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v
BOARD ON CHEMICAL SCIENCES AND TECHNOLOGY
Cochairs
ELSA REICHMANIS (NAE), Lucent Technologies
F. FLEMING CRIM (NAS), University of Wisconsin
Members
PAUL T. ANASTAS, Green Chemistry Institute, Washington, DC
GARY S. CALABRESE, Rohm & Haas Company, Philadelphia, PA
JEAN DE GRAEVE, Université de Liège, Liège, Belgium
PABLO DEBENEDETTI (NAE), Princeton University, Princeton, NJ
MILES P. DRAKE, Weyerhauser Company, Federal Way, WA
GEORGE W. FLYNN (NAS), Columbia University, New York, NY
MAURICIO FUTRAN (NAE), Bristol-Myers Squibb Company, New Brunswick, NJ
PAULA T. HAMMOND, Massachusetts Institute of Technology, Cambridge, MA
ROBERT HWANG, Sandia National Laboratories, Albuquerque, NM
JAY V. IHLENFELD, 3M Research & Development, St. Paul, MN
JAMES L. KINSEY (NAS), Rice University, Houston, TX
MARTHA A. KREBS, California Energy Commission, Sacramento
CHARLES T. KRESGE, Dow Chemical Company, Midland, MI
SCOTT J. MILLER, Yale University, New Haven, CT
GERALD V. POJE, Independent Consultant, Vienna, VA
DONALD PROSNITZ, Lawrence Livermore National Laboratory, Livermore, CA
MATTHEW V. TIRRELL (NAE), University of California, Santa Barbara
National Research Council Staff
DOROTHY ZOLANDZ, Director
TINA M. MASCIANGIOLI, Program Officer
ERICKA M. MCGOWAN, Associate Program Officer
SYBIL A. PAIGE, Administrative Associate
JESSICA PULLEN, Research Assistant
DAVID C. RASMUSSEN, Senior Project Assistant
FEDERICO SAN MARTINI, Associate Program Officer
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html
Awareness of issues related to the environment—the need to conserve, the need for
pollution minimization, the need to design for the future—have become part of the social
dialog. It is seen in advertising: “green” in car commercials. It is seen at the grocery store:
“paper or plastic?” It is seen in our personal energy use: “Do you choose the company that
gets part of its electricity from renewable sources or standard resources?” It is part of the
voting platforms—balancing the needs of having national parks with exploration and utiliza-
tion of resources. Although these discussions are occurring in many different sectors of
society, contradictory actions are also taking place. Most people still drive to work—increas-
ing the need for more energy sources that are transportable. There is still a level of consum-
erism that leads to new waste streams, such as electronic waste (e.g., dead computers, cell
phones that are no longer in vogue, personal data assistants). The list of such examples is
long. This is not just an issue in the United States. Similar trends are occurring in Europe,
Asia, and other parts of the world as we all strive for better standards of living without always
considering the potential environmental impacts. All of these factors are drivers for the dis-
cussion of green chemistry and engineering. We need to understand the consequences of our
actions, what the choices are, how the selection of one choice over another impacts our
future, and how to develop and invent alternatives and solutions that improve the current
state of our world.
In an effort to advance the discussion of green chemistry and engineering, the National
Academies’ Chemical Sciences Roundtable (CSR) held a workshop in November 2005 that
was designed to look at the current state of green chemistry and green engineering education;
to raise awareness about the tools that are available but may not yet be fully implemented
across educational institutions; and to highlight promising new areas that are yet to be fully
explored. This workshop was a chance to gather information, share ideas, and develop a
platform from which the scientific and engineering community can address some particularly
challenging issues.
This document summarizes the presentations and discussions that took place at the
workshop. In accordance with the policies of the CSR, the workshop did not attempt to
establish any consensus conclusions or recommendations about the needs and future direc-
tions to be taken, focusing instead on the issues identified by the speakers.
Understanding and knowledge are essential to developing a sustainable future. The
chemical sciences and engineering community have a very special role to play in fulfilling
that future by the development of new materials, understanding the toxicity of materials,
developing new fuel sources, and understanding how chemical processes impact the environ-
ment. Yet, we are caught in between the present and implementing change in the future.
Challenges are coming toward us at an ever faster pace, and it will take the energy, drive, and
mental capacity of us all to meet them.
Paul Anastas and Frankie Wood-Black
Workshop Organizers
vii
Preface
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html
Acknowledgment of Reviewers
ix
This workshop summary has been reviewed in draft form by persons chosen for their
diverse perspectives and technical expertise in accordance with procedures approved by
the National Research Council’s Report Review Committee. The purpose of this indepen-
dent review is to provide candid and critical comments that will assist the institution in
making its published workshop summary as sound as possible and to ensure that the sum-
mary meets institutional standards of objectivity, evidence, and responsiveness to the work-
shop charge. The review comments and draft manuscript remain confidential to protect the
integrity of the deliberative process. We wish to thank the following individuals for their
review of this workshop summary:
Dr. Martin Abraham, University of Toledo
Dr. Joseph Fortunak, Howard University
Dr. Patricia Hogan, Suffolk University
Dr. Phillip Jessop, Queens University
Although the reviewers listed above have provided many constructive comments and
suggestions, they did not see the final draft of the workshop summary before its release.
The review of this workshop summary was overseen by Dr. Jeffrey Siirola of Eastman
Chemical Company. Appointed by the Division on Earth and Life Studies, he was respon-
sible for making certain that an independent examination of this workshop summary was
carried out in accordance with institutional procedures and that all review comments were
carefully considered. Responsibility for the final content of this workshop summary rests
entirely with the authors and the institution.
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html
xi
Contents
1 Overview 1
2 Current Status 3
3 Tools and Materials 8
4 Where Do We Go from Here? 17
5 Overarching Curricula and Implementation Ideas 25
APPENDIXES
A Summary of Pre-Workshop Participant Survey 29
B Summary of Green Chemistry and Green Engineering Education Efforts 31
C Workshop Agenda 34
D Biographies 36
E Workshop Attendees 41
F Origin of and Information on the Chemical Sciences Roundtable 43
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html
1
1
Overview
A hot new topic in both chemistry and chemical engineer-
ing is green. Green chemistry is the design of chemical products
and processes that reduce or eliminate the use and generation of
hazardous substances.
1
Green engineering is the development
and commercialization of industrial processes that are economi-
cally feasible and reduce the risk to human health and the envi-
ronment. At the forefront of the green chemistry and engineer-
ing movement is Dr. Paul Anastas, director of the American
Chemical Society (ACS) Green Chemistry Institute (GCI). Ac-
cording to the GCI, the overall goal of green chemistry and
green engineering is to unleash “the creativity and innovation
of our scientists and engineers in designing and discovering the
next generation of chemicals and materials so that the chemi-
cals and materials provide increased performance and value
while meeting all goals to protect and enhance human health
and the environment.”
In this workshop, widespread implementation of green
chemistry into undergraduate and graduate education was
explored.
2
This workshop focused on the integration of
green chemistry and engineering into the established and
developing chemistry and chemical engineering curricula.
Leading educators and industry managers showcased exem-
plary programs and provided a forum for discussion and criti-
cal thinking about the development, evaluation, and dissemi-
nation of promising educational activities in green chemistry.
Speakers at the workshop:
• Provided an overview and current status of green
chemistry education. They addressed how green chemistry
and engineering bring value to the chemistry curriculum and
why some educators in other disciplines choose to incorpo-
rate green chemistry and engineering educational principles
into their teaching.
• Highlighted the most effective green chemistry edu-
cational practices to date, including government-industry
collaborations and assessment activities in green chemistry.
• Discussed the most promising educational materi-
als and software tools in green chemistry and engineering,
including compelling industry examples that can be used as
green chemistry and engineering teaching tools.
This summary is a compilation of the three main speaker
sessions and the six breakout session discussions that al-
lowed the participants to explore how to make green chemis-
try and engineering an integral part of curricula at all educa-
tional levels. The three main speaker session topics were (1)
Current status; (2) Tools and materials; and (3) Where do we
go from here?
The topics of the six breakout session discussions were:
1. Green chemistry and green engineering in future
curricula;
2. What materials, programs, and tools are needed?
3. What is needed to achieve interdisciplinary ap-
proaches?
4. Green chemistry and green engineering industry
and education;
5. Green chemistry and green engineering and the new
faculty; and
6. Creating incentives, removing impediments.
The overall purpose of this summary is to be a resource
for any educator who is interested in green science and tech-
nology education.
1
ACS Green Chemistry Institute. Available at http://www.chemistry.org/
portal/a/c/s/1/acsdisplay.html?DOC=greenchemistryinstitute\index.html.
2
The views and opinions expressed in this the Green Chemistry and
Engineering Education workshop and this workshop summary is not repre-
sentative of the view of the Chemical Sciences Roundtable.
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html
2 EXPLORING OPPORTUNITIES IN GREEN CHEMISTRY
SETTING THE WORKSHOP STAGE: PRE-WORKSHOP
PARTICIPANT SURVEY
As a precursor to the workshop, Dr. Anastas captured
constructive ideas on how to address green education issues
through an informal 10-question pre-workshop survey
3
of
the workshop participants. Forty-three of the workshop par-
ticipants—people from academe, industry, government, and
nonprofit organizations—answered a mix of multiple-
choice, yes-no, and open-ended questions. The questions
covered many topics in green education, including who was
interested, how it should be taught, who would benefit, and
what mechanisms existed for funding. According to the sur-
vey results, in addition to helping teach technical issues, the
main benefits of teaching green chemistry and green engi-
neering were enthusiasm, continued interest, and increased
job opportunities. The majority of participants also felt that
integrating green chemistry and engineering throughout the
four years of an undergraduate curriculum, is a more effec-
tive method for teaching green chemistry and engineering
than having a single undergraduate course or waiting until
the graduate level. In addition to the basic issue of funding
mechanisms, other barriers for teaching green chemistry and
engineering identified by the respondents included lack of
tools and resources, already crowded curricula, and collegial
resistance. The results of the pre-workshop survey were used
by the workshop leaders to guide the discussions of what is
being done at all levels of education and what can be done in
the future to further green chemistry and green engineering
education.
OPENING REMARKS
Workshop organizers Anastas and Wood-Black warmly
welcomed the 75 attendees to the two-day discussion of
green chemistry and engineering education. They explained
the purpose and organization of the workshop.
Anastas explained that the time is right for leaders in
green chemistry and engineering to push green concepts be-
cause the ideas of green chemistry and engineering are
slowly being accepted within the broader scientific commu-
nity. One example of the emerging interest in green ap-
proaches cited was the awarding of the 2005 Nobel Prize in
Chemistry to Robert Grubbs, Richard Schrock, and Yves
Chauvin “for the development of the metathesis method in
organic synthesis” provided an excellent example of green
chemistry and engineering. A second example he gave was
the movement of the Green Chemistry Research and Devel-
opment Act through both the U.S. House and Senate after
passing the first hurdle of the House in April 2004.
4
A third
example provided by Anastas was the placement of green
chemistry education on the Carnegie Groups’ agenda (e.g.,
Center for Sustainable Engineering).
5
Anastas closed his remarks by discussing impediments
to innovation. He explained that change can come much
more slowly than anyone would expect because people do
not like to do things differently from the way they have done
them before. New ideas and new perspectives often face
harsh opposition. He led the audience in considering some
amusing historical examples of mistakes made by a few of
our greatest scientific leaders:
• Lord Kelvin, discoverer of the temperature scale
named for him, denied his date for the age of the earth (24
million years old) was wrong even after radioisotope dating
had demonstrated his value to be false;
• Mendeleev, inventor of the periodic table, denied
the existence of radiation and the electron; and
• J. J. Thompson, discoverer of the electron, adhered
to the belief in the existence of the “ether,” which “is as
essential to our lives as the air we breathe,” long after this
concept was disproved.
3
A list of the 10 questions and tabulated answers are listed in Appendix A.
4
Green Chemistry Research and Development Act of 2005. Available at
http://thomas.loc.gov/cgi-bin/query/z?c109:h.r.1215.
5
http://www.csengin.org/.
Copyright © National Academy of Sciences. All rights reserved.
Exploring Opportunities in Green Chemistry and Engineering Education: A Workshop Summary to the Chemical Sciences Roundtable
http://www.nap.edu/catalog/11843.html