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In a comment published in “Nature Chemistry,” on Nov. 25, Casey Davis, a chemistry PhD student, along with her advisor,��Mike Toney, a professor of chemical engineering and materials science, and others, argue that universities must integrate energy justice into graduate curricula and research.

CU �鶹ӰԺ spoke with Toney and Davis about energy justice and the importance of preparing graduates to tackle these challenges in their careers as the world transitions from fossil fuels to renewable energy.

What is energy justice?

Davis: Energy justice means ensuring fairness in how energy is produced and used, as well as addressing past harms experienced by disadvantaged communities.

Can you explain the social aspects of energy justice?

Davis: Community solutions involve engaging with communities to understand their needs, rather than having scientists and policymakers make decisions in isolation. For example, while coal is harmful, communities reliant on it for jobs and the local economy may have different perspectives. Addressing their concerns can foster broader support and accelerate progress, rather than facing resistance.

Mike and I have worked to integrate this focus into our fundamental research, which I find very rewarding.

Toney: As an example, one of the first-year chemical engineering graduate students, Summer-Solstice Thomas, is proposing to specifically engage local communities impacted by Per- and polyfluoroalkyl substances (PFAS),��or so-called “forever chemicals,” in her graduate research aimed at improving membranes to remediate PFAS.

Why do graduate students need to understand energy justice?

Davis: Students who understand both the scientific and social aspects of climate change will develop better and more implementable solutions to address environmental challenges in ways that minimize harm to vulnerable communities and address previous injustices.

In STEM, PhD students often focus on their specific science and don’t have all the skills needed�� to contribute to a just energy transition. For example, students working on renewable energy may learn how batteries work, but not about the negative impacts of mining the materials needed for them.

What are some of these potential negative impacts?

Davis:��Sourcing materials and establishing sites for renewable energy can negatively impact adjacent communities in ways similar to fossil fuels. For example, the cobalt mined in the Democratic Republic of the Congo for lithium-ion electric car batteries, has led to severe injustices, including child labor and mining deaths.

Casey Davis

How have scientists historically approached energy justice?

Toney: Historically, many scientists, including myself, have only superficially addressed this issue. However, there is a growing awareness among early-career scientists about its significance. We need to integrate these considerations into our technical work. Recently, there’s been a significant increase in student interest in energy justice. In my experience, recent engineering students are particularly passionate about energy and environmental justice.

Davis: This growing demand highlights the need for professors and academic institutions to consider these concerns more in their teaching and research. It’s essential to address these issues in graduate school, where future scientists and engineers are trained. By teaching students the importance of energy justice and how to incorporate it into their work, they can apply these principles in their careers, whether in industry or regulatory agencies like the EPA.��

Are there barriers to integrating energy justice into research?

Davis: PhD students might hesitate to add this new focus due to concerns about extending their graduation time and potential pushback from advisors. Additionally, some journals and reviewers have been resistant.

Toney: Incorporating these concepts at the PhD level has been challenging, but Casey and other students have successfully integrated energy justice into their research, receiving positive feedback during exams.�� In my generation, nobody really ever thought about this.

Professor Mike Toney

How can these barriers be overcome?

Davis: Solutions should be tailored to each institution, but incorporating more diversity, equity and inclusion initiatives is essential, a point that we discuss more in the Comment. Schools can develop interdisciplinary programs and hire faculty who support these approaches to encourage a culture shift. Equity can become part of the curricula and dissertations of science graduate students. While it’s challenging, these incremental changes have significant impact. We’re already seeing progress.

What is changing in CU �鶹ӰԺ’s graduate program?

Davis:��Mike is encouraging me to incorporate energy justice into my dissertation. This sort of support from professors is necessary for graduate students to begin to develop a holistic understanding of how their work fits into larger issues such as climate justice.

Toney: CU �鶹ӰԺ is proposing a new approach to graduate education through an NSF grant proposal. The plan integrates fields like communications, business and social sciences into PhD programs, giving students across disciplines a broader understanding of engineering and science. This multidisciplinary training prepares our students with the tools needed to apply these concepts in their careers end enable a just energy transition. I see this as expanding engineering education to include broader training which would extend into the undergraduate level.

This approach will better equip our graduates to make a more significant, holistic impact in the world.

How will you be integrating energy justice into graduate curricula here at CU �鶹ӰԺ?

Toney: I will be teaching a new one-credit class Spring semester on “Energy Justice in Engineering.”

Do you have a vision for how incorporating energy justice at a college level might evolve?

Davis: I envision energy justice becoming integral to STEM education, where students not only learn science and engineering concepts but also understand its social implications. Solving climate change is also about addressing social issues. If we resolve social inequalities, it would significantly advance our climate goals. For instance, equitable public transportation reduces emissions and supports broader access. It’s about creating a more abundant and connected community.