Adriana Salerno (editor-in-chief) is an associate professor of mathematics at Bates College. She earned her undergraduate degree in her home country of Venezuela at the Universidad Simon Bolivar, then went on to earn her PhD at the University of Texas. While completing her doctorate in mathematics, Salerno was also selected as the AMS-AAAS Mass Media Fellow in the summer of 2007; as such, she wrote articles for the Voice of America. Salerno’s main research area is Number Theory, in particular the intersections of number theory with geometry, physics, and cryptography. She is also very interested in the communication and teaching of mathematics to create a more inclusive and diverse STEM workforce. She is an alum of the Linton-Poodry SACNAS Summer Leadership Institute, and is committed to increasing the representation of minorities and women in the mathematical sciences. Salerno was visiting mathematician at the Mathematical Association of America’s headquarters in Washington, D.C., from September to November 2016.
Edray Herber Goins grew up in South Los Angeles, California. The product of the Los Angeles Unified (LAUSD) public school system, Dr. Goins attended the California Institute of Technology, where he majored in mathematics and physics, and earned his doctorate in mathematics from Stanford University. Dr. Goins is currently an associate professor of mathematics at Purdue University in West Lafayette, Indiana. He works in the field of number theory, as it pertains to the intersection of representation theory and algebraic geometry.
Piper Harron tried really hard to play by the rules of society and academia, but she failed. Not only did she fail, but she was miserable and found that playing by the rules wouldn’t even keep her safe. After giving up completely, and after giving birth to her second child, she finally finished the first draft of her number theory PhD thesis in 2014, a mere 6 years late. She officially got her degree from Princeton University in January 2016, and is currently a Temporary Assistant Professor at the University of Hawaii at Manoa. She dedicates her work to everyone who dabbles in misery, trying to find their way in systems that don’t support them, and to anyone trying to tear it all down.
Brian P. Katz is an associate professor at Augustana College in the Department of Mathematics and Computer Science. He teaches courses across the undergraduate curriculum, with a preference for courses that meet students at transition points in their mathematical justification processes or that prepare future teachers to bring inquiry into their classrooms. He earned his PhD from UT Austin in algebraic geometry and has transitioned his scholarship into research on undergraduate mathematics education, especially student conceptions of proof, inquiry, and the epistemological questions in mathematics. For Brian, all teaching is political and hence should be about justice. This perspective leads to his passion for teaching with inquiry because he sees it as a tool to address or remove barriers coming from previous experiences, to teach students to trust their own authority and respect the ideas of peers, and to reconstruct our narratives of the discipline.
Luis Leyva is an assistant professor of mathematics education in the Peabody College of Education & Human Development at Vanderbilt University. His research rests at the juncture of mathematics education, higher education, and gender studies to document the intersectionality of lived experiences among marginalized student populations (including African Americans, Latin@s, and members of the LGBTQ+ community) in navigating undergraduate STEM education as a gendered, racialized, and heteronormative space. His research aims to increase academically supportive and socially affirming STEM learning opportunities across educational spaces including undergraduate classrooms and STEM support programs that attend to the intersectionality of marginalized students’ experiences.
As a doctoral student and faculty member, Dr. Leyva has taught undergraduate and graduate courses on topics including mathematics teaching methods for elementary and secondary pre-service teachers, inclusive and culturally-responsive K-12 teaching, and principles of college course design and teaching. He also holds over six years of professional experience as a mathematics instructor and program coordinator for STEM student support initiatives for underrepresented populations at Rutgers University including peer mentoring programs, living-learning communities, and summer bridge programs.