From growing the community to creating new resources, 2025 was an impactful year for Beyond Benign and green chemistry education. Check out key takeaways from our year!
March 24, 2026
From growing the community to creating new resources, 2025 was an impactful year for Beyond Benign and green chemistry education. Check out key takeaways from our year!
Categories: Community News
Preparing the next generation of chemists to design safer, more sustainable materials begins in the classroom and laboratory—and requires a global community committed to transforming how chemistry is taught, practiced, and shared.
Through the Green Chemistry Commitment (GCC), institutions of higher education around the world are working together to embed green chemistry principles into education and prepare students to design safer materials and processes for the future.
Recognizing the need to expand this global movement further, Beyond Benign launched the Community Ambassador Program in 2023—an initiative designed to empower educators, researchers, and emerging leaders to advance green chemistry within their institutions and across regions. Since its launch, the program has grown into a globally connected network of ambassadors spanning institutions and continents, each playing a critical role in accelerating institutional adoption, strengthening collaboration, and increasing access to green chemistry education worldwide.
The Community Ambassador Program is distinct in the sense that it is grounded in institutional transformation—supporting long-term integration of green chemistry into curricula, research, and workforce pathways, rather than one-time outreach or awareness efforts. Throughout its implementation, the program has included 16 ambassadors who continue to expand the reach of green chemistry through collaboration, advocacy, and community-building—helping connect educators and institutions to the global GCC network, the Green Chemistry Teaching and Learning Community (GCTLC), and additional Beyond Benign initiatives aimed at supporting educators to advance green chemistry globally.
Below, meet this year’s Community Ambassadors and learn how they’re helping grow the green chemistry community worldwide.
Inspired by their work? You may want to consider becoming a Community Ambassador yourself!
Prof. Glenn Hurst has spent his career advancing green and sustainable chemistry education. A professor at the University of York’s Green Chemistry Centre of Excellence, his work focuses on integrating systems-thinking approaches into chemistry education to help students understand the broader environmental and societal impacts of chemical design.
Through his role as a GCC Ambassador, Glenn helps expand awareness of green chemistry education initiatives and encourages institutions to engage with the growing global community.
He has been particularly proud to support engagement with the GCTLC, which connects educators and researchers working to advance green chemistry education around the world. As part of his ambassador work, Glenn also introduces new audiences to the GCC, helping institutions explore how they can integrate sustainability principles into their chemistry programs.
For Glenn, the role reflects a broader goal: helping ensure that green chemistry principles are embedded across chemistry so that the next generation of scientists is equipped to design safer, more sustainable solutions.
Prof. Fun Man Fung has built a career at the intersection of chemistry education, global collaboration, and sustainability. Trained as a chemistry researcher and educator at the National University of Singapore and Technische Universität München, he has worked with institutions and scientific communities worldwide to strengthen chemistry education and interdisciplinary collaboration.
As a GCC Ambassador, Fun Man sees his role as helping expand the global conversation around green chemistry and bringing more educators and institutions into the community.
One of his proudest accomplishments so far has been helping introduce the GCC to colleagues in Taiwan. In 2024, Fun Man spoke at the Systems Thinking Symposium during the Chemistry National Meeting in Tamkang, where he shared Beyond Benign’s vision for advancing green chemistry education.
The response was immediate: One institution has already signed the GCC, and several others are currently exploring the process. “Bringing this global movement to my colleagues in Taiwan has been incredibly rewarding,” he says. “It shows that the desire for green chemistry is universal—it just needs a spark.”
For Fun Man, ambassador work often happens through everyday conversations: at conferences, through social media, or in discussions with colleagues around the world. Each interaction, he says, is an opportunity to introduce someone new to the possibilities of green chemistry and invite them into the community.
Samihat Rahman is a Ph.D. candidate in physical chemistry at the University of Toronto. Her research combines spectroscopy, materials synthesis, and quantitative analysis to better understand and optimize complex chemical systems.
Alongside her research, Samihat has been actively involved in the student-led Green Chemistry Initiative at the University of Toronto, helping promote sustainable practices in chemistry and foster collaboration between students, researchers, and industry partners.
Samihat became a Community Ambassador to help spread awareness of green chemistry and connect more students and researchers with the global community working to advance sustainable chemistry.
She has especially enjoyed participating in Green Chemistry Connections, Beyond Benign’s webinar series that brings together educators and researchers from around the world. The program has allowed her to meet new collaborators and learn about different approaches to green chemistry across regions and institutions.
Samihat has also helped promote the Green Chemistry Connections webinar series within her university, introducing more students and researchers to the green chemistry community. She hopes to continue raising awareness of green chemistry both at her current institution and at her alma mater.
Prof. Victor Hugo Ramos Sánchez brings a global perspective to green chemistry education and research. He earned his Ph.D. in chemistry from the University of Sheffield in the United Kingdom and previously served as a professor at the Autonomous University of Chihuahua in Mexico before joining Northern Arizona University in 2023.
His research focuses on developing sustainable materials and processes for hydrogen production and fuel cells, as well as advancing greener routes for chemical synthesis and analysis. Through this work, he has built a career centered on applying chemistry to real-world sustainability challenges.
Victor was inspired to become a GCC Ambassador after seeing the dedication of the Beyond Benign team to advancing green chemistry education worldwide.
He was particularly motivated by the opportunity to expand awareness of the GCC among Spanish-speaking institutions in Latin America, where the initiative has strong potential to grow.
