Chemistry educators have a responsibility
to teach students about
the essential role the field of chemistry has in a sustainable future
for the planet. Chemical products, such as pharmaceuticals, plastics,
electronics, agrochemicals, and building materials, all benefit society
yet unintended consequences resulting from the production and use
of these products compel chemists to develop new technologies which
minimize their harm. The Committee on Professional Training (CPT)’s
recently adopted Supplement on “Green Chemistry in the Curriculum”
promotes the inclusion of green chemistry in the undergraduate curriculum.
The design of safer technologies is enabled by a systems thinking
approach, which analyzes the life cycle of every component of a chemical
process. The skills utilized by systems thinking in green chemistry
have the potential to foresee and avoid unintended consequences of
new chemical products. In this article we illustrate how the inclusion
of green chemistry in general and organic chemistry courses connects
structure and reactivity to a chemical’s impact on the environment
and human health. For example, applying green chemistry principles
and systems thinking concepts to safety instruction not only teaches
students to assess risk for performing a reaction but also extends
to sustainability considerations such as feedstocks and waste produced.
The study of the life cycle of chemicals connects green metrics and
system thinking tools to recognize environmental and societal impacts.
Though green chemistry curriculum materials are increasingly available,
there is a need for educators to develop and assess systems thinking
models for the classroom and laboratory. Overall, students equipped
with the knowledge and ability to apply green and sustainable principles
and the ability to make connections through systems thinking will
be prepared to contribute to solving today’s sustainability
challenges.