Working with undergraduates in an organic synthesis research laboratory presents a unique set of challenges. An undergraduate research program must be designed to focus on teaching students to "think like a chemist" while advancing the principal investigator's scientific agenda. However, as novices in the laboratory, undergraduate students lack formal scientific training, proficiency in required technical skills, and the chemical safety knowledge required to work independently in a high hazard environment. The lack of chemical knowledge and intuition poses considerable risk in the laboratory, and mentors must develop and integrate methods which allow undergraduate students to experiment safely. A well-designed program will produce research assistants who recognize that good science is a system consisting of many connected areas of knowledge that must be codeveloped. Endeavoring to teach science as a process and create a single method approach, the authors present "research storyboarding". Storyboarding combines the multiple components of research into a single, transferrable method which can transform novice undergraduate research students into safe, independent, competent, and productive chemists. The method allows a scientist to break down the necessary components of a successful experiment--the scientific procedure, the chemical transformation, the tactile process, scientific theory, instrument use, hazard recognition, risk assessment and minimization, and emergency response--into a single executable process. The authors will present a storyboard conceptualized using a common synthetic organic experiment.