Green chemistry teaching in higher education: a review of effective practices

John Andraos; Andrew P. Dicks

doi:10.1039/C1RP90065J

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Green chemistry teaching in higher education: a review of effective practices†

John Andraos*^a and Andrew P. Dicks*^b

Author affiliations

* Corresponding authors

^a Department of Chemistry, York University, Toronto, Ontario, Canada
E-mail: c1000@careerchem.com

^b Department of Chemistry, University of Toronto, Toronto, Ontario, Canada
E-mail: adicks@chem.utoronto.ca

Abstract

This account reviews published green chemistry teaching resources in print and online literature and our experiences in teaching the subject to undergraduate students. Effective practices in lecture and laboratory are highlighted and ongoing challenges are addressed, including areas in cutting edge green chemistry research that impact its teaching in the undergraduate curriculum. In particular, the influence of green chemistry on the overall teaching of organic chemistry is discussed.

This article is part of the themed collections: Sustainable Development and Green Chemistry in Chemistry Education and Celebrating our 2018 prize and award winners

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Article information

DOI: https://doi.org/10.1039/C1RP90065J
Article type: Perspective
Submitted: 13 Sep 2011
Accepted: 12 Jan 2012
First published: 22 Feb 2012

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Chem. Educ. Res. Pract., 2012,13, 69-79

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Green chemistry teaching in higher education: a review of effective practices

J. Andraos and A. P. Dicks, Chem. Educ. Res. Pract., 2012, 13, 69 DOI: 10.1039/C1RP90065J

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Chemistry Education Research and Practice

Green chemistry teaching in higher education: a review of effective practices†

Abstract

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Green chemistry teaching in higher education: a review of effective practices

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