J. C. Salamone' R. D. Deonin and M. 0. Young Lowell Technological Institute Lowell, Massachusetts 01854 and E. M. Pearcez Allied Chemical Cor~oration P.O. Box 1012-R Morristown, New Jersey 07960
I I I
Polvaer Science and Engineering ~ d u a t i o nin the Umited States
I
Polymer science and engineering is a multivariant disci-
line which can rewire knowledge - in diverse areas such as chemistry, physics, engineering, and/or biology. Although diversity creates interesting challenges, it also makes difficulties for precise definitions. The inability to pin a traditional label on polymer science and engineering has contributed to its slow acceptance by traditional academic institutions. This in spite of the fact that annual production of polymeric materials will exceed 35 billion pounds in a few years with the concomitant large scale need for a utilization of scientists and engineers in multiaspects of this development. Additional reasons for this academic neglect have been proposed 1) The rrquiremenrs for a multidisciplinarv apprnnch lead 10 a high enrrxy of indrwdual acrivatrun t u pnsi I hrough the rransitwn stare leadmg l r ~ ma specific disripline ro rhc multifaceted arra of
polymers. 2) The implication that involvement in structure, property and/or processing approaches appeared too much like technology or applied research-aplague to be avoided at all costs. 3 ) The desire to work with monolithic oure substances-suhstances which could be characterized b; a sinele molecular -~~~~~~~ weight, a well-defined structure, being either crystallizable or distillable. These characteristics are not normally associated with macromolecules ~~
~
~
Progress has been made in overcoming the apprehensions leading to diminished academic acceptance. In recent years it has become apparent that there has been increased interest in the teaching of polymer science and engineering in the United States. This is evidenced by the results of previous surveys of course offerings in polymeric materials given by American universities which have been undertaken hy the Education Committee of the Society of Plastics Engineers in the years 1951, 1953, 1956, 1960, 1964, and 1967.3 It is the intent of this study by the Education Committee of the Division of Polymer Chemistry, Inc. of the American Chemical Society to survey the present status of course offerings available in the area of polymer science and engineering in this country as well as to determine the deeree . nromams - that are available and the organizational units that administer these programs. In addition. an effort has also been made to ascertain the amount of 'course credits available at both the graduate and undergraduate levels. Although data on the subject have apparently not been reported, it is well recognized that polymer science and engineering have been studied principally at the graduate level, and it was of interest to
-
A report by the Education Committee of the ACS Division of Polymer Chemistry, Inc. 'To whom inouiries should be addressed. %Chairman,Education Committee, ACS Division of Polymer Chemistry, Inc. aWinding, C., and Bradsky, P. H., SPE Journal, 24, 31 (1968), and the references cited therein 768
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Journal of Chemical Education
determine the current breakdobetween graduate and undergraduate course offerings. In Table 1 is presented a list of the academic institutions that were surveyed during the latter part of 1971 and throughout 1972, although in certain instances further clarification was made in early 1973. The data reported in this survey were obtained through correspondence with departments believed to offer polymer related courses and degree programs and also through recent graduate and undergraduate bulletins. Only schools that replied to questionnaires and/or specific questions were included, while many others were contacted but did not reply. It should be noted that this study was restricted to schools that offered courses in all areas of polymers with the exclusion of textiles and naturally occurring polymers. For each of the 104 institutions given in Table 1, an attempt was made to determine the total number of credit hours of course work (given on a semester basis) available throughout the university. Where necessary, certain credit designations were converted into semester hours and reported in whole numbers. The total number of credits available were then subdivided on a departmental basis among the departments of chemistry, chemical engineering, and "other" departments. The latter included departments such as mechanical engineering, materials science and engineering, plastics technology, polymer science, etc. Finally, each course credit was then represented in the generalized categories of polymer science, polymer laboratory, polymer engineering and structure and properties, at either the undergraduate (U) or graduate ( G ) levels. In regard to the composition of these categories, polymer science includes all courses that deal with the chemistry and physics of polymers as well as to other areas that pertain to their science. Topics such as polymer preparation and characterization, solution properties, and kinetics of polymerization would be included in this category. The heading of polymer laboratory is concerned with any type of laboratory course concerned with chemical or mechanical studies of polymers. The heading of polymer engineering includes topics in the design of components that are fabricated from polymers, the machinery that is used to produce the components, and the history and uses of polymers as plastics, elastomers, coatings, foams, adhesives, etc. In the category of structure and properties, this heading includes courses pertaining to morphology and rheology and to other mechanical or chemical properties that are related to the structure of polymer chains. From the 104 schools that were studied, i t was found that a total of 1841 credit hours were available for the study of polymers a t both the undergraduate and graduate levels. Of this total it was found that 25% of all courses were given by chemistry departments, 30% by chemical engineering departments, and 45% by all other departments. These figures indicate that only slightly more than half of all polymer courses are given in the traditional areas of chemistry and chemical engineering. I t is inter-
Table 1. Survey of Polymer Science and Engineering Course Credits Available in the United States Tots1 Credits Institution
1971-72
Aspartmental C r c d i h Other Chem. Chem. E. Deptr. Deptr. Deptr.
