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How Green Chemistry at Pontifical Catholic University Is Planting the Seeds for a More Sustainable Future
When educators are equipped to teach green chemistry, they don’t just change lessons—they shape the next generation of scientists, innovators, and environmental stewards. Through the Green Chemistry Education Awards, Beyond Benign provides funding to faculty and institutions around the world to embed sustainability into chemistry education. These awards help educators redesign labs, reimagine curricula, and create powerful, real-world connections for students. Among the 2023–2024 recipients were several Minority-Serving Institutions (MSIs), whose funded projects are expanding access to green chemistry in diverse learning environments.
Award recipient Dr. Adalgisa Batista Parra, Professor of Chemistry and Organic Chemistry Researcher at Pontifical Catholic University of Puerto Rico, says green chemistry sparked meaningful discussions among students about their role in shaping a more sustainable future. “What began as a curriculum redesign became an opportunity to reflect on our values, our impact, and the kind of legacy we want to leave for our students,” she says. “This project is about more than just redesigning lab experiments—it’s about planting the seeds of a cultural shift toward sustainability in science education and beyond.”
In the Q&A below, Adalgisa shares more about her green chemistry efforts and how they have influenced her instruction, her students, and her university colleagues.
What began as a curriculum redesign became an opportunity to reflect on our values, our impact, and the kind of legacy we want to leave for our students. This project is about more than just redesigning lab experiments—it’s about planting the seeds of a cultural shift toward sustainability in science education and beyond.
Can you provide a brief overview of your project, including the key objectives you aimed to achieve with the funding and any significant outcomes or milestones you have reached so far?
Our project centers on redesigning the undergraduate organic chemistry laboratory curriculum to incorporate green chemistry principles with the goal of aligning instruction with emerging trends in sustainable chemistry education while actively reducing environmental impact.
With the support of funding, our primary objectives are to:
- implement greener synthesis routes to promote sustainability,
- adopt safer solvents to minimize health and environmental risks, and
- reduce chemical waste through optimized experimental procedures.
These changes were piloted with a select group of students to evaluate effectiveness and feasibility. Currently, the changes are being implemented in the organic chemistry laboratory curriculum.
Significant milestones achieved to date include:
- The completion of a pilot redesign for several laboratory experiments using safer solvents and greener synthetic techniques.
- The collection of baseline data on waste output and solvent usage, which will inform future impact assessments.
- The development of new student learning outcomes emphasizing sustainability, green chemistry practices, and responsible chemical handling.
What motivated the redesign of the organic chemistry laboratory curriculum to incorporate green chemistry principles, and how does it differ from the previous curriculum?
The primary motivation for redesigning the organic chemistry laboratory curriculum was the growing need to align educational practices with the principles of green and sustainable chemistry. Traditional laboratory experiments often rely on hazardous solvents, generate significant chemical waste, and lack emphasis on environmental responsibility. As chemistry evolves to address global environmental challenges, it is essential that our teaching laboratories reflect these priorities and prepare students for a future where sustainability is integral to scientific practice. Additional motivators included:
- Limited student exposure to environmentally responsible techniques and real-world applications of green chemistry.
- A desire to reduce the environmental footprint of the teaching laboratory and model more sustainable behavior within the academic setting.
The redesigned organic chemistry laboratory curriculum differs significantly from the previous version by shifting the focus toward sustainability, safety, and real-world relevance. Whereas the traditional curriculum relied heavily on hazardous solvents and reagents, the updated version introduces greener, safer alternatives that reduce health and environmental risks. The new approach emphasizes sustainability metrics, such as atom economy and waste reduction, alongside reaction success. Students now engage in experiments that are optimized not only for chemical outcomes but also for minimizing waste and maximizing efficiency.
What feedback have you received from students participating in the pilot testing of greener synthetic routes, and how has this influenced the curriculum?
Feedback from students participating in the pilot testing of greener synthetic routes has been overwhelmingly positive and insightful. Many students expressed appreciation for working with safer, less toxic materials, noting that it made the lab environment feel more secure and modern. Several also shared that learning about the environmental impact of chemical processes made the course more meaningful and relevant to current global challenges.
As a result of this feedback, the curriculum will be refined to include more structured opportunities for students to analyze the environmental impact of each experiment. We will also develop supporting materials to better explain green chemistry principles and ensure students can connect theory with practice.
How do you see this project preparing students to be leaders in the sustainable workforce of the future? Have you seen any signs of students beginning to envision their role in sustainability-focused careers?
This project is equipping students with the mindset and skills needed to become leaders in a sustainability-focused workforce. By integrating green chemistry principles into their lab experiences, students are learning to prioritize environmental responsibility alongside scientific rigor. They are not just memorizing reactions—they’re critically evaluating the impact of their work, exploring alternatives, and thinking innovatively about how chemistry can contribute to a more sustainable world.
We’ve already seen encouraging signs that students are beginning to envision themselves in sustainability-driven roles. Some have expressed interest in pursuing careers in environmental science or regulatory policy. Others have mentioned how this experience reshaped their understanding of chemistry’s role in solving real-world problems, inspiring them to look for research or industry opportunities aligned with sustainability.
Overall, the project is doing more than teaching chemistry—it’s helping to shape responsible, forward-thinking scientists who understand that sustainable practices are not just an option, but a necessity for the future of science and society.
Can you share any early data or insights related to waste reduction, solvent use, or other environmental benefits of the greener procedures? How do these results reinforce the value of integrating green chemistry into undergraduate labs?
Preliminary data from the pilot implementation of greener synthetic procedures shows promising environmental benefits. For example, in one redesigned experiment, we replaced toluene with water, a significantly safer solvent. In another case, the total mass of chemical waste generated per student was cut by more than 95% compared to the traditional version of the same experiment. These early results reinforce the value of integrating green chemistry into undergraduate labs by demonstrating that sustainability and scientific integrity can go hand-in-hand. Students still meet learning objectives and achieve strong outcomes, but in a way that aligns with modern environmental standards. Moreover, the measurable reductions in hazardous waste and solvent use highlight how small curricular changes can have a meaningful cumulative impact when scaled across multiple lab sections and semesters.
How do you plan to share the comprehensive report with university stakeholders, and what impact do you hope it will have on broader university practices?
We plan to share the comprehensive report through a combination of formal and informal channels. This includes presenting key findings at departmental meetings, curriculum committee sessions, and university-wide faculty development workshops. A digital version of the report will be made available through the university’s internal repository and shared directly with administrators and faculty. A snapshot of this work will be presented during the in-person 2025 Green Chemistry Commitment Summit on June 22nd in Pittsburgh, Pennsylvania.
