VOLUME 2, ISSUE 1. SPRING 2015
REACH though I am “ Even deeply immersed
EDUCATING THE
STUDENT
in my research, the most important people in my professional life are my undergraduate students. It’s thrilling to be in a community like this, which in some ways replicates my undergraduate experience. I had a mentor. I was one of those students who wanted to grow up to be like my professor, and I have, I think.
”
MARY ALBERG, PhD, Professor of Physics
02 SEATTLE UNIVERSITY
IGNITING THE SPARK “Each of us had our own meaningful, course-changing undergraduate experience that put us on a trajectory of excellence.” Lindsay Whitlow, PhD, leans forward in his chair. “So, now we design our research to push the science forward AND provide opportunities to involve and inspire undergraduates.”
Around the table, his colleagues on the Science Futures Committee — who represent their departments on issues related to undergraduate research — nod in agreement. Clearly, good research leads to good teaching and vice versa. Physics Professor Woo-Joong “Andy” Kim, PhD, says, “The research lab provides students with an opportunity to critically examine some of the fundamental ideas they learned in class. And in the classroom, the research experience is as relevant as textbook examples.” What employers, medical schools and graduate institutions are looking for is an authentic research experience, an open-ended question that takes significant time to investigate. Explains Biology Professor Brett Kaiser, PhD, “When I ask my colleagues in biotech, ‘What are you looking for on an application?’ their first response is, ‘Does the student have real-world experience?’” Imagine today’s SU student in science, engineering, math, computer science or software engineering: intelligent, motivated and passionate about changing the world for the better. Fast-forward 10 years and picture that SU graduate doing cutting-edge work, becoming a leader in their field. How did they get there? Through postdoctoral training in an internationally recognized
lab that required a graduate degree from a top institution. Acceptance to that graduate program required an excellent internship. And to get that internship, the student had to have relevant research experience as an undergraduate. Where does it all begin? Chemistry Professor Ian Suydam, PhD, says, “You start with an environment where faculty members are invested in training and mentoring undergraduates. Maintaining that environment requires institutional support, release time for faculty, investments in infrastructure and funding from donors and endowments.” The College of Science and Engineering faculty members excel at designing research that addresses contemporary, relevant problems in a way that is accessible for undergraduates. This is a unique skillset that adds an extra level of complexity to the faculty job — but our professors would not have it any other way.
We are preparing our students to do great things. The first stepping-stone is right here. Here is where they catch the spark. Here is where they get the conceptual underpinnings. Here is where they get the research experience. Here is where success begins.
03
THE MOST AWESOME JOB As an undergraduate at a Jesuit university, I was spellbound by the faculty who taught me. They took me on fascinating educational journeys. Part of me started getting the idea: “Wow, what an amazing profession. It must be the most awesome job there is, to be part of a university. What could be better?” But it also seemed unreachable. My junior year, a visiting professor named Father James Smith taught graph theory. I just loved that class and his engaging teaching style. We were working through this tiny textbook, studying sets of conditions sufficient for a graph to be Hamiltonian. I asked Father Smith, “Has anyone come up with a set of examples that show the decreasing stringency of these four sets of conditions?” And he said, “I don’t think so. Why don’t we work on that together?” We ended up with a short note that we submitted to Mathematics Magazine. The note appeared in the January 1977 issue, a few months before I graduated. I had my name on a publication, and I was thrilled! Father Smith gave me a gift. He provided me the opportunity to accomplish something that gave me confidence. The experience solidified my vision of becoming a college professor, and his example has inspired me throughout my career. Today, when I think of our faculty’s dedication to student success, I am reminded of Father Smith. And I ask myself again, is there anything more honorable — anything more worth our time — than being part of an educational institution focused on helping students reach their potential?
MICHAEL J. QUINN, PhD Dean, College of Science and Engineering
Help our students prepare to lead the way in STEM fields. Your gift to the College of Science and Engineering will help support our programs and scholarships. Read on to find out more. www.seattleu.edu/scieng
04 SEATTLE UNIVERSITY
BREADTH. DEPTH. HEART. “To be fully human,” says Eric Watson, S.J., PhD, “means having an appreciation for truth, beauty and goodness. A good college education requires depth. A Jesuit education also requires breadth.” He continues, “My hope for each student is that they will emerge as a wonderful, well-rounded person — someone who is well educated in his or her major, but who has also studied philosophy, theology, art, literature, math, chemistry and physics. This multidimensionality enriches both the person and our world.” This universal approach toward knowledge can broaden a student’s horizons. “I remember a student who loved fine art as much as she loved chemistry. In her career, she ended up with an exquisite blend of the two. She now works with museums, using chemical processes to determine the authenticity of artwork.” In addition to teaching advanced chemistry and working with student researchers, Fr. Watson teaches general chemistry. “The first-year students have widely varying abilities,” he notes. “It is like teaching several classes in one classroom. I have to be the best teacher I can be.” Fr. Watson often counsels students who are coping with challenges. Some are having trouble adjusting to university life. Others are struggling with difficult course material. “For many, their selfworth is tied to getting A’s, and this may be their first experience with a bad grade,” he says. “When I meet with them, we talk about practical options. I listen. They know I am present with them and care about their situation.” He concludes, “One thing about care for the whole student is how well Seattle University does it — it really stands out. I thought it would be like this at other universities, but after talking with people at conferences, I know it is not. At SU, we share a single purpose and mission: to nurture, advance and foster our students’ desire to learn.”
COLLEGE OF SCIENCE AND ENGINEERING 05
D FLIPPED EPPILF FOR THE BETTER “In retrospect, I’ve realized how much I gained from the inverted model. I gained confidence in my ability to ask meaningful questions, find resources to answer them and interpret those answers in a relevant way. More than any technical content, these skills are what I use every day at my job. There’s nobody here to tell me if I have the right answer, so I need to be able to figure that out for myself.” GRETCHEN ZELLE ’14 MEGR, R&D Engineer, Brooks Rand Instruments
LAB SUPPLIES
LIKE NOTHING ELSE ON EARTH In Father Watson’s organometallic chemistry lab, student researcher Andrew Schwartz is running a reaction using a schlenk line. The process is silent. The flask is small. But what’s going on here is something big. Andrew and his mentor are creating a tripledecker molecule in which carbon atoms form five bonds instead of the usual four — a unique type of molecule. Whether he goes on to grad school or a job in a Seattle-area lab, Andrew has developed a skillset that will serve him well. He has also developed patience. “You expect this kind of work to take a while,” he says. “We are working on a publication together, repeating the experiment to show that the process is replicable.” In their tiny vials, crystals of the triple-decker molecules are beautiful: magenta, blue and bright green. Holding a model of one, Fr. Watson smiles and says quietly, “Nothing like this has ever existed in the universe before.”
Five years ago, when Greg Mason, PhD flipped the curriculum for his Control Systems course, his students flipped out. They liked things the way they’d always been: Lecture, lecture, lecture. Homework, homework, test. Of course, the students didn’t really like “lecture, lecture, lecture.” They really wanted to understand how the lecture material would be applied on the job. And that, Dr. Mason says, is what the Inverted Classroom (IC) model is all about. “In the traditional model this course was almost purely theoretical,” he explains. “There was no time for the students to work with that knowledge. In the flipped model, they have gone from spending two days per quarter on labs to performing a lab every day.” What about the knowledge base required for standardized engineering licensure exams? “Our 2013 study published in IEEE Transactions on Education demonstrated that nothing was lost. There were only gains,” says Teodora Rutar Shuman, PhD, Chair of Mechanical Engineering.
In 2015, the junior level Heat Transfer course has been converted to Inverted Classroom-Problem Based Learning (IC-PBL). Professor Yen-Lin Han explains, “For this course, engineers from Boeing, Olympus Medical, EAD Corporate, and a former Senior Advisor from Coffman Engineers present engineering problems as they would in a professional environment.” Students work in teams for a few weeks before presenting their solutions for evaluation by the industry consultants. The required theory is available through the IC material, but each team must discover which theoretical knowledge applies to their particular problem. Psychology Professor Kathleen Cook, PhD is comparing the students’ learning in the traditional vs. IC-PBL models. She says, “Students ordinarily do their homework alone, in a bubble. The IC-PBL model requires the kind of teamwork that happens in the real world. These students are learning skills they will need to function in the workplace.” Adds Dr. Shuman, “The expanding field of mechanical engineering offers many well-paid jobs that cannot be outsourced. This method of teaching and learning prepares the students to become productive on the job faster and makes them valuable as new hires.”
VISUAL INFRARED THERMOMETER
06 SEATTLE UNIVERSITY
Our students are intelligent and motivated. Even so, there are times when they struggle with course material, time management or personal and family challenges. One advantage of our size is that we know every student — who is struggling and who is not. We are present to listen, to provide academic support and to hold students accountable. It takes a lot of faculty time — but our students are worth every minute!
ANNUAL STIPEND FOR STUDENT RESEARCHER
MADISON DAVIS ’15 MATH & EVS FASCINATED BY: Urban sustainability CAREER GOAL: Environmental statistician SENIOR SYNTHESIS PROJECT: Logistical regression analysis of real-time data from Muhuru Bay power grid Madison Davis wants to work as a statistician for a federal agency specializing in ecological protection. But while taking Professor Boersema’s proof-based conceptual theory class during her junior year, she developed test anxiety so debilitating she was in danger of failing the course. Shortly before finals, Madison summoned the courage to ask her professor for help.
