Autobiography of Stanley I. Sandler.

I review my career from its academic beginning to my recent retirement. I grew up and studied chemical engineering in New York City. My initial failure to understand thermodynamics the way it had been taught, evidenced by the difficulty I had when starting graduate school, led me years later to write a textbook on the subject that is now in a fifth edition, in addition to other books I have written. My research areas have included molecular simulation, statistical- and quantum mechanical-based methods, and a variety of experimental thermodynamic measurements. In addition, I have been a consultant in traditional chemical engineering areas, as well in nontraditional areas, such as assisting in the design of a heat shield for interplanetary exploration, the destruction of armed chemical weapons, and the cleanup of nuclear weapons production facilities.

An Autobiography of Ronald W. Rousseau.

This article provides a synopsis of my professional career, from the decision to study chemical engineering to leadership of one of the top academic programs in that field. I describe how I chose to devote my research to phenomena associated with crystallization as practiced for separation and purification and then made the transition to leader of an academic program. Embedded in the coverage are descriptions of research advances coming from exploration of secondary nucleation, especially how collisions of crystals in supersaturated environments dominate the behavior of industrially relevant crystallization processes. I recount some of the challenges associated with becoming a school chair and how the program I led grew. The story illuminates the contributions of my many mentors, colleagues, and students.

Membrane protein serendipity.

My scientific career has taken me from chemistry, via theoretical physics and bioinformatics, to molecular biology and even structural biology. Along the way, serendipity led me to work on problems such as the identification of signal peptides that direct protein trafficking, membrane protein biogenesis, and cotranslational protein folding. I've had some great collaborations that came about because of a stray conversation or from following up on an interesting paper. And I've had the good fortune to be asked to sit on the Nobel Committee for Chemistry, where I am constantly reminded of the amazing pace and often intricate history of scientific discovery. Could I have planned this? No way! I just went with the flow ….

A Conversation with John McKetta.

John J. McKetta, Jr. is a foundational figure in chemical engineering education and energy policy in the United States. An authority on the thermodynamic properties of hydrocarbons and an energy adviser to several US presidents, McKetta helped to educate and mentor thousands of students at the University of Texas at Austin for over 40 years, many of whom became leading figures in the energy and petrochemical industries, as well as in academia. As dean of the College of Engineering, McKetta helped to establish a bioengineering program, which later became the Biomedical Engineering Department, at the University of Texas at Austin, and was a tireless advocate for excellence and a focus on the student. At age 100, McKetta recalls the challenges and opportunities he faced in childhood, his memories of the emergence of petrochemical engineering, and his views on chemical engineering education and the people it has impacted in the United States over the past 100 years.

From Science to Industry: The Sites of Aluminium in France from the Nineteenth to the Twentieth Century.

This paper explores the history of the isolation and industrial production of aluminium in France, from the work of Henri Sainte-Claire Deville in the 1850s to the latter part of the twentieth century, focusing on the relationships between academic research and industrial exploitation. In particular, it identifies a culture and organisation of research and development, "learning-by-doing," that emerged in the French aluminium industry following the establishment of the first electrolytic production facilities in the late 1880s by Paul Héroult, who, along with the American Charles Hall, patented the electrolytic method of producing the metal. This French method of R&D was a product both of a scientific culture that saw a continuity between scientific research and industrial application, and of a state policy that, unlike in Germany or the United States, was late to recognise the importance of fostering, on a large scale, the relations between academic chemistry and industry. It was only after World War II that the French state came fully to recognise the importance of underpinning industry with scientific research. And it was only from the 1960s, in the face of intensifying global competition, the risks of pollution, and the cost of energy, that the major aluminium firm Pechiney et Cie was able to replace a culture of "learning-by-doing" by one that integrated fundamental science with the production process.

Founder of systems chemistry and foundational theoretical biologist: Tibor Gánti (1933-2009).

With his chemoton theory theoretical biologist and chemical engineer Tibor Gánti was one of the most outstanding intellects behind systems chemistry and the at the foundations of theoretical biology. A brief review of his oeuvre is presented. This essay introduces a special issue dedicated to his memory.

Annette Bunge: developing the principles in percutaneous absorption using chemical engineering principles.

Annette Bunge and her research group have had the central theme of mathematically modeling the dermal absorption process. Most of the research focus has been on estimating dermal absorption for the purpose of risk assessment, for exposure scenarios in the environment and in the occupational setting. Her work is the basis for the United States Environmental Protection Agency's estimations for dermal absorption from contaminated water. It is also the basis of the dermal absorption estimates used in determining if chemicals should be assigned a 'skin notation' for potential systemic toxicity following occupational skin exposure. The work is truly translational in that it started with mathematical theory, is validated with preclinical and human experiments, and then is used in guidelines to protect human health. Her valued research has also extended into the topical drug bioavailability and bioequivalence assessment field.

Progress in reforming chemical engineering education.

Three successful historical reforms of chemical engineering education were the triumph of chemical engineering over industrial chemistry, the engineering science revolution, and Engineering Criteria 2000. Current attempts to change teaching methods have relied heavily on dissemination of the results of engineering-education research that show superior student learning with active learning methods. Although slow dissemination of education research results is probably a contributing cause to the slowness of reform, two other causes are likely much more significant. First, teaching is the primary interest of only approximately one-half of engineering faculty. Second, the vast majority of engineering faculty have no training in teaching, but trained professors are on average better teachers. Significant progress in reform will occur if organizations with leverage-National Science Foundation, through CAREER grants, and the Engineering Accreditation Commission of ABET-use that leverage to require faculty to be trained in pedagogy.

Chemistry as the defining science: discipline and training in nineteenth-century chemical laboratories.

The institutional revolution has become a major landmark of late-nineteenth century science, marking the rapid construction of large, institutional laboratories which transformed scientific training and practice. Although it has served historians of physics well, the institutional revolution has proved much more contentious in the case of chemistry. I use published sources, mainly written by chemists and largely focused on laboratories built in German-speaking lands between about 1865 and 1900, to show that chemical laboratory design was inextricably linked to productive practice, large-scale pedagogy and disciplinary management. I argue that effective management of the novel risks inherent in teaching and doing organic synthesis was significant in driving and shaping the construction of late-nineteenth century institutional chemical laboratories, and that these laboratories were essential to the disciplinary development of chemistry. Seen in this way, the laboratory necessarily becomes part of the material culture of late-nineteenth century chemistry, and I show how this view leads not only to a revision of what is usually known as the laboratory revolution in chemistry but also to a new interpretation of the institutional revolution in physics.