Ph.D., University of California, 1970
Department of Mathematics, School of Arts and Sciences, New Brunswick; Rutgers
Areas of Interest
Korteweg-deVries equation, cubic Schrodinger equation on the line, and improving undergraduate education, especially for future teachers.
Advanced calculus, introduction to mathematical reasoning, and courses for future teachers.
Memberships and Professional Service
Co-organizer, Workshop "Finding and Keeping Graduate Students in the Mathematical Sciences", Amer. Institute of Math., 2006; Organizer and Moderator, Symposium "Finding and Keeping Graduate Students in the Mathematical Sciences", AAAS Annual Meeting, 2005; MAA, Gung-Hu Award, Selection Committee, 2005-2008; AMS-ASA-IMS-MAA-SIAM Joint Data Committee, 2003-2009; AAAS, Nominating Com., Math Section, American Assn. for Advancement of Science, 2003-2006; MAA Committee on the Undergraduate Program, 2000-2003; MSEB Planning Committee for Conf. "Next Steps in Teacher Development: Grades 9-12," 2002.
Grants, Honors, and Awards
Fellow, American Association for the Advancement of Science, elected 2006; Service Award, N.J. Section, Mathematical Association of America, 2004; Co-PI, VIGRE grant to Math. Dept. at Rutgers, 1999-2002; Award for Distinguished Teaching, N.J. Section, Math Association of America, 1998; Award for Innovation in Undergraduate Education, Rutgers University, 1991.
Academic Interests and Plans
I want to determine as clearly as possible the outer limits of usefulness of the classical inverse scattering method for proving existence of solutions of the cubic Schrodinger equation.
My plans concerning undergraduate education include carefully documenting the "Connections" course I have developed to make explicit the usefulness of the content of advanced math major courses for beginning teachers of grades 8-12. I also want to continue the development of math content courses aimed at students preparing for a "math specialization" for prospective teachers of grades 5-8. Under the new N.J. teacher certification reguluations such a specialization requires 15 credits of mathematics -- the key is to provide courses that focus on the most relevant mathematics. Over the last three years, the math department has developed three appropriate 3-credit courses; we need to develop of revise at least two more for this purpose.
Concerning graduate education, many countries outside the U.S., China especially, are increasing the size and quality of their graduate level programs in mathematics. If more U.S. trained foreign graduate students return home for employment, the U.S. may not be able to meet domestic demand for mathematicians without recruiting more women and members of other groups traditionally underrepresented in STEM disciplines. I am working with others to address this issue constructively.