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LinkedIn Live: Green Chemistry Education for a More Sustainable Future
April 11, 2023 @ 12:00 pm - 1:00 pmLet’s reimagine our relationship to how chemicals are traditionally engineered and manufactured—...
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LinkedIn Live: Advancing Green Chemistry Education Globally for a More Sustainable Future
April 11, 2023 @ 12:00 pm - 1:00 pmLet’s reimagine our relationship to how chemicals are traditionally engineered and manufactured—...
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Info Session: Green Chemistry Commitment
April 13, 2023 @ 12:00 pmThe Green Chemistry Commitment (GCC) is a framework to unite the Green Chemistry higher educati...
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What Is ‘Sustainable Chemistry’ & How Does it Differ from Green Chemistry?
By Beyond Benign Co-Founder Dr. Amy Cannon
Over the past year, we teamed up with the UMass Lowell Center for Sustainable Production to form an Expert Committee on Sustainable Chemistry (ECOSChem), a group of 20 leading representatives from industry, government, academic, and non-profit organizations from across the world, to develop an actionable definition and criteria for “sustainable chemistry.” This definition and criteria are to help inform policymakers, industry researchers, educators and so many others in building a more sustainable future through chemistry.
The term “sustainable chemistry” is often used in conjunction with “green chemistry.” Many organizations have looked to better define the term to unify those working toward a more sustainable chemical enterprise. We got involved with this project to understand better how to communicate the central role that green chemistry plays in achieving a sustainable chemical enterprise – and, ultimately, how the sometimes “competing” approaches complement each other or, at times, are different.
Green chemistry is a central tool chemists (molecular designers) use to address sustainability through our trade. We use the foundational 12 principles of green chemistry as those guidelines – and these principles are meant to work together as a collective to provide a more holistic understanding of how we approach molecular design and challenge us to consider the best approaches. Even though we use the principles of green chemistry as the foundation for our work in green chemistry – we recognize that there is a diverse and rich history of approaches that others have taken to all move towards the same direction – toward creating more sustainable, greener, safer chemical products for our global society. We also recognize that it’s not only chemists that need to get involved in realizing this vision – it’s also policymakers, businesses, investors, and activists. Therefore, it’s important to communicate the work we do as chemists and chemistry educators and work with those central and peripheral to the field to advocate for and ultimately implement these greener practices.
Whether your personal or organizational approach comes from green chemistry, environmental chemistry, or sustainable chemistry, we are all working toward one goal and having one end in mind: having a society where the molecular building blocks of the products we use every day are healthy and safe for humans and the environment, regardless of industry sector, and with equity and justice embedded in how we create and use these chemicals. We hope the definition is useful to guide those working within or around the chemical enterprise to work together and advance the many goals required to achieve healthy, just and safe chemical products.
Find more information about the Sustainable Definition project and read the final report here.
What Is ‘Sustainable Chemistry’ & How Does it Differ from Green Chemistry?
March 21, 2023
By Beyond Benign Co-Founder Dr. Amy Cannon Over the past year, we teamed up with the UMass Lowell Center for Sustainable Production to form an Expert Committee on Sustainable Chemistry [...]Categories: Green Chemistry Education, Higher-Ed, K-12
Green Chemistry Research Interest Grows at the University of Minnesota
An interview with Jane Wissinger
In 2013, Beyond Benign created the Green Chemistry Commitment (GCC) program with guidance from higher education institutions as a framework to unite the global Green Chemistry community. The GCC goal is to infuse Green Chemistry into Higher Education and give scientists the required skills to design processes and products less hazardous to human health and the environment.
Beyond Benign has partnered with companies including Dow, MilliporeSigma, and Biogen to further its mission to empower educators to transform chemistry education for a sustainable future. Support from these partners has allowed Beyond Benign tocreate resources, foster relationships, and provide essential funding to educators, all in an effort to grow and strengthen the Green Chemistry education community.
The University of Minnesota (UMN) is a Dow academic partner and founding GCC signer. Discover the university’s story in our interview with Morse-Alumni Distinguished Teaching Professor, Jane Wissinger.
How has being part of the GCC impacted your institution and you as a faculty member?
Since signing the GCC in 2013, many new and diverse initiatives evolved through the support and resources provided through this program. Green chemistry was already incorporated in the organic laboratory course, but the GCC sparked interest in developing a dedicated green chemistry upper division lecture course. This course has been taught by five different faculty instructors, each with their own influences and research connections, expanding the breadth and diversity in green chemistry and engineering concepts for our students.
