my.evergreen.edu
2011-12 Undergraduate Index A-Z
Have questions about the curriculum? Contact Academic Advising
Tips for Using the Catalog
Mathematics [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
Miranda Elliott Rader
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening and Weekend | S 12Spring | Algebraic Thinking develops problem-solving and critical-thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically, and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry, and data analysis. Collaborative learning is emphasized. | Miranda Elliott Rader | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
|
Miranda Elliott Rader
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 11 Fall | Algebraic Thinking develops problem-solving and critical-thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically, and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry, and data analysis. Collaborative learning is emphasized. | Miranda Elliott Rader | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
|
Allen Mauney
|
Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session II | The first part of the curriculum will include approximating areas, the definite integral as a limit, anti-differentiation, the product/quotient/chain rules, integration by parts, trigonometric integrals, trigonometric substitutions, and a wide variety of applications of the integral. The program will end with various topics including Taylor polynomials, infinite series, power series, improper integrals, vectors, and multivariable calculus. Students will write exams, do homework, work collaboratively in class and present their results to their peers. | Allen Mauney | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
|
Vauhn Foster-Grahler
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Day | F 11 Fall | W 12Winter | S 12Spring | This year-long sequence of courses 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. In particular we will cover applications of differentiation including related rates and optimization and of integration including area, arc length, volume and distribution functions. We will gain a deep understanding of the analytical geometry of lines, surfaces and vectors in multi-dimensional space and engage in a rigorous treatment of sequences and series. Throughout the year, we will approach the mathematics algebraically, graphically, numerically, and verbally. Student-centered pedagogies will be used and collaborative learning will be emphasized. 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 | ||
|
Neal Nelson, Sheryl Shulman and Richard Weiss
Signature Required:
Winter Spring
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | The goal of this program is for students to learn the intellectual concepts and skills that are essential for advanced work in computer science. Students will have the opportunity to 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 Liberal Arts Computer Science Consortium (LACS). In all quarters the program content will be organized around four interwoven themes. The theme covers concepts and structures of computing systems from digital logic to operating systems. The theme concentrates on learning how to design and code programs to solve problems. The theme helps develop mathematical reasoning, theoretical abstractions and problem solving skills needed for computer scientists. A theme explores social, historical or philosophical topics related to science and technology. | computer science, education and mathematics. | Neal Nelson Sheryl Shulman Richard Weiss | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |
|
Brian Walter
|
Course | SO–SRSophomore - Senior | 4 | 04 | Day | Su 12Summer Session I | In this course, we'll study standard topics in discrete mathematics including logic and proof; sets, relations, and functions; combinatorics; basic probability; and graph theory. Along the way, we'll focus on skills and techniques for problem-solving. This is an excellent course for teachers and future teachers, people wanting to broaden their mathematical experience beyond algebra, and students considering advanced study in mathematics and/or computer science. | Brian Walter | Mon Tue Wed Thu | Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
|
Alison Styring, Steven Scheuerell and George Freeman
|
Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | The word environment encompasses multiple meanings, from the natural to the built, from the interiors of our minds to the spiritual. In each case there is a constant interface of environments with one another and with other creatures, each defining and circumscribing our experience of the world. Some of our essential questions revolve around how we define the environment and how we are shaped by as well as how we shape the environment, both natural and built. For example, does the concept of wilderness include humans? Is the ecological niche of a human essentially different from that of other living things? We will explore the habitats we occupy along with other creatures in those environments. We will explore dichotomies that foster dynamic tensions, such as the dichotomy between concepts of "natural" versus "human". We intend to investigate these tensions through our study of psychology, personal biography, biology, environmental studies, ornithology and cultural studies. In fall quarter we will develop the foundational skills in environmental studies and psychology needed to understand and critique the writings and current research in community ecology, animal behavior and