At its core, green chemistry challenges chemists to find creative ways to develop processes and products that are safer for people and the environment. A new learning module is designed to build knowledge of green chemistry and experience with ChemFORWARD’s game-changing online platform and chemical hazard assessment tool, through which users can identify and eliminate chemicals of concern, avoid regrettable substitutions, and design safer products from the outset. 

Beyond Benign teamed up with ChemFORWARD to develop the module that will help educators teach students how to use the ChemFORWARD platform. The module, “Use of ChemFORWARD for Chemical Hazard Evaluation and Assessment in Academic Settings,” is now available on the Green Chemistry Teaching and Learning Community (GCTLC). This open-access module can help prepare the future workforce by teaching students how to use hazard evaluation tools to understand and address hazards in chemical design.

“Knowing how and where to find credible hazard data for chemicals is an essential component to empowering current and future scientists to understand how to implement sustainability into the chemical sciences,” Beyond Benign Co-Founder Amy Cannon says. 

The inspiration for this work began with a Forsythia Foundation grant to Habitable (formerly Healthy Building Network) to support Beyond Benign and ChemFORWARD to develop a green chemistry curriculum that leverages Habitable’s Pharos chemical hazards database combined with ChemFORWARD’s safer alternatives. “Pharos has long been a trusted source of chemical hazards data,” says Gina Ciganik, CEO of Habitable. “It was a perfect opportunity to bring these resources together with Beyond Benign’s expertise to design high-quality educational materials to empower the next generation of chemists.” 

To celebrate the module’s release, Beyond Benign caught up with four community members who collaborated to bring it to life. The team included two higher education professors from Green Chemistry Commitment signing institutions, Cynthia Woodbridge and Mark Mason, who served as educational content developers, creating curriculum materials for using the ChemFORWARD platform in academic settings. The team also included two representatives from ChemFORWARD, Heather McKenney and Gabrielle Rigutto, who provided expertise on using the ChemFORWARD platform to the educators as they developed the module. Continue reading to hear from these leaders who share a bit about the module’s design as a hands-on teaching tool.

 

First, please tell us a little bit about yourself and your connection to green chemistry!

Cynthia Woodbridge, Professor of Chemistry, Georgia Gwinnett College: By training, I am a physical chemist with specialties in materials and computational chemistry. I’ve earned certificates in Sustainability and Green Chemistry since my PhD and have been involved with green chemistry and Beyond Benign since 2016. I started out learning about it and wanted to learn more, so I just kept going.

Mark Mason, Professor of Chemistry, University of Toledo: I started my faculty career at the University of Louisville in 1993 and later moved to the University of Toledo. My research interests focus on inorganic and organometallic chemistry with a strong interest in catalysis. My teaching interests have included undergraduate courses in general chemistry, inorganic chemistry, and green chemistry, as well as graduate courses in physical inorganic, main group chemistry, organometallics, and homogeneous and heterogeneous catalysis. Through my teaching and research endeavors in the late 1990s, I became aware of the principles of green chemistry and green engineering, and those interests really took off during a collaborative project with colleagues on the hydroformylation of alkenes in supercritical carbon dioxide. My interests and fate eventually led to the formation of the School of Green Chemistry and Engineering at the University of Toledo in 2011, for which I serve as Director, and the development of a course on green chemistry in 2013. I have taught the green chemistry course for most of the past 10 years.

Heather McKenney, Science and Safer Chemistry Lead, ChemFORWARD: Working at ChemFORWARD was my formal introduction to the green chemistry community directly, but I had been indirectly working with the community for years in my previous roles in consumer packaged goods toxicology and product safety, and I did not realize how well-connected the community was! My background is in personal care product ingredient toxicology and finished product safety, and I am heartened to see more and more organizations thinking about ingredient selection through a green chemistry lens.

Gabrielle Rigutto, Research & Data Quality Specialist, ChemFORWARD: I was in the classroom as a student not too long ago and had the privilege of being in a program that elevated green chemistry principles within a public health graduate program. My professional background since then has surrounded developing novel approaches to chemical hazard assessment, and I have appreciated that this field provides the opportunity to explore questions such as: What are truly sustainable options that we can use instead, rather than narrowly asking what is harmful and why. In working at ChemFORWARD, it has been really inspiring to see how the platform can help our users make these more informed decisions.

