PhD

16
Oct
2024
Michelle Snider

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. 

Posted by HMS in Stories, 0 comments
18
Sep
2024
Uzu Lim

Uzu Lim

Born in Seoul, South Korea • Birth year 1993 • Studied Mathematics at Postech in South Korea • Highest Degree PhD in Mathematics from University of Oxford, UK • Lives in Oxford, UK • Currently a postdoctoral researcher in mathematics at the University of Oxford; soon to start a postdoctoral researcher position in Queen Mary University of London

I am a mathematician working on geometric data analysis, and I am a transgender woman. The interaction of mathematics and gender in my life is non-trivial, and I thought seriously about this for the first time while writing this piece. While my gender identity slowly crystallised over my life, it was only 4 years ago that I declared myself as transgender. Mathematics has been at the centre of my life for a long time, and I mostly regarded it as a genderless activity. However, I’ve recently started recognising the effects of male socialisation in my mathematical practice, and started exploring how my femininity could interact with my mathematical practice.

In the end I got a PhD in mathematics in Oxford, but the voices whispering “I am not enough” never stopped.

I grew up in a fairly typical “Asian male math nerd” culture, although it was one of those turbo-charged versions appearing in science high schools and Olympiads. Born in South Korea, I went to an international boarding school when I was 13, and moved alone to Singapore when I was 15 to attend a prestigious science high school. That was not enough for me, because I constantly complained that this school wasn’t teaching me enough advanced mathematics. In the end I got a PhD in mathematics in Oxford, but the voices whispering “I am not enough” never stopped. I attribute this to the nerd-machismo in male STEM culture, coupled with the distinct Asian workaholism. I could not settle for anything that may actually give comfort and nurture, for once.

With the help of my transgender boyfriend, I reflect that it’s time to stop and look back. I have done enough to show that I am worthy of love. It doesn’t have to be a constant screaming and scaling a higher mountain. I look back at my love of shapes and structures, and I look back at the delicate theorems and programs I sculpted over the course of my mathematical life. I say: I love all of you, and I will care for all of you, because you are a dear part of me. And I do this with a form of feminine, motherly love.

(…) I sense a harsh masculinity in how many scholars think of mathematics.

The heart and soul of mathematics lie in the expanse of the fluid framework of ideas created by people. Important theories are supported by soft intuitions, and the network of deep thinkers brings gradual yet certain progress to mathematics. I sense much femininity in this smoothness of ideas. On the contrary, I sense a harsh masculinity in how many scholars think of mathematics. While learning pure mathematics, there was a persistent self-loathing along the lines of: “You will never dream of staying in academia if you can’t even finish Hartshorne’s Algebraic Geometry.” There’s always a higher tower to climb, and a grander theorem to learn. It reminds me of phallic architectures that trace the city skylines. Mathematics is also often made into a sterilised toolbox that is wiped clean of blood and sweat in the creative process. I performed this sterilisation in writing my doctoral thesis, where the anxiety and obsession in my contrarian approach to geometric data analysis were sanitised before I presented them cleanly in theorems and algorithms. This is good in some sense, but there is a lingering unexplored emotional dimension that could have been shared more deeply with other mathematicians.

So here onwards, I dream of cultivating a more feminine mathematical culture. Partly, that means to be honest with all sorts of emotions that arise from mathematical practice. Even though I see mathematics itself as a genderless activity, the gendered culture brought by mathematicians is real. I dream that mathematicians will someday open up more of our human, emotional elements into research papers and talks. To play my part, I will start to look deeply into my colleagues’ mathematical practices to share our woes, obsessions, hopes and dreams. As I rise higher in the rank, I will have more chances to usher in the strength in emotional openness in supervision, papers, and seminars. Someday we will be climbing the celestial mountains of abstraction as a team, not in the misguided spirit of nerd machismo, but rather in the spirit of nurturing yet powerful femininity.

Posted by HMS in Stories
10
Jul
2024
Liliana Esquivel

Liliana Esquivel

Born in Toledo, Norte de Santander, Colombia • Birth year 1991 • Studied Mathematics at the University of Pamplona in Colombia • Highest Degree PhD in Mathematics • Lives in Cali, Colombia • Occupation non-tenure track Associate Professor at the University of Valle, Colombia

I never really thought I would become a mathematician. Although I enjoyed solving maths problems in my early years of high school, my first love was dance. I wanted to become a dancer. I finished high school when I was 14 years old. At that moment, while deciding what to study in college, a scholarship opportunity for Mathematics came up, and I thought, ‘Why not?’. That ‘why not’ has turned into a career of almost 18 years.

My passion for mathematics truly awakened with mathematical analysis. For me, the concept of approximation is one of the most refined in mathematics. Currently, I am continuing on the path that my undergraduate and graduate advisors helped shape for me. Staying on this professional path is thanks to them and the spark they ignited in me, which makes me want to keep learning every day, as learning is one of the things I enjoy the most.

Although I may have never told her, [my PhD advisor] has always been my role model in this field. My aspiration is to be a source of inspiration and guidance for my students, just as she was for me.

This career has given me the chance to visit unimaginable places, immerse myself in diverse cultures, and have unforgettable experiences. I’ve pushed myself beyond my comfort zone, tackling challenges I once believed were insurmountable, and somehow, I have succeeded each time. Along this journey, I have met incredible, inspiring, and talented individuals who have contributed to my growth both professionally and personally. Resilience and tenacity are two qualities that develop over time in this job.

I was fortunate to have an exceptional PhD advisor—an intelligent, inspiring, strong, and determined woman. Although I may have never told her, she has always been my role model in this field. My aspiration is to be a source of inspiration and guidance for my students, just as she was for me.

Being a mom has put me in the same boat as many others, trying to stay on top of my maths game while being fully present for my kids.

In recent years, my academic perspective has evolved. I wish to remain active in research, but more than teaching, I want to share my passion. My passion is mathematics—its structure, its theorems, and ultimately, its beauty. I believe that by sharing this passion, I can inspire others to appreciate the elegance and depth of mathematics. I aim to create an engaging and stimulating learning environment where students can explore, question, and develop a profound understanding of mathematical concepts. My goal is to ignite their curiosity and foster a lifelong love for the subject, just as my mentors did for me.

One of the most challenging aspects throughout these years has been balancing my professional and personal life. Being a mom has put me in the same boat as many others, trying to stay on top of my maths game while being fully present for my kids. However, being a mother to a child with special needs has illuminated for me the profound societal needs. Specifically, it’s shown me how we need a kinder, more inclusive academic world, one that’s less about labels and more about understanding and support.

Posted by HMS in Stories
26
Jun
2024
Jyoti U. Devkota

Jyoti U. Devkota

Born in Nepal • Studied Mathematical Statistics at Lady Shri Ram College, New Delhi, India • Highest Degree PhD in Mathematical Statistics at the University of Osnabrück, Germany • Lives in Kathmandu, Nepal • Occupation Professor of Statistics and Mathematics

I had a great interest in mathematics right from my childhood. The beauty of mathematical problems and its solutions always captivated me. The logical approach followed towards solving a mathematical problem, the exactness and preciseness of its solutions, was always a source of great fascination. As a school student, I was always in the quest of a solution to the mathematical problems given by my mathematics teacher, in the classroom. During my student life in school and college, I was always ready to tackle that mathematical problem for a solution. 

While growing up, my mathematics teachers in my school and my college were my role models. But I didn’t always have a good mathematics teacher in the school. Some teachers, although quite knowledgeable, could not explain mathematics in a simple language. In the pre-Internet and Communication Technology (ICT) era, those were the times of great struggle, as a student. Access to good quality study materials in mathematics was limited to teachers, in those times. Despite having very limited good quality educational resources in mathematics, I have tried to persevere as a student, professional and a researcher. Mathematics has always been a labor of love for me.

Despite having very limited good quality educational resources in mathematics, I have tried to persevere as a student, professional and a researcher. Mathematics has always been a labor of love for me.

After studying Mathematical Statistics in India and completing my PhD in Germany, I returned to Nepal, where I have worked now in the Department of Mathematics at Kathmandu University for more than 25 years.  In this university, I have delivered lectures on several courses of Statistics and Mathematics at the undergraduate, graduate and postgraduate levels. My main objective has been to popularize these courses among my students. To achieve this, I have always tried to simplify formulas and make them engaging for the students. I have also offered crash courses in advanced levels of Statistics and Data Analysis to interested students and researchers. I have also focused on the interdisciplinary applications of the subject. I have taught students from many disciplines including medicine, engineering, environmental sciences and social sciences. My main aim has always been to promote data-based interdisciplinary studies. This was done by making mathematics interesting and popular among my students.

My main aim has always been to promote data-based interdisciplinary studies. This was done by making mathematics interesting and popular among my students.

I faced some challenges while starting my career as a professional like all my male counterparts. This was due to the switch over from student life to the life of a professional. I experienced at that time that the atmosphere in the classroom as a student was completely different from the atmosphere in the university as a lecturer. In due course of time, I married and had two children. In the initial years of my marriage and motherhood, balancing my married life and my motherhood with my professional life was the source of a great challenge. At that time, due to a Gender Gap in the professional fields of Nepal, I had to figure out how to balance my life. There were no female peers in this field, who could guide me through this part of my life journey. At that time, female professionals were much less in number than male counterparts. My family supported me during this time. I left my daughter with my parents, during my PhD study. 

In the initial years of my marriage and motherhood, balancing my married life and my motherhood with my professional life was the source of a great challenge. [..] There were no female peers in this field, who could guide me through this part of my life journey.

I have to state that there is a Gender Gap in STEM education. STEM subjects seem to be less popular among girls. I feel that girls can break the glass ceiling through their hard work and perseverance in Mathematics and its allied subjects. A sound training in mathematics and its allied subjects prepares them to look at a problem from a different perspective. Girls with enhanced skills in mathematical problem solving are more evidence based and thorough. Mathematics is said to be the language of nature. Thus, these skills have immense scope of interdisciplinary applications. 

With Internet and communication technology, girls of Nepal can be as good as their counterparts in the developed country. By using this technology, girls of Nepal can enhance their skills of problem solving, using mathematics. They should be encouraged to participate in Mathematical events, as this will expose them to the importance of mathematics and the role of ICT in enhancing their skills in mathematics.

Posted by HMS in Stories
14
Feb
2024
Marta Pittavino

Marta Pittavino

Born in Cuneo, Italy • Birth year 1987 • Studied Mathematics at the University of Turin, Italy • Highest Degree PhD in Biostatistics from the University of Zurich, Switzerland • Lives in Venice, Italy • Occupation Assistant Professor with Tenure-Track in Statistics at the University Ca’ Foscari Venice

I have always been passionate about exploring the world of numbers and graphs, finding their intricate patterns and relationships fascinating.

Thanks to my scientific high school education at “Liceo Scientifico Giuseppe Peano”, I was exposed to all the historical and classical branches of mathematics, including Algebra, Geometry, Analysis, and more, with a high degree of knowledge and depth. I was taught important methods for solving equations and performed well in these subjects.

Mathematics was like a game to me: MatheMagics, a sort of puzzle where connecting different pieces represented solving equations, revealing the solutions behind them and the underlying functions.

My Master’s thesis involved developing an epidemiological model to represent a disease in goats.

I pursued Mathematics for both my Bachelor’s and Master’s degrees. My Master’s thesis involved developing an epidemiological model to represent a disease in goats. It was particularly brilliant, receiving two academic recognitions: the Best Master Thesis in Mathematics of the current Academic Year and the Caligara Prize, awarded to Interdisciplinary Master Works with an applied focus. These two awards gave me the ‘wings’ to fly toward the beginning of my academic path.

Therefore, I moved to Switzerland to pursue a Ph.D. in Applied Statistics at the University of Zurich, focusing on the study of Additive Bayesian Networks (ABN) for System Epidemiology. ABN is an innovative methodology that deals with multivariate data, analysing the interconnected and hidden relationships between variables. This marked my first step in transitioning from applied mathematics to statistics.

Mathematics and Statistics are two sides of the same coin, each indispensable and valuable.

Mathematics and Statistics are two sides of the same coin, each indispensable and valuable. On one side, there is the rigour and elegance of formulas, accompanied by foundational knowledge and methodology. On the other side, there is evolution through the modernity of digitalization and concrete applications. Statistics, particularly when applied, is a subject primarily developed using statistical software for data analysis. Additionally, data visualisation is a crucial initial step in comprehending the context. When conducted directly with a tool, it is the outcome of digitalization.

I have always compared my PhD journey to a hike. The peak of the mountain represents the completion of the thesis, or equivalently, the submission and even better, the publication of a scientific paper. I often had the impression that reaching the highest point of the mountain was not possible. This feeling was often demotivating. Overcoming this required strength, determination, and a bit of ambition to finish the task and not give up on the goal. However, the immense satisfaction of completing the PhD ultimately rewarded all the previous effort.

I continued this journey with a PostDoc in Applied Statistics for Nutritional Epidemiology at the International Agency for Research on Cancer (IARC), a part of the World Health Organization (WHO) in Lyon, France. The project focused on studying the relationship between two types of cancer and B-Vitamins intake, involving the development of a Bayesian hierarchical model that accounts for the complexity of the data, including measurement error, disease models, and their intake distribution.

As I began sharing my knowledge, passion, and experiences with them, the joy and gratitude reached their zenith when I observed the students understanding new topics and expressing profound appreciation.

Postdoctoral positions are particularly delicate as they involve a transitional phase in one’s career. At the conclusion of the contract, there may not be a conferred title or a guaranteed position. Therefore, the qualities of strength, determination, and ambition mentioned earlier become even more critical. These attributes are essential for persisting with the research project and not succumbing to challenges, thereby maintaining the original objectives.

After spending a couple of years in France amidst the challenges of academic life, I returned to Switzerland and took on the role of a Scientific Collaborator. This position swiftly evolved into a Senior Lecturer role. Over the course of 6 years, I was affiliated with the University of Geneva, where I taught various courses in Statistics and Mathematics at both the Bachelor and Master levels, delivering lectures in both English and French. Additionally, I served as the Scientific Coordinator of the Master program in Business Analytics. 

The first time I embarked on teaching, I felt utterly lost during the preparation phase, a mix of thrill, excitement, and emotion engulfing me afterward. The moment before entering the classroom consistently brought a sense of forgetting my own knowledge, a feeling that dissipated upon seeing the students in front of me. As I began sharing my knowledge, passion, and experiences with them, the joy and gratitude reached their zenith when I observed the students understanding new topics and expressing profound appreciation. These moments stand out as the happiest and most rewarding aspects of my day, constituting a meaningful part of my teaching career.

In this current position, my focus has been on investigating statistical techniques and analyses for demographic studies, particularly on the ageing of the European and Italian population.

During the period in Geneva, my research interests transitioned from biostatistics to philanthropy, exploring specific statistical methodologies highly relevant to that discipline. My shift in research interests expanded further during my role as an Assistant Professor at the University of Florence, a position I held for 10 months just before transitioning to my current role as Assistant Professor with Tenure-Track at the University Ca’ Foscari Venice. In this current position, my focus has been on investigating statistical techniques and analyses for demographic studies, particularly on the ageing of the European and Italian population.

From epidemiology to philanthropy and demography, these are just a few examples of the myriad applications of mathematical and statistical methods. As Galileo Galilei once aptly stated, ‘The Book of Nature is written in the language of Mathematics‘. This encapsulates the secret and magic of this wonderful discipline.

Posted by HMS in Stories
13
Dec
2023
Anastasia Molchanova

Anastasia Molchanova

Born in Siberia, Russia • Birth year 1989 • Studied Mathematics at Novosibirsk State University in Novosibirsk, Russia • Highest Degree PhD (Candidate of Science) in Mathematics • Lives in Vienna, Austria • Occupation REWIRE Research Fellow (Postdoc) at the University of Vienna

My path in mathematics was both easy and challenging at the same time. Coming from the distant town of Oljokminsk in Yakutia (it is a north-eastern part of Siberia), with a population of less than 10,000 and no neighboring cities within a 500 km radius, I was fortunate to have a supportive family, teachers, and colleagues who guided me along the way.

(…) An unexpected phone call brought a life-changing invitation — an opportunity to attend a summer school 600 km away from my home (…)

My love story with mathematics began in primary school when a wise teacher recognized my hidden potential and offered me additional classes designed for the brightest students, even though I was not among them. Then, during middle school, my math teacher encouraged me and other talented students to participate in numerous math competitions, where we submitted our solutions by post. Thanks to this, at the age of twelve, an unexpected phone call brought a life-changing invitation — an opportunity to attend a summer school 600 km away from my home in the regional center, Yakutsk. The journey from Oljokminsk to Yakutsk is usually far from being easy. You need a plane ride, a 12-hour ship journey in the summer, or a more than 12-hour car ride during winter (once such a winter trip took me three days due to harsh weather conditions!). Nonetheless, my parents didn’t hesitate for an instant and supported me wholeheartedly.

(…) Mathematics was never a subject that came effortlessly to me; it constantly pushed me beyond my comfort zone

Arriving at the summer school, reality fell short of my grand expectations. I discovered that I was not the top student among my peers, and my vulnerabilities as a teenager made me an easy target for bullies. However, amidst these trials, a remarkable teacher from St. Petersburg entered my life, seeing a glimmer of potential within me. And so, I got invited to join another summer school in St. Petersburg. At that moment, my obsession with mathematics was ignited, and I knew without a doubt that I wanted to pursue a math program at the university.

In my research field, Applied Analysis and Modelling, I have been fortunate to collaborate with passionate individuals who foster a culture of friendship and support. And this unwavering support continues to inspire me, though I encountered numerous obstacles throughout my academic journey. Indeed, mathematics was never a subject that came effortlessly to me; it constantly pushed me beyond my comfort zone. While I excelled in my university studies, the research realm presented its own challenges during my PhD and postdoc. Thus, I have to admit that I often made “easy choices” to maintain a straightforward career path, which makes me sometimes wonder if I was truly choosing mathematics or was simply afraid of change.

(…) I believe that with our collective efforts, we can inspire a generation of aspiring mathematicians, cultivating a system that celebrates the brilliance and potential in every individual

Reflecting on my experiences, I have realized that my struggles lay not only within myself but also within the academic system. The unrelenting pressure to prove one’s worth affects your mental well-being. Receiving numerous rejections makes you question your abilities and leaves you feeling inadequate. Moreover, the “bottleneck” effect in academia — a surplus of opportunities for pursuing PhD and postdoc positions but limited permanent positions available — creates an atmosphere of uncertainty and instability in your life. And my hope here is that we, people in academia, can unite and strive for positive change to cultivate an academic environment that nurtures creativity, inclusivity, and fulfillment.

My journey through mathematics has taught me invaluable lessons in resilience, perseverance, and the power of a strong support network. I can proudly say that each challenge of my path has shaped me into the person and mathematician I am today. I maintain an unwavering optimism about the future of academia. And I believe that with our collective efforts, we can inspire a generation of aspiring mathematicians, cultivating a system that celebrates the brilliance and potential in every individual.

Posted by HMS in Stories
13
Sep
2023
Robyn Shuttleworth

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.

Posted by HMS in Stories
12
Jul
2023
Gitta Kutyniok

Gitta Kutyniok

Born in Bielefeld, Germany • Birth year 1972 · Studied Mathematics and Computer Science at University of Paderborn in Germany • Highest Degree Habilitation in Mathematics • Lives in Munich, Germany • Occupation Professor for Mathematical Foundations of Artificial Intelligence

I had never planned to become a professor of mathematics, and if someone had told me when I was young, I would have said: This is impossible. Due to my excitement for mathematics in school and the fact that my mother and my grandfather were both teachers, I first wanted to become a high school teacher myself. And this is how I then started my studies, choosing computer science as a minor. Although the change from high school mathematics to university mathematics was difficult and required a lot of hard work, I enjoyed my studies very much. I however could not get excited about didactics for high school teaching, hence I switched to diploma studies in mathematics. And since at the University of Paderborn, it was quite easy to pursue a diploma in computer science at the same time, I enrolled in this as well.

(…) In retrospect, this period trained me to follow my own path and be very independent.

In my last year, a professor working in abstract harmonic analysis approached me with an offer for a Ph.D. position. I was hesitant about whether this was the right career path for me. Eventually, I accepted the offer but quickly realized that not pure mathematics was my passion but applied mathematics. Hence, in agreement with my supervisor, I chose a more applied topic and got assigned a second supervisor in Munich. This arrangement was not optimal. However, in retrospect, this period trained me to follow my own path and be very independent.

One of the reviewers of my Ph.D. thesis then offered me a position as a Visiting Assistant Professor at the Georgia Institute of Technology. Since I was hesitant about what to do next, I embraced this opportunity, taking it as a chance to see whether I am good enough for continuing as a post-doc. My time as a Visiting Assistant Professor was again hard, since I had never taught a course before, and I now even needed to teach in English. But research-wise a whole new world opened to me; having now collaborators with similar interests as myself, namely the area of applied and computational harmonic analysis. I then spent another year in the US with a research fellowship at both Washington University in St. Louis and again at the Georgia Institute of Technology. It was a very productive time for me, leading to a Habilitation in Mathematics at the University of Giessen in Germany.

I overcame my shyness and approached [some professors in the US whose work I had always admired] for an invitation (…).

Due to the uncertainty of obtaining a professor position in Germany, I applied for a Heisenberg Fellowship from the German Research Foundation to visit some professors in the US, whose work I had always admired. I overcame my shyness and approached them for an invitation and eventually got the amazing chance to visit first Princeton University, then Stanford University, and finally, Yale University, learning about new research areas such as compressed sensing.

Returning to Germany, I started as a full professor at the University of Osnabrück. This was a very fulfilling experience, and I loved building up my own research group. However, it was a very small department, and finding good students was hard, and I soon started looking for other positions.

I was again lucky and was offered an Einstein Chair at the Technical University of Berlin. Soon after, the advent of deep learning started and affected my research area significantly. I decided to embrace this paradigm shift and delve research-wise into artificial intelligence. Looking back, this was one of the best decisions in my life.

For the first time, I am now not the only female professor in my department.

This might have also led to a personal offer from Ludwig-Maximilians-Universität München for a Bavarian AI Chair for Mathematical Foundations of Artificial Intelligence, which I was surprised and delighted to receive. Due to the excellent conditions for AI research in Munich and Bavaria, I accepted the offer and moved to Munich. For the first time, I am now not the only female professor in my department. In fact, I have several wonderful female colleagues, which is an entirely new experience for me.

In general, I learned in my career that one should be open to opportunities, as they often arise unexpectedly, and also not be shy to approach colleagues for advice and help. If you ask whether being a woman has impacted me in my career, I have to say that the first time I realized that one is treated differently was when I became a professor. As committee meetings increased, I learned the hard way that men do not behave better or worse, but just differently. Looking back, a course on gender-specific behaviors in professional environments, as it is, in fact, custom for higher positions in industry, would have helped significantly.  On the other hand, I also had and still have several amazing male colleagues who support me tremendously, also with advice, and I am deeply grateful to them.

Posted by HMS in Stories
14
Jun
2023
Ricki Rosendahl

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.

Posted by HMS in Stories
10
May
2023
Zoe Nieraeth (she/her)

Zoe Nieraeth (she/her)

Born in Maarssen, The Netherlands • Birth year 1992 • Studied Mathematical Sciences at Utrecht University, The Netherlands • Highest degree PhD from the Delft University of Technology, The Netherlands • Lives in Bilbao, Spain • Occupation Postdoctoral Researcher at BCAM

Many of my career choices were made within a context that differs from my cis peers: for one, I entered academia not knowing that I was a woman. Women, or rather those labeled as such, have to seek out their inspiration by themselves, first having to unlearn the twisted traditions of our patriarchy, whereas those labeled as men are told that the sky is the limit. I cannot say that I enjoyed that privilege, though. It only made me deeply ashamed about exploring my identity, wanting to avoid it at all costs.

What I wanted above all else was to feel normal, but having to deal with being a trans woman in math did not feel normal at all.

My first puberty was rough, and I coped with it by indulging this avoidant nature. Doing math kept me in a state of hyperfocus, and so, distracting myself from the bleak outlook the real world had offered me, I took a deep dive into the abstract realm of pure mathematics. I wanted to keep this flow going, and decided to pursue a PhD. However, eventually research took its toll on me. I struggled through my PhD and at a certain point I realized that I was incapable of upholding my facade, forcing me to resurface. What I wanted above all else was to feel normal, but having to deal with being a trans woman in math did not feel normal at all. It did not feel like an environment where people would know how to respect me. Even now as a postdoc I can count my trans contemporaries that are out on one hand.

In recent years, many of the institutes I have worked at have been trying to strive for gender equity. However, to be perfectly blunt, I feel like the way inclusion is handled in academia is laughable. What is claimed to be gender inclusivity has very little to do with being inclusive. While they are patting themselves on the back for having made a breakthrough in the discovery of a gender that is not male, I am weeping for my gender diverse siblings. Their “gender inclusivity” is binary and tokenistic. The people in power are middle aged white men who have neither the experience, nor the will, nor the knowledge to deal with the kind of feminism that requires an understanding of intersecting identities. How can you claim to be inclusive if your institute isn’t fully accessible, isn’t accepting of relationship forms other than those fitting within heteronormativity, others neurodivergent people even when they are the ones that propel our field, perpetuates racist stereotypes, upholds a class system that the poor cannot enter, or makes you feel like some women will not even be considered to be women at all?

