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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.

Photos by event photographer Gerald Schmidt

A growing green chemistry ecosystem is taking root in Germany, where Berlin’s three largest universities have signed on to Beyond Benign’s Green Chemistry Commitment (GCC) and its framework for sustainable, lasting change. Following the lead of Technische Universität Berlin (TU Berlin), which signed the GCC in 2021, Freie Universität Berlin (FU Berlin) and Humboldt-Universität zu Berlin (HU Berlin) became GCC signers in October 2023. 

Along with signing the GCC, these three universities have joined forces with 26 partners in industry, science, and government to form the greenCHEM project — an inspiring initiative to bring green chemistry innovation to the region. The greenCHEM project is funded by the German Federal Ministry of Education and Research for up to nine years with 10 million euros. TU Berlin is also gearing up for its new green chemistry transfer center, “Chemical Invention Factory – John Warner Center for Start-ups in Green Chemistry” (CIF). Construction on this building (named after Beyond Benign’s co-founder, who is also a co-founder of green chemistry) is set to begin in 2025.

To celebrate these steps forward, TU Berlin hosted a special GCC signing event for its fellow Berlin universities during the greenCHEM kickoff in October 2023. John Warner attended the celebration, along with numerous stakeholders who are championing green chemistry in Germany. These leaders included Martin Rahmel, coordinator of the greenCHEM project and director of the CIF at TU Berlin; Christoph Tzschucke, Chemistry Professor at FU Berlin; and Nikki Man Post-Doc in Chemistry Education at HU Berlin. As a champion of the GCC in Berlin, Rahmel sees the importance of teaching green chemistry to young students so they are better prepared to implement it later in life. “This broad interest shows that green chemistry is on the upslope in Germany, so anchoring it in the curriculum at an early stage is a must,” Rahmel said.

Beyond Benign reached out to Rahmel, Tzschucke, and Man after the event to get their thoughts on the GCC, the promise of the greenCHEM project, and the power of community in advancing sustainable and innovative practices. Below, read how these see green chemistry education playing a critical role in industrial innovation for the region’s future.

Can you tell us about the special event hosted by your institution to help other institutions sign the GCC pledge?

Rahmel (TU Berlin): The Institute of Chemistry at Technische Universität Berlin (TU Berlin) was the first European institution to sign the GCC. We shared our positive experiences with our Berlin partner universities Freie Universität Berlin (FU Berlin) and Humboldt-Universität zu Berlin (HU Berlin), who recognized the importance and opportunities offered by the GCC. Together we decided to hold the signing ceremony at our special kickoff event of our joint project greenCHEM, which aims to create an innovation ecosystem in green chemistry with six target areas, one being education. Berlin is aware of its responsibility for creating a culture of innovation to foster necessary change, also in the field of chemistry education, so having the biggest three universities in Berlin having signed the GCC is the logical consequence.

Who attended the event, and what does this say about the state of green chemistry in Germany?

Rahmel (TU Berlin): More people registered for the event than could fit in the room, but we made sure that there were participants from every stakeholder group of such an innovation ecosystem. Hence, students, doctoral candidates, professors, start-ups, industry representatives, and politicians were present at the event. The GCC was ceremonially signed by the Director of the Chemistry Institute of the FU Berlin and the Director of the Chemistry Institute as well as the Dean of the Faculty of Natural Sciences of the HU Berlin.

Why did your institution decide to sign the GCC?

Tzschucke (FU Berlin): The idea of joining the GCC first came up during discussions with students at the chemistry department of Freie Universität Berlin. At the time, we were seeking to integrate sustainability and related topics into our chemistry curricula in a more systematic fashion than before. We realized that connecting to a green chemistry-focused community would help us and provide valuable additional teaching resources. Signing the GCC was then a good opportunity to demonstrate Freie Universität’s commitment to integrating the ideas of sustainability and green chemistry into our curriculum, research endeavors, and institutional practices.

Man (HU Berlin): Signing the GCC was perfectly aligned with Humboldt University’s commitment to the protection of natural resources in its environmental guidelines, which was pledged in 2005. Since then, initiatives such as the student-powered Sustainability Office and Sustainability & Global Justice scholarships group keep the momentum going. The university is aiming toward a climate-neutral campus by 2030 — talk about setting the bar high for environmental leadership! The Institute of Chemistry is already a thriving hub for green innovations, brewing up solutions like new photocatalysts, biocatalytic methods, and organic materials (to name but a few!). Joining the GCC was a natural fit, boosting our efforts to weave green chemistry into our curriculum.

What does it mean for your institution to be a signer?

Tzschucke (FU Berlin): Like most academic institutions, Freie Universität Berlin has long recognized the pressing need for innovative solutions to address global environmental challenges, particularly in the field of chemistry. By signing the GCC, we want to increase the visibility of our efforts to contribute to the advancement of green chemistry practices both locally and globally. Through our participation in the GCC, we aim to inspire our students and encourage our faculty to embrace sustainable approaches in their work.

Man (HU Berlin): Not only is the GCC like a green thumbs-up club for universities that want to do and teach chemistry in a more sustainable way than its current state in the majority of the chemical industry, what’s more important is that it is also a gateway to tangible actions. As we’re training chemists and chemistry teachers, moving toward a more sustainability-minded curriculum will equip our students to embrace and learn cutting-edge green chemistry skills and practices, strengthen our research with a sustainability focus, and position us as a leader in this field. It’s a win-win for the planet and our academic excellence.

What are the next steps for your institution now that you’ve signed the GCC?

Tzschucke (FU Berlin): We are currently integrating new teaching modules on sustainability and green chemistry in our chemistry bachelor’s and master’s programs. However, green chemistry is a strongly application-oriented field and becomes meaningful only through interaction with the players in the “real world.” Therefore, we also aim to develop teaching modules for other study programs, such as business administration or economics, to support the transfer of green chemistry ideas from research to industrial applications.

Man (HU Berlin): One of our first steps will be to equip future chemistry teachers with practical (and hopefully captivating!) modules that seamlessly integrate green chemistry principles into their curriculum. This goes beyond memorizing formulas and processes — think engaging experiments, real-world applications, and other methods that empower students to become passionate advocates for green chemistry!

What kind of support have you received from the green chemistry community as a signer?

Rahmel (TU Berlin): The green chemistry community is incredibly open-minded and supportive. We have been able to learn a lot regarding alternative study programs and teaching materials. Our Masters course “Green Chemistry” profited a lot. But as a good community member, we are also giving back by sharing those parts of lecture materials that were created “in-house.” Another great thing is the introduction of a Micro Credential (MC) called “Sustainable Entrepreneurship” at the TU Berlin. As a new concept in the European Union, MCs are not yet common, but the interaction with the international community has encouraged us to offer our students an additional degree with a focus on green chemistry. We are working to expand this MC to all three universities, and I hope to share some great news soon.

Can you share any success stories or case studies demonstrating the impact of green chemistry practices at TU Berlin?

Rahmel (TU Berlin): A great success story that I am involved in myself is greenCHEM. As mentioned, it’s not just about teaching and education, but the goal is fostering green chemistry innovation in further target areas (teaching, research, start-ups, industry, and society). This innovation ecosystem, which involves all stakeholders, is growing fast and is full of incredibly motivated partners. We regularly use the Beyond Benign network to get feedback from the green chemistry community, share our experiences and support where we can.

How do you hope the GCC community evolves in the coming years?

Rahmel (TU Berlin): Personally, I can’t understand why not every chemical institute in the world is part of the community yet. This is where community and the future are lived. Every university can only benefit from being part of this agile, motivated network. I strongly believe that more people will realize this truth in the next few years so that the Beyond Benign goal of 25 x 25 will have to be adjusted toward 50 x 30.

What do you think is the future of green chemistry in Germany?

Tzschucke (FU Berlin): The chemical industry is one of the largest economic sectors in Germany. At the same time, it is one of the largest producers of carbon dioxide due to its large energy consumption. To bring green chemistry innovations from research into industrial practice will therefore be absolutely crucial. Green chemical production — i.e. lowering energy consumption, substituting fossil energy sources by renewable electricity, and avoiding harmful emissions — will help the chemical industry to comply with tightening environmental regulations and to remain competitive. This green chemistry transformation will shape our future and can only be successful if we use this opportunity to bring innovative ideas to reality.

Man (HU Berlin): Germany’s green chemistry scene is poised for lift-off, fueled by robust policy support, vibrant research hubs, and focus on key areas like biocatalysis, CO2 utilization, and digitalization. The EU Green Deal, the Chemicals strategy for sustainability, as well as the German government’s National Hydrogen Strategy, act as guiding lights, while dedicated initiatives like the greenCHEM ecosystem (that we are a part of) inject fuel into supporting innovative projects.

Of course, there are and will be many persisting challenges, such as scaling up green technologies and shifting industry mindsets. But Germany’s commitment to a circular economy approach, coupled with its strong research landscape and focus on specific growth areas, positions it as a potential global leader in sustainable chemical practices. So actually, I think the future of green chemistry in Germany is indeed quite bright.

What advice would you give to other institutions considering signing the GCC?

Rahmel (TU Berlin): Sign it! You not only get inspired by the incredible Beyond Benign team and the other GCC signees, you receive access to all materials, best practices, and hands-on advice. Very importantly, you make a statement for advancing chemistry toward a better future.

What impact do you hope your institution’s signing of the GCC will have in your local community?

Tzschucke (FU Berlin): Interest in environmental and societal issues is traditionally very strong in the Berlin community and politics. Signing of the GCC fits well and makes it easier for current and future students to recognize that all three Berlin universities work together to provide education and research opportunities to address global challenges. 

Man (HU Berlin): My hope is that this commitment will translate into concrete actions and tangible benefits for our community, not just symbolic gestures. Concrete actions such as equipping chemistry and chemistry education students with knowledge of green chemistry practices would support them to become vital contributors to solving local challenges and inspiring future generations to embrace sustainable practices. By fostering this knowledge and enthusiasm in the next generation, we’re not just shaping future chemists, we’re laying the groundwork for a community that breathes cleaner air, reduces waste, and embraces green innovative solutions.

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How you can get involved:

• Learn more about the GCC by signing up for our informational email series
• Find green chemistry near you (and across the globe!) by exploring our interactive map
• Be a part of the growing movement and connect with your peers by joining the Green Chemistry Teaching and Learning Community (GCTLC)

 

At Beyond Benign, we aim to empower educators to transform chemistry education for a sustainable future. To further this mission, we partner with industry to provide funding for educators and students to accelerate the adoption of green chemistry on higher education campuses worldwide. In December 2023, Beyond Benign selected 13 Green Chemistry Education Challenge Award winners and distributed $80,000 to university partners around the world through the Green Chemistry Commitment (GCC) program.

The Green Chemistry Education Challenge Awards provide financial support for the integration of green chemistry education into courses and curricula. Award winners receive funding to support work to:

• Increase the awareness of green chemistry and the GCC program across the chemistry department and institution.
• Increase awareness of the institution’s dedication to green chemistry education through conference attendance, webinars, publications, social media campaigns, and other opportunities.
• Transform curriculum and lab procedures to achieve the GCC’s Green Chemistry Student Learning Objectives. The objectives aim to provide all chemistry graduates with proficiency in essential green chemistry competencies of Theory, Toxicology, Application, and Laboratory skills.

A new round of Green Chemistry Education Challenge Awards will be open soon. Keep an eye on our awards page to learn more, and subscribe to our newsletter for updates!

 

Minority Serving Institute (MSI) Education Challenge Awards 

In support of our Minority Serving Institute initiative, we distributed three (3) awards of $10,000 USD each for GCC Signer Minority Serving Institutions (MSIs) to accomplish projects that advance the teaching and learning of green chemistry. The following proposals were awarded grants for the 2023-2024 academic year.

 

California State University, San Marcos

Award Lead: Robert Iafe

Proposal: The Department of Chemistry & Biochemistry will be establishing a new Green Chemistry minor starting September 2025. To achieve this goal, two courses will be developed: a Green Chemistry course, and a Toxicology course, using open-access curricular resources from Beyond Benign. Specific student learning objectives and course content will be adapted to suit a majority Hispanic/Latinx student population in collaboration with the LatinX Center on campus. In collaboration with Institutional Planning and Analysis and other campus partners, qualitative and quantitative data will be collected from all chemistry and biochemistry majors, and assessed to evaluate student success, persistence, and self-efficacy in the university. Finally, California State University, San Marcos will host a public university-wide seminar on green chemistry. The goal of the seminar is to increase retention of students in chemistry research by exposing them to cutting edge green chemistry research.

Pontifical Catholic University of Puerto Rico

Award Lead: Adalgisa Batista-Parra 

Proposal: The Pontifical Catholic University of Puerto Rico will redesign the curriculum for their organic chemistry laboratory courses to integrate green chemistry principles. Curriculum materials will reflect current and emerging trends in green chemistry and sustainable chemistry education. Greener synthetic routes for current laboratory experiments, where the use of safer solvents and reagents will be prioritized. Selected greener synthetic routes will be tested in a pilot group before their implementation throughout the undergraduate laboratory courses. Data will be collected on the amount of chemical waste disposal, the amount of solvent usage, and the financial impacts of implementing safer solvents and reagents; and will be compiled into a comprehensive report shared with the Pontifical Catholic University of Puerto Rico’s stakeholders, including faculty, students, and the university administration. Ultimately, the course redesign will enhance student learning experiences and promote green chemistry awareness and knowledge and sustainable practices across the department.

 

Stella and Charles Guttman Community College (CUNY)

Award Lead: Jihyun Kim

Proposal: Stella and Charles Guttman Community College, CUNY will redesign their organic chemistry laboratory I and II courses to incorporate microscale glassware kits and additional green chemistry practices for implementation during the September 2024 to May 2025 semesters. Ten new modules will be incorporated into the organic chemistry laboratory curricula, incorporating the use of new microscale glassware kits. Beyond Benign and the green chemistry community will be introduced to students and an overview of the 12 Principles of Green Chemistry and their application in organic chemistry will be provided. Throughout the course, students will discuss the importance of sustainability, environmental impact, and responsible practices in organic chemistry. Microscale apparatus kits will be introduced alongside traditional synthesis kits to help students better understand the purpose of employing microscale kits and its benefits and challenges. Success and progress will be measured by using assessment methods to evaluate student understanding of green chemistry concepts and their ability to apply them in organic chemistry laboratory settings.

 

MilliporeSigma Green Chemistry Education Challenge Awards

Thanks to support from MilliporeSigma, the Life Science business of Merck KGaA, Darmstadt Germany, ten (10) awards of $5,000 USD each are available for GCC Signer Institutions to drive awareness or support the adoption of green chemistry into courses, laboratories, and/or outreach activities. We awarded the following ten proposals grants for 2023-2024: 

 

Ambrose University

Award Lead: Kristian Caldo

Proposal: Ambrose University will introduce undergraduate biochemistry laboratory students to green chemistry principles by applying biochemical techniques in converting agricultural feedstock into value-added byproducts. Specifically, an efficient and sustainable process for extracting proteins from canola meal will be developed for implementation in an undergraduate biochemistry laboratory course. Through this experiment, students will discuss how using agricultural by-products in this way is crucial in meeting the future demand for plant-based protein sources. This project will also expose students to circular economy principles in reducing the environmental impact of farming and food production by converting agricultural waste into useful protein products.

 

City University of Hong Kong

Award Lead: Carol Lin

Proposal:  City University of Hong Kong will implement an assignment in an undergraduate course for environmental engineering students to fully understand the concept of Life Cycle Assessment (LCA) and green chemistry. The product system studied is the production of crude sophorolipids (i.e. biosurfactant, commonly used as an ingredient of cleaning agent) using food waste and soybean oil as substrate. The environmental impacts/burdens associated with the production of sophorolipids using waste stream substrate food waste instead of first-generation substrate glucose are analyzed based on Life Cycle Assessment (LCA) approach using the SIMAPRO software. The environmental analysis includes all the processes related to the collection and treatment of food waste till the fermentation of crude sophorolipids.  Through this assignment, students will develop a deeper understanding of the environmental implications of chemical processes and products and will additionally serve as motivation for exploring the principles of green chemistry.

 

Georgia Gwinnett College

Award Lead: Jennifer Hendrickson and Cynthia Woodbridge

Proposal: The Green Chemistry Task Force and the chemistry faculty at Georgia Gwinnett College will create a green chemistry course, including tracks for majors and a minor. To achieve this, first, a series of twelve events will be run over one year to build awareness on campus and with community collaborators. Each monthly session will focus on a Green Chemistry Principle and will include a lecture from a guest speaker and activities to support learning around the Principle. The sessions will build awareness for students in green chemistry by creating interactive avenues to explore green chemistry. Additionally, faculty will be provided with professional development opportunities to create a green chemistry curriculum using activities to enhance their own learning as well as student learning. Finally, collaborations with internal programs of students and external businesses will be created.

 

Harrisburg University of Science and Technology

Award Lead: Yiben Wang

Proposal: Harrisburg University of Science and Technology will host two collaborative professional development workshops in July/August 2024 for local high school teachers partnered with the university through the College in High School program. Teachers will be trained in demonstrating and facilitating greener laboratory experiments by faculty and two undergraduate students from the Department of Chemistry. This project will foster and accelerate the growth of green chemistry at Harrisburg University and its partner high school institutions.

 

McGill University

Award Lead: Julian Marlyn and Green Chemistry McGill student group

Proposal: The Green Chemistry McGill Student Group at McGill University will implement three projects to implement actionable changes within research and teaching labs, strengthen community awareness and involvement with green chemistry, and enrich departmental communal spaces. First, an acetone recycling pilot program will be implemented, designed to reduce waste from teaching laboratories. Monthly green chemistry coffee hour talks will connect the green chemistry community within the department. Finally, the Green Chemistry McGill Awareness Day – a one-day green chemistry conference open to the local campus and community – will be hosted. These projects will improve the green chemistry community, resources, and discussion within the Department of Chemistry at McGill, while additionally strengthening the inclusion of sustainability research practices.

 

Tai Solarin University of Education

Award Lead: Oyesolape Basirat Akinsipo nee Oyelaja and Oluwaseun Anselm

Proposal: The Tai Solarin University of Education will organize and host a five-day virtual green chemistry program for institutions across Nigeria to create a platform for inter-institutional discussions and to hold an inter-university competition. The program  will include panel discussions with green chemistry advocate faculty members from different institutions across the country to share the successes and challenges of green chemistry practices in their institutions and the sustainability of its incorporation  throughout curricula. Students will be invited to participate in an inter-institutional competition, while showcasing their green chemistry research and outreach projects. This highly collaborative event will ultimately lead to a richer integration of green chemistry in curricula across institutions in Nigeria.

 

Universidade Estadual de Ponta Grossa

Award Lead: Marilei Casturina Mendes Sandri

Proposal: Universidade Estadual de Ponta Grossa (UEPG) will redesign its organic chemistry laboratory course to include Green Chemistry Principles and practices. Experiments will be modified to make use of and address green chemistry metrics, safer solvents and reagents, energy and resource conservation, and waste reduction. The organic chemistry laboratory’s physical spaces will also be improved to accommodate safer lab practices. This course redesign will contribute to increasing the green chemistry culture and adoption at UEPG amongst the faculty and will ultimately help foster the inclusion of green chemistry content across the chemistry courses.

 

University of Calgary

Award Lead: Ashley Scott Causton

Proposal: The University of Calgary will implement green chemistry principles and practices throughout its undergraduate chemistry curriculum. They will accomplish this by revitalizing their green chemistry course that has not been offered since 2015, and by reviewing downstream courses to include green chemistry knowledge and skills learned in the independent course. The green chemistry course will be redesigned to include high-impact learning activities and content material focusing on green chemistry principles. Feedback will be collected from students taking the course to understand how downstream courses, including laboratory courses, can be improved to include green chemistry content. The green chemistry course will be offered to students from other programs such as biology, medicine, natural sciences, and engineering for universal green chemistry adoption.

 

University of Toronto

Award Lead: Alicia Battaglia and the Green Chemistry Initiative student group

Proposal: The Green Chemistry Initiative at the University of Toronto will facilitate a workshop for graduate students in March 2024 in collaboration with Beyond Benign and will support graduate students’ green chemistry professional development at their annual Symposium in May 2024 with these award funds. This new workshop and the annual Symposium will increase the awareness of green chemistry across the chemistry department and related faculties at the University of Toronto as well as other universities across Canada and the United States.

 

Visayas State University Tolosa

Award Lead: Jerald Villarmino

Proposal: Visayas State University Tolosa will implement and include green chemistry content, principles, and materials across all chemistry lectures and laboratory courses. A comprehensive redesign of the courses will be completed collaboratively across the department, including the implementation of new equipment in the teaching laboratories to foster safety and green lab practices. Undergraduate students will be enabled and empowered to apply green chemistry skills and knowledge outside of their educational courses. Ultimately, this comprehensive integration of green chemistry content will help to create a culture of awareness at Visayas State University Tolosa, and throughout institutions in the Philippines. 

What does it mean to build—and exist in—a global community, despite thousands of miles and hours of time difference? 

As our global green chemistry community continues to grow, we at Beyond Benign find ourselves asking these two critical questions time and time again. This is why you may have seen us– virtually or in person– at any one of the many green chemistry conferences, webinars, seminars, or ceremonies 2023 had to offer.

In traveling, logging on, presenting, or listening in, we are hoping to reach you – our brilliant community members at the forefront of change in the green chemistry space. We know from experience that innovation and creation happen when we connect, collaborate, and show up for one another.

So, where did we show up recently? Explore highlights from this season’s travels below!

National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 50th Anniversary

In September of this year, Beyond Benign Higher Education Program Manager, Dr. Nimrat Obhi (they/them), attended the 50th Annual Meeting of the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChe). 

Dr. Obhi oversees Beyond Benign’s MSI initiative, which provides support to Minority Serving Institutions (MSIs) as part of the Green Chemistry Commitment Program. This support includes making available targeted grants for both faculty and student groups at MSIs and providing professional development opportunities for these community members. 

At NOBCChe, Dr. Obhi hosted a workshop titled, “Students as Change Agents” geared toward empowering young Black chemists with the resources they need to be changemakers in the green chemistry space. But, in Dr. Obhi’s words, the students already had the key components — passion, and a palpable energy for change.

Dr. Obhi aptly summarized the existential questions faced by their audience saying, “They bear increasing responsibilities based on the world we are left with. That’s why it’s our responsibility to show students they have the power and agency as green chemistry advocates to be leaders of a greener, more just future.”

University of Birmingham Sustainability in Chemistry Conference

Dr. Juliana Vidal (she/her) recently traveled to the University of Birmingham for their Sustainability in Chemistry Conference — the first of its kind hosted by the recent GCC Signer, with plans in place for the conference to become an annual occurrence. Dr. Vidal, a Higher Education Program Manager at Beyond Benign, oversees support for our green chemistry commitment signers, including our growing international community.

“It was amazing to see the symposium at the University of Birmingham becoming a hub for our signers in the UK,” Dr. Vidal shared, “Our Green Chemistry Commitment has become just the domino effect we need to see – such meaningful channels of communication and collaboration opening between our community members.” Organized by Prof. Tomislav Friščić, Prof. Adam Michalchuck, Prof. Deborah Crawford, Dr. Thomas Auvray and Dr. Michael Ferguson, the event included the talks of students and faculty from GCC signing institutions including the University of Birmingham, University of Nottingham, and Texas A&M University.

Youth Forum at ICCM5

At Beyond Benign, we know that young people are at the forefront of change– and that when given a platform, they make strong advocates for a sustainable future. This is precisely why Dr. Juliana Vidal attended this year’s Youth Forum at the Fifth International Conference on Chemicals Management, hosted by the United Nations Environment Programme in Bonn, Germany. 

At this historic forum, a new framework was set forth to improve the management of chemicals and waste, created by its multilateral, multigenerational leadership. Green and sustainable chemistry education was among the demands of leaders and was successfully enshrined in the framework. 

A plurality of voices were heard at ICCM5, and Beyond Benign was honored to be among them. Dr. Vidal shared that, “Non-profit organizations like Beyond Benign should have a seat at the table, alongside governments and multilateral organizations, to voice our concerns, share our expertise, and engage our community, to help catalyze change on a more global scale.”

Fostering green chemistry education involves two important ingredients– awareness and accessibility. Knowing about green chemistry is just one piece of the puzzle. This is why the work being done by our Lead Teachers is so important– they are the catalysts inspiring other educators to take their knowledge and to implement it in the classroom. 

Eastern STANYS

Education conferences provide an incredible opportunity for us to engage with you all face-to-face, and to demonstrate the practical ways green chemistry fits into your curricula. The Science Teachers Association of New York State (STANYS) hosted its regional conference in Eastern New York, with presentations by Lead Teachers Annette Sebuyira and Stefanie Loomis. 

In their workshop, “Using Green Chemistry to Implement NYSSLS Based Labs” Stefanie and Annette called on green chemistry principles, practices, and tools to empower participants toward more sustainable science education. All of this with a spooky twist… These labs were written with an engaging and fun murder-mystery storyline that involved analyzing “poison” lemonade and a potential murder weapon through a density lab.

Annette and Stefanie’s creativity shined in this workshop, but the pair remarked that aside from presenting, the highlight was connecting with other passionate and invested science educators from across the region. 

STANYS

At the broader STANYS conference a couple of weeks later, our lead teachers represented green chemistry education again with an insightful workshop hosted by Scott Carlson and Stefanie Loomis. With labs to choose from such as flame tests, animal biomimicry, and a density lab, the pair introduced their audience to Beyond Benign, green chemistry, the Green Chemistry Teaching and Learning Community, and more! Stefanie Loomis reflects that, “it is always great to introduce more and more people to green chemistry, and to remind them of all the resources we have made available to them.” 

British Columbia Science Teachers’ Conference

In a hybrid presentation titled, “Chemistry Teaching and Learning for Sustainable Futures” Beyond Benign Certified Lead Teacher Ken Hoffman and co-presenter Janice Williams, carried the green chemistry torch at the British Columbia Science Teachers’ Conference. Working specifically with middle school educators, the presenters introduced their audience to the goals and objectives of the 12 Green Chemistry Principles, specifically focusing on Less Hazardous Synthesis, Minimizing Waste, and Atom Economy. Their goal was to have attendees leave with the practical knowledge and skills necessary to inspire the next generation of green chemists.

Ken shares that the event was an incredible success and to his excitement most attendees were familiar with green chemistry, Beyond Benign and the GCTLC. “They were posting the Beyond Benign URL before I could, posting teaching resources in the chat before me, and expressing their interest in the Green Chemistry Teaching and Learning Community…” 

Ken shares that the prevailing message of their presentation was, in Janice’s words, “Start where you are!” Sustainability-focused teaching and learning, in many cases, needs only a perspective shift.

Throughout this season, we’ve found that our community is flourishing. 

In addition to reflecting on our recent travels, we recently received the exciting results of our annual survey. This year, 74% of educators who responded to this survey said that their confidence to teach green chemistry has increased over 2023! It’s clear that despite the time and distance between us, our community is stronger than ever. 

Whether it was online, in person, or a combination of the two, we are so glad to have had the chance to connect with you all – and are excited to see what 2024 has to offer the community we are building, together.

Congratulations to the remarkable 2022-2023 Green Chemistry Education Challenge Award winners for their outstanding contributions in designing innovative projects that are poised to advance green chemistry education within their institutions. By pioneering these initiatives, they are not only shaping the future of education but also leading the way toward a more sustainable world. We look forward to witnessing the positive impact their projects will have on both their campuses and the broader community. 

Thank you to our sponsors, Dow, Biogen and 3M, for their invaluable support in making these awards possible. Their commitment to fostering innovation in green chemistry education is instrumental to ensuring the workforce is trained with the green chemistry knowledge and skills needed for a sustainable future.

Beyond Benign’s Green Chemistry Education Challenge Awards aim to support the integration of green chemistry education into courses and curricula with financial aid to achieve impactful change. Strong applications receive funding to achieve the following goals:

• Increase the awareness of green chemistry and the Green Chemistry Commitment (GCC) program across the chemistry department and institution.
• Increase awareness of the institution’s dedication to green chemistry education through conference attendance, webinars, publications, social media campaigns, etc.
• Transform curriculum and lab procedures to achieve the GCC’s Green Chemistry Student Learning Objectives so all chemistry majors, upon graduation, have proficiency in the following essential green chemistry competencies: Theory, Toxicology, Laboratory Skills & Application.

If you would like to apply for a Green Chemistry Education Challenge Awards, we currently have two open applications. Application deadlines are October 31st.

If your organization would like to sponsor an award for faculty or students, please reach out to nicki_wiggins@beyondbenign.org

 

Dow Green Chemistry Education Challenge Awards 

These five awards were provided to Green Chemistry Commitment Signing Institutions to accomplish 1-year green chemistry projects that advance the teaching and learning of green chemistry. The funding could be utilized to drive awareness for Green Chemistry or support the adoption of Green Chemistry curriculum into chemistry courses, laboratories and/or outreach activities. Funding support provided by Dow. 

Winners: 

Institution: Bradley University

Faculty Lead: Dean Campbell

Project Description: The primary objective of this project is to bring green chemistry concepts to the Bradley University students by incorporating a robust set of green chemistry labs into the General and Organic Chemistry laboratory courses. To accomplish this objective, the grant funding will be used to purchase supplies and reagents for use in these labs. With approximately a quarter of the 5,400 Bradley University students enrolled in General and Organic Chemistry labs, this provides an excellent opportunity to help increase awareness of green chemistry across the entire campus. 

 

Institution: South Dakota State University (SDSU)

Faculty Lead: Sara K. Madsen

Project Description: Virtual Reality (VR) will be used to assess its learning effectiveness in Organic Chemistry laboratory that currently uses green chemistry pedagogy. The goal of this project is to use VR to provide chemistry students an opportunity to practice green chemistry techniques and experiments before entering a real space laboratory. SDSU faculty, staff, and administrators, SDSU students, and South Dakota Tribal Colleges will benefit from this project. This project will design a VR template that can achieve the following objectives:

• Practice the procedures of a traditional green experiment and non-green experiment and assess learning in VR.
• Conduct a green experiment and non-green experiment in the real laboratory space and assess learning, calculate energy consumption, atom economy and E-Factor, in both VR and non-VR spaces.
• Modify VR objects to optimize and pilot the green chemistry experiment in VR.

 

Institution: University of Minnesota

Faculty Lead: Nathan Rackstraw

Project Description: The Sustainable and Green Chemistry Committee (SGC) at the University of Minnesota (UMN) plans to: 

1) increase the Chemistry department’s dedication to green chemistry by inviting an external guest speaker in the Fall semester of 2023. 

2) increase awareness of current green chemistry practices (theory, toxicology, laboratory skills, and application of green chemistry) across the department by organizing monthly researcher (graduate student and postdoctoral scholar) roundtable meetings, and 

3) transform an existing middle school science outreach program to incorporate green chemistry experiments into their curriculum.  

 

Institution: University of Colorado, Colorado Springs 

Faculty Lead: Nicole Juhl and Tisha Mendiola Jessop

Project Description: Faculty members, Nicole Juhl and Tisha Mendiola Jessop, design Green and Sustainable Chemistry modules to serve as models for their department as resources and concrete examples for how to incorporate green chemistry without adding to the curriculum. Additionally, they will increase and improve their education through professional development by attending the American Chemical Society Green Chemistry Institute (ACS GCI) Green Chemistry and Engineering Conference in June of 2023 and share their learnings with their colleagues over the 2023-2024 academic year. 

 

Institution: Saint Francis University 

Faculty Lead: Ashley Smith-Diemler  

Project Description: This project seeks to expand Saint Francis University’s (SFU’s) awareness of the Green Chemistry Commitment in both our Chemistry Department and the larger surrounding community through the following objectives: 

• Expand the application and teaching of Green Chemistry Principles for both the lecture and laboratory courses. 
• Redesign Chemistry major seminar (taken one semester/year by all Chemistry majors) to focus on green chemistry principles, challenges, and core competencies. 
• Create new green chemistry-themed activities that can be taught in local schools and libraries by the existing outreach organization (R.O.C.K. – Rural Outreach Chemistry for Kids).

 

Biogen Green Chemistry Education Challenge Awards 

These two awards were given to Green Chemistry Commitment Signing Institutions who are US-based Minority Serving Institutions (MSIs) to accomplish 1-year green chemistry projects that advance the teaching and learning of green chemistry. The funding could be used to drive awareness for Green Chemistry or support the adoption of Green Chemistry curriculum into chemistry courses, laboratories and/or outreach activities. Funding support from Biogen.

Winners:

Institution: Kean University

Faculty Leads: Heather Stokes-Huby, Subhasish Chatterjee

Project Description: Kean University is starting a Green Chemistry Initiative and using a lab-based green chemistry dye activity to kick off the Initiative and to enhance and strengthen the interest of student participants. Through their Green Chemistry Initiative, Kean University will develop new laboratory experiments and courses in green chemistry and propose a green chemistry concentration within their chemistry major offerings at the University.

 

Institution: St. Edward’s University

Faculty Lead: Lauren Mitchell

Project Description: St. Edward’s University will implement a new green chemistry experiment into their introductory level Organic Chemistry lab course. Students will synthesize and purify aspirin at microscale quantities using specialized glassware, then they will compare their results to experiments run earlier in the semester to evaluate the greenness of different synthetic approaches and their impacts on waste reduction. St. Edward’s University will adapt future experiments in other Organic Chemistry lab courses to use the same microscale synthetic approach.

 

Green Chemistry Education Student Group Challenge Awards 

These fourteen (14) Green Chemistry Education Awards were provided to student groups from Minority Serving Institutions (MSIs) to run three green chemistry events or outreach activities that advance the adoption of green chemistry on their campuses or in their local communities. This funding is to help support ACS Student Chapters enhance their applications for green chemistry recognition from the American Chemical Society Green Chemistry Institute. Funding provided by 3M and Beyond Benign.

 

3M Green Chemistry Education Student Group Challenge Awards – US Institutions: 

Institution: California State University, San Marcos

Faculty Advisor: Robert Iafe 

Project Plan:  The CSUSM ACS Student Chapter will organize a Green Chemistry Summit event to introduce green chemistry to the campus and local community colleges, featuring Dr. John Warner as a keynote speaker. The group will also provide a tour of Genomatica (a green chemistry award winning biotech company based in San Diego) to showcase a local industry example of green chemistry research applications. The group’s final project includes running a green chemistry outreach activity to a local high school, where a green chemistry experiment to create a solar cell will be used to discuss alternative energy, emissions prevention, and redox chemistry.

 

Institution: University of Minnesota, Twin Cities

Faculty Advisor: Jane Wissinger 

Project Plan: The ACS-UMN Student Chapter will run a short seminar series for the Department of Chemistry to highlight green chemistry in different industries. Guest speakers from diverse backgrounds such as pharmaceutics, chemical engineering, and medicinal chemistry will be invited. Members of the Student Chapter will volunteer at local elementary and middle schools to run green chemistry demonstrations as outreach activities. Finally, the Student Chapter will run general educational meetings for undergraduate students at the University of Minnesota. These meetings will discuss ocean acidification and the use of sustainable starting materials in chemistry research and will use lesson plans and activities from Beyond Benign.  

 

Institution: Texas Woman’s University (TWU)

Faculty Advisor: John Beatty

Project Plan: The TWU-KEM Club will run two Chemistry Magic Show events, for homeschooled students, and for local high school students. In these events, students will learn about microplastics in the environment and the importance of finding greener alternatives to plastics through participation in a bioplastics green chemistry experiment. The local high school students will be invited to the TWU campus along with their dual credit teachers. Finally, the TWU-KEM Club will expand their Zero Impact Events on Campus Program through decreasing the use of single-use plastics and holding discussions on the importance of waste reduction.

 

Institution: Augsburg University

Faculty Advisor(s): Sarah Lam, Michael Wentzel

Project Plan: The Augsburg University ACS Student Chapter will run three outreach events for undergraduate students. The first outreach activity will be an Advanced Biomimicry Matching Game, where students will understand the concept of biomimicry and learn about the impact of carbon dioxide on the environment through exploring acid and base chemistry in the context of less hazardous synthesis, designing for degradation, and using benign solvents. The second outreach activity will discuss endangered and critical elements, and how challenges associated with their sustainable use and preservation will impact the future of chemistry for energy storage research (batteries, supercapacitors, etc.). Finally, the Student Chapter will run a task-based scavenger hunt to connect the principles of green chemistry to students’ real-world environments, and to further their understanding of how green chemistry can be used to solve local sustainability challenges. 

 

Institution: Hampton University

Faculty Advisor(s): Dawanna White, Oluwatoyin Asojo

Project Plan: The Hampton University ACS Student Chapter will run three events. The first event is titled “A Greener Future of Chemistry” and will introduce the audience to the concept of green chemistry. Speakers will be invited that will discuss the intersection of green chemistry and environmental justice. Their second event will be a community-based event run locally, where simple green chemistry experiments will be conducted by school-aged children to find ways to reduce waste and be eco-friendly in the chemistry laboratory. Finally, the Student Chapter’s third project is a department-wide “HU Chem Goes Green” competition to push chemistry and biochemistry undergraduate majors to practice green chemistry. Students will compete to see who can design and conduct the most hazard-free chemical reaction.

 

Institution: University of Puerto Rico, Mayagüez 

Faculty Advisor: Carmen Amaralis Vega 

Project Plan: The ACS-RUM Student Chapter at the University of Puerto Rico, Mayagüez will design and conduct three green chemistry workshops in the chemistry laboratories. These workshops will be attended by undergraduate students interested in green chemistry and will focus on how to synthesize chemicals using green reaction pathways. Promotion to other student members and professionals will be conducted through social media.

 

Institution: Prairie View A&M University (PVAMU)

Faculty Advisor: Andrea Oseolorun

Project Plan: The Chemistry Student Group at PVAMU will design and run three projects for the chemistry department. The first project is the creation and initiation of a departmental pilot composting program for spent coffee grounds and tea leaf waste to be used in a community garden project. Students will focus on green chemistry concepts centering on the reduction of waste and circular economics. The second project comprises a campus-wide green and sustainable chemistry poster campaign to introduce the entire campus to green and sustainable chemistry and to encourage widespread incorporation of Green Chemistry Principles and Practices. Finally, the third project involves designing and shooting a sustainability video to promote Green Chemistry Principles and sustainability concepts.

 

Institution: University of Puerto Rico, Rio Piedras

Faculty Advisor: Ingrid Montes

Project Plan: The University of Puerto Rico, Rio Piedras Student Chapter will run three events. The first event is a green chemistry section as part of a larger “Show of The Magic of Chemistry”, an annual signature student group event designed to outreach to local community members of all ages. The green chemistry section will include experiments to educate the public on pollution prevention, ocean acidification, and sustainable fabric dyes and textiles. The second event is a series of green chemistry hands-on demonstrations for K-12 students where participants will perform experiments using household products. Students will learn about green polymers and designing for degradation, in addition to understanding the importance of using safer alternatives when designing products. Finally, a green chemistry scavenger hunt event will be run for undergraduate students in the chemistry department, where Green Chemistry Principles are used as clues to determine scavenger hunt locations and to educate the general university community about the importance of incorporating green chemistry into daily life.

 

Institution: Wayne State University

Faculty Advisor: Susan White

Project Plan: The WSU ACS Student Chapter hosted a featured speaker as part of a Green Chemistry Seminar in the Department of Chemistry. Wayne State University’s Associate Director of Hazardous Materials gave a talk on waste removal processes on campus, and how green chemistry impacted her job. Audience members interacted with the speaker during Q&A sessions and additionally learned about the importance of waste reduction and circular economics. The second event run by the Student Chapter included a baking experiment to simulate the Green Chemistry Principle of catalysis for more efficient reactions. Undergraduate students learnt how catalysts work using two methods to bake cupcakes. The third event was a green chemistry experiment for undergraduate students to make biodegradable plastic from milk and lemon juice. Students learned about the harmful processes associated with commercial plastic production and how implementing Green Chemistry Principles can create similar working products that are safer for the environment.

 

Institution: Tuskegee University

Faculty Advisor: Melissa Reeves

Project Plan: The Tuskegee SCACS Student Group will conduct three outreach activities. The first event will teach children at nearby schools about the importance of clean drinking water and water filtration by walking students through hands-on activities such as Beyond Benign’s desalination lesson. The second outreach activity will bring awareness to community members about the levels of plastic in the ocean and effects of water pollution through a recycling-centered full day event. Participants will learn about the chemistry of water pollution and how practicing green chemistry can mitigate water pollution. The final outreach activity will be a “green thumb” event where participants will plant various flowers while learning about the chemistry of air pollution and how toxins can be absorbed into plants. Audience participants will comprise middle school age children and Tuskegee undergraduate students.

 

Beyond Benign Green Chemistry Education Student Group Challenge Awards – International Institutions: 

Institution: University of Ilorin

Faculty Advisor: Joshua Obaleye

Project Plan: The ACS Student Chapter at the University of Ilorin in Nigeria is planning three events to introduce and advocate for green chemistry on their campus. A seminar series will be hosted for the student body featuring green chemistry experts, where the principles and applications of green chemistry will be introduced to attendees. A waste-centered event will also be hosted, where participants will learn how to derive useful bio-active ingredients from local waste products. Lastly, the Student Chapter plans to run a green chemistry quiz and debate competition that is designed to foster further understanding of green chemistry for current and future generations of students.

 

Institution: The University of the West Indies, Mona

Faculty Advisor: Andrea Goldson-Barnaby

Project Plan: The ACS Jamaica International Student Chapter at the University of the West Indies, Mona, hosted several outreach activities funded through this award. In January and in June, the Student Chapter hosted students from the Buff Bay High School in Portland, where they were introduced to basic green chemistry concepts through interactive presentations and hands-on experiments to make a pH indicator from red cabbage and plastics from starch and milk. In February the Student Chapter hosted students from PGA Preparatory School for a day of interactive chemistry experiments using green practices and methods. Students tested the surface tension of water, investigated polymer interlacing, and understood gas production from chemical reactions using green materials. A science fair booth was hosted by the Student Chapter where green chemistry experiments were showcased for students across the country who attended. Additionally, in May, students from the Lister Mair Gilby School for the Deaf were funded to go on a field trip to Port Royal to learn about the importance of environmental protections through observing different ecosystems.

 

Institution: Yachay Tech University

Faculty Advisor: Thibault Terencio 

Project Plan: The ACS Student Chapter Club de Química at Yachay Tech University will run events designed to support student understanding of green chemistry on campus and in local communities. Students will have an opportunity to visit a local industrial plant that focuses on applying green chemistry principles into their procedures to show students practical applications of green chemistry knowledge. Additionally, the student chapter will run a three-day crash course on biopolymers, featuring a workshop and talks to teach students how to use Ecuadorian agricultural residues to synthesize biopolymers as a tool for bioremediation. Conference presentations on circular economy principles will be highlighted through this award, allowing student work to be uplifted at different Ecuadorian universities. Finally, the Student Chapter will run a science fair outreach activity with local high school students to further their understanding and application of green chemistry.

 

Institution: UFRJ

Faculty Advisor: Estevão Freire

Project Plan: The ACS Student Chapter at the Universidade Federal do Rio de Janeiro will host several events to further understanding and promotion of green chemistry to students across the educational spectrum. These events include running green chemistry experiments on-campus and at local schools during the National Week of Science and Technology. Experiments will include a variety of themes, including fostering inclusive learning environments for students who are deaf and blind. The Student Chapter is running the Brazilian Green Chemistry Olympics, where they will additionally be awarding prizes to students at the school and university levels who have demonstrated high knowledge of green chemistry and its applications in society. The Student Chapter will also support the second-ever hybrid Green Chemistry Winter School hosted at UFRJ, where a Student Paper Contest will be hosted to motivate students to share their green chemistry research projects. The Student Chapter will also participate in hosting the second Latin American Congress of Green Chemistry, which includes representatives from Brazil, Costa Rica, Colombia, Mexico, and Guatemala. A panel discussion, lectures, a round table, and invited speakers will be supported. Finally, the Student Chapter will host the second Interchapter Meeting Brazil to promote sustainability and green chemistry actions to institutions across Brazil. ACS Student Chapters from different regions in Brazil will participate in this forum to share initiatives and actions that have been carried out to advance green chemistry at their home institutions, and to plan for future green chemistry actions needed in Brazil.

