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Inorganic Chemistry’s Green Future: A Q&A with John De Backere
Meet John De Backere, an Assistant Professor who is championing green chemistry education at the University of Toronto (a Green Chemistry Commitment signer) and in the greater green chemistry community.
John has been active in integrating green chemistry principles and practices into the Department of Chemistry’s inorganic chemistry courses and connected with Beyond Benign in 2020 through our Faculty Fellowship Program. He is now a peer reviewer and moderator in the Green Chemistry Teaching and Learning Community (GCTLC) — an online platform where the green chemistry community can connect and share resources.
We caught up with John to learn more about his green chemistry journey and get the latest updates on his work in green inorganic chemistry. In this conversation, John shares how he’s seen students engage with green chemistry, his hopes for the future of green chemistry education, and so much more.
Please share a little about your background and involvement with Beyond Benign and the broader green chemistry community.
Among my teaching responsibilities for the Department of Chemistry is coordinating the laboratory components of our second- and third-year inorganic chemistry courses, which is where I’ve primarily worked on incorporating green chemistry principles and practices. I first connected with Beyond Benign in 2020 through its Faculty Fellowship program, which aimed to develop greener laboratory exercises for undergraduate teaching labs. Through this and other opportunities, I’ve been privileged to connect and collaborate with many amazing members of the green chemistry community. I’m especially excited to continue to develop these relationships and interactions through the new online GCTLC, where I’ll be active as a learning object peer reviewer and forum/groups moderator!
Tell us more about your green chemistry journey — what led to your interest in the field?
My green chemistry journey largely began when I first joined the University of Toronto as a faculty member in 2019, where I attended a yearly green chemistry symposium organized and run by our passionate student-run organization, the Green Chemistry Initiative. The principles and practices that were discussed deeply resonated with me, coming from a research background working with extraordinarily hazardous and toxic reagents, and it acted as the catalyst for me to continue learning and integrating green chemistry into my teaching. I’m also extremely fortunate to be surrounded and supported by enthusiastic colleagues who are among the many champions of the green chemistry community and have helped further nurture my interests and efforts in this space.
What does your work in green inorganic chemistry involve? What makes it unique from green organic chemistry?
My work in the higher ed green chemistry space so far has largely focused on the curricular development of greener inorganic teaching experiments. This includes modifying our old experiments to align with and include green chemistry principles, replacing older labs with greener ones from the chemical education literature, and developing brand-new teaching experiments centered around green chemistry. Through my relationship with Beyond Benign, my work has grown from isolated efforts within my courses into international collaborations with faculty across North America (and hopefully beyond in the future). The unique aspect of incorporating green chemistry into the inorganic curricula is the state of infancy to its adoption relative to other areas like organic. This originally presented some challenges, such as difficulties finding resources or examples to use as someone new to green chemistry.
Since signing the Green Chemistry Commitment (GCC) in 2016, how has the University of Toronto fostered green chemistry education?
Our faculty at the University of Toronto have formed a great partnership with Beyond Benign since signing the GCC in 2016. This has resulted in our contribution to a variety of international green chemistry education initiatives, including co-organizing conference symposia and workshops, leadership in the GCTLC and Green & Sustainable Chemistry Education Module Development projects, developing greener laboratory guides and resources for the Toxicology for Chemists Program, and much more. It’s atypical not to see at least one of my colleagues involved in a project that fosters green chemistry education!
What advice or resources would you share with faculty from other institutions who may be facing barriers or who lack institutional support?
If you’re facing challenges with integrating green chemistry into your teaching, there is an unbelievable amount of support available from the green chemistry community. It’s undoubtedly one of the most enthusiastic, passionate, and supportive groups of individuals I’ve encountered. Don’t be afraid to reach out to colleagues active in the space for support. This is now easier than ever with the recent launch of the GCTLC, where forums, groups, and profiles are available to connect and collaborate with others working in this area!
How have you seen your students actively engage in the discussion on green chemistry in your classes and beyond?
Our students are very engaged and excited about green chemistry. Out of all the inorganic teaching experiments, it’s evident that the “green-centric” labs in the curriculum are typically the students’ favorites. I think students are now very aware of the environmental and health challenges we face in the world, so equipping them with green chemistry as a professional tool to make a difference is very empowering. Beyond the classroom, I’ve had a few full circle moments when an undergraduate student I’ve taught green chemistry principles becomes active in the student-run Green Chemistry Initiative, since this organization originally introduced me to green chemistry to begin with!
What elements of the GCTLC are you most excited about? How do you think the GCTLC will support the advancement of green chemistry?
I truly believe the GCTLC is a game changer when it comes to connecting and sharing resources within the green chemistry community. When I first entered the green chemistry space, it was a challenge to find aligned resources with my area and hard to connect with individuals who shared similar interests or were working on related projects (beyond the traditional approaches of connecting at conferences or finding them from the literature). The GCTLC is a much more accessible and organized platform, and I’m excited about the ability to quickly search profiles of individuals, easily connect with people, and share content in a more informal and open-access way. I think these two aspects will really support collaboration, which in turn will advance green chemistry education in an impactful way.
Can you share a couple of resources you recommend in green inorganic chemistry?
Although we’re just at the beginning of broadly integrating green chemistry into the inorganic curricula, there are certainly some resources available — with much more to come! As a starting point, we’ve compiled a curated collection of a few “Greener Inorganic Labs” on the GCTLC. I expect this collection to grow exponentially in the coming months and years as this online community continues to expand.
Outside of your work, what are some of your favorite hobbies or activities?
I love escaping from the city to connect with nature; anything from taking my dog (he’s a black “Whoodle” which is a mix between a Wheaten Terrier and Poodle) on local hikes through forests up to more ambitious adventures in Yosemite National Park or back-country canoe camping in Algonquin Provincial Park. I also enjoy doing the majority of cooking in my household, which includes making a mean carbonara and delicious slow-cooked ribs (I have yet to tweet my culinary adventures on #ChemistsWhoCook).
What is your hope for the future of green chemistry education?
My hope for the future of chemistry education is a transformation where green chemistry becomes amalgamated as a best practice and foundational knowledge of all chemists. I think the future is quickly approaching thanks to efforts from organizations like Beyond Benign, with recent milestones like ACS-approved Bachelor’s degree programs requiring curriculum that provides students with a working knowledge of the 12 Principles of Green Chemistry.
Keep up with John and his work by connecting with him in the GCTLC!
Inorganic Chemistry’s Green Future: A Q&A with John De Backere
January 24, 2024
Meet John De Backere, an Assistant Professor who is championing green chemistry education at the University of Toronto (a Green Chemistry Commitment signer) and in the greater green chemistry […]
Categories: GCTLC, Green Chemistry Education, Higher-Ed
The Impact of Green Chemistry in Elementary Education: A Conversation with Veronica Morabito Weeks
Veronica Morabito Weeks, a passionate fifth-grade educator with 28 years of teaching expertise in Long Island, New York, emphasizes that while green chemistry is commonly associated with environmental sciences in elementary classrooms, she has successfully integrated its principles across various subjects such as ELA, economics, civics, and even within discussions about food. “Being an elementary teacher, I don’t just do science. I do everything!” Veronica says. “I stick science in everywhere.”
