Report pubs.acs.org/jchemeduc
History of Polymer Education in the United States through the Efforts of the Committee on Polymer Education and the Intersociety Polymer Education Council Charles E. Carraher, Jr.,*,† Erik Berda,‡ Frank D. Blum,§ John P. Droske,∥ Warren T. Ford,⊥ Bob A. Howell,# John M. Long,∇ and Sarah E. Morgan○ †
Department of Chemistry and Biochemistry, Florida Atlantic University, Boca Raton, Florida 33431, United States Department of Chemistry and Materials Science, University of New Hampshire, Durham, New Hampshire 03824, United States § Department of Chemistry, Oklahoma State University, Stillwater, Oklahoma 74078, United States ∥ Department of Chemistry, University of WisconsinStevens Point, Stevens Point, Wisconsin 54481, United States ⊥ Department of Chemistry, Portland State University, Portland, Oregon 97207, United States # Department of Chemistry, Central Michigan University, Mt. Pleasant, Michigan 48859, United States ∇ JM Long Rubber Consultants, North Canton, Ohio 44720, United States ○ School of Polymers and High Performance Materials, University of Southern Mississippi, Hattiesburg, Mississippi 39406, United States ‡
ABSTRACT: The Committee on Polymer Education (PolyEd) had its initial planning meeting in 1974. The Intersociety Polymer Education Council (IPEC) has been active since 1990 as an outgrowth of PolyEd. Because of the activities of PolyEd and IPEC, basic polymer concepts have become a required part of undergraduate education and a more common topic in the curriculum for K−12 students. A brief history of polymer education is given. The current and future activities of PolyEd and IPEC are described. KEYWORDS: General Public, Polymer Chemistry, Public Understanding/Outreach, Materials Science, Polymerization, Professional Development, Standards National/State
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INTRODUCTION The planning committee for the formation of the Committee for Polymer Education (PolyEd) took place at the fall national meeting of the American Chemical Society in Atlantic City in September 1974. PolyEd started as a joint task force for promoting polymer education in society and academics.1−3 Volunteers of the joint task force forming PolyEd were dedicated to SERVICE and EDUCATION with direct financial support by the American Chemical Society Divisions of Polymer Chemistry (POLY) and Polymeric Materials: Science and Engineering (PMSE). PolyEd is dedicated to the education of students and the general public on the basic nature of polymer science, as it underpins our daily living and helps our understanding of the world about us. Polymer science is an important vehicle for enhancing the appreciation and understanding of the role of science and technology in today’s society.
scientists began gathering knowledge of polymers in a more systematic fashion. Most of these advances were made outside of institutions of higher learning and often driven by commerce. Herman Staudinger as early as 1910 started the modern trek to understanding of large molecules within the university setting. Unfortunately, universities did not embrace giant molecules as an area worthy of study, though by the late 1800s the beginnings of industry were contributing to the application of polymeric materials.
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MORE RECENT EVENTS By the 1950s it became evident that giant molecules are critical materials and that an understanding of the basic principles was important if society was to profit from their applications. At this juncture, many scientists in academia saw the need for giant molecules to be embraced within academic circles. In the USA, the earliest calls to academics to embrace macromolecules as an area worthy of study were largely ignored, often on the basis that polymers were materials for industry and not for academic study.
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EARLY HISTORY Polymers have been intertwined with human survival and advancement since we took our initial steps, with many of those initial steps made in animal skins, hides largely of protein. Wisdom books were written on polymerspapyrus, then cellulose, and today with electrons contained within a matrix of polymers. Initially knowledge was largely obtained through accidental discovery and observation. By the early 1900s, © XXXX American Chemical Society and Division of Chemical Education, Inc.
