Green chemistry and disability advocacy share a common goal: improving well-being by creating inclusive, sustainable solutions that benefit everyone. Ensuring that students with disabilities are able to learn and thrive in accessible learning environments is crucial to creating an inclusive and sustainable future.
This month, we spoke to GCTLC member Lauren Ragle (The George Washington University). She is an Assistant Professor in the Post-baccalaureate Pre-Medicine Program housed in the Department of Physician Assistant Studies. As a bio-organic chemist, Lauren has dedicated her career to an infusion of disability advocacy and green chemistry education. In this Q&A, Lauren discusses the intersection of her personal experiences and professional journey, providing valuable insights into how advancing green chemistry and disability advocacy can go hand in hand.
First, please tell us about your background and what inspired you to pursue a career in green chemistry education. How has your personal journey shaped your work and advocacy?
I’ve known since I was young that I enjoyed chemistry. From watching Bill Nye the Science Guy after school to developing a project to untarnish my grandmother’s silverware, I was hooked on chemistry. My love of chemistry continued in high school, and from there, I declared a chemistry major as an entering college freshman.
It wasn’t until I came across organic chemistry that I discovered two things: the kind of chemistry I understood was organic (and biochemistry), and green chemistry is essential.
As a Christian, I grew up learning that God created everything for a purpose. We are responsible for caring for God’s Creation — the natural world around us. As I learned about the concepts of green chemistry in the fall of 2008, I realized green chemistry was just another way of preserving what we have. Respecting the environment is the right and moral thing to do. Therefore, being aware of what we do and controlling our waste streams should be a regular part of lab habits — especially as we consider organic chemistry since many “organic” chemicals are ultimately derivative of petrochemical sources. Finding new and natural sources (such as the camphor tree for medical camphor products) and new ways to recycle old plastics should be how science moves for the future.
In terms of education, my students are all heading towards medicine — an industry rife with waste that can harm our environment. Introducing the ideas of “cradle to grave” chemical uses can make them cautious about the amounts of medical waste generated in their future careers. I hope that as my students step into their careers, they do so with a grasp of caring for our natural world just as much as they care for their patients.
What motivated you to become a disability advocate, and why is it important to integrate disability advocacy within the field of green chemistry?
I have a genetic condition called hypermobile Ehlers-Danlos Syndrome. This condition is at the root of several other issues I live with daily, including chronic pain, asthma, and arthritis. As a student, I frequently faced buildings with steep ramps, heavy doors, and broken elevators. At one point, I was a wheelchair user after a major knee surgery. Once, my sister pushed me up a too-steep ramp (built before ADA became law in 1990), and I was stuck in that building for the day. I started learning I needed to speak up and advocate for myself more.
Now that I’m a professor, I see the invisible educational barriers and speak out for my students. All students can benefit from universal classroom design and the growing movement in Universal Design for Learning. However, as noted by the American Chemical Society (ACS), all chemistry education should include a firm foundation in green chemistry. As we “green up” the undergraduate laboratory spaces, we can also take the opportunity to talk more openly regarding access for students with disabilities. I see this going hand-in-hand, improving things for our environmental and laboratory (human) neighbors. Safer synthesis is safer for everyone — the environment, students (with and without disabilities), and humanity.
I’m hoping my upcoming Masters of Arts in Education and Human Development degree, which I will complete by May 2026, will give me further insight into how I can combine green chemistry with advocacy for students with disabilities.
How did you learn about the Green Chemistry Teaching and Learning Community (GCTLC), and why did you want to get involved? How has being part of this community supported your work?
I first heard about the GCTLC when I was making connections in the “Greening Up Undergraduate Chemistry Labs” session at the 2023 ACS conference in California. David Laviska was hosting the workshop and mentioned connecting with Adelina Voutchkova (another professor at GWU) and Jane Wissinger. Later, Jane emailed me about advertising the symposium I’m hosting at ACS Fall 2024 in Colorado. We decided to double down on talking about green chemistry resources and tips for the undergraduate laboratory. Therefore, my symposium is titled “Infusing Green Chemistry into the Undergraduate Laboratory.”
I was so grateful the community was so friendly! I recruited several great speakers for the upcoming symposium, and I’ve enjoyed and learned a lot from the folks on the GCTLC message boards.
In the spirit of Disability Pride Month, what’s your hope for the future of green chemistry education, and how do you see disability advocacy shaping this future?
As people with disabilities make up 25% of the adult American population, I hope more inclusivity and representation will call out ableism across multiple sectors. The least of which is the chemical one, of course. With my students headed into medical careers and only approximately 3% of physicians willing to openly admit they have disabilities, I’m hoping to change the landscape for the better. The more we address ableism and the need for more sustainable practices, the more equitable the workplace will be. Maybe one day, we will see 25% of chemists proud and willing to admit they have disabilities. As more chemists are involved in the green chemistry world, we will have more minds working on solving the problems of the past and moving into the future with bright ideas.
How to get involved
- Learn about how Professor Queli Almeida is making green chemistry education accessible for visually impaired students in Rio de Janeiro.
- If you haven’t yet joined the GCTLC platform, create your free profile today!
- Download the free e-book “Teaching Chemistry to Students with Disabilities.”
- Follow @gwu_pbpm on Instagram to keep up with the GWU Postbaccalaureate Pre-medicine Program!
- Subscribe to Beyond Benign’s newsletter to get green chemistry news, resources, and inspiration delivered to your inbox monthly.