Through innovative lessons based on situations and settings familiar to her students, Veronica utilizes the environment as a gateway to comprehending green chemistry, ensuring that learning remains engaging and enjoyable.
A Call to Action Through Chemistry
Through engaging projects that relate to the world around them, Veronica’s students have had the opportunity to think about the environment they want to live in and brainstorm innovative ways to bring about change.
One of her classroom projects centered around a particulate matter device called the flow device, which detected poor air quality in their classroom, located near the Long Island Expressway and an industrial park. Concerned about their breathing difficulties and prevalent asthma, especially following the end of the COVID era when chemicals were used for sanitation, the students initiated investigations using the flow device. They observed how cleaning chemicals triggered the device and noticed spikes during high traffic times, like lunch breaks.
Motivated by their findings, the students brainstormed solutions. They explored biomimicry, particularly the Sharklet Biomimicry, aiming to create non-toxic sanitizers for their desks. Additionally, they proposed designing barriers along the expressway using materials like cork that could absorb toxins, presenting these innovative ideas at a virtual symposium.
“They played around with green chemistry and how they could make their own disinfectants,” Veronica says. “That was another favorite. They used the Think Dirty app to look at different products and how toxic they are. And it was shocking.”
Veronica described another impactful classroom project centered around exploring plastics, inspired by Beyond Benign’s Plastics labs. Students engaged in creating plastics from benign household items, testing these materials to ensure they possessed desired characteristics. Taking their learning further, they linked their knowledge to real-world issues. They learned about a New York City bill in the Senate aimed at reducing plastic bags and eliminating single-use items like shampoos in hotels.
“These fifth-grade kids went wild!” Veronica says. “They wrote letters and sent them to Albany to our local Senator, Monica Martinez. She came into the classroom, and she was so thrilled. She said, ‘You kids have to come to Albany and present this!’”
The bill passed, leading to a victorious moment for the students. This experience not only connected science with civic engagement but also highlighted the intersection between economics and the environment. Veronica emphasized the importance of providing solutions rather than simply raising concerns and encouraged her students to offer alternatives while advocating for change.
“I tell them it’s not enough to just say, ‘You can’t have bug spray because it’s toxic,’ and to then use nothing at all,” Veronica says. “You have to change it — make it so we can have it, but it’s not going to kill us. That’s what we try to get across. We’re always going to have plastic, but let’s make the plastic better and biodegradable. And not create so much of it.”
Exploring Green Chemistry Through Real-Life Food Experiences
Veronica has discovered that igniting her students’ enthusiasm for green chemistry requires tapping into real-life experiences and interests, a principle that was especially evident in her teachings revolving around food. In one example, upon discovering the toxins in popular energy drinks, her fifth graders sought to create healthier alternatives without compromising taste or quality.
Through engaging units like the Plate to Planet program, created in collaboration by Impossible Foods, Beyond Benign, and Veronica, students explored alternatives to food waste in the cafeteria and alternatives to meat consumption. “They couldn’t believe how much was being thrown out!” The Plate to Planet “Science of Food” unit connected to different subjects and actions. Students investigated the components of common food items and experimented with creating natural food dyes. Their goal was to substitute artificial dyes with more sustainable and healthier options, balancing functionality, taste, and color stability.
We started an outside compost and vegetable garden outside our classroom (economics/biology). They wrote and petitioned our cafeteria to have Impossible Burgers so they would have choices that are more sustainable (civics/food science/sustainability). Some students even worked with their parents to reduce their meat intake after learning more about environmentally friendly options
“We share that when you change a product to something more ‘green,’ it still has to function well,” Veronica says. “It still has to taste good. It has to hold its color. For example, we were making frosting, and we wanted it to be red. So we tried strawberries. We tried a variety of different things because we wanted to see if the flavor would change. They found something they really liked, and they wanted the recipe for their parents.”
Having hands-on experience with changing the world around them through chemistry has been impactful for her students. “You can see how much of our green chemistry approach at this level is connected to the environment, and kids are learning how much agency they have to make a difference in their world,” Veronica says. “They learn it is very possible to influence their surroundings through their understanding of science. We don’t have labs where we are using a lot of intense chemicals, so we had to find a way for kids to connect.”
Cornell Collaboration: Unveiling Vaping’s Impact on Cells and the Environment
Veronica’s students’ deep engagement with chemistry has gotten a big boost through her close collaboration with Cornell University’s impactful programs, particularly the Cornell ASSET (Advancing Secondary Science Education through Tetrahymena) Program from the College of Veterinary Medicine, Department of Microbiology and Immunology. While primarily tailored for high school levels, Veronica adapted two of their kits for elementary students, infusing them with green chemistry principles.
One of these kits, the Chemotaxis Kit, explores chemical reactions using Tetrahymena, microscopic organisms found in ponds. Veronica’s students utilize Tetrahymena to investigate the effects of vaping chemicals on cells, drawing parallels between Tetrahymena and human respiratory cells.
“We are hoping that it stops them from vaping because that’s a huge problem out here,” Veronica says. “They see clearly what happens to the cells. They explode. And the kids are horrified, saying, ‘Oh my God! I’m never gonna do it, I promise you!’”
Cornell provides microscopes and vaping extracts for the experiments. Veronica emphasizes the broader environmental consequences, discussing how vaping toxins might affect waterways, thereby nurturing a sense of responsibility toward environmental stewardship among her students.
“They are developing agency to do something about it, for themselves, for their families, and for the immediate environment around them, teaching them that they have the power to impact change,” she says.
Part of Everything
Veronica emphasizes that when green chemistry is approached as a component throughout her curriculum rather than a siloed subject, it becomes more accessible to students and educators.
“We try to make our approach simple so we can share with other teachers,” she says. “Sometimes elementary teachers are intimidated by chemistry because they don’t feel like they are trained enough or it is too hard. I share that it is more simple than they believe. I am not a chemistry person, but I have always loved it, and I’ve taught myself. I find that chemistry is part of everything: your food, your products, your water. I try to help others to not be afraid of it, little by little.”
As a Beyond Benign Lead Teacher, Veronica is doing this work through her engagement in the Observe, Wonder, Think Webinar series. In November 2023, Veronica shared her biomimicry resources with a diverse audience of educators ranging from K-12 teachers to Higher Education faculty members. At Observe, Wonder, Think webinars, educators are able to come together for fruitful and enriching conversations that help them bring green chemistry into classrooms across the country, and the world. To learn from and connect with educators like Veronica, interested community members can join us, monthly, by registering here. To hear Veronica’s presentation on Biomimicry, visit the YouTube video, linked here.
