Jennifer Liu, Indiana University Margaret Yang, University of Oregon

Developing Global Professionals: “Green Chemistry in Chinese”—A Case from a Flagship Program
Jennifer Liu, Indiana University Margaret Yang, University of Oregon Language and Culture Across the Curriculum Conference University of North Carolina at Chapel Hill October 15, 2008

Outline Context Curriculum framework Process Course development
Course design principles Course content: syllabi, activities, projects Outcome: growth in language skills and content knowledge Obstacles: institutional, professional, practical Recommendations: realizing CLAC

1. Context Overarching Goals
Graduate highly literate and articulate students with: superior level Mandarin Chinese language proficiency (ACTFL ILR-3). academic and cross-cultural tools needed to successfully navigate U.S.-China relations in the 21st century. diverse academic and professional degrees from their own areas of interest, geared to step into and successfully manage cross-cultural work environments.

1. Context Year 1 Goal Intermediate-high or advanced Chinese proficiency Reading and writing fluently, using authentic materials, on a range of academic topics. Year 2 Goal Advanced-plus Chinese proficiency Competent in disciplinary interest Research proposal for the capstone project completed Year 3 Goal Superior Chinese proficiency Prepared for junior-level college classes in China (Nanjing) Data collection for capstone project completed Optional summer internship in China (Qingdao) completed Year 4 Goal Capstone project completed, presented, and defended Superior proficiency demonstrated in exit test.

1. Context Curriculum Model
6 content courses and 6 related language strategy courses offered per year Students required to take 2 courses per term depending on their language proficiency Four possible combination of classes: Two content courses (1 & 2) One content (2) + advanced language strategy course One content (1) + advanced language strategy course (schedule conflict) Content course (1) + intermediate language strategy course Intermediate language strategy course + regular EALL language course Goals/expectation/preparation/procedure One-on-one class may be the most effective, individualized class. It is a luxury in the States. Make good use of it.

2. Global Competency Curriculum Framework
A global curriculum is designed to help students become highly literate and articulate speakers of Chinese, as well as educated and engaged global professionals. The cross-disciplinary content course offerings are integrated through the themes of thinking globally and responding globally. Each content course presents the learning foundations, dynamics of the issues, and opportunities for change from various perspectives. Each language-strategies course reinforces both content and language learning through through examination of course readings, critical analysis and review of content-course lectures, and language literacy-building activities.

A Year: Thinking Globally (Theoretical Perspectives) Fall Global Society & Resources CH 112 Green Chemistry (S) + CHN 420 Intermediate Lang Strategies PPPM 325 Community Leadership and Change: China’s Urban Transformation (SS) + CHN 440 Advanced Lang Strategies Winter Global Literacy & Connections BA 101 Intro to Business: Conducting Business with China (SS) + CHN 421 Intermediate Lang Strategies ENG (TBA) Globalization and Chinese cinema: Family and Intimacy (H) + CHN 441 Advanced Lang Strategies Spring Self & Society/ Heart & Mind ASIA 200 (TBA) Asia Studies/Sports and Medicine of China (SS) + CHN 422 Intermediate Lang Strategies EALL 381 Self and Society in Chinese Literature (H) + CHN 442 Advanced Lang Strategies Goals/expectation/preparation/procedure One-on-one class may be the most effective, individualized class. It is a luxury in the States. Make good use of it.

B Year: A Global Response (Empirical Studies) Fall Environment & Society ENVS 201 Sustainable Development in China (SS) + CHN 420 Intermediate Lang Strategies PPPM 327 Global Leadership and Change (SS) + CHN 440 Advanced Lang Strategies Winter Economics & Global Issues BA (TBA) International Economics (SS) + CHN 421 Intermediate Lang Strategies ENG (TBA) Film, Media, and Culture: Globalization and Contemporary Chinese Cinema (H) + CHN 441 Advanced Lang Strategies Spring Social Change & Modern Chinese Networks ASIA 200 (TBA) US-China Relations (SS) + CHN 422 Intermediate Lang Strategies EALL 381 Modern Chinese Literature (H) + CHN 442 Advanced Lang Strategies Goals/expectation/preparation/procedure One-on-one class may be the most effective, individualized class. It is a luxury in the States. Make good use of it.

A/B Year: Research Component (Building a Framework) Fall Exploration of ideas Working with disciplinary mentor to locate important works or trends in their research area. Literature review aimed at exploring students’ research interest. Preparing terminology list; bibliography Winter Formulation of research questions Working with disciplinary mentor to formulate research questions and expand the literature review. Preparing resume; cover letter; literature review Spring Identification of research sites, subjects, and tools Preparing a research proposal which will include introduction, literature review, hypothesis, methodology, and references. Preparing a research proposal; human subject approval Goals/expectation/preparation/procedure One-on-one class may be the most effective, individualized class. It is a luxury in the States. Make good use of it.

Junior Year: Global Immersion (Experiential Learning) Fall Exploration Coursework: directly enrolling in courses of their choice related to their major at Nanjing University Investigation in action: actively engaging in both micro and macro levels of their research plan Spring Engagement Coursework: directly enrolling in courses of their choice related to their major at Nanjing University. Service project: volunteering at community NGOs in the Nanjing area Summer Application Options: Ten-week summer community practicum in Qingdao or a previously arranged business internship at Oregon Goals/expectation/preparation/procedure One-on-one class may be the most effective, individualized class. It is a luxury in the States. Make good use of it.

Senior Year: Global Capstone (Synthesis of Ideas) Fall Academic Culmination Analyzing research and drafting capstone paper (in Chinese) applicable to academic discipline Winter Finalizing research paper Spring Career Connections Presenting research findings to the Oregon Chinese Business Council, Flagship community, and regional academic forums Flagship publishes and disseminates student research. Goals/expectation/preparation/procedure One-on-one class may be the most effective, individualized class. It is a luxury in the States. Make good use of it.

3. Process Linking Language Study with Science Courses
Which science courses lends themselves to the introduction of global concerns? Which science courses may be interesting to 1st year Flagship students? Which departments are willing to authorize a course being offered in Chinese? Which programs have a faculty member who is willing and able to offer a science course in Chinese? Which programs have a graduate student who is willing and able to serve as a teaching assistant to the Flagship science course? (content knowledge + language skills)

4.1 Course Development: Chemistry of Sustainability
Common Goals between English and Chinese Chemistry Courses Objectives Inspire non-chemistry students to regard chemistry and science as a skill or tool in thinking about sustainability Help students become more informed citizens, consumers, and policy makers Provide students with the knowledge and critical thinking skills necessary to analyze technical challenges facing them today and in the future

Departmental Expectations 4-credit course, offered annually, not repeatable For non-majors Course prerequisites High school chemistry Math 095 (Intermediate Algebra) Satisfies general education requirements Arts and letters, social science, science Honors college general-education course requirements

Flagship Expectations Provide students with the background for cross-cultural work in research, business, government, and other fields Help students develop superior-level Chinese proficiency in understanding the issues of sustainability in China

CH113 in Chinese Help students develop cross-cultural views on sustainability and chemistry Help students understand where research in China is headed relative to sustainability Not a direct translation of the English course All course materials in Chinese

Chemistry of Sustainability
4.1 Course Development: Chemistry of Sustainability At the end of the course students will be able to: Define sustainability and understand its multiple connections to chemistry Articulate the value of basic research

Audience Analysis Who are the students in the class? How many? Are the students new to the topic? What are the students’ goals? Why are the students taking this course? What problems do students typically have with this material, at this level?

Course Materials Textbook selection Supplemental reading materials No primary literature Online reading materials Company websites Real-life research and development, manufacturing, design, products, etc

4.2 Course Development: Chinese Language Strategies
This ten-week course is designed for students with intermediate-level Chinese language proficiency to acquire advanced-level language skills. By the end of the term, students should be able to: Content: Learn about topics in the chemistry of sustainability and have a good understanding of the concepts or issues discussed Language: Have a growing command of specific vocabulary, expressions, and grammatical structures introduced in the text materials and be able to use them appropriately in presentations, interviews, and assignments

Research: Conduct group or individual research and present works in Chinese through various mediums and formats including Power Point, written reports, video prose, and debate Assessment: Gauge personal language growth with internal and external assessments

In the following language skill areas, students should be able to: Listening: Understand face-to-face or non-technical speech in standard Chinese spoken by a native speaker, in controlled contexts and familiar topics in everyday life; follow and get the gist of conversations between educated native speakers, reasonably clear telephone calls, and some radio and TV broadcasts on well-known current events, routine matters, and simple description and narration. Speaking: Engage in conversation and discussion on general topics of public interest in an interactive fashion, express ideas and defend viewpoints using appropriate vocabulary, relatively clear sentence structure, and connected discourse such as narration, description, and explanation.

Reading: To understand the gist of various authentic written materials for general readers within a familiar context and be able to locate and summarize the main ideas and some details in sentences or phrases; to apply reading strategies such as skimming, scanning, and guessing unknown words. Writing: To write routine social correspondence by using some stylistic elements such as opening and closing; to write cohesive and coherent prose in various styles: expository, instructional, descriptive, and argumentative about a limited number of current events or daily situations.