The goal is not only to showcase the pilot’s success but also to initiate broader conversations about integrating sustainability across science education. We hope the report will inspire other departments to adopt similar practices, encourage investment in sustainable lab infrastructure, and strengthen the university’s overall commitment to environmental responsibility. Ultimately, we envision this project serving as a model for curriculum innovation, reinforcing the university’s leadership in both academic excellence and sustainable practices.
By integrating green chemistry into our program’s curriculum, we aim to model how environmental responsibility can be embedded into academic practices without compromising educational quality.
How do you hope this project shifts the culture around sustainability—not just in your department, but across the university? Have you seen early signs of that shift already?
By integrating green chemistry into our program’s curriculum, we aim to model how environmental responsibility can be embedded into academic practices without compromising educational quality.
We hope this initiative encourages other programs to evaluate their own practices through a sustainability lens—whether in teaching, research, procurement, or waste management. Our vision is to help foster a university-wide mindset where sustainability is not seen as an add-on, but as a core value guiding decisions and innovation across disciplines.
We’ve already seen early signs of this shift. Faculty from other science programs have expressed interest in our green chemistry strategies. Additionally, students are exploring how to apply green principles in other academic settings and how they can apply green principles in other courses and research projects, showing that the impact is already expanding beyond the lab.
In the long term, we hope this project contributes to a broader institutional culture that prioritizes environmental stewardship, interdisciplinary collaboration, and the preparation of students to be leaders in a sustainable future.
Why was this funding critical to the success of your project? Were there barriers you were facing that this support helped you overcome—either for you, your students, or your institution?
This funding was essential to the success of our project, enabling us to overcome key barriers that had previously limited our ability to modernize the organic chemistry lab curriculum. Prior to this support, we faced significant resource constraints—from the cost of safer, greener reagents and solvents, to the need for updated lab equipment and training materials.
The grant allowed us to pilot greener experiments without compromising instructional quality, and to collect baseline data on environmental impact—something we hadn’t had the capacity to do before. It also supported faculty development, helping instructors gain the knowledge and confidence needed to implement and teach green chemistry principles effectively.
For our students, the funding made it possible to gain hands-on experience with modern, sustainable lab techniques—an opportunity they wouldn’t have had under the traditional curriculum. More broadly, it gave our institution a model for what a sustainable lab redesign can look like, helping us take the first step toward long-term, campus-wide transformation.
Is there anything else you’d like to share about your experience with this grant—something unexpected, personally meaningful, or something you learned along the way?
It was incredibly rewarding to see students not only adapt to the new experiments but also ask more thoughtful questions, show greater environmental awareness, and express genuine excitement about being part of a positive change. It reminded us that when given the tools and the context, students rise to the occasion—they want to do work that matters.
Along the way, we also learned that change is possible, even in well-established systems, when you have the right support, clear goals, and a shared sense of purpose. This grant didn’t just fund a project—it empowered a shift in mindset that we hope will continue to grow across our department and beyond.
How to get involved:
- Explore how award recipients are bringing green chemistry to life at Stella and Charles Guttman Community College and California State University, San Marcos.
- Subscribe to Beyond Benign’s newsletter for the latest updates from the green chemistry community and to be the first to know when Green Chemistry Education Awards are open.
- Not yet part of the Green Chemistry Commitment (GCC)? Learn how your institution can become a signer and provide students with essential skills and training for today’s workforce.
How Green Chemistry at Pontifical Catholic University Is Planting the Seeds for a More Sustainable Future
June 20, 2025
When educators are equipped to teach green chemistry, they don’t just change lessons—they shape the next generation of scientists, innovators, and environmental stewards. Through the Green Chemistry Education Awards, Beyond […]
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How Green Chemistry at Stella and Charles Guttman Community College Is Nurturing Innovation and a Sustainability-Minded Workforce
When educators are equipped to teach green chemistry, they don’t just change lessons—they shape the next generation of scientists, innovators, and environmental stewards. Through the Green Chemistry Education Awards, Beyond Benign provides funding to faculty and institutions around the world to embed sustainability into chemistry education. These awards help educators redesign labs, reimagine curricula, and create powerful, real-world connections for students. Among the 2023–2024 recipients were several Minority-Serving Institutions (MSIs), whose funded projects are expanding access to green chemistry in diverse learning environments.
Award recipient Dr. Jihyun (Ji) Kim, Associate Professor of Chemistry at Stella and Charles Guttman Community College, says the green chemistry concepts helped students see how chemistry can be a tool for environmental responsibility. “One of the most encouraging outcomes of this project was the level of student engagement with green chemistry concepts, particularly as they connected sustainability to real-world issues,” Ji says. “One student reflected on how using dried orange peels as a catalyst opened their eyes to the value of reusing food waste and sparked curiosity about other potential applications of natural materials in chemistry.”
In the Q&A below, Ji discusses how green chemistry education has helped students deepen their critical thinking skills and consider sustainability-focused career opportunities.
Can you provide a brief overview of your project, including the key objectives you aimed to achieve with the funding and any significant outcomes or milestones you have reached so far?
This project focused on redesigning a classic organic chemistry experiment—the synthesis of cyclohexene—to emphasize green chemistry principles and provide a safer, more sustainable laboratory experience for students at a resource-limited two-year college.
With support from the funding, the key objectives were to:
- reduce chemical waste and hazards using microscale techniques,
- introduce students to environmentally friendly alternatives to traditional reagents, and
- align experimental design with the 12 Principles of Green Chemistry.
Students explored alternative catalysts such as Amberlyst-15 and dried orange peels in place of conventional acids like phosphoric acid. The activity incorporated pre-laboratory research, group collaboration, and critical evaluation of chemical choices. Outcomes included increased student awareness of sustainability in chemistry, hands-on experience with safer materials, and thoughtful reflection on the environmental and health impacts of chemical practices. The use of microscale kits reduced waste and exposure risks, while also addressing institutional limitations like limited fume hood access.
Overall, the project served as a successful model for incorporating green chemistry into the undergraduate laboratory curriculum and highlighted opportunities for further research in sustainable lab practices.
Beyond Benign Co-Founder and Executive Director, Dr. Amy Cannon, visited Guttman Community College in September 2024. Here, Amy is pictured in the lab with Ji, students, and the microscale glassware kits.
What impact have the microscale glassware kits had on student learning or engagement in the lab? How have students responded to this shift in hands-on experience?
