Course-based undergraduate research experiences (CUREs) allow students to apply the scientific method to novel questions, which can serve as a gateway for mentored research. Here, we present a model for using cross-disciplinary CUREs to vertically integrate courses from different disciplines. This approach creates opportunities for students to (1) ask and answer authentic research questions, (2) apply knowledge from different disciplines to a research topic, and (3) expand their interest in additional research. To achieve these goals, a research theme of metal-containing anticancer drugs was used to link 100- and 300-level courses in both biology and chemistry. Across four courses, developmentally appropriate strategies were used to investigate the metal complex KP1019 (indazolium "trans"-[tetrachlorobis(1H-indazole)ruthenate(III)]). In chemistry courses, students synthesized KP1019 and quantitatively analyzed how novel environmental variables alter its hydrolysis and redox properties. In biology courses, students used the yeast "Saccharomyces cerevisiae" as a model for characterizing how environmental variables affect KP1019 bioactivity, and they performed a partial phenomic screen to identify yeast genes that influence drug sensitivity. To promote cross-talk between courses, undergraduate researchers uploaded their findings to a wiki that subsequent students used to drive the design of novel experiments. Survey and focus group results suggest the revised laboratory projects successfully engaged students in the scientific process, promoted integration of concepts from biology and chemistry, and led to a disproportionately large number of impacted students participating in mentored research. Importantly, a wide range of interdisciplinary research questions can be adapted for use with this model of vertical integration across STEM disciplines.