This full-day workshop is designed to help science instructors incorporate the principles of green and sustainable chemistry (and engineering) in their curricula. The agenda includes four main subject areas (described below) in which pedagogical goals and best practices will be addressed by facilitators who have dedicated their careers to the design and implementation of curricular materials directly relevant to green chemistry. Each of the four subject areas is directly relevant to the newest revision (2023) of the ACS Guidelines for Bachelor’s Degree Programs. Discussions of each subject area will reference the ACS Green Chemistry Institute (GCI) Green Chemistry Teaching Modules as a starting point for faculty looking to modernize the way(s) they are preparing students for their future careers.

Topic Areas:

1. Systems Thinking. Participants will learn about fundamental concepts derived from a systems thinking cognitive approach to teaching/learning through straightforward, relatable examples relevant to the chemistry classroom. We will explore new ACS GCI resources that support both instructor and student learning about systems thinking and how it greatly enhances comprehension of chemistry principles as well as their connections with the world around us. We will also show examples of using a systems thinking approach taken from our green chemistry teaching modules.
   
   
2. Faculty Mentoring Networks. We will discuss our ongoing faculty mentoring network (FMN) mechanisms and encourage instructors to get involved. Workshop participants will be introduced to the general format of the ACS GCI teaching modules and see examples of curricular implementation. We will also guide participants through the planning process for including one or more modules in their general or organic chemistry course curricula while addressing potential barriers to change.
   
   
3. Case Studies in the Classroom. Participants will learn how to leverage case studies in their courses to highlight the principles of green chemistry and expose students to real-world relevance of course concepts. We will describe the development and implementation of standard case study components, including lecture slides, learning outcomes, course alignment and prerequisites, a detailed lesson plan, assessment and review questions for in-class discussions, homework, and exams.
   
   
4. Assessments Relevant to Green and Sustainable Chemistry in the Classroom and Laboratory. Participants will learn the three stages of backward design: i) identify desired results; ii) determine acceptable evidence; and iii) plan learning experiences. Participants will be given templates for administering assessment instruments and examples of appropriate narratives to convey the assessment part of their curriculum innovations.