To connect with Veronica and hear more about her work, find her on the Green Chemistry Teaching and Learning Community.
The Impact of Green Chemistry in Elementary Education: A Conversation with Veronica Morabito Weeks
December 11, 2023
Veronica Morabito Weeks, a passionate fifth-grade educator with 28 years of teaching expertise in Long Island, New York, emphasizes that while green chemistry is commonly associated with environmental sciences in […]
Categories: Green Chemistry Education, K-12
2023 Year in Review
Check out our takeaways from an incredible year in the green chemistry community.
2023 Year in Review
December 7, 2023
Check out our takeaways from an incredible year in the green chemistry community.
Categories: GCTLC, Green Chemistry Education, Higher-Ed, K-12
Conferencing and Community: A Seasonal Recap
What does it mean to build—and exist in—a global community, despite thousands of miles and hours of time difference?
As our global green chemistry community continues to grow, we at Beyond Benign find ourselves asking these two critical questions time and time again. This is why you may have seen us– virtually or in person– at any one of the many green chemistry conferences, webinars, seminars, or ceremonies 2023 had to offer.
In traveling, logging on, presenting, or listening in, we are hoping to reach you – our brilliant community members at the forefront of change in the green chemistry space. We know from experience that innovation and creation happen when we connect, collaborate, and show up for one another.
So, where did we show up recently? Explore highlights from this season’s travels below!
National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 50th Anniversary
In September of this year, Beyond Benign Higher Education Program Manager, Dr. Nimrat Obhi (they/them), attended the 50th Annual Meeting of the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChe).
Dr. Obhi oversees Beyond Benign’s MSI initiative, which provides support to Minority Serving Institutions (MSIs) as part of the Green Chemistry Commitment Program. This support includes making available targeted grants for both faculty and student groups at MSIs and providing professional development opportunities for these community members.
At NOBCChe, Dr. Obhi hosted a workshop titled, “Students as Change Agents” geared toward empowering young Black chemists with the resources they need to be changemakers in the green chemistry space. But, in Dr. Obhi’s words, the students already had the key components — passion, and a palpable energy for change.
Dr. Obhi aptly summarized the existential questions faced by their audience saying, “They bear increasing responsibilities based on the world we are left with. That’s why it’s our responsibility to show students they have the power and agency as green chemistry advocates to be leaders of a greener, more just future.”
University of Birmingham Sustainability in Chemistry Conference
Dr. Juliana Vidal (she/her) recently traveled to the University of Birmingham for their Sustainability in Chemistry Conference — the first of its kind hosted by the recent GCC Signer, with plans in place for the conference to become an annual occurrence. Dr. Vidal, a Higher Education Program Manager at Beyond Benign, oversees support for our green chemistry commitment signers, including our growing international community.
“It was amazing to see the symposium at the University of Birmingham becoming a hub for our signers in the UK,” Dr. Vidal shared, “Our Green Chemistry Commitment has become just the domino effect we need to see – such meaningful channels of communication and collaboration opening between our community members.” Organized by Prof. Tomislav Friščić, Prof. Adam Michalchuck, Prof. Deborah Crawford, Dr. Thomas Auvray and Dr. Michael Ferguson, the event included the talks of students and faculty from GCC signing institutions including the University of Birmingham, University of Nottingham, and Texas A&M University.
Youth Forum at ICCM5
At Beyond Benign, we know that young people are at the forefront of change– and that when given a platform, they make strong advocates for a sustainable future. This is precisely why Dr. Juliana Vidal attended this year’s Youth Forum at the Fifth International Conference on Chemicals Management, hosted by the United Nations Environment Programme in Bonn, Germany.
At this historic forum, a new framework was set forth to improve the management of chemicals and waste, created by its multilateral, multigenerational leadership. Green and sustainable chemistry education was among the demands of leaders and was successfully enshrined in the framework.
A plurality of voices were heard at ICCM5, and Beyond Benign was honored to be among them. Dr. Vidal shared that, “Non-profit organizations like Beyond Benign should have a seat at the table, alongside governments and multilateral organizations, to voice our concerns, share our expertise, and engage our community, to help catalyze change on a more global scale.”
Fostering green chemistry education involves two important ingredients– awareness and accessibility. Knowing about green chemistry is just one piece of the puzzle. This is why the work being done by our Lead Teachers is so important– they are the catalysts inspiring other educators to take their knowledge and to implement it in the classroom.
Eastern STANYS
Education conferences provide an incredible opportunity for us to engage with you all face-to-face, and to demonstrate the practical ways green chemistry fits into your curricula. The Science Teachers Association of New York State (STANYS) hosted its regional conference in Eastern New York, with presentations by Lead Teachers Annette Sebuyira and Stefanie Loomis.
In their workshop, “Using Green Chemistry to Implement NYSSLS Based Labs” Stefanie and Annette called on green chemistry principles, practices, and tools to empower participants toward more sustainable science education. All of this with a spooky twist… These labs were written with an engaging and fun murder-mystery storyline that involved analyzing “poison” lemonade and a potential murder weapon through a density lab.
Annette and Stefanie’s creativity shined in this workshop, but the pair remarked that aside from presenting, the highlight was connecting with other passionate and invested science educators from across the region.
STANYS
At the broader STANYS conference a couple of weeks later, our lead teachers represented green chemistry education again with an insightful workshop hosted by Scott Carlson and Stefanie Loomis. With labs to choose from such as flame tests, animal biomimicry, and a density lab, the pair introduced their audience to Beyond Benign, green chemistry, the Green Chemistry Teaching and Learning Community, and more! Stefanie Loomis reflects that, “it is always great to introduce more and more people to green chemistry, and to remind them of all the resources we have made available to them.”
British Columbia Science Teachers’ Conference
In a hybrid presentation titled, “Chemistry Teaching and Learning for Sustainable Futures” Beyond Benign Certified Lead Teacher Ken Hoffman and co-presenter Janice Williams, carried the green chemistry torch at the British Columbia Science Teachers’ Conference. Working specifically with middle school educators, the presenters introduced their audience to the goals and objectives of the 12 Green Chemistry Principles, specifically focusing on Less Hazardous Synthesis, Minimizing Waste, and Atom Economy. Their goal was to have attendees leave with the practical knowledge and skills necessary to inspire the next generation of green chemists.
Ken shares that the event was an incredible success and to his excitement most attendees were familiar with green chemistry, Beyond Benign and the GCTLC. “They were posting the Beyond Benign URL before I could, posting teaching resources in the chat before me, and expressing their interest in the Green Chemistry Teaching and Learning Community…”
Ken shares that the prevailing message of their presentation was, in Janice’s words, “Start where you are!” Sustainability-focused teaching and learning, in many cases, needs only a perspective shift.
Throughout this season, we’ve found that our community is flourishing.
In addition to reflecting on our recent travels, we recently received the exciting results of our annual survey. This year, 74% of educators who responded to this survey said that their confidence to teach green chemistry has increased over 2023! It’s clear that despite the time and distance between us, our community is stronger than ever.
