Green Chemistry and Chemicals Policy: Bridging the Policy Gap

By Maggie Wang, Social Media Executive for the Green Chemistry Initiative at the University of Toronto

We often think of green chemistry as something that happens in the lab: using catalysts to conserve energy and reactants, closing fume hoods when not in use, designing more efficient reaction pathways to reduce waste. Yet, policy plays a significant role in supporting the adoption of green chemistry in industry, education, and by the public – in fact the very field of green chemistry was conceived at the US Environmental Protection Agency. Through providing incentives to move away from/towards certain types of chemistry, policy can motivate research, development, and innovation in the direction of greener practices in chemistry. In short, chemical policy drives a demand for safer alternatives, while the science of green chemistry provides the solutions.

It’s easy to confuse green chemistry with sustainable chemical policy, but policy follows the development of science. Advancements in green chemistry require improvements in existing processes, such as using a less hazardous reagent, reducing waste, or using less energy. So green chemists must first invent a technology that can make a material or process greener, and then chemicals policy can be implemented to facilitate the adoption of these practices. Thus, when the two—green chemistry practices in the lab and chemicals policy that promotes green chemistry—intersect, green chemistry advances.

Once these green chemistry practices are developed, how can we use policy to further the implementation of green chemistry beyond the lab? Poorly designed policies can serve as barriers to green chemistry, and currently, green chemistry faces several challenges: mainly, a lack of education that focuses on green chemistry, and a lack of financial incentives that motivate the chemicals industry to move towards greener chemistry practices.

To bridge these gaps and advance green chemistry, we need increased collaboration between green chemists and policymakers to create policy that motivates industry investment in the design/production of green chemistry processes/materials, and an organized effort to integrate green chemistry into chemistry education to develop a workforce that can implement the technologies and processes of green chemistry.

References:

Anastas, P.; Eghbali, N. Green Chemistry: Principles and Practice. Chem. Soc. Rev. 2009,39,

301-312. DOI: 10.1039/B918763B

Cannon, A. S.; Warner, J. C. The Science of Green Chemistry and its Role in Chemicals Policy and Educational Reform. New Solutions. 2011, 21 (3), 499-517. DOI: 10.2190/NS.21.3.m

Jarvis, E. A. A. Green Chemistry in United States Science Policy. Green Chem. Lett. and Rev. 2019, 12 (2), 161-167. DOI: 10.1080/17518253.2019.1609599

Maxim, L. The Birth of Green Chemistry: A Political History. Science, Tech., & Human Values. 2023. DOI: 10.1177/01622439231203063

Tickner, J.; Giraud, R. The Role of Policy in Green Chemistry Research & Adoption. Presented at the Green Chemistry & Commerce CouncilGreen Chemistry Education Webinar Series. June 16, 2015.

Perspective from University of Toronto’s Inaugural Green Chemistry Workshop: Discovering Practical Tools and Resources for a Greener Future

By Alicia Battaglia, Graduate Student and Education and Outreach Coordinator of the Green Chemistry Initiative at the University of Toronto

Goal of the Workshop

The goal of this workshop was to offer graduate students a chance to learn about green chemistry and discover practical methods for integrating it into their own research projects. Additionally, the workshop included discussions on alternative career paths in chemistry, such as opportunities in non-profit organizations.

Workshop Content

During the first portion of the workshop, participants engaged in an interactive session led by Dr. Juliana Vidal from Beyond Benign, focusing on practical applications of green chemistry that can be used in a research context, such as solvent selection, waste prevention, and energy conservation, to name a few. After learning about these resources, students collaborated in small groups to generate ideas on how to integrate these newly acquired tools and insights into their own research projects. This activity allowed students to gather a better understanding of the considerations that one needs to consider to call one’s reaction green. They realized that, in some cases, the electrical equipment (i.e. fumehoods, vacuum pumps, gloveboxes) were what weighted the most in terms of green chemistry.

After lunch, Jasmine Hong, a student representative from Green Chemistry McGill, shared insights on how to bring green chemistry to your own institution. She discussed several ways that you can engage your campus, such as getting your department involved (glove recycling program, GCC signing), starting your own student group (hosting events to engage student body), and making connections with other universities. Other participants can consider adopting these strategies at their own institutions.

Following this, participants took part in a career panel discussion featuring a variety of esteemed figures in the field of green chemistry, including Juliana Vidal (Beyond Benign, non-profit organization), John Warner (President and CEO of The Technology Greenhouse, recognized as the “father of green chemistry”), and Areej Nitowski (educational manager at MilliporeSigma, a leading global chemical corporation). The panelists shed light on their career journey, shared tips on the application process, and discussed a typical day in their profession. One of the most notable pieces of advice that the participants received was from John Warner, in which he stated that “the world needs excellent chemists.” He stressed the importance of collaboration, and that chemists should talk and work together with people in other disciplines (i.e. business, law) to more efficiently tackle today’s issues. Furthermore, Areej Nitowski recommended that students become more active in their local community, specifically interacting with high school students and showing them their passions and the importance of chemistry in today’s society.

Post-Workshop Feedback

After the workshop, a feedback form was sent to all in-person attendees to assess what participants enjoyed, as well as discover actionable ways in which we can improve the event for next year. When asked what part of the workshop participants found most interesting, 88% responded that the reaction activity before lunch was the most useful, with the career panel coming in second at 50%. When considering what aspect of the workshop could be improved, participants suggested that information on how green chemistry can be used for inorganic or polymer/materials fields would be valuable, as most of the examples focused on organic syntheses and processes. Overall, 75% of participants ranked the workshop as a 4 or above out of 5, with 5 being very satisfied, indicating that majority of participants enjoyed the event.

Concluding Remarks

Ultimately, this workshop aimed to address a key requirement within the realm of green chemistry: the absence of sufficient green chemistry education, particularly at the graduate level. Our objective was to bridge the gap between what is learned in undergraduate courses and industry by offering this vital green chemistry workshop tailored to graduate students, thereby narrowing the knowledge gap in this field.

Due to the event’s success and the favourable feedback from the attendees, we plan to hold this workshop annually in the future. Additionally, the workshop was recorded and posted on our GreenChemUofT Youtube Channel, ensuring that everyone has free access to the valuable content in the future.