WILLIAM J. SPARKS Part President, American Chemicol Society

Washington, D.C. 20036

' . . a sober dialogue

toward balance . . . n

Discussion of the teaching of Polymer Chemistry in college curricula is like teaching sex to teen-agers. I t is interesting; also, it is so important that they will probably learn something about i t anyway. Polymer chemistry should he taught for those reasons, if no ot,her. Of course, another reason is thc need for syste- matic aod accurate polymer chemistry knowledge.

Ot,her writers on this symposium can present the facts better than I. I t will be my responsibility here to point out what is being done in the broad area of aca- demic-industrial relations, of which this topic of poly- mcr chemistry is an important part.. This broader subject has becomc known as the academic-industrial interface. I am qualified to talk on this hecausc Pro- fessor C. C. Price, who is chairman of the ACS Com- mit,t,cc on Public Affairs, appointed ma chairman of his Acatlcmic-Illtlust,rial Int,esface Subcommit,tec. I am a consultant to t,he Educat,ion Activities Committcc of thc h1:mufacturing Chcmist,sl Association and to the ACS-Commit,tce on Corporation Associates.

Thc symhiot,ic relationship between industry and universities is not a new subject. Over 175 years ago, Benjamin Franklin brought it into the very beginning of no embryonic educational nystem. He called it, t,he balanrc bct,wccn useful and ornamental education. Today, wc hear of descriptive and theoretical education in chemistry. The objective and the random have cnch playcd thcir parts in the evolution of civilizat,ion. Our national historic: balance is best described by a Frenchman named dc Tocqueville in his book, "The Amcrirau Dcmormcy." In 1830, he wrote that, in sricncc, Americans have a unique aptitudc for recog- nizing that which is practical and using theory which supports thc practical. That is our heritage.

Consideration of the interface in chemistry is not a controvcrsp. I t is not an argumcnt to arouse heated discussion. It is sober dialogue directed toward bal- anoc in teaching of chemistry for, and directed toward, making chemistry a more exciting part of a liberal arts education; and directed toward greater inspiration for those destined to have a lifetime career in chemistry. The cssence of this is to make chemistry a more personal experience. Practical chemistry deals with the effect of molecules on the senses of taste, odor, sight, and t,ouch.

Polymer chemistry gives a satisfying understanding of the importance of size, shape, and functionality of molecules:

The academic status of polymer science is similar to that of biology. About 25% of all chemists are em- ployed in biological science. About 25% of all chemists are employed in polymcr science. I t is evident that polymer chemistry should not be neglected in academic orientation. An eminent professor of biology recently said that the best biologists have a strong chemical background. The same is true of polymer scientists.

I am writing here primarily of undergraduate teach- ing. Graduate students with wide knowledge of all frontiers of chemistry can get thc experience of special- ized research on nearly any type of problem according to the professor's interest. Choice of problem is less important since adaptability to new problems should be the essence of higher education. Naturally, some pro- fessors should have polymer interests just as all teachers of undergraduate course should have some sympathetic understanding of the significance of polymer chemistry.

What is the problem? Several years ago, Dr. 1Iilton Harris and I had independent associations with uni- versity groups. Our cxperiencc indicated a need for discussion of what Profcssor i\larvcl has callcd "tho symbiotic rclationship betmeen acadcmic and industrial chemistry." The ACS sct up a spccial committee on the academic-industrial interface. I t was our opinion that, thc academic community would be receptive. This committee did sponsor such a dialogue and aca- demic chemists were generally reccptivc. I n the meall- time, there developed a feeling that there is a govern- ment-university axis unsympathetic to industrial chemistr).. A rceent pilot survey made by ACS Cor- poration Associates indicates that both chemistry pro- fessors and industrial chemists share healt,hy differences of opinion on attitudes. The actual situation is best exemplified by the dclibcrations of the Division of Chcmical Education. They say, "Of course we want to teach inspiring, viable, useful chemistrv. Tcll us how. We need for-instances."

This leaves the responsibility up 60 industry. In- dustry has been losing by default; perhaps more on the part of the polymer industry t,han any other industrid division in chernistry.

Let us look a t some of the things which can be done:

1 ) The American Chemical Society, the chemical industry, and the Government might share in thefinancingafn coordinated program.

2 ) The dialogue between schools and indusf~y should be continued:

a) By persmsl coralart nud leclwes b) by eonlinriiug the ACS-MCA Indttsl~.y-Ed~lcatir,~t

Conferences s w h as tho one held in W:~.;hicrglr,~i o n May 7-8, 1068

c) by an improved Corporatinn Assmiales attitude survey. 3) Industry should go further in inviting professors or ad-

vanced students into offices, plants, and lnboratnries to eondllet, classes and seminars.

4) Industry shorlld sponsor books on specific topias. The EAC-RICA book on "Silica aud Me" is s recommended example.

5 ) Industry should cooperate wholeheartedly will1 the ACR in preparation of ihe Committee on Public Affairs book, "Chcm- ist1.y and the U. S. Eeanamy."

6) Continuation of international conferences between presi- dents of chemical societies, such ns the one held in \Vashiugloll on November 29-30, 1967 [C d- E iVolrs, Dec. 11, IgGS].

7) We should have meaningful sornmer p~.og~.:trns in our companies for both stodenls and professom.

Volume 45, Number 8, August 1968 / 505

8) Industry should increase participat,ion in cooperative education programs.

9) The use of movie strips to portray interesting demonstra- tions should he encouraged.

10) We should establish lectures and seminars on campuses by sciencebusiness men to discuss some of the problems of the chemical business.

11 ) Industry should better organise recrdment practices with assistance from schools.

12) Industry shonld coordinate advertising and public rela- t,ions programs to demonstrate the symbiotio relationship of academic and industrial chemistry.

13) Industry should sponsor more laboratory and plant tours by teachers and students, such as the one held by the Chicago Section last Fall st tvhieh Herman Block was the keynotespeaker (C&EN. Octnher 7. 1967). .

I I Indt..try shndd i.,mprl:,lr inorr fully In j ~ ~ ~ ~ ~ a r i ~ . g : ~ r t i ~ ~ l r ~ fcor ~ h v I t . d ~ v ~ r i . ~ l .S+( riuu oi the J o I . R Y \ ~ , c,v ( ' H > : V M \,. 1 b r . ~ ~ -

15) Individnnl companies should prepare readable and inter- esting papers 011 new developments ior wrious edocationd levels. I t is obviously imrealislic to expect a teacher to read a patent. to

his class. It's a legal-not literary-document. 16) Industry shonld devise useful and interesting dumonslm-

tions and make them available. Chemistry is an experiment,al science.

17) Industry should find ways to improve recognition for the industrial chemist.

18) Embryonic teachers should hecome involved in Edricatian Department interests in the teaching of chemistry.

19) Teaching grants should become a part of government, industrial, and ACS grants programs.

20) Awards programs far proficiency in teaching- should be expanded.

21) Some of us remember that 40 years ago the essay contests s~ansored hv the Garvan Foundation alone with "Creative Chemistry" were qrdte successful

These are the 21 points of the chemistry interface problem. You might say, "So what? They are al- ready being done." Yes, but the effort is generally too little and, in relation to the problems of polymer chem- istry, very little indeed.

506 / Journal of Chemical Educotion