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his poster highlights an interdisciplinary initiative between the Departments of Chemistry and Architecture at Syracuse University, aimed at introducing architecture students—as a group with limited nontraditional STEM backgrounds—to bioenabled materials research. Our approach is conceptually aligned with Course-based Undergraduate Research Experiences (CUREs), a well-established educational practice integrating research into classroom-based learning. In response to the School of Architecture's shift from traditional final-year theses to directed independent research classes, we established an interdisciplinary mentorship program for eight architecture students. These students embarked on research projects addressing significant environmental challenges: employing microbially induced calcite precipitation to mitigate beach erosion; developing composites from renewable fibers and construction waste; and utilizing SCOBY as shelter solutions for displaced populations. Through this experience, students were introduced to bioenabled materials and sustainable chemistry principles, applying them to real-world architectural challenges. This CURE-inspired framework allowed students to engage in scientific inquiry, learning to search and interpret chemical literature while conducting hands-on experimentation in chemistry laboratories. These interdisciplinary projects culminated in a public exhibition, demonstrating the success of this innovative teaching approach in fostering interdisciplinary learning and introducing bioenabled materials research to a new, diverse group of learners. By bridging chemistry and architecture through this unique collaboration, we provide a model for integrating CUREs into non-STEM curricula, emphasizing sustainability and innovative teaching practices. This initiative highlights the potential of interdisciplinary research experiences to broaden participation in STEM fields while addressing global sustainability challenges.