One of his first initiatives was identifying undergraduate chemistry programs across Mexico and reaching out to them directly to share information about the GCC and its benefits.
Earlier in his career in Mexico, Victor established a research group focused on green chemistry and worked with university leadership to integrate sustainability concepts into the chemistry curriculum—efforts that continue to shape his work as a GCC Community Ambassador today.
Ridwan Ayinla works at the intersection of materials science, electrochemistry, and energy storage safety. With years of experience in sustainable materials synthesis and battery engineering, his research focuses on improving the safety and resilience of next-generation energy storage systems.
Through his work on battery materials and system-level safety performance, Ridwan has seen firsthand how chemical design decisions influence environmental impact and technological sustainability.
That perspective helped inspire his involvement in green chemistry outreach.
As a Community Ambassador, Ridwan focuses on raising awareness of green chemistry principles and encouraging scientists and students to integrate sustainability into their research and education.
Through seminars, discussions, and online engagement—including outreach in both Mississippi and Nigeria—he has worked to broaden conversations about sustainable chemical design and connect more researchers with the global green chemistry community.
He has also explored ways to incorporate green chemistry concepts into existing science curricula, helping ensure that students encounter sustainability-focused chemical design early in their scientific training.
Dr. Rufaro Kawondera is a researcher and lecturer at Chinhoyi University of Technology in Zimbabwe. She earned her Ph.D. in engineering sciences and studies nanomaterials and sustainable energy technologies.
Alongside her research, Rufaro is deeply committed to building stronger scientific communities and expanding access to sustainability-focused education.
She was inspired to become a GCC Ambassador by a passion for mentorship, knowledge sharing, and community development.
Her efforts have focused on expanding the green chemistry community in Zimbabwe, where five universities are now engaged in green chemistry initiatives through the GCC program.
Rufaro has helped connect institutions, researchers, and students interested in sustainability and plans to continue growing the community beyond Zimbabwe’s borders. She is also helping organize a Green Chemistry Challenge in which students will present innovative solutions based on green chemistry principles.
In her own teaching, Rufaro integrates green chemistry concepts into her courses and highlights sustainability in scientific talks and presentations. Beyond the classroom, she shares opportunities and resources through professional networks and online platforms, encouraging more researchers to engage with the global green chemistry community.
Yasmeen Jaberi is a graduate student at McGill University who is passionate about making science more accessible beyond the lab.
For Yasmeen, becoming a Community Ambassador has been an opportunity to talk more intentionally about green chemistry and help others rethink what the field of chemistry can be.
Yasmeen is looking forward to participating in the upcoming 11th Annual GCM x GCI Symposium: Lab to Landfill at McGill, which will explore the impact of everyday decisions on chemical waste. She also plans to continue working with McGill’s chemistry outreach group, helping integrate green chemistry concepts into public engagement activities.
She believes the growth of the green chemistry movement depends on steady, long-term education and outreach.
Through conversations with high school students, undergraduates, and members of the public, Yasmeen hopes to encourage more creative thinking about the scientific challenges of our time—and to help expand the green chemistry community one conversation at a time.
Prof. Arilza Porto is the Head of the Chemistry Department at the Universidade Federal de Minas Gerais in Brazil, where she works to advance green chemistry education and strengthen collaboration within the scientific community.
For Arilza, collaboration and community-building have always been central to her work. Through the GCC Ambassador role, she aims to amplify voices, support the growth of others, and help strengthen the global green chemistry community.
One initiative she is especially proud of at her institution is the restructuring of practical chemistry classes, which serve more than 5,000 students each year. The effort has helped reduce resource use while also emphasizing the importance of designing sustainable solutions to chemical problems.
Arilza and her colleagues have also been actively working to expand awareness of green chemistry within their institution and beyond. Through regular meetings with chemistry professors, department heads, and educational administrators, they are introducing the GCC and encouraging the integration of green chemistry principles into undergraduate curricula.
Through these efforts, Arilza hopes to help build stronger connections across institutions and ensure that sustainability becomes an integral part of chemistry education for future generations.
The Green Chemistry Commitment (GCC) continues to grow as more educators, researchers, and institutions join the movement to redesign chemistry for sustainability.
Interested in learning more or participating?
Together, these efforts are helping build a global community committed to shaping a safer, more sustainable future through chemistry.
March 23, 2026
Preparing the next generation of chemists to design safer, more sustainable materials begins in the classroom and laboratory—and requires a global community committed to transforming how chemistry is taught, practiced, [...]Categories: Community News, Higher-Ed, Spotlight
Across the globe, chemistry classrooms are changing.
Through the Green Chemistry Education Awards, made possible through the generous support of Millipore Sigma (MilliporeSigma is the U.S. and Canada Life Science business of Merck KGaA, Darmstadt, Germany) and Dow, Beyond Benign is honored to support educators and institutions working to embed sustainability more deeply into chemistry education and advance the Green Chemistry Commitment’s (GCC) Student Learning Objectives—a framework guiding institutions in integrating green chemistry across curriculum, research, and community engagement. As part of a global network of colleges and universities, these award-winning GCC signers are integrating green chemistry principles across their curricula and preparing students for more sustainable scientific practice.
This year’s recipients are redesigning legacy lab experiments, introducing greener technologies, launching student sustainability hubs, strengthening teacher preparation programs, and building entirely new pathways for students to engage with green chemistry from their first year through graduation.
Spanning six continents, this year’s awardees reflect the growing global momentum to transform how chemistry is taught, practiced, and connected to sustainability challenges.
Through safer laboratory practices, measurable reductions in resource use, innovative curriculum design, and empowered students who see environmental responsibility as central to scientific practice, this year’s awardees demonstrate what meaningful transformation looks like in action.
Collectively, this year’s awards will impact thousands of students annually through redesigned laboratory experiences, faculty training, and new sustainability-focused learning pathways.
At the University of San Francisco, green chemistry is expanding into upper-division coursework. With support from this award, faculty will develop and pilot a new Experimental Biochemistry laboratory focused on the enzymatic synthesis of molecules such as capsinoids and indican, illustrating principles such as less-hazardous synthesis, safer solvents, and catalysis. The team will also create two biochemistry case studies and host a seminar speaker to strengthen connections between green chemistry and biochemistry across campus. Materials will later be shared through the Green Chemistry Teaching and Learning Community (GCTLC).
From the team at USF: “Funding from this award will enable us to make a concerted effort to develop green chemistry materials for our Biochemistry classes. While we have integrated concepts of green chemistry and sustainability into our lower-division lectures and labs for several years, we can now extend this commitment further into our upper-division classes, primarily Biochemistry. This area of the curriculum reaches all of our Chemistry majors as well as a significant number of Biology and pre-health students, making it a strategic focal point for expanding the impact of green chemistry education.”
At the Universidad de San Carlos de Guatemala, second-year organic chemistry students will explore mechanochemistry as a greener alternative to traditional synthesis. The project introduces solvent-free extraction of natural products and chitosan from shrimp shell waste, reinforcing sustainable synthesis and waste valorization. Faculty and teaching assistants will receive training, and students will compare traditional and green methodologies throughout the academic year.
From the team at Universidad de San Carlos de Guatemala: “This award is incredible news for our university! With this recognition, we will be able to introduce greener alternatives to create products and materials, while teaching our students that there are safer and more benign ways to carry out chemical reactions. This award will boost our green chemistry transformation and strengthen our commitment to sustainability in education and research.”
Université Savoie Mont Blanc will launch the “Passport to the Green Chemistry Academy,” a structured pathway spanning L1–L3 designed to introduce undergraduates to green chemistry early and progressively. Through digital content, motion design videos, case studies, quizzes, industry visits, and roundtables with professionals, students will gain both theoretical grounding and real-world exposure. Digital badges aligned with GCC Student Learning Objectives will formally recognize their progress. The program will be piloted locally before expanding to partner universities.
From the team at Université Savoie Mont Blanc: “Because of this award, students will be exposed to green chemistry much earlier in their academic journey and will better understand how chemistry can address real sustainability challenges. Through the Passport to the Green Chemistry Academy, they will gain concrete experiences, digital recognition (badges), and direct interaction with researchers, industry, and master’s students. This will empower them to make informed choices about their studies and future careers in green chemistry.”
Akwa Ibom State Polytechnic will host a two-day flagship green chemistry program focused on both faculty development and student innovation. Faculty and laboratory staff will receive training in curriculum redesign, safer laboratory practices, and systems thinking. Students will launch the Student Sustainability Accelerator Hub (SSAH), engaging in innovation challenges, mentorship, and peer-led sustainability initiatives that encourage practical, low-cost green solutions.
From the team at Akwa Ibom State Polytechnic: “This award will expose our students to safer, more sustainable laboratory practices and empower them through peer-led innovation challenges and mentorship. It is our hope that this initiative will help them to grow into a new generation of environmentally conscious scientists and sustainability innovators.”
At the Federal University of Minas Gerais, sustainability will become visible—and measurable—in undergraduate teaching laboratories. The university will install waterless condensers and water-recycling systems to replace conventional water-cooled apparatus, thereby significantly reducing water consumption. Faculty and technical staff will receive training to ensure long-term use and maintenance, and water usage will be monitored to quantify environmental impact and cost savings.
From the team at UFMG: “This award will have a transformative impact on our undergraduate chemistry laboratories by enabling hands-on implementation of green chemistry principles at scale. By reducing water consumption and modernizing laboratory infrastructure, our students will directly experience how sustainability and high-quality chemical education go hand in hand. This project will empower future scientists to integrate environmental responsibility into their professional practice.”
The University of Groningen is taking a data-driven approach to sustainable laboratory behavior. Through a controlled study across 12 teaching labs, the team will test behavioral interventions designed to increase students’ confidence in acting sustainably and strengthen positive lab norms. Students will set SMART (specific, measurable, achievable, relevant, and time-bound) sustainability goals, use checklists, and collaborate on collective objectives, while researchers monitor energy use, water consumption, chemical waste, and consumables to measure impact.
From the team at University of Groningen: “The award allows us to demonstrate, in measurable terms, how educational labs can genuinely reduce their footprint without compromising learning outcomes. Our proposal combines behavioral interventions from environmental psychology with objective laboratory metrics. This integration offers a unique opportunity to establish an evidence base that connects educational practices, behavioral change, and quantifiable environmental benefits.”
Chinhoyi University of Technology will convene a Green Chemistry and Sustainability Challenge engaging three faculties and hundreds of students. Participants will identify current processes or products that can be improved through green and sustainable approaches, developing practical solutions that emphasize innovation, teamwork, and systems thinking. The initiative also includes participation in GreenChemAfrica to strengthen regional collaboration.
From the team at Chinhoyi University of Technology: “This award will benefit my students by strengthening their training in green chemistry and sustainable scientific practice. Our proposed project will provide students with a practical platform to design and test environmentally friendly chemical processes, encouraging innovation, teamwork, and critical thinking.”
At the University of Washington Bothell, first-year chemistry students will participate in community-engaged green chemistry research directly within their general chemistry laboratory courses. Advanced undergraduates and faculty will develop a Course-Based Undergraduate Research Experience (CURE) aligned with the GCC Student Learning Objectives. Students will monitor North Creek, a local waterway on campus, connecting laboratory learning to environmental stewardship and institutional sustainability efforts.
From the team at University of Washington Bothell: “This award will allow our students to participate in community-engaged green chemistry research directly within their general chemistry laboratory courses. Integrating a Course-Based Undergraduate Research Experience (CURE) into a first-year class provides a high-impact learning opportunity at the very start of students’ academic journeys. Because CUREs have been shown to increase students’ confidence and persistence in STEM fields, embedding this model in an introductory course ensures that these benefits reach a broader and more diverse group of students.”
Harvey Mudd College will develop and implement a new multi-part green polymer and bioconjugation experiment in its Organic I laboratory course. Students will synthesize and functionalize polymers using safer reagents and greener solvents, reflect on sustainability considerations, and characterize their products using advanced analytical techniques. The work will be presented at the Green Chemistry Gordon Research Conference and shared more broadly to support adoption by other institutions.
From the team at Harvey Mudd College: “This grant will enable our team of students and faculty to develop a new, multi-part green chemistry experiment for our organic laboratory course focused on the synthesis and functionalization of polymers. It will also help us share this innovative work at an international green chemistry conference and publish it so other green chemists can use it in their own courses.”
The University of Hawai‘i Maui College will deepen green chemistry integration across its curriculum by implementing new green laboratory modules. Faculty participation in the 49th RASBQ Conference in São Paulo will support global engagement and inform the development of modern, engaging instructional materials that emphasize safer laboratory practices and sustainability.
From the team at University of Hawaii Maui College: “This award provides helpful support for our efforts to integrate sustainable science at UHMC. It assists in our transition toward safer laboratory practices and helps ensure our students are exposed to environmentally responsible chemistry.”
At the University of California, Berkeley, the focus is on preparing future science teachers. The team has designed an online unit that integrates green chemistry and laboratory safety for preservice educators. The unit will be piloted, assessed, and refined through a design-based research cycle, with validated tools measuring gains in green chemistry knowledge, lab safety understanding, and teaching confidence. Classroom observations will help evaluate how green chemistry can be implemented effectively to support student learning.
From the team at UC Berkeley: “This grant will help support pre-service science teachers in not only learning valuable lab safety skills through tangible examples, but learning how green chemistry and lab safety support each other and how they can easily be integrated into existing curricula. Through studying how pre-service teachers are learning lab safety and green chemistry, we aim to build on the existing work and guidance for lab safety and green chemistry courses to continue to improve science education for all.”
February 23, 2026
Across the globe, chemistry classrooms are changing. Through the Green Chemistry Education Awards, made possible through the generous support of Millipore Sigma (MilliporeSigma is the U.S. and Canada Life Science […]
Categories:
We are inspired by this reflection from community member Seyed Mosayeb Daryanavard, Assistant Professor of Analytical Chemistry at the University of Hormozgan (Iran) and a visiting researcher at Chiang Mai University (Thailand). In 2024, Seyed helped bring the Green Chemistry Commitment (GCC) to the University of Hormozgan, supporting the Department of Chemistry in integrating green chemistry principles and practices into its curriculum. Read more about Seyed’s green chemistry journey below!Contributed by Seyed Mosayeb Daryanavard
My engagement with green chemistry did not begin with a formal project or an organizational requirement. It began much earlier, during my graduate studies, a path deeply influenced by the specific environmental conditions of southern Iran. Living on an Island (Qeshm) and coastal area like Bandar Abbas, where marine pollution, industrial activities, water scarcity, and ecosystem fragility are part of everyday reality, meant that chemistry never remained a purely theoretical science for me. Gradually, this simple but persistent question emerged: What kind of chemistry do we study, teach, and apply, and what impact does this chemistry have on the environment and society?
In the early years of my academic career in the chemistry department at the University of Hormozgan, green chemistry was not yet a structured part of the curriculum. However, I became increasingly interested in concepts such as waste prevention, the use of safer solvents, and environmentally friendly analytical methods. This interest gradually shaped not only my research path, but also my overall view of chemistry education. Over time, green chemistry became more than a research topic for me; it became a framework through which I evaluated laboratory practices, educational priorities, and the social responsibility of universities.
My collaboration with Beyond Benign was an important turning point in transforming these individual concerns into a collective and institutional effort. For the University of Hormozgan, joining Beyond Benign’s Green Chemistry Commitment (GCC) was not merely a symbolic act; it provided us with a common framework, a common language, and a sense of belonging to a global community that truly believes in the transformative power of green chemistry education. As the coordinator, I have seen firsthand how Beyond Benign functions not as an external observer but as a supportive partner for local change.
One of the most valuable aspects of working with Beyond Benign was that it encouraged us to think systematically, not as a piecemeal effort. Rather than seeing green chemistry as simply an “add-on” to existing courses or projects, we were encouraged to rethink the foundations of chemistry education and research. This perspective has led to deeper conversations within the chemistry department, among faculty and students, about the long-term implications of our choices in teaching, thesis guidance, and research design.
