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.

  • Identifying Markets.

  • 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?

  • Holistic Approach

  • Systems Integration

  • Life Cycle Assessment

  • Sustainability Ethics

  • Multidisciplinary Education/Course Content

  • Relation to the Industry

  • How to Cope with the Industry Demand

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