A space for blog posts written by faculty, staff, students and administration about undergraduate research at USask.
In the post-secondary education marketplace of the consumer “token economy” of “I'll do what you say and you give me a grade”, undergraduate research is a market-disruptor. This post builds on the previous 26 posts in the series. We continue to explore the CURE course and how this approach helps shift learners from being passive consumers to active producers.
Post 26 in the ongoing series, 'From Student to Researcher (in one term!)'
Post 25 in the ongoing series, 'From Student to Researcher (in one term!)'
Post 24 in the ongoing series, 'From Student to Researcher (in one term!)'
Post 23 in the ongoing series, 'From Student to Researcher (in one term!)'
Another 'prequel' in the series From Student to Researcher (in one term!)
Enjoy this latest edition of the ongoing blog series all about course-based research experiences.
Have you ever wondered why there is this underlying tension around grading and grades?
A couple of recurring questions and our more detailed answers
Coming Through the Fuzzy Front End to See the ‘Dawn of Implementation’
Wrangling the 'Fuzzy Front End' of the research process (Prequel 2)
A prequel story to the CURE
Integrating new teaching approaches requires extra effort at the beginning. Additionally, you are trying something new and it may make you feel a bit queazy at the start.
We briefly interrupt this blog series to allow Sheryl a quick theoretical moment to take a look behind the curtain of ‘change’.
"It is hard to gather new treasure when both hands are clasped firmly on the small ‘precious’ nugget you are guarding." (H. Bull, 2021)
In Post 11 we outlined the transferrable, reproducible, generalizable scientific aspects of the CURE course design… and then we realized that this, perhaps, wouldn’t fit for every instructor. Why not??? In this episode we explore the commitments related to getting at the heart of teaching as it relates to the CURE.
In this post we offer the transferable and reproducible ‘CURE-ALL’ principles that, we believe, can be incorporated into any course – yes, even yours!
Although possibly a comedy of errors, CURE courses are structured in such a way that there is virtually no drama at all! And why is this you might ask?
We don’t have a lot of team drama in our team-based CURE course. What gives?
In post 7 we explored why we think the CURE course is fulfilling for learners. In this post we argue that is is an extremely satisfying professional experience for instructors.
From the consistent strong positive feedback we have received from graduates of the CURE course we can see that they are thoroughly enjoying their course experience and find it valuable. (Revisit Blog Posts 3 and 5 for a refresher.)
As instructors in a CURE course our responsibility is to set up the environment to promote learner autonomy. This means knowing what we are going to do and what we are not going to do. In this post we outline the key features of both.
This post is the fifth in a series about integrating the use of the CURE experiential learning approach into your course(s) and looks at career readiness competencies.
In this post, we share how we use the Research Skills Development Framework version 7 (RSD7) developed by John Willison, University of Adelaide, as a tool for reflection within our CURE course.