Course Materials 15 articles selected from a variety of magazines and academic journals on the topics of the correlated content course Accompanying glossary, patterns, audio recordings, and weekly homework List of terminology

5.1 Course Design Principles: Chemistry of Sustainability
How much chemistry to present? What is the big picture in sustainability and sustainable chemistry? Examples in Chinese class will compare research and development in China with the United States and other nations around the globe. English course: examples within the US and beyond.

Students should have the skills and knowledge to interpret, analyze, and synthesize information on the global impact of sustainability. Students should be able to navigate and direct information flow cross-culturally. Problems faced by China will be different from those being addressed by the US and other “developed” nations. How can we use the information/models from these examples and apply them to issues in China?

English is the global language of science. Primary literature often in English. Chinese science articles often contain terms in English. Science presentations often include information in English. Students should be able to analyze, interpret, and present information in both English and Chinese.

5.2 Course Design Principles: Chinese Language Strategies
Students should have ample opportunities to interpret, analyze, and present their knowledge in Chinese. Students should be engaged in both rehearsed and unrehearsed interaction or presentation on the chemistry of sustainability. Students should have a chance to self-monitor, self-reflect, and self-correct.

5.2 Course Design Principles: Chinese Language Strategies
Students’ learning should be purposeful and authentic, e.g., with a real audience and meaningful real-life applications. Students’ learning should be routinely assessed with an eye to addressing individual weaknesses. Students’ learning should incorporate the principles of communication, culture, connection, comparison, and community.

6.1 Course Contents: Chemistry of Sustainability
Topics Introduction to basic chemical principles and the properties of materials Introduction to sustainability, green chemistry, and life cycle analysis Modern materials: polymers and plastics Sustainable energy: chemistry of energy, fossil fuels, renewable energy, bio-energy, and solar energy

Topics Introduction to biochemistry and enzymes: using microbes and enzymes to achieve sustainability Water: properties and contamination problems; sustainable clean drinking water Introduction to nanotechnology: pollution prevention through nanotech and green nanoscience

Classroom activities Discussions, short presentations, & debates Goals: Explore different dimensions of sustainable chemistry via the internet and other resources Gain insight into how sustainability principles are addressed in the big picture Learn how to search for relevant and informative materials Practice refining the extensive and varied materials into concise and edifying information.

Example 1 Explain the benefits of preventing pollution rather than treating and disposing of waste Make sure you explain what “pollution prevention” means in today’s society. Benefits may involve the economy, the environment, worker safety, compliance with regulations, public relations, marketing, and so on. “Chemistry for Changing Times,” 11th Edition, Prentice hall, 2006.

Example 2 Atom economy and the consumer Should a product made from a more atom-economical synthesis cost more or less than a less efficiently produced product? Would you pay more? Should industry be driven to atom-economic synthesis only if it results in a lower-priced product? Think about some “green” or “eco-friendly” products that are currently in the market – why are people paying extra for these products? Would you? Research a “green” product – why is it considered green? “Chemistry for Changing Times,” 11th Edition, Prentice hall, 2006.

Other Classroom Activities Create the Ideal Future. Research Chinese companies that are geared toward the research, development, and use of renewable or alternative energy sources. Investigate power plants in your neighborhood safety, power generation, cost and benefit, environmental impact, human health impact, etc “Chemistry for Changing Times,” 11th Edition, Prentice hall, 2006.

Student Projects Course assessment How well can students present researched information? How well do students understand the material? Are students able to relate the sustainability issues to the science, and vice versa? Instructor and peer evaluations

Individual Project Topics Biomimicry Sources of plastics and “white pollution” Alternative methods of disposing of glass, plastics, paper, and aluminum – pros and cons Green pesticides versus traditional pesticides and fertilizers Mining and its impact on the environment

Group Project Topics Global warming Air chemistry Air pollutants The contribution of chemical industries to air pollution/global warming Air pollution issues in China (including China’s preparation to deal with its air pollution problems)

Group Project Topics Water pollution Water chemistry Water contamination Water remediation Solutions to water pollution Water contamination problems present in China Think locally, nationally, and globally.

6.2 Course Contents: Chinese Language Strategies
Topics Review Sustainable chemistry Organic chemistry Polymers Solar and Nuclear energy Renewable energy Biochemistry Environmental chemistry

Learning tasks Dictation: weekly, in sentences or short passages composed of key words taken from each intensive-reading article Homework: for each intensive-reading article, one-page homework designed to help students pay attention to the usage of key words, structures, and discourse connectors, and learn to analyze the text closely and with a critical perspective Oral report: once per term, report on related current issues, acquired through news or other means: 5 minutes long, comprehensible, detailed, and delivered without notes; citing the sources, commenting on key arguments, and if possible, comparing the issue in question with relevant examples from different cultural contexts. The report is recorded and reviewed with instructors during office hours.

Learning tasks Speaking/Recording exercises: 5 three-minute recordings every other week, for students to practice and fine-tune their pronunciation and tones. In addition, to improve their advanced oral skills, they were asked to handle tasks such as recitation, role-play, and/or an impromptu speech. Green Business: You are the person in charge of corporate culture at the Bepsi-drink Company. At your company in China, how can you establish a green corporate culture? How would you serve the Chinese community? Hydrogen Battery: You are the technical director at General Motors. You are very interested in hydrogen cell vehicles. The chairman of the board insists on selling traditional gasoline-fueled automobiles. Please make a statement that will persuade the board to expand the sales of hydrogen cell vehicles. Biological catalyst research may be performed on mammals. In the United States, the Humane Society hopes to stop the use of all mammals in research. Please make a statement on how to encourage biological research and animal protection at the same time.

Learning tasks Writing portfolio: five essays (at least 900 characters each); Assess your own writing (content, coherence and organization, word choice, tone, sentence structure, and conventions). W1: Book report—Write about your reactions to the spring reading by 刘墉. Do you like his writing? Which stories in the book do you like the most? Why? Which ideas discussed are inspiring? Why? Which ideas do you disagree with? Why? What did you learn from the parts of the book you read? W2: Unit topic, objectives, concepts and PPT lectures—Pick a topic for Chemistry Sustainability which you will prepare an instructional and learning module for high school students. Work with a partner to identify the objectives of your instructional unit and introduce the key concepts. Include a PowerPoint slide as your “instructional tool.” W3: Two case descriptions—Describe two environmental cases which are relevant to the topic of your unit. One case should be in China and the other case in another part of the world. W4: Exercises and demo—Prepare a variety of learning exercises, including problem-solving scenarios, to go with your unit. If possible, shoot a short film (5 minutes) to go with the unit which demonstrates the “lab work” or key concepts introduced in the unit. W5: Learning assessment and word list—Design a quiz or other creative format of assessment to check if students have mastered the topic introduced in the unit. Remember to include answer key or samples. Also prepare a list of key vocabulary used in the unit. Term project —a unit on sustainability, shared with the Chemistry instructor at Franklin High School in Portland for possible integration into their curriculum. Flagship colloquium: present group projects in public and be evaluated by peers.

Learning tasks Extensive reading: During the term or on summer break, read works by a well-known science fiction writer This is meant for students to explore topics in-depth as well as improve their reading fluency and ability to skim and scan a large amount of text. They will track their reading time, report on their reading experience (i.e. difficulty with text), and summarize the materials.

7.1 Outcomes NOT an issue of Chinese proficiency!
What worked? What didn’t? Chemistry graduate teaching assistants Students and sustainability They got the big picture! Students and chemistry They didn’t get the chemistry! NOT an issue of Chinese proficiency! The abstract (language) nature of chemistry.

7.2 Outcomes Case 1 Case 2 Case 3 Background Non-heritage Heritage
Gender M F Level Intermediate-high Advanced-low Advanced-mid HSK 189 241 (8) 278 (8) Final written (40) 32 39 33 Quizzes (12) 9 (10.5, 9.1, 7.4) 10.1 (10.8, 9, 10.4) 10.3 (11.2, 10.5, 9.3) Recordings (12) 10.9 (10.2,10.8,11.1,11.4) 11 (10.8,10.8,11.1,11.4) 10.2 (9.9,10.8,9.9, 10.2) Scenario Project Trash ocean White pollution Nuclear fusion Can-do & evaluation chart

8. Obstacles Institutional: challenging to find faculty and graduate assistants who can teach the science course in Chinese (Most graduate students from China already have financial support.) Professional: communication and collaboration Logistic: students pursuing science may have schedule conflicts

9. Recommendations Realizing CLAC Right timing Faculty buy-in
Design the course so that it is accessible to non-science majors (e.g., most students are NOT chemistry majors) From major sustainability concepts to general chemistry principles Limit details of chemical concepts and procedures Pre-term assessment Evidence: knowledge gain and skill enhancement

Jennifer Liu, Indiana University Margaret Yang, University of Oregon

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