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Upper Division Science
These offerings may include upper division science credit. See individual listings for details.
Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
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Sheryl Shulman
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Program | SO–SRSophomore–Senior | 8 | 08 | Day | Su 16 Summer | This class will focus on developing programming techniques in a variety of programming languages. Possible languages include C, C++, Java, Haskell, ML, and OCAML. This is an opportunity to explore languages in more depth, increase you expertise in programming, prepare for more advanced work, and increase the depth and breadth of your programming background. In connection with the practical programming component we will also read papers on programming language design, emphasizing recent language innovations such as generics, multi-paradigm languages, the introduction of lambda terms and their role, and higher-order programming. | Computer Science | Sheryl Shulman | Tue Thu | Sophomore SO Junior JR Senior SR | Summer | Summer | |||
Michael Paros
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | W 16Winter | Why do humans keep pets and at the same time raise animals for food? What are the psychological and moral complexities that characterize our relationships with animals? What is the impact of human-animal interactions on the health and well-being of people and animals? How do we assess the relative welfare of animals under a variety of circumstances? This program is an interdisciplinary study of human (anthro) and animal (zoo) interaction. This topic of inquiry will be used to study general biology, evolutionary biology, zoology, anthropology, and philosophy. Through field trips, guest speakers, reading, writing, and discussion, students will become familiar with the multiple and often paradoxical ways we relate to companion animals, animals for sport, zoo animals, wildlife, research animals, and food animals. We will use our collective experiences, along with science-based and value-based approaches, to critically examine the ever-changing role of animals in society.We will begin the quarter by focusing on the process of animal domestication in different cultures from an evolutionary and historical perspective. Through the formal study of animal ethics, students will also become familiar with different philosophical positions on the use of animals. Physiology and neuroscience will be used to investigate the physical and mental lives of animals, while simultaneously exploring domestic animal behavior. Students will explore the biological basis and psychological aspects of the human-animal bond. They will then study the science of animal welfare and complete a final project in which they will apply their scientific and ethical knowledge to a controversial and contemporary animal welfare question. Students will finish the quarter with a multiple-day trip to University of British Columbia, where they will visit with faculty and students doing active research in animal welfare science.Students will be expected to read primary literature in such diverse fields as animal science, ethology, neurobiology, sociobiology, anthropology, and philosophy. Student success in this program will depend on commitment to in-depth understanding of complex topics and an ability to combine empirical knowledge and philosophical reflection. | Michael Paros | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
Rebecca Sunderman, Clyde Barlow, Krishna Chowdary and Neil Switz
Signature Required:
Winter Spring
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | This is a year-long, upper-division science program in physical chemistry. In this program we will go from introductory chemistry concepts of the shapes of atomic and molecular orbitals, and explore how these shapes are known mathematically and measured experimentally. Similarly, we will move from stating that some materials are conductors to examining the solid-state structural characteristics that indicate a material is a potential conductor or semiconductor. This program is devoted to exploring the "But why?" of physical chemistry by examining topics in thermodynamics, quantum mechanics, kinetics, advanced inorganic chemistry, and materials chemistry. During Winter and Spring quarters statistical mechanics – the discipline that most unites physics and chemistry – will enable us to derive from first principles such “chemistry” topics as the law of mass action, the ideal gas law, the heat capacity of solids, and the Gibbs free energy, and such “physics” topics as the behavior of semiconductors, the Planck blackbody law, Bose-Einstein condensation, and the Chandrasekhar limit for stellar collapse. Many of the topics in this program require a strong mathematical foundation and comfort with application of calculus. Elements of upper-division linear algebra, differential equations, and probability will be taught in conjunction with the chemistry and physics content of this program.The program will encompass lectures, workshops, labs, group projects, seminars, homework, essays, field trips, and community interaction events. Primary topics of study will include: thermodynamics (enthalpy, entropy, Maxwell relations), statistical mechanics (equipartition, the Boltzmann factor, chemical potential, Bose and Fermi statistics), quantum mechanics (Schrodinger equation, atomic and molecular energy levels, electronic structure of atoms and molecules, spectroscopy), kinetics (unimolecular and biomolecular kinetics, reaction spontaneity, current kinetic theories), and properties of materials (phase diagrams, solid-state structure, bonding theories, applications of symmetry and point groups, electronic and magnetic properties of materials), as well as the chemistry of transition metal complexes and materials synthesis. Each quarter will involve significant advanced laboratory work focusing on instrumentation, experimental design and research, and structured experimentation. Additional focus on scientific writing, scientific ethics, and societal issues connected to science will be incorporated throughout the year. | Rebecca Sunderman Clyde Barlow Krishna Chowdary Neil Switz | Mon Mon Tue Tue Wed Thu Fri | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
Erik Thuesen
Signature Required:
Fall
