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Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
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Natalya Strand
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | S 16Spring | Natalya Strand | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Natalya Strand
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | W 16Winter | Natalya Strand | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
Allen Mauney
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Program | FR–SRFreshmen–Senior | 8 | 08 | Day | Su 16 Session II Summer | The program is divided into two major topics: integral calculus and multivariable calculus. The integral is developed as the area under a curve and approximated using various numerical methods. The Riemann Integral is introduced rigorously. The connection between anti-differentiation and the definite integral is made via the FTC. A standard variety of integration techniques are used to solve applied problems in geometry and the physical sciences. Differential equations are introduced. Multivariable calculus including gradients and multiple integrals are formally developed and used to strongly reinforce the idea of the derivative and the integral. Taylor polynomials are briefly introduced. | 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 15 Fall | W 16Winter | Calculus I, II, and III is a year-long sequence of courses that will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. During fall quarter, we will engage in a rigorous study of derivatives and their applications through multiple modes of inquiry. Winter quarter will focus on procedures and applications of integration. Spring quarter topics include introduction to multi-dimensional space, introduction to differential equations and sequences and series. There will be an emphasis on context-based problem solving and collaborative learning. If you have questions about your readiness to take this class, please contact the faculty. | Vauhn Foster-Grahler | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
Krishna Chowdary
Signature Required:
Spring
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Day | S 16Spring | Calculus III is the third quarter in the standard year-long calculus sequence and will provide a rigorous treatment of the procedures, concepts, and applications of the calculus of sequences and series and multi-dimensional space. Topics include: an introduction to infinite series (particularly power series); vectors, planes, and motion along a curve; partial derivatives; and multiple integrals. Applications in the physical sciences will be emphasized. Collaborative learning and context-based problem solving will be emphasized. Students will be evaluated on engagement, homework, quizzes, and exams. This course is taught as a stand-alone part of the Matter and Motion program and will meet Monday and Friday, 1 - 3 pm. Students who have successfully completed Calculus I and Calculus II and are interested in taking this course are encouraged to contact the faculty Krishna Chowdary . The text will be the 6 edition of Hughes-Hallet (specifically portions of ch. 9 – 16). | Krishna Chowdary | Mon Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Tyrus Smith, Peter Boome, Dee Dunn, Suzanne Simons, Frances Solomon, Peter Bacho, Barbara Laners, Arlen Speights, Anthony Zaragoza, Paul McCreary, Mingxia Li and Gilda Sheppard
|
Program | JR–SRJunior–Senior | 16 | 16 | Day and Evening | F 15 Fall | W 16Winter | S 16Spring | This program will focus on developing strategies for creating and navigating change as we look toward the future. The goal is to enhance students' capacities to respond to and promote change on personal and institutional levels. Within this context, students will study historical trends and contemporary practices that will shape and impact their future endeavors. By analyzing and evaluating the effectiveness of existing models, students will develop proactive interventions to address pressing community problems.The topic of change will be approached through studies in philosophy, history, sociology, psychology, political economy, scientific inquiry, environmental studies, law, literature, visual/media arts, mathematics, and logic. Students will enhance their knowledge with skill development in the following areas: writing, mathematical reasoning, media literacy, multimedia technology, statistics, public speaking, and organizational and community development.During the fall, students will explore historical and philosophical traditions that inform efforts to design pathways for future possibilities. This includes investigating personal and societal notions of the natural and social worlds as portrayed through arts and humanities, natural sciences, and social sciences.During the winter, students will utilize an interdisciplinary approach to explore and understand contemporary models of change. This includes researching specific community-based problems and identifying proactive strategies that address such concerns.During the spring, students will investigate successful models of change to extrapolate how such models might be useful, but also might be limited in their capacity to address future possibilities, and to propose proactive community-based interventions tailored to specific community concerns. | Tyrus Smith Peter Boome Dee Dunn Suzanne Simons Frances Solomon Peter Bacho Barbara Laners Arlen Speights Anthony Zaragoza Paul McCreary Mingxia Li Gilda Sheppard | Junior JR Senior SR | Fall | Fall Winter Spring | |||
Riley Rex and Vauhn Foster-Grahler
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 16Spring | This program will explore topics in chemistry at the introductory level. It is designed for students who are eager to gain an understanding of chemistry so that they can pursue further studies at the general chemistry level and for those seeking to broaden their liberal arts education. Program activities will include lectures, workshops, and laboratory experiments. We will begin the study of introductory chemistry by exploring the structure of the atom and the nature of the chemical bond and proceed towards an understanding of molecular geometry. This will lead us to discussions of the periodic table, chemical reactions, mole concepts, and stoichiometry. In the laboratory, we will develop bench skills and lab techniques. In particular, we will focus on measurements, preparing solutions, titrations, and spectroscopy while learning how to use spreadsheet software for data collection and analysis. In chemistry workshops, students will work in small groups to solve problems that further their understanding of the topics covered in lectures. Collaborative learning will be expected and emphasized although students will be responsible for their individual work.In the mathematics workshops we will use multiple representations to study linear, exponential, rational, and logarithmic functions using a problem-solving approach to college algebra. Collaborative learning will be emphasized. In the science seminar, students will read historical and contemporary readings in math and science and discuss how multiple cultures view math and science. Students will give a presentation to the class on a topic related to or as an extension of the seminar readings. | Riley Rex Vauhn Foster-Grahler | Tue Tue Wed Wed Thu Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Neal Nelson, Adam King, Sheryl Shulman and Richard Weiss
Signature Required:
Winter Spring
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | The goal of this program is for students to learn the intellectual concepts and skills that are essential for advanced work in computer science and beneficial for computing work in support of other disciplines. Students will 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 Association for Computing Machinery's Liberal Arts Computer Science Consortium.The program content will be organized around four interwoven themes. The computational organization theme covers concepts and structures of computing systems from digital logic to the computer architecture and assembly language supporting high-level languages and operating systems. The programming theme concentrates on learning how to design and code programs to solve problems. The mathematical theme helps develop mathematical reasoning, theoretical abstractions, and problem-solving skills needed for computer scientists. A technology and society theme explores social, historical, or philosophical topics related to science and technology.We will explore these themes throughout the year through lectures, programming labs, workshops, and seminars. | Neal Nelson Adam King Sheryl Shulman Richard Weiss | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
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 | |||||
Neal Nelson
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | Su 16 Session I Summer | 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. The course is suitable for middle and secondary math endorsements. | Neal Nelson | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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 | |||
Allen Mauney
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Program | FR–SRFreshmen–Senior | 8 | 08 | Day | Su 16 Session I Summer | This program is focused on differential calculus. The derivative is introduced intuitively using geometry and dynamics, defined rigorously using limits, and applied to problems in geometry and the physical sciences. All standard theorems and symbolic differentiation techniques are developed and used to determine the properties of functions and their graphs. Strong emphasis will be placed on optimization. Precalculus topics will be covered as they are needed in the calculus curriculum. | Allen Mauney | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Jennifer Martinez, Sara Rose and Lydia McKinstry
Signature Required:
Winter Spring
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | This introductory-level program is designed for students who are prepared to take their first year of college-level science using an interdisciplinary framework. This program offers an integrated study of biology, chemistry, and physics that serves as an introduction to the concepts, theories, and structures which underlie the natural sciences. The goal is to equip students with the conceptual, methodological, and quantitative tools they need to ask and answer questions in a variety of disciplines using the models and tools of chemistry, physics and biology. Students will also gain a strong appreciation of the interconnectedness of physical, biological and chemical systems, and an ability to apply this knowledge to complex problems.Program activities will include lectures and small-group problem-solving workshops, where conceptual and technical skills will be developed. There will be a significant laboratory component: students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports, and give formal presentations of their work. Biology laboratories in this program will include participation in the SEA-PHAGE program coordinated by the Howard Hughes Medical Institute and the use of bioinformatics tools on a bacteriophage genome. We will make extensive use of quantitative applications in all program activities.All laboratory work and approximately one-half of the non-lecture time will be spent working in collaborative problem-solving groups. It will be a rigorous program, requiring a serious commitment of time and effort. Overall, we expect students to end the program in the spring with a solid working knowledge of scientific and quantitative concepts and the ability to reason critically and solve problems.Students completing this program will have covered material equivalent to one year of general biology with laboratory, one year of general chemistry with laboratory, and two quarters of algebra-based physics with laboratory. Successful students will be prepared to pursue upper-division work in chemistry, biology, and environmental science. | Jennifer Martinez Sara Rose Lydia McKinstry | Mon Mon Tue Tue Wed Wed Thu Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
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 | ||
Krishna Chowdary, Neil Switz and Riley Rex
Signature Required:
Winter Spring
|
Program | FR–SRFreshmen–Senior | 12, 16 | 12 16 | Day | F 15 Fall | W 16Winter | S 16Spring | This introductory program integrates first-year university calculus and physics with topics from chemistry and relevant areas of history and scientific literature to explore how scientists make sense of, and intervene in, the natural and human-created worlds. 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; such understanding forms the essential background for our modern technological society. This program lays the foundation for developing this understanding. Students will be supported in developing a firm background in college-level science, becoming prepared for further work in the mathematical and physical sciences.The program will have a significant laboratory component. Workshops and seminar discussions will also allow for collaborative work on math, chemistry, and physics problems as well as an opportunity to explore connections between history, theory, and practice. The program is intended for students with solid high-school level backgrounds in science and mathematics; in particular, a good grasp of precalculus (including algebra and trigonometry) will be assumed. Equally important for success, however, will be a commitment to working hard and effectively in groups.The work will be intensive and challenging but also exciting; students should expect to spend at least 50 hours per week engaged with material during and outside of class. The program will include readings, lectures, labs, workshops, seminars, projects, frequent homework sets, quizzes, and exams; students will have the opportunity to demonstrate the knowledge they have gained in each of these settings. Students in this year-long program will also have the opportunity to work with three different physical scientists (two physicists and a chemist) via a shift in the faculty team and program style between fall and winter/spring quarters. Students who successfully complete all three quarters of the program will have covered material equivalent to a year of calculus and calculus-based physics with lab along with some related chemistry topics, and will be prepared for further introductory work in chemistry as well as upper-division work in mathematics and physics. | Krishna Chowdary Neil Switz Riley Rex | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
Krishna Chowdary and Lalita Calabria
|
Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | S 16Spring | How do plants move? Growing from tiny seeds to giant trees, turning to face the sun, slowly reorienting in response to gravity, and rapidly ejecting spores, plants have developed diverse mechanisms for adjusting their bodies in physical space and in response to their environments. This program will explore the fascinating intersection of physics and botany by focusing on plants in motion. We will study plants in the lab and in the field to learn how the laws of physics constrain and enable their form and function and particularly their growth and motion. Topics will include plant growth and reproduction, tropism, transport, and conversion of energy from sunlight to sugar. Labs will involve both observation and experimentation, including the study of plant anatomy, photosynthesis, and water and nutrient transport.We welcome students new to studying college level science, and will pay particular attention to developing foundational skills in quantitative and scientific reasoning. We will work to create a supportive learning community and to improve scientific literacy through interactive lectures, seminars, workshops, labs, and field trips. Regular assignments and assessments will include readings, homework sets, short papers, lab notebooks, and exams. Students will complete a quarter long group research project related to plant physics that will culminate in a popular science and/or science education demonstration at Evergreen’s Spring 2016 Science Carnival.Students who successfully complete this program will have covered the equivalent of one quarter of introductory botany/plant biology with lab and topics in algebra-based physics with lab, and will be prepared for further introductory programs with significant science content such as Introduction to Environmental Studies, Introduction to Natural Science, and Matter and Motion. | Krishna Chowdary Lalita Calabria | Freshmen FR Sophomore SO | Spring | Spring | |||||
Vauhn Foster-Grahler
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Day | F 15 Fall | Vauhn Foster-Grahler | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Vauhn Foster-Grahler
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Day | W 16Winter | Precalculus II is a continuation of the functions-based study began in precalculus I. The course is designed to complete your preparation for calculus. Topics include: trigonometric functions, rational functions, parametric curves, vectors, and polar coordinates. Each area will be explored algebraically, numerically, graphically, and verbally. Collaborative learning will be emphasized. A graphing calculator is required for the course. | Vauhn Foster-Grahler | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Wenhong Wang
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 16Spring | Wenhong Wang | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Wenhong Wang
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Course | JR–SRJunior–Senior | 4 | 04 | Evening | W 16Winter | In this world of information explosion, we are constantly bombarded by numbers. How do you make sense of those numbers? How can you tell which are used correctly and which are not? How can we use statistical tools to inform, to explore and to empower? What are the larger frameworks behind those numbers? How do we use quantitative reasoning to enhance our understanding of the society and make changes? This class will put statistics into context. We will cover basic statistical concepts and processes used in social sciences including descriptive and inferential statistics. Focus will be placed on real life scenarios and sense making practices. Besides workshops, students will conduct a research project and practice statistical analysis. This course meets the statistics prerequisite requirements of the Master In Teaching (MiT), and the Master of Public Administration (MPA). | Wenhong Wang | Wed | Junior JR Senior SR | Winter | Winter | ||||
Ralph Murphy
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | Su 16 Session I Summer | This class covers key statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences. Important 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 found in journals, newspapers, books and your own research and data collection. The class meets the statistics prerequisite for MES and MPA programs at Evergreen and most other graduate schools with a statistics prerequisite. | Ralph Murphy | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Carrie M. Margolin
|
Program | FR–SRFreshmen–Senior | 8 | 08 | Day | Su 16 Session I Summer | This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, social work, 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 M. Margolin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
Alvin Josephy
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 16Spring | 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 | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Alvin Josephy
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 16Spring | This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.) | Alvin Josephy | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Alvin Josephy
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 16Winter | This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.) | Alvin Josephy | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Allen Mauney
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 15 Fall | This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.) | Allen Mauney | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
Alvin Josephy
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 16Winter | 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 | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
Alvin Josephy
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 15 Fall | Alvin Josephy | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Neal Nelson, Richard Weiss and Sheryl Shulman
Signature Required:
Fall Winter
|
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 | ||
Vauhn Foster-Grahler
Signature Required:
Spring
|
Course | FR–SRFreshmen–Senior | 2 | 02 | Day | S 16Spring | The class is designed to help add to your skills working with diverse types of people and learners. A significant amount of time in the course explores issues of social justice as they concern power and privilege in the teaching and learning of math and science. | Vauhn Foster-Grahler | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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
|
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 | |||
Brian Walter
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. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games. | Brian Walter | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
David McAvity
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. 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 | ||
Richard Weiss
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. (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, video streams 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. | Richard Weiss | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring |