Community News

Meet Beyond Benign’s GCTLC Program Manager, Dr. Nimrat K. Obhi! Nim (they/them) is from Ottawa, Canada, and obtained their Honours Bachelor of Science (HBSc) in Biomedical Sciences at the University of Ottawa in 2014. Although they have an interdisciplinary background, Nim first learned about green chemistry during their graduate studies through the University of Toronto’s Green Chemistry Initiative (GCI). Since then, Nim has become a green chemistry advocate and has chosen to focus on using green chemistry as a tool to help improve social justice, health equity, and environmental justice concerns. 

Nim joined the Beyond Benign team as a Program Manager of Higher Education and recently transitioned into a new role serving as the Program Manager for the Green Chemistry Teaching and Learning Community (GCTLC), an online platform that provides a space for learning, connecting, and sharing within the green chemistry community.

In this conversation, Nim shares how their passion for green chemistry began, the connections between their biomedical science background and sustainable chemistry, and how they hope their work with the GCTLC impacts the future of green chemistry education. 

How did you come into the green chemistry field? What is your educational background, and what organizations have you been associated with?

My educational background is interdisciplinary. My undergraduate degree is in biomedical sciences and medicinal chemistry, and my PhD is in polymer and materials chemistry. Throughout my education, I actually never encountered green chemistry in any of my courses or research!

I instead first heard about green chemistry during my PhD through graduate student-focused outreach activities led by the Green Chemistry Initiative (GCI) student group at the University of Toronto. I also had the opportunity to learn more through completing a teaching fellowship project with Dr. Andy Dicks and Dr. Sophie Rousseaux, where we developed a green lab experiment and in-class assignment for an upper-year organic chemistry class that taught students how to evaluate and improve the greenness of a chemical transformation. I ended up staying involved with this project post-fellowship because I truly felt that green chemistry is the best way to do chemistry, where the focus is on the prevention of harm from the beginning so that our environment is not an afterthought.

I was a member of the Working for Inclusivity in Chemistry Toronto student group for a long time, and we collaborated with the GCI often to invite green chemistry leaders to the university for seminars and student-focused roundtable and networking discussions. I also worked with the Canadians Working Towards Inclusivity in Chemistry National Network and the Canadian Society for Chemistry’s Working Group for Inclusion, Diversity, and Equity, and while we didn’t work on green chemistry initiatives specifically, our initiatives did seek to support educators and students alike in their scientific careers, which often included pursuing green chemistry.

How does your background in biomedical science influence your interest in green chemistry? 

My background includes traditional STEM courses like math, chemistry, biology, physics, and biochemistry, in addition to courses on anatomy/physiology, determinants of health, ethics, psychology, pharmacy, and pharmacology. These courses are meant to prepare students for careers in healthcare, where discussions on health equity, drug synthesis, manufacturing, and the history of inequities in medicine are common. 

My original plan was to become a medical doctor before I decided to pursue chemistry instead. I see green chemistry as a necessary tool to help prevent disease and improve health equity and environmental justice concerns in our society. I was definitely in the minority in my program because I loved chemistry. (A common complaint from students was that they didn’t see the relevance of chemistry to healthcare and found chemistry courses difficult or uninteresting). Because of these experiences, I believe teaching green chemistry makes chemistry more societally relevant, necessary, and interesting from a healthcare perspective, as prevention of harm is a core concept in both medicine and green chemistry.

Can you share a story about a time when you’ve seen faculty support other faculty and grow their confidence in teaching green chemistry?

There are so many stories I could share! Every day on the GCTLC platform, I see educators connecting with one another to ask questions and share resources and approaches that have worked for them in their classrooms and labs. Even these relatively small interactions can have a massive and meaningful impact on people at any stage of their green chemistry journey. 

In the higher education Green Chemistry Commitment (GCC) program, many educators gave us feedback that they felt more confident teaching green chemistry. I believe this is because the program fosters and facilitates connections between educators to further allow for support and mentorship. I also see this community support happen at every Observe, Wonder, Think webinar and Green Chemistry Connections session, where open spaces for networking and resource sharing contribute to a highly collaborative environment. 

Throughout my time working at Beyond Benign, I have seen that the green chemistry educational community is incredibly curious, welcoming, and supportive. I think the feeling of connection and solidarity embodied by the community is what increases educators’ confidence to make small changes that will contribute to a huge transformation of the way we do chemistry.