During my 10 years of teaching green chemistry, I have wanted to cover some of these topics in a way that gives students more opportunity to independently explore and search for chemical hazard information. This module and the ChemFORWARD platform will really help to fill that need. – Professor Mark Mason

What prompted ChemFORWARD and Beyond Benign to collaborate on developing this module, and why is this partnership important?

Heather: At ChemFORWARD, we have always wanted to get this resource into the hands of more educators. Comprehensive chemical hazard assessments are integral to the education of the next generation of green chemistry practitioners, so a partnership with the passionate experts at Beyond Benign was perfect. Not only are we developing the resources, but they will live in Beyond Benign’s dynamic GCTLC platform with passionate users and will actually land in the hands of educators.

Gabrielle: ChemFORWARD has long been inspired by Beyond Benign’s contribution to the green chemistry field in that they ultimately put these resources in the hands of the next generation of thinkers and change-makers. Our goal is that this partnership with ChemFORWARD can help instructors develop their students’ understanding of what a safer chemical alternative really means, as demonstrated by the chemical hazard assessments on ChemFORWARD’s platform.

What was your experience like developing the ChemFORWARD educational module? Why is this module valuable? 

Cynthia: This collaboration was a great experience — I’ve learned from everyone involved. I think the module is valuable because it presents a tool that most academics haven’t been exposed to.

Mark: The collaboration with Cynthia at Georgia Gwinnett College, Monica at Beyond Benign, and Heather and Gabby at ChemFORWARD was very rewarding. The team was great to work and share ideas with, and I feel very fortunate to have had the opportunity to explore the ChemFORWARD platform as part of this team. The ChemFORWARD platform will allow students in my class to search for hazard information on product ingredients and solvents, and identify safer chemical alternatives to chemicals of concern. I cannot wait to use this module in my green chemistry course in the fall of 2024 and beyond. 

Implementation can range from doing a single assignment with a group of students to using the entire module. I think the best thing about the module is its adaptability. I hope people choose to get started with it and do something small, then find it interesting enough to come back and do more. – Professor Cynthia Woodbridge

Can you describe the key content and organization of this educational resource? How has your teaching experience shaped its design?

Cynthia: I think the key content is the assignments. I appreciate hands-on work, and this gives an opportunity to explore the site and think about what is in products.

Mark: The main component of this module is the instruction on how to use the ChemFORWARD platform, and the access that students will have to explore this platform to identify hazard information and select safer ingredients based on hazard information and ingredient function. I agree with Cynthia that the assignments are a key component of this module. The assignments are designed to guide students in exploring the platform and searching for desired information using the platform. The assignments and slides also introduce concepts of hazard and risk assessments, chemical alternatives assessment, key human health and environmental toxicity endpoints, and avoiding regrettable substitutions. During my 10 years of teaching green chemistry, I have wanted to cover some of these topics in a way that gives students more opportunity to independently explore and search for chemical hazard information. This module and the ChemFORWARD platform will really help to fill that need.

How do you envision your fellow educators adapting and implementing this module in their classrooms? What impact do you hope it will have on their teaching?

Cynthia: Implementation can range from doing a single assignment with a group of students to using the entire module. I think the best thing about the module is its adaptability. I hope people choose to get started with it and do something small, then find it interesting enough to come back and do more.

Mark: Many faculty will likely implement this module in a stand-alone course on green chemistry or green engineering, but the module would also be a great addition to courses in cosmetic science. Faculty may want to introduce the ChemFORWARD platform in general chemistry or organic chemistry, and the assignment on selecting polar aprotic solvents would be a great fit for undergraduate organic chemistry lectures or labs. An assignment on chelating agents in detergents and cleaners would even be suitable for use in inorganic chemistry. The module is very adaptable.

Interested in accessing the ChemFORWARD database for short-term educational purposes? Contact info@chemforward.org! The ChemFORWARD database is available to industry partners via a yearly subscription. 

