Spoken polymer

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.