Whether it was online, in person, or a combination of the two, we are so glad to have had the chance to connect with you all – and are excited to see what 2024 has to offer the community we are building, together.
Conferencing and Community: A Seasonal Recap
November 29, 2023
What does it mean to build—and exist in—a global community, despite thousands of miles and hours of time difference? As our global green chemistry community continues to grow, we at […]
Categories: Green Chemistry Education, Higher-Ed
Empowering Tomorrow’s Innovators: Celebrating the Impactful Initiatives of the 2022-2023 Green Chemistry Education Challenge Award Winners
Congratulations to the remarkable 2022-2023 Green Chemistry Education Challenge Award winners for their outstanding contributions in designing innovative projects that are poised to advance green chemistry education within their institutions. By pioneering these initiatives, they are not only shaping the future of education but also leading the way toward a more sustainable world. We look forward to witnessing the positive impact their projects will have on both their campuses and the broader community.
Thank you to our sponsors, Dow, Biogen and 3M, for their invaluable support in making these awards possible. Their commitment to fostering innovation in green chemistry education is instrumental to ensuring the workforce is trained with the green chemistry knowledge and skills needed for a sustainable future.
Beyond Benign’s Green Chemistry Education Challenge Awards aim to support the integration of green chemistry education into courses and curricula with financial aid to achieve impactful change. Strong applications receive funding to achieve the following goals:
- Increase the awareness of green chemistry and the Green Chemistry Commitment (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, etc.
- Transform curriculum and lab procedures to achieve the GCC’s Green Chemistry Student Learning Objectives so all chemistry majors, upon graduation, have proficiency in the following essential green chemistry competencies: Theory, Toxicology, Laboratory Skills & Application.
If you would like to apply for a Green Chemistry Education Challenge Awards, we currently have two open applications. Application deadlines are October 31st.
If your organization would like to sponsor an award for faculty or students, please reach out to nicki_wiggins@beyondbenign.org
Dow Green Chemistry Education Challenge Awards
These five awards were provided to Green Chemistry Commitment Signing Institutions to accomplish 1-year green chemistry projects that advance the teaching and learning of green chemistry. The funding could be utilized to drive awareness for Green Chemistry or support the adoption of Green Chemistry curriculum into chemistry courses, laboratories and/or outreach activities. Funding support provided by Dow.
Winners:
Institution: Bradley University
Faculty Lead: Dean Campbell
Project Description: The primary objective of this project is to bring green chemistry concepts to the Bradley University students by incorporating a robust set of green chemistry labs into the General and Organic Chemistry laboratory courses. To accomplish this objective, the grant funding will be used to purchase supplies and reagents for use in these labs. With approximately a quarter of the 5,400 Bradley University students enrolled in General and Organic Chemistry labs, this provides an excellent opportunity to help increase awareness of green chemistry across the entire campus.
Institution: South Dakota State University (SDSU)
Faculty Lead: Sara K. Madsen
Project Description: Virtual Reality (VR) will be used to assess its learning effectiveness in Organic Chemistry laboratory that currently uses green chemistry pedagogy. The goal of this project is to use VR to provide chemistry students an opportunity to practice green chemistry techniques and experiments before entering a real space laboratory. SDSU faculty, staff, and administrators, SDSU students, and South Dakota Tribal Colleges will benefit from this project. This project will design a VR template that can achieve the following objectives:
- Practice the procedures of a traditional green experiment and non-green experiment and assess learning in VR.
- Conduct a green experiment and non-green experiment in the real laboratory space and assess learning, calculate energy consumption, atom economy and E-Factor, in both VR and non-VR spaces.
- Modify VR objects to optimize and pilot the green chemistry experiment in VR.
Institution: University of Minnesota
Faculty Lead: Nathan Rackstraw
Project Description: The Sustainable and Green Chemistry Committee (SGC) at the University of Minnesota (UMN) plans to:
1) increase the Chemistry department’s dedication to green chemistry by inviting an external guest speaker in the Fall semester of 2023.
2) increase awareness of current green chemistry practices (theory, toxicology, laboratory skills, and application of green chemistry) across the department by organizing monthly researcher (graduate student and postdoctoral scholar) roundtable meetings, and
3) transform an existing middle school science outreach program to incorporate green chemistry experiments into their curriculum.
Institution: University of Colorado, Colorado Springs
Faculty Lead: Nicole Juhl and Tisha Mendiola Jessop
Project Description: Faculty members, Nicole Juhl and Tisha Mendiola Jessop, design Green and Sustainable Chemistry modules to serve as models for their department as resources and concrete examples for how to incorporate green chemistry without adding to the curriculum. Additionally, they will increase and improve their education through professional development by attending the American Chemical Society Green Chemistry Institute (ACS GCI) Green Chemistry and Engineering Conference in June of 2023 and share their learnings with their colleagues over the 2023-2024 academic year.
Institution: Saint Francis University
Faculty Lead: Ashley Smith-Diemler
Project Description: This project seeks to expand Saint Francis University’s (SFU’s) awareness of the Green Chemistry Commitment in both our Chemistry Department and the larger surrounding community through the following objectives:
- Expand the application and teaching of Green Chemistry Principles for both the lecture and laboratory courses.
- Redesign Chemistry major seminar (taken one semester/year by all Chemistry majors) to focus on green chemistry principles, challenges, and core competencies.
- Create new green chemistry-themed activities that can be taught in local schools and libraries by the existing outreach organization (R.O.C.K. – Rural Outreach Chemistry for Kids).
Biogen Green Chemistry Education Challenge Awards
These two awards were given to Green Chemistry Commitment Signing Institutions who are US-based Minority Serving Institutions (MSIs) to accomplish 1-year green chemistry projects that advance the teaching and learning of green chemistry. The funding could be used to drive awareness for Green Chemistry or support the adoption of Green Chemistry curriculum into chemistry courses, laboratories and/or outreach activities. Funding support from Biogen.
Winners:
Institution: Kean University
Faculty Leads: Heather Stokes-Huby, Subhasish Chatterjee
Project Description: Kean University is starting a Green Chemistry Initiative and using a lab-based green chemistry dye activity to kick off the Initiative and to enhance and strengthen the interest of student participants. Through their Green Chemistry Initiative, Kean University will develop new laboratory experiments and courses in green chemistry and propose a green chemistry concentration within their chemistry major offerings at the University.
Institution: St. Edward’s University
Faculty Lead: Lauren Mitchell
Project Description: St. Edward’s University will implement a new green chemistry experiment into their introductory level Organic Chemistry lab course. Students will synthesize and purify aspirin at microscale quantities using specialized glassware, then they will compare their results to experiments run earlier in the semester to evaluate the greenness of different synthetic approaches and their impacts on waste reduction. St. Edward’s University will adapt future experiments in other Organic Chemistry lab courses to use the same microscale synthetic approach.
