Undergraduate Research in Scientific Inquiry with B. Walter


Fall 2014, Winter 2015 and Spring 2015 quarters

Taught by

mathematics, computer science, improvisational theater

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.

Brian Walter (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.

Fields of Study

Preparatory for studies or careers in

mathematics.

Location and Schedule

Campus location

Olympia

Schedule

Offered during: Day

Books

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Registration Information

Credits: Variable Credit Options

Variable Credit Options

seat availability and credit options vary per quarter.

Class standing: Sophomore–Senior

Fall

Signature Required

Students should contact the faculty for more information.

Course Reference Number not yet available.

Winter

Accepting New Students

Signature Required

Students should contact the faculty for more information.

Course Reference Number not yet available.

Spring

Accepting New Students

Signature Required

Students should contact the faculty for more information.

Course Reference Number not yet available.

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