the 2005 IPC Proceedings - Infinite Possibilities Conference

Transcription

0506506_CX_IPC Cover_Back
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0506506_IPC Proceedings Booklet2
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CELEBRATING AND PROMOTING
DIVERSITY
in the
MATHEMATICAL SCIENCES
April 1-2, 2005
Spelman College
Atlanta, Georgia
Conference Proceedings
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Forward
Dr. Nagambal S hah
P R O F E S S O R O F M AT H E M AT I C S
Spelman College
The Spelman College Mathematics Department was privileged to host the first ever Infinite
Possibilities Conference in 2005. An outstanding historically Black college for women, Spelman
seeks to empower the total person who appreciates the many cultures of the world and is
committed to positive social change. Dedicated to the memory of Dr. Etta Falconer, a dynamic
leader of exemplary vision and commitment to encourage and mentor women in mathematics, the
Infinite Possibilities Conference is about acknowledging, celebrating and empowering minority
women in the Mathematical Sciences.
Under the leadership of Dr. Tanya Henneman and Dr. Leona Clark, the IPC Steering Committee,
united in the undaunted spirit of sisterhood, worked untiringly to make the Infinite Possibilities
Conference a reality. It was clearly a product of love, hope and faith in action. I was a part of all
the action behind the screen. After a year of planning, the steering committee met in January
2005 at Spelman College with a well planned program, plan of action and expected funding in
the spirit of Infinite Possibilities. And the momentum continued in the next three months and the
rest is history. The support was overwhelming! Mathematicians from around the country joined
in volunteering their time and talents. To me personally, IPC 2005 was an event of passing the
torch, affirming that the legacy continues through those whom I also once had a chance to
embrace in the classroom and beyond.
Major funding for IPC 2005 was provided by The National Science Foundation, The National
Security Agency and the U.S. Army Research Office—Infinite Thank You. We also would like
to thank our corporate sponsors: Kimberly-Clark, Toyota Motor Corporation, USA, Inc., CASIO
Inc. and JERZEES for their support. To Spelman College President, Dr. Beverley Daniel Tatum,
thank you for your unwavering support. And to all the individuals who generously gave their time
and expertise, we are deeply grateful.
So, dare to dream your dream, you are Infinite Possibilities!
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The 2005 Infinite Possibilities Conference
STEERING COMMITTEE
M. Ahinee Amamoo, M.S.
Shaw University
Leona Clark, Ph.D.
Bennett College
Tanya Henneman, Ph.D.
Independent Consultant
Gayle Herrington, M.Ed.
Auburn University
Colm Mulcahy, Ph.D.
Spelman College
Nagambal Shah, Ph.D.
Spelman College
Monica Stephens, Ph.D.
Spelman College
Shree Whitaker Taylor, Ph.D.
National Institute of Environmental Health Sciences
Kimberly Weems, Ph.D.
North Carolina State University
Spelman College Local Organizing Committee
Angela Beauford, M.S.
Sylvia Bozeman, Ph.D.
Colm Mulcahy, Ph.D.
Nagambal Shah, Ph.D.
Monica Stephens, Ph.D.
Career Advisor
Iris Morgan
University of California, Los Angeles
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Acknowledgements
The steering committee wishes to express our gratitude to our premier
sponsors of the 2005 Infinite Possibilities Conference. Without their
generous contributions, this event would not be possible.
U.S. Army Research Office
National Science Foundation
National Security Agency
We also would like to thank the following organizations for their support:
CASIO, Inc.
JERZEES®
Toyota Motor Corporation, USA, Inc.
Spelman College Department of Mathematics
Spelman College President Dr. Beverly Daniel Tatum
In addition, we wish to thank all individuals who contributed their time and
expertise to make this conference a success.
Thank you!
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Table of Contents
Forward ...................................................................................................................................
Greetings from Conference Co-Chairs ...................................................................................
2
6
1.
The Conference
a. Conference Program ............................................................................................
b. Who attended IPC?..............................................................................................
c. Special Invited Speakers .....................................................................................
d. Research Spotlight ..............................................................................................
e. Research Abstracts ..............................................................................................
f. Discussion Panel Spotlight: Highlights from Mentoring Women in
Mathematics ........................................................................................................
g. Dialogues in Mathematics Summary ..................................................................
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18
25
32
37
40
2.
Etta Z. Falconer Banquet
a. Dr. Etta Z. Falconer ............................................................................................
b. Dr. Etta Z. Falconer Award for Mentoring and Commitment to Diversity.........
c. Dr. Etta Zuber Falconer Endowed Scholarship in Mathematics..........................
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3.
IPC Students
a. Poem “Whoever ‘They’ Are”...............................................................................
b. Student Research Spotlight ................................................................................
c. Poster Abstracts ...................................................................................................
d. Final Reflections from IPC Student Participants ................................................
4.
IPC Website ................................................................................................................
a. Articles by Sonya A.F. Stephens, Ph.D., Jocelyne Henry, MBA, Evelyn J.
Patterson, MS, Erika T. Camacho, Ph.D.
5.
Conclusions
a. Epilogue ..............................................................................................................
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Greetings from the
CONFERENCE CO-CHAIRS
O
ur hearts were full at the closing of the first ever Infinite Possibilities Conference (IPC), a
conference designed specifically for underrepresented minority women in the mathematical
sciences. Nearly 150 women, students and professionals, arrived from all over the country to
Atlanta, Georgia to participate in a unique two-day conference experience.
Highlights of the conference included research talks, discussion groups on experiences in
mathematics, invited lectures given by Dr. Evelyn Boyd Granville, Dr. Fern Hunt and Dr.
Cleopatria Martinez, a banquet honoring Dr. Etta Falconer, and an evening yoga class. These
proceedings share a few highlights from the conference. We have included photos from the
conference, abstracts from all the research talks, a couple of research articles that we have
chosen to spotlight, a summary of the discussion groups and more!
We hope that your experience at IPC 2005 was as special as ours, and that the insights revealed
during the conference have served as additional inspiration and motivation as you continue on
your journey to explore the infinite possibilities that mathematics has to offer you. We are
looking forward to bringing IPC to you once again in Fall 2007 at North Carolina State
University, so stay tuned!!
Sincerely,
Dr. Tanya Henneman & Dr. Leona Clark
IPC 2005 Conference Co-Chairs
6
IPC - CONFERENCE PROCEEDINGS
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Conference Program
FRIDAY, APRIL 1, 2005
8
7:30 am 3:00 pm
Registration
Albro-Falconer-Manley Science
Center Lobby
8:00 am
Continental Breakfast
9:00 am
Welcome and Opening Remarks
Science Center NASA Auditorium
President Beverly Daniel Tatum, Spelman College
Leona H. Clark, Bennett College
Tanya Henneman, Lifelong Medical Care
9:10 am
Introduction of Speaker
Monica Stephens, Spelman College
9:15 am
Keynote Address:
"African-American Women in Mathematics: A Rich and Proud Legacy"
Speaker: Evelyn Boyd Granville, former Sam A. Lindsey Chair,
University of Texas at Tyler
10:00 am
Break
10:15 am
Shree W. Taylor, National Institute of Environmental Health Sciences
10:20 am
Invited Lecture:
"Visualizing the Frequency Patterns of DNA"
Lecturer: Fern Hunt, National Institute of Standards and Technology
11:05 am
Break
11:15 am
Panel Discussion I Science Center NASA Auditorium
The Rewards of Mathematics
Moderator:
Fern Hunt, National Institute of Standards and Technology
Panelists:
Erika Camacho, Loyola Marymount University
Amita Manatunga, Emory University
Roselyn Williams, Florida A&M University
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Conference Program
12:00 pm
Lunch
Manley Student Center Atrium
1:00 pm
Concurrent Sessions
• Reducing Stress and Mid-day Stretch
Vladimir Williams
Read Hall Dance Room
•
1:30 pm
Biostatistics and Epidemiology
Tapley Hall Room 119
Information Session
DuBois Bowman, Emory University
Cassandra Arroyo, Morehouse School of Medicine
Maleeka Glover, Centers for Disease Control and Prevention
Melody Goodman, Harvard University
Lance Waller, Emory University
Break–Out Sessions
Graduate School Experience I:
Undergraduate Preparation
Cristina Abreu-Suzuki, Temple University
Sylvia Bozeman, Spelman College
•
Science Center Room 145
•
Graduate School Experience II:
Navigating Graduate School
Tasha Inniss, Spelman College
Rachel Vincent-Finley, University of Houston
•
Navigating the System/Moving up the Ladder
Teresa Edwards, Bennett College
Tonya Smoot, University of Louisville
•
Career Options
Gelonia Dent, IBM Research
Lloyd Edwards, University of North Carolina at Chapel Hill
Iris Morgan, University of California, Los Angeles
• Funding Opportunities
Karen King, National Science Foundation
Michelle Wagner, National Security Agency
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Conference Program
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2:45 pm
Break
3:00 pm
Research Roundtables: Exploring Possibilities
• Applied Mathematics
Giles Hall 223
Moderator: Dawn Lott
Delaware State University
3:00 – 3:20 Chaos in a Generalized Two Person Version of Rock-paper-scissors
Erika T. Camacho, Loyola Marymount University
3:20 – 3:40 Protein Structure Prediction: Inside
Computational Biology at IBM Research
3:40 – 4:00 Mathematical Analysis of Neuronal Activities
Amal El-Moghraby, Brown University/University of North Carolina
at Chapel Hill
4:00 – 4:20 On the Development of Trust-Region Interior-Point
Method for Nonlinear Programs
Cristina Villalobos, The University of Texas-Pan American
• Mathematics Education
Giles Hall 210
Moderator: Gayle Herrington, Auburn University
3:00 – 3:20 Connections between Math and Physics Pre-Requisites
and Student Performance in an Introductory Circuits Course
Carlotta A. Berry, Tennessee State University
3:20 – 3:40 Mathematics: A History of Advancing Civilization
Marlisa R. Johnson, Mathtopian Preparation
3:40 – 4:00 A Case Study of Teacher Beliefs on Students’
Beliefs about Multiple Representations
Nikita D. Patterson, Georgia State University
• Pure Mathematics
Giles Hall 321
Moderator: Barbara Tankersley
North Carolina A&T State University
3:00 – 3:20 Rough Isometries Between Non-Compact Riemannian Manifolds
3:20 – 3:40 Wavelet-based Multiscale Measure for Ergodicity
Sherry E. Scott Joseph, University of North Carolina at Chapel Hill
3:40 – 4:00 Countably Universal H-Free Graphs
Rehana Patel, St. John's University
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Conference Program
• Statistics
Giles Hall 222
Moderator: Lloyd Edwards
University of North Carolina at Chapel Hill
3:00 – 3:20 On the Use of Wavelets for Characterizing Population
Heterogeneity in Repeated Time Profiles: A Case Study
3:20 – 3:40 Exploring Goodness-of-fit and Spatial Correlation
Using Components of Tango's Index of Spatial Clustering
Monica Jackson, Emory University
3:40 – 4:00 Prediction of Random Intercepts and Slopes when Data are Subject
to a Detection Limit
Reneé H. Moore, Emory University
4:30 pm
Remarks
5:00 pm
Dinner (on your own)
7:00 pm
An Evening of Yoga
Alicia Hill
Holiday Inn Select
SATURDAY, APRIL 2, 2005
7:30 am 12:00 pm
Registration
Albro-Falconer-Manley Science
Center Lobby
8:00 am
Continental Breakfast
9:00 am
Kimberly Weems, North Carolina State University
9:05 am
Invited Lecture:
"Strong, Intelligent, Charming, Successful Women"
Lecturer: Cleopatria Martinez, Phoenix College
9:45 am
Break
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Conference Program
10:00 am
Mentoring and Networking Activity
Ahinee Amamoo, Shaw University
10:30 am
Panel Discussion II - Mentoring Women in Mathematics
Moderator: Cleopatria Martinez, Phoenix College
Panelists: Gloria Gilmer, Math-Tech, Inc.
Lily Khadjavi, Loyola Marymount University
Janis Oldham, North Carolina A&T State University
11:45 am
Remarks and Announcements
12:00 pm
Lunch
1:00 pm
Poster Session
Organizer: Angela Beauford, Spelman College
1:45 pm
Dialogues in Mathematics
Karen King
Pre-College Experience
National Science Foundation
2:45 pm
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Science Center NASA
Auditorium
Science Center Lobby
Science Center NASA
Auditorium
Lily Khadjavi
Race and Gender Issues
Loyola Marymount University
Sherry Scott Joseph Balancing Career & Family
University of North Carolina at Chapel Hill
Valerie Nelson
College Experience
National Security Agency
Shree W. Taylor
Graduate School Experience
National Institute of Environmental Health Sciences
Sonya Stephens
Academia and Tenure
Florida A&M University
Break
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Conference Program
3:00 pm
Panel Discussion III - The Balancing Act:
Science Center NASA
Professional and Personal Lives
Auditorium
Moderator: Sonya Stephens, Florida A&M University
Panelists: Dawn Lott, Delaware State University
Katrina Williams, Spelman College
3:45 pm
Break
4:00 pm
Panel Discussion IV – Putting Your Best Foot
Science Center NASA
Forward: Strategies for Professional Development
Auditorium
Moderator: Iris Morgan, University of California, Los Angeles
Panelists: Marquette Brown, Franklin Covey, Inc.
Jocelyne Henry, Eli Lilly and Company
Kelly-Ann Henry, Toyota, Inc.
4:45 pm
Remarks
Science Center NASA
Auditorium
6:30pm
Banquet
Holiday Inn Select
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Description of Panels & Break-out Sessions
FRIDAY, APRIL 1, 2005
11:15 am
Panel Discussion I – The Rewards of Mathematics
This panel seeks to address the following questions: Why should one choose to study
mathematics?; How can we encourage other women to enter the field?; How do we
retain students?