Being part of the GCC encouraged the addition of toxicology into the course and fostered collaborations with departments such as the MN School of Public Health as well as state agencies such as the Minnesota Pollution Control Agency. Personally, these interactions opened opportunities of learning and examples of new curriculum content to continue improving upon my own courses as well as disseminating ideas to other instructors for their courses.
What student outcomes have you observed since instituting Green Chemistry practices and principles?
Student outcomes are evident at both the undergraduate and graduate student levels. At the undergraduate level, students who were introduced to green chemistry were increasingly interested in research opportunities where they could apply the principles. In the last three years, the ACS MN student chapter made a concerted effort to increase green chemistry programming and won a Green Chemistry Chapter award in 2022.
At the graduate student level, two major efforts have emerged. One involves our department’s Joint Safety Team (JST) that promotes reducing risk through substitution or elimination of the hazards when possible and provides resources through their website. Second, is a new committee called the Sustainable and Green Chemistry committee that is comprised of graduate students, staff, postdocs, undergraduates, and faculty all working together to build a culture of sustainability and green chemistry in the department. The graduate students, in particular, are working to improve sustainability practices in the research laboratories.
How do you envision the GCC community supporting the future green chemistry goals of your institution and training of your students?
I believe it is important that students at all levels see evidence that their academic training will be relevant to their future careers, and that their careers will have an impact on society. This applies to both academic and industrial positions. The fact that companies such as DOW are backing this initiative is of HUGE consequence and illustrative of the fact that green and sustainable chemistry is increasingly valued by the entire chemical enterprise; not just educators.
I envision the GCC continuing to provide a strong community of educators with resources and opportunities to build bridges between student training and industrial partners. This will enable chemistry students to see themselves in a career that can have a profound impact for the future.
Green Chemistry Research Interest Grows at the University of Minnesota
March 21, 2023
An interview with Jane Wissinger In 2013, Beyond Benign created the Green Chemistry Commitment (GCC) program with guidance from higher education institutions as a framework to unite the global Green [...]Categories: Higher-Ed
Beyond Benign and Bioneers Discuss Green Chemistry Education’s History and Future
Since 1990, the nonprofit organization Bioneers has been uplifting the voices of movement leaders throughout the world. These innovators have changed the world in diverse realms, from women’s leadership and indigenous rights to nature conservation and health justice. As a leading voice in Green Chemistry, Beyond Benign’s John Warner has spoken at Bioneers’ annual conference in the past, and he’ll keynote at Bioneers’ 2023 Conference in April.
Bioneers is eager to share innovative environmental education concepts with its forward-thinking audience. Recently, Beyond Benign Co-Founder Dr. Amy Cannon met with Bioneers to discuss the organization’s progress and plans for the coming years.
Bioneers: Tell us a little bit about the beginnings of Beyond Benign.
Amy: Beyond Benign was founded in 2007 at a time when green chemistry was not widely accepted in chemistry education and research. It was an exception, rather than the rule. Having spent time in both industry and academia, my co-founder, John Warner, and I had a unique perspective on the state of the chemical enterprise. We saw an opportunity to address a clear gap in how educational institutions teach and train chemists: arming them with the knowledge and skills needed to address hazards and environmental impacts through the practice of their trade.
The field of chemistry has a history of contributing to environmental impacts and human hazards. But it also has a central role in addressing these impacts through how we use and approach the design and implementation of chemicals and chemical products. This duality can be confusing but also empowering for chemists.
As a fundamental science, chemistry has tremendous power to address sustainability at the molecular level. This is something that needs to be included in the teaching and training of chemistry, which is why it’s the main focus of Beyond Benign: empowering educators to bring green chemistry into their teaching and practice to better train chemists with green chemistry skills.
Bioneers: Have you seen chemistry education morph throughout the past 10 years?
Amy: Yes, there has been a growing awareness of green chemistry and an expansion in the implementation of green chemistry in chemistry education. Although we would have liked to have seen more progress in the past 10 years, green chemistry is generally much more accepted by the academic community. For example, of the higher ed institutions that are involved with our Green Chemistry Commitment program, more than 75% have enacted significant changes at their institutions.
While I do think we have had a part to play in the changes over the years, I think that one of the biggest motivators is seeing the results of green chemistry in practice. When chemists can see real results from implementing greener chemistry in the design and use of chemical products, they can see the tremendous power of chemistry to address sustainability challenges.
Bioneers: Beyond Benign is challenging educators and educational institutions to change and grow. How has that challenge been received?
Amy: Generally, educators are up for the challenge and see the value of bringing green chemistry into their teaching and practice. The pushback has mostly been from the barriers that come from enacting any type of curricular changes. When educators look to make changes to their curriculum, they are faced with resource constraints, and they also might see some resistance from peers or administrators, usually arising from misconceptions about green chemistry. Once educators and administrators see the benefits of including green chemistry in their teaching and practice – hazard reductions, cost savings, increased student interest – they then seek to do even more.