 

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How to get involved:

• Access the ChemFORWARD module in Beyond Benign’s Green Chemistry Teaching and Learning Community (GCTLC) platform and share it with your departments or colleagues. 
• If you are an educator from a Green Chemistry Commitment-signing institution, join a workshop on August 8 or 9 to learn more about how to effectively implement the module in your course.  
• If you haven’t yet joined the GCTLC platform, create your free profile today!
• Subscribe to Beyond Benign’s newsletter to get green chemistry news, resources, and inspiration delivered to your inbox monthly.

Professor Queli Almeida, a member of the Beyond Benign community, is doing incredible work in Rio de Janeiro, Brazil, by advancing green chemistry education and increasing access to green and sustainable labs for students who are visually impaired. Almeida won Beyond Benign’s 2024 Earth Month Photo Contest, which invited members of the green chemistry movement to submit photos of their work in action. Beyond Benign narrowed down the entries, and the finalists’ photos were put to a community vote. Almeida’s winning photo — with credit to Kamyla Benica and Marcelle Paiva — shows a green chemistry lesson printed in braille and made of paper with different textures. We are excited the community selected this photo, which beautifully represents the importance of accessibility in green chemistry education. 

We caught up with Almeida to learn more about her chemistry background, how she’s making green chemistry more accessible in her community, and her hopes for the future of green chemistry education.

 

Tell us a little about you and your background in green chemistry education! When did you first learn about green chemistry, and what inspired you to continue your green chemistry journey?

In 2000, I started my undergraduate studies in Chemistry at the Federal University of Rio de Janeiro (UFRJ) and began working with aqueous organic reactions in the laboratory. My undergraduate work was on the topic of green chemistry in 2004, and my doctoral thesis was also in the same line of research. In 2012, I joined IFRJ – Duque de Caxias as a professor and started studying organic reactions and green chemistry with my undergraduate students.

Throughout these years, I have developed many laboratory protocols focused on sustainability and green chemistry. Today, we also undertake numerous projects in the field of education, spreading the philosophy of green chemistry beyond the university and working in several high schools and elementary schools across the state of Rio de Janeiro.

I believe it is possible to address the environmental issues of our planet by educating the new generations who are the present and future of universities and companies worldwide. Because I believe we can make a difference for our world, I am highly motivated to continue my research in this area.

 

Your winning photo showed students who are visually impaired engaging with a green chemistry project. Can you share a memorable experience from this project that exemplifies the impact of green chemistry education on your students? 

Unfortunately, access for blind or low-vision students in laboratory classes is severely hindered in Brazil. We began researching how we could introduce the topics of sustainability and green chemistry to these students. We also wanted them to experience firsthand in practical classes the change we could promote in products they use daily and to prove that cleaner practices in industries are indeed possible.

The students were able to learn and implement the process for manufacturing a bioplastic and a solid shampoo using a more sustainable approach. At this point, the philosophy of green chemistry flowed naturally, sparking many debates about environmental pollution and the need to rethink our practices. They also learned about the Green Star, a metric that applies the 12 Principles of Green Chemistry and indicates the percentage of sustainability involved in the experiment on a global scale.

The blind and low-vision students were able to provide feedback on our conduct and the materials presented to them, with the aim of improving our specially developed educational material for this audience. It was a mutual learning experience, and everyone was very satisfied with the exchange of knowledge and experiences.

All participants were learning about the topic for the first time, and had the chance to participate in an experimental class using materials found in their daily lives. It was a very enriching experience for everyone involved.

 

What advice or insights would you share with educators interested in incorporating green chemistry principles into their teaching practices? How can educators prioritize making their green chemistry lessons accessible for all students?

There are models for teaching green chemistry philosophy in the classroom that are based solely on experimental laboratory classes, but there are also models that integrate green chemistry across all subjects taught in both basic and higher education. We should always strive to teach green chemistry and sustainability in the most comprehensive way possible, meaning across the various topics learned throughout students’ educational journeys. The generation that has the opportunity to discuss and work on these issues will be better prepared and will help us towards a more sustainable future for the planet.

