With a Ph.D. in green chemistry and experience leading global sustainability initiatives, Dr. Juliana Vidal has dedicated her career to showing the world that chemistry can be a force for good. At Beyond Benign, she collaborates closely with higher education institutions through the Green Chemistry Commitment (GCC) program to integrate green chemistry into curricula, foster global collaboration, and empower the next generation of chemists to create safer, more sustainable solutions.

In this conversation, Juliana shares how she found her path from lab-based research into education and advocacy, the global opportunities she sees for green chemistry, and the moments that remind her why this work matters.

 

Why She Believes Chemistry Deserves a Better Reputation

The Biggest Misconceptions About Green Chemistry—and How to Change Them

How Small Steps Can Transform a Chemistry Classroom

A Brazilian University’s Bold Move After Signing the GCC

Her Vision for the Next Era of Green Chemistry Education

Lightning Round: Mentos, Pokémon, Buffy, and a Whole Lot of Cheese

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How you can get involved:

• Keep up with Juliana and her work by connecting with her in the GCTLC!
• Not yet part of the Green Chemistry Commitment (GCC)? Learn how your institution can become a signer and provide students with essential skills and training for today’s workforce.
• Already an active community member? Apply to become a Community Ambassador!

New year, new students, new lab goggles… and some of the best green chemistry education tools out there.

To kick off the 2025–2026 academic year, we’re sharing a curated collection of green chemistry resources from the Green Chemistry Teaching and Learning Community (GCTLC) written by educators, for educators! Some are widely used and educator-approved; others are newly developed tools we’re especially excited to spotlight this fall. What they all have in common: they’re freely available, classroom-tested, and modular, making it easy for instructors to adapt them or use them as-is, lowering the barrier to bringing green chemistry into any course.

These resources are specifically designed for higher education faculty teaching general chemistry, green chemistry, toxicology, and related courses. Whether you’re building a new course, refreshing a lecture or a lab, or looking for new ways to make chemistry feel more relevant, these resources offer tangible, flexible ways to bring green chemistry into focus this year.

 

1. Help Students Build Real-World Hazard Assessment Skills

Resource: Use of ChemFORWARD for Chemical Hazard Evaluation and Assessment in Academic Settings

Best for: Introductory–advanced undergraduate courses in green chemistry, general chemistry, or cosmetic science

Green chemistry isn’t just about understanding sustainability in theory; it’s about equipping students with the tools they’ll need in the lab, in research, and across industry. That’s the thinking behind this hands-on module developed by Beyond Benign and ChemFORWARD. It trains students to use the ChemFORWARD platform—a chemical hazard database—to identify chemical hazards, avoid regrettable substitutions, and choose safer alternatives.

The module includes lecture slides, implementation guidance, and plug-and-play assignments that can be used as standalone activities or built into an existing course. Faculty who teach at Green Chemistry Commitment (GCC) institutions can request temporary access to the ChemFORWARD database for use in their classroom, making this a truly practical, professional-grade teaching tool.

• View the resource on the GCTLC.
• Read the article about the module’s development.

🧪 Bonus: This resource was also featured in a Greener Curriculum Showcase Series session, where educators walked through the module and shared tips for classroom use. Watch the session here.

 

2. Show Students What Greener Innovation Looks Like in Industry

Resource: Exploring Sustainable Practices in Metal Plating: The Drive for Greener Innovations

Best for: General chemistry, organic chemistry, or environmental science courses at the undergraduate level

PFAS is a hot topic in environmental health, and this case study gives students a concrete example of how green chemistry can be used to solve real-world industrial problems. Developed in collaboration with the New York State Pollution Prevention Institute (NYSP2I), this six-lesson module walks through how one New York metal plating company worked with regulators and scientists to eliminate a PFAS-based fume suppressant, replacing it with a safer, greener alternative.

Instructors can use this case study to help students understand the science behind PFAS, the 12 Principles of Green Chemistry, and the business, health, and regulatory drivers behind chemical innovation. It also aligns with the American Chemical Society (ACS) Guidelines for Bachelor’s Programs requirement that case studies demonstrate “the interplay of chemical, environmental health, regulatory, and business considerations that dictate chemical processes and product design.” With ACS set to begin assessing for its green chemistry and sustainability requirements in 2026, this resource can be a timely way for ACS-accredited institutions to meet those expectations.

