By Sarah Prescott, Ph.D. (University of New Hampshire) and David A. Laviska (GCI)
Transforming chemistry education to meet the challenges of the 21st century requires more than new curricular materials; it requires strong communities of practice. Faculty across the country want to bring green chemistry into their classrooms, but doing so alone can feel overwhelming. That’s where Faculty Mentoring Networks (FMNs) come in.
Over the past year, the ACS Green Chemistry Institute (ACS GCI) and the BioQUEST Curriculum Consortium have partnered to launch FMNs designed specifically to support faculty who are ready to adapt or create green chemistry teaching materials. These networks are small, collaborative cohorts where faculty meet regularly, share strategies, and support one another while developing open educational resources that can benefit the broader community.
Building the First Cohorts
In fall 2024, we coordinated two pilot-phase FMNs, both connected to the ACS GCI green chemistry teaching module development project. The first FMN, called “Adapt and Implement”, was structured to guide participants as they selected modules from the GCI library and adapted them for their own courses. Over the course of approximately 12 weeks, every participant successfully adapted a new course resource and either implemented it in their fall semester teaching or had well-defined plans to do so in the spring. The cohort of participants found the experience so valuable that they requested we extend it into spring 2025. Several members have since gone on to develop additional activities and are even preparing to serve as facilitators in upcoming FMNs (Fall 2025 and beyond). This is a leadership model that strengthens the network and ensures the sustainability of this mentoring mechanism.
The second FMN, called “Create and Publish”, was launched formally in spring 2025 and consisted of an ad hoc group of module developers drawn from faculty already affiliated with the GCI curriculum development program who wanted support and encouragement while finishing their projects. The structured space of the FMN not only helped every participant complete their assigned modules but also led to the development of two brand-new modules that had not existed before!
Outcomes
By the end of the first year, the impact was clear:
- Course-level changes: Participants integrated modules into courses reaching hundreds of students, spanning general, organic, and advanced chemistry curricula.
- Adapt/Implement FMN success: All participants adapted and implemented a module, several began creating additional activities, and some are now stepping into leadership roles as facilitators for future FMNs.
- Create/Publish FMN success: All in-progress modules from the earlier project were completed, and two entirely new modules were produced.
- Resource sharing: Thirteen Green Chemistry Teaching Modules are already available as free, open-access resources at the GCI website, with approximately a dozen more slated for publishing in 2025. Adapted versions developed through the FMNs are currently being finalized and will soon be linked to the original modules, expanding the set of resources available for the community.
- Confidence and community: Faculty reported feeling more confident in their ability to teach green chemistry and more connected to colleagues who share their commitment to sustainability.
- Sustained engagement: A majority of participants expressed interest in continuing with FMNs, and the Adapt/Implement FMN cohort’s request for an extension showed how valuable this model has become.
As one participant shared, “The FMN gave me the structure and community I needed to finally make changes I’d been putting off for years. I now feel more confident bringing green chemistry into my classroom.”
Sharing the Story
We had the chance to present this work, alongside several FMN participants, at the 2025 Green Chemistry & Engineering (GC&E) Conference. Our workshop drew strong interest, with many attendees eager to learn how they could get involved in upcoming FMNs. The energy in the room reflected what we’ve seen in practice: educators are hungry for opportunities to integrate green chemistry and to do so in a supportive, collaborative environment.
Looking Ahead
We are launching the next round of FMNs in Fall 2025, building on lessons learned during our first year. Interest has been strong, and while these cohorts are currently full, we encourage anyone interested to stay connected and alert to new opportunities: we are planning to continue this model in Spring 2026 and beyond. The enthusiasm we’ve seen signals something important: instructors are ready to make curricular changes, and FMNs provide a scalable, community-driven model to support them. We see FMNs as a catalyst, not just for green chemistry adoption, but for transforming how chemistry is taught and learned through shared ownership, open resources, and a focus on sustainability. At their core, FMNs build a culture of collaboration where faculty can take risks, share ideas, and create teaching materials that prepare students to address the urgent environmental challenges of our time.
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