Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in the chemistry classroom, where real-world issues of social justice, health, and the environment are largely missing from chemistry curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solutions to these justice issues, particularly as they relate to chemistry and manufacturing industries. Green chemistry curriculum developed by groups such as the Molecular Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving into their classes, with a focus on educating future chemists who recognize their role in solving (or preventing) global justice issues. The purpose of this paper is to share new instructional strategies needed to add relevancy to the life of chemistry students.

T. Anastas (2018) The safer chemical design game. Gamification of green chemistry and safer chemical design concepts for high school and undergraduate students,

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Herein, we provide an overview of a research network that is aimed at fostering interdisciplinary collaboration between chemists and toxicologists with the goal of rationally designing safer commercial chemicals. The collaborative is the Molecular Design Research Network (MoDRN) that was created in 2013 with funding from the EPA-National Science Foundation Networks for Sustainable Molecular Design and Synthesis (NSMDS) program. MoDRN is led by 4 universities, Baylor University, University of Washington, The George Washington University, and Yale University. The overarching goal of the network is to enable and empower the design of safer chemicals based on the fourth Principle of Green Chemistry that states, "chemical products should be designed to preserve efficacy of function while minimizing toxicity."

Young children are capable of engaging in STEM investigations when they are guided by skilled and knowledgeable teachers. However, many elementary teachers may lack sufficient STEM content knowledge and report feeling unprepared to teach STEM content. Two university faculty members in mathematics and science education, worked to cultivate and advance two designated Elementary STEM‐Focused professional development schools through a two year series of an after‐school STEM professional development (PD) Program. As the STEM PD Program progressed, it became evident that teachers were interested in and needed more experiences with the elements of the engineering process for young learners. With this in mind, several of the PD sessions were designed to highlight the engineering process and allow teachers to experience various activities that would engage young learners. To examine how this focus on the engineering process impacted the teachers in this STEM PD Program, a research study was organized during year two of the STEM PD Program. The results of this study provide evidence that this program had a positive influence on the teacher participants’ engineering teacher efficacy and implementation of engineering lessons and activities within their classrooms.