It’s also a valuable tool for showing how cross-sector collaboration plays a role in shifting industry practices.

• View the resource on the GCTLC.
• Read the article about the module’s development.

3. Connect Chemistry to Environmental Justice and Community Impact

Resource: The Olin Chemical Superfund Site Case Study

Best for: Introductory college-level courses in general chemistry, toxicology, or sustainability

This case study centers on a Superfund site in Wilmington, Massachusetts — the Olin Chemical Superfund Site — where decades of toxic waste left a lasting legacy. Developed by Beyond Benign in partnership with the MIT Superfund Research Program, the four-lesson module introduces students to the U.S. Environmental Protection Agency’s Superfund Program, the chemistry behind hazardous substances, and the growing role of green chemistry in preventing future harm.

Students examine toxicology, pollution, and remediation, but the resource goes further, encouraging educators and students to create case studies based on Superfund sites in their own communities. It’s a compelling way to make chemistry personal, urgent, and connected to real lives and places.

• View the resource on the GCTLC.
• Read the article about the module’s development.

🧪 Bonus: This resource was featured in a Greener Curriculum Showcase Series session, where educators shared implementation strategies and ideas for classroom adaptation. Watch the session here.

 

4. Bring Toxicology into Chemistry Without Reinventing Your Syllabus

Resource: Toxicology for Chemists Curriculum

Best for: Undergraduate courses in general chemistry, organic chemistry, environmental science, and green chemistry

Toxicology is a foundational part of designing safer chemicals; however, for many chemistry educators, it’s challenging to know where to start. That’s why Beyond Benign teamed up with educators, toxicologists, and industry experts to create this open-access curriculum. Designed to be modular and flexible, the Toxicology for Chemists series makes it easy to weave toxicology into your existing courses, whether through a single lecture or an entire unit.

The curriculum includes lecture slides, case studies, assignments, and in-class activities. Topics range from foundational concepts, such as hazard versus risk, to more advanced areas, including toxicokinetics, predictive toxicology, and environmental fate. 

Explore the full curriculum on the GCTLC.

 

5. Build a Full-Semester Foundation in Green Chemistry

Resource: Green Chemistry University Course

Best for: Educators looking to introduce or revamp a full-semester undergraduate green chemistry course

Looking to go beyond modular lesson plans? This comprehensive 14-week course, developed by Beyond Benign and the Yale Center for Green Chemistry & Green Engineering, guides students through the fundamentals of green chemistry and its applications to global health and environmental challenges. Created through the Global Green Chemistry Initiative, the course includes a syllabus, lecture materials, and lab exercises.

It’s ideal for instructors seeking a well-structured entry point or upgrade for an existing general chemistry course.

View the course on the GCTLC.

 

6. Make Safer Solvent Choices Simple and Accessible

Resource: Beyond Benign Greener Solvent Guide

Best for: Undergraduate chemistry lab courses or any classroom working toward safer lab practices

This quick-reference guide from Beyond Benign synthesizes data from existing solvent selection guides into a single, visual format that’s easy to post in labs or add to course materials.

While not a full curriculum module, the Greener Solvent Guide is one of the most widely used tools in Beyond Benign’s teaching ecosystem. It helps students and instructors make more informed choices about solvents, reinforcing green chemistry principles in everyday lab work. Whether you’re starting conversations about safer solvents or embedding solvent selection into lab design, this tool offers a clear and accessible entry point.

🧪 Bonus: Educators often print and post the guide in labs — or even distribute it as a magnet — so students have constant access to safer alternatives.

View the guide on the GCTLC.

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How to get involved:

• If you haven’t yet joined the GCTLC, create your free profile today to access all of these resources and many more.
• Subscribe to Beyond Benign’s newsletter to get green chemistry news, resources, and inspiration delivered to your inbox monthly.

Each year, Beyond Benign’s Green Chemistry Commitment (GCC) Summit brings together a global community of educators and changemakers who are reimagining how chemistry is taught—and why it matters. The 2025 gatherings, held both virtually and in person, showcased the powerful momentum of this growing movement.