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | In the 19th century, well-known European scientists such as Darwin, d'Orbigny, and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert, and alpine environments of the Southern Cone harbor flora and fauna are very different from similar environments in North America. In this two-quarter program, we will carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study-abroad portion of the program will commence with a four-week intensive study of Spanish language in Buenos Aires, which will prepare us for our travels and studies in Argentina during fall and winter quarters.We will read primary literature articles related to the biodiversity of Argentina, and each student will be responsible for presenting different topics during weekly seminars. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures, and classwork in Buenos Aires. We will take a short trip to the subtropical province of Misiones, then move to the coastal and mountain regions of Patagonia where we will study the area's natural history, beginning with field studies on the Atlantic coast, and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations.During winter quarter (summer in the Southern Hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, and then work in small groups on focused projects examining topics of biodiversity. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those of southern parts of Patagonia. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to ensure successful projects in winter quarter. Examples of individual/small group projects include comparisons of plant/animal biodiversity between coastal, desert, and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; and examining community composition of intertidal habitats along a gradient from north to south, among others. | Erik Thuesen | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
Andrew Brabban and Abir Biswas
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 16Spring | This upper-division science program will examine the interplay between the biological and chemical processes of the Earth's hydrosphere and lithosphere. Many environmental processes occur as a result of specific microbial processes that are intrinsically controlled by the substrate (geology) and the geochemical parameters (redox, pH), making these studies inherently interdisciplinary.Over the quarter, we will investigate biotic and abiotic controls on the cycling of important elements (specifically key biological and chemical elements of carbon, nitrogen, iron, etc., and elements we often consider toxic such as arsenic and heavy metals) in both "pristine" and polluted systems, and in aerobic to anaerobic systems. Students will cover topics in environmental microbiology examining the roles microorganisms play in the environment, their metabolism, and the broad diversity of the ecosystems they occupy. Likewise, students will cover topics in geochemistry and geobiology examining the role of microbes in element cycling at the Earth's surface. Laboratory work will focus on both classical microbiological methods, as well as newer biochemical and molecular procedures to determine the biodiversity of soil and water samples and the activity of specific organisms within an ecosystem. In addition, students will learn field sampling techniques, collect soil and/or water samples in the field during day trips, and conduct relevant geochemical analyses in the laboratory to elucidate element cycles. Weekly seminars and student presentations discussing recent research from the primary literature will be important components of the program. | Andrew Brabban Abir Biswas | Mon Mon Tue Wed Wed Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Frederica Bowcutt
Signature Required:
Winter
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | This program focuses on people's relationships with plants for food, fiber, medicine, and aesthetics. Students will study economic botany through seminar texts, film, and lectures that examine agriculture, forestry, herbology, and horticulture. They will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, such as considering a former cash crop to be a weed. In our readings, we will examine the significant roles botany and natural history have played in colonialism, imperialism, and globalization. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated.In fall, weekly workshops will help students improve their ability to write thesis-driven essays defended with evidence from the assigned texts. In winter, students will write a major research paper on a plant of their choosing, applying what they've learned about plant biology and economic botany to their own case study. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data, and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant.This program serves both advanced and less experienced students who are looking for an opportunity to expand their understanding of plants and challenge themselves. This two-quarter program allows students to learn introductory and advanced plant science material in an interdisciplinary format. Students will learn about plant anatomy, morphology, and systematics. Lectures based on textbook readings supplement the laboratory work. The learning community will explore how present form and function informs us about the evolution of plants such as mosses, ferns, conifers, and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. Students will also learn how to maintain a detailed and illustrated nature journal to develop basic plant identification skills of common species. | Frederica Bowcutt | Mon Tue Wed Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
Lalita Calabria
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | The Pacific Northwest (PNW) supports one of the world's most diverse assortments of bryophytes and lichens. Bryophytes (mosses, liverworts and hornworts) are the earliest land plants. Lichens, are not plants at all- they are a diverse group of symbiotic organisms composed of a fungal partner with an algae and/or cyanobacteria. Together, bryophytes and lichens occur on nearly every continent and ecosystem in the world and are among the most sensitive indicators of environmental change. In the ecosystems where they occur they work to stabilize soils, reduce water and nutrient run-off and provide habitat and nesting material for invertebrates and vertebrates. Moreover, lichens and mosses represent ~30% of the world’s eukaryotic biological N-fixation and peat-moss alone stores nearly 33% of all global terrestrial carbon.This upper-division science program focuses on bryophytes and lichens- their taxonomy, ecology and biology. Field trips will emphasize life history of these species as well as the sight recognition of major groups and proper collection methods. Lab activities will involve identifying collected specimens to species using dichotomous keys and developing proficiency in techniques for the identification of mosses and lichens, such as thin-layer chromatography and chemical thallus testing for lichens, dissection and slide-making techniques and use of compound and dissecting microscopes. Many of these lab skills can be applied broadly to other taxonomic groups of plants and fungi. Lectures and seminars will focus on readings from bryology and lichen textbooks as well as a variety of essays and scientific papers relating to the evolution, systematics and ecology of these taxa. Students will conduct quarter-long group research projects, which may include herbaria-based taxonomic studies and field-based floristic studies. | Lalita Calabria | Mon Mon Tue Tue Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
Kenneth Tabbutt and Carrie Parr (Pucko)