The introduction of microscale glassware kits had a notable positive impact on student learning and engagement in the laboratory. Survey results indicated that most students felt confident using the microscale setup, with approximately 88% expressing comfort with performing microscale experiments. The kits allowed students to carry out organic synthesis using significantly reduced quantities of chemicals, aligning with green chemistry principles while minimizing safety risks and waste production.
Qualitative feedback from student reflections also highlighted the appeal of the hands-on experience. Students appreciated the accessibility and manageability of the equipment, especially in a setting with limited fume hood access. While a small percentage (12%) reported some discomfort or challenges—suggesting the need for additional scaffolding or practice—the overall response was positive.
The microscale kits enabled students to focus more on experimental design, sustainability, and chemical safety, making the lab experience more meaningful and aligned with real-world applications of green chemistry.
What methods are you using to assess student understanding of the 12 Principles of Green Chemistry, and what have you found effective?
Student understanding of the 12 Principles of Green Chemistry was assessed through a combination of pre-laboratory activities, collaborative discussions, lab reports, and post-activity reflections. During a dedicated pre-lab session, students reviewed the principles and discussed how they related to the planned experiment. Each group was tasked with aligning their chosen modifications—such as the use of Amberlyst-15 or dried orange peels—with specific principles, fostering intentional connections between theory and practice.
As part of their lab reports, students were required to identify and justify which green chemistry principles their experimental design addressed. The class collectively concluded that their approaches satisfied at least six of the 12 principles, demonstrating a strong grasp of the framework and its practical applications.
What challenges have you encountered during the implementation of new experimental procedures, and how have you addressed them?
Several challenges emerged during the implementation of the redesigned experimental procedures. One primary challenge was the use of microscale glassware kits, which, while aligned with green chemistry goals, required students to adapt to working with smaller quantities and more precise techniques. Some students initially struggled with unfamiliar equipment and the level of care needed for accurate handling. To address this, additional guidance was provided during the pre-lab sessions, and the instructor demonstrated proper technique to build student confidence.
Another challenge involved managing expectations around reaction yields. Because the focus of the activity was on sustainability rather than maximizing product yield, students needed support in understanding the trade-offs between greener methods and traditional efficiency. This was addressed through guided discussions and reflection prompts that emphasized process over outcome.
This project empowers students to think critically about sustainability in chemical practice, fostering awareness of eco-conscious decision-making.
How do you see this project preparing students to be leaders in the sustainable workforce of the future? Have you seen any signs of students beginning to envision their role in sustainability-focused careers?
This project empowers students to think critically about sustainability in chemical practice, fostering awareness of eco-conscious decision-making.
Through hands-on experience with green chemistry, many began envisioning their role in solving environmental challenges. Some even expressed interest in sustainability-focused careers, signaling early leadership potential in the green workforce.
Why was this funding critical to the success of your project? Were there barriers you were facing that this support helped you overcome—either for you, your students, or your institution?
This funding was critical in enabling the implementation of a redesigned, sustainability-focused lab activity at a resource-limited two-year college. With limited access to fume hoods and traditional lab infrastructure, the support allowed us to purchase microscale kits and eco-friendly reagents that aligned with green chemistry principles. It also supported curriculum development time to create engaging, accessible materials tailored to our diverse student population. Without this funding, hands-on experience with safer, more sustainable methods would not have been feasible. It helped overcome institutional barriers, expanded learning opportunities for students, and laid the groundwork for integrating sustainability into our STEM curriculum.
Is there anything else you’d like to share about your experience with this grant—something unexpected, personally meaningful, or something you learned along the way?
This grant reaffirmed the power of innovation in resource-limited settings. An unexpected outcome was how deeply students connected with sustainability when given ownership of their learning. Watching them think critically, collaborate, and make environmentally conscious choices was incredibly meaningful—and reminded me why inclusive, hands-on science education truly matters.
How to get involved:
- Read Ji’s article Integrating Artificial Intelligence (AI) Chatbots and Green Chemistry Principles in the Synthesis of Cyclohexene.
- Explore how award recipients are bringing green chemistry to life at Pontifical Catholic University and California State University, San Marcos.
- Subscribe to Beyond Benign’s newsletter for the latest updates from the green chemistry community and to be the first to know when Green Chemistry Education Awards are open.
- Not yet part of the Green Chemistry Commitment (GCC)? Learn how your institution can become a signer and provide students with essential skills and training for today’s workforce.
How Green Chemistry at Stella and Charles Guttman Community College Is Nurturing Innovation and a Sustainability-Minded Workforce
June 20, 2025
When educators are equipped to teach green chemistry, they don’t just change lessons—they shape the next generation of scientists, innovators, and environmental stewards. Through the Green Chemistry Education Awards, Beyond […]
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Practicing Safer Science: The Urgent Case for Green Chemistry Education
In the webinar “Green Chemistry as the Foundation of Sustainability and the Circular Economy,” Dr. John Warner, a founder of Beyond Benign and the field of green chemistry, discusses how green chemistry can maximize sustainability when embedded into the early stages of research and development. To do so effectively, however, requires a specific set of critical skills. John is an award-winning industrial chemist with over 350 patents whose work has earned him honors including the Perkin Medal, the Presidential Award for Excellence in Science Mentoring, and the August Wilhelm von Hofmann Medal.
Read highlights from John’s talk below, or watch the recording here. This conversation was hosted by Merck KGaA, Darmstadt, Germany.
When we consider the real-world health issues linked to the chemical compounds used in everyday products, it’s no surprise that many people associate chemistry with harm rather than good.
“You open up the newspaper, turn on the radio, look on the internet, all we hear about is, ‘This is bad, this is scary, this is dangerous,’” John says. “If people in our society are talking about chemistry, it’s usually not for a good reason, and this is a problem. I think that we own this as chemists, and we need to do a better job communicating the value of chemistry to society while also accepting that there are problems.”
John argues that it’s not enough for society to simply want sustainable technologies. Advocacy can only take us so far if the scientists, researchers, and workers who help power the world lack the necessary skill sets to drive critical change.
We know change is needed and that humanity is facing multiple crises connected to chemistry and its impact on the environment. We have discovered the problems. Now, we need to take action to enable solutions. This is the domain of green chemistry—and the foundation for Beyond Benign’s Green Chemistry Commitment (GCC).
The GCC is a framework to unite the higher education community around a common vision to expand the community of green chemists, grow departmental resources, improve connections to job opportunities, and affect systemic and lasting change in chemistry education. With green chemistry skills, chemists can work to anticipate the negative impacts of chemicals on human health and the environment. John says it’s not just a nice thing to do, it’s an ethical obligation.