Celebrating the GCC Community

The 2025 GCC Summit embraced a hybrid format that reflected the expanding reach and adaptability of the community. More than 70 participants joined the virtual gathering on June 18, while over 60 attended the in-person event on June 22 at the Green Chemistry & Engineering Conference (GC&E) in Pittsburgh, Pennsylvania. Whether connecting via Zoom or sharing space in a conference room, participants came ready to exchange ideas, celebrate progress, and deepen the collaborative spirit that defines the GCC network.

The community-building didn’t stop there. On the evening of June 22, GCC members gathered for a Student-Faculty Social Event co-hosted with MilliporeSigma, the U.S. and Canada Life Science business of Merck KGaA, Darmstadt, Germany, and the American Chemical Society (ACS) Green Chemistry Institute. With trivia games, laughter, and new introductions, the event offered a relaxed space to connect across roles and campuses. A few days later, the Catalyzing Change in Chemistry Education Luncheon welcomed 119 attendees—including many faculty, several of whom were new to the GCC—for a candid and energizing conversation about embedding green chemistry more deeply in higher education.

Together, these events reflected the heart of the GCC: a vibrant international community united by a shared purpose. Whether joining from a screen or across a lunch table, participants walked away with new ideas, renewed energy, and the unmistakable sense that they’re part of something bigger.

GCC Summit Highlights: Key Conversations & Catalysts

Across two dynamic gatherings, the 2025 GCC Summit brought the community together to explore how green chemistry is taking root and scaling across higher education. Through keynotes, panels, and working sessions, a few themes rose to the top:

1. Aligning with Big Levers for Change

From updates to the ACS Guidelines to region-wide strategies emerging in Brazil, the Summit highlighted how professional societies and policy frameworks are shaping the future of green chemistry in academia. Speakers from the ACS and the Royal Society of Chemistry offered perspectives on how top-down influence can accelerate curriculum transformation and institutional adoption.

2. Making the Case for Green Chemistry in Industry

In panels featuring leaders from MilliporeSigma, Dow, Pfizer, and others, industry voices reinforced a powerful message: Green chemistry isn’t just good for the planet—it’s an essential skill set for today’s workforce. Participants heard how sustainability goals are influencing hiring decisions, innovation priorities, and cross-sector collaboration.

3. Stories of Progress from the GCC Network

Throughout both Summits, faculty and partner organizations shared candid stories of how they’re embedding green chemistry into coursework, labs, and departmental culture. Award-winning initiatives ranged from lab redesigns and final project integration to cross-campus partnerships that center student leadership. These case studies provided replicable models and inspiration for attendees to take back to their own institutions.

4. From Ideas to Action: Collaborative Planning

Both events featured hands-on working groups where participants tackled key challenges, like student engagement, faculty buy-in, lab sustainability, and professional development. Using a shared reflection and action planning framework, attendees left with goals, strategies, and new connections to help move the work forward on their campuses.

5. A Celebration of Community and Commitment

In both virtual and in-person formats, the GCC Summit served as a reminder that this work is never done alone. The tribute to Dr. Ed Brush, a longtime champion of green chemistry education, underscored the strength of the network and the deep personal commitment driving this movement.

Catalyzing Change: Insights from the Luncheon

While not formally part of the GCC Summit, the Catalyzing Change in Chemistry Education luncheon offered a powerful companion to the week’s events, especially for those new to the GCC. With more than 110 attendees, many of whom were just beginning to learn about the GCC, the luncheon created a space to explore what green chemistry integration can look like in practice and why it matters. Co-hosted with MilliporeSigma, the panel featured educators sharing candid reflections on institutional change, curriculum reform, and the power of community.

Moderated by Amy Cannon (Executive Director, Beyond Benign) and Jeffrey Whitford (Vice President, Sustainability & Social Business Innovation, MilliporeSigma), the panel featured candid reflections on implementing green chemistry at the institutional level. Panelists included Prof. Glenn Hurst (University of York, UK), Prof. Loyd Bastin (Widener University, USA), and Prof. Flavia Zacconi (Pontificia Universidad Católica de Chile)—each sharing insights on building departmental buy-in, embedding green chemistry into curricula, and overcoming institutional barriers.