conservation biology, and to examine the conscious and unconscious, and the theories of perception and cognition in psychology. We will examine parallels and linkages among disciplines in terms of methods, assumptions and prevailing theories. In winter we'll continue building on this foundation and move ourselves from theory to practice through an emphasis on methodologies, analyses, and their underlying assumptions. In spring quarter we'll implement the skills and knowledge we've developed through specific student-directed projects and our optional field trip. The faculty will foster creativity, experimentation and imaginative processes as means of discovering and bringing a new awareness to our extraordinary world. The students will respond to the themes of the program through individual and collaborative projects. To build our learning community we will use experiential collaboration activities such as Challenge and Experiential Education as a means to develop a sense of commitment and group citizenship. We will use multicultural discussion opportunities such as Critical Moments to explore the politics of identity and meaning. We will develop our observational skills via field workshops and field trips. We will have writing and quantitative reasoning workshops to further develop students' current skills and to develop advanced skills in these areas. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote stewardship of our personal lives, our immediate environment and global communities. | psychology, behavioral sciences and environmental science. | Alison Styring Steven Scheuerell George Freeman | Mon Tue Thu Fri | Freshmen FR | Fall | Fall Winter | |
|
Benjamin Simon, Glenn Landram and Lydia McKinstry
Signature Required:
Winter Spring
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | This year-long, laboratory-based program will offer students a conceptual and methodological introduction to biology and chemistry with a focus on health and medicine. We will use organizing themes that link the science of human health with the economic, financial, ethical and legal issues associated with the demand and cost of medical research and public health care. Over the course of three quarters, we will study portions of general chemistry, organic chemistry, biochemistry, general biology, microbiology, anatomy and physiology, nutrition, statistics, economics and management, and human behavior. Students will use scientific processes, quantitative reasoning and hands-on experiences to develop problem-solving skills directed at understanding these subjects in the context of human health. This program is primarily designed for students contemplating work in medicine and allied health fields, including nursing, physical therapy, midwifery, athletic training, nutrition and others. This program is also appropriate for students interested in public health or public policy who want a solid foundation in biology and chemistry or students who wish to study rigorous science as part of a liberal arts education. Program activities will include lectures, laboratories, small-group problem-solving workshops, homework, field trips and seminars. Our readings and discussions will be concerned with the economic, ethical and scientific aspects of human health as they relate to the global community as well as individuals. Students will undertake assignments focused on interpreting and integrating the topics covered. During spring quarter, students will participate in small-group collaboration on a scientific investigation relevant to the program content. Project topics will be developed under the direction of the faculty and students will describe the results of this research through formal writing and public presentation. All program work will emphasize quantitative reasoning, critical thinking and development of proficiency in scientific writing and speaking skills. Upon completion of this program students will have gained some of the prerequisites necessary for careers in the allied health fields and public health administration. Students will also be prepared for further studies in upper division science. Students who master the biology and chemistry work in this program will be prepared to enroll in the Molecule to Organism program. Students preparing for medical school will likely need further coursework in inorganic or general chemistry to fulfill prerequisites for medical school. Overall, we expect students to end the program in the spring with a working knowledge of scientific, social and economic principles relating to human health and public health care. We also expect that they will have gained an ability to apply these principles to solving real world problems relating to natural science, disease and human health. | medicine and allied health fields, and public health administration. | Benjamin Simon Glenn Landram Lydia McKinstry | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
|
Neal Nelson
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Session I | This class is an introduction to both Euclidean and non-Euclidean geometry suitable for teachers or others interested in gaining a deeper understanding of mathematics, mathematical proof, and the historical and conceptual evolution of geometrical ideas. The course will concentrate on problem solving and the development of mathematical skills, particularly proofs, with the goal of understanding the major conceptual developments in the history of geometry. Class activities will be primarily reading, problem solving, and discussion with lectures as needed. | Neal Nelson | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