A Partnership Between Dow and Beyond Benign

Dow and Beyond Benign joined forces to prepare the next generation workforce for sustainable action through green chemistry education. This partnership is a powerful step toward creating systemic change in chemistry education and the designing sustainable materials in the marketplace using Dow’s ‘Safe Materials for a Sustainable Planet’ goal. By promoting systemic change at the molecular level, Beyond Benign envisions a workforce prepared to design processes and products that are healthy and safe for humans and the environment. Dow’s support will propel Beyond Benign’s goal to ensure 25% of graduating U.S. chemists have a background in green chemistry by 2025, equipped to design a sustainable future.

Beyond Benign is a non-profit organization co-founded in 2007 by Dr. Amy Cannon and Dr. John Warner dedicated to fostering and empowering a green chemistry community toward transforming chemical education. In 2013, Beyond Benign created the Green Chemistry Commitment program to support higher education institutions across the globe throughout the transition to a more sustainable curriculum. To date, approximately 125 universities (our Green Chemistry Commitment Signers), who employ over 2,700 chemistry faculty, joined the Commitment and pledged to advance on their journey to transform chemistry education. Through this Commitment, these are united around a shared vision to:

• Expand the community of green chemists at their institutions,
• Grow departmental resources,
• Improve connections to industry and job opportunities in green chemistry, and
• Collaborate to affect systemic and lasting change in chemistry education.

Through a multi-year partnership, Beyond Benign and Dow have made significant advances to drive the adoption of green chemistry within Dow’s academic partnerships in higher education. With Dow’s support, Beyond Benign increased the awareness of green chemistry on campuses, supported green chemistry educators to expand their leadership and curriculum in green chemistry, and strengthened the green chemistry community by fostering connections through shared lessons and teaching. Together, Dow and Beyond Benign engaged, recruited and supported Dow’s academic partners to join Beyond Benign’s Green Chemistry Commitment Program. To date, ten (10) of Dow’s Academic partners including 3 HBCUs, which equates to 5% of all chemistry degrees awarded in the U.S., have signed the Commitment. These institutions are committing to integrating green chemistry and toxicology concepts into their chemistry programs, training students with the skills to design chemical products/processes that have reduced human and environmental hazards. At these institutions, Beyond Benign has consulted on curriculum redesign and green chemistry integration as well as provided leadership opportunities for these institutions to promote their work with the broader community. Beyond Benign estimates that these Dow academic partners, who collectively employ 391 chemistry faculty, can bring green chemistry to up to 95,000 students a year.To help accelerate and catalyze the adoption of green chemistry at Dow’s partner institutions, Dow and Beyond Benign created the first annual Green Chemistry Education Challenge Awards.​​ The Green Chemistry Education Challenge Award is a grant available to Green Chemistry Commitment Signers designed to accelerate the adoption and awareness of green chemistry on higher education campuses around the world. In 2021, Michigan State University, University of California, Berkeley, and Southern University and A&M College were the first winners and further received funding to help their programs achieve their goals. Dow’s ongoing support has allowed Beyond Benign to expand this pilot and offer an additional 20 awards from Dow and other participating partners.

At the links below, you’ll find a portfolio of stories to showcase a selection of the Dow Academic partners leading the way in advancing green chemistry education and, as a result, training a future workforce with the sustainability skills needed for a healthier, safer environment.

• Dow Green Chemistry Education Challenge Award Winners Catalyze Green Chemistry at Higher Education Institutions
• Green Chemistry Research Interest Grows at the University of Minnesota
• Growing Community, Connections and Inspiration at Prairie View A&M University
• ‘Go Green!’: Green Chemistry Flourishes at Michigan State University
• A Growing Community of Green Chemists at Southern University
• Incorporating Green Chemistry Principles into Chemistry Fundamentals Education at UC Santa Barbara
• An Expanding Portfolio of Green Chemistry Programs at Texas A&M

An interview with James Batteas

 

In 2013, Beyond Benign created the Green Chemistry Commitment (GCC) program with guidance from higher education institutions as a framework to unite the global green chemistry community. The GCC goal is to infuse green chemistry into Higher Education and give scientists the required skills to design processes and products less hazardous to human health and the environment.

Beyond Benign has partnered with companies including Dow, MilliporeSigma, and Biogen to further its mission to empower educators to transform chemistry education for a sustainable future. Support from these partners has allowed Beyond Benign to create resources, foster relationships, and provide essential funding to educators, all in an effort to grow and strengthen the green chemistry education community.

Texas A&M is a Dow academic partner and GCC signer. Discover the university’s story in our interview with D. Wayne Goodman Professor in Chemistry James Batteas.

How has being part of the GCC impacted your institution and you as a faculty member?

Since becoming a GCC signer in April of 2021, TAMU Chemistry has continued to build up its curriculum and research opportunities that expose our students, and the broader Bryan/College Station community, to the benefits of green, sustainable chemistry. While we already had a course specifically in green chemistry (since 2011), we are expanding our portfolio of educational programs to include activities such as our Youth Adventure Camp (YAP) in Mechanochemistry, first offered in the Summer of 2022. Students also garner direct research experiences in green chemistry via our current NSF REU program on Biological, Green, and Materials Chemistry, and through the NSF Center for the Mechanical Control of Chemistry (CMCC), for which TAMU is the lead institution. Students in our REU program participate in a weekly workshop on green chemistry, tour a DOW plant that focuses on sustainable packaging, and prepare general audience outreach (mostly videos) on green chemistry topics. The experience is aimed at increasing their awareness and understanding of green chemistry practices and principles. For me personally, as the Director of the CMCC, the partnership between TAMU, Dow Chemical, and Beyond Benign has helped me establish unique opportunities for our students, such as our YAP camp.

What student outcomes have you observed since instituting green chemistry practices and principles?

While we have yet to initiate a formal evaluation process, anecdotally, we have observed that a number of TAMU chemistry students choose green chemistry related topics for their senior seminar course projects and include discussions on green chemistry in their talks and papers, even when that’s not the primary focus. Additionally, our 

Green Chemistry course continues to be a popular course for our students majoring and minoring in chemistry.

How do you envision the GCC community supporting the future green chemistry goals of your institution and training of your students?

It is our hope that the GCC community will serve as a resource for helping to build our green chemistry curriculum, and likewise, will help us disseminate the curricular and research activities and innovations that we have been developing at TAMU to other GCC partner institutions. We also hope that the GCC community will continue to foster a collaborative network between GCC institutions, to exchange ideas, and enable broader engagement across all stakeholders, academic, industrial, and governmental entities, to forward actions that enable the future of sustainable chemistry.

Read more, including a selection of impact stories from six of Dow’s academic partners and their reflections on green chemistry education.