“The Green Chemistry Commitment was the catalyst that propelled green chemistry out of organic chemistry and into our curriculum. It also gave us goals for what we wanted to do in the future. So it gave us that framework about how we could scaffold green chemistry through the curriculum rather than it being part of the organic chemistry curriculum.” – Dr. Glenn Hurst, University of York

For many, the Commitment has helped unlock new partnerships and visibility. And perhaps most powerfully, it has provided a sense of shared purpose in what can sometimes feel like lonely institutional change work:

“This is the most important thing about the green chemistry commitment. For me personally, it has provided me with amazing networks that have led to many collaborations.” – Flavia Zacconi, Pontificia Universidad Catolica De Chile

Taken together, the insights shared at the luncheon underscored what many GCC members already know: Change happens faster and with greater impact when it’s grounded in both structure and community.

#GreenChemistryinAction: A Hashtag, A Movement

In conjunction with the 2025 Summit, Beyond Benign launched the #GreenChemInAction campaign to spotlight how members of the green chemistry community are advancing change in their own classrooms, labs, companies, and institutions. Participants from around the world shared reflections, visuals, and declarations of action, showcasing the depth and diversity of this growing movement.

The result was a vibrant, global snapshot of green chemistry in practice, filled with purpose, creativity, and momentum. You can still explore the campaign and see the community in action by browsing #GreenChemInAction on social media or visiting the GCTLC forum to view more posts.

Looking Ahead

As the GCC community continues to grow, so does the momentum for lasting change in chemistry education. Beyond Benign remains deeply committed to empowering educators, students, and institutions on this journey, whether they’re just beginning to explore green chemistry or already embedding it across their curriculum.

While plans for the next GCC Summit are already taking shape, the Green Chemistry Teaching and Learning Community (GCTLC) remains the best platform for staying connected between events. Through the GCTLC, members of the higher education community can find year-round opportunities for mentorship, collaboration, and resource sharing. With new functionality like topic-specific groups, it’s easier than ever to join conversations and build connections with others working toward similar goals.

For those interested in taking the next step by becoming a GCC signer, you can learn more about what’s involved—and how to get started—by visiting the GCC program page.

Together, this community is not just imagining a better future for chemistry education—it’s actively creating it.

As the community of educators and institutions integrating green chemistry grows, more students are learning a sustainable approach to science. These students represent the next generation of innovators, environmental stewards, and scientists who will use their green chemistry skills and lived experiences to address local and global sustainability challenges.

Beyond Benign provides educators with the tools, training, and support needed to integrate green chemistry in their classrooms and labs. As part of this mission, Beyond Benign and partners developed the Green Chemistry Education Awards for K-12 and higher education. The awards for higher education provide funding and guidance for educators at Green Chemistry Commitment (GCC) signer institutions as they embark on projects such as curriculum redesign, outreach activities, collaborations, and awareness initiatives. 

Three of the 2023-2024 recipients are GCC Signer Minority Serving Institutions, which are bringing green chemistry to diverse student populations. By expanding green chemistry use on these three campuses, the awards give more students an opportunity to develop critical thinking skills and deepen their awareness of sustainable practices—tools they can carry into their professional work. 

Three educators leading these initiatives recently shared updates on how they are expanding the use of green chemistry principles to help prepare the next generation of world-class chemists with skills to create innovative environmental solutions. Get an overview of the initiatives and links to a deeper dive on each below: 

At California State University, San Marcos, Associate Professor Dr. Robert G. Iafe is coordinating the university’s efforts to develop a green chemistry minor by adding courses, assessment strategies, and public awareness seminars. He says the green chemistry initiative has helped students develop a new sense of purpose and enthusiasm. “Many of our students come from communities that are disproportionately impacted by environmental issues, so when they see chemistry as a means of creating safer materials, cleaner technologies, and more equitable systems, it becomes more than just a course—it becomes personally meaningful and empowering,” he says.

At Pontifical Catholic University of Puerto Rico, Dr. Adalgisa Batista Parra, Professor of Chemistry and Organic Chemistry Researcher, is leading efforts to redesign the undergraduate organic chemistry laboratory curriculum. This includes incorporating green chemistry principles with the goal of aligning instruction with emerging trends in sustainable chemistry education while actively reducing environmental impact. She says green chemistry sparked meaningful discussions among students about their role in shaping a more sustainable future. “This project is about more than just redesigning lab experiments—it’s about planting the seeds of a cultural shift toward sustainability in science education and beyond.”

