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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.

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.

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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.

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. Adalgisa Batista Parra, Professor of Chemistry and Organic Chemistry Researcher at Pontifical Catholic University of Puerto Rico, says green chemistry sparked meaningful discussions among students about their role in shaping a more sustainable future. “What began as a curriculum redesign became an opportunity to reflect on our values, our impact, and the kind of legacy we want to leave for our students,” she says. “This project is about more than just redesigning lab experiments—it’s about planting the seeds of a cultural shift toward sustainability in science education and beyond.”

In the Q&A below, Adalgisa shares more about her green chemistry efforts and how they have influenced her instruction, her students, and her university colleagues. 

What began as a curriculum redesign became an opportunity to reflect on our values, our impact, and the kind of legacy we want to leave for our students. This project is about more than just redesigning lab experiments—it’s about planting the seeds of a cultural shift toward sustainability in science education and beyond.

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 centers on redesigning the undergraduate organic chemistry laboratory curriculum to incorporate green chemistry principles with the goal of aligning instruction with emerging trends in sustainable chemistry education while actively reducing environmental impact.

With the support of funding, our primary objectives are to:

• implement greener synthesis routes to promote sustainability,
• adopt safer solvents to minimize health and environmental risks, and
• reduce chemical waste through optimized experimental procedures.
  

These changes were piloted with a select group of students to evaluate effectiveness and feasibility. Currently, the changes are being implemented in the organic chemistry laboratory curriculum.

Significant milestones achieved to date include:

• The completion of a pilot redesign for several laboratory experiments using safer solvents and greener synthetic techniques.
• The collection of baseline data on waste output and solvent usage, which will inform future impact assessments.
• The development of new student learning outcomes emphasizing sustainability, green chemistry practices, and responsible chemical handling.

What motivated the redesign of the organic chemistry laboratory curriculum to incorporate green chemistry principles, and how does it differ from the previous curriculum?

The primary motivation for redesigning the organic chemistry laboratory curriculum was the growing need to align educational practices with the principles of green and sustainable chemistry. Traditional laboratory experiments often rely on hazardous solvents, generate significant chemical waste, and lack emphasis on environmental responsibility. As chemistry evolves to address global environmental challenges, it is essential that our teaching laboratories reflect these priorities and prepare students for a future where sustainability is integral to scientific practice. Additional motivators included:

• Limited student exposure to environmentally responsible techniques and real-world applications of green chemistry.
• A desire to reduce the environmental footprint of the teaching laboratory and model more sustainable behavior within the academic setting.

The redesigned organic chemistry laboratory curriculum differs significantly from the previous version by shifting the focus toward sustainability, safety, and real-world relevance. Whereas the traditional curriculum relied heavily on hazardous solvents and reagents, the updated version introduces greener, safer alternatives that reduce health and environmental risks. The new approach emphasizes sustainability metrics, such as atom economy and waste reduction, alongside reaction success. Students now engage in experiments that are optimized not only for chemical outcomes but also for minimizing waste and maximizing efficiency.

What feedback have you received from students participating in the pilot testing of greener synthetic routes, and how has this influenced the curriculum?

Feedback from students participating in the pilot testing of greener synthetic routes has been overwhelmingly positive and insightful. Many students expressed appreciation for working with safer, less toxic materials, noting that it made the lab environment feel more secure and modern. Several also shared that learning about the environmental impact of chemical processes made the course more meaningful and relevant to current global challenges.

As a result of this feedback, the curriculum will be refined to include more structured opportunities for students to analyze the environmental impact of each experiment. We will also develop supporting materials to better explain green chemistry principles and ensure students can connect theory with practice.

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 is equipping students with the mindset and skills needed to become leaders in a sustainability-focused workforce. By integrating green chemistry principles into their lab experiences, students are learning to prioritize environmental responsibility alongside scientific rigor. They are not just memorizing reactions—they’re critically evaluating the impact of their work, exploring alternatives, and thinking innovatively about how chemistry can contribute to a more sustainable world.

We’ve already seen encouraging signs that students are beginning to envision themselves in sustainability-driven roles. Some have expressed interest in pursuing careers in environmental science or regulatory policy. Others have mentioned how this experience reshaped their understanding of chemistry’s role in solving real-world problems, inspiring them to look for research or industry opportunities aligned with sustainability.

