Chemistry has played a dual role in the unfolding picture of global development.1 The chemical sciences have significantly improved overall quality of life but have also caused several severe environmental problems. To alter the public perception of chemistry from a “troublemaker” to a positive field necessary for global advancement, the United Nations sustainable development goals (SDGs) must be used to reposition chemistry in a broader context.2 The SDGs are just beginning to be incorporated into post-secondary chemistry education, creating the essential foundation for teaching students about the role of chemistry as the central sustainability science.3
We are investigating how sustainability has been incorporated into chemistry education. The work was carried out by analyzing the organic reactions used as examples in a widely adopted organic chemistry textbook (Organic Chemistry, 2nd edition, Oxford Press). These reactions were examined using a sustainability framework consisting of several existing mass- and energy- based “green chemistry” metrics. The idea of “green chemistry” was formulated in the 1990s to address the environmental crises caused by expanding urbanization, and provides a direction chemistry must take to ensure its development is sustainable. The results of our textbook analysis create a quantitative indicator of the overall “greenness” of the content used as the basis for chemistry courses in Canada.
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Matlin, S.; Mehta, G.; Hopf, H.; Krief, A., Nature Chemistry 2015, 7, 941.
Armstrong, L. B.; Rivas, M. C.; Douskey, M. C.; Baranger, A. M., Current Opinion in Green and Sustainable Chemistry 2018, 13, 61-67.
Special Issue: Green Sustainable Chemical Processes