|
Allen Mauney
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 11 Fall | Classical geometry is an organized attempt to describe, with certainty, the physical reality of our world. Students will make observations, formulate hypotheses, and compare their experience with formal geometrical statements. After rigorously applying logic to solve concrete problems, students will consider the nature and limitations of purely rational methods to describe reality. Theorems will be used to analyze architectural elements and the Declaration of Independence. This class is designed for students with all levels of prior mathematical preparation. | natural sciences, law, medicine, teaching mathematics at all levels | Allen Mauney | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||
|
David McAvity
Signature Required:
Winter
|
Contract | SO–SRSophomore - Senior | 8 | 08 | Day | W 12Winter | David McAvity | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
|
Brian Walter
Signature Required:
Fall
|
Contract | SO–SRSophomore - Senior | 4 | 04 | Day | F 11 Fall | Individual study offers students 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 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. | mathematics, computer science | Brian Walter | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
|
Brian Walter
Signature Required:
Spring
|
Contract | SO–SRSophomore - Senior | 4 | 04 | Day | S 12Spring | Individual study offers students 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 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. | mathematics, computer science | Brian Walter | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
|
Rachel Hastings
Signature Required:
Fall
|
Contract | SO–SRSophomore - Senior | 4 | 04 | Day | F 11 Fall | Individual study offers students 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 or course of study in Mathematics or theoretical Linguistics are invited to present a proposal to Rachel Hastings.Students will need to have background appropriate to their goals and be able to work very independently. Contracts in upper-division mathematics or in areas of linguistic theory such as syntax, semantics, or phonetics will be considered. Group contracts are encouraged. | Rachel Hastings | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
|
Christopher Coughenour and Peter Impara
|
Program | JR–SRJunior - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | This program will merge the fields of geomorphology and ecology to provide students with a broad understanding of both how landscapes form and function and how lifeforms (microbial, plant and animal)organize themselves across this earth template. The many processes and steps in the geological evolution of an area profoundly influence the ever-changing physical environment (e.g. the soils, nutrient transport, surface and ground waters, climate, among others when taken together) and, thus, the organisms and ecosystems that so intimately interact with these environments. How species are distributed, how communities are structured, and how ecosystems function are all dependent upon interactions with the physical environment.We will cover major topics in geomorphology: plate tectonics and the large scale evolution of Earth's surface, weathering and sediment transport in the continental and marine realms, climate, and environmental controls on the physical and chemical evolution of landscapes. We will also cover important concepts in ecology and biogeography: evolution, ecosystem ecology, community ecology, population ecology, and landscape ecology. Topics that will be particularly informed by the synergy of ecology and geomorphology are early Earth evolution, climate change, extremophiles, ecological succession, and paleoecology. Students will be exposed to a variety of environments through local and overnight field trips. One multi-day field trip will involve a visit to the Death Valley National Park to observe extreme environments, geologic processes, and extremophile biology. Group research projects will focus on studying the biology and environments of extremophiles, including but not limited to microorganisms, fungi, invertebrates, plants, and vertebrates. Seminar readings will familiarize students with topics in environmental studies as related to ecology and/or geology. Students will be evaluated on attendance, assignments, scientific writing,field and lab work, and exams. | geology, field ecology, environmental science, land management, geography, and conservation biology. | Christopher Coughenour Peter Impara | Junior JR Senior SR | Fall | Fall Winter | |||
|
Sheryl Shulman
|
Program | FR–SRFreshmen - Senior | 4, 8 | 04 08 | Day | Su 12Summer Full | This 8-week program is for individuals interested in learning the mathematics required for an elementary education teaching certificate. We will cover topics in problem solving, sets, fractions, algebra, statistics, mathematical reasoning and proof, geometry, number and operation, mathematical representation, and mathematical communication. Students registering for 4 credits will study geometry and statistics. | mathematics, teaching | Sheryl Shulman | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
|
Paul McCreary
|
