It’s that time of year again! We are proud (and excited) to announce the projects selected to receive funding through the 2025 Green Chemistry Education Challenge Awards, sponsored by Dow. Congratulations to the winners!
The Green Chemistry Education Challenge Awards provide financial support for the integration of green chemistry education into courses and curricula. Award winners receive funding to support work to:
- Increase the awareness of green chemistry and the GCC program across the chemistry department and institution.
- Increase awareness of the institution’s dedication to green chemistry education through conference attendance, webinars, publications, social media campaigns, and other opportunities.
- Transform curriculum and lab procedures to achieve the GCC’s Green Chemistry Student Learning Objectives. The objectives aim to provide all chemistry graduates with proficiency in essential green chemistry competencies of Theory, Toxicology, Application, and Laboratory skills.
A new round of Green Chemistry Education Challenge Awards will be open soon. Keep an eye on our awards page to learn more, and subscribe to our newsletter for updates!
Depaul UniversityProject Lead: Dr. Kyle Grice
A team of faculty and staff at Depaul University led by Dr. Kyle Grice is pursuing a redesign of their undergraduate organic, inorganic, and biochemistry labs– eliminating dichloromethane (DCM) and incorporating innovative and sustainable practices. The project will align lab experiments with green chemistry principles by reducing hazardous chemicals, solvent use, waste, and energy-intensive procedures. Undergraduate students will test redesigned labs to ensure they are practical and safer, with implementation planned for the 2025–2026 academic year. The initiative will impact over 270 students annually and engage faculty and staff in promoting a long-term shift toward greener, more environmentally responsible chemistry education.
Project Lead: Dr. Yalan Xing
Faculty and staff from Hofstra University will be supported in their plan to launch a one-week summer workshop introducing underrepresented high school students to green chemistry. Through the university’s Science and Technology Entry Program (STEP) the workshop will feature hands-on experiments, lectures, and mentorship from faculty and undergraduate students. Students will enrich their understanding of sustainability topics like atom economy, pollution prevention, and energy efficiency. With support for transportation, meals, and materials, the program will directly engage 10 students and indirectly benefit over 200, aiming to inspire future STEM careers and foster environmental responsibility in the next generation of scientists.
Project Lead: Prof. Dr. Dr. Vânia Zuin Zeidler
Alongside a team of faculty and staff, Prof. Dr. Vânia Zuin Zeidler of Leuphana University has received a Green Chemistry Education Challenge Award to embed green chemistry into the core curriculum of the university’s Sustainability and Environmental Science programs. The project will address current curriculum gaps by developing and implementing new teaching modules and laboratory experiments aligned with green chemistry principles, reaching approximately 200 students per semester. It will also incorporate digital tools for assessment and interactive learning, while engaging faculty and staff to build institutional support for sustainable chemistry education. The initiative aims to transform how chemistry is taught in environmental programs and share outcomes through publications, the GCTLC platform, and international networks, helping to establish green chemistry as a central pillar of sustainability education at Leuphana and beyond.
Project Lead: Dr. John De Backere
Dr. John De Backere and colleagues at the University of Toronto have received a Green Chemistry Education Challenge Award to host a two-day workshop in July 2026 for 30 Greater Toronto Area high school chemistry teachers. The workshop aims to equip educators with practical tools to incorporate green chemistry principles into their Grade 12 classrooms, aligning with Ontario curriculum standards and the UN Sustainable Development Goals. Participants will attend seminars and hands-on labs led by university faculty, experienced teachers, and a Beyond Benign representative, fostering curriculum renewal and long-term mentorship connections. The initiative emphasizes accessibility by offering the program at no cost and is supported by both the Department of Chemistry and external funding.
Project Lead: Dr. Michelle Mills
Led by Dr. Michelle Mills, the University of Victoria’s (UVic, BC, Canada) Department of
Chemistry is a recipient of the Green Chemistry Education Challenge Award for its initiative to embed green chemistry principles throughout its laboratory curriculum. With a goal of creating a comprehensive, scaffolded lab experience aligned with the Green Chemistry Commitment’s Student Learning Objectives, this project targets both first-year general and second-year organic chemistry courses—impacting over 1,700 students annually. The grant enables the development of new, focused experiments and the greening of existing labs through the dedicated work of a graduate RA/TA and undergraduate researchers. This collaborative effort will enhance student proficiency in sustainable lab practices while cultivating future green chemistry leaders. UVic’s commitment to environmental responsibility, combined with institutional support and a strong team of educators and student leaders like Georgia Douglas, positions this project to serve as a model for sustainable curriculum transformation.
West Virginia State University
Project Lead: Dr. Micheal Fultz
Dr. Micheal Fultz and Robert Morris, of West Virginia State University have been awarded the Green Chemistry Education Challenge Award to modernize their organic chemistry lab curriculum through the integration of greener, safer, and more sustainable laboratory experiments. With a focus on replacing traditional Diels-Alder and Fischer Esterification experiments with microwave-assisted versions, this project emphasizes key green chemistry principles such as energy efficiency, the use of safer solvents, and renewable feedstocks. The grant supports the purchase of a vented microwave reactor and necessary reagents, enabling the transition away from hazardous substances like dichloromethane (DCM) and benzene. Serving approximately 60 students annually, this initiative will enhance learning outcomes while reducing environmental impact. By embedding green chemistry into foundational lab experiences, the project not only advances sustainability in chemistry education but also empowers students with a modern, responsible approach to scientific practice.
Project Lead: Dr. Chrysanthus Andrew
Dr. Chrysanthus Andrew and his team at Federal University Wukari have received the Green Chemistry Education Challenge Award to lead a transformative green chemistry initiative in Nigeria’s Taraba State. Their project will establish a Green Chemistry Student Group, conduct a multi-day workshop for 120 participants, and lay the groundwork for integrating green chemistry principles into the university’s science and engineering curricula. Through targeted training, environmental audits, and the development of sustainable lab guidelines, the project aims to empower faculty, students, and local educators with practical knowledge of waste reduction, safe chemical practices, and eco-conscious lab operations. The initiative also includes broad outreach to six academic departments and aligns with the UN’s SDG goals for quality education and health. By fostering awareness, professional development, and institutional change, this project seeks to build a lasting culture of sustainability in chemical education at Federal University Wukari and beyond.
Project Lead: Dr. Gillian Collins
Dr. Gillian Collins and her team at University College Cork have received the Green Chemistry Education Challenge Award to elevate green chemistry education in their Physical Chemistry laboratories. This project addresses a key curricular gap by replacing a hazardous dichloromethane (DCM) based experiment with a safer, greener alternative investigating liquid–vapor equilibrium in a water-acetic acid system. The grant supports the purchase of specialized lab equipment, including DrySyn heating kits, waterless condensers, and thermocouples, to enable individual hands-on student experiences—essential for quality learning. In addition to experimental updates, the project introduces impactful visual aids: professionally framed posters on the 12 Principles of Green Chemistry and the UN Sustainable Development Goals, fostering a systems-thinking approach among students. Targeting over 100 second-year undergraduates annually, with ripple effects across upper-level courses, this initiative is set to serve as a catalyst for wider departmental adoption of sustainable practices in chemistry education.
