Industry

Oct

2024

Michelle Snider

Studied Physics & Mathematics at Smith College, Northampton MA, and Mathematics at the University of California San Diego, CA USA and at Cornell University, Ithaca, NY USA • Highest Degree: PhD in Mathematics • Lives in United States • Occupation: Senior Data Analyst at SRT Labs and Adjunct Research Staff Member at Center for Computing Sciences, Institute for Defense Analyses

I was always interested in math and science, maybe because I was just good at it. I chose to go to a women’s college because even at the high school level, I had been the only girl in the class, and experienced some unhealthy dynamics that can occur in a gender-imbalanced environment. Finishing my double major in Math and Physics in an enthusiastic and supportive environment, I decided I was happy to keep learning for the sake of learning, so I started applying to graduate school.

I went to the University of California, San Diego because they had big math and applied math departments, and since I didn’t have a specific area of focus yet, this would give me lots of options. Two years in, I realized I had not narrowed down the list of mathematical topics I was interested in so much as the list of professors I was not interested in working with. I set up meetings with potential advisors across the departments, who did work in numerical analysis, representation theory, combinatorics, and even math education research. Rather than giving me an impromptu lecture, one professor spent 5 minutes setting up a problem, then handed me the chalk and said “Go up to the board and work out an example.” I thought to myself, I guess I’m an algebraic combinatorialist now!

My specific expertise seemed to be less relevant than my willingness and ability to jump into new research areas and tackle hard problems.

Six years and a cross-country move later, I finished my PhD. I had determined that I didn’t want to pursue an academic track, but with such a pure math background, I wasn’t sure what other options I would even have. That is, in academia, it is quite common that you have no idea what else to do except be an academic because no pure math professor I have met has ever done anything other than be a pure math professor. While I had a wonderful opportunity learning how to think mathematically, I had no guidance about how to transition my research to real life. After sending my resume to companies and national labs across the spectrum of options, I landed an interview at the Center for Computing Sciences in Maryland, a federally-funded research and development center, where the organizational ethos seemed to be to hire a bunch of smart people and remove all the administrative distractions so they can just focus on solving hard problems for the US government. The people I met at my interview were excited about their work, but also had interesting hobbies and work-life balance. My specific expertise seemed to be less relevant than my willingness and ability to jump into new research areas and tackle hard problems.

The AWM is a community of mathematicians from around the world who care about building up a network to help us all succeed and I love being a part of it.

Along the way, I had an opportunity to join the Association for Women in Mathematics (AWM) on a day trip to the US Capitol in Washington, DC, to meet with the offices of elected officials and advocate for supporting underrepresented minorities in STEM. The AWM is a community of mathematicians from around the world who care about building up a network to help us all succeed and I love being a part of it. These visits give us a chance to let our voices be heard, and to bring awareness to the importance of STEM across society—many politicians have never met a mathematician before, and we had the chance to try to counter some of the stereotyped images in the media. I met an amazing group of mathematicians, and before I knew it, I was the one organizing these Capitol Hill visits, then serving on several committees.

A few years ago, an opportunity came up to work with a small technology company with a great company culture. My job title is Senior Data Analyst, but again I was hired not for specific expertise but for my flexibility in taking on new challenges. I get to work across a broad swath of the company, talking to clients, designing solutions, and yes, analyzing some data along the way. I love being able to apply mathematical thinking to problems perhaps not thought of as classical mathematical problems, like how to help universities save energy by connecting their air conditioning system to their class scheduling system.

I could not have predicted the path that I’ve been on, and certainly would never say that I had a plan all along. I am happy to do lots of different things, but it matters a lot to me who I spend my time with. Picking each step based on the people I enjoy spending time with seems to be working just fine so far.

Oct

2024

Nadia Abdelal

Born in Tripoli, Lebanon • Birth year 1975 • Studied Science and Education at Monash University in Melbourne • Highest Degree Post Graduate Diploma in Secondary Education • Lives in Melbourne, Australia • Occupation Mathematics Education Specialist

There were only two things I ever wanted to be as a child – an artist or a scientist. Growing up as the daughter of a struggling artist, you can guess which one I was vehemently encouraged not to pursue. So, with great regret, I set aside my artistic dreams to focus on the more ‘financially stable’ study of science.

However, for a young migrant girl born in the 1970s, things were not that simple. Back then, women and girls weren’t even close to touching the glass ceiling, let alone breaking it. We were too busy dodging patriarchal bullets. For many women, particularly those of certain ethnicities, the central mission was marriage and children. Our dreams didn’t amount to much because there was only really one worth pursuing, and it definitely did not end with the word “scientist”.

(…) How does someone who was told by teachers that she would never understand maths, and who failed almost all her maths exams, end up as a maths education specialist?

Despite this, I was not discouraged. Much to the dismay of my mother, I had inherited my father’s burning desire to punch the status quo right in the face. Consequently, my feminist roots sprouted early. If I’m being totally honest, while I genuinely loved science, the idea of pushing against gender stereotypes, some of which still exist today, was equally as appealing. So, I set my course with determination.

It was not without its obstacles – and there were many. One obstacle in particular that could have derailed my entire professional future was my ongoing struggle with mathematics. I didn’t just struggle a little; I struggled a lot. For as long as I can remember, and throughout school, it was one of my greatest sources of shame. My failures in this subject accompanied me through primary school, high school, and even into university, where I eventually graduated with a major in physics and geophysics.

