Anne-Marie Nickel, Ph.D.
Professor
- Milwaukee WI UNITED STATES
- Allen Bradley Hall of Science: S253
- Physics and Chemistry
Dr. Anne-Marie Nickel is an expert focusing on chemical education and nanotechnology.
Education, Licensure and Certification
Ph.D.
Inorganic Chemistry
University of Wisconsin-Madison
2002
B.A.
Chemistry
Lawrence University
1997
Biography
Areas of Expertise
Accomplishments
CREATE Faculty Fellow
2019-2020
Oscar Werwath Distinguished Teacher Award
2015
Servant-Leadership Faculty Fellow
2012
NCAA Division III Faculty Athletic (Representative FAR) Fellow
2010
Falk Engineering Educator Award
2006
Mentor of the Year Award - President's Student Leadership Dinner Awards
2004
Greek Council Award of Appreciation – MSOE
2003
Affiliations
- American Chemical Society (ACE), Divisions of Inorganic Chemistry and Chemical Education : Member
- Midwest Association of Chemistry Teachers at Liberal Arts Colleges (MACTLAC) : Member
- American Society for Engineering Education (ASEE) : Member
Social
Media Appearances
Dr. Anne-Marie Nickel
MSOE News
2019-09-16
Dr. Anne-Marie Nickel has always loved science. She believes more people might like it, too—if they just got to know it better. “The general public needs an appreciation, as well as a general knowledge of science, because that’s where new technologies come from,” she said, “and if people are afraid of new technologies it might be because they don’t understand them.”
Event and Speaking Appearances
Candy (Notably Chocolate) from a Science and Engineering Perspective
CommUNITY Fair at MSOE
2018-09-17
Endless Possibilities: Collaborations with MSOE to Facilitate Student Learning with 3D Physical and Virtual Models
Biennial Conference on Chemical Education (BCCE)
2018-07-31
Using LearnSmart Labs to Help Students Prepare for Experiments
DFC for McGraw-Hill Education Webinar
2016-11-18
Candy Chemistry Experiments
TMJ4’s Weather Day at Miller Park
2016-04-21
Chemistry and Material Properties of Chocolate
St. Joan Antida High School
2016-04-08
Patents
Molecular models
US7465169B2
2008
A molecular modeling kit including a three-dimensional body providing a physical representation of at least one atom. The three-dimensional body can define a cavity and include a self-reorienting magnet at least partially disposed in the cavity. The magnet can be configured to realign relative to the cavity when in proximity with a second magnet such that magnetic poles of the self-reorienting magnet and the second magnet are aligned for attraction. The second magnet can be external to the three-dimensional body.
Research Grants
Developing an Entrepreneurial Food Engineering Course for Preparing Undergraduate Engineering Students for Transforming the U.S. Food Industry
KEEN Topical Grant
Submitted with W. Zhang, F. Shaikh, and G. Wright
Exploring the Chemistry and Material Properties of Chocolate as a Method of Community Outreach
Summer Project Development Grant
2015
Awarded with Cindy Barnicki
Impact of Experiential Learning On Mastery of Course Outcomes
Protracted Leave Grant
2016
Awarded with Jennifer Kelso Farrell and Alicia Domack
Selected Publications
Measuring the Impact of an Interdisciplinary Experiential-learning Activity on Student Learning
ASEE Annual Conference & ExpositionNickel, A.M., Farrell, J.K., Domack, A., Mazzone, G.E.
2018
An English professor and a chemistry professor from different academic departments collaborated to broaden engineering students’ learning experience in two different courses by bringing their students together for an interdisciplinary experiential-learning activity. Educational pedagogy reports the value of incorporating experiential learning opportunities into course work to greater impact student learning [1], [2]. The courses involved were a humanities elective on science fiction and a science elective on nanotechnology. The activity was built on a common theme in each course, the societal impacts of new technologies. It involved the students presenting content from their course’s discipline to students in the other course in a face-to-face event. The authors reported previously on how these courses were integrated [3]. The effects of the activity on students’ experiences were measured by evaluating learning outcomes in each class and by employing course surveys over a two-year period. The experimental group’s scores on each of the course outcomes, as measured by exam questions, were compared to the control group’s scores on each of the course outcomes while controlling for pre-test scores. Similarly, pre- and post-survey questions for the experimental group were compared to the control group’s responses. Presented data will relate to the evaluation of the hypothesis that students’ mastery of learning outcomes would be greater for those students participating in the integrated coursework as compared to the control group. Included is an evolution of the collaboration and the development of the activity from an asychronistic reading and writing assignment to an interactive, experiential-learning activity. The challenges related to collaborating across departments and associated with measuring student learning will be discussed as well as planned future work in this collaboration.
