The NTC Course-based Undergraduate Research Experience (CURE) Program supports faculty in designing a learning experience in which the purpose of the course is to address a research question or problem with unknown outcomes or solutions. The knowledge generated should be novel to the students, faculty members, and the research community in general. Faculty members from all five NTC schools are encouraged to propose a CURE course. The proposed course may be a reimagining of a current course or a new course altogether, however, the course would be included in the faculty member’s regular teaching load. The CURE Program will award a $4,000 grant per professor for selected CUREs. Faculty members may also apply for an additional $1,000 for materials related to selected CUREs.
New CURE courses announced for AY24-25!
The NTC (Newcomb Tulane College) Course-based Undergraduate Research Experience (CURE) Program represents a brand-new effort by the Office of Undergraduate Research to support faculty who include students in their research process. Each of the courses below addresses a research question or problem with unknown outcomes or solutions. Students in these courses will assist in the creation of knowledge that is novel to themselves, the faculty member, and the research community in general.
Spring 25
INTU 3040: Community Engaged Conservation Research Design
Dr. Jordan Karubian
Professor of Ecology and Evolutionary Biology
This course builds students' capacity to conceptualize, design, and articulate community-engaged research projects. Along with research design, the course trains students to think and communicate across disciplines via readings, assignments, and workshops. Over the semester, students will develop research questions and methodological approaches to produce an ethical, independent research proposal to investigate a problem or question related to rainforest conservation. In addition, students will learn to provide feedback and constructive criticism to the work of their peers and engage with critical perspectives on issues that arise in community-engaged conservation. The expectation is that students will go on to implement the research projects that they develop in the context of this course. This course fulfills the Newcomb-Tulane College intensive writing requirement and provides an optional service-learning component.
Spring 25
ARHS 6814: Legacy Lines, Researching Art Provenance
Dr. Alexis Culotta
Professor of Practice for Art History
A finished work of art can captivate the viewer, but often the journey of that work from the maker’s studio to a gallery or museum exhibition is equally compelling. Often concealed or neglected, these narratives can often answer important questions about authorship, patronage, and the movement of artwork overall. In this CURE course, students will pursue such questions by delving into the world of art provenance and attribution. Students will research different facets of provenance for a selected work from Tulane University’s Newcomb Art Museum (NAM) to resolve questions about its past that currently remain unanswered. Complementing this ongoing research will be students’ exposure to some of the best practices in terms of art historical research and provenance development while also confronting the ethical and financial implications that attribution, provenance, and ownership can raise. For students interested in the museum or art world, this course can provide invaluable exposure to core considerations to professional practice.