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 16Spring | Landscapes are the result of complex interactions between geological and biological processes. Due to the dynamic nature of geomorphology and ecology, landscapes are constantly changing. While many of the changes are driven by natural processes, others are, at least in part, the result of human activities. This program will examine earthquakes, landslides, lahars, tsunami, floods, fires, disease outbreaks and storm events and their impacts on landscapes and ecosystems. We will also explore how climate has influenced historic changes in the landscape and, using climate models, we will consider its role in shaping the future. The program will focus on the Pacific Northwest, incorporating field trips, field research, and case studies. Geographic Information Systems (GIS) will be used to analyze and display spatial, geological and biological data. There will be a four day field trip around the Olympic Peninsula that will allow students to examine a range of changing landscapes, including the dam removal project on the Elwha River and provide an opportunity to conduct some research in the field. Students will also work collaboratively on a specific landscape, conducting research and assessing the effectiveness of regulatory oversight to reduce or mitigate change. Although the focus of the program will be on the science associated with landscapes, the program will provide a framework for understanding how regulation, land management and land use planning can mitigate environmental disasters. | Kenneth Tabbutt Carrie Parr (Pucko) | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Jennifer Martinez
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Program | FR–SRFreshmen–Senior | 8 | 08 | Day | Su 16 Session II Summer | The Communicating Science program will be dedicated to training future scientists and health professionals to communicate more effectively with the public. As the strain for federal funding continues, the ability to communicate scientific research effectively is more important now than ever. Questioning and skepticism is implicit in science. However, researchers have a responsibility to share the meaning and implications of their work. Everyone -- researchers, public officials, potential investors, the media, educators and students -- all have a vested interest in the direction of future research. The goal of this program is for students to learn to communicate clearly and effectively about research and why it matters, in terms non-scientists can understand.With a focus on communication, this program will explore research based on cell signaling and intercellular communication. This will include topics such as: signaling pathways, the importance of the extracellular matrix, and aberrant signaling that can lead to cancer and other pathologies. Those who are unaware of the uncertain nature of science can react to articles in these fields with misplaced hope or unnecessary alarm. This program will address this issue by providing a stronger understanding of current research and its relevance to society. Students will attend lectures for background knowledge. Students will participate in workshops to develop skills in reading and analyzing scientific literature. Improvisation and public speaking activities will enhance abilities of audience adaptation and highlighting relevant ideas. In addition, students will learn how to adapt their scientific writing to a variety of audiences. Upper-division science credits may be awarded to students who have taken the Introduction to Natural Sciences program or equivalent coursework and successfully complete an independent library research assignment and presentation, in addition to completing all program requirements. | Jennifer Martinez | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Peter Impara
Signature Required:
Winter
|
Program | JR–SRJunior–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | How do we conserve endangered animals? These are complex species, often with specific habitat needs. They interact in elaborate ways with members of their species, other species, and with the landscape as a whole. A detailed understanding of what kinds of habitats species need, and how these habitats are distributed across landscapes, is crucial to managing landscapes to ensure future survival of particular species.This upper-division program will focus on examining and analyzing the habitat needs of endangered species. Students will learn, develop and apply an intricate interdisciplinary suite of knowledge and techniques that include spatial analysis; ecological modeling; integration of scientific, legal and political information; and computer tools such as Geographic Information Systems (GIS) to develop habitat conservation plans for threatened and endangered species as listed under the Endangered Species Act (ESA) of 1973. Students will apply a rigorous approach to collecting and analyzing biological, ecological, and habitat data, using GIS to develop habitat suitability models and cost surface maps. Students will learn the importance of developing spatial analyses that communicate ecological information for decision making and planning. They will integrate information into species habitat conservation plans (HCPs), learning to effectively communicate goals, objectives, actions and options while following federal guidelines.Habitat analysis will be conducted at the landscape scale, integrating the disciplines of landscape ecology with wildlife habitat analysis, wildlife biology, and habitat conservation planning. As a final project, students will develop and present a formal HCP for a threatened or endangered Pacific Northwest species. Students will be required to understand and apply legal concepts associated with the Endangered Species Act of 1973 and develop an understanding of stakeholders’ concerns and related issues surrounding resource users that may or may not come into conflict with the conservation of their selected species. Lectures will cover the areas of landscape ecology, island biogeography and meta-population theory, spatial analysis, GIS, wildlife habitat analysis, and habitat conservation planning. Guest speakers will present recent case studies and approaches to conservation planning. Field trips to locations where wildlife management and conservation are occurring will expose students to methods of habitat assessment, conservation and restoration. | Peter Impara | Tue Tue Wed Thu | Junior JR Senior SR | Fall | Fall Winter | |||
Brian Walter
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | Su 16 Session I Summer | Brian Walter | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
Michael Paros
Signature Required:
Spring
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 16Spring | This academically rigorous, field-based program will provide students with the fundamental tools to manage livestock and grasslands by exploring the ecological relationships between ruminants and the land. We will begin the quarter learning about the physiology of grasses and their response to grazing and fire. Practical forage identification, morphology, and production will be taught. Ruminant nutrition, foraging behavior, and digestive physiology will be covered as a precursor to learning about the practical aspects of establishing, assessing, and managing livestock rotational grazing operations. Ecological assessments of energy flow and nutrient cycling in grassland systems will be emphasized. We will divide our time equally between intensive grazing west of the Cascades and extensive rangeland systems in the east. Classroom lectures, workshops, and guest speakers will be paired with weekly field trips to dairy, beef, sheep, and goat grazing farms. There will be overnight trips to Willamette Valley, where we will study managed intensive grazing dairy operations and forage production, and Eastern Washington/Oregon, where students can practice their skills in rangeland monitoring and grazing plan development. Other special topics that will be covered in the program include co-evolutionary relationships between ruminants and grasses, targeted and multi-species grazing, prairie ecology and restoration, riparian ecosystems, controversies in public land grazing, interactions between wildlife and domestic ruminants, and analysis of large-scale livestock production systems. | Michael Paros | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
EJ Zita
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | This interdisciplinary program will study how energy is harvested and transformed, used or abused by humans. We will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth system. What is the evidence for, what are the consequences of, and what can be done about global warming? How can we find our personal roles in addressing the challenges facing Earth and its inhabitants?We will study solutions ranging from renewable energy to sustainable farming and (insert your idea here). Our approach is based in natural science, with an emphasis on critical thinking. This challenging and rewarding two-quarter program will include lectures and workshops by faculty and guest lecturers; seminars on books and articles; inquiry-based writing and peer feedback; qualitative and quantitative reasoning and problem solving; and hands-on research projects in spring, to engage our inquiry and learning together.In fall, our work will include research planning for students interested in more advanced studies in spring. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to participating in face-to-face seminars. Small teams will meet at least twice weekly to discuss readings and prepare for class together. Students will make presentations in class on current topics of interest, and teams will facilitate discussions. No mathematical or technical design texts or prerequisites are required in winter quarter.Our efforts in winter will include more challenging quantitative work, including research projects. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Students will build on quantitative problem solving begun together in the classroom. Small teams of your choice will meet weekly to discuss readings and prepare for class together. Students will do research projects, make presentations in class and at regional meetings, and write research reports. Research projects typically range from greenhouse gas reduction projects to sustainable energy, agriculture, building, or urban planning. | EJ Zita | Tue Thu Fri | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
Heather Heying, David Phillips and Bret Weinstein
Signature Required:
Fall
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | Why are there so many species on the planet? Why are there more species nearer the equator than at the poles? This program seeks robust, meaningful explanations for these complex phenomena. In parallel, it approaches human cultural variation in a biotic context, addressing the questions: Where have humans traditionally fit in relation to biological nature, and how has our unparalleled within-species diversity been shaped by nonhuman forces? This program will introduce students to a unique and broadly applicable set of analytical tools, and apply them across a range of settings and scales that would be impossible in a traditional academic context.We will study patterns across space and time, revealing the selective forces that shaped the distribution, form, behavior, and interaction of organisms from all extant branches of the tree of life. From mycorrhizal fungi that live in the roots of trees to bats collecting fruit high in the moonlit canopy, organisms are best understood embedded in the context of the forces that gave rise to them.Though all sciences share a method of inquiry, the theoretical toolkit necessary to understand complex biological systems is different from the more familiar tools of the fundamental sciences, such as chemistry and physics. When an insect extracts nutrients from a leaf by detoxifying compounds built to deter herbivory, both the insect, and the plant whose leaf is consumed, have invested resources in an objective, and their gains and losses can be evaluated in terms similar to those in economics and engineering. We will apply concepts such as sunk costs, zero-sum game, and adaptive landscapes across systems and taxa.We will compare Pacific Northwest rainforest to the Ecuadorian Amazon, witnessing ecology’s most extreme, ubiquitous, and mysterious species-diversity pattern: the latitudinal diversity gradient. We will compare the Amazon at Earth’s most species-rich location—Yasuní—with equatorial montane, cloud forest, and altiplano habitats, revealing dramatic predictable reductions in species diversity that occur at a given latitude, with increases in elevation. And we will compare the high-diversity Amazonian habitat in the humid lowland east to the comparatively low-diversity habitats of the arid Andean rainshadow to the west.In tandem with our study of habitats, we will seek to understand indigenous cultures that have historically inhabited these biomes. We will consider the impact of glaciation and the role it played in initiating the diaspora of New World populations which diversified across the entirety of the Americas before Europeans arrived in the 15th century. Where there is archaeological evidence, we will interpret it in the context of the precolonial world.In fall, we will focus on logical tools, concepts, and language needed to understand evolutionary patterns. We will investigate levels of selection, and grapple with the relationship between genes, cultural memes, and epigenetic markers. We will take several field trips within Washington to experience relevant phenomena (e.g., Hoh rainforest, indigenous fishing on the Klickitat River, the channeled scablands). In winter and spring, we will travel to Ecuador, visit several sites, and spend extended field time investigating patterns across a tropical landscape of unparalleled diversity. | Heather Heying David Phillips Bret Weinstein | Mon Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall | ||
Dylan Fischer and Erik Thuesen
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Program | JR–SRJunior–Senior | 16 | 16 | Day | S 16Spring | This program is designed to provide a premier hands-on experience in learning how to conduct field science in ecology at the advanced undergraduate level. We will focus on group and individual field research to address patterns in ecological composition, structure, and function in natural environments. Students will participate in field trips to local and remote field sites and will develop multiple independent and group research projects in unique marine and terrestrial ecosystems from the Puget Sound to the east side of the Cascades (in Washington).We will work as a community to develop and implement field projects based on: 1) workshops in rapid observation and field data collection; 2) participation in large multiyear studies in collaboration with other universities and agencies; and 3) student originated short- and long-term studies. Students will focus on field sampling, natural history, and library research to develop workable field-data collection protocols. Students will implement observation- and hypothesis-driven field projects. We will learn to analyze ecological data through a series of intensive workshops on understanding and using statistics in ecology. Students will demonstrate their research and analytical skills through scientific writing and presentation of all group and individual research projects.Specific topics of study will include community and ecosystem ecology, plant physiology, forest ecology, marine ecology, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, soundscape ecology, insect-plant interactions, disturbance ecology, and statistics in biology. We will emphasize identification of original field research problems in diverse habitats, experimentation, statistical analysis, and writing in journal format. All students will be expected to gain competency in advanced statistics and scientific writing. | Dylan Fischer Erik Thuesen | Tue Wed Thu Fri | Junior JR Senior SR | Spring | Spring | ||||
Donald Morisato
Signature Required:
Winter
|
Program | JR–SRJunior–Senior | 16 | 16 | Day | W 16Winter | The union of a sperm and egg initiates the process of development in which a single cell—the fertilized egg—eventually produces hundreds of different cell types that form distinctive tissues and organs. If the developmental program is encoded in the genome, how are the key regulatory genes expressed in the right place and at the right time, and what do these genes do? Genetics provides a powerful approach for studying complex biological pathways. By analyzing mutations that result in developmental defects, geneticists can not only learn how normal genes control cell growth and cell communication, but can also gain insights into the logic of how an organism establishes its major body axes and achieves spatial patterning. This advanced program will provide an overview of the genetic strategies used to study questions in developmental biology. How do we make and isolate mutations that affect a complex process? How do we analyze the order and location of gene action in developmental pathways? How do we identify the gene that corresponds to a mutant phenotype and analyze its function at the molecular level? We will focus on several model organisms, including the fruit fly We will also consider several developmental mechanisms underlying evolutionary change. A key aim of this program will be the analysis of experimental design and logic. Emphasis will be placed on reading and interpreting primary research papers, in both seminar discussions and written critiques. There will be a significant laboratory component applying contemporary genetic and molecular biological techniques to the study of development. We will also consider some of the philosophical and ethical implications of this scientific work by reading and discussing novels that explore these topics. | Donald Morisato | Junior JR Senior SR | Winter | Winter | |||||
Martha Henderson
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 15 Fall | Martha Henderson | Junior JR Senior SR | Fall | Fall | ||||||
Brian Walter
Signature Required:
Winter
|
Contract | SO–SRSophomore–Senior | 0, 4 | 0 04 | Day | W 16Winter | S 16Spring | Individual study offers students the opportunity to study subjects or do projects not typically available through the regular curriculum. It also offers opportunities to learn learning: the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project, research, or course of study in Mathematics or theoretical Computer Science are invited to present a proposal to Brian Walter. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply, as are groups of students interested in studying a subject together. | mathematics, computer science | Brian Walter | Sophomore SO Junior JR Senior SR | Winter | Winter Spring | |||
Paul Przybylowicz
Signature Required:
Spring
|
Contract | SO–SRSophomore–Senior | 16 | 16 | Day | S 16Spring | Individual study offers students the opportunity to study subjects or do projects not typically available through the regular curriculum. It also offers opportunities to learn about their own learning process: the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project, research, or course of study in outdoor leadership, ecology or agriculture are invited to contact the faculty. Groups of students interested in studying a subject together are strongly encouraged as well. | Paul Przybylowicz | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Amy Cook and Pauline Yu
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Program | JR–SRJunior–Senior | 16 | 16 | Day | W 16Winter | S 16Spring | This program focuses on marine organisms, the sea as a habitat, the relationships between the organisms, and the physical/chemical properties of their environments and their adaptations to those environments. Students will study the biology and ecology of marine organisms and physical and chemical oceanographic concepts as they apply to those organisms. The program will offer students the opportunity to refine their field sampling skills and associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and key aspects of the ecology of selected species and marine habitats and develop their understanding of impacts on the marine habitat as a result of the Anthropocene, the era of human influence. Physiological adaptations to diverse marine environments and the evolutionary history of the sea will be also be emphasized.We will study physical features of marine waters, nutrients, biological productivity, and regional topics in marine science. Concepts will be applied in faculty-designed experiments and student-designed research projects both in the lab and in the field. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter and, at the end of spring quarter, students will document their work in written research papers and oral presentations. | Amy Cook Pauline Yu | Junior JR Senior SR | Winter | Winter | ||||
Rachel Hastings
Signature Required:
Winter Spring
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | This program is built around intensive study of several fundamental areas of pure mathematics. Topics are likely to include abstract algebra, real analysis, geometry, and topology.The work in this advanced-level mathematics program is likely to differ from students' previous work in mathematics, including calculus, in a number of ways. We will emphasize the careful understanding of the definitions of mathematical terms and the statements and proofs of the theorems that capture the main conceptual landmarks in the areas we study. Hence, the largest portion of our work will involve the reading and writing of rigorous proofs in axiomatic systems. These skills are valuable not only for continued study of mathematics but also in many areas of thought in which arguments are set forth according to strict criteria of logical deduction. Students will gain experience in articulating their evidence for claims and in expressing their ideas with precise and transparent reasoning.In addition to work in core areas of advanced mathematics, we will devote seminar time to looking at our studies in a broader historical and philosophical context, working toward answers to critical questions such as: Are mathematical systems discovered or created? Do mathematical objects actually exist? How did the current mode of mathematical thinking come to be developed? What is current mathematical practice? What are the connections between mathematics and culture?This program is designed for students who intend to pursue graduate studies or teach in mathematics and the sciences, as well as for those who want to know more about mathematical thinking. | Rachel Hastings | Mon Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
Paula Schofield and James Neitzel
Signature Required:
Fall Winter Spring
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | This program develops and interrelates concepts in experimental (laboratory) biology, organic chemistry, and biochemistry, thus providing a foundation for students who plan to continue studies in chemistry, laboratory biology, field biology, and medicine. Students will carry out upper-division work in organic chemistry, biochemistry, cellular and molecular biology, and genetics in a yearlong sequence. The program integrates two themes, one at the cell level and the other at the molecule level. In the cell theme, we start with the cell and microbiology and proceed to the whole organism with the examination of structure/function relationships at all levels. In the molecular theme, we will examine organic chemistry, the nature of organic compounds and reactions, and carry this theme into biochemistry and the fundamental chemical reactions of living systems. As the year progresses, the two themes continually merge through studies of cellular and molecular processes in biological systems.Each aspect of the program will contain a significant laboratory component. On a weekly basis, students will write papers and maintain laboratory notebooks. All laboratory work and approximately half of the non-lecture time will be spent working in collaborative problem-solving groups. Spring quarter student-designed research projects are a culmination of all major concepts learned throughout the year.This is an intensive program. The subjects are complex, and the sophisticated understanding we expect to develop will require devoted attention and many hours of scheduled lab work each week. | Paula Schofield James Neitzel | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
Frederica Bowcutt
Signature Required:
Spring
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Program | JR–SRJunior–Senior | 16 | 16 | Day | S 16Spring | In this program, students learn how to use Hitchcock and Cronquist's a technical key for identifying unknown plants. In the field and laboratory, they will hone their ability to recognize diagnostic characters of plant families. Students will also learn how to collect, prepare, and curate herbarium specimens. These skills will be applied to a collaborative research project. Through field trips, lectures, and readings, students will learn about Pacific Northwest plant communities, including prairies, oak woodlands, coniferous forests, sagebrush steppe, and wetlands. Students can expect to dedicate a significant amount of time to maintaining a detailed field journal, which will be used to assess their field skills. Another significant focus of the quarter is botanical illustration. Students will create a portfolio of artwork and participate in the curation of a show. In lectures, readings and critiques, participants will study the cultural history of botanical illustration. In workshops, students can expect to develop skills in pen and ink, scratchboard, and watercolor techniques. Students will practice these skills in the execution of a portfolio of illustrations. They will also learn to digitally reproduce and manipulate their images for publication. A five-day field trip to Sun Lakes State Park is critical to the work of this program. Participation in this and other field trips is required. | Frederica Bowcutt | Mon Tue Wed Fri | Junior JR Senior SR | Spring | Spring | ||||
Dylan Fischer and Lalita Calabria
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | W 16Winter | How do plants sense and respond to changes in their external environment? What are the chemical signals produced by plants in response to external stimuli (light, gravity, temperature) and how are these signals amplified within the larger plant community? This program focuses on these questions through the study of individual plants (autecology), the interactions among plants (synecology), and the physiological interactions of plants with their environment (ecophysiology). Students will learn field and laboratory methods for studying plant ecology and plant physiology including vegetation sampling methods, soil analysis and methods for measuring plant growth, photosynthesis and nutrient cycling. Lecture topics will include plant communities; competition and facilitation ecology; plant growth and development; plant hormones; water use; photosynthesis; rooting; and the potential effects of large-scale disturbances, such as climate change, on plant communities. We will apply what we learn about plant physiology to better understand current research in the broader fields of ecosystem and community ecology. Our readings will be divided between current widely used texts in plant physiology and ecology, historical papers of great importance, and current research papers from technical journals. Local day trips, workshops, labs, and a multiple-day field trip will allow us to observe field research on plant physiology, plant restoration, and the plant ecology of diverse environments, as well as conduct student-driven research on plant ecology and physiology.This is also a writing intensive program for technical science writing. Communication skills will be emphasized, particularly reading scientific articles and writing for scientific audiences. | Dylan Fischer Lalita Calabria | Tue Wed Thu Fri | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Emilie Bess and Christophor Looney
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Program | FR–SRFreshmen–Senior | 8 | 08 | Weekend | Su 16 Summer | Emilie Bess Christophor Looney | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||||
Neil Switz and Michael Paros
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | Students in this lower-division physics/optics and upper-division biology program will gain exposure to how the sensory organs and systems for touch, taste, smell, hearing, and vision work on a basic scientific level. Students will learn the fundamental steps in sensory perception, starting with the transmission of a given physical phenomenon from the outside world to a molecular cell receptor and ending with neurophysiologic interpretation by the brain.The physics component of the program will focus primarily on the wave behavior and optics underlying the detection of sound and light. In the biology component, the somatosensory, olfactory, gustatory, auditory, and visual systems will be used as focused topics to study more general concepts in molecular cell biology and neuroscience.Weekly assignments will consist of textbook readings with assigned problem sets as well as primary scientific and review papers. Electrophysiology, cell signaling, synaptic function, neuroanatomy, psychophysics, and neural integration will be emphasized for each sensory system studied, with special emphasis on physics of the auditory and visual systems (wave propagation, interference, and ray optics). Laboratory sessions will reinforce the physics and biology concepts learned in lecture and provide students with opportunities to learn fundamental optical, cell, and molecular biology techniques.This program is appropriate for students interested in pursuing further work in biophysics, biological research, neurobiology, and the biomedical sciences. Students who successfully complete this program will attain upper-division credit in cell biology, molecular biology, and neuroscience, and lower-division credit in both introductory physics (equivalent to one quarter of algebra-based physics) and biophysics. | Neil Switz Michael Paros | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Paul Przybylowicz and Joel Reid
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | W 16Winter | What types of communities exist on, within, and beneath the snow pack? What does it take to not only survive, but to thrive in snow-covered environments? We will explore these questions from a variety of perspectives: macroscopic to microscopic, external to internal, research to experience. The major topics will be ecology, snow science, outdoor leadership, and wilderness medicine.We will examine the microbial ecology of the snowpack and the ecology of snow-covered ecosystems. We’ll also study how snow changes over time and use this information to assess avalanche hazards, both through terrain analysis and field studies. Our studies of outdoor leadership will range from logistics to group process; from calculating the amount of calories and food needed for an expedition to resolving conflicts in groups. Students will also learn winter travel and camping skills and then combine all of these skills with field investigations of snow-covered ecosystems in the Pacific Northwest.We will complete a Wilderness First Responder training and receive a nationally recognized certification. This advanced medical training is the outdoor industry standard for guides that take people into remote areas for recreational and/or educational activities. This intensive 80-hour training will run from Jan 12-20. During this time, class will start at 8 AM and go until 5-6 PM each day.There will be a significant field component to this class, regardless of weather. Students must provide their own winter camping gear. Winter travel and safety gear (snowshoes or skis, avalanche shovel, transceiver, and probe) will also be needed, but some of this gear is available on campus and can be shared. There will be a multi-day field trip that will be scheduled after the snowpack develops (think snow!). | Paul Przybylowicz Joel Reid | Mon Mon Tue Tue Wed | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Neal Nelson, Richard Weiss and Sheryl Shulman
Signature Required:
Fall Winter
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | Large software systems have proven to be notoriously difficult to build, modify, and maintain despite the best efforts of many very capable people over the last 50 years. This is an upper-division program intended to help students gain the technical knowledge required to understand, analyze, modify, and build complex software systems.We will concentrate on learning the organization and complexity of large software systems that we do understand, and gaining practical experience in order to achieve a deeper understanding of the art, science, collaboration, and multidisciplinary skills required to work on computing solutions in real-world application domains. The technical topics will be selected from data structures, algorithm analysis, operating systems, networks, information security, object-oriented design, and analysis. The program seminar will focus on various technical topics in the software industry. Students will have an opportunity to engage in a substantial computing project through all the development phases of proposal, requirements, specification, design, and implementation.This program is for advanced computer science students who satisfy the prerequisites. We also expect students to have the discipline, intellectual maturity, and self motivation to complete homework at an advanced level, identify project topics, organize project teams and resources, and complete advanced project work independently. | Neal Nelson Richard Weiss Sheryl Shulman | Mon Tue Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
Steven G. Herman
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Program | FR–SRFreshmen–Senior | 8 | 08 | Day, Evening and Weekend | Su 16 Session II Summer | Summer Ornithology is a three-week bird course taught entirely in the field. We leave campus shortly after our first meeting, travel through some of the finest birding country in Oregon, camp the first night in a remote site about halfway to our target location. The next morning novices are introduced to the business of birding, including use of binoculars and the basics of bird identification. The next afternoon we are in our campsite on Steens Mountain, a 28 mile long fault block that rises to nearly 10,000 feet some 150 miles east and south of Bend. Based there, we study birds the majority of daylight hours for the remainder of the course. Our studies are built around banding birds after we have captured them in mist nets and taken them to a central location for processing. All birds are routinely released within a few minutes of capture. Typically we band between 400 and 500 birds of about 25 species, focusing on aspects of banding protocol including met placement, removing birds from nets, identification, sexing, ageing, and record-keeping. We balance the in-hand work with field observations, and take local field trips to provide instruction in the myriad aspects of natural history and local culture in the High Desert of southeastern Oregon. We focus in particular on the wildlife of Malheur National Wildlife Refuge. This course has been taught for over 30 years; more than 24,000 birds have been banded in that time. The only prerequisites are enthusiasm for studies in natural history and a fascination with wildness in the American West. Entry level students are welcome. Upper Division credit is awarded for Upper Division work. Two links to photo essays describing aspects of the program are here: and a slide show through . | Steven G. Herman | Mon Tue Wed Thu Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Dylan Fischer and Clarissa Dirks
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 15 Fall | Forested ecosystems are complex biogeochemical systems represented by a genetically diverse array of species. Forests are some of the largest carbon sinks on Earth, while hosting a complex array of ecological interactions linked to ecosystem processes. Further, genetic variation is poorly understood in these systems for both macro- and microorganisms. By focusing on genetic variation, evolutionary history, and biogeochemistry in these forests, we will learn about the interplay between biotic and abiotic phenomena. We will examine techniques for assessing genetic diversity, ways of understanding patterns in population genetics, and the potential for linkages between genetic variation in forest organisms and ecological processes in forests.Our lectures, laboratory work, and field labs will focus on forests across a range of elevations, latitudes, and climates. We will also have a multi-day overnight trip at the beginning of the quarter to see patterns in forest ecosystems and large-scale experiments firsthand. Laboratory work will allow students to learn about new methods and applications in molecular biology and ecological genetics. Students will also acquire experience with various sampling techniques that are used to measure nitrogen, water, and carbon in forested ecosystems. Weekly seminars will focus on understanding scientific articles from the primary literature. Students will develop scientific research projects throughout the quarter that require the development of research and quantitative skills. We will emphasize fundamental concepts in ecology and genetics, techniques in molecular biology and biogeochemistry, scientific writing, and communication skills. | Dylan Fischer Clarissa Dirks | Tue Wed Thu Fri | Junior JR Senior SR | Fall | Fall | ||||
Paula Schofield, Richard Weiss, Andrew Brabban, Neil Switz, Brian Walter, Abir Biswas, Michael Paros, Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson and Lydia McKinstry
Signature Required:
Fall Winter Spring
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Program | SO–SRSophomore–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | 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. Contact them directly if you are interested. (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 can 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. She 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. With Dharshi, students will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students with an interest in teaching science who have completed general chemistry with laboratory would be ideal for this project. (3) Dharshi is also interested in looking at chemicals present in e-cigarettes. A student interested in this project could work on the organic or inorganic chemicals. (biology) conducts research in many areas of microbiology and ecology. Her recent work in microbiology has focused on the biodiversity and distribution of tardigrades in different ecosystems. She also aims to better understand the evolutionary principles that underlie the emergence, spread, and containment of infectious disease by studying the co-evolution of retroviruses and their hosts. Lastly, she is conducting snail surveys in Washington state to better characterize the species in the state, something that hasn’t been done in many decades. Depending on the project, students will gain experience in molecular biology technique, microbiology, field ecology, genetics, bioinformatics, and tissue culture. (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. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic or analytical biochemistry will 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 areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, and programming languages for concurrent and parallel computing. (physiology, microbiology, veterinary medicine) is interested in animal health, diseases that affect the animal agriculture industry, and basic ecology of bacteriophage in physiologic systems. 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, with a particular emphasis on microbiology. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming 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. Students will present their work at American Chemical Society (ACS) conferences. (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 advanced programming languages and compilers, programming language design, programming languages for concurrent and parallel computing, and logic programming. (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 are interested in applying their skills to open-ended problems relating to graphs and/or games. (computer science, mathematics) has several ongoing projects in computer vision, robotics, and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, videos treams and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence, and analysis of processor performance. (marine science) studies the developmental physiology and ecology of marine invertebrates. She is interested in the biochemistry of the seawater-organism interface, developmental nutritional biochemistry and metabolic depression, invasive species, carbonate chemistry (ocean acidification), and cultural relationships with foods from the sea. Students have the opportunity to collaboratively develop lines of inquiry for lab and/or field studies in ecology, developmental biology, physiology, marine carbonate chemistry and mariculture. (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 and Scott Morgan to establish a new research program at Evergreen. She and Cushing will model land use impacts on climate change; she and Morgan will plan and facilitate sustainability projects on campus. More information on Zita's research is available at . | Paula Schofield Richard Weiss Andrew Brabban Neil Switz Brian Walter Abir Biswas Michael Paros 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 | |||
Andrew Brabban
Signature Required:
Fall Winter Spring
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Research | SO–SRSophomore–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | 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. (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. | Andrew Brabban | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
Lydia McKinstry
Signature Required:
Fall Winter Spring
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Research | SO–SRSophomore–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | 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. (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. | Lydia McKinstry | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring |