Background in Sustainable Science or Engineering: Not a Prerequisite

Editor’s Note: Here’s NESSE’s Co-Executive Director, Natalie O’Neil to share with us her NESSE story. With upcoming elections she wants to be clear that passion and a desire to make a change in the system is all you need to be a NESSE member and effective board member.

I became a science major to “change the world”—as Bill Nye once said. I am now an Inorganic Chemistry Ph.D. candidate at the University at Albany. However, it wasn’t until 2015, far into my graduate studies, that I realized (naive of me, I know) that something was missing from my science education and research experience. I had come to the realization that the methods of my research were inherently not environmentally friendly (as is consistently the case) and that I had no knowledge on how to change that (which most students don’t as toxicology and environmental chemistry are not currently required for a chemistry degree by most universities). I realized that I had no idea of the environmental impacts my research could be making and to me not knowing seemed unacceptable. I have always been an environmentally-conscious person; however, it did not strike me that I wasn’t including this aspect into my research or future career plans. Struggling with the amounts of harmful chemicals my research consumed – and the inevitable waste it produced – I set out to find a connection between chemistry and sustainability.

I began researching sustainable science and discovered green chemistry through Beyond Benign, who recommended I check out the Network of Early-Career Sustainable Scientists & Engineers (NESSE). Wanting to engage more I applied for NESSE’s mentorship program. I learned that anyone can become a green chemist. That green chemistry isn’t a new field, it is chemistry done with the forethought of sustainability (considering social, economic and environmental impacts). My mentor, Cliff Coss, recommended I read Green Chemistry Theory and Practice by Paul T. Anastas and John Warner. I have never read a book in one sitting or had a book speak to me so much, and wondered why all chemists were not working within this book’s mindframe.

“It is no more excusable for a fireman not to know that a fire burns, or a chef not to know a knife cuts, than for a chemists not to know the character of the tools of their trade.” – John Warner & Paul Anastas

After reading about the 12 principles of green chemistry developed by Anastas and Warner I made an effort to make changes in my research practices—as well as the practices of my other peers. The Office of Environmental Sustainability at the University at Albany, had an Innovation Grant program that allowed me to attend a Green Chemistry Symposium at the University of Toronto (UofT), organized by the Green Chemistry Initiative (GCI), a NESSE sustainable science group. At UofT I learned a lot about green chemistry and how it is used in industry. I walked away inspired by the work of the graduate students of the GCI and was determined to follow suit in some way!

gci

Photo from the GCI 2016 Symposium Innovations in Chemistry Towards Sustainable Urban Living.

The NESSE elections opened that June (2015) and I ran for the Director of Marketing and Communications role. At the time I didn’t have experience in social media, tweeting to me was sound a bird made and WordPress (huh?) I had never used. But I was committed to sharing the great information and resources that NESSE had to offer me with as many early career scientists and engineers. I met the board of directors in Rhode Island for a three day strategic planning retreat and the optimism of the directors fueled my drive even more. With the help of the director that was stepping down, I learned my role and where there is a will there is a way!

Picture1Photos from NESSE’s first strategic planning retreat in 2015.Left- Plans for the year written on the widow with a view, many of these plans materialized or are now in action! Right-The current (Jennie, Norman and I) and now past (Laura and Anna) directors who attended the planning retreat!

Two years later and a ton of experience under my belt, I stand as the co-executive director of an organization that has given me so many experiences and exposed me to opportunities I would have never had without getting involved in NESSE. Just a few examples are the ACS Green Chemistry Summer School in 2016, traveling to Paris to be a part of the Future Earth working group of the Early Career Researchers Network of Networks (ECR NoN) and London for the Science for Sustainable Development: Early Career Leaders Day in Fall 2017. At all of these events I met amazing early career scientists and learned that our generation is really setting a new path for the future.

picture 2

Photos from all events mentioned above! Top left- ACS summer school class. Top right- Future Earth working group of the ECR NoN. Middle left-photos of the fun had at the ACS summer school! Middle right-Getting to meet the directors in London! Bottom row- photos from the Early Career Leaders Day at the Burlington house in London.

The knowledge I have gained from working with the board is invaluable, ranging from science communication (blog posts, social media crowdfunding campaign) to organizational structure (international organization procedures, 501 c3 status) and much more. NESSE is truly an organization run for its members by its members and is always open to finding, running and promoting any sort of initiative its members want to help undertake. This grassroots friendly approach is what I love about NESSE.

I share my NESSE story in the hopes that you, the reader, will see that no experience is needed when it comes to adding sustainability to whatever field you are in. What it takes is the passion to make a difference, in your career, in your field and finding the resources you need, which are out there (you are not alone, trust me) it just might take some digging! NESSE’s aim is to be the facilitator of this process, it was for me and it can be for you! If we as early career individuals ban together across all fields (social, physical and life science) than we can tackle the global environmental and energy challenges facing us. We need a multifaceted approach for the myriad of challenges which means we need all backgrounds to come to the table to find viable solutions for a sustainable future for all.

I urge you to engage with the network, consider a volunteer opportunity or even run for one of our open director positions for the upcoming 2017 election you never know where it might take you or what doors it will open that you never knew were possible! If you have questions about getting involved with NESSE or about one of the director positions please contact me at natalie.oneil@sustainablescientists.org.

 

Is interdisciplinary research career-suicide? Share your experience

ID research social media photoMulti-, inter- and transdisciplinary research are increasingly seen as vital in a world of complex, interconnected global challenges. Funders are beginning to support early-career researchers to conduct this work through doctoral training centres and projects with a focus on research at the intersections between disciplines.

Yet, these types of research have been called “career suicide” for young academics and a British Academy report suggested that early-career researchers should first “cultivate their academic home” as a base to conduct interdisciplinary research.

We want to understand early-career researchers own experiences and perspectives of MIT-disciplinary (multi-, inter-, or trans-disciplinary*) research as part of a larger study into the culture of science. Please help us by completing this 15 minute survey.

The survey asks you about:

  1. Your past and current experiences of MIT-disciplinary research;
  2. The motivations, challenges and rewards that you associate with MIT-disciplinary research;
  3. The level of support or hindrance that you receive in any MIT-disciplinary research that you undertake
  4. Your suggestions as to how support for future MIT-disciplinary research should be approached, particularly in relation to early-career researchers.

Please share widely! Post on twitter or facebook: Early-career researchers – whats your experience of #interdisciplinary research? http://bit.ly/2qZrY1C #ECRchat #PhDchat @greenscientists

 

*For the purposes of this survey, we define multidisciplinary as people from different disciplines working together; interdisciplinary as integrating knowledge and methods from different disciplines at the outset of a project; and transdisciplinary as involving researchers from different disciplines and other stakeholders variously in the design, execution and implementation of research.

Early Career: Podcasting for Dummies

Editor’s Note: NESSE is about to embark on creating a member-led podcast series. As such, we asked friends of NESSE, Early Career sustainable scientists and genuine podcasters Rebecca Thomas and Kieran Brophy, to reveal all about their experiences of recording and editing podcasts. The formidable double-act’s podcast, called “15 minutes into the future”, is an as-it-says-on-the-tin look at challenges to the environment and climate community in the years ahead.

Picture this. You’re listening to a podcast about something pretty cool, and a thought dawns on you “Hey, I have access to lots of really interesting people. Why don’t we make a podcast?!” Fast-forward 18 months and here we are, fully fledged podcasters with a microphone and everything. So, here are some things we picked up about podcasting along the way that we hope can help you start your own podcast. We found it useful to ask ourselves the following questions… 

Rebecca and Kieran

Rebecca and Kieran

Where do I start?

The initial planning of a podcast can be the most fun, but it’s really important to have a focussed idea at the end. Questions you should ask yourself are; Is the podcast going to be informative or entertaining, formal or relaxed? Will the podcast consists of interviews or monologues? How long do I want this podcast to be? Who is the audience? This last one can be tricky but is probably one of the most important in terms of the language used and the style of the podcast. Personally, we like to have someone in mind who we expect to be listening to our podcast and imagine they are in the room we are recording and editing. For example, we imagine we are having a chat with someone in a pub who knows a bit about science but not all the jargon.

How long have I got to commit?

You’re also going to want to think about how often you can record and release your podcasts. We probably spend about a day in total preparing, recording, editing, re-recording and re-editing our 15 minute podcast.

What equipment do I need?

The first thing you will need is a microphone. While the one on your phone might sound okish, a good microphone makes a huge difference to the quality and listenability of your audio. You can also get podcasting kits, but we have found the voice-notes app on a phone is fine.

What am I trying to tell people?

The best podcasts are ones that take you on a journey with an interesting or funny story. This is something to bear in mind when you are interviewing people, or writing your episode. You can start with the classics – Who? What? Why? When? Where? – to help you put together the story for your episode.

If you plan to interview people, like we do in “15 minutes into the future”, Kieran got some advice from Gareth Mitchell (or a book that he once read), that has certainly helped us out in the past:“The best advice I ever got on interviewing someone is not to get too caught up in the detail of each individual question but to decide what you want from your interviewee. An interview is at its core an exchange, the interviewer gets knowledge, kudos and hopefully a good listenership, whilst the interviewee has a platform to tell their story. As with all exchanges there is some degree of bargaining: deciding what you want, whether it be information, humour etc, decide which in particular is important to you and which are bonuses. It is up to the interviewee to accept or decline.”

What have I got myself into?

One of the most nerve-wracking parts of podcasting is your first interview. It can be very awkward, especially if your chosen subject has no experience of media either. The main things to remember are:

  • Always seem enthusiastic (even if you’re losing all will to live). Nod your head and smile!
  • Figure out how to open and close (this could get awkward if not thought of before). We often ask the person to say their name into the microphone. This also helps to relax the interviewee and get them used to the microphone, and you can use it as a chance to check all the sound is being recorded properly. Bonus.
  • Know what you want from them before you meet them. While it’s useful to have some questions written out to jog your memory, it’s best to only use this as a prompt rather than a script.
  • Editing is your best friend. If you mess-up a question, just ask it again and edit out the other one. This can also help relax the interviewee as they can do the same if they have messed up a response.

How do I add the finishing touches?

Once you’ve got all of your bits recorded, you’re going to need to do some editing. We use free software (Rebecca prefers Audacity, while Kieran prefers Reaper), but there are also lots of cheap podcast editing software out there if you want to buy some. The first thing you want to do is listen to all your audio, and note down any parts you particularly like or dislike – this will help you cut down the podcast to your final version. The best way to start editing is to first get rid of all the um’s and any parts you messed up, then you know what you’re working with. Don’t go too overboard though, so don’t get rid of all the breaths, otherwise the interviewee appears not to breathe, which can be very disconcerting! If you need to re-record some parts, try to return to the room where you made your recording so that the audio sounds the same (it is surprisingly obvious if you’re in a completely different room).

What do I do now?

Once you’ve edited your ‘final cut’, get someone else to have a listen through to make sure it makes sense. When you’re happy with it, you can upload it wherever you decide. Soundcloud host you for free, but there are lots of other hosting sites. You can also apply to have you podcast on the apple podcast app!

We hope you’ve found this podcasting guide helpful, and good luck!

 

You can listen to 15 minutes into the future on Soundcloud at https://soundcloud.com/user-109603573 And follow us on twitter @15min2thefuture to get our updates.

 

Early Career: Celebrating Women and Girls in Science

Editor’s Note: Thank you to Beyond Benign for allowing us to share these exceptional interviews with some of the many inspirational women in science.

In recognition of International Day of Women and Girls in Science, Beyond Benign’s Executive Director, Dr. Amy Cannon, spent time talking with extraordinary women scientists who share their passion for science, green chemistry and sustainability. Their varying backgrounds demonstrate to us the immense talent and vision women are contributing to science. We hope you enjoy these fireside chats.

4567c0da-b425-46ac-9323-f11f2734eab5Kate Horspool, Ph.D.
Program Director, Chemistry
Sustainable Business & Innovation
Nike

Education: 
BS, Chemistry, George Mason
Ph.D., Physical Chemistry, Northeastern University

What do you believe is one of our society’s greatest challenges in sustainability today?
I think there are opportunities to make sustainable advances, but we need to be better at incentivizing businesses to take risks to try something new and to share between industries. And consumers need to be educated that if a company is taking a risk to do something new and different to impact sustainability, then to give them credit by choosing the greener option.

Tell us about your work in green chemistry and/or sustainability.
I am the Program Director for Chemistry in the Sustainable Business Innovation Group at Nike. It is an amazing group of people who are committed to making a difference in the Nike product. Whether it’s in recycled materials or in the chemistry we use or in manufacturing processes, the team is committed to decreasing our footprint and making the best product we can. Specifically, what I do is look at at all chemistries, including how we use chemistry in our supply chain for footwear and apparel and equipment. I help to provide direction to the business on what chemistries we could innovate to get out of and which chemistries are better chemistry options for our manufacturing processes season product lines.

How does your work contribute to sustainability?
I think when people think of chemistry they think of the drum of chemistry and the immediate hazard to the environment and the factory worker. One of the things that we consider when we look at chemistry is recyclability—or the life cycle of the product from a high level view of the chemistry. We look at how the chemistry affects the product and ask if we being intentional. So, the chemistry is not just the drum of chemistry but how it affects the product from the day the product is made to the day it’s put into the landfill.

What is the most exciting or satisfying part of your job?
Seeing our products on store shelves or being out in our supply chain or factory phase and knowing I contributed to making them better is really exciting. It is amazing to encounter an athlete on Nike’s campus endorsing a product that I influenced through chemistry. He probably has no idea that we changed chemistry 1 for chemistry 2, but does recognize the product feels and looks great and is meeting expectations. That is super cool. From the satisfying standpoint—I am coach 9 and 10 year old girls with the nonprofit Girls on the Run. I love watching their faces when they learn that I’m a Ph.D. in chemistry, because apparently I don’t look like what they think a Ph.D. in chemistry looks like. And, then it kind of blows their mind when I tell them I’m a chemist at Nike.

Have you had a mentor, or educator that was particularly inspirational whom helped to influence your career choices?
When I started to working for NAVAIR our department Stephen Spadora was amazing.He was really good at the balance of pushing the envelope and changing the manufacturing environment while understanding all the different groups affected by a change. He demonstrated how to listen and address legitimate concerns. It was not about forcing change rather to obtain buy-in and to get buy-in requires listening and addressing concerns.

Knowing what you know now, are there skills that you would recommend to a student pursuing training in that you wish you had upon entering an industrial career?
I think it is important for students to have some real-world experiences and problems to solve where there isn’t a right answer—or maybe there isn’t an answer at all. And to learn to come up with recommendations based on the information available and to relay those solutions to people who may even be senior leaders. Additionally, I cannot think of one example during my education where we had to find someone in the business department and the industrial engineering department and the chemistry department in order to work together on a problem statement and demonstrate a complete picture of a solution. That happens in industry all the time—rarely will one be successful working in a bubble. I don’t know if we do a good job of stressing this in school.

Have you noticed challenges within your own work/life balance that might be unique to women in professional careers? How have you addressed these challenges?
I believe in creating work-life balance. I think women may be more prone to becoming unbalanced. I think it is really easy for working moms to get the job done, to make sure the children have everything they need, and then forget the things that they need. My girlfriends and I train for triathlons together. We laugh and think it’s insane that 15 hours of training is what we consider “me” time, but it is. I think it’s important to dedicate time to do whatever it is that interests you. I think it makes for a better employee and mom.

What advice would you give to a young woman today navigating a career in green chemistry and sustainability?
To anyone I would say be passionate about what you do. Listen and learn from the people around you. And at the same time do not be afraid to speak up and contribute to the conversation. Be sure to find a mentor or someone you respect and make sure you are making time to connect with them. Finally, check in with yourself. It’s okay to re-evaluate and change paths. I had several different career path before I found the one where I said, this is it!

 

765bbc1d-e3d1-448a-a74a-2264967c383cSonja Jost
Founder and CEO
DexLeChem GmbH
Berlin, Germany

Education:
MS (Dipl.ling) Industrial Engineering/Technical Chemistry, Technische Universität Berlin

Twitter:  @sonjajost

What do you believe is one of our society’s greatest challenges in sustainability today?
We need to convince society that people who are working in the field of sustainability are not at war with them or with industry. Sustainability is important for all of us and we will benefit all from it–on every level; the economy (by obtaining new competitive advantages e.g. through resource efficiency), society (by getting improved products/ materials which are less toxic), and the environment (by being less harmed with waste, etc.).

Tell us about your work in green chemistry and/or sustainability.
I founded a startup in the field of Green Chemistry. It is a spin-off from university research where we discovered that water can be used as a solvent in more reactions than scientists formerly believed. I realized someone needed to convince industry of the benefits to this approach.  Now I am the CEO, but still working on technical projects, whenever I can contribute to them

How does your work contribute to sustainability?
To produce in a resource-friendly way we focus on:
• Reduction and re-using of precious resources (e.g. noble metals)
• Synthesis in aqueous solutions (substitution of organic solvents)
• Improved separation of mixtures (reduce energy and materials)

What is the most exciting or satisfying part of your job?
It is incredible to see how much one can influence. When we started, there was no chemistry startup scene in Germany at all. None of the big companies really wanted to talk to us. Now, everyone knows us–and they are realizing it more and more that there is a big potential market in Green Chemistry. Ten years ago I would have never dreamed of that!

