2013-14 Undergraduate Index A-Z
Have feedback about the online catalog?
Have ideas about what Evergreen could offer in the future?
Computer Science [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
Richard Weiss and Judith Cushing
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 14Spring | Computers are a driving force of our modern world and increasingly influence our lives. Mathematics and mathematical models lay at the foundation of modern computers; furthermore, we increasingly rely on mathematics as a language for understanding the natural world, such as complex climate models that predict major changes in weather patterns world wide over the next 50 years. Mathematics and computational thinking enable people as citizens to make good decisions on a wide range of issues from interpreting the evidence for climate change to understanding the potential impacts of technology; as such, they are an integral part of a liberal arts education. In this program, we will explore connections between mathematics, computer science, the natural sciences and graphic arts.We will develop mathematical abstractions and the skills to express, analyze and solve simple problems in the sciences and the arts and explore how to program interesting visual shapes using simple geometry. Class sessions include seminars, lectures, problem-solving workshops, programming labs, problem sets and seminars with writing assignments. The emphasis will be on fluency in mathematical and statistical thinking and expression along with reflections on mathematics and society. Topics will include concepts of algebra, algorithms, programming and problem solving, with seminar readings about the role of mathematics in education, the sciences and society.This program is intended for students who want to gain a fundamental understanding of mathematics and computing before leaving college or before pursuing further work in the sciences or the arts. | Richard Weiss Judith Cushing | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||||
|
Neal Nelson, TBA, Sheryl Shulman and Richard Weiss
Signature Required:
Winter Spring
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | 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 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. | computer science, education and mathematics. | Neal Nelson TBA Sheryl Shulman Richard Weiss | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
|
Richard Weiss and Diego de Acosta
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 13 Fall | This program links together computer science and linguistics through the written forms and grammars of languages. First, we’ll consider writing: what do the world’s alphabets, syllabaries and pictographic writing systems tell us about the structure of human languages? Are some writing systems particularly appropriate for some languages, or is it possible to represent any language with any writing system? Ciphers deliberately conceal information without removing it. What does cryptography tell us about the nature of information?Second, we’ll look at the grammars of human and computer languages. The syntax of a computer language can be described precisely, while human languages have exceptions. Yet there have been many attempts to model human language with computers, and to create ways for computers to “read” and “listen” to human languages. To what extent have automatic translation programs and Internet search engines been successful? Why is it that humans can handle ambiguity, but computers have such a difficult time?Major topics of the programStudents will participate in lectures, seminar, labs and workshops on linguistics, programming and computation. They will be evaluated on quizzes, exams, papers and programs. | Richard Weiss Diego de Acosta | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
|
Neal Nelson and TBA
|
Program | FR–SRFreshmen - Senior | 12 | 12 | Day | F 13 Fall | This program introduces the logical, historical, mathematical and computational foundations of our understanding of nature that we call physics. Students in the program will study the evolution of rational thought, mathematical abstraction and physical theories of nature in the history of science. The intellectual tools of our investigations will be the systems of logic, mathematical modeling and computer programming that we use today for understanding our material world.Early Greek philosophers dared to assume that humanity could comprehend the true nature of the universe and the material world through rational thought. Using historical readings, we will investigate key conceptual developments in the evolution of scientific and mathematical thought from those early intellectual explorations to the 20th century.We will study logic and its relationship to early Greek rational thought, contemporary critical reasoning and scientific theories. We will see that careful contemplation and observation of the physical world from the early natural philosophers to the modern physicists have revealed an underlying order and led to the surprising conclusion that mathematics, computation and the nature of physical reality are deeply connected. We will learn the powerful formal systems of logic, modeling and computing into which the ideas of the early Greek philosophers have evolved today as the basis of our understanding.Class activities will include hands-on laboratory work along with lectures, workshops, weekly readings, seminar discussions, written essays and weekly homework problems. | Neal Nelson TBA | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||||
|
Krishna Chowdary and Neal Nelson
Signature Required:
Spring
