State of the Art: Polymer Chemistry Introduction The papers contailled in this issue were presented in the Division oi Chemical Educarim's svmoosiuni on "Swte of the Art for Chemical Educators 111: ~ol;mer Chemistry." This symposium, which was held a t the Atlanta ACS meeting, March 1981, was designed to introduce chemical educators to the field of polymer chemistry. The sponsorship of this symposium by the Division of Chemical Education is another indication of the recognition that the discipline is finally gaining in academic circles. In fact, the ACS Committee on Professional Training states in the latest edition of Undergraduate Professional Education in Chemistry: Criteria and Eualuation Procedures that: "In view of the current importance of inorganic chemistry, biochemistry, and polymer chemistry, advanced courses in these areas are especially recommended and students should he strongly encouraged to take one or more of them. Furthermore, the basic aspects of these three imoortant areas should he included a t some place in the core material." Such recognition has been a long time coming. Despite the fact that 40 to 60%of all professional chemists are engaged in polymer science, colleges and universities have essentidy ignored the cries of industry for more academic training in this area (1-7). For example, consider the following: only 3-5% of chemistry faculty are polymer chemists; only 1-5% of academic time is spent on polymer or polymer related topics; and only 5%of the total grant support is available for polymer or polymer-related research-(8). Clearly, these figures are out of line with the reality of the industrial world. Why? Why has the university community chosen to avoid the area? Reasons that have been proposed include: the relative newness of the discipline; the fact that the science has developed in industry: and the tendency of facultv to hire personnel with similar andlor familia; hackgroinds (9). Perhaps the most important reason, however, is that many professors in traditional chemistry departments tend to look with disdain on subjects they consider applied. A few years ago, I was invited to interview for a a t a major university. Upon arriving a t my hotel, I was informed by the head of the department that the majority of the faculty was quite
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Journal of Chemical Education
upset by the fact that he would even consider hiring a polymt,r chemist. In facr, une uithe first questiuns I u,nr inked the 11ext day was "How can you possibly justify the inclusion of polymer chemistry in a university curriculum?" Following my research seminar. several of the facultv told me thev were very surprised to learn that my pulymrr &rk inv~rlsrd~esientiall;~ "hasic" svnthetic rr:srarch. Much to my. surorise. I was e w n . offered the position! Although this experience served as a very unpleasant introduction to the aversion to polymer chemistry in academia, it did provide some insight to the reasons for the orohlem. Many educators have strong misconceptions as to resran h. In tiit:( t, these edkators must ;he nature oi he educated in order tu uvcrconie their resistance. The ssmoosium and this issue will hooefullv aid the nrocess. The symposium consistedbf three majorbarts. The first Dart of the oroeram covered the basic orincioles of nolvmer chemistry. 6a;rs that were presented 6y ~ a k i s~, k i a t h , Stille. Ward. Aklonis. Wilkes. and M a r k are included in this i s s u e . ' ~ h esecond phase of the symposium was designed to acauaint the attendee with several current areas of uolvmer reskarch. Papers by McGrath, Eisenberg, ~ a - m a h e r , Preston, Olabisi. and Cassidy on relatively "hot" todcs can a h he fnund in this issue. Finally. severs1 lectures were presented that described a\ailahl(. ulds tu lrorninr and teaching polymer chemistry. Subscribers seeking such help should read the papers by Chapman, Carr, Mattice, and Seymour. Literature Cited I11 Kriebsum. W. R.. J. C ~ ME~~~..36141.156119591 .
Frank W. Harris Chairman, State-of-the-Arf? For Chemical Educators 111: Polymer Chemistry
