2014-15 Undergraduate Index A-Z

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Mathematics [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Algebraic Thinking Vauhn Foster-Grahler education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 14 Fall					Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Art and Science of Sport Mark Harrison and Allen Mauney American studies cultural studies mathematics media studies physics	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 14 Fall	W 15Winter		-- Sport embodies an ideal of performance and meaningful action. Since ancient times, we have engaged in spectacles of play, utilizing formal and complex actions governed by rules (or conventions), rituals and aesthetics, and the laws of physics. As audiences, we derive meaning through winning and losing; we construct narratives and project values onto players and play. Through conflict, competition, and collaboration, sport reflects our deepest individual and cultural identities and desires. In its numerous iterations, sport is a singular form of human play where success and failure are by and large determined by numerical outcomes. In the last 100 years, statistical bookkeeping and quantitative analysis have played an increasingly important role in defining the quality of competiton and performance, of winning and losing. This trend points to societal values that displace human expression and cultural meaning in favor of outcomes drained of human involvement. The widespread intrusion of technology into sports training suggests that the athlete is increasingly viewed in part as a machine that can be retooled to achieve desired outcomes.Participants in this program will examine the human condition “cut to the bone” and be challenged to re-conceptualize the way we experience and think about sport through the perspective of art and science. Sport is born of human imagination and embodies deeply held ideas including competition, conflict, and collaboration. Sport is played on a moral stage with scripts taken from our culture. We will develop statistical tools to engage in increasingly data-driven conversations about sports. We will use human movement to study basic scientific descriptions of the operations of our world. Through sport we will be able to examine the psychology of play and playing, constructions of time and space, and the intersections of aesthetics, science, and technique. We will also consider the ways we mediate performance (through film, television, and other media) to generate excitement, meaning, and profits.Expect to engage through readings, films, discussions, writing and statistical assignments, and independent and collaborative work. Active learning in the form of workshops, exercises, and field trips to sporting events and performances will be a central focus of the program.		Mark Harrison Allen Mauney	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Calculated Fiction: Adventures in Structure Steven Hendricks, Brian Walter and Kathleen Eamon aesthetics literature mathematics philosophy writing	Program	JR–SRJunior–Senior	16	16	Day			S 15Spring	This is an upper division program aimed to support interdisciplinary work among students with some experience in any of our disciplines: mathematics, the humanities, or creative writing. Together, and drawing on our respective backgrounds, we will explore how conceptual tools like philosophical terms, fictional narratives, and mathematical systems depend upon and challenge the structures of knowledge—edifices built up against the unknown. We'll see how practices in all three disciplines function to exceed or disrupt conventional thinking, and we'll pursue our own experiments in the use of constraints to help emancipate us from aesthetic traditions and generic structures of meaning.We’ll regard each of these disciplines as ongoing conversations that can both expand and limit what we can know and what we can imagine. For us, mathematics will be an imaginative, humanist endeavor: a study of patterns, a struggle for certainty and precision that yields a language of symbols that in turn reveals new possibilities for inquiry. Philosophy will help us both think about the conditions for the possibility of world-making and examine fictional worlds as aesthetic objects. In our study of literature, we’ll attend closely to structures in language and narrative that make meaning possible. We’ll read work by contemporary literary experimentalists working within the aesthetic and philosophical lineages of Borges and Calvino, story tellers for whom time, space, and being are of more interest than plot. Philosophical texts will likely include works by Kant, Benjamin, Adorno, and Lacan. We'll also read texts that describe the scope, content, and aesthetic of modern mathematical work, such as Davis and Hersh's .		Steven Hendricks Brian Walter Kathleen Eamon		Junior JR Senior SR	Spring	Spring
Calculus I, II, and III (A) Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 14 Fall	W 15Winter	S 15Spring	Calculus I, II, and III is a year-long sequence of courses that will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. During fall quarter, we will engage in a rigorous study of derivatives and their applications through multiple modes of inquiry. Winter quarter will focus on procedures and applications of integration. Spring quarter topics include introduction to multi-dimensional space, sequences and series. There will be an emphasis on context-based problem solving and collaborative learning. If you have questions about your readiness to take this class, please contact the faculty.