Session T2H 978-1-4244-1970-8/08/$25.00 ©2008 IEEE October 22 – 25, 2008, Saratoga Springs, NY 38 th ASEE/IEEE Frontiers in Education Conference T2H-17 Spoken Polymer Thomas E. Twardowski Widener University, tetwardowski@widener.edu Nadine C. McHenry Widener University, ncmchenry@widener.edu Abstract - An innovative approach to teaching introductory polymer science and engineering as a new language was considered. The class was designed around the theory that engineering communication draws from a language substantially separate from conversational language. By teaching the students the fundamentals of that language along with the appropriate technical content early acquisition of rigorous physical knowledge could be achieved. Two content-rigorous engineering classes have been taught using a language format with polymer grammar, vocabulary and practical discussion units. The target demographic was pre-engineering and introductory engineering and technical students at the university level, particularly students without the traditional math- chemistry- physics training cycle. A new pedagogy was required, including complete word definitions, novel technical grammar, the specific roles of symbols and self-correction. The approach was applied twice to teach introductory polymer science to student bodies with mixed preparation levels, resulting in performance substantially equivalent to traditional polymers courses taught at the college junior level. The language concept improved student scientific communication skills, problem-solving ability, especially learning from context, and in general accelerated learning. In particular, the students could express practical knowledge in written form. Index Terms –Polymers, Science and Engineering for Non- Majors INTRODUCTION Many college professors lament the loss of rigor in their science classes, particularly introductory science classes for non-majors. They complain that their students’ preparation for rigorous science is lacking as they arrive on the doorsteps of these introductory classes. Many high schools provide a core curriculum: four years of English and three years each of math, science, and social science. Nevertheless, “only one quarter of high school graduates who took a core curriculum were prepared to take credit- bearing entry level courses in all four subject areas with a reasonable chance of succeeding in those courses” [1]. Just as high school curricula are viewed as a means of preparing students for further learning in college or in a vocation/occupation, many colleges and universities tout the liberal arts (humanities, the physical and biological sciences and mathematics, and the social sciences) as a means of providing general knowledge and general intellectual skills for all students, regardless of their major. But because of increasing specialization and depth in a student's major field of study, a typical core curriculum in higher education mandates a far smaller proportion of a student's course work. So, college professors must do more in less time to help students understand not only the disciplinary content of science but also the ways of knowing that are associated with this content. The expected outcomes of these general education requirements in science include scientific literacy, “the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affaris, and economic productivity [2]. So, why is it that, even after repeated exposures to scientific concepts and modes of inquiry in the high school and college core curriculum, so many Americans are not scientifically literate? Miller [3] estimates that fewer than 7% of adults, 22% of college graduates, and 26% of those with graduate degrees are scientifically literate. What portion of the blame resides in higher education? How can science be taught in ways that students would understand and be able to apply the major concepts and tools of inquiry that characterize any given discipline? These questions led to the development of a linguistic approach to teaching science to non-majors. It was hypothesized that if students learn the linguistic basis of a technical language in science, then they would be able to understand and apply the ideas in practical contexts. Spoken Polymer, an approach to teaching introductory polymers as a new language, is one iteration of this methodology. This study examines the effects of Spoken Polymer on students’ technical understanding of the content and their ability to solve problems in this context. RATIONALE FOR CHANGE K-12 education is steeped in reform efforts that derive from the National Science Education Standards [2] and Project 2061: Benchmarks for Scientific Literacy [4]. The standards movement in K-12 is further supported by No Child Left Behind legislation of 2001 which uses standards to drive curriculum development and teacher/student accountability in basic education. In addition to reform efforts in K-12, some extensive work has been done to translate these same