When test anxiety resurfaced earlier this year, Madison sought out her professor immediately. “Professor MacLean helped me lay out a strategy to navigate my studies,” says Madison. Dr. Mark MacLean listened carefully and validated Madison’s experiences and concerns. “I shared a strategy that worked when I was a student,” he says. “I’m glad she found it helpful.”
“It wasn’t that he was not approachable — he was!” she says. “We sat down and discussed all my options. He offered inoffice tutoring and even the opportunity to take the test in a different setting. He also suggested getting help through Counseling and Psychological Services (CAPS) or disability services, both of which offer support for anxiety.”
“When I’m stumped, I write out the first step and last step of a proof, then try to fill in the middle from either end,” Madison says. “I find that practicing on a whiteboard allows me to see mistakes and easily correct them. This solidifies the concepts in my mind and helps me to better recall them during exams.”
Madison knew what she had to achieve on her final exam in order to pass the course. And she succeeded.
“I am glad I went through what I did,” Madison concludes. “I’ve built up a bank of learning and study strategies. As a tutor in the math center, I’m passing what I’ve learned along the line.”
COLLEGE OF SCIENCE AND ENGINEERING 07
HILLARY TERVET ’15 BSCE FASCINATED BY: Performance-based design CAREER GOAL: Structural engineer SENIOR SYNTHESIS PROJECT: Design of a cultural village for migrant workers in the Skagit Valley Hillary Tervet was a sophomore honors student at Bryn Mawr when she discovered that the best way to blend her interests in architecture and math was to become a structural engineer. In 2012, she transferred to SU to major in civil engineering with a structural focus. “The transition was very challenging,” Hillary says. “I didn’t know anybody. I struggled in some of my engineering classes and ended up on academic probation. After fall quarter of my junior year, I was dismissed from the College of Science and Engineering. I had been an honors student since high school — I knew I could turn things around.” Hillary appealed and was reinstated on probation. In addition to maintaining the required GPA, she met weekly with her faculty advisor, Professor Nirmala Gnanapragasm. “Professor G. made
sure I was OK in my academic life and my personal life,” Hillary says. “And during my hardest course, Mechanics and Materials II, I was in Professor Canney’s office multiple times a week asking questions.” Dr. Nathan Canney is now the advisor for Hillary’s senior design project — the design of a cultural village for migrant workers in the Skagit Valley. She explains, “We are designing housing units and a community center that includes a kitchen, a laundry room and a multipurpose space for classes and gatherings.” The project team’s vision goes beyond engineering design. There’s a human element, too. “We hope the workers will use the community center to hold market days and sell their goods,” Hillary says. “That’s one way they can become integrated into the local community instead of being stigmatized as outsiders.”
“Hillary is one of the top students in my class. It is hard to believe that she was ever on probation. I am at Seattle U because I wanted to make a difference in students’ lives. So I consider Hillary’s success as a personal success story for me, too. In a different institution, students like Hillary would fall through the cracks. But Seattle U is a very different type of institution. We, the faculty members, watch out for our students like they are our own children.” NIRMALA GNANAPRAGASM, PhD, PE, Associate Professor, Civil & Environmental Engineering TOTAL STATION [ FOR SURVEYING LAB COURSE ]
08 SEATTLE UNIVERSITY
DEMAND > SUPPLY In the introductory physics lab, three students are beginning their first investigations into rotational motion. One student sets up the rotary motion sensor, while a second connects the device to a computer, preparing for data analysis. The third student... Wait. The optimal number of students per lab station is two. There are no tasks left for the third student. She’ll have to participate in this lab more passively than her peers, and she will not learn as much as those who get to participate actively. This is our current reality — and nobody’s happy about it. Every science and engineering student is required to take one or more physics lab courses. But CSE enrollment has increased dramatically in recent years, and our college no longer has enough fully equipped physics lab stations to meet the need. We urgently need to equip 12 additional stations. Your gift can help. These numbers are small. But the benefit to our students is beyond measure.
PROJECTILE MOTION LAB STATION [ NEED 12 ]
ROTATIONAL MOTION LAB STATION [ NEED 12 ]
FRICTION LAB [ EQUIPS 12 STATIONS ]
PIVOTAL MOMENTS “Small class sizes made it possible for me to meet one-on-one with my biology and chemistry professors. I was interested in molecular genetics, and Professor Michelle DuBois helped open doors to an amazing research experience under Dr. William Hagopian at the Pacific Northwest Research Institute. After a student trip to India, I got very sick. I racked up large medical bills, but I didn’t recover
COLLEGE OF SCIENCE AND ENGINEERING 09
WHAT WAS YOUR PIVOTAL MOMENT?