Have you had a mentor, or educator that was particularly inspirational whom helped to influence your career choices?
Probably it was my first chemistry teacher at school. Mentorship is not that common in Germany, but he was inspirational nevertheless. I think I only chose chemistry as a main course later at school because he told me by chance that he thought I should do it. In this way he encouraged me a lot, just because he believed in my skills.

What has been one of the most rewarding achievements that you have realized professionally?
The founding point of our startup was definitely a very happy moment for me and also getting our first customer. Recognition with different startups prizes, or spontaneously being asked to speak at UNIDO are also very special moments for me.

Knowing what you know now, are there skills that you would recommend to a student pursuing training in that you wish you had upon entering an industrial career?
Definitely a training in negotiations–or even better: more than one training. Negotiations can be very tricky. People from industry speak a different language. When you have never worked in industry it can be really difficult to understand.

Have you noticed challenges within your own work/life balance that might be unique to women in professional careers? How have you addressed these challenges?
Well, there was a time when my partner complained a lot that I did not help enough in our household. I was convinced that I did as much and we argued a lot–but then someone told me that there are studies that the perception between men and women regarding this topic differ in general. So, I hired help at home which ended the discussions. I did this because I realized we all have limited energy and it should be spent wisely.

What advice would you give to a young woman today navigating a career in green chemistry and sustainability?
I would give her the advice to try to get a job in the core of the value chain where she can really change things. Pure sustainability departments do not have access to power at the moment but the technical departments have it.

21330543-1ee0-47fe-b11b-dcb58a9aeda0Laura Muollo, Ph.D.
Director, Life Sciences R&D
Warner Babcock Institute for Green Chemistry

Education:
Ph.D., Organic Chemistry, Green Chemistry Option, University of Massachusetts Lowell
B.S., Chemistry, Environmental Studies minor, Stonehill College

What do you believe is one of our society’s greatest challenges in sustainability today?
If benign alternatives to traditional products and processes were glaringly obvious, and zero cost would be incurred by switching to these alternatives, we’d be in great shape. However, usually the benign alternative needs to be discovered, and that takes time and money, which not every person or industry is eager to invest. Unless a regulation or mandate comes down, or a particular traditionally-used material simply is no longer available, the immediate benefit can be difficult for some people to see.

Tell us about your work in green chemistry and/or sustainability.
I joined the Warner Babcock Institute in 2008, and have since worked on dozens of projects spanning a very diverse range of fields. I have led teams which have developed environmentally benign asphalt rejuvenating additives, non-toxic hair colorants, methods for recycling batteries and electronic waste, and methods to enhance water solubility of pharmaceutical ingredients having poor bioavailability, to name a few.

How does your work contribute to sustainability?
In many ways. Re-designing industrial processes to reduce materials, solvent and energy use, in turn reducing waste. Replacing petroleum-derived materials with renewable alternatives. Improving API performance to decrease dosing requirements, resulting in less material excreted into the environment.

What is the most exciting or satisfying part of your job?
I enjoy the variety of projects that I work on. There is no field of research to which sustainability is not applicable, so the number of potential projects is literally endless. I am constantly challenged, and learning new things. 

Have you had a mentor, or educator that was particularly inspirational whom helped to influence your career choices?
Yes, though oddly enough, she was not in the sciences. My high school U.S. history teacher was an incredibly brilliant, funny, strong, independent woman who constantly challenged me to be the very best version of myself. She instilled in me critical thinking and debate skills, a strong work ethic, and probably most importantly a confidence that I could achieve great things with enough determination.

What has been one of the most rewarding achievements that you have realized professionally?
Having led the research teams which generated two different products that are now on the market, Hairprint and Delta S.

Knowing what you know now, are there skills that you would recommend to a student pursuing training in that you wish you had upon entering an industrial career?
I wish I had taken a public health class. Chemistry, the environment, and public health are far more intertwined than I realized as a college student, and having a strong foundation in all of those disciplines can really be an asset, even if your career is primarily focused in only one of those areas.

Have you noticed challenges within your own work/life balance that might be unique to women in professional careers? How have you addressed these challenges?
I’m a mom, so absolutely. I felt that my maternity leave was too short, and felt guilty bringing my baby to daycare as young as he was. Having to figure out when/where to pump breastmilk while on business trips was a challenge, not to mention the guilt I felt about being on those trips in the first place. Now my son is 2, so it’s a bit easier, but I feel like I am neglecting my work when I’m at home and feel I’m neglecting my son when I work long hours. I address the challenge by reminding myself that the work I do is for my son – to give him a better life and improve the world around him. It’s also important to recognize that it’s ok to ask for help. At the end of the day, when my son’s face lights up when he sees me, it’s all worth it.

What advice would you give to a young woman today navigating a career in green chemistry and sustainability?
Stay confident. Science is still a male-dominated field, and while I have encountered little blatant sexism, subtle insinuations that women are inferior still persist. A male colleague may be given credit for an idea you generated. You may have to bite your tongue when a client “informs” you of facts that you already know. When you are referred to as an “emotional woman,” be proud that you are passionate. It is that passion, backed by your intelligence and determination that will change the world.

d2c3b804-bfaf-4433-bf9c-49a8852a91b3-2Kate Maziarz
Junior, Chemistry Major
Mt. Holyoke College

Education:
A.S., Chemistry
Kingsborough Community College

What do you believe is one of our society’s greatest challenges in sustainability today?
There are not enough environmentally-minded chemists in the world to impact global challenges and inform other chemists. We need to teach green chemistry to college and high school students. If we do not start educating chemistry students early on in science education, then we will never build a sustainable future.

Please share your history with green chemistry and sustainability.
My first experience with green chemistry was under Professor Barcena at Kingsborough Community College. He had his students follow procedures using the principles of green chemistry in the classroom and during research. Green Chemistry introduced the concepts of toxicology and prevention, which were interesting and extremely useful.

What was the most exciting or satisfying part of learning about green chemistry?
The most exciting part about learning green chemistry is the overall challenge. Green Chemistry isn’t just about knowing the principles, it’s about critical thinking. When starting a reaction and even before it is important to ask: How can I make this reaction greener? Green chemistry keeps one focused on how to constantly improve processes.

