Organosulfur polymers, such as those derived from elemental sulfur, are an important new class of macromolecules that have recently emerged via the inverse vulcanization process. Since the launching of this new field in 2013, the development of new monomers and organopolysulfide materials based on the inverse vulcanization process is now an active area in polymer chemistry. While numerous advances have been made over the last decade concerning this polymerization process, insights into the mechanism of inverse vulcanization and structural characterization of the high-sulfurcontent copolymers that are produced remain challenging due to the increasing insolubility of the materials with a higher sulfur content. Furthermore, the high temperatures used in this process can result in side reactions and complex microstructures of the copolymer backbone, complicating detailed characterization. The most widely studied case of inverse vulcanization to date remains the reaction between S 8 and 1,3-diisopropenylbenzene (DIB) to form poly(sulfur-random-1,3-diisopropenylbenzene)(poly(S-r-DIB)). Here, to determine the correct microstructure of poly(S-r-DIB), we performed comprehensive structural characterizations of poly(S-r-DIB) using nuclear magnetic resonance spectroscopy (solid state and solution) and analysis of sulfurated DIB units using designer S−S cleavage polymer degradation approaches, along with complementary de novo synthesis of the sulfurated DIB fragments. These studies reveal that the previously proposed repeating units for poly(S-r-DIB) were incorrect and that the polymerization mechanism of this process is significantly more complex than initially proposed. Density functional theory calculations were also conducted to provide mechanistic insights into the formation of the derived nonintuitive microstructure of poly(S-r-DIB).

Although peer mentors play a prominent role in supporting higher education experiences for people with intellectual and developmental disabilities (IDD), little is known about these college students and the factors leading to their decision to become involved in this particular experience. We examined the motivations, experiences, and expectations of 250 peer mentors attending five diverse universities offering inclusive postsecondary programs for students with IDD. Nearly all (93.7%) of the entering peer mentors had prior disability-related experiences and almost all identified a combination of personal and professional reasons for involvement. Peer mentors anticipated an array of personal benefits as a result of their participation, although beliefs about some areas of potential impact were more mixed (e.g., improvements in grades, study skills, social status). Views regarding the extent to which students with IDD can participate in different aspects of campus life reflected high expectations; predictions about these students’ postgraduation experiences were more modest and mixed. We offer recommendations for research and practice aimed at identifying and engaging peers in supporting inclusive college experiences.