things from a systems perspective—at all educational levels and for policy makers
Understanding what function product ultimately serves and how will it be delivered
Effectively conveying the basic fundamentals of chemistry and chemical engineering to the general public.
R&D facilities awareness of green chemistry at the corporate level
Understanding that chemistry is not going away, but is disseminating into all other disciplines.
Providing more chemistry for engineers—a better understanding of chemistry and product design is needed.
Incorporating a sense of design and systems perspectives into the chemistry curriculum..
Introducing the life cycle component into chemistry and chemical engineering thinking.
Business and Economics
Presenting economics as an essential element of literacy—which drives industrial production.
Understanding of perceived benefits and perceived risks
Understanding how industry operates.
Customer understanding of green chemistry and sustainability in order for there to be a “pull-through” effect—analogous to the construction effect. (People want “green” houses because they understand the benefits—both social and environmental—that come with living in them. This drives the construction of “green” houses.)
2. What do the informed engineer, chemist, and other related subfield specialists (not to mention business, law, and medicine practitioners) need to know that current educational institutions fail to communicate?
Life Cycle Assessment
Multidisciplinary Education/Course Content
Relation to the Industry
How to Cope with the Industry Demand