  A simple model to help students see the connections between a physics course
and their engineering major is described. "Bridging" had positive effects on
performance, attitude, and motivation, as measured by grade analyses, surveys,
and student and faculty comments. In addition to the improved performance,
enrollment in the physics course was also found to increase considerably during
the two years of the bridging. The bridging model can be applied to a variety
of courses and suggested components are discussed here.
