Curriculum Development in Polymer Technology:Towards a Clarification of Needs and Integration of Educational Objectives

Abstract

The desire to carry out this investigation arose as a result of the writer's experience in the teaching of plastics technology. While the students (most with a predominant chemistry background) were experiencing difficulties with the subject matter related to the properties and processing of plastics, the teacher was becoming increasingly aware of several unanswered questions about the curriculum, e.g. (a) levels and types of terminal competences to be expected, (b) adequacy of the structure of existing courses, and (c) validity of separate teaching units for the technology of plastics, rubbers, surface coatings, etc. With this in mind, the writer has attempted to define the nature of polymer technology, as a unified subject of study, and to identify its place in higher education in the light of current curriculum theory. By considering the needs of the manufacturing industries, in terms of expertise in polymer technology, and the implications of various curriculum models, the writer has put forward three curricular structures for courses leading respectively to technician, graduate, and professional qualifications. Through an analysis of the activities of practising polymer technologists, a unified set of educational aims and objectives were formulated for the three areas of study deemed to be appropriate for inclusion in the curriculum. Finally, the writer has analysed the feasibility of integrating the subject matter related to the technology of individual classes of polymeric compositions, namely plastics, surface coatings, rubbers, and adhesives, and has identified further common elements for a unified materials technology curriculum