Green Chemistry Education Student Group Challenge Awards
These fourteen (14) Green Chemistry Education Awards were provided to student groups from Minority Serving Institutions (MSIs) to run three green chemistry events or outreach activities that advance the adoption of green chemistry on their campuses or in their local communities. This funding is to help support ACS Student Chapters enhance their applications for green chemistry recognition from the American Chemical Society Green Chemistry Institute. Funding provided by 3M and Beyond Benign.
3M Green Chemistry Education Student Group Challenge Awards – US Institutions:
Institution: California State University, San Marcos
Faculty Advisor: Robert Iafe
Project Plan: The CSUSM ACS Student Chapter will organize a Green Chemistry Summit event to introduce green chemistry to the campus and local community colleges, featuring Dr. John Warner as a keynote speaker. The group will also provide a tour of Genomatica (a green chemistry award winning biotech company based in San Diego) to showcase a local industry example of green chemistry research applications. The group’s final project includes running a green chemistry outreach activity to a local high school, where a green chemistry experiment to create a solar cell will be used to discuss alternative energy, emissions prevention, and redox chemistry.
Institution: University of Minnesota, Twin Cities
Faculty Advisor: Jane Wissinger
Project Plan: The ACS-UMN Student Chapter will run a short seminar series for the Department of Chemistry to highlight green chemistry in different industries. Guest speakers from diverse backgrounds such as pharmaceutics, chemical engineering, and medicinal chemistry will be invited. Members of the Student Chapter will volunteer at local elementary and middle schools to run green chemistry demonstrations as outreach activities. Finally, the Student Chapter will run general educational meetings for undergraduate students at the University of Minnesota. These meetings will discuss ocean acidification and the use of sustainable starting materials in chemistry research and will use lesson plans and activities from Beyond Benign.
Institution: Texas Woman’s University (TWU)
Faculty Advisor: John Beatty
Project Plan: The TWU-KEM Club will run two Chemistry Magic Show events, for homeschooled students, and for local high school students. In these events, students will learn about microplastics in the environment and the importance of finding greener alternatives to plastics through participation in a bioplastics green chemistry experiment. The local high school students will be invited to the TWU campus along with their dual credit teachers. Finally, the TWU-KEM Club will expand their Zero Impact Events on Campus Program through decreasing the use of single-use plastics and holding discussions on the importance of waste reduction.
Institution: Augsburg University
Faculty Advisor(s): Sarah Lam, Michael Wentzel
Project Plan: The Augsburg University ACS Student Chapter will run three outreach events for undergraduate students. The first outreach activity will be an Advanced Biomimicry Matching Game, where students will understand the concept of biomimicry and learn about the impact of carbon dioxide on the environment through exploring acid and base chemistry in the context of less hazardous synthesis, designing for degradation, and using benign solvents. The second outreach activity will discuss endangered and critical elements, and how challenges associated with their sustainable use and preservation will impact the future of chemistry for energy storage research (batteries, supercapacitors, etc.). Finally, the Student Chapter will run a task-based scavenger hunt to connect the principles of green chemistry to students’ real-world environments, and to further their understanding of how green chemistry can be used to solve local sustainability challenges.
Institution: Hampton University
Faculty Advisor(s): Dawanna White, Oluwatoyin Asojo
Project Plan: The Hampton University ACS Student Chapter will run three events. The first event is titled “A Greener Future of Chemistry” and will introduce the audience to the concept of green chemistry. Speakers will be invited that will discuss the intersection of green chemistry and environmental justice. Their second event will be a community-based event run locally, where simple green chemistry experiments will be conducted by school-aged children to find ways to reduce waste and be eco-friendly in the chemistry laboratory. Finally, the Student Chapter’s third project is a department-wide “HU Chem Goes Green” competition to push chemistry and biochemistry undergraduate majors to practice green chemistry. Students will compete to see who can design and conduct the most hazard-free chemical reaction.
Institution: University of Puerto Rico, Mayagüez
Faculty Advisor: Carmen Amaralis Vega
Project Plan: The ACS-RUM Student Chapter at the University of Puerto Rico, Mayagüez will design and conduct three green chemistry workshops in the chemistry laboratories. These workshops will be attended by undergraduate students interested in green chemistry and will focus on how to synthesize chemicals using green reaction pathways. Promotion to other student members and professionals will be conducted through social media.
Institution: Prairie View A&M University (PVAMU)
Faculty Advisor: Andrea Oseolorun
Project Plan: The Chemistry Student Group at PVAMU will design and run three projects for the chemistry department. The first project is the creation and initiation of a departmental pilot composting program for spent coffee grounds and tea leaf waste to be used in a community garden project. Students will focus on green chemistry concepts centering on the reduction of waste and circular economics. The second project comprises a campus-wide green and sustainable chemistry poster campaign to introduce the entire campus to green and sustainable chemistry and to encourage widespread incorporation of Green Chemistry Principles and Practices. Finally, the third project involves designing and shooting a sustainability video to promote Green Chemistry Principles and sustainability concepts.
Institution: University of Puerto Rico, Rio Piedras
Faculty Advisor: Ingrid Montes
Project Plan: The University of Puerto Rico, Rio Piedras Student Chapter will run three events. The first event is a green chemistry section as part of a larger “Show of The Magic of Chemistry”, an annual signature student group event designed to outreach to local community members of all ages. The green chemistry section will include experiments to educate the public on pollution prevention, ocean acidification, and sustainable fabric dyes and textiles. The second event is a series of green chemistry hands-on demonstrations for K-12 students where participants will perform experiments using household products. Students will learn about green polymers and designing for degradation, in addition to understanding the importance of using safer alternatives when designing products. Finally, a green chemistry scavenger hunt event will be run for undergraduate students in the chemistry department, where Green Chemistry Principles are used as clues to determine scavenger hunt locations and to educate the general university community about the importance of incorporating green chemistry into daily life.
Institution: Wayne State University
Faculty Advisor: Susan White
Project Plan: The WSU ACS Student Chapter hosted a featured speaker as part of a Green Chemistry Seminar in the Department of Chemistry. Wayne State University’s Associate Director of Hazardous Materials gave a talk on waste removal processes on campus, and how green chemistry impacted her job. Audience members interacted with the speaker during Q&A sessions and additionally learned about the importance of waste reduction and circular economics. The second event run by the Student Chapter included a baking experiment to simulate the Green Chemistry Principle of catalysis for more efficient reactions. Undergraduate students learnt how catalysts work using two methods to bake cupcakes. The third event was a green chemistry experiment for undergraduate students to make biodegradable plastic from milk and lemon juice. Students learned about the harmful processes associated with commercial plastic production and how implementing Green Chemistry Principles can create similar working products that are safer for the environment.