How has what you learned in your academic career and within your research contribute to sustainability?
My education instilled the idea of how important recycling is within chemistry. Once I learned the principles of green chemistry, I understood why I should care about waste. I understood that what I do as a chemist impacts what options are available for others to follow. What is really great is that through green chemistry anyone can contribute to sustainability.

Have you had a mentor, or educator that was particularly inspirational whom helped to influence your education and career choices?
Both in Poland and within the United States, every single educator I have encountered gave me the passion and inspiration to go into the field of chemistry. From elementary school on, my teachers helped to cultivate a love for chemistry. I could actually list all of their names as being a mentor, but Professor Barcena is the one who helped me realize that green chemistry is the future.

What has been one of the most rewarding achievements that you have realized during your higher education?
It was rewarding to realize that I could use the principles of green chemistry in my everyday life as a chemist. Professor Barcena showed us the big picture of how industry could recycle polymers for future products and that a plastic bottle, for example, did not have to become waste. I realized that I gained a special skill that could translate to anything I did within chemistry.

Have you noticed challenges within your own work/life balance that might be unique to women in professional careers? How have you addressed these challenges?
I have learned that I always need to be prepared, believe in myself, and act like myself even when I am feeling otherwise. The perception of women in science is improving, but I think the environment is still very male dominant. When you are the only woman in a room of men, it can be very intimidating. My confidence goes away even if I am prepared. I have attended conferences where it is mostly dominated by men even though the field is estimated to be 50/50 right now. Older men within the field do not come across as supportive. It feels as though you cannot contribute as a female chemist even if when knowledgeable. I selected an all female college which has helped me to find my own voice within the field of chemistry.

What are your future career goals?
My immediate goal is to finish my bachelors of science in chemistry. I want to learn as much as I can through my research. Then, I would like to go for a Ph.D. in organic chemistry and practice what I learn.

What advice would you give to a young woman today navigating an education and career that involves green chemistry and sustainability?
I would say, congrats! Green chemistry is the future! In a matter of time, every university will incorporate greener methods in their teaching, until it becomes standard practice. People may associate chemistry with toxic materials and chemicals, but we can change the way they think by  practicing green chemistry.

b20dd5de-8ee4-4144-862d-6b6db7f222f4Maureen Kavanagh
Technical Manager
Renewable Materials
and Sustainable Adhesives
3M Corporate R&D
St. Paul, MN

Education:

University of Wisconsin-River Falls
BS, Chemistry
The College of St. Scholastica
MA, Management

What do you believe is one of our society’s greatest challenges in sustainability today?
I feel people don’t understand what sustainability is. Simplifying what sustainability is so everyone understands how they can make an impact each day is essential. Sustainability is a broad term to me but encompasses everything from green chemistry, recycling, renewable feedstocks and much more. It takes everyone to make a difference.

Tell us about your work in green chemistry and/or sustainability.
I have always been a champion for sustainability, trying to develop new ways to help divisional customers meet their environmental challenges, along with ways to reduce our products’ environmental impact. I chaired a technical forum within 3M to foster additional growth in Green Chemistry throughout the organization. Also, being part of some great external organizations such as the Green Chemistry and Commerce Council (GC3) and the Center for Sustainable Polymers is a great place where others share the same passion for green chemistry and sustainability as myself.

How does your work contribute to sustainability?
My team and I continue to be the experts for the company for renewable materials and strive to meet 3M’s sustainability goals but most importantly working day in and day out to show people how they can make a difference.

What is the most exciting or satisfying part of your job?
As a manager, my number one priority is helping my people build a career path that they are passionate about. My passion is also how to change the way we look at sustainability and green chemistry because making tiny changes does make an impact.

Have you had a mentor, or educator that was particularly inspirational whom helped to influence your career choices?
I have had many mentors and people that have been a true inspiration to my career. They may not even know how much they have shaped me to be excited and passionate about what I do and say each day. I continue to strive to be better each day and continue to take bits and pieces from people who have influenced me along the way. It also has been important for me to be my true self along the way. It just feels more natural that way.  I feel as if I am evolving each day in what I was meant to do for people and the world.

What has been one of the most rewarding achievements that you have realized professionally?
Seeing the growth in my people and leaving the greatness to them. It really is not about me, and once I had that moment of clarity everything else just seemed easy.

Knowing what you know now, are there skills that you would recommend to a student pursuing training in that you wish you had upon entering an industrial career?
You need to have an open mind and be coach-able. School gives you the foundation, industry teaches you application. You are creating your own story so be passionate about the skills that you are building and have a great resume.

Have you noticed challenges within your own work/life balance that might be unique to women in professional careers?
As a woman, I have learned to tell my most challenging stories about my career. Although, it is uncomfortable for me to share my story, I have realized how important this is to make a better path for future women.

What advice would you give to a young woman today navigating a career in green chemistry and sustainability?
We are at a crossroad, humanity and the earth needs your desire and passion to overcome the unsustainable lifestyles we take for granted.  We need highly trained, motivated passionate women to lead the charge of change. Green Chemistry and sustainability is a path that we need to continue to forge ahead with a future that is sustainable beyond my lifetime. You need to continue to teach and educate others on the importance of green chemistry and sustainability. Be persistent. Be patient. Lastly, be you!

Early Career: How to Write a Good Blog Post

We would like to encourage early career researchers to produce a blog regarding their work. As well as becoming increasingly recognized as a powerful tool for disseminating and making researchers’ work more visible, they can also provide a highly accessible digest for a larger, and less specialized audience.