At Beyond Benign, we work to help educators overcome the real and perceived obstacles that go hand-in-hand with curricular changes. We provide resources, funding, and peer support that empowers educators to incorporate green chemistry in a way that works for their courses and institutions.
Bioneers: Why is working with chemical industry leaders such an important part of what Beyond Benign does?
Amy: The goal of green chemistry is to become the way that chemistry is practiced. Therefore, the chemical industry needs to have a key role in implementing and inventing greener processes and products and also advocating for and hiring a workforce that has the skills to implement these practices. The chemical industry creates the molecular building blocks of our global society. When green chemistry is implemented in the manufacturing and design of chemical products, the impacts are tremendous. For example, in an industrial setting, one chemical industry saw a 97% reduction in greenhouse gas emissions after switching to a biobased solvent in one of its manufacturing processes.
However, it isn’t only chemical companies that can address sustainability goals by utilizing green chemistry. Companies across sectors are seeing the advantages of utilizing green chemistry for safer, healthier products. We’ve seen job postings from companies including Apple, Microsoft, Lululemon, and Pfizer, all looking for scientists with green chemistry knowledge and skills.
Bioneers: Which projects or initiatives are you most excited about looking ahead to the next few years?
Amy: Over the past few years, we have been working on expanding our reach to foster a global, diverse community of green chemistry educators and leaders. To support this community, we have embarked on creating a web-based platform that will house community green chemistry education resources, and also include interactive components that support networking, mentoring, and peer-to-peer interactions. The Green Chemistry Teaching and Learning Community (GCTLC) is anticipated to launch in August of this year, and we are really looking forward to launching the platform in partnership with the American Chemical Society’s Green Chemistry Institute. We are hopeful that this platform will further catalyze the implementation of green chemistry globally.
Bioneers: What gives you hope in the work you’re doing?
Amy: I have met numerous students over the years who have brought such passion into their work. Many of them have also led initiatives to bring green chemistry to their departments and their communities. One example is the University of Toronto’s student-led group called the Green Chemistry Initiative. Over the years, they have built awareness within their own department and also served as inspiration for other institutions and student groups to get involved with green chemistry. It is these current and future leaders that will bring change to the chemical enterprise. Students are tremendously powerful change agents.
A version of this article was originally posted on the Bioneers website.
Beyond Benign and Bioneers Discuss Green Chemistry Education’s History and Future
March 8, 2023
Since 1990, the nonprofit organization Bioneers has been uplifting the voices of movement leaders throughout the world. These innovators have changed the world in diverse realms, from women’s leadership and [...]Categories: Green Chemistry Education
Sustainable chemistry experts create blueprint for safer future
February 27, 2022 – Lowell, MA
Toxic chemicals – which pop up in everything from household cleaners and appliances to medical devices, paints, packaging and more – are all around. The February 2023 Norfolk Southern train derailment in Ohio is just the latest illustration of the pressing need to develop safer chemicals for our use.
Uniform guidelines on how to create and advance the use of sustainable chemicals, however, do not yet exist.
Aiming to answer that need and improve human and environmental health, an international group of experts in the field, co-led by University of Massachusetts Lowell, has developed new criteria to define sustainable chemistry. The project, to be showcased during a webinar at 11 a.m. EST Wednesday, March 1, lays the groundwork for government, industry, academia and business leaders to enact and support effective policies guiding the manufacture, distribution and use of products derived from environmentally sound chemicals.
UMass Lowell public health Professor Joel Tickner, director of the university’s Sustainable Chemistry Catalyst group within the Lowell Center for Sustainable Production, co-directed the project with Beyond Benign founder and Executive Director Amy Cannon. The committee’s work aims to support the U.S. Office of Science and Technology Policy, tasked with developing a consensus definition of sustainable chemistry as a first step toward implementing the Sustainable Chemistry Research and Development Act, part of the 2021 National Defense Authorization Act.
“UMass Lowell and Beyond Benign leveraged the trusted relationships and broad networks built across academia, industry, government and the nonprofit communities during the past 20 years to establish a definition of sustainable chemistry and set transparent, measurable criteria that can affect bold change in policy – particularly with respect to research funding – and regulation, investment and business decisions,” Tickner said.
Known as the Expert Committee on Sustainable Chemistry (ECOSChem), the group of 20 scientists and other professionals, who met throughout 2022, crafted a consensus statement calling sustainable chemistry “the development and application of chemicals, chemical processes, and products that benefit current and future generations without harmful impacts to humans or ecosystems.”
The committee asserts sustainable chemistry is achieved when the development of chemicals, materials, processes, products and services successfully addresses five criteria:
- Equity and justice
- Transparency
- Health and safety impacts
- Climate and ecosystem impacts
- Circularity, or the ability to be recycled and reused.
The group’s robust definition for sustainable chemistry seeks to eliminate confusion and potentially regrettable trade-offs. For example, today, without a uniformly applied definition, a product may be called sustainable for its use of renewable energy or feedstocks but may be toxic to workers, consumers or communities. The group’s full report can be accessed here.
“The definition and criteria provide a roadmap for training the next generation of chemists, engineers and materials scientists to create products that benefit society, while minimizing impacts to current and future generations,” said Cannon, the first person in the world to be awarded a doctoral degree in green chemistry.
Members of the public may learn more about the committee, its process and the future of the project during the webinar “Defining Sustainable Chemistry.” Individuals registering to attend will be provided with credentials to join the online session.
Along with Tickner and Cannon, other members of the committee expected to participate include:
- Ryan Bouldin, associate professor of sustainable chemistry, Bentley University, Waltham, Massachusetts, U.S.
- Alexandra Caterbow, co-director, Health and Environmental Justice Support, Dachau, Bavaria, Germany
- Saskia van Bergen, safer chemist lead, Washington State Department of Ecology, Lacey, Washington, U.S.
- Cecilia Wandiga, executive director, Centre for Science and Technology Innovations, Nairobi, Kenya
- Martin Wolf, director of sustainability and authenticity, Seventh Generation, Burlington, Vermont, U.S.
Sustainable chemistry experts create blueprint for safer future
February 27, 2023
February 27, 2022 – Lowell, MA Toxic chemicals – which pop up in everything from household cleaners and appliances to medical devices, paints, packaging and more – are all around. […]
Categories: Green Chemistry Education, Higher-Ed, Press Releases
How educator Annette Sebuyira is advancing green chemistry in New York
Based in New York, Annette Sebuyira is a retired Guilderland High School chemistry teacher with over 30 years of experience. Annette is a Beyond Benign Certified Lead Teacher and is doing inspiring work to advance green chemistry education. Currently, she is involved in creating a green chemistry lab book for New York educators and is a co-facilitator of the New York State Master Teacher Green Chemistry Professional Learning Team.
In this Q&A, Annette shares more about the projects she’s working on, how she’s brought green chemistry into her classroom, and her hope for the future of green chemistry.
How have you brought green chemistry into your classroom?
I have adapted my labs to embrace the 12 Green Chemistry principles and modified most of my labs so we can use less hazardous materials. Two good examples are Equilibrium and Types of reactions. Equilibrium reactions are best taught and explained visibly (color change) or tangibly (temperature change).
The traditional chemistry labs rely a lot on the heavy metal (transition elements), which are famous for their colorful salt solutions but have hazardous effects on both health and the environment. However,the green chemistry based lab can achieve the same colorimetric effect through a combination of less hazardous household materials such as Butterfly Pea tea. The effect of temperature on equilibrium is easily obtained through a starch-Iodine complex. The vivid changes lend themselves to an inquiry lab, in which students are immersed in an engaging discovery process.
How have you seen students get excited about green chemistry?
Students come to my class with diverse backgrounds, knowledge, and misconceptions. Students who have had successes are excited to learn, while students who have had fewer successes come with a belief that they are not good at science. This second group can come to the class less curious or enthused about chemistry.
So when I start each year, the most important thing for me is to get to know each of my students as individuals. I want to be aware of the different stressors at home and in school. This helps me identify factors that may influence their ability to engage in the learning process. I owe it to every individual student that I equip them with the tools and knowledge that lead them to safer lab practices and prepare them to make sustainable decisions in their social responsibility and for the environment.
Since we use safer, green chemistry labs, all our labs can be discovery labs. For instance, I have students mix different household substances without revealing what the outcome should be. Then students work collaboratively to identify the chemistry reaction that is happening based on their observations. The materials used are safe, common household products, which allow reproductions and do-overs without the risk of harming students or the environment. (For example: combining water, indicator, rock salt, and baking soda in a sandwich baggie!)
I also lead students through exercises comparing traditional and green chemistry labs. We use a hazards chart and they compare the traditional textbook compound to the compounds used in the green chemistry labs. From this, students can successfully defend the choice of the chemicals used in class, just as they would in a real-life lab, based on the health and environmental impacts
It is gratifying to observe when my second-year chemistry students — who may have had me as a teacher in the 10th grade — are eager to educate new members who are now in the 12th grade class about the less hazardous and safe practices.
