efficiencies, [4][5][6][7] and materials chemists are advancing electrochemical energy storage strategies. [8][9][10][11] However, despite underpinning innovation in energy science, catalysis, and point-of-care diagnostics, many scientists lack the formal training necessary to fully exploit the power of electrochemistry to advance their work. [12][13][14] Beyond stymying research and scientific advances, shortcomings in chemistry curricula have led to a major dearth of scientists with formal training in electrochemistry, causing a human resource crisis in rapidly growing industries such as electrochemical energy storage and wearable diagnostic devices.

A 2019 National Academies of Science workshop on "Advances, Challenges, and Long-Term Opportunities in Electrochemistry: Addressing Societal Needs" articulated the need to educate the next generation of electrochemists, calling for better integration of electrochemistry into existing higher education curriculums with a forward-looking focus and an emphasis on practical applications. 12 Improved rigor and consistency in the teaching of electrochemistry is widely recognized as necessary for preparing students for important and emerging applications of electrochemistry in research and industry. 12,13 While scientists call for a complete reinvention and reinvigoration of electrochemistry education across the undergraduate and graduate chemistry curriculums, a complete overhaul requires systemic change and will likely be on the years-to-decades timescale. In the interim, pedagogical tools like open-source curricula, virtual short-courses, and in-person workshops with hands-on laboratory experiences can help provide a stopgap measure to provide rigorous electrochemistry training to a diverse group of scientists.

Recognizing the need for immediate formal, hands-on training in electrochemistry, specifically cyclic voltammetry, we launched a three-day workshop titled "Cyclic Voltammetry Boot Camp" that combines lectures and laboratory experiences in 2019. In this perspective, we detail the history and format of the course, comment on its impact, and summarize related workshops.

In STRUCTURE OF THE WORKSHOP Topics for CVBC were chosen to provide students with a balance of fundamental and practical knowledge necessary to confidently and rigorously conduct cyclic voltammetry experiments and meaningfully analyze their data. While the exact scope of the workshop has evolved over the three years of offerings (see below), the 2023 workshop is representative and will be discussed here (Figure 2). CVBC begins with a lecture on the fundamentals of electrochemistry, led by instructor Dempsey. In this lecture, students learn the basics of interfacial electron transfer, the mechanisms and impact of mass transport, and the basic foundations of cyclic voltammetry. They are introduced to the Nernst equation and gain understanding of the distance-dependent composition of the diffusion layer at different timepoints along the voltammogram. They also learn about how scan rate influences metrics of a cyclic voltammogram. In the second lecture, led by instructor Jackson, students are introduced to the practical aspects of electrochemistry. Students engage in a comprehensive discussion of the components of an electrochemical cell; consider the key factors behind choosing a working, counter, and reference 16 In Lecture 5, instructor Peroff introduces cyclic voltammetry simulations using Pine Research Instrumentation's AfterMath Electrochemical Studio software. Lecture 5 primarily consists of a live demonstration of cyclic voltammogram simulation that incorporates simulations of the mechanisms covered in Lectures 1 and 4, simultaneously serving as a review for students. This lecture demonstrates that, used appropriately, simulation software can act as both a teaching tool and a tool for data analysis. Finally, on Day 3 participants are given the opportunity to meet one-on-one with CVBC instructors to discuss implementing newly learned electroanalytical experiments in their research. Wednesday June 28 8:45 Welcome and Introductions 9:00 Lecture 1: Fundamentals of Electrochemistry 10:45 Break 11:00 Lecture 2: Practical Aspects of Electrochemistry 12:15 Lunch 1:00 Aftermath Tutorial Safety Orientation 1:30 Laboratory 1: Cyclic Voltammetry of Ferrocene Thursday June 29 9:00 In-Class Data Workup: Analyze Data from Laboratory 1 11:00 Lecture 3: Potentiostat Basics & iR Compensation 11:45 Lunch 12:45 Laboratory 2: Electrochemistry Troubleshooting Stations 3:00 Break 3:30 Lecture 4: Electrochemical and Chemical Reversibility/Coupled Reactions 4:30 Lecture 5: Introduction to Cyclic Voltammetry Simulations Friday June 30 9:00 Laboratory 3: Coupled Chemical Reactions 12:00 Laboratory Cleanup 12:15 Lunch 1:15 In-class Data Workup & One-on-One Sessions with UNC-CH and Pine Instructors about applying electroanalytical measurements in research 3:30 Flash Presentations During CVBC, students participate in three laboratories. The laboratories are each supported by 3-5 teaching assistants from UNC-CH and Pine Research who, along with the instructors, supervise the labs and provide hands-on assistant to participants. The teaching assistants prepare for their role in a preparatory test run of the labs a few weeks ahead of the workshop. In advance of the laboratory sessions, students get a short tutorial in Pine Research's Aftermath software and a safety orientation. Time is built into the three-day workshop to allow students to analyze their data from Laboratories 1 and 3 with the support of the instructors and teaching assistants. In Laboratory 1, students get their first hands-on experience with cyclic voltammetry, working in groups of three with members of each group representing a range of training and career stages. In this lab, they collect voltammograms of ferrocene in acetonitrile solutions with tetrabutylammonium hexafluorophosphate supporting electrolyte at two different concentrations, 50 and 250 mM.

