Integrating Engineering Courses with Calculus and Physics to Motivate Learning of Fundamental Concepts

1 Raymond N. Laoulache, University of Massachusetts Dartmouth, Mechanical Eng. Dept., N. Dartmouth, MA 02747 [email protected] 2 N. A. Pendergrass, University of Massachusetts Dartmouth, Electrical & Computer Eng. Dept., N. Dartmouth, MA 02747 [email protected] 3 Renate J. Crawford, University of Massachusetts Dartmouth, Physics Dept., N. Dartmouth, MA 02747 [email protected] 4 Robert E. Kowalczyk, University of Massachusetts Dartmouth, Mathematics Dept., N. Dartmouth, MA 02747 [email protected] Abstract  In September of 1998, the College of Engineering at the University of Massachusetts Dartmouth began an innovative, integrated, curriculum that dramatically changed first-year instruction. This new program is called IMPULSE (Integrated Math, Physics and Undergraduate Laboratory Science, and Engineering). The program is technology-based so courses have been offered in specially designed, technology-oriented classrooms. The program's pedagogy includes: (1) integrating the introductory course sequences in physics, calculus and engineering; (2) teaching and using teamwork among students and faculty; (3) using active and cooperative learning methods; and, (4) encouraging formation of a community of students by block-scheduling classes and grouping students in the dorms The IMPULSE program has been very successful. For example, assessment in the first year showed that it more than halved the attrition rate of first-year engineering students, and nearly doubled the percentage of students passing two semesters of physics on schedule. This paper looks at the integration of subjects from the perspective of the engineering courses. It focuses on the interaction between engineering, physics and calculus and how this evolved as the program matured. It describes the types of problems that have been used to motivate learning in all three subjects. It also explains how problems have been posed and coordinated successfully.