What projects are you currently working on? Why are they important for the field of green chemistry?
In my tenure with Beyond Benign, I have worked on a variety of green chemistry projects from curriculum development to leading professional development trainings. Currently, I am focused on advocating for and training educators in green chemistry in New York and building a regional community of practice here.
I am currently involved in a collaborative authoring of a lab book of green chemistry principles to be shared with New York State teachers. This book is for physical science teachers of all K-12 levels, and is a manual that is aligned with the NGSS and State (both New York and Colorado) Science Learning Standards. The aim is to guide and share green chemistry practices with educators, whether they are new to green chemistry or veterans. Each of the topics included is disseminated into three levels: elementary, middle school, and high school. The book also includes a phenomena-based unit, which is an in-depth, multi-lesson guide.
I am also currently serving as a co-facilitator of the NYS Master Teacher Green Chemistry Professional Learning Team, which aims to:
- Drive awareness and build interest in green chemistry education and clean-ups in high school classrooms;
- Introduce teachers to green chemistry concepts and replacement labs through green chemistry webinars lead by Beyond Benign Lead Teachers; and
- Train New York educators to implement green chemistry curriculum in their classroom.
This summer, I will be leading the online course, Advanced Green Chemistry: Connections to Our World, for all High School teachers in the US, which will provide an in-depth dive into the 12 Principles of Green Chemistry, to practice green chemistry pedagogy and procedures in their classrooms. Students will review green chemistry technology analysis through the study of Presidential Green Chemistry Challenge winning projects, gain an understanding of how to incorporate toxicology into their curriculum, and delve into the application of green chemistry to student STEM activities and inquiry projects.
What are your hopes for the future of green chemistry education?
I am hoping that green chemistry education becomes the norm, so we do not have to use the word green, and all chemistry by itself is benign.
Chemists Celebrate Earth Week is coming up in April. What’s an activity you do with your students that might inspire other educators?
My students and I do a STEM immersion show for all the 5th graders in our district (approximately 250 students). All the activities use safe household products — a green chemistry celebration!
Are you a New York-Based K-12 educator? Check out our New York website to stay up-to-date on resources and learning opportunities!
How educator Annette Sebuyira is advancing green chemistry in New York
February 22, 2023
Based in New York, Annette Sebuyira is a retired Guilderland High School chemistry teacher with over 30 years of experience. Annette is a Beyond Benign Certified Lead Teacher and [...]Categories: K-12
Hexion Announces Digital Teaching and Learning Partnership To Expand Green Chemistry Principles in the Classroom
COLUMBUS, Ohio – (February 14, 2023) – As part of its ongoing support of Science, Technology, Engineering and Mathematics (STEM) initiatives, as well as its commitment to “Responsible Chemistry,” Hexion is serving as a Founding Partner of the Green Chemistry Teaching and Learning Community (GCTLC), a joint initiative of Beyond Benign and the American Chemical Society Green Chemistry Institute.
The GCTLC is a virtual community designed to help transform chemistry education programs across the U.S. and the world. When launched later in 2023, it will be a clearinghouse of peer-reviewed, open-source green chemistry materials including greener lab experiments, lecture materials, classroom activities, and more. The GCTLC will also host online spaces for collaboration, networking, mentorship, and peer-to-peer learning for thousands of educators (including K-12, university and college faculty), students, and industry stakeholders.
Hexion’s partnership with the GCTLC aligns with the Company’s broader sustainability initiatives. “The GCTLC’s principles are framed by the tenets of ‘Green Chemistry,’ which help chemists design more sustainable and less hazardous materials,” said Stephanie Couhig, Senior Vice President, Environmental Health & Safety and Chief Sustainability Officer. “Through this partnership, Beyond Benign will build online spaces and teaching and learning networks that will lead to innovative new solutions to the world’s sustainability challenges. By fostering an broader understanding of green chemistry in students today, Beyond Benign and Hexion are working to enable the research leaders of tomorrow.”
Hexion has steadily increased its STEM initiatives including support for the Future of STEM Scholars Initiative (FOSSI), a collaborative program aimed at creating pathways that allow underrepresented groups to more easily enter and succeed in STEM careers. FOSSI provides opportunities for chemical manufacturers, supply chain partners and industry stakeholders to fund scholarships, provide internship opportunities, and facilitate mentoring and leadership training for students majoring in STEM at Historically Black Colleges and Universities (HBCUs).
“Industry’s support demonstrates their commitment to fostering the next generation of scientists and ensuring that they have the tools needed to design more sustainable products. Hexion’s sponsorship as a founding partner of the GCTLC is essential to launch this important on-line platform and help the educators more easily bring green chemistry to their classrooms and laboratories.” said Dr. Amy Cannon, Executive Director, Beyond Benign.
