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Sustainable Chemistry Katherine Haxton Education for Sustainable Development, January 2014

Sustainable Chemistry Katherine Haxton Education for Sustainable Development, January 2014. Course Background. ‘Traditional’ Chemistry Course Dual Honours, Major Route Major curriculum redesign: redevelop every module create Single Honours Route create new modules

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Sustainable Chemistry Katherine Haxton Education for Sustainable Development, January 2014

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  1. Sustainable Chemistry Katherine Haxton Education for Sustainable Development, January 2014

  2. Course Background • ‘Traditional’ Chemistry Course • Dual Honours, Major Route • Major curriculum redesign: • redevelop every module • create Single Honours Route • create new modules • considering UG Masters (MChem)

  3. 2nd Year Sustainable Chemistry • Whole year, no exam, focus on developing transferrable skills hand-in-hand with chemistry knowledge. • Several aspects taught through narratives. • Disjointed list of topics: • - polymer chemistry • - environmental chemistry • - industrial chemistry • - chemistry of gadgets

  4. A Moment of Flippancy… • …and we called it • ‘Sustainable Chemistry’. • It was a ‘theme’ for the module. • Then we had no option but to ‘do’ Education for Sustainable Development. CC-BY 2.0 http://www.flickr.com/photos/hryckowian/

  5. Chemistry Perspective http://www.education4sustainability.org/2013/02/25/the-social-side-of-sustainable-development/

  6. Foundations • Intro lecture on sustainability concepts • - thanks to Zoe Robinson and PhillipaCalver • - produced a toolkit of key issues. • Inclusion of relevant examples in other aspects • - biodegradable polymers • - environmental chemistry and life cycle analysis • - focus on chemical perspective of a product • - 12 principles of green chemistry in the laboratory

  7. Group Projects • ‘Green’ a 1st year laboratory experiment. (20 %) • Take an experiment you did as 1st years, can you change it to be: • - cheaper • - produce less waste/less problematic waste • - require less harmful solvents • - ‘better’ by some quantitative measure • but still fulfil the same learning outcomes (theory, laboratory techniques, data analysis as the original)?

  8. Industrial Chemistry • Essay in ‘New Scientist’ Style (25 %) • Focus on aspect of industrial chemistry but MUST bring in sustainability issues. • Scaffolding/Feedback Opportunities • - industrial chemistry lectures involving narrative • - life cycle analysis of a product (short written piece, 5%) • - infographic on aspect of industrial chemistry (5 %) • - lesson in proof reading, analysis of articles of type desired • CC BY 2.0 http://www.flickr.com/photos/saragoldsmith/

  9. Beyond 2nd Year • One Module IS NOT ENOUGH • - but access is a problem. • 1stYearDKC Session • - skills with sustainability themes • 1st YearScreencast Presentations (15 %) • - last year ‘any aspect’ of chemistry. • - this year ‘chemistry relating to sustainability or the environment’ • - requires scaffolding: intro lecture and DKC session

  10. Lessons • Depressed students (‘we’re all gonna die’) • Extremely complex role of subject within sustainable development • - chemistry is both saint and sinner • Easy to consider the environment, harder to move deeper into issues

  11. Survive semester 2 (Industrial Chem, DKC, 1st year presentations) • Evaluate, revise and prepare for next year. • Read more! CC-BY-NC-2.0 http://www.flickr.com/photos/draconianrain/

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