Elsevier Integrating Green and Sustainable Chemistry Principles into Education

Integrating Green and Sustainable Chemistry Principles into Education draws on the knowledge and experience of scientists and educators already working on how to encourage green chemistry integration in their teaching, both within and outside of academia. It highlights current developments in the field and outlines real examples of green chemistry education in practice, reviewing initiatives and approaches that have already proven effective. By considering both current successes and existing barriers that must be overcome to ensure sustainability becomes part of the fabric of chemistry education, the book's authors hope to drive collaboration between disciplines and help lay the foundations for a sustainable future. Review Helps researchers and educators understand and create a more sustainable world From the Back Cover Sustainability is becoming an increasingly important factor in the way we interact with the environment, from the design of ecologically sound materials and renewable energy systems to the development of more efficient chemical processes and circular economies. The principles of Green Chemistry have a key role to play in educating the scientists, researchers, business owners and policy makers of the future as to how they can build sustainability into the foundations of their work. But how do we effectively share this knowledge and help both scientists and nonscientists develop a sustainable mindset? Integrating Green and Sustainable Chemistry Principles into Education addresses this question by drawing on the knowledge and experience of scientists and educators already working to encourage green chemistry integration in their teaching, both within and outside of academia. It highlights current developments in the field and outlines real examples of green chemistry education in practice, reviewing initiatives and approaches that have proved effective to date. By considering both current successes and existing barriers that must be overcome to ensure sustainability becomes part of the fabric of chemistry education, the writers hope to drive collaboration between disciplines and help lay the foundations for a sustainable future. About the Author Andrew Dicks holds the position of Professor, Teaching Stream at the University of Toronto where he arrived as a postdoctoral research fellow in 1997. He has research interests in undergraduate laboratory instruction that involve designing novel and stimulating experiments, particularly those that showcase green chemistry principles. He has edited two books as resources for teaching green chemistry (Green Organic Chemistry in Lecture and Laboratory and Problem-Solving Exercises in Green and Sustainable Chemistry). He is the recipient of several pedagogical awards, including the 2011 American Chemical Society-Committee on Environmental Improvement Award for Incorporating Sustainability into Chemistry Education and the 2015 Chemical Institute of Canada National Green Chemistry and Engineering Award (Individual Category). In 2014, he was cochair of the 23rd IUPAC International Conference on Chemistry Education which was held in Toronto. Loyd Bastin is currently a professor of Chemistry and Biochemistry and coordinator of undergraduate research at Widener University where he has taught organic chemistry, biochemistry, and sustainability since 2004. Since 2000, he has been interested in the development of green chemistry and sustainability materials for undergraduate chemistry curricula. He has authored several peer-reviewed articles and book chapters discussing the incorporation of sustainability, environmental justice, and green chemistry into the curriculum. He has organized green chemistry and sustainability-related symposia at the past ?ve ACS Biennial Conferences on Chemical Education. His current area of research is the development of greener methods for synthesizing pharmaceuticals and the development of new