, Polymer Science U G
Coum Credits PolymerLaborsfon, Polymer Engineering U G U G
Structure & Properties U G
UniverrityafAkmn Alfred University Arizona Stale Univenity Univenlty of Arizona Auburnuniversity BallSCafrUniv~rsity Bemidji state College Btigh~mY0""gu"i"e~it~ Bucknelluniv~rsity Bronx community College. CUNY 11. CsliforniaInsfituteoi 1. 2. 3. 4. 5, 6. 7. 8. 9. 10.
Technology 12. univenity of California.
Berkeley 13. University ofCalifmnia.
San Diego 14. University of Califarnia.
santa Barbars 15. Carnegie-MellonUniversity 16. Case WesternRPaorve
university 17. university ofcineinnsti 18. City Collsge. CUNY 19. Ciarkson Collegeof
Technology c1cm~onuniversity Cleveland Stare University University of Colorado ColumbiaUniversity University of Connecticut CornellUnivenify Dartmouth Collegl University ofDdawsre University afDonvs~ UnivorsiiyafDeimit Duke University E ~ ~ Ji ~unmrsity ~ h ~i Fairmont State College Ferns state College FloridaStateUniversity University of Florida Georgialnsfituteof Technology 37. GeffyrburgColiage 38. University of Hauston 39. Iowa State university 40. University of Iowa 41. Lehigh University 42. Louisiana State Univerrily 43. university of Louisville 44. Low~IITechnolo.ical Institute 45. University of Maine 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36.
~~ ~ ~ ~
Technology 49. MichiganStateUniversity 50. MichigsnTechnalogieal
university 51. University of Michigan 52. Milwaukee Schml of
Engineering 53. University of Minnesota 54. University of Missouri.
Kansascity 55. Uniuerdty ofMismuii,
Rolla 56. Montclair State College 57. Munay State University 56. Newark Coiieee of
Volume 50, Number 11, November 1973
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Table 1. Survey of Polymer Science and Engineering Course Credits Avaflable In the United States (Continued)
Institution
Tots1 Credits 1971-72
Textiles & Science ~moklyn 78. PrincetonUniversity 79. Purdue University 80. RenudaerPolytechnie Institute 81. Richmond College. CUNY 82. Rachesforlnstituteol Technology 83 UnivsrsifyofRoehc8tsr 84. Rulgerr University. State u n i v d N e w Jersey 85. UniveraityofSouthem California 86. University of Southem Miniissippi 87. Universityof South Dakota 86. Stanfodunivenity 89. Stevenrlnstituteof Technology 80. stout state univenitv 91. SyraeureUniuersity 92. UniversityofTennesliee 93. TersnA&M University 94. UniwrsifyolTersr,Aultin 95. Tufts U~iversitv 96. universityofuiah 97. Wa~hingtonUnivernity 98. WsahingfonSfate University
-DepartmentslCredits, Chem. Chem.E. Dmta De~fs.
Other Do~ltr.
.PolymerScience
Course Credits Polymerlaboratory PolymerEngineering U G U G
G
U
Sfmeture&Pmperlies U G
18
29 9 2 30 21 6 12 41 M 6 6
Table 2. Programs and Degrees in Polymer Science and Engineeringa Total Credits -
1. UnivemifyofAkmn 2. Bronxcommunity College
93 28
3. Case Western ReserveUnivemity
59 9 33
6. Come11 University 7. FemisState Colleae 8. University o f ~ l 0 ~ 7 d ~ 9. IehighUniversily 10. Lowell Technological Institute
21 22
Polymer Program, Diviaionof Applied Chemistry Polymer science program, Instituteof Materials science Materials science center Industrial Daoartment
M.S. endPh.D. in P?I?mer Science A.A.S. Demee in Cbemieal TeehnologyPlastics Technoloey option B.S. in Engineering-Polymer Science Major; MS. andPh.D. in Macromolecular Science and Engineering Departmental Degree M S . and Ph.D in Materials Science
16
15
1M
11. Univ~nityofMarylsnd
27
12. University ofMassachusetI8 13. Mauachuset~lnrfifufeofTeehnology 14. Univemily of Michigan
58 24 21
18. Newark Collegeof Engineering 19. State Univ~rsitvofNew York. Colloaeaf Fonstri
Department of Chemistry, ChemiealTochnoiogy and Plsntie~Teehnology Division of Macromolecular Seicnee
science Option M S . and Ph.D. in Applied Polymer Science M.S. end P h D in Polymec Science and Engmee~ing Degrees by participatingdepsnmenta M S . andPh.D, in MseromohcularS~ienccand parfieipafingdepartmont
17
certificsteofa~iastic~echna~ogirt
12 15
Degrees by particiilatingdepartments Dopanmental degree
33 17
CetiIicatePlogram in Plastics B.S. in Forest Chemistry. W a d and Polymer Chemistry option Ph.D. in Fiber and Polymer science B.S.,M.S. andPh.D. inchemistry-Polymersand Coatinge Msjor Degree3 by psrtieipating departments B.S. in Polymer Science
29 39
Sehml of Textile DeparLmcnt ofPolymen and coatings
16
Materials Resoarch Cenfer Polymer Science Section. Department of Materials Science Polymer Re~earehlnstittte,Department of Chemistry; Department o f c h ~ m i e sEngineering l Polymer Science and Materials pmgram Polymer science and Engineering Pmgram Department ofchemistry Department of Polymer Science
22. Northwestern University 23. Pennsylvania State University
n
24. Polytechnic Instituted BmokIy~
32 27 31 30 91
a.Steuena1mtituf. of Technolor,
29
30. TeiasA&M University 31. University of Utah 32. WeshingtonUniverrify
21 41 30
Department ofchemistry and Chemical Engineering; Plastics Institute of America Polymer Research center. Department of Chemistry Division of Materials Science and Engineering Materials Scienceand Enxineering Pmarsm ~
~
M.S. in Polymeric Materials; Ph.D in Chemistry or Chemical Eneineerin. Degrees by pa&ipatingd.partments Degrees by participafingdepsnments M A . end Ph.D. in PolymerChemistry B.S.inPlasticsTechnoloey: B.S., M.S. a n d P h D . in
.
.
.
.
.
.
-In addition, the College of Engineering, Gwrgia Institute of Technology la beginning s new interdisciplinsry program in Plastics Engineering. TheDepartment of Chemical En@neering, Mellon Univeraityandthe Cents? f m s p ~ c i aSl t u d i e d t h e Mellon Instituteof Seieneesreofferinga nowinterdisciplinary pmpam in Colloids, Polymers and Surfaces.
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Journal of Chemical Education
esting to note that the 1967 survey of polymer courses undertaken by the SPE Education Committee obtained a departmental breakdown of 25% for chemistry departments, 2690 for chemical engineering departments, and 4990for all other departments.3 The breakdown of course credits by category revealed that polymer science was the largest with 39% of the total credits, followed by polymer engineering with 28%, structure and properties with 26%, and polymer laboratory with 790. The designation of courses at the undergraduate and graduate levels revealed that polymer science had 11% at the undergraduate level and 28% a t the graduate level, whereas polymer engineering had 15% at the undergraduate level and 13% a t the graduate level, structure and properties had 8% a t the undergraduate level and 18% at the graduate level, and polymer laboratory had 2% a t the undergraduate level and 5% at the graduate level. From these figures it was found that 64% of all polymer courses are given at the graduate level and 36% are given a t the undergraduate level. This result is somewhat surprising and could indicate an enhanced interest in the teaching of polymer science and engineering at lower levels. This survey was also concerned with the type of formal programs that are available in polymer science and engineering as well as the types of undergraduate and graduate degrees that are granted in conjunction with these units. In Table 2 is presented a listing of 32 schools that offer such programs. It should be noted that many of the other schools have considerable course credits and research available for a specialization in polymers. However, these were not included in this listing because they neither had a designated organizational unit concerned with polymer science and engineering nor did they offer specialized degrees in this field. Of the 32 schools listed in Table 2, a majority (by number) of the organizational
units are of an interdisciplinary nature with de$ees either given by the unit or by the individual, participating departments in that unit. The next largest group is that of formalized programs within existing departments. The degrees given by this group are either normal departmental degrees or specialized degrees in the polymer field. The smallest group by number are the schools which have formal departments or institutes pertaining to polymer science and engineering. Virtually all of the schools in this category grant specialized degrees. Although the latter group is the smallest by number, it should he noted that it also contains a large portion of the credit hours available in polymer science and engineering as well as a large, coordinated staff which contributes substantially to the research effort in this field. In comparison to the previous studies by the SPE Education Committee,3 it can readily he seen that academic training in the polymer field has been steadily increasing. The present trend appears to be toward the creation of polymer specialties within existing departments and, where staff and equipment are present in various departments within a university, toward the creation of an interdisciplinary polymer program. In addition, it is expected that as the amount of graduate training continues to grow in forthcoming years, the teaching of polymer science and engineering at the undergraduate level will also be increased. In this enlightened period when science and engineering have recognized the need to become increasingly relevant to the growing needs of our society, the question arises as to whether academic involvement in polymer science and engineering is growing a t an adequate rate to overcome the neglect of several decades. The fact that macromolecules impinge upon every aspect of our lives indicates that accelerated academic involvement is required now.
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