“People in the general public, they’re not talking about our triumphs, they’re talking about our disasters, and we have a moral and ethical responsibility to do something about this,” John says. “But if students aren’t learning what makes something toxic, what makes something hurt the environment, how are they going to invent something that doesn’t?”
Knowledge is just the beginning; green chemistry needs to enter the mainstream. To do so, it has to work just as well as what’s out there—perhaps even better.
“What is most important is that green chemistry has to manifest in the real world,” John says. “This isn’t a journal article. This isn’t a webinar. Green chemistry must reduce hazards from our society. So of course, it has to be more environmentally benign, but it also has to work, and it has to have excellent performance because if it’s not as good as what people already can get, no one’s going to use it—and it has to have the right cost. It can’t be just wealthy people who can afford it. It has to be affordable for all.”
Some might say that’s a tall order. We already know that green chemistry works on a large scale because it’s happening in real time.
John points to several green chemistry success stories; among them are promising new ALS therapies, technology to restore degraded asphalt, and a device that keeps a battery charged using indoor ambient light.
Every year in the United States, roughly 20,000 chemists graduate each year (at all degree levels). These are big numbers, but few of these universities build their curriculum around human health or the environment. Thankfully, John says that the story is changing. From new guidelines released by the American Chemical Society (ACS) to the blossoming Green Chemistry Commitment headed by Beyond Benign and supported by corporate sponsors, seeds of change are being sown in academia.
“Imagine a student working in a lab doing chemistry research, and because they got it right, hundreds of thousands of people they will never meet are no longer exposed to a hazardous material—because they figured it out,” John says. “What could be more empowering? What could be more amazing?”
How to get involved:
- K-12 educators: Enroll in a professional development course to empower your students with safer, more sustainable science labs.
- Higher education leaders: Join the Green Chemistry Commitment to provide students with essential skills and training for today’s workforce.
- Connect with your peers in the Green Chemistry Teaching and Learning Community, an online space for everyone in the green chemistry community to learn, share, connect, and grow.
- Subscribe to Beyond Benign’s newsletter to get green chemistry news, opportunities, and resources delivered to your inbox monthly.
Practicing Safer Science: The Urgent Case for Green Chemistry Education
April 22, 2025
In the webinar “Green Chemistry as the Foundation of Sustainability and the Circular Economy,” Dr. John Warner, a founder of Beyond Benign and the field of green chemistry, discusses how […]
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Celebrating Edward J. Brush – Professor, Bridgewater State University (May 7, 1956 – February 23, 2025)
Pictured: Ed Brush on July 15, 2016
A colleague, friend, and passionate advocate for green chemistry, environmental justice, and sustainability.
“I alone cannot change the world, but I can cast a stone across the waters to create many ripples.” – Mother Teresa
Beloved community member and leader, Ed Brush, sadly passed away on February 23rd, 2025. You can read Ed’s obituary, share memories, and more at this link.
Beyond Benign is gathering memories and photos of Ed from the community to be shared in a memorial at the 2025 Green Chemistry Commitment Summit and ACS Green Chemistry & Engineering Conference. You can contribute to the memorial using this google form.
A Letter from Beyond Benign Co-Founders, Amy Cannon and John Warner
It is with deep sorrow that we share the passing of Ed Brush, a beloved member of the green chemistry education community and a long-time partner, colleague and friend to us at Beyond Benign. We also hold deep gratitude as we remember his life and work and the many, many ripples he created over the course of his life. While he will be dearly missed, his work and passion will be carried on and echoed throughout the green chemistry education community. Ed touched hundreds, if not thousands, of lives through his work as an educator and his unwavering commitment to advancing green chemistry education.
We first met Ed in the early 2000s when we were at the University of Massachusetts. As a faculty member at Bridgewater State University (BSU), Ed invited John to give a keynote talk at a new Undergraduate Research Symposium he was organizing. The research symposium reflected Ed’s passions: undergraduate student engagement and sustainability. The enthusiasm of the students was palpable, and it was energizing to see their posters; many aligned undergraduate chemistry research with the 12 principles of green chemistry, and others focused on important, relevant environmental challenges. From that day on, Ed was a valued part of our network and a key collaborator and colleague in our work in New England and beyond. He even spent a sabbatical working with us at the University of Massachusetts Lowell, where he focused on green chemistry research and worked closely with students in the Center for Green Chemistry.
Since founding Beyond Benign in 2007, we had the privilege of collaborating with Ed to create resources, run workshops for both higher education faculty and K-12 educators, and organize symposia. He was a member of our founding Advisory Board that created the Green Chemistry Commitment program, and his ideas and perspectives were essential in making it what it is today. BSU was part of the first cohort of 13 universities to sign on to the Commitment, and Ed was among the biggest supporters and advocates for engaging additional institutions. In 2019, Beyond Benign hosted 12 green chemistry educators for a focus group that ultimately seeded the creation of the Green Chemistry Teaching and Learning Community (GCTLC), another initiative Ed helped inspire.
Ed was also an active member of the American Chemical Society (ACS), a committee member for the Committee for Environmental Improvement (now the Committee on Environment and Sustainability), and he sought to include green chemistry in the chemical education programming at the ACS national meetings over the past 20 years. Thanks to his work, green chemistry and sustainability is now a regular part of the chemical education programming. He was passionate about the potential for chemistry to address sustainability challenges, creating unique activities that aligned chemistry to the U.N. Sustainable Development Goals and advocating for safer, better chemistry to address systemic issues in environmental and social justice.
Ed’s legacy is one of profound impact. Through his work, he helped to shape the future of green chemistry education, making it accessible and inspiring to so many. Beyond his professional contributions, Ed’s compassionate, kind, and gentle nature made him a pleasure to work alongside. He welcomed everyone into the community with open arms, and his generosity will never be forgotten. Working with him was truly a pleasure and a privilege.
While we will miss Ed dearly, we know that his work lives on — in so much of what we do at Beyond Benign and throughout the broader green chemistry education community. Ed created countless ripples across our community, and those ripples have grown into waves that continue to transform chemistry education.
Amy Cannon and John Warner, Co-Founders, Beyond Benign
Ed (left) with college faculty and Beyond Benign’s first cohort of Green Chemistry K-12 Lead Teachers (2016)
Beyond Benign headquarters for a Green Chemistry Education focus group (2019) with 11 additional university faculty
Ed presenting to a group of faculty during the Green Chemistry Commitment Summit (2019)
Ed (middle, right) with a group of green chemistry educators and Beyond Benign staff, Green Chemistry & Engineering Conference, 2024
Celebrating Edward J. Brush – Professor, Bridgewater State University (May 7, 1956 – February 23, 2025)
April 16, 2025
Pictured: Ed Brush on July 15, 2016 A colleague, friend, and passionate advocate for green chemistry, environmental justice, and sustainability. “I alone cannot change the world, but I can cast […]
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Announcing the 2025 Community Grant Fund Recipients
At the end of last year, we reached out to you all with an ask to support our community-sourced Green Chemistry Community Grant Award campaign. And as always, you answered. Thank you.