I have been made to feel that the new possibilities provided for women are not for me. Ironically, there is the fear that hiring a trans woman will not count towards the quota of women.

The discrimination I have faced after coming out in academia has been astounding. I have been made to feel that the new possibilities provided for women are not for me. Ironically, there is the fear that hiring a trans woman will not count towards the quota of women. Transphobia is the norm, after all. To add to this, there are journals, databases, former colleagues, refusing to even acknowledge something as simple as my name, preferring to perpetuate a lie. I have seen my savings and then some dwindle into nothingness as this capitalist nightmare sucks me dry for daring to transition into a life where I can look at myself in the mirror without feeling disdain. Or fearing retribution. Many countries where my job wants to take me are simply not safe for me to exist in. Academia truly offers me the worst of both worlds. 

Despite all of this, I have come to a point where I can proudly announce that I am a woman and a mathematician. The fact that I am a woman is an act of defiance. My existence is political. As we are striving for equity in mathematics, ironically, the work yet again falls on our shoulders. We are the ones who have to labor to be seen. Who have to fight to be heard. Who have to tell our stories. In prose such as this, but even in my mathematical research papers, I strive to write with a lot of character and personal opinion, expressing my authentic self. I feel like showing ourselves like this is what is truly important. No matter how we are treated, the simple fact of the matter remains: our diversity is beautiful. Projects like Her Maths Story allow us to take control back in a setting where we are made to feel like we have very little control, and for that reason I truly commend initiatives like this. While we undoubtedly will continue to face oppression, our resistance will grow stronger. Progress is inevitable.

Posted by HMS in Stories
12
Apr
2023
Juliana Fernandes da Silva

Juliana Fernandes da Silva

Born in Goiânia, Brazil • Birth year 1986 • Studied Mathematics at Instituto Superior Técnico, Universidade de Lisboa, Portugal • Highest degree PhD in Mathematics • Lives in Rio de Janeiro, Brazil • Occupation Assistant Professor at Universidade Federal do Rio de Janeiro

Through all my school years I have always felt that the more logical reasoning the subject involved, the more attention it would capture from me. I remember being the one helping out my colleagues preparing for math exams and being supported by others with the subjects of social studies. Although as a child I enjoyed very much pretending I was a teacher, assigning the seats to the dolls, I grew up hearing that it was an underappreciated profession in my country, with which people usually feel overworked and underpaid. Even after finishing high school I was very resistant to choose mathematics and teaching as a career, but I finally decided not to walk away from my dream role. The only (probably naive) argument for that was that I have always enjoyed studying mathematics.

While adjusting myself to the new life in a very large city and struggling with the exams, this period was one of the toughest in my academic career but also the first step towards professional maturity in research/academia.

Only when I got to the university for my bachelor in mathematics, I realized that I could perform poorly in a math exam, which was unfamiliar to me. I accepted the challenge and worked hard to finally achieve good results, especially in the more abstract courses. Algebra was particularly demanding, with a very tough and inspiring female professor. She often provided us with a lot of extra reading materials and required us to attend extra lectures, jointly with her graduate students. But since she was always willing to provide us with assistance, I felt very challenged and also wanted to get along with her. That pushed me to put a lot more effort into my studies. As a result, I decided to pursue a Master’s degree in a different city, at one of the best universities in the country. While adjusting myself to the new life in a very large city and struggling with the exams, this period was one of the toughest in my academic career but also the first step towards professional maturity in research/academia.

The math-life balance also comes as a challenge, while trying to fulfill the pressure to be productive and achieve personal goals outside work at the same time.

My years of PhD and postdoctoral studies were used as an opportunity to perform my research under different scientific atmospheres, in some different centers in Brazil and abroad. The interaction with different research members and visiting fellows provided me with an enriching scientific experience, giving me the opportunity to engage in collaborations within my field of research. As luck would have it, I ended up having a very kind and talented professor working in nonlinear dynamical systems as my PhD supervisor. That period was, however, one of the hardest and exhausting periods of my academic life. Not only for the strong gender imbalance in mathematics but also for recurrently having no sense of belonging. The hard side of leaving the comfort zone, especially coming from humble backgrounds, is the general feeling that you are not as capable as your peers. At that point, one is also confronted with the fact that besides the technical scientific abilities, it is also necessary to manage other required skills of your career. Critical thinking, presentation and communication abilities, self-discipline, leadership and advising skills, among others, also came in handy. The math-life balance also comes as a challenge, while trying to fulfill the pressure to be productive and achieve personal goals outside work at the same time. All of that requires time, maturity and, more importantly, a great support in order to overcome the challenge.

