“…There are several examples of inquiry-based undergraduate teaching laboratories exploring fundamental nanoengineering concepts − and training students in various nanocharacterization techniques. , One family of nanomaterials commonly incorporated into teaching laboratories is optically responsive nanoparticles, including gold nanoparticles − and fluorescent quantum dots. ,, While these materials serve as an ideal platform for exploring complex quantum concepts, such as the discretization of energy states , and manipulation of light at the nanoscale, , the notable properties of these nanoparticles are limited to geometry and optical response. In contrast, nanomaterials can demonstrate a plethora of behaviors, including mechanical, optical, ,, electrical, chemical, and more. − One unique nanomaterial is iron oxide nanoparticles. Unlike quantum dots or metal nanoparticles, iron oxide nanoparticles exhibit size- and shape-tunable magnetic behavior. ,− As a result of their magnetic response and low biotoxicity, iron oxide nanoparticles show promise in a wide range of applications and fields, including biomedical devices and imaging, energy storage and generation, and chemical processing. ,,− Thus, given their synergistic relationship to existing undergraduate nanoparticle laboratories and their emerging real-world applications, the synthesis and characterization of iron oxide nanoparticles provide a rich foundation for integration into an academic laboratory course …”