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Chemistry Counts! Dharshi Bopegedera and Vauhn Foster-Grahler chemistry mathematics	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	This program will explore topics in chemistry at the introductory level. It is designed for students who are eager to gain an understanding of chemistry so that they can pursue further studies at the general chemistry level and for those who are seeking to broaden their liberal arts education. Program activities will include lectures, workshops, and laboratory experiments. We will begin the study of introductory chemistry by exploring the structure of the atom, the nature of the chemical bond, and proceed towards an understanding of molecular geometry.This will lead us to discussions of the periodic table, chemical reactions, mole concepts, and stoichiometry. In the laboratory we will develop bench skills and lab techniques. In particular we will focus on measurements, preparing solutions, titrations, and spectroscopy while learning how to use spreadsheet software for data collection and analysis. In chemistry workshops, students will work in small groups to solve problems that further their understanding of the topics covered in lectures. Collaborative learning will be expected and emphasized although students will be responsible for their individual work.In the mathematics workshops we will study linear, exponential, rational, and logarithmic functions using a problem-solving approach to college algebra. Collaborative learning will be emphasized. A graphing calculator is required.Students will have the opportunity to do an independent project to demonstrate their understanding of chemistry and mathematics by developing a hands-on lab activity to teach chemistry and math concepts to middle school children. Students will present these activities at the Annual Evergreen Science Carnival.		Dharshi Bopegedera Vauhn Foster-Grahler		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Computability and Language Theory Sheryl Shulman, Richard Weiss and Neal Nelson computer science mathematics Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		This program will explore what computers can do, how we get them to do it and what they can't do. It is designed for advanced computer science students and students with an interest in both mathematics and computer science. The program covers topics in formal computer languages, systems of formal logic, computability theory and programming language design and implementation. Students will also study a functional programming language, Haskell, learn the theoretical basis of programming languages and do an in-depth comparison of the properties and capabilities of languages in the four primary programming paradigms: functional, logic, imperative and object-oriented. Program seminars will explore selected advanced topics in logic, language theory and computability.These topics are offered in four distinct threads. The Formal Languages thread will cover the theoretical basis of language definitions, concluding with a study of what is computable. The Logic thread will cover traditional logic systems and their applications to programming languages and computer science. The Functional Language thread covers advanced programming techniques using the programming language Haskell. The Programming Language thread covers both the theoretical basis and practical implementation of programming languages by comparing the design and implementation of the four distinct programming language paradigms. Students will have a project opportunity to implement an interpreter for a small programming language.		Sheryl Shulman Richard Weiss Neal Nelson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Computer Science Foundations revised Sheryl Shulman, Rik Smoody, Richard Weiss and Neal Nelson computer science mathematics Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter		In this program, students will have the opportunity to learn the intellectual concepts and skills that are essential for advanced work in computer science and beneficial for computing work in support of other disciplines. Students will achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills in mathematical abstraction, problem solving and the organization and analysis of hardware and software systems. The program covers material such as algorithms, data structures, computer organization and architecture, logic, discrete mathematics and programming in the context of the liberal arts and compatible with the model curriculum developed by the Association for Computing Machinery's Liberal Arts Computer Science Consortium.The program content will be organized around four interwoven themes. The computational organization theme covers concepts and structures of computing systems from digital logic to the computer architecture supporting high level languages and operating systems. The programming theme concentrates on learning how to design and code programs to solve problems. The mathematical theme helps develop mathematical reasoning, theoretical abstractions and problem-solving skills needed for computer scientists. A technology and society theme explores social, historical or philosophical topics related to science and technology.		Sheryl Shulman Rik Smoody Richard Weiss Neal Nelson	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Forensics and Criminal Behavior Rebecca Sunderman, Andrew Brabban and Toska Olson biochemistry biology chemistry communication gender and women's studies mathematics physiology sociology writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	How can we think analytically and critically about crime in America? Why is crime such a central focus in modern American society? How is a crime scene analyzed? How are crimes solved? How can we prevent violent crime and murder? This program will integrate sociological and forensic science perspectives to investigate crime and societal responses to it. We will explore how social and cultural factors including race, class and gender are associated with crime and criminal behavior. In addition, we will consider criminological theories and explore how social scientists can help identify offenders through criminal profiling and forensic psychology.Through our forensics investigations, we will examine subjects including biology, chemistry, pathology and physics. We will study evidentiary techniques for crime scene analysis, such as the examination of fingerprints, DNA, blood spatter, fibers, glass fractures and fragments, hairs, ballistics, teeth, bones and body remains. Students will learn hands-on laboratory and field approaches to the scientific methods used in crime scene investigation. Students will also learn to apply analytical, quantitative and qualitative skills to collect and interpret evidence. Students can expect seminars, labs, lectures, guest speakers and workshops, along with both individual and group project work.This is an introductory program about science, critical thinking and the perspectives of sociology, chemistry and biology through the lens of crime analysis. Students interested in developing their skills in scientific inquiry, critical thinking and interdisciplinary studies should consider this program. Students who may not consider themselves to be "science" students are encouraged to enroll.		