1:00 pm
Health and Wellness
Take a mid-day stretch to revitalize yourself for the rest of the day. Also, learn different
techniques for stretching and exercising while in your office or sitting at your desk.
Biostatistics and Epidemiology Information Session
An informal information session on career opportunities in Biostatistics and
Epidemology.
1:35 pm
Break-Out Sessions
•
•
•
•
•
Graduate School Experience I
This session will address the process of preparing for graduate studies as an
undergraduate student, strategies for choosing an appropriate graduate program, and
preparing for the application process.
Graduate School Experience II
This session will address the experiences of the first year in graduate school, choosing a
thesis/research advisor and dissertation topic, and strategies for studying and preparing
for comprehensive or preliminary exams.
Navigating the System/Moving Up the Ladder
This session will address getting promoted in academia and industry, balancing
teaching, research, and service, tenure successes and failures, and administrative options
after tenure.
Career Options
This session will explore the various career options that are available to persons at all
levels of their career (new, mid-level, transitional, and experienced)
Funding Opportunities
This session will discuss finding, applying, and securing funding from various funding
sources.
3:00 pm
Research Roundtables
Research talks will be presented in mathematics education, statistics, applied
mathematics, and pure mathematics. Schedule and abstracts may be found in the
conference binder.
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Description of Panels & Break-out Sessions
7:00 pm
An Evening of Yoga
Come and enjoy the benefits of yoga. This session will discuss the benefits of yoga and
give participants an opportunity to practice yoga techniques. Please bring a yoga mat or
a towel.
SATURDAY, APRIL 2, 2005
10:30 am
Panel Discussion II – Mentoring Women in Science, Mathematics, and Technology
This panel will explore issues related to mentoring women in the mathematical sciences
including choosing an effective mentor, strategies for being a good mentor, and
networking.
1:00 pm
Poster Session
Explore the state-of-the-art Albro-Falconer-Manley Science Center and at the same
time view the student research poster presentations located in the hallways of the 1st
and 2nd floors. Abstracts for the student posters may be found in the conference binder.
1:45 pm
The dialogues in mathematics are informal sessions to express your ideas and hear the
ideas of others concerning the pre-college, college, and graduate school experiences,
race and gender issues, balancing career and family, and academia and tenure.
3:00 pm
Panel Discussion III – The Balancing Act: Professional and Personal Lives
In addition to focusing on balancing career and family, this panel will also focus on the
balancing act between teaching and research and will provide strategies for effective
time management.
4:00 pm
Panel Discussion IV – Putting Your Best Foot Forward: Strategies for Professional
Development
This panel will discuss interviewing techniques, negotiating salary, networking, and
presenting oneself appropriately when seeking employment or advancement.
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Who Attended
IPC 2005?
A total of 149 individuals registered for the first ever Infinite Possibilities Conference. The
majority of registrants hailed from the South (54%), with Georgia (N=30) and North Carolina
(N=27) contributing the greatest number of participants. Conference participants traveled from 21
different states to attend IPC. Registrants were college students (36%), graduate students (7%),
postdocs (3%), educators (36%) and professionals (11%) representing a diverse array of positions
along the academic and professional pipeline.
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Dr. Evelyn Boyd Granville
E
velyn Boyd Granville was born in Washington, D.C. and attended Dunbar High School, a
segregated high school at the time. Her interest in mathematics was encouraged by two
mathematics teachers, Ulysses Basset (a graduate of Yale) and Mary Cromwell (graduate of the
University of Pennsylvania). Granville attended Smith College on a partial scholarship. In 1945
she graduated summa cum laude and elected to Phi Beta Kappa. Granville worked with Einar
Hille, a distinguished mathmatician in the field of functional analysis, as her Ph.D. faculty
advisor at Yale University. Evelyn Granville received a Ph.D. in Mathematics from Yale in 1949,
the same year as another woman mathematician, Marjorie Lee Browne received a Ph.D. in
Mathematics from the University of Michigan. Granville and Browne represented the first two
Black women to receive doctorates in Mathematics in the United States. Following her
graduation from Yale Evelyn Granville spent a year as a research assistant at the New York
University Institute of Mathematics and part-time instructor in the mathematics department of
New York University (NYU). Professor Granville was then appointed as Associate Professor of
Mathematics at Fisk University, Nashville, Tennessee from 1950-1952, where two of her former
students went on to receive Ph.D.s in Mathematics, Vivienne Malone Mayes and Etta Zuber
Falconer. Dr. Vivienne Mayes received her doctorate from the University of Texas at Austin and
Dr. Etta Falconer received her Ph.D. degree in mathematics from Emory University.
Abstract
African-American Women in Mathematics: A Rich and Proud Legacy
Evelyn Boyd Granville, former Sam A. Lindsey Chair, University of Texas at Tyler
When questions arise about the ability of women to excel in science and mathematics one needs
only to examine the accomplishments of African-American women in these academic areas to see
that given the education and training to hone their innate skills women can match, and sometimes
surpass, the accomplishments of their male counterparts.
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Dr. Evelyn Boyd Granville, Keynote Speaker
AFRICAN-AMERICAN WOMEN IN MATHEMATICS: A RICH AND PROUD LEGACY
Dr. Evelyn Boyd Granville
Former Sam A. Lindsey Chair, University of Texas at Tyler
Second African American woman to receive a Ph.D. in Mathematics
The president of a prestigious university in the US rekindled an angry debate by his remarks
which appeared to suggest that the under representation of women in mathematics, engineering
and science was due in part to inherent differences in the intellectual abilities of men and women.
After the firestorm broke out, the educator quickly tried to retract the statement, saying his
remarks were misunderstood.
The question to answer is "Are mathematicians and scientists born or are they made?" My
answer - both! When one is born with a natural talent in science or mathematics and is given the
opportunity to obtain the education and training needed to sharpen and develop ones’ natural
abilities, there is no limit to what a person can contribute to one’s chosen field of endeavor - the
possibilities are infinite.
We recognize only too well the obstacles that women of all races and ethnicities have had to face,
obstacles that hinder their progress toward reaching their full potential: society’s attitude that a
woman’s place is in the home - an age-old bias against women; the absence of encouragement
from family, community and teachers; a mother’s obligation to take time off to raise children; the
obligation to become the caregiver for aging parents; and last, but by no means the least, outright
bias against people of color, sometimes subtle and often quite overt.
When questions arise about the ability of women to excel in science and mathematics one needs
only to examine the accomplishments of African-American women in these academic fields to see
that with the necessary and adequate education and training women can match, and sometimes
excel, their male counterparts. Etta Zuber Falconer, whom we honor at this conference, devoted
her life to increasing the number of qualified African Americans in mathematics. Clearly, she had
the innate ability to succeed in mathematics, and her accomplishments prove that when one is
afforded the opportunity to get the education and training needed there is no limit to what an
individual can contribute to his or her field of endeavor.
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Dr. Fern Hunt
F
ern Hunt was born and raised in New York City and is a product of the public school
system. Her mother was a clerk for the New York City Department of Welfare and her father was
a mail handler with the U.S. Post Office. Her interest in science developed when her mother gave
her a chemistry set for Christmas. Fern was not particularly interested in mathematics in
elementary school but thanks to an 9th grade algebra teacher and later on, reading a book about
the lives of mathematicians, she decided to become a mathematician. She majored in
mathematics at Bryn Mawr College and then went on to graduate school at New York University's
Courant Institute, where she earned an M.S. and PhD in Mathematics. Dr. Hunt has held
teaching positions at City College of New York, University of Utah, and Howard University. Her
research areas have been primarily dynamical systems, stochastic modeling and its applications.
In 1991 she joined the National Institute of Standards and Technology (NIST) as a research
mathematician. In 2000 her research at NIST was recognized when she received the Arthur
Flemming Award for Outstanding Achievement in Science. She has received research support
from the National Science Foundation, NIH and NIST and has been an invited speaker at a
number of conferences. Last year, Dr. Hunt was an invited one-hour speaker at the American
Mathematical Society southeastern section.
Abstract
Visualizing the frequency patterns of DNA
Fern Hunt, National Institute of Standards and Technology
In this talk we will discuss the motivation, features and technical background of a program called
GenPatterns. This software brings together a number of tools that can be used to investigate the
statistical and complexity properties of DNA sequences. These features are amenable to visual
and graphic display. We will also discuss the use of the program to investigate symmetry in the
frequencies of subsequences and their inverted complements. This is an extension of Chagraff's
rule.
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Dr. Fern Hunt, Invited Lecturer
REMARKS FROM THE INFINITE POSSIBILITIES CONFERENCE
Fern Y. Hunt
Mathematics and Computational Sciences Division
National Institute of Standards and Technology
Gaithersburg, Maryland 20899
IPC Reflections
I met Etta Falconer a number of times including a few years ago at Spelman College while
visiting the Center for Scientific Applications of Mathematics (CSAM) program. Her passion and
determination to bring minority women into active involvement in the mathematical sciences,
was inspiring and encouraging to me. What a pleasure then to discover at the IPC meeting last
year that her spirit has crossed over into the next generation and is present in the conference
organizers and the many research participants.
Summary remarks from lecture
The figure below shows two curves, each of which was generated by a two dimensional version
of a "DNA Walk". The earliest reference to this technique to my knowledge is a paper by M.A.
Gates in 1986. The figure was generated by a program called GenPatterns, a program that I
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developed with students Antti Pesonen and Daniel Cardy. Given a string of letters, each letter
coming from the set {G,C,A,T}, a path begins at an arbitrary point in the plane called the origin.
The next point in the path is determined by looking at the first letter in the sequence. If the letter
is "T" then the next point is located directly above the origin. If the letter is "A" the next point is
below the origin. The letters "C" (respectively "G") will produce a point that is to the left
(respectively right) of the origin. The second letter in the sequence determines the next point in
the path with vertical and horizontal positions defined with respect to the point produced by the
first move.
The black curve in the figure is a DNA walk obtained by plotting positions determined by the
letters in the DNA of the bacteria E. Coli. Our figure shows the results of reading the first 10,000
letters. The blue curve is the path obtained from 10,000 letters of a random process known as a
Markov chain. Each letter in this string is generated with a probability that depends on the
previous k letters where k is the so-called order of the Markov chain. Here k=4. In this example
the probabilities of words up to length 5 are identical to the probabilities obtained from the E.Coli
data. Moreover the agreement is good for words that are a little longer than that e.g. length 7.
Nevertheless the curves appear radically different. The Markov chain model does not capture the
so-called long-range correlation properties of the natural DNA string. Our picture does a nice job
of illustrating this rather abstract concept. Indeed visualization techniques are extremely useful
in displaying large-scale patterns that are of potential biological significance.
For more information on GenPatterns visit: http://math.nist.gov/~FHunt/GenPatterns/
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Dr. Cleopatria Martinez
C
leopatria Martinez has served for the last ten years as professor of Mathematics and is
currently the Chair of the Department of Mathematics at Phoenix College, one of the ten colleges
of the Maricopa County Community Colleges District in Phoenix, Arizona. She was a tenured
instructor in the Denver Public Schools (4 years), in the Denver Auraria Community College (10
years), and for Scottsdale Community College (10 years). She received her B.A. in Mathematics
from the University of Denver, and both her Master’s PhD were received from the University of
Colorado at Boulder, in Education and Bilingual/Mathematics Education, respectively. She has
served on review committees for NSF and NIH and continues her commitment to education
through membership in various organizations including SACNAS and the American
Mathematical Association of Two-Year Colleges. She continues to work for equity in education
for all people and especially for people of color. Dr. Martinez is a single parent with three grown
daughters and is raising her precious 12-year old son.
Abstract
Strong, Intelligent, Charming, Successful Women
Cleopatria Martinez, Phoenix College
Women comprise about 50% of the population but this number is not reflected as representative
of us in the Mathematical Sciences. This has always been a puzzle to me. The story is the same
with women of color. I'm interested in giving some thoughts regarding this situation and I'd also
like to share with you how a bright, Mexican/Indian girl from the Denver Housing Projects
became a Mathematician and eventually the Chair of the Mathematics Department at Phoenix
College in Phoenix, Arizona. It is my hope that you may hear something helpful for your life's
journey.
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Dr. Cleopatria Martinez, Invited Lecturer
REFLECTIONS FROM THE INFINITE POSSIBILITIES CONFERENCE
Dr. Cleopatria Martinez
Professor and Chair of the Department of Mathematics, Phoenix College
The Infinite Possibilities Conference was special and unique in many ways. I felt the conference
participants appreciated learning about my life and efforts to reach my current status in the
academy, and several people in the audience related to my experiences. The conference
participants and organizers were people who had a sincere respect for each individual at the
conference. There was an atmosphere of great humanity at the IPC. I have been teaching
mathematics for over thirty years and all but four of my colleagues have been Caucasian. In my
35 years of teaching, I’ve never had the opportunity to experience the pleasure of working with
another Latino mathematician. Thus, one of my greatest joys at this conference came when I
looked at the audience and I saw those beautifully diverse faces. I envy the support and
camaraderie Spelman faculty enjoy, and I am convinced that these elements come from having
such rich diversity. I look forward to attending future Infinite Possibilities Conferences.
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Research Spotlight: Dr. Carlotta Berry, Oral Presentation
CONNECTIONS BETWEEN MATH PRE-REQUISITES
AND STUDENT PERFORMANCE IN AN INTRODUCTORY CIRCUITS COURSE
Carlotta A. Berry, Ph.D.
