Organic Chemistry in Practice: Student Learning from Wittig and Epoxidation Experiments in a CURE Framework
Document Type
Journal Article
Role
Author
Published In
Journal of Chemical Education
Haverford Libraries Support
APC Waiver - American Chemical Society
Publication Date
5-8-2026
Abstract
Course-based Undergraduate Research Experiences (CUREs) in undergraduate teaching laboratories are a growing tool for establishing science retention, confidence, and tolerance for obstacles. However, very few examples demonstrating these results have been reported in primarily undergraduate institutions (PUIs), subject to related limitations of scale and instructor support. This article describes the design and implementation of a CURE for second-semester organic chemistry students, consisting of a multiweek sequence including a Wittig reaction with cinnamaldehyde and subsequent epoxidation of asymmetric diene Wittig products. Students collaborated to collect reaction condition data and were tasked with a presentation at the conclusion of the project, fostering communication and collaboration skills. Students were also asked to provide both quantitative and qualitative feedback. Assessment data indicate gains in student confidence, frustration tolerance, identification of experimental challenges, and presentation skills. This work provides a model for future work adapting the outcomes and goals of a CURE to primarily undergraduate institutions.
Keywords
second-year undergraduate, laboratory instruction, organic chemistry, collaborative/cooperative learning, inquiry-based/discovery learning, problem solving/decision making, alkenes, applications of chemistry
Suggested Citation
Brown, Elizabeth H. & Lopez, Alberto M. (Chemistry). (2026). "Organic Chemistry in Practice: Student Learning from Wittig and Epoxidation Experiments in a CURE Framework." Journal of Chemical Education. Available: https://doi.org/10.1021/acs.jchemed.5c01284