Rebecca Sunderman Andrew Brabban Toska Olson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Introduction to Natural Science Thane Taylor, Pauline Yu and James Neitzel biology chemistry education mathematics	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	This program will offer students a conceptual and methodological introduction to biology, chemistry, mathematics and computation. In order to understand our world from a scientific perspective, we need to be able to analyze complex systems at multiple levels. We need to understand the ways that matter transforms chemically and how energy and entropy drive those transformations. Biological systems can be understood at the molecular level, but we also need to know about cells, organisms and ecological systems and how they change over time. The language for describing these systems is both quantitative and computational. The integration of biology, chemistry, mathematics and computing will assist us in asking and answering questions that lie in the intersections of these fields. Such topics include the chemical structure of DNA, the mathematical modeling of biological population growth, the equations governing chemical equilibria and kinetics, and the algorithms underlying bioinformatics. Program activities will include lectures, small group problem-solving workshops, laboratory and field work and seminar discussions. Students will learn to describe their work through scientific writing and public presentations. Our laboratory work in biology and chemistry will also allow us to observe phenomena, collect data and gain firsthand insight into the complex relationship between mathematical models and experimental results. There will be a significant laboratory component—students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports and give formal presentations of their work. Biology laboratories in this program will include participation in the SEA-PHAGE program coordinated by the Howard Hughes Medical Institute and the use of bioinformatics tools on a bacteriophage genome. In addition to studying current scientific theories, we will consider the historical, societal and personal factors that influence our thinking about the natural world. We will also examine the impacts on societies due to changes in science and technology. During spring quarter, there will be an opportunity for small student groups to conduct an independent, scientific investigation designed in collaboration with the program faculty.This program is designed for students who want a solid preparation for further study in the sciences. Students who only want to get a taste of science will find this program quite demanding and should consult the faculty before the program begins. Overall, we expect students to end the program in the spring with a working knowledge of scientific, mathematical and computational concepts, with the ability to reason critically and to solve problems and with hands-on experience in natural science.		Thane Taylor Pauline Yu James Neitzel		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Models of Motion Krishna Chowdary, Neil Switz and Rachel Hastings mathematics philosophy of science physics	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	In this introductory program, we will integrate material from first-year university physics and calculus with relevant areas of history and scientific literature as we explore how mathematicians and physicists make sense of, and intervene in, the natural and human-created worlds. Students will be supported in developing a firm background in college-level science, becoming prepared for further work in the mathematical and physical sciences. Our aim is to learn to think and communicate mathematically and scientifically.Scientists gather data, make observations, look for patterns, build models and use those models to predict behavior. Powerful models in physics help us explain interactions involving matter and energy. New models require new mathematical methods—for example, calculus was developed partly to understand models of motion. Even with powerful mathematics, a model may yield answers only in simplified circumstances. We can analyze more complicated physical systems by simulating them on a computer. Learning how to create and apply mathematical and computational methods to models in physics will be one of the major goals of this program.The program will have a significant laboratory component, using hands-on investigations and computational tools to explore and analyze the nature of mathematical and physical systems; this work will take place in a highly collaborative environment. Workshops and seminar discussions will also allow for collaborative work on math and physics problems as well as an opportunity to explore connections between history, theory and practice. The program is intended for students with solid high-school level backgrounds in science and mathematics—in particular, a good grasp of precalculus (including algebra and trigonometry) will be assumed. Equally important for success, however, will be a commitment to working hard and learning together.The work will be intensive—students should expect to spend over 50 hours per week engaged with material during and outside of class. We will learn process and content through readings, lectures, labs, workshops, seminars and projects. Students will have multiple opportunities to demonstrate their learning in individual and collaborative contexts, including in-class work, homework, papers, presentations and exams.		