The Design of an Integrated Core Curriculum for Mathematics,Physics, and Chemistry

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This project will integrate two semesters each of General Chemistry, College Physics and Precalculus Mathematics into one four-semester pre-professional science course, including both lectures and laboratories. This dramatic restructuring experiment with the introductory level science courses is motivated by the enormous failure rates in our standard introductory courses. At present, these failure rates in our inner-city campus exceed 60%. A disproportionate number of these students are women and/or minorities. Although we attribute these failure rates to a multitude of factors, the salient feature appears to be the students' inability to transfer and apply their knowledge among topics within one course and between topics across disciplines (such as mathematics and chemistry). The primary goal of an integrated sequence is the explicit transfer and application of knowledge common to the analytical sciences and mathematics. This approach will empower students to become effective problem-solvers and critical thinkers in the physical sciences. The objectives of this integration are 1) to take advantage of the natural connections among mathematics, physics, and chemistry in order to reinforce the physical concepts and the mathematical techniques employed in the quantitative sciences; 2) to promote the development of effective learning strategies common to all quantitative sciences; 3) to use the context of chemistry and physics to motivate students to learn, apply, reinforce and transfer mathematical methods; 4) to introduce the fundamental physical concepts that underlie chemistry in a unified, logical and coherent fashion; and 5) to create a block learning environment that maintains a unified student population throughout the quantitative sciences. We are well aware that the persistence of an integrated, interdepartmental course is a major challenge. However, a solution to the problem of high failure rates has clear advantages for the College and for each of the three departments involved. We have received enthusiastic support from the Chairs of all the involved disciplines and from the College Administration. A careful assessment and documentation of improvement in the quantitative reasoning skills of students are integral parts of the proposal. Evidence of improvement can clearly have far-reaching impact on undergraduate science education in the quantitative sciences.