This paper examines the current state of the implementation of green chemistry into organic chemistry textbooks. Content analysis of the 15 most used organic chemistry textbooks revealed that only 10 of them had any mention of green chemistry. In textbooks that contained mentions of green chemistry, it was mentioned on less than 1% of pages. Green chemistry topics mentioned include the 12 green chemistry principles, atom economy, greener solvents and reagents, recycling, biodegradable materials, renewable feedstocks, and catalysis. Only three textbooks contained several end-of-chapter problems with green chemistry content, and all but two included the majority of green chemistry content in extraneous textboxes. The current presentation of green chemistry concepts and lack of assessment items is more suitable for a lecture-based approach as opposed to creating a student-centered learning environment.

Open-access, online educational platforms launched in the last decade are receiving growing attention from both academia and the general public. A special class of such courseware known as MOOCs (massive open online courses) allows enrollment of up to hundreds of thousands of students from all over the world. This report reviews and compares currently available chemistry MOOCs as well as other Web-based courseware resources. Features distinguishing MOOCs from other types of instruction are also discussed.

This paper addresses the use of student-generated instructional videos to promote awareness of green chemistry principles during remote instruction. For this activity, we used Flipgrid as an asynchronous platform for students to create their videos based on assigned case studies from the Green Chemistry Challenge award winners. The Flipgrid platform was used to engage students in scientific discourse with their peers. The activity was viewed favorably by students with most indicating that they would like to see similar assignments implemented in future courses. This project increased student awareness of the 12 green chemistry principles. While this project was used in an Organic Chemistry II laboratory course with chemistry majors, it is our hope that other instructors who find the need to move their instruction online can use this activity either directly or with modifications to fit their course needs.

This account reports building a community of practice for organic chemistry instructors. With support from Chemistry Collaborations, Workshops, and Communities of Scholars (cCWCS), a group of organic chemistry faculty facilitated multiple workshops to introduce active learning techniques to their colleagues across the country. A Web site, organicers.org, has been developed to serve as a community hub to aid faculty creating more student-centered environments in their classrooms. It serves as a repository for useful materials such as active learning questions, exams, syllabi, and lab experiments among others. The community of practice for organic chemistry instructors interested in active learning is expanding through participation and collegial support.

This paper addresses the incorporation of a scaffolded infographic project into a majors' organic chemistry laboratory. Students were given the freedom to choose their topic with the stipulation that it must be relevant to both organic and green chemistry. This scaffolded project consisted of the following eight phases: (i) summarizing and evaluating an existing infographic, (ii) delving into green chemistry literature, (iii) proposing infographic topic, (iv) gathering components for the infographic, (v) analyzing infographic maker websites, (vi) creating infographic and providing peer feedback on first drafts, (vii) revising infographic and providing final feedback, and (viii) posting infographic on Twitter. Since this was a semester-long project implemented in a remote environment, a variety of instructional technologies including Flipgrid, Perusall, FeedbackFruits Peer Review, Google Jamboard, and chemical drawing software were utilized. The analysis of the project's impact on cognitive gains through Student Assessment of Learning Gains and through pre-and post-test responses indicated the achievement of positive learning gains on green chemistry knowledge and skills. This activity was viewed favorably by students, with most indicating a desire for similar assignments implemented in future courses.