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Plate to Planet: Putting K-12 Students in the Sustainable Science Driver’s Seat
Developed by Beyond Benign in collaboration with Impossible Foods and a team of educators, Plate to Planet — a new science-based food unit for elementary school educators — is now officially available. The Plate to Planet module engages students with lessons relevant to their everyday lives to showcase how individual actions can be part of a broader solution for sustainability.
We caught up with Laura Kliman (Impossible Foods Director of New Product Development) as well as Veronica Morabito-Weeks (Beyond Benign Lead Teacher who helped develop Plate to Planet) to discuss why the new curriculum is so helpful in teaching students in grades 3-5 about the challenges of the food system, especially as they relate to biodiversity and climate change.
In Conversation with Laura Kliman
What do you think is important about Plate to Planet?
Laura Kliman: The Plate to Planet curriculum is so important because it provides a way for students to engage with real-world challenges — like climate change and its connection to our food system — to learn foundational scientific concepts and standards.
The curriculum we helped develop is special in that it puts students in the driver’s seat. The lessons encourage them to become scientists and come up with innovative solutions to real-world problems, creating an understanding of the impact that our everyday choices have on the environment. My favorite part of the curriculum is the yam experiment because it provides that “aha!” moment in which students understand that food is science, and we can use plant-based ingredients in really creative ways to solve scientific problems, all while having fun!
Why did Impossible Foods partner with Beyond Benign on this project?
Laura: Beyond Benign was an obvious partner for us. We share a dedication to sustainability through science, and we were really impressed by their network of incredible teachers who helped us develop a curriculum that will truly work in the classroom for both students and instructors.
Why does Impossible Foods feel that it’s important to create educational materials for students?
Laura: We are on a mission to create a more sustainable global food system and reverse the negative impacts of climate change. To do so, it’s imperative that we create the most delicious and nutritious plant-based meat products while also educating people about the connection between what is on their plate and its impact on the planet.
Students are more curious than ever about what we’re doing to save the planet and how they can help. We want to be part of the movement that gets kids excited about STEM and engaged in being part of the solution. K-12 education is particularly important because around the age of 8, kids start to really think about what they want to do when they grow up, connecting what they learn in school to the real world. Early education is critical to setting the tone and showing students that science is fun and important instead of scary and difficult.
In Conversation with Veronica Morabito-Weeks
Why did you choose to be a part of launching this curriculum?
Veronica Morabito-Weeks: I was thrilled to be asked to create a curriculum with Impossible Foods. It was like a dream come true for me because I already believed so strongly in the company.
It is so important to teach elementary students about sustainability and empower them to make change at a young age. We have a science unit called “The Science of Food,” and I was able to seamlessly mesh this curriculum into our existing unit of study. However, no matter what science curriculum teachers are using — biodiversity, matter, mixtures and solutions, and much more — I feel they would be able to incorporate Plate to Planet.
How have your students reacted to Plate to Planet?
Veronica: My students absolutely loved this curriculum! They really believed they were food scientists and were so engaged in all of the lessons and activities. One of their favorite labs was the Chinese yam lab. They not only had fun with the yam slime, they found innovative ways to use it.
Why do you think it’s important for young people to learn about science from a sustainability perspective?
Veronica: Sustainability is a hard concept for elementary students to grasp but a concept that is essential to our survival. Once they understand it, they embrace it and look for it in many areas of their lives.
My students are currently working on an app design contest tackling sustainability in sports, particularly in large events held in cities, like the NYC Marathon. The Plate to Planet lessons go hand-in-hand with other meaningful projects, and I know my students will be incredible stewards of our Earth. Many have already made a personal pledge to cut down on their meat consumption in an effort to make change. This was not a teacher-directed concept but rather came from their hearts.
Plate to Planet: Putting K-12 Students in the Sustainable Science Driver’s Seat
October 18, 2022
Snapshot from Plate to Planet Developed by Beyond Benign in collaboration with Impossible Foods and a team of educators, Plate to Planet — a new science-based food unit for elementary [...]Categories: K-12
Tova Williams Is Developing Environmentally Benign Dyes and Constantly Learning
Tova Williams, Research Assistant Professor at Wilson College of Textiles, is a scientific trailblazer. A lover of chemistry since grade school, she followed her passion for color to an impressive career in the science of dyes. Her current work centers on designing dyes that are safe and environmentally benign, an exciting area of science that is developing quickly.
Below, we talk with Williams about her life and work.
How did you decide you wanted to pursue a career path in science?
I developed a fondness for math and science while undertaking my grade school classes (and arguably when I was in my mother’s womb, since she often practiced math problems so I would absorb the knowledge early on).
I wanted to be many things growing up, including a veterinarian and a marine biologist. However, after taking my first chemistry course in high school, I knew I was going to be a chemist. My chemistry teacher, Mrs. Carolyn Davila, played a huge role in my decision. Not only was she a phenomenal role model, she was also a phenomenal teacher. She taught the concepts in such a way that not only made it easy for me to comprehend but enthused me about the science. (Fun fact: Mrs. Davila also taught my mothers and sisters and I was one of her last students before she retired)
Thus, I set my heart on joining the Wolfpack at NC State to major in either chemistry or biochemistry. When I discovered an unconventional chemistry degree the University offered, polymer and color chemistry, I made up my mind to pursue this degree. For one, this degree combined two of my loves, chemistry and color, and secondly, the first African American scientist I ever met was a success in this field. The latter was pivotal for me as an African American female, demonstrating to me that I too could succeed in this field. That African American, Dr. Harold Freeman, later became my mentor and played an influential role in me pursuing graduate school and my now faculty role.
What fascinated you about dye and textile-related science specifically?
Prior to joining NC State, I had no clue that my loves, chemistry and color, were so closely related and that a college of textiles existed. In fact, the color of a dye is inherent in its chemical structure.
After I made up my mind to transition into the now Wilson College of Textiles to pursue a polymer and color chemistry bachelor’s degree, I fell in love even more with the degree and the science. I appreciated the practical/hands-on application of what I was learning in the classroom and worked in a pilot laboratory for a year to translate the knowledge into real world applications. This experience later enabled me to pursue different roles in the textiles and other industries to try to solve a variety of challenges such as finding ways to recycle water during textile dyeing to reduce the amount of water used and leached into the environment.
My undergraduate courses gave me a taste of the environmental issues associated with textile and other dyes and inspired me to take a stab at solving these issues. What really intrigued me about polymer and color chemistry was how transferable the hands-on experience was to other areas. Indeed, as a graduate student, I applied the knowledge I learned as an undergraduate to find ways to design sustainable/less toxic hair dyes (or a cosmetic application).
What are some of the unique challenges that the dye and textile industry presents that science and chemistry can help solve?
I am grateful for my experiences in industry and academia, in research and business/sales, to glean different perspectives and challenges. What I have observed over the past years is that there is transformative academic research being conducted in the area of green chemistry/sustainability especially for textiles, such as ways to apply the dyes using waterless technologies.
However, for the research to be translated to industry and applied, it needs to be better showcased from a chemistry/science lens that the technology is practical in this respect. I believe academia can help make the dyes and technologies more translatable and adoptable by demonstrating their feasibility by conducting more pilot lab studies and partnering with industry to do so and ultimately apply things on a commercial scale. Also, clearly disseminating the knowledge to stakeholders is key.
Tell us about your current research. Why have you chosen sustainability as a focus?
I am the Principal Investigator of The Sustainable Dye Chemistry Laboratory. We focus on the design and development of more environmentally benign dyes and application processes for a variety of materials including textiles and human hair. In this respect, we work with both natural and synthetic dyes, and we do not assume either is more sustainable. For example, we study the toxicological effects of both.
We are working on a variety of sustainability-focused projects, including structurally modifying dyes to be able to apply them in waterless dyeing technologies, studying metal-complexable dyes that can be formed using mild conditions and environmentally benign metals, and bioproducing dyes to rely less on petroleum as a resource.