Overall, the project is doing more than teaching chemistry—it’s helping to shape responsible, forward-thinking scientists who understand that sustainable practices are not just an option, but a necessity for the future of science and society.

Can you share any early data or insights related to waste reduction, solvent use, or other environmental benefits of the greener procedures? How do these results reinforce the value of integrating green chemistry into undergraduate labs?

Preliminary data from the pilot implementation of greener synthetic procedures shows promising environmental benefits. For example, in one redesigned experiment, we replaced toluene with water, a significantly safer solvent. In another case, the total mass of chemical waste generated per student was cut by more than 95% compared to the traditional version of the same experiment. These early results reinforce the value of integrating green chemistry into undergraduate labs by demonstrating that sustainability and scientific integrity can go hand-in-hand. Students still meet learning objectives and achieve strong outcomes, but in a way that aligns with modern environmental standards. Moreover, the measurable reductions in hazardous waste and solvent use highlight how small curricular changes can have a meaningful cumulative impact when scaled across multiple lab sections and semesters.

How do you plan to share the comprehensive report with university stakeholders, and what impact do you hope it will have on broader university practices?

We plan to share the comprehensive report through a combination of formal and informal channels. This includes presenting key findings at departmental meetings, curriculum committee sessions, and university-wide faculty development workshops. A digital version of the report will be made available through the university’s internal repository and shared directly with administrators and faculty. A snapshot of this work will be presented during the in-person 2025 Green Chemistry Commitment Summit on June 22nd in Pittsburgh, Pennsylvania.

The goal is not only to showcase the pilot’s success but also to initiate broader conversations about integrating sustainability across science education. We hope the report will inspire other departments to adopt similar practices, encourage investment in sustainable lab infrastructure, and strengthen the university’s overall commitment to environmental responsibility. Ultimately, we envision this project serving as a model for curriculum innovation, reinforcing the university’s leadership in both academic excellence and sustainable practices.

By integrating green chemistry into our program’s curriculum, we aim to model how environmental responsibility can be embedded into academic practices without compromising educational quality.

How do you hope this project shifts the culture around sustainability—not just in your department, but across the university? Have you seen early signs of that shift already?

By integrating green chemistry into our program’s curriculum, we aim to model how environmental responsibility can be embedded into academic practices without compromising educational quality.

We hope this initiative encourages other programs to evaluate their own practices through a sustainability lens—whether in teaching, research, procurement, or waste management. Our vision is to help foster a university-wide mindset where sustainability is not seen as an add-on, but as a core value guiding decisions and innovation across disciplines.

We’ve already seen early signs of this shift. Faculty from other science programs have expressed interest in our green chemistry strategies. Additionally, students are exploring how to apply green principles in other academic settings and how they can apply green principles in other courses and research projects, showing that the impact is already expanding beyond the lab.

In the long term, we hope this project contributes to a broader institutional culture that prioritizes environmental stewardship, interdisciplinary collaboration, and the preparation of students to be leaders in a sustainable future.

Why was this funding critical to the success of your project? Were there barriers you were facing that this support helped you overcome—either for you, your students, or your institution?

This funding was essential to the success of our project, enabling us to overcome key barriers that had previously limited our ability to modernize the organic chemistry lab curriculum. Prior to this support, we faced significant resource constraints—from the cost of safer, greener reagents and solvents, to the need for updated lab equipment and training materials.

The grant allowed us to pilot greener experiments without compromising instructional quality, and to collect baseline data on environmental impact—something we hadn’t had the capacity to do before. It also supported faculty development, helping instructors gain the knowledge and confidence needed to implement and teach green chemistry principles effectively.

For our students, the funding made it possible to gain hands-on experience with modern, sustainable lab techniques—an opportunity they wouldn’t have had under the traditional curriculum. More broadly, it gave our institution a model for what a sustainable lab redesign can look like, helping us take the first step toward long-term, campus-wide transformation.

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

It was incredibly rewarding to see students not only adapt to the new experiments but also ask more thoughtful questions, show greater environmental awareness, and express genuine excitement about being part of a positive change. It reminded us that when given the tools and the context, students rise to the occasion—they want to do work that matters.

Along the way, we also learned that change is possible, even in well-established systems, when you have the right support, clear goals, and a shared sense of purpose. This grant didn’t just fund a project—it empowered a shift in mindset that we hope will continue to grow across our department and beyond.

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How to get involved: 

• Explore how award recipients are bringing green chemistry to life at Stella and Charles Guttman Community College and California State University, San Marcos.
• Subscribe to Beyond Benign’s newsletter for the latest updates from the green chemistry community and to be the first to know when Green Chemistry Education Awards are open.
• Not yet part of the Green Chemistry Commitment (GCC)? Learn how your institution can become a signer and provide students with essential skills and training for today’s workforce.

When educators are equipped to teach green chemistry, they don’t just change lessons—they shape the next generation of scientists, innovators, and environmental stewards. Through the Green Chemistry Education  Awards, Beyond Benign provides funding to faculty and institutions around the world to embed sustainability into chemistry education. These awards help educators redesign labs, reimagine curricula, and create powerful, real-world connections for students. Among the 2023–2024 recipients were several Minority-Serving Institutions (MSIs), whose funded projects are expanding access to green chemistry in diverse learning environments.

Award recipient Dr. Jihyun (Ji) Kim, Associate Professor of Chemistry at Stella and Charles Guttman Community College, says the green chemistry concepts helped students see how chemistry can be a tool for environmental responsibility. “One of the most encouraging outcomes of this project was the level of student engagement with green chemistry concepts, particularly as they connected sustainability to real-world issues,” Ji says. “One student reflected on how using dried orange peels as a catalyst opened their eyes to the value of reusing food waste and sparked curiosity about other potential applications of natural materials in chemistry.”

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

Can you provide a brief overview of your project, including the key objectives you aimed to achieve with the funding and any significant outcomes or milestones you have reached so far?

This project focused on redesigning a classic organic chemistry experiment—the synthesis of cyclohexene—to emphasize green chemistry principles and provide a safer, more sustainable laboratory experience for students at a resource-limited two-year college. 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How do you see this project preparing students to be leaders in the sustainable workforce of the future? Have you seen any signs of students beginning to envision their role in sustainability-focused careers?

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

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

Why was this funding critical to the success of your project? Were there barriers you were facing that this support helped you overcome—either for you, your students, or your institution?

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

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

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

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How to get involved: 

• Explore how award recipients are bringing green chemistry to life at Pontifical Catholic University and California State University, San Marcos.
• Subscribe to Beyond Benign’s newsletter for the latest updates from the green chemistry community and to be the first to know when Green Chemistry Education Awards are open.
• Not yet part of the Green Chemistry Commitment (GCC)? Learn how your institution can become a signer and provide students with essential skills and training for today’s workforce.

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.

 

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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.

 

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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. 

 

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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.

 

At its core, green chemistry challenges chemists to find creative ways to develop processes and products that are safer for people and the environment. A new learning module is designed to build knowledge of green chemistry and experience with ChemFORWARD’s game-changing online platform and chemical hazard assessment tool, through which users can identify and eliminate chemicals of concern, avoid regrettable substitutions, and design safer products from the outset. 

Beyond Benign teamed up with ChemFORWARD to develop the module that will help educators teach students how to use the ChemFORWARD platform. The module, “Use of ChemFORWARD for Chemical Hazard Evaluation and Assessment in Academic Settings,” is now available on the Green Chemistry Teaching and Learning Community (GCTLC). This open-access module can help prepare the future workforce by teaching students how to use hazard evaluation tools to understand and address hazards in chemical design.

“Knowing how and where to find credible hazard data for chemicals is an essential component to empowering current and future scientists to understand how to implement sustainability into the chemical sciences,” Beyond Benign Co-Founder Amy Cannon says. 

The inspiration for this work began with a Forsythia Foundation grant to Habitable (formerly Healthy Building Network) to support Beyond Benign and ChemFORWARD to develop a green chemistry curriculum that leverages Habitable’s Pharos chemical hazards database combined with ChemFORWARD’s safer alternatives. “Pharos has long been a trusted source of chemical hazards data,” says Gina Ciganik, CEO of Habitable. “It was a perfect opportunity to bring these resources together with Beyond Benign’s expertise to design high-quality educational materials to empower the next generation of chemists.” 