Working with students’ everyday experiences is always very promising, in addition to laboratory classes. Simple experiments can demonstrate more sustainable applications for products that typically pollute the environment. I also suggest board games or even electronic games to teach green chemistry, making everything interesting, fun, and dynamic.

 

What are your hopes for the future of green chemistry education? 

I hope that many other teachers will have the opportunity to learn and apply green chemistry with their students. It is crucial that we, as teachers working in this field, through initiatives like those proposed by Beyond Benign, can increasingly bring this philosophy to various schools and universities in our countries. It is of utmost urgency to educate professionals who are more critical about the impacts we have on the environment and how to reduce them. Strong scientific dissemination of green chemistry through articles, conferences, events, and also on social media platforms that reach many people around the world is necessary.

 

What’s your connection to Beyond Benign? 

The initiatives of Beyond Benign are of utmost importance for our education in green chemistry. I have participated and continue to participate whenever possible in Green Chemistry Connections events; our research group has even participated in LatinXChem. I hope that one day we will have the opportunity to be all together in a big event, showcasing our work. I take this opportunity to thank you for the support, availability of materials, and events that you provide for our participation in spreading the word about this crucial area for our planet. Please follow our research group on Instagram @verdelab_IFRJ, and let’s continue together in the pursuit of a more sustainable world.

 

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How you can get involved: 

• Follow @verdelab_IFRJ on Instagram to keep up with green chemistry at IFRJ. 
• Explore all of the Earth Month Photo Contest finalists’ photos for more inspiring work from the green chemistry community!
• Join the Green Chemistry Teaching and Learning Community (GCTLC) to connect with your peers, access resources, and so much more.

Photos by event photographer Gerald Schmidt

A growing green chemistry ecosystem is taking root in Germany, where Berlin’s three largest universities have signed on to Beyond Benign’s Green Chemistry Commitment (GCC) and its framework for sustainable, lasting change. Following the lead of Technische Universität Berlin (TU Berlin), which signed the GCC in 2021, Freie Universität Berlin (FU Berlin) and Humboldt-Universität zu Berlin (HU Berlin) became GCC signers in October 2023. 

Along with signing the GCC, these three universities have joined forces with 26 partners in industry, science, and government to form the greenCHEM project — an inspiring initiative to bring green chemistry innovation to the region. The greenCHEM project is funded by the German Federal Ministry of Education and Research for up to nine years with 10 million euros. TU Berlin is also gearing up for its new green chemistry transfer center, “Chemical Invention Factory – John Warner Center for Start-ups in Green Chemistry” (CIF). Construction on this building (named after Beyond Benign’s co-founder, who is also a co-founder of green chemistry) is set to begin in 2025.

To celebrate these steps forward, TU Berlin hosted a special GCC signing event for its fellow Berlin universities during the greenCHEM kickoff in October 2023. John Warner attended the celebration, along with numerous stakeholders who are championing green chemistry in Germany. These leaders included Martin Rahmel, coordinator of the greenCHEM project and director of the CIF at TU Berlin; Christoph Tzschucke, Chemistry Professor at FU Berlin; and Nikki Man Post-Doc in Chemistry Education at HU Berlin. As a champion of the GCC in Berlin, Rahmel sees the importance of teaching green chemistry to young students so they are better prepared to implement it later in life. “This broad interest shows that green chemistry is on the upslope in Germany, so anchoring it in the curriculum at an early stage is a must,” Rahmel said.

Beyond Benign reached out to Rahmel, Tzschucke, and Man after the event to get their thoughts on the GCC, the promise of the greenCHEM project, and the power of community in advancing sustainable and innovative practices. Below, read how these see green chemistry education playing a critical role in industrial innovation for the region’s future.

Can you tell us about the special event hosted by your institution to help other institutions sign the GCC pledge?