About Hexion Inc.
Based in Columbus, Ohio, Hexion Inc. is a leading global producer of adhesives and performance materials. Hexion provides specialty products and technical support for customers in a diverse range of applications and industries, such as construction, furniture, energy, agriculture, and automotive. Building on over a century of experience, Hexion is working to preserve the Earth’s natural resources, meet the needs of growing populations and respond to a changing climate. Learn more about Hexion and its commitment to sustainability at www.hexion.com.
About Beyond Benign:
Beyond Benign, a 501(c)3 nonprofit, envisions a world where the chemical building blocks of products used every day are healthy and safe for humans and the environment. Beyond Benign’s mission is to foster a green chemistry community that empowers educators to transform chemistry education for a sustainable future. Beyond Benign is working to equip educators from K-20 with the ability to teach chemistry and STEM through a lens of sustainability grounded in the 12 principles of green chemistry. By providing educators with tools, training and a peer support network, educators are equipped to train the next generation of scientists and citizens with the skills and knowledge to create and choose products that are safe for human health and the environment.
Co-founded in 2007 by Dr. John Warner, the co-founder of the field of green chemistry, and Dr. Amy Cannon, who holds the world’s first Ph.D. in Green Chemistry, Beyond Benign has an extensive history of service. Over the past 15 year, Beyond Benign has trained over 6,500 K-12 teachers in sustainable science and green chemistry, designed over 200 open-access lessons, reached over 35,000 youth and community members through outreach, & partnered with over 100 universities to transform chemistry education. Together we can catalyze the development of green technological innovations that result in safer products and processes in support of a sustainable, healthy society.
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Hexion Contact:
John Kompa
Hexion Inc.
john.kompa@hexion.com
614.225.2223
Beyond Benign Contact:
Nicki Wiggins,
Chief Operating Officer
Beyond Benign
Nicki_Wiggins@beyondbenign.org
Hexion Announces Digital Teaching and Learning Partnership To Expand Green Chemistry Principles in the Classroom
February 14, 2023
COLUMBUS, Ohio – (February 14, 2023) – As part of its ongoing support of Science, Technology, Engineering and Mathematics (STEM) initiatives, as well as its commitment to “Responsible Chemistry,” Hexion […]
Categories: GCTLC, Green Chemistry Education, Press Releases
Middle School Teacher Greg Sloan on Giving Students a Voice for Change
Greg Sloan is a teacher at Woodrow Wilson Middle School (Terre Haute, IN) and a Beyond Benign Lead Teacher. In his over 30 years of teaching, he’s seen Green Chemistry lessons enrich his students’ education, giving them a chance to feel that they have the power to affect important change in the world. In this interview, we talked to Greg about Green Chemistry’s presence in his classroom today.
How have you brought green chemistry into your classroom?
Through the years, I have had the opportunity to develop, pilot, and implement curriculums to help support Green Chemistry education in the middle school classroom. These lessons have allowed students to look at items and events in their everyday lives from different perspectives. There are myriad lessons that allow students to evaluate and question the status quo of product design and development as well as the effects of those processes on the environment. Students identify environmental concerns, seek out alternative options, and propose change. Furthermore, lessons like the ones where students make a bioplastic and create a product prototype allow them to see that their proposed alternatives are viable solutions and a real possibility.
How have you seen students get excited about green chemistry?
A recent activity was to use “Green Chemistry” in a descriptive sentence. A student’s response was, “ I can’t wait to learn more about Green Chemistry because I will be learning how to change the world.” On another question, asking, “Why is green Chemistry important for developing a new way to make things?” a student responded with, “Green Chemistry will be how we save the world. It is our future.” These types of responses are not uncommon once students get immersed in the curriculum. They see the need for change and get excited when they realize that there are simple solutions and that they can be a voice for that change.
Are you working on any green chemistry projects you’d like to share?
I am currently working on a project to bring a multi-lesson, Sustainable Invention curriculum to middle school classrooms. This will be a program that infuses phenomena-based learning, storyline tools, and design and engineering practices into the classroom. This is done by utilizing the exciting energy of green chemistry and the momentum of the environmental change movement to motivate students to explore, learn and love science.
What are your hopes for the future of green chemistry education?
I hope that students continue to become inspired by the possibilities that Green Chemistry holds for the future. I hope educators continue to show students that there are better, more environmentally conscious ways to invent and create. I hope that Green Chemistry careers become commonplace in the workforce. I hope that the term “Green Chemistry” itself becomes antiquated by the sheer fact that it will have become the standard.
What is your favorite green chemistry lab or resource?