until I began seeing a naturopathic physician/acupuncturist. Using my body’s own molecules to restore health made sense. As my interest turned toward integrative medicine, two of my professors — Dan Smith and Michael Boyle — supported me in the pursuit of my new goal. I love what I do. At our clinic, we specialize in cases where people have already seen multiple doctors who have not been able to help them. We go back to the basics, and people tend to get better.” CHRIS HOLDER, ND, LAC, ’03 BIOL, Hill Park Medical Center
Did a professor or a project inspire you? “Math Did your research experience open doors for is the your career? You can pave the way for a new best degree generation of students. GIVE TO THE CSE you could have — DEAN’S FUND, SUPPORT A PROGRAM it is transferable to any OR ENDOW A SCHOLARSHIP. career. As a math major, I See page 11. learned abstract thinking and developed a disciplined approach to tackling big challenges, which has served me well in my career. Of my many inspiring teachers, Dr. Andre Yandl was the most memorable and pivotal for me personally. He took the time to ensure that students really understood the most challenging concepts and was also very encouraging to student athletes like me. His Topology course was a bit more challenging for me in the beginning — but by the end of the course it was one of my favorites.” ANA WHITE, ’95 MATH, General Manager of Human Resources, Microsoft
“I always loved figuring out how things work and learning how to make them better. Mechanical engineering was the perfect major for me, and my senior design project was the springboard for my career. Our student team worked with a liaison engineer at Boeing, but at the end of the day we were responsible to design, develop and test a tool to install 787 emergency evacuation slides using fewer people in less time. We beat the target time by three minutes! Today I manage Puget Sound Energy’s cross bore inspection program, working to help prevent explosions. I also analyze future natural gas needs for the Puget Sound region. As a student, I had to work part time while keeping up with my coursework and participating in service projects. Service is still part of my life. Recently I traveled to South America to work with two clean water nonprofits, Water for People and Waves for Water, and Homeless World Cup, which changes lives through fútbol.” ABRAHAM “ABE” ROMO, ASQ, CQA, ’06 MEGR, Engineer/Program Manager, PSE Gas System Integrity
10 SEATTLE UNIVERSITY
SUCCESS STARTS HERE Enrollment in the College of Science and Engineering is expanding. We need your help to keep pace with the demand. Your gift can help: • Increase the number of lab stations in our physics labs • Purchase equipment for hands-on engineering courses • Replenish consumable lab supplies • Provide a fair stipend for student researchers With your support, our students will be prepared to lead the way in science, engineering, mathematics, computer science and software engineering.
$499
VISUAL INFRARED THERMOMETER FOR MECHANICAL ENGINEERING DEPARTMENT
PROVIDE VITAL HANDS-ON EXPERIENCE
$3,000 TOTAL STATION FOR CIVIL ENGINEERING SURVEYING LAB COURSE
$4
$300
COLLEGE OF SCIENCE AND ENGINEERING 11
ROTATIONAL MOTION LAB STATION [ NEED 12 ]
“I believe we should all endeavor to help others who would like to have the same opportunities we have had. It is a blessing to give back financially as well as with our time and expertise.” CHRIS HOLDER, ND, LAC, ’03 BIOL
EQUIP PHYSICS LABS TO MEET INCREASING DEMAND
$400
$800
PROJECTILE MOTION LAB STATION [ NEED 12 ]
FRICTION LAB [ EQUIPS 12 STATIONS ]
GIVE TO THE CSE DEAN’S FUND. Your gift helps provide unparalleled educational opportunities for our students.
4,000 SUPPLIES FOR UNDERGRADUATE RESEARCH LABS
Four ways to give: ONLINE Visit seattleu.edu/giving & choose the
College of Science and Engineering MAIL Use the enclosed envelope PHONE Call 206-296-2846 EMAIL finetm@seattleu.edu
To discuss your gift, contact Michelle Finet, CSE Director of Development. 206-296-2846 or finetm@seattleu.edu
INCREASE OPPORTUNITIES FOR UNDERGRADUATE RESEARCH
STIPEND FOR STUDENT RESEARCHER
$4,000
Non-Profit Org. U.S. POSTAGE PAID Seattle, WA Permit No. 2783
901 12th Ave PO Box 222000 Seattle, WA 98122
Leading edge research. Innovative teaching methods. Industry-driven projects. Career opportunities. YOUR GIFT MAKES IT HAPPEN. Read on, to find out more!
“An individual student has a better chance of wanting to be an independent researcher if they have studied and done research at an institution like Seattle University, where there is no barrier between the faculty member and that individual student.� JOANNE HUGHES, PhD, Associate Professor, Physics
Michael J. Quinn, PhD Dean, College of Science and Engineering
www.seattleu.edu/scieng Printed on 100% post-consumer recycled paper free of chlorine chemistry. Printed with bio-renewable inks.