You’ve been leading many of the initiatives to build a welcoming and inclusive community. What advantages do you see in building a more diverse and inclusive green chemistry community? Why is Beyond Benign emphasizing this as part of its mission, and what excites you about that work? 

Anyone who wants to pursue green chemistry should feel a strong sense of belonging in the community and that they are valued and appreciated for their differences. A huge part of why we do this work to reform chemistry education is to improve society for the betterment of humanity and our environment, so it just makes sense that all voices and experiences are present. When we talk about reforming chemistry, it is especially important to prioritize voices from equity-deserving communities, as the results of irresponsible chemistry practices disproportionately impact these communities. 

When we make intentional efforts to build a green chemistry education community of practice that values diverse people, we will then be more equipped to address barriers and challenges with an informed and experienced approach because we are relying on the diversity of thought and experience that comes from the entire community‚— not just a slice of the community. 

This work is exciting because I believe there is no one “correct” way to approach green chemistry and that it is especially important and valuable to learn from people who are different from us. My hope for the future of chemistry is that it is a discipline that never excludes people on the basis of their identities or experiences, and I truly believe that dismantling systems of oppression that perpetuate these problems will only help to improve the world around us.

As the Program Manager of the GCTLC, what projects are you currently working on? How do you envision those projects contributing to the future of green chemistry in academia and industry? 

Right now, I am helping to build our community engagement approach for the platform. We want to make sure the GCTLC is a place where everyone feels like they belong and that it helps to accelerate the adoption of widespread green chemistry education. This means we need long-term strategies to ensure that community members want to join and participate freely on the platform and that they feel excited about coming to the GCTLC. My work on these strategies will help us to ensure that the GCTLC is the meeting place for a growing green chemistry education community of practice for years to come. 

If everyone feels they have a place on the platform and that resources, collaborative spaces, and events are supportive and increase learning and confidence, we will be able to work together better to create transformational change in chemistry education. This kind of reform will only help all sectors to streamline innovation to be more sustainable and address large-scale issues like climate change with more tools and resources at our disposal. I believe this type of transformation truly starts within communities, which is why I’m really excited to be working on the GCTLC team! I invite anyone to always reach out to me over email if you would like to provide feedback or get involved!

What are the benefits of student groups in the chemistry community?

I first learned about green chemistry because of the outreach efforts and activities from a student group (and now I work on green chemistry education), so I think that illustrates the power that they have! Student groups are an incredibly important part of the chemistry community and their educational, outreach, safety, and social justice initiatives are greatly beneficial to everyone, even those of us who are no longer students ourselves. 

This past year, Beyond Benign Higher Education team funded 14 amazing student groups around the globe who are doing essential green chemistry work to improve chemistry’s culture and educate younger and younger generations of students about sustainability and prevention of harm. In this interview, my colleague Dr. Monica Nyansa also talked about her student-led work to move chemistry toward a culture of safety, which can literally save lives. Based on my experience, student groups are often doing work without the levels of support or power that educators or administrators have, and there is a lot that can be learned from their approaches. I think it’s important to remember that students are really the next generation of green chemistry leaders and that their work and actions will help to truly drive innovation and change in society. 

What advice or insights would you share with educators and students interested in incorporating green chemistry principles into their teaching and research practices?

The first piece of advice I have is to start small. It’s very easy to convince yourself that you have to completely reform the system overnight, but in reality the community has demonstrated that it is small, incremental changes that add up to large impacts. This can mean something as simple as connecting a chemistry concept learned in class to a broader societal topic for your students. If you work in a lab, even something as small as monitoring your chemical reactions closely to figure out their endpoints can help to vastly conserve energy and resources! 

The second piece of advice I have is to find and join a community of people who are also making these changes so that you can feel less alone — join the GCTLC or a student group and come to our green chemistry events! Changes and reform can happen through community support and learning, and when you reach out, you will find there is always a place for you.

Connect with Nim in the GCTLC to keep up with their work!

Meet Beyond Benign’s newest team member, Dr. Monica Nyansa! We are proud to welcome Monica to our team as the Content Manager of Beyond Benign’s Higher Education programming.

After graduating from Kwame Nkrumah University of Science and Technology in Ghana with a background in pharmaceutical chemistry, Monica attended the American Chemical Society (ACS) Green Chemistry Summer School, where she developed a passion for sustainability in chemistry. 