Rahmel (TU Berlin): The Institute of Chemistry at Technische Universität Berlin (TU Berlin) was the first European institution to sign the GCC. We shared our positive experiences with our Berlin partner universities Freie Universität Berlin (FU Berlin) and Humboldt-Universität zu Berlin (HU Berlin), who recognized the importance and opportunities offered by the GCC. Together we decided to hold the signing ceremony at our special kickoff event of our joint project greenCHEM, which aims to create an innovation ecosystem in green chemistry with six target areas, one being education. Berlin is aware of its responsibility for creating a culture of innovation to foster necessary change, also in the field of chemistry education, so having the biggest three universities in Berlin having signed the GCC is the logical consequence.

Who attended the event, and what does this say about the state of green chemistry in Germany?

Rahmel (TU Berlin): More people registered for the event than could fit in the room, but we made sure that there were participants from every stakeholder group of such an innovation ecosystem. Hence, students, doctoral candidates, professors, start-ups, industry representatives, and politicians were present at the event. The GCC was ceremonially signed by the Director of the Chemistry Institute of the FU Berlin and the Director of the Chemistry Institute as well as the Dean of the Faculty of Natural Sciences of the HU Berlin.

Why did your institution decide to sign the GCC?

Tzschucke (FU Berlin): The idea of joining the GCC first came up during discussions with students at the chemistry department of Freie Universität Berlin. At the time, we were seeking to integrate sustainability and related topics into our chemistry curricula in a more systematic fashion than before. We realized that connecting to a green chemistry-focused community would help us and provide valuable additional teaching resources. Signing the GCC was then a good opportunity to demonstrate Freie Universität’s commitment to integrating the ideas of sustainability and green chemistry into our curriculum, research endeavors, and institutional practices.

Man (HU Berlin): Signing the GCC was perfectly aligned with Humboldt University’s commitment to the protection of natural resources in its environmental guidelines, which was pledged in 2005. Since then, initiatives such as the student-powered Sustainability Office and Sustainability & Global Justice scholarships group keep the momentum going. The university is aiming toward a climate-neutral campus by 2030 — talk about setting the bar high for environmental leadership! The Institute of Chemistry is already a thriving hub for green innovations, brewing up solutions like new photocatalysts, biocatalytic methods, and organic materials (to name but a few!). Joining the GCC was a natural fit, boosting our efforts to weave green chemistry into our curriculum.

What does it mean for your institution to be a signer?

Tzschucke (FU Berlin): Like most academic institutions, Freie Universität Berlin has long recognized the pressing need for innovative solutions to address global environmental challenges, particularly in the field of chemistry. By signing the GCC, we want to increase the visibility of our efforts to contribute to the advancement of green chemistry practices both locally and globally. Through our participation in the GCC, we aim to inspire our students and encourage our faculty to embrace sustainable approaches in their work.

Man (HU Berlin): Not only is the GCC like a green thumbs-up club for universities that want to do and teach chemistry in a more sustainable way than its current state in the majority of the chemical industry, what’s more important is that it is also a gateway to tangible actions. As we’re training chemists and chemistry teachers, moving toward a more sustainability-minded curriculum will equip our students to embrace and learn cutting-edge green chemistry skills and practices, strengthen our research with a sustainability focus, and position us as a leader in this field. It’s a win-win for the planet and our academic excellence.

What are the next steps for your institution now that you’ve signed the GCC?

Tzschucke (FU Berlin): We are currently integrating new teaching modules on sustainability and green chemistry in our chemistry bachelor’s and master’s programs. However, green chemistry is a strongly application-oriented field and becomes meaningful only through interaction with the players in the “real world.” Therefore, we also aim to develop teaching modules for other study programs, such as business administration or economics, to support the transfer of green chemistry ideas from research to industrial applications.

Man (HU Berlin): One of our first steps will be to equip future chemistry teachers with practical (and hopefully captivating!) modules that seamlessly integrate green chemistry principles into their curriculum. This goes beyond memorizing formulas and processes — think engaging experiments, real-world applications, and other methods that empower students to become passionate advocates for green chemistry!

What kind of support have you received from the green chemistry community as a signer?

