Sustainable Consumer Choices: An Outreach Program Exploring the Environmental Impact of Our Consumer Choices Using a Systems Thinking Model and Laboratory Activities

Murphy, Kathleen C.; Dilip, Meghna; Quattrucci, Joseph G.; Mitroka, Susan M.; Andreatta, Jeremy R.

doi:10.1021/acs.jchemed.9b00400

Cited by 11 publications

(8 citation statements)

References 25 publications

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“…Using systems thinking in outreach activities designed to impact consumer choices was recently described in JCE , as well as a commentary about the impact of service learning projects that focus on systems thinking . Community-based and service learning are high-impact educational practices that help students develop higher-order skills and connect the chemistry that they learn to society and their future careers.…”

Section: Discussionmentioning

confidence: 99%

Systems Thinking in Science Education and Outreach toward a Sustainable Future

et al. 2019

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Systems thinking, interdisciplinary research projects, and creative problem solving are ways to frame modern chemistry curricula to inspire the next generation of scientists, engineers, teachers, and citizens to use their skills and education to create a sustainable future. By integrating planetary boundaries, green chemistry, and the UN sustainable development goals, we use a systems thinking approach in undergraduate education and outreach to a range of diverse populations to drive discussion, exploration of scientific principles, and teach students how they can use chemistry to solve the distinctive challenges of the anthropocene. Interdisciplinary research projects employ critical thinking, problem solving, and creativity as part of the scientific method. Translating undergraduate research in nanotechnology, renewable energy, and sustainability into lesson plans and engaging in outreach to diverse populations promotes equity in science education and encourages underrepresented groups to seek careers in a scientific field. Community college students act as role models in outreach as they teach chemistry using a systems thinking approach, connect sustainability to STEM careers that can make a positive impact on local communities, and show underrepresented groups that they are needed in these disciplines. Engaging, interdisciplinary laboratories used in outreach, such as the synthesis of algae biodiesel, making paints from natural resources, sustainable agriculture and engineering, and DNA origami, access all aspects of systems thinking. Using systems thinking as a framework in science education and outreach teaches students the significance and relevance of chemistry while creating a platform for women and underrepresented groups to learn how important their representation is to contribute to a sustainable, equitable future.

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Section: Discussionmentioning

confidence: 99%

Systems Thinking in Science Education and Outreach toward a Sustainable Future

et al. 2019

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“…In this way, access to quality education (Goal 4) is being provided and will enable students to understand how to enact change to lead to a more sustainable way of developing reactions and processes . This systems thinking approach is also useful for teaching green chemistry principles at a global level; , there have been numerous educational resources published at the program level as well as the development of games, , social media interactions, and laboratory experiments. , …”

Section: Introductionmentioning

confidence: 99%

Byproduct Valorization: From Spent Coffee Grounds to Fatty Acid Ethyl Esters

et al. 2022

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A laboratory experiment was designed to provide students with an introduction to byproduct valorization by producing an analogue of biodiesel (fatty acid ethyl esters, FAEE) via lipid extraction and subsequent transesterification from spent coffee grounds (SCG). Valorization is the process of upgrading underutilized or discarded wastes or byproducts into chemicals, materials, and (bio)energy. Upon isolation of the intermediate and FAEE, students analyzed the respective spectroscopic characteristics using infrared and nuclear magnetic resonance spectroscopy as well as evaluated gas chromatography spectra that were provided. Associated green metrics for the reaction were determined to obtain a quantitative measure of the “greenness” of the experiment. In this laboratory experiment, students are introduced to key concepts such as whole systems thinking and the United Nations Sustainable Development Goals where they apply these frameworks to real-world problems such as consumption and waste disposal. In addition to providing a greener alternative to traditional methods for biodiesel analogue production from SCG by solvent alterations, this experiment demonstrates the value of waste that would otherwise be overlooked to generate products that can help reduce the continued use of finite fossil fuels.

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“…The reductionist viewpoint has enriched fundamental molecular-level understanding in chemistry. It has also greatly aided in the advancement of knowledge across different science disciplines, but there is increasing evidence to suggest that this perspective must be complemented with a ST approach to address impending issues and pressing questions in the future. − …”

Section: Introductionmentioning

confidence: 99%

Identifying Opportunities to Promote Systems Thinking in Catalysis Education

2021

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While several engineering and science disciplines, including biology and environmental science, have greatly benefited from adopting a systems thinking approach, its extension to chemistry education is a much more recent advancement. The initial body of literature in this direction has largely surveyed the feasibility for systems thinking in general chemistry courses. Herein, we go a step further to explore the possibilities that systems thinking present for the instruction of more advanced chemistry courses, specifically in the context of catalysis education. Since catalysis has conventionally been taught employing a reductionist perspective, we identify the opportunities and challenges for instructors in transitioning to a systems thinking teaching style. We build our analysis in accordance with the principle of constructive alignment, where we systematically address the implications for systems thinking in writing intended learning outcomes, designing learning activities, and formulating student assessments. Through a series of carefully crafted examples in homogeneous as well as heterogeneous catalysis, we illustrate how embracing systems thinking can potentially enable a paradigm shift in catalysis education.

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Sustainable Consumer Choices: An Outreach Program Exploring the Environmental Impact of Our Consumer Choices Using a Systems Thinking Model and Laboratory Activities

Cited by 11 publications

References 25 publications

Systems Thinking in Science Education and Outreach toward a Sustainable Future

Systems Thinking in Science Education and Outreach toward a Sustainable Future

Byproduct Valorization: From Spent Coffee Grounds to Fatty Acid Ethyl Esters

Identifying Opportunities to Promote Systems Thinking in Catalysis Education

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