Over the past few years, this collaboration has led to tangible and meaningful changes in the chemistry department at the University of Hormozgan. Graduate research has become a particularly effective platform for implementing the 12 Principles of Green Chemistry. Between 2020 and 2025, more than 30 master’s theses directly incorporated one or more green chemistry principles, including the use of renewable resources, plant-based nanomaterials, heterogeneous catalysis, safer solvents, and environmental pollution monitoring related to regional challenges. Importantly, these projects were not imposed in a prescriptive manner, but rather emerged from conversations with students. Many students gradually came to see green chemistry not as a limitation but as a scientifically rich and socially meaningful approach. At the faculty level, the Beyond Benign framework also helped foster interdisciplinary collaboration. Researchers working in environmental monitoring, catalysis, nanomaterials, sustainable solvents, analytical chemistry, and chemistry education increasingly saw their work as interconnected components of a shared vision of sustainability.
For me, this period coincided with a deeper focus on green analytical chemistry, particularly in the development and application of green assessment tools such as AGREEprep. A central question gradually shaped my research path; one that still guides my work: How can the “greenness” of analytical methods be assessed quantitatively, transparently, and scientifically, without sacrificing analytical performance?
Education was another area where the impact of Beyond Benign was clearly visible. Courses such as Green Chemistry and the Environment, Green Analytical Chemistry, and Green Organic Synthesis were gradually revised to create a stronger link between theoretical principles and practical laboratory experience. Redesigning experiments to replace hazardous solvents with water, ionic liquids, or deep eutectic solvents was not always easy, especially given resource constraints. However, the educational value of these changes, both in terms of student safety and shaping their attitudes, was abundantly clear. The Beyond Benign philosophy assured us that even small, incremental changes can have lasting effects.
My journey in green chemistry did not end at the University of Hormozgan. Motivated to further develop my expertise in green analytical chemistry and sustainability assessment, I took the next step by joining Chiang Mai University, northern Thailand. This move allowed me to experience new research horizons, interact with new academic environments, and expand my work on green indicators, sustainability metrics, and comprehensive assessment frameworks. Encountering new colleagues, students, and academic cultures reaffirmed my belief that green chemistry thrives above all through dialogue and cross-border engagement.
Seyed Mosayeb Daryanavard (center) and Prof. Chalermpong Saenjum’s research group at a Green Analytical Chemistry Workshop at Chiang Mai University.
Continuing this path led to another milestone: being honored with an invitation from Prof. Muftah El-Nass to serve as a keynote speaker at the Qatar University Green Chemistry Symposium in December 2025. For me, this invitation was not only an academic honor but also a personal confirmation of the coherence and meaning of this path, from local activities at the University of Hormozgan to participation in international dialogues. This experience demonstrated that a sustained commitment to green chemistry and analytical chemistry, along with the support of our institutions, Beyond Benign can pave the way for new conversations and collaborations.
Seyed Mosayeb Daryanavard speaking at the Green Chemistry Symposium at Qatar University.
On a more personal level, working with Beyond Benign has also changed the way I view the role of a faculty member. Today, I see myself not simply as a researcher or lecturer, but as a mediator between the global principles of sustainability and the local realities of higher education. Beyond Benign’s support, flexibility, and openness to diverse institutional contexts created a space where experimentation, rethinking, and incremental progress were not only permitted but encouraged.
When I look back over the years, I see progress not just in the number of courses, theses, or reports, but in changing attitudes. Green chemistry at the University of Hormozgan is no longer an abstract or imported concept, but has become a practical, indigenous approach shaped by the environmental needs of the region and the scientific capacities of the university. This experience also explains why I continue to focus on developing green assessment matrices today: Without transparent and reliable tools to measure progress, even the sincerest green efforts may go unnoticed.
My motivation to continue on this path and to continue working with Beyond Benign stems from a shared understanding: that green chemistry is not a final, fixed paradigm, but a dynamic, evolving process. It is kept alive by continuous learning, engaging with new people, and forming new partnerships. I am eager to continue on this path, take on new challenges, and seek to build partnerships that contribute to a more responsible, reflective, and sustainable future for chemistry.
— Seyed Mosayeb Daryanavard
Assistant Prof., University of Hormozgan, Iran
Visiting Researcher, Chiang Mai University, Thailand
s.m.daryanavard@gmail.com
February 5, 2026
We are inspired by this reflection from community member Seyed Mosayeb Daryanavard, Assistant Professor of Analytical Chemistry at the University of Hormozgan (Iran) and a visiting researcher at Chiang Mai […]
Categories: Community News, Green Chemistry Education, Higher-Ed
A look at the moments—from global gatherings to everyday connections—where our team felt the power and momentum of the green chemistry education community in 2025.
This year, we asked the Beyond Benign team to reflect on a simple question: Where did you feel the power of the green chemistry education community most strongly in 2025? Their responses span continents, classrooms, conferences, and conversations—each one offering a glimpse into the collective momentum shaping this movement.
I have been fortunate to travel to several places this past year. I was truly moved by the dedication and passion I saw in places I visited across the globe. And, even though we are many miles away on opposite sides of the planet, we are all connected through the desire to make green chemistry an integral part of how we teach and practice chemistry.
In particular, I felt that sense of community during the Industrial Green Chemistry World conference in Mumbai, India, organized by the GreenChemistree Foundation. It was remarkable to hear about the research and advancements happening in India. We were able to visit two Universities (Somaiya University and St. Xavier College) while there, and the genuine passion of the faculty that I met was incredible.
Additionally, I had the opportunity to visit Chile last month, where the 2nd Green Chemistry Week and Symposium were organized at the Pontificia Universidad Católica de Chile. I was able to have lunch with a group of students from the University while there, and hearing their stories was heartwarming. A spark was lit inside them, and they would carry forward green chemistry into their future careers and various pathways.
Reflecting on these experiences, it is truly remarkable how far we have come as a global community. We are much more interconnected than we often realize. This global community is thriving and expanding rapidly, which gives me great hope.
I reviewed my activities for 2025, and I was a bit astounded by my personal activity inventory. In 2025, I gave 117 lectures (at 50 Universities, 45 conferences, and 22 companies)! 72 of these presentations were in person (20 different U.S. states and 17 different countries). I estimate that over 10,000 people listened to me this past year! While I am certainly feeling my age (kinda tired, kinda sore…), I can’t help but have an overwhelming sense of gratitude and feeling of how fortunate I am to be part of such an amazing movement and community.
Every time I speak, I can literally “feel” the magic of the look that emerges on some of the people’s faces. The impact is tangible as they not only start to understand what green chemistry is, but more importantly, begin to understand how they themselves fit into the bigger picture. Always, during every talk I give, my last slides are about the amazing people at Beyond Benign. Being an overly emotional Sicilian, more often than not, I break up a little, my eyes water, and my voice cracks as I show the pictures of the Beyond Benign team and the map of the Green Chemistry Commitment (GCC) signers.
After my talk, people come up to me. The things they say to me… sometimes they say nothing, they just look at me… and it is at that moment that I most strongly feel the power of the green chemistry education community.
In 2025, I felt the power of the green chemistry education community most vividly during moments when collaboration translated into real movement—primarily through the Green Chemistry Commitment (GCC) network and the work leading up to the GCC Virtual Summit. Watching educators, program leaders, our Beyond Benign team, and students show up not just to attend, but to contribute, share ideas, and push forward systemic change reminded me that this community is not passive—it is active, creative, and full of collective momentum. Hearing how institutions are embedding green chemistry into courses, labs, and student experiences made it clear that this work is no longer theoretical—it’s happening. It’s spreading because people care deeply.
I also saw how our impact is expanding globally, with growing interest and great promise internationally. Through conversations with faculty and students, I learned there is a strong and urgent need for Spanish-language resources in Latin America—a gap our community is eager to fill. This was especially evident during my Spanish-language webinar for South America, which brought together 453 attendees from 32 countries. The engagement was incredible—questions, resource sharing, and immediate plans to embed green chemistry into courses—and it made the global momentum of this movement feel tangible. You could feel the spark turning into action.
It reminded me that when we create space for connection, educators show up ready to lead change across borders and classrooms. I can’t wait to see what 2026 brings and how we continue to grow, connect, and transform chemistry together.
Every December, as we approach the end of another calendar year, I often find it difficult to remember everything that Beyond Benign accomplished throughout the year. Hopefully it doesn’t have to do with getting older, but I think it’s likely because, as a team, we are always so focused on what we are working on at the moment that we rarely get this chance to think back and reflect on where we’ve been and how it made us feel.
For me, there are many instances where the power of our community and of the green chemistry education movement really shone through, but they take on different forms. Throughout 2025, I saw it every week online on the Green Chemistry Teaching and Learning Community (GCTLC) platform, with over 3,000 users from more than 100 countries now registered on the site and more joining every day. We see questions being asked in the GCTLC forums and genuinely caring and thoughtful responses from our moderators and other users. We see folks introducing themselves in GCTLC group spaces and sharing helpful resources and links with each other. And we see new resources being submitted to the platform each month (unprompted) by community members from all over the world interested in sharing their lab experiments or activities or lecture content, all focused on bringing green chemistry to students. These are the kinds of things that the GCTLC platform was designed for, and it’s always so rewarding to feel that we’ve helped others, with each small change and contribution adding up to greater systemic change in the long run.
In person, the energy was palpable when speaking with our Green Chemistry Commitment (GCC) signers, students, and community members at the Canadian Chemistry Conference and Exhibition (CSC 2025) this past summer. With a newly launched Green Division at the Chemical Institute of Canada, there was a lot of excitement and buzz, with Beyond Benign and the GCC program being mentioned and featured heavily during the conference. As the Canadian chemistry community pushes for the inclusion of green chemistry in postsecondary accreditation requirements to mirror those of the U.S., the momentum is palpable. Having co-organized both a workshop and symposium, I could clearly see the enthusiasm from students and faculty alike. So many opportunities to connect, so many ways to do more. I think it’s just a matter of time before we see a complete and total shift in how chemistry is taught across the world.
For me, 2025 was a challenging year. With so much happening in the world and in my own personal life, there were moments when pushing for change in the status quo felt heavier than usual. However, every time I connected with the Green Chemistry Commitment (GCC) community, I felt my energy coming back. Seeing this community grow and thrive (we’ve had 50 new institutions join the program in 2025, which is now in more than 35 countries), feeling their enthusiasm in person and seeing their work in both virtual and in-person conferences brought back my own resilience.
The GCC Ambassador program and the Green Chemistry Connections webinar series remained my favorite initiatives, and I feel so privileged to collaborate with these incredible faculty members and students to keep promoting green chemistry and witness their impact around the world—one person’s green chemistry journey becoming another’s, and individual passion driving systemic transformation.
