Georgia Gwinnett College is helping expand the conversation around what green chemistry implementation can look like in higher education. A public undergraduate-focused institution in Lawrenceville, Georgia, Georgia Gwinnett College serves a highly diverse student population as both a Minority-Serving Institution (MSI) and a Hispanic-Serving Institution (HSI). In 2023, its chemistry department became the first in Georgia to sign the Beyond Benign Green Chemistry Commitment (GCC), integrating green chemistry principles into coursework, laboratories, student research, and community engagement.
While many publicly visible examples of green chemistry adoption come from large research universities, undergraduate-focused institutions like Georgia Gwinnett College offer an equally important perspective. These institutions often navigate different realities—including high teaching loads, smaller departments, and fewer dedicated research resources—making their strategies especially relevant and transferable for peer institutions exploring similar work.
In this conversation, Dr. Cynthia Woodbridge, professor of chemistry at Georgia Gwinnett College, reflects on the college’s green chemistry journey, the challenges and opportunities of implementing this work at an undergraduate-focused institution, and the role sustainability and inclusion play in shaping the future of chemistry education.
This conversation is the first in a four-part institutional case study series supported through Beyond Benign’s ongoing partnership with MilliporeSigma, the U.S. and Canada Life Science business of Merck KGaA, Darmstadt, Germany. These conversations aim to highlight how green chemistry adoption takes shape across different types of higher education institutions. The series is designed to help prospective and current GCC signers see what implementation can look like on the ground across a broad range of campuses, communities, and institutional structures.
How do you think Georgia Gwinnett College’s identity as an undergraduate-focused institution has shaped the way green chemistry has been implemented on campus?
At Georgia Gwinnett College, our identity as an undergraduate-focused institution has strongly shaped the way green chemistry has been implemented across campus. Because faculty priorities center almost entirely on undergraduate teaching, mentoring, and student development, green chemistry initiatives have been designed with direct student engagement in mind rather than as isolated research efforts.
This focus has encouraged us to integrate green chemistry into coursework, laboratory experiences, undergraduate research projects, and mentoring relationships in ways that are accessible and meaningful for students at different stages of their academic careers. Rather than limiting green chemistry to advanced or specialized courses, we have worked to embed sustainability, systems thinking, and safer chemical practices throughout the curriculum so that a broader range of students can engage with these ideas early and often.
Our undergraduate mission also means that faculty are highly invested in creating research experiences that are both educational and impactful. Many of our green chemistry projects are intentionally structured so students can contribute meaningfully to ongoing work while developing technical skills, critical thinking, and an understanding of chemistry’s broader environmental and societal implications. In this way, green chemistry at Georgia Gwinnett College has evolved not only as a scientific initiative but also as a student-centered educational approach that reflects the college’s core mission.
What first sparked Georgia Gwinnett College’s interest in green chemistry, and who helped move that work forward in the early stages?
The first foray into green chemistry was the implementation of the Georgia Gwinnett College Organic Chemistry I & II Lab Manual published in 2012, which featured greener Organic I experiments and a green semester-long synthesis project (CURE).
Our first Green Chemist was Dr. Joe Sloop, who is retiring this year. I arrived at Georgia Gwinnett College after participating in the last Chemistry Collaborations, Workshops and Communities of Scholars (cCWCS) Green Chemistry event and started working with faculty to create green chemistry opportunities. Work slowed down during COVID, but afterward, our Green Chemistry Task Force was created. Having an active committee helps move things forward.
When Veronica Sublett-Breeden was hired at the College, she immediately began working with the American Chemical Society (ACS) student club and has incorporated green activities into the club.
What role has the Green Chemistry Commitment (GCC) played in the College’s journey, and has signing on helped unlock new opportunities, partnerships, or momentum for the work?
The GCC has played an important role in building momentum for green chemistry at Georgia Gwinnett College. One immediate benefit was access to funding opportunities for signers. In 2024, Georgia Gwinnett College was a recipient of a GC Education Award , which we used to promote awareness of green chemistry across campus.
Signing the Green Chemistry Commitment also strengthened connections to a broader community of educators and practitioners. I have become actively involved in programs offered by Beyond Benign and initiatives developed by the ACS, creating additional opportunities for collaboration, professional development, and curricular growth.
What are some of the biggest barriers or challenges you’ve encountered along the way, and how has the college worked through them?
The process of securing the Commitment fostered meaningful conversations that increased awareness and understanding of the GCC throughout the administration. Persistence and collaboration led to a successful outcome. The Task Force has generated tremendous momentum and a wide range of ideas, creating exciting opportunities that will require thoughtful prioritization as the work continues.
Have there been particular strategies, resources, partnerships, or programs that have been especially valuable in helping your green chemistry efforts succeed?
The Chemistry Department’s inaugural Chair, Dr. Omar Villanueva, is now working at Beyond Benign. We still collaborate with him, and he has been a great resource.
All of us on the Task Force have various collaborations in place: Veronica Sublett-Breeden with the ACS student club, Dr. Kathryn Zimmerman with Beyond Benign, and me with Beyond Benign and the ACS Green Chemistry Institute.
Most recently, we are working on curricular change, which includes a Green Chemistry course, a minor in Green Chemistry, and a focus area in Green Chemistry for our Chemistry majors.
Since green chemistry became more embedded at Georgia Gwinnett College, what changes have you seen for students, faculty, or the institution as a whole?
Since green chemistry became more embedded at the College, we have seen growth in both curricular resources and faculty engagement. For example, a new series of Organic Chemistry II lesson plans was developed that highlights green organic reactions for major functional groups not covered in the textbook. These materials were later shared with the Green Chemistry Teaching and Learning Community (GCTLC).
We have also strengthened connections to green and sustainable chemistry in our online GOB “OB” laboratory courses, helping students see how chemistry concepts relate to sustainability, human health, and real-world applications. We have also made an effort to bring Green Chemistry into our curriculum through our Physical Science courses for non-science majors. Overall, green chemistry has become more visible across the curriculum and has encouraged broader collaboration and resource sharing among faculty.
For faculty or administrators at institutions similar to Georgia Gwinnett College who may feel interested in green chemistry but unsure where to begin, what advice would you give them?
My advice would be to start small and remain consistent. Green chemistry does not need to begin with a complete curriculum redesign. Small changes to laboratory activities, course discussions, or research projects can gradually build momentum over time. It is also important to involve students early, since student interest and enthusiasm can become a powerful voice in demonstrating the value of green chemistry initiatives to the broader institution.
For administrators, the most important step is to support faculty and students who are interested in this work. Providing encouragement, flexibility, and even modest resources can make a significant difference in helping green chemistry initiatives grow into meaningful and sustainable programs.
Get Involved
Interested in bringing green chemistry to your own institution?
- Build your foundation. Explore Beyond Benign’s self-paced online course, An Introduction to Undergraduate Green Chemistry Teaching and Practice, to learn practical strategies for integrating green chemistry into your teaching, aligning with professional standards, and connecting chemistry to sustainability and environmental justice.
- Connect with the community. Join the Green Chemistry Teaching and Learning Community (GCTLC) to access free resources, collaborate with educators, and exchange ideas with peers advancing green chemistry education around the world.
- Take the next step institutionally. Explore the Green Chemistry Commitment (GCC) to learn how your department can formally commit to preparing students for a more sustainable future through green chemistry education.
