Teaching through Research: Alignment of Core Chemistry Competencies and Skills within a Multidisciplinary Research Framework Eman Ghanem,* ,†,⊥ S. Reid Long, ‡ Stacia E. Rodenbusch, † Ruth I. Shear, ‡ Josh T. Beckham, † Kristen Procko, †,¶ Lauren DePue, † Keith J. Stevenson,* ,‡ Jon D. Robertus, § Stephen Martin,* ,‡ Bradley Holliday, ‡ Richard A. Jones,* ,‡ Eric V. Anslyn,* ,‡ and Sarah L. Simmons ∥ † College of Natural Sciences, The University of Texas at Austin, Austin, Texas 78712, United States ‡ Department of Chemistry, The University of Texas at Austin, Austin, Texas 78712, United States § Department of Molecular Biosciences, The University of Texas at Austin, Austin, Texas 78712, United States ∥ Howard Hughes Medical Institute, Chevy Chase, Maryland 20815-6789, United States * S Supporting Information ABSTRACT: Innovative models of teaching through research have broken the long-held paradigm that core chemistry competencies must be taught with predictable, scripted experiments. We describe here five fundamentally different, course-based undergraduate research experiences that integrate faculty research projects, accomplish ACS accreditation objectives, provide the benefits of an early research experience to students, and have resulted in publishable findings. The model detailed is the Freshman Research Initiative (FRI) at The University of Texas at Austin. While there are currently 30+ active FRI research groups, or “streams”, we focus this report on five different chemistry streams in these four areas (organic, inorganic, analytical, and biochemistry) to demonstrate how general chemistry laboratory skills are taught in the context of these varied research disciplines. To illustrate the flexibility of the FRI model for teaching first-year chemistry, we show how each stream teaches students three different skills within the context of their research: making (synthesis), measuring (UV-vis spectroscopy), and characterization. As a unifying example, all five chemistry streams describe using UV−vis spectroscopy to characterize new synthetic molecules, complexes, and compounds, followed by extensive quantitative collection, processing, and analysis of experimental data sets. The FRI model allows full integration of training in mandatory and accredited general chemistry skill sets with open-ended research experiences with unexpected outcomes in undergraduate science curricula. In turn, this model enables undergraduates to be productive contributors to new knowledge and scientific discovery at the earliest levels of the undergraduate experience. KEYWORDS: First-Year Undergraduate/General, Curriculum, Laboratory Instruction, Interdisciplinary/Multidisciplinary, Inquiry-Based/Discovery Learning, Undergraduate Research, UV−Vis Spectroscopy, Synthesis ■ INTRODUCTION Undergraduate introductory “general” chemistry course work is an integral component of science education because it provides the basic knowledge and foundation for advanced science courses. 1 Traditionally, college science education has focused on classroom instruction coupled with standardized laboratory courses where students perform experiments with known outcomes. However, it has been demonstrated that this form of introductory chemistry lab courses is not the most effective model for educating students about the nature of science when compared to inquiry-based or research-based experiences. 2 In the report to the President, Engage to Excel, the President’s Council of Advisors on Science and Technology (PCAST) set as a national priority the production of at least one million more STEM graduates in the next decade and recommended replacing standard laboratory courses with discovery-based research courses as one way to increase students’ interest and retention in STEM fields. 3 Additionally, numerous studies have shown that students who become involved in research are more likely to enjoy, to succeed in, and to stay involved in science. 4−6 Participation in authentic research guided by experiences with unexpected outcomes is now considered an essential part of science education. 1, 7 There are numerous examples of integrating research experiences into the undergraduate science curriculum. 8−10 However, the majority of the currently available models exist in Primarily Undergraduate Institutions (PUIs) Received: April 30, 2017 Revised: November 21, 2017 Article pubs.acs.org/jchemeduc Cite This: J. Chem. Educ. XXXX, XXX, XXX-XXX © XXXX American Chemical Society and Division of Chemical Education, Inc. A DOI: 10.1021/acs.jchemed.7b00294 J. Chem. Educ. XXXX, XXX, XXX−XXX