Cathleen Crudden

In 1996, Cathleen started her own research group at the University of New Brunswick. In 2002, she moved to Queen’s University.

In 2013, Cathleen was offered a position as a member of the Institute of Transformative Bio-Molecules (ITbM) at Nagoya University where she runs a full-time satellite lab.

Cathleen is a Tier 1 Canada Research Chair, the recipient of the 2019 Arthur C. Cope Scholar Award, the Scientific Director of the Carbon to Metal Coating Institute, and the 2023 NSERC Polanyi Prize winner.

Cathleen Crudden was born in Belfast, N. Ireland to Patrick and Linda Crudden. Shortly thereafter, her family emigrated to Canada, where they settled in Toronto and gave Cathleen two younger sisters, Mary and Sarah, and her only brother, Patrick.

Cathleen grew up in Toronto attending Notre Dame high school in the Beaches before starting her B.Sc. at the university of Toronto. After this, she stayed on at the U. of T. to complete a master’s degree with Professor Mark Lautens.

Curriculum Vitae

Teaching Philosphy

Graduate, Post Doctoral Studies & Early Career

Ottawa was the next stop where Cathleen completed her Ph.D. under the supervision of Professor Howard Alper. During this time, she had the pleasure of an extended stay in Japan, doing research with Professor Shinji Murai and Naoto Chatani at Osaka University.

After completing her Ph.D., she was an NSERC postdoctoral fellow with Professor Scott E. Denmark at the University of Illinois at Urbana-Champaign, USA. In 1996, she started her own research group at the University of New Brunswick.

After 5 years at the University of New Brunswick, where she learned to canoe, pick fiddleheads and tell the difference between hostas and skunk cabbage, she was offered a job at Queen’s University, where she moved in 2002 as a Queen’s National Scholar.

In 2006, Cathleen and the distinct pleasure of taking part of her sabbatical back in Japan, this time in Nagoya in the Noyori Research Labs, with Professor Kenichiro Itami as her host. In addition to learning some great chemistry, she experienced an earthquake, improved her Japanese (すこしだけ) and enjoyed a few nights out at local karaoke bars. In 2007, it was off to Spain for a half sabbatical with Elena Fernandez, enjoying the fabulous Catalan hospitality, chemistry and food.

Full Professor to Present

In 2010, Cathleen became Mom to her beautiful daughter Caitlin, and shortly after her return from maternity leave, became head of an NSERC CREATE award in Chiral Materials. For 2011-13, she was Vice President, President and Past President of the Canadian Society for Chemistry.

In 2013, Cathleen was offered a position at the Institute of Transformative Bio-Molecules in Nagoya Japan as a Research Professor. With the help of her very talented Assistant Professor Masakazu Nambo, she runs a satellite group there year round.

Curriculum Vitae

Download CV (PDF, 1442 KB)

Teaching Philosophy

Research

Upon entering my lab, students choose a research area among the three main areas, and then select a specific project or preferably two based on what is important at the time. I usually suggest that the student has two projects, or at least two aspects to a project, one relatively safe and one more risky. This allows the students to work on a truly exciting project and at the same time, be confident that they will leave my group with publications. Having multiple interests gives my students good exposure to different lab techniques, which broadens their areas of expertise.

In addition to interacting directly with me, students are part of a “sub-group” within the group as a whole. This sub-group is made up of students and PDFs working on related projects, so that we have critical mass on each project.

We run weekly group meetings where each sub group presents their work to the entire group. This is a great opportunity for brainstorming and generating ideas. In particular, I am always amazed by how many great ideas come from people external to a given sub group, and this format allows synthetic students to be exposed to materials chemistry and vice versa. Special presentations on safety or EDI issues are also part of this weekly group meeting.

Career Opportunities

The ultimate goal of research training is to move on to an independent research career that is exciting and fulfilling. I consider this type of training to be my primary responsibility, and focus on teach my students and PDFs a variety of skills, ranging from synthesis to catalysis to materials. Individual mentoring is critically important, for example working with students on identifying specific skills they need to develop and finding a way to do this. This could include setting up writing workshops or facilitating collaborations where needed to advance a specific area of expertise. In addition, I invite speakers from industry on a regular basis to provide input on what is involved in an industrial career or at an interview for an industrial position. When we have speakers visiting, I often ask students and PDFs to present their research so they have the opportunity to meet professors and industrial chemists, and gain the experience of presenting their research to others. Collaborations through the C2MCI with academic labs in Canada and internationally, and with industry partners in a range of areas dramatically improve students' job opportunities. In fact, the most recent three Crudden group graduates at the time of writing were offered jobs prior to completion of their PhDs! Crudden group grads have extremely high success in a range of careers from academics, to industry, to publishing and entrepreneurship. I see the diversity of research careers among my former group members as a testament to a successful and diverse education environment.

Conference Travel

Although publications are by far the most important method for the dissemination of knowledge gained through research, conference presentations are also of crucial importance. Crudden group members typically attend 2-3 national CSC conferences during their degrees and at least one international conference during their PhDs.

I think it is extremely important for students to meet other researchers in Canada and to get direct personal feedback on their research. Conferences also provide an opportunity for students to network with industry and academic researchers. I work with students in the group to select conferences based on their career ambitions to be sure that they make the right connections, and of course fund attendance at these conferences from my budget. Conference travel is an extremely positive experience, which all the students enjoy and is very useful for advancing research and connections.

Length of Degree

Graduate students who join my group can expect to complete a master’s degree in 1.5-2 years and a Ph.D. in 4-5 years. Graduate studies should not be a life’s work, but a stepping stone to an independent career. After carrying out research for 4-5 years in one area, students should be ready to move on to another institution and another challenge.

Student Sabbaticals

When I was a graduate student, I had the opportunity to carry out a research exchange in Japan with Professor Shinji Murai in Osaka University. This was one of the best experiences of my life and so I strive to give my own graduate students similar opportunities. Thus every Ph.D. student who joins my group will be able to carry out a student exchange in another lab, either in Canada or in another country. Students in my group have traveled to Japan, Switzerland, Ireland, the US, and the UK. Because of my connections in Japan, this is a popular and exciting destination! Student sabbaticals are a very useful way to broaden connections and to learn different ways of doing chemistry. For students participating in the C2MCI program, this exchange is formalized but all PhD students have this possibility. In some cases, postdocs can spend a year in Canada and then a year at my satellite lab in Japan with the Institute of Transformative Bio-Molecules.

Traditionally, we have encouraged students to take 3-4 months on exchange. This allows students enough time away for a good experience out of the trip without interfering with progress of their thesis back home.

Group Culture

I truly believe that a happy student is a productive student. Therefore, I do my best to ensure that all my graduate students are happy, contented and have what they need to advance their research and their careers. For foreign students, this can mean direct help with permanent resident applications or visa problems and differential fees. For all students, this means help with scholarship applications, and as much access to conference travel and other “perks” that I can provide. Regular trips to the graduate club to celebrate student accomplishments (or to celebrate good weather!), an annual beach trip and tobogganing, in addition to regular summer barbeques/pool parties at my place are typical. My group has also always had great group spirit and without a doubt as I am writing this, some of them are raising a beer together or chasing a squash ball.

Most of all, it is a huge joy for me to see my students do well while in my group and afterwards. I love keeping in touch with students and PDFs after they graduate and love hearing about and magnifying their successes. For me, student/PDF success is a more important metric than any publication list, award or H-index!