This was a competitive grant cycle, with eleven proposals and two winners. We are now honored to announce the two winning projects that will each be awarded $1,000 through the generous donations of scientists, advocates, and educators who contributed to our grant fund for its second year in operation. In our April newsletter introduction, our co-founder Amy Cannon shared her thoughts on the current state of the movement, and its greatest asset– this community. Amy is right. What sets us apart is the astounding ability we share to rally around one another in times of need. Beyond Benign could not exist without every one of you.
This grant fund is a testament to that fact. Reflecting upon our place in history, we feel immensely empowered and energized to share the following grant recipients of the 2025 Community Grant Fund. Below, you can read more about how the University of Connecticut and Topfaith University will be sparking the hope of green chemistry in their regions– carrying on the mission we hold dear– all during a time we will remember for its feeling of despair, and constant struggle.
Throughout the year, Beyond Benign’s corporate partners sponsor Green Chemistry Awards. If your organization would like to support the movement toward a green workforce, please reach out to Nicki Wiggins (nicki_wiggins@beyondbenign.org). The future begins with your contribution.
The University of Connecticut’s Green Chemistry Initiative (GCI), is the recipient of a 2025 Beyond Benign Community Grant for a proposal aimed at embedding green chemistry principles into the UConn Chemistry Department’s culture and curriculum. Led by the GCI’s president, Anietie Williams, the project seeks to raise awareness of green chemistry, build institutional recognition for their initiative, and pave the way for their department to adopt the Green Chemistry Commitment. The group will host four seminars—two featuring external experts and two led by internal researchers—while leveraging student enthusiasm, strategic promotion, and faculty collaboration. This critical funding will enable guest travel and honoraria, as well as other event costs, otherwise inaccessible. The project targets 200 – 400 participants and aims to build lasting momentum for green chemistry at UConn.
Topfaith University’s Senior Lecture and Head of the Dept of Chemical Sciences, Dr. Offiong, along with fellow faculty members, has been awarded a 2025 Community Grant for a project dedicated to advancing green chemistry education in Nigerian universities.
The initiative focuses on enhancing the newly introduced undergraduate course, “Green and Sustainable Chemistry,” by training faculty through a specialized workshop, procuring essential learning resources, and raising student awareness through a targeted seminar. The project addresses significant gaps in faculty training and access to educational materials.
Dr. Offiong’s project will fund facilitator travel, venue rental, materials, and resource acquisition. A hybrid format and digital resources will supplement physical copies to ensure broader access to educators in the region. The initiative will engage 10 faculty members and approximately 100 students, with outreach extended to neighboring universities. Led by a qualified team of educators and researchers, this project aims to foster long-term capacity in green chemistry teaching and learning at Topfaith University and throughout Nigerian universities.
Announcing the 2025 Community Grant Fund Recipients
April 14, 2025
At the end of last year, we reached out to you all with an ask to support our community-sourced Green Chemistry Community Grant Award campaign. And as always, you answered. […]
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Announcing the 2025 Green Chemistry Education Award Winners
It’s that time of year again! We are proud (and excited) to announce the projects selected to receive funding through the 2025 Green Chemistry Education Awards, sponsored by Dow. Congratulations to the winners!
The Green Chemistry Education Awards provide financial support for the integration of green chemistry education into courses and curricula. Award winners receive funding to support work to:
- Increase the awareness of green chemistry and the GCC program across the chemistry department and institution.
- Increase awareness of the institution’s dedication to green chemistry education through conference attendance, webinars, publications, social media campaigns, and other opportunities.
- Transform curriculum and lab procedures to achieve the GCC’s Green Chemistry Student Learning Objectives. The objectives aim to provide all chemistry graduates with proficiency in essential green chemistry competencies of Theory, Toxicology, Application, and Laboratory skills.
A new round of Green Chemistry Education Awards will be open soon. Keep an eye on our awards page to learn more, and subscribe to our newsletter for updates!
Depaul UniversityProject Lead: Dr. Kyle Grice
A team of faculty and staff at Depaul University led by Dr. Kyle Grice is pursuing a redesign of their undergraduate organic, inorganic, and biochemistry labs– eliminating dichloromethane (DCM) and incorporating innovative and sustainable practices. The project will align lab experiments with green chemistry principles by reducing hazardous chemicals, solvent use, waste, and energy-intensive procedures. Undergraduate students will test redesigned labs to ensure they are practical and safer, with implementation planned for the 2025–2026 academic year. The initiative will impact over 270 students annually and engage faculty and staff in promoting a long-term shift toward greener, more environmentally responsible chemistry education.
Project Lead: Dr. Yalan Xing
Faculty and staff from Hofstra University will be supported in their plan to launch a one-week summer workshop introducing underrepresented high school students to green chemistry. Through the university’s Science and Technology Entry Program (STEP) the workshop will feature hands-on experiments, lectures, and mentorship from faculty and undergraduate students. Students will enrich their understanding of sustainability topics like atom economy, pollution prevention, and energy efficiency. With support for transportation, meals, and materials, the program will directly engage 10 students and indirectly benefit over 200, aiming to inspire future STEM careers and foster environmental responsibility in the next generation of scientists.
Project Lead: Prof. Dr. Dr. Vânia Zuin Zeidler
Alongside a team of faculty and staff, Prof. Dr. Vânia Zuin Zeidler of Leuphana University has received a Green Chemistry Education Award to embed green chemistry into the core curriculum of the university’s Sustainability and Environmental Science programs. The project will address current curriculum gaps by developing and implementing new teaching modules and laboratory experiments aligned with green chemistry principles, reaching approximately 200 students per semester. It will also incorporate digital tools for assessment and interactive learning, while engaging faculty and staff to build institutional support for sustainable chemistry education. The initiative aims to transform how chemistry is taught in environmental programs and share outcomes through publications, the GCTLC platform, and international networks, helping to establish green chemistry as a central pillar of sustainability education at Leuphana and beyond.
