Over approximately half a decade, the development of a Course-Based Undergraduate Research Experience (CURE) reinvigorated an old-school inorganic course and generated new ideas for my group program.  An approach that now conveniently bounces new findings back and forth from the course and my research group, and moves two research projects forward via the two parts of a teacher-scholar’s professional life.  Most recently, an unexpected research project started by wondering if a minor modification of the often used “cookbook” lab for synthesizing acetylacetonate complexes was possible.  The research carried out during one semester has already generated a co-authored article, and we are planning to continue this exploration in coming editions.  A second project began similarly and is now a central focus of my research group.  Student learning gains while in the course include understanding project design, literature analysis, and oral and written communication.  My professional learning gains include improvements in teaching pedagogy and designing/exploring new research areas.  Consequently, genuine integration of research and learning has provided both the investigator and students with both new knowledge and professional development opportunities. Hopefully, the presentation will offer you insights toward developing a CURE-focused course and inspire you to merge two sides of your professional life.

Complete integration of research and learning generates joy in a foundational inorganic course

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.