ºÚÁϳԹÏÍø±¬ÍøÕ¾

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

After graduating, I joined a network epidemiology lab at Georgetown University to gain additional research experience before applying to graduate school. My research has been focused on characterizing spatiotemporal heterogeneity in public health behaviors, such as mask-wearing and contact patterns during the COVID-19 pandemic, and global historical smallpox vaccination relevant to the 2022 monkeypox outbreak. In the fall of 2023, I’ll be starting a PhD program in biology with an emphasis on mathematical modeling of infectious diseases.

Why math?

I never expected to be a math major, but I felt so supported by professors, TAs, and my peers while taking Multivariable Calculus (with Prof. Barker) and Intro to Math Reasoning (with Prof. Taback) during my first year that I kept coming back. I loved the collaborative, problem-solving environment (especially when nearly the entire class would be out at the second-floor whiteboard during office hours) and felt that a math degree would equip me with the tools to do impactful quantitative biology research. The flexibility of the major allowed me to concentrate on applied math courses and continue pursuing my other interests in biology and computer science, culminating in an honors thesis advised by Prof. Zeeman and Prof. Irfan (in CS). While I may not remember a lot of the specific proofs or definitions from my classes, having a math background gives me confidence in my current work that I have, or can acquire, the skills to puzzle out almost any problem.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

After graduation, I struggled to understand just how I could apply my “Math”-y background to professional life, and started out as a Revenue Analyst for a hotel chain. As is wont to happen with time, I discovered that crunching numbers on an Excel wasn’t for me and quickly moved onto a more challenging role in the Consulting Services wing of World Wide Technology, where I have been working for 2 years now. An interesting example of a project at WWT is one we did with NASCAR, training neural networks to categorize images of the cars taken during the race so our client could easily examine their car without unnecessary pit stops.

My current role echoes my college days in many ways that I enjoy the nostalgia of – I continually have to apply fearlessness in learning complex concepts since I don’t have a tech background; this almost always reminds me of how I would find myself in Professor Levy, Taback and Zeeman’s offices in the same afternoon wringing my hands about the day’s lecture and then pushing through with them; I often need to storyboard and simplify very convoluted content to clients that I had to learn afresh myself, and this reminds me of those late nights in H-L figuring out how to write a concise hypothesis on how a differential equations system modeled the resurgence of the Yellowstone wolf population.

Why Math?

Believe it or not, I came to ºÚÁϳԹÏÍø±¬ÍøÕ¾ thinking I was going to study something very abstract, like Sociology. I went to school in Bangladesh, where I focused heavily on Math and Business, and the curriculum was very memorization-heavy. The monotony got me seeking something very different – in fact, I took an Economics class to fulfill my ºÚÁϳԹÏÍø±¬ÍøÕ¾ STEM credit. By pure coincidence I filled up a last minute canceled course slot with Professor Taback’s Advanced Integral Calculus class, something I had already learned in Bangladesh, and it changed my college career. I grew to love this new, totally different way of learning that made the material seem so different from what I knew – for the first time, I was diving deep into the concepts behind the equations and understanding the logic behind each “=>” I wrote.

It was very clear to me that I was not, in fact, the smartest person in the room – I learned alongside many gifted students and struggled to grasp concepts that they seemed to somehow pick up inherently. However, this meant I visited my professors at every opportunity, trying to answer every nitpicking question I had at the back of my mind from lessons, and every time I would find my eureka moment, the reward felt incredible. It is these hours that I so treasured with my professors, where they would coach me not only on numbers but on my approach, self-esteem, and even lifestyle, that made my ºÚÁϳԹÏÍø±¬ÍøÕ¾ journey. So in short, I chose Math because of the incredible instructors who guided me and encouraged me to hone my curiosities. And as for that “abstract” piece to soothe my soul, I did end up minoring in Visual Arts, too!

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

• Immediately after ºÚÁϳԹÏÍø±¬ÍøÕ¾ I completed a summer internship at NASA Langley Research Center as part of the DEVELOP Earth Science Division program. I continued working within DEVELOP at NASA Goddard Space Flight Center where I attended Astrophysics Science Division colloquia and communicated with researchers in the space sciences. These interactions led to a Research Assistantship with the Cassini Orbiter mission on the Composite Infrared Spectrometer (CIRS) team, studying the atmospheres of Jupiter and Saturn. In 2016, I accepted a Graduate Research Assistantship at the University of South Carolina to pursue a career in astronomy, completing my MS in 2020 and PhD in 2021, both in physics with an astronomical research focus. I am now a Postdoctoral Fellow at the Space Telescope Science Institute (STScI) researching supernova explosions and gravitational lensing, in particular how we can use both phenomena to understand more about dark energy using next generation space telescopes.

Why Math?

• Math has always been my favorite subject and, although I was not sure what I wanted to do when I arrived at ºÚÁϳԹÏÍø±¬ÍøÕ¾, I decided to simply take courses that I enjoyed. Early proof-writing courses with Prof. Taback were my first exposure to pure mathematics, and that is where I focused the remainder of my undergraduate experience. Although I did not end up squarely in a mathematics career path, I was only able to complete my physics graduate degrees as a result of my undergraduate education. Majoring in mathematics at ºÚÁϳԹÏÍø±¬ÍøÕ¾ gave me the opportunity to discuss my goals as they changed and developed with terrific and knowledgeable faculty members, as well as the flexibility I needed afterward to pursue tangential subjects like physics and astronomy.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

I moved to Minnesota and entered a graduate program in math at the University of Minnesota. I graduated with my masters and began working as an MRI researcher at the Center for Magnetic Resonance Research. I'm part of a team working to implement high-field MR imaging techniques to support research and treatment for Parkinson's Disease. I miss Maine but I'm loving living in the Twin Cities and am now a proud dog owner.

Why math?

I love that at its core math is just problem solving. Many of my math classes and my research with Sophie Berube ('16) and Prof Taback at ºÚÁϳԹÏÍø±¬ÍøÕ¾ were focused in group theory. I loved that so many problems ultimately boil down to the same question once you know how to look at the important pieces. In the "real world", no one is ever going to ask me to do an algebra proof on the fly (although I did get a surprise question about simple groups during my masters exam!), but the skills of being able to identify the crucial parts of a problem and a healthy mathematical skepticism have served me in all aspects of my life. 

What have you been up to since graduating?

After graduating from ºÚÁϳԹÏÍø±¬ÍøÕ¾, I went to Tufts to pursue a PhD. I finished that 2019 and spent the 2019-2020 academic year as a postdoc at Tufts. And now I am working at ºÚÁϳԹÏÍø±¬ÍøÕ¾ as a visiting professor! Ever since deciding to go to graduate school, I knew that I wanted to work at ºÚÁϳԹÏÍø±¬ÍøÕ¾ someday, and I am so happy that this dream has become a reality for me.

Why math?

I have always enjoyed math, so was considering becoming at math major when I came to college. What really sold me on it was Prof. Taback's Math 200 course. I found the problems incredibly engaging which made the whole class enjoyable.  And even more than the class content being interesting, I found Prof. Taback and the rest the math department created a very welcoming environment. Working on hard and interesting problems with people who were warm and inviting was exactly what I wanted in school.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

I am currently in my second year of medical school at Albert Einstein College of Medicine. I have plenty of time to pick a specialty but I am currently interested in Emergency Medicine and Orthopedic Surgery. 

Why Math?

Coming into ºÚÁϳԹÏÍø±¬ÍøÕ¾ I was not prepared for college but knew I wanted to be a doctor.  Like most pre-med students, I thought I had to major in Biology. I took biology my first semester and knew right away that this was something I did not want to do for my four years at ºÚÁϳԹÏÍø±¬ÍøÕ¾. Throughout my education growing up, math was always my favorite subject. Whenever I had to change schools, the one thing that remained constant in my education was my math courses. My second semester at ºÚÁϳԹÏÍø±¬ÍøÕ¾ I took Calculus II, and before this I had been struggling in all my other courses. Once again, this math course was the one class I felt prepared for. One night, I went to a TA session and the TA made a joke that if you can pass Multivariate Calculus, then you might as well major in Math because that is the hardest class of the major. I took multivariate calculus, passed and said to myself "I guess I am a math major now".  The math department was great. The professors' doors were always open, and the students were always willing to collaborate with problem sets and studying. The way of thinking taught throughout my education in the math department, translated to my current education in medical school. 

Where are you now?

After graduating, I started working towards a PhD in mathematics at the University of California, Davis. My interests currently lie in the world of contact topology and knot theory. I've recently started work on a project about Legendrian knots and their fillings. 

Why Math?

I originally came to Bowoin with dual interests in math and music. Math ultimately won out, and along the way I've been incredibly fortunate to have had excellent teachers and mentors. The class that really solidified my interest in the math major was Professor Taback's Math 2020 course, where I got my first real glimpse of the wider world of math beyond calculus. Attending various math talks -- at first because Professor Taback required it, and later because the speakers were almost always compelling and accessible -- also played a role in expanding my math horizons. As I kept taking classes, I grew to be a part of the math community and appreciate the effort that the professors took in fostering it. In the classroom, during office hours, or at math lunch, they always showed an extraordinary amount of care for their students. Their care fed my mathematical curiosity, and after graduating I've come to appreciate all the more how special that was. 

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

Nearing graduation in 2013, having spent nearly two decades in school, I decided it was time for a change. I had taken a few computer science courses at ºÚÁϳԹÏÍø±¬ÍøÕ¾, so I looked for a job at a tech startup. I worked at several startups in Boston and picked up software engineering. In Boston, I met Dr. Kevin Majeres, a psychiatrist teaching at Harvard Medical School who had developed a unique approach to helping people work at their best. Together we started OptimalWork, which uses digital means to bring this approach to a broader audience: helping people challenge themselves in each hour of work according to their highest ideals.

Why math?

I loved math in high school, and benefited greatly from two phenomenal teachers. I always had this lurking feeling, however, that I wasn’t a “math genius,” like you see in movies. On arriving to ºÚÁϳԹÏÍø±¬ÍøÕ¾, I wasn’t sure what I wanted to do, so I studied a variety of areas — philosophy, political theory, economics, math. I found that higher level math classes challenged me in a way I hadn’t really been challenged before. It was clear that, intellectually, they were bringing out the best in me. I was very fortunate that Prof. Jennifer Taback took me on as a research assistant, teaching me a lot of awesome math and advising my thesis on Group Theory.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

My liberal arts education at ºÚÁϳԹÏÍø±¬ÍøÕ¾ College, particularly my Mathematics major and my Computer Science minor, provided me with crucial analytical tools for pursuing graduate studies. Yet, it also provided me with a well-rounded background that allowed me “to be at home in all lands and all ages” (President Hyde) and fit well in new academic institutions and programs.

 I have always been fascinated with areas of studies that combine mathematics, economics, and international relations. Thus, since graduation I have been enrolled in a Master of Arts program from the Johns Hopkins University School of Advanced International Studies. This MA has a special concentration in economics, an additional one in international relations, and it also offers several quantitatively challenging courses. Thus, it has been the perfect way to culminate my passions.

Why math?

Talking about the Fundamental Theorem of Algebra at family dinners, determining new recipe portion ratios and solving interest rate problems in long car rides were normal parts of my childhood. The integration of math and its applications were embedded in me at an early age. Because of this, studying mathematics or economics in college had always been a possibility. At the age of 14 however, I left my home country, Mexico, to go study abroad in Quebec, Canada. Completely opening up my perception of the world and allowing me to see that not only did I enjoy learning and understanding mathematics and economics, but also different cultures and the reasons why they act and interact with people differently. Thus, after arriving at ºÚÁϳԹÏÍø±¬ÍøÕ¾ the question was: mathematics, economics or international relations? If I chose the latter, it would have been hard to pursue further quantitative studies. With a mathematics degree however, pursuing any of the other areas of study remained a possibility. This is one of the main reasons why I chose math. This degree, apart from teaching me how to think and analyze the world in a different way (and having some of the best teachers at the school), left the door open for the different areas of study that I wanted to pursue.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

After graduating from ºÚÁϳԹÏÍø±¬ÍøÕ¾, I searched for a job that would combine my passions for math, education, and outdoor pursuits. I worked as the math teaching fellow at The Alzar School in Cascade, Idaho, a semester school for high-school students that focuses on outdoor leadership while still maintaining rigorous academics. I taught Geometry, served as a mentor, worked in residential life, and had the opportunity to lead students on four weeks of backpacking and whitewater river expeditions. This job reinforced how much I love the intersection between traditional and outdoor classrooms, and how much of an impact experiential learning can have on students. Currently, I'm working as a Fulbright English Teaching Assistant in Keningau, Malaysia. I'm focusing on how English can be a tool for global communication, encouraging students to think of learning language not as memorizing vocabulary or grammar, but rather as building confidence to speak and express themselves. I'm also curious to spend time observing math classes conducted in a language I don't yet understand, exploring the question of how math can serve as a universal common language.

Why math?

I was lucky enough to have an incredibly inspirational high-school math teacher who emphasized the beauty and magic of mathematical connections, and encouraged his students to delve into the reasons why theorems were true, rather than to simply believe. So, I arrived at ºÚÁϳԹÏÍø±¬ÍøÕ¾ already excited about the idea of majoring in math, and after one semester of Multivariable Calculus with Professor Levy, I was hooked. I loved the highly collaborative nature of the math major at ºÚÁϳԹÏÍø±¬ÍøÕ¾, and the feeling of finally figuring out a tough problem after working at it for a long time with a group of friends. I also studied physics at ºÚÁϳԹÏÍø±¬ÍøÕ¾, and continue to be fascinated by the interesting problems that arise in the intersection between applied math and theoretical physics, and I got the chance to delve into one through a summer of research with Professor Chong. Through Professor Taback, I came to run a third-grade math club during my last two years at ºÚÁϳԹÏÍø±¬ÍøÕ¾, quickly realizing that inventing crazy, creative, mathematically-minded worksheets for them to puzzle through was one of my favorite parts of the week. I was also able to do an interdisciplinary independent study my senior year with Professor Broda, studying the ways calculus is taught in the United States, and whether or not they are logical. I'm really interested in math in all aspects of life, not just in the classroom, and am continually looking for ways to show students real-life applications and little bits of math magic to get them invested and excited to learn. 

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

Since graduating ºÚÁϳԹÏÍø±¬ÍøÕ¾ I have been working at the Broad Institute with Ben Ebert and Gad Getz to develop methods to identify acquired mutations in blood samples of patients with no diagnosed leukemia. This is an important question because as these mutations accumulate as one ages, they can lead to an increased risk of cardiovascular disorder or they can clonally evolve into Acute Myeloid Leukemia. By discovering recurrent mutations in these healthy blood samples, I can identify which individuals may be at risk for adverse outcomes in the future and can allow for these patients to receive treatment at earlier, more treatable stages of disease. I am currently in the process of applying to PhD programs in computational biology, leveraging my double major in Mathematics and Biology at ºÚÁϳԹÏÍø±¬ÍøÕ¾.

Why math?

I entered ºÚÁϳԹÏÍø±¬ÍøÕ¾ certain that I would be a Biology major, and took Multivariate Calculus my first semester to fulfill the mathematics requirement for the major. However, I did not want to give up math in my coursework, and so I continued taking math classes until I ended up with a double major in Math and Biology. Along the way, I worked on research projects with professors Vladimir Douhovnikoff and Michael Palopoli in the Biology department to apply math to questions in Molecular Ecology and Molecular Evolution. From this work, I have remained passionate about applying statistical methodologies to questions in biology to predict disease-driving variants in cancer: leveraging mathematics to improve disease diagnosis and treatment.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

Despite my best intentions, I ended up in a PhD program, and am having a rather delightful time studying math at the University of Minnesota. 

Why Math?

What have your been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

After graduation, I began a PhD program in the department of Biostatistics at the Bloomberg School of Public Health at Johns Hopkins University. So far I have been involved in research focused on developing statistical methodology for the analysis of genomic and proteomic data related to malaria transmission in Southern and Central Africa. More, specifically I work with lab scientists, epidemiologists and infectious disease specialists at the Southern and Central Africa International Center for Excellence in Malarial Research (ICEMR) on understanding mechanisms of malaria transmission in Zambia and Zimbabwe. 

Why math?

I did not come to ºÚÁϳԹÏÍø±¬ÍøÕ¾ with the intention of majoring in math but after multivariate calculus and linear algebra I was convinced that math was the right department for me! It wasn’t until the summer of my junior year while doing research with Professor Taback and Tara Palnitkar '16 that I began to consider graduate school in a math related field as a post-graduation path. I realized that I was particularly interested in applied fields like statistics late in my major but was glad to have taken several theoretical classes like Group Theory and Analysis- they served me very well in my graduate school classes! Being part of a mathematical department in a school of public health is especially great because it allows me to think about theoretical statistical questions arising from datasets and problems that impact the health of communities across the world. 

Why Education?

I grew up in South Central, Los Angeles and attended public schools throughout my K-12 education. Coming from a school in a low-income community, I felt overwhelmed coming to ºÚÁϳԹÏÍø±¬ÍøÕ¾ where there are an abundant amount of resources, small class sizes, and a wide range of areas of study.

The biggest wake-up call I had about my socioeconomic status was during an activity in the class Sociology of Education. Students were asked to form a circle, and told to step out of the circle if a statement applied to you. The professor said, “Step outside if one or both of your parents attended college.” As I looked from left to right, all my peers stepped outside the circle except me. I felt embarrassed and sad that I was the only first generation student in the class (I was also the only person of color in that class too). However, she used this activity to point out the inequalities in education and how it can impact us in moving up or down in the socioeconomic ladder. My discomfort changed to curiosity as I learned more about how inequality played in the U.S. education system.

In my first year of college, I was nervous about taking math classes at ºÚÁϳԹÏÍø±¬ÍøÕ¾. I felt unprepared in taking Calculus, Computer Science or science classes. My advisor recommended me to take a Calculus with Professor Barker. Throughout the semester, I felt engaged in Calculus as Professor Barker took the time and effort in helping me learn the concepts. I realized that having a professor/teacher who is passionate about the material and offers support outside the classroom is crucial for students to succeed in math.

After ºÚÁϳԹÏÍø±¬ÍøÕ¾, I will be working as a math middle school teaching assistant and getting my Massachusetts teaching license at the Boston Teacher Residency program. My teaching goal is to help urban students realize that learning and excelling in mathematics is possible. I hope to obtain a National Board Certification after a few years teaching in Boston. With a background in teaching in urban schools, I plan to enroll in a Doctorate program in Education Leadership, and return to Los Angeles Unified School District either as a school board member or superintendent.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

I began a PhD program in mathematics the fall following graduation. I mostly took courses in theoretical math at ºÚÁϳԹÏÍø±¬ÍøÕ¾ and entered the program interested in combinatorics and algebra. I switched to applied math during my second year, and now my advisor is Anne Gelb. I use techniques from statistical inversion theory, spectral methods, and convex optimization to develop new algorithms for solving inverse problems. I usually work on generalized inverse imaging problems that can be applied to SAR (synthetic aperature radar), ultrasound, and MRIs. This range of applications has led me to work with mathematicians from the Air Force Research Lab in Dayton, Ohio and from the Cold Regions Research and Engineering Laboratory as well. Sometimes I work on application specific problems by exploiting features of the particular imaging device, such as the impact of individual transducer angles in ultrasounds. I love working on problems with interesting real-life constraints and thinking about whether our algorithms can be realistically implemented.

Why math?

I came to ºÚÁϳԹÏÍø±¬ÍøÕ¾ planning on majoring in Government and Legal Studies with a minor in Math. I mildly enjoyed math in high school but focused on other subjects. I took Math 200 with Professor Thomas Pietraho the fall of my first year and that course changed the trajectory of my academic path. Math was beautiful, intuitive, and stimulating. I loved the challenge of pure mathematics and the extremely collaborative community of the department. I had never considered graduate school until I attended a program to encourage women to get PhDs in math after my first year. I kept studying math because I enjoyed the material, the cooperative nature of the work, and the creativity needed to solve problems. I took mainly theoretical math classes at ºÚÁϳԹÏÍø±¬ÍøÕ¾ – my favorites were Geometric Group Theory and Algebraic Topology. Those courses exemplify why I chose math: the professors were exceptionally excited about the topics and dedicated to teaching, and I could spend hours working on those problems, completely entranced by the material.

I also chose math because of a pretty special program that made the department – and ºÚÁϳԹÏÍø±¬ÍøÕ¾ – feel like home. I started volunteering in a second-grade math classroom my third week at ºÚÁϳԹÏÍø±¬ÍøÕ¾ and continued through my four years. I loved connecting with the kids about math and engaging in different levels of math education. I liked sharing both my excitement about math with them and that math is often hard for mathematicians! I learned about perseverance in mathematics and finding peace with difficult problems from observing them – they were joyful, enthusiastic, determined, and so curious. Going into those classes helped me go back to Searles and do my own math. Their happiness and openness inspired me. I also started an after school math club at the elementary school with Professor Taback during my junior year. Being able to share and receive joy about math from those students was an essential part of my week.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

I'm a first year at UC Berkeley in the Statistics Department. After school I worked for a few years in statistics / health care policy research at Harvard Medical School as a research assistant.

Why math?

In retrospect I don't think I would be where I am if I hadn't gone to ºÚÁϳԹÏÍø±¬ÍøÕ¾. I arrived at ºÚÁϳԹÏÍø±¬ÍøÕ¾ without being particularly interested in math and was a pretty weak math student in high school. The teaching I received in my first few years at ºÚÁϳԹÏÍø±¬ÍøÕ¾, especially in calculus, got me hooked. The intuitions I got from taking analysis, statistics, vector calculus, differential equations, etc at the higher levels remain the foundations for my understanding of mathematics. I learned various forms of Markov Chain Monte Carlo, relative entropy, KL divergence, neighbor joining in different metric spaces, information criteria / measures of out-of-sample fit, etc. It was great to learn all of that in the context of actually trying to solve an applied problem, and I've still learn best under those circumstances.

Why math?

In retrospect, majoring in Math was my best decision at ºÚÁϳԹÏÍø±¬ÍøÕ¾. Quantitative thinking, whether learned through pure math or statistics, is the basis of solving business problems. While I may not be writing proofs in my current role, ºÚÁϳԹÏÍø±¬ÍøÕ¾ Math gave me confidence in my quantitative thinking skills that I apply at my job everyday.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

I am currently working on my first project with Professor Athanasios Kottas on modeling Non-homogeneous Poisson Process with non-parametric Bayesian approaches. Hopefully I will be able to advance to candidacy in Winter quarter 2020.

Why math?

My undergraduate study forms my Bayesian identity, which is very helpful to navigate my graduate school applications and locate my research interests. More importantly, I enjoyed my mathematical study at ºÚÁϳԹÏÍø±¬ÍøÕ¾ and that will keep remind me the primary reason for me to get a PhD is for the fun of it.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

After graduating from ºÚÁϳԹÏÍø±¬ÍøÕ¾, I worked in Boston for two years for Liberty Mutual Insurance where I developed financial and analytic skills through the Product Management Development Program. I ultimately decided I wanted a career in public service. After serving as a Fulbright English Teaching Assistant in Turkey for one year, I returned to Boston to complete my master's in international affairs from The Fletcher School of Law and Diplomacy at Tufts University. Thanks to the , I am now a U.S. Foreign Service Officer and very excited for my first post to Amman, Jordan this fall!

Why math?