I chose sustainability as a focus for my laboratory because I care about the human health and environmental effects of dyes on a personal level. I was driven to begin research on designing sustainable hair dyes after discovering some of the components used to form the most popular dyes during application could cause a severe allergic reaction for my mother or myself (we used to religiously apply the dyes). Ultimately, I wanted to make hair dye exposures safer for my mother, myself, and other users as well as hair stylists and hair dye manufacturers who also come into contact with the dyes.
Another reason I chose sustainability as a focus of my laboratory is it is such a hot topic area in research, and there are many challenging problems to be solved, especially for dyes. So there are lots of possible research problems to sustain our research program (get it??). I am often approached by very passionate students who want to work in this area and on the projects my laboratory is undertaking.
We read that you are “looking for ways to train nature to solely produce the colorants desired.” Can you tell us more about what this means and your progress?
Certainly! Nature is a masterful synthetic chemist, synthesizing a variety of chemicals including dyes. I want to take advantage of what nature does best and train biological systems to solely produce what is desired (or the dyes).
I am excited to share that I recently was awarded funds from the Comparative Medicine Institute and the Genetics and Genomics Academy at NC State to launch a project soon dedicated to bioproducing naturally occurring dyes for their amenability in waterless textile dyeing processes. This project will bridge the fields of textile (dye) chemistry and synthetic biology and will be done in collaboration with Dr. Gavin Williams’ laboratory at NC State. Dr. Williams’ laboratory focuses on the bioproduction of chemicals for drug applications, so working with dyes will be a great addition to his team’s already outstanding portfolio. We will target a select group of dyes to initially bioproduce using a bacteria host and identifying the genes, pathways, and variants that will enable us to surpass what has been achieved to date.
If you could go back and give your 10-year-old self one piece of advice for succeeding in the world of STEM, what would you say?
I would tell myself to be more confident, especially with what I do know about dye chemistry, chemistry in general, and other sciences. And I would tell myself to have a more realistic expectation that I cannot know everything at once (knowledge comes with time) and to know that I am not unique in this respect to others. No one else knows everything, and we are all in the same boat constantly learning.
Tova Williams Is Developing Environmentally Benign Dyes and Constantly Learning
October 7, 2022
Tova Williams, Research Assistant Professor at Wilson College of Textiles, is a scientific trailblazer. A lover of chemistry since grade school, she followed her passion for color to an impressive [...]Categories: Higher-Ed
University of York signs the Green Chemistry Commitment
The Beyond Benign team is more than excited to welcome the University of York to our Green Chemistry Commitment program!
Led by Professor Helen Sneddon, the Green Chemistry Centre of Excellence (GCCE) at the University of York is a world-leading academic facility for developing Green and Sustainable chemistry teaching and research through a variety of technology platforms and within its highly successful graduate program.
“In an ideal world, Green Chemistry wouldn’t exist as a sub-discipline. We need to move to a way of thinking where sustainability is considered as part of everything we do. Signing this commitment is symbolic of the growing integration of Green Chemistry across all Chemistry teaching and research at York. The next generation of chemists have enormous potential to accelerate the shift to greener chemistry, and it’s an honour to be part of that process.” – Professor Helen Sneddon, Head of the GCCE.
By signing the Green Chemistry Commitment, the GCCE aims to ensure that all students will be exposed to the principles of Green Chemistry and develop the required skills to practice sustainability through chemistry. Visit the University of York’s Green Chemistry Commitment profile and their recent article to learn more about this institution’s steps to advancing Green Chemistry Education!
University of York signs the Green Chemistry Commitment
October 3, 2022
The Beyond Benign team is more than excited to welcome the University of York to our Green Chemistry Commitment program! Led by Professor Helen Sneddon, the Green Chemistry Centre of […]
Categories: Green Chemistry Education, Higher-Ed
Why Chemistry is the Most Essential Science in Addressing Climate Change
By Dr. Amy Cannon, Co-Founder and Executive Director of Beyond Benign
I was asked recently to compare the carbon footprint of a green chemist versus a traditionally trained one. While this is impossible to quantify, it is certainly true that green chemistry training and skills can prepare chemists to better reduce their own impacts. More importantly, it gives them the skills to design chemical products that inherently address climate change. This is the part that excites me most.
