Bimetallic (Et4N)2[Co2(L)2], (Et4N)2[1] (where (L)(3-) = (N(o-PhNC(O)(i)Pr)2)(3-)) reacts with 2 equiv of O2 to form the monometallic species (Et4N)[Co(L)O2], (Et4N)[3]. A crystallographically characterized analog (Et4N)2[Co(L)CN], (Et4N)2[2], gives insight into the structure of [3](1-). Magnetic measurements indicate [2](2-) to be an unusual high-spin Co(II)-cyano species (S = 3/2), while IR, EXAFS, and EPR spectroscopies indicate [3](1-) to be an end-on superoxide complex with an S = 1/2 ground state. By X-ray spectroscopy and calculations, [3](1-) features a high-spin Co(II) center; the net S = 1/2 spin state arises after the Co electrons couple to both the O2(•-) and the aminyl radical on redox non-innocent (L(•))(2-). Dianion [1](2-) shows both nucleophilic and electrophilic catalytic reactivity upon activation of O2 due to the presence of both a high-energy, filled O2(-) π* orbital and an empty low-lying O2(-) π* orbital in [3](1-).

Georgia Gwinnett College (GGC) is an open-access, four-year, public liberal arts college that emphasizes excellent instruction through active learning and small class sizes. The COVID-19 pandemic presented unique challenges to GGC general chemistry instructors as they sought to actively engage students in a new online setting. We reflect on the challenges faced by our college during this pandemic by analyzing student surveys, instructor reflections, and grade distributions across 20 sections of general chemistry 1 and 2 taught by 15 different instructors. We consider the most important challenges faced by students and the technology rapidly adopted by instructors. We then present three main themes found in the instructor reflections and consider the implications for going forward.

As the COVID-19 pandemic posed a great deal of challenge to the higher education community, the curricula for online instruction had to be developed in a very short time period. Adaptations for Organic Chemistry I and II with Laboratory courses have been made for the online transition in response to the pandemic, and the insights gained through individual and collaborative efforts are presented by Georgia Gwinnett College (GGC) Organic Chemistry faculty. Herein, course specific information with a distinction between lecture and lab and the analysis of student assessment and withdrawal provide insights into the virtual instruction. The initiative of instructors played a crucial role during the transition and for maintaining student engagement, and the insights will add valuable resources for further virtual or hybrid instruction.

A dinuclear Co(ii) complex supported by a modular, tunable redox-active ligand system is capable of selective C–H amination to form indolines from aryl azides in good yields at low (1 mol%) catalyst loading.