Charting a Green Path Ahead: Texas Woman’s University’s Journey to Sustainability
David Caltrider, Emily Springer, & Dr. Richard D. Sheardy
Department of Chemistry and Biochemistry
Abstract
Three years ago Texas Woman’s University took to heart the
American Chemical Society’s goal to become completely
sustainable within 150 years. Ever since then, we as a
university have been working toward a more
environmentally friendly, sustainable laboratory
environment. This semester, more time is being devoted to
this goal. We have successfully completed a semester of
organic chemistry using numerous “green” experiments,
begun integrating discussion topics and green chemistry
curriculum into the organic chemistry laboratory, are
working toward being recognized by the ACS as a green
chemistry chapter, integrating microwave chemistry into
different chemistry courses and faculty research, and
formulating a path towards our ultimate goal—complete
sustainability. Faculty and students are committed to this
goal in an unprecedented manner. Our hope is to become
an institution that other universities look to as a role model
and leader of how to become sustainable and
environmentally conscious, without sacrificing scientific
education.
What We Have Done
Since the inception of Texas Woman’s University’s new
Ann Stuart Science Complex, there has been a conscious,
ongoing effort to increase our environmental awareness
and sustainability practices, as well as instructing students
in green chemistry methodologies and best practices.
 Built a state of the art science building with built in
fume hoods eliminating hazardous gas/vapor
exposure and increasing student safety.
 TWU through its electric provider, Denton Municipal
Electric, purchases 40% “green” or renewable energy
from wind power for the Denton Campus
 Specific to the organic chemistry laboratories:
miniscale experiments are run to cut back on large
quantities of waste, solvent usage, and excess
chemicals being used.
 Bought rotary evaporators for the students to work
with, thus minimizing energy usage, reducing the
need for multiple processes, minimizing glassware
washing, and reducing overall solvent usage.
What We are Planning
What We are Doing
This task of becoming sustainable is one that needs
constant attention and dedication. As such, we have
implemented numerous ideas and aspects of green
chemistry just this semester:
 There is an ongoing effort to incorporate the 12
principles of green chemistry into the organic
chemistry laboratory curriculum
 Work has been done to evaluate the “greenness” of
the general chemistry curriculum. This was done by
examining the current experiments that are run and
then suggesting alternative experiments that are more
environmentally friendly, which still fulfill the same
objectives as the classical approach.
 Our local ACS chapter is seeking a green chemistry
award distinction to become a certified “green”
chapter
 In the organic chemistry lab here is a constant,
ongoing effort to examine literature to find viable
alternative experiments that can be done in a greener
more sustainable manner, this includes utilizing the
new microwave that was purchased for use in the
undergraduate laboratories.
There has been a lot of work done to further the green
chemistry movement at TWU; however, there is still a
daunting task before us. Even with that knowledge,
professors and students alike are working hard to further
the green chemistry agenda at TWU:
 Working to join the green chemistry commitment
 Researching and looking to spearhead a curriculum
change that will use products synthesized by students
in subsequent labs, effectively reducing new chemical
usage and lowering the costs of the labs.
 Working to integrate microwave chemistry into the
organic laboratory experiments, as well as other
undergraduate labs.
Microwave Chemistry
Texas Woman’s University has purchased a new
microwave for faster, less energy intensive, and overall
greener reaction applications. During this semester our
students ran two different Diels Alder reactions and a
third was performed using the microwave. Here are the
results from all three experiments:
Green Metrics for Three Diels Alder
Experiments
Example Green Experiment
Photoreduction of Benzophenone to Benzopinacol
90
Future Research and Work
 Engage the community:
There is a dire need to inform the community
about what we as educators are trying to do.
 Develop and implement processes that will
reduce the overall waste of the laboratories
at TWU.
 Implement green chemistry curriculum into
current and future courses beyond the
organic chemistry laboratory course.
 Build on previous work to improve the
future.
Agree
10
Strongly Agree
Students in the organic chemistry laboratory were
asked to complete a short survey to measure the
extent of their enjoyment of the integrated
curriculum, as well as there willingness to take a
course over green chemistry, sustainability, or
toxicology. The results are as follows:
Response to Green Chemistry
Curriculum
Very Dissatisfied
Neutral
Very Satisfied
Dissatisfied
Satisfied
0%
45%
Microwave
30
Classical Diels
Alder
20
10
0
Percent
Mass
EcoScale
Yield
Productivity
Figure 1: analysis of metrics to determine “greenness” of a process.[3]
The chart above shows three different “green” metrics. From
the data collected it can be concluded that the microwave
experiment is much more environmentally friendly. Percent
yield and mass productivity take into account the amount of
materials used and collected; however, EcoScale takes into
account the process itself. With a reaction time of only 5
minutes versus the other two experiments reflux time of >1
hr., the microwave experiment is much more
environmentally benign as a process[2]. This can actually be
improved upon by removing the solvent that was used
during the microwave experiment[4]. This has actually been
shown by Hendrix college to work. A simple experiment was
run using a diene and a dieneophile heated for 15 minutes at
90° C[4]. This is a simplistic experiment that would provide an
even more sustainable process.
0
No Answer
A
B
C
D
E
The figure above shows the results of the question
asked from figure 3. From this graph there is a general
consensus that the addition of the green chemistry
curriculum was an overwhelming success. In this
same survey, we also asked the students about a new
certification that the university offers. TWU offers a
certificate entitled “Science, Society, and
Sustainability.” As such we asked our students if they
were aware that this certificate existed. Unfortunately
an overwhelming 92.94% said that they did not know
about the program; however, there is a silver lining. Of
those students that did not know, 83.54% said they
would be willing to earn the certificate or learn more
about it. This is a testament to the drive and desire of
our students to become more conscious and
sustainable chemists. We had numerous positive
responses such as:
 “I think this should be a requirement for all
chemistry classes”
Diels Alder (H20)
40
Neutral
20
38%
50
Disagree
30
17%
60
Strongly Disagree
40
Reception by Students
70
This reaction is an intermolecular hydrogen abstraction
reaction that begins with the photo excitation of
benzophenone. A radical is formed and transferred. The
dimethyl ketyl radical that is formed from the sunlight
dimerizes forming the benzopinacol. This is a brilliant
reaction that has a simple procedure that can be done in
any laboratory. When this experiment was run in our
laboratory, the waste was near zero and yields were
high. By using the sunlight as a catalyst and no other
stoichiometric reagents this experiment is inherently
green.
50
Figure 4: Responses to question #2 from survey
0%
80
Responses to Question #2
Figure 2: pie chart of student responses to question #1
This graph depicts the students attitudes towards
learning about green chemistry. The sample size for
this graph was all 85 students currently enrolled in
the organic chemistry II laboratory course. When
asked, an overwhelming 83% of students were
either satisfied or very satisfied with the addition of
the green chemistry curriculum.
2. Please rate your level of agreement with the following aspects of
the course:
A The green chemistry information was informative and pertained to the
course
B Learning about the different facets of green chemistry was interesting
C The green chemistry material was new
D You would be willing to take a course over green chemistry,
sustainability, or toxicology
E The green chemistry information provided a different perspective to
traditional chemistry
Figure 3: Sample question #2 from survey given to students.
 “It is comforting to know that schools are
expanding the lesson plan for organic chemistry to
teach students about green chemistry.”
 “It’s very informative and makes students aware of
greener alternatives to reduce waste or use
chemicals that are less harmful to our environment.”
References
1. Huffman, Lauren M., Lallie C. McKenzie, and James E. Hutchison. "DielsAlder Reaction in Water." Feb. 2004. Lecture.
2. Aken, Koen, Lucjan Strekowski, and Luc Patiny. "EcoScale, a semi-quantitative
tool to select an organic preparation based on economical and ecological
parameters." National Center for Biotechnology Information.
U.S. National Library of Medicine, 3 Mar. 2006. Web. 1 Apr. 2014.
<http://www.ncbi.nlm.nih.gov/pmc/article
3. "EcoScale Calculator." The EcoScale. N.p., n.d. Web. 1 Apr. 2014.
<http://ecoscale.org/>.
4. (2006). Development of a Green Organic Chemistry Laboratory at Hendrix
College, Conway, Arkansas[PowerPoint Slides]. Retrieved from The Toad Suck
Institute for Green Organic Chemistry, Hendrix College.
Acknowledgements
The authors thank the SENCER Center for Innovation –
Southwest (Denton, TX), The National Center for Science
Education and Civic Engagement (Washington, DC) and the
National Science Foundation for the support and
encouragement of this project.