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | W 14Winter | S 14Spring | Scientists gather data, make observations, look for patterns, build models and use those models to predict behavior. Powerful models in physics help us explain interactions involving matter and energy. New models need new mathematical methods—for example, calculus was developed partly to understand models of motion. Even with powerful mathematics, a model may yield answers only in simplified circumstances. We can analyze more complicated physical systems by simulating them on a computer. Learning how to create and apply mathematical and computational methods effectively to models in physics will be one of the major goals of this program.In two quarters we will cover the equivalent of a year of calculus and physics and one quarter of computer programming at the introductory level through interactive lectures, small group workshops, hands-on and computer programming labs, seminars and projects. Students will have multiple opportunities to demonstrate their learning in individual and collaborative contexts, including in-class work, homework, lab write-ups, papers, presentations, projects, quizzes and exams. The work will be intense and invigorating, involving time-intensive engagement with textbooks and problem-solving in a supportive learning community that values the development of theoretical understanding that can be applied to practical problems.Our physics work covers modern mechanics and electric and magnetic interactions, developing macroscopic and microscopic models of matter and interactions using ideas such as conservation laws, Newton’s laws of motion, statistical and thermal physics and Maxwell’s equations for electricity and magnetism. We will study the programming language Python and develop numerical techniques that can be used to calculate and display our physics models. We will study calculus to apply it to physics and other science and social science fields as well as seeing how mathematics exists on its own as a sense-making endeavor.No previous background in computer science or physics is expected. Preparation in mathematics including pre-calculus or intermediate algebra and functions is required. Students who successfully complete the fall program The Physical World of Animals and Plants will be prepared for this program. Students with some previous work in calculus, computer science or physics may see that the intersection deepens their understanding of each. Successful completion of this program will be good preparation for further introductory work in computer science and intermediate or advanced work in mathematics and physics. | Krishna Chowdary Neal Nelson | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
|
Douglas Schuler
|
Program | FR–SRFreshmen - Senior | 8, 12 | 08 12 | Evening and Weekend | F 13 Fall | W 14Winter | S 14Spring | We are surrounded with problems that aren't going away; problems that cannot be solved by individuals acting alone. At the same time, a variety of powerful barriers often stand in the way of working together successfully. And all too frequently, the institutions that are supposed to help in these matters seem either oppositional or ineffectual.How can we develop and nurture the "civic intelligence" that will help ensure our actions produce the best outcomes? What sorts of creative and, often courageous, actions, events, policies, and institutions are people devising to help meet these challenges? And how can these "add up" to more widespread and enduring social change? As John Robinson of UBC's Institute for Resources, Environment, and Sustainability stated, "If we can't imagine a better world, we won't get it."Social innovation helps us to create and ponder possible futures. Civic intelligence is an evolving, cross-disciplinary perspective that examines, proposes, initiates, and evaluates collective capacity for the common good. It builds on concepts from sociology and other social sciences but also intersects with most — or all — of the other disciplines including the hard sciences, education, cognitive science, the media, and the humanities. In this three quarter program we will focus our efforts—both reflective and action-oriented—on the theory and practice of social innovation and civic intelligence in which "ordinary" people begin to assume greater power and responsibility for creating a future that is more responsive to the needs of people and the planet. We will consider and critique cases of collective action as diverse as the World Social Forum and the Occupy Movement in addition to local and regional approaches in Thurston County and beyond.Throughout the program we will gain understanding and skills through collaborative projects, workshops, films, experiments, games, and group processes. All quarters will include theoretical readings and workshops. Spring quarter will also involve student projects with the goal of effecting real-world change.During fall we will focus on deliberation, collective intelligence, patterns and pattern languages, media, social movements, and the sociology of knowledge. Students will help determine the topics for winter and spring but reasonable candidates include education, alternative economics, collective memory, cooperation, media, participatory design, inequality, or war and peace.Students registering for 12 credits will be working within CIRAL, the Civic Intelligence Research Action Laboratory, for 4 of their credits. CIRAL is designed to help support ongoing, student-led, collaborative projects. It is intended to foster sustained and engaged relationships with groups, organizations, movements, and institutions. In addition to our regular meetings times and the work that they undertake outside of class these students will meet each Wednesday before class from 4:30 to 6:00. | Douglas Schuler | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
|
Neal Nelson, Judith Cushing, Richard Weiss and Sheryl Shulman
Signature Required:
Fall Winter