In this journey, I realized that besides the urgency of creating an equitable world in the near future, where underrepresented groups don’t have to deal with biases in and outside the workplace, it is also crucial to find a stimulating and safe environment to work in. To do so, it is very important to be surrounded by like-minded peers and colleagues you can trust to talk about the work and insecurities inside academia. Taking advantage of all professional and personal opportunities and resources is also essential.

Posted by HMS in Stories
29
Mar
2023
Fulya Kula

Fulya Kula

Born in Turkey • Studied Mathematics at Middle East Technical University in Ankara, Turkey • Highest degree PhD in Mathematics Didactics • Lives in Enschede, The Netherlands • Occupation Lecturer at the University of Twente

I actually did not really like mathematics in primary school. I found it difficult to memorize all multiplication tables for example, as I did not really understand the concept behind them. However, during high school, I had a great teacher, who could explain really well. She introduced us to theorems and proofs, and I found this challenging and rewarding.

What prior knowledge is necessary to fully understand the concept of the derivative? And what happens when some of that knowledge is missing?

After that, I did my BSc in mathematics, but I was also very intrigued by the way my professors were teaching, maybe because of my experience in primary school. All were very talented mathematicians, but some of them were not explaining very well, while others were. This motivated me to do my undergraduate and PhD level in the didactics of mathematics. In my PhD for example, I focused on the concept of the derivative. What prior knowledge is necessary to fully understand the concept of the derivative? And what happens when some of that knowledge is missing?

I am now still working in the field of mathematics and statistics didactics. I investigate how we can improve the teaching and learning of mathematical and statistical concepts. This combines my pedagogical skills and scholarly knowledge. I try to gain a better understanding into how people learn, and how this knowledge can improve teaching.

I find this project particularly exciting because it can make a real difference in students’ academic lives, as I often see them struggling in the first year during my teaching.

I am currently working to make the transition from high school math to college-level math easier for students. This means that students should have a better understanding of several mathematical concepts and skills when they are at university. To achieve this, I investigate best practices in curriculum development. I will also create videos and practice material on topics that many students are struggling with. I find this project particularly exciting because it can make a real difference in students’ academic lives, as I often see them struggling in the first year during my teaching.

During my research, I focus on how we can teach mathematics in such a way that students can understand it more easily. I had very interesting results on teaching statistical inference for example. In statistics, you often make probabilistic statements about an entire population while you only investigate at a small sample of it. This concept is often very difficult to grasp for students. Usually, during a course students are first told about the sample (for example the sample mean), and are then told what this sample statistic tells about the entire population. My research shows that it is actually better to start discussing the population first, and how you create a sample from this entire population. After that, you can teach what this then tells you about the entire population that we started with.

I would really like to investigate the most common statistics textbooks to compare their way of explaining to my proposed model. Doing so will help me to slowly but surely change the way statistics is taught.

My research endorsed that this second way of teaching makes students grasp statistical inference more easily. I would really like to investigate the most common statistics textbooks to compare their way of explaining to my proposed model. Doing so will help me to slowly but surely change the way statistics is taught.

My goal is to make sure that research in the didactics of mathematics is actually applied in mathematical teaching. Despite the fact that there is plenty of research that could be useful, the connection between research and practical teaching is weak. I would love to create a course on didactics for mathematics teachers at universities as well. I feel that most people at the university really like their teaching, and are also interested in my didactical research, but it is difficult and time-consuming for them to get a good overview of the existing knowledge. In such a course, we could go over this together, and discuss how we can implement it in practice. In this way, mathematics education research can really make an impact on the way mathematics is taught.

I really enjoy teaching and find it very motivating. My favorite moments are when a student has an “A-Ha” moment and gains a better understanding of a concept. This is also very rewarding for myself, as I managed to make an impact on the student by teaching them a topic that they did not fully understand. It also shows you the beauty of mathematics: if a student understands all single, small concepts, they can understand a much bigger problem.

Posted by HMS in Stories