Institution: Tuskegee University
Faculty Advisor: Melissa Reeves
Project Plan: The Tuskegee SCACS Student Group will conduct three outreach activities. The first event will teach children at nearby schools about the importance of clean drinking water and water filtration by walking students through hands-on activities such as Beyond Benign’s desalination lesson. The second outreach activity will bring awareness to community members about the levels of plastic in the ocean and effects of water pollution through a recycling-centered full day event. Participants will learn about the chemistry of water pollution and how practicing green chemistry can mitigate water pollution. The final outreach activity will be a “green thumb” event where participants will plant various flowers while learning about the chemistry of air pollution and how toxins can be absorbed into plants. Audience participants will comprise middle school age children and Tuskegee undergraduate students.
Beyond Benign Green Chemistry Education Student Group Challenge Awards – International Institutions:
Institution: University of Ilorin
Faculty Advisor: Joshua Obaleye
Project Plan: The ACS Student Chapter at the University of Ilorin in Nigeria is planning three events to introduce and advocate for green chemistry on their campus. A seminar series will be hosted for the student body featuring green chemistry experts, where the principles and applications of green chemistry will be introduced to attendees. A waste-centered event will also be hosted, where participants will learn how to derive useful bio-active ingredients from local waste products. Lastly, the Student Chapter plans to run a green chemistry quiz and debate competition that is designed to foster further understanding of green chemistry for current and future generations of students.
Institution: The University of the West Indies, Mona
Faculty Advisor: Andrea Goldson-Barnaby
Project Plan: The ACS Jamaica International Student Chapter at the University of the West Indies, Mona, hosted several outreach activities funded through this award. In January and in June, the Student Chapter hosted students from the Buff Bay High School in Portland, where they were introduced to basic green chemistry concepts through interactive presentations and hands-on experiments to make a pH indicator from red cabbage and plastics from starch and milk. In February the Student Chapter hosted students from PGA Preparatory School for a day of interactive chemistry experiments using green practices and methods. Students tested the surface tension of water, investigated polymer interlacing, and understood gas production from chemical reactions using green materials. A science fair booth was hosted by the Student Chapter where green chemistry experiments were showcased for students across the country who attended. Additionally, in May, students from the Lister Mair Gilby School for the Deaf were funded to go on a field trip to Port Royal to learn about the importance of environmental protections through observing different ecosystems.
Institution: Yachay Tech University
Faculty Advisor: Thibault Terencio
Project Plan: The ACS Student Chapter Club de Química at Yachay Tech University will run events designed to support student understanding of green chemistry on campus and in local communities. Students will have an opportunity to visit a local industrial plant that focuses on applying green chemistry principles into their procedures to show students practical applications of green chemistry knowledge. Additionally, the student chapter will run a three-day crash course on biopolymers, featuring a workshop and talks to teach students how to use Ecuadorian agricultural residues to synthesize biopolymers as a tool for bioremediation. Conference presentations on circular economy principles will be highlighted through this award, allowing student work to be uplifted at different Ecuadorian universities. Finally, the Student Chapter will run a science fair outreach activity with local high school students to further their understanding and application of green chemistry.
Institution: UFRJ
Faculty Advisor: Estevão Freire
Project Plan: The ACS Student Chapter at the Universidade Federal do Rio de Janeiro will host several events to further understanding and promotion of green chemistry to students across the educational spectrum. These events include running green chemistry experiments on-campus and at local schools during the National Week of Science and Technology. Experiments will include a variety of themes, including fostering inclusive learning environments for students who are deaf and blind. The Student Chapter is running the Brazilian Green Chemistry Olympics, where they will additionally be awarding prizes to students at the school and university levels who have demonstrated high knowledge of green chemistry and its applications in society. The Student Chapter will also support the second-ever hybrid Green Chemistry Winter School hosted at UFRJ, where a Student Paper Contest will be hosted to motivate students to share their green chemistry research projects. The Student Chapter will also participate in hosting the second Latin American Congress of Green Chemistry, which includes representatives from Brazil, Costa Rica, Colombia, Mexico, and Guatemala. A panel discussion, lectures, a round table, and invited speakers will be supported. Finally, the Student Chapter will host the second Interchapter Meeting Brazil to promote sustainability and green chemistry actions to institutions across Brazil. ACS Student Chapters from different regions in Brazil will participate in this forum to share initiatives and actions that have been carried out to advance green chemistry at their home institutions, and to plan for future green chemistry actions needed in Brazil.
Empowering Tomorrow’s Innovators: Celebrating the Impactful Initiatives of the 2022-2023 Green Chemistry Education Challenge Award Winners
October 17, 2023
Congratulations to the remarkable 2022-2023 Green Chemistry Education Challenge Award winners for their outstanding contributions in designing innovative projects that are poised to advance green chemistry education within their institutions. […]
Categories: Green Chemistry Education, Higher-Ed
Empowering Classroom Safety: Stefanie Loomis’s Green Chemistry Journey
In the face of a classroom emergency, Stefanie Loomis’s proactive adoption of green chemistry practices not only ensured the safety of her students and colleagues but also showcased the transformative power of these principles in education.
Catskill Senior High School in New York State recently received the kind of news that no school wants to hear during construction. A broken pipe was discovered in the crawl space under the science classrooms with a puddle of unidentified liquid underneath. Stefanie Loomis, a high school chemistry and physics teacher and Beyond Benign Lead Teacher, was teaching above that crawl space.
Several years prior, Stefanie met Annette Sebuyira, a Beyond Benign Certified Lead Teacher, at Siena College’s Green Chemistry Institute. The meeting sparked a collaboration that would shape Stefanie’s educational approach.
After meeting Annette, Stefanie enrolled in Beyond Benign’s intro and advanced courses and subsequently joined the Lead Teacher Program. Through this immersive experience, and with the help of supportive peers including a higher-education colleague at Siena College, she delved into the intricacies of lab safety, a domain she had previously navigated instinctively.
“I was a research chemist right out of college,” says Stefanie. “When I first started teaching, I knew nothing about education, so I just followed what all the other teachers were doing. That’s what they told me to do. Then I started to learn that that wasn’t a good idea.”
Stefanie’s encounter with green chemistry principles illuminated a safer and more innovative path, prompting a significant shift in her educational paradigm. That shift was a game-changer when Catskill Senior High School discovered the broken pipe.
A Lab-Safety Transformation
In 2014, Stefanie Loomis had embarked on a transformative journey toward greener, safer, and more sustainable teaching practices.
“When I first started teaching at Catskill, the chem closet was full of stuff that was older than me,” says Stefanie. “The labels were falling off.” Some of the chemicals in her inherited chem closet were dangerous, and had chemicals in them with labels warning against use for those of child-bearing age.
Guided by the principles of green chemistry, she began eliminating these hazardous chemicals, and meticulously examining her lab protocols. Collaborating with colleagues, she orchestrated the disposal of substances that posed risks, ensuring a safer environment for both students and staff.
“My chem closet is beautiful now,” says Stefanie. “The health and safety people will tell you that my chem closet is one of the cleanest and most well-organized they’ve seen, because we have gotten rid of anything and everything that we don’t use. And what we do use, we make sure we only have small amounts of.”