Project Lead: Dr. John De Backere
Dr. John De Backere and colleagues at the University of Toronto have received a Green Chemistry Education Award to host a two-day workshop in July 2026 for 30 Greater Toronto Area high school chemistry teachers. The workshop aims to equip educators with practical tools to incorporate green chemistry principles into their Grade 12 classrooms, aligning with Ontario curriculum standards and the UN Sustainable Development Goals. Participants will attend seminars and hands-on labs led by university faculty, experienced teachers, and a Beyond Benign representative, fostering curriculum renewal and long-term mentorship connections. The initiative emphasizes accessibility by offering the program at no cost and is supported by both the Department of Chemistry and external funding.
Project Lead: Dr. Michelle Mills
Led by Dr. Michelle Mills, the University of Victoria’s (UVic, BC, Canada) Department of
Chemistry is a recipient of the Green Chemistry Education Award for its initiative to embed green chemistry principles throughout its laboratory curriculum. With a goal of creating a comprehensive, scaffolded lab experience aligned with the Green Chemistry Commitment’s Student Learning Objectives, this project targets both first-year general and second-year organic chemistry courses—impacting over 1,700 students annually. The grant enables the development of new, focused experiments and the greening of existing labs through the dedicated work of a graduate RA/TA and undergraduate researchers. This collaborative effort will enhance student proficiency in sustainable lab practices while cultivating future green chemistry leaders. UVic’s commitment to environmental responsibility, combined with institutional support and a strong team of educators and student leaders like Georgia Douglas, positions this project to serve as a model for sustainable curriculum transformation.
West Virginia State University
Project Lead: Dr. Micheal Fultz
Dr. Micheal Fultz and Robert Morris, of West Virginia State University have been awarded the Green Chemistry Education Award to modernize their organic chemistry lab curriculum through the integration of greener, safer, and more sustainable laboratory experiments. With a focus on replacing traditional Diels-Alder and Fischer Esterification experiments with microwave-assisted versions, this project emphasizes key green chemistry principles such as energy efficiency, the use of safer solvents, and renewable feedstocks. The grant supports the purchase of a vented microwave reactor and necessary reagents, enabling the transition away from hazardous substances like dichloromethane (DCM) and benzene. Serving approximately 60 students annually, this initiative will enhance learning outcomes while reducing environmental impact. By embedding green chemistry into foundational lab experiences, the project not only advances sustainability in chemistry education but also empowers students with a modern, responsible approach to scientific practice.
Project Lead: Dr. Chrysanthus Andrew
Dr. Chrysanthus Andrew and his team at Federal University Wukari have received the Green Chemistry Education Award to lead a transformative green chemistry initiative in Nigeria’s Taraba State. Their project will establish a Green Chemistry Student Group, conduct a multi-day workshop for 120 participants, and lay the groundwork for integrating green chemistry principles into the university’s science and engineering curricula. Through targeted training, environmental audits, and the development of sustainable lab guidelines, the project aims to empower faculty, students, and local educators with practical knowledge of waste reduction, safe chemical practices, and eco-conscious lab operations. The initiative also includes broad outreach to six academic departments and aligns with the UN’s SDG goals for quality education and health. By fostering awareness, professional development, and institutional change, this project seeks to build a lasting culture of sustainability in chemical education at Federal University Wukari and beyond.
Project Lead: Dr. Gillian Collins
Dr. Gillian Collins and her team at University College Cork have received the Green Chemistry Education Award to elevate green chemistry education in their Physical Chemistry laboratories. This project addresses a key curricular gap by replacing a hazardous dichloromethane (DCM) based experiment with a safer, greener alternative investigating liquid–vapor equilibrium in a water-acetic acid system. The grant supports the purchase of specialized lab equipment, including DrySyn heating kits, waterless condensers, and thermocouples, to enable individual hands-on student experiences—essential for quality learning. In addition to experimental updates, the project introduces impactful visual aids: professionally framed posters on the 12 Principles of Green Chemistry and the UN Sustainable Development Goals, fostering a systems-thinking approach among students. Targeting over 100 second-year undergraduates annually, with ripple effects across upper-level courses, this initiative is set to serve as a catalyst for wider departmental adoption of sustainable practices in chemistry education.
Announcing the 2025 Green Chemistry Education Award Winners
April 10, 2025
It’s that time of year again! We are proud (and excited) to announce the projects selected to receive funding through the 2025 Green Chemistry Education Awards, sponsored by Dow. Congratulations […]
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Shaping a Greener Future: How Community Ambassadors Expand Green Chemistry Education
Green Chemistry Commitment (GCC) Community Ambassadors are helping to broaden awareness of the GCC, a framework that unites the higher education community around a common vision to affect systemic and lasting change in chemistry education.
These leaders play a crucial role in bringing green chemistry to more campuses and shaping a more sustainable future for people and the planet. As green chemistry champions, their outreach draws new voices to the Green Chemistry Teaching and Learning Community (GCTLC) and attracts GCC signers to this growing global movement.
Meet six Community Ambassadors below and get inspired by the lessons and takeaways from their experiences. Then, apply to become a Community Ambassador!
Giovanni Brito first learned about Beyond Benign during a Green Chemistry Connections online seminar, which now ranks as one of his favorite initiatives. “After attending my first-ever session, I got addicted to browsing the company’s website, exploring the limitless numbers of resources available, and learning new ideas and ways to boost the greenness of my everyday activities,” he says. “I indeed acquired megatons of knowledge by being in this little universe.”
Inspired by the Beyond Benign community, he applied to be a Community Ambassador and set a goal of adding his own department as a GCC signer. “With the unwavering support coming from the Beyond Benign staff, my institution rapidly entered the GCC roster of signing institutions, which made me think that much more could be said and done,” Brito says. “Today, I still have the very same sense of community … and my real drive and passion to seek more and push the boundaries of green chemistry, not only within my little world, but also providing assistance to a broader community.”
As a Community Ambassador, Brito has connected with fellow graduate students at non-signer universities in the U.S., spreading the word about the value of the GCC community. “I have established a collaborative network with other signing institutions and partners to promote events, seminars, and share information about the GCC,” he says. This includes ongoing collaboration with the ACS Green Chemistry Institute, the University of Toronto, and the Chemical Institute of Canada.
For Brito, word of mouth has been the most effective tool to grow the GCC community. By spreading the word about the benefits of green chemistry, he has drawn new students to seminars and conferences and connected with students and institutions in Brazil, Chile, and Mexico. “Graduate students who don’t do research primarily on green chemistry now understand the importance of life cycle analysis and toxicology,” he says. “The feedback thus far is that my words are pollinating far away and acting as seeds to others.”
As a postdoctoral student and professional in the field, Thomas Freese has a unique perspective on the opportunities green chemistry presents for the future. “Green chemistry is crucial to be able to sustain human life on our planet, and chemists should get the tools early on in their studies to be able to perform the science of the future,” he says.