But how? How does someone manage to get a degree in physics while struggling so much with maths? And how does someone who was told by teachers that she would never understand maths, and who failed almost all her maths exams, end up as a maths education specialist? The answer is this: it’s not that I wasn’t good at maths, or that I couldn’t understand it. It was simply that I couldn’t understand the way maths was being taught to me!

Traditional mathematics approaches may work for a small percentage of the population, but the majority, especially those from lower socio-economic backgrounds, non-native language speakers, or those with non-neurotypical brains, are rarely among that select few.

Traditional mathematics approaches may work for a small percentage of the population, but the majority, especially those from lower socio-economic backgrounds, non-native language speakers, or those with non-neurotypical brains, are rarely among that select few. Unfortunately for me, I fell into all three categories, so school was a constant struggle. However, science was my art – a creative outlet for my curiosity, and anyone can tell you that when you love something and are curious about it, the teaching becomes secondary to the learning.

As I moved further into my career, I began to apply this newfound understanding to my teaching, shifting away from traditional methods and towards more conceptual approaches to maths education – methods that I wished I had been exposed to as a child and as a student of STEM.

The decision to leave the safety of my classroom in 2016 was a very difficult and personal one. However, it shaped some of the greatest learnings and experiences of my lifetime, and three years later, it led me to begin my company, EM Maths Consulting.

I began my life wanting to be one of two things, an artist or a scientist, and little did I know that I would end up as both.

The fear that comes with putting everything on the line to follow a dream can be debilitating. However, sometimes the desire to follow it is just too strong to ignore. So here I am, eight years on, and still clinging to the convictions that started me on this pathway – to drive change in mathematics education, and to encourage a system that supports and nurtures the strengths and uniqueness of every child regardless of race, gender, demographic, or physical, emotional, or spiritual preferences.

I made many discoveries along the way, but the best one was this: There is a little scientist in all of us, one who is compelled to ask questions, be curious, seek synergy, and find beauty. We don’t often connect these things to the learning of mathematics, but we should. I began my life wanting to be one of two things, an artist or a scientist, and little did I know that I would end up as both.

May

2024

Jenna Race

Born in Würzburg, Germany • Birth year 1986 • Studied Mathematics at Century College in White Bear Lake, Minnesota, USA • Highest Degree Associates of Science in Business Administration • Lives in White Bear Lake, Minnesota, USA • Occupation Associate Communications Specialist at Metro Transit

From an early age I easily understood patterns that baffled my peers. Because of this I gravitated toward Math. In my early years in school, I was a great student with top marks in all my classes. Things changed in tenth grade when I developed bipolar symptoms. My GPA (US grading scale in high school) plummeted. I eventually failed nine classes including statistics and pre-calculus. After that, Math did not seem like the field for me anymore. Still, my heart’s desire was to pursue math, and I have never given up on that dream.

This class changed everything. It was the spark that re-lit the fire. It brought back the childlike wonder and awe I had for the beauty of mathematics.

I started college shortly after high school. My mental health symptoms continued to get in the way and I did not do well. After years of hard work and dialectical behavioral therapy I learned to manage my symptoms and regain control of my life. I decided to resume higher learning with a new-found confidence. I started at Century College in January 2019 as a first-generation, non-traditional student. However, I did not allow those facts to interfere with my progress. Finally, I was the student I always knew I could be. I dove deep into my classes and actually excelled! I decided to study business, having accumulated ten years of corporate work experience in customer service and answering business correspondence. My first two semesters were filled with general classes, but College Algebra came in fall 2019. This class changed everything. It was the spark that re-lit the fire. It brought back the childlike wonder and awe I had for the beauty of mathematics. I poured my heart and soul into that course and maintained a 99% for most of the semester.

With all my momentum and excitement, surely I would succeed again… until I didn’t.

I have heard many people say that math is so stressful to them that it makes them cry. In contrast, I have wept with wonder when recounting how the universe makes sense when math proofs are worked out. Math is the only subject I see myself pursuing for the rest of my life. This led me to update my college major to Mathematics. I made this change in April 2020: the start of the COVID-19 pandemic.

In spite of the pandemic, I continued to excel in classes. I eventually earned my first degree in May 2021, an Associates of Science in Business Administration. It was in fall of 2021 when I was done with business that I took the class that I always dreamed of: Calculus I. I was especially excited to take that class with my College Algebra professor. With all my momentum and excitement, surely I would succeed again… until I didn’t. I studied for hours and devoted myself to class but was not as successful as I hoped. By the end of the term, I earned a grade of 70%. Although I was eligible to take Calculus II the next semester, I took my instructor’s advice and retook the class. I am glad I took his advice because I did much better the second time and was more prepared for Calculus II. I took Calculus II in fall of 2022. With lots of preparation I excelled in the course.

For a time, I considered quitting, but I never let my struggles win.

Knowing how alone I felt as a female, minority, non-traditional, first-generation college student navigating mathematics during the pandemic, I wanted to give back to other students in similar situations. I was able to do that by becoming an organizer for OURFA²M², the Online Undergraduate Resource Fair for the Advancement and Alliance of Marginalized Mathematicians. This is one of my proudest achievements since starting my math journey.

I wish that I could say that it was all downhill from there, but it was not. My last 3 semesters have been the most challenging of my math journey. That’s when I took Calculus 3 and Differential Equations. At the same time, I changed jobs and experienced significant changes in my personal life. For a time, I considered quitting, but I never let my struggles win. After 5 years, I am about to graduate from Century College and continue my mathematical journey at a four-year university. I know I will struggle in the future, but my experience so far has shown that I am tenacious and can tackle any challenges that come my way.

Elements of the first three paragraphs of this text are based on a book chapter by Jenna Race in “Read and Rectify: Advocacy Stories from Students of Color in Mathematics”, edited by Pamela E. Harris, Ph.D., and Aris Winger, Ph.D., whose permission has been obtained before publication.

Nov

2023

Kira Wetzel

Born in South Korea • Studied Data Management/Information Systems (Master of Science), Education (Master of Arts), and Behavioral Science (Bachelor of Arts) at three different universities in the United States. • Highest Degree Master of Science • Lives in San Jose, CA USA • Occupation Data and Analytics Management and Lecturer at UC Berkeley

Chapter 1: A Love for Math

I have always been fascinated by numbers. From the moment I learned how to count, I was hooked. Math quickly became my favorite subject in elementary school, and I eagerly awaited the Math Minutes exercise every day. There was something thrilling about solving equations, finding patterns, and unlocking the secrets hidden within the numbers, and quickly.

As I progressed through school, my passion for math only grew. I found solace in the logic and structure it provided. While other kids dreaded math class, I relished the opportunity to dive into complex problems and unravel their mysteries. My brain seemed to have a natural affinity for the subject, and I loved the feeling of accomplishment when I arrived at the right answer.

When it came time to choose a major in college, however, I made a somewhat unexpected decision. Instead of studying pure mathematics, I opted for math education. I wanted to make math more accessible and easier to understand for others. I believed that by becoming a math teacher, I could help students overcome their fears and discover the beauty of numbers, just as I had.

Chapter 2: Thinking in Algebra

Teaching high school math was both challenging and rewarding. I loved seeing the light bulbs go off in my students’ minds when they finally grasped a difficult concept. However, as an introvert, the constant demand for live interaction every day was beginning to take its toll. I realized that if I continued down that path, I would eventually burn out.

After a few years of teaching, I decided to make a transition into data management. It allowed me to utilize my analytical skills in a different way while still working with numbers. What surprised me was how well my brain adapted to this new role. I found that my problem-solving abilities translated seamlessly into the world of data.

As I analyzed and processed information, it felt like I was working through an algebra problem. I approached each task as a system of inputs and outputs, seeking patterns and connections. This way of thinking became an incredible framework for tackling unknowns and finding innovative solutions. My love for math had given me a unique perspective that served me well in my new field.

Chapter 3: A New Direction

To further solidify my expertise in data management, I decided to pursue a master’s degree in information management and analytics. The additional knowledge and skills I gained opened up new opportunities for me. I had no regrets about my career path. In fact, my background in math education turned out to be an asset in influencing and teaching at work.

The scariest thing about transitioning was actually the change in working environments. Office environments are incredibly different than classrooms and the dynamics between people are different. There is no option to go to your classroom and hide. The agendas and goals are different. In the office, highly cross functional teams of people are responsible for the success of the project.

Currently, I lead a team of analytics engineers, analysts, and industry strategists. Our main focus is developing data foundations and curating information that aligns with our company’s business strategies. Alongside this responsibility, I am also dedicated to developing leaders within my team. I firmly believe that investing in others and fostering their growth is crucial for long-term success. I’ve learned that this isn’t always the case for others, but it will be for me.

Chapter 4: Battling Gender Bias

Throughout my career, I have encountered the harsh reality of gender bias. It is pervasive, and the intersections of gender further compound the disadvantages faced by marginalized individuals. Closing the gap requires us to be intentional in our efforts. We must take our seat at the table while saving a seat for others. It means having the difficult conversations and addressing the unspoken career setbacks that are often less concrete but nonetheless hinder progress.

I have experienced oppression and setbacks, even from other women, in the workplace. It has been disheartening, but I have used these experiences as lessons to shape my behavior and align myself with my North Star. If we cannot support one another, how can we possibly advance as a collective? I have made a conscious choice to accept slower advancement if it means providing greater opportunities to others. My decisions are guided by what is best for our community, not just for myself.

Chapter 5: Surrounding Myself with Allies

Looking back, I realize that the one thing that would have greatly helped me on my career path is self-confidence and strong women allies. It took time and experience to develop the belief in my abilities, some of that came from not having sponsors or mentors that were truly invested in me. Additionally, surrounding myself with strong women allies has made a tremendous difference in my agency and resiliency. The support and camaraderie we share have empowered me to navigate the challenges of the workplace with greater strength. I don’t feel alone and I can call upon a strong network to help me.

As I continue my journey, I am committed to making room for others at the table. I strive to foster an inclusive environment that encourages growth and amplifies diverse voices. By doing so, I hope to contribute to a pipeline of growth that uplifts individuals and propels our collective success.

Epilogue

My love for math has shaped my life in ways I never could have imagined. It has taught me to think critically, approach problems systematically, and find joy in unraveling the mysteries of the world. Through my career as a math teacher, data manager, and leader, I have found fulfillment in both sharing my knowledge and empowering others.

As I move forward, I will continue to champion gender equality and work towards dismantling the barriers that hold us back. I will strive to be the mentor and ally I wish I had when I was starting out. By embracing our unique strengths and fostering a supportive community, I believe we can create a more inclusive and equitable world for all.

Sep

2023

Robyn Shuttleworth

Born in Melrose, Scotland • Birth year 1993 • Studied Mathematics at University of Dundee, Scotland • Highest Degree Ph.D. in Applied Mathematics • Lives in Redwood City, California • Occupation Scientist II, Altos Labs

I wasn’t very sure what I wanted to study at university when I was in high school, I just knew for sure that I wasn’t finished with education. I really loved mathematics and biology, so it turned into a battle of the sciences. I went to one university visit (the one I happened to attend!) and toured both departments. The head of the math department started his presentation with “…mathematics graduates earn on average 10% more than any other graduate”. This one statement sealed it for me, and I decided to pursue a degree in Applied Mathematics. My reasons for pursuing mathematics came from quite a shallow and impulsive place, but I’ve grown to learn that that’s okay and you can’t always choose what motivates you. Assuming studying mathematics meant I would be working with numbers for the rest of my life, I imagined myself being an accountant or an actuary and I decided to take courses in business and accountancy in my first few years at university. Whilst this was okay, it didn’t enthrall me the way I had hoped. Fortunately, towards the final year of my bachelor’s degree, I joined a team of scientists in developing genetically engineered detection strategies for cystic fibrosis patients (very different from the classes in accountancy I had previously envisioned being my future). I was excited by the ways I could contribute as a mathematician, and it brought me back to my love of biology. Soon after, in my final year of undergrad, I chose my honors project in glioblastoma modeling. I learned so much about tumor growth and treatment strategies, and I knew this was only the beginning of my journey in mathematical biology. So, when the opportunity arose to pursue a Ph.D. in cancer research, I pushed hard for funding, and one month after graduating, I started reading papers for my Ph.D. in multiscale modeling of cancer progression. I developed mathematical models to describe how tumor cells interact with their microenvironment and explored the mechanisms used to invade the surrounding tissue. Throughout my Ph.D. I attended lots of conferences which gave me plenty of opportunity to present my work and I made lots of great connections. Networking with other scientists was one of the best parts of my graduate studies and I still maintain many of these relationships today.

I was excited by the ways I could contribute as a mathematician, and it brought me back to my love of biology.

I found my Ph.D., for the most part, very enjoyable. I loved the challenges that came with researching a new area and the undeniable feeling of success when you got some exciting new results, or you finally managed to debug your code! Alongside this elation, I did find some of my time difficult, but I must admit that those grievances have been mostly forgotten and feel like a distant memory. It was so important to me to have a strong support system, and I cherished my evenings and weekends with family and friends. Taking time for myself and detaching from the research helped keep me sane and motivated throughout my studies.

After three and a half years in my Ph.D., I was ready to move onto the next stage of my career. I set my sights on finding a Postdoc position, with only two stipulations; it had to be in the field of mathematical biology, and it had to be outside of the UK (another example of my unconventional motivation). With this in mind, I found a position at the University of Saskatchewan in the field of Cryobiology. I loved learning new math modeling techniques to apply to cryopreservation processes and I found that I was able to use a lot of my previous knowledge in this field. Although this switch in fields presented me with the challenge of effectively starting over and requiring a ton of reading (and auditing undergrad biology classes!), it was extremely fulfilling to use math models to predict the optimal experimental conditions for successful cryopreservation.

Fast forward three years, and I found myself in a familiar position: loving what I currently do, but ready to explore a new field and further develop my knowledge and skills. I had always envisioned myself in academia, however, through a chance encounter on social media, I came into a position within industry in the field of cellular rejuvenation. I now build mathematical models of cellular reprogramming and rejuvenation processes to help us understand what makes us, and our cells, “healthy”.

I had always envisioned myself in academia, however, through a chance encounter on social media, I came into a position within industry in the field of cellular rejuvenation.

I’ve consistently changed fields throughout my career, and I have learned something different from each of them that I carry with me to the next. The opportunities I have had are some of the most worthwhile and rewarding roles and ones I have immensely enjoyed. Whether I am investigating how tumors grow, finding the optimal way to freeze and store an organ, or helping us age gracefully, I would not wish to be anywhere else but at this forefront of scientific discovery and advancement.

Jun

2023

Ricki Rosendahl

Born in Germany • Birth year 1975 · Studied Maths at University of Hamburg • Highest Degree PhD in Optimal Control • Lives in Hamburg, Germany • Occupation Senior Business Consultant

I am sitting on the train. The ICE drives from Cologne to Hamburg. In this dark evening. My head is spinning after four days of learning about actuarial subjects in a seminar. I use my time to reflect. Thinking a little about the past, a little more about the future and a lot about this moment right now. I am happy. Grateful.

I like being here and in this moment. I am thankful for my talent for mathematics my mom and dad gave me. Thankful for meeting other people in my life, so I could learn and grow and become the person I am right now. Thankful for all the nice people who believe in me and support me. One of my mottos: you are what you have made of yourself. I will never be finished. This would result in stagnation.

The solution of any mathematical problem seemed so easy and elegant to me when I was young: true or false. Nothing else.

Like a central theme, my interest and my ability in mathematics affect my whole life. I love mathematics! The solution of any mathematical problem seemed so easy and elegant to me when I was young: true or false. Nothing else. I wanted to immerse myself in this subject. It was not easy to continue with this wish in a male-dominated world: unmotivated teachers, incompetent advisors at the job center, traditionally-thinking professors at the technical college. Thus, my central theme evolved in a different direction. One constant in my life stayed: me reflecting on my current situation – Who am I? What have I made of myself?

I grew up in a family where natural sciences and logic discussions were welcome. My parents met at the university, later becoming a math high school teacher and a physicist. In highschool, I have always been interested in math and natural sciences. I once asked my math teacher about the mathematical olympiad but I felt completely left alone by him when he didn’t show much interest and asked me to contact the organizers instead of telling me about it. It was frustrating that the lessons in math neither prepared me for the kind of exercises solved at mathematical olympiads nor showed me the possible career paths in science. The job center employee I talked to did not recommend studying math either. Thus, I chose a different path at first. While preparing for my engineering studies, I worked at a locksmithery. In this men’s world, the break room was decorated with a calendar with “aesthetic” images of women. Some old-established professors at the technical college weren’t pleased about women studying engineering.

Remember: if you love something, you will get great at it. I am grateful for being able to realize what I love. I love mathematics.

Finally – I just couldn’t get enough of math – I switched to studying mathematics at the university and went my way to diploma, PhD, being a mother, a teacher, a developer of final exams in math, to leadership in the climate and sustainability working group. I left the “typical” career path of mathematicians again. And came back to my profession: Now I have developed my skills in actuarial subjects working in insurances. And I will continue looking for new challenges.

Right now, I am sitting on the train. Driving from Cologne to Hamburg. And I am happy living in this moment. Happy with my talent for mathematics. It helps me developing, being curious and following interesting new paths. My path leads me further to being an actuarial consultant. I am sure I will encounter interesting tasks, opportunities and people in my future. And I want to show my beloved children: it is worthwhile to look deep within yourself. Be true to yourself. Find a subject that interests you and follow your ambition. Yes, there will always be drawbacks. Fortunately, the world is not as men-dominated anymore as it has been. Remember: if you love something, you will get great at it. I am grateful for being able to realize what I love. I love mathematics.

Mar

2023

Anna Konstorum

Studied Biology/Bioinformatics at McGill University, Canada, and University of California, Los Angeles, USA, and Mathematics at University of California, Irvine, USA • Highest Degree PhD in Mathematics • Lives in United States • Occupation Research Staff Member at Center for Computing Sciences, Institute for Defense Analyses

I came to applied mathematics slowly, and circuitously – but sometimes that makes for the best stories. When I was young, I fell in love with the complexity of biological processes, and thus I chose to study biology for my BSc. My grandmother was a math teacher and I have fond memories of us playing all sorts of educational math games growing up, which instilled in me a joyful, non-competitive view of math. But I never saw myself as a mathematician, it was just something I enjoyed ‘on the side’.

I sat there in complete astonishment of the beauty and power of math to describe a world that I had realized I had always wanted to see in a mathematical light.

It was only when doing my Master’s, when I took a course focused on using dynamical systems to study the life sciences, that I came to see that mathematics needed to be more than a hobby for me. I sat there in complete astonishment of the beauty and power of math to describe a world that I had realized I had always wanted to see in a mathematical light. And, I felt then, everything clicked. That my love for math and complex systems such as biology were not separate, but actually completely intertwined. It was this realization that led me to do my PhD in mathematics. I performed research modeling interactions of growing tumors with their microenvironment and took classes in a wide range of mathematical subdisciplines. It was very difficult as I knew I had less experience with mathematics than many of my peers, but I also had complementary skills in working on real-world scientific problems, which gave me a unique vantage point to think about the methods I was studying. When I kept my focus on the subject matter, I knew I was where I needed to be. It was one of the hardest, but most rewarding experiences in my life.

I work at the interface of data science and applied mathematics to help address challenging problem sets in national security, and more generally in the computational and data science realms.

Something you come to understand by taking a strong pivot, is that both you and the world have the capacity to honor a new stage in your life and career, especially if you approach the challenge thoughtfully and creatively. I had come to understand that for me, the next stage that I wanted to reach was to expand my applied mathematics capabilities to new domains in addition to the life sciences. And, really, I was ready! Studying the life sciences from a mathematical perspective prepares you to handle a variety of complex data problems. The field is full of extremely noisy data – but data that has, if you chip at it long enough, fascinating patterns and meaning underneath the noise. I now get to do just that as a Research Staff Member at the Center for Computing Sciences, Institute for Defense Analyses (CCS/IDA). I work at the interface of data science and applied mathematics to help address challenging problem sets in national security, and more generally in the computational and data science realms. I’ve used approaches ranging from applied dynamical systems (PDEs and ODEs) to, more recently, unsupervised learning methods employing matrix- and tensor-decomposition frameworks. I also hold an adjunct faculty role in the Laboratory for Systems Medicine at the University of Florida, which allows me to continue to collaborate on projects in mathematical and systems biology.

I wish I had known to take advantage of all [professional societies] have to offer earlier in my career.

What I’ve come to realize is that your unique interests and capabilities, even when they may not fit easily into a clear label, do have a place in this world where they will be valued. My background in mathematical biology has given me a unique perspective on the challenges I face in my current role, both from a mathematical and applied sense. And it makes for some fun intersectional research.

Finally, I’d like to make a quick shout-out to the power of professional societies. I wish I had known to take advantage of all they have to offer earlier in my career. Societies like the American Mathematical Society (AMS), Society for Industrial and Applied Mathematics (SIAM), Association for Women in Mathematics (AWM), and Society for Mathematical Biology (SMB) all provide opportunities to network via conferences and meetings, and to learn more about opportunities in and outside of academia utilizing the skills you learn. You don’t need a minimum degree to join – just an interest to connect with like-minded researchers.

Feb

2023

Susan Whitehouse

Born in London, UK • Birth year 1971 · Studied Maths at University of Warwick in UK • Highest Degree MSc in Maths from Open University • Lives in Potters Bar, UK • Occupation Maths Education Consultant specialising in A-level Maths and Further Maths

I have loved maths since I was a very young child, and from as early as I can remember I always knew that it was the subject that I would pursue. Maths was my refuge from a world that often seemed confusing and difficult; within mathematics I knew that everything would make sense and obey the rules, even if I had not yet understood it!

(…) I struggled to adjust to studying maths at university. It felt very different, both in content and in teaching style, from the maths I had studied at school.

Despite never having had any doubts about my choice of degree, I struggled to adjust to studying maths at university. It felt very different, both in content and in teaching style, from the maths I had studied at school. Women were under-represented at undergraduate level, and even more so at postgraduate level and among the academic staff, and I did not immediately feel I had a place in this new environment. But, despite my doubts, I continued with my course and successfully completed my studies.

After my maths degree I was not sure what path to take, and I did a teacher training year mainly to buy myself some time. But, although I did not enjoy teaching the younger students much, I found that I loved teaching A-level maths and further maths. This was the stage of maths education that I had most enjoyed as a student, and I wanted to convey that enthusiasm to others. I joined the teaching profession as a specialist sixth form maths teacher.

I (…) found that being in the position of a student again made me a better teacher.

I spent 15 years teaching A-level maths and further maths in London sixth form colleges. I loved watching the “Eureka” moments, when a mathematical idea would fall into place for a student, and it was a great privilege to be able to help students access university, particularly when they were the first in their family to do so. I developed clear ideas about mathematical pedagogy and what I believe good maths teaching should look like.

During my second and third years of full-time teaching, I also completed a part-time Master’s degree in mathematics with the Open University. Although I was finding teaching mathematics very fulfilling, I missed the challenge of learning new mathematics for myself. Partly because of the way the course was structured and partly because of my own greater maturity, I enjoyed this course more than my undergraduate degree. I also found that being in the position of a student again made me a better teacher.

I feel incredibly lucky to have a career working in the subject that I love, and to have had the opportunity to convey that passion to others.

Whilst teaching, I designed a lot of resources to help me in my own teaching, and when I shared these more widely in the teaching community, they proved popular with other teachers too. I was also invited to deliver some professional development for other maths teachers. I realised that I could contribute to the mathematical development of more students by working with their teachers than I could ever do through my own classroom teaching.

I started to do less work with students and more with teachers, and eventually I left the classroom altogether to become a mathematics education consultant. I continue to design teaching resources for A-level maths and further maths lessons, and I have delivered professional development on a wide range of teaching courses, ranging from initial teacher training to courses for experienced teachers.

I feel incredibly lucky to have a career working in the subject that I love, and to have had the opportunity to convey that passion to others.

Feb

2023

Sherli Koshy-Chenthittayil (she/her)

Born in Abu Dhabi, United Arab Emirates • Birth Year 1983 • Studied Mathematics at Mahatma Gandhi University in India • Highest degree PhD in Mathematics from Clemson University, USA • Lives in Nevada, USA • Occupation Data Analyst

I am an applied mathematician and educator with interests in mathematical biology and STEM education. I am also invested in increasing diversity in STEM, particularly, with respect to students with disabilities. As a third culture Malayalee Indian who was born and raised in the Middle East and moved to the States for my PhD, I have had the best of three worlds – India, the Middle East, and the States. In addition to my love for all things related to math, I love books (all kinds), movies, Shahrukh Khan (Hindi actor), K-dramas, and BTS (K-pop group). My mathematics journey started in school, where I fell in love with the logic and grace of the subject. My other passion was teaching the subject I loved most. It came as no surprise to everyone who knew me that I would pursue a mathematics teaching career.

I moved to India for my bachelor’s degree in mathematics, a master’s degree in mathematics, and even a bachelor’s degree in mathematics education. The theme is clear: I love mathematics. During my degrees, the beauty of proofs, and the varied applications of math spoke to me. I then started my own tutoring center in India and as a tutor in both higher education and K-12, I designed group projects as well as mathematics trivia games to increase inquiry and class participation.

Dealing with accessibility and gender representation in my math classes turned me into an advocate for women and people with disabilities in the STEM fields.

I was born with limb-girdle muscular dystrophy and transitioned to a wheelchair in 2011. I then decided to move to the States for my PhD in applied mathematics. Dealing with accessibility and gender representation in my math classes turned me into an advocate for women and people with disabilities in the STEM fields. Working with like-minded colleagues has helped me realize the power of math in fighting social issues and in self-advocacy.

Leadership positions helped me navigate academia with confidence.

My journey after my PhD took me to Connecticut where I was a postdoctoral scholar. I used mathematical models to investigate biology and education related questions. I also was the President of the postdoctoral council. Leadership positions helped me navigate academia with confidence. Further nuances of the world of math were revealed to me during my postdoctoral tenure. I realized how mathematical models could be developed with constant input from my wet-lab colleagues.

I am looking forward to the discoveries of the versatility of mathematics.

I currently work as a Data Analyst with the Office of Institutional Effectiveness, Touro University Nevada. My job responsibilities include advising faculty, student and affiliate investigators on research design and analytical approaches to optimize research study quality and providing descriptive and inferential data analysis for a diversity of biomedical, institutional, and educational projects. I am looking forward to the discoveries of the versatility of mathematics.

Jan

2023

Nicola Richmond

Born in UK • Studied Mathematics and Computer Science in Edinburgh, UK • Highest Degree PhD in Algebra and Algebraic Geometry • Lives in London, UK • Occupation VP of AI

As a child, I enjoyed solving logic puzzles and spent a lot of time teaching myself BASIC on a Commodore VIC-20 that my dad had given to my brother for Christmas – my brother wasn’t remotely interested in the computer – I was obsessed by it!

My love for the problem-solving aspects of mathematics was solidified at school. I was lucky to have amazing mathematics teachers who made my learning journey both interesting and enriching. After regularly getting decent marks in school tests, I realised that I also had an aptitude for the subject and specialised early on by taking double mathematics A’ Levels.

(…) The inherent precision and rigour in mathematics helps keep my wandering mind constrained!

I went on to study mathematics as an undergraduate at Edinburgh. While there, I gravitated to pure mathematics – I love the logical nature of abstract mathematics and how concepts and rules can be linked together to develop new ideas and prove theorems – the inherent precision and rigour in mathematics helps keep my wandering mind constrained! I intended to pursue an academic career in mathematics, but with permanent academic positions in short supply, I settled on IT as a sensible Plan B and stayed on at Edinburgh to take an MSc in computer science. After that, I headed to Leeds to study for a PhD in representation theory of finite-dimensional algebras; and this was the end of my pure mathematics adventure – a career involving computing beckoned!

Looking back, there were several junctions along the road where I could have taken a different direction. The first was leaving my IT consultancy role to join Unilever on a two year contract. This introduced me to the world of chemoinformatics which I could link to mathematics by considering molecules as graphs of atoms connected by bonds. When my contract at Unilever came to an end, and with no sign of the recruitment freeze lifting, I decided to go to Sheffield as a post-doctoral researcher to work on developing a (commercialised) approach to facilitate computer-aided drug design.

Just over a decade was in the computational chemistry department, developing methods to find small molecules with medicinal properties.

Following the post-doc, I spent 18 years at GSK. Just over a decade was in the computational chemistry department, developing methods to find small molecules with medicinal properties. I then made an internal move to focus on bringing novel data analytics methods into GSK. This GSK chapter exposed me initially to the world of deep learning and its application to computer vision, and then later to new drug modalities, like antibodies, when I was responsible for a portfolio of digital, data and analytics projects.

The final four-year leg of my GSK journey I spent in the newly-formed AI/ML organisation. There, I learned the virtues of good engineering best practice and agile development, which was excellent preparation for my current role as VP of AI at BenevolentAI. I was also put in charge of building and leading the GSK.ai Fellowship Programme, which ignited a passion for developing, mentoring and nurturing junior staff members.

While I no longer have the opportunity to indulge in pure mathematics, mathematics is omnipresent in what I do.

Now at BenevolentAI, I focus on the company AI strategy and our centre of functional excellence in AI. While I no longer have the opportunity to indulge in pure mathematics, mathematics is omnipresent in what I do. I spend a lot of time reading the AI literature, which really combines probability theory, statistics, linear algebra, calculus and optimisation, and thinking about how we can leverage AI to accelerate drug discovery.

Young students often struggle to visualise how the study of mathematics may translate into practice. Many believe they’ll end up being a banker, an accountant or a mathematics teacher (which are of course worthwhile professions). I never really planned my career-journey, I did what felt right at the time, and I would never have imagined that I’d end up using my skill-set to find life-changing medicines for patients. So here’s my advice: we’re living in challenging economic times, so be flexible and responsive – seek out and embrace new opportunities that play to your strengths; and most importantly, follow your passion for mathematics – it can take you anywhere!

Nov

2022

Lakshmi Chandrasekaran

Born in India • Studied Applied Mathematics at New Jersey Institute of Technology in New Jersey, USA • Highest Degree PhD in Applied Mathematics • Lives in Chicago, USA • Occupation Science communicator and Digital marketer

Growing up in India in the 90s and early 2000s, becoming a software engineer was a rage! The country’s obsession with software engineering was second only to a lucrative career in medicine. Although I went through a similar grind and familial expectations, by the time I finished high school, my mind was fraught with a constant debate between pursuing the software engineering versus physical sciences route such as math or physics – two of my favorite subjects in school. However, not being proficient at writing software codes it was easy to narrow down my choice. Experiencing calculus, vectors and 3D geometry in high school had piqued my interest enough to pursue my Bachelor’s in pure mathematics.

While my passion and curiosity for math never waned all through college, I started to wonder about the practical applicability of math in daily life. To this end, I started researching for universities with an applied mathematics graduate program. My foray into research started as a PhD student at New Jersey Institute of Technology (NJIT) where scientists applied math models to explore diverse phenomena ranging from detecting underwater submarines to the complex workings of the human body. These studies exposed me to the repertoire of math and also led me to think why I was oblivious to it until then. Perhaps it was the lack of communication, which stifled a wider appreciation.

I learnt how to translate, synthesize and communicate complex math equations in a manner that the biologists could easily relate to.

After completing my PhD, I did a couple of postdoctoral fellowships, during which I had frequent interactions with our biologist collaborators. I learnt how to translate, synthesize and communicate complex math equations in a manner that the biologists could easily relate to. In a way, I felt this was my first taste of “science communication” that left me wanting for more; since it bothered me persistently that I was still communicating science among scientists.

At this juncture, I got an opportunity to freelance as a science writer for an online English language newspaper based in Germany – ‘The Munich Eye’, (TME). I took this up as a challenge to disseminate science to a wider audience. A few years into this experience made me realize that I was happier communicating science than doing the science myself. I decided to switch gears and pursue a career in science communication. To shore up my science communication skill sets, I pursued a Master’s degree in science journalism at Northwestern University. I have never looked back since then and consider it to be one of my best career decisions.

Something that I encountered quite frequently as a science communicator was that scientists often struggled (or perhaps were reluctant) to be good marketers of their own work.

As a science writer, I freelanced for several popular science online and print outlets, communicating in lay a wide gamut of technical topics from climate change to science policy. I found that my technical expertise and research experience always came in handy when sifting through scientific work and translating them into easy-to-digest summaries. Until recently, I worked at a non-profit organization, communicating dementia science to a diverse set of stakeholders including the general public and donors.

Something that I encountered quite frequently as a science communicator was that scientists often struggled (or perhaps were reluctant) to be good marketers of their own work. Understandably, part of this fear stems from the philosophy of not wanting to brag about one’s own research findings. However, I found this to be an interesting challenge – how do you then make an obscure field such as STEM also appealing to a lay audience? To this end, I recently completed an online certificate course in digital marketing from Northwestern Kellogg School of Management. I now look forward to applying my digital marketing and communications skill sets to promoting better awareness of science and enhancing public engagement between researchers and the general public.

Although you may think as a PhD you are solely trained to specialize in a niche area, doctoral training provides several useful skill sets (…).

Does all of this mean my PhD degree is not being put to any use? Absolutely not! Although you may think as a PhD you are solely trained to specialize in a niche area, doctoral training provides several useful skill sets such as writing, researching, mentoring, managing projects etc. coupled with professional life hacks such as resilience and tenacity, among others. I find myself regularly applying these handy skill sets in any work setting. I believe my academic background has better prepared me to have a fulfilling career in science communication and marketing in several indirect ways, for which I am forever grateful.

Oct

2022

Amanda Minter

Born in UK • Studied Mathematics at Lancaster University in Lancaster, UK • Highest Degree PhD in Infectious Disease Modelling • Lives in UK • Occupation Director of Equations of Disease C.I.C.

Growing up, universities were always a bit of a mystery to me, my parents didn’t go to university. But I was encouraged by my parents and schoolteachers that going to university would be the path for me. I thought that going to university and studying would help me change the world for the better. I enjoyed maths from a young age, it was a subject which came naturally to me. I found the lessons easy, but then at university, studying maths, I struggled.

Whether it was the format of lectures or the more abstract topics, the subject I loved didn’t come naturally anymore. I worried that I had reached my limit in my understanding of mathematics. After a few disappointing grades, I knew something would have to change if I was going to get a good degree. I had to do something different – I had to learn differently.

I knew with enough time I could figure out most things – or know when it was taking me too long and I should ask for help!

I wasn’t used to having to put effort into learning maths, but now I would attend classes, then practice, read several books, find examples online, until I understood the concept. In those years at university, I learnt how to learn. And it paid off, not just at university, but further down the line as well.

I stayed at my university to do an MSc in Statistics. Although I loved group theory, I wanted to work on something more applied. Following my MSc, I started a PhD in infectious disease modelling. Studying for a PhD was all about learning new things, and now I had learned how to learn. I knew with enough time I could figure out most things – or know when it was taking me too long and I should ask for help!

In universities I had been aware of being a first-generation university goer and of not having been to private school, and also of being White.

After my PhD, I stayed at university to do research applying mathematics to the problems of global health, but I found myself becoming disillusioned with academia. As a postdoctoral researcher I worked on some amazing mathematical problems and with some great scientists modelling infectious diseases. But I found myself reflecting on my place in global health research. In universities I had been aware of being a first-generation university goer and of not having been to private school, and also of being White. But I never really thought about what it meant to be White, British, and working in global health.

My definition of success has changed a lot from starting at university and wanting to change the world with maths.

I was motivated to work in infectious disease modelling to use maths for good, but in my role as a postdoctoral researcher I felt I was not helping to support the decolonisation of global health. I decided to leave academia to set up the social enterprise I run now. I aim to create accessible training opportunities for learners in the Global South.

My definition of success has changed a lot from starting at university and wanting to change the world with maths. And to the aspiring mathematicians, the struggling ‘not a mathematicians’: know that the path to success is not linear, or even constant, but something which keeps changing the more you learn.

Industry

Michelle Snider

Nadia Abdelal

Jenna Race

Kira Wetzel

Robyn Shuttleworth

Ricki Rosendahl

Anna Konstorum

Susan Whitehouse

Sherli Koshy-Chenthittayil (she/her)

Nicola Richmond

Lakshmi Chandrasekaran

Amanda Minter

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