Program | FR–SRFreshmen - Senior | 4, 8 | 04 08 | Day | Su 12Summer Session I | Each student will begin working where their current skill level is. Appropriate skill levels for the course include algebra, calculus, and any in between. We will directly confront the fears and phobias that many of us feel and help to move beyond those fears. All students will support each other and also receive tutoring help from other students in the class. Because different texts will be used for different students, please contact the instructor before purchasing a text.This course will count towards requirements for becoming elementary, middle, or high school teachers. Students registering for 4 credits will attend only Tuesday through Thursday. | science, technology, mathematics, teaching | Paul McCreary | Mon Tue Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
|
Brian Walter
|
Course | SO–SRSophomore - Senior | 4 | 04 | Day | S 12Spring | Mathematical principles can provide the basis for creative writing, from plot structures to themes, content, and even style. Jorge Luis Borges’s stories provide numerous examples. In “The Aleph,” the narrator attempts to describe a location from which all places can be seen simultaneously: "Mystics, faced with the same problem, fall back on symbols: to signify the godhead, one Persian speaks of a bird that somehow is all birds; Alanus De Insulis, of a sphere whose center is everywhere and circumference is nowhere; Ezekiel, of a four-faced angel, who at one and the same time moves east and west, north and south." Works like “The Aleph” not only reflect mathematical concepts but also give them flesh, rendering those abstractions poetic and tangible.The overarching question of this course, which we'll stay focused on as we read the assigned texts, is: What are the ways in which mathematical ideas can guide or influence works of fiction? We’ll see that there are a number of very different ways in which this can happen. By paying attention to this issue we’ll learn more about both literature and the nature of mathematics. This course is also the seminar portion of the program. Students who do not have some solid background in mathematics, or at least a healthy, inquisitive attitude toward mathematics, are not encouraged to take this course. Come prepared to read closely and carefully, and to think actively about mathematics and literature as part of one unified intellectual endeavor. | Brian Walter | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
|
Brian Walter and Rachel Hastings
Signature Required:
Winter Spring
|
Program | JR–SRJunior - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | This program is built around intensive study of several fundamental areas of pure mathematics. Covered topics are likely to include Abstract Algebra, Real Analysis, Set Theory, and Combinatorics.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. | mathematics, physics, mathematics education, philosophy of mathematics, and history of science. | Brian Walter Rachel Hastings | Mon Tue Wed Thu | Junior JR Senior SR | Fall | Fall Winter Spring | |
|
David McAvity and Rebecca Sunderman
Signature Required:
Winter Spring
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | Careful observation of the natural world reveals an underlying order, which scientists try to understand and explain through model building and experimentation. Physical scientists seek to reveal the fundamental nature of matter, its composition, and its interactions. This program lays the foundation for doing this work. Students will study a full year of general chemistry, calculus and calculus-based physics through lectures, small group workshops, labs, seminars and field trips. The material will be closely integrated thematically. In fall the focus will be on motion and energetics. In winter we'll explore the interactions of science, technology and society. Spring quarter will further delve into topics in modern physics and mathematical modeling. | chemistry, engineering, mathematics, medical fields, physics and teaching. | David McAvity Rebecca Sunderman | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
|
Heather Heying
|
Program | FR ONLYFreshmen Only | 16 | 16 | Day | S 12Spring | The natural world exists with or without humanity’s interpretation of it. As observers and users of symbols, it is easy to mistake ourselves for the creators and masters of what we are trying to explain. In this program, we will learn through direct experience of nature: we will learn to trust our own senses. Knowledge and interpretation will also come through writing about nature, and measuring and analyzing aspects of it. We will spend two weeks of the ten on class field trips, and individuals will develop a sense of place by finding and revisiting the same natural site every week throughout the quarter. We will focus on observation as central to a careful, critical and creative understanding of our world. We will learn the disappearing art of unitasking, of clear undivided focus. Readings will come from science, literature, and the philosophy of science; evolutionary explanations for nature’s complexity will be prominent. Students will write every week, both scientific and creative prose. If you are already a skilled writer who loves to write, you will find an outlet here. If you do not enjoy writing, or would like to further develop some basic skills, you will also find this useful, and hopefully pleasant. Similarly, we will do some math in this program. If you find numbers and their manipulation exciting, you will have fun with this. If you are a math-phobe, we will try to reveal some of its beauty and wisdom to you. Words and numbers are symbolic representations of our world; if we do not understand them, they have undue power over us. As we learn to use them as tools that we can master, they allow us to further our own understanding, experience and representation of the world. | biology, communications and field research. | Heather Heying | Freshmen FR | Spring | Spring | ||||
|
Rip Heminway and Sheryl Shulman
Signature Required:
Fall Winter Spring
|
Contract | JR–SRJunior - Senior | 8 | 08 | Day | F 11 Fall | W 12Winter | S 12Spring | The Computer Science Intern develops skills in advanced topics of Computer Science through the coordination of the Operating Systems Lab (OSL). This intern develops advanced skills in operating systems, cluster computing, system administration and network topology design. The intern assists with lab coordination, hardware and software upgrades, creating instructional materials and lab documentation, and provides users with technical assistance | computer science and technology. | Rip Heminway Sheryl Shulman | Junior JR Senior SR | Fall | Fall Winter Spring | ||
|
Brian Walter and Rachel Hastings
|
Course | SO–SRSophomore - Senior | 4 | 04 | Day | F 11 Fall | Mathematicians seek deep truths about a purely formal world, one that may or may not have much to do with the physical world we inhabit. Through our readings, seminar discussions, and writing assignments, we’ll explore that connection, the existential status of mathematical objects (What is mathematics? Do mathematical objects actually exist, and if so, where? Are mathematical systems discovered or created?), and surrounding issues as we learn more about modern mathematical practice.This course coincides with the seminar portion of the Mathematical Systems program, so students in this course will share seminars with students in that program. | mathematics, philosophy, philosophy of science | Brian Walter Rachel Hastings | Tue | Sophomore SO Junior JR Senior SR | Fall | Fall | |||
|
Mario Gadea
|
Program | SO–SRSophomore - Senior | 8 | 08 | Evening | F 11 Fall | W 12Winter | S 12Spring | Physics is concerned with the basic principles of the universe. It is the foundation on which engineering, technology, and other sciences are based. The science of physics has developed out of the efforts of men and women to explain our physical environment. These efforts have been so successful that the laws of physics now encompass a remarkable variety of phenomena. One of the exciting features of physics is its capacity for predicting how nature will behave in one situation on the basis of experimental data obtained in another situation. In this program we will begin the process of understanding the underlying order of the physical world by modeling physical systems using both the analytical tools of calculus and the numerical tools provided by digital computers. We will also have significant hands-on laboratory experience to make predictions and explore some of these models. In this thematically-integrated program, students will cover a full year of calculus and algebra-based physics through small-group discussions, interactive lectures, and hands-on laboratory investigations. In physics, we will learn about motion, energy, models, and the process for constructing them. Through our study of calculus, we will learn how to analyze these models mathematically. We will study some of Galileo's significant contributions to classical mechanics, Kepler's astronomical observations, Newton's work on calculus and laws of motion, Euler's applications of calculus to the study of real-life problems in physics (magnetism, optics and acoustics), Maxwell's development of the unified theory of magnetism, Einstein’s relativity, and many others. This program will cover many of the traditional topics of both a first-year calculus sequence and a first-year physics sequence. Covering these topics together allows for the many connections between them to be reinforced while helping make clear the value of each. | mathematics, physics, engineering, energy systems, education | Mario Gadea | Tue Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |
|
Allen Mauney
|
Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session I | The program will begin with an intensive preparation for the calculus curriculum. The main topics will be polynomial, rational, exponential, logarithmic, and trigonometric functions. Topics will be selected based on their direct relevance to calculus so students who have taken pre-calculus will still benefit from the material. The calculus curriculum will include approximations, limits, the derivative as a limit, the derivative function, the rules of differentiation, and applications of the derivative, especially optimization. | Allen Mauney | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
|
Vauhn Foster-Grahler
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Day | F 11 Fall | W 12Winter | This two-quarter sequence of courses will prepare students for calculus and more advanced mathematics. It is a good course for students who have recently had a college-level math class or at least three years of high school math. Students should enter the class with a good knowledge of supporting algebra. Fall quarter will include an in-depth study of linear, quadratic, exponential, and logarithmic functions. Winter will include an in-depth study of trigonometric and rational functions in addition to parametric equations, polar coordinates, and operations on functions. Collaborative learning, data analysis and approaching problems from multiple perspectives (algebraically, numerically, graphically, and verbally) will be emphasized. | Vauhn Foster-Grahler | Mon Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
