Completing Our Education. Green Chemistry in the Curriculum

• Christopher Kitchens ^[1] ; Reagan Charney ^[1] ; David Naistat ^[2] ; Jennifer Farrugia ^[3] ; Andres Clarens ^[4] ; Adam O'Neil ^[6] ; Carmen Lisowski ^[7] ; Birgit Braun ^[5]
  1. [1] Georgia Institute of Technology

     Georgia Institute of Technology

     Estados Unidos

     
  2. [2] University of Miami

     University of Miami

     Estados Unidos

     
  3. [3] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  4. [4] University of Michigan–Ann Arbor

     University of Michigan–Ann Arbor

     City of Ann Arbor, Estados Unidos

     
  5. [5] Colorado School of Mines

     Colorado School of Mines

     Estados Unidos

     
  6. [6] Department of Polymer Science and Engineering, University of Massachusetts, United States
  7. [7] Department of Chemistry, University of Oregon, United States

  Mostrar afiliaciones +
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 83, Nº 8, 2006, pág. 1126
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This Commentary resulted from a series of conversations between an international group of chemistry and chemical engineering graduate students from the 3rd Annual ACS Green Chemistry Summer School, who reflected on their undergraduate education and discussed 1) the areas of green chemistry that were often neglected, 2) the value of integrating green chemistry principles in today's curricula, and 3) strategies educators might use to incorporate green chemistry in their classrooms. We have outlined areas of scientific knowledge that we believe to be of vital importance for the education of future chemists and engineers, as well as graduates of other disciplines including public relations, business, and public policy. Green Chemistry has the potential to recruit innovative and energetic students, repair a damaged public image, and bolster the long-term prosperity of the chemical sector on the domestic and international scale. Instead of eliminating existing courses, we argue that teaching traditional chemistry in a new way is the most effective way to achieve these ends. A new series of teaching principles and tools necessary to implement this change are discussed with emphasis on the long range impacts of a chemistry education that is inherently green.