Through his role as a Community Ambassador, Freese helped with outreach to universities in Europe about green chemistry resources and programming. This led to the first signing of a university in the Netherlands to the GCC—the University of Groningen.
Freese made progress on both the academic and professional front in his role as an ambassador. With his continuous outreach on sustainable laboratories, he helped bring green chemistry to the forefront of chemical sciences and shaped research practices for the better in other fields of study. He also has incorporated sustainable practices as an entrepreneur with his own business, Circolide. “Being able to translate my green chemistry research to a chemical manufacturing company aligns with the goals of a circular economy,” he says.
Making the case for signing the GCC started close to home for Donna Hitlal, who continues her efforts to finalize that step at the University of the West Indies St. Augustine as a Community Ambassador. “It has been challenging, but I am close to getting my final signatures,” she says. Hitlal says she draws inspiration from the work of Beyond Benign and the GCC community to make chemistry more sustainable worldwide.
Since becoming an ambassador, Hitlal has felt empowered to meet with her university and others in the Caribbean to speak to the importance of green chemistry and the benefits of signing the GCC. “All of these meetings have been fruitful, and I am in constant contact with these prospective GCC signers,” she says, adding that once her University becomes a GCC signer, she will move forward with new goals for outreach and connection.
The transformative impact of green chemistry inspired Akwaowo Inyangudoh to become a Community Ambassador. “Recognizing the need for a greener approach in education and industry, particularly in my country and across Africa, I felt compelled to contribute to this important movement,” he says.
Through his efforts to connect more educators, researchers, and students with the green chemistry community, Inyangudoh is helping to build the community and its role in driving meaningful change. “Using various platforms, including LinkedIn, I encourage individuals to take green chemistry courses, attend webinars, and explore available resources,” he says. “I have been reaching out to chemistry department chairs in my region, advocating for their institutions to sign the Green Chemistry Commitment. Additionally, I integrate green chemistry hands-on activities into science and community events, such as the annual ACS Chemistry Festival programs in Nigeria.
The Community Ambassador role strengthened his commitment to teaching others about the expanding number of institutions dedicated to integrating green chemistry into education. “Seeing its growth worldwide, including in the African region, has been truly inspiring, as more institutions recognize the importance of equipping students with the knowledge and skills to advance sustainability in chemistry,” Inyangudoh says.
In her role as a Community Ambassador, Cintia Milagre is proud to be part of an initiative that is making a positive difference in the world. She embraces opportunities to share her enthusiasm for green chemistry with other educators: “Any chance I get—whether it’s as an invited lecturer, part of a graduate evaluation committee, or especially when I meet people from other universities at conferences,” she says. “I love having honest conversations in more relaxed settings like coffee breaks, lunch, or happy hours. As a Community Ambassador, I feel it’s important to think beyond just my own university while still addressing the ongoing needs we have at home.”
Milagre especially enjoys inspiring others to get involved by sharing how the students and professors at São Paulo State have benefited from being a GCC signer and using the GCTLC platform. On an individual level, that includes her role in revamping a green chemistry course at the graduate level and expanding its availability beyond the chemistry graduate program. “Now, we’re offering it to both the chemistry and biotechnology graduate programs, with a team of five professors, each from a different department: analytical, biochemistry, inorganic, physical chemistry, and organic chemistry,” she says.
She says this change helps students and faculty see the broader applications of green chemistry. “The collaboration across departments strengthens the course and allows each professor to serve as a leader in their field, encouraging others to get involved,” Milagre says. “By bringing more people into the conversation and sharing responsibilities, we’re all helping to spread the knowledge and impact even further.”
As a Community Ambassador, Lucian Lucia collaborates with undergraduate students to incorporate green chemistry principles into real-world applications. He sees how coursework can inspire lessons with community implications. A student group project spotlighting water issues earned them the distinction of being the first crop of Sustainability Fellows on campus.
“These four students decided to seek any and all resources at NC State U to focus on the presence of microplastics in water, their concentrations, and their potential implications,” Lucia says. To spread the word about the project, they wrote an article on their work and submitted an editorial to the school newspaper. Lucia says the students are also participating in a project using a bio-based material with entropic filtration, as they describe in a Nature Water article.
Lucia draws inspiration from the students’ enthusiasm for the project and the promise of green chemistry. “All in all, they have taught me how just having a desire to make a difference can make all the difference!”
Buoyed by that enthusiasm, he is assembling the curriculum for a new course on the principles of green chemistry that will focus on social and environmental justice, industrial chemistry, life cycle analysis, and toxicology. The addition will build on a strong base of green chemistry knowledge at the university that has already influenced students to become champions of the green chemistry community. “We have had the pleasure of teaching nearly 1,000 students over the lifetime of principles of green chemistry part one, which has opened up so many doors,” Lucia says. “They have taken on the role of our ambassadors in this country and around the world.”
How to get involved:
- Not yet part of the Green Chemistry Commitment (GCC)? Learn how your institution can become a signer and provide students with essential skills and training for today’s workforce.
- Already an active community member? Apply to become a Community Ambassador!
- Join the Green Chemistry Teaching and Learning Community (GCTLC), an online space for everyone in the green chemistry community to learn, share, connect, and grow.
Shaping a Greener Future: How Community Ambassadors Expand Green Chemistry Education
March 31, 2025
Green Chemistry Commitment (GCC) Community Ambassadors are helping to broaden awareness of the GCC, a framework that unites the higher education community around a common vision to affect systemic and […]
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Celebrating the Power of Community: Thank You for Your Support
We owe our community a major thank you. Because of your incredible support, Beyond Benign was selected to receive a special 25th-anniversary donation from Cell Signaling Technology (CST)!
In celebration of their 25 years of service to the life sciences community, CST launched a campaign to award an additional $25,000 to one of the many non-profits they support annually to drive positive change. The campaign called on the community to vote for the organization they felt was most deserving of this special recognition. When we first heard the news, we were overwhelmed with emotions—shocked, surprised, but most of all, honored.
At Beyond Benign, we often talk about the power of community. Community is at the heart of everything we do, from our meetings and newsletters to our articles and interviews. But this moment was different—it was a true testament to your impact.
We were truly humbled to see the responses pouring in, with votes coming from around the world. Your engagement, enthusiasm, and belief in our mission made this moment possible, and we could not be more grateful.
Thank you all for showing up for us and giving us the opportunity to continue showing up for you. While we’re still at a loss for words to fully express our gratitude, we thought the best way to honor this moment was to highlight some of the common themes from your votes and share some of the standout quotes that really touched our hearts.
