When educators are equipped to teach green chemistry, they don’t just change lessons—they shape the next generation of scientists, innovators, and environmental stewards. Through the Green Chemistry Education Awards, Beyond Benign provides funding to faculty and institutions around the world to embed sustainability into chemistry education. These awards help educators redesign labs, reimagine curricula, and create powerful, real-world connections for students. Among the 2023–2024 recipients were several Minority-Serving Institutions (MSIs), whose funded projects are expanding access to green chemistry in diverse learning environments.
Award recipient Dr. Robert G. Iafe, Associate Professor at California State University San Marcos, says the green chemistry initiative has helped students develop a new sense of purpose and enthusiasm. “While we expected the green chemistry courses to be academically engaging, we didn’t fully anticipate how deeply students would connect with the broader themes of sustainability and social responsibility,” he says. “Many of our students come from communities that are disproportionately impacted by environmental issues, so when they see chemistry as a means of creating safer materials, cleaner technologies, and more equitable systems, it becomes more than just a course—it becomes personally meaningful and empowering.
In the Q&A below, Robert discusses progress on the university’s efforts to develop a green chemistry minor, highlights from a recent green chemistry event on campus, and other reflections.
Can you provide a brief overview of your project, including the key objectives you aimed to achieve with the funding and any significant outcomes or milestones you have reached so far?
Our project is focused on establishing a Green Chemistry minor within the Department of Chemistry and Biochemistry at California State University San Marcos (CSUSM). The initiative is built around three core objectives. First, we’re developing Green Chemistry and Toxicology courses that are thoughtfully designed to meet the needs of our diverse student body, particularly as an MSI with a large population of first-generation Hispanic students. Second, we’re implementing both qualitative and quantitative assessment strategies to better understand how these courses influence student success, persistence, and self-efficacy. And third, we’re working to increase campus and community engagement by hosting public seminars that feature leaders in the field of green chemistry. These events aim to raise awareness about sustainable chemistry and introduce students to related career pathways.
We’ve already made substantial progress. We’ve piloted the initial versions of both the Green Chemistry and Toxicology courses and submitted them for formal inclusion in the undergraduate curriculum. In parallel, we’ve submitted a proposal for the Green Chemistry minor itself, which is currently making its way through the university’s curriculum approval process.
One of the highlights so far has been the Green Chemistry Symposium we hosted on March 21, 2025. It was an exciting milestone for us. We welcomed guest speakers from Thermo Fisher Scientific and Beyond Benign, who shared insights on green chemistry technologies and professional pathways with an audience of over 130 undergraduate and graduate students. The event also included a pedagogy workshop that brought together faculty from CSUSM as well as neighboring institutions like SDSU and USD. Events like this really help build momentum—not just around curriculum development, but around a broader culture of sustainability and innovation on campus.
Can you describe the process of developing the Green Chemistry minor and how student feedback has shaped its content? Approximately how many students do you anticipate the Green Chemistry minor and its related courses will reach each year?
The development of the Green Chemistry minor at CSUSM has truly been a collaborative and evolving effort. From the beginning, we prioritized both pedagogical integrity and student input. We started by piloting Green Chemistry and Toxicology courses using open-access resources from Beyond Benign, offering them initially as special topics courses. This allowed us to gather real-time feedback through course evaluations and student surveys. Faculty have been actively incorporating this feedback to improve course content, structure, and learning outcomes, especially to ensure the material resonates with our students, many of whom are first-generation college students and come from historically underrepresented backgrounds. Our goal has been to build a program that’s not only academically rigorous but also personally meaningful and accessible.
Looking ahead, we anticipate that the Green Chemistry minor and its associated courses will engage approximately 40 students per year within five years of launch. Each course is expected to enroll around 20 students per semester, and we also foresee interest from students in related STEM disciplines like biology, biotechnology, kinesiology, and environmental science. Importantly, because green chemistry learning outcomes are being integrated across our broader curriculum, all Chemistry majors—not just those enrolled in the minor—will benefit from exposure to sustainable chemistry principles. We’re really excited about the broader impact this initiative will have across our department and the university.
Our goal is to help students see themselves not just as future scientists, but as changemakers—individuals who can apply their knowledge to drive meaningful, sustainable solutions within their communities and beyond.
How do you see this project preparing students to be leaders in the sustainable workforce of the future? Have you seen any signs of students beginning to envision their role in sustainability-focused careers?
This project was intentionally designed to equip our students with the skills and mindset needed to become leaders in the sustainable workforce. By embedding green chemistry principles throughout the undergraduate curriculum and offering hands-on, experiential learning opportunities, we’re helping students make real-world connections to sustainability. Through specialized courses in Green Chemistry and Toxicology, students are gaining a solid foundation in designing safer chemicals, minimizing environmental impact, and applying sustainability concepts to chemical processes—skills that are increasingly valued in sectors ranging from industry and government to academia.
Equally important, we’ve integrated culturally responsive pedagogy to ensure the curriculum feels relevant and empowering for our diverse student population. Our goal is to help students see themselves not just as future scientists, but as changemakers—individuals who can apply their knowledge to drive meaningful, sustainable solutions within their communities and beyond.
We’re already seeing promising signs of impact. Beyond the strong turnout and enthusiasm at the Green Chemistry Symposium, we’ve noticed growing student interest in green chemistry-related research and activities. Students have begun inquiring about research opportunities in this area, and there has even been discussion about forming a student-led green advisory board, potentially in partnership with our American Chemical Society Student Chapter. We fully expect that as this momentum builds, we’ll see an increase in student participation in sustainability-focused internships and programs, including NSF-REUs and industry collaborations. It’s exciting to watch students start envisioning their roles in a more sustainable future.
How do you plan to measure the success of the new courses and the overall effectiveness of the Green Chemistry minor in retaining students in chemistry research?
We will assess the overall effectiveness of the Green Chemistry minor through a multi-faceted evaluation strategy that includes both qualitative and quantitative metrics. First, we will utilize student pre- and post-course surveys to gather feedback on student learning experiences, engagement, and perceived relevance of course content. This will help ensure that the curriculum is meeting the needs of our diverse student population and supporting their academic development.
Second, in collaboration with the Office of Institutional Planning and Analysis (IPA), we will conduct longitudinal data tracking to monitor key indicators of student success, including course performance, retention within the chemistry major, persistence in STEM pathways, and graduation rates. We will specifically analyze outcomes for students enrolled in the Green Chemistry courses and minor, with disaggregated data by demographic groups to assess equity in impact.
Third, we will collect data on student involvement in research, internships, and co-curricular opportunities related to sustainability and green chemistry. We anticipate that the integration of green chemistry content will increase student interest in pursuing independent research, summer programs, and career pathways aligned with sustainability.
And finally, the number of students declaring the Green Chemistry minor and continued enrollment trends will serve as key indicators of institutional impact. These metrics, along with follow-up surveys post-graduation, will help us evaluate the program’s success in preparing students for sustainability-focused careers and retaining them in chemistry research.
What are your hopes for the future of the Green Chemistry program at CSUSM and its potential impact on students and the wider community?
Our long-term vision for the Green Chemistry program is to establish it as a leading model for inclusive, sustainability-focused STEM education in the region. We see CSUSM becoming a regional hub for green chemistry education, particularly among MSIs, by offering a curriculum that goes beyond technical training to also foster environmental responsibility and social consciousness in the next generation of scientists.
Looking ahead, we hope to expand the program’s impact by integrating green chemistry principles throughout the broader chemistry curriculum, encouraging interdisciplinary collaboration, and building strong partnerships with local industries, environmental organizations, and K-12 schools. The Green Chemistry minor is designed not just as a set of courses, but as a launchpad—supporting students as they pursue research, graduate education, and careers in areas like renewable energy, sustainable manufacturing, public health, and environmental policy.
For our students, we believe that early, meaningful exposure to real-world applications of green chemistry—combined with opportunities to connect with professionals in the field—will build both their confidence and their sense of purpose. It’s about helping them see themselves in sustainability-focused careers and supporting their long-term academic and professional success.
Beyond the campus, we’re also focused on community impact. Events like our Green Chemistry Symposium are just one example of how we hope to elevate environmental awareness and sustainability literacy across the region. Ultimately, our goal is to create a ripple effect, preparing graduates who are not only well-trained scientists but also empowered to lead positive change in their communities and within the global chemical industry.

More than 200 students gathered at CSUSM in March 2025 for a green chemistry outreach event organized by the university’s Chemistry and Biochemistry Department. This gathering exemplifies CSUSM’s ongoing efforts to integrate green chemistry into student research, lab instruction, and community outreach.
Your university-wide green chemistry seminar featured speakers from ThermoFisher and Beyond Benign and drew strong attendance. What was the intended goal of the event, and what kind of impact did it have on students and the broader campus community?
The primary goal of the university-wide Green Chemistry Seminar was to elevate awareness of green chemistry principles and their real-world applications, while also inspiring students to consider sustainability-focused career paths. By featuring speakers from Thermo Fisher Scientific and Beyond Benign—leaders in both industry and education—we aimed to bridge the gap between classroom learning and professional practice. These speakers not only introduced cutting-edge technologies and sustainability initiatives but also shared their personal career journeys, offering students valuable insight into pathways they may not have previously considered.
The impact was immediate and energizing. With over 130 students, faculty, and community members in attendance, the event sparked meaningful conversations around the role of chemistry in building a more sustainable future. Students left the seminar asking thoughtful questions about internships, research opportunities, and how they might apply green chemistry in their own academic work. Additionally, the event included a pedagogy workshop attended by faculty from CSUSM and neighboring institutions, which helped foster collaboration and expand the reach of green chemistry education beyond our campus. Overall, the seminar not only reinforced the importance of sustainability within the sciences but also helped establish CSUSM’s identity as a major contributor in green chemistry education across the region.
Why was this funding critical to the success of your project? Were there barriers you were facing that this support helped you overcome—either for you, your students, or your institution?
This funding played a pivotal role in the success of our project. As a primarily undergraduate, teaching-focused institution, CSUSM can face structural and financial challenges when it comes to launching new academic initiatives—especially those that demand significant faculty time for curriculum development, student assessment, and community outreach. The support from this award helped us overcome several of those key challenges. It allowed us to thoughtfully develop and adapt Green Chemistry and Toxicology courses using Beyond Benign’s open-access resources, while tailoring the content to resonate with our diverse student body. It also gave us the capacity to implement robust assessment strategies, both qualitative and quantitative, that simply would not have been feasible without this dedicated funding.
Perhaps just as importantly, the award made it possible for us to host our first Green Chemistry Symposium by providing funding for guest speakers—something that many Primarily Undergraduate Institutions typically cannot support due to limited resources for honoraria and travel. Bringing in nationally recognized leaders from Thermo Fisher Scientific and Beyond Benign created a unique and impactful experience for our students and faculty, fostering excitement and deeper engagement with sustainability-focused careers and research. Ultimately, this funding removed critical financial and logistical barriers and enabled us to bring our vision for green chemistry at CSUSM to life in a way that is both inclusive and forward-looking.
How to get involved:
- Explore how award recipients are bringing green chemistry to life at Stella and Charles Guttman Community College and Pontifical Catholic University.
- Subscribe to Beyond Benign’s newsletter for the latest updates from the green chemistry community and to be the first to know when Green Chemistry Education Awards are open.
- Not yet part of the Green Chemistry Commitment (GCC)? Learn how your institution can become a signer and provide students with essential skills and training for today’s workforce.