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Guidelines:

  • Be short – around [500-800] words is an appropriate length
  • Adopt an informal, journalistic style rather than academic writing.
  • Be accessible to a less specialist audience, so any complex terminology should be explained clearly.  Simple examples, or even images, can help to provide context and clarification of terminology and research concepts.  
  • Make the purpose of the blog post clear in the introductory sentences.
  • Organize the content. Blog posts can have an overwhelming amount of information for the reader. Therefore, it can  be helpful to divide the post in subsections. Information can be organized into sections, questions, lists, or tips. To clearly organize the content, you can start with making an outline of your post. What points do you want to cover and what is the best order for it?
  • Make it clear whether or not you are writing on behalf of an institution. A blog entry can also be an opportunity to make a more personal statement about your interest in your research or work.
  • Provide references in footnotes or provide a link for readers who wish to learn more about the topic.
  • If you wish to include images from the article in the blog entry, then it is important to ensure that any permission sought should cover this additional use. Alternatively, royalty free images can be found in a number of online repositories such as Wikimedia, Commons and Morgue File.

Please do not hesitate to get in touch with us if you want further guidance or discuss your blog post at blog@sustainablescientists.org.

 

Green Curriculum: Five Reasons Why Studying STEM Provides Students for a Sustainable Future

Editor’s Note: Read five reasons why Kyle Martin from Florida Polytechnic believes that studying STEM (science, technology, engineering and mathematics) prepares students for a sustainable future. 

Tomorrow is full of ambiguity; Technological advancements, climate uncertainty, clean water, food shortages and a global population nearing 8 billion are all on the horizon. This begs the question: How will universities prepare the next generation of students for a sustainable future? From hands-on collaboration to cross-disciplinary curriculum, here’s how we believe STEM education is championing a sustainable tomorrow.

  1. Hands-On Learning

STEM majors have a balanced mix of hands-on and traditional lecture-style learning. The blend of hands-on with traditional lectures encourages students to apply classroom material to real-world scenarios. From multi-functional workstations and technology incubators to 3D printing labs (some labs even use polylactic acid, a sustainable, sugar-derived polymer sometimes used in reusable plastics like cups and cutlery), students have access to technology that empowers them to put their ideas to the test and solve the world’s most pressing challenges.

  1. Sustainability-focused Coursework   

In addition to hands-on learning, STEM programs actively incorporate sustainability into the curriculum. At events like the Industry Partner Summit, for instance, professionals, researchers and academics collaborate to develop new course material. During these summits, discussions typically cover emerging discoveries and challenges, policy updates, and tools and tactics that can be included in sustainability course curriculum. Summits occur annually to ensure students are learning the most up-to-date, relevant knowledge, thereby ensuring they gain the proper skills to be successful in their sustainability-focused careers.

  1. Revamped Facilities

Today’s cutting-edge STEM classrooms create a collaborative environment where issues of global sustainability can be addressed. Classrooms that were once stuffed with desks and chalkboards are now open-concept design that facilitate group presentations and brainstorming discussions. Conference style tables and technology-equipped stations replace standard desks, fostering group projects, problem solving and teamwork. Instead of chalkboards, whiteboards and dry-erase markers fill classrooms to encourage student visualization, ideating and project road-mapping.

  1. Soft Skills are Sharpened

In order for STEM students to excel in environmental-focused careers, they need opportunities to develop non-technical skills in addition to mastering core curriculum. As a result, many universities are ramping up requirements for STEM students to enroll in soft skill-focused courses. From public speaking to managerial classes, many of the nation’s top engineering colleges are offering up courses that prepare students for the business side of sustainability.

  1. STEM Education is Pivotal to a Sustainable Future

Sustainability is the future, and STEM education is the key to getting there. With a hands-on curriculum, innovative technology and a holistic approach to learning, STEM education is necessary for preparing the next generation of sustainability experts.

Kyle Martin - Author - Pic.jpg

Author Bio: Kyle Martin brings 11 years of storytelling experience to the content coordinator position at Florida Polytechnic University. In this role, Martin develops original content showcasing the University experience as a way to attract new students and faculty. He also lends editorial direction to University departments launching new projects and campaigns.

 

Sharing your research findings, boosting your career: The win-win relation between early careers, social media and open access publishing

contributed by Eduardo Oliveira

I have been recently challenged by the editorial team of the Regional Studies, Regional Science (RSRS) to briefly share my ideas and experience on sharing my publications, specifically my article published in the Early Career section of RSRS, through social media platforms. With this post, I aim to share with the readers my viewpoints on how sharing published research findings on Twitter, Facebook, LinkedIn and other social media platforms can boost readership of a paper and desirably your career. As above mentioned, I will particularly focus on my latest article – Constructing regional advantage in branding the cross-border Euroregion Galicia–northern Portugal which has recently reached the second position of the most read articles published in Regional Studies, Regional Science. In addition, and according to RSRS editorial team, the article is the first most read article of the Early Career articles and it’s in the top 5% of all articles ever tracked by Altmetric with an Altmetric score of 51.

The paper was published in 11 of May 2015 and since that date I have been sharing it via different social media platforms almost in daily bases. The fact that the journal also offers open access makes it easier to tweet, post or blog the link which gives access to the article as well as the possibility to download it – without any costs. I mainly have been tweeting my article as well as posting it on LinkedIn or Facebook groups devoting attention to regional development. I have been doing it in different ways that eventually will inspire my fellow early career colleagues and the readers of this blog in general to also submit a paper proposal. I have been using Twitter to share the link to the paper by “targeting” potential interested readers – those who have been doing research on the same topic or related ones (in this case constructing regional advantage, strategic planning, place branding) as well as policy makers working closely to the research area, for the matter the Euroregion Galicia-northern Portugal (in this case governmental entities in Spain and Portugal as well as European Union institutions). I have been fortunate enough to see the link being shared several times by other Twitter users, including by some national and supra-national governmental institutions. This snowball effect produced by multiple shares on social media, it definitely generates additional views and increases the readership. I often say that is a tailored made tweet – which cares about the readers and cares about the content. I have been employing this tailored made posting on Facebook as well by posting the link on large discussion groups of people interested in understand regional dynamics, regional development and looking for envisioning better futures for Galicia in Spain and the northern Portuguese region. As my aim is not to make of a scientific topic a subject matter of a daily tabloid, but instead increment the discussion around the topic, I opt to share the link with additional information following new regional policies or decisions which impact the research area or the countries involved.

In my viewpoint sharing a published paper with preliminary or final research findings not only gives the possibility to share knowledge about certain topic or research area but also helps researchers to position themselves in the academic discussion, for instance among those conducting research on regional studies and regional science as well as contribute to praxis. In addition, and I am sure that my fellow colleagues will agree with me on this matter, in today’s competitive academic job market and beyond, it is of paramount importance to let the world know our expertise through publications and other relevant academic outputs. Sharing published work on social media platforms could also open doors for career opportunities as potential employees (for example, universities, research centres, NGOs, enterprises) will get to know our work in an easy and dynamic way. With dynamic here I mean the multiple possible ways we can choose to share knowledge in a freely, friendly and fruitfully manner.

I hope the readers of this blog find my experience and methodology on using social media to spread research findings and published work useful.

To conclude, in my personal view an early career research could benefit from a clear win-win relation between publishing a paper on the Early Career Section of RSRS – sharing the link to the published work and the open access publishing. The mentored route of the Early Career Section is helpful and constructive. The open access format allows accessing the article without any additional fees for the reader, which in turn contributes to knowledge exchange across different social media platforms. It is very important to believe in our work as well as being confident in our research and in the academic and practical value of our findings. The final version of my article, improved with the help of the corresponding editors and other experts, gives me highly confidence on the findings and I do believe that it can inspire other regions to develop a similar approach as well as inspire early career to invest in an Early Career paper for RSRS. Bearing in mind these positive sides, I have been spreading the article worldwide. The RSRS editorial team will welcome with enthusiasm your unique, novel and interesting paper proposal. 

How and why we can and should be more creative in academia

contributed by

I spent the best part of a decade thinking there was no place in academia for paint, scissors and glitter glue. It turns out I was wrong.

Feeling my off the wall ideas were unwelcome, I’d been all set to walk away from academia after my PhD. That was until a couple of weeks ago, when I went to a university workshop on ‘creative journaling as a research method.’ Now I want to stay.

That day, enlightenment and salvation finally came, delivered by Dr Ian Cook, a tall man with thick-rimmed black glasses and stories of Lego and Guantanamo Bay. Ian talked about how he and colleagues in his department had used Lego to explore different news stories. The material nature of the activity had shaped both the process and the thinking. The team posted images of their creations on social media, and contacted some of those involved in the stories, many of whom responded; the use of Lego as a research tool sparked conversations that would otherwise not have taken place.

Not only did he illustrate that creative approaches do have a place in academia and are welcome, he also demonstrated why we should be more creative. And, unlike junior PhD student me, he’s a senior and respected academic. So, if he says it’s okay, then it’s okay! To pick out and paraphrase some of Ian’s points:

Why we should be more creative in academia

  • Processes of making and creating provide us with a different way of exploring the world
  • ‘Materiality and remembered physical experiences stimulate the imagination’ (Treadaway 2009: 236)
  • We need to make our research interesting for the people who are going to be reading it
  • What we are trying to convey might be better understood in different formats

In other words, creative approaches may give us greater insight, enable us to do better research and be better at communicating it.

Looking back over the past two and a half years of my PhD, I see my project has been peppered with creative moments which have been invaluable. These have helped me understand my research questions and talk about what I’m trying to find out with others. I’ve picked out six ideas that will hopefully inspire you.

1) Making sense of the literature

Reviewing the literature in the early stages of my research, I had information overload. I was trying to get my head around all of the factors that might have an impact on (Franco-)Belgian borderlanders’ speech and their beliefs about and attitudes towards language. I had compiled a long list, but it just wasn’t user friendly; I needed to see how they interacted. So I made them into a collage.

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(info here)

Not only did the collage help me to make sense of the literature, I have since gone back to it and used it to stimulate my own questions. Sharing it with non-experts, it has been a way for me to start conversations about my research.

 

 

2) Sharing a research experience with peers

I was asked to lead part of a discussion group at Cardiff University about my first experiences of fieldwork. I wanted my colleagues to feel what I had felt. So I drew a cartoon! Little bit risky!

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(info here)

The storyboard format enabled my colleagues to relive my experience with me, but it was abstract enough to stimulate their own memories of fieldwork. What is more, it was so distinct from forms of presentation we are used to, it engaged and held their attention.

 

 

 

 

 

3) Developing a methodology

How do you get the measure of a person’s complex, composite, fluid identity? Thinking about this whilst planning my methodology, I felt a visual translation of identity might be more insightful that something gleaned from responses to a written questionnaire. I considered the dimensions of identity then thought how I could translate them into physical dimensions, for example:

Identity Cloud

  • Different traits become different colours
  • Importance becomes size
  • Interaction becomes spatial configuration
  • Fluidity becomes movement

What emerged from my reflections and discussions with peers was the idea of visualising identity through creating an Identity Cloud; a visual interpretation of the arguably intangible. Peers had a go at making their own identity clouds at a conference workshop. They described how the process of making and doing had stimulated thought and discussion.

(The image is of a made up Identity Cloud.)

(Check back for details of a forthcoming journal article about this.)

4) Processing and documenting the emotions tied to my own research experience

When I first moved to France for my year abroad, I started making postcards with chopped up free magazines and pens. I made them for no one but myself. When I looked back over them, I realised they were an articulation of my emotions – living abroad for the first time is pretty scary and challenging.

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I still make postcards whenever I’m abroad. I don’t really think about what I want to create; I just start chopping up magazines. Nevertheless, when I look back on my creations, I see that they are (sometimes cathartic) translations of emotions and experience. Looking at the postcards I created on my first trip to the field site reminds me how overwhelmed I was. I’m not sure I’d remember those emotions as clearly without the postcards, yet I think an awareness of the emotions we experience on our research journey is important in our understanding of our research and ourselves as researchers.

