New N‐heterocyclic olefins (NHOs) are described with functionalization on the ligand heterocyclic backbone and terminal alkylidene positions. Various PdII–NHO complexes have been formed and their use as pre‐catalysts in Buchwald–Hartwig aminations was explored. The most active system for catalytic C−N bond formation between hindered arylamine and arylhalide substrates was accessed by combining a backbone methylated NHO with [Pd(cinnamyl)Cl]2 in the presence of NaOtBu as a base. In these active systems evidence suggests that catalysis is mediated by colloidal palladium metal, highlighting a different coordination ability of NHOs in comparison with commonly used N‐heterocyclic carbene co‐ligands.

Phosphine-scavenging Merrifield resins can significantly facilitate the synthesis of highly active Ru metathesis catalysts, including the second-generation Grubbs, Hoveyda, and indenylidene catalysts (GII, HII, InII).

Lab-based learning is an essential part of any undergraduate chemistry curriculum as it incorporates necessary and required hands-on experiential learning. However, in response to the COVID-19 pandemic, many students are learning from home, rendering laboratory instruction a particular challenge. Options for educators include third party virtual and prerecorded materials, at-home laboratory experiments, and original prerecorded and real-time instruction. Here, we report the assessment of a variety of technological setups for real-time and prerecorded original content looking at a variety of audio and video sources as well as one-camera and two-camera options. We intentionally selected equipment that we had readily available and ensured our recordings were as close to the student experience as possible by recording via a secondary computer signed into an online learning platform. Upon a survey of a small group of students at Quest University Canada, we found that 72% of students preferred a two-camera setup using a smartphone to film the instructor as a whole and a web camera to provide a close-up view of the chemistry taking place. This setup was used for a diversity of real-time and prerecorded experiments delivered remotely at Quest University including titrations, basic synthetic reactions, and purifications. For two of the experiments, a titration lab and a synthesis and purification lab, we assessed the ability of different remote learning options to meet pre-COVID-19 learning outcomes. Real-time, digital laboratory instruction is clearly the most effective. In addition, we suggest scenarios where using digital techniques may create efficiencies in laboratory teaching upon the return to on-campus learning.