Chemistry is often referred to as the “central science.” If this is true, then chemistry must also be the central science of sustainability. It’s chemistry that has the tremendous power to design in and out physical properties. So if we are talking about properties such as global warming potential (GWP), only chemists — through innovative, smart chemical design — can design out this property, therefore creating products that have inherently less (or no!) GWP. No other science can do this. Consumer behavior cannot do this.
This is something only chemists can do.
Green Chemistry: The Science of Tomorrow
Refrigerants serve as a good example of the power of green chemistry to address climate change-related issues. Originally developed in the early 1900s, refrigerants are essential enabling chemical technologies. Over the years, they have evolved from flammable, explosive, or highly toxic gases to highly stable (and persistent) chlorofluorocarbons (CFCs) to hydrofluorocarbons (HFCs), which do not have the ozone-depleting potential of their CFC predecessors but still have high inherent GWP.
In the past two decades, chemists have developed new classes of refrigerants that address GWP through molecular design, creating refrigerants that have minimal or no inherent GWP. One could argue that chemists created the problem in the first place by creating refrigerants that traded off one hazardous property for another. Regardless, chemists necessarily have a lead role in the solution. The power of chemistry is tremendous – that is, if done through green chemistry.
How do we get more chemists trained with green chemistry skills? Education, of course! The better we prepare students with green chemistry skills, the better they will be prepared to use the powerful tools of chemistry to address global challenges — in the ways that only chemistry can. So while we may not be able to quantify the carbon footprint of a chemist, we do know that chemistry is essential to help achieve the Sustainable Development Goals and create a thriving, habitable world for our future.
We have a lot of work to do — now is the time to get involved! Check out the resources below to find out how you can join us.
- Discover our list of favorite resources for educators, both K-12 and higher education
- Learn about and sign the Green Chemistry Commitment for higher education institutions
- Register to join us at our monthly virtual meetings, Green Chemistry Connections
- Get our Green Chemistry curricula for elementary school to higher education
Why Chemistry is the Most Essential Science in Addressing Climate Change
September 20, 2022
By Dr. Amy Cannon, Co-Founder and Executive Director of Beyond Benign I was asked recently to compare the carbon footprint of a green chemist versus a traditionally trained one. While [...]Categories: Green Chemistry Education
Join the Global Conversation on Sustainability September 25!
Sustainable action begins with a conversation.
The International Union of Pure and Applied Chemistry (IUPAC) and the International Younger Chemists Network (IYCN) are launching the Global Conversation on Sustainability (GCS), a project that aims to raise awareness of the United Nations Sustainable Development Goals (UN SDGs), implement sustainable practices around the world, and engage scientists in taking actions towards targeting and keeping track of the UN SDGs progress.
Beyond Benign is proud to partner with IUPAC and IYCN to spread awareness of the GCS project. The GCS project is an annual one-day umbrella event that coordinates global events from around the world that are focused on addressing our environmental challenges through sustainability.
We invite all of our Green Chemistry Commitment Signers to join in and host their own events on September 25th. All organizers can choose their own event format.
The GCS project aims to…
- implement a culture of sustainable practices among the scientific community;
- promote the engagement of scientists in taking actions for the benefit of our society and sustainability of our planet;
- showcase activities pursued locally that could be applied nationally or even internationally;
- and launch synergies across different countries for the implementation of sustainable practices.
For a list of resources on how to organize your own event, check out the GCS’ website, and keep an eye on the constantly updated list below to participate in the GCS event organized by our Green Chemistry community nearest you!
GCS Events by the Beyond Benign Team and our Green Chemistry Commitment Signers
Organizers: IUPAC and IYCN
Format: Panel Discussion with Dr. Amy Cannon (Co-Founder and Executive Director, Beyond Benign), Prof. Javier García-Martínez (President of IUPAC), Anna Becker (Specialist Policy & Communications at the International Sustainable Chemistry Collaborative Centre), Jeffrey Whitford (Head of Sustainability, Social Business Innovation and Life Science Branding at MilliporeSigma) moderated by Dr. Juliana Vidal and Dr. João Borges.
Location: Virtual https://bit.ly/Sustain4All
Date: September 25, 2022
Time: 10:00 AM (ET)
Contact: Juliana Vidal, juliana_vidal@beyondbenign.org
Organizers: Institute of Chemistry UNESP
Format: Panel Discussion
Location: Institute of Chemistry, UNESP
Date: September 23, 2022
Time: 2:00 PM – 6:00 PM (GMT -3)
Contact: Cintia Milagre, cintia.milagre@unesp.br
Join the Global Conversation on Sustainability September 25!
September 19, 2022
Sustainable action begins with a conversation. The International Union of Pure and Applied Chemistry (IUPAC) and the International Younger Chemists Network (IYCN) are launching the Global Conversation on Sustainability (GCS), [...]Categories: Higher-Ed
Teaching Green Chemistry to Deaf Students in Brazil – A Pioneer Case Study
In 2022, more than 400 million people worldwide present disabling hearing loss, and it is estimated that by 2050 over 900 million people will have deafness [1]. Thousands of these citizens are students who are enrolled in high school and higher education programs in Brazil. Unfortunately, traditional Chemistry is not particularly inclusive and sustainable. In the context of the teaching Chemistry and Environmental Education, Green Chemistry must be worked on in an integrated, continuous, and permanent manner.
Carlos Alberto da Silva Júnior is an Assistant Professor at the Federal Institute of Paraíba, who believes that supporting Inclusive Green Chemistry should be a commitment we all make to society. In 2017, Carlos Alberto started his research in teaching Green Chemistry to deaf students.
In 2020, the project “Teaching Green Chemistry to Deaf Students: A Brazilian Case Study” was presented by Carlos Alberto in the Postgraduate Summer School on Green Chemistry (Venice, Italy), and received a Best Poster award. This pioneer inclusive method was developed and applied to facilitate the teaching and learning process of deaf students. The project was divided into four stages: (i) survey questions, (ii) case study, (iii) visual-educational activity, and (iv) experiments. Didactic resources were adapted to facilitate the access of hearing and deaf students in this important theme.
Anastas and others propose that a systems thinking approach is also required for a sustainable future [2]. Results showed that the strategy used by Carlos Alberto resulted in a positive impact on the learning of students and a greater interest in the subjects of Green Chemistry. This case study is a good example to introduce all (hearing and deaf) students to the 12 Principles of Green Chemistry as well as important general chemistry concepts with a stimulating educational environment [3].
Currently, Carlos Alberto and his research group are developing virtual resources to help deaf students learning Green Chemistry (Figure 2). “Being an inclusive teacher during the pandemic was a great challenge because students haven’t had the same access to internet. Inclusion is more than a destination; it is a journey following by courage and love”, says Carlos Alberto. Most importantly, discovering new approaches to provide improved access in Green Chemistry for an effective cultural heritage and global social well-being should be a priority.
References:
[1] World Health Organization (WHO), Retrieved from: https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss, 2022.
[2] Anastas, P. T. Trends in Chemistry, 2019, 1, 145-148.
[3] Sheldon, R. A. Green Chem., 2017, 19, 18-43.
Teaching Green Chemistry to Deaf Students in Brazil – A Pioneer Case Study
August 30, 2022
In 2022, more than 400 million people worldwide present disabling hearing loss, and it is estimated that by 2050 over 900 million people will have deafness [1]. Thousands of these […]
Categories: Green Chemistry Education, Higher-Ed, K-12, Spotlight
A Special Award to Green Chemistry
Green Chemistry gains another recognition! The August Wilhelm von Hofmann Denkmünze Prize is an important award given by the German Chemical Society (GDCh) for special services in chemistry. This prize has a long tradition and it was founded in 1902 to honour chemists or scientists in general who have made a special and important contribution to the field.
120 years after the creation of the August Wilhelm von Hofmann prize, it is time for Dr. John Warner and Dr. Paul Anastas to be the special recipients of this commemorative medal. The award winners are honoured not only for the scientific and intellectual foundations of Green Chemistry, but as for the concrete implementations of the concept created.
The award ceremony will take place on September 1st during the 8th EuChemS Chemistry Congress in Lisbon, Portugal.
For more information about the award, Green Chemistry, as well as Dr. John Warner and Dr. Paul Anastas, check out the article published by the GDCh here.
“The field of Green Chemistry is indispensable today, and laid the foundation for sustainable chemical product development. In addition, the award winners were committed to the interdisciplinary integration of Green Chemistry at Universities and actively contributed to the realization in their area and in other locations worldwide. For this exemplary commitment to the services of chemistry, Anastas and Warner now receive the August Wilhelm von Hofmann commemorative medal of the GDCh.”
A Special Award to Green Chemistry
August 14, 2022
Green Chemistry gains another recognition! The August Wilhelm von Hofmann Denkmünze Prize is an important award given by the German Chemical Society (GDCh) for special services in chemistry. This prize […]
Categories: Green Chemistry Education, Higher-Ed
Making Connections Across the Globe
Through Green Chemistry Connections, a series of virtual gatherings of the green chemistry community, Beyond Benign aims to foster networking and resource sharing, to encourage and support the teaching of green chemistry, and to demonstrate the multitude of ways green chemistry can be implemented.
During the 2021-22 school year, Beyond Benign was proud to host its second year of Green Chemistry Connections, supported by Washington State Department of Ecology. Gathering the global green chemistry community in a bi-monthly virtual setting, Green Chemistry Connections webinars feature presentations centered around the GCC Student Learning Objectives — Green Chemistry theory, toxicology, laboratory skills, and application of Green Chemistry education — followed by small-group discussions with networking and resource sharing.
Each event includes up to four speakers — faculty, industry practitioners, and students — who are actively practicing Green Chemistry in their courses and/or laboratories. In alignment with our Diversity, Equity, Belonging and Respect initiatives, we spotlighted speakers from a variety of backgrounds, representing various types of universities from all around the world to demonstrate the multitude of ways green chemistry can be implemented. Of our 15 speakers, 40% were from the Black, Indiginous, People of Color (BIPOC) community, 80% were women, and 30% were women of color. We are thankful to our 15 speakers, listed below, who shared the work they’re doing at their institutions to further green chemistry education and practice.
The goal for the Green Chemistry Connection series is to foster networking and resource sharing to encourage and support the teaching of green chemistry. Throughout the series, we witnessed wonderful connections being made, with over 150 faculty, students and industry professionals attending and more than one-third attending two or more sessions. During the “BYOR – Bring your own resource” segment, 37 resources were shared among the community.
Ready to join the next event to connect with your peers? We’d love you to join us! We are kicking off the 2022-23 Series with a presentation by ChemForward on Sep 21, 2022. Register here for the series.
Want to learn more about our 2021-22 events? Log onto the Beyond Benign’s Green Chemistry Connections site to watch the speaker presentations and discover what resources were shared.
Making Connections Across the Globe
July 20, 2022
Through Green Chemistry Connections, a series of virtual gatherings of the green chemistry community, Beyond Benign aims to foster networking and resource sharing, to encourage and support the teaching of [...]Categories: Green Chemistry Education, Higher-Ed
Pathways to Sustainable Invention: Takeaways and insights from the innovative webinar series
Supporting the advancement of Black and Indigenous scientists is a critical part of creating the future of green chemistry and sustainable science. To work toward that goal, through support from the Lemelson Foundation, Beyond Benign recently teamed up with the National Organization for the Professional Advancement of Black Chemists & Chemical Engineers (NOBCChE) and Society for Science to host the Pathways to Sustainable Invention Speaker Series, a five-part webinar series designed to elevate the stories of inventors (including student inventors) from diverse backgrounds.
Through bimonthly webinars featuring a multi-generational panel of inventors sharing their experiences, the Pathways to Sustainable Invention series aimed to inspire youth to engage and invent for a sustainable future. Dr. T. Gregory Tucker, Ph.D., is a scientist, educator, entrepreneur and inventor who works at the University of Louisville. He helped design the event and was a panelist on the webinar topic, “Black Inventors Pathways to Patents.”
In this Q&A, Dr. Tucker shares some of his favorite takeaways from the series, and why he is so passionate about inspiring the scientists of tomorrow.
Why are green chemistry and sustainable invention so important right now?
In today’s world, science profoundly affects us all. Chemistry is important to understand, even for people without a technical or science background, because of the power we see it deliver in our everyday lives, through electronics, devices, even electric vehicles (EVs).
Many people associate chemistry with vague high school memories of the periodic table, but chemistry and science innovation are relevant to all of our daily lives and the future of our planet. In today’s world where more and more devices are being produced, used by customers, then discarded, it’s more important than ever to understand and demand sustainable sources and efficient recycling methods. That’s why we need to enable our next generation of scientists to explore and develop innovative methods.
How did you become interested in science?
Growing up I was always interested in being an applied scientist. I was inspired by learning about the work of other scientists—such as Nikola Tesla harnessing the power of alternating current electricity in my hometown, which led me to pursue research in electrochemical devices, or Lewis Latimer contributing to the invention of a new filament to improve the light bulb (fun fact: both scientists worked with Thomas Edison). More recently, I was inspired by meeting the inventor of the blue LED, Nobel Laureate Dr. Shuji Nakamura. His work is incredibly impactful as we use LEDs in nearly all flat screen displays today.
Why was the Pathways to Sustainable Invention series important?
There was a pandemic of racial inequality and lack of resources in certain communities well before the COVID-19 pandemic. The COVID pandemic further compounded these issues to a critical point of social unrest. I considered this series a way to address this in my (our) own capacity as educators.
Through the series, we aimed to empower younger BIPOC by sharing the professional journeys, personal experiences, and unique techniques the panelists have used to achieve success as Black professionals, inventors, and entrepreneurs. Designed for a diverse audience of young people, the series highlighted a variety of topics on the cutting edge of technology, along with the possibilities and practical steps of starting a business. The virtual platform offered accessibility, inclusivity, and convenience, which enabled panelists from across the world to share their valuable messages, ideas, innovations, and sustainable projects.
What made you want to be involved?
As a scientist, I feel a call of duty to help cultivate the next generation of scientists. It’s becoming more apparent that a good number of jobs in the near future will involve some kind of fundamental chemical know-how — such as for battery packs replacing gasoline, polymers of various plastics substituting in for metals, and considering how potentially hazardous byproducts are affecting the air and environments of our local communities. These jobs and skills are critical for our world, as we collectively watch the acidification of the ocean and an increase in the greenhouse gasses causing global warming.
What were some of your favorite aspects of the series?
I truly appreciated — and I know the audience did, too — the perspectives offered through the multigenerational approach. Each session included three panelists, who ranged from early career such as high schoolers, mid-career such as recent college grads, and late career folks sharing their years of wisdom. For me personally, it was incredible to hear the forward-thinking and heartfelt stories from the youngest panelists about their research tackling some of the biggest global concerns. For example, one younger person shared their work on a digital app to ensure enough clean water. Behind the scenes, I enjoyed lending assistance to prepare some of our presenters to effectively convey their gifts in the virtual environment.
What advice or encouragement might you give to a young Black person interested in getting involved with STEM?
Well, a great starting point is to listen to the recording of the Pathways to Sustainable Invention series, which touches on a wide variety of topics — from tech apps to aerial drones, coding to cosmetics, solar energy to food science. Next, research the topics the panelists discussed that sparked your interest and get immersed immediately. Look up the companies where these people work and the organizations they’re members of, such as NOBCChE, Beyond Benign, and Society for Science. They all have chemistry-related programs you can join and start actively participating in right away.
Pathways to Sustainable Invention: Takeaways and insights from the innovative webinar series
July 20, 2022
Supporting the advancement of Black and Indigenous scientists is a critical part of creating the future of green chemistry and sustainable science. To work toward that goal, through support from [...]Categories: Green Chemistry Education, Higher-Ed
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