Perhaps the most significant impact of Stefanie’s efforts was the profound sense of security she instilled within her colleagues.
“One of our teachers was very excited when I told her what I’ve done,” says Stefanie, “and she’s more enthusiastic because she feels so much safer being in the lab. So not only do the kids feel safer, she feels safer, which is huge.”
As Stefanie’s reputation as a trailblazer in green chemistry spread, her influence expanded, encouraging others to embrace similar changes.
The Broken Pipe
In the spring of this year, the broken pipe underneath Stefanie’s chemistry classroom triggered a response that showcased the depth of her dedication to safety and preparedness. The broken pipe resulted in immediate alarm, and Stefanie was asked by the local safety department to compile a comprehensive inventory of all her lab materials and chemicals. This directive came with a sense of urgency.
“They told me that I needed to list every lab performed and every chemical that I had used in the last three years,” says Stefanie, “including how much of each reactant and product could have possibly gone down the drain. They didn’t know how long the pipe had been broken, and there was standing water under it. They needed to find out if chemicals were in that water and what they might be.”
Stefanie meticulously sifted through her lab plans, consulting her science binders and safety data sheets. Collaborating with a fellow teacher, she diligently cataloged every chemical used in her classroom.
“Fortunately, at this point my chemistry labs are pretty green,” says Stefanie. “I have transitioned most of my labs over to household chemicals, or they’re at micro scale, or the products are safe to go down the drain. Most of the labs the students can even do at home.”
Stefanie’s proactive approach to safety was evident during this crisis. When the test results arrived, affirming the safety of her classroom, relief permeated the school. Stefanie’s conscientious efforts had not only averted a potential disaster but also highlighted her classroom’s exceptional safety standards, with air quality ratings confirming the absence of harmful substances.
“I’ve been thanked by the Health and Safety Department,and I’ve been thanked by my principal, just saying, ‘We are so happy you were doing what you were doing, because this could have been a lot worse!’” she says.
The Future of Green Chemistry Education
Stefanie’s experience proves that embracing green chemistry in the classroom doesn’t always require a drastic overhaul; instead, it can be a gradual, seamless process. Her approach offers valuable insights for fellow teachers seeking to incorporate eco-friendly practices into their curriculum.
Stefanie emphasizes that the integration of green chemistry doesn’t demand explicit declarations; it can seamlessly operate in the background of classroom activities. By choosing safer chemicals and innovative teaching methods, teachers can subtly convey the essence of green chemistry.
“As time went on, I continued to pick two or three labs a year and find ways to substitute safer chemicals,” says Stefanie. “Transitioning to green chemistry wasn’t a lot more work, because I did it gradually.”
Stefanie’s journey underscores the significance of thoughtful planning and resource utilization.
“When I first learned about green chemistry, I thought it was something you did one time, and then you were done,” says Stefanie. “It’s not. It’s a continual thing. You’re constantly changing and editing and learning and applying.”
Evaluating each lab, considering alternatives, and discussing these choices with peers can guide educators toward more sustainable options. Collaboration and knowledge-sharing, evident in Stefanie’s engagement with the Siena College Green Chemistry Institute and her peers, can be instrumental in making informed decisions about chemical choices.
Green Chemistry in Action: How Not to Make Lemonade
Inspired by a Beyond Benign course, Stefanie has turned a simple lemonade-making activity into an engaging lesson on green chemistry principles. Through a humorous skit highlighting flawed lab practices, her students learn to critically analyze procedures and identify areas for improvement.
“I over-emphasize a really bad lab procedure,” says Stefanie, “and then I have them rewrite the procedure in their own words, sharing how we can make this a better procedure. Then they make their own lemonade at the end. This is how I introduce the green chemistry principles.”
This hands-on approach not only instills essential knowledge but also nurtures creativity and innovative thinking.
Collaborating with fellow educator Annette Sebuyira, Stefanie has also created a captivating Halloween murder mystery storyline. In this scenario, students apply green chemistry concepts to solve a mystery, incorporating elements from various labs. The Density Lab challenges students to analyze plastics, determining their densities to identify the murder weapon. To decipher the composition of a mysterious red liquid, students devise their own procedures using the Lemonade Lab concept.
Presenting their findings at the Eastern STANYS conference, Stefanie and Annette showcased the seamless integration of Beyond Benign labs with real-world scenarios. Their approach not only demonstrated the practical application of green chemistry but also emphasized the importance of creativity, critical thinking, and problem-solving skills.
Stefanie Loomis continues to inspire both students and educators, illustrating the exciting potential of green chemistry in transforming K-12 science education. Connect with Stefanie on the Green Chemistry Teaching & Learning Community (GCTLC) platform and check out the resources (under learning objects) that she has shared.
Empowering Classroom Safety: Stefanie Loomis’s Green Chemistry Journey
October 16, 2023
In the face of a classroom emergency, Stefanie Loomis’s proactive adoption of green chemistry practices not only ensured the safety of her students and colleagues but also showcased the transformative […]
Categories: Green Chemistry Education, K-12, Newsletters
Preparing the Incoming Workforce for a Sustainable Future Through Green Chemistry
A Partnership Between Dow and Beyond Benign
Dow and Beyond Benign joined forces to prepare the next generation workforce for sustainable action through green chemistry education. This partnership is a powerful step toward creating systemic change in chemistry education and the designing sustainable materials in the marketplace using Dow’s ‘Safe Materials for a Sustainable Planet’ goal. By promoting systemic change at the molecular level, Beyond Benign envisions a workforce prepared to design processes and products that are healthy and safe for humans and the environment. Dow’s support will propel Beyond Benign’s goal to ensure 25% of graduating U.S. chemists have a background in green chemistry by 2025, equipped to design a sustainable future.
Beyond Benign is a non-profit organization co-founded in 2007 by Dr. Amy Cannon and Dr. John Warner dedicated to fostering and empowering a green chemistry community toward transforming chemical education. In 2013, Beyond Benign created the Green Chemistry Commitment program to support higher education institutions across the globe throughout the transition to a more sustainable curriculum. To date, approximately 125 universities (our Green Chemistry Commitment Signers), who employ over 2,700 chemistry faculty, joined the Commitment and pledged to advance on their journey to transform chemistry education. Through this Commitment, these are united around a shared vision to:
- Expand the community of green chemists at their institutions,
- Grow departmental resources,
- Improve connections to industry and job opportunities in green chemistry, and
- Collaborate to affect systemic and lasting change in chemistry education.