How Study of Chocolate as a Material Can Be Used to Enhance Engineering Education
ASEE Annual Conference & ExpositionBarnicki, C.W., Wikoff, C.H., Nickel, A.M.
2016
Chocolate is a material that is typically not associated within a engineering curriculum. Yet when viewed as a material that has composition, structure, and properties, the topic can add interest and an alternative perspective to a traditional materials engineering or chemistry course. The cocoa butter in chocolate is critical to the final product in terms of quality and price and will be the central focus of this paper. Cocoa butter is derived from an agricultural product, is polymorphic and has chemical and physical characteristics that are somewhat unique. The molecular structure and chemical characteristics can be used to enhance a chemistry class. The processing of chocolate to ensure the proper form of the cocoa butter as well as the detrimental changes to the product that can occur with an incorrect thermal cycle (in processing or in storage) can be used as examples of phase transformations and diffusion in a materials engineering course. The economics, standards, sustainability, and political aspects of cocoa butter can be used to reinforce topics related to ABET criterion 3h.
Science Fiction Literature Crossed with Nanotechnology: How Experiential Learning Enhances Engineering Education?
ASEE Annual Conference & ExpositionNickel, A.M., Farrell, J.K., Domack, A.
2016
Educational pedagogy suggests that experiential learning should deepen and improve student-learning. Similarly interdisciplinary learning provides students the opportunity to connect course content to other aspects of their learning experiences which should result in greater learning. This paper describes the development and evolution of an interdisciplinary, experiential-learning activity that was used in two separate courses. The assignment exists in two different elective courses, Science Fiction and Nanoscience and Nanotechnology, offered to primarily engineering students (as well as some business and nursing students). Each course includes the topic, societal impacts of technology. In the nanotechnology course, societal impacts of nanotechnology are woven through the course. In the science fiction course multiple pieces of literature are used to explore the question “What is the author asking about the relationship between society and technology?” It is this topic that is critical for our students to consider as their careers and personal lives will be impacted by new technological advances. By involving students in both classes to engage in discussions surrounding these areas of overlap, student learning should be enhanced. Specifically, an activity that involved interaction with students in the other course would enhance students’ mastery, depth of understanding, and interest. The common student project involved students in both electives where the each class developed presentations for the other class. They developed short, interactive presentations with table-top demonstrations that they could use to teach students from the other class. Our evaluation of the activity-based learning approach will be included in the paper.
Discovering Inexpensive, Effective Catalysts for Solar Energy Conversion: An Authentic Research Laboratory Experience
Journal of Chemical EducationShaner, S.E., Hooker, P.D., Nickel, A.M., Leichtfuss, A.R., Adams, C.S., de la Cerda, D., She, Y., Gerken, J.B., Pokhrel, R., Ambrose, N.J., Khaliqi, D.
2016
Electrochemical water oxidation is a major focus of solar energy conversion efforts. A new laboratory experiment has been developed that utilizes real-time, hands-on research to discover catalysts for solar energy conversion. The HARPOON, or Heterogeneous Anodes Rapidly Perused for Oxygen Overpotential Neutralization, experiment allows an array of mixed-metal oxide compositions to be analyzed in parallel to test their activity as water oxidation catalysts. Students create unique combinations of mixed-metal oxide materials, which are then analyzed utilizing a simple, inexpensive system that detects the amount of oxygen evolved during electrolysis. This experiment has the flexibility to be implemented at a variety of educational levels with the depth and breadth of the material covered accordingly. Concepts such as stoichiometry, materials, solutions, and fluorescence can be emphasized, while the research-like experience strengthens students’ independence, critical-thinking skills, and excitement for science. An online questionnaire was developed to measure various effects of the experiment on students, including learning gains, attitudes toward chemistry, and motivation to pursue a career in scientific research. The assessment results indicate positive gains for students in their understanding of the social nature of scientific work, scientific literacy, and interest in pursuing additional research opportunities.
Using Service Learning To Teach Students the Importance of Societal Implications of Nanotechnology
Service Learning and Environmental Chemistry: Relevant ConnectionsNickel, A.L., Farrell, J.K.
2014
As the field of nanotechnology develops, resources have been dedicated to studying the societal implications of nanotechnology therefore it is an important topic for an undergraduate course in nanotechnology. A service-learning course project provides students with an opportunity to engage in informing the public because students present topics of nanotechnology to small groups at a local high school. Prior to their service-learning project, students have built a solid understanding of the field and have participated in other assignments that established a theme of the societal implications of nanotechnology. The service-learning course project provides a meaningful learning opportunity that reinforces both the core concepts and the societal implications of nanotechnology.