Voltammograms are collected at six different scan rates between, 0.05 -10 V s -1 . After collecting data for the 50 mM data without iR compensation (ohmic drop correction), students measure the uncompensated resistance of their cells using positive feedback and then recollect voltammograms with iR compensation. In the data analysis session, students are asked to compare their voltammograms collected without iR compensation in 50 and 250 mM electrolyte, discovering the enhanced peak-topeak splitting for the lower electrolyte concentration. Subsequently, they carry out a more quantitative analysis, determining the anodic (E p,a ) and cathodic (E p,c ) peak potentials and creating a trumpet plot by plotting E p,a -E 1/2 and E p,c -E 1/2 vs. the logarithm of the scan rate (log(υ) in V s -1 ). Students discover that minimal peak-to-peak separation can be achieved through either using a high electrolyte concentration or iR compensation and connect the concepts of solution resistance and the iR compensation process. Next, students apply the Randles-Sevcik equation to their data to calculate the diffusion coefficient for ferrocene. In the final step of the laboratory, the teaching assistants add an unknown analyte to the ferrocene solutions. Students collect a voltammogram, adjusting their potential window as necessary to observe the redox features of the unknown analyte. In the data analysis process, students learn how to use an internal standard (ferrocene) to reference their voltammograms. Laboratory 1 also serves as a hands-on introduction to the practical aspects of running cyclic voltammetry experiments and using the software that controls the WaveNow Wireless potentiostats. To complete this lab, students need to assemble a non-aqueous reference electrode, assemble an electrochemical cell, degas the cell, polish and pre-treat working electrodes, collect background voltammograms, adjust potential windows, and reference to an internal standard. This laboratory is based off of training modules presented in Dempsey's publication, A Practical Beginner's Guide to Cyclic Voltammetry, 15

Since the inaugural year in 2019, 64 students from around the country have completed CVBC (Table 1, Figure 1). Each year at the completion of CVBC, students were asked to fill out an anonymous survey to provide feedback on the course. In 2019, 16 of 17 participants responded to the survey; in 2022 15 of the 24 participants responded to the survey, and in 2023, 13 out of 26 participants responded.

Averaging across all years, on a scale of 1-5, the average rating of the course was a 1.17 Target Audience Academic, industrial and national laboratory communities Undergraduate students, graduate students, postdocs Graduate students, postdocs, early career faculty Upper-level undergraduate students, graduate students, postdocs, industrial researchers, and faculty members with a background in organic chemistry Scope of the workshop interfacial physical chemistry, corrosion, electrocatalysis, energy conversion and energy storage, electrochemical engineering, electrochemical kinetics, and electroanalytical chemistry Theoretical and practical aspects of electrochemistry, spanning basic electrochemical setup, electrocatalysis, simulations, ultramicroelectrodes, batteries, preparative electrochemistry, and scanning electrochemical microscopy Application of cyclic voltammetry to contemporary challenges in energyrelated catalysis, small molecule activation, and redox enzymes Introduction to theory and practical aspects of organic electrochemistry, including electrosynthesis (bulk electrolysis) and electroanalytical studies Workshop format Lectures and hands-on laboratories Lectures and handson laboratories and demonstrations Lectures and handson laboratories Lectures and recorded laboratory demonstrations Goal Provide theoretical and hands-on experimental laboratory experience Expand knowledge of electrochemical concepts and prepare students for practical aspects of designing and conducting experiments Spread theoretical knowledge and practical experience in cyclic voltammetry Demonstrate how electrochemistry can be used for organic synthesis and to help its attendees understand the theoretical and practical aspects of this tool. Promote the broad use of electrochemistry by organic chemists Notes *Initially in-person, migrated to online version, now an asynchronous virtual short course **founded by Ernest B. Yeager **Other faculty involved in the initial workshops include J.-M. Savéant and B. Limoges Each year ca. 24 students are accepted to CVBC, based on lab space and equipment. However, over 60 people apply each year to take part in CVBC, which is primarily marketed through social media and word-of-mouth, highlighting the high demand for electrochemistry workshops. As such, we encourage electrochemical researchers and scientists to develop workshops to help address the dearth of training opportunities available for scientists who wish to add electrochemistry into their research.