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A curiosity about nature and a passion for learning provided early guidance for Omar Villanueva’s academic and professional journey. Secondary educators sparked his enthusiasm for the study of chemistry and inspired his decision to become a teacher himself. 

Now, he is taking the next step into his new role as Chief Program Officer at Beyond Benign, where he sees an opportunity to spread the word about green chemistry as a powerful tool to inspire and educate others. “Learning green chemistry is essential for students because it represents the future of chemistry,” Omar says. “By embedding the principles of green chemistry into core courses, research, and extracurricular activities, we can ensure that the next generation of chemists is equipped to tackle the environmental and societal challenges of the 21st century.”

After first learning of green chemistry during his PhD studies, Omar embedded its principles into his research and subsequent faculty role at a Georgia undergraduate institution. While there, he introduced students to principles of green chemistry and saw firsthand how signing the Green Chemistry Commitment can help educational institutions develop a cohesive and collaborative approach to green chemistry. 

As part of the Beyond Benign team, Omar is eager to broaden the impact of green chemistry and reach a larger audience. “We offer a wealth of resources to support chemistry programs implementing green chemistry principles and fostering a more sustainable approach to chemistry,” he says. “I look forward to continuing my journey by empowering other educators, students, and institutions to embrace green chemistry and contribute to a more sustainable future.”

In this Q&A, Omar shares more about the educational and professional journey that led him to his new role at Beyond Benign and his vision for the role that green chemistry can play for future learners and organizations. 

As the newest member of the Beyond Benign team, we would love to hear about your journey to science and green chemistry. Can you share your educational and professional background?

Growing up in rural southwest Mexico, becoming a scientist seemed like a distant dream. However, my love for science began at an early age, fueled by an innate curiosity about how things in nature worked. At age 10, my family moved to the United States for better educational opportunities, and we settled in Georgia, where I attended middle and high school. My fascination with science deepened in high school—especially in my chemistry class. While challenging, chemistry quickly became one of my favorite subjects, primarily due to the enthusiasm and dedication of my teachers, who made the subject come alive. When I began my undergraduate studies at the University of Georgia in Athens (UGA), I majored in chemistry after falling in love with organic chemistry. At the same time, my passion for education inspired me to pursue a double major in science education, as I envisioned a future where I could combine my love for science with a desire to teach and inspire others. Interestingly, I never encountered the term “green chemistry” during my undergraduate studies, though I was always drawn to sustainability. This curiosity about sustainable solutions led me to pursue graduate studies at Emory University, where my official journey into green chemistry began.

During my PhD program, my research focused on developing sustainable, Earth-abundant transition metal catalysts for organic synthesis. These catalysts were designed to minimize environmental impact by using less toxic reagents—like oxygen as an oxidant—and generating fewer (or no) harmful byproducts. They were also more economically viable compared to traditional catalysts. It wasn’t until I came across the book Green Chemistry: Theory and Practice by Paul Anastas and John Warner that I realized my work directly aligned with the 12 Principles of Green Chemistry. This discovery sparked a more profound commitment to sustainable science, and I became intentional about incorporating green chemistry principles into all aspects of my research.

After completing my PhD, I joined the faculty at an undergraduate-only institution in Georgia. I had the privilege of mentoring students and introducing them to sustainable catalysis and its critical role in green chemistry. Over the past decade, my research has consistently focused on developing greener catalysts, and I’ve also worked to integrate green chemistry into my teaching. From introductory courses to organic chemistry and senior-level special topics, I’ve created courses, modules, and hands-on activities centered on green and sustainable chemistry. This approach has helped students see the societal relevance of chemistry and equipped them with valuable skills that set them apart when applying for graduate programs or industry positions.

Now, as part of the Beyond Benign team, I am thrilled to broaden the impact of green chemistry by reaching a larger audience. I look forward to continuing my journey by empowering other educators, students, and institutions to embrace green chemistry and contribute to a more sustainable future.

How did your professional path lead you to your current role with Beyond Benign? Why were you interested in joining the team?

As a faculty member, I’ve had many opportunities to use green chemistry as a powerful tool to inspire and educate others about creating a more sustainable future in chemistry. My passion for teaching and mentoring undergraduate students has always been a driving force in my career in higher education. However, I’ve also been deeply interested in expanding my skill set and exploring leadership roles in administration.

I embraced a new chapter in my professional journey about three years ago by focusing on higher education administration. I became the Chemistry Department Chair at Georgia Gwinnett College, a diverse undergraduate institution in Georgia. In this role, I led a highly diverse department with 33 full-time and 10 part-time faculty members. I also oversaw the four chemistry tracks, including implementing an innovative track in fermentation science. Working alongside incredible colleagues, I gained a profound appreciation for strong leadership’s impact on shaping departments and fostering positive change.

I’ve always believed that effective administrators can create broader, meaningful impacts within organizations, and this belief guided my interest when I learned about the Chief Program Officer position at Beyond Benign. This role presented an exciting opportunity to combine my administrative experience with my passion for green chemistry education. Beyond Benign’s mission to advance green chemistry through education profoundly resonates with my values and professional goals. The chance to contribute to such transformative work while staying connected to the chemistry community perfectly aligned with my aspirations.

After learning more about the incredible work Beyond Benign does, I was even more inspired by the organization’s vision and impact. I’m excited to join a team that is making a profound difference in green chemistry education and contributing to its growth. This role allows me to combine my administrative skills, passion for green chemistry, and dedication to advancing education to help Beyond Benign achieve its mission.

How did you learn about the Green Chemistry Commitment (GCC)? Why did Georgia Gwinnett College decide to sign the Commitment?  

I first learned about Beyond Benign and the Green Chemistry Commitment (GCC) when my colleague at Georgia Gwinnett College, Dr. Cynthia Woodbridge, introduced the idea of having our institution sign the Commitment. At the time, I didn’t fully realize how transformative this initiative would become for our department. While our faculty had already been engaging in impactful green chemistry efforts, much of the work was happening in silos, with individual faculty members working independently.

The turning point came when Cynthia formed a dedicated Green Chemistry Task Force—a small group of five faculty members who shared a passion for green chemistry. This task force became the foundation for uniting our department’s efforts and fostering collaboration. Cynthia’s leadership catalyzed committing to the GCC, and her advocacy was instrumental in bringing us together to embrace this initiative as a department.

The GCC has been pivotal in shifting Georgia Gwinnett Chemistry department’s approach to green chemistry from fragmented efforts to a cohesive and collaborative mission. It has allowed us to amplify the impact of our work, and I’m incredibly proud to have been part of this transformative journey. I look forward to hearing more stories like these as part of the Beyond Benign staff.

What impacts did you see — or what changes were implemented — after bringing the GCC to Georgia Gwinett College’s Chemistry Department? 

Signing the GCC was a transformative milestone for our chemistry department – we were the first institution in Georgia to sign the GCC! It made us eligible for funding opportunities, such as a higher education grant from MilliporeSigma, and empowered us to advance our green chemistry journey in meaningful ways. With the support of the GCC, we were able to develop green chemistry materials, including a dedicated course, present our departmental journey at national conferences, and spread awareness about green chemistry initiatives across our campus (to both faculty and students). 

Perhaps most importantly, the GCC connected us with a broader network of like-minded institutions and individuals who share our passion for green chemistry, inspiring further collaboration and growth. Now that I am with Beyond Benign, I can’t wait to hear about all the great work from those initial efforts.

Why would you recommend the GCC program to department chairs at other higher education institutions? 

As a former department chair, I highly recommend the GCC program to my fellow chemistry department chairs. The program provides a wide range of internal and external benefits that can elevate your department and create systemic, lasting change in chemistry education. Beyond increasing visibility for your department, the GCC fosters the expansion of a global community of green chemists, opens doors to funding opportunities, strengthens connections to job prospects, and enhances the resources available to your faculty and students.

At Georgia Gwinnett College, joining the GCC transformed our department’s approach to green chemistry. For example, through the GCC, we gained access to a Higher Education Award funded by MilliporeSigma. This grant enabled us to develop a yearlong program to promote green chemistry across our campus and support faculty in learning to incorporate green chemistry principles into their teaching. These funding opportunities can provide invaluable resources for departments looking to make a meaningful impact in green chemistry education.

The benefits of the GCC extend far beyond faculty development; it empowers students with the knowledge and skills they need to succeed. Learning green chemistry is essential for students because it represents the future of chemistry—chemistry that is safer, more sustainable, and aligned with global challenges. Integrating green chemistry into your curriculum prepares your students to be more competitive for graduate programs and industry positions while helping them see the critical connection between chemistry and sustainability.

New American Chemistry Society (ACS) guidelines further underscore the importance of green chemistry by requiring ACS-approved programs to include the 12 Principles of Green Chemistry in undergraduate curricula. The GCC program is an excellent way to ensure your department stays ahead of these changes and remains a leader in chemistry education. Beyond Benign is here to help, offering a wealth of resources to support chemistry programs implementing green chemistry principles and fostering a more sustainable approach to chemistry. For those looking to add to their department’s green chemistry expertise, Beyond Benign’s Green Chemistry Teaching and Learning Community (GCTLC) is an excellent and accessible resource. This online community connects educators with resources, tools, and a network of professionals who can help guide your department in its green chemistry journey. 

Whether you already have expertise in green chemistry or are just beginning to explore this field, the GCC connects faculty and students alike in learning, growing, and adopting green chemistry principles. Ultimately, the GCC equips your department to be at the forefront of a movement reshaping chemistry education. It’s an opportunity to make a lasting impact on your department students and the broader chemistry community. Joining the GCC ensures that your department is part of a collective effort to build a more sustainable future through green chemistry.

What are your hopes for the future of green chemistry in education?

My vision for the future of green chemistry is that it becomes a cornerstone of chemistry education, not only in higher education but also in K-12 education. I believe green chemistry should be fully integrated into every level of the curriculum, from foundational science education in schools to advanced courses in universities. It should no longer be viewed as an elective or niche topic but embraced as a guiding framework for teaching and practicing chemistry.

In higher education, I see green chemistry becoming a fundamental part of core courses, research initiatives, and extracurricular activities. This integration will equip students with the tools to address the pressing environmental and societal challenges of the 21st century while enhancing their competitiveness for graduate programs and industry roles. Similarly, by introducing green chemistry concepts to K-12 educators and students, we can inspire young learners to see chemistry as a key to solving real-world sustainability issues and nurture an early interest in science that aligns with responsible and sustainable practices.

For K-12 education, I envision collaboration with educators to design (or redesign) age-appropriate, hands-on learning experiences that illustrate the principles of green chemistry. Organizations like Beyond Benign can play a crucial role by partnering with schools, providing resources, and offering professional development for teachers. By empowering K-12 educators to bring green chemistry into their classrooms, we can create a pipeline of environmentally conscious students who carry this mindset into higher education and beyond.

Another critical goal is fostering collaboration among educators, researchers, and industry partners to build a vibrant network for advancing green chemistry education. Programs such as the GCC and platforms like the GCTLC provide an excellent foundation for sharing resources, best practices, and innovative ideas. Expanding these initiatives to include the K-12 sector will broaden the impact and ensure the principles of green chemistry reach a more diverse audience.

Finally, I hope to see increased investment in faculty and educator development across all levels of education. This includes funding for curriculum development, access to professional development opportunities, and resources to support the adoption of green chemistry principles. When educators are equipped with the right tools and knowledge, they can inspire and empower their students to become leaders in sustainable science.

The future of green chemistry is bright, and its integration into both higher education and K-12 education will ensure a new generation of scientists and global citizens who prioritize sustainability in their personal and professional lives. With the continued efforts of passionate individuals, organizations like Beyond Benign, and academic institutions, we can drive meaningful change and make sustainability an intrinsic part of our collective scientific identity.

How to get involved:

• Learn more about the Green Chemistry Commitment and how your higher education institution can join the movement. 
• Connect with Omar in the GCTLC to keep up with his work!
• Subscribe to Beyond Benign’s newsletter to receive green chemistry news, resources, and opportunities directly to your inbox. 

The next generation of scientists understands the importance of green and sustainable chemistry, and Union College is among the innovative higher education institutions integrating these principles into its students’ education. Union College, located in Schenectady, New York, is both an American Chemical Society (ACS)-approved program and a Green Chemistry Commitment (GCC) signer, demonstrating its commitment to green chemistry education and its understanding that innovation cannot come without broader considerations for the environment and human health. With the resources and community of both the ACS and GCC, Union College is fostering a new generation of chemists who see the societal impacts of their work beyond the lab. 

In the following conversation, Beyond Benign’s Higher Education Program Manager Juliana Vidal discusses green chemistry’s role in education with Union College Chemistry Professor and ACS President Mary Carroll and Union College Chemistry Department Chair and Associate Professor Laura MacManus-Spencer. 

Juliana Vidal: Can you share a bit about your chemistry background and how it led to the work you’re doing today? When did you learn about green chemistry? How is green chemistry a part of the work you do?

Mary Carroll: I’m an analytical chemist by training and during my studies and early career, the work I was doing was related to measurements, such as sensing, instrument development and molecular spectroscopy. These areas of work have some environmental aspects to them, but it wasn’t always the driving force. I really learned more about green chemistry specifically, as opposed to environmental aspects of chemistry, when I was serving on the ACS Society Committee on Education (SOCED), because we would get reports from the Green Chemistry Institute during some of our meetings. For the past 22 years, I’ve had a collaborative research group in aerogel materials with Ann Anderson, a mechanical engineering faculty member at Union College. We invented a process for making certain aerogels that result in substantially less waste. Some of our applications are using aerogels for sustainable building applications, such as in windows. I actually have a startup company working in that space. 

Laura MacManus-Spencer: I’ve been interested in the connections between chemistry and our environment since my undergraduate studies. Learning how a solid foundation in chemistry and chemical principles could lead to a better understanding of the world around me and humans’ interactions with it is what really got my attention. In my post-doctoral research, I worked on a project related to the principle of design for degradation. We studied per- and polyfluoroalkyl substances (PFAS) that were so resistant to degradation and so extremely persistent in the environment. We investigated their chemical, physical, and biological properties with an eye toward the elements of their structures that might be modified to make them more degradable and benign in the environment. Now, as a faculty member at Union, I continue to do research with undergraduate students related to the applications of chemistry, specifically analytical chemistry, to environmental problems related to contaminants of emerging environmental concern. Our research is not focused on green chemistry, per se, but we do use the 12 Principles as guidelines. 

Juliana: Mary, how do you see the changes in the field of chemistry over the years? What does an organization such as the ACS do to stay on top of these changes, such as the inclusion of green chemistry in the ACS Guidelines for Bachelor’s Degree Programs?

Mary: I’m relatively senior in my career, and there have been big changes in chemistry over that time. There’s been a lot more intentionality, in terms of focus on how we are designing things. Whether we’re talking about molecules, models or devices, you never know what the unintended consequences are going to be. There are many positives to innovation, but I think there’s more intentionality in thinking about what some of the unforeseen things could be. Compared to when I was a student of chemistry, we certainly have a much more robust safety culture, which relates to some of the principles of green chemistry. The ACS has the advantage of having people involved with expertise in many different areas. For example, we have the division of environmental chemistry and committees related to different principles. It’s clear that we have to evolve over time, and that we have to take advantage of the expertise within our community and within adjacent communities, to really stay ahead of everything and keep moving forward.

The Green Chemistry Institute (GCI) has been within ACS for more than 20 years now, and so the green chemistry principles have been certainly spread about by ACS. There are industry round tables and pharmaceutical and other industries that are very involved with the GCI. As a member of the ACS board, I’m really excited by the ACS campaign for a sustainable future, which is a relatively new program that has grants, awards, academic industry partnerships and sustainability summits. The ACS Guidelines for Bachelor’s Degree Programs, which include green chemistry, are looked at by the Committee on Professional Training (CPT) every few years. The fact that the guidelines evolve over time is one sign that ACS really is trying to stay on top of changes and make sure we’re incorporating green chemistry into education at the university and college level. I see it as a very positive sign that green chemistry is explicitly included in the most recent guidelines.

Juliana: Laura, what can faculty and departments do to stay on top of these changes in the field of chemistry and shift with the times?

Laura: The intentional inclusion of green chemistry principles in college curricula is being addressed, as it should be, reflecting the changes in perspective that have happened over time and will continue to happen in the future. The shifting connotation of the phrase “better living through chemistry” represents the changing role of chemistry in our society over the decades. It’s evolved from its initial optimistic connotation, associated with the creation of an ever-increasing number of new products that make our lives easier, more comfortable and more convenient. Uttering that same phrase now has a certain irony, referring to the environmental and toxicological issues that have accompanied the growth and innovation.

So what can faculty and departments do? We can keep learning, keep communicating, keep going to conferences and sharing ideas and practices. We can keep adapting our research to meet the changing pressures on the environment and on society. And a big one: listen to our students. Because they come up with amazing, wonderful, insightful new ideas that I think often are less hindered by the ingrained conceptions and sometimes prejudices some of us have from the way things have always been done.

Juliana: What motivated the Chemistry Department to sign the Green Chemistry Commitment? 

Laura: In 2007, Union College signed on to the American College and University Presidents’ Climate Commitment, now called the Climate Leadership Commitments. That one step has had real change on our campus in the areas of sustainability and moving toward carbon neutrality. Our department’s goals in signing the GCC are: one, to acknowledge our current efforts to implement the green chemistry principles in our curriculum; two, to motivate us to do more; and three, to provide real accountability and a framework to do so. 

Mary: I can just add that Laura, as an environmental analytical chemist and a new chair, is in a position to bring this to the deans and say it aligns with our institutional and departmental values. Frankly, we’re doing it anyway, but could we do it more intentionally? 

Juliana: How will being part of the Green Chemistry Commitment help your department integrate the green chemistry and sustainability principles required by the new ACS Guidelines for Bachelor’s Degree Programs and stay at the forefront of the green chemistry movement?

Laura: I think signing the GCC will provide our department with really important tools and resources as we continue our efforts to at least meet the normal expectations and, ideally, the markers of excellence, in this area over time. I think the green chemistry learning modules, case studies, lab exercises and online forums, and being a part of the green chemistry community will make it easier to share ideas, best practices and lessons learned with other educators and students. There are ways to incorporate some or all of the green chemistry principles in really any subdiscipline in chemistry, and I think being a part of a community of people with the common goal of doing so will help us to think creatively about how to do that.

Mary: I’m going to come back to the word intentional again. There are things we’ve been doing, but having the commitment and the access to the community that Laura mentioned will have us talking more about it. We had a department discussion about the new guidelines, and around the room, there were people doing green chemistry in ways I wasn’t aware of. Being part of the GCC is helping us with our internal communication as well as communication with the broader chemistry community.

Juliana: What do you see as the most significant outcome of the Chemistry Department being both ACS-certified and a Green Chemistry Commitment signer?

Laura: The most significant product of our department is our students, so the most significant outcomes relate to them. Students graduating from college with an ACS-approved degree are really proud of their achievement. They know that it represents an intentionality on the part of the faculty to provide a program that meets and often exceeds the standards set by the American Chemical Society, which is the world’s largest scientific society. They also know that they’re part of this community, which offers everything from disseminating cutting-edge research, access to online tools, networking opportunities, funding outreach opportunities, and even personal benefits such as life insurance. Similarly, I hope that students graduating from Union will proudly acknowledge that their Alma Mater is a signatory of the GCC and will carry that with them and take with them a mindset of studying and practicing chemistry in the context of society’s great challenges. We’re thinking about that a lot on our campus right now, with environmental sustainability being just one of those great challenges.

Mary: As part of our general education program, students have to take courses in a couple of different fields that touch on global challenges. I think today’s college students are keenly aware of some of the major challenges existing globally. They’re very interested in being involved in work and projects that are meaningful and not doing harm. We’re also very proud to have an ACS-approved program. We are a completely undergraduate institution and have a very lab-intensive program. We want to think about how we do things in the lab and the best ways to do lab work. We’re training them to go out into their careers, which for many of them are going to be related very directly to chemistry or biochemistry. To the extent that we can have them thinking about these issues now, that’s going to really pay off in the future.

Juliana: Have you seen green chemistry inspire students at Union College? 

Laura: Certainly I’ve seen the aspects of green chemistry and sustainability in the sciences inspire many students at Union College. From more traditional green chemistry aspects, such as working with synthetic organic chemists to find ways to run their reactions more environmentally friendly, to using smaller volumes of things. Whether working in the lab or with faculty outside the chemistry department, such as in engineering departments, they’re inspired to see the research they do can lead to more efficient and less environmentally harmful ways of doing things. For example, one student working in the aerogel lab was a double major in chemistry and environmental science. Though she did not have to, she wanted to tie everything together in her senior theses. She did a really interesting life cycle analysis of the use of aerogel materials for insulation in clothing, as opposed to, say, recycled polyethylene terephthalate, or PET, bottles. I could see the spark because she really could see the applications of what she was learning at Union College and how she might take that into the future. 

Mary: I think educators as a whole within chemistry haven’t historically been focused on a systems-thinking approach. When you deal with things in very discrete segments, you sometimes don’t get the whole picture. A life cycle analysis by its nature can be hard to define and interpret, but just by going through the exercise, you’re thinking about the whole process. That process thinking, which I think is pretty common in engineering education, is something that green chemistry is helping bring more into chemistry education.

Juliana: What is your hope for the future of green chemistry education at Union College and beyond?

Mary: I think to continue to prepare students to be thoughtful contributors to the overall scientific enterprise. I think that’s what we hope to do as educators is to teach people how to learn. A real strength of the green chemistry principles and community is this systems-thinking and the sharing of resources. But what we really want to do is prepare students, and we want to prepare them not just for the first thing they do, but to prepare them to be lifelong learners and lifelong contributors in a very positive way.

Laura: I would like to see green chemistry and sustainability initiatives get to the point of being so ingrained in our curriculum that it’s just not questioned anymore. We expect someone graduating with a degree in chemistry to know what a Diels–Alder reaction is. We expect them to know what chromatography is. We expect them to know something about proteins and their interaction with small molecules in the body. I would add green chemistry in there, that we just expect students to keep these green chemistry principles in mind at every single one of those steps and every course they take — and then take that beyond Union College’s walls. I also always tell students I want them to see chemistry all around them. My personal area of interest is personal care products, and I want them to walk into a Target and not just grab the first product off the shelf, but actually take a look and see what’s in it. Everything around us is chemicals. I want them to make informed decisions, both with their dollars at the store, but also with any future research they do. I want green chemistry to be an unquestioned part of our curriculum, and for students to continue to learn to see chemistry in a way that benefits society. That comes back to that phrase, “better living through chemistry,” and what that means to the next generation.

How to get involved:

• National Chemistry Week (#ACS_NCW) is celebrated this year during the week of October 20-26, with the theme “Picture Perfect Chemistry.” Check out what the American Chemical Society and the Green Chemistry Institute have planned and how you can get involved. 
• Interested in learning more about the GCC? Book a time with Juliana Vidal to talk about bringing the GCC to your institution.

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.