|
Tyrus Smith
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Session I | This course will explore the interdisciplinary use of quantitative reasoning and statistics to analyze social and environmental issues and problems. Course content will focus on increasing students' understanding of quantitative research design, specifically the methods and procedures for data analysis. Within this context, students will demonstrate the ability to correctly calculate and interpret descriptive and inferential statistics. This includes learning how to select and apply appropriate statistical tests. The statistical procedures introduced in this course include Chi-square, correlation, and regression analysis. Student work will consist of in-class workshops as well as take-home and computer exercises. | Tyrus Smith | Mon Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
|
Ralph Murphy
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | Su 12Summer Session I | This class covers introductory statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences. Key elements of research design are covered in the class. Descriptive and inferential statistical tests are covered including scales of data, measures of central tendency, normal distributions, probability, chi square, correlation and linear regression, tests of hypothesis, and Type I and Type II errors. Students will develop a clear understanding of introductory statistics and the ability to correctly interpret findings in journals, newspapers, and books. Meets the statistics prerequisite for MES and MPA programs at Evergreen and other graduate schools with a statistics prerequisite. | Ralph Murphy | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
|
Carrie Margolin
|
Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session I | This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, education, and other social sciences. We emphasize hands-on, intuitive knowledge and approach statistics as a language rather than as math alone; thus this course is gentle on "math phobics." No computer skills are required. You will become an informed and savvy consumer of information, from the classroom to the workplace. We will cover descriptive and inferential statistics, research methodology and ethics. | psychology, social services, health care, education | Carrie Margolin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
|
Doreen Swetkis
Signature Required:
Summer
|
Course | JR–SRJunior - Senior | 4 | 04 | Evening | Su 12Summer Session I | This course is designed to help students understand statistical concepts including sampling, variability, distribution, association, causation, estimation, confidence, and significance. Students will be asked to interpret and communicate results from statistical analysis. Successful completion of this course will fulfill the statistics prerequisite requirement for admission into the Master of Public Administration program at Evergreen. | Doreen Swetkis | Mon Wed | Junior JR Senior SR | Summer | Summer | ||||
|
Allen Mauney
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 12Spring | 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 | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
|
Alvin Josephy
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | Su 12Summer Session I | This course is intended as an introduction to statistics. It is understood that the student has 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—data collection, ways of organizing data—and provide an introduction to data analysis and an opportunity to learn how practitioners present their findings. We will consider 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 Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
|
Alvin Josephy
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | W 12Winter | 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 | Winter | Winter | ||||
|
Alvin Josephy
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 11 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 | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
|
Allen Mauney
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | W 12Winter | 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 | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
|
Alvin Josephy
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 11 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 | ||||
|
Alvin Josephy
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | W 12Winter | 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 | ||||
|
Alvin Josephy
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 12Spring | 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 | ||||
|
Neal Nelson, Richard Weiss and Sheryl Shulman
Signature Required:
Winter
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | The successful completion of large software systems requires strong technical skills, good design and competent management. Unfortunately, unlike hardware, software systems have proven to be notoriously difficult to build on-time, in-budget, and reliable, despite the best efforts of many very smart 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 software in application domains. 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 multi-disciplinary skills required to develop computing solutions in real-world application domains. The technical topics will be selected from data structures, algorithm analysis, operating systems, newworks, information security, object oriented design and analysis, and verification techniques. The program seminar will focus on various technical topics or the history, ethics or culture of 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 all the prerequisites. We also expect students to have the intellectual maturity and self-motivation to identify their project topics, organize project teams and resources, and complete advanced work independently. | computer science, software engineering, and technology use and development in an application area. | Neal Nelson Richard Weiss Sheryl Shulman | Mon Tue Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |
|
Dina Roberts and David Phillips
Signature Required:
Winter
|
Program | JR–SRJunior - Senior | 16 | 16 | Day | W 12Winter | The tropics are the cradle of the world's biodiversity. This program will focus on Costa Rica, emphasizing biological richness, field ecology, the physical environment, statistical analysis of field data, conservation biology and Latin American culture. The first seven weeks of the program will be held on the Evergreen campus, followed by a three-week field trip to Costa Rica. The on-campus portion will include lectures and labs on global patterns of biological diversity, quantification and analysis of ecological diversity, an overview of major taxa of Neotropical plants, insects and vertebrates, and discussions of the physical environment of tropical regions. This material will be integrated with classes in introductory statistics and conversational Spanish.During the Costa Rica field trip, we will visit four major field sites, including coastal habitats, tropical dry forest, cloud forest and lowland rain forest. Students will learn about common plants and animals in each area, dominant landforms and ecological processes, conservation issues and current biological research activities. Students will also learn techniques of field research by participating in quantitative field labs, both faculty and student led. In the evenings there will be a series of guest lectures by research scientists. The field trip will require rigorous hiking and backpacking in remote locations. | environmental studies, ecology, conservation biology, evolutionary biology and Latin American studies. | Dina Roberts David Phillips | Junior JR Senior SR | Winter | Winter | ||||
|
Vauhn Foster-Grahler
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Day | S 12Spring | Tutoring Math and Science Across Significant Differences will include an examination of some of the current research on the teaching and learning of math and science in higher education and will focus this knowledge on its implications for and applications to diverse groups of learners and social justice. Students will experience and evaluate a variety of tutoring strategies as a student and as a facilitator. This class is strongly suggested for students who are planning on teaching math and/or science or who would like to tutor in Evergreen's Quantitative and Symbolic Reasoning Center. | Vauhn Foster-Grahler | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
|
David McAvity
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore - Senior | V | V | Day | F 11 Fall | W 12Winter | S 12Spring | 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 | ||
|
Krishna Chowdary
Signature Required:
Fall
|
Research | SO–SRSophomore - Senior | V | V | Day | F 11 Fall | W 12Winter | S 12Spring | 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 pursuing a graduate degree or entering the job market. Faculty offering undergraduate research opportunities are listed below. Contact them directly if you are interestedKrishna Chowdary (physics, materials science) is interested in the synthesis, fundamental properties, and applications of magnetic nanoparticles and ferrofluids. The current goal is building a magnetic nanoparticles research laboratory, specifically focused on constructing a vibrating sample magnetometer along with general research lab infrastructure. Students with background in physics, engineering, or computer science and with an interest in hands-on work applied to instrumentation will be able to contribute to this project. (physics, materials science) is interested in the synthesis, fundamental properties, and applications of magnetic nanoparticles and ferrofluids. The current goal is building a magnetic nanoparticles research laboratory, specifically focused on constructing a vibrating sample magnetometer along with general research lab infrastructure. Students with background in physics, engineering, or computer science and with an interest in hands-on work applied to instrumentation will be able to contribute to this project. | Krishna Chowdary | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
|
Richard Weiss
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore - Senior | V | V | Day | F 11 Fall | W 12Winter | S 12Spring | 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. (computer science and mathematics) has several ongoing projects in computer architecture, vision, robotics, artificial intelligence and security. One of his projects in computer vision is recovering three-dimensional information from multiple images. He is also interested in applying machine learning to visual recognition problems, including facial expressions. One of the computer architecture problems that he has worked on is the simulation of hardware faults and techniques for fault correction. In addition, he is open to working with students who have their own ideas for projects in these and related areas. | Richard Weiss | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring |
