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Self-assembled Fe4 L 6 cage complexes with variable internal functions can be synthesized from a 2,7-dibromocarbazole ligand scaffold, which orients six functional groups to the cage interior. Both ethylthiomethylether and ethyldimethylamino groups can be incorporated. The cages show strong ligand-centered fluorescence emission and a broad range of guest binding properties. Coencapsulation of neutral organic guests is favored in the larger, unfunctionalized cage cavity, whereas the thioether cage has a more sterically hindered cavity that favors 1 : 1 guest binding. Binding affinities up to 10 6 M −1 in CH3 CN are seen. The dimethylamino cage is more complex, as the internal amines display partial protonation and can be deprotonated by amine bases. This amine cage displays affinity for a broad range of neutral organic substrates, with affinities and stoichiometries comparable to that of the similarly sized thioether cage. These species show that simple variations in ligand backbone allow variations in the number and type of functions that can be displayed towards the cavity of self-assembled hosts, which will have applications in biomimetic sensing, catalysis and molecular recognition. 

Supporting and sustaining positive educational change is an area of increasing focus in higher education and remains a persistent challenge. Using student partnerships is one promising way to help promote these much-needed changes. This case study focuses on Departmental Action Teams (DATs), which are groups of faculty, students, and staff working together in the same department to make sustainable improvements to undergraduate education. Here we focus on DATs from four different departments, across two research-intensive universities in the USA, to draw attention to the important roles that students play as change agents in these groups. We also reflect upon the inherent challenges in building partnerships that incorporate meaningful power sharing to effect educational change 

Departments are now recognized as an important locus for sustainable change on university campuses. Making sustainable changes typically requires a shift in culture, but culture is complex and difficult to measure. For this reason, cultural changes are often studied using qualitative methods that provide rich, detailed data. However, this imposes barriers to measuring culture and studying change at scale (i.e., across many departments). To address this issue, we introduce the Departmental Education and Leadership Transformation Assessment (DELTA), a new survey aimed at capturing cultural changes in undergraduate departments. We describe the survey’s development and validation and provide suggestions for its utility for researchers and practitioners.