To celebrate the module’s release, Beyond Benign caught up with four community members who collaborated to bring it to life. The team included two higher education professors from Green Chemistry Commitment signing institutions, Cynthia Woodbridge and Mark Mason, who served as educational content developers, creating curriculum materials for using the ChemFORWARD platform in academic settings. The team also included two representatives from ChemFORWARD, Heather McKenney and Gabrielle Rigutto, who provided expertise on using the ChemFORWARD platform to the educators as they developed the module. Continue reading to hear from these leaders who share a bit about the module’s design as a hands-on teaching tool.

 

First, please tell us a little bit about yourself and your connection to green chemistry!

Cynthia Woodbridge, Professor of Chemistry, Georgia Gwinnett College: By training, I am a physical chemist with specialties in materials and computational chemistry. I’ve earned certificates in Sustainability and Green Chemistry since my PhD and have been involved with green chemistry and Beyond Benign since 2016. I started out learning about it and wanted to learn more, so I just kept going.

Mark Mason, Professor of Chemistry, University of Toledo: I started my faculty career at the University of Louisville in 1993 and later moved to the University of Toledo. My research interests focus on inorganic and organometallic chemistry with a strong interest in catalysis. My teaching interests have included undergraduate courses in general chemistry, inorganic chemistry, and green chemistry, as well as graduate courses in physical inorganic, main group chemistry, organometallics, and homogeneous and heterogeneous catalysis. Through my teaching and research endeavors in the late 1990s, I became aware of the principles of green chemistry and green engineering, and those interests really took off during a collaborative project with colleagues on the hydroformylation of alkenes in supercritical carbon dioxide. My interests and fate eventually led to the formation of the School of Green Chemistry and Engineering at the University of Toledo in 2011, for which I serve as Director, and the development of a course on green chemistry in 2013. I have taught the green chemistry course for most of the past 10 years.

Heather McKenney, Science and Safer Chemistry Lead, ChemFORWARD: Working at ChemFORWARD was my formal introduction to the green chemistry community directly, but I had been indirectly working with the community for years in my previous roles in consumer packaged goods toxicology and product safety, and I did not realize how well-connected the community was! My background is in personal care product ingredient toxicology and finished product safety, and I am heartened to see more and more organizations thinking about ingredient selection through a green chemistry lens.

Gabrielle Rigutto, Research & Data Quality Specialist, ChemFORWARD: I was in the classroom as a student not too long ago and had the privilege of being in a program that elevated green chemistry principles within a public health graduate program. My professional background since then has surrounded developing novel approaches to chemical hazard assessment, and I have appreciated that this field provides the opportunity to explore questions such as: What are truly sustainable options that we can use instead, rather than narrowly asking what is harmful and why. In working at ChemFORWARD, it has been really inspiring to see how the platform can help our users make these more informed decisions.

During my 10 years of teaching green chemistry, I have wanted to cover some of these topics in a way that gives students more opportunity to independently explore and search for chemical hazard information. This module and the ChemFORWARD platform will really help to fill that need. – Professor Mark Mason

What prompted ChemFORWARD and Beyond Benign to collaborate on developing this module, and why is this partnership important?

Heather: At ChemFORWARD, we have always wanted to get this resource into the hands of more educators. Comprehensive chemical hazard assessments are integral to the education of the next generation of green chemistry practitioners, so a partnership with the passionate experts at Beyond Benign was perfect. Not only are we developing the resources, but they will live in Beyond Benign’s dynamic GCTLC platform with passionate users and will actually land in the hands of educators.

Gabrielle: ChemFORWARD has long been inspired by Beyond Benign’s contribution to the green chemistry field in that they ultimately put these resources in the hands of the next generation of thinkers and change-makers. Our goal is that this partnership with ChemFORWARD can help instructors develop their students’ understanding of what a safer chemical alternative really means, as demonstrated by the chemical hazard assessments on ChemFORWARD’s platform.

What was your experience like developing the ChemFORWARD educational module? Why is this module valuable? 

Cynthia: This collaboration was a great experience — I’ve learned from everyone involved. I think the module is valuable because it presents a tool that most academics haven’t been exposed to.

Mark: The collaboration with Cynthia at Georgia Gwinnett College, Monica at Beyond Benign, and Heather and Gabby at ChemFORWARD was very rewarding. The team was great to work and share ideas with, and I feel very fortunate to have had the opportunity to explore the ChemFORWARD platform as part of this team. The ChemFORWARD platform will allow students in my class to search for hazard information on product ingredients and solvents, and identify safer chemical alternatives to chemicals of concern. I cannot wait to use this module in my green chemistry course in the fall of 2024 and beyond. 

Implementation can range from doing a single assignment with a group of students to using the entire module. I think the best thing about the module is its adaptability. I hope people choose to get started with it and do something small, then find it interesting enough to come back and do more. – Professor Cynthia Woodbridge

Can you describe the key content and organization of this educational resource? How has your teaching experience shaped its design?

Cynthia: I think the key content is the assignments. I appreciate hands-on work, and this gives an opportunity to explore the site and think about what is in products.

Mark: The main component of this module is the instruction on how to use the ChemFORWARD platform, and the access that students will have to explore this platform to identify hazard information and select safer ingredients based on hazard information and ingredient function. I agree with Cynthia that the assignments are a key component of this module. The assignments are designed to guide students in exploring the platform and searching for desired information using the platform. The assignments and slides also introduce concepts of hazard and risk assessments, chemical alternatives assessment, key human health and environmental toxicity endpoints, and avoiding regrettable substitutions. During my 10 years of teaching green chemistry, I have wanted to cover some of these topics in a way that gives students more opportunity to independently explore and search for chemical hazard information. This module and the ChemFORWARD platform will really help to fill that need.

How do you envision your fellow educators adapting and implementing this module in their classrooms? What impact do you hope it will have on their teaching?

Cynthia: Implementation can range from doing a single assignment with a group of students to using the entire module. I think the best thing about the module is its adaptability. I hope people choose to get started with it and do something small, then find it interesting enough to come back and do more.

Mark: Many faculty will likely implement this module in a stand-alone course on green chemistry or green engineering, but the module would also be a great addition to courses in cosmetic science. Faculty may want to introduce the ChemFORWARD platform in general chemistry or organic chemistry, and the assignment on selecting polar aprotic solvents would be a great fit for undergraduate organic chemistry lectures or labs. An assignment on chelating agents in detergents and cleaners would even be suitable for use in inorganic chemistry. The module is very adaptable.

Interested in accessing the ChemFORWARD database for short-term educational purposes? Contact info@chemforward.org! The ChemFORWARD database is available to industry partners via a yearly subscription. 

 

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How to get involved:

• Access the ChemFORWARD module in Beyond Benign’s Green Chemistry Teaching and Learning Community (GCTLC) platform and share it with your departments or colleagues. 
• If you are an educator from a Green Chemistry Commitment-signing institution, join a workshop on August 8 or 9 to learn more about how to effectively implement the module in your course.  
• If you haven’t yet joined the GCTLC platform, create your free profile today!
• Subscribe to Beyond Benign’s newsletter to get green chemistry news, resources, and inspiration delivered to your inbox monthly.

Professor Queli Almeida, a member of the Beyond Benign community, is doing incredible work in Rio de Janeiro, Brazil, by advancing green chemistry education and increasing access to green and sustainable labs for students who are visually impaired. Almeida won Beyond Benign’s 2024 Earth Month Photo Contest, which invited members of the green chemistry movement to submit photos of their work in action. Beyond Benign narrowed down the entries, and the finalists’ photos were put to a community vote. Almeida’s winning photo — with credit to Kamyla Benica and Marcelle Paiva — shows a green chemistry lesson printed in braille and made of paper with different textures. We are excited the community selected this photo, which beautifully represents the importance of accessibility in green chemistry education. 

We caught up with Almeida to learn more about her chemistry background, how she’s making green chemistry more accessible in her community, and her hopes for the future of green chemistry education.

 

Tell us a little about you and your background in green chemistry education! When did you first learn about green chemistry, and what inspired you to continue your green chemistry journey?

In 2000, I started my undergraduate studies in Chemistry at the Federal University of Rio de Janeiro (UFRJ) and began working with aqueous organic reactions in the laboratory. My undergraduate work was on the topic of green chemistry in 2004, and my doctoral thesis was also in the same line of research. In 2012, I joined IFRJ – Duque de Caxias as a professor and started studying organic reactions and green chemistry with my undergraduate students.

Throughout these years, I have developed many laboratory protocols focused on sustainability and green chemistry. Today, we also undertake numerous projects in the field of education, spreading the philosophy of green chemistry beyond the university and working in several high schools and elementary schools across the state of Rio de Janeiro.

I believe it is possible to address the environmental issues of our planet by educating the new generations who are the present and future of universities and companies worldwide. Because I believe we can make a difference for our world, I am highly motivated to continue my research in this area.

 

Your winning photo showed students who are visually impaired engaging with a green chemistry project. Can you share a memorable experience from this project that exemplifies the impact of green chemistry education on your students? 

Unfortunately, access for blind or low-vision students in laboratory classes is severely hindered in Brazil. We began researching how we could introduce the topics of sustainability and green chemistry to these students. We also wanted them to experience firsthand in practical classes the change we could promote in products they use daily and to prove that cleaner practices in industries are indeed possible.

The students were able to learn and implement the process for manufacturing a bioplastic and a solid shampoo using a more sustainable approach. At this point, the philosophy of green chemistry flowed naturally, sparking many debates about environmental pollution and the need to rethink our practices. They also learned about the Green Star, a metric that applies the 12 Principles of Green Chemistry and indicates the percentage of sustainability involved in the experiment on a global scale.

The blind and low-vision students were able to provide feedback on our conduct and the materials presented to them, with the aim of improving our specially developed educational material for this audience. It was a mutual learning experience, and everyone was very satisfied with the exchange of knowledge and experiences.

All participants were learning about the topic for the first time, and had the chance to participate in an experimental class using materials found in their daily lives. It was a very enriching experience for everyone involved.

 

What advice or insights would you share with educators interested in incorporating green chemistry principles into their teaching practices? How can educators prioritize making their green chemistry lessons accessible for all students?

There are models for teaching green chemistry philosophy in the classroom that are based solely on experimental laboratory classes, but there are also models that integrate green chemistry across all subjects taught in both basic and higher education. We should always strive to teach green chemistry and sustainability in the most comprehensive way possible, meaning across the various topics learned throughout students’ educational journeys. The generation that has the opportunity to discuss and work on these issues will be better prepared and will help us towards a more sustainable future for the planet.

Working with students’ everyday experiences is always very promising, in addition to laboratory classes. Simple experiments can demonstrate more sustainable applications for products that typically pollute the environment. I also suggest board games or even electronic games to teach green chemistry, making everything interesting, fun, and dynamic.

 

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

I hope that many other teachers will have the opportunity to learn and apply green chemistry with their students. It is crucial that we, as teachers working in this field, through initiatives like those proposed by Beyond Benign, can increasingly bring this philosophy to various schools and universities in our countries. It is of utmost urgency to educate professionals who are more critical about the impacts we have on the environment and how to reduce them. Strong scientific dissemination of green chemistry through articles, conferences, events, and also on social media platforms that reach many people around the world is necessary.

 

What’s your connection to Beyond Benign? 

The initiatives of Beyond Benign are of utmost importance for our education in green chemistry. I have participated and continue to participate whenever possible in Green Chemistry Connections events; our research group has even participated in LatinXChem. I hope that one day we will have the opportunity to be all together in a big event, showcasing our work. I take this opportunity to thank you for the support, availability of materials, and events that you provide for our participation in spreading the word about this crucial area for our planet. Please follow our research group on Instagram @verdelab_IFRJ, and let’s continue together in the pursuit of a more sustainable world.

 

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How you can get involved: 

• Follow @verdelab_IFRJ on Instagram to keep up with green chemistry at IFRJ. 
• Explore all of the Earth Month Photo Contest finalists’ photos for more inspiring work from the green chemistry community!
• Join the Green Chemistry Teaching and Learning Community (GCTLC) to connect with your peers, access resources, and so much more.