Tennessee State University
Department of Electrical and Computer Engineering
Nashville, TN 37209-1567
[email protected]
Abstract
This paper evaluates the performance of 75 engineering students in an introductory
circuits course during the period of Fall 2003 through Fall 2004 at Tennessee State University
(TSU). TSU is a historically black university in Nashville, TN with an approximate enrollment
of 9000 graduate and undergraduate students with 500 full- and part-time faculty. The College
of Engineering, Technology, and Computer Science has an approximate enrollment of 1000
students and 8 majors. This paper will evaluate student performance in an introductory circuits
course based upon grades in the course pre-requisites: Calculus IV and Physics II. This circuits
course is required by all engineering majors including civil, architectural, mechanical and
electrical engineers and it is the gateway course to all upper level engineering courses. This
document will present the results of the statistical analysis of the student data and address any
significant negative or positive correlations. It is hypothesized that an A in the pre-requisite math
or physic course may not indicate successful mastery of circuit analysis concepts that require
strong analytical math and physics skills. This may be true because the students learn
theoretical mathematics in their foundational courses but the circuit analysis course required
application-based mathematics and physics and there appears to be some difficulty ion the
students making the connection.
I.
Introduction
The study of engineering sciences includes extensive application of mathematics and
physics. The typical engineering student will take 4 calculus courses and 3 physics courses. This
paper will evaluate student performance in an introductory circuits course based upon
performance in these pre-requisite courses. The introductory circuits course is a course on DC
circuit analysis. In this course a student covers theories of Ohm’s Law, Kirchhoff’s current law,
Kirchhoff’s voltage law, Thevenin’s Theorem, Superposition, Source Transformations, and
first- and second-order circuits. In order to evaluate first- and second-order circuits, the students
are also required in a differential equations math co-requisite. It has been observed by the author
that a high letter grade in mathematics does not correlate with effective mastery of the circuit
analysis concepts that require a strong background in mathematics. It is hypothesized that this
may be true because the students learn theoretical mathematics in their foundational courses but
the circuit analysis course required application-based mathematics and there appears to be some
difficulty ion the students making the connection.
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II.
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Review of the Literature
Mathematics and physics performance are very important indicators of student
performance in engineering courses. This section will highlight some of the research that has
been conducted in this area. A recent study by Zhang et al. explored the performance of
engineering students at nine universities for a five year period. This statistical analysis
demonstrated that there were several factors that significantly affected a student’s tendency to
remain in a degree program until graduation. It was found that the high school GPA and math
SAT scores had a positive correlation with the student’s graduation rate. There were also some
effects of gender, ethnicity, and citizenship, but it was not consistent over all universities.1
Although, there were no overall results that could be generalized, it was shown that males had a
tendency to have a higher graduation rate than females.1 Van Alphen and Katz2 also studied
predictive factors for success in electrical engineering based upon high school GPA, college-level
GPA, and pre-requisite course performance. This analysis showed that the highest Pearson
correlation using the success metric of final grade was for the student’s overall college-level
GPA.2 Although, not as strong of a correlation there was also a positive correlation between the
student’s success in pre-requisite courses (calculus, physics, differential equations) and course
success. Finally, this study results indicated that there was no correlation between SAT scores and
student success.
III.
Sample Problems
Some of the mathematic capabilities that are key to circuit analysis include solving a
system of equations, differentiation, integration and solving first-order and second-order
differential equations. It has been observed by the author that presenting these concepts in the
circuit analysis course with voltage (v), current (i) and time (t) as variables instead of y and x a
dilemma for the student. They are unable to make the connection between the theory learned in
calculus and the application in the circuits course. This section presents several examples of this
conflict.
i.
Differentiation
To demonstrate the differentiation dilemma, a problem demonstrated in a calculus course
may state
Determine the first and second derivative of x and the student would answer y’= 1, y” = 0.
Determine the first and second derivative of -x and the student would answer y’ = -1, y’’ = 0.
However, in the circuits course, the student were unable to solve the following problem:
The current through a capacitor is given by the formula i = C dv amperes where C is the
dt
capacitance in Farads and v is the voltage across the capacitor. If the waveform in Figure 1
represents the voltage across a 1-F capacitor, does waveform I, II, or III represent the current?
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Figure 1: Voltage across and current through a capacitor
ii.
Integration
To demonstrate the integration dilemma, a problem demonstrated in a calculus course
may state,
Determine the indefinite integral of x and the student would answer x2/2.
Determine the indefinite integral of 1 and the student would answer x.
However, in the circuits course, the student were unable to solve the following problem,
The voltage across an inductor is given by the formula v = L di volts, where L is the inductance
dt
in Henries and i is the current through the inductor. If the waveform in Figure 2 represents the
voltage across a 1 Henry inductor, does waveform I, II, or III represent the current?
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Figure 2: Voltage across and current through an inductor
iii.
First-order differential equations
To demonstrate the first-order differential equation, a problem demonstrated in this course
may state,
Use separation of variables to solve the following equation, y’ + y = 0, where y(0) = 1and the
student would answer y = e -x.
However, in the circuits course, the student were unable to solve the following problem,
The equation for an RC or RL circuit can be represented by a first order differential equation. If
the initial voltage across a capacitor is Vo = 1V and the equation is given by C dv + v = 0 ,
dt
R
determine which of the following waveforms represents the voltage across the capacitor.
iR
ic
C
R
-1
vc(t) = Vo e RC
Figure 3: Source-free and Step response RL and RC circuits
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iv.
Second-order differential equations
To demonstrate the second-order differential equation, a problem demonstrated in this
course may state,
Use Laplace transforms to solve the following equation, y’’ + 2y’ + y = 2, where y’’ (0) = 0, y’ (0)
= 0 and y (0) = 0 and the student would answer y = xe-x.
However, in the circuits course, the student was unable to solve the following problem.
The equation for a series RLC circuit or parallel RLC circuit can be represented by a second
order differential equation. If the equation for the following circuit is d 2v + R dv + v = Vs
dt
L dt LC LC
where R = 2Ω, L = 1H, and C = 1F, Vo = 1V, Vs = 2V. Determine which of Figures I, II, and III
represent the waveform for the voltage across the capacitor?
R
L
vs U(t)
C
-Rt
vc(t) = Vs + e 2L (A1 + A2t)
Figure 4: Step response Series RLC and Parallel RLC circuits
IV.
Methods of Evaluation
In order to evaluate the hypotheses, data was collected from the Fall 2003 through Fall
2004 for the students pre-requisite grades and course grades using the student information
system database. The data was evaluated for significant correlations using SPSS 12.0.1 for
Windows statistical software. The data set included 75 records with ordinal rankings with a
normal distribution. Therefore, parametric and non-parametric correlation analyses were
performed. These analyses included the students’ final grade in the course and their pre-requisite
grades. The correlation between the data was determined to be significant for a level of 5%.
V.
Results
Table 1 presents the tabulation of the circuits course final grade versus the Calculus IV
final grade. It should be noted that there does not appear to be a strong correlation between an A
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in the Calculus IV course and an A in the circuits course. Figure 5 presents a graphical
representation of the data in Table 1. However, there does appear to be a positive correlation
between the Calculus IV grades and the circuits grades at the .01 level of significance. The
Pearson correlation is .332 which indicates that approximately 33% of the grade could be
attributed to the performance in the math pre-requisite. Addition there does to be a difference in
course grade based upon mathematics grade at the 1% level of significance. It is believed that
some of this difference may be attributed to the general study habits of an A student as opposed
to actual content of the course.
Table 1: Circuits course final grade versus Calculus IV final grade
Figure 5: Circuits course final grade versus Calculus IV final grade
VI.
Conclusions
In conclusion, this article has presented the analysis of student data in an introductory
circuits course based upon pre-requisite grades in Calculus IV. It is hypothesized that although a
student successfully completes a theoretical mathematics course, this may not indicate the
ability to successfully apply this theory in circuit analysis. However, the statistical results did
indicate a positive correlation between the circuits final grade and mathematics final grade.
Based upon these findings and prior experience with the course, the author recommends that
traditional Calculus courses for engineers incorporate more application examples relevant to the
field of engineering.
References
1.
Zhang, Guili, Anderson, Timothy J., Ohland, Matthew W., and Thorndyke, Brian R., "Identifying Factors
Influencing Engineering Student Graduation: A Longitudinal and Cross-Institutional Study", Journal of
Engineering Education, Vol. 93, No. 4, pp. 313-320.
2.
Van Alphen, Deborah K. and Katz, Sharlene, "A Study of Predictive Factors for Success in Electrical
Engineering", Proceedings of the 2001 American Society for Engineering Education Annual Conference
& Exposition, Albuquerque, NM, June 24-27, 2001.
CARLOTTA A. BERRY is an assistant professor of Electrical and Computer Engineering at Tennessee State
University. She earned a Ph.D. from Vanderbilt University in 2003, M.S. from Wayne State University in 1996, B.S.
from Georgia Tech in 1993 in Electrical Engineering, and a B.S in 1992 from Spelman College in Mathematics. Her
research interests include human-robot interaction, active learning and student retention.
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Oral Presentations
ABSTRACTS
Rough Isometries Between Non-Compact Riemannian Manifolds
Among several geometric properties of Riemannian manifolds which are preserved under Rough
Isometries (as defined by M. Kanai , 1985) one will find upper bound on volume growth,
Isoperimetric Dimensions and Sobolev constants, Transience of Brownian Motion and Harnack
inequalities. As a main tool we show that for maximal rank onto mappings between Riemannian
Manifolds with bounded geometry, under assumptions on the fibers and assumptions on the
subspaces of horizontal vectors, the domain is roughly isometric to the product of the base
manifold and a fixed fiber of the domain.
On the Use of Wavelets for Characterizing Population Heterogeneity in Repeated Time
Profiles: A Case Study
We present a case study on the challenges of analyzing accelerometer data taken on a sample of
children participating in an intervention study. These challenges include the complex structure of
the dataset and the functional form of the data. Specifically, the localized information contained
in the data must be retained, thus making construction of a summary measure difficult. The
dataset itself has a complex hierarchical structure with repeated time profiles per subject. We
illustrate the limitations of using current existing approaches (e.g., splines) for smoothing the
data. Naïve wavelet regression techniques are applied to the data to illustrate the usefulness of
wavelets as a data reduction and analysis technique. We discuss a wavelet-based nonparametric
model for hierarchical functional data, but found that the method has some limitations in our
context. This is joint work with S.K. Gortmaker, J.S. Morris and L.M. Ryan.
Connections between Math and Physics Pre-Requisites and Student Performance in an
Introductory Circuits Course
Carlotta A. Berry, Tennessee State University
This paper evaluates the performance of 75 engineering students in an introductory circuits course
during the period of Fall 2003 through Fall 2004 at Tennessee State University (TSU). TSU is a
historically black university in Nashville, TN with an approximate enrollment of 9000 graduate
and undergraduate students with 500 full- and part-time faculty. The College of Engineering,
Technology, and Computer Science has an approximate enrollment of 1000 students and 8
majors. This paper will evaluate student performance based upon pre-requisite grades in Calculus
and Physics. The introductory circuits course is required by all engineering majors including
civil, architectural, mechanical and electrical engineers and it is the gateway course to all upper
evel engineering courses. This document will present the results of the statistical analysis of the
student data and address any significant negative or positive correlations. The preliminary results
indicate that there is a significant positive correlation between pre-requisite grades in Calculus
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land Physics and final course grades in Circuits. However, the correlation is not strongly positive
which indicates that there are also other factors to be considered. The results of this analysis will
be used to re-design the circuits course to include more active learning activities and cooperative
learning teams. The formation of these teams will be designed to include student learning styles,
student preference, demographics as well as pre-requisite grades.
Chaos in a Generalized Two Person Version of Rock-paper-scissors
Erika T. Camacho, Loyola Marymount University
We investigate an example of chaos in a simple two person game with reinforced learning (a
generalized version of the rock-paper-scissors game). Such chaotic games lead to unstable Nash
equilibria, which are undesirable in economic markets. We present some results obtained through
analytic and numerical methods. We also give preliminary results on how control theory may be
use to stabilize the chaotic behavior.
Protein Structure Prediction: Inside Computational Biology at IBM Research
The Computational Biology Center at IBM Research is in engaged in basic and exploratory
research at the interface of information technology and biology, with active projects in
bioinformatics, functional genomics, systems biology, structural biology. This talk will also
provide an overview of the methodologies and techniques used to predict the three-dimensional
structure of proteins.
Mathematical Analysis of Neuronal Activities
Amal El-Moghraby, Brown University/University of North Carolina at Chapel Hill
The brain, the substrate of consciousness and the self, has been a mystery that man has been
trying to unravel for centuries. How does the human mind exist within the brain? How do we
learn? How do we remember and why do we forget? What does it mean to be creative? And how
do three pounds of tightly folded tissue unfold the meaning of a poem or solve a differential
equation.
The mammalian nervous system is very complicated with many interconnected structures;
each of these structures (i.e. cerebrum, cerebellum, thalamus, etc.) having many substructures of
which each has its special anatomy and gives rise to dynamics with different features. The
ultimate goal is to understand the interconnections of these structures and how they organize
mental processing. A goal which can only be attained by focusing on small portions of the
nervous system and connections within them, then the larger picture can be easier to view. For
this quest neuroscience draws on a fertile mix of sciences: biology, psychology, chemistry,
computer science, physics, and the ever powerful mathematics.
In this talk I will discuss the anatomy of the neurons and how they are abstracted to
electrical circuits. I will also talk about the mathematical models and dynamical systems approach
to the qualitative behavior of the neurons.
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Exploring Goodness-of-fit and Spatial Correlation Using Components of Tango's Index of
Spatial Clustering
Monica Jackson, Emory University
The ability to detect anomalies such as spatial clustering in data sets plays an important role in
spatial data analysis, leading to interest in test statistics identifying patterns exhibiting significant
levels of clustering. Toward this end, Tango (1995) proposed a statistic (and its associated
distribution under a null hypothesis of no clustering) assessing overall patterns of spatial
clustering in a set of observed regional counts. Rogerson (1999) observed that Tango's index may
be decomposed into the summation of two distinct statistics, the first mirroring standard tests of
goodness-of-fit (GOF), and the second an index of spatial association (SA) similar to Moran's I.
In this talk we investigate the effectiveness of Rogerson's expression of Tango's statistic in
separating GOF from SA in data sets containing clusters. We simulate data under the null
hypothesis of no clustering as well as two alternative hypotheses. The first alternative hypothesis
induces a poor fit from the null hypothesis while maintaining independent observations and the
second alternative hypothesis induces spatial dependence while maintaining fit. Using Rogerson's
decomposition and leukemia incidence data from upstate New York, we show graphically one is
unable to statistically distinguish poor fit from autocorrelation.
Mathematics: A History of Advancing Civilization
Marlisa R Johnson, Mathtopian Preparation
Early civilizations of people tended to settle along bodies of water. An illustration of this
phenomenon can be found thousands of years ago at the Nile River of Egypt in Africa. We know
that those early settlers who did not prefer nomadic lifestyles were drawn to the Nile because they
found a constant supply of water and because the soil along the bank of the Nile is rich and
fertile.
As these early civilizations became more densely populated, the citizens and central
government became more concerned about protecting property. Archeologists have determined
that the annual flooding of the Nile River required a cadre of land surveyors who were adept at
calculating area, perimeter and circumference to restore property boundary lines at any time they
were disturbed by the flooding of the Nile or any other disaster.
Making mathematics relevant to more students and providing the motivation to get them
interested in what they are studying is no easy task. What actions are necessary to better engage
and involve students? Perhaps students need mathematics role models and need to understand
why and how mathematics began in the first place.
Mathematics: A History of Advancing Civilization will present examples of real-life
problems for which the mathematics that students now learn was developed. It will uncover
civilizations, cultures and heroes of yesterday who used mathematics to make their worlds better.
In addition it will reveal today’s construction workers, engineers and nutritionists, among other
professionals, who use mathematics from day to day.
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Wavelet-based Multiscale Measure for Ergodicity
Sherry E. Scott Joseph, University of North Carolina at Chapel Hill
Ergodicity in complex fluid flows often occurs at a small scale which makes it more difficult to
capture accurately in a model using the usual techniques, such as the energy L-2 norm. In this talk
we consider a new multiscale approach to assess ergodicity. We formulate the idea abstractly and
take simple examples so as to more carefully understand the implications.
Prediction of Random Intercepts and Slopes when Data are Subject to a Detection Limit
Reneé H. Moore, Emory University
When repeated measures data are subject to non-detectable values, it can be challenging to obtain
predictions of random effects corresponding to subject- specific characteristics. When the
prediction of random effects in linear or non-linear models is of interest, the posterior mean or
Bayes predictor is widely accepted and optimal with respect to squared error loss. However a
recognized disadvantage of the Bayes predictor is its tendency to overshrink estimates toward the
population mean. Alternative "constrained Bayes" predictors maintain favorable properties while
reducing shrinkage. In this talk, we combine general methods found in the literature for
computing constrained Bayes estimates with methods for computing Bayes estimates in the
presence of non-detects. The resulting constrained Bayes predictor allows us to provide
estimated predictions of the intercepts and slopes of HIV RNA levels pertaining to 528
individuals in a HIV cohort study. We also present results from a simulation study that compares
the constrained Bayes predictors with the posterior mean and with ad hoc predictors found in the
literature describing longitudinal studies with non-detectable values. This is joint work with
Robert H. Lyles and Amita K. Manatunga.
Countably Universal H-Free Graphs
Rehana Patel, St. John's University
Let H be a fixed finite graph. A graph G is said to be H-free, or to omit H, if it does not contain
a copy of H as a subgraph, induced or otherwise. For a class C of countable graphs, a graph U in
C is said to be countably universal for C if every member of C embeds isomorphically into U.
The general question is whether such a countably universal graph U exists for the class of
countable H-free graphs. For instance for any given n>2, if H= K_n, the complete graph on n
vertices, it is well-known that there is a countably universal K_n-free graph. In a 1999 paper,
Cherlin, Shelah and Shi provide a model-theoretic condition that is sufficient to guarantee the
existence of a countably universal H-free graph, and show that when H = K_n+ K_3, the graph
on n+2 vertices consisting of a K_n and K_3 fused at one vertex, this conditon is satisfied. We
will give a description of these countably universal (K_n +K_3)-free graphs and discuss some of
their interesting properties.
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A Case Study of Teacher Beliefs on Students’ Beliefs about Multiple Representations
Nikita D. Patterson, Georgia State University
The mathematics education, in its call for reform, underscores the importance of mathematics
instruction emphasizing the use of multiple representations in the presentation of concepts. The
phrase multiple representations, as used in this study, refers to the presentation of a concept or
process using tables, Cartesian graphs, and equations. The focus of the study was how teacher
beliefs about technology and multiple representations affect their ability to implement a multiple
representations curriculum. A novice instructor and an experienced instructor, with varying
educational and technological backgrounds, were studied. Of the eight students in the study, six
showed a more positive attitude towards the use of technology use and multiple representations
by the end of the semester. Implications for further research were that teacher training is essential
if reform curricula are to be properly implemented.
On the Development of Trust-Region Interior-Point Method for Nonlinear Programs
Close to a solution of the nonlinear program, the Jacobian associated with the Karush-KuhnTucker (KKT) system is nonsingular. However, for points far from a solution of the nonlinear
program, the Jacobian may be singular. Thus, our method obtains a least-squares solution to the
linearization of the perturbed KKT conditions subject to a limit on the step size. In addition, we
use the l2 norm of the perturbed KKT conditions as a merit function to solve the nonlinear
program. We implement trust-region and interior-point methods to solve the nonlinear program.
This is joint work with Y. Zhang.
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Panel Discussion Spotlight: Mentoring Women in Mathematics
DR. LILY KHADJAVI, LOYOLA MARYMOUNT UNIVERSITY
Highlights of Comments Shared During Mentoring
Women in Mathematics Panel Discussion
First of all, I want to thank the organizers for bringing us all together. This is a remarkable
gathering, and in President Tatum’s welcome we heard about how important it is to develop a
sense of community. In my professional life I want to feel like I am part of a community just as
I do I in my personal life. Mentoring and networking are a big part of that.
To begin let me make a few general comments:
At every stage of one’s education, career, and really life, we can benefit from mentoring. I could
use a mentor right now! However, mentoring is especially critical in undergraduate and
graduate school.
As I was doing some general reading about mentoring, I found that sociological research
indicates that women’s self-esteem and self-assessment are more influenced by external factors
than men’s. And we all know how isolated people of color can be in academia. So the need for—
and benefit from—mentoring and networking becomes even greater. Nevertheless, one reference
that said that as few as 25 percent of professionals (all professionals) enjoy intense mentoring
relationships.
1. So, how do you choose a mentor? One way to begin is to think consciously about what
support you might want from a mentor.
Well, what is a mentor? An advisor, a supporter, a guide, an advisor, a coach, a role model, an
advocate… Often people also describe a mentor as someone they may feel a more personal
connection with, which they might not from every teacher or advisor.
Now your mentor might not look like you. In fact, it’s pretty likely that they won’t, even
though we all want role models. The good news is people are often well mentored by someone
who is different from them. Nevertheless, a mentor should help you develop and achieve your
goals. A key trait is someone whom you respect and who respects you.
In Dr. Boyd-Granville’s talk yesterday, in one of the histories, she said, about another
mathematician and her advisor, "When she expressed doubt, his response was: [pause] you can
do it." And I thought, what a wonderful thing. Even when not said out loud, it has to be felt.
A good mentor may provides encouragement, political advice about institutions such as a
University or industry, career guidance, assistance in goal setting, honest and constructive
criticism; he or she keeps abreast of your progress.
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There may be personality traits you look for in a mentor: someone who is encouraging, who has
healthy work habits for themselves, and who can communicate well with you.
If you are in graduate school you may be looking at more specific criteria for a mentor (and also
for an advisor, who may or may not be your mentor): someone who is actively engaged in the
activities you are concerned with—that could be your research area; someone experienced in the
field; someone well-respected by students and colleagues; someone who is available, that is, has
time for you. And someone who has a mentoring track record!
Okay, with all these criteria, I think the harder part can be, "how do you find a mentor?"
Sometimes people think a mentoring relationship grows magically, maybe I should say
organically, and it can. But that doesn’t always happen. Sometimes a mentor is assigned
directly by a formalized program. But that might or might not stick as someone you develop a
mentoring relationship with.
So, you can try to put yourself out there: for example, go to professors’ office hours with
questions—maybe not only about a class but about some other math activities too. Immerse
yourself in academic social activities, and ask around. In particular, ask other more advanced
students about their advisors and mentors.
One concrete suggestion I have is NOT to think this mentor has to be just ONE person. You
may develop a group of people. For example, one day I realized that in my department,
especially working there my first couple of years, that when I had a teaching question or concern,
I went to one colleague, whom I’ll call Scott, because that’s his real name. When I had a research
logistical question, such as how to apply for travel funding, I went to Patrick, who had been
assigned as my formal mentor though that didn’t quite stick for all topics. When I had a question
about service or a political sort of question, for example, a question about the structure of the
university and how things really worked, I went to Herbert, who was the only tenured
underrepresented faculty member in the department.
So I wouldn’t call any ONE of these people my mentor, but I did get mentoring from them. Also,
if you want a mentor who takes an intense interest in your well-being, who supports your work
or understands your research, can help you with your career, AND whom you can rely on for
emotional support—well, that means that person has to be superior on all fronts, and that might
be hard to find. It’s okay to spread that out. When I was in graduate school, I would say that for
many issues I was mentored by graduate students who were a couple years ahead of me in their
studies.
Many people also suggest having a mentor of sorts outside your department.
2. A little about how to be a good mentor:
Make yourself available, leave your door open, and if you are teaching, even require student
visits the first two weeks of class to get to know each student as an individual.
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Initiate contact with students. If a student is doing well, don’t be afraid to let them know on
the side and to encourage their further mathematical activity. Help mentees learn what other
kinds of support are out there and, when appropriate, promote their work and talk them up to
others. Learn what support they have. For example, what is their family expecting of them, if
anything?
Include your mentee in informal activities, such as discussions after presentations or meals at
conferences.
Be sensitive to differences: your mentee might not share the same career goals that you have
exactly and you want to nurture them and their goals—while at the same time broadening their
sense of possibility.
Another comment: Even mentors who are well aware of sexism and racism may not realize they
are referring to things from a heterosexist perspective—for example, failing to acknowledge gay
and lesbian relationships when talking about balancing work and family. Mentors need to be
sensitive to their international students, to time constraints arising from family obligations, to
students coming from different educational backgrounds or who are "non-traditional," that is,
older. A mentor does not have to be older than a mentee.
3. Finally, a word on networking: This is extremely important in ways you will not be able to
predict.
For example, networking can lead to suggestions from people you meet about research topics with
interesting projects. If you are in school now, you won’t be forever. I guarantee it. So you will
need to know about who is doing what elsewhere.
Another concrete example, farther down the road: at some universities when you come up for
tenure, you need external evaluators to comment on your research. So, it’s important to know
who’s out there and to have people somewhat familiar with you and your work so that they can
comment meaningfully on it.
Aside: when at a conference, participate fully, e.g., don’t stay too far away just to save money if
at all possible. Eat meals with others at conference, etc. (Note that you don’t have to go to every
talk. Except for this conference, of course!)
References on which these remarks were based include the following:
1. How to get the mentoring you want: a guide for graduate students at a diverse university
and
2. How to mentor graduate students: a guide for faculty at a diverse university
Both are available as pdf files on the web from the Rackham Graduate School at the University
of Michigan
3. A hand up: women mentoring women in science by Deborah C. Fort
4. Getting mentored in graduate school by W. Brad Johnson
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DR. TANYA HENNEMAN
Summary
One of the goals for IPC 2005 was to begin the process of determining the issues, concerns and
corresponding solutions surrounding diversity in mathematics. Six different informal Dialogues
in Mathematics gave IPC participants an opportunity to voice their thoughts and feelings around
the following topics: The Pre-College Experience, The College Experience, The Graduate School
Experience, Academia and Tenure, Race and Gender Issues, and Balancing Career & Family.
The sessions on The Pre-College Experience, The College Experience, Academia and Tenure and
Race and Gender Issues were tape recorded and transcribed. Participants were told that no
identifying information would be recorded or included in the final summary. Major themes and
highlights from the recorded sessions are presented below.
We hope this information will be relevant for students interested in having more information
about what they can do to prepare themselves academically and personally for a future in
mathematics, and for organizations and researchers interested in increasing and supporting
diversity in the mathematical sciences.
The Pre-College Experience
Participants in this group took the approach of identifying several key issues that pre-college
students face, and sought to list several concrete steps students, families, teachers, and
communities can take to address those issues.
Issues
40
• Preparation & Curriculum:
o Students are coming in at different levels making it a task for the advisor and
the teacher teaching pre-college mathematics.
o High school curriculum is not challenging enough
• Advisors:
o Students are not being advised to take science and mathematics in high school
o Advisors don’t consider that African Americans/minorities are capable of
handling the science/math curriculum
o Students are being mislead as to what to consider for a major
• Instruction:
o Teachers get offended when students question like "why?"
o Teachers inability to speak clear English or communicate effectively
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Solutions & Lessons Learned
Advice to other students:
• You remember more when you try to teach to someone else
• "I don’t know", is not an option. "I can’t find the solution", is not an option. If
someone put it in a textbook, they must have worked it out and there is a solution.
• You can learn a new way of doing things
• Take everything you can in high school and learn it. Don’t just go to classes but
actually listen.
• Find a college mentor before you go to college while you are in high school
• Don’t choose a teacher that everyone says is easy because it might not be beneficial
to you.
• Get teachers/professors that will challenge you and make you do your work on your
own
Preparation & curriculum solutions:
• There should be universal college prep education where everybody is being prepared
for college
• Parents need to take an active role in pressing the school to put their children in the
classes they consider best for them. They have that power.
• Improve the curriculum across the board. Have a National Curriculum.
• Twelve grade test counting for something
• States requiring all students to take mathematics in the senior year
Thoughts for advisors and instructors:
• Advisors and counselors should advise better as to what is needed to prepare a
student to go to college so there will be no gap.
• Encourage students to pursue a career in mathematics and science by not telling
them it is hard
• Change in attitudes as to why students are going to school by students, teachers and
parents. They should teach that it makes a salary difference in going to college
• More African Americans should consider being an educator.
• Improvement in pay and work conditions for K-12 teachers
• More teachers willing to teach mathematics and science courses
The College Experience
Participants in this group took the approach of identifying a couple of key issues that college
students face, and sought to list several concrete steps a student can take to address those issues.
The solutions and lessons learned make for wonderful advice for an undergraduate student, or a
student who is preparing to enter college.
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Issues
A few elements important in being successful while pursuing the bachelor’s degree in
mathematics and/or other related fields:
• Obtaining financial aid
• Finding work experience in major (internships, research, etc.)
• Building self-confidence and esteem
Obtaining Financial Aid:
• Find and establish a relationship with the financial aid office administrator and
others who can identify funding sources
• Be proactive – Put yourself out there to let people know who you are and what your
need is
• Find independent institutions that fund students
• Apply for everything – fill it out
Finding work experience:
• Get work experience – preferably internships or major-related. Ask around to your
department members, companies.
• Be willing to work sometimes for no money if you are getting that experience that
you will need to get you where you want to go.
• Stick with anything that is helping you to accomplish your goals
Building self-confidence:
• Remember: Knowledge is priceless
• Stress/depression management: Always remember that things could be worse. You
are not alone.
• Remember: How your efforts will pay off.
• Reminder yourself: No one came out mastering everything
• Pick yourself up: If you cry, pat yourself on the back, pick yourself up and keep
going, keep on trying and realize you are going through things for a reason
• Support system: Seek family and those who have been there
• Establish relationships with professors, whether you like them or not and with
people who have dreams
• Help each other and encourage each other
• Never forget where you came from and let that motivate you
• Be a role model, you are one whether you know it or not
• Keep balanced don’t be an extremist on one side or the other
• Develop a spiritual base regardless of what or who it is. It could be a song, place or
thing, or anything that keeps you centered
• You have the power to do a whole lot. You have the power within you.
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Academia and Tenure Session
Participants in this discussion group shared a conversation on issues, personal experiences and
lessons learned related to securing academic tenure. One of the most highlighted concerns voiced
in this discussion was the vagueness and arbitrariness of tenure requirements and appointments.
Advice shared included keeping copies of all relevant documents and documenting important
conversations using email. Other issues brought up included time management and the balance
of multiple responsibilities, relationships with administrators and mentoring. The comments
below reflect paraphrased comments given during the group discussion.
Issues
•
Time management:
o How can we have time to teach, do research and service? There isn’t much time
left to focus on publications.
•
Requirements for tenure:
o The three requirements for me are scholarship, teaching and service. They say
teaching is important, but I think they really want research.
o The expectations for tenure can be unclear or unreasonable. There can be a
certain arbitrariness in how tenure is being administered; there should be some
form of legal protection. Tenure is job security. What kinds of protection are
there? How do you organize a union for protection? It’s important to have a
union.
o How do we know exactly what is wanted. What types of publications? Types of
journals?
o Tenure is a very serious matter, you can’t take the word of the administrator.
Tenure does not 100% guarantee that your job is secure and you cannot be fired
o Tenure can be compared to being on line for a fraternity or sorority, you can
never do anything right.
•
Administration:
o I’ve had to balance making myself known to administrators and key people/
players, and at the same time keep myself under the radar.
o If there is an administration change or leadership change, how do you make
yourself known?
•
Mentoring:
o At undergraduate institutions there is a push now for research and publications,
and because the people there before me didn’t have that same type of pressure,
as far as mentoring, I’m not sure they can do that for me.
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Time management:
• If the institution is going to up the requirements from 5 to 10 years ago, they should
provide the proper support
Requirements for tenure:
• Comments given during reviews and evaluations are given as a way of keeping you
motivated, and so you’ll never be content. Try to stay confident, and don’t take
reviews personally.
• Keep a copy of everything. Thank you notes, emails, etc. and keep them in your
portfolio. It is up to you to have what you need for documents on file for tenure. It
is up to you to make your case for tenure, it’s not up to them. Print out the guidelines
for tenure from the faculty handbook.
• Log in service hours and what you accomplished.
• Document important conversations using email e.g. "This is an email to following up
on our earlier conversation where we discussed…" or "This is my understanding of
what we discussed, and what we agreed upon, please correct me if you have a
different understanding."
• Have a game plan for getting tenure
• Collaborate with others on tenure track
Additional advice for individuals seeking tenure:
• Do the best that you can and work hard
• Don’t seek too many individual solutions. The strength behind each individual can
come from the collective strength of the group.
• Eliminate part-time and/or contractual limited work
• Know your rights and recourse if things don’t go as you expect
• Have timely tenure evaluations
Race and Gender Issues
Participants in this discussion group shared a conversation on issues related to race and gender in
academia. Much of the discussion centered on experiences with discrimination and being
isolated. Many personal experiences with racism were shared with the group along with a list of
suggestions for creating support and confronting racism. The discussion facilitator noted that,
"frustrations were shared, questions asked, and suggestions made. We could easily have met for
a much longer session."
Issues
Isolation/Being different
•
•
•
•
44
Being the minority on campus and in the community
If not in the same department, no interaction (with other minorities)
Why put yourself out there?
People really not wanting you there
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Racism, Stereotypes & Perceptions
• Teachers intimidated by the students knowledge
• Professors not thinking you are capable of doing the work
• How do you deal with racism when it happens to you?
• People over helping you because they aren’t sure you can do it because of your
gender
• Pressure to prove you can do it
• What do you do if a professor bend over backwards, grades too easily, etc., and
shares, "Do you know how good it would make us feel to have a black female go to
graduate school?"
• It shows how discriminating our society is. Professors thinking: "I’m going to save
the native."
• Note that department heads can be a problem, with, "Do you know any other
minority students we could get to come here?"
• Frustration with professors who practice tokenism, e.g. they want to work with a
minority simply for grant eligibility.
• Frustration with incarceration rates vs. enrollment rates.
Personal experiences with racism (paraphrased statements):
"I had problems with the department secretary, which was my first encounter with explicit racism.
I told the department head and he said he would deal with it and to avoid that person… There
were no black students to talk to, to have anticipated what it would be like [coming here]. The
black student organization wasn’t convenient to math graduate schedules, and math is isolating
too, e.g. black students in other fields couldn’t relate. My experience with white male professors
was okay, but it was intimidating to be so isolated. The few black faculty are not supportive.
Other [white] students were more curious or naïve than malicious. But they assumed affirmative
action provided financial support—even when ALL students are receiving aid."
"Many had teaching assignments and when a student heard I [Latina female] had a fellowship,
he said, ‘Oh, if I changed my name and gender, I’d have one too.’ "
"In lab, I bonded with an African-American graduate student. I saw that his advisor felt
threatened by him and his lab-mates made things hard. Hearing these stories make me prepared.
Also, cops on campus treated me like I was not a student."
"Sometimes comments didn’t hit until a day later. Even compliments, like people are surprised
[e.g. to see a female in math]."
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Solutions & Lessons Learned:
Advice for creating support:
•
•
•
•
•
•
•
•
•
•
•
•
Talk with people outside of your field
Try to work with people who are not racially biased for back up
Be cautious as to why they want to work with you and what value it has for you
Don’t overlook opportunities
I picked a community outside my science/math field. That duality helped me
survive, even if these people didn’t understand my science/math life.
Don’t respond to stereotypes. Go in to office professionally and put a smile on, seek
other professors’ support, try to avoid racially biased professors. I "stepped up my
game" for a biased professor. Always be professional.
Don’t take things personally.
Form a network of people, outlets and a study group.
Don’t let the negative energy effect you
Address things professionally
Challenge your work marked wrong if you know it is right
Don’t take insults from professors
Solutions for confronting racism:
•
•
•
•
•
•
•
•
46
Need to educate professors and others so that they do not practice tokenism, rather
than attack affirmative action.
To those who practice tokenism: If you don’t have any people of color, don’t go
after that grant.
What if we had mentoring centers across the country?
What if we would stop racist professors?
What if we demanded that teachers know their community?
Raise money in your own name instead of being the token for other races to get the
grants or do the research
Create a clearing house for the best minority faculty
Department’s attitude—they should address the status of the people of color in their
department
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was a dynamic leader of extraordinary vision and
exemplary commitment to science and mathematics
education. We celebrate her as …
•
A creative mathematician and educator. She earned the B.A. degree in mathematics from Fisk University,
having begun college at the age of 15. She earned the MS from the University of Wisconsin in 1954 and
the Ph.D. from Emory University in 1969 in mathematics. Dr. Etta Falconer is the 12th known African
American woman in the US who earned a Ph.D. degree in pure mathematics. Although she was sought by
institutions that had a research focus, her heart was in teaching and improving education. She was
especially dedicated to those from underrepresented groups who were generally left out of the highest
levels of the scientific and mathematical US enterprise. She chose to devote 37 years of her life to teaching
and improving science education at Spelman College and used this location as a platform to affect science
and mathematics on a broader scale. In 1988 Spelman College awarded her the Presidential Award for
Excellence in Teaching.
•
A builder—of people and of physical and organizational infrastructures that enhance science and
mathematics education. Under her leadership as Chairperson of the Mathematics Department, Chairperson
of the Natural Sciences Division, Associate Provost, and Interim Provost, she led the effort to establish the
departments of Chemistry, Physics, and Computer Science at the College. To help with her efforts to begin
the Computer Science Department, she even returned to graduate school to earn an MS degree in Computer
Science. Her leadership in establishing a chapter of Phi Beta Kappa at Spelman, in attracting external funds
to support the development of programs such as the NASA Women in Science and Engineering (WISE)
Program, and the Models Institutions for Excellence (MIE) Program cannot be overstated. Her many efforts
of this type were recognized by the College when she received the Presidential Faculty Award for
Distinguished Service in 1994.
•
An enormously gifted and talented leader. She taught those around her by her example—in how to
manage programs, how to write convincingly, and how to inspire others. Among her greatest talents was
creating resources in the sciences that would enhance curriculum development, program growth, and
student productivity. She made strides in increasing the numbers of graduates earning terminal degrees. For
more than 15 years she led the faculty in its effort to design and fund the construction of a state-of-the-art
science facility. That facility, the Albro-Falconer-Manley Science Center, now bears her name. Her
influence was felt and her contributions recognized within many other professional organizations. Some of
the honors and awards that recognize her service and her leadership include the Achievement and Service
Award from the Atlanta Minority Women in Science Network; the Distinguished Service Award from the
National Association of Mathematicians (NAM) in1994; the Louise Hay Award for Contributions to
Mathematics Education from the Association for Women in Mathematics (AWM) in 1995; the Giants in
Science Award from the Quality Education for Minorities Network (QEM) in 1995; the Honorary Doctor of
Science Degree from the University of Wisconsin-Madison in 1996; and the Lifetime Mentor Award from
the American Association for the Advancement of Science (AAAS) in 2002.
Included in Dr. Falconer’s legacy are the lasting structures that continue to support the development of young women
in mathematics and science at Spelman College. Her legacy also includes the scores of students, faculty, and staff
whom she personally mentored and those whom she inspired to reach the potential within. Her educational values,
and the family nurturing with her husband Dolan, are profoundly reflected in the development of their children:
Dolan, Jr., a nuclear engineer; Alice, a pediatrician; and Walter, an urologist. Following in her footsteps is
granddaughter and Spelman junior, Shelby, also a budding mathematician.
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Dr. Etta Z. Falconer Award for Mentoring and
Commitment to Diversity
AWARDED TO: DR. JANIS OLDHAM, ASSOCIATE PROFESSOR OF MATHEMATICS
North Carolina A&T State University
About the Award
The Infinite Possibilities Conference Steering Committee along with the Spelman College
Mathematics Department and the Falconer Family established the Etta Z. Falconer Award for
Mentoring and Commitment to Diversity to recognize individuals who have demonstrated a
professional commitment to mentoring and increasing diversity in the sciences, and in particular
the mathematical sciences.
Dr. Etta Z. Falconer (1933-2002), former Associate Provost for Science Programs and Policy and
Fuller E. Callaway Professor of Mathematics at Spelman College, was widely known for her
efforts towards increasing diversity in the sciences. From her involvement to the creation of the
NASA Women in Science Program, the Spelman College Honors Program and as founder of the
National Association of Mathematicians, Dr. Falconer spent her life demonstrating a commitment
to mentoring women and traditionally underrepresented minorities and increasing their access to
and participation in the sciences and the mathematical sciences. In response to receiving AWM’s
5th Annual Louise Hay Award Dr. Falconer said, "I have devoted my entire life to increasing the
number of highly qualified African Americans in mathematics and mathematics-related careers.
High expectations, the building of self-confidence, and the creation of a nurturing environment
have been essential components for the success of these students."
About Janis Oldham, Ph.D.
Janis Oldham, Ph.D. an Associate Professor in the Department of Mathematics at North Carolina
A&T State University is the first recipient of the Dr. Etta Z. Falconer Award for Mentoring and
Commitment to Diversity.
"Dr. Oldham has been by far the most influential person in my professional career. She
carefully crafted a path for me to succeed without me ever knowing it. She has the ability to see
your potential and your destiny even when you have doubts. Her unwavering commitment to her
student’s success is astonishing."—Former student of Dr. Oldham
Dr. Janis Oldham received her B.A. degree in Mathematics from the University of Chicago, an
M.S. in Mathematics from Purdue University and a Ph.D. in Mathematics from the University of
California, Berkeley. Dr. Oldham’s dissertation is entitled "Connections in Super Principal Fiber
Bundles". Her current research interests include Supermanifolds and Mathematics Education,
with an emphasis on undergraduate education. Dr. Oldham received the Department of
Mathematics Teacher of the Year for 2000-20001 from North Carolina A & T State University.
Professional memberships include North Carolina Council of Teachers of Mathematics, American
Mathematical Society, Mathematical Association of America; member, Association of Women in
Mathematics, National Association of Mathematicians; African-American Researchers in
Mathematics. Her publications include "Developing Future Mathematicians," 2000, National
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Council of Teachers of Mathematics, Changing the Faces of Mathematics: Perspectives on
African Americans, an NCTM publication; "Female Scientists Cross-Culturally," co-author Kathy
Cousins-Cooper; The Diaspora: Introduction to Africana Studies; Margaret Barrett & Phillip
Carey; Kendall/Hunt Publishing Company, 2003; "Cooperative Efforts Among HBCU
Mathematics Departments in the Production of African American Ph.D.’s in the Mathematical
Sciences," co-authors Robert Mers and Shea Burns; Proceedings of The Ronald E. McNair
Symposium on Science Frontiers: The Role of HBCU’s in 21st Century Higher Education; January
2002.
"Janis’ commitment to increasing the numbers of women and Black students in mathematics, the
sciences, and engineering is rooted in her rigorous expectations of students, even though it is
demanding on her to be demanding of them. She knows that development of a solid, honest
mathematical foundation serves the students well in subsequent coursework and in the
employment arena. She also has worked hard towards development of a community of
mathematics students with a culture of investing the time necessary to develop adequate
preparation for further study… Janis Oldham is the sort of person who toils without seeking or
receiving recognition for her time-consuming, tiring efforts. Still, I notice, and I want others to
notice the effort and the products of her devoted service to her North Carolina A&T mathematics
students and alumni, devotion I believe to be in the spirit of Etta Falconer."—Colleague of
Dr. Oldham
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Dr. Etta Zuber Falconer Endowed Scholarship in Mathematics
DR. COLM MULCAHY
Professor and Chair, Department of Mathematics
Spelman College
Spelman College and the Falconer Family established the Etta Zuber Falconer Endowed
Scholarship in Mathematics in 2002 to recognize full-time rising junior and senior mathematics
majors interested in pursuing advanced degrees in mathematics and with long-term goals for a
career in higher education. Applications were solicited from students, and reviewed by the
Department of Mathematics and the Falconer family in time to formally award the first such
scholarship at the Etta Z. Falconer Banquet, which concluded the Infinite Possibilities
Conference. Dr. Falconer's daughter and son, Dr. Alice Falconer Wilson and Dr. Walter Falconer,
announced the first Dr. Etta Zuber Falconer Endowed Scholarship in Mathematics to rising
senior Tamara Flournoy.
Our dream is that the Dr. Etta Z. Falconer Endowed Scholarship in Mathematics fund will grow
to the point where it can completely support a deserving full-time student. How does a gifted and
motivated young person with sparkle in her eyes go from the beginning of a dream to the
realization of that dream? A scholarship can make all the difference in a young life.
Together with Dolan Falconer, son of Dr. Falconer, we have officially launched a new fundraising effort for the future of the scholarship. Specially printed postcards, designed by Shea
Joyner of Consilium Marketing Media, featuring a striking "digital domino" image of a very
young Etta Zuber (before she married and became a Falconer). The image was first unveiled at
the IPC Banquet. The "digital domino" image was created by mathematician Bob Bosch
(http://www.oberlin.edu/math/faculty/bosch.html), from Oberlin College, in Ohio. Dr. Bosch
specializes in optimization (operations research), and his company, Domino Artwork
(http://www.dominoartwork.com/), produces high quality domino images of ordinary black and
white pictures using complete sets of double-nine dominos. For this project, Dr. Bosch worked
with a photograph from circa 1950 provided by the Falconer family, and used exactly 37 sets of
double nine dominos: one for each year that Dr. Etta Zuber Falconer gave to Spelman College:
during the banquet, large framed posters of this digital domino image were presented to
members of the Falconer family, Mr. Danny Flanigan (standing in for President Beverly Daniel
Tatum), IPC Keynote Speaker Dr. Evelyn Boyd Granville, and IPC co-organizers Drs. Tanya
Henneman and Leona Clark.”
Donations to this important fund may be made at any time, to this address:
Dr. Etta Zuber Falconer Endowed Scholarship in Mathematics
Spelman College, 350 Spelman Lane, Box 1303, Atlanta, GA 30314
Please make the check payable to Spelman College Falconer Scholarship.
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Whoever 'They' Are
BY KRISTINA DILL
Kristina Dill is a junior Applied Mathematics Major with an emphasis on Statistics at the
University of California, Riverside.
Whoever "they" are
I want to let them know that...
My Possibilities are Infinite
While theirs remain finite
My span spreads across 3-d
While theirs stay posted on blackboards
My crafty yet witty word confuse them
Keeping them trapped up under my spell
Translucent and diluted they become my prey
And I engulf what is theirs, and We become I
So
Differentiate ME
From Individuals who are trapped in one dimensional space
‘Cuz I raise
Real numbers to the power n
Taking over all space
While They... remain too far behind-- to see
My possibilities are infinite
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Student Research Spotlight: Zina Harris, Student
Research Poster Winner
BREASTFEEDING AND STATISTICS
Spelman College
Abstract
The superiority of breast milk to formula is not a new discovery. While the nation’s breastfeeding rates are alarmingly low, with 33% breastfeeding at 6 months post partum, there is a
notable disparity between ethnicities, with only 19% of African-Americans breastfeeding at six
months post partum. Duration is extremely short and is accredited to various socio-economic
factors, such as maternal age, education, and employment. The 16th Surgeon General, David
Satcher, released a Blueprint for Breastfeeding, in which he challenges the country to increase the
breastfeeding rates by 2010. If this goal is met, minority children should lead a healthier lifestyle
from birth.
Summary of Poster Presentation
Living a healthy and economical life would deem to be a logical initiative in the lives of
Americans, yet many do not understand the means by which such goals may be achieved. One of
the economical and healthy benefits of society that has declined has been the practice of breastfeeding. Consider the following statistics: 70.9% of American mothers have breastfed at least
once, 36.2 % at 6 months and 17.2% at 12 months. When it comes to the issue of exclusive breastfeeding, the statistics drastically drop. For example, only 14.2% of Americans mothers have
exclusively breastfed at 6 months. In efforts to increase these rates, socioeconomic factors, such
as the education level of mothers, maternal age, and the changing roles of women in society, must
be considered. Mothers who do not have a high school education are less likely to breastfeed than
college graduates. Similarly, young mothers (ages 19 and under) are less likely to breastfeed than
mothers who are 20 and over. For example, 45.4% of mothers who are 30 and older exclusively
breastfeed at 3 months, while only 25.1% of mothers under the age of 20 exclusively breastfeed
at 3 months. Research has shown the following:
•
Birth order rates are not statistically significant. This fact may be attributed to the
increasing age of the mother and/or the increase in formal and informal education.
•
For those participating in the Women, Infants, and Children (WIC) Program, breastfeeding was significantly lower. The irony lies in the fact that a family receives more
WIC support when breastfeeding is practiced.
•
Married women are more likely to breastfeed. For example, 42.2% of married women
breastfeed at 6 months, and only 22.8% of unmarried women breastfeed at the same
interval. Married women are more likely to have a strong support system.
1
54
Source: 2003 National Immunization Survey, Centers for Disease Control and Prevention, Department of Health
and Human Services (HHS)
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The primary focus of this research project is the effect of race and ethnicity on breastfeeding.
Breastfeeding is a benefit that has yet to be fully utilized within the African-American
community. A review of the trends on the incidence and duration of exclusive, partial, and
minimal breastfeeding reveals that African-American women are less likely to breastfeed and
breastfeed for a shorter duration of time than women in other ethnic groups in the U.S. The
shorter duration may be attributed to the factors mentioned earlier: maternal age, maternal
education, and increased participation of women in the labor force. In many cases, a woman who
works outside the home does not have a secure place to express and store her milk for bottlefeeding. Therefore, the students and faculty of Spelman College seek to establish lactation
centers at predominantly African-American women’s institutions. In order to achieve the former
Surgeon General’s Healthy People 2010 breastfeeding goals, resources and support must be
provided to nursing mothers in both the private and public sectors.
2
Racial and Ethnic Disparities in Breastfeeding Rates and Healthy People 2010
Breastfeeding Objectives for the Nation
All Women
Black or AA
Hispanic or Latino
White
1998 Baseline %
64
45
66
68
2010 Target
75
75
75
75
All Women
Black or AA
Hispanic or Latino
White
29
19
28
31
50
50
50
50
All Women
Black or AA
Hispanic or Latino
White
16
9
19
17
25
25
25
25
Although the breastfeeding rates have increased in the last decade, the racial and ethnic
disparities have widened. In 1998, 45% of African-American mothers breastfed their children in
early postpartum compared to 66% of Hispanic and 68% of White mothers. No group of women
reached the 50% goal for 6 months postpartum, yet again the disparity was significant with only
19% of African-American mothers compared to 28% Hispanic and 31% of White mothers.
Another goal was for 25% of women to breastfeed through the end of one year; only 9% of
African-American mothers met this goal whereas 17% and 19% of Hispanic and White mothers,
respectively, met the goal.
There are various reasons why so few African-American mothers breastfeed. These reasons
include the lack of information and education provided about breastfeeding and the negative
views about breastfeeding. Additionally, African-American women are more likely to return to
work sooner than women of any other race, returning to work only eight weeks after giving birth.
As previously mentioned, many jobs are not conducive to successful breastfeeding. Thus, social
support is critical.
1
HHS Blueprint for Breastfeeding
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References
Bronner, Y.L., Bentley, M., Caulfield, L., et al. Influence of work or school on breastfeeding
among urban WIC participants. Abstracts of the 124th Annual Meeting of the American Public
Health Association. New York, NY: American Public Health Association, 1996.
Caulfield, L.E., Gross, S.M., Bentley, M.E., et al. WIC-based interventions to promote breastfeeding among African-American women in Baltimore: Effects on breastfeeding initiations and
continuation. Journal of Human Lactation. 1998: 14(1):15-22.
Department of Health and Human Services Blueprint for Action on Breastfeeding
Fein B, Roe B. The effect of work status on initiation and duration of breast-feeding. American
Journal of Public Health. 1998; 88(7):1042-1046.
Roe, B., Whittington, L.A., Fein, S.B., and Teisi, M.F. Is there competition between
breastfeeding and maternal employment? Demography 1999; 36(2):157-171.
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Poster Presentations
ABSTRACTS
Analysis of the noisy behavior of a pancreatic-cell model
Camille R. Daniel, Laboratory of Biological Modeling, NIDDK, NIH and Virginia Polytechnic
Institute & State University
Bursting electrical activity results in the secretion of insulin from pancreatic b-cells. A previous
mathematical model, the phantom burster model (PBM) introduces the idea of two slow variables
that are responsible for this wide range of periods. These two variables enable-cells not only to
exhibit slow and fast bursting, but also an intermediate or medium bursting referred to as
phantom bursting. However, probabilistic gating of voltage dependent ion channels disturbs this
bursting behavior by adding noise to the cell. Our goal here is to investigate this noisy behavior
by making stochastic modifications to the PBM, then trying to understand the significance of the
noise. We investigate what affects noise has on the bursting or spiking behavior, aiding in
transitions between active and silent phases in cells; how the number of open (closed) channels
affects the level of noise seen in the cell; and the influence coupling has on bursting patterns:
slowing down a noisy system from either spiking or fast bursting to medium or slow bursting
behavior. We will also explore asymptotic approaches to further understand the influence noise
has on the PBM. These results are obtained by studying the model through computational tools.
This is joint work with Arthur Sherman, Ph.D.
Extended Kalman Filter, Lagrangian information, and a Two-tracer Rossby Wave.
Amal El-Moghraby, Brown University/University of North Carolina at Chapel Hill
True state observations are the essence of data assimilation. And to avoid collecting redundant
information from the velocity field using expensive equipment, the choice of tracer launch
coordinates are of great significance. Here we study two passive tracers that are launched
sufficiently close to one another in our Eulerian field. Although these tracers are initiated close to
each other, they will gather different Lagrangian information because of their dissimilar fate. So
the question becomes, when the data gathered from the two tracers are assimilated, will it
recover similar Eulerian fields, or different ones? The tool we use in our quest to answer this
question is the extended Kalman filter, and the velocity field we will consider is the Rossby wave.
This is joint work with Kayo Ide and Chris K.R.T. Jones.
Whole Transcriptome Variance Analysis of mRNA Secondary Structure Free Energies in
Human, Mouse and Arabidopsis
LaToya Goodwin, Clark Atlanta University,
Bioinformatic studies have demonstrated that local mRNA stability is important in gene
expression. Previous examination of 51 mRNAs revealed a bias toward more negative folding
energies in gene sequences globally. Instead of examining a limited number of genes, this
statistical study considered complete sets of mRNAs termed a transcriptome and analyzed the
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variation of energy values among genes of differing length. ANOVA analysis between the native
mRNA and its randomized sequences, and comparing all mRNAs in the human transcriptome,
found that the native mRNAs were more stable than expected. These studies have shown a
significant and widespread bias toward global secondary structure.
About 6000 Human, 12000 Mouse and 17000 Arabidopsis mRNAs were investigated. For
length L, native free energy is normally distributed with mean 30.714-0.281*L for Arabidopsis,
3.577-0.317*L for Mouse and 2.75-0.320*L for Human. Variances of 0.02*L, 0.039*L and
0.054*L respectively were found. The Human data had more outliers than Mouse or Arabidopsis.
This suggests an explanation for why gene number is similar across genomes of varying
complexity. The human transcriptsome may instead have more secondary structure to support
more complicated gene regulation mechanisms. Randomized sequence folding free energies were
found to have the same distribution but with means having different slopes for the three
transcriptomes. This work was supported by NIH/NIGMS/MBRS/SCORE/RISE (SCORE grant
#S06GM08247 and GM58268), by Research Centers in Minority Institutions award,
G12RR03062 from National Center for Research Resources, National Institutes of Health, and by
National Science Foundation Grant No. 9909014. This is joint work with F. Abebe, and W.
Seffens.
Hispanic Mathematicians
Eunice Gray, Sam Houston State University
This poster will present the biographies of several Hispanic mathematicians. In particular, it will
give information on how they became interested in mathematics in addition to their educational
backgrounds, current employment, and research interests. Some of the mathematicians that are
featured in this presentation are Minerva Epperson, Alberto Calderon, Carlos Castillo-Chavez
and Olga Cordero-Brana.
Breastfeeding
Zina Harris, Spelman College
Breastfeeding is a benefit that has yet to be fully utilized within the African-American
community. By reviewing the trends on the incidence and duration of exclusive, partial, and
minimal breast feeding including minority and ethnic groups, it was determined that AfricanAmerican women are less likely to breastfeed and breastfeed for a shorter time than women in
other ethnic groups. Duration is extremely short and is attributed to various social economic
factors such as maternal age, education, and increased participation of women in the labor force.
In many cases, a woman who works outside the home does not have a secure place to express and
store her milk for bottle feeding. In order to achieve the former Surgeon General's Healthy
People 2010 breastfeeding goals support has to be provided to nursing mothers by resources from
within both the private and public sectors.
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Economic Benefits of Breastfeeding
Sherida J. Hill, Spelman College
Breastfeeding saves time and money. The monetary savings comes from a reduction in both direct
costs (such as formula costs, visits to a physician, clinic, and/or hospital) and indirect cost (such
as time and lost income by parents attending to a sick child). Formula feeding causes a
significant increase in both direct and indirect costs. By conducting an economic analysis on
breastfeeding and formula feeding, it is apparent that breastfeeding is economically
advantageous. The promotion of breastfeeding can have a positive economic effect on nursing
mothers.
Examining Two Methods of QR Factorization and Their Relation to LSI in Search Engine
Advancements
Adrienne D. Norwood, University of Maryland, Baltimore County
Using Latent Semantic Indexing (LSI) with Singular Value Decomposition (SVD) and rank
reduction on a term-by-document matrix has proven to be effect with searching data sets. This
research examines the effectiveness of LSI when used with QR factorization using two means of
factorization, modified Gramm-Schmidt and householder, it will also examine the effectiveness
of various term-weighting mechanisms in relation to procuring pertinent documents for a given
query. The goal is to determine which combination of QR factorization and term-weighting
supplies the best results in regards to retrieving the relevant documents for a query while
returning the least amount of irrelevant documents.
Coloring Invariant and Determinants in Knot Theory
Candice Price, San Francisco State University
In the Summer of 2003, I studied the Coloring Invariant and matrices associated with Knot
Theory at California State University of Chico. I created different conjectures associated with this
invariant and a category of knots called pretzel knots. The conjectures included: 1) The
determinant of an (m,n) pretzel is |m+n|. 2) A (m,n) pretzel is a link when both m and n are even
or odd. Otherwise, the pretzel is a knot. These two conjectures led me to my final conjecture:
3) The determinant is divisible by 2 iff the pretzel is a link.
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Investigating the Effects of Airplane Emissions on Ambient Air Quality in Metropolitan
Atlanta: The Impact of September 11, 2001 and the 1996 Olympic Games
Ché Smith, Spelman College
In cities with heavy air travel, airplane fuel emission is a significant contributor to air pollution
and a potential threat to public health. During a temporary delay of air traffic after the events of
September 11, 2001, Atlanta was one of few cities that kept air monitors on to measure air
quality; this three-day absence of flights provided a basis for measuring the impact of airplane fuel
emission on air quality. This exploratory analysis of emissions inventory in metro Atlanta before
and after 9/11/01 reveals significant decreases in the emission of two compounds commonly
found in airplane fuels in the three days following 9/11. In addition, emissions data from the
summer of 1996 are explored. Analyses of wind direction identify sources of emission, and other
hazardous compounds are examined for both time periods. Comparing these emissions data with
local asthma statistics reveal important public health implications.
What Is the Best Way to Characterize the Distribution of Residential Wood Combustion
Emissions and How Do We Estimate Average Emissions with Confidence?
Maya Thompson, North Carolina State University
The production of wood smoke from residential wood combustion can affect both our health and
quality of life. Air pollution caused by burning wood contains many harmful chemicals as well
as fine particles of dust or particulate matter. As this particulate matter accumulates in the air, it
is inhaled into the lungs and may induce or accentuate cardiovascular and respiratory illnesses.
Also, particulate matter in the atmosphere contributes to regional haze, which can drastically
reduce visibility. However, previous emissions estimates for this source of air pollution have
contained a large degree of uncertainty. To better understand the contribution of residential wood
combustion to air pollution, the Mid-Atlantic Regional Air Management Association (MARAMA)
contracted the services of E.H. Pechan & Associates, Inc. to develop an emissions inventory for
the Mid-Atlantic/Northeast Visibility Union (MANE-VU). Residents of the Mid-Atlantic region
were surveyed in order to gain information regarding the amount and type of wood burned,
burning equipment used, peak periods of activity, etc. Pechan analyzed the data and was able to
produce state-level emission summaries of pollutant emissions. Considering this analysis, we will
further analyze the data collected through the study to draw conclusions about how residential
wood combustion is related to air pollution in the region. We will approach the data through
several different statistical methods in an attempt to improve the clarity, identify significant effects
and reduce uncertainty levels surrounding the study and its results. This is joint work with
Andrew Moore and Bryan Stines.
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Student Reflections
IPC
Nearly a year after IPC we wrote to students who attended IPC asking them about their
reflections on the conference’s impact on their lives and on their journey as mathematicians. Here
are a few highlights from the comments we received back:
"I thought the banquet dinner was very inspirational. It was moving to be in the same room with so many women from underrepresented
minority groups with Ph.D.s in the mathematical sciences. It serves as a reminder that getting a Ph.D. in the
mathematical sciences is a tangible goal…I enjoyed the candid conversations about balancing a career and a family. I think that
topic is seldom discussed and I appreciated the willingness of the panel members to share their
experiences on that topic." —Graduate student, Statistics
"Attending the conference made me realize that I definitely wanted to go to graduate school, and that research is a passion
that I needed to pursue…All of the moments were memorable because I had never before seen that many women of color who
were great at math. The conference was definitely one of the most defining moments in my life because it helped me make
key decisions for my future."—Graduate student, Applied Mathematics/Mathematical Biology
"The conference really lifted my spirits and helped me to move forward. As a first year graduate
student, I needed to hear the stories of women who look just like me who have also struggled with
racism, sexism, and favoritism in their respective institutions, but through faith, help and support
from family and peers, and most importantly, with strong determination, were able to overcome
these obstacles and succeed. After the conference I came back to my school rejuvenated and ready
to take on the world. That following summer, I successfully passed two qualifying exams towards
my Ph.D. in mathematics, and passed my last qualifying exam last fall. I not only take this
opportunity to inform you of my progress as a graduate student, but rather to recognize
the powerful impression the conference left upon me. I feel honored and blessed to
have been part of such a wonderful event. Keep up the great work and
I look forward to being inspired at the next one"—Graduate student, Mathematics
"IPC encouraged me to learn more about different graduate school programs, especially in
public health, for undergrads in math. I did receive information about a few schools at IPC but I would like to have
been able to talk to more school reps or at least see more brochures. Currently I am looking into schools with good public
health and anthropology programs and IPC gave me the encouragement to look at all of the possibilities
of a math degree…The entire conference was wonderful! It was the first time I was able to experience
being around other women with similar backgrounds and interests. The workshops were great, the grad
school prep workshop really helped me - I still have the power point printout which I am using to
plan out my last semester."—Junior, Mathematics w/Emphasis in Statistics
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"I came back from IPC rejuvenated, reencouraged, and with a renewed confidence in completing my
dissertation. IPC also helped renew my interest in working in the academy
as opposed to industry or government"—Ph.D. Candidate, Biostatistics
"While attending IPC I was very doubtful if should continue striving toward a Ph.D. because I had one more qualifying exam to pass
that I had taken four times already. But after attending IPC and talking to many of the very inspiring women, who by the way
were just like me, it made me see that I am not alone and if they could do it I could too. So that June I took the test, passed it
and even received a fellowship for the next year. I am extremely grateful to have been apart of IPC, it is a conference that was
both inspirational and educational to me. It is an experience I will never forget."
—Graduate student, Mathematics/Commutative Algebra
"While attending the IPC conference I was motivated to continue to give back to my community. I
have decided to become a high school math teacher so that I can help shape the minds of other women
and minoritiesÉThe entire conference was memorable. Being able to be in the company of numerous
mathematicians who were just like me was inspiring and truly a boost to my desire to continue in
mathematics."—Senior, Mathematics
"One thing the Conference did for my next steps is that it gave me motivation to stay in school. I heard
from other women, including a single parent about how difficult graduate school can be at different times.
Hearing the struggles and hardships and successes renewed my faith and confidence about sticking with it.
It was extremely inspirational hearing from women of color, women that looked like me…
This was an amazing conference that had such a powerful impact on my life. I hope it
is offered time and time again. It was really cool being in a room filled with
women of color who were at all stages of education. Very inspirational and powerful."
—Graduate student
"I had already applied and been accepted to Ph.D. programs when I attended IPC. But IPC did open my
eyes to different opportunities for mathematicians. I was also able to meet people in the field I am
interested in (biostatistics) and find out what they are doing or have done with their degrees. The entire
conference was awesome. All of the speakers and sessions were informative yet entertaining. I met several
people at the conference who I still keep in touch with today, both students and non-students."
—Graduate student, Biostatistics
"IPC exposed me to many areas one can study with a background in Math, and introduced
me to the field I plan on studying in Graduate School. It was also a very empowering
experience to see so many Minority women with the same passion...This was
by far the most exciting and fulfilling conference I've ever attended, and I
hope that I get a chance to experience it once again. I hope that more people have the
chance to experience the greatness of this conference." –Junior, Mathematics
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2005 Website
IPC
www.ipc2005.com
One exciting feature to IPC 2005 was a corresponding website that in addition to providing
information about the conference included information for students about summer research
opportunities, and articles written on mentoring, succeeding in the corporate world, the rewards
of teachings mathematics and other topics. Below we’ve included a few of these articles featured
on www.ipc2005.com. Enjoy!
CAREER SPOTLIGHT
Marlisa Johnson, MS
Founder of Mathtopian Preparation
Los Angeles, CA
www.mathtopianprep.com
Tell us about Mathtopian Preparation.
Mathtopian Preparation provides one to one tutoring and test preparation as well as small group
instruction. Students who need additional academic support will gain from our experience and
expertise. Our focus is helping students to develop the fundamental academic and organizational
skills as well as the self-discipline needed to be high achievers.
What is your educational background?
BS, Mathematics, Spelman College and MA, Education, University of Michigan, Teaching
Credentials in Mathematics and Economics
What is the best part of what you do?
The best part of what I do is working with students one to one and developing close relationships
with them. I am able to not only help them with mathematics, physics, etc., but I also mentor
them. It is also tremendously gratifying to create a business doing something you love, and then
work and watch it grow.
How did you create your own company?
I taught at a very prestigious private school in Los Angeles called Harvard Westlake. Parents
looking for tutors would often call the school for referrals and/or teachers interested in tutoring
their children. I began tutoring some of these students in their homes just a few hours per week.
Eventually, I began to realize that there was a real opportunity for me to tutor full time and
become my own boss. After building up my clientele, I leased office space and starting seeing
clients out of my West Los Angeles office. I now have an English teacher working for me who
tutors students as well.
What resources have helped you?
The most useful resources to me are advice and guidance. I have been fortunate to meet many
parents, co-workers and friends who have coached me and have given me valuable information
that helped to get me started. I still rely on networking and word of mouth as my primary source
of advertising.
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The Rewards of Teaching Mathematics
BY SONYA A.F. STEPHENS, PH.D.
Teaching mathematics has been a very rewarding career. While teaching is exciting, conveying
mathematical concepts is wonderful. Enlightening students on the importance of the Mean Value
Theorem, the order of operations, and applications of the derivative brings such joy and
gratification, that words cannot truly express my feeling. My experience suggests that
mathematics is not the "favorite" subject of most students and therefore, these courses are not met
with much enthusiasm. It is my job to show people the wonder of mathematics and its many uses.
I am elated when students realize that calculating the sale price of a pair of shoes, purchasing
groceries on a budget, and calculating how far you can drive on a quarter tank of gas, to name a
few, are everyday examples of mathematics at work.
Besides the known rewards of teaching, teaching mathematics allows me to come in contact with
students from all backgrounds and majors. I get to meet the music major that is one note away
from becoming a renowned composer, the criminal justice major that is one brief away from
reforming the criminal justice system, the psychology major that is one case study away from
developing a process to identify and manage clinical depression before a crime is committed, the
physics major that is one lab away from discovering yet another "smallest" particle, and the
computer science major that is one algorithm away from developing the first completely voice
activated desktop. While these students have varying career goals and aspirations, in my
classes, they all speak the same language, mathematics. It is rewarding to see the economics
major discuss marginal profit with the business major who will in turn discuss the rate at which
funds are instantaneously removed from some business accounts with the criminal justice major
who in turn will discuss a defendant’s behavior with the psychology major who describes the rate
at which some bipolar medication is absorbed into the bloodstream. These students get to see the
relevance of a single concept to various aspects of life. Watching these students examine a
problem, develop and execute a plan, and analyze the data is not only rewarding but extremely
gratifying.
Sonya A. F. Stephens, Ph.D. is an Associate Professor in the Department of Mathematics at
Florida A&M University.
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Succeeding In The Corporate World – A Few Helpful Tips
BY JOCELYNE HENRY, MBA
So you’ve decided to make that leap into the corporate world. After years of Top Ramen™
dinners and 4-to-1 roommate to bathroom ratios, you have decided to take the corporate world by
storm, ready, set, go….. But wait! The corporate world is very different than the world you may
be familiar with. There are unwritten rules that nobody tells you about until you’ve made the
mistakes. There are choices that you will be making each day - some overt and some subtle - that
will affect every aspect of your career. From your daily experiences to your promotion options,
if you look around, you’ll find that great opportunities are right there for the taking. You’ll also
find that there are potential pitfalls that can be easily avoided if you keep these few simple tips in
mind.
#1 – Know Your Environment
Yes, we know that you graduated from a top school with a 3.8 grade point average. We hired you
because you have the talent, the education and the enthusiasm to be one of the best new
associates at our company. But in order for you to really set yourself apart from all of the other
eager new-hires, I want to see that you understand how your job function fits in with the goals of
your department, with the success of this company and with the dynamics of this industry. Do
you really understand what this company does and how? Do you know who our customers are?
Do you know who are competition is? Do you understand how the industry works? Always be
knowledgeable about, and be prepared to discuss, the larger picture. Your job exists because of
it.
#2 – Business Is About People
Yes, you are still being graded, but not on that curve that you may be so fond of (or not).
Regardless of how smart you are, how skilled you have shown yourself to be, or how fast you finish your daily assignments, you will always be frustrated by your inability to advance if you do
not understand that business is about people. Companies are in the business of making money.
You were hired because we determined that you could help us achieve our financial goals. But
regardless of all of this, people like to work with people that they know and like – period. The
folks who get chosen for the most exciting assignments, get appointed "Product ABC" team
champion and get invited to executive meetings know that actively cultivating good relationships
with peers, managers and anyone else you come in contact with makes all the difference. Are you
viewed as a competent employee or are you thought of as an amazing talent that your
company wants to mentor, include and promote? The choice is yours.
#3 – Have a Goal
So…what do you want to be when you grow up? You don’t know?? Hey, the reality is, nobody
expects you to know exactly where you want to be in 20 years when you are 21 years old. But in
an interview, if I ask you the question and you look back at me with a vacant stare, I’m going to
wonder just how much you know about yourself and know about what you are getting into as a
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potential employee of this company. Before and after you are offered a job, you need to put some
time into thinking about where you might want to be - in 2 years, in 5 years, in 10 years. Nobody
is going to ask you to set your plan in stone. But if you don’t have a goal, how do you know if
you are headed down a path that can lead you to where you ultimately want to be?
#4 – Find a Mentor
Somebody once said that advice is only worth what you pay for it. I wholeheartedly disagree.
As a neophyte in the corporate world, you are going to need all of the positive encouragement
and support available to you. One of the best ways to secure this is to find a mentor. A lot of
companies have formal mentorship programs where they will partner new employees with
senior members of the firm. But if your company does not have a program, you need to find your
own. Start by sharing your desire to have a mentor with your immediate supervisor. He or she
will typically be able to make good mentor recommendations and set up formal introductions.
It’s worth the effort.
#5 – Appearance Counts
Trust me when I say that I know how much you’d rather buy those designer jeans than a
conservative business suit with your last 200 bucks. But I’m sorry. You have to do it. If you are
committing yourself to this new and exciting path, you have to look the part. Nobody needs to
tell you that you have to dress up in your finest for an interview, but it’s very important that you
put some thought into your overall appearance everyday. Is your hair neat, clean and
professional? Is your make-up subtle and neutral-toned? Is your jewelry simple (basic stud
earnings, watch, one or two simple rings)? Are your shoes quality leather and polished? Is your
suit made of good material, freshly pressed, well fitting and in an appropriate color? I know this
may sound like a lot to ask but it’s too important to overlook. How you present yourself
physically will often be the difference between getting in the door and having it closed politely
in your face.
#6 – Take Care of You
So all of this stuff is really swell advice (hopefully worth more than you paid for it) but none of
it makes any difference if you are not taking care of you as a person. Skilled managers can look
into someone’s eyes and tell if they are tired, overly stressed, afraid, angry or unhappy. Your
energy is one of those things that you often are not able to hide, even if you give it your best shot.
The best employees, as well as the most successful and satisfied ones, take care of themselves in
their personal lives. We bring all of ourselves to the workplace, and that includes the emotions
and issues that we may be struggling with at home. Being the best you at work means doing what
you need to do to be the best you in your heart. Take care of you and your career will take you
wherever you want to go.
Jocelyne Henry received her M.B.A. in Business Strategy with an emphasis in marketing from the
UCLA Anderson School of Management. She has worked for two Fortune 1000 Companies and
spent three years as a Senior Business Development Advisor to Richard J. Riordan - Mayor, City
of Los Angeles. Her industry experience includes biopharmaceutical, information technology and
consumer products.
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The Beautiful Language of Mathematics
BY EVELYN J. PATTERSON, MS
I was born into a world filled with math. Both of my parents speak the language
fluently, and I began speaking it at the young age of 4. Despite the respect I had for it, I fought
hard not to be sucked into the world. Who wants to do what their parents do? Not me! I was set
on becoming a medicinal chemist. Eleventh grade came. Chemistry came. Chemistry conquered.
And I gave in to the deep-seeded passion that I had for math. That’s the short story of my long
relationship with math. Throughout the course of the relationship, there existed a magnetic pull
that kept me engaged and now it continually strengthens my devotion. Of these many attractive
qualities, I’ve taken the liberty to share my top ten below. Enjoy.
Top 10 reasons why I love Math:
1. I can use Statistics to eloquently describe any emotional situation in life, from my
disappointments in life (it really sucks when your observed value is not equal to your expected
value) to unexpected surprises (I’m in the right tail!).
2. Algebra allows me to believe it’s possible to manipulate any situation and determine the
unknown.
3. I relish in the power of tipping over a mountain of research with one contradiction (proof by
contradiction).
4. The freedom to date around in many different disciplines, still remaining loyal to your one true
love.
5. There’s a sense of security of knowing there is always a right answer.
6. The hope of finding an algorithm for generating prime numbers.
7. Not wearing a jogging suit means you’re dressed up – just ask my dad.
8. Having a function that you use to describe yourself and how you relate to the world.
9. Statistics is a beautiful vernacular – where only a few chosen people ever understand that it’s
a language of precision to describe the most imprecise things of our time.
10. Knowing that one of the things that makes reproduction beautiful is its ability to prove that
1+1 ≥ 2.
Evelyn Patterson is currently a graduate student in the Demography and Criminology
departments at the University of Pennsylvania. Her current research utilizes a life course
approach to study the collateral consequences of incarceration using demographic methods.
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The Role of Mentoring in Teaching Mathematics
BY ERIKA T. CAMACHO, PH.D.
Becoming a professor of mathematics has allowed me to jointly do three things that really fulfill
my life: teach, mentor, and continue to explore mathematics and its many applications. The desire
to expose students to this interplay of mathematics with the real world inspires me to keep my
research active and to strive to become a better instructor. At various stages of my career I have
been positively influenced by dedicated teachers and mentors. Each of these role models gave me
the strength and determination to achieve my goals by empowering me with knowledge and
experience.
Attending the Mathematical and Theoretical Biology Institute (MTBI) at Cornell University, a
summer research program for undergraduates in 1996, inspired me to pursue a Ph.D. in Applied
Mathematics. This experience gave me the opportunity to see my potential and not limit myself.
Learning about the mathematical application in biology revitalized my interest in mathematics.
The people and mentors that I met through this program became and remain my main source of
support.
This attentive mentoring combined with my own personal experiences have instilled a burning
desire in me to strongly impact the lives of my students and those in my community. I firmly
believe that I can best do this through quality teaching and mentoring. Although both are
important on a daily basis throughout the academic year, my experiences have shown me that
effecting a change will require additional efforts. Very early on in my MTBI experience, I set it
as a goal to establish a similar program that emphasized research opportunities for
underrepresented minorities and women undergraduates in math. As Co-founder of the Applied
Mathematical Sciences Summer Institute (AMSSI), I will further be able to instruct, mentor, and
positively impact numerous students in their first research experience.
Dr. Erika T. Camacho is an Assistant Professor of Mathematics at Loyola Marymount
University in Los Angeles, California.
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Where Do We Go From Here?
BY DR. SYLVIA BOZEMAN, PROFESSOR OF MATHEMATICS, SPELMAN COLLEGE AND
DR. ERIKA CAMACHO, ASSISTANT PROFESSOR OF MATHEMATICS, LOYOLA MARYMOUNT UNIVERSITY
With the first Infinite Possibilities Conference (IPC) completed, we pause to examine the
magnitude of what has been accomplished and the even greater need for furthering its goals. The
IPC brought together 150 women from an underrepresented background (African-American,
Latina, or Native American), many of whom have received their Ph.D.s in mathematics and many
others who were students either pursuing or interested in pursuing a higher degree in mathematics.
Among the attendees were undergraduate women, pursuing their first mathematics degrees, who
saw those ahead of them as role models for their own future achievements.
How significant is this? Of the 3548 Ph.D.s awarded to U.S. citizens or permanent residents from
1997 through 2004 (7 academic years), only 79 of these were awarded to underrepresented
minority women (AMS Notices, Feb. 1998-2005). This paltry 2.2% is nowhere near our
population levels within this country and the problem is not going to go away without continued
and focused efforts.
The IPC is a celebration of how far we’ve come. It was empowering to see a tribute to the second
[first] African-American woman to receive her Ph.D. in mathematics. Yet at the same time, it was
very frustrating to realize that this did not happen very long ago. It was energizing to see so many
women present quality mathematical research. And it was infuriating to realize that our numbers
are still so small.
Being able to share each other’s experiences allows us to draw strength from each other and helps
us through the difficult times when we can feel like we are alone. The IPC plays a crucial role in
fostering this type of interaction as it brings together women from academia and industry. From
research presentations by established women and future stars to panel discussions by a wide-range
of Ph.D. women with a variety of experiences to poster presentations by undergraduates, this
conference was empowering.
In speaking with many of the women at IPC, it was clear that there is a need for such a conference.
The building of a network of support at all levels of academia and industry will be essential for us
to achieve adequate representation. Each of us already has our plate full with expectations in work
or in school. Yet to help foster the success and budding careers of the next generation of
underrepresented women, we must remember those that helped us to be where we are today and
thus we must continue to reach out as mentors, colleagues, and friends. The IPC provides the
perfect setting for successfully fostering these types of interactions. The 2005 conference gave us
a chance to perceive and acknowledge the need to mentor each other as one tactic for increasing
our numbers. It also emphasized the importance and power of mentoring and networking for those
who are at the early stages of their mathematical journeys as well as for the more senior women.
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Those of us that are undergraduates may encounter bumpy roads as we consider whether we are
"grad school material." Those of us that are graduate students may encounter difficulties in
finding supportive advisors or interesting projects. Those of us that are postdoctoral researchers
or junior faculty or hold industry jobs may feel the pressure to publish particularly high quality
documents or research in order to show our worth. The IPC shows each of us that we are not
alone, that someone has come before us, and that a community exists, small as it may be, to help
us succeed. It also shows us that we are making progress at all levels and that progress can
continue to be made by bringing a range of women together and showing them inspiring role
models and mentors. Without this continued support, too many women will continue to shift their
focus away from their goals as they feel overwhelmed by the pressures of society, family
responsibilities, and the often unrealistic and unfair expectations of those who are oblivious to the
inequities of our current society.
The IPC provides a forum in which we can network and build necessary and strong connections
and utilize the many inspiring women with an abundant will to help us reach our goals. There is
a definite need for the IPC’s continual support network to remind each of us of just how
important we are. It is essential that we remember that there are infinite possibilities for us to
pursue a career in mathematics and a growing number of reasons why we must continue to push
forward. We need to expand our efforts to reach other women who can also benefit from our
shared experiences as underrepresented minority women.
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Don’t let anyone rob you of your imagination, your
creativity, or your curiosity. It’s your place
in the world; it’s your life. Go on and
do all you can with it, and make it
the life you want to live.
-Mae Jemison
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“Every great dream begins with a dreamer.
Always remember, you have within you
the strength, the patience, and the
passion to reach for the stars to
change the world.”
-Harriet Tubman
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0506506_CX_IPC Cover_Back
5/18/06
8:31 AM
Page 1

the 2005 IPC Proceedings - Infinite Possibilities Conference

Transcription

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