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | 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 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 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, networks, information security, object oriented design and analysis, verification techniques, scientific visualization and modeling. 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 identify their project topics, organize project teams and resources and complete advanced work independently. | Neal Nelson Judith Cushing Richard Weiss Sheryl Shulman | Mon Tue Wed Thu | Sophomore SO Junior JR Senior SR | Fall | ||
|
Douglas Schuler
Signature Required:
Fall Winter Spring
|
Program | SO–SRSophomore - Senior | V | V | Evening and Weekend | F 13 Fall | W 14Winter | S 14Spring | considerable Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.Normally students taking this option will have worked with Doug Schuler previously or are otherwise familiar with CIRAL and the idea of civic intelligence. Students who are interested in type of work and have not met those informal requirements are encouraged to take the program in 2013-14.Please go to the catalog view for additional information. | Douglas Schuler | Wed | Sophomore SO Junior JR Senior SR | Fall | ||
|
Douglas Schuler
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore - Senior | V | V | Evening and Weekend | F 13 Fall | W 14Winter | S 14Spring | considerable Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.Normally students taking this option will have worked with Doug Schuler previously or are otherwise familiar with CIRAL and the idea of civic intelligence. Students who are interested in type of work and have not met those informal requirements are encouraged to take the program in 2013-14. | Douglas Schuler | Wed | Sophomore SO Junior JR Senior SR | Fall | ||
|
Paula Schofield, Brian Walter, Richard Weiss, Abir Biswas, Michael Paros, Clyde Barlow, Judith Cushing, Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson and Lydia McKinstry
Signature Required:
Fall Winter Spring
|
Program | SO–SRSophomore - Senior | V | V | Day | F 13 Fall | W 14Winter | S 14Spring | 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. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment.. (geology, earth science) studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. (chemistry) would like to engage students in two projects. (1) Quantitative determination of metals in the stalactites formed in aging concrete using ICP-MS. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find this project interesting. (2) Science and education. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for this project. (computer science, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread and containment of infectious disease by studying the coevolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors. (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, analytical or biochemistry could contribute to this work. (computer science) and (computer science) are interested in working with advanced computer topics and current problems in the application of computing to the sciences. Their areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing and hardware modeling languages. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle uterine infections, calf salmonellosis and mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is 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 simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages. (inorganic/materials chemistry, physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate. (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. (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. (physics) studies the Sun and the Earth. What are the mechanisms of global warming? What can we expect in the future? What can we do about it right now? How do solar changes affect Earth over decades (e.g., Solar Max) to millennia? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun’s outer atmosphere millions of degrees higher than that of its surface? Students can do research related to global warming in Zita's academic programs and in contracts, and have investigated the Sun by analyzing data from solar observatories and using theory and computer modeling. Serious students are encouraged to form research contracts and may thereafter be invited to join our research team.Please go to the catalog view for specific information about each option. | Paula Schofield Brian Walter Richard Weiss Abir Biswas Michael Paros Clyde Barlow Judith Cushing Dharshi Bopegedera Rebecca Sunderman EJ Zita Donald Morisato Clarissa Dirks James Neitzel Sheryl Shulman Neal Nelson Lydia McKinstry | Sophomore SO Junior JR Senior SR | Fall | |||
|
Judith Cushing
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore - Senior | V | V | Day | F 13 Fall | W 14Winter | S 14Spring | 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, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R. | Judith Cushing | Sophomore SO Junior JR Senior SR | Fall | |||
|
Neal Nelson
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore - Senior | V | V | Day | F 13 Fall | W 14Winter | S 14Spring | 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) 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, programming languages for concurrent and parallel computing and hardware modeling languages. | Neal Nelson | Sophomore SO Junior JR Senior SR | Fall | |||
|
Richard Weiss
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore - Senior | V | V | Day | F 13 Fall | W 14Winter | S 14Spring | 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 | |||
|
Sheryl Shulman
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore - Senior | V | V | Day | F 13 Fall | W 14Winter | S 14Spring | 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) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages. | Sheryl Shulman | Sophomore SO Junior JR Senior SR | Fall |