Krishna Chowdary Neil Switz Rachel Hastings		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Physical Systems and Applied Mathematics Neil Switz, Rachel Hastings and Krishna Chowdary astronomy mathematics philosophy of science physics Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	This is an intermediate to advanced-level program. Students will build on their prior knowledge of calculus and calculus-based physics to deepen their understanding of nature, how it can be represented via physical models, and the powerful connections between mathematics and physical theories. The program will involve a mix of advanced mathematics (some of it extraordinarily beautiful, as well as powerful), experiments in modern physics involving electromagnetic and quantum phenomena, and a deep immersion in modern physical theories.Topics will include nonrelativistic quantum mechanics, the theory which revolutionized our understanding of nature and underlies much of modern chemistry, physics, and engineering; classical electrodynamics, the quintessential model of a successful unified (and relativistic) field theory; and classical mechanics with special attention to the profound “least action” principle, which provides a bridge between the classical and quantum mechanical. The mathematics underlying these theories – vector calculus, linear algebra, differential equations, and especially Fourier analysis (a technique which provides an entirely new way of looking at the world) – will be developed in the context of their use in the physical sciences. Students will also develop facility with the scientific software MATLAB, using it to solve problems as well as to build physical intuition by visualizing the behavior of matter and fields. The theoretical focus of the program will be complemented with elements of hands-on laboratory work to observe and illustrate the phenomena under discussion. We will also devote time to examining the study of physics in a broader historical, philosophical, and cultural context.The program material will be challenging, and will demand both hard work and engaged collaboration with both the subject matter and one’s fellow students. A major goal of the program is to provide students the opportunity to develop the conceptual knowledge and mathematical background required to pursue advanced work in physics and related disciplines.		Neil Switz Rachel Hastings Krishna Chowdary		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The Power in Our Hands: Pathways to Social Change revised Tyrus Smith, Peter Boome, TBD, Suzanne Simons, Frances Solomon, Barbara Laners, Peter Bacho, Anthony Zaragoza, Paul McCreary, Gilda Sheppard and Mingxia Li biology community studies cultural studies environmental studies government history law and public policy literature mathematics political economy sociology	Program	JR–SRJunior–Senior	16	16	Day and Evening	F 14 Fall	W 15Winter	S 15Spring	This year’s program is designed to help students explore the history of how working hands have built the material world around us and shaped the environment, which in turn has molded our own consciousness. Realizing the capacity of working hands and the possible dual relationship between our hands with our mind is the critical first step toward empowerment of the working majority and potential social transformation.Arguably, all human expressions of intelligence both in art/craft and the written/spoken word are rooted in the hands. We will examine the theories and practices in humanities, social sciences, mathematics, natural sciences, media and technology that simultaneously represent and influence works by the hands of individuals, groups and organizations to change our society and environment locally, nationally and globally throughout the ages. For example, hands of different genders, races and social affiliations, hands that cradle, cook, weed, maneuver, calculate, experiment, film, draw, write and type will all be possible study subjects. Metaphors originated from hands, such as feel one’s way, to grasp the meaning, the right touch vs. heavy-handed, to be in touch vs. out of touch, and handling it right vs. wrong, as well as in one’s hand vs. out of one’s hand just begin to inform us how important our hands are in our consciousness. Hand gestures that solidify social bonding, express trust and admiration, and symbolize social contract are the beginning toward building social capital and cohesive communities. Our coordinated studies program consists of two major components: 1) whole campus yearlong lyceum/seminar where faculty and students will study the program theme from a broad multi-disciplined perspective, and 2) quarter long courses with a more focused approach. These courses will cover topical areas such as sociology, government, politics, education, math, law, public health, life science, media art, youth study, environment, community development, women's empowerment and political economy. The two components are linked through the program theme. In both components, we will pay particular attention to the “hands-on” style of learning through critical reflection and creative practices. Besides lyceum/seminar, a student will select two additional courses each quarter depending on career interest. The majority of the classes in the program are team-taught.Fall quarter will lay the foundation for the rest of the year, both substantively and in terms of the tools necessary for students to operate effectively in the learning community.During winter quarter, students will collaborate to investigate the characteristics and motivations of social entrepreneurs and develop action plans to promote social change.In spring quarter, we will bridge the gap between theory (mind) and practice (hand) by carrying out an action plan developed during winter quarter.		Tyrus Smith Peter Boome TBD Suzanne Simons Frances Solomon Barbara Laners Peter Bacho Anthony Zaragoza Paul McCreary Gilda Sheppard Mingxia Li		Junior JR Senior SR	Fall	Fall Winter Spring
Sports in American Culture Cindy Beck mathematics sociology	Course	JR–SRJunior–Senior	4	04	Evening	F 14 Fall			Sports have a significant influence on our Identity -- why is that? This course will examine how competitive sports bring communities together to create a regional as well as national identity. Issues such as gender and race, politics and economics will be discussed. Fall season high school, college and professional sports		Cindy Beck	Mon	Junior JR Senior SR	Fall	Fall