I have always had a knack for numbers as a kid, but I was not sure I wanted to study math in college, especially because ºÚÁϳԹÏÍø±¬ÍøÕ¾'s liberal arts curriculum exposed me to new and exciting disciplines such as sociology, philosophy, and religion. It was not until I took courses with Professor Levy and Professor Zeeman that I decided to major in mathematics. Both of them became mentors and supported my academic growth in the department. As a result of their encouragement, I became a Quantitative Skills Tutor through the Baldwin Center for Learning and Teaching, where I tutored my peers in calculus and economics throughout my college career. Looking back now, studying math at ºÚÁϳԹÏÍø±¬ÍøÕ¾ was one of the best decisions I ever made! My mathematics background has allowed me to use statistical modeling, creative problem-solving, and logical reasoning in almost all of my professional endeavors. In my current role as a U.S. diplomat, I often get the question "what does math have to do with international relations?" I never hesitate to share that in the complex and nuanced field of world affairs, my academic training in math allows me to conceptualize outside-the-box ideas, understand and measure data analytically, and use quantitative tools to evaluate policy.

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

After doing an REU at Iowa State in the summer of 2009, I chose to attend Iowa State for graduate school, working with the same advisor who supervised my REU project (also a part of this project, coincidentally, was my ºÚÁϳԹÏÍø±¬ÍøÕ¾ peer Yoni Ackerman ’11).  I completed my PhD in 2015, studying dynamical systems, more specifically, chaos theory, symbolic dynamics, and ergodic theory.  I’ve since dabbled in some stochastic perturbations and also some biomathematics.  After finishing graduate school, I moved to Southern California to work as a visiting professor at Pomona College (which I chose to work at because the community there reminded me a lot of ºÚÁϳԹÏÍø±¬ÍøÕ¾ - when they asked during my interview why I was interested in working at a small liberal arts college, I just gushed about ºÚÁϳԹÏÍø±¬ÍøÕ¾).  I’m now finishing up my last year at Pomona, and this summer I will be moving to Helena, Montana to work at another small liberal arts college called Carroll College as an Assistant Professor. 

Why math?

The reason I initially took math classes at ºÚÁϳԹÏÍø±¬ÍøÕ¾ was because I had always been good at math throughout high school, and figured I’d continue to excel (though Pietraho’s 172 class definitely brought my ego back down to earth).  The reason I continued to take math classes was I realized, the more classes I took, the more this mathematical way of viewing the world sort of perfectly aligned with the way I thinking about the world and the questions I have.  I have always loved breaking down things I observe into descriptions of patterns.  My sisters would hate playing games with me as a kid because I would totally determine the way for me to guarantee I win.  I was thrilled to discover a whole group of people who ask the same questions that I do and want to study these patterns more.  My professors at ºÚÁϳԹÏÍø±¬ÍøÕ¾ also definitely encouraged my enthusiasm!

What have you been up to since ºÚÁϳԹÏÍø±¬ÍøÕ¾?

Since graduating in 2010 I have been finding ways to integrate the two fields I love: math and education. I started in 2011 teaching middle and high school mathematics -- first in Mombasa, Kenya, and then in Pittsburgh Public Schools. Teaching was a wonderfully motivating and hands-on and creative challenge that brought me more joy than I thought possible at work. After four years, however, I had the opportunity to do education research at the RAND Corporation, where I learned more about statistics and economics and how to measure the impact of initiatives in education. That position led me to graduate school at the Humphrey School of Public Affairs (University of Minnesota) where I am studying education policy and quantitative methods. As a student, I've continued to work in and with school districts on evaluation and research projects and have also found time to teach. When I graduate in May 2019 I hope to either go to work for a school district or head back into middle or high school classrooms. 

Why math?

I always loved my math coursework in middle and high school, but I didn't really think it'd be what I landed on in college. However, after two classes at ºÚÁϳԹÏÍø±¬ÍøÕ¾ I was hooked! A big part of math - for me - was the department. I was so happy to find professors that wanted to talk about interesting problems as well as get to know me and invite me into their lives. I also loved the community created by the students -- tight and collaborative and helpful. As an educator, I find that teaching math is a particularly creative endeavor because I don't want to fall into the trap of lecturing and having students fill out worksheets to practice skills all the time. I find most things in math to be exciting and I enjoy finding ways to translate that excitement (or at least understanding) to my students.