With an enrollment of 550 students once a year the first year course Math1 at the Technical University of Denmark is one of the largest courses at university level in Denmark. Since its re-formation 6 years ago a number of interesting valuable assets concerning undergraduate math education in general have emerged from that course. This proposal is to share some of these assets and to discuss the results and problems concerning large scale and yet multifacetted reorganized teaching of (worldwide standard) first year undergraduate calculus and linear algebra involving such commitment inducing bootstraps like: 1. Extensive integrated use of Maple for learning and unfolding the curriculum 2. Project exercises concerning technology-close applications 3. Constant and diverse crediting (buildup of final grade by several subgrades) In particular - as a focused case study - the present author would like to share experiences from such a setting concerning specifically the teaching and learning of Gauss' divergence theorem and Stokes' theorem. These beautiful and elegant results are much needed for advanced calculus and physics and indeed, they ought to generate and ignite the final fireworks and climax in every first year calculus course worldwide. The present proposal stems from some of the experiences and work done by the author while he was part time affiliated (20\%\) with the then newly established LearningLab DTU at the Technical University of Denmark during the fall semester of 2004 and spring semester of 2005. For a thorough account including supporting files, statements, and papers please visit the following address: http://www.learninglab.dtu.dk/projekter/frikoebsprojekter/MAT1.aspx