Green chemistry education courses

A question that educators often pose is how to effectively incorporate green chemistry education into an already crowded curriculum. While it certainly is true that we are always re-evaluating our course content to cover the essentials and keep it relevant, this does not mean that we should feel limited in our ability to incorporate green chemistry. In many cases green chemistry offers a better alternative to traditional material in getting across the principles covered in the first-year curriculum. Thus green chemistry should not be perceived as an addon topic but instead should replace some material that is traditionally covered. 

Most of the materials that have been developed for green chemistry education are supplementary materials such as small books and websites. Instructors are encouraged to use these materials to complement the topics that they normally discuss in a particular course. We all know what happens to most supplementary materials... only the most ambitious and energetic among us even consider incorporating these resources into an already overcrowded course. 

Anastas, P. T, Levy, I. J., Parent, K. E. (Eds.) (2009). Green Chemistry Education Changing the Course of Chemistry, AC Symposium Series 1011, American Chemical Society, Washington DC. 

The next speaker to discuss tools and materials for green chemistry and engineering education was Dr. John Andraos from York University. Andraos discussed his chemistry course. Industrial and Applied Green Chemistry, which is offered as an advanced course at the third-year level. Andraos stated, I am one of the proponents who believe that it should be taught a little later so that students have acquired a real mastery of the subject. He explained that there are two prerequisites for the class (1) second year or-... 

High School Distance Education Green Chemistry Course University of OregonAVorcester State College Julie Haack/ Margaret Kerr... 

To determine how best to present green chemistry to students, it would be best to look at attitudes. A study reports on the relationship between attitudinal factors and student academic success in first-year chemistry courses. The study includes a comparison of attitudes toward chemistry of first-year medical students at two universities. Students from these two institutions differ considerably with respect to educational backgrounds. In the investigation, attitudes toward science (particularly chemistry) were correlated not only with students academic achievement, but also with personal demographic data, such as matriculation results, parents educational level, and location of high school. The students responses to an opinion survey suggest a substantial relationship between attitudes and academic achievement. The results also suggest that academic achievement in chemistry is more dependent on attitudes toward science than aptitudes of students (Cukrowska et al., 1999). 

Cann, M. C. Dickneider, T. A. Infusing the Chemistry Curriculum with Green Chemistry Using Real-World Examples, Web Modules, and Atom Economy in Organic Chemistry Courses, J. Chem. Educ. 2004, 81, 977-980. 

---