Go to Introduction Go to Quick Looks Go to Conversations Go to Cases Go to Resources



Table of contents
Go to University of Massachusetts Dartmouth Summary
Blank spacer
Go to University of Massachusetts Dartmouth Introduction
Blank spacer
Go to the University of Massachusetts Dartmouth Setting
Blank spacer
Go to University of Massachusetts Dartmouth Learning Problems and Goals
Blank spacer
Go to University of Massachusetts Dartmouth Creating a Learning Environment
Blank spacer
Go to University of Massachusetts Dartmouth Outcomes
Blank spacer
Go to University of Massachusetts Dartmouth Implementation
Blank spacer
Go to University of Massachusetts Dartmouth Conclusion
Additional materials
Go to University of Massachusetts Dartmouth Reader's Guide
Blank spacer
Go to University of Massachusetts Dartmouth Discussions
Blank spacer
Go to University of Massachusetts Dartmouth Resources
Blank spacer
Go to University of Massachusetts Dartmouth Glossary
Blank spacer
Got to University of Massachusetts Dartmouth References
Blank spacer
Go to University of Massachusetts Dartmouth Endnotes
Blank spacer
Show entire University of Massachusetts Dartmouth case
Blank spacer
Download University of Massachusetts Dartmouth case

Go to previous page IMPULSE: The Integrated Math Physics, Undergraduate Laboratory Science, and Engineering Program Go to next page

Discussions


  • Discussion 1. History of the IMPULSE Program

  • Discussion 2. Making the connections: A discussion of the key principles used in the IMPULSE program
    "Integration--the fact that students are learning in a cross-disciplinary kind of way--is a key goal."

  • Discussion 3. Student views on the effectiveness of the IMPULSE program
    "I know for me personally IMPULSE helped me develop a really good work ethic"

  • Discussion 4. How learning from external experts was critical when getting started
    "Do you sit down and invent something, or do you look around and see what other people are doing? My expertise is in chasing physics particles"

  • Discussion 5. The role of organizational savvy
    "Everybody I've talked to has told me that you have to institutionalize it."

  • Discussion 6. Changes in the instructor role
    " If you put up a wall between you and the students, you've killed the program"

  • Discussion 7. Learning how to use a team-based computer-dependent studio approach to teaching
    "...in terms of concepts, the students know more. Now, you would think that if you know the concepts better you should solve the problems better, but..."

  • Discussion 8. Tips for ensuring sustainability
    "The first thing you need is to find a group of people that will communicate with each other."

  • Discussion 9. ASEE Conference paper by Pendergrass, Laoulache, & Fowler
    "Can an Integrated First-Year Program Continue to Work as Well after the Novelty Has Worn Off?"


Go to previous page Go to next page

Introduction || Quick Looks || Conversations || Case Studies || Resources

Search || Who We Are || Site Map || Meet the CL-1 Team || WebMaster || Copyright || Download
College Level One (CL-1) Home || Collaborative Learning || FLAG || Learning Through Technology || NISE