences (CURE) in Geology courses.
I teach several geology courses. In each course, my students are given research topics at the start of the term and instructions on how to conduct research. Throughout the term…
What Do CUREs Look Like in Physics?
CUREs for Physics The amount of course-based undergraduate research experiences (CUREs) happening in my own teaching and across physics and astronomy at Carleton ranges from rare to pervasive depending on…
Developing a New CURE in Organic Chemistry
My goal is to implement a stand-alone CURE course in organic chemistry in the spring of 2025 (CHEM 300). I spent part of my 2022-23 sabbatical searching for an experiment…
Active-Learning Activities Across Disciplines
Teaching Circle Description: “Each year the LTC supports one or two teaching circles. These teaching circles provide the opportunity for three faculty members to observe each other’s classes, engage in…
Feelings of learning in active learning versus lecture settings
Earlier this month, the article “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom,” in PNAS, garnered a lot of buzz. In a…
SoTL stories
Faculty at Carleton spend a lot of time thinking about teaching, and yet we don’t always do a good job of making our scholarly teaching visible, as I noted in…
Teaching toolbox: Group work
Tuesday’s LTC lunch provided a chance to discuss approaches for managing group work in courses. We explored the perennial question of how to form groups. The Tomorrow’s Professor post Ways…
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