Monica has since become an active leader in promoting green chemistry education for students and educators. Within the Beyond Benign team, Monica is responsible for leading the design and development of professional development courses that equip educators with the tools and resources they need to teach green chemistry effectively and inspire the next generation of chemists to make positive contributions to society and the environment.

In this conversation, Monica shares her journey to green chemistry journey, her background in pharmaceutical chemistry, her hopes for the future of green chemistry, and the role she sees Beyond Benign playing in advancing the field and promoting a sustainable future for all. 

Can you tell us about your journey into the fields of science and green chemistry? What is your educational background, and what organizations have you been associated with? 

My journey into science began with earning a bachelor’s degree in pharmacy. Following this, I worked as a pharmacist while pursuing a graduate degree in pharmaceutical chemistry. I became fascinated with molecule design and synthesis, leading me to further my studies with a PhD in Chemistry at Michigan Technological University. 

However, my interest in green chemistry was piqued during my PhD program, particularly after attending the ACS Green Chemistry Summer School. This experience sparked my passion for sustainable practices in chemistry. Throughout my doctoral studies, I explored ways to integrate green chemistry principles into my research. 

Additionally, I became involved with the ACS Chemical Health and Safety Division, participating in student-led lab safety workshops and interning with the ACS Office of Safety Programs in the summer of 2023. These experiences deepened my understanding of lab safety practices and reinforced my commitment to promoting safer chemistry within the scientific community.

How does your background in pharmaceutical chemistry influence your interest in green chemistry and chemistry education?

During my master’s degree in pharmaceutical chemistry, my research focused on developing a method for simultaneously determining an over-the-counter combination drug. I noticed that many existing methods in the literature relied on hazardous organic polar solvents and had lengthy run times. Motivated to find a safer and more efficient solution, I aimed to develop a method that used less hazardous chemicals and could complete the analysis in a shorter time frame, ideally around five minutes. This approach was important to me as it reduced exposure to harmful chemicals and minimized resource usage.

While I wasn’t yet familiar with the formal principles of green chemistry at that time, the concept of reducing exposure to harmful chemicals and using fewer resources resonated deeply with me. This mindset stayed with me, and when I later learned about green chemistry principles during my PhD studies, I was pleased to see it integrated into the curriculum at Michigan Tech, a Beyond Benign Green Chemistry Commitment (GCC) signer. Having explicit instruction in green chemistry ensures that future chemists are equipped with the knowledge and tools to make positive and relevant contributions to society while prioritizing safety and sustainability in their work.

Can you discuss your experiences in green chemistry education? How do you expect this to influence your work at Beyond Benign?

As far as I can recall, explicit instruction on green chemistry was not part of my undergraduate experience. We frequently handled corrosives and flammables, such as organic solvents, in laboratory coursework, sometimes on open benchtops. Exposure to green chemistry during my graduate education has taught me the importance of sustainability in chemistry. Learning about green chemistry principles, such as minimizing waste and using safer chemicals, has prepared me to promote environmentally friendly practices, especially during my research work. 

One thing that I found important in my education was access to resources to learn more about safe and green chemistry and its application. Since explicit instruction of green chemistry applications in the curriculum is critical for educating the next generation of students, this process begins with educators feeling able and confident in teaching green chemistry.

At Beyond Benign, I expect to use this knowledge to develop educational materials that inspire educators to embrace green chemistry, presented in manageable chunks to facilitate incorporation into their existing chemistry curriculum. By providing resources for faculty training in green chemistry concepts and applications and making them accessible, I hope to empower educators to make positive changes in their teaching methods to better prepare students.

As Beyond Benign’s Content Manager, what projects are you currently working on? How do you envision these projects impacting educators and students?

As the content manager, I am working on some exciting projects, mainly aimed at enhancing green chemistry education for students and educators alike. One project involves creating educational content for the professional development of faculty in green chemistry and toxicology concepts. These projects entail working with faculty, usually from institutions that have signed the Green Chemistry Commitment (GCC), to design and develop on-demand training courses. These courses aim to empower educators with the knowledge and skills to confidently incorporate green chemistry into their teaching methods, ultimately enhancing the quality of education for students. (The first step of this project is to gather feedback from the community — we encourage all higher education faculty to fill out our survey so we can hear what their professional education needs are!)

Another ongoing project is a module on how to use the chemical hazard database, ChemForward, for teaching students about hazards and hazard assessment, and finding safer alternatives to hazardous chemicals as a way of ending toxic chemical exposure and promoting safer chemicals.