At Stella and Charles Guttman Community College, Associate Professor of Chemistry Dr. Jihyun (Ji) Kim is redesigning a classic organic chemistry experiment—the synthesis of cyclohexene—to emphasize green chemistry principles and provide a safer, more sustainable laboratory experience for students at the two-year college. She says the green chemistry concepts help students see how chemistry can be a tool for environmental responsibility. “One of the most encouraging outcomes of this project was the level of student engagement with green chemistry concepts, particularly as they connected sustainability to real-world issues,” Ji says.

Learn more about the Green Chemistry Education Awards and see a full list of 2023-2024 award recipients.

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How to get involved: 

• Higher education leaders: Join the Green Chemistry Commitment to provide students with essential skills and training for today’s workforce.
• Connect with your peers in the Green Chemistry Teaching and Learning Community, an online space for everyone in the green chemistry community to learn, share, connect, and grow.
• Subscribe to Beyond Benign’s newsletter to get green chemistry news, opportunities, and resources delivered to your inbox monthly.

When educators are equipped to teach green chemistry, they don’t just change lessons—they shape the next generation of scientists, innovators, and environmental stewards. Through the Green Chemistry Education Awards, Beyond Benign provides funding to faculty and institutions around the world to embed sustainability into chemistry education. These awards help educators redesign labs, reimagine curricula, and create powerful, real-world connections for students. Among the 2023–2024 recipients were several Minority-Serving Institutions (MSIs), whose funded projects are expanding access to green chemistry in diverse learning environments.

Award recipient Dr. Robert G. Iafe, Associate Professor at California State University San Marcos, says the green chemistry initiative has helped students develop a new sense of purpose and enthusiasm. “While we expected the green chemistry courses to be academically engaging, we didn’t fully anticipate how deeply students would connect with the broader themes of sustainability and social responsibility,” he says. “Many of our students come from communities that are disproportionately impacted by environmental issues, so when they see chemistry as a means of creating safer materials, cleaner technologies, and more equitable systems, it becomes more than just a course—it becomes personally meaningful and empowering.

In the Q&A below, Robert discusses progress on the university’s efforts to develop a green chemistry minor, highlights from a recent green chemistry event on campus, and other reflections.

Can you provide a brief overview of your project, including the key objectives you aimed to achieve with the funding and any significant outcomes or milestones you have reached so far?

Our project is focused on establishing a Green Chemistry minor within the Department of Chemistry and Biochemistry at California State University San Marcos (CSUSM). The initiative is built around three core objectives. First, we’re developing Green Chemistry and Toxicology courses that are thoughtfully designed to meet the needs of our diverse student body, particularly as an MSI with a large population of first-generation Hispanic students. Second, we’re implementing both qualitative and quantitative assessment strategies to better understand how these courses influence student success, persistence, and self-efficacy. And third, we’re working to increase campus and community engagement by hosting public seminars that feature leaders in the field of green chemistry. These events aim to raise awareness about sustainable chemistry and introduce students to related career pathways.

We’ve already made substantial progress. We’ve piloted the initial versions of both the Green Chemistry and Toxicology courses and submitted them for formal inclusion in the undergraduate curriculum. In parallel, we’ve submitted a proposal for the Green Chemistry minor itself, which is currently making its way through the university’s curriculum approval process.

One of the highlights so far has been the Green Chemistry Symposium we hosted on March 21, 2025. It was an exciting milestone for us. We welcomed guest speakers from Thermo Fisher Scientific and Beyond Benign, who shared insights on green chemistry technologies and professional pathways with an audience of over 130 undergraduate and graduate students. The event also included a pedagogy workshop that brought together faculty from CSUSM as well as neighboring institutions like SDSU and USD. Events like this really help build momentum—not just around curriculum development, but around a broader culture of sustainability and innovation on campus.

Can you describe the process of developing the Green Chemistry minor and how student feedback has shaped its content? Approximately how many students do you anticipate the Green Chemistry minor and its related courses will reach each year?

The development of the Green Chemistry minor at CSUSM has truly been a collaborative and evolving effort. From the beginning, we prioritized both pedagogical integrity and student input. We started by piloting Green Chemistry and Toxicology courses using open-access resources from Beyond Benign, offering them initially as special topics courses. This allowed us to gather real-time feedback through course evaluations and student surveys. Faculty have been actively incorporating this feedback to improve course content, structure, and learning outcomes, especially to ensure the material resonates with our students, many of whom are first-generation college students and come from historically underrepresented backgrounds. Our goal has been to build a program that’s not only academically rigorous but also personally meaningful and accessible.

Looking ahead, we anticipate that the Green Chemistry minor and its associated courses will engage approximately 40 students per year within five years of launch. Each course is expected to enroll around 20 students per semester, and we also foresee interest from students in related STEM disciplines like biology, biotechnology, kinesiology, and environmental science. Importantly, because green chemistry learning outcomes are being integrated across our broader curriculum, all Chemistry majors—not just those enrolled in the minor—will benefit from exposure to sustainable chemistry principles. We’re really excited about the broader impact this initiative will have across our department and the university.

Our goal is to help students see themselves not just as future scientists, but as changemakers—individuals who can apply their knowledge to drive meaningful, sustainable solutions within their communities and beyond.

How do you see this project preparing students to be leaders in the sustainable workforce of the future? Have you seen any signs of students beginning to envision their role in sustainability-focused careers?

This project was intentionally designed to equip our students with the skills and mindset needed to become leaders in the sustainable workforce. By embedding green chemistry principles throughout the undergraduate curriculum and offering hands-on, experiential learning opportunities, we’re helping students make real-world connections to sustainability. Through specialized courses in Green Chemistry and Toxicology, students are gaining a solid foundation in designing safer chemicals, minimizing environmental impact, and applying sustainability concepts to chemical processes—skills that are increasingly valued in sectors ranging from industry and government to academia.

Equally important, we’ve integrated culturally responsive pedagogy to ensure the curriculum feels relevant and empowering for our diverse student population. Our goal is to help students see themselves not just as future scientists, but as changemakers—individuals who can apply their knowledge to drive meaningful, sustainable solutions within their communities and beyond.

We’re already seeing promising signs of impact. Beyond the strong turnout and enthusiasm at the Green Chemistry Symposium, we’ve noticed growing student interest in green chemistry-related research and activities. Students have begun inquiring about research opportunities in this area, and there has even been discussion about forming a student-led green advisory board, potentially in partnership with our American Chemical Society Student Chapter. We fully expect that as this momentum builds, we’ll see an increase in student participation in sustainability-focused internships and programs, including NSF-REUs and industry collaborations. It’s exciting to watch students start envisioning their roles in a more sustainable future.

How do you plan to measure the success of the new courses and the overall effectiveness of the Green Chemistry minor in retaining students in chemistry research?

We will assess the overall effectiveness of the Green Chemistry minor through a multi-faceted evaluation strategy that includes both qualitative and quantitative metrics. First, we will utilize student pre- and post-course surveys to gather feedback on student learning experiences, engagement, and perceived relevance of course content. This will help ensure that the curriculum is meeting the needs of our diverse student population and supporting their academic development. 

Second, in collaboration with the Office of Institutional Planning and Analysis (IPA), we will conduct longitudinal data tracking to monitor key indicators of student success, including course performance, retention within the chemistry major, persistence in STEM pathways, and graduation rates. We will specifically analyze outcomes for students enrolled in the Green Chemistry courses and minor, with disaggregated data by demographic groups to assess equity in impact. 

Third, we will collect data on student involvement in research, internships, and co-curricular opportunities related to sustainability and green chemistry. We anticipate that the integration of green chemistry content will increase student interest in pursuing independent research, summer programs, and career pathways aligned with sustainability.

And finally, the number of students declaring the Green Chemistry minor and continued enrollment trends will serve as key indicators of institutional impact. These metrics, along with follow-up surveys post-graduation, will help us evaluate the program’s success in preparing students for sustainability-focused careers and retaining them in chemistry research.

What are your hopes for the future of the Green Chemistry program at CSUSM and its potential impact on students and the wider community?

