Katharine Shultis

Katharine Shultis serves as an Associate Professor of Mathematics at Gonzaga University, holding a Ph.D. from the University of Nebraska-Lincoln and demonstrating interdisciplinary expertise through her dual background in mathematics and chemistry. Her extensive teaching portfolio spans foundational courses like Introductory Statistics and Calculus through advanced offerings including Abstract Algebra and Comprehensive Mathematics.

Her academic credentials include:

• Ph.D. in Mathematics, University of Nebraska-Lincoln
• M.A. in Mathematics, University of California, San Diego
• B.A. in Mathematics and Chemistry, Scripps College

Dr. Shultis maintains exceptionally broad research interests that bridge pure and applied mathematics. While her doctoral work established her in commutative algebra, she actively pursues graph theory, combinatorics, mathematical games, topology, and voting theory. Her signature approach involves collaborative student research, with explicit interest in future chemistry-mathematics interdisciplinary projects. She champions inquiry-based learning where students actively engage in mathematical discovery rather than passive observation.

Her publication trajectory reveals distinctive dual threads: rigorous theoretical work in commutative algebra alongside innovative applications in graph theory and recreational mathematics. Recent collaborations with students dominate her output, particularly in power domination and geometric dissections. Simultaneously, she contributes significantly to mathematics education discourse through publications on undergraduate research practices and pedagogical techniques.

No scientific awards or fellowships are documented in the available materials.

Dr. Shultis demonstrates exceptional commitment to undergraduate mentorship, evidenced by numerous student co-authorships across diverse projects. Her publication 'What Counts as Math Research?' specifically addresses frameworks for meaningful student research experiences. While grant details remain unspecified, her pedagogical philosophy emphasizes active student participation through inquiry-based learning strategies developed for courses ranging from Calculus to Abstract Algebra.

Though no formal laboratory infrastructure is described, her collaborative model involves small student teams working on targeted projects in graph theory, combinatorics, and mathematical games, often extending classroom concepts into original research contexts.