It is impossible to have a favorite Green Chemistry resource. However, one of my go-to Green Chemistry lessons is “Cookie Equations.” In this lesson, students visualize that reactants in a chemical equation do not have the same properties as the products. They do see, however, that no atoms are lost; they are just rearranged to form new substances. They do this by using different varieties of sandwich cookies to represent reactants on one side of a chemical equation. Then, they take them apart and reassemble them to represent the products. I tell them they can eat whatever is left over, but they quickly learn about the Law of Conservation of Cookies! Although any lesson that keeps the ideals of Green Chemistry present and prevalent is a tally in the “win” column: a win for the students, a win for the teacher, a win for the Green Chemistry community, and a win for the future!
Middle School Teacher Greg Sloan on Giving Students a Voice for Change
January 16, 2023
Greg Sloan is a teacher at Woodrow Wilson Middle School (Terre Haute, IN) and a Beyond Benign Lead Teacher. In his over 30 years of teaching, he's seen Green Chemistry [...]Categories: K-12
Dr. Veronica Mengqi Zhang: Gaining Resources, Support & Opportunities Through the GCC Community
Dr. Veronica Mengqi Zhang
Dr. Veronica Mengqi Zhang joined Michigan State University (MSU) as the Organic Chemistry Laboratory Coordinator and has been working on implementing and refining the reformed laboratory curriculum towards cooperative learning and green chemistry. As a Green Chemistry Commitment (GCC) signer, MSU has prioritized green chemistry education and knowledge sharing for several years.
In this Q&A, Dr. Zhang shares her story about being part of the GCC community.
How did you first learn about the Green Chemistry Commitment?
My first encounter with green chemistry and the GCC was during my Biennial Conference on Chemical Education (BCCE) trip at Notre Dame in Indiana (2018). I attended a symposium held by Beyond Benign. I have been drawn to the concept and this community ever since.
What was the process of becoming part of the GCC community like for you?
The MSU Chemistry Department signed the GCC in 2018, which was before I joined MSU.
The Chemistry Department is committed to implementing green chemistry in its courses, including lectures, seminars and labs. During my interview to become the organic lab coordinator at MSU, they welcomed me as a green chemist after describing prior green chemistry projects I had been involved in as a doctoral student. The transition to including green chemistry as the organic lab coordinator was natural, especially as the cooperative chemistry team at MSU had already laid a foundation of green chemistry in the organic labs.
What has being part of the GCC community done for you as a faculty member?
Being a part of the GCC community allows me to keep up with the most up-to-date developments and breakthroughs in green chemistry in both academia and industries and share this information with approximately 1600 students every year.
Green chemistry is a relatively new but fast-growing field. I am very lucky to be in an institution where there is a vibrant cohort of chemists and researchers in green chemistry and especially Green Synthesis. Being part of the GCC community, we were able to collaborate on multiple projects and make progress as a team.
Any specific outcomes you can share?
MSU has some great green chemistry programs for both graduate students and undergraduate students. The REU summer program focused on Cross-Disciplinary Training in Sustainable Chemistry and Chemical Processes. The Green Cooperative Organic Chemistry Laboratory and Green Chemistry Freshman Seminar aimed to provide students with in-person experience in green chemistry and even field trips to industries on related topics!
Being part of the IUSE team, we successfully implemented a reformed Green Cooperative Organic Chemistry Laboratory curriculum in the 2021 Fall semester and have been making great progress since then. In the 2022 Fall semester, we are incorporating a new Amide Synthesis project into the undergraduate instructional laboratory. The beta testing of this work was sponsored by Beyond Benign and DOW. I am very excited for this new project!
How has being part of the GCC community impacted your students and their ability to prepare for career competitiveness?
My students come from various backgrounds in STEM: Biology, Physiology, Zoology, Kinesiology, Physics, Chemistry, etc. Our curriculum features cooperative learning and green chemistry. We want students to work as a team and tackle real-life problems using crosscutting concepts and scientific practices. Being provided with a project scenario, students will need to conduct experiments like researchers, analyze experimental data, make decisions, and communicate their findings in various scientific formats, all of which will make them more competitive in future career opportunities. Taking the Green Cooperative Laboratory course will hopefully plant a seed in their minds and help guide the direction for their professional development.
How has being part of the GCC helped your institution?
Personally, I was very excited to share our curriculum reform (towards project-based lab and green chemistry) results from MSU with the Green Chemistry Community at Beyond Benign Symposiums in the past year! It’s a great opportunity for connections as well.
In the long run, being part of the GCC sends a signal to researchers and students who are interested in green chemistry that MSU values green chemistry. I was drawn to this position because of that.
Why do you think other institutions should join the GCC?