Rahmel (TU Berlin): The green chemistry community is incredibly open-minded and supportive. We have been able to learn a lot regarding alternative study programs and teaching materials. Our Masters course “Green Chemistry” profited a lot. But as a good community member, we are also giving back by sharing those parts of lecture materials that were created “in-house.” Another great thing is the introduction of a Micro Credential (MC) called “Sustainable Entrepreneurship” at the TU Berlin. As a new concept in the European Union, MCs are not yet common, but the interaction with the international community has encouraged us to offer our students an additional degree with a focus on green chemistry. We are working to expand this MC to all three universities, and I hope to share some great news soon.

Can you share any success stories or case studies demonstrating the impact of green chemistry practices at TU Berlin?

Rahmel (TU Berlin): A great success story that I am involved in myself is greenCHEM. As mentioned, it’s not just about teaching and education, but the goal is fostering green chemistry innovation in further target areas (teaching, research, start-ups, industry, and society). This innovation ecosystem, which involves all stakeholders, is growing fast and is full of incredibly motivated partners. We regularly use the Beyond Benign network to get feedback from the green chemistry community, share our experiences and support where we can.

How do you hope the GCC community evolves in the coming years?

Rahmel (TU Berlin): Personally, I can’t understand why not every chemical institute in the world is part of the community yet. This is where community and the future are lived. Every university can only benefit from being part of this agile, motivated network. I strongly believe that more people will realize this truth in the next few years so that the Beyond Benign goal of 25 x 25 will have to be adjusted toward 50 x 30.

What do you think is the future of green chemistry in Germany?

Tzschucke (FU Berlin): The chemical industry is one of the largest economic sectors in Germany. At the same time, it is one of the largest producers of carbon dioxide due to its large energy consumption. To bring green chemistry innovations from research into industrial practice will therefore be absolutely crucial. Green chemical production — i.e. lowering energy consumption, substituting fossil energy sources by renewable electricity, and avoiding harmful emissions — will help the chemical industry to comply with tightening environmental regulations and to remain competitive. This green chemistry transformation will shape our future and can only be successful if we use this opportunity to bring innovative ideas to reality.

Man (HU Berlin): Germany’s green chemistry scene is poised for lift-off, fueled by robust policy support, vibrant research hubs, and focus on key areas like biocatalysis, CO2 utilization, and digitalization. The EU Green Deal, the Chemicals strategy for sustainability, as well as the German government’s National Hydrogen Strategy, act as guiding lights, while dedicated initiatives like the greenCHEM ecosystem (that we are a part of) inject fuel into supporting innovative projects.

Of course, there are and will be many persisting challenges, such as scaling up green technologies and shifting industry mindsets. But Germany’s commitment to a circular economy approach, coupled with its strong research landscape and focus on specific growth areas, positions it as a potential global leader in sustainable chemical practices. So actually, I think the future of green chemistry in Germany is indeed quite bright.

What advice would you give to other institutions considering signing the GCC?

Rahmel (TU Berlin): Sign it! You not only get inspired by the incredible Beyond Benign team and the other GCC signees, you receive access to all materials, best practices, and hands-on advice. Very importantly, you make a statement for advancing chemistry toward a better future.

What impact do you hope your institution’s signing of the GCC will have in your local community?

Tzschucke (FU Berlin): Interest in environmental and societal issues is traditionally very strong in the Berlin community and politics. Signing of the GCC fits well and makes it easier for current and future students to recognize that all three Berlin universities work together to provide education and research opportunities to address global challenges. 

Man (HU Berlin): My hope is that this commitment will translate into concrete actions and tangible benefits for our community, not just symbolic gestures. Concrete actions such as equipping chemistry and chemistry education students with knowledge of green chemistry practices would support them to become vital contributors to solving local challenges and inspiring future generations to embrace sustainable practices. By fostering this knowledge and enthusiasm in the next generation, we’re not just shaping future chemists, we’re laying the groundwork for a community that breathes cleaner air, reduces waste, and embraces green innovative solutions.

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How you can get involved:

• Learn more about the GCC by signing up for our informational email series
• Find green chemistry near you (and across the globe!) by exploring our interactive map
• Be a part of the growing movement and connect with your peers by joining the Green Chemistry Teaching and Learning Community (GCTLC)