(info here)

 

5) Preparing to interpret my data

At the creative journaling workshop two weeks ago we were encouraged to explore part of our research. I’d brought along the questionnaire I gave my participants. One question asked participants the top five places they spend their time (it will contribute to an index for mobility). In the workshop I decided to try responding to this question visually.

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(info here)

Through creating this piece, I realised I couldn’t think about the places I spend my time without thinking about how I feel about them. The activity flagged up to me the fact that when I interpret my questionnaire data, I must remember that behind the quantitative responses are emotions and feelings and these may explain things better than numbers.

 

6) Sharing aspects of my research with non-specialists

Recently, I created a poster illustrating my research journey. Knowing the audience were not specialists, and that attention is precious, I wanted to do something engaging. Having decided to collect a ball of wool every place I stayed during my PhD, I made a poster telling the story of my research through swatches of wool.

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(info here)

The novelty, and the fact that viewers were encouraged to engage physically through touching the wool, appeared to engage viewers and passers by.

 

 

 

 

So why are creative approaches so marginal in academia?

The benefits of being creative are evident, and clearly people are being creative in the academy, but it’s definitely not the norm. I’ve been thinking about why this might be, and so far I’ve come up with five reasons (which I went into more detail about in a recent post):

  • The system has not been built for us to do it
  • We aren’t used to doing it
  • We don’t know what to do
  • We think we can’t do it
  • No one likes to fail

Nevertheless, there’s never been a better time to try something different!

Now is the time to go for it!

As I said in my previous post, ‘interdisciplinarity and impact might be unpleasant buzzwords in the minds of many, but, buzzwordiness aside, the do open up spaces in which creative approaches are more esteemed, if not encouraged. Technological advances, the move towards more collaborative work, and the rise of social media are also developments which work in creativity’s favour.’

What is more, beyond the academy others are getting on the bandwagon: in their document on ‘Digital Investigation and Intelligence: Policing capabilities for a digital age’ (April 2015), the College of Policing and partner agencies state ‘we need to engage with artists and innovators to help us think creatively and see things differently.’

If we don’t dare to try new things, how far will we get? Einstein was of the opinion that ‘doing the same thing over and over again and expecting different results’ was tantamount to insanity. And Ed Catmull, the founder of Pixar, wrote a book about how creating an environment where people aren’t scared of failure is key for enabling creativity.

Now, whilst I’m a fan of glitter glue and have A-level art to my name, I realise not everyone is in this position. But creativity is not limited to the art room – Lego, for example, requires no drawing implement. Everyone has the potential to be creative, and it’s something that must be practised and developed.

To finish I’m going to give you some ideas for ways to kick-start your academic creativity.

I’d also love to hear what you do to help you feel and be creative – do feel free to comment or tweet me. I’ll get our collected ideas together in another post!

20 ideas for kick-starting your academic creativity

Take little steps

1) If you’ve never done it before, submit a poster to a conference. It’s a well established format, so it’s not going to upset the academy; it’s just going to help you practise taking risks.

2) Physically chop up something you’re working on into sections and re-arrange it in different configurations; not just linearly. Keep rearranging and see what emerges when you change the connections in your research.

3) How much colour do you have in your work? Invest in a pack of felt tips or crayons and use them freely. Maybe get some stickers too.

4) Take a draft of a piece of your writing and illustrate it with stick people and images in the margins. Reflect on what emerges.

5) 1) Raid the recycling bag for magazines, then 2) think about any aspect of your research, then 3) start cutting and sticking without worrying about the outcome.

Seek out creative spaces

6) Find the space where your mind wanders and go there.

7) Seek out ‘interdisciplinary’ events or projects: discipline boundaries have already come down and there’s a sense of openness and exploration; an ideal space in which to take a risk.

8) Want to try delivering something in a new way? How about in a seminar in your institution? It’s not too formal, and you’re amongst familiar faces.

9) Want to try delivering something in a new way? How about in a seminar somewhere else? People have (maybe) got less of an idea of who you are. There are no preconceptions. What a way to make a splash!

10) Find public engagement opportunities. Engaging the public with our research requires us to bring them into the mix and that means we have to think differently.

Think differently

11) Play helps with innovation (Gross & Do 2009). Get out the Lego, plan a treasure hunt, turn your research into a Monopoly-esque game, make a costume and act out an aspect of your research.

12) Question why you’re not doing something differently. Is there a good reason why not? Would there be a good reason to do it differently?

13) Do you do any crafts (knitting, candlemaking…) or have any hobbies (baking, orienteering…)? Have you ever tried doing an aspect of your research with or through them? Try it.

14) Think about your research journey. Think about what’s happening and what you’re doing and feeling. How could this awareness shape what you’re doing and where you’re going?

15) Got a totally radical idea you love, but scared to go for it? Is what’s stopping you really a valid reason not to?

Learn from others

16) Seek wisdom and inspiration from people writing and speaking about creativity. Rod Judkins’ ‘The art of creative thinking’ is packed with ideas, and there’s a wealth of inspiration to be found in TED talks.

17) Go out and seek inspiration: visit a gallery, listen to a piece of music, go to a museum, go for a walk.

18) Have a conversation with someone about part of your research you’d never imagine having that conversation with. What comes out of it?

19) Talk to the people in your office, your institution, your network. And people who’ve got nothing to do with your area. What different things are they doing?

20) Look at how your or your friends’ children tackle a task. Try emulating their approach.

Kick-starting your academic creativity

(pdf here)

Don’t forget: I’d  love to hear what you do to help you feel and be creative – so feel free to comment or tweet me and I’ll get together a blogpost on our collected ideas.

References

Gross, M. & Do, E.Y-L. (2009) Educating the new makers: cross-disciplinary creativity. Leonardo 42(3), 210-215.

Judkins, R. (2015) The art of creative thinking. London: Sceptre.

Treadaway, C. (2009) Materiality, memory and imagination: using empathy to research creativity. Leonardo 42(3) 231-237.