Attending and seeing the engagement of the Green Chemistry Commitment (GCC) community during the in-person 2025 GCC Summit was a highlight for me this year. I also enjoyed collaborating with passionate faculty on the Case Study Template and the Soy Chemistry Curriculum projects.
I felt the power of the green chemistry education community when I participated in the Green Chemistry Connections webinar. It was incredible to see people connecting, exchanging ideas and experiences, and uniting for a better future.
In addition, it is inspiring to see how institutions are committed to promoting and raising awareness within their community about the importance of green chemistry, through events and updating their curricula to introduce these concepts in classrooms and laboratories.
The highlight of my year was the opportunity to join the Beyond Benign team, where I will have the chance to contribute to further expanding the reach of green chemistry education and supporting the growth of this community.
This year, I experienced the strength of the green chemistry Education community every day through my work on the Green Chemistry Teaching & Learning Community (GCTLC). From community members submitting new learning objects for educators to integrate into their curricula to like-minded individuals supporting one another in our forum spaces, the impact of our community was evident everywhere.
Every time I see a new learning object submitted to the Green Chemistry Teaching & Learning Community (GCTLC), I get excited about the power of this community! When our community comes together to share ideas for classes, lab experiments, and research, we are helping each other adopt and implement tangible ways that we can do chemistry better. It is the power of this community that will transform the new generation of scientists and put green chemistry at the forefront of all chemical endeavors. I am so lucky to be part of the amazing GCTLC and Beyond Benign teams!
This year, I felt the power of the green chemistry education community most strongly when attending the green chemistry symposium talks and presenting a workshop on getting green chemistry into your research at the Canadian Society of Chemistry Conference this summer! It is incredible to see all the amazing work that is being done in the community. I also got to meet so many cool people when attending the ACS GCI Green Chemistry Summer School this summer! It was so motivating and inspiring to meet a group of young researchers and educators so passionate about green chemistry!
December 15, 2025
A look at the moments—from global gatherings to everyday connections—where our team felt the power and momentum of the green chemistry education community in 2025. This year, we asked the […]
Categories: Community News, Spotlight
Beyond Benign has been awarded a five-year, $1.83 million grant from the National Science Foundation (NSF) Division of Undergraduate Education (IUSE Program). The funding will support the launch of the Green Chemistry Professional Mentoring Networks (PMNs) — a national initiative designed to help undergraduate chemistry educators integrate safer, more sustainable practices into their teaching.
Led by Dr. Amy Cannon, Co-Founder and Executive Director of Beyond Benign, with Co-Principal Investigators Dr. Jonathon Moir and Dr. Nikita Burrows of Monmouth University, the project will establish a network-based professional development model reaching educators across the country.
Over the next five years, Beyond Benign will develop and lead 16 Professional Mentoring Networks, engaging approximately 160 faculty members, postdoctoral fellows, and instructors from a diverse range of U.S. higher-education institutions, including primarily undergraduate institutions and two-year colleges. Each network will focus on one of the four learning objectives of the Green Chemistry Commitment:
Theory: Understanding the Twelve Principles of Green Chemistry
Toxicology: Evaluating molecular hazards and human and environmental health impacts
Laboratory Skills: Designing and analyzing greener chemical processes and materials
Application: Integrating sustainable chemistry into real-world and industrial contexts
Participants will meet virtually every two weeks during an academic term and participate in two summer learning summits (one virtual and one in-person) to deepen collaboration, share challenges, and develop actionable teaching practices. Networks will be co-led by experienced faculty mentors who guide community-building, curriculum redesign, and implementation throughout the year.
The project also provides funding for curriculum materials development, participant travel, and conference engagement for PMN leaders.
The NSF award comes at a pivotal moment: Green chemistry is becoming a core expectation in the American Chemical Society’s updated accreditation guidelines. As undergraduate programs adapt, the need for robust educator support — particularly around curriculum redesign and faculty training — has never been greater.
Beyond Benign will also lead an educational research study examining how mentoring networks influence faculty behavior, curriculum transformation, and departmental culture change. Using surveys, reflective journals, interviews, and field observations, the research team will evaluate how educators become long-term leaders in green chemistry at their institutions.
Findings will be shared through publications, conferences, and Beyond Benign’s Green Chemistry Teaching and Learning Community (GCTLC) platform, strengthening knowledge-sharing and expanding access to best practices across the field.
With this NSF investment, Beyond Benign deepens its leadership in building a more sustainable, safe, and workforce-ready future for chemistry education. The Green Chemistry Professional Mentoring Networks will expand opportunities for faculty nationwide to grow their expertise, strengthen departmental programs, and prepare students to design chemical products and processes that are safer for people and the planet.
November 17, 2025
Beyond Benign has been awarded a five-year, $1.83 million grant from the National Science Foundation (NSF) Division of Undergraduate Education (IUSE Program). The funding will support the launch of the […]
Categories: Community News, Green Chemistry Education, Higher-Ed
Student and community leaders gathered for a Green Chemistry Commitment signing celebration at Queen’s University in Kingston, Ontario. Pictured from left to right: Tyler Rotholz (Q-ACS), Rachel Wood (Q-ACS), Rachel Korchinsky (Q-ACS), Giovanni Brito (Q-ACS), Dr. John Warner (Beyond Benign), Dr. Philip Jessop (Queen’s University), Max van Zyl (Q-ACS), Dr. Juliana Vidal (Beyond Benign), and Dr. Hriday Bhattacharjee (Q-ACS).
Contributed by Rachel S. Korchinsky and José Giovanni L. Brito
The Queen’s University International Student Chapter of the American Chemical Society (Q-ACS) hosted a special ceremony in Chernoff Hall on May 6, 2025, to celebrate a significant milestone: the Queen’s Department of Chemistry has officially become a signer of the Beyond Benign Green Chemistry Commitment (GCC). Q-ACS played a pivotal role in this achievement.
Recognized as an Outstanding Student Chapter for two consecutive years (2022-2023 and 2023-2024) and the 2024-2025 Alma Mater Society Club of the Year, Q-ACS strives for excellence across its activities, events, and outreach. Q-ACS is deeply committed to advancing professional and technical development while promoting inclusion and belonging within the Queen’s chemical community. By supporting the Department of Chemistry in becoming a GCC signer, Q-ACS has played a pivotal role in raising awareness of green chemistry, an effort that will benefit students and the chemical community at large, whether they pursue careers in academia or industry. Motivated by a strong commitment to sustainability, many members of Q-ACS align their research with the United Nations’ Sustainability Goals, emphasizing the importance of green chemistry as a pathway to a more sustainable and equitable world.
“Signing the Green Chemistry Commitment marks a meaningful milestone in advancing green chemistry education at Queen’s University,” says Rachel Korchinsky, Ph.D. ’26, Vice President of Q-ACS. “It is essential that future generations of chemists approach their work through a green chemistry lens, which was emphasized throughout Dr. Warner’s inspiring seminar. Through the collaboration and support of many, especially Dr. Philip Jessop and the team at Beyond Benign, this achievement was made possible.”
The highlight of the GCC signing ceremony was a keynote address by Beyond Benign Co-Founder Dr. John Warner, who is a co-founder of the green chemistry movement and the CEO & CTO of Technology Greenhouse. Introduced by Jessop, Canada Research Chair in Green Chemistry and Chemistry Department Head at Queen’s University, Warner delivered the inspiring talk, “Green Chemistry as the Foundation of Sustainability and the Circular Economy.” His address emphasized that while much attention is paid to why sustainability matters and what frameworks exist to measure it, green chemistry addresses the critical how. By integrating sustainability into the earliest stages of research and development, scientists can ensure that their work has a lasting, positive impact. Warner concluded the ceremony by formally presenting the GCC certificate, symbolizing Queen’s University’s official recognition as a leader in sustainable chemical education, followed by a complimentary networking lunch hosted by Q-ACS.
Dr. John Warner (left) delivered the talk “Green Chemistry as the Foundation of Sustainability and the Circular Economy” during the Queen’s University Green Chemistry Commitment Signing Ceremony.
“Being a Green Chemistry Commitment Ambassador myself and also a graduate student doing research on Green Chemistry, seeing Dr. Warner in person in our Department of Chemistry hit me in a substantial and meaningful way,” says Giovanni Brito, PhD ’25, Q-ACS Treasurer. “He is one of the most reputable and respected researchers in the field, so I felt really grateful to learn directly from him and to witness attentively his passion and vision. In addition to this, we at Q-ACS could not thank enough the wonderful and unwavering support coming from Beyond Benign. Dr. Juliana Vidal in particular played a vital role in helping us coordinate Dr. Warner’s visit, for which our Chapter is indebted.”
Q-ACS continues to advocate for green chemistry through active outreach efforts and collaboration. The Chapter has partnered with the Green Chemistry Initiative at the University of Toronto and Green Chemistry McGill to collaborate on the 2025 Green Chemistry Initiative Symposium, themed “Thinking Green(er) in Daily Life,” which was hosted at the University of Toronto from May 7-9, 2025. Dr. Hriday Bhattacharjee, the Professional Development Director of Q-ACS, says, “We diligently work to integrate and provide opportunities to the chemical community at Queen’s through various events throughout the year.”
Additionally, Q-ACS will be facilitating the “Which Is Greener?” series in collaboration with Jessop. This series is designed to educate the public on the sustainability of consumer products and to answer the question: Which is greener? “It’s just one part of Q-ACS’s outreach efforts, but it is a meaningful way to engage with the community and encourage greener thinking in everyday decisions,” says Rachel Wood, MSc ’25, Q-ACS Public Outreach Director.
In recognition of its ongoing efforts, Q-ACS has been invited by the Chemical Institute of Canada’s Green Division to be featured for its green chemistry initiatives at the Canadian Society for Chemistry 2025 conference. The Chapter will be highlighted in the workshop, “Bring Green Chemistry into Your Lab: A Workshop for Graduate Students and Postdoctoral Fellows.” Tyler Rotholz, CHEM-P-BSH ’26, the Undergraduate Affiliate of Q-ACS, says, “It’s very exciting to be a part of Q-ACS, as every member is dedicated to exemplifying a standard of excellence; I feel fortunate to contribute to events and initiatives like these.”
Through these initiatives and many more to come, Q-ACS ensures that green chemistry at Queen’s University is highlighted, constantly shedding light on and educating others about the importance of making a sustainable future for all.
July 15, 2025
Beyond Benign was thrilled to welcome Queen’s University in Ontario, Canada, to the growing Green Chemistry Commitment (GCC) program in 2024. The GCC is a framework created to expand and […]
Categories: Community News, Higher-Ed
