Industrial Approach to Undergraduate Polymer Laboratory Bernard A. Staskiewicz. Patrlcla A. Brletlc. and Karen H. Stump Washington and JeffersonCollege, Washington, PA 15301 Durina recent vears. the state of underaraduate education in polGer science has been a growing source of interest to many educators. A combination of factors has encouraged and stimulated the introduction of a polymer course into the undergraduate curriculum in colleges and universities. For example, the American C h e m i c a l ~ o c i e has t ~ provided a recommended syllabus for an introductory course accompanied by a list of textbooks and audio courses. Also, a series of papers presented a t a symposium on the "State of the Art for Chemical Educators 111: Polymer Chemistry" was compiled and published by the Division of Chemical Education (ACS).l These papers provide a detailed set of resource materials. Furthermore, the Division of Polymer Chemistry Summer Scholarship Program has provided support for undergraduate research. The combined results of these and other efforts have caused growth of undergraduate education in polymer science. Educators have exvressed concern about the can between chemical education and active industrial chem&iy. Undergraduate chemical education should reflect the methods of operation in industrial science. For students who plan to take entrv-level vositions in an industrial lahoratorv. the curriculumshould provide some foundation for effedivLperformance in an industrial organization. Currently, the pre-professional students are not being prepared for careers in industry. They need to know something about the industrial methods for problem solving. To meet this need a new undereraduate polwner laboratow program has heen organized in the ~ e p a n h e k of Chemistr; at Washington and Jefferson College in Washington, k'ennsylvania. f i e goals are an understanding of the Goperties of polymers and how they change, their preparation and indus;rial applicntion. The appro&h is non-traditional: u~structure a lahorntory simulittinr an industrial urmnization. T h r rationale for the move to this appronch wassimplr and twotnld: to further stimulate the introductionof polyn~erscience into the undergraduate curriculum and to facilitate the transition of student experimentation from the usual academic style (individual approach) to that of industrial style (team approach). The Approach The lahoratory program in the Washington and Jefferson College introductory polymer course involves synthesis, analvsis. characterization.. dvnamics (kinetics and thermo. dyn;mik), product dcvelopment, and exploratory studies. The structure within w h i h these investieations are conducted is based upon a typical industrial organization. At the start of the course the students are advised that thev are a vart of a Research and 1)evelopment 1)ivision in a prdducing romuanv. The Division is comuosed of m u l t i ~ l eSections: ~ ~ n i h e sSection, & Analysis and ~haractrrizaiionSrctiun, Dvnntnics Section. Product Dc\&vment Srrtion, and Expioratory ~ e c t i o n . ' ~ a cSection h is subdivided in& Groups. There are multiple Groups in each Section; for example, the Synthesis Section may consist of two or more Groups. One Group synthesizes polyesters, another Group synthesizes polyvinyls, etc. Each Group is charged with the responsibility
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of investigating the parameters involved in the production of each type of polymer. The organization chart of the Division is shown in the figure. Each Section spends the first part of the course establishing ohjectives, investigating procedures and testing those procedures. When these goals have been achieved, the students then proceed to accomplish their over-all ohjectives. Furthermore, a Section may provide a service function for other Sections. For example, the Analysis and Characterization Section will perform IR, NMR, DTA, and MW determinations on a polymer sample which has been prepared by the Synthesis Section. At designated intervals within the semester each Group presents the results of its studies at a Divisional meeting. All students have the opportunity and are encouraged to participate and contribute to the discussions. The Chairman of the Department serves as the Research Director; the faculty serve as the Section Heads. Students are selected to serve as Group Leaders. The Section Heads are responsible for the proper conduct of the Groups under their direction and supervision and for the communication between all Sections. The Section and Group size depends upon the enrollment in the polymer course. Aminimum enrollment of six is suggested in this approach. The ability to communicate effectively, both orally and in writing, is considered of utmost importance by the chemistry faculty. At the Divisional meetings and in the final written reports a journalistic style of communication is preferred: rapid, concise and factual, with the most important facts and conclusions a t the beginning rather than a t the end.
4 en. IR 6 NMR
I
Bnalysll
ANALYSIS 6 CHAMCTERIZA-
SECTION
Thermodynamics
Conclusions Students have responded favorably to the laboratory program in polymer chemistry. Although they work on specific and selected projects, the students are convinced that they are learning about the work of polymer chemists in an industrial environment. The students learn to cooperate and to function as a team to find solutions to common problems. A sense of camaraderie develops within a Group and between Groups and Sections. Also, an appreciation for the contributions made by each to the overall effort of the Division is a direct result of this approach.
The experimental results that have been obtained in the polymer laboratory have been more than satisfactory. Also, the students have found the experience to be interesting, motivating, challenging, and different. The students gained a high level of performance in their specific tasks and obtained an insight into the broad aspects of polymer chemistry. Last, but not least, the students who completed the course are less apprehensive about enterinr careers as industrial chemists. -~~~~~ This approach to undrrgm&tr pulymer laboratory appears to haw generated among the students the mcitcment ot'scientific exploration as a team effort. ~~~
Volume 61
Number 9
September 1984
819
