2017 ACS-CEI Award Recipients
Dr. Alexander Orlov
Department of Materials Science & Engingeering, SUNY Stony Brook
Incorporation of novel education approaches, including on-line gaming tools and 3D printing, intro graduate and undergraduate courses focused on sustainable materials
Educating the next generation of chemists, chemical engineers and materials scientists on environmental impacts of materials and incorporation of sustainable materials into existing products can make a tremendous difference in translating sustainability principles into practical outcomes. We have utilized innovative education concepts of on-line-gaming, life cycle analysis and collaborative learning tools into both undergraduate and graduate education. Sustainable design principles were also translated into 3D printed objects, where the LCA and green chemistry approaches were utilized during the analysis. Our group has also contributed to a development of an award-winning NOx removing structure which was on display at the Museum of Modern Art.
Dr. Ingo Eilks
University of Bremen, Bremen, Germany
Socio-scientific issues-based chemistry teaching for incorprating education for sustainable development and green chemistry into secondary chemistry classrooms
Over the last 15 years, Prof. Ingo Eilks developed a whole series of lesson plans for incorporating education for sustainable development and green chemistry into secondary chemistry teaching. Following a socio-scientific issues-based curriculum model, many examples were developed and published on - among others - the use of biodiesel or bioethanol, (bio)-plastics, alternative energy supply, risk chemicals in consumer products, or green synthesis. All these lesson plans incorporate innovative pedagogies, e.g. asking students to work like a journalist, advertiser, or product-tester, so that the lesson plans thoroughly focus general educational skill development via chemistry education. All the lesson plan materials were developed and implemented in close cooperation with classroom practitioners based on action research. Classroom-based case studies show the high potential of the lesson plans to promote chemistry learning, motivation, environmental awareness, and sustainability-related general educational skills. A corresponding module for chemistry teacher education was developed and implemented as well.
Dr. Vania Zuin
Department of Chemistry, UFSCAR, Sao Carlos SP, Brazil; Department of Chemistry, The University of York, York, United Kingdom
Sustainability and green chemistry education: Innovative and contextualized experiences from the undergraduate and postgraduate courses at the Federal University of Sao Carlos, Brazil
Since 2005 Prof. Vania Zuin has been designing and applying new conceptual, procedural and attitudinal contents for the undergraduate and postgraduate Chemistry courses at the Federal University of Sao Carlos (UFSCar), São Paulo state, Brazil. All teaching modules are based on investigative and problem-based case studies, emphasizing socio-scientific Brazilian issues that can be extrapolated abroad (e.g., sustainable agriculture, biorefineries, green formulations, bio-rational control of plagues and metrics). The modules encompass lectures, seminars, laboratory work and projects, integrating green chemistry and socio-environmental technologies in Brazil. Bringing together academic, industrial, governmental and social dimensions - considering agro-resilience, adding value to by-(co)-products over some supply chains - the teaching experiences have been contributing to develop a new understanding of the role of chemistry in the context of the bioeconomy at and beyond UFSCar. Moreover, the socio-construction of knowledge is radically compromised with critical thinking and actions towards socio-eco-justice and sustainability (CNPq and Newton Fund-Fapesp).
Dr. Ram Mohan
Department of Chemistry, Illinois Wesleyan University
Incorporation of green chemistry and sustainability into the chemistry curriculum at Illinois Wesleyan University and globally
The development of a research program that engages undergraduates and focuses on environmentally friendly organic synthesis methods using non-toxic bismuth salts has also inspired us to innovate our undergraduate curriculum. This has led to the introduction of green chemistry principles into sophomore-level organic labs and the development of new laboratory experiments. The presentation will focus on work done over the past two decades in which green chemistry and sustainability principles have been incorporated into multiple facets of undergraduate education at Illinois Wesleyan University (IWU). These include the development of a one-semester upper level course that addresses various green chemistry topics and culminates in a student-centered poster session open to the public. Furthermore, the work has been extended to the local Bloomington-Normal community in which green chemistry has been promoted in wellness expos. Globally, the work has been disseminated through workshops at several universities in India and in Hong Kong. These workshops include tutorials that highlight green chemistry concepts.