Statistics I Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Structures and Strictures: Fiction, Mathematics and Philosophy Steven Hendricks, Toshitami Matsumoto, Kathleen Eamon and Brian Walter aesthetics literature mathematics philosophy writing	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter		In this program, we will explore how tools for thinking--like philosophical terms, fictional narratives and mathematical systems--are involved in building up and also challenging structures of knowledge. We will ask: Are these defenses against the unknown or our only ways of accessing it? Through critical and creative writing projects, we will see how practices in all three disciplines also work to disrupt conventional thinking and we will pursue experiments in the use of constraints to free us from our own aesthetic traditions and generic modes of thought.We’ll regard academic disciplines as ongoing conversations that can both expand and limit what we can know and what we can imagine. We will work to understand how mathematics is an imaginative, humanist endeavor, a study of patterns that yields new languages and opens up possibilities in the world. Philosophy will help us both think about the conditions for the possibility of world-making and examine fictional worlds as aesthetic objects. In our study of literature, we’ll attend closely to structures in language and narrative that make meaning happen. We’ll read work from the avant-garde tradition, by contemporary literary experimentalists, and by storytellers for whom time, space and being are of more interest than plot. Philosophical texts will likely include works by Kant, Benjamin, Adorno and Lacan. We'll also read texts that describe the scope, content and aesthetic of modern mathematical work, such as by Philip J. Davis and Reuben Hersh. Many of these texts are challenging, but we will work together to develop the skills needed to approach them in reading, writing and conversation. In fall, students will be introduced to disciplinary approaches to formulating and responding to complex questions. Regular work of the program will include seminars, short papers and workshops in literature, philosophy, writing and mathematics.In winter, in addition to seminar and workshops, students will pursue a creative and critical writing project connecting all three disciplines, with opportunities to develop a chosen emphasis.		Steven Hendricks Toshitami Matsumoto Kathleen Eamon Brian Walter		Freshmen FR Sophomore SO	Fall	Fall Winter
Undergraduate Research in Scientific Inquiry Paula Schofield, Richard Weiss, David McAvity, Neil Switz, Brian Walter, Abir Biswas, Michael Paros, Clyde Barlow, Judith Cushing, Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson and Lydia McKinstry biochemistry biology chemistry computer science mathematics physics Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. Faculty offering undergraduate research opportunities are listed below, with specific information listed in the catalog view. Contact faculty directly if you are interested. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment. (geology, earth science) studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. (biotechnology) studies the physiology and biochemistry of prokaryotes of industrial and agricultural importance. Students who commit at least a full year to a research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology (both aerobic and anaerobic techniques), molecular (DNA analysis and cloning), and biochemical techniques (chemical and pathway analysis, protein isolation). Students will also have opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences. (chemistry) would like to engage students in two projects: (1) There is concern that toxic metals are found in unsafe quantities in children’s toys and cosmetics. I would like to engage a student in the quantitative determination of these metals using the AA and the ICP-MS. Students who are interested in learning to use these instruments and quantitative analysis techniques will find this project interesting. (2) Science and education. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for this project. (computer science, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics) and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread and containment of infectious disease by studying the coevolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g., in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis as well as the techniques of spectroscopy. (biology) is interested in the developmental biology of the embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. Another major area of interest is plant natural products, screening local plants for the presence of salicylates, which are important plant defense signals and in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical or biochemistry could contribute to this work. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His interests include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing and hardware modeling languages. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages. (inorganic/materials chemistry, physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate. (physics) develops optical instruments for use in biophysical and biomedical applications, including low-cost diagnostics. Projects in the lab are suitable for motivated students with quantitative backgrounds in physics, biology, chemistry, mathematics or computer science. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games. (physics), who has expertise in energy physics, modeling and organic farming, is researching sustainability and climate change. Many students have done fine projects on sustainable energy and food production in her academic programs. Zita is working with Judy Cushing to model land use impacts on climate change and with Scott Morgan to plan and facilitate sustainability projects on campus. More information on Zita's research is available at .		Paula Schofield Richard Weiss David McAvity Neil Switz Brian Walter Abir Biswas Michael Paros Clyde Barlow Judith Cushing Dharshi Bopegedera Rebecca Sunderman EJ Zita Donald Morisato Clarissa Dirks James Neitzel Sheryl Shulman Neal Nelson Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with B. Walter Brian Walter mathematics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games.		Brian Walter		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. McAvity David McAvity biology computer science mathematics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background.	theoretical biology, computer science, mathematics.	David McAvity		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring