Objective We model Pickett's Charge at the Battle of Gettysburg to see whether the Confederates could have achieved victory by committing more infantry, executing a better barrage, or facing a weaker defense. Methods Our mathematical modeling is based on Lanchester equations, calibrated using historical army strengths. We weight the Union artillery and infantry two different ways using two sources of data, and so have four versions of the model. Results The models estimate that a successful Confederate charge would have required at least one to three additional brigades. An improved artillery barrage would have reduced these needs by about one brigade. A weaker Union defense could have allowed the charge to succeed as executed. Conclusions The Confederates plausibly had enough troops to take the Union position and alter the battle's outcome, but likely too few to further exploit such a success.

The 3-credit course model provides faculty the time to cover content breadth or specialization. This model focuses on drawing students based on content, commonly majors. Interested outside majors might not think they have the prerequisite knowledge to succeed hindering the student’s ability to learn and other students’ ability to gain diverse perspectives. This research examines 1-credit experiential classes that helps recruit students for both the content and method of delivery. Such courses use a range of pedagogical approaches that provide a more engaging experience than the traditional classroom. The 1-credit model that focuses on method of delivery reduces the content burden and barrier to entry for outside majors. These courses can also help general retention trends as students earn credit for more engaging courses. This paper uses student surveys in a topically similar 3-credit and 1-credit course to better understand the positive impact of 1-credit courses.

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