Through a multi-year partnership, Beyond Benign and Dow have made significant advances to drive the adoption of green chemistry within Dow’s academic partnerships in higher education. With Dow’s support, Beyond Benign increased the awareness of green chemistry on campuses, supported green chemistry educators to expand their leadership and curriculum in green chemistry, and strengthened the green chemistry community by fostering connections through shared lessons and teaching. Together, Dow and Beyond Benign engaged, recruited and supported Dow’s academic partners to join Beyond Benign’s Green Chemistry Commitment Program. To date, ten (10) of Dow’s Academic partners including 3 HBCUs, which equates to 5% of all chemistry degrees awarded in the U.S., have signed the Commitment. These institutions are committing to integrating green chemistry and toxicology concepts into their chemistry programs, training students with the skills to design chemical products/processes that have reduced human and environmental hazards. At these institutions, Beyond Benign has consulted on curriculum redesign and green chemistry integration as well as provided leadership opportunities for these institutions to promote their work with the broader community. Beyond Benign estimates that these Dow academic partners, who collectively employ 391 chemistry faculty, can bring green chemistry to up to 95,000 students a year.To help accelerate and catalyze the adoption of green chemistry at Dow’s partner institutions, Dow and Beyond Benign created the first annual Green Chemistry Education Challenge Awards. The Green Chemistry Education Challenge Award is a grant available to Green Chemistry Commitment Signers designed to accelerate the adoption and awareness of green chemistry on higher education campuses around the world. In 2021, Michigan State University, University of California, Berkeley, and Southern University and A&M College were the first winners and further received funding to help their programs achieve their goals. Dow’s ongoing support has allowed Beyond Benign to expand this pilot and offer an additional 20 awards from Dow and other participating partners.
At the links below, you’ll find a portfolio of stories to showcase a selection of the Dow Academic partners leading the way in advancing green chemistry education and, as a result, training a future workforce with the sustainability skills needed for a healthier, safer environment.
- Dow Green Chemistry Education Challenge Award Winners Catalyze Green Chemistry at Higher Education Institutions
- Green Chemistry Research Interest Grows at the University of Minnesota
- Growing Community, Connections and Inspiration at Prairie View A&M University
- ‘Go Green!’: Green Chemistry Flourishes at Michigan State University
- A Growing Community of Green Chemists at Southern University
- Incorporating Green Chemistry Principles into Chemistry Fundamentals Education at UC Santa Barbara
- An Expanding Portfolio of Green Chemistry Programs at Texas A&M
Preparing the Incoming Workforce for a Sustainable Future Through Green Chemistry
October 15, 2023
A Partnership Between Dow and Beyond Benign Dow and Beyond Benign joined forces to prepare the next generation workforce for sustainable action through green chemistry education. This partnership is a […]
Categories: Green Chemistry Education, Higher-Ed
An Expanding Portfolio of Green Chemistry Programs at Texas A&M
An interview with James Batteas
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 to create resources, foster relationships, and provide essential funding to educators, all in an effort to grow and strengthen the green chemistry education community.
Texas A&M is a Dow academic partner and GCC signer. Discover the university’s story in our interview with D. Wayne Goodman Professor in Chemistry James Batteas.
How has being part of the GCC impacted your institution and you as a faculty member?
Since becoming a GCC signer in April of 2021, TAMU Chemistry has continued to build up its curriculum and research opportunities that expose our students, and the broader Bryan/College Station community, to the benefits of green, sustainable chemistry. While we already had a course specifically in green chemistry (since 2011), we are expanding our portfolio of educational programs to include activities such as our Youth Adventure Camp (YAP) in Mechanochemistry, first offered in the Summer of 2022. Students also garner direct research experiences in green chemistry via our current NSF REU program on Biological, Green, and Materials Chemistry, and through the NSF Center for the Mechanical Control of Chemistry (CMCC), for which TAMU is the lead institution. Students in our REU program participate in a weekly workshop on green chemistry, tour a DOW plant that focuses on sustainable packaging, and prepare general audience outreach (mostly videos) on green chemistry topics. The experience is aimed at increasing their awareness and understanding of green chemistry practices and principles. For me personally, as the Director of the CMCC, the partnership between TAMU, Dow Chemical, and Beyond Benign has helped me establish unique opportunities for our students, such as our YAP camp.
What student outcomes have you observed since instituting green chemistry practices and principles?
While we have yet to initiate a formal evaluation process, anecdotally, we have observed that a number of TAMU chemistry students choose green chemistry related topics for their senior seminar course projects and include discussions on green chemistry in their talks and papers, even when that’s not the primary focus. Additionally, our
Green Chemistry course continues to be a popular course for our students majoring and minoring in chemistry.
How do you envision the GCC community supporting the future green chemistry goals of your institution and training of your students?
It is our hope that the GCC community will serve as a resource for helping to build our green chemistry curriculum, and likewise, will help us disseminate the curricular and research activities and innovations that we have been developing at TAMU to other GCC partner institutions. We also hope that the GCC community will continue to foster a collaborative network between GCC institutions, to exchange ideas, and enable broader engagement across all stakeholders, academic, industrial, and governmental entities, to forward actions that enable the future of sustainable chemistry.
An Expanding Portfolio of Green Chemistry Programs at Texas A&M
October 15, 2023
An interview with James Batteas In 2013, Beyond Benign created the Green Chemistry Commitment (GCC) program with guidance from higher education institutions as a framework to unite the global […]
Categories: Green Chemistry Education, Higher-Ed
Incorporating Green Chemistry Principles into Chemistry Fundamentals Education at UC Santa Barbara
An interview with Morgan Gainer
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 to create resources, foster relationships, and provide essential funding to educators, all in an effort to grow and strengthen the Green Chemistry education community.
UC Santa Barbara is a Dow academic partner and GCC signer. Discover the university’s story in our interview with Chemistry Lecturer Morgan Gainer.
How has being part of the GCC impacted your institution and you as a faculty member?
I am the director for the undergraduate organic chemistry laboratories at UCSB and have appreciated the many resources that the GCC has available to facilitate the implementation of green chemistry principles and practices. We have implemented green chemistry practices into many of our organic chemistry experiments, allowing us to highlight green chemistry at the same time that students are learning about fundamental organic chemistry reactions and techniques. This implementation has resulted in reduced waste generation, improved performances in the students’ experiments, and a greater understanding for our students of the importance of green chemistry.
What student outcomes have you observed since instituting green chemistry practices and principles?
We have observed that students are gaining a great appreciation for, and understanding of, green chemistry principles. We have been able to incorporate many green principles into our educational labs. As part of this incorporation, we have them evaluate an experiment to determine in what ways the experiment does or does not meet the principles of green chemistry. The students have responded positively to this experience, and it is clear that they understand the value of green chemistry, both for themselves personally and for society as a whole.
How do you envision the GCC community supporting the future green chemistry goals of your institution and training of your students?
We will continue to design and implement educational experiences for our students that incorporate green chemistry principles. I believe the GCC community overall has a passion for both green chemistry and education, and that the GCC can play an important role as educators support one another in their efforts to train up the next generation of chemists and scientists.
Incorporating Green Chemistry Principles into Chemistry Fundamentals Education at UC Santa Barbara
October 15, 2023
An interview with Morgan Gainer 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: Green Chemistry Education, Higher-Ed
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