Overall, I envision these projects making a significant impact on educators and students by fostering a greater understanding of green chemistry principles and promoting sustainable practices in the field of chemistry. By equipping educators with the tools and resources they need to teach green chemistry effectively, we can inspire the next generation of chemists to make positive contributions to society and the environment.

Beyond Benign has a number of opportunities for the education community to get involved in the movement to advance green chemistry education. From your perspective, what are the advantages of peer support and peer-assisted learning? 

Peer support and peer-assisted learning are key to advancing green chemistry in education. In a community of practice like the green chemistry community, educators exchange ideas and share experiences, fostering collaboration and innovation in teaching strategies. Each person brings a certain level of expertise and experience to the table, and that is what makes peer support very critical in a community of practice. Knowing that someone is doing what you are also doing or trying to do helps to lower the risks of isolation.

Peer-assisted learning, on the other hand, encourages active engagement and participation, enabling educators to learn from each other and improve their teaching methods. This sense of community enhances motivation and satisfaction in the learning process. 

To further support this community, in 2023, Beyond Benign launched the Green Chemistry Teaching and Learning Community (GCTLC), an online platform for the community and by the community to provide a space for learning, connecting, and sharing within the green chemistry community. This platform is critical to advancing the rapidly growing green chemistry teaching and learning community as more institutions start incorporating green chemistry into their curriculum.

What are your hopes for the future of green chemistry in academia and industry?

I envision a future where green chemistry principles are integrated seamlessly into teaching, research, development, and manufacturing processes, leading to cleaner, safer, and more sustainable products and processes.

In academia, I envision a future where green chemistry education and research are prioritized. This entails integrating green chemistry principles directly into chemistry curricula, fostering interdisciplinary collaborations, and offering robust support for green chemistry initiatives and projects. I foresee the next generation of scientists and engineers being equipped with a solid foundation in chemistry viewed through the lens of green chemistry. They will be well-prepared to assume pivotal roles in driving innovation and promoting sustainability across diverse industries and academic disciplines.

In industry, my hope is for the widespread adoption of green chemistry practices and technologies. This entails not only reducing the environmental impact of manufacturing processes and products but also promoting resource efficiency and the use of renewable feedstocks. I hope industries prioritize chemistry that is safe, green, and protects the environment and the climate. By prioritizing these, companies can not only enhance their competitiveness but also contribute positively to society and the planet.

How do you believe organizations like Beyond Benign can contribute to realizing these goals?

Organizations like Beyond Benign play a crucial role in realizing these goals by acting as catalysts for change and facilitating collaboration between academia, industry, and other stakeholders. Beyond Benign provides valuable resources, training programs, and educational materials to support the adoption and implementation of green chemistry principles. Beyond Benign empowers individuals and organizations to embrace sustainable practices and drive positive environmental outcomes by raising awareness, building capacity, and fostering partnerships. Overall, organizations like Beyond Benign can make a significant contribution to advancing the field of green chemistry and promoting a more sustainable future for all.

What advice or insights would you share with educators and students interested in incorporating green chemistry principles into their teaching and research practices?

For educators, you don’t have to reinvent the wheel. Thanks to organizations such as Beyond Benign and the GCTLC platform, there are resources and peer support available. There are numerous ways to incorporate green chemistry into your existing courses, ranging from explicit instruction on green chemistry principles in chemical processes to offering standalone courses dedicated to green chemistry principles and applications. Support is readily available for integrating these concepts, along with assessment materials. Come to one of our Green Chemistry Connections sessions to learn more and connect with your peers. Additionally, support your students who are interested in delving deeper into green chemistry applications. Connect them with resources and champion their education.

For students, seek out peers who share your interests and consider forming a group. Many student-led initiatives in green chemistry, like the University of Toronto Green Chemistry Initiative Team, provide opportunities for involvement. 

Maintain your curiosity and passion for learning!

How you can get involved:

• Keep up with Monica and her work by connecting with her in the GCTLC!
• Higher Education Faculty: Help shape the future of professional training in green chemistry and toxicology! Your insights in this 15-minute higher-ed survey will pave the way for tailored educational initiatives in the field. Your feedback makes a big difference.
• K-12 Educators: Treat yourself to personal and professional growth this summer! We’re offering three outstanding professional development courses for K-12 educators taught by Beyond Benign Lead Teachers.