Our long-term vision for the Green Chemistry program is to establish it as a leading model for inclusive, sustainability-focused STEM education in the region. We see CSUSM becoming a regional hub for green chemistry education, particularly among MSIs, by offering a curriculum that goes beyond technical training to also foster environmental responsibility and social consciousness in the next generation of scientists.

Looking ahead, we hope to expand the program’s impact by integrating green chemistry principles throughout the broader chemistry curriculum, encouraging interdisciplinary collaboration, and building strong partnerships with local industries, environmental organizations, and K-12 schools. The Green Chemistry minor is designed not just as a set of courses, but as a launchpad—supporting students as they pursue research, graduate education, and careers in areas like renewable energy, sustainable manufacturing, public health, and environmental policy. 

For our students, we believe that early, meaningful exposure to real-world applications of green chemistry—combined with opportunities to connect with professionals in the field—will build both their confidence and their sense of purpose. It’s about helping them see themselves in sustainability-focused careers and supporting their long-term academic and professional success.

Beyond the campus, we’re also focused on community impact. Events like our Green Chemistry Symposium are just one example of how we hope to elevate environmental awareness and sustainability literacy across the region. Ultimately, our goal is to create a ripple effect, preparing graduates who are not only well-trained scientists but also empowered to lead positive change in their communities and within the global chemical industry.

Your university-wide green chemistry seminar featured speakers from ThermoFisher and Beyond Benign and drew strong attendance. What was the intended goal of the event, and what kind of impact did it have on students and the broader campus community?

The primary goal of the university-wide Green Chemistry Seminar was to elevate awareness of green chemistry principles and their real-world applications, while also inspiring students to consider sustainability-focused career paths. By featuring speakers from Thermo Fisher Scientific and Beyond Benign—leaders in both industry and education—we aimed to bridge the gap between classroom learning and professional practice. These speakers not only introduced cutting-edge technologies and sustainability initiatives but also shared their personal career journeys, offering students valuable insight into pathways they may not have previously considered.

The impact was immediate and energizing. With over 130 students, faculty, and community members in attendance, the event sparked meaningful conversations around the role of chemistry in building a more sustainable future. Students left the seminar asking thoughtful questions about internships, research opportunities, and how they might apply green chemistry in their own academic work. Additionally, the event included a pedagogy workshop attended by faculty from CSUSM and neighboring institutions, which helped foster collaboration and expand the reach of green chemistry education beyond our campus. Overall, the seminar not only reinforced the importance of sustainability within the sciences but also helped establish CSUSM’s identity as a major contributor in green chemistry education across the region.

Why was this funding critical to the success of your project? Were there barriers you were facing that this support helped you overcome—either for you, your students, or your institution?

This funding played a pivotal role in the success of our project. As a primarily undergraduate, teaching-focused institution, CSUSM can face structural and financial challenges when it comes to launching new academic initiatives—especially those that demand significant faculty time for curriculum development, student assessment, and community outreach. The support from this award helped us overcome several of those key challenges. It allowed us to thoughtfully develop and adapt Green Chemistry and Toxicology courses using Beyond Benign’s open-access resources, while tailoring the content to resonate with our diverse student body. It also gave us the capacity to implement robust assessment strategies, both qualitative and quantitative, that simply would not have been feasible without this dedicated funding.

Perhaps just as importantly, the award made it possible for us to host our first Green Chemistry Symposium by providing funding for guest speakers—something that many Primarily Undergraduate Institutions typically cannot support due to limited resources for honoraria and travel. Bringing in nationally recognized leaders from Thermo Fisher Scientific and Beyond Benign created a unique and impactful experience for our students and faculty, fostering excitement and deeper engagement with sustainability-focused careers and research. Ultimately, this funding removed critical financial and logistical barriers and enabled us to bring our vision for green chemistry at CSUSM to life in a way that is both inclusive and forward-looking.

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How to get involved: 

• Explore how award recipients are bringing green chemistry to life at Stella and Charles Guttman Community College and Pontifical Catholic University.
• Subscribe to Beyond Benign’s newsletter for the latest updates from the green chemistry community and to be the first to know when Green Chemistry Education Awards are open.
• Not yet part of the Green Chemistry Commitment (GCC)? Learn how your institution can become a signer and provide students with essential skills and training for today’s workforce.