Special Issue: Polymer Concepts across the Curriculum Received: August 10, 2017 Revised: September 16, 2017
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DOI: 10.1021/acs.jchemed.7b00614 J. Chem. Educ. XXXX, XXX, XXX−XXX
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• Outstanding Organic Chemistry Student Award given yearly in over 300 colleges and universities; • Henkel Award for Outstanding Graduate Research in Polymer Chemistry; • Eastman Chemical Student Award in Applied Polymer Science for the best applied research paper presented at an ACS national meeting. PolyEd leadership organized a series of symposia at ACS national meetings in the Division of Chemical Education (CHED) on polymers in foundational organic, physical, and inorganic chemistry courses. POLY and PMSE cosponsored these symposia. This is one of many PolyEd efforts in response to the ACS requirement that material dealing with polymers must be part of the curriculum for undergraduate students if a school/program is to be ACS-certified. Polymer Undergraduate Network of Knowledge (PUNK) is an online resource13 available for instructors of foundational and/or advanced coursework to facilitate compliance with new ACS accreditation guidelines. The goal is to provide short Powerpoint presentations (5−7 slides) that can be easily incorporated into existing lecture material to emphasize the preparation, characterization, and physical properties of macromolecular, supramolecular, mesoscale, and nanoscale systems. This material includes guided lesson plans as well as laboratory experiments that can be easily adopted into foundational course curricula.
The initial meeting aimed at correcting this occurred at the ACS national meeting in Atlantic City in 1974. This resulted in a group of academic polymer chemists convening a meeting in Philadelphia (April 1975) and forming what is today known as the Committee for Polymer Education (PolyEd). It was supported as a joint venture of two of the largest divisions of the American Chemistry Society: the Division of Polymer Chemistry (POLY) and the Division of Polymeric Materials: Science and Engineering (PMSE). This support included people, finances, and knowledge. One of the early efforts by PolyEd was a recommendation of what polymer topics might be offered in the undergraduate education of chemistry students. Using input from teachers and industrial/government scientists, PolyEd published reports of concepts and examples to aid teachers in integrating polymer topics into their courses.4−10
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CURRENT EFFORTS Polymers were products of industry long before they became subjects of academic study. Just as industry is not bound by the academic disciplines of chemistry, physics, biology, and engineering, polymers cross all of these disciplines as well as the subdisciplines of organic, physical, inorganic, analytical, and biological chemistry. While the proportion of academicians with formal training in polymers is small, it is increasing. More faculty with interest and experience in teaching polymers are needed to meet the current guidelines of the ACS Committee on Professional Training (CPT). PolyEd recognizes that suitable material must be available to teachers to help them incorporate polymers into their courses. The current issue of this Journal is one such vehicle to help in this goal.
Intersociety Polymer Education Council Activities
The Intersociety Polymer Education Council (IPEC) is a nonprofit corporation. IPEC’s mission is to significantly increase student interest and participation in science and technology by incorporating the teaching of polymers and polymeric materials into K−12 curricula utilizing the combined resources and infrastructures of the participating scientific societies. It is supported by a number of different groups, including several ACS divisions (POLY, PMSE, and Rubber Chemistry) and the Society of Plastics Engineers. IPEC is an outgrowth of PolyEd and other polymer-related societies recognizing the need to promote polymers and polymer education at the K−12 level. The major program of IPEC is the Polymer Ambassadors effort, which influences over half a million teachers and students yearly. Polymer Ambassadors14 are precollege teachers that show an interest in promoting science education emphasizing polymers. They organize, arrange, and present workshops and demonstrations. Examples of Ambassador activities include the following:
PolyEd Programs
PolyEd has programs in Precollege, College/University Students, College/University Faculty, and Industrial/Government. Other programs are more “stand-alone”. Many of the programs are housed and/or administered through the National Polymer Information Center (NPIC) for Polymer Education under the leadership of Erik Berda. The Center operates a Web page11 that describes PolyEd programs as well as acting as a depository for the results of certain programs. The Center serves as the clearinghouse for distribution of information about PolyEd programs and resources. Materials are distributed to teachers at all levels from kindergarten to college as well as to scientists employed in government and industrial laboratories. The Center provides programmatic support of several of the PolyEd awards, including the Outstanding Organic Chemistry Student Award. It also offers a special section devoted to teachers that includes an overview with definitions of polymers and appropriate material divided into the four groupings of K−5, 6−9, High School, and University. The initial standardized examination in polymers was developed through the American Chemical Society Division of Chemical Education Examination Institute12 with PolyEd leadership. PolyEd is currently working with the Examinations Institute testing center to develop additional standardized exams. PolyEd administers a number of student award programs, including the following: • Undergraduate Research Recognition Award for outstanding undergraduate research through top papers presented at ACS national meetings; • ICI Graduate Student Award for an outstanding presentation at the ICI Award Symposium;
• organizing and conducting workshops at local, regional, and national teachers’ meetings where the Ambassadors “teach other teachers” to use polymers in classroom instruction; • performing demonstrations; • developing, publishing, and distributing laboratory experiments, including QuickTime movies; • making presentations at CHED symposia at ACS national meetings; • developing and presenting material at the biennial ACS “Polymer Science of Everyday Things; • creating a presence on Facebook and other internet media. B
DOI: 10.1021/acs.jchemed.7b00614 J. Chem. Educ. XXXX, XXX, XXX−XXX
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They also put on polymer demonstrations and give talks in special programs for the American Chemical Society at national, regional, and local meetings. The Polymer Ambassadors are a gifted group of teachers that have been honored as leaders in K−12 education. Five have won presidential awards for science teaching.
Bob A. Howell: 0000-0003-1534-4351 Sarah E. Morgan: 0000-0002-8796-9548
FUTURE PLANS FOR PROMOTING POLYMER EDUCATION PolyEd and IPEC are “living” committees and as such are planning for the future. The following briefly describes some planned future activities. Small grants in the amounts of $100 to $250 will be given to support polymer projects in the classroom of K−12 teachers. To encourage participation, the grant application will be streamlined and brief. This will be run through IPEC. PolyEd and IPEC jointly will begin a POLY/PMSE Polymer Chapter Competition with an annual award to the chapter that produces the best podcast on a facet of polymer science. While IPEC sponsors a yearly Outstanding Polymer Educator Award for K−12 teachers, this award generally goes to a high school teacher. Plans are underway to have a similar awards program that is focused on K−9 teachers since it is believed that the earlier we influence students the greater impact we will have and also since there are few (if any) awards programs that are aimed at this important group of teachers. There are many good presentations of polymer topics that would be helpful to teachers at both the the undergraduate and graduate level. These include the series “Polymer Science of Everyday Things”. IPEC Polymer Ambassadors have also made such presentations, and there are many educational presentations made by scientists in industry and government settings. The effort is to locate and record these resources for use by classroom teachers. This is envisioned as an ongoing project. PolyEd is considering providing small grants to support travel by students from undergraduate institutions to conferences for presentations in POLY/PMSE programming. PolyEd is cosponsoring the Excellence in Undergraduate Polymer Science Symposia series. The effort to require ACS-certified programs to offer a course in polymer science continues. This is based on the high number of scientists and engineers in industry/government working with polymers and the need for students to be versed in the critical concepts included in a polymer curriculum. Giant molecules are unique in their basic properties because of their great size. These natural and synthetic materials are of great importance and include polyethylenes, polysaccharides, nylons, proteins, paper, nucleic acids, polystyrene, polyesters, polyurethanes, carbon-intense polymers including carbon fibers and carbon nanotubes, etc. It is difficult to envision humanity and today’s society without a basic understanding of the fundamental concepts related to these macromolecules. As we look about, we are overwhelmed by this influence with this dependency growing. Additional programs and projects will continue to be added.
(1) Carraher, C. E., Jr. History of Polymer Education-USA. J. Macromol. Sci., Chem. 1981, 15, 1237−1261. (2) Carraher, C.; Droske, J. PolyEd and IPEC: ACS and Intersociety Efforts to Promote Polymer Education into the U. S. Polym. Rev. 2008, 48, 585−595. (3) Howell, B. A.; Ford, W. T.; Droske, J. P.; Carraher, C. E., Jr. Integration of Macromolecular/ Polymeric Topics within the Foundational Organic Chemistry Content and the Polymer Education Committee. In Introduction of Macromolecular Science Polymeric Materials into the Foundation Course in Organic Chemistry; Howell, B. A., Ed.; ACS Symposium Series, Vol. 1151; American Chemical Society: Washington, DC, 2013; pp 1−11. (4) Carraher, C. E., Jr.; Seymour, R. B.; Pearce, E.; Donaruma, G.; Miller, N. E.; Gebelein, C.; Sperling, L. H.; Rodriquez, F.; Kirshenbaum, G.; Ottenbrite, R. M.; Hester, R.; Bulkin, B. J. Polymer Core Course CommitteesGeneration and Evolution. J. Chem. Educ. 1983, 60, 971−972. (5) Carraher, C. E., Jr.; Campbell, J. A.; Hanson, M.; Schildknecht, C.; Israel, S.; Miller, N. E.; Hellmuth, E. Polymer Chemistry for Introductory General Chemistry Courses. J. Chem. Educ. 1983, 60, 973−977. (6) Blumenstein, R.; Carraher, C. E.; Coker, H.; Fowkes, F.; Hellmuth, E.; Karl, D.; Mandelkern, L.; Mark, J. E.; Mattice, W.; Rodriguez, F.; Rogers, C.; Sperling, L.; Stein, R. Physical Chemistry of Polymers in the Undergraduate Curriculum, Part I. J. Chem. Educ. 1985, 62, 780−786. (7) Blumenstein, R.; Carraher, C. E.; Coker, H.; Fowkes, F.; Hellmuth, E.; Karl, D.; Mandelkern, L.; Mark, J. E.; Mattice, W.; Rodriguez, F.; Rogers, C.; Sperling, L.; Stein, R. Physical Chemistry of Polymers in the Undergraduate Curriculum, Part II. J. Chem. Educ. 1985, 62, 1030−1036. (8) Rodriguez, F.; Mathias, L.; Kroschwitz, J.; Carraher, C. Classroom demonstrations of polymer principles. Part I. Molecular structure and molecular mass. J. Chem. Educ. 1987, 64, 72−76. (9) Rodriguez, F.; Mathias, L.; Kroschwitz, J.; Carraher, C. Classroom demonstrations of polymer principles. Part II. Polymer formation. J. Chem. Educ. 1987, 64, 886−888. (10) Miller, N. E.; Fortman, J. J.; Archer, R. D.; Zeldin, M.; Block, B. P.; Brasted, R.; Sheats, J. E. Inclusion of polymer topics into undergraduate inorganic chemistry courses. J. Chem. Educ. 1984, 61, 230−235. (11) Welcome page for PolyEd, the National Center for Polymer Education. http://www.polyed.org/ (accessed September 2017). (12) American Chemical Society Division of Chemical Education Examination Institute. http://uwm.edu/acs-exams/ (accessed September 2017). (13) Polymer Undergraduate Network of Knowledge home page. http://www.polyed.org (the PUNK page at the PolyEd website is under construction at the time of publication and will be ready in January 2018). (14) Polymer Ambassadors home page. http://polymerambassadors. org/ (accessed September 2017).
Notes
The authors declare no competing financial interest.
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REFERENCES
AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. ORCID
Charles E. Carraher Jr.: 0000-0002-8340-5964 Frank D. Blum: 0000-0002-7884-3134 C
DOI: 10.1021/acs.jchemed.7b00614 J. Chem. Educ. XXXX, XXX, XXX−XXX
