A Comparison of the Quality of Integrated Freshman-Year Curriculum for Science, Engineering and Mathematics with a Conventional Curriculum.

This report describes a comparison of the effectiveness of two types of instruction on undergraduate students' learning of the concept of force. Findings indicate that students who participated in the Integrated Freshman Year Curriculum for Science, Engineering and Mathematics improved slightly more on the Force Concept Inventory than students who received traditional instruction, and that females in the integrated program improved significantly more than females in the conventional program. (WRM)