In 2002, when I joined CEI, bringing green chemistry into undergraduate education was just starting to be discussed. The term “sustainability” wasn’t used that often in ACS, and it certainly wasn’t talked about in the context of education. For the next 11 years I consistently and passionately advocated for the importance of incorporating sustainability into undergraduate education, seeking to inspire others to engage in meeting this challenge with me. My work has largely focused on:<br/>1) the importance of viewing undergraduate chemistry education as involving Sullivan’s three apprenticeships of professional education – head, hand, and heart;<br/>2) approaching this challenge as ultimately about BOTH content AND context, not either one or the other locked in an antagonistic relationship;<br/>3) highlighting the work of colleagues already incorporating sustainability in their chemistry classes so that the wider community could benefit from these examples.<br/>In many ways we have made a lot of progress in bringing sustainability into undergraduate chemistry education. But there is also work that remains to be done

Sustainability and undergraduate chemistry education: How far we have come, and what work remains

249th National Meeting (2015)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.