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B. Winkel
Journal / Anthology

Mathematica in Education
Year: 1991
Volume: 1
Issue: 1
Page range: 8-11

We have been using Mathematica for over a year now in an Integrated First-Year Curriculum in Science, Engineering, and Mathematics (IFYCSEM) in which we teach all the technical courses (calculus, physics, chemistry, statistics, computer science, graphics communications, and design) in once 36 credit course - actually one 12 credit course in each of the first year's three quarters. IFYCSEM is taught by a team of faculty. This year's group consisted of a chemist, electrical engineer, mathematician, mechanical engineer, and physicist. The curriculum was offered to 60 students in two 30 station classrooms in which the students had access to NeXT machines - one per student during class. Students did their classwork, their homework and laboratory write ups, and their exams with unrestricted access to the computer. In the academic year 1991-92 the IFYCSEM will be offered to 120 students (approximately 1/3 of the entering class) while all other entering first-year students will take their calculus in one of 5 NeXT equipped computer classrooms - 145 NeXT machines in all. All entering students will use Mathematica in their calculus courses - one student per NeXT computer during class and examination time. When we first got started we began writing interactive, so we thought, Mathematica Notebooks for students to use in learning the concepts of the course. This short note will serve to warn you against trying to write too many Notebooks to communicate with the students, while encouraging you to offer students opportunities to produce their own Notebooks.