Advocacy for Green Chemistry Education
“Beyond Benign has been an absolutely essential organization to spread the word of Green Chemistry & Sustainability. Through its captivating and engaging methodologies, and an incredible moving-forward community, I’ve been able to not only learn from them but also contribute and give my own perspectives and contexts. Their democratic and thoughtful ways to advance education on Green Chemistry are vital for a real change. I’m also happy to share that much of what is yet to be done is under Beyond Benign radar, which seems to be an inspiring motive to join them and continue working on Green Chemistry Education.”
Global Reach and Inclusivity
“This organization’s mission is critical for the future and advancement of chemistry education. They are building an inclusive community of learners that is unmatched by any other of its kind.”
“BB is changing the world and making it a better place through awareness and sustainable chemistry education. Their impact is far reaching throughout the world and especially in places like Africa where I am from.”
“It has been in the forefront in spreading and practicing green chemistry education across the globe.”
Support for Educators and Institutions
“They support K-12 science teachers like myself to encourage our students to pursue careers in science, sustainability, and education. Their curricular resources are gems and I’ve adapted several of them into my classes. I believe green chemistry education is critical for a sustainable world, and sustainability can clearly be supported by green chemistry.”
“I have used several of this organization’s activities in my classes and it has helped my administration see the value of promoting lab science experiments with little or no toxic waste.”
“The resources that Beyond Benign creates have been fantastic to include in my chemistry courses. I use many of their labs and love them!”
Empowering Future Scientists
“Green chemistry is so important for doing science sustainably. Beyond Benign is doing the hard work of making sure the next generation of chemists and STEM workers is trained in ways to meaningfully impact the world!”
Innovative Approaches and Practical Impact
“Education is transformative. Scientists need to be trained to THINK sustainably before they design a product. Current chemistry programs do not teach green chemistry. Beyond Benign provides the tools educators need to transform their curriculum, thereby empowering them to be sustainability multipliers with every student they teach.”
“They support and provide training for both K-12 and collegiate initiatives to green up our chemistry labs with less toxic and often grocery store available materials. This helps reduce toxic waste and create awareness! They have even done a remote PD with our TX chemistry teacher organization.”
Alignment with Global Challenges
“This [vote] is because I believe that early exposure to sustainable practices can be the key for the next generation of scientists to become critical and aware of the Earth life cycle as a whole. Coming from the Philippines where we experience the brunt of climate change, education is critical in order for us to be able to weather the unpredictability of climate in the future.”
Community and Collaboration
“I want to support this organization because they provide a platform for building new connections and collaborations, empowering individuals to form meaningful relationships and drive positive change in the community.”
“Beyond Benign is one of those organizations that bring a smile to your face every time you hear about the news coming from them. Their mission of bringing green chemistry and sustainability education and awareness is critical, as it aims to reach all people, from young minds to the university level. The group of people gathered there is fantastic, and their work is awe-inspiring.”
Celebrating the Power of Community: Thank You for Your Support
March 28, 2025
We owe our community a major thank you. Because of your incredible support, Beyond Benign was selected to receive a special 25th-anniversary donation from Cell Signaling Technology (CST)! In celebration […]
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Empower Your Students With Safer, More Sustainable Science Labs: Enroll in a Beyond Benign Professional Development Course
Beyond Benign’s summer professional development courses help teachers reinvigorate their lessons to better engage students and prepare them for future careers. Through the courses, middle school and high school teachers learn how to incorporate green chemistry into their classrooms, update labs to be safer and more sustainable, and inspire students to critically engage with environmental and sustainability challenges.
Past participants have high praise for the online courses, which are taught by Beyond Benign’s Certified Lead Teachers over 6 to 8 weeks. Teachers who took the courses in 2024 lauded their well-structured content, actionable resources, collaborative nature, and profound impact on teaching.
Interested in transforming your classroom or lab for the better? Check out the teacher testimonials below, which reflect the value they found in learning from expert instructors and tapping into innovative classroom resources that incorporate the principles of green chemistry. Then, learn more about the Beyond Benign summer professional development courses and enroll by June 1st, 2025.
Teacher testimonials:
What participants say they’ll take back to the classroom:
- How to incorporate the principles of green chemistry and make small shifts that have a large impact.
- When household chemicals can be used to complete lab activities—a cost-effective and planet-friendly alternative.
- How to use the green chemistry principles to create compelling lessons.
Teacher testimonial:
What participants say the courses provide:
- I like that we were given freedom over our choices in terms of our lessons and projects. This allowed me to create work that I will use and that I’m proud to share with my department.
- I feel more knowledgeable about sustainability and innovation in industry with regard to green chemistry, as well as more confident and comfortable in implementing these ideas to my students in an engaging manner.
Teacher testimonial:
How participants plan to incorporate green chemistry in their classrooms:
- I plan to incorporate green chemistry principles into my lecture content, have green chemistry extensions in some of my current activities, and try out three to four replacement labs.
- I rewrote an entire unit on solutions in my curriculum and modified my intro unit.
- By using safer materials in our lab activities, by discussing using safe skin and makeup products that are cruelty-free, by reading about the green chemistry movement.
The Ultimate Impact: A Better Future for Students and the Planet
Participants said the course materials and learnings will have long-term benefits for their students as they encounter future sustainability challenges.
Ready to transform your chemistry course with innovative labs and resources that help students shape a more sustainable future? Registration is open through June 1, 2025, for these courses:
- Sustainable Science: Contextualizing Chemistry Through Safer Hand-On Labs
- Introducing Green Chemistry in the High School Classroom
- Advanced Green Chemistry: Connections to Our World*
*Teachers who want to take their Advanced Green Chemistry course a step further can apply for the Green Chemistry Fellowship. This four-month fellowship program includes mentorship from a Certified Lead Teacher, peer support, shared learning, additional credits, and a classroom gift card.
How to get involved:
- Enroll in a Beyond Benign professional development course to discover the transformative power of green chemistry. Explore current offerings and register by June 1st, 2025.
- Get to know the incredible educators who teach the professional development courses: Annette Sebuyira, Cassidy Javner, and Erin Mayer.
- Subscribe to Beyond Benign’s newsletter to get green chemistry news, opportunities, and resources delivered to your inbox monthly.
Empower Your Students With Safer, More Sustainable Science Labs: Enroll in a Beyond Benign Professional Development Course
March 27, 2025
Beyond Benign’s summer professional development courses help teachers reinvigorate their lessons to better engage students and prepare them for future careers. Through the courses, middle school and high school teachers […]
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