Module IIA. Innovations in Soy Chemistry: Industrial Case Studies

Some notes from initial piloting of the module:

AP chemistry, 20 students, 10-12 graders
I feel that this is not something I can do during the course BEFORE the AP test. I think its more applicable AFTER when we have time. There is many topics that the kids haven't heard of yet or been exposed in a high school class. I think the soy concept is very important and needs to be explored.
The students thought it was cool that soy is used to make these products and wonder why we are now losing this crop sale overseas.
It's for upper level or when they have time. It doesn't fit well into the AP curriculum but used after the test.
It's good to show students the other types of chemistry and being exposed to what they will or can at a higher level. I think there is a heavy emphasis on biological chem as well. I will probably pass along to my AP bio teacher.

Chemistry of Environment and Sustainability, Masters in Chemistry, two students, Chemistry
Content is detailed with required background knowledge. As I teach a chemistry of environment and sustainability, it suited well with my course as a case study material as well as understanding of the student towards green and sustainability increased. The modules are very useful, we are planning to refer it to try the similar works for peanut which is locally produced in Rajasthan. We are also planning to add in our two more courses in the next academic year: Green Chemistry course taken by Masters and an undergraduate course which has green chemistry as one part of it.
Students were very engaged and liked both the modules. They were excited to do the module III as well but we had limited time in this academic year, did not have all the chemicals to carry out the experiments, we are still waiting for the reagents to come.
Educators teaching green and sustainability chemistry courses should take advantage of these modules. This is nicely designed for the undergraduate students of final year and postgraduates students. Even PhD students can benefit from this, if interested. This may be a start to using several kinds of novel renewable feedstock for creating wide range of compounds and products.

I piloted the materials as a sub-topic in Industrial Chemical Processes I for 300 Level Students. Though, the class size was expected to be 20, but we had only 10 students in attendance. I originally thought we could cover this entire curriculum module with the students in just one session. But honestly, after taking the time to read through everything myself and then running that first session with the class, I realized the material is incredibly detailed, well-designed, and genuinely useful—it’s much richer than it first seemed. Because of that depth, we definitely need to schedule several follow-up sessions to make sure we do justice to all the content in both Module II and Module III.
As an Educator in Nigeria, to enhance the curriculum's impact in developing nations like Nigeria, the module should be improved by strategically incorporating local elements. This includes featuring Nigerian-based case studies on Green Chemistry and small-to-medium enterprises utilizing soy, significantly boosting relevance and student motivation.
A vital addition is an alternative guide for resource-constrained laboratories for Module III, detailing simplified, equipment-substitution-based experimental procedures.
Finally, to ensure practical applicability, the facilitator's guide should offer pedagogical strategies for large class sizes and explicitly link Green Chemistry principles to specific Nigerian environmental regulations or national agricultural policies.
My students were actively involved and engaged. Though, we are yet to conduct the experiments listed in Module II and III. We have made plans to conduct it soon.
My advise to other educators using this curriculum module is that Educators must first recognize the curriculum's unexpected depth, requiring them to allocate ample, multi-session instructional time to cover complex concepts thoroughly. A crucial step is to prioritize local contextualization, urging students to research Nigerian cultivation and industry applications to bridge the gap from U.S.-centric examples to local realities. Furthermore, practical advice for developing nations includes proactively managing resource constraints: pre-downloading digital materials for offline use and adapting the practical components by focusing on low-cost laboratory techniques that utilize readily available equipment, ensuring the module is accessible and effective across all institutions.
I'd like to say that it was an opportunity for me to learn, as the curriculum is rich and detailed. I deeply appreciate everyone who contributed as an Author. Thank you.