Polymer educators

Recognizing that insufficient attention was being given to polymer topics in the chemistry curriculum, the ACS Division of Polymer Chemistry (POLY) formed the Polymer Education Committee in 1972. Shortly thereafter they were joined in this effort by the ACS Division of Organic Coatings and Plastics (now known as the Division of Polymeric Materials Science and Engineering or PMSE), and the committee was called JPEC, the Joint Polymer Education Committee. Over the years, the Polymer Education Committee was very active and instituted a variety of programs... 

Professor Mark s story is told in three chapters by the Editor and four reminiscences by Rudolf Brill (whose association with Mark dates back to 1922), Hans Mark (his son), Linus Pauling, and Maurice Morton. The history of polymer science is given in separate chapters by the Editor, Robert Simha (who has worked with Professor Mark in two countries), and Carl Speed Marvel. One chapter by Charles Carraher gives an up to the minute report on the status of polymer education. The remainder of the book is a collection of reviews and previews of specific, timely topics in polymer science. Despite the diversity of topics, each area covered has contributions from Herman Mark. 

The development of polymer education in the USA will be traced using specific examples to illustrate general trends, developing briefly Professor Mark s many contributions to the growth of polymer education. Many others have made significant contributions to polymer education, but in this brief paper only a few of these individuals or centers of learning can be noted. 

Finally, the importance of polymer education cannot be separated from its importance in industry and the "real world" - yet unfortunately this is what has and often continues to be done. 

Prior to 1940 there was little or no education directed toward polymer chemistry. With the contributions of Carothers and others that transformed the practice of polymers into a science, and with the leadership of Herman Mark and others (informal graduate and postgraduate), polymer education took root but rapid expansion and general acceptance by more traditionally oriented academic institutions was slowed by many barriers. Only since 1974 has there been a concerted effort to include education in the basic concepts of polymer chemistry into the undergraduate curriculum. 

The development of polymer education will be divided into three time frames. First, Age of Empiricism - to 1938, where the key word might be art. Second, The Mark Connection - 1940 to 1974, where the key word is science. Third, Recognition - 1974 to present. 

The vast majority of polymer education focused on graduate and postgraduate education from the late 1930 s to 1974. Early progress was delayed because of World War II. 

Many of us date Professor Mark s contributions to polymer education and science as beginning in 19 10 with his arrival at Brooklyn Polytechnic. This is only because we have not recognized the pages of scientific discovery prior to the coming of the Ge-heimrat to the USA. 

The Ninth Biennial Education Conference of the ACS met on October 16-18, 1975 and strongly endorsed the need for increased emphasis of polymer education. 

Probably the most significant single event in polymer education occurrred in 1978. The latest edition of "Undergraduate Professional Education in Chemistry Criteria and Evaluation Procedures" by the ACS Committee on Professional Training contains "In view of the current importance of inorganic chemistry, biochemistry, and polymer chemistry, advanced courses in these areas... 

Following are other current and recent-past ventures related to polymer education. A series of experiments appeared in the 1978 Journal of Chemical Education which is aimed at introducing polymer related experiments into traditional courses (7). More of this type of presentation must be forthcoming. 

A visitation program to help support visits by those already involved in polymer education to colleges that are not involved but which desire to learn about polymer education related programs has begun. Lon Mathias chairs this committee. 

Polymer News, edited by Gerry Kirshenbaum has as a longstanding series featuring academic polymer centers. Those associated with the particular institution are asked to present their programs, aspirations, intents, etc. These are typically well done. Polymer News also features a column on Polymer Education which offers a wide variety of information including booklets, tapes and films related to polymer science, special education (academic and inservice) experiments, polymer science education outside of the USA, recent activity in education committees, featured polymer chemists in academics, reports on education related conferences, etc. 

Several awards related to polymer education are in the "wings". 

Thus the present activity within the various polymer education committees is broad, far-reaching, timely and progressive. 

Polymer education in the USA can be divided into three periods - Empirical, Mark Connection and Recognition with the latter period still in effect. We must continue to be active at promoting the greater inclusion of polymer topics, illustrations and concepts into the formal education of our chemists and chemical engineers not just because we are polymer chemists but because it is critical to the growth of our industries, our nation, as well as many related branches of science, health and technology. 

I particularly thank Eli Pearce for being my "comrade-in-arms" for the past six years without whose energies much of what has been accomplished within those six years in polymer education would not have been accomplished. 

Finally, I thank those many pioneers of polymer science on whose shoulders we proudly and firmly stand and those currently involved in polymer education for closing ranks and offering the needed solidified stance for the recognition and development of polymer education. 

In light of this directive, the Polymer Education Committee formed committees that focused on the integration of polymer topics in the foundational courses. Committees, hereafter called the Core Course Committees, were formed to develop avenues where polymers would be included in the foundational courses to enhance them. Polymer topics, principles, and illustrations were identified that would help and enhance these courses. The reports of these committee deliberations were published in the Journal of Chemical Education as follows ... 

See C.E. Carraher, Jr., Polymer education and the Mark connection. in G.A. Stahl (ed.), Polymer Science Overview A Tribute to Herman F. Mark (Washington, D.C. American Chemical Society, 1981), 123-142 id., History of polymer education - USA." in R. B. Seymour (ed.), History of Polymer Science and Technology (New York and Basel Marcel Dekker, 1982), 173-197. 

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