Resources. Being a part of GCC allows you to gain access to the systematic training in green chemistry, most recent development in curriculum reform towards green chemistry, and numerous connections/symposiums held every month.
Support. GCC is a great community for researchers and chemists who share common academic goals in green chemistry. Knowing that you are not alone on this path is important in the long run.
Opportunities. Interested in future collaborations? Join GCC!
What advice would you give another faculty member about advocating for green chemistry on their campus?
JUST DO IT! You are not alone. Never underestimate how many people you can impact.
What did you share at the BCCE? What was your favorite part?
The topic of my presentation at BCCE 2022 was “Integrating Green Chemistry into the Organic Laboratory using Project-Based Experiments and Case Studies.” It was about the incorporation of the new amide project into the laboratory curriculum and how that echoes with the case study on the same topic.
BCCE conferences have always been my favorite national conferences. I absolutely appreciated the conversations with and feedback from the audience and green chemistry community.
What has the DOW grant allowed you to do that you would have otherwise not been able to do? What impact has it had on you and your students?
The beta testing of the new Green Cooperative Organic Laboratory projects was sponsored by the DOW grant and Beyond Benign. There would not be a new lab project without the DOW grant!
I also want to give credit to the three brilliant MSU undergraduate students I was fortunate to work with on the beta-testing process: Brennan Baldwin, Lillian Centlivre and Morgan Maclean. It is their hard work that led to the success of the test.
Dr. Veronica Mengqi Zhang: Gaining Resources, Support & Opportunities Through the GCC Community
December 1, 2022
Dr. Veronica Mengqi Zhang Dr. Veronica Mengqi Zhang joined Michigan State University (MSU) as the Organic Chemistry Laboratory Coordinator and has been working on implementing and refining the reformed laboratory [...]Categories: Green Chemistry Education, Higher-Ed
Beyond Benign Releases ‘Plate to Planet’ Science-Led Curriculum for K-12 Educators
October 19, 2022 — Driven by a common mission of using science and environmental understanding to help save the planet, green chemistry education nonprofit Beyond Benign and plant-based food pioneer Impossible Foods today announced the release of “Plate to Planet” – a new food and environmental science curriculum for elementary educators.
The “Plate to Planet” module engages students with sustainability lessons relevant to their everyday lives. The interdisciplinary module is designed for educators of grade levels 3-5, focused on explaining the environmental challenges of the global food system. The lessons address topics like biodiversity and climate change, sustainability science, and how food science can be used to inform climate solutions. The goal of the program is to inspire the next generation of problem solvers to imagine how they can play a part in creating change.
The module was developed with a team of educators and piloted by a group of teachers in the 2021-2022 school year. In a follow-up survey, Nicollette LeTellier – a teacher from Swift Water Elementary School involved in the pilot program – said: “This curriculum is essential for building an understanding of green chemistry, biodiversity, sustainability, and our footprint on the Earth.” The student feedback has been similarly enthusiastic, with one sharing: “Wow, I never knew science could be so fun!”
Kate Anderson, Director of K-12 Education at Beyond Benign, led the curriculum development in concert with a team of educators. “It was a joy working with Impossible Foods to create an impactful unit that teaches students about the impacts of food and how green chemistry inventions can help create solutions to such immense environmental challenges.”
Laura Kliman, Director of New Product Development at Impossible Foods, helped support the “Plate to Planet” curriculum development. “Young people are more engaged than ever in the fight to save the planet, and we can do our part to help give them the skills needed to develop sustainable solutions. There’s so much to be excited about when it comes to science, and it’s more important than ever to teach the scientific building blocks of sustainability, especially in the context of our food system. We’re honored to work with Beyond Benign to help inspire the next generation of children and change makers.”
About Beyond Benign:
Beyond Benign develops and disseminates green chemistry and sustainable science educational resources that empower educators, students and the community at large to practice sustainability through chemistry. Beyond Benign works directly with educators and a network of strategic partners focused on science education, sustainability, innovation and initiatives supporting human and environmental health to provide an educational continuum from K-12 to higher education with an important community engagement component.
Media Contacts:
Beyond Benign – Nicki Wiggins, Beyond Benign Director of Development and Strategic Partnerships; (619) 549-1944, nicki_wiggins@beyondbenign.org
Impossible Foods – Megan Collins, PR@impossiblefoods.com
Beyond Benign Releases ‘Plate to Planet’ Science-Led Curriculum for K-12 Educators
November 1, 2022
October 19, 2022 — Driven by a common mission of using science and environmental understanding to help save the planet, green chemistry education nonprofit Beyond Benign and plant-based food pioneer [...]Categories: K-12, Press Releases
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