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. Jihyun (Ji) Kim, Associate Professor of Chemistry at Stella and Charles Guttman Community College, says the green chemistry concepts helped 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. “One student reflected on how using dried orange peels as a catalyst opened their eyes to the value of reusing food waste and sparked curiosity about other potential applications of natural materials in chemistry.”

In the Q&A below, Ji discusses how green chemistry education has helped students deepen their critical thinking skills and consider sustainability-focused career opportunities. 

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?

This project focused on 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 a resource-limited two-year college. 

With support from the funding, the key objectives were to: 

• reduce chemical waste and hazards using microscale techniques,
• introduce students to environmentally friendly alternatives to traditional reagents, and
• align experimental design with the 12 Principles of Green Chemistry. 

Students explored alternative catalysts such as Amberlyst-15 and dried orange peels in place of conventional acids like phosphoric acid. The activity incorporated pre-laboratory research, group collaboration, and critical evaluation of chemical choices. Outcomes included increased student awareness of sustainability in chemistry, hands-on experience with safer materials, and thoughtful reflection on the environmental and health impacts of chemical practices. The use of microscale kits reduced waste and exposure risks, while also addressing institutional limitations like limited fume hood access. 

Overall, the project served as a successful model for incorporating green chemistry into the undergraduate laboratory curriculum and highlighted opportunities for further research in sustainable lab practices.

What impact have the microscale glassware kits had on student learning or engagement in the lab? How have students responded to this shift in hands-on experience?

The introduction of microscale glassware kits had a notable positive impact on student learning and engagement in the laboratory. Survey results indicated that most students felt confident using the microscale setup, with approximately 88% expressing comfort with performing microscale experiments. The kits allowed students to carry out organic synthesis using significantly reduced quantities of chemicals, aligning with green chemistry principles while minimizing safety risks and waste production. 

Qualitative feedback from student reflections also highlighted the appeal of the hands-on experience. Students appreciated the accessibility and manageability of the equipment, especially in a setting with limited fume hood access. While a small percentage (12%) reported some discomfort or challenges—suggesting the need for additional scaffolding or practice—the overall response was positive. 

The microscale kits enabled students to focus more on experimental design, sustainability, and chemical safety, making the lab experience more meaningful and aligned with real-world applications of green chemistry. 

What methods are you using to assess student understanding of the 12 Principles of Green Chemistry, and what have you found effective?

Student understanding of the 12 Principles of Green Chemistry was assessed through a combination of pre-laboratory activities, collaborative discussions, lab reports, and post-activity reflections. During a dedicated pre-lab session, students reviewed the principles and discussed how they related to the planned experiment. Each group was tasked with aligning their chosen modifications—such as the use of Amberlyst-15 or dried orange peels—with specific principles, fostering intentional connections between theory and practice. 

As part of their lab reports, students were required to identify and justify which green chemistry principles their experimental design addressed. The class collectively concluded that their approaches satisfied at least six of the 12 principles, demonstrating a strong grasp of the framework and its practical applications. 

What challenges have you encountered during the implementation of new experimental procedures, and how have you addressed them?

Several challenges emerged during the implementation of the redesigned experimental procedures. One primary challenge was the use of microscale glassware kits, which, while aligned with green chemistry goals, required students to adapt to working with smaller quantities and more precise techniques. Some students initially struggled with unfamiliar equipment and the level of care needed for accurate handling. To address this, additional guidance was provided during the pre-lab sessions, and the instructor demonstrated proper technique to build student confidence. 

Another challenge involved managing expectations around reaction yields. Because the focus of the activity was on sustainability rather than maximizing product yield, students needed support in understanding the trade-offs between greener methods and traditional efficiency. This was addressed through guided discussions and reflection prompts that emphasized process over outcome. 

This project empowers students to think critically about sustainability in chemical practice, fostering awareness of eco-conscious decision-making.

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 empowers students to think critically about sustainability in chemical practice, fostering awareness of eco-conscious decision-making.

Through hands-on experience with green chemistry, many began envisioning their role in solving environmental challenges. Some even expressed interest in sustainability-focused careers, signaling early leadership potential in the green workforce.

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 was critical in enabling the implementation of a redesigned, sustainability-focused lab activity at a resource-limited two-year college. With limited access to fume hoods and traditional lab infrastructure, the support allowed us to purchase microscale kits and eco-friendly reagents that aligned with green chemistry principles. It also supported curriculum development time to create engaging, accessible materials tailored to our diverse student population. Without this funding, hands-on experience with safer, more sustainable methods would not have been feasible. It helped overcome institutional barriers, expanded learning opportunities for students, and laid the groundwork for integrating sustainability into our STEM curriculum.

Is there anything else you’d like to share about your experience with this grant—something unexpected, personally meaningful, or something you learned along the way?

This grant reaffirmed the power of innovation in resource-limited settings. An unexpected outcome was how deeply students connected with sustainability when given ownership of their learning. Watching them think critically, collaborate, and make environmentally conscious choices was incredibly meaningful—and reminded me why inclusive, hands-on science education truly matters.

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How to get involved: 

• Read Ji’s article Integrating Artificial Intelligence (AI) Chatbots and Green Chemistry Principles in the Synthesis of Cyclohexene. 
• Explore how award recipients are bringing green chemistry to life at Pontifical Catholic University and California State University, San Marcos.
• 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.