  Contribution: We demonstrate that it is feasible to include field specific
problems in introductory mathematics courses to motivate engineering students.
This is done in a way that still allows large parts of the course to be common
to all students, ensuring economic viability.
  Background: Many first-year engineering students perceive mathematics courses
as being too abstract and far from their chosen study programme. This may lead
to a lack of motivation and effort, thus decreasing the learning outcomes.
  Intended outcomes: That engineering students recognize that the calculus and
linear algebra courses are relevant for their future work within their specific
field. This is intended to improve their learning outcomes.
  Application design: The courses have been restructured into smaller subunits,
each of which has a corresponding workshop treating a real-world problem from
the specific field of a given group of students. These workshops are developed
in consultation with the relevant fields of study, and they are given a
prominent role in the course for instance by forming the basis for the oral
exams.
  Findings: Based on the feedback from students, we find that inclusion of
field specific problems does help to highlight the applicability and importance